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Minions Hit Them Out Skittles Game
The classic game of Skittles with a Minions twist!
Throw the ball and try to hit knock over as many Minions as you can. Aim carefully and get extra points for knocking over two-eyed Minions.
This game is made of durable, high-quality materials with beautifully illustrated designs on the skittles. Includes a soft ball, making it great for indoor or outdoor play.
- 8 different-sized Minions skittles
- 1 soft ball
- Rules
|Tactic Games
|Min no of players
|Minimum age
|Playing cards decks
We aim to dispatch all orders the same working day if received before 2pm.
All delivery charges are automatically calculated by reference to the weight of the products and the destination to which they are to be sent.
UK Delivery
Standard UK Delivery is by Royal Mail 48 (Second Class Post) up to 2kg or by Parcelforce 48 for orders weighing over 2kg.
Delivery charges are automatically shown when you add items to your basket. The delivery cost will range from £2.96 up to a maximum of £7.80 dependent on weight. However, Parcelforce charges may exceed this for certain UK postcodes which are classed as 'Islands or Off Mainland'.
You will have the option to upgrade to a faster service: Royal Mail 24 (First Class Post), Parcelforce 24 or Next Day Special Delivery. We also offer Parcelforce 24 by 12 noon or Parcelforce Saturday Delivery
Please note that Parcelforce does not deliver on a Saturday, Sunday or bank holidays.
Full details of all shipping options and costs will be shown when you add items to your basket.
Local customers may wish to collect from our warehouse in Newton Abbot, Devon.
International Delivery
Overseas orders weighing up to 2kg are shipped by standard international post which will normally be delivered by the main postal service of the country, although this is not always the case. Above this weight orders will be delivered by courier. Delivery charges and timescales will vary according to country of destination and parcel weight but exact charges will be shown at checkout once you have entered the delivery address details. For most destinations there is the option to select an express or tracked delivery service instead of the standard delivery
Standard Delivery and Tracked Delivery: 4 - 8 working days to Europe, 5 - 12 working days to Rest of the World
DHL Express: 1 - 3 working days to Europe, 2 - 4 working days to Rest of the World
Please see our delivery information for full details of our delivery costs and methods.


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National PPP Unit
The International Air Transport Association (IATA) is the global trade association for the airline industry
The International Air Transport Association (IATA) is the trade association for the world's airlines, representing some 265 airlines or 83% of total air traffic. We support many areas of aviation activity and help formulate industry policy on critical aviation issues.
The International Transport Forum carries out a quarterly exercise collecting data on the short term evolution of the transport sector amongst our 57 member countries to foresee trends in the sector as a result of economic down or upturn.
This is a self-learning tool for city transport leaders and their advisers, but also a public resource that provides guidance in the planning, design, implementation, and evaluation of an ITS program.
The International Transport Forum at the OECD is an intergovernmental organisation with 57 member countries. It acts as a think tank for transport policy and organises the Annual Summit of transport ministers. ITF is the only global body that covers all transport modes.
It addresses the growing worldwide interest in the use of light rail metro transit (LRMT) schemes to provide urban transport solutions and reviews the potential use of public-private partnership (PPP).
This report sets out several recent advances and describes efforts to improve the quality of Transport Cost-benefit analysis (CBA) and its applicability to decision-making.
A Spanish-language guide to help developing countries assess infrastructure investment risk for Public-Private Partnership (PPP) transport sector projects is now available through the Global Infrastructure Hub's website.
This report from PwC, with research by Oxford Economics, analyses and projects capital project and infrastructure spending across the globe.
LAIF's main purpose is to promote additional sustainable investment in key infrastructure in the transport, energy, and environment sectors, as well as support private sector development in LAC countries.
Una guía en español para ayudar a los países en desarrollo a evaluar el riesgo de inversión de infraestructura para proyectos del sector transporte en contratos de Asociación Público-Privada (PPP) ya está disponible a través de la página web del Global Infrastructure Hub (GI Hub).
An updated Checklist on Long-term Investment Strategies and Institutional Investors stresses on issues related to the identification of long-term investment needs.
The Global Tracking Framework 2017 (GTF) aims to provide the international community with a global dashboard to register progress on energy access, energy efficiency and renewable energy.
Most infrastructure investment plans and government policies rely on the delivery of projects and programs. To achieve these and unlock the real benefits of infrastructure, it is vital that projects and programs are delivered well.
The G20/OECD Checklist consists of a list of questions and issues that represent an effort to develop an evaluation tool to help those countries who wish to self-assess their long-term investment (LTI) strategy and policy framework and more.
G20 Leaders endorsed the High Level Principles on Long-Term Investment Financing by Institutional Investors in September 2013, which is intended to help governments facilitate and promote long-term investment by institutional investors.

subset: commoncrawl


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The German playmaker has polarised opinion following an indifferent spell after showing initial promise when he signed from Real Madrid for ?42.5million at the end of the summer transfer window.
That frustrating inconsistency was epitomised by a costly early penalty miss in the Champions League last-16 first-leg tie against Bayern Munich on Wednesday night, which Arsenal would go on to lose 2-0 as their European dreams were all but ended for another season.
Wenger indicated he is set to "freshen up" the starting XI for Saturday's Barclays Premier League visit of Sunderland, which is likely to see Olivier Giroud restored to the side having been benched against Munich in favour of rookie forward Yaya Sanogo.
The Gunners boss maintains the collective good must always come before any individual.
He said: "What is important is always the team and you never want to hurt any player, but you don't want to give him any favour
You have to pick the team who can win the next game.
"It is our job and the players' job to adapt to that and not to think too much about individual cases
What is important is the team and to win the next game."
Wenger continued: "You have to rotate until the end of the season when you look at the challenges we have in front of us, it is vital.
"We have played at Liverpool, against Man United, against Liverpool (in the FA Cup), against Bayern Munich, against Sunderland
The players are only human beings."
France international Giroud was in the headlines for some personal issues in the past couple of weeks, but Wenger insists the 27-year-old is in the right frame of mind to tackle the challenges ahead.
"Recently he has been a bit less fresh and it has shown a little bit in his game, but he is a great fighter as well, and has been successful until now," Wenger said.
"The same people who asked me why didn't he play are now asking me now why I rested Giroud.
"It is part of the job to decide who plays, it's debatable every time.
"I have to live with that and I have to make my decisions with my conscience and I just make my decision based on who can help us win the next game."
The jury is still out on Sanogo, with the 21-year-old free transfer from Auxerre having limited impact because of a back injury.
However, Wenger feels the French forward - who recovered from the setback of a broken leg earlier in his career and was part of the France squad which won the Under-20 World Cup in 2013 - has the attributes needed to make it at the highest level.
"In pre-season I saw he was under-strength and not ready muscularly," Wenger said
"We decided to take him completely out and try to build him up for four months - two months in France and two months with us.
"When he came back on January 1, I saw he was a different animal
He is ready for a fight.
"When you look at his stature, he is a similar shape to Giroud, but you feel there is a lot more to come out of him."
Wenger added: "Up front it is an instinctive job, experience helps a little bit, but the belief, the confidence, is more important up front than the experience.
"When I started to play (Nicolas) Anelka, everybody said: 'why do you start Anelka, why not buy a striker?' We won a championship with him.
"It is just like that - if we feel they are ready then they play.
"There is a potential there
This boy is world champion of the under-20s, if he was an English centre-forward and was world champion of the under-20s, you would not ask me these questions
It is as simple as that."
Source : PA
Source: PA


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DOT works on safety rules after previous crashes
The Transportation Department is still developing rules in reaction to a Colgan Air crash in 2009, the last fatal commercial airline crash in the U.S. before Saturday's crash of an Asiana Airlines jet in San Francisco.
One rule, which is scheduled to be fully implemented by Aug. 1, would require co-pilots to have the same 1,500 hours of flight training as pilots, rather than the current 250 hours, although military pilots and graduates of four-year colleges could have fewer hours.
Another rule, which is scheduled to be completed in October, would require greater simulator training for pilots, to avoid aerodynamic stalls that cause a plane to lose power and fall to the ground.
The proposed rules came in response to the Feb. 12, 2009, crash of Colgan Air flight that killed 50 people when it came down in a snowstorm near Buffalo.
STORY: FAA: Asiana Airlines flight crash lands at San Francisco airport
In that crash the NTSB blamed the pilot for an aerodynamic stall, with the nose pointed up too far to keep the plane aloft. Contributing factors included a lack of pilot training and pilot fatigue.
Relatives of the Colgan victims urged Transportation Secretary Anthony Foxx, who was sworn in Tuesday, to complete the rules despite anticipated industry resistance because of the increase in the expense of training pilots.
Michael Huerta, head of the Federal Aviation Administration, recently confirmed for a congressional hearing that he expected to meet both deadlines for the rules.


