text:
The Rice Lake Area School District offers the best elementary Montessori program in Northwest Wisconsin. The Montessori style of education includes multi-age groupings that foster peer learning, uninterrupted blocks of work time, and a guided choice of activity. Under the Montessori method, the teacher, child and environment create a 'learning triangle.' The classroom is prepared by the teacher to encourage independence, freedom within limits, and a sense of order. The child, through individual choice, makes use of what the environment offers to develop him/herself, interacting with the teacher when support or guidance is needed. Montessori teachers provide environments where students have the freedom and the tools to pursue answers to their own questions.
The Rice Lake Montessori program utilizes classrooms at Red Cedar School, and Montessori students are able to participate in Art, Music, Gym, lunch and recess with the conventionally taught elementary students.
Montessori students learn to think critically, work collaboratively and act boldly – all skills that are readymade for the 21st Century.
Montessori Enrollment Letter
Montessori Enrollment Brochure
Ms. Ashlie is a UW-RF elementary education graduate with an Elementary 1 Montessori credential from St. Kate's University, an early childhood Montessori certificate from The North American Montessori Center, and a Master's Degree from UW-RF. This is her 8th year teaching Montessori.
Children's House (4k & Kindergarten)
Ms. Barb is a UW-EC elementary education graduate. She taught for six years in Amery, Wisconsin in a traditional third grade classroom. Prior to becoming the Montessori E1 teacher in Rice Lake, she was a Montessori aide for three years. She is working on her Early Elementary Montessori certificate from The North American Montessori Center.
Elementary 1/E1 (1st through 3rd grade)
The Admissions Process
Students who will be at least 4 years old by September 1st of the upcoming school year are able to enroll in the Montessori program. The Montessori program currently serves children 4K-3rd grade. In the case that a classroom reaches its maximum capacity, students will be put on a waiting list for that school year and will be called in the order their applications were returned. All families are encouraged to fill out the required paperwork during the enrollment period and return it to the Administration Office. In the case that more students apply than there are spaces available, preference will be given to siblings of current or prior Montessori Program students who have completed the program and children of Rice Lake Area School District employees. After admittance of these students, the remaining names will be put into a lottery.
All decisions will be made by mid-June of the current school year for the upcoming school year's enrollment. Any students wishing to enroll after that time will be handled on a case by case basis and if there is room in the program.
Students new to Montessori:
All 4K prospective students who do not currently have a sibling in the Montessori program need to have at least one parent come in to observe after the 4K enrollment window opens in February, and the child (no parents) will then need to come in for an "observation morning" with the other prospective 4K students at a later spring date. The paperwork for the 4K program needs to be returned to the Administration Office after it is mailed out, and an observation set up with the Children's House (4K/K) teacher. Parents of older students who are new to Montessori will also need to set up an observation with the appropriate teacher for themselves and their child; these will be two separate visits.
Siblings of current Montessori Students and Montessori transfers:
Siblings of current Montessori students do not need to have a parent observation, but the 4K students still need to attend the "observation morning" and students who are transferring in from another Montessori program may choose to take a morning to observe in their new classroom.
What makes a child a good fit for the Montessori program?
Good Fit
Independent – doesn't need constant teacher or adult direction to do the next step
Desire to learn and go above and beyond in their work
Problem solving skills
Intrinsically motivated
Can appropriately respond to release of control (work, school, personal). The students are "on their own" for the majority of the day to get their work done. The teacher is working one-on-one or with small groups of students throughout the day, and is not directing the whole class.
Poor Fit
Constant reminders to stay on task
Only does the minimum or less that is requested
Relies on adult for direction
Not self-motivational
Lack of self-discipline
No self-control
Rice Lake Montessori Program
Family Handbook
Red Cedar School
33 Ann Street
Rice Lake, WI 54868
Dear Montessori Families,
Thank you for choosing the Rice Lake Montessori Program for your child's education experience! We are so excited to help your child grow and learn to the best of their ability. Enclosed you will find some of the key area's to help you gain a better understanding of the expectations of the Montessori Program. Please take the time to familiarize yourself with the handbook and the expectations, as it will make for a smooth school year for everyone involved.
Please do not hesitate to contact your child's teacher if you have any questions or concerns; we are all here to help your child be the best they can be!
Montessori Teachers
Program Background
The Montessori Program was started in 2011 and classes were held at Red Cedar school, consisting of 3 and 4 year old students. The program has continued to grow since that time, with the program moving to Tainter Elementary in 2015 and adding an E1 classroom for 1st-3rd grade students, along with the existing Children's House classroom that consists of 4K and Kindergarten students. Our vision is to grow the program through E2, which consists of 4th-6th grades.
Admissions Process
Students who will be at least 4 years old by September 1st of the upcoming school year are able to enroll in the Montessori program. The Montessori program currently serves children 4K-3rd grade. In the case that a classroom reaches it's maximum capacity, students will be put on a waiting list for that school year and will be called in the order their applications were returned. All families are encouraged to fill out the required paperwork during the enrollment period and return it to the Administration Office. In the case that more students apply than there are spaces available, preference will be given to siblings of current or prior Montessori Program students who have completed the program and children of Rice Lake Area School District employees. After admittance of these students, the remaining names will be put into a lottery.
All decisions will be made by mid-June of the current school year for the upcoming school year's enrollment. Any students wishing to enroll after that time will be handled on a case by case basis and if there is room in the program.
All 4K prospective students who do not currently have a sibling in the Montessori program need to have at least one parent come in to observe after the 4K enrollment window opens in February, and the child (no parents) will then need to come in for an "observation morning" with the other prospective 4K students at a later spring date. The paperwork for the Montessori 4K program needs to be returned to the Administration Office after it is mailed out, and an observation set up with the Children's House (4K/K) teacher. Parents of older students who are new to Montessori will also need to set up an observation with the appropriate teacher for themselves and their child; these will be two separate visits.
Siblings of current Montessori Students and Montessori transfers:
Curriculum Overview
Dr. Montessori saw some significant similarities in children and she grouped these children from birth-3 years, 3-6 years, 6-9 years, and 9-12 years going through the elementary levels. The 3 year age grouping allows for students to remain in the same room with the same teacher for 3 years, and also allows for younger students to learn from older students, which gives the older students a sense of pride and responsibility to work with and "teach" the younger students.
Children's House
Dr. Montessori said that the most important time for learning is the period between birth and six years of age, because children are eager to learn from new people and experiences. She talked of the "absorbent mind", meaning that children absorb all the environment has to offer, and it is our responsibility as adults to ensure the world they experience is rich, safe, nurturing, and intelligent. Much of a child's self-esteem and the foundation for their future learning is established in their early years, before they come to school, and certainly in their Children's House years. The Children's House classroom allows your child to take a step toward independence in an environment specially created for the developing young learner. This happy and intelligent setting offers your child an opportunity to develop strong social skills as well as explore language, music, practical life skills, art, math, geography, science, culture and large motor activities. In this classroom, your child will be introduced to many different concepts and will learn both through observing and through direct interaction with beautifully crafted materials.
Practical Life
Dr. Montessori structured exercises for the classroom to help children satisfy the need for meaningful activity. We refer to these as "exercises of practical life." They include those daily activities which adults perform to maintain the environment and promote cohesive human relations. The Montessori practical life area is designed to allow the child to practice skills that will lead to greater independence and self-control. This area provides the child with the opportunity to engage in tasks associated with the real world of home, garden, and self- care. This work allows the child to develop concentration and attention to detail. Fine motor skills are honed, as the child gains a sense of satisfaction that comes from completing a task. They develop a deep joy for caring for themselves, others, and their environment. There are four distinct groups of practical life exercises:
Care of self Children learn hand washing, fastening buttons, zipping, tying, snapping, and other personal hygiene skills. As we know, children need to first learn how to take care of themselves before they can take care of others and the environment around them. Through these skills, children are able to gradually develop independence from their parents.
Care of the environment With these exercises, children learn how to take responsibility for the space they use and enjoy. They delight in washing windows, tables and chairs, sweeping floors, dusting shelves, and polishing. In addition, each child is responsible for returning his/her materials to the shelf upon completion to keep our room neat and tidy and allows for other children to find the work they are looking for.
Grace and Courtesy Grace and Courtesy envelops the skills necessary to help children converse with other children and adults in a positive, respectful manner. Through classroom activities and modeling by teachers, children develop the necessary skills for conversation, conflict resolution, greeting, and thanking.
Concentration and Coordination The exercises in practical life are among the first presented. These preliminary exercises include spooning, pouring, using tools, folding and matching, and food prep skills. These lessons help the child develop his/her gross and fine motor skills as well as develop concentration. In addition, there are groups of exercises that involve the analysis and control of movement to facilitate coordination. There are exercises that are essentially designed for this purpose, such as walking on the line and the silence game that is played as a whole class to bring an awareness to our surroundings.
Sensorial Exercises
Dr. Montessori believed that children need to first learn about an idea by experiencing it with their senses. The sensorial materials were created to help children sharpen their senses by isolating particular qualities of materials such as size, shape, composition, color, flavor, smell, pitch, texture and weight. Each of these materials is created so that the child may work on their own without interruption and constant direction from a teacher.
Language is an integral part of the entire Montessori curriculum and is present in many ways in the classroom. Stories, songs, and poems, along with conversations with adults and peers help children increase their vocabulary and develop oral language skills. Written language is taught through a specific progression of lessons that engage the senses–children learn letters and sounds through seeing, hearing, and touching them with the sandpaper letters–and through immersion in a linguistically rich classroom environment. Children first learn the phonetic sound of each letter, and from there begin to put these sounds together to make words using more hands-on classroom materials. Once they have learned to create their own words, reading usually follows rather quickly. Dr. Montessori felt that students are more successful when they learn to write words before they formally begin to read, although they are reading the words they are writing. As children progress into reading, they begin talking about stories and strengthening their comprehension and grammar skills.
The Montessori math materials are designed for children to work very concretely with numbers and new mathematical concepts. As children work through the Montessori math curriculum in their later years the materials they use will become more abstract, eventually moving towards pencil and paper algorithms. In children's House, students will primarily work with the Golden Bead material to add, subtract, multiply and divide. They will also work with the bead chains and the bead stairs.
Students will explore plants and animals in the classroom and how they live and grow through exploration with puzzles, books and other various materials.
Geography and Cultural Studies
Dr. Montessori believed it was important to study what humans have in common to instill in the child a greater sense of belonging to the universe. By examining the similarities and differences of humans around the globe, we build a sense of connection to all human beings. Children in the Montessori classroom begin by looking at the world as a whole, studying the concept of air, land, water, and continents. They then begin to dig deeper into the study of local regions, cultures, and geography of the United States and all the continents. Colorful puzzles provide extensive hands-on exploration of world geography.
Library, Music, Art, and Phy. Ed.
Kindergarten students will participate in all specials that the rest of the elementary students do. The 4K students will have a weekly library session and will be able to check out books.
Elementary I Program
This portion of the Montessori program consists of 6-9 year old students, or grades 1-3. Students in the E1 program will experience group lessons that they will be required to complete follow-up work for, and those works will have a due date. It is up to the student to use their time wisely and make sure they are done with their work by the time it is due. As in the Children's House classroom, older and younger students are able to work together collaboratively and learn from each other. The students in the elementary program will be working more towards abstraction in their work when compared to the Children's House students.
Math and Geometry
Students in the elementary program may work for awhile with the golden beads as a review, and then begin the journey towards abstraction. They will continue to practice adding, subtracting, multiplying and dividing with each material they use, but each one will help the children progress towards learning how to do "pencil and paper" math. Students will also memorize their math facts during their time in El. They learn about shapes and their attributes and fractions while in the elementary classroom, too.
Students will discover the parts of speech in the elementary program and become fluent in using and finding them in their writing. They will also work on their reading and comprehension skills. This is something that needs to be carried over at home, as practice with reading and comprehension is something that is always evolving.
The science curriculum during the elementary years focuses on plants and animals and the parts and functions of each of these and how they are inter-related.
Geography and Culture
Students will learn about the parts of the Earth, the history of how things came to be while looking at the Timeline of Life and the Timeline of Humans, and they will learn about the country names, capitals, and flags of the continents. In third grade, students will learn about the United States by doing an in-depth study throughout the course of the school year.
All students will participate in all specials that the rest of the elementary students do.
We will follow the same conference schedule as the rest of the elementary schools in the district. If for some reason you would like to meet with your child's teacher at a time other than the fall and spring conferences, please contact the teacher to arrange a meeting time.
Sharing is left up to each classroom teacher, as the curriculum and/or environment may help set the parameters of sharing. However, in general we ask that students do not bring toys in for sharing, and that whatever they bring is something that the other students in the class can learn from and ask questions about to find out more. Sharing is a wonderful opportunity for children to practice their public speaking skills and asking and answering questions.
Students may bring a healthy snack to have at school if they wish. Ways to be healthy are talked about and encouraged at school, and one of those ways to be healthy is eat healthy. We have class conversations about times that eating cookies, cake, chips, etc., may be appropriate, but encourage healthy snacks for everyone during snack time at school. Here are some ideas to help you get started:
baby carrots
ants on a log (celery, peanut butter, raisins)
box of raisins
graham crackers
Ritz crackers
Peanut butter and jelly sandwich
dry cereal (cheerios, etc.)
granola bar
string cheese
cheese and crackers
Birthday Celebrations
Birthday celebrations are a part of the Montessori curriculum and are celebrated in the classroom for each child. Children will celebrate their birthday or half birthday, and your child's teacher will let you know the date of the celebration. We encourage children to bring in one picture from each year of their life to share with the class, and talk about some milestones that may have happened or they learned in that year. For example, walking, talking, riding a trike/bike, getting a new baby brother/sister, starting school, etc. Younger children may need some of these things written down to have a teacher's help with. If your child wishes to bring a treat to school to share with their friends, we ask that it be a purchased treat.
Parent-Teacher Communication
The best mode of communication to get information to your child's teacher is via e-mail or a phone call; however, sending a note as a backup form with your child is suggested. Your child's teacher will share their preferred contact information with you at the start of the school year, however it is also available on the Rice Lake School District website if you need to be in touch before the school year begins. Varying kinds of information will be sent home in your child's folder throughout the week, and anything your child works on at school and wishes to bring home will also be in there. Please be sure that your child brings his or her folder to school each day. It is also your child's responsibility to look in their folder each morning at school and give the teacher any notes or papers that need to be returned.
Children are encouraged to wear clothing to school that they can independently take on and off and be comfortable in. Many of the materials in the classroom require the children to work on the floor, so being able to move around is a must. You may wish to send children who aren't able to successfully tie in shoes that either slip on or have Velcro so they can be independent. Winter clothing may be something you wish to practice at home with your child so they are able to put it on themselves at school; these should also be labeled. Please make sure that during the winter months your child has a pair of shoes to wear at school; they may leave a pair in their locker if you wish.
Classroom Materials
All of the materials in the Montessori classrooms are used by all of the students. The materials are meant to be inviting and fun to use, but sometimes they are too inviting and make their way home! If you find anything that you think may belong to the school, please don't worry- just send it back to school and we will make sure that it gets returned to its proper home.
Key Terms To Know
Montessori has some key terminology and ideas that are often used in the classroom and discussions with parents.
Montessori Terminology
Dr. Maria Montessori introduced many new terms and concepts to describe how children grow and learn. Here are definitions of some widely used Montessori words and phrases.
Absorbent mind – From birth through approximately age 6, the young child experiences a period of intense mental activity that allows her to "absorb" learning from her environment without conscious effort, naturally and spontaneously.
Casa dei Bambini – In Italian, "Children's House," and the name of Dr. Montessori's first school.
Children's House – In many Montessori schools, this is the classroom for children ages 2.5 (or 3) to 6 years; other schools call the classroom for this age group Casa, preschool, or primary school. Some schools use this term to refer to the entire school.
Concrete to abstract – A logical, developmentally appropriate progression that allows the child to come to an abstract understanding of a concept by first encountering it in a concrete form, such as learning the mathematical concept of the decimal system by working with Golden Beads grouped into units, 10s, 100s, and 1,000s.
Control of error – Montessori materials are designed so that the child receives instant feedback as he works, allowing him to recognize, correct, and learn from his mistakes without adult assistance. Putting control of the activity in the child's hands strengthens his self-esteem and self-motivation as well as his learning.
Cosmic education – Maria Montessori urged us to give elementary-level children a "vision of the universe" to help them discover how all parts of the cosmos are interconnected and interdependent. In Montessori schools, these children, ages 6 – 12, begin by learning about the universe, its galaxies, our galaxy, our solar system, and planet Earth—everything that came before their birth to make their life possible. As they develop respect for past events, they become aware of their own roles and responsibilities in the global society of today and tomorrow.
Didactic materials – Didactic meaning "designed or intended to teach," these are the specially designed instructional materials—many invented by Maria Montessori—used in Montessori classrooms.
Directress or guide – Historically, the designation for the lead teacher in a Montessori classroom; some schools still refer to the lead teacher as "guide." In Montessori education, the role of the instructor is to direct or guide individual children to purposeful activity based upon the instructor's observation of each child's readiness. The child develops his own knowledge through hands-on learning with didactic materials he chooses.
Grace and courtesy – Children are formally instructed in social skills they will use throughout their lives, for example, saying "please" and "thank you," interrupting conversations politely, requesting rather than demanding assistance, and greeting guests warmly.
Montessori – The term may refer to Dr. Maria Montessori, founder of the Montessori Method of education, or the method itself.
Normalization – A natural or "normal" developmental process marked by a love of work or activity, concentration, self-discipline, and joy in accomplishment. Dr. Montessori observed that the normalization process is characteristic of human beings at any age.
Normalizing event – Within the prepared environment of the Montessori classroom, children experience a normalizing event every time they complete a basic work cycle, which includes 1) choosing an activity; 2) completing the activity and returning the materials to the proper place; and 3) experiencing a sense of satisfaction.
Planes of development – Four distinct periods of growth, development, and learning that build on each other as children and youth progress through them: ages 0 – 6 (the period of the "absorbent mind"); 6 – 12 (the period of reasoning and abstraction); 12 – 18 (when youth construct the "social self," developing moral values and becoming emotionally independent); and 18 – 24 years (when young adults construct an understanding of the self and seek to know their place in the world).
Practical life – The Montessori term that encompasses domestic work to maintain the home and classroom environment; self-care and personal hygiene; and grace and courtesy. Practical life skills are of great interest to young children and form the basis of later abstract learning.
Practical life activities – Young children in Montessori classrooms learn to take care of themselves and their environment through activities such as hand washing, dusting, and mopping. These activities help toddlers and preschool-age children learn to work independently, develop concentration, and prepare for later work with reading and math; older children participate in more advanced activities.
Prepared environment – The teacher prepares the environment of the Montessori classroom with carefully selected, aesthetically arranged materials that are presented sequentially to meet the developmental needs of the children using the space. Well-prepared Montessori environments contain appropriately sized furniture, a full complement of Montessori materials, and enough space to allow children to work in peace, alone or in small or large groups.
Sensitive period – A critical time during human development when the child is biologically ready and receptive to acquiring a specific skill or ability—such as the use of language or a sense of order—and is therefore particularly sensitive to stimuli that promote the development of that skill. A Montessori teacher prepares the environment to meet the developmental needs of each sensitive period.
Sensorial exercises – These activities develop and refine the 5 senses—seeing, hearing, touching, tasting, and smelling—and build a foundation for speech, writing, and math through the use of sensorial materials. The exercises also bring order to the barrage of sensorial impressions the child experiences from birth onward.
The 3-period lesson – A 3-step technique for presenting information to the child. In the first—the introduction or naming period—the teacher demonstrates what "this is." (The teacher might say "This is a mountain" while pointing to it on a 3-dimensional map.) In the second—the association or recognition period—the teacher asks the child to "show" what was just identified ("Show me the mountain"). Finally, in the recall period, the teacher asks the child to name the object or area. Moving from new information to passive recall to active identification reinforces the child's learning and demonstrates her mastery.
Work – Purposeful activity. Maria Montessori observed that children learn through purposeful activities of their own choosing; Montessori schools call all of the children's activities "work."
Adapted from http://amshq.org/Family-Resources/Montessori-Terminology
Some other key terms and ideas to know are:
Elementary 1 or E1- classroom consisting of 1st-3rd grade students or 6-9 year olds
Elementary 2- or E2- classroom consisting of 4th-6th grade students or 9-12 year olds
Three Freedoms:
Freedom of choice: Students have the freedom to choose what they are going to do and when they will do it. However, freedom comes within limits, and students need to have a presentation on the materials they want to work on, and older students need to have responsibility and time management to complete their work by the designated deadline. Students are also given the freedom to choose where they will work to complete their task within the classroom.
Freedom of work: Students have the freedom to work on the work they choose, but again, this comes with limits.
Freedom to repeat: Students are welcomed and encouraged to repeat any work they have been presented. This is often seen in the Children's House classroom, when children don't have as many "time" restrictions placed on them. You will often see children repeating a work many times; Dr. Montessori felt that students were filling a need within themselves when they do this.


