text:
Course In Depth
Entry Criteria
Careers and Employability
Related Courses
|UCAS Code:
|Course Length:
|3 Years Full-Time
|Start Dates:
|September 2020, September 2021
|Education and Teaching
|Edge Hill University
|Example Offers:
|BCC-BBC (A Level) or DMM (BTEC)
View full entry criteria
- Study the modes, methods and purposes of education across all age phases, exploring the world of education from early years to degree level;
- Stimulate your curiosity about a variety of religious cultures and immerse yourself in the theology of particular religious traditions;
- Discover the origins and evolution of our education system and engage in cutting-edge research.
This degree enables you to study the history, philosophy, psychology and sociology of education alongside an exploration of a range of world religions, their origins, their practices and their philosophies. The programme will equip you with a broad and deep knowledge of both academic studies in education and religion. You will learn how to draw upon a wide range of intellectual resources, theoretical and ethical perspectives, and academic subjects to illuminate your understanding of education and the contexts within which it takes place. Simultaneously, your curiosity will be stimulated about the variety of religious cultures across the globe, both past and present, engaging you in the in-depth study of sacred, significant, popular and vernacular texts, as well as the history, practices and developed theology of one or more particular religious traditions.
In Depth
What will I study?
In Year 1, you will examine the UK education system and its underpinning policies and procedures. This will include investigating the many barriers to learning that might exist due to factors such as religion, disability, social disadvantage, gender, sexuality, ethnicity or race. You will be introduced to the study of religion at degree level, with an exploration of sacred religious experiences and the option to focus on Dharmic or Abrahamic traditions.
Year 2 enables you to begin to develop your knowledge of the core disciplines of education (history, philosophy, psychology and sociology). You will choose between a placement where you will gain crucial work experience in a sector in which you may wish to eventually work and an extended study of an aspect of education in which you are particularly interested. In addition to this, Religious Studies modules will explore how research on religious communities is undertaken and investigate the influences of the Bible in the modern world. There is also the option to investigate how religion, belief and reason interact to create the religious milieu in which we all live and interact. Alternatively, you may wish to participate in a detailed exploration of the fascinating religion of Judaism and its various forms of expression in modern society.
In Year 3, you will continue your studies in the core disciplines of education, critiquing and applying the concepts and ideas of those individuals who are currently leading new developments and innovation in academic studies in education. You will gain both sociological and psychological perspectives of contemporary education. Additionally, you will explore the relationship between sexuality and the sacred, with the opportunity to conduct in-depth studies of Buddhism and Islam, as well as assessing the role of religion in the 21st century.
How will I study?
Modules are usually delivered through a combination of whole-group lectures and smaller group-seminars.
In Year 2 you will have the opportunity to undertake a work placement and engage in work-based learning. Placements will be in a variety of different settings in which education takes place, either formally (schools) or informally (for example, art galleries and museums), and will be closely matched to your career aspirations.
How will I be assessed?
The assessment methods for this programme incorporate a variety of both traditional and innovative formats. There will be a blend of essays and website development work. You will be asked to produce and present work through a combination of wikis and blogs, or to produce video presentations or give a live presentation. You will also create research posters reporting on the results of your investigations and be taught how to present your work in the format of professional magazine-style reports.
There are no formal written examinations as part of the current assessment methods on this programme.
Who will be teaching me?
You will be taught by a team of lecturers who bring with them a vast amount of both professional and academic experience. Members of the team include academics who research both the theoretical and practical aspects of teaching and learning in a host of contexts. Other members of the programme team offer a wealth of experience in teaching across all age-phases and a wide range of academic disciplines including religion and theology.
A Great Study Environment
The Faculty of Education has been at the forefront of teacher education for more than 125 years and today enjoys the enviable position of being one of the country's leading providers of education, training and research for the children's workforce.
Housed in a state-of-the-art £9m building, the Faculty of Education's facilities include a 300-seat lecture theatre, five well-equipped ICT suites, and 18 teaching rooms complete with the latest technology.
The faculty has a strong commitment to practice-based learning and has developed partnerships with over 2,000 schools and colleges, local authorities and professional associations.
ModulesExpand All
Year 1
BED1000Introduction to Education Studies (20 credits)
Introduction to Education Studies outlines the core disciplines of the history, philosophy, psychology and sociology of education. The module will also introduce you to the newer and emerging discipline of the economics of education as well as the key topic of technology in education. It will enable you to conceptualise the breadth of areas and the range of age phases and contexts which you will explore within education studies. You will begin to accrue the conceptual knowledge and skills required in order to further your studies in education.
Assessment: Coursework: 100%.
BED1002Conceptions of Education: The UK Education System in Context (20 credits)
Conceptions of Education: The UK Education System in Context enables you to learn about the ways in which the formal education system is structured, governed and funded in the four countries of the UK. You will explore the similarities and differences that exist between the different systems, examine the conceptualisations of education that each system appears to reflect, and develop opinions as to the ways in which they function. You will also explore the evolution of those different systems over time. Of particular interest for study will be the ways in which the different policy approaches taken by the separate legislatures within the UK have affected education in practice.
Assessment: Coursework: 100%.
REL1000Introduction to the Study of Religion (20 credits)
Introduction to the Study of Religion provides an overview of the different methodological approaches to the study of religion. You will study the main attempts to define religion and to engage in the debates surrounding such definitions. You will engage in multi-disciplinary approaches to the idea of religion through the traditional fields of historical, anthropological, philosophical, sociological and textual studies. In addition, you will examine religion in more contemporary fields such as the visual arts, politics, environmentalism, psychology and gender.
Assessment: Coursework: 100%.
REL1001Introduction to the Sacred (20 credits)
Introduction to the Sacred provides you with an opportunity to analyse concepts such as 'religious experience', 'spirituality', 'revelation' and 'Mysticism'. The module draws on studies in psychology, anthropology, theology, esoteric philosophy and a range of wisdom traditions. It will provide you with a framework in which to investigate non-rational forms of knowing and the epistemology of religious experience.
Assessment: Coursework: 100%.
You will select one of the following modules:
REL1003Eastern Dharma (20 credits)
Eastern Dharma provides you with a philosophical and theological survey of the significant religious traditions of the east. You will focus on the Dharmic traditions emanating from India as the modules addresses the central aspects of Buddhism, Hinduism and Sikhism. You will also examine the interaction between individuals and communities in diverse and complex religious settings both globally and in modern Britain.
Assessment: Coursework: 100%.
REL1004Abrahamic Traditions (20 credits)
Abrahamic Traditions provides you with a philosophical and theological survey of the significant religious traditions of the west, introducing the three major Abrahamic traditions: Judaism, Christianity and Islam. By looking at core beliefs, practices and texts, the module examines key developments and shared aspects of the formation of the Abrahamic Traditions up to modern times. The module will also investigate the concept of a shared 'Abrahamic Tradition' and explore key similarities and differences between the three faiths through an exploration of selected themes such as 'the Oneness of God', 'Salvation' and 'the Afterlife".
Assessment: Coursework: 100%.
You will select one of the following modules:
BED1003Learning in a Diverse Society (20 credits)
Learning in a Diverse Society enables you to explore the various ways in which access to education can be helped or hindered as a result of issues such as race, religion, class, ethnicity, learning difficulties, or physical disability. The module encourages you to explore and reflect upon the specific factors that can affect access and consider how obstacles to access can be mitigated against or overcome.
Assessment: Coursework: 100%.
BED1005Technology and its Place in Education (20 credits)
Technology and its Place in Education considers the underlying theoretical perspectives used in conjunction with technology to enhance learning. The term educational technology encompasses technology enhanced and e-learning. It includes the adoption and integration of hardware and software, various electronic devices, pedagogical tools, approaches and delivery methods. Technology has the capacity to significantly re-shape teaching and learning and this module will provide you with the opportunity to critically examine, explore and evaluate the potential benefits of a range of educational technology, to consider the underpinning pedagogical rationale for their use, with the specific intention of enhancing teaching and learning.
Assessment: Coursework: 100%.
Language modules, delivered at the Edge Hill Language Centre, are available to study as an integral part of this degree. A single Language module can be studied instead of either BED1003 Learning in a Diverse Society or BED1005 Technology and Its Place in Education.
Year 2
BED2000Designing and Managing a Research Project (20 credits)
Designing and Managing a Research Project gives you the knowledge and skills required to conceptualise, design and communicate a research proposal, understanding the fundamental principles of quality research. You will learn how to plan and manage a project over an extended period, sustain focus, conduct and organise extensive data collection and research materials, and mitigate typical problems that can derail or delay a project.
Assessment: Coursework: 100%.
BED2003Education, Meaning and Understanding: Debates in the Philosophy of Education (20 credits)
Education, Meaning and Understanding: Debates in the Philosophy of Education enables you to develop your knowledge and understanding of the philosophy strand of education and to enhance your academic skills in critical analysis. You will learn how to synthesise ideas and analyse competing philosophical positions. A key focus will be on understanding how arguments are philosophically underpinned and value-driven.
Assessment: Coursework: 50%, Practical(s): 50%.
REL2000Ethnography: Living with Religions (20 credits)
Ethnography: Living with Religions draws upon the academic heritage of post-war religious studies and interpretative qualitative research. The module requires you to critically engage with religion as it is lived and experienced by practitioners. It presents religion as a plural and complex reality shaping the beliefs, practices and lifestyles of human beings locally and globally. You will explore the theory and practice of the critical study of religion through consideration of methodologies such as ethnography, phenomenology, post positivism and related ethical issues such as 'representation' in the field of the empirical study of religion. You will take part in a three day ethnographically oriented field work investigation to explore the practices of a religious community.
Assessment: Coursework: 100%.
REL2001The Bible in the Modern World (20 credits)
The Bible in the Modern World introduces you to the various ways that biblical themes, images and characters have an enduring presence and influence within contemporary popular culture. By learning to analyse religious and biblical references found in music, film, TV, art, advertising and the media, you will discover that, even in today's increasingly secular world, the Bible continues to both influence and be influenced by our cultural, political, and religious landscapes. You will explore key themes and passages in the Bible as a contemporary literary work and consider how it is used by society at large as a cultural artefact. You will explore how the Bible has been used by entertainers, politicians and others, assessing on the one hand how this has shaped Western society, while at the same time people's understanding and interpretations of the Bible are shaped by popular culture.
Assessment: Coursework: 100%.
You will select one of the following modules:
BED2005Work Based Learning in Education (20 credits)
Work Based Learning in Education provides you with the opportunity to gain work experience within the education sector. The module enables you to apply your skills and knowledge in real-life situations. You will gain knowledge and understanding of the processes, policies and organisational structure of your placement host, build in-depth knowledge of the business and the marketplace in which it operates, and successfully integrate yourself into a workplace environment.
Assessment: Coursework: 100%.
BED2006Work Related Learning in Education (20 credits)
Work Related Learning in Education enables you to undertake an extended, work-related project focusing upon a strand of the education sector. You will choose the focus of the project, in conjunction with your assigned tutor, with the intention being that it is an area of education into which you might wish to progress after graduation. The module enables you to apply your skills and knowledge in real-world scenarios and experience how the multi-faceted nature of real businesses are often much more complex than they appear when studied in the abstract. You will also gain experience in investigating the systemic and marketplace contexts in which businesses in your chosen sector exist and function.
Assessment: Coursework: 75%, Practical(s): 25%.
You will select one of the following modules:
REL2002Religion, Belief and Reason (20 credits)
Religion, Belief and Reason provides you with an introduction to some of the key debates in critical thinking that have shaped religious and atheistic thought. Perspectives from philosophy, psychology and critical social sciences will be investigated to provide you with the lens through which to explore the relationship between reason and religious belief. You will develop your critical thinking skills through an exploration of the central premises of theistic belief, reasoned philosophical argument in defence and in critique of religious belief through examination of the classical and modern versions of theistic proofs. You will consider the contributions of thinkers such as Aquinas, Kant, Descartes and Hume. The module also explores the contributions of psychoanalysis and social science to post-Enlightenment thinking about religion in order to consider claims about the irrational or ideological nature of religion.