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At Pure 4Runner, you will find the largest selection of 4Runner parts and accessories on the web. We are dedicated to providing you with the best customer service around.
We do our best to ship all items the same day the order is placed, custom requests may take longer. We do our best to deliver most items within 5-6 business days, most will show up much sooner. Not all items come from our shop in Texas. If your order contains items from multiple suppliers/warehouses, you will potentially receive tracking numbers and items at different times.
Here at Pure 4Runner, a Pure Auto Parts Inc company, we understand the importance of maintaining our customers privacy online. We understand that in this time of spam e-mail, and credit card fraud our customers want to know and have the right to know how personal information is handled.
The world's safest winch hook.
Featuring Industry first Closed System Shackle Mount hole machined into the body of the hook, safety latch retraction pocket resulting in a clear throat opening, integrated secondary safety latch locking feature-latch locking pin stored in the body of the UltraHook which can be removed and inserted in to the hook tip, locking the latch into place.
EPDM rubber pads for fairlead protection, titanium double shear pin, and a finger grip feature that promotes proper "Hook Up" orientation.
The first winch hook that can be stored against your fairlead protecting either your hawse or roller style fairlead from a metal to metal connection.
Made in USA
Product 32/62
WARNING: This product may contain chemicals knownto the State of California to cause cancer, birth defectsand other reproductive harm.


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Cooper Tire Reviews
Was waiting to get some snow to try these tires out and as you know know we got some snow in Ontario and the tires were great. Great Traction in the snow, I put the truck in 4-wheel Auto and couldn't even get the truck to slide out on corner. I would recommend these tires they are great in the snow.
would buy again
Put a set of these in the front of my truck replacing a set of Bridgestone duelers. Only complaint about these tires is they are really noisy. Need another set for the rear and not sure if I want to stick with this brand vs going back to duelers. They are a good value.
Great tire. I use it on my plow truck and can plow without any traction issues.
Have driven these for years and love them!
I plan to drive these all year, I'll let you know what happens, alot of great reviews. Glad there made in America!
These tires have never let us down once, have been using these winters for over 80,000 miles now. Been driven all across the Rockies in western Canada and the USA, in all types of weather conditions that mother nature can give you out west. I'm on my second set now, and these one will be changed out in the summer months, not like the last set. Have installed them on my ton dually and my RV with the same results. Go places where most tires just break lose and spin. Go the extra mile and get them studded for the piece of mind and your safety of your love ones on those family road trips in the winter months.
I put these on my 2016 F-350 Supercrew and they are awesome . i live in Rural Ontario , Canada and i could drive in 20 to 30 cm of snow no problem didn't even need 4 wheel drive . Even on ice they were great . The rear tires are wearing but that is my own fault for not rotating . Still lots of live left . They were installed Oct 2016 . Will purchase again for sure and have had friends install them on their trucks as well .
I use these exclusively in the winter, but occasionally the weather gets warm before I take them off. This is going to be my fourth winter using them. I only wish I had them studded.
I still use chains for really deep snow or ice, especially on steep forest service roads.
Compared to standard street tires these tires are far superior. They're not a dedicated ice tire, but they last far longer. I do most of my driving on dry pavement and these tires are holding up fine and are much quieter than my ATP all terrains.
I put these on my Dodge Dakota for the winter because the factory Goodyear tires are junk but still have plenty of tread left. They are by far the best car I ever rain in the snow! And for the guy who only got 32,000 miles out of them that is impressive for a snow tire!
Put these on and the next day I was driving in 18 inches of heavy wet snow without chains. I was able to go places that other trucks couldn't go with chains on. Night and day difference from my AT3's. These perform in all conditions very well. This is the 3rd season with them and the studs are still good. I bet they're good for 3 more seasons. AAA+
I am not sure why people are complaining about this tire. They are for sure a winter tire and like any winter tire they will not last. I use them from the time it first snows to about march/april when there is no more snow and the temperatures stay <45 deg. If it starts to get warm out they come off. I literally never put my 2016 4runner in 4WD once after using these vs the garbage stock tires they came with. I felt very safe using these for winter driving and a complete night and day difference using these vs. the stock all weather dunlops.
I have close to a million miles on these tires, I put on 65K miles every year and I get my new M+S every November and at 65K there always some meat left, not a lot but some. I drive in snow on the average of 7 months, so I do use them as intended, as a SNOW TIRE and they work so well on snow and ice, it's hard to describe, as for rain and mud they still do a great job and never had a hydroplaning issue, I can always count on them and have. I rotate every 10K in cold weather and 7K when warm. I do know they are a snow tire and expect more wear when warm and in a million miles I think I have had 3 repairs. Hope they always make these tires!
I originally purchased the 1st set when they were made under the Dean tire brand known as the WinterCat SST. Excellent winter tires. Even tread wear with proper 5,000 mile rotation. Road noise does increase with wear but tolerable. Hoping since Cooper makes them now that I will find the same great characteristics as the original WinterCat SST in the Discoverer M+S. Highly recommended for winter use.
I drive over 30000 miles over mountain passes and have tried many different snow tires,this by far is the best one yet.


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The RASNZ Variable Star Section and Variable Stars South
pdf [1]
Albert Jones
31 Ranui Road, Stoke, Nelson 7011, New Zealand
Stan Walker
272 Heath Road, Waiharara 0486, New Zealand
Presented at the 100th Annual Meeting of the AAVSO, October 7, 2011; received December 5, 2011; accepted December 9, 2011
The Variable Star Section of the Royal Astronomical Society of New Zealand (RASNZ-VSS) began in 1927 and has now been revived in the shape of Variable Stars South. This review introduces Variable Stars South (VSS), then continues by outlining some of the history of the RASNZ-VSS, discusses the more worthwhile achievements of the old RASNZ-VSS, and mentions some of the observers and others who contributed to those successes.
[1] http://www.aavso.org/sites/default/files/jaavso/v40n1/168.pdf
[2] http://adsabs.harvard.edu/abs/2012JAVSO..40..168J
[3] http://www.aavso.org/category/tags/ejaavso
[4] http://www.aavso.org/category/tags/abstracts


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I have two particular female ancestors that each found themselves on their own after their husbands were transported for being a bit naughty! One was transported for life and the other for ten years.
Each of these ladies continued on with their lives and then I discovered that at some stage while their husbands were transported, they each had a child. Obviously the fathers were not their husbands, which means that these ladies were "involved" shall we say with other gentlemen!
The lady whose husband was away for ten years would have expected him to come back so I wonder how she would explain this extra child that appeared while he was away. The other lady whose husband was transported for life quite obviously knew she would never see him again – I doubt she could have afforded to make the trip to Australia all those many years ago. But then everyone in the town/village where she lived would also have known that her husband was transported for life, so I wonder what they thought of this extra child.
As to discovering who the new fathers were, I think there are some clues to follow up! The daughter who was born to the lady with the transported for life husband has a surname as a middle name. I have not found this surname within the family, so think her Mother has let everyone know who the father could be. All I need to do now is search the town/village where they live to see who is about at the same time with that particular surname. Hopefully I will discover more from there.
As to the lady with the husband transported for ten years, she had a son and his first name is very unusual (for that time). I have come across two people with that first name in the vicinity and about the same time. So, I am wondering if one of these could be the father? I shall need to get my Sherlock Holmes outfit on, deerstalker hat, pipe and magnifying glass (my partner Paul said he would buy me one to suit the Sherlock Holmes image – I wonder if that is why last week he bought me an A4 size magnifying sheet)?? I have a lot of detective work to do. I will add my discoveries to this, so I can move it out of the "Coming Soon …" section.


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SAMPLE of LASER CUT INVITATIONS BELLY BAND LIGHT GREY GLITTER POCKET FOLDER
Welcome to Paper Love Cards!
Paper Love specializes in smart, stylish, sophisticated wedding invitation design printed on the highest quality cardstock and envelopes. In addition, we make unique, creative wedding guest books.
Founded in 2014, our invitations have thrilled brides and impressed guests around the world. Our commitment is to completely delight you with our stationery every step of the way, from ordering to delivery, so that you will never forget this special part of your wedding.
Paper Love Cards is based in London, UK with a production facility in Central Europe.
Email: paperloveuk[at]gmail.com
What our customers had to say:
"The quality and print is fantastic. LOVE it!" - Anita
"Great service, love the invites. Very good quality. Would deal with again. 10/10" - Fatima & Thomas
"Perfect. Wish everyone was this good" - Laurie & Steven
All samples are not personalised.
To order a sample of a card, please purchase the specific product.
All orders under the minimum quantity, usually 30, will be considered as unpersonalised samples.
Samples are shipped within 3 business days. Please allow up to 5 days for shipping.
Please be aware that colors on the screen may be different from colors in real life. This is why it is strongly recommended to order a sample invitation first, before placing a full order.
Personalised Wedding Invitations
- Place an order for the required quantity of the chosen stationery.
- Send us the couple's names, insert wording and other personalisation details via email to email@example.com or during checkout.
- Based on the details provided, you will receive a custom designed electronic proof for your review within 3 business days. You can request up to 2 changes to the proof for each stationery.
- Once you are satisfied with your proofs, send us your approval and they will be sent to the printing press.
- Your order will be posted within 10 working days. Please allow 5 days for shipping.
- We provide a tracking number for all personalised orders.
All designs are property of Paper Love and are for personal use only and cannot be resold or redistributed.
Cover - Light Grey Matt 240 gsm paper
Insert - Cream Matt 240 gsm paper
Envelope : Matt Light Cream 140 gsm paper
bands :
Glitter Square - Gold 200gsm
Tag - Light Cream 240 gsm Paper with Rose Gold Foil border
Belly Band - 180 gsm parchment
Invitation size: 160 x 160 mm (6.3 x 6.3 inch)
Insert size: 155 x 155 mm
Envelope Size: 170 x 170 mm
Tag size: 75 x 75 mm