text:
From inside the book
21 pages matching personality process in this book
Where's the rest of this book?
Results 1-3 of 21
What people are saying - Write a review
We haven't found any reviews in the usual places.
Projective Methods
Recent Scientific Developments i
Approaches to the Study of Personality 3 3
2 other sections not shown
Other editions - View all
Common terms and phrases
Abstract activities affective reactions analysis approach assumptions atomic behavior Bender Bull Character & Pers chiat child classical physics clinical concepts configuration criteria of credibility cultural world deviations diagnosis dimensions distortion doll dynamic process emotional Eva Ruth Exch experience experimental feelings field Frank frustration functions Genet graphology group norms Harrower-Erickson Hertz idiomatic indicators individual personality interpretation investigation Lauretta Marguerite measure Menninger Clin Ment Molly Monogr newer observed operation organism Orthopsy Orthopsychiat parents patient patterns personality process phantasy Play technique play therapy private world problems procedures projective methods projective techniques Psychiat Psychiatry psychology psychotherapy quantitative quantum physics recognized reliability and validity responses reveal Rorschach inkblot test Rorschach method Rorschach Res Rorschach test schizophrenic schizophrenic language Science scientific significance situation Social Psychol Sociometry sonality spatial statistical regularities structure study of personality substance symbolic Thematic apperception test therapy tion traditions unique Univ utilized various York

