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This is a poster about radiation in space. Learners can read about the Van Allen belts and how NASA's Van Allen Probes are investigating the influence of the Sun's energy on Earth. The activity version also includes math problems, a vocabulary... (View More) matching game, a communication research challenge, and a toolbox of web resources. (View Less)
Materials Cost: Free per group of students
This is a software package about space weather: what it is and what it does in space and here on Earth. The disc includes software that displays movies and images of the aurora and of the Sun in various wavelengths from the ground and from orbiting... (View More) NASA spacecraft; a tutorial about what space weather is and how the aurora is formed; and more. Users will also find real-time space weather conditions from current satellite missions and can download the latest data without leaving the Space Weather application. A TicTacToe game is also included that tests space weather knowledge. The disc contains many other Space Weather resources, programs, sounds, and games for use at home or school, and there are several educational websites included in full on the disc for offline viewing. In addition there is an exhaustive list of links to a variety of space weather resources available online. The disc is available for free from a number of sites if downloaded. (View Less)
This is a set of instructions for building a physical model. The model simulates the Sun's paths across the sky at summer solstice, winter solstice, and the spring and fall equinoxes. A bead simulates the Sun, moving along a cord, from rising along... (View More) the eastern horizon to setting on the western. The bead can be moved from path to path to demonstrate solar alignments, the solstices, and equinoxes. The model is created to be unique to the user's latitude, and is useful for including in lessons that teach about the seasons or archaeoastronomy. (View Less)
This is an engaging comic book about light and color. Two comic characters, Camilla Corona, a rubber chicken, and Colours O'IRIS, a peacock, explore questions relating to colors of light from the Sun.
This is an online Flash-based interactive tool kit that provides access to illustrations, visualizations, videos, and near-real time images of the Sun from a variety of NASA spacecraft missions. Learners can access this information to supplement... (View More) other materials related to the Sun and heliophysics. (View Less)
Materials Cost: Free
This is a lithograph that outlines the components of our heliosphere, using current information released by the Interstellar Boundary Explorer, or IBEX, spacecraft team. Learners will view an illustration of our heliosphere on the front of the... (View More) product, read information about the heliosphere on the back, and then use the lithograph image itself as part of a model of the heliosphere that uses water to represent outflowing solar wind in an activity titled Model The Heliosphere Using Your Kitchen Sink. This lithograph complements other IBEX informal education materials. (View Less)
This is a lithograph that outlines the components of our heliosphere, using current information released by the Interstellar Boundary Explorer, or IBEX, spacecraft team (and updated in 2013). Learners will view an illustration of our heliosphere on... (View More) the front of the product, read information about the heliosphere on the back, and then use the lithograph image itself as part of a model of the heliosphere that uses water to represent outflowing solar wind in an activity titled Model The Heliosphere Using Your Kitchen Sink. This lithograph complements other IBEX informal education materials and is a Spanish translation of an English language product. (View Less)
This is a lesson about using evidence to construct sequences of geologic events. Learners will interpret real NASA science data to identify features on the surface of Mars, determine the surface history of the area, calculate the size of features,... (View More) and develope investigable questions. Students will study images taken by NASA's Mars Thermal Emission Imaging System (THEMIS) camera orbiting Mars. Students will use the THEMIS images to analyze the surface features and geological history of Mars. The lesson models scientific inquiry using the 5E instructional model and includes teacher notes and vocabulary. (View Less)
Materials Cost: Free
This is a set of three activities about the distance to Saturn. Learners will use simple props to create a playground model for size and distance for the Sun, Earth, and Saturn - then walk on their scale model to Saturn. Includes a glossary,... (View More) information for families, and guidance for deepening the science. This is lesson 2 of 8 in the Jewel of the Solar System: From Out-of-School to Outer Space an adaptation for afterschool programs of the Cassini-Huygens educational product Reading, Writing, and Rings. (View Less)
Materials Cost: $1 - $5 per group of students
This is a book about the importance of the Sun's energy as it relates to its impact on the Earth's environment. Learners will read or listen to a story about a young boy, Joshua, who finds out that the Sun provides the Earth with energy in the... (View More) form of light and heat, which is necessary for all forms of life, for maintaining Earth's environment, and for allowing humans to produce their own forms of energy. Additionally, an extension activity is included, Searching for the Sun, where learners can conduct a hands-on experiment observing how plants grow towards sunlight in order to make conclusions about why the Sun's energy is a necessary component for life. Reading and vocabulary activities are also included. (View Less)
Materials Cost: Free per group of students

subset: commoncrawl


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Bich-Poo - Bichpoo Puppies for Sale
• Male • $1,199
View More Puppies for Sale
Breed Group: Not AKC Recognized
Weight: 6-12 lbs
Height: 9-12 inches
Color(s): A variety of solid colors that include black, cream, apricot, and blue.