Assessment: Coursework: 100%.
REL2003Judaism (20 credits)
Judaism presents Judaism as a fascinating historical religion which has a variety of forms of expression in modern society. An understanding of Judaism as the foundational, Abrahamic, monotheistic faith is a fundamental pre-requisite of studying religion in the West. You will explore religious thought within Judaism in order to understand its integrity and diversity and grasp its integrative role in relation to lifestyles, practices and ethics. You will also analyse the historical, social, philosophical, cultural and artistic role of Judaism in diverse contexts. The module provides perspectives of both practitioners and non-practitioners of Judaism, as well as exploring the tradition as plural, diverse, dynamic and evolving.
Assessment: Coursework: 100%.
If you studied a Language module in Year 1, you may wish to study a further Language module in Year 2. This would form an integral part of your degree in place of either REL2002 Religion, Belief and Reason or REL2003 Judaism.
Year 3
BED3001Understanding Education through Sociological Perspectives (20 credits)
Understanding Education through Sociological Perspectives enables you to engage in the in-depth study of one of the key disciplines of education studies. You will examine the genealogy of a number of key aspects of the current education sector, such as the National Curriculum, Early Years Provision, Lifelong Learning, the Exam System, and Higher Education. You will explore what current researchers are investigating, where the discipline appears to be heading and how it can continue to make a contribution to the future of education and education studies.
Assessment: Practical(s): 100%.
BED3002Knowledge, Learning and Understanding (20 credits)
Knowledge, Learning and Understanding enables you to study the thinkers and ideas currently existing at the forefront of the philosophy of education, exploring how philosophy contributes to education policy-making, curriculum design, teaching and learning. The module encourages independent thinking through the use of philosophical approaches, building upon your skills in critical analysis in order to develop an awareness of your own values and beliefs. You will need to communicate and defend your personal position in relation to challenging issues, exploration of which will structure many sessions.
Assessment: Coursework: 100%.
REL3001Sexuality and the Sacred (20 credits)
Sexuality and the Sacred examines how human sexuality and gender is represented within new religious movements and traditional forms of faith expression, for example from female centric goddess worship in various paganisms to male focused hierarchies within Christianity. You will analyse how gender roles, sexuality and sexual relationships are represented within religious art, story, doctrine and practices so that you can evaluate the (mis)representation of the woman's role in religion. The module will explore the relationship between sexuality and spirituality, from various faith-based and humanistic perspectives, and critique the position of lesbian and gay sexualities within scripture.
Assessment: Coursework: 100%.
You will select one of the following modules:
BED3003Current Debates in the Psychology of Education (20 credits)
Current Debates in the Psychology of Education immerses you in the advanced study of psychological theories in order to develop in-depth knowledge of what constitutes effective teaching and learning. Psychology makes a vital contribution to the field of education, offering theories which can explain learning, behaviour and the mind. It allows examination of the motivations and perceptions of individuals, enabling educators to better understand the most effective ways to promote learning and how potential barriers to progress might be overcome. The module will support you in developing the skills required to examine and critique psychological enquiry and then apply this knowledge to considering key educational issues from a psychological angle.
Assessment: Coursework: 100%.
BED3004Exploring Issues and Affecting Change in Education (20 credits)
Exploring Issues and Affecting Change in Education enables you to explore shifts in educational policy and consider the most pressing contemporary issues in the sociology of education. You will reflect on how education across the age spectrum, and in its formal and informal paradigms, is affected by the design and implementation of government policy, as well as by factors relating to class, gender, race, religion and wealth, amongst other things. Additionally, you will explore the origins of the history of the sociology of education and how researchers apply the core concepts, collect and analyse data, and report on the results of their research.
Assessment: Coursework: 90%, Practical(s): 10%.
You will select two of the following modules:
REL3000British Buddhism (20 credits)
British Buddhism investigates Buddhism as both ancient and modern, global and local. The three jewels of Buddha, Dharma and Sangha provide the lens through which Buddhism will be explored, enabling you to develop critical knowledge and understanding of Buddhist history, doctrine and practice. A variety of traditional and modern sources will be explored including sutras, biographies of the Buddha and iconography. Investigation of contemporary forms of Buddhism provide a special focus linked to a small scale fieldwork study exploring pluralism within modern western Buddhism.
Assessment: Coursework: 100%.
REL3002Religion in the 21st Century (20 credits)
Religion in the 21st Century enables you to reflect upon your knowledge about religion in the key challenges and evolutions of religion in the 21st century and, on completion, you will be able to reflect critically on some of the major characteristics of religion in an informed way. You will explore a number of theoretical and methodological problems in the study of religion, and reflect on these in relation to a range of faith traditions such as Christianity, Islam, Buddhism, Scientology and various paganisms.
Assessment: Coursework: 100%.
REL3005Issues in Contemporary Islam (20 credits)
Issues in Contemporary Islam recognises that with competing constructs of Islam dominating the domestic and international news agenda, a thorough understanding of the complex issues facing Islam is an essential aspect of religious education. A range of popular, stereotypical images come to mind when considering Islam in its contemporary setting. Questions raised about Islam often parallel similar questions raised globally among Muslims themselves about the decline of Islam and its place in the modern world. This is especially true of questions around the nature of the modern secular state and the degree to which religion has a role within it, both in Muslim majority societies and those in which Muslims constitute a minority. This module draws upon empirical research and a wide range of critical literature to enable you to develop an in-depth and critically reflective awareness of the challenging issues that have impacted upon Muslims through recent history.
Assessment: Coursework: 100%.
Optional modules provide an element of choice within the programme curriculum. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by timetabling requirements.
Timetables for your first week are normally available at the end of August prior to enrolment in September. You can expect to receive your timetable for the rest of the academic year during your first week. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week. Wednesday afternoons are normally reserved for sports and cultural activities.
Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
Entry Criteria
Entry Requirements
Typical offer 104-112 UCAS Tariff points. No specific subjects are required.
Example Offers
Some examples of how you can achieve 104-112 UCAS Tariff points are detailed below.
- A Level: BCC-BBC;
- BTEC Extended Diploma (or combination of BTEC QCF qualifications): Distinction, Merit, Merit (DMM);
- Access to Higher Education Diploma: 45 credits at Level 3, for example 9 credits at Distinction and 36 credits at Merit or 15 credits at Distinction and 30 credits at Merit. The required total can be attained from various credit combinations.
Please note, the above examples may differ from actual offers made. A combination of A Level and BTEC awards may also be accepted.
As long as you have a minimum of two A Levels (or equivalent), there is no maximum number of qualifications that we will accept UCAS points from. This includes additional qualifications such as the Welsh Baccalaureate and Extended Project Qualification (EPQ), AS Levels that haven't been continued to A Level, and General Studies AS or A Level awards.
For further information on how you can meet the entry requirements, including details of alternative qualifications, please visit www.edgehill.ac.uk/offers.
EU students can get country-specific information about the University's entry requirements and equivalent national qualifications at www.edgehill.ac.uk/eu.
International students should visit www.edgehill.ac.uk/international for information on the entry criteria for overseas applicants.
English Language Requirements
International students require IELTS 6.0, with a score no lower than 5.5 in each individual component, or an equivalent English language qualification.
If your current level of English is half a band lower, either overall or in one or two elements, you may want to consider our Pre-Sessional English course.
Are there any alternative ways to meet the entry requirements?
If you have the ability to study for a degree but lack the necessary qualifications or confidence, our Fastrack: Preparation for Higher Education course could be for you. This free, seven-week programme provides a great opportunity to enhance your study skills and subject knowledge and demonstrate that you are ready to study a particular subject with us, in lieu of achieving the UCAS Tariff points in the entry criteria.
Upon successful completion of a Fastrack course, you will be well placed to progress onto a corresponding Edge Hill University degree, although additional entry requirements may apply and the availability of specific programmes cannot be guaranteed. For more information, visit www.edgehill.ac.uk/fastrack.
Recognition of Prior Learning
Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual's professional and employment experience (also referred to as 'experiential learning'). This may include credit or learning undertaken at another university.
Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University's academic regulations (sections C7 and F3.1) or contact the faculty in which you are interested in studying.
Career Prospects
What are my career prospects?
As a graduate from this degree, you will be well placed to progress into a wide range of careers.
Typical career paths include working as a learning mentor, education administrator, museum/gallery/heritage site educator, educational psychologist, education counsellor, social/community worker, prison educator, international development worker, training organiser, charity worker, speech therapist, or in publishing.
How can I enhance my employability?
It is useful to consider, even before you apply, how you will spend your time while studying and make the most of your university experience.
Optional, additional activities may be available on this degree which could help to prepare you for a stimulating and rewarding career. These include:
- Learning a Language – you may be able to select language modules, delivered at the Edge Hill Language Centre, as an integral part of your degree (for which you will gain academic credits). Alternatively, it may be possible to participate in Language Steps classes as additional study.
Please note, the availability of these additional activities cannot be guaranteed for all students.
Tuition Fees
If you are a prospective UK or EU student who will be joining this undergraduate degree in academic year 2020/21, the tuition fee will be £9,250 per annum. Tuition fees for international students enrolling on the programme in academic year 2020/21 are £12,250 per annum.
The University may administer a small inflationary rise in tuition fees, in line with Government policy, in subsequent academic years as you progress through the course.
Financial Support
Subject to eligibility, UK and EU students joining this undergraduate degree can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees. UK and EU students enrolling on the programme may also be eligible to apply for additional funding to help with living costs.
For comprehensive information about the financial support available to eligible UK and EU students joining this programme in academic year 2020/21, together with details of how to apply for potential funding, please view our Money Matters 2020/21 guide at www.edgehill.ac.uk/undergradfinance2020.
Financial support information for international students can be found at www.edgehill.ac.uk/international/fees.
Edge Hill University offers a range of scholarships with a competitive application process for prospective full-time undergraduate students. These scholarships aren't linked to academic success and celebrate determination, talent and achievement beyond your coursework, for instance in creativity, enterprise, ICT, performance, sport or volunteering.
Additional scholarships, which you may qualify to receive, reward outstanding grades and are available to eligible UK and EU students.
To find out more about scholarships, to assess your eligibility, and to meet some of our dedicated scholarship winners, visit www.edgehill.ac.uk/scholarships.
How to Apply
Apply online through UCAS at www.ucas.com.
Visit www.edgehill.ac.uk/applyucas to find out more about the application process.
Further information for international students about how to apply is available at www.edgehill.ac.uk/applyinternational.
Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.
Visit Us
If you are considering applying to study at Edge Hill University, the best way to gain an insight into student life is to discover our stunning campus for yourself by attending an open day. You can view dates and book your place at www.edgehill.ac.uk/opendays.
Alternatively, if you are unable to attend an open day, you can find out more about all of our events for prospective students, including monthly campus tours, at www.edgehill.ac.uk/visitus.
Request a Prospectus
If you would like to explore our full range of degrees before you apply, you can order an undergraduate prospectus at www.edgehill.ac.uk/undergradprospectus.
Get in Touch
If you have any questions about this programme or what it's like to study at Edge Hill University, please contact:
- Course Enquiries
- Tel: 01695 657000
- Email: firstname.lastname@example.com
International students should visit www.edgehill.ac.uk/international or email email@example.com with any queries about overseas study.
Course ChangesExpand All This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented in the past two years.
5th April 2019 - Change of Modules
REL1003 Eastern Dharma (20 credits) and REL1004 Abrahamic Traditions (20 credits) added as optional modules in Year 1. REL1002 The Human Religious Experience (20 credits) removed as a compulsory module in Year 1.
REL2003 Judaism (20 credits) added as an optional module in Year 2. BED2003 Education, Meaning and Understanding: Debates in the Philosophy of Education (20 credits) changed from optional to compulsory in Year 2. BED2004 UK Education In Its Global Contexts (20 credits) removed as an optional module in Year 2.
REL3000 British Buddhism (20 credits) changed from compulsory to optional in Year 3. REL3001 Sexuality and the Sacred (20 credits) changed from optional to compulsory in Year 3. REL3003 Contemporary British Islamic Identities (20 credits) removed as a compulsory module in Year 3. REL3005 Issues in Contemporary Islam (20 credits) added as an optional module in Year 3.
23rd January 2019 - Change to Entry Requirements
104-112 UCAS Tariff points are required to join this programme with effect from September 2020 entry.
4th September 2018 - Change to Course Options
Please note, Sandwich Year and Study Abroad options are not available on this degree.