subset: commoncrawl


text:
General Tso, on 28 February 2016 - 11:05 AM, said:
I know she's a Kramer. I think her first name is Nicole. She's a good player. Last year at Senior she hit some big shots when Crestview went down. If Ottoville doesn't learn how to stop big girls then next year will be the same result. Arlington only had 2 seniors on the roster.
Arlington seniors are Johnson and Dillon


text:
Skip to main content
Member Login
Share This Page
Share this page on Facebook
Share this page on Linkedin
Share this page on Twitter
German Shorthaired Pointer Club of Minnesota, Inc.
Member Signup
Breed Overview
All About GSPs
Breed Standard
Code of Ethics
Coat Colors
Event Calendar
Upcoming Club Events
2019 Fall Hunt Test
Past Club Events
2016 Fall Hunt Test
2016 Specialty/OB/RLY
2016 Spring Horseback FT
2016 Spring Hunt Test
2016 Spring Walking FT
2016 Awards Banquet
2015 Fall Hunt Test
2015 Agility A Match
2015 Spring Hunt Test
2015 Spring Walking FT
2015 Awards Banquet
2014 Fall Hunt Test
2014 August Horseback FT
2014 Specialty/OB/RLY
2014 May Horseback FT
2014 Spring Hunt Test
2014 Spring Walking FT
2014 Awards Banquet
2013 Fall Hunt Test
2013 Fall Walking FT
2013 Annual Club Picnic
2013 Specialty/OB/RLY
2013 May Horseback FT
2013 Spring Walking FT
2013 April Horseback FT
Spring Training Day
2013 Awards Banquet
2012 Specialty/OB/RLY
2012 Spring Horseback FT
2012 Spring Hunt Test
2012 Spring Walking FT
2012 Awards Banquet
2017 Fun Trial
2017 Winter Hunt
2017 Award Banquet
Nat'l Field Trial Winners
NSS Winners
GSPCMN Dog of Year Awards
Links of Interest
Member Links
Club Logo Merchandise
GSPC of MN Rescue
Contact Us
2016 Spring Walking Field Trial
We will be running three stakes on Saturday May 7th only. Open Puppy, Open Gun Dog, and Open Derby. Running order to come soon.
2016 Spring WFT Running Order
May 7-8, 2016 Walking Field Trial Premium


text:
Wall Posts
This user doesn't have any wall posts yet.
This user has not started any discussions yet.
Beginning Juicers - TIPS TRICKS & INFORMATION
Members: 38
Latest activity: 07/25/2016 02:41 PM
EVERYONE IS WELCOME, Post your tips, tricks and information that you have gathered or created throughout your rebooting experiences.
Members: 1204
Latest activity: 09/20/2019 11:41 AM
JOIN ME!!! I have a challenge for us... Let's do this for 30 days!! If you fall off just get back up!! But see... We WON'T fall off! Let's prove to ourselves that we are capable of doing this. LET'S BE A TEAM! Let's start living a healthier lifestyle. You even being on this site is already a start. I need some motivation and I can motivate you as well. Let's help eachother out. Let's stop trying and start doing. It may be hard but it isn't impossible. WE can work together and push eachother. On our days when we feel like giving up, let's speak up and seek some words of encouragement. I'm starting today but even if you see this post late, STILL join. I will push you and help you reach your goals. If you're not joining, I would appreciate any advice or any words to motivate or inspire me. I'm on day one and I'm fighting! I'll be posting my recipes and experience day by day until WE reach 30 days. If you stop after 30 days, don't go back to old habits! EAT HEALTHIER and excersice. Do it for your own good. Love yourself enough to make this change. Question for you... Do you want to be happier? Do you want to feel more energy? Live longer? Be able to do things you were never able to? THEN START TODAY AND SEE THE CHANGE YOU WANT TO SEE. I know you want to look into the mirror and see a difference for once. Trust yourself and give this your all. Change begins with YOU. Remember that hard work pays off and great things require hard work. Btw, a BIG thanks to Joe! You helped me start TODAY and stop making excuses.
Visit the members section to find new friends!


text:
Toner for Xerox Work Centre - FREE Shipping - No Quibble Warranty AND Trophy Points!
- Toner For Your Xerox Work Centre Laser Printer
- Free Shipping
- No Quibble Warranty
- Trophy Points!
Find your printer below or use our Cartridge Finder or the search box above to find the correct cartridge for your printer. If you cannot find what you need please let us know and we will do our best to get it for you.


text:
Product Description
Manduka eQua "a towel for life", is the next generation in multi-purpose towels. Extremely lightweight, yet plush, durable, super-absorbent, non-slip and quick drying, the eQua microfiber towel outperforms ordinary cotton or polyester towels on the mat, at the gym, on a mountain, or on the road.
Now thicker and plusher for better absorbency and slip-resistance, the new & improved eQua towel is the perfect companion to all Manduka high performance yoga mats. The eQua Mat Towel spreads over any yoga mat to add traction to sweaty palms and feet. The versatile eQua doubles as a germ-free gym towel to absorb perspiration, as a meditation shawl so you can stay warm during cool sitting sessions, or as a highly absorbent travel or hiking towel which takes up a minimum amount of packing space. Slip-resistant, when moist, this super-soft microfiber towel provides extra grip for sweaty hands and feet.
- 1 lbs; 72" x 26.5"
- Fits most yoga mats
- Tightly woven fibers produces a soft, suede-like feel
- "Split" microfiber technology for optimized moisture absorption, evaporation, and "wet-grip"
- Fabric becomes slip-resistant when damp
- Ultra lightweight with exceptional durability
- Survives countless washings
To enhance the slip-resistant qualities of the fabric, spray with water to dampen before use.
To Wash: Machine wash on cold with like colors. Hang to dry (recommended) or tumble dry on low setting.
ECO qualities: The eQua microfiber fabric is a synthetic material, engineered for performance & durability, and is recyclable. We consider the product to be an eco-conscious choice, when the towel is used to its fullest potential. Its versatility eliminates the need for other fitness towels that wear out quickly. While the material will survive countless uses and washes, it can also be repurposed as a multi-functional cleaning cloth, if its life as a fitness accessory comes to an end. The packaging is made from 100% recycled PET material.