The Bich poo, also known as the Poo chon, is created by the crossing of two breeds: Bichon Frise and Poodle. They are commonly referred to as "designer dogs" and have become popular companions.
The ideal Bich poo should be robust, well-proportioned, and hardy. They are small in stature, possess a sturdy appearance, and exhibit a sweet expression.
Affectionate, friendly, and loyal, the Bich poo is spirited and has a pleasing personality. They do best in a home with older, considerate children or with children they have been with from puppyhood. They are suitable for homes with dogs, cats, and other household pets. Bich poo's are suspicious of strangers and will bark to alert their family to visitors or out of the ordinary sounds.
The coat of the Bich poo requires frequent brushing and professional clipping to prevent matting and tangling. Bathing should be done when necessary. It is important to keep the ears clean to prevent infection. Dental hygiene is important to prevent early tooth loss. Bich Poo's may be prone to such health issues as PRA, epilepsy, diabetes, cataracts, and skin disorders.
Loosely curled and may be wooly or coarse in texture.
The Bich poo may be difficult to housetrain. The crate training method works best. Early socialization and obedience are recommended. They will not respond to harsh or heavy-handed methods. Training must be done with firmness, fairness, patience, and consistency.
The Bich poo is well-suited for city and apartment living. They thrive on family interaction, securely leashed walks, and off-lead play time in a securely fenced yard.
If you are looking for Bich-Poo - Bichpoo puppies for sale from reputable Bich-Poo - Bichpoo breeders or to adopt Bich Poo Bichpoos from a Bich-Poo - Bichpoo rescue then make sure you understand as much about the dog breeds you are interested in as you can. Every puppy breed is different. Begin your research by reading the breed information about the Bich-Poo - Bichpoo puppy above. Search our dog breeds section to find Bich-Poo - Bichpoo puppies that make great pets.
Are you knowledgeable about a certain breed? Share what you know!
We provide the only safe marketplace for Bich-Poo - Bichpoo dog breeders to list and rehome their purebred Bich-Poo - Bichpoo puppies. Bich-Poo - Bichpoo dog breeders listing puppies on Next Day Pets are required to verify their identity for your protection. Most dog breeders with Bich Poo Bichpoos for sale offer health guarantees and may be shipped worldwide. With over 100,000 active dog breeders, we can assure you you'll find the perfect puppy for your family.


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Wisconsin Geocaching Association
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Prices and availability are subject to change from the time and date that you print this page.
10/26/2014 5:30:49 AM. For Customer Service, please call 800.606.6252
Pickup Check store pickup options
key to the mini bar. Mini-priced mini bar (minus the overpriced macadamia nuts) designed by Mash Studios. Sleek cabinet slicked hi-gloss white inventories a fully stocked bar. Bottles and barware stash behind doors: left hides one fixed cubby shelf over removable X wine rack; right conceals one fixed shelf, exposes one slim brushed aluminum pull. Bartending drawer for corkscrews, coasters, napkins, tools of the trade…maybe even a Toblerone. Wood composite case floats on plinth. Learn more about Mash Studios on our blog.