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|WordPlay Language Memory Cards - Animals (Gli Animali) (English-Italian)
WordPlay Language Memory Cards - Animals (Gli Animali) (English-Italian)
Buy now for $16.95
We ship worldwide. Bulk and academic discounts available -- contact us for pricing.
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Blending language skills and memory enhancement, these cards are sure to challenge young minds while broadening their horizons. Underscoring two themes guaranteed to engage children�animals and transportation�each deck contains two sets of 30 illustrated cards: one containing the English word for the image and the other listing the word for the image in a second language. Featuring striking, graphic illustrations and prominent text, this game can be played alone or in groups, providing an easy, enjoyable way for children to learn words in two languages while improving their ability to recollect.
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MILPITAS, Calif., Nov. 5, 2014 – SanDisk Corporation (NASDAQ: SNDK), a global leader in flash storage solutions, today announced that John Scaramuzzo, senior vice president and general manager, enterprise storage solutions, will address the investment community attending the Needham Next-Gen Storage & Networking Conference at 2:00 p.m. ET on Tuesday, November 11.
The session will be webcast and can be accessed live from the SanDisk Investor Relations website at www.sandisk.com/IR. A replay of the webcast will also be available.
SanDisk Corporation (NASDAQ: SNDK), a Fortune 500 and S&P 500 company, is a global leader in flash storage solutions. For more than 25 years, SanDisk has expanded the possibilities of storage, providing trusted and innovative products that have transformed the electronics industry. Today, SanDisk's quality, state-of-the-art solutions are at the heart of many of the world's largest data centers, and embedded in advanced smartphones, tablets and PCs. SanDisk's consumer products are available at hundreds of thousands of retail stores worldwide. For more information, visit www.sandisk.com.
© 2014 SanDisk Corporation. All rights reserved. SanDisk, SanDisk Ultra and SanDisk Extreme PRO are trademarks of SanDisk Corporation, registered in the United States and other countries. ULLtraDIMM is a trademark of SanDisk Enterprise IP LLC. The SD, microSD, microSDXC and SDXC marks are trademarks of SD-3C, LLC.


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The county retirement board's chief investment officer — charged with directing the $8.6 billion investment portfolio — was awarded a $647,700 bonus on Thursday.
The retirement board voted 4-2 to award Lee Partridge the bonus for his work last year despite objections to a contract that could pay him more than $4.5 million over about three years.
Trustees Dianne Jacob, a county supervisor, and Dan McAllister, the county treasurer-tax collector, opposed the payout.
For the second consecutive year, the bonus was the most the board could have awarded based on its contract with Partridge in 2009. Much of the incentive was essentially guaranteed because of the fund's performance.
Partridge was hired to help the retirement system boost performance and efficiency, but the move generated concern among some trustees and retirees. The San Diego County Employees Retirement Association administers retirement benefits to more than 36,000 members.
On Thursday, Trustee David Myers, the board chairman, said he had yet to hear a compelling argument against providing the full bonus. Myers said Partridge exceeded the agreed-upon benchmarks and lowered risk in a challenging environment. Partridge was recently named Small Public Fund Manager of the Year by Institutional Investor magazine.
Since he came on board in October 2009, the fund earned 1.45 percent over the benchmark used by the pension fund and 1.88 percent over the 8.25 percent rate of return set by the board. Both figures were on an annualized basis, said Chief Executive Brian White.
Over the same period, Partridge has delivered performance of $241 million over the benchmark and $303 million over the 8.25 percent annual rate of return, Trustee Douglas Rose said. That helps demonstrate "that the money we paid him was worth it," Rose said.
"And I will go on the record and say that I will gladly pay the next consultant $3 million over (the first 27 months of the) contract if they can deliver me excess returns of $300 million," he said.
Responding to criticism that Partridge's total compensation last year was about six times that of his predecessor's, Rose said the pension board authorizes $60 million to $70 million in management and incentive fees to outside money managers, "which is far in excess of what any county employee gets."
Partridge's base pay was $647,700 and he received a $453,390 bonus based on quantitative criteria. The board had discretion over the remaining $194,310.
Jacob noted that Partridge received nearly $1.8 million over the first 15 months of his contract and about $1.3 million over the next year.
"More than $3 million in compensation in less than 2 ½ years I do not believe can be justified when we are talking about money from a public retirement fund," Jacob said. "I cannot in good conscience approve additional compensation being considered. I didn't support the original compensation agreement and I believe it would be inconsistent for me to support what's before us today."
She added: "I feel it's important that my concerns continue to be put on the record and I am being consistent with my past actions."
Partridge was among more than 100 financial advisers who sought to succeed David Deutsch, the former chief investment officer who left three years ago after the pension fund lost $2 billion in value. The pension board, rather than comply with county rules that prohibited employees from being paid more than $301,000 a year, made Partridge the portfolio strategist through an outside consulting firm and gave him a 39-month contract worth up to $4.51 million.
Partridge previously earned $360,000 a year as deputy chief investment officer for the Teachers Retirement System of Texas.
Deutsch was paid $209,000 a year.
"I think Mr. Partridge is a lovely individual. He has delivered on many of the things that he said he would deliver on," McAllister said. "However, I think that the rewards that are structured, or discussed, or offered up in the contract … to me are way high.
"And I am not convinced that others couldn't have delivered what he has delivered to us."
Trustee E. F. "Skip" Murphy voted with the majority. He said the board will have other options when the contract expires Dec. 31.
"The contract is what the contract is," Murphy said. "And the amount that we do have discretion over is … considering what he brought to the fund, is not a whole lot."


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3 "solds" in 5 days
Slow market, slow market... 3 "solds" in 5 days. This is magic! Looking for help selling your home quickly and for the best price? Call Marina 416-843-1515 today! Your Real Estate Connection: Marina Gavrylyuk Real Estate Broker with Sutton Group Summit Realty www.MarinaG.ca Marina.Realtor RentListingService.ca - Condos and Houses for rent CondoName.ca - New ...Continue Reading
What You Need to Know About Lots
When shopping for a new home, one of the most important considerations – yet one most people don't pay enough attention to – is the lot type. Selecting the right one can significantly increase your enjoyment of the home. Picking the wrong one can have the opposite effect. There are three ...Continue Reading
Dealing With A Home Inspection Issue
As you may know, it's common to include a home inspection as a condition of an offer you make. It protects you from issues that you might not otherwise see during a viewing. What do you do if the home inspector finds something wrong? The inspector might find a leak in ...Continue Reading
Home Shopping And The Four-Legged Stool
What kind of stool is most likely to keep you from toppling over when you sit on it? Of course, two-legged stools won't even stand on their own. Three-legged stools are okay, but still unstable. Four-legged stools are rock solid. What does that have to do with shopping for a new ...Continue Reading
Should You Worry About Market Fluctuations?
You turn on the television and watch a news story about housing prices going down. Then you receive a flyer in the mail about a property around the corner that sold for a decent price. Next you read a newspaper article about the housing market on the upswing again. It's a ...Continue Reading
Shop for Insurance Before You Close
After purchasing a new home, buyers are often focused on securing a good mortgage, hiring a reputable moving company, and preparing for moving day. Those are all important. Just don't forget about home insurance! It's an easy detail to miss. If you wait until the last minute to make those arrangements, ...Continue Reading
Making Sure Your "Wish List" is Complete
Before shopping for a new home, people often create a "wish list" of the features they desire most. That's a good way to ensure you choose a home that best fits your needs and desires. For example, you might want an extra bedroom for guests, ample space for a home ...Continue Reading
When to Consider Buying a "Diamond in the Rough"
Let's face it. When you visit a home during a scheduled viewing or open house, you're usually seeing it at its best. The rooms are tidy. The sinks are clean. The closets are organized and uncluttered. Even the lighting is set to its brightest. That's just good old-fashioned marketing. However, not every ...Continue Reading
Increasing Foyer Appeal
You've heard of curb appeal. It refers to the good impression buyers tend to get when they first see your house "from the curb". The greater the curb appeal, the more enticing your house will seem. But there's another type of appeal you may not be aware of: Foyer appeal. That's ...Continue Reading
Lighting Matters When Selling Your House
Remember the last time you were in a furniture store or other major home retailer? Remember the fully decorated displays of furniture, appliances and other products? Some of those may have even been organized as model rooms. What did most of those displays have in common? Chances are, they were well lit. In ...Continue Reading


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We sell a large variety of Japanese Pokemon Center hand and face towels, drink coaster, bento boxes, handkerchiefs, bowls, cups, glasses, plates, chopsticks, forks, spoons, cushions, and much more. All of these items were only sold at the Pokemon Centers in Japan. Made in very limited quantity and only sold for a very short time. If you are looking to buy the most unique, rare, or hard to find Japanese Pokemon tablewear items, then have come to the right place. Get all of your favorite Japanese Pokemon tableware items right here.