text:
NOTE: Rental of this title does not include the single-use code for access to two multiplayer modes. The single-use code is included with purchase of this title.
No epic horror franchise would be complete with an enemy that just..will..not..die, and F.E.A.R. serves up one of the best. Last time, Point Man followed orders and destroyed not only his psychic mother Alma, but his brother Paxton. Or so he thought. Alma survived and is poised to unleash her worst horror yet. Paxton has also returned, existing beyond the grave and begging for Point Man to help him find Alma. Enter the most chilling F.E.A.R. saga yet in a story created with help from horror legend John Carpenter. Survive random scare events, fight incredible mech battles, and encounter the nightmarish creations that have spilled out of Alma's twisted mind.


text:
Three faculty appointments approved
The Board of Trustees has approved the appointments of three assistant professors.
In geosciences, John Higgins has been appointed for a term of 3 1/2 years, effective Feb. 1, 2012. Higgins, who specializes in paleoclimatology, currently is a postdoctoral fellow at Princeton. He earned his bachelor's degree and Ph.D. from Harvard University, and also holds a master's degree from the University of Cambridge.
In politics, Ali Valenzuela has been appointed for a three-year term, effective Aug. 1, 2012. Currently a postdoctoral research associate at Princeton, Valenzuela is a graduate of the University of California-Los Angeles and holds a Ph.D. from Stanford University. His research focuses on American politics.
In electrical engineering, David Wentzlaff began a three-year term on Sept. 1, 2011. A specialist in computer architecture, he is a graduate of the University of Illinois and holds a Ph.D. from the Massachusetts Institute of Technology.


text:
Navel Piercing Shops » Willows, California
Looking to get a navel piercing? Well you've come to the right place! Choosing the perfect place to get your navel piercing is not an easy matter. Finding that place has never been easier! Below is a listing of piercing shops in Willows, California.
Dragon Ink
No Ratings Yet
PO Box 68
Willows, California 95988
Phone: (530) 934-5996
company website not available
More and more piercing shops are being added everyday! It's not just navel piercings but all aspects of piercing! If you're looking to get a body piercing you've landed on the right place! Feel free to navigate our site and let us know what you think!
PLEASE NOTE: If you know of a shop in Willows that isn't listed above feel free to let them know about us so they can get their shop listed on Body Piercing Central and start benefiting from the increased exposure.


text:
AT&T plan lets users upgrade phone every year
A new AT&T plan will allow wireless customers upgrade their smartphones every year.
The carrier announced AT&T Next, an option that lets a smartphone or tablet owner snag a new device every year at no additional costs.
AT&T Next will work similarly to plans introduced by rival T-Mobile, which scrap traditional contracts in favor of paying for phones through monthly installments. The AT&T plan would allow a consumer to acquire a smartphone and make monthly payments for the full price of the phone with nothing down, then opt to upgrade after 12 months. If a consumers decides to keep their phone, they make payments for an extra 8 months.
AT&T says installments range from $15 to $50 a month, depending on the device. For example, a 16 GB iPhone 5, which carries a full price of $649.99, would be available for $32.50 per month.
The plan will be available nationwide starting July 26.
AT&T's endeavor is very similar to T-Mobile's recently introduced Jump program, which allows users to upgrade up to two times every 12 months. There are also reports Verizon Wireless will launch a similar program called VZ Edge.
Follow Brett Molina on Twitter: @bam923.


text:
Brad Hodge begins his sixth season as head coach for the Birmingham-Southern women's basketball team in 2010-11.
Last season, BSC went 13-12 with Hodge at the helm, including a 9-3 mark at home. The Panthers picked up wins against in-state rival Huntingdon, East Texas Baptist University, and Rust College, as well as conference power DePauw, Oglethorpe, Millsaps, Southwestern, Sewanee, and Rhodes.
In 2008-09, Hodge's Panthers put together an overall record of 15-10, with wins over Huntingdon, twice, Maryville College, and Emory University. Against Southern Collegiate Athletic Conference (SCAC) opponents, the Panthers were victorious against Southwestern, Austin, Millsaps, Hendrix, Centre, Sewanee, and Rhodes.
In its first Division III season in 2007-08, Hodge guided his squad to an impressive 18-7 record with wins over teams such as Louisiana College, Judson College, Spring Hill College, and Emory University, as well as McMurry University and Maryville College to win the Maryville Thanksgiving Classic.
In its first season as a member of the SCAC, BSC defeated every team in the conference at least once, including a 71-58 home victory over No. 11 DePauw University, the 2007 Division III National Champion.
In 2006-07, Hodge's second season on the Hilltop, his squad notched wins over Southern Mississippi and Centenary, as well as Big South Conference rivals Charleston Southern and Winthrop. Hodge and his staff landed two players on All-Conference squads, as junior Reba Ross earned First-Team honors, as well as Academic All-Conference honors, and Marisah Henderson earned All-Freshman honors.
In 2005-06, in his first season as a Division I head coach and first season at Birmingham-Southern, Hodge guided the Panthers to a 12-16 overall record and a 6-8 showing in Big South Conference play. The squad notched wins over Florida Atlantic, New Orleans, Millsaps, Alcorn State, and Savannah State in non-conference action, and defeated Charleston Southern and UNC Asheville twice in Big South play. The Panthers also downed Winthrop and Radford, and lost in the first round of the 2006 conference tournament to third-seeded Coastal Carolina in Conway, S.C.
Hodge and his staff coached three All-Conference players that season in senior Stacey Anthony (Second-Team All-Conference), freshman Ashley Thornton (All-Freshman Team), and Ross (Academic All-Conference). The 2005-06 team also earned the inaugural Big South Conference Women's Basketball Sportsmanship Award under Hodge's leadership.
Hodge came to the Hilltop in 2005 after serving four seasons as the head women's coach at East Central Community College in Decatur, Miss., where he directed the Lady Warriors to an 80-36 record.
In 2003-04, Hodge led ECCC to a 31-4 record, which included a Mississippi Association of Community and Junior Colleges state title, the National Junior College Athletic Association (NJCAA) Region XXIII title and an appearance in the Elite Eight of the NJCAA Tournament. For his efforts, Hodge garnered MACJC, Region XXIII, and Mississippi Association of Coaches Coach of the Year honors.
Hodge's final East Central team posted a 20-10 mark and a runner-up finish in Region XXIII.
Prior to becoming head coach at ECCC, Hodge served as a dual assistant coach with both the men's and women's programs for two seasons.
Hodge played at the University of Alabama-Huntsville from 1989-93, where he earned the Charger Award and Sportsmanship Award. He later served as a student assistant at Athens State College, where he received a bachelor's degree in physical education in 1996.
Hodge had his first stint in Division I at the University of Louisiana-Monroe, where he served as an assistant under head coach Mike Vining from 1997-99. In 2001 Hodge received a master's degree in exercise science from ULM.
Hodge has a seven-year-old son, Alex, and a five-year-old daughter, Breanna.


text:
Pinkie, The Talking Parrot, is at the Guggenheim Museum, where she is residing in the staff offices and will be on view to the public regularly throughout the month. During Pinkie's stay, the museum is organizing a variety of programs for and around her. These include a film series specially curated for her, displayed on a monitor beside her cage on the Rotunda Floor. This series opens with a selection of non-objective films that were supported by the Guggenheim's founding director Hilla Rebay in the early 20th century. The program will develop over the course of the month in response to her engagement and interests. Visitors are welcome to view these films alongside Pinkie.
Back to All Events
Earlier Event: June 17A Talking Parrot at the Guggenheim
Later Event: June 19A Museum Artwork is on view


text:
Jay was one of my best friends. I think I saw him just about every day the summer before I moved back to the mainland, and I could say just about the same thing for the summer before my sophomore year of college when Jay moved to Utah too. He's such a great guy and I'm happy to have him back as a friend and the bonus is that his wife seems awesome and they live in Utah now so Larry and I will actually have some friends when we move.
And I'd just like to note that one of the first things Jay said to me is that I craft like an 80 year-old woman! Hmmmm . . . I'm sure he meant that as a compliment . . . Actually that was pretty funny because I'm always telling Larry that he has the vocabulary of an 80 year-old man so I guess we were meant for each other in many many ways! Jay also kept pointing out how old I'm getting so I'd like to take this opportunity to let him know that he's also getting up there! The little guy in this picture, his brother Mikey, is now a senior in high school (yikes!) and Mikey made a very wise decision to go to my alma mater, Kahuku instead of Jay's, Kamehameha (Ha ha!)
And now we are all caught up and Jay and his beautiful wife have a blog too! We can't wait to meet his wife Sarah and their new baby Adalie!