Details and Dimensions
swig white mini bar. 36"Wx16"Dx35.5"H
- Designed by Mash Studios
- Hi-gloss white lacquer over wood composite
- Plinth base
- One drawer; two fixed shelves and wine storage behind doors
- Levelers included
- Use coasters or placemats to protect lacquer finish
- Protective floor pads recommended
- Made in Vietnam
Overall DimensionsWidth: 36" Depth: 16" Height: 35.5" Drawer: ExteriorWidth: 18" Depth: 12.75" Height: 7" Drawer: InteriorWidth: 15.5" Depth: 12.75" Height: 4.5" Drawer Extension MaxDepth: 10.25" Left Door: ExteriorWidth: 18" Height: 34" Right Door: ExteriorWidth: 18" Height: 27" Left Shelf + Compartment HtWidth: 16.75" Depth: 14.5" Height: 16" Right Shelf + Compartment HtWidth: 16.75" Depth: 14.5" Height: 11" Right Lower Shelf + Comp. HtWidth: 16.75" Depth: 14.5" Height: 16"
Trouble viewing? Download Adobe Acrobat Reader or email or call us at 800.606.6252.
Easy-to-follow instructions will also be included in your order.
The Advantages of Ready to Assemble Furniture
Our Ready to Assembly Furniture costs a fraction of what you'd expect because it ships in an economical flat‑pack and you do the finished assembly.
In addition to featuring quality materials such as solid hardwoods, hand-forged metals, and beveled glass, the real beauty of this furniture is that each piece is thoughtfully designed to take advantage of efficient new construction methods and affordable high-performance materials. These include new composition leathers, microfiber fabrics, and most importantly, a new generation of high-resistance engineered woods and veneers that not only save you money but ultimately save natural resources as well.
Affordable Delivery
Now our Ready to Assemble furniture can be even more affordable. Some ZIP codes are eligible for Local In-Home Delivery starting at just $59. We will bring your order into your home and place the package in the room of your choice. Your exact shipping total will be calculated at Checkout.
If you have any questions, please email or call us at 800.606.6252.
- Do not leave spills unattended.
- Clean with damp cloth; do not use glass cleaner.
- For indoor use only.
- For soil build-up, wipe with damp cloth & dry.
- Do not use abrasive cleaner.
- Coasters must be used to protect from heat and water.
Return/Exchange Policy
The short story is that you have 90 days within receipt of your purchase to make a return on most non-furniture items. For furniture returns or exchanges, please call us within 7 days of receipt at 800.606.6252 so we can advise you on how to make your return within 90 days of receipt. Notably, for Special Order upholstery items, returns and exchanges are limited to transit damage or manufacturing defect. Our policy is simple. If you are not satisfied with your purchase, we promise an appropriate refund, credit or exchange.


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The top 10 mobile commerce chiefs
Internet Retailer presents the inaugural class of its Top 10 Mobile Commerce Chiefs, pioneers who have created some of the most successful mobile sites ...
The top 10 mobile commerce chiefs
Internet Retailer presents the inaugural class of its Top 10 Mobile Commerce Chiefs, pioneers who have created some of the most successful mobile sites ...
The holidays arrive at Walmart.com
The retail chain will kick off its holiday promotions tomorrow, and executives say consumers can find 1 million more products on Walmart.com than they ...
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Sponsored by 2013 Social Media 300
In a brilliant ploy, Amazon aims to put before California voters—many of them online shoppers—the question of whether they want to pay sales tax on their web purchases.
Online retailers have been on the defensive on the sales tax question for the past year. With states short on cash, several legislatures have passed laws aimed at forcing online retailers to collect sales tax from shoppers. Amazon.com Inc. has challenged the New York State law in the courts—so far unsuccessfully. So now the leading online retailer is taking the battle to a potentially much more favorable arena: asking California's voters—who are also consumers—whether they want online retailers to collect sales tax on their purchases.