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by Matt Dalby, sports information graduate assistant
AUGUSTA, Ga. – The Georgia College men's cross country program has placed three runners on the Peach Belt Conference (PBC) All-Academic Team, as announced by the conference office in Augusta, Ga. Wednesday afternoon.
Senior Dan Horseman (Cohutta, Ga.) heads the team, earning the distinction for his 3.68 GPA in Outdoor Education. Horseman was also a vital piece to the cross country team on the field this season, leading the Bobcats in three of his six races he competed in.
This marks Horseman's second consecutive year on the PBC All-Academic squad, while also garnering his second All-PBC Second Team honor in the process.
Joining Horseman on the team are sophomores Tucker Forbes (Lilburn, Ga.) and Philip Laskey (Marietta, Ga.).
Forbes competed in five of GC's six races this season, with his best race coming in a 28:04 8K effort at the ASU Invitational. The athletic training major currently owns a 3.46 GPA in his third year at Georgia College.
Laskey, a pre-engineering student, has compiled a perfect 4.0 GPA in his two-year stint with the 'Cats, competing in five races in 2011. He posted a top-10 finish at the Bobcat Invitational, tearing up the 8K home course in just 28:53 for an eighth place finish.
The Bobcats will head to Charlotte, N.C. Saturday, Nov. 5 to compete in the NCAA Southeast Regional Championship.
The Georgia College Department of Athletics, two-time winners of the PBC Commissioner's Cup, sponsors 10 varsity athletic programs at the NCAA Division II level. As a Division II program, Bobcat Athletics prides itself on balancing the life of the student-athlete, evidenced by the teams' multiple appearances in post-season competition as well as documented academic success and community-service involvement. Sign up at www.twitter.com/BobcatSports and www.facebook.com/gcbobcats for up-to-the-minute reports, and visit www.GCBobcats.com for more information, and to nominate your favorite former Bobcats and Colonials to the GC Athletics Hall of Fame.


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Politics & Government
Field Poll: Californians broadly support soda tax, labeling
Amid mounting concern about the prevalence of childhood obesity, California voters support taxing sugary beverages and mandating health warnings on sweetened drinks, according to a new Field Poll funded by the California Endowment.
When respondents were read a list of ideas to reduce childhood diabetes, two-thirds endorsed imposing a tax on soda and similar sweetened drinks. An even larger margin, 74 percent, said they either strongly or somewhat favored labels advising consumers that "studies show that daily consumption of soda and other sugary drinks contributes to diabetes, obesity and tooth decay."
Particularly striking, according to Field Poll director Mark DiCamillo, was that majorities of Republicans, Democrats and independents all backed the labeling idea.
"Typically Republicans and more conservative voters shy away from these government intrusions into private enterprise," DiCamillo said Wednesday. "The lack of opposition is one of the more remarkable findings."
Those findings come as Sen. Bill Monning, D-Carmel, pushes a bill that would affix warning labels to sugary beverages. Monning has unsuccessfully pushed for a soda tax in past years and suggested, in unveiling the labeling proposal, that the health notices would have an easier time winning approval than a new tax.
In contrast with the labeling push, most Republicans, around 53 percent, rejected a soda tax. DiCamillo noted that support for the idea fluctuates based on where the proceeds will go. A year ago, a majority of Field Poll respondents said they would oppose a soda tax – but when the question was expanded to say the revenue would flow to school nutrition and physical activity programs, respondents flipped to a majority support position.
"Most of the public's concerns about obesity, when it comes to public policy anyways, is what can we do to protect the kids?" DiCamillo said.
A separate Field Poll released last week, also funded by the California Endowment, found that unhealthy diets and a lack of physical activity had overtaken drug abuse as the primary concern Californians have about the well-being of children. That underscores warnings by public health experts who see childhood obesity as a paramount issue, with research suggesting that overweight kids face a plethora of health issues later in life.
Seven in 10 favored a rule prohibiting the purchase of sugary drinks with food stamps. And reflecting a desire to limit how much sugar kids consume, respondents to today's Field Poll also supported banning sugary sports drinks from school vending machines (58 percent) and removing sugary drinks from venues like child care centers and children's hospitals (62 percent).


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GASTONIA � Jake Buchanan made what he hopes will be his final Class AA pitching appearance a Texas League All-Star winner Tuesday night.
Buchanan, a 2007 North Gaston High graduate, was one of eight pitchers who combined on a 6-0 shutout victory for the South Division All-Stars over the North Division at Springdale, Ark.
Buchanan and his Corpus Christi Hooks� teammate George Springer were both making what they hope will be their final Class AA appearances, as each was earlier this week promoted by the Houston Astros� organization to Class AAA Oklahoma City of the Pacific Coast League.
In Tuesday�s game, Buchanan yielded two hits in his one scoreless inning in the All-Star game and Springer had two hits (both home runs) and had three RBIs to earn game MVP honors.
Buchanan had gone 7-2 with one save and a 2.09 ERA in 18 appearances (13 starts) for the Hooks.
An eighth-round pick of the Astros in the 2010 draft, Buchanan will now be one level away from becoming the first North Gaston product to ever play in the major leagues.
Pro debuts
Four former local standouts made their professional baseball debuts in the past week, none more highly-anticipated than that of Mitch Harris (South Point 2004).
Harris had been drafted by the Atlanta Braves in 2007 and again by the St. Louis Cardinals in 2008 while he was pitching for the Naval Academy. But due to his military service requirements, Harris wasn�t allowed to sign until before this season with the Cardinals.
Harris made his long-awaited debut in relief for the State College Spikes, the Cardinals� Class A New York-Penn League team. And Harris is 1-0 with a 0.00 ERA in three appearances.
Also making debuts last week were recent draft picks Julian Ridings (Crest 2010), Belmont Abbey�s Emilio Pagan and former Gastonia Post 23 and Gastonia Grizzlies standout Tyler White.
Ridings is hitting .444 with one RBI in five games for the Hudson Valley Renegades. The Renegades are the Class A New York-Penn League affiliate of the Tampa Bay Rays.
Pagan is 0-0 with a 0.00 ERA in one appearance for the Pulaski Mariners. The Mariners are the Appalachian League Rookie team affiliate of the Seattle Mariners.
And White is hitting .375 with four RBIs in four games for the Houston Astros� Gulf Coast Rookie team.
More pro baseball
Alex Castellanos (Belmont Abbey 2007-08) returned to the Class AAA Albuquerque Isotopes are hitting .222 in four games with the Los Angeles Dodgers. With Albuquerque, Castellanos is hitting .263 with nine home runs and 30 RBIs in 47 games.
Blake Lalli (Gardner-Webb 2002-06) is hitting .275 with six home runs and 14 RBIs in 37 games for the Nashville Sounds. Nashville is the Milwaukee Brewers� Class AAA Pacific Coast League affiliate.
Devin Harris (Ashbrook 2006) is hitting .258 with 16 home runs and 48 RBIs in 70 games for the San Jose Giants. San Jose is the San Francisco Giants� Class A California League affiliate.
And Preston Lyon (Forestview 2008) was placed on the inactive list of the San Angelo Colts of the independent United League last week after hitting .231 with one RBI in seven games.
Pro football
The area�s two Arena Football League performers meet one another Saturday when Cameron McGlenn (South Point 2006) and the New Orleans Voo Doo visit Julian Rauch (Ashbrook 2003) and the Pittsburgh Power.
McGlenn has 31 tackles and four pass interceptions in four games for the Voo Doo and has 70 tackles and five interceptions in 12 games overall.
And Rauch has converted 34 of 42 extra points and missed four field goal attempts in seven games for the Power.
You can reach Richard Walker at 704-869-1841 or by twitter.com/JRWalk22


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Clinical Anesthesia Procedures of the Massachusetts General Hospital
J. Kenneth Davison, William F. Eckhardt, Deniz A. Perese
Little, Brown, and Company, 1993 - Anesthesiology - 711 pages
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Specific Considerations with Cardiac Disease
Specific Considerations with Pulmonary Disease
Specific Considerations with Liver Disease
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abdominal administration agents airway analgesia Anesth anesthesiologist anesthetic aortic arrhythmias artery atrial benzodiazepines bleeding block blockade blood flow blood pressure bradycardia breathing bupivacaine cardiac output cardiovascular catheter cause Chap chest clinical coronary decrease depression disease Dosage dose drugs Duration dysfunction edema effects Elimination Kidney endotracheal tube epidural epidural anesthesia epinephrine extubation failure fentanyl fluid function halothane heart rate hemodynamic hepatic hypertension hyperthermia hypotension hypovolemia hypoxemia increased Indications induction infants infusion inhalation injection injury intraoperative intubation ischemia ketamine lidocaine liver lung malignant hyperthermia Metabolism mg/kg monitoring muscle relaxants myocardial narcotics needle nerve nitrous oxide normal obstruction occur Onset oxygen pain patients pediatric perfusion peripheral plasma plexus pneumothorax postoperative preoperative prior procedures propofol pulmonary receptors regional anesthesia renal respiratory result risk sedation shunt spinal stimulation surgery surgical syndrome tachycardia technique therapy tion toxicity tracheal transfusion trauma treatment usually vascular vasodilation venous ventilation ventricular volume