text:
This chapter describes portlet features, characteristics, technologies, and tools to help you decide which portlet building technology best suits your needs. It includes the following sections:
Section 2.15, "Ability to Hide and Show Portlets Based on User Privileges"
Section 2.18, "Single Sign-On and External Application Integration"
Table 2-1, "Portlet Building Technologies Comparison Matrix" summarizes the technologies and tools you can use with Oracle Portal on one axis, and the features and characteristics on the other. The matrix describes the tools and technologies that are covered in more detail in this guide: OmniPortlet, Web Clipping, the Java Portlets (PDK-Java) including Standards, Portlet Builder as an appendix, and PL/SQL Portlets (PDK-PL/SQL) (in the matrix only).
Note:While these are the primary tools for building portlets, additional tools and technologies exist, such as other Oracle products, including Oracle Reports and Oracle Business Intelligence Discoverer. These other tools are not covered in this guide.
The other sections in this chapter provide further detail on the characteristics listed in Table 2-1. Use the table to quickly scan all the features and characteristics, then see the subsequent sections for more in-depth information.
Table 2-1 Portlet Building Technologies Comparison Matrix
|Web Clipping
|Portlet Builder
A simple wizard-based tool that helps you retrieve and present Web content, originating from other Web sites, in your portal.
Wizard-based tool, accessible from the browser. Capable of retrieving and presenting data from a wide variety of data sources.
APIs for portlets built specifically for Oracle Portal.
Portlets that should work with portals of other vendors. Oracle supports both WSRP and JSR-168.
Wizard-based tool, accessible from the browser. Best suited for simple, DB-centric applications or portlets.
APIs for portlets built specifically for Oracle Portal.
No expertise required.
Basic understanding of one or more supported data sources and the concepts of portlet and page parameters and events.
Java, Servlet, JSP knowledge.
Java, Servlet, JSP knowledge.
Basic understanding of relational DB concepts. Optionally SQL, PL/SQL.
SQL, PL/SQL, PL/SQL Web Toolkit.
Supported Data Sources (for details, see Section 2.3, "Expertise Required")
Any Web site accessible on the network over HTTP or HTTPS.
CSV, XML, Web Service, SAP, SQL, Web site, JCA.
No limitations.
No limitations.
SQL (local DB or remote DB through DB link)
SQL (local DB or remote DB through DB link)
Web provider
Web provider
Web provider
Database provider
Database provider
Expiry-based caching, invalidation-based caching (auto invalidate when personalized).
Expiry-based caching, invalidation-based caching (auto invalidate when personalized).
Expiry-based, validation, and invalidation caching, ESI.
Validation and expiry-based caching.
Expiry-based caching.
Expiry-based, validation, and invalidation caching.
Browser - wizard.
Browser - wizard.
Oracle JDeveloper - Java Portlet Wizard (or any other Java development environment - without the Wizard).
Oracle JDeveloper - Java Portlet Wizard (or any other Java development environment - without the Wizard).
Browser - optionally PL/SQL development environment.
PL/SQL development environment.
Develop in place.
No in-place portlet building experience. Add portlet to page, edit defaults, and personalize.
No in-place portlet building experience. Add portlet to page, edit defaults, and personalize.
Develop first, then add and develop in place.
No in-place portlet building experience. Add portlet to page, edit defaults, and personalize.
Very flexible, by using the HTML layout.
Very flexible.
Very flexible.
Very flexible.
Yes, by its nature.
Yes, by using the Web Data Source.
Yes, by using the java.net package.
Yes, by using the java.net package.
Yes, by using the UTIL_HTTP package.
Yes. (Supported by Web Clipping 126.96.36.199.2 or later.)
No URL rewriting support, but can be achieved by using public portlet parameters and events.
By using private portlet parameters.
Include servlets and JSPs (using the PortletContext.getRequestDispatcher() method).
Pagination in reports and charts is rendered inline.
By using private portlet parameters.
Yes, 2D-3D charts.
By using BI Beans.
By using BI Beans.
HTML charts.
Programmatically, HTML charts.
Yes. (Supported by Web Clipping 18.104.22.168.2 or later.)
Portlet private events (actions).
No, though it is possible to apply security managers that are not exposed through the UI.
No, though it is possible to apply security managers that are not exposed through the UI.
Yes, by using the Security managers.
Yes, the Servlet security model is supported by using methods such as PortletRequest.isUserInRole() and PortletRequest.getUserPrincipal().
Yes, by using the Security APIs.
Web Clipping 184.108.40.206.2 and higher supports external application integration.
Basic authentication support if the data source requires it.
External application integration supported. LDAP integration is supported when the portlet is running behind the same firewall as the LDAP server.
No. (Feasible through custom user attributes.) LDAP integration is supported.
No. (It runs in the Oracle Portal repository; it does not require SSO integration.)
SSO is enabled by using mod_oso.
This section describes each portlet-building technology in terms of its usage characteristics (for example, wizard-based or programmatic).
Web Clipping is a simple wizard-based tool that helps you retrieve and present Web content, originating from other Web sites, in your portal. Web Clipping does not require you to have any technical background.
Examples of portlets you can build using Web Clipping
You can build the following portlets using Web Clipping:
Stock chart portlet
Personalized weather portlet
Web mail portlet
OmniPortlet is an easy-to-use, wizard-based tool for presenting information from a wide variety of data sources in a variety of formats. OmniPortlet runs completely in the browser. Drop OmniPortlet on a portal page, click the Define link, and choose a data source and presentation format. Select from a wide variety of data sources including the following:
Web Service
Web page
OmniPortlet does not require you to use an additional development tool or have a strong technical background. Even so, you can use it to build reusable and high-performing portlets.
Examples of portlets you can create with OmniPortlet
You can create the following portlets using OmniPortlet:
RSS news feed portlet
Sales chart portlet
SAP Business Suite portlet
If the wizard-based portlet building tools do not satisfy your needs, you can build your portlets programmatically using Java. The Java Community Process standardized the Java portlet APIs in 2003. Portlets built against the Java Specification Request (JSR) 168 standard are interoperable across different portal platforms. The Java Portlet Wizard, an Oracle JDeveloper plug-in, helps you get started with your Java portlets.
Note:When building portlets in Java, you have full control over your portlet's functionality. For example, you can control what it looks like and how it behaves.
Examples of portlets you can build using Java
You can build the following portlets in Java:
Discussion forum portlet
E-mail portlet
Portlet Builder is a wizard-based tool to create data-driven portlets, where the data resides in an Oracle database. You can build interactive forms to insert, update, and delete database records. You can create flexible reports and HTML bar charts to display information from the database. Portlet Builder also enables you to pass parameters and navigate between your data-driven portlets by using dynamic links.
Examples of portlets you can build using the Portlet Builder
You can build the following portlets using Portlet Builder:
Data entry portlet
Dynamic list of partners portlet
Sales results portlet
Similar to Java portlets, PL/SQL portlets provide a flexible approach to build Web applications that cannot be satisfied by built-in portlets. For example, your application may require implementation of special business rules or logic or meet custom-designed authorization requirements. PL/SQL portlets are commonly used when you need to perform data intensive operations by using SQL and PL/SQL. Oracle Portal offers a rich set of PL/SQL APIs, such as programmatic provider registration, object level privilege management, user interface control, or multilingual support.
For example, any information provider can create custom portlets to display an application to users through Oracle Portal. Developers simply build their portlets according to Oracle Portal Developer Kit (PDK) specifications and register the provider with Oracle Portal. Developers can use the Oracle PDK to develop portlets to suit their needs.
Examples of portlets you can build using PL/SQL
You can build the following portlets using PL/SQL:
Content upload portlet
Site map portlet
Sophisticated data entry and report portlet
While some of the portlet building tools do not require portlet development skills, others assume a strong technical background. This section describes each tool in terms of the level of knowledge required to use it effectively.
Web Clipping is a tool that does not require any technical background at all. However, if you want to parameterize the Web page content that you clipped, you need to have an understanding of public portlet parameters and page parameters.
OmniPortlet requires you to have basic knowledge of the data source you want to leverage in your portlet. Table 2-2 lists the types of data sources that can be used with OmniPortlet and describes the type of information required to work with each type.
Table 2-2 OmniPortlet Data Sources
|Data Source
|Required Information
The URL that points to the spreadsheet containing the data that you want to display in the portlet.
The connection information to the data source and the SQL query that retrieves the data from the database.
The location of the XML source and optionally the address of the XSL filter and the XML schema.
Web Service
The Web Services Description Language (WSDL) URL, the method of the Web service, and optionally the XSL filter URL and the XML schema URL.
Web page
The Web page data source uses the same environment as Web Clipping. No technical background is required.
J2EE Connector Architecture
Although not displayed on the OmniPortlet Wizard's Type page, a J2EE Connector Architecture (JCA) 1.0 adapter is also available. JCA provides a mechanism to store and retrieve enterprise data such as that held in ERP systems (Oracle Financials, SAP, PeopleSoft, and so on).
To build Java portlets, you must know at least a subset of J2EE. Knowing HTML, Java servlets, and XML is a must, and JSP experience is recommended. Additional Java knowledge is optional, depending on the task you want to perform. Using Java portlets you can access any data source (supported by the Java language).
If you want to use Portlet Builder, you must have a good understanding of relational database concepts. Depending on what you want to achieve, SQL and PL/SQL knowledge may be required, as well. Using Portlet Builder, you can consume data from the local (Oracle Fusion Middleware infrastructure) database or remote databases using database links.
To build PL/SQL portlets, you must know how to write SQL statements, code and debug PL/SQL program units using SQL*Plus or similar development tool that enables you to connect to the Oracle database. You should also know HTML and PL/SQL Web Toolkit to generate the portlet content. Experience of coding the PL/SQL Server Pages (PSP) is optional.
Before a portlet can be consumed by an application, you must first deploy it, then register the provider you have deployed the portlet to. As shown in Figure 2-1, portlets can be deployed to Oracle Portal through three provider types:
Web providers
WSRP producers
Database providers.
Web providers are deployed to a J2EE application server, which is often remote and communicates with Oracle Portal through Simple Object Access Protocol (SOAP) over HTTP. Web Services for Remote Portlets (WSRP), an OASIS standard, is supported in the Developer's Preview of Oracle Portal. Database providers are implemented in PL/SQL and deployed in the Oracle database where Oracle Portal is installed.
Figure 2-1 Portlet Provider Overview
Web providers are the most commonly used and flexible type of provider. They may reside on the same application server as Oracle Portal, on a remote application server, or anywhere on the network (Figure 2-2). A Web provider could be implemented using virtually any Web technology. However, the Oracle Portal Developer Kit provides a Java framework that simplifies the task of building Web providers.
Web providers use open standards, such as XML, SOAP, HTTP, or J2EE for deployment, definition, and communication with Oracle Portal. Also, because Web providers can be deployed to a J2EE container, they do not put an additional load on the Oracle Portal Repository database.
There are several benefits when developing portlets and exposing them as Web providers. You can perform the following tasks:
Deploy portlets remotely.
Leverage existing Web application code to create portlets.
Specify providers declaratively.
Take advantage of more functionality than that with database providers.
Use standard Java technologies (for example, servlets and JSPs) to develop portlets of Web providers.
To expose your portlets using a Web provider, you must create a provider that manages your portlets and can communicate with Oracle Portal using SOAP. To learn how to expose your portlets using a Web provider, see Section 6.3, "Building JPS-Compliant Portlets with Oracle JDeveloper."
Web Services for Remote Portlets (WSRP) is a Web services standard that enables the plug-and-play of visual, user-facing Web services with portals or other intermediary Web applications. Being a standard, WSRP enables interoperability between a standards-enabled container based on a particular language (such as JSR 168, .NET, Perl) and any WSRP portal. So, a portlet (regardless of language) deployed to a WSRP-enabled container can be rendered on any portal that supports this standard. From an architecture perspective, WSRP producers are very similar to Web providers. For more information on the WSRP portal architecture, see "The Relationship Between WSRP and JPS".
To expose your portlets as a WSRP producer, you must create a producer that manages your portlets. To learn more about WSRP, see the WSRP and JSR 168 Standards page on the Oracle Technology Network. To learn how to expose your portlets as a WSRP producer, see Section 6.3.3, "Deploying Your JSR 168 Portlet to the Oracle WebLogic Server." You can also test your WSRP producers online using the Oracle Portal Verification Service:
By default, the Portal session store maintains the user's profile information, which is obtained from Oracle Internet Directory, for the duration of a Portal session.
However, in some scenarios, WSRP producers require updates to the WSRP UserContext information sent to them. This information changes during the course of the session. In this scenario, to clear out the cached user information and obtain new information from Oracle Internet Directory when the target page is generated, the application or portlet producer redirects the browser to the following URL:
You can also create a database provider that owns one or more PL/SQL portlets. Database providers and their PL/SQL portlets reside in the Oracle Metadata Repository database and are implemented as PL/SQL packages. To access database providers on remote servers, you can use the Federated Portal Adapter (Figure 2-3). For more information about the Federated Portal Adapter, see Oracle Fusion Middleware Administrator's Guide for Oracle Portal.
Database providers are ideal when you need to perform data-intensive operations using PL/SQL. An example of this is when you are building forms or charts with the Oracle Portal user interface or the PL/SQL APIs provided in the PDK.
To learn how to expose your PL/SQL portlets using a database provider, refer to Section 8.13, "Registering Providers Programmatically".
Figure 2-4 illustrates the basic architecture of portlet providers.
Figure 2-4 Provider Architecture
When users display the portal page in their Web browsers, the flow of the request works as follows:
The user requests a portal page from the Web browser by entering a URL in the browser's address field.
The Parallel Page Engine (PPE), which resides in the Oracle Fusion Middleware's middle tier, retrieves the portal page layout, portlet, and provider information (also called the page metadata) from the Oracle Portal Repository.
Note:The PPE is responsible for constructing the requested portal page based on the page metadata.
The PPE contacts all the providers for the portlet content.
The providers make the necessary calls to their portlets so that the portlets generate the portlet content in the form of HTML or XML code.
The providers return the portlet content back to the PPE.
The PPE assembles the portal page, and the Oracle Fusion Middleware returns the page to the Web browser.
For more information about the portlet and provider architecture, visit the Portlet Development page on Portal Center:
Web Clipping, OmniPortlet, and Java portlets communicate with Oracle Portal through Web providers. After you install Oracle Portal, Web Clipping and OmniPortlet are ready to use; their providers are registered with Oracle Portal out of the box. You have to register the provider of your Java portlets explicitly.
Note:Web Clipping and OmniPortlet are developing very rapidly. The most recent versions of these portlets are available for download on OTN. If you decide to go with the downloaded version of these tools, you must deploy them to Oracle WebLogic Server and register them with Oracle Portal as Web providers. For more information, see Oracle Fusion Middleware Administrator's Guide for Oracle Portal.
Data-driven portlets, built with Portlet Builder, communicate with Oracle Portal through database providers. You do not need to register the Portlet Builder providers with Oracle Portal explicitly; they are automatically registered for you.
PL/SQL portlets communicate with Oracle Portal through a database provider. You have to register the database provider explicitly.
Oracle Portal includes a provider registration wizard, accessible from the Providers tab in the Navigator. The registration screen contains the following sections:
Provider Information: Contains the provider name, time out details, and the implementation style.
User/Session Information: Contains information on how session information is communicated to the providers.
Database Providers: Contains information specific to database providers, such as the implementation owner and name.
Web Providers: Contains information specific to Web providers, such as the URL of the provider, the user's identity communicated to the provider, and proxy information.
WSRP Producers: Contains information specific to WSRP producers, such as the WSDL URL and the session handling information supplied by the producer.
The sections that impact session handling are the User/Session Information section and the cookie domain check box on the Web provider registration page of the wizard. For more information on using the same cookie domain, refer to the "Sharing Session Cookies Not Allowed in PDK-Java Release 2" article, which can be accessed from the Portlet Development page on Portal Center (
In the User/Session Information section, you can choose one of two options, depending on the session-related information you want the providers to receive from Oracle Portal. The options are as follows:
Public: Choosing this option sets the name of the user to Public. The providers will not receive any session-related information like the session ID or the time the user logged in. This option is the equivalent of the LOGIN_FREQUENCY_PUBLIC in the provider registration API (see Section 8.13, "Registering Providers Programmatically").
User: Choosing this option sends the name of the Oracle Portal user to the providers. This section contains the following two options:
Login Frequency: Here, you can select one of three options (always, once for each user session, and never) to determine how often the session information must be sent to the provider, and thus how often the user needs to log in.
Require Portal user-specific session information: Here, you can specify whether the session information will be sent in the provider calls.
Caching plays an essential role in ensuring that your portal is highly performant. Oracle Portal supports caching on various levels, such as caching pages, portlets, styles, and page metadata. Caching portlets is key to delivering accurate information in a timely manner to your users. All portlet building technologies, available with Oracle Portal, support caching.