text:
bracing silverbirch
Olfactory pyramid
bracing silverbirch is fresh and woody with green accents, and citrus-spice undertones. Other notes include cedarwood, incense, cumin and bergamot.
At a glance
Fresh and woody…
After 'black pepper' and 'cool buchu' (ex Cool edt), Molton Brown introduce 'bracing silverbirch', their third fragrance for men. This fresh woody-spicy eau de toilette is inspired by Molton Brown's eponymous body wash. The fragrance is described as 'a blast of bracing energy' that 'takes you for a walk in the woods and leaves you raring for more'. More information : www.moltonbrown.com
Eau de Toilette 50 ml / 1.7 oz ; Body Wash ; Thermal Muscle Soak.
The bottle is presented in a box, fastened with a grosgrain ribbon. The juice has a clear green color.
08 june 2013
I love the idea of a "bracing scent," for a male. This sounds good.Report abuse

subset: commoncrawl


text:
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- The flying camera integrates seamlessly with your existing surveillance system. Your security guard receives a live video feed of the areas monitored by the drone, and he can trigger an intervention if necessary.


text:
I just started working in the Gaienmae/Aoyama area and there are soooooo very few lunch choices in my area... but I stumbled on trusty Subway Sandwich
Looking at the cooking station it seemed so barren... In the US these little containers are really stacked with all kinds of incredients.
There are 2 little tables for 2 outside and 4 tiny tables for 2 inside.
Think most of the lunch goers go for take-out... but if you can score a seat outside its perfect for people watching if the weather is cool.
Located on this huge street across from the BMW dealership.
BMW i3 if you are interested!
Seems like the only thing with any volume is the free Jalapeno topping. Its such a very sad sight. CEO Fred DeLuca if you are out there can you bring back the awesome meatball marinara sandwich... I had it back in the day during my time at Lehman Brothers in Tokyo... yup its been forever.
The volume of veggies at Japan SUBWAY never impresses me and always leaves me scratching my head... I realize my BLT was only 390yen but I really wish they'd pack it with a little more veggies. If anything the Jalapeno is free... Honestly I picked up a onigiri rice ball and macadamia nut cookie at Seven Eleven on my way back to the office.
Restaurant: Subway Sandwich Minami Aoyama Gaienmae Branch
Subway Website: http://www.subway.co.jp/index.html
Tabelog Foodie: http://tabelog.com/tokyo/A1306/A130603/13102978/
Address J: 東京都港区南青山2-26-34 NBM南青山ビルAddress E: Tokyo, Minato-ku, Minami Aoyama 2-26-34
MAP: https://goo.gl/maps/50h9r
サブウェイ 南青山外苑前店, サンドイッチ, カフェ, 外苑前, Japan, Japanese, fast food, foodie, tokyobelly, panasonic lx5, yelp, Tokyo, Oracle, lunch, cheap,


text:
Nichols served on the Church of God International Executive Committee from 1986 to 1994.
During his twelve-year tenure as director of Church of God benevolence ministries (1994-2006), the Division of Care was begun. Under his leadership, a $5 million General Assembly offering was received, enabling the establishment of thirty-five children's homes around the world. Also, Operation Compassion was organized, which has become one of the world's most effective relief agencies.
Douglas LeRoy, former director of World Missions, said, "John D. Nichols was a man of integrity and vision. his powerful preaching and compassionate care impacted millions."
©2000-2018 Pathway Press | 1080 Montgomery Ave NE, Cleveland, TN 37311 | All Rights Reserved
©2000-2018 Pathway Press | All Rights Reserved