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New study of center for financial planning, Ph.D. program and academic journal collaboration provide opportunities for academics, registered programs, students and CFP® professionals
Certified Financial Planner Board of Standards, Inc. today announced a suite of initiatives that will bolster the academic underpinnings of financial planning as a profession; provide new opportunities for research and teaching; and enhance the quality of financial advice to the public.
"As the standard-setting body for the CFP® certification and the authority on financial planning, CFP Board is committed to moving the needle in providing to those in academia – from both within and beyond our existing CFP Board-registered programs – a home to conduct research and teach financial planning to a new generation of CFP® professionals," said Board of Directors Chair V. Raymond Ferrara, CFP®. "These new efforts reflect the adoption of financial planning as a recognized discipline within academia as well as a growing profession within the financial services industry.
All of these efforts, Ferrara noted, are consistent with CFP Board's mission to benefit the public by granting the CFP® certification and upholding it as the standard for personal financial planning.
Announced during the Board of Directors' periodic update for CFP Board's nearly 70,000 CFP® professionals, the suite of initiatives include:
These efforts are a continuation of the leadership CFP Board has provided in building the academic foundation for financial planning. Currently, there are 225 colleges and universities offering CFP Board-registered programs with more than 120 of those offering financial planning baccalaureate programs. CFP Board is also conducting the world's largest study of financial planning's body of knowledge through its job task analysis. And in 2013, John Wiley & Sons and CFP Board published the seminal work, the Financial Planning Competency Handbook, which is an essential book for financial planners, students and those working within the profession.
"We are thrilled that we can continue to build upon the body of knowledge for financial planning," said CFP Board CEO Kevin R. Keller, CAE. "Along with our partners in the academic community, CFP Board is focused on providing rigorous research and publication opportunities, which will only elevate the certification, the profession and ultimately benefit the public."
The mission of Certified Financial Planner Board of Standards, Inc. is to benefit the public by granting the CFP® certification and upholding it as the recognized standard of excellence for competent and ethical personal financial planning. The Board of Directors, in furthering CFP Board's mission, acts on behalf of the public, CFP® professionals and other stakeholders. CFP Board owns the certification marks CFP®, CERTIFIED FINANCIAL PLANNER™, CFP® (with plaque design) and CFP® (with flame design) in the U.S., which it awards to individuals who successfully complete CFP Board's initial and ongoing certification requirements. CFP Board currently authorizes more than 69,000 individuals to use these marks in the U.S.
CONTACT: Dan Drummond, Director of Public Relations P: 202-379-2252 M: 202-550-4372 E: email@example.com Twitter: @cfpboardmedia
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Coverking's unmatched quality of fit and finish designed specifically for your seat row. Available in 12 fabrics.Shop All
Amazing fit and protection tailored for your vehicle and your needs. Available in 8 fabrics.Shop All
Protected your new dash or hide your old with a sleek dash cover. Available in 4 fabrics.Shop All


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Tony Romo had all the leverage. He took advantage.
The Dallas Cowboys desperately needed salary-cap space, and owner Jerry Jones knows what it's like not to have a quality quarterback. It's not like there ever was a risk of Romo leaving Dallas.
So Romo's agents did what agents have done to Jones for years: They got him to overpay. Just not by as much as everyone thinks.
Romo received a six-year contract extension worth $108 million, according to NFL.com's Ian Rapoport. The total deal is for $119.5 million over seven years, when you include his $11.5 million salary for 2013. The extension includes $55 million guaranteed and a $25 million signing bonus, according to Rapoport. Yes, that's more guaranteed money than Baltimore Ravens quarterback Joe Flacco received despite the Super Bowl champion being five years younger.
Like so many big deals, the fine print on this contract will tell the story. NFL.com's Albert Breer reported Romo will earn $57 million in the first three years of the contract. That's an average of $19 million per season. In addition, $15 million is guaranteed for injury, with $7.5 million guaranteed on third day of the 2014 league year and $7.5 million guaranteed on the third day of 2015 league year, Breer reported. It's elite quarterback money that puts Romo in the neighborhood of Flacco, Drew Brees and Peyton Manning. The key number here: Three years.
After that, all bets are off. Romo will turn 35 in 2016. And the Cowboys then will have another big decision to make on his future.
This contract will draw a lot of snickers from people pointing out Romo's lack of playoff success, but that's not necessarily fair. Romo would do very, very well on the open market. Other points to consider:
1. Romo never will get close to the end of this contract. It doesn't really matter what he's being paid from 2017 to 2019, when he is between 37 and 39. He will have been released or his contract will have been restructured by then.
|Take a look back at the best photos of Dallas Cowboys QB Tony Romo.
2. With that in mind, the structure of the contract is what really matters here. Lost in the shuffle following Flacco's signing: The reality that he truly signed a three-year contract that will be revisited in 2016. My strong guess is that Romo's contract will be similar. The only money that really matters comes in the next three years.
$108 million sounds crazy, but the number ultimately is phony. Few players get near the end of deals like this. The length of the contract allows the Cowboys to save as much cap room as possible in the present, pushing any pain into the future. This is what the Cowboys do.
3. Rapoport reported Thursday that the Cowboys would not be able to use the franchise tag on Romo after the 2013 season. That report puts this contract in a different light. They had to make a deal now because their entire offseason was held hostage until it happened. The Cowboys literally had free-agent visitors they couldn't immediately sign this week because of cap concerns.
4. For all the jokes that will be made at Romo's expense, it's worth noting that he's consistently a top-10 quarterback. Top-10 quarterbacks are hard to find and extremely valuable. Romo has been a better, more consistent quarterback on average than Flacco over the last five years.
Judging a quarterback solely based on playoff success is ridiculous. It's the argument of the lazy. By that logic, Tom Brady was a better quarterback in 2001 than he was in 2012. Put Romo on the 2007 New York Giants, and they win the Super Bowl.
Jones overpaid his star player because, again, that's what the Cowboys do. Big, shiny numbers get attention. Big contracts are self-fulfilling prophesies. They justify Cowboys hype.
But let's not get carried away. Romo is not Roy Williams, Ken Hamlin or even Doug Free. Romo is an above-average starting quarterback, whether or not fans believe it. You can live with overpaying for a quality quarterback.
We just don't trust Jones to support Romo. It's all the other overpaid Cowboys who are the problem.Follow Gregg Rosenthal on Twitter @greggrosenthal.


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Telephone Systems
A Buyer's Guide
Telephone systems can help small businesses reduce costs, improve productivity, enhance collaboration, and meet their company's goals.
Telephone systems are available in a variety of configurations, offering an ever-growing range of features and benefits. The most advanced telephone systems available today run on Internet Protocol (IP) networks--the same network that many small businesses use to connect employees, devices, and information resources.
This buyer's guide can help you select from among the telephone systems currently available and outlines the best way to deploy a new phone system for your company.
When evaluating and implementing telephone systems you must consider the following three things:
- Understand what your employees need. Telephone systems can give your employees more tools to be more efficient. Do they need easy access to rich-media conferencing? Or do they need one phone number that simultaneously rings on multiple devices?
Telephone systems offer many features and capabilities, including:
- Videoconferencing
- Mobile softphones
- Automated attendant
- Paging and intercom
- Presence technology
- Wireless IP capability
- Integration with customer relationship management (CRM) systems
- Unified messaging
- Be prepared for change. Today's telephone systems can improve how daily business transactions are conducted. For example, using wireless IP telephone systems, your sales floor staff can quickly check if an item is in stock in your warehouse, without ever having to leave a customer's side.
- Talk to your trusted advisor. Consult with your local service provider or reseller to make sure that your telephone systems and their features and capabilities will meet both your company's short - and long-term business goals.
For more information please visit: Voice and Conferencing


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How to play Identity V on PCIdentity V is a 1v4 Asymmetrical Horror 3D Mobile Game with real experience, this post will guide you how to play it on PC with MEmu App player.


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A New 'Mother' to Digitally Nag You
More and more gadgets seek to replicate the sorts of things your mother used to needle you about: getting exercise, eating more slowly or brushing your teeth.
Now one company has decided to embrace that image – it has named its product "Mother."
The device, from a firm called Sen.se, caught my eye at a press preview for the 2014 Consumer Electronics Show in Las Vegas, in part because of its unique design. It looks like a cross between WALL-E's girlfriend EVE and Russian nesting dolls. Mother has slightly creepy glowing eyes - but surely has your best interest at heart?
Mother's potential use is intriguing: Each Mother unit talks wirelessly to a set of smaller tracking devices, dubbed cookies, that can sense motion and temperature. You can put cookies on things and people – on your body to gather data about how much you walk, on your coffee machine to track many espressos you drink, on your front door to track whenever it is opened, on your toothbrush to see how often and how long you brush … and so forth.
More In CES
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- Google Tangoes with Lenovo to Bring 3-D Mapping to Smartphones
- IBM's Rometty Bets on Consumer-Product Partnerships
- U.S. Drone Users Number At Least 181,000
- Intel Shows Next-Gen Drones, 3D-Printed Sneakers and Lady Gaga at CES
- CES 2016: These Gadgets Want You To Look Better
Whenever the cookies get close to the Mother unit, they wirelessly send back their data to the Internet.
The company says users of Mother, which is supposed to start shipping in the spring, will be able look at all their info at once, or drill down on certain topics. And if something is really important, you can have an alert sent to your phone when a sensor detects a change.
So what does all that data do for you? That's a question that bedevils many Internet of Things gadgets on display here at CES. Mother's makers say the data she tracks can help you gain peace of mind by answering specific questions in your life, such as, "Am I drinking enough water?" or, "Did somebody open my secret drawer?"
Lots of companies want to connect parts of your body, home and life to the Internet – a trend called the "Internet of Things." Mother's maker, Rafi Haladjian, told me he thinks having separate devices for all these things is too expensive, and too cumbersome because they can't talk to each other. "There are not so many needs that are worth $200" for a distinct Internet-connected device, he said.
Mother, which costs $222 for a base unit and four cookies, is designed to be repurposed as new challenges or needs spring to mind, he said. It's kind of like a mobile device that can run an ever-changing array of apps.
Where did the name come from? "We need a device that does all sort of things," Haladjian said. "The metaphor that matched this noble caring figure is the mother. She is not a nurse, a gardener or a cop – she is everything at the same time."