As Oracle Portal supports user personalization of pages and portlets, the view of a page can vary from user to user. Oracle Portal's caching is designed to allow content to vary for each user. Therefore, portal objects, including portlets, can be cached at two levels, user level and system level, and can be described as follows:
User-level caching is for a specific user; the cache entries stored are unique for that user and cannot be accessed by other users. Good candidates for user-level caching are portlets supporting personalization, such as e-mail or stock ticker portlets.
System-level caching enables users to share a single cache entry and, therefore, there is no need to cache a copy of the object for every user. Examples of content that might be suitable for system-level caching are news portlets that are not personalizable, or custom-built navigation portlets.
When not using caching, you may find accessing various data sources with Web Clipping, OmniPortlet, and Portlet Builder to be time consuming. When you enable caching, you instruct Oracle Portal or Oracle Web Cache to maintain a copy of the portlet content. If the portlet is requested and the content was cached previously, the portlet does not have to spend time contacting the data source and regenerating its content again. Simply, the previously cached portlet content is returned. Different types of caching are as follows:
Expiry-based caching: Consider using expiry-based caching when the portlet content is static or when it is not critical that the most up-to-date content be displayed. When using expiry-based caching, you must specify the caching period.
Validation-based caching: Consider using validation-based caching for portlets with dynamic content that changes frequently or unpredictably. The portlet associates its content with a caching key and returns the key value along with the content. When the portlet content is requested, the portlet decides, based on the caching key, if the current content is valid. If the portlet content is valid, then it returns a response indicating that the cached content can be used (that is, the content is valid) or generates the new portlet content and returns it along with a new caching key for that content.
Invalidation-based caching: Invalidation-based caching is the most complex, but also the most flexible, form of caching. Consider using invalidation-based caching when you require the efficiency of expiry-based caching with the ability to invalidate the cache content any time. Objects in Oracle Web Cache are considered valid until they are invalidated explicitly.
For portlets built with Web Clipping, OmniPortlet, and Portlet Builder you can specify a period of time for which they are cached (expiry-based caching). In addition to this, portlets built with Web Clipping and OmniPortlet are refreshed automatically when the end user personalizes them.
Java portlets support three types of caching: expiry-, validation-, and invalidation-based caching. With Java portlets, you can combine invalidation-based caching with either expiry-based or validation-based caching.
In addition to caching all your portlet's content, you can also cache fragments of your portlets by using Edge Side Includes (ESI).
This section describes development tools you can use to build different types of portlets.
OmniPortlet, Web Clipping, and Portlet Builder use a browser-based wizard as the development tool.
Although you can use any Java development environment to build Java portlets, it is highly recommended that you use Oracle JDeveloper, a professional, integrated development environment (IDE). While you can consider other IDEs, the PDK contains an Oracle JDeveloper plug-in that includes the Java Portlet Wizard, to minimize your Java portlet development efforts.
The Java Portlet Wizard generates a starting skeleton and file structure for both JSR 168 and PDK-Java portlets. You need to add only your own business logic to the skeleton. Oracle JDeveloper can also package and deploy your applications to your J2EE container, such as Oracle WebLogic Server. Also, Oracle JDeveloper helps you test your portlet provider. Oracle recommends that you use the preconfigured Oracle WebLogic Server that is shipped withOracle JDeveloper as your development Java portlet runtime environment, if the version matches that of the platform on which you plan to deploy.
When developing a PL/SQL portlet, you create PL/SQL program units that access Oracle Portal by calling Oracle Portal PL/SQL APIs. To enable this access, you create a schema, the provider schema, to store the provider and portlet PL/SQL packages in the same database in which Oracle Portal is installed. The provider schema must be granted execute privileges on the Oracle Portal PL/SQL APIs.
To facilitate the development of database providers and PL/SQL portlets, you can use the PL/SQL Generator, a hosted utility that creates installable PL/SQL code for a database provider and its PL/SQL portlets. The PL/SQL Generator is a Web application that receives the provider and portlet definitions in the form of an XML file. The syntax of the XML tags that are used for the provider and portlet definition is a subset of the XML tags that are used for defining Web providers with the PDK-Java. The output of the PL/SQL Generator is a SQL script that can be run from SQL*Plus. The script contains SQL commands for installing the provider and portlet packages.
The hosted PL/SQL Generator is available on the Oracle Portal Developer Kit page of OTN:
Oracle Portal supports the following two types of portlet creation as shown in Figure 2-5:
The figure also indicates that the develop first, add later portlet creation is usually the task of the portlet developer, while the develop in-place portlet creation is the page designer's responsibility.
Figure 2-5 Portlet Creation Style
OmniPortlet and Web Clipping both offer a develop in-place portlet creation style. First you add the portlets to a portal page and then you define them in place on the page.
Typically Java portlets offer a develop first, add later portlet creation style. Two wizards are available through Oracle JDeveloper to assist with the creation of Oracle PDK-Java and JSR 168 portlets. The wizards generate the basic files required for portlet creation. The developer hand-codes the portlet logic. The development sequence for Java portlets is to create the portlet, deploy it to a provider, register the provider with Oracle Portal, and then add the portlet to a page.
Note:With extensive coding, you can create develop in-place Java portlets. For example, Web Clipping and OmniPortlet are both Java portlets.
With Portlet Builder you define the portlets first. The previously defined portlets are then made available to you in the Portlet Repository so you can add them to your pages. For simple portlets, though, Portlet Builder offers you the develop in-place experience, similar to OmniPortlet and Web Clipping.
Note:Portlets built with Portlet Builder's develop in-place technology are somewhat limited as compared to those built using the Navigator.
Similar to the Java portlets, PL/SQL portlets typically follow the develop first, add later creation path. Extensive coding is required to develop in-place PL/SQL portlets. For example, simple in-place portlets that are offered by Portlet Builder are written in PL/SQL.
This section describes the portlet building tools in terms of the control you have over the user interface.
Because of its nature, Web Clipping always displays the remote Web site content, therefore UI flexibility is not a requirement for this portlet.
In Java portlets and PL/SQL portlets, you have full control over your portlet's user interface. Your portlet is free to generate any HTML content that conforms the rendering rules for Oracle Portal pages.
This section describes the portlet building tools in terms of their ability to include content from other sources.
For portlets that display content from a remote Web site as it is presented at the source location, the best tool to use is Web Clipping. Web Clipping can tolerate the changes of the source HTML page to some extent. If a clipped table moves from one place to another in the source page, the Web Clipping engine can find the table again using the internal "fuzzy match" algorithm. Portlets built with Web Clipping can also maintain sessions to the remote Web sites. Web Clipping also supports end user personalization of HTML form values.
For portlets using the data but not the layout from a remote Web site, the best choice is OmniPortlet. Use OmniPortlet to retrieve the data, process the data (format, filter, and so on), and present it in a portlet in a tabular, chart, or news format. OmniPortlet is a powerful tool that extracts data from Web pages by using its Web page data source.
Java portlets can take advantage of the low-level Java networking APIs to retrieve and process content from remote Web sites. To avoid unnecessary development efforts, before choosing Java always make sure that Web Clipping or OmniPortlet are not viable options.
PL/SQL portlets can communicate with Web servers to access data on the Internet by using procedures and functions from the UTL_HTTP package. The package makes HTTP callouts from SQL and PL/SQL. The package also supports HTTP over the Secured Socket Layer protocol (SSL), also known as HTTPS, directly or through an HTTP proxy. Other Internet-related data-access protocols (such as the File Transfer Protocol (FTP) or the Gopher protocol) are also supported using an HTTP proxy server that supports those protocols.
Active elements in your portlets, such as links or form buttons, enable your users to navigate to remote URLs. In a News portlet, for example, you can click a hyperlink to navigate to a news site with detailed information about news of interest. For example, a user clicks a news summary link in a News portlet, leaves the page, and lands on the news site.
You may have a requirement to keep your users within the context of the portal page by rendering the requested content within the same portlet container. For example, a user clicks a news summary link in a News portlet, and the portlet refreshes with the detailed news article.
The Web Clipping portlet supports URL rewriting for achieving inline content rendering. It can process the links originating from the source Web site and rewrite them to achieve the desired functionality.
You can choose from the following three options:
Select not to rewrite the URLS within the portlet, in which case clicking the links takes users out of the portal to the Web site that provides the clipping. Whenever the link brings the user to a place that requires authentication, the user must enter login information before the link target is displayed.
If the Web Clipping provider is registered with an External Application and the clipping requires authentication, you can instruct Web Clipping to rewrite all URLs within the portlet to point to the Login Server. In this case, navigation will cause the user to leave Oracle Portal, while also using the Login Server to log the browser into the External Application.
Select to rewrite all URLS within the portlet (inline rendering) to point back to the portal page so that all browsing within the Web Clipping portlet remains within Oracle Portal. If the Web Clipping provider is registered with an External Application, this will cause the Web Clipping provider to log itself into the External Application. In this case, the navigation within the portal through the Web Clipping provider is authenticated in the External Application.
OmniPortlet does not offer URL rewriting directly, but you can achieve inline rendering functionality by using public portlet parameters and events. Then you have to map the events to the same portal page where your OmniPortlet resides.
Since you have full control over the links and buttons in Java portlets, you can easily implement inline rendering functionality. To achieve inline rendering, you must append the private portlet parameters to the page URL.
If you use Struts in your portlet, the PDK-Struts integration framework renders your content always in the same portlet container.
If your portlet consists of multiple JSPs (for example, several steps in a survey or wizard), your portlet can make use of a special parameter to specify at run time the JSP to use to render the content.
Portlets built with Portlet Builder do not have inherent inline rendering support. You can, however, construct your links in SQL-based reports and charts so that they point to specific portal pages. If required, you can also pass parameters to portal pages, which in turn can be mapped to portlet parameters.
This section describes the portlet building tools in terms of their charting functionality.
Web Clipping clips pre-existing content. So, while it does not create charts, it can retrieve and present HTML content that contains charts.
OmniPortlet supports bar, line, and pie charts. Charts in OmniPortlet are dynamically generated images, which can include hyperlinks.
You can create sophisticated chart portlets programmatically in your Java portlets using Oracle's Business Intelligence (BI) Beans.
Note:Oracle Reports and Oracle BI Discoverer portlets use BI Beans to create professional graphs.
With Portlet Builder, you can build HTML-based bar chart portlets. Among other features, you can specify the color and orientation of the bars.
There are three types of parameters in Oracle Portal: page parameters, public portlet parameters, and private portlet parameters. These parameters can be described as follows:
Page parameters: You can use a page parameter to pass a value to a page. Using page parameters, the information that is displayed on a page can vary depending on where the page is called from and who is viewing the page. Using page parameters, page designers can synchronize the portlets on a page by passing them the same values. This provides the ability to reuse and tailor portlets on pages by merely integrating them with page parameters. Without this functionality, you would have to code portlets individually to use different parameter values.
Public portlet parameters: You can use a public portlet parameter to pass a value to a portlet. Using portlet parameters, the information that is displayed in a portlet can be specific to a particular page or a user. Portlet parameters are created by the portlet developer and are exposed to the page designer, through the user interface. After adding a portlet to a page, page designers can assign values to the public portlet parameters to make the information displayed in the portlet specific to the page.
Page designers can assign values to public portlet parameters by providing a specific value (constant), a system variable (for example, the portal user name), or a page parameter. At run time, the portlet receives the values from the sources specified. In this way, page designers have complete control over the source of the parameter, whereas you have complete control over how the data is used after it is transmitted to the portlet.
Private portlet parameters: You can use private portlet parameters to implement internal navigation in your portlet. You can pass parameters to your portlets every time the page is requested. Private portlet parameters can be passed exclusively from the portlet instance to the same portlet instance.
Private portlet parameters do not require a full page refresh. You can create a link in a portlet that can be used to refresh the portlet only, without triggering a full portal page refresh. By doing this, only the content of the affected portlet is updated and the rest of the page is not. Refer to "Partial Page Refresh" in Chapter 7, "Enhancing Java Portlets" for details about setting this programmatically.
Portlets supporting public portlet parameters enable page designers to tailor the portlets' data input for each portlet instance. In this case, the portlet developer can focus on the portlet logic, while page designers can easily reuse portlets and address the interaction between the page and the portlets.
All five portlet building technologies discussed in this chapter (OmniPortlet, Web Clipping, Java portlets, Portlet Builder, and PL/SQL portlets) support public portlet parameters. OmniPortlet, Web Clipping, and Portlet Builder provide complete support through their wizard interface. You can add public portlet parameter support to your Java portlets programmatically or with the Java Portlet Wizard. PL/SQL portlets support public parameters only programmatically.
Note:The JSR 168 standard does not cover the notion of public portlet parameters. If you want to utilize public portlet parameters in your Java portlets, you have to use PDK-Java.
This section describes the portlet building tools in terms of their support for private parameters.
OmniPortlet, Web Clipping, and Portlet Builder do not provide access to the portlet developer to private portlet parameters.
In your Java portlets and PL/SQL portlets, you can implement internal navigation by using private portlet parameters.
Note:PL/SQL portlets do not support private and public parameters simultaneously. You need to decide which parameter type to support before coding your PL/SQL portlet.
An event is a user action that you define to display a Portal page. User actions include clicking a link or a button in a portlet. Page designers specify what to do when an event occurs in a portlet on a page. When an event occurs, page designers can either redisplay the current page or navigate the user to another portal page, optionally passing values to that page's parameters.
Web Clipping, OmniPortlet, and Java portlets support events.
This section describes the portlet building tools in terms of their support for authorization functionality.
You can hide and show portlets built with Web Clipping and OmniPortlet on portal pages dynamically by using security managers. Although Web Clipping and OmniPortlet do not expose security managers through the user interface, you can apply them by editing their XML provider definition file.
The PDK provides a number of security managers for Java portlets. Following are two examples:
Group security manager: The group security manager makes the portlet appear to users who are members of a specified group, while hiding it from those who are not members.
Authentication level security manager: You can use the authentication level security manager to control access to the portlets based on the user's authentication level. For example you may hide the portlet from public users but display it to authenticated users.
JSR 168 portlets support the standard servlet mechanisms.
Portlet Builder provides a declarative user interface to control access to portlets.
This section describes the portlet building tools in terms of their support for other languages.
Web Clipping, OmniPortlet, Java portlets, and PL/SQL portlets display textual information in the language selected by the portal user.
Support for pagination is useful when a portlet must display a relatively large set of records.
You can implement pagination in your Java portlets and PL/SQL portlets programmatically.
This section describes the portlet building tools in terms of authentication for external application.
Web Clipping's integration with the external application framework provides a fully automated mechanism to store passwords to external Web sites. All you have to do is to associate an External Application ID to the Web Clipping provider when registering the provider.
OmniPortlet enables you to store connection information when the data source is password protected. The credentials to access the data source can either be shared across all users, or saved individually for each user. OmniPortlet is capable of storing database credentials, as well as HTTP basic authentication user name-password pairs. The credentials are stored in the secured data repository of OmniPortlet, in an Oracle database.
Java portlets support programmatic integration with the external application framework as well as any LDAP server, such as Oracle Internet Directory.
You can build PL/SQL portlets that enable single sign-on by using mod_osso, an authentication module on the Oracle HTTP Server. mod_osso is a simple alternative to the single sign-on SDK, used in earlier releases to integrate partner applications. mod_osso simplifies the authentication process by serving as the sole partner application to the Single Sign-On server.
PL/SQL portlets can integrate with the external application framework programmatically.