That's right. Amazon says it's going to collect the roughly 500,000 signatures it would take to put the sales tax question on the California ballot in the next state election, which is set for February 2012.
Any guess how Californians are going to vote? At first blush, it seems the answer is obvious. Voters are in no mood to raise their own taxes these days. On the other hand, the retail chains that for the most part have been pushing for states to force web-only retailers to collect taxes, so that their own web sites don't charge more than the web-only retailers do, would find themselves in quite a pickle if Amazon really does put the question on the California ballot.
They would seem to have two choices. One would be to mount an expensive campaign trying to convince voters that paying taxes on online purchases is a good idea, probably a losing proposition. Or they could give up and let Amazon win a stunning victory, which would not only reinstate what has been the status quo in California but give Internet retailers a powerful argument against extending online sales taxes in every other state where the issue is raised.
But my guess is that this will play out differently. I don't think Amazon is committed to petitioning and putting this question on the ballot. Amazon is good at many, many things, but collecting signatures on petitions does not seem to be a core competency. And I'd be surprised if the retail chains are looking forward to seeing this question on the California ballot.
So maybe there's a deal to be made. California could back off on its fairly strict sales tax law and Amazon could drop the referendum idea. Both sides could save face by calling a joint press conference and agreeing there should be a study of how online purchases might be taxed on a national level, instead of e-retailers like Amazon having to figure out the tax rates and rules in thousands of jurisdictions.
That would be a good solution from the point of many web-only retailers that don't want to cut off their California affiliates, but also don't want to charge sales tax on California residents, which they would have to do under the new law if they continue to work with affiliates based in the state. And maybe that's how it will work out.
Or maybe we will see a referendum on the question put to California's voters in February. That would really be an opportunity for the retail chains' marketing mavens to prove how good they are.
To successfully sell online to businesses around the world suppliers must get a lot of ...
Posted 10/20/14
Companies that sell online to other companies can learn a lot from looking at the ...
Posted 09/25/14
The secret to success in B2B e-commerce is simple enough to understand, but hard to ...
Posted 08/28/14
As B2B e-commerce companies face increasing competition, MarketLive founder and CEO Ken Burke offers tips ...
Posted 07/07/14
If there's something you've bought offline that you weren't able to buy online, we're probably thinking about that."


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Educational Services
Date: June 30, 1999
To: Senator Brenda Bums, President of Senate
Rep. Jeff Groscost, Speaker of the House
Rep. Robert Bums, Chairman of JLBC
Mr. Richard Staveak, Director for JLBC
Mr. Steve Schimipp, Budget Analyst for K-12
Dr. Mary Garcia, President of State Board of Education
From: Judy Aldrich, Ed.D., Associate Superintendent
Re: Report on 1998 Pilot Technology Assisted Project-Based
Instruction Program
Enclosed please find a copy of the Deer Valley Unified School District's
report to the Joint Legislative Budget Committee regarding the 1998 Pilot
Technology Assisted Project-Based Instruction Program pursuant to Senate
Bill 1400.
The Deer Valley Unified School District would be most pleased to provide a
formal presentation to the Joint Legislative Budget Committee regarding the
program. Please contact me at (602)581-7746.
CC: Gerald Cuendet, Ph.D., Superintendent
Don Covey, Ed.D., Phoenix Special Programs and Academies
Technology Assisted Project-Based
Instruction Program
Report on 1998 Pilot
June 1999
School District: Deer Valley Unified School District No. 97
Contact Person: Dr. Judy Aldrich
Associate Superintendent
Address: Deer Valley Unified School District
20402 North 15th Avenue
Phoenix, Arizona 85027
Telephone: (602) 581 -7746
Fax: (602) 581 -7779
The Deer Valley Unified School District, in partnership with Phoenix
Special Programs, offered a technology-based instructional program
to two (2) special groups of students. The first group included
eleven (1 1) students who have been formally long-term suspended
by the Governing Board. These students were formally removed
from the Deer Valley schools for drug offenses, weapon offenses,
and violent behavior offenses. In past years, the number of high
school students disciplined for these serious offenses has been much
greater and the use of an alternative, technology-based program was
implemented so that these youngsters would have an opportunity to
stay in school during the time of their long-term suspension. This
year, the District was pleased that fewer students were disciplined for
serious offenses but disappointed that the technology-based program
did not receive larger numbers with which to work. The second
group of eighty-seven (87) students included those who needed to
make up credits to remain on track for graduation. These students
were identified during the last few weeks of school and were given
the opportunity to enroll in technology-based, distance learning
instruction rather than the traditional summer school classroom. A
group of these students are completing, among other courses,
government courses and a computer courses as student cadres. All
toll, 47 students were enrolled in 75 technology-based courses.