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Barbara Corrin
Aug. 16, 1925-April 1, 2012
Pleasanton, California
Contact the submitter
Barbara Bone Corrin August 16, 1925 to April 1, 2012
Barbara Bone Corrin, age 86, of Pleasanton, passed away peacefully in her sleep April 1, 2012, with her family at her bedside. She is survived by her husband of 59 years, Bill Corrin, sons Bill (Jr.) Corrin of Long Beach and Gary Corrin of Toronto and daughters Janet (Gary) Sears of Pleasanton and Lyn (Terry) Aaker of Long Beach. She is also survived by two sisters, four grandchildren, and nine nephews and nieces. The Corrin family moved from Salinas to Pleasanton in 1969. The center of their new life was the Pleasanton Presbyterian Church and its social activities. Barbara taught for fourteen years at Alisal School and was always thrilled when former students and parents recognized her. While in her 60s she took tap dancing and piano lessons, loved playing tennis and bridge, and was well known for her award-winning pies and jams. After her 1986 retirement, Barbara volunteered at Alisal and Mohr Schools, where Janet was teaching. She also enjoyed her Community Bible Study group, practicing Jin Shin Jyutsu Japanese healing arts, volunteering at ValleyCare Hospital, and performing at piano workshops. Her dear friendships with water exercise classmates brought her particular joy. Please join us for a Celebration of Life service to be held at CenterPointe Presbyterian Church, 3410 Cornerstone Ct., Pleasanton, on April 21, 2012, at 2:00 p.m. with a reception immediately following. In lieu of flowers, Barbara?s family has requested that donations be made to Hope Hospice.
Tags: teacher/educator


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Amidst the sounds of the hammer dulcimer and musket fire, history came to life Saturday at Andrew Jackson State Park. March 15, 2008, marked the 241st birthday of the nation's seventh president.
Logan Waldo, a fifth-grader at the Discovery School, was excited to be at the celebration Saturday.
"The event was an opportunity to go back in time," said Logan, who was dressed in colonial garb, complete with a toy musket.
Dressing up and re-enacting was also on fourth-grader Jordan Reeves' mind.
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Paprika can go flat if it's too old. Make sure you taste test your paprika for cooking with it in this recipe. If it doesn't have a strong flavor, it's no longer good and you'll need to replace it.
Cook the rice while preparing the cooked cabbage.
Caraway seeds can also be used to season the stuffing in this recipe.
- 2 pounds sauerkraut (preferably a good brand, such as Bubbies, that you would find in the refrigerated section of your grocery store)
- 1 large head green cabbage
- 2 tablespoons extra virgin olive oil
- 1 cup minced onions
- 1/4 teaspoon of minced garlic
- 1 pound ground pork
- 3/4 cup cooked white rice (from about 1/4 cup of dry rice)
- 2 lightly beaten eggs
- 2 tablespoons sweet Hungarian paprika (or plain paprika if your market doesn't offer a choice)
- 1/8 teaspoon dried marjoram (can sub oregano)
- 1 teaspoon Kosher salt
- Freshly ground pepper
- 1 cup water mixed with 1 cup tomato puree
- 1 cup sour cream
1 Prep the sauerkraut: Rinse the sauerkraut in cold water. Squeeze out excess moisture and set aside.
2 Boil the cabbage, gently remove whole leaves: Bring a large pot of salted water to a boil (1 Tbsp of salt for every 2 quarts of water). Add the whole green cabbage to the boiling water. Cover the pot, reduce the heat to maintain a simmer, and cook for 10 to 15 minutes, depending on the size of the cabbage.
Remove the cabbage from the water and let drain until it is cool enough to handle. Pull off as many large, unbroken leaves as you can and lay them on paper towels dry. If the inner leaves haven't cooked enough to bend easily, return them to the simmering water to cook a little longer.
3 Sauté onions and garlic: Heat olive oil in a large skillet on medium-high heat. When the oil is hot, add the onions and sauté them until translucent and beginning to color. Add the garlic and cook half a minute longer. Remove from heat.
4 Make pork mixture: In a large bowl, place the ground pork, cooked rice, beaten eggs, paprika, marjoram, the cooked onions and garlic, salt, and several grinds of black pepper. Mix with your clean hands or a wooden spoon until just combined.
5 Stuff the cabbage rolls: Working one at a time, place a couple tablespoons of the pork stuffing in the center of a blanched cabbage leaf. Start at the thick end of the leaf and fold the sides of the cabbage over the stuffing. Then roll up the whole cabbage leaf into a tight bundle.
Repeat with the remaining leaves until you have used up all of your stuffing.
6 Layer stuffed cabbage rolls on top of sauerkraut: Place the rinsed and drained sauerkraut in an even layer on the bottom of a 5 or 6 quart thick-bottomed pot, such as a Dutch oven. Place the cabbage rolls on top of the sauerkraut.
7 Add tomato purée, simmer for an hour: Pour the diluted tomato purée over the cabbage rolls. Heat on high to bring the liquid to a boil, then reduce the heat to low, cover the pot, and cook the cabbage rolls on a low simmer for one hour.
8 Remove cabbage rolls, add sour cream to sauerkraut to make sauce: Remove the stuffed cabbage rolls from the pot and place on warm dish. Slowly stir the sour cream into the sauerkraut. Bring to a simmer and let cook for about 5 minutes.
9 Serve: Use a slotted spoon to lift the creamy sauerkraut sauce onto a serving platter. Arrange the stuffed cabbage rolls on top of the sauerkraut and spoon some sauce over them as well. Serve remaining sauce on the side.