text:
Valdosta, GA - A videographer in Valdosta is taking legal action against Georgia District 8 State Senator Tim Golden.
John Quarterman says video he shot was used in an "Attack Ad" against Senate candidate Bikram Mohanty without his permission.
"A video posted on Youtube that clearly says that attribution is required. And there's no attribution, no sources sighted, and he didn't ask permission. That's mis-use of our material," Quarterman said.
Quarterman is a videographer for the Lowndes Area Knowledge Exchange known as "LAKE". He is also a Committee Member for the Lowndes Democratic Party.
Quarterman learned of the advertisement using his video this week. He immediately took it to his lawyer who is serving Senator Golden's campaign a cease and desist letter.
But Golden's campaign spokesman in Atlanta says they have every right to use the video.
"He's only doing this for political means," said Howard Mead, campaign spokesman. "When he uploaded his video onto Youtube he agreed to a Youtube license that specifically grants anyone on Youtube the right to re-use and edit the video."
You can take a look at the legal text on Youtube but without a lawyer there is no way to definitively know who's right.
The Senator Golden Campaign is switching out the Ad with another using different images of Mohanty.


text:
Patrick Naef, Divisional Senior Vice President IT for The Emirates Group and Head of mercator, has been presented a CIO 50 Award by the Corporate Publishing International (CPI) during a ceremony held on January 30 in Dubai.
Honoring IT Innovation and Business Value, the CIO 50 Award is bestowed upon those who demonstrate the role of information technology and innovation in creating competitive advantage, bolstering company performance and enabling growth.
Emirates, in partnership with HP and Microsoft, recently developed an innovative in-flight communication and customer relationship management system. The Knowledge-driven Inflight Service (KIS) system enables cabin crew to operate with greater efficiency and provide a more personalized service to the airline's customers. Developed exclusively for the use of Emirates, the technology enables Emirates' Cabin Crew to deliver a heightened level of personalised service, unrivalled within the industry, by placing flight, staff and customer-related information into the hands of Cabin Crew. With the resulting improved customer experience, the system places Emirates in a position of distinct advantage against competing carriers.
"We work closely with our IT department; constantly seeking ways to enhance our customers' experience," said Kevin Griffiths, Emirates Senior Vice President, Cabin Crew. "Deployed via a compact, sleek Windows 8 tablet, the KIS system allows our staff to provide the highest levels of service to our customers while maintaining the ruggedness and security measures needed from an enterprise class device. With more than 16,500 cabin crew serving nearly 130 destinations, this innovation helps us to better manage our staff and customers world-wide – putting us at the forefront of the industry."
The Emirates Group, an international conglomerate employing more than 62,000 people and generating annual revenues in excess of US$18.4 billion, is comprised of Emirates airline, dnata and more than 50 Group subsidiaries operating across the international aviation, travel, tourism and leisure industries. As Head of IT for The Emirates Group - comprising - Patrick Naef is responsible for the team providing business technology solutions and systems. which support the daily global operations and future growth plans of the entire Emirates Group. Last year, Patrick was also awarded 'Chief Information Officer of the Decade' by Europe's leading IT magazine, CIO and 'CIO of the Year' by leading German-based publication, Computerwoche.
"IT works closely with all departments across the Group; seeking out ways to grow and explore new ways to conduct the business. Innovation in the form of new systems developed, such as KIS, help us to gain both efficiencies and differentiation at the same time. Technology remains key in driving change and growth within our enterprise and across the industry as a whole," said Patrick Naef, Divisional Senior Vice President IT for The Emirates Group and Head of mercator. "This award is testament to the competencies and commitment of our people, not only in IT but also in business departments across the Emirates Group. Together our teams aspire to achieve operational excellence, high performance, and technology value-add delivery in relentless pursuit of enhanced business results."