Section C.l - A description of the educational services that are
offered under the program and that specifically relate to the
depth and breadth of the curriculum choices offered by the
The courses offered to these students were those services needed
for each individual's continuing education.
Each long-term suspended student, accompanied by a parent,
participated in an intake session with a trained school counselor.
During these sessions, the academic choices were discussed as
were the student's short and long-term goals. Students were
registered in either one (1) or two (2) self-paced Internet courses
depending on their familiarity with technology and their ability to
succeed in this individualized instruction. The number of courses
was based on the length of time a student was to be in the program.
Some students were in the program as little five weeks while some
were in the program for eighteen (18) weeks.
The second group of students in a traditional high school setting, who
needed to make up credits, also received individualized counseling at
the school level. Their transcripts were reviewed and they were able
to choose courses which would allow them to continue their high
school careers with their classmates and graduate on time. Students
were allowed to register in either one (1) or two (2) courses
depending on their individual need and ability to work independently.
These courses began immediately after the traditional school year
The curriculum and instructional services offered by the program
afforded students the depth and breadth needed by both groups.
There were Self-paced lnternet courses (SPI) available from the
beginning of the project. Self-paced lnternet (SPI) classes are quality
textbook-based virtual campus curriculum and elective courses,
which provide the advantage of immediate online feedback for
students' lessons and exams. All 24 SPI courses cover core classes
of a high school diploma program. During the second semester,
interactive CD-ROM based mathematics and English courses called
Proficiency for Online Mathematics and Skills Development (Pro)
became available for the students.
Proficiency for Online Mathematics and English Skills
Development PrOMESD (Pro) is a dynamic online, CD-ROM
curriculum designed especially for students who have an educational
need to accelerate and/or remediate for grade level promotion or
graduation. Diagnostic pre-tests and post-tests are built into every
lesson along with real-time feedback to students as they learn and
practice each concept. The pre-test generates a customized
"Learning Plan" that recommends how the student should focus his or
her course of study. The 16 PrOMESD courses are stimulating,
entertaining, and challenging. Both the Mathematics and English
grammar and writing programs are proven to increase student
academic achievement, involvement and attention to the learning
process PrOMESD remains student-oriented. The list of courses is
Keyboarding (SPI)
Computer Education (SPI)
Modern Reading Strategies (SPI)
First Semester Freshman English (SPI)
First Semester Sophomore English (SPI)
First Semester Junior English (SPI)
First Semester Senior English (SPI)
Basic English 1 (Pro)
Basic English 2 (Pro)
lntermediate English 1 (Pro)
lntermediate English 2 (Pro)
Advanced English 1 (Pro)
Advanced English 2 (Pro)
College Composition 1 (Pro)
College Composition 2 (Pro)
Health (SPI)
Algebra 1 (SPI)
Geometry 1 (SPI)
Pre-Algebra 1 (Pro)
Pre-Algebra 2 (Pro)
Elementary Algebra 1 (Pro)
Elementary Algebra 2 (Pro)
lntermediate Algebra 1 (Pro)
lntermediate Algebra 2 (Pro)
Advanced Algebra 1 (SPI)
Advanced Algebra 2 (SPI)
Psychology (SPI)
lnterpersonal Relations I (SPI)
lnterpersonal Relations 2 (SPI)
Parenting (SPI)
Earth Science I (SPI)
Earth Science 2 (SPI)
Biology I (SPI)
Biology 2 (SPI)
Chemistry 1 (SPI)
AmericadArizona History 1 (SPI)
American/Arizona Government(SP1)
Free Enterprise (SPI)
World Geography 1 (SPI)
World Geography 2 (SPI)
The following is a summary of the curriculum, instruction and student
services provided for the project:
Technological Student lnteractive Methods of Instruction:
World Wide Campus is a state of the art Distance Learning Program
using Version 2.7.2 of the Einstein Network. Pro is an interactive
CD-ROM-Internet based program. World Wide Campus Online
provides four (4) technological student interactive methods of
instruction. In addition, it also provides comprehensive online student
The online student interactive methods of instruction and student
services may be summarized as follows:
lnstructor to Student
Online Instruction
Interactive Course Syllabus
Course Learning Objectives and Requirements
Classroom Text-Based Instruction
Whole Class and Individual Instruction
Instructor Presentations and Lectures
AudioNisual Classroom Presentations
Online Graded Lessons and Immediate Feedback
In-Class Discussions
Testing, Assessments and Evaluation
Immediate Test Feedback
Online Testing
Instructor Office Hours
Classroom Attendance Taking
1. Student to Instructor
Direct Questioning
Threaded Discussion
Electronic Notebook
11. Student to Student
In-Class Discussions
One to One
Small Group Collaborations
Whole Class Discussion
Ill. Student to Resource
Webliography, Direct links to other reference sites (organized)
on the Internet
Direct link to online library
Door-to-Door delivery of hard copy books and articles
IV. Student Services
Academic Advising
Career Counseling
Course and Program Catalogs
Admissions and Registration
Attendance Reporting
Course Transcripts, Grades
Policies and Procedures
Section C.2 - A description of the effects of media and
technology on the delivery of specific educational services to
specific pupil populations.
The technology-based courses have provided specific educational
services to the two (2) groups of students who have participated in
the project. Special features are listed below:
Course Content - The Partnership transfers course content from the
traditional classroom to interactive online formats.
Course Features - Students have ready access to chat rooms,
virtual tutors, threaded discussion, audio and video clips, writing
coaches, online testing and feedback, interactive syllabus,
Webliography and class assignments. There are over thirty (30)
separate instructional strategies to heighten the online learning
experience. Phoenix Special Programs and Academies have the
ability to customize each course, eliminating the need to learn HTML
code or any other web language.
School Level Features - Convenience is underscored through
online access to admissions, library, academic advising, career
advising, bookstore, student union and all other services found on a
traditional school campus.
Campus And Teacher Training - Phoenix Special Programs and
Academies and Deer Valley Unified School District can provide a
comprehensive Internet and on-campus training program designed
for teachers and staff willing to receive hands-on experience with
online courses. Based on the in-depth research into the pedagogy of
online learning, teachers can receive frequent updates on the content
from the latest technology so that they can provide the highest quality
online education.
Help Desk - An online help desk assists faculty, staff and students
with answers to frequently asked questions. In addition, Phoenix
Special Programs and Academies technical support staff responds to
questions throughout the school day and evenings. Additionally,
information can be found on the website:
www.phoenixacademies.org or
Email @ phoenixacademies.org.
Database Administration - Phoenix Special Programs and
Academies relational database is a massive, secure, fully redundant
data store for everything from course content, student records and
other administrative files, essentially everything it takes to deliver an
online educational system.
Section C.3 - A measurement of academic achievement of
pupils in the programs, including academic advancement as
measured by the increase in grade level equivalent scores each
academic year on the nationally standardized norm-referenced
achievement test prescribed in Section 15-741 and a summary of
essential skills test scores, scores on the nationally
standardized norm-referenced achievement test, individual pupil
portfolios and other assessment tools used by the school.
The assessment measurement for these