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Field Studies in the Methods Course
Field study at Sweetbriar
College, Sweetbriar, Virginia
Photo courtesy of Beth Boland
• Introduction
• Field Studies versus Field Trips
• The Role of Field Studies in Historical Thinking
• Placement in the Methods Course
• Choosing the Place
• Field Studies – Preparation by Methods Professors
• Field Studies – Preparation of Students
• The Day of the Field Study
• Debriefing the Field Study
History becomes alive when we are enticed to act as historians and to engage in the kind of thinking historians apply to their work. Central to historical thinking is its raw material – primary documents. While we usually think of documents as two-dimensional objects (diaries, maps, letters, and the like), "place" can also serve as a primary document in three dimensions. This is why a good field study of an historic place can provide students (and future teachers) with a rich experience in historical thinking about the three-dimensional built environment and in how field studies can extend and deepen historical content knowledge drawn from traditional classroom instruction.
Field Studies versus Field Trips
Field study at Sweetbriar College in Sweetbriar, Virginia
Photo courtesy of Beth Boland
We use the term "field studies" to differentiate it from the all-too typical approach used in "field trips." Too many field trips reflect little preparation on the part of teachers and students are unlikely to derive the maximum benefits from the time expended. Among common pitfalls of the field trip:
• Too often, the "tour" provided to students has only a tenuous link to the curriculum, conducted by well-meaning and well-informed guides who are not aware of the instructional purposes of the teacher.
• Most "tours" have little to do with historical inquiry. Moreover, their focus on "the story" lacks sufficient historical context for students to make sense of it.
• Students are ushered through room after room without a chance to pause and imagine.
• Too many teachers fail to debrief students on the uses of places to uncover history and to understand how historians use them to construct a cohesive narrative.
• Too often, "field trips" are a day off for students, who endure the minutiae of docents' presentations and see little connection either to history or to their own time period.
• Too often, the "tour" provided to students has only a tenuous link to the curriculum, conducted by well-meaning and well-informed guides who are not aware of the instructional purposes of the teacher.
• Most "tours" have little to do with historical inquiry. Moreover, their focus on "the story" lacks sufficient historical context for students to make sense of it.
• Students are ushered through room after room without a chance to pause and imagine.
• Too many teachers fail to debrief students on the uses of places to uncover history and to understand how historians use them to construct a cohesive narrative.
• Too often, "field trips" are a day off for students, who endure the minutiae of docents' presentations and see little connection either to history or to their own time period.
In contrast, field studies provide opportunities for serious inquiry and reflection about three-dimensional historical "documents," firmly embedded in the curriculum and in the development of historical thinking.
The Role of Field Studies in Historical Thinking
A good field study provides students with access to three experiences important to historical understanding.
1)First is the experience of "being there." As history is part story, "place" is the stage on which the story played out. In this sense, the field study allows students to step onto the stage and imagine how the story unfolded – to walk through the same space (whether a building, a community, or a landscape) and to develop what Baron (see below) refers to as empathetic insight. Watch people when they visit a site like the Coliseum in Rome for the first time. How many of them do you see touching the ancient stones? Why do they do that? Because it puts them literally "in touch with" the thousands of others – slaves, gladiators, patricians, and emperors – who touched and walked in that same space in past millennia. Being in the place enriches and deepens the answer to the question "What must it have been like?" But this experience is mere fantasizing if it does not draw as well from a reservoir of historical knowledge of the time and place, as well as a means of investigating the historical significance of what they are seeing – using the place as the object of investigation.
Field study at Wyuka Cemetery, Lincoln, Nebraska
Photo courtesy of Beth Boland
2) A second role of field studies, then, is the use of place as a three-dimensional primary source, providing evidence to use in historical inquiry. What visual evidence does this place offer that locates it in time and space? How does it compare to other similar places, and how do its differences with similar places provide clues to its historical significance and its story? Is there three-dimensional evidence that supports historical accounts drawn from other sources? If one had to rely solely on the place to make historical inferences, what would one look for? What hypotheses about the history of the time would one make based on the visual record displayed at this site? How would one test these inferences? These are all questions that historians ask when they seek to interpret the story (or, more accurately, "stories") of a place.
Sam Wineburg, professor of education and history at Stanford University, outlined heuristics for developing historical thinking using primary sources – specifically, documents.1 According to Wineburg, we use documents for corroboration, comparing documents with one another to confirm or reject an account. When we analyze documents, we also engage in sourcing, looking first to the source of the document before reading the body of the text. Finally, we seek contextualization, situating a document in a concrete temporal and spatial context (Wineburg, 1991, p. 77). These heuristics provide a framework historians use to make sense of documents, discern patterns, and differentiate types of evidence. While these heuristics play an essential role in document analysis, their application to historic places is problematic, as shown in Christine Baron's study on the use of historic places in historical understanding.2 Her study sought to apply and adapt Wineburg's model to historic places and, in doing so, provided guidance for the design of field studies. As we will see, Baron's adaptation of Wineburg's heuristics comes into play during a well-conceived field study. (See thistable for a comparison of Wineburg's heuristics to Baron's adaptation.)
3) A third role of the field study, flowing from the inquiry-based use of historic places, is the means by which students can see a site across the sweep of time, from its origination through its transformations to the present day. A field study allows students to explore a place through strata of time and its multiple contexts,3 in addition to examining its original state.4 What is original and what has been changed over time, and how does this help to identify the historical "strata" necessary to understand the place across time? How do the architectural elements reveal the values of the time of origination, and the changing values reflected in elements incompatible with its origination story? "Why was it put here?" "How did it change?" "Why is it still here?" Fundamentally, why is this place still here and why has it been preserved? What is the purpose and value of preserving this and other historic places?
In planning a field study, the methods professor needs to consider how these dimensions of teaching with place can be applied to the goals of preparing future teachers to uncover the richness of history for their students and to think historically.
Placement in the Methods Course
A logical place for a field study in the methods course is after a session on inquiry/problem solving, which would include not only a general model for inquiry but also the use of various kinds of primary sources. The field study serves as an application of the inquiry model to three-dimensional primary sources represented by historic places, in conjunction with more traditional sources (documents, historical maps, and the like).
The duration of the field study will vary, of course, based on the organization of the methods course. A three-hour class session is ample time to demonstrate to students how inquiry and imagination can be applied to a place. Sessions of half that duration will have to be more selective in the range of inferences, evidence seeking, and insight activities to be pursued.
Choosing the Place
At the outset, it is important to note that the place one chooses for a field study need not already be officially designated as an historic site. Those that have been designated, such as the ones listed in the National Register of Historic Places, or in state or local registers, bring the advantage of having been researched and documented already. That information is available by searching the National Register online database, which contains tens of thousands of recognized historic places of local, state, or national significance. But there is also much history on display, whether or not the places have ever been formally recognized, when one strolls down any town center or travels on a bus from home to school.
Field study at Sweetbriar College, Sweetbriar, Virginia
Photo courtesy of Beth Boland
For places not designated, there often is a greater challenge for the methods professor in preparing for the field study, since much of the history of the place is not always easily accessible (although the town library is often a useful resource in this regard). But such sites have the benefit of inviting methods students (and their future students) to do the work of historians in uncovering the history of the place.
There are a number of criteria one can apply to the choice of a field study site. Of course, proximity is a key issue and will impose some limits on the range of options. Beyond that, consider the criteria displayed in the table below.
Site: ____________________________________________________
Methods level (elementary/secondary)
(At what depth should my students engage in historical inquiry? If secondary, perhaps a deep level; for elementary, perhaps a broader level.)
(What historical concepts can this site help to illustrate?)
(What particular skills can students employ in investigating this site?)
Inferences and Generalizations
(What are some key inferences students can make based on visual clues at the site? What are some key generalizations students can construct based on the visual evidence available at the site?)
(What story/stories does this site shine a light on? What events unfolded in this place that shed some light on the history of the time?)
Historic Resources
(Are there sufficient historical resources available on site and from other sources to support student historical inference making and hypothesis testing?)
Productive Partnerships
(Can a partnership with the site be built to support the goals of the methods course?)
Educational Activities
(What particular research activities are possible at the site? Is there good potential for students to develop "empathetic insight?")
Civic Participation
(Is there potential for engaging students in efforts to preserve the site – researching a currently unrecognized historic place in the community, helping to draft a nomination to the National Register of Historic Places, advocating for preservation and/or the establishment of a local historical site designation?)
Adapted from White, C., and Hunter, K. (1995/2000).Teaching with Historic Places: A Curriculum Framework for Professional Training and Development. Washington, D.C.: The Preservation Press.
The "Choosing a Site" worksheet serves as a planning tool for both methods professors and classroom teachers, since both need to decide what place will be the focus of the field study. Productive partnerships with historic sites and their staffs aim to serve the curriculum needs of both the university professor and the classroom teacher, and not all sites easily lend themselves to such partnerships. Note also the inclusion of "civic participation" as one of the criteria. Since both pre-college and college students are encouraged to be civically engaged, one avenue for engagement is in the preservation of places that are historically significant to the community. Such community service opportunities ought to be brought to the attention of students, regardless of grade level. Service learning is a growing trend in K-12 education and historic places provide many fine opportunities for civic engagement that also enhance academic learning.
Field Studies – Preparation by Methods Professors
After the selection of the site, what do methods professors need to know before introducing a field study to students?
Field study at Fort McHenry, Baltimore, Maryland
Photo courtesy of Beth Boland
A starting point is differentiation by grade level. A secondary history/social science methods professor might choose to focus on a specific historic site in order to provide sufficient depth for inquiry among future history teachers and using evidence that is fairly subtle. An elementary methods professor might choose to expose students to a range of possibilities rather than an in-depth examination of a single site, and to focus on site evidence that is more concrete and visually distinctive. For example, one methods professor in Boston grounded his field study on the "Piano Row" historic district (as designated by the National Register of Historic Places), but expanded it to encompass other available evidence types. These included topographical changes due to substantial filling to expand the city, the construction of the Boston Public Gardens (and the 19th century social improvement basis for this effort), an 18th century graveyard and the evidence it provides, changes in the streetscape over time, and the influence of immigration (e.g., a McDonald's restaurant with a pagoda roof and Chinese characters in the Chinatown section of the city). Elementary methods professors can model a technique more akin to a scavenger hunt, looking to find visual elements that were introduced in class. In either case, the focus is on inquiry and imagination – What do you see? What do you notice? How would you explain? What must it have been like?
Of particular utility is the National Register of Historic Places, which has a database of more than 80,000 historic districts, sites, buildings, structures, and objects. For each, a nomination document was required. The nomination presents the historical justification for inclusion in the register and, in so doing, provides a wealth of historical evidence for methods professors and students to use. If the focus of the field study includes a NRHP site, then obtaining that information would be a logical first step for the methods professor to take in preparation for a field study. To search for and download National Register nomination documentation, including photographs, visit the National Register Database.
From the inquiry perspective, methods professors need to work backwards in the inquiry process when planning field studies:
Staff at the historic place can be of enormous value to the methods professor who is preparing for the field study – if they understand the goals of the experience. It behooves the methods instructor to prepare and to let the site personnel know in advance, if possible, key ideas they want their students to explore. That will help site educators and interpreters to identify specific pieces of evidence that would be of use in the study of the place. What typically sabotages field studies is the failure to communicate methods course goals to site staff – most staffs are, in fact, eager to meet these needs if they know what they are.
A summary of methods professor planning tasks is presented in the table below:
Walk through and
meeting with site staff
Historical background:
Visual evidence:
Elements that reveal its similarities and differences to corresponding sites (e.g., churches of the same and different denominations/eras; landscape elements identified with a particular landscape architect that differ with others)
Site maps, pictures, paintings of corresponding places that convey historically significant similarities and differences
Visual evidence:
Identification of elements that reveal changes to the site across different time periods
Site maps, pictures, paintings of site at different time periods, including changes to the community in which the site resides
Visual evidence:
Maps of the area at the time of origination, relating the site to its surroundings
Visual evidence:
Identification of multiple pieces of data from which suppositions and hypotheses might be made
Additional data off-site that allow students to test their hypotheses (historical accounts, etc.)
Visual evidence:
Empathetic understanding
Locations on-site to best exercise historical imagination
Information about life and circumstances during the time period being studied
Handouts for the field study
Pre-field study material for students to study
Field study data retrieval worksheets to complete
Supplemental handouts for students to use during the field study (for example, maps, visual images to look for, site plans, etc.)
Opportunities to employ Hilda Taba's questioning sequence for "interpretation of data" (see below)
Where at the site are there fertile opportunities to employ Taba's questioning sequence for the interpretation of data?
Field Studies – Preparation of Students
How should methods students be prepared for the field study? These steps mirror what they should do in their own classrooms later:
One of the finest examples of question-asking for various cognitive tasks was designed by Hilda Taba.5 (See table below)
What did you notice? See? Find? What differences did you notice? What similarities?
To provide an opportunity for students to enumerate items.
What do you think might be the cause of…? The effects…? What might we infer from…?
To provide an opportunity for students to verbalize cause-and-effect relationships and inferences.
What makes you think so? How do you account for that?
To give students the chance to state reasons for inferences.
What could you say generally? What general statement could you make?
To give students the opportunity to generalize about the relationships they see.
To develop the skill of generalizing by processing data and arriving at conclusions and generalizations.
Though developed primarily for elementary-level instruction, Taba's questioning models for various cognitive tasks ought to be standard teaching in methods classes at all levels. Her model for interpretation of data presents solid guidance to teachers interested leading students through the inquiry process using place. Students should be introduced to Taba's questioning sequence and the methods professor should employ those questions in conducting the field study and in constructing data-retrieval worksheets for evidence gathering during the field study. It is imperative that the methods instructor model Taba's question sequence as the methods class walks through the historic place. "As we stand in this place, what evidence can we see that informs our understanding of the place?" "What do we see/notice?" "How do we account for this?" "What might we say generally, based on what we have found this place?" The answers to these questions are, in part, based on prior research (the historical context) and the methods instructor's own preparatory walk through and inquiry.
A summary of suggestions for methods student preparation appears below:
The inquiry/problem solving process
Types of evidence/primary sources
Historical context for site
The Day of the Field Study
With adequate preparation by the methods professor and by the methods students, the field study itself focuses on the implementation of plans.
Field study in Cleveland, Ohio
Photo courtesy of Beth Boland
In general, the methods professor's role is to ask questions – to challenge students to find and interpret evidence gathered in the course of the field study. Modeling is the key. If well planned, students will have opportunities:
Students should complete the data retrieval chart created for the field study as they move through the site. A sample is given below, but it is important to note that the particular construction of the chart is very dependent on the nature of the site and the goals of the methods course. As with any graphic organizer, the data retrieval chart is a creature of the methods course, its students, and the population its students are to serve.
(room in house, exterior view, section of landscape, etc.)
(artifact, visual detail, spatial relationships of specific elements, etc.)
Why significant or noteworthy?
(Links to larger historical context? Reveals timeframe of origination? Contradicts expectations? Denotes an adaptation? Confirms an inference?)
Debriefing the Field Study
The importance of the field study debriefing cannot be overestimated. The methods professor will want to discuss with his/her students "empathetic understandings" formed as a result of their field study, as they, in turn, would discuss with their future students. How did the resources and inquiry process contribute collectively to that understanding? Methods students also will have many questions about how to construct a field study. "How would we answer the unanswered inferences posed during the field study?" "What resources are available to support my development of field studies?" "What questions do I want to ask of people who work at the site?" "How would I do this with my future students?" "How does our experience apply to other places and in other contexts?"
More immediately, methods students will want to know "What accommodations would I make for diverse students?" "How might I use 'place' in the [methods course] unit I am constructing?" "How might I use 'place' in my upcoming practicum?" The methods professor should think through these questions in order to support the long-term use of historic places to support history instruction by their students.
Baron's Modification of Wineburg's Historical Thinking Heuristics for Use with Historic Places7
Wineburg's Heuristics
Baron's Proposed Modifications/Addition
Rationale For Modifications/Expansion
Corroboration: the act of comparing documents with one another.
Correspondence: checking the architectural features and the procedural workings of a given building (such as an historic church) with prior understanding of the form, functions, duties, or rituals of other churches or historic buildings encountered.
Wineburg states that the purpose of corroboration is so that historians can check "important details" of a document to see if they are "plausible" or "likely." However, with buildings, the "details" of a building simply are. They exist. Plausibility is irrelevant. Further, the inability to make side-by-side comparisons with other buildings of similar type requires individuals to compare information in relation to similar buildings they have previously encountered (correspondence) in the attempt to understand what is distinct about the new building presented.
Contextualization: the act of situating a document in a concrete temporal and spatial context
Contextualization: sorting through the layers of evidence available and placing the individuals, events, or building elements within the layer most appropriate to further the discussion; sifting and relegating anachronistic elements to their appropriate time period or place.
As the "where" of Wineburg's contextualization is resolved by virtue of being in a physical space, the contextualization of an historic place requires being able to see that 'where' in the multiple time periods, however muddled the visual record. As distinct from situating a document in a single time or place, the historians sift through the strata of time evident within a single place to locate individuals, events, or building elements within their proper context.
Sourcing: the act of looking first to the source of the document before reading the body of the text.
Origination: understanding the multiple factors involved in a building's origins, rather than singular documentary authorship.
Similar to sourcing, historians do attempt to ascertain which individual or group of people built a building; however, very few buildings are the result of single "authorship" in the same way as documents. However, building "authorship" is an essentially collective activity, the understanding of which is more closely aligned with the processes indicated by contextualization than by sourcing. Historians appear to be attempting to understand the larger question of how did this building come be to in this place? — a process that might be better understood as determining the origins of a building, rather than authorship.
Wineburg offers no heuristic for Supposition.
Supposition: Strategy with which historians both takes an imaginative departure from the evidence presented, while rooting that historical possibility in the evidence of that which is known. Supposition may take the form of either a highly-contextualized "if-then" statement or hypothesis.
When historians find themselves in a situation where the evidence on its own does not resolve the query, they take a very controlled imaginative leap based on the available evidence, prior knowledge, and an understanding of how the world works, to suggest a plausible scenario or outcome.
Wineburg offers no heuristic for Empathic Insight.
Empathic Insight Empathic or experiential insight into an historic moment, event, or social dynamic in which an historian puts him or herself in the place of an historic agent, in reaction to physical stimuli provided by being in an historic place.
In order to fully comprehend history, it is essential to grasp the goals and intentions of historical agents within the context of their situations, for the purposes of seeing how these led to a particular action or set of actions. However, those goals or intentions cannot be the sole factors taken into account when attempting to understand that historical agent's situation. The inclusion of this heuristic is essential for modeling how to properly include the highly-contextualized empathy (as achievement) in a historical study.
Baron, C. (2010). Encouraging Historical Thinking at Historic Sites. Unpublished doctoral dissertation, Boston University, Boston, MA.
Prepared by Charles S. White, Ph.D.
Associate Professor, School of Education
Boston University
Boston, MA
1Wineburg, S. (1991). "Historical problem solving: A study of cognitive processes used in the evaluation of documentary and pictorial evidence," Journal of Educational Psychology, 83, 73-87.
2Baron, C. (2010). Encouraging historical thinking at historic sites. Unpublished doctoral dissertation, Boston University, Boston, MA.
3Baron (2010) refers to this as contextualization (similar to Wineburg).
4Baron (2010) refers to this as origination, an adaptation of Wineburg's "sourcing" heuristic.
5Taba, H. (1969). Teaching strategies and cognitive functioning in elementary school children (Cooperative research project 2404). Washington, DC: U.S. Office of Education. See also Taba, H. (1967). Teacher's handbook for elementary social studies. Reading, MA: Addison-Wesley Publishing Co., Inc.
6"Purposeful historical imagining" should not be construed as simply creative flights of fancy, but a series of very controlled, very contextualized attempts to fill in the historical blanks.
7Baron, C. (2010). Encouraging Historical Thinking at Historic Sites. Unpublished doctoral dissertation, Boston University, Boston, MA.