text:
Under the Köppen Climate Classification climate classification, "dry-summer subtropical" climates are often referred to as "Mediterranean". This climate zone has an an average temperature above 10°C (50°F) in their warmest months, and an average in the coldest between 18 to -3°C (64 to 27°F). Summers tend to be dry with less than one-third that of the wettest winter month, and with less than 30mm (1.18 in) of precipitation in a summer month. Many of the regions with Mediterranean climates have relatively mild winters and very warm summers.
The Köppen Climate Classification subtype for this climate is "Csa". (Mediterran Climate).
The average temperature for the year in Gridley is 60.9°F (16.1°C). The warmest month, on average, is July with an average temperature of 78.5°F (25.8°C). The coolest month on average is January, with an average temperature of 43.4°F (6.3°C).
The highest recorded temperature in Gridley is 113.0°F (45°C), which was recorded in July. The lowest recorded temperature in Gridley is 19.0°F (-7.2°C), which was recorded in January.
The average amount of precipitation for the year in Gridley is 24.6" (624.8 mm). The month with the most precipitation on average is January with 4.8" (121.9 mm) of precipitation. The month with the least precipitation on average is July with an average of 0.3" (7.6 mm). There are an average of 61.0 days of precipitation, with the most precipitation occurring in January with 12.0 days and the least precipitation occurring in July with 0.0 days.
In Gridley, there's an average of 0.5" of snow (0 cm). The month with the most snow is January, with 0.4" of snow (1 cm).


text: Fabulous Japanese girl Hana Haruna in Horny ass, pov JAV movie Download complete video now! 0 views | 0 likes Like it Share Uncategorized ass big tits changing room japanese JAV Censored pov Straight Related videos Real teens sucking cock Nasty Public Sex — Hot sluts fucked hard in public 31 Miss Perfect Body Big dick for petite teen Real teens finger fuck Stranded euro hottie fucked hard Teens Analyzed — Playful blonde teeny Teens Analyzed — Balls-deep up the ass with real power Teens Analyzed — She's already taking her anal course Teens like bang Indian teens kissing outdoors 18yo College Teens having first time sex Hottie — Stranded Teens Webcams Amateur Fingering Teens Small Tits HD Videos HD Video Rocco Siffredi meets busty teen and he lets her show her bigtits and pussy.Suddenly,his friend arrives and he lets his friend lick teens pussy first.In return she throats his big cock passionately and lets him fuck her tight wet ass. Show more related videos