text:
This might be related to the idea of data warehousing, but i'm not sure, though it is extreme theory.
We have a table where records get written to first, let's call it
tbl_recording which looks like:
CREATE TABLE tbl_recording (
id INT NOT NULL AUTO_INCREMENT,
name VARCHAR(45) NULL,
registration VARCHAR(45) NULL,
legacyid VARCHAR(45) NOT NULL,
UNIQUE INDEX legacyid_UNIQUE (legacyid ASC),
PRIMARY KEY (id));
Then, we have yearly tables based off of
tbl_recording so like
tbl_recording_2013 etc etc, their structure is the same.
We also have
tbl_recording data off to the yearly table every hour (insert to yearly, delete from recording). Now, the problem I see is that the uniqueness of
legacyid is not remembered across all these tables. So, while we generate a hash for the legacyid, there could be a collision (even though terribly unlikely) at some point:
- After data is removed from
tbl_recordingthe same hash could be generated and re-entered into
tbl_recording, thus causing a blockage further down the line when trying to insert into the yearly table
Between years, the same hash could be generated for 2013 and 2014EDIT: This would never happen if i append the year to the hash
The best way I've come up with to mitigate against this is to keep a hashtable, one that stores all hashes created, and is checked against before a record is inserted, and then that fresh hash inserted into the hashtable.
Are there better solutions to this or is that the only real solution?
edit: I've created an SQL Fiddle of an example of how my system works
pretend that:
tbl_data_2012 will never be written to again.
tbl_recording is constantly being written to but every hour or so, it's the contents it's being emptied to
tbl_recording has already dumped it's contents to
tbl_data_2013 so when the 4th record was written there was nothing in there previously, thus it has created a new
legacyid, however that
legacyid already exists in


text:
Tree and Wreath Sale (Dec 4-6)
December 3, 2009
Time to deck the halls with the Forestry Club's annual tree and wreath sale!
The Forestry Club will be holding its 33rd annual sale this coming weekend, December 4-6 in the UW-Stock Pavilion. Tree species include Fraser Fir, Balsam Fir, and White Pine. Wreaths are made from Fraser Fir.
Proceeds from this sale event support student educational opportunities within the Department of Forest and Wildlife Ecology.
The Forestry Club thanks you for your continued support of this event.
Friday, December 4: 8:00AM – 8:00PM
Saturday, December 5: 8:00AM – 8:00PM
Sunday, December 6: 9:00AM – 3:00PM


text:
Continue Shopping
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Light, lemony and slightly herbal
Ready for a natural high? This light and lemony blend of wild-grown Texas yaupon, lemon peel and lemongrass is the energizing tea you've been waiting for. With stimulating properties similar to yerba mate and guayusa, yaupon is a sustainably harvested plant traditionally brewed for Native American purification rituals. It's the perfect way to kickstart your morning.


text:
Be Wise, Not Foolish: Medical NGO Deterrence Through an Insurgent Lens
LTC Ramey L. Wilson, MD, FACP
The use of medical care to connect with a civilian population and provide an essential service firmly resonates with counterinsurgency doctrine and the indirect approach. Often provided by nongovernmental organizations (NGOs) in unstable or conflict-inflicted areas, medical care can be influenced by the insurgent, as well as counterinsurgency forces, to increase legitimacy and control over the population. While attempting to find the slippery summit of neutrality, NGOs attempt to help those in need while feeling pressure to conform from both sides of a conflict. This article is written as a letter from an insurgent commander to a sub-commander in Afghanistan to illuminate the perspective and tools used by insurgent forces to influence and control medical NGOs.
Asalaam Alaikum. Greeting to you in the name of the One who will bring us ultimate victory against the foreign invaders. I write to you hastily, anxious to get this message to you before you act in a manner unworthy of your calling and detrimental to our efforts. My prayer is that this letter arrives before you have taken any irreversible actions, Insha'Allah.
I hear from the brothers that infidels are moving into your area, and you are preparing your response. While these foreigners come under the flag of neutrality, bringing medical supplies and care, you must proceed carefully. Their arrival presents both a risk and an opportunity to our cause. Let me offer you some guidance on how to proceed.
I am sure that you know the risks associated with this group of foreigners claiming to be a medical nongovernmental organization (NGO). While they claim humanitarian principles and interests, you must be wise and discover their real motives. If they truly believe the tenants of their espoused neutrality and humanitarian principles, you will be able to manipulate them to our advantage. If they are here for other purposes, e.g. the physician traitor in Pakistan who ran a vaccination program in order to find the Lion Sheik, you must expose their lies so we can exploit it internationally.[1] You must not act rashly but watch and study them. You must not underestimate the importance of learning everything you can about them, both as an organization and as individuals. I will speak more of this later.
Let's assume, for now, that this group is not an undercover intelligence organization and the group's claim of being a medical NGO is legitimate. Remember that we are fighting for the hearts and loyalty of our Pashtun brothers, and we must carefully counteract any attempts of the corrupt central government to divide us from our holy brothers. The forces of the great Satan corrupt everything they touch and, together with the Zionists, are working throughout the world to smite Allah and the words of his prophet. They now know that they cannot defeat us as long as the people support us. Instead of fighting us directly, our enemy seeks to divide us from the population by providing essential services to the people, services that are difficult for us to provide. Remember that this NGO, even if they claim no direct allegiance to the corrupt government, operates with the government's knowledge and consent. Additionally, many NGOs receive their funding from the Great Satan or, if not directly from the United States government, from Americans wishing to spread Christianity in our Muslim lands. These NGOs are rarely willing to accept or embrace our values.
If you decide to let them operate in your area, you must insure that the people perceive the NGO presence as evidence of our authority, not the corrupt government's. More importantly, you must make it very clear to the NGO that we determine their access to the population. Without access to the people, the NGO will be unable to perform their work and will be perceived by their donors as ineffective and a failure.
You must communicate to the NGO that their personal safety and access to the sick are dependent upon two things. First, the NGOs must give us credit for all of the care they are providing, not the corrupt government. Secondly, they must have no contact with the foreign invaders or intelligence agencies of the corrupt government. The NGO must know that if any information about you or your fighters is passed to our enemies, either by their workers or their patients, it will be on their heads. We cannot allow the enemy to infiltrate this area and use a ruse of medical care to obtain information on us; the Great Satan will use this information to conduct night raids to kill you and our fellow brothers.
Don't be ignorant, however, of the risks you face if you prevent them from entering your area. If they have legitimacy in the international community as true humanitarians, you will be perceived as a backward extremist who is preventing the delivery of health services to the region. If you or your holy warriors injure or kill any of these health workers, the Great Satan will likely brand you a war criminal. If this happens, don't be surprised when you are promptly martyred in a night raid or predator strike.
Let me now outline the basics of the strategy you must pursue. While I detest the American influence on our society, they have developed a strategy we can use against them. The deterrence strategy used by the Americans against the Soviets (who should have informed the Americans of the futility of invading Afghanistan) provides a model for the actions we must take to respond to the NGO. Deterrence is "the persuasion of one's opponent that the costs and/or risks of a given course of action he might take outweigh its benefits."[2] You must employ a carefully considered deterrence plan in order to reap the benefits of claiming credit for the care the NGO provides while minimizing the risks of having them in your area. At the most basic level, you must deter the NGO from both being a visible sign of government legitimacy and being an intelligence-gathering platform. You must develop your deterrence strategy with the following elements: understanding your opponent, managing how the NGO perceives you, communicating your threat, defending your reputation, and maintaining the capability to carry out your threat.
Understanding Your Opponent
As the Prophet told us, "[acquire] knowledge, it enables its possessor to distinguish right from wrong…."[3] You must begin to develop your deterrence strategy by acquiring and maintaining a complete understanding of your opponent. Start simply and expand your understanding and knowledge over time. I recommend finding a trusted family with a sick child and have him take the child to the NGO for care. Make sure he reports back to you all that he discovers during his visit. Details such as the name of the NGO, the names of the physicians, the names of their interpreters, their location, their equipment, and the care they are giving will provide some initial information. A thorough Internet search on these facts should reveal a bounty of information. If the NGO has no organizational website or web presence, I would strongly suspect the organization is a ruse. If this is the case, notify me immediately and I will come to assist in dealing with this extreme threat. If there is a website and it appears legitimate (it will likely have a .org address), you should be able to determine its funding sources, read its mission statement, and see where it has been operating. Most importantly, verify that the NGO has signed the International Red Cross Red Crescent (ICRC) Code of Conduct.[4] If the NGO is not a signatory to the ICRC Code of Conduct, they are not a legitimate NGO in the eyes of the humanitarian community. More significantly, if the NGO has signed the Code, thereby promising to operate according to its tenants, the Code provides us ammunition to deter the NGO from working with the government, foreign military or intelligence agencies. Continue your Internet search to learn all you can about the individuals who work in the organization. If they are foreigners, which I am sure they will be, knowledge of their hometowns, previous professional exploits, professional organizations, home phone numbers, and family members (all so easy to find or buy on the Internet) provides us the upper hand when you interact with them. I still relish the fear I saw in a foreign doctor's eyes when I rattled off his college daughter's cell phone number and told him I knew what college and sorority she attended, but I get ahead of myself. The more you can learn about this organization and the people in it, the better prepared you will be when you interact with them. Use the population to help you collect information, either voluntarily or through coercion, to maintain a current understanding of what the NGO is doing, who they are seeing, who they are treating, and who is observing the care. Intelligence gathering is a critical component of your strategy to both monitor for compliance and provide early warning of new individuals to the organization. This information will also assist you in predicting how they will respond to your threats and whether you can count on them to act rationally. Above all, though, it is critical that you make intelligence collection your first and continuing priority while the NGO operates is in your area.
Managing How the NGO Perceives You
Managing the NGO's understanding and perception of you is the second key to a successful deterrence strategy. Your goal is to solidify your reputation as the de facto leader of the area with the ability to exert your authority without constraints. Send those impious or treasonous brothers you have had to discipline to the NGOs for care as examples; make sure the patients tell the doctors that they were disciplined under your authority. This will serve to communicate your control over the population. Establish, at your whim, days that civilians are forbidden to go to the NGO for care (this must be ruthlessly enforced). Nothing will get the NGO's attention faster than your ability to deny them access to patients in need. Once your authority has been established, NGOs will usually do whatever they must to maintain their access to the patient population.
I am assuming the foreign doctors will be infidels and will rely on local interpreters to interact with the patients. While it might be tempting to condemn these misguided brothers, you must include them in your intelligence collection. Discover their loyalties and their background in order to use use them to collect intelligence and establish your reputation and capabilities. Use whatever means are necessary to gain control over these brothers, if needed, as they will be essential to your communication with the doctors. Avoid any appearance of ineptitude, hesitancy, impotence or a weak resolve. The NGOs must know your reputation and your ability and willingness to do what you threaten.
Defending Your Reputation
While establishing your reputation is critical, it must be reestablished from time to time in order to be effective. In our current struggle, often in the shadows, it may be easy for the NGO to forget your authority and capabilities. Any visit by foreign military personnel, security forces, or representatives of the corrupt government must be immediately followed by a visit by one of your soldiers to remind the NGOs of your authority and capabilities. Confiscate any supplies or equipment outsiders provide the NGO, and consider returning parts of these supplies if the NGO behaves properly. If you discover that a government official is coming for a visit, you might consider forbidding the population from going to the NGOs for a day or two before the official's visit, just as a reminder to the NGO of your power in the region.
Communicating Your Threat
Communicating your threat will be one of the most difficult aspects of your deterrence strategy. While its effectiveness will depend upon your reputation and the NGO's impression of your capability and intent, the threat must be communicated unambiguously and coherently. This can sometimes pose a challenge when there is a language and cultural divide. Your intelligence and research should allow you the ability to consider the NGOs response to any communication, but you must insure that all of those involved in the struggle understand the threat and how to communicate it. There must be no confusion or the possibility of misinterpreting the threat. The essence of your message to the NGO must be simple and easy to understand: if the NGO wants to operate in this area, they must acknowledge your authority and refrain from providing any intelligence any government, military or outside organization. If the NGO fails to comply with these behaviors, either as a group or as individuals, the entire organization will be forced to leave the area, and they will not be allowed to have access to the population.
I recommend using the ICRC Code of Conduct, which the NGOs should have signed, as a common point of departure for your communication. Point three and four of the Code state that "[aid] will not be used to further a particular political or religious standpoint," and "[we] shall endeavour not to act as instruments of government foreign policy."[5] More specifically, take special care to understand the implications of the expansion of point four:
[we] will never knowingly – or through negligence – allow ourselves, or our employees, to be used to gather information of a political, military or economically sensitive nature for governments or other bodies that may serve purposes other than those which are strictly humanitarian, nor will we act as instruments of foreign policy of donor governments.[6]
We couldn't have asked for a better tool than the ICRC Code of Conduct to deter the NGO from giving credit to the government or pass information to the intelligence or military organizations. We only have to get the NGO to do what they have already promised. This will be much easier than getting them to do something against their convictions. Your job is to "help" them keep their promise and make sure they understand the consequences of breaking their word.
Let me offer, however, one word of caution. You must be subtle in communicating the specific actions you will take if the NGO defies your threat. It is possible the NGO could feel so threatened by your threat that they might feel they have no choice but to report you to the government. Avoid this at all cost. Let your reputation and capabilities speak to your resolve to carry out your threat.
Maintaining the Capability to Carry Out Your Threat
Finally, you must remain vigilant. Your ability to leverage this NGO for your benefit will be based on your ability to carry out your threat. Maintaining this capability demands continued intelligence of the clinic's personnel and activities and maintaining your control over the populace. If it appears that you are unable to deliver on your threat, the NGO could switch their behavior and allow their clinic to be used to collect intelligence. Enemy intelligence gathering of our activities would be catastrophic to your area and our cause.
In conclusion, the arrival of this medical NGO caries both risk and opportunity. I pray that you understand the importance in dealing with this situation deftly and with great care. Read these principles to your subordinates and make sure they understand what we are trying to accomplish. It is unlikely that the NGO understands that by operating under their "humanitarian" principles and pledging to abstain from reporting us, they are providing us passive support by allowing us to operate undetected and in the shadows.[7] Take personal supervision of this endeavor. As I mention previously, you must be of one mind so there is no doubt or confusion of your intentions. The principles of deterrence theory greatly educate the actions you must take to turn the presence of this NGO to our advantage. We shall prevail and outlast the Great Satan's presence on our soil—his resolve is already growing thin as shown by America's planned departure. Once he is gone, we shall destroy this puppet government and establish a true Islamic State and prepare for the future Caliphate, Insha'Allah.
"Obey Allah and his messenger…"[8]
-Sher Dil
This article was adapted from a paper written for Deterrence, Coercion and Crisis Management, a course taught by Dr. Robert O'Connell during the summer of 2012 at the Naval Postgraduate School.
The views expressed in this document are those of the author and do not reflect the official policy or position of the Department of Defense or the U.S. Government.
[1]. Ibrahim Shinwari and Jibran Ahmad, "Pakistani doctor jailed for helping CIA find bin Laden," Reuters News, posted May 23, 2012, http://www.reuters.com/article/2012/05/23/us-pakistan-binladen-idUSBRE84M0MM20120523 (accessed May 8, 2013).
[2]. Alexander George and Richard Smoke, Deterrence in American Foreign Policy. (New York: Columbia University Press, 1974), p.11.
[3]. Missi Inchyra, "Islamic Concept of Knowledge," International Islamic University Malaysia, http://iium.academia.edu/awwalirtihaly/Papers/537223/Islamic_Conception_of_Knowledge (accessed May 8, 2013).
[4]. International Federation of Red Cross and Red Crescent Societies, "Code of Conduct Signatories," http://www.ifrc.org/Global/Publications/disasters/code-of-conduct/codeconduct_signatories.pdf, (accessed May 8, 2013).
[5]. International Red Cross and Red Crescent Society, "Code of Conduct for the International Red Cross and Red Crescent Movement and Non-Governmental Organizations (NGOs) in Disaster Relief," http://www.icrc.org/eng/assets/files/publications/icrc-002-1067.pdf (accessed May 8, 2013).
[7]. Gordon H. McCormick, "Seminar in Guerrilla Warfare (class lecture)." Monterey, CA: Naval Postgraduate School, Winter Quarter 2012.


text:
I did however pick up a few items that I liked, my motto in life is If you like something & you think it's nice just bloody buy it hahaha. I've wasted so much time think do I get it or not, I really like it but... It's got to the stage were I think to myself just purchase it for crying out loud hahaha. So that's exactly what I've gone and done!
Now I bought a statement necklace, now I'm going to be honest I'm not a massive fan of Topshop's jewellery, I think it's way overpriced and I always find it a bit hit and miss, But I did however really like this, It's this chunky robe style statement necklace, It's rose gold surprise surprise, and I did really like how pretty it was, this will go with pretty much any outfit, I did however not like to heavy price tag at £12.50, but I suppose as it's Topshop you'd expect to pay that.
And that's everything in my rather mini payday splurge, If you're looking for basic items Topshop's the place to be right now as they've got lots of new things in.
I hoped you enjoyed my rambley haul! Let me know in the comments what your favourite items are!


text:
Flower landscape, vector illustration eps-10
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text:
Summer Car Battery Maintenance Tips
Power - by Rachael Maloney - updated on 7/3/2018
Most of us love summer; unfortunately, our batteries don't share that same sentiment. Intense summer heat can wreak havoc on your car or truck battery by speeding up the chemical reaction that occurs inside, causing an increase in self-discharge & plate corrosion. This eventually leads to sulfation (crystals forming on the battery plates) and the battery becoming unrecoverable. Here are a few car battery maintenance tips to avoid heat damage to your battery.
Park in the Shade
A great way to better maintain your battery is by taking simple measures such as parking your vehicle in a garage or an area where there is some sort of shade. When you leave your car in direct sunlight the hood quickly heats up and expedites heat damage.
Clean Your Battery Terminals
Corrosion on your battery's terminals impede current flow, make battery replacement more difficult, and can put you at risk for needing terminal replacements. Terminal protectors and an anti-corrosion spray are great for preventing this. We recommend you regularly check your terminals year round.
Trickle Charge Your Battery
The use of a trickle charger with a maintainer throughout the summer months can help to offset the drain from high temperatures.
Choose a Replacement Wisely
When choosing a replacement battery, we recommend Absorbed Glass Mat (AGM) types, as they are better than flooded batteries at preventing the buildup of sulfation.
Bring it to the Experts
If you have questions about the condition of your car or truck battery, or are in need of car battery maintenance, visit your local store for a free battery test and systems check. Let our trained, knowledgeable staff members test your battery and diagnose the problem – no appointment necessary.


text:
Kyrgyzstan: Bishkek Building Boom Widens Wealth Disparity
Glance at the parking lot outside parliament, at the fleet of Lexus SUVs kitted out with chrome, and you might think Bishkek is the capital of a wealthy country. A block down Chui Avenue, a shiny new Range Rover is parked on the sidewalk. Police drive their own BMWs.
Look a little closer, though, and the real Kyrgyzstan comes into focus.
In the shadow of the hulking White House – as the parliament building is known – Enjegul Kydyralieva, 50, sells lollipops and nuts from a blanket spread on the ground. On a good day, she clears about 250 soms ($5.20). "One hundred percent" of that – after she subtracts 50 cents for daily transportation to and from her village 45 minutes away – goes to feeding three children and three grandchildren, including the four-year-old she's babysitting on the curb.
"If anyone gets sick we try to save money to buy medicine," Kydyralieva says as the steel gate opens and another shiny new SUV glides past. "It's not fair. They drive around with these cars that cost thousands of dollars and we are here working all day to earn a few hundred soms. Plus, they try to chase us away."
Bishkek today is a city of striking contrasts. The luxury cars – and their tendency to run red lights with impunity – are just one expression of the disparity. "Elite" apartment blocks, where units cost hundreds of thousands of dollars, are mushrooming in central districts. Billboards announce the latest new nightclubs. At a new Turkish-built shopping mall, a pair of Italian loafers costs the equivalent of Kyrgyzstan's average monthly income.
This is one of the poorest countries in Asia. But it's not only underemployed grandmothers who struggle.
An engineering lecturer with a doctorate, single mother Elmira Ismailova, 46, earns about 7,000 soms a month ($145). She spends 70 percent of her salary on food, but considers herself lucky, because her parents help with 3,000 to 4,000 soms per month. "If I didn't have their support, I wouldn't call myself middle class. My salary is never enough. If I want to go out somewhere, like a restaurant, I have to save money in advance," she says.
Many Kyrgyz struggle to put food on the table. An April study by the World Food Program, a UN agency, found the average price of wheat flour 42 percent higher than a year ago. The same report estimated that 24 percent of Kyrgyz households were not meeting basic nutrition and calorie requirements. This is partially due to a poor harvest in 2012, high prices for fuel, inflation, and Kyrgyzstan's overall isolation.
"Kyrgyzstan does not have a middle class. There are poor people and there's a rich elite, which is maybe 5 to 10 percent of society," explained Pavel Dyatlenko of Polis-Asia, a think-tank in Bishkek.
Across from parliament, on the opposite side of Ala-Too Square, Anar Subankulova, who looks 75 but is 54, sells gum, single cigarettes, and kurut—dried yogurt balls that taste a bit like Parmesan cheese. Subankulova spends 4,200 soms ($87) per month on rent and utilities for the small apartment she shares with her grandchildren. She earns about 300 soms a day. "It's torture because this is never enough."
Asked if the 2010 "April Revolution" changed anything, she breaks into tears and says she doesn't want to talk about it.
Read more at Eurasianet.org


text:
Dear Editor;
To generate the source and reference statements for my parent's marriage certificate (image attached) as part of a collection; I've tried to follow the guidance of the 3rd edition of EE, "Privately held materials," section 3.25.
Some feedback on the following attempt would be appreciated:
(Note that [ADDRESS FOR PRIVATE USE,] is included as a placeholder for the full address in my personal version.)
Source List Entry
Jessie Cousland (Murison) Gauthier Papers. Privately held by Gary David Gauthier, [ADDRESS FOR PRIVATE USE,] Calgary Alberta, Canada 2018.
First Reference Note
Gauthier-Murison marriage certificate, citing the marriage of Joseph Albert Gauthier (birth place Ontario) and Jessie Cousland Murison (birth place Calgary) on 27 May 1948, in Ottawa[, Ontario, Canada]; Jessie Cousland (Murison) Gauthier Papers, privately held by Gary David Gauthier, [ADDRESS FOR PRIVATE USE,] Calgary Alberta, Canada 2018. Issued by the Province of Ontario at Toronto, Ontario, Canada, on 10 October 1973; this certificate is a certified extract of the marriage registered on 25 May 1948 as No. 1848-05-012319. Upon the death of Jessie Cousland Gauthier on 5 April 2018, this certificate was passed to her son Gary David Gauthier.
Subsequent Note
Gauthier-Murison marriage certificate, Jessie Cousland (Murison) Gauthier Papers.
History-Hunter, you've…
History-Hunter, you've handled it well. EE would be inclined to leave out the square brackets around the place ID. Square brackets are used when we, as writer, insert information into a quoted passage. (It's a trigger warning: I'm adding something that is not in the material I'm quoting.) When we write a citation, we are the creator of that citation. We aren't quoting someone else—unless we specifically put certain details in quotation marks as when we are copying a source-of-the-source citation to reflect exactly what our source said it used.
Those who prefer to keep citations as lean as possible might also question the need to cite birthplace data for both parties. Typically that information appears in the text to which the reference note is attached. That said, in your own working research notes, you can record anything that you feel will help you do a better job of research.
Dear Editor; Thank you for…
Dear Editor;
Thank you for the feedback.
The reason for noting the birthplace was the result of thinking that it might resolve any ambiguity about the couple in question.However; to locate the correct marriage record and issue a certificate, the Ontario government only requires the names of the parties involved, the event date and the city in which it took place. I suppose there must be something left to learn from ordering a certificate :>). So; in retrospect, this is likely not required.
Initially, I usually put my citations in a research metadata file (you might call them "working research notes"), which is associated with an image of the item. The metadata file actually contains my "live" research notes and other information relative to the item. The citations are later simply copied into my database program or any relevant documents. As such, including a "publishable" version of the citation is the best approach for me. Any relevant information, which is not in the citation, can be included/found elsewhere in the file.


text:
On Aug. 22, the Toronto Blue Jays defeated the Anaheim Angels, 15-3. More than an hour and a half before its actual conclusion, the game was all but decided when Toronto took a 10-0 lead with a seven-run frame in the fourth inning.
And yet, tucked away in a ballroom on the third floor of the Cosmopolitan hotel and casino in Las Vegas, 70 some odd fantasy players—and certainly countless more across the country—were glued to the big screens, sweating every out as the Blue Jays took their final bat in the top of the ninth.
The outcome of the game was of little interest and no consequence. But depending on what happened in Troy Tulowitzki's final at bat, large sums of money stood to change hands in FanDuel's World Fantasy Baseball Championship.
Tulo chopped a grounder to the shortstop, who retired him easily. At the Cosmopolitan, about half the room groaned, while the other half celebrated.
In condensed form, such is the appeal of daily fantasy sports to professional leagues.
Fantasy players watch more, watch longer and are engaged with the product at a deeper level than the average fan who roots for the home team the way they always have.
Those captive, DVR-proof viewers are coveted by advertisers. Those advertisers, who will pay premium dollar for the ad space, are coveted by broadcasters. And those broadcasters are willing to pay ever-increasing sums for the right to air live professional sports.
Ratings for NFL games continue to climb, and with them, so too does the television revenue generated by the league. In 2013, each NFL team received $131 million in broadcast revenue sharing; by 2016, that number will reach $181 million.
Pinpointing the exact impact fantasy sports have had in driving that number is practically impossible given the number of variables that can play a role in the number of viewers who tune in to any given game.
But Dr. John Fortunato, a professor at the Fordham University School of Business, says it's been established that interest in fantasy football is among those determining factors for the NFL. In a 2011 study, Fortunato looked at the fantasy ownership percentage of NFL players and ran an analysis of what effect they had on television ratings.
"It provided some evidence that fantasy is really helping increase viewership," Fortunato said. "That was sort of the big takeaway, and other studies have found similar results. I looked at it from the aspect of ownership, the amount of players that were widely held in fantasy leagues and if they were participating in the games on television. That was a driver of a ratings increase."
Since then, daily fantasy sports have increased dramatically in popularity—when the study was published, industry leader DraftKings didn't yet exist.
Common sense would seem to dictate that the growth of the daily game would have a similar effect on viewership patterns, because among all the variables that factor into sports television ratings, perhaps none is more meaningful than the presence of real money on the line.
"The gambling angle has been found as a motivator for the regular fantasy leagues, where it might just be a couple of bucks among friends," Fortunato said. "Now, when you're talking some of these daily leagues with some serious money on the line, it certainly increases it."
Similarly, a recent study found that the point spread in college football games often has a significant effect on television ratings.
But while daily fantasy sports players have been shown to consume an elevated level of sports-related media, it remains unclear how much impact the sub-market of daily can have on NFL ratings as compared to traditional, season-long players.
"In the daily fantasy leagues, because there's real money on the line, is that bringing in the casual fan, or is it just another way for the avid fan to engage?" Fortunato said. "I think when we talk about the season-long fantasy leagues, I think that is bringing some of the casual fan in, because it is easy. You draft once, you set your lineup, there's not huge stakes involved. So their level of knowledge and their level of participation is commiserate with that level of a league. When you get into these daily fantasy leagues with big money involved, the data analytics that some participants are using, it's incredible.
"So I think that's a really relevant question—what type of fan is daily bringing in?"
What does all this mean for DFS?
Unlike the NBA and MLB, which have ownership stakes in FanDuel and DraftKings, respectively, the NFL has remained on the sidelines in terms of partnerships.
Nonetheless, the league would appear to have an interest in the sustained success of daily fantasy's major players. Numerous NFL franchises have deals with daily fantasy companies, and FanDuel and DraftKings are major advertisers on the NFL's media channels, as well as those of its broadcast partners.
And regardless of the number of unique viewers daily fantasy brings in relative to traditional, season-long players, pro sports leagues are big fans over the overall engagement daily fantasy drives.
"This actually drives consumption of their product," FanDuel CEO Nigel Eccles told USA Today. "That's why we have a big deal with the NBA, and that's what we'd love to get to with the other leagues."


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$3.49 Flat Rate Shipping
Your cart is currently empty. Click here to continue shopping.
Process: Washed Variety: Various
Coffee for Cold Brew
Tasting Notes
Crisp raspberries, candied apricots and prunes. Balanced, creamy and dense with strong notes of dark chocolate. Pairs beautifully with dairy.
Background Info
What we love about cold brew is that it's ready when you are.
You won't need new equipment or 101 hours of training to brew better-than-barista coffee at home. You can forget waiting in line at the coffee shop and spend the time you saved unwinding on the porch. Perhaps with a splash of Kahlua.
We've blended coffees from Brazil, Latin America and Africa to make this coffee super-smooth with condensed flavors of chocolate and apricot. Check out our brewing instructions for no-fail ways to prepare great cold brew at home.
1. Coarse grind your 12 oz package of Coffee for Cold Brew, and place in a large mason jar or jug.
2. Add 1.5 liters, or 50 ounces, of room temperature water.
3. Steep for 24 hours.
4. Filter.
Add ice, dairy, condensed milk, bourbon or Kahlua, and serve.
This option is currently sold out.
- Continent: Various
- Country: Various
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- Process: Washed
- Region: Various
- Variety: Various
Roast Scale
Light Medium Dark


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Promoting the Humane & Responsible Treatment of Horses
Serenity's Mission is multi-faceted. It includes rescue, rehabilitation, education and healing.
After rescue and rehabilitation we work to place our horses into loving permanent homes. We are passionate about providing a natural and focused care plan for each of our resident equines including physical and emotionally rehabilitation and training.
We are also committed to supporting the equine community through our Education Center clinics and courses for horse owners to help them to provide the best care for their horses.
We perform welfare checks, and help those in our community who need support to keep their horses if they have fallen on hard times through the Jasper Family Community Fund.
We believe that the relationship between humans and horses is a very special one. Many of our volunteers and others have experienced a special gift of healing when working or visiting the farm. Horses as Healers,focuses on healing and developing life skills.
Make a donation today and help the Serenity horses.
Recurring donations are the mainstay of the rescue. Please consider making a monthly donation to Serenity
Little D says Thanks Everyone!
Horses as Healers Program
Veterans from around the country come to Serenity to work with our therapy horses in the Horses as Healers program. We are grateful to our veterans for their service and proud to work with them.
Meet Harley and
Meet Harley and Radish
Harley and Radish were neglected for almost a year as their owner spent most of her money on drugs. Neighbors tried on many, many occasions to get help for them. Finally, the neighbor next door called Serenity. Read their story Harley and Radish - innocent victims of the drug epidemic!
Horses as Healers
Our clinics are currently focused on group work. Please check our Facebook page for event scheduling.
Our clinics offer an opportunity to be validated and acknowledged by compassionate healer horses who will allow you to experience a level of healing that is deeply and profoundly freeing. The Serenity horses have lots of practice helping to facilitate and support those who are working through difficult issues.
Helping Horses in our Community
Read the story of this starved mare and what to do when you Report Abuse on our Our Work page.
Our Safety Net Program


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Update | The BBC has reported a surge in requests for programmes on the iPlayer, following the addition of box sets and specials to the on-demand service.
For the festive season, viewer favourites returned to the service, including box sets of the original Blue Planet series, EastEnders and Doctor Who specials as well as drama and comedy favourites including Taboo and Miranda. These programmes are due to depart from the iPlayer in the coming days.
Charlotte Moore, BBC director of content, said:
"It's hugely exciting to see such unprecedented numbers come to BBC iPlayer this Christmas. The public have responded in their millions to the amazing range of content we've offered – and for those who are loving our special Christmas box-set collection there are still a few days to go."
Figures are expected to be revised upward in the coming weeks, once Sky and Virgin Media users are added to the totals.
Christmas week marked 10 years since the official marketing launch of the iPlayer, having made its debut on 25th December 2007, following a beta launch earlier that year.


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Created for: The Sims 3
This is a Set with 8 Creations - Click here to show all
The second of three sets in the Castle Lore series. This set contains defence windows (crossbow, archer holes), a barred window, coat-of-arms banner, portcullis door and arch - and a usable drawbridge! See the simple picture guide above demonstrating how to place the drawbridge over water!
Creator Notes
The portcullis opens like an ordinary door; it does not slide vertically!
Credits: Arenaria for texture links, Doug Turner for stone texturing
Short URL: http://www.thesimsresource.com/downloads/935893
ItemID: 935893
Revision: 2
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Note that those downloads are not required for the Creation to work!
The TSR Creations below were used in this Creation.
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Nowhere Boy
Meet the Beatles via Lennon myth and melodrama
"Nowhere Boy,'' a stormy melodrama about the life of the adolescent John Lennon, is presented to us as a creation myth — pure rock 'n' roll catechism. From the famous "Hard Day's Night'' intro chord that opens the film — kerANNGG — to John (Aaron Johnson) cycling past a sign reading "Strawberry Fields'' to his mum (Anne-Marie Duff) teaching him a salty little ditty called "Maggie May,'' there's no end to the pop culture elbow-nudging. "Why couldn't God make me Elvis?'' the boy asks his mother in despair, and when she replies, "Because He was saving you for John Lennon,'' out in the dark we're meant to nod in unison, yes, yes, He was.
Well, yes, I guess He was, and part of the film's undeniable pleasure lies in watching its young hero slowly get it together and start aiming for the top. Adapted from a memoir by the singer's half-sister, Julia Baird, "Nowhere Boy'' is a sturdy evocation of a late-1950s Liverpool that's no place for a manic rebel misfit to call home.
Or her son, for that matter. The film's most interesting supposition is that John got his temperament and talent — his rock 'n' roll DNA — straight from his mother, Julia, even as he was growing up under the roof of Julia's older sister, Mimi Smith (Kristin Scott Thomas). The latter took charge of the boy when he was 5, after his father abandoned him and his mother proved emotionally incapable. Mimi's capable, all right; she's the sort of frosty stiff-upper-lipper who tells a weeping John after his Uncle George (David Threfall) has died, "Just the two of us now; let's get on with it.''
At some odds with known facts, "Nowhere Boy'' says that John didn't reunite with Julia until he was 14, even though she lived within walking distance. Eager to escape Mimi's controlling clutches, he's soon hanging out with his mother and her two young daughters after school, and when he gets suspended he tells her but not his aunt. Which is fine by Julia, since she has never bothered to grow up herself.
Johnson, a changeling British actor who was most recently the lead in "Kick-Ass,'' is solid and affecting, and he's not afraid to show John's obnoxious streak — he gets the anxiety that can make a boy a bully. That said, Duff gives the most startling performance in "Nowhere Boy.'' The movie presents Julia as an undiagnosed manic-depressive, and when she's on (which is whenever she's with John), she lights up with a desperate, flirty energy. Her afternoons with her son are more like dates, Julia cranking up the diner jukebox and shimmying around the stools, peppering him with kisses, just about hopping out of her skin with happiness and nerves. John's delighted and appalled; on a level the movie dares not go, he's also turned on.
"Nowhere Boy'' charts the first stirrings of Lennon's rock ambitions: the first guitar (bought by Mimi in the movie; Julia in actuality), the first skiffle group, the first meeting with Paul (wide-eyed Thomas Brodie Sangster). The earth doesn't move but Matt Greenhalgh's script does set up the primal opposition: "Wanna beer?'' asks John. "I'd love a tea,'' responds Paul. Soon he's advising his new partner, "If we're going to do this, we should write our own stuff.'' Paul's not munching an apple when he says this, for which the filmmakers should probably be commended on their restraint.
The filmmaker, in fact, is Sam Taylor-Wood, a photographer and conceptual artist making her feature film debut. Her wonderful 2008 short, "Love You More,'' about two punk kids in the 1980s, proved that Taylor-Wood understands rock 'n' roll, and the best scenes in "Nowhere Boy'' tap into that sense of delirious release: Young George Harrison (Sam Bell) proving his guitar chops with a growling Link Wray instrumental or the gobstopped look on John's face when he hears Screamin' Jay Hawkins's "I Put a Spell on You.''
Yet Taylor-Wood isn't confident or skilled enough to keep "Nowhere Boy'' from turning into soap opera. After Julia's demons come to the surface, Mimi reveals the facts behind the hokey dream images that have haunted John throughout the movie; that those facts are by all accounts true doesn't make the scene feel less cooked-up. Hoping to ennoble Lennon's life with histrionics, the movie ends up cheapening it.
By now, you could put together an entire film festival charting the singer's career: The Hamburg years (1994's "Backbeat''), the post-Beatles era (1985's "John and Yoko: A Love Story''), the vacation with Brian Epstein (1991's "The Hours and Times''). (About all that's missing is a feature about the infamous 1973 "lost weekend'' in LA; I nominate Joaquin Phoenix to play Harry Nilsson, Brenda Song as May Pang, and Justin Long as the Kotex.) "Backbeat'' remains by far the best of these movies at acknowledging and dispelling the myths that have encrusted around the Beatles — a process that reflects the ambivalence that fueled Lennon himself and led to some of his greatest art. Remember, this is a man who sang, "Just Gimme Some Truth.'' As sympathetic and well-turned as it is, "Nowhere Boy'' only gives us more mythology.
Ty Burr can be reached at email@example.com.


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Vitamin Deficiencies Could Be the Reason Migraines Happen
Are you getting the right vitamins?
Those who suffer from migraines know how debilitating the head pain can be. While many researchers have tried to identify the reason migraines happen, for the most part the cause of the headaches is somewhat of a mystery. Now, one study suggests that the root of the problem is a deficiency in certain essential vitamins.
Light, hunger, smells, hormones, foods, drinks and stress are just some of the things that can trigger migraine headaches in the 16 percent of women and 8 percent of men who suffer from them. And often the intense headaches are accompanied by sensitivity to light and sound, nausea, changes in vision and throbbing pain.
Researchers at the Cincinnati Children's Hospital recently set out to determine what could possibly be causing the headaches in their young patients. By analyzing the blood levels of those who had experienced migraines, the scientists found that children, teens, and young adults with deficiencies in some vitamins tended to experience higher levels of migraines. Vitamin D, riboflavin, folate, and coenzyme Q10 (which is a vitamin-like substance that produces energy for cell growth) levels were all linked to the development of migraines in younger people, according to Science Daily.
The study also found that girls were more likely to have lower levels of coenzyme Q10, while boys were found to have higher deficiencies of vitamin D. Additionally, researchers found that chronic migraine sufferers were more likely to have coenzyme Q10 and riboflavin deficiencies than those who experience episodic migraines
Study participants who had a vitamin deficiency were given preventative migraine medications and vitamin supplements, but because of the introduction of the migraine medication, the scientists were unable to definitively say whether or not adjusting vitamin levels prevented the headaches.
"Further studies are needed to elucidate whether vitamin supplementation is effective in migraine patients in general, and whether patients with mild deficiency are more likely to benefit from supplementation," says lead author Suzanne Hagler, MD, a Headache Medicine fellow at the hospital. In the meantime, until further conclusions are made, migraine sufferers might want to consider upping their vitamin intake just in case.


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Faisal I of Iraq
Jump to navigation Jump to search
King Faisal I of Iraq (May 20, 1885 – September 8, 1933), also known as Faisal bin Hussein, was the King of Iraq from 1921-1933 and the son of Hussein bin Ali, Sharif of Mecca.
|This monarch article is a stub. You can help Wikiquote by expanding it.
- We Arabs, especially the educated among us, look with the deepest sympathy on the Zionist movement.... We will wish the Jews a most hearty welcome home.
- From correspondence with American Supreme Court Justice Felix Frankfurter.
- Tessler, Mark. A History of the Israeli-Palestinian Conflict. Indiana UP, Bloomington and Indianapolis. P. 152.


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A group of faculty members, under the aegis of Forum for Rights and Equality, has written to Prime Minister Narendra Modi and demanded that a special recruitment drive should be conducted to fill all the existing vacant posts for SC, ST/OBC categories at all levels, including for the faculty.
"In the recently held faculty selection, out of total advertised 96 posts, only 76 candidates were selected. Majority of the reserved posts were left vacant on the ground that no suitable candidate was found," the members alleged.
They claimed a petition signed by more than 60 faculty members from All India Institute Of Medical Science was submitted to the president of the premier medical institute on May 29, requesting review of the faculty selection process.
"This grave matter of violation of reservation policy of government of India in AIIMS, New Delhi was also discussed in the floor of the Parliament and assurance was given by the Union Health Minister that the on going process of selection of faculty will be reviewed and 'zero tolerance' to violation of reservation policy will be ensured.
"Despite these assurances, the AIIMS administration in blatant disregard for the Parliament and Government of India, went ahead and declared the results of faculty selection for year 2015 with gross violation of reservation policy on numerous counts," they said in the letter.
Besides review of the selection process, the group demanded a mechanism for optimal implementation of reservation policy at AIIMS and the appointment of a 'parliamentary reservation implementation committee' to monitor implementation of reservation policy in all medical institutions of the country.


text: Posted on February 4, 2013 Articles Understand Your Audience One Screen at a Time by The Search Agency 1 Understanding your audience one screen at a time Successful multi-screen reach is not so much about quantity as it is about quality. Here's why advertisers should invest in tactical targeting instead of volume. www.imediaconnection.com


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Bibliotheca Alexandrina Almost Complete
I remember when the Bibliotheca Alexandrina had
somewhere between 200,000 and 700,000 scrolls. It
was a sad, sad day when the library burned down way
back in
48BC. Well now things are all better. HREF=\"http://www.ngnews.com/\">National
Geographic has a HREF=\"http://www.ngnews.com/news/2000/10/103020
00/alexandria_3229.asp\">Story (sent in by Bob
Cox) on the $200 million renovations. When it is
opened, early next year, there will be room for 8 million
\"I think it\'s an inspiring building,\" the
library\'s director, Professor Mohsen Zahran, says. \"It
has a great deal of symbolism and meaning, and it
carries a message to future generations.\"


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The best 45 minute workout in the Tampa Bay area has now expanded to Clearwater. After making waves in St Pete and Pinellas Park, MA Fitness is now offering kickboxing, strength training, self defense and martial arts for the whole family in North Pinellas.
Accesible classes allow you to work at your pace while getting instruction and motivation from the instructors. Start to see results with a proven program! Affordable monthly rates and 10 week chalenges are available to help you get started easily and without long term commitments.


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htown necesitaba un nuevo diseño de página web y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 23 diseños de 12 diseñadores freelance.
This is a new industry (about 4yrs.) and there are only a few competitors in the market all have pretty crappy sites. We are wanting something clean and professional. We have a logo that will do for now although it does not represent what we need the site to look like. The colors are probably good to use, but thats about it.
The Iceberg
Purified Ice and Water
Desired Color Scheme:
See logo - http://www.hbip.com/icegerg
Desired Style:
Clean and professional with a tad of fun if possible.
Accepted File Formats:
Layered Formats (.psd or .tiff)
This will just be single page that will be used for all pages in the site. We would like room for versicle navigation on the left with room for call outs under it. Then perhaps two columns in the content area for video, pictures or other text. Then a footer.
A winner could be announced before the end of the contest. I am really pressed for time so i may not be commenting on those designs that we are not excited about.Â
Please message for any other additional questions.Â


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Our Mission, Vision and Values
Our Mission
The Johns Hopkins Bayview Medical Center, a member of Johns Hopkins Medicine, provides compassionate health care that is focused on the uniqueness and dignity of each person we serve. We offer this care in an environment that promotes, embraces and honors the diversity of our global community. With a rich and long tradition of medical care, education and research, we are dedicated to providing and advancing medicine that is respectful and nurturing of the lives of those we touch.
Our Vision
The Johns Hopkins Bayview Medical Center will be widely recognized for innovation and excellence in clinical care, education and research in medicine. As a leading academic medical center, we will provide an enriching environment for our employees and an exceptional health care experience for our patients and their families.
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Quartz crystals and oscilllators have long been used by the Electronics industry. Euroquartz have over 30 years experience of supplying custom made and standard solutions for this market.
Just about every appliance and mobile wireless device from mobile phones to remote controlled toys have quartz crystals built into them for accurate timing and frequency control.
Click here to view our full product range of crystals and oscillators that are used for Electronics applications.
If you require any further information or would like to place an order for your telecoms application, please complete our simple contact form, or call us on Tel +44 (0)1460 230000 or email firstname.lastname@example.com and one of our engineers will be touch.
Typical Applications
- Security cameras
- Radio transmitters
- Mobile phones
- Navigation
- Sensors
- Disk drives
- Computers
- Good frequency ranges
- Through-hole
- Surface mounted
Specification Standards
- Good frequency ranges
- Through-hole
- Surface mounted


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Protecting Merchant Point of Sale Systems during the Holiday Season
Posted by Third Tier on 13 November 2014 08:27 AM
One of the services that we provide to members of the SMBKitchen ASP at Third Tier are classified documents prepared by various government agencies relating to IT security. Being aware of the current threats can give you a leg up on protecting your clients. Having access to the research let's you understand the threats in a way that your competition simple won't. When you know more, you can provide more value to your clients. It really is that simple.
We've never before been able to share this information with the general public but recently this document came to us and was declassified for public consumption. Below is the first page and link to document the full document.
Not a Third Tier customer yet? Let me introduce: We're Third Tier. We provide advanced Third Tier support for IT Professionals and MicroStaffing for IT consulting firms. Come on over, create an account (no charge) and follow our social media locations.
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Er, apart from me, who posted basically along the lines of 'what are you on about?'rockfreak wrote: And Avon, whether you agree with me or not, I don't think that anyone could be in any doubt about what I'm on about.
Keep going with those attempts to provide logic, evidence and reason. It looks like newspaper editors remove all that stuff when they print your letters.rockfreak wrote: But I understand that any effort to provide logic, evidence and reason have always taken second place to sophistry, supercilious comments and sneering in the English public school education. David Cameron and co. are perfect examples of this.


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MBMS is pleased to announce that it has been awarded the billing and practice management services agreement with Progressive Radiology, headquartered in Falls Church, Virginia.
With centers and office locations in Washington D.C., Maryland and the Chicagoland area, Progressive Radiology's board certified, fellowship trained and subspecialized radiologists are able to provide the highest level of patient care in their communities across numerous states.
Progressive Radiology chose MBMS in part because of their experience in the states they operate in as well as their well-defined, detail oriented billing process.