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October 28, 2010
The National Response Team (NRT) from the Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF), ATF Falls Church Field Division, and Alexandria Fire Marshal's Office investigators have completed the on-scene investigation into the cause of the October 22nd fire at the chapel located at the Virginia Theological Seminary at 3737 Seminary Road.
The cause of the fire was ruled to be accidental, announced Alexandria Fire Chief Adam Thiel and Willie Brownlee, Special Agent in Charge, ATF National Response Team. Investigators can say conclusively that the fire did start in the sacristy of the Chapel and was accidental in nature.
Over the course of six days, a team of investigators from ATF and the Alexandria Fire Marshal's Office methodically removed the debris from the heavily damaged structure. The team of investigators took photographs, recovered fire debris from the scene for laboratory analysis, and conducted more than 40 interviews throughout the campus. The ATF National Response Team departed Alexandria Thursday.
The fire at the historic chapel was reported to the Fire Department at 3:49 pm on October 22. Firefighters reported heavy smoke and fire coming from the Chapel located on the Seminary campus upon their arrival. A second alarm and subsequent special alarm were dispatched to assist in fighting the fire. The chapel sustained significant fire damage including a roof collapse. "Because of the safe and effective firefighting operations by Alexandria and our partner jurisdictions, we were able to save the adjacent historic structures as well as a number of irreplaceable religious artifacts." said Alexandria Fire Chief Adam Thiel.
Due to the size of the incident, Alexandria Fire Investigators requested assistance from the NRT. Alexandria Fire Marshals and ATF investigators worked together as a team over the course of the investigation to determine the origin and cause of the fire. "This investigation highlights what happens when investigators work together with a common goal in mind, " said ATF National Response Team Special Agent in Charge Willie Brownlee. "Our agents and laboratory personnel worked seamlessly with the Alexandria Fire Department and Fire Marshal's Office to determine the cause of the fire that damaged the historic chapel at the Virginia Theological Seminary, which has special meaning and memories for many people."
The fire damaged structure has now been turned over to officials at the Virginia Theological Seminary. The Chapel, built in 1881, was used daily for worship services.
No injuries were reported during the fire. Damage is estimated at $2.5 million dollars.
ATF's NRT, comprising ATF personnel from across the country, responded to the scene to work alongside local investigators. The NRT includes a canine team, certified fire investigators, forensic chemist, electrical and fire protection engineers, and additional specialists. This NRT activation was the 3rd this fiscal year and the 711th since the team was created. More information on ATF and the NRT can be found at http://www.atf.gov/.
For more information, contact Robert Rodriguez, Chief Fire Marshal / Community Services Officer, Alexandria Fire Department, at 703.746.5217 or firstname.lastname@example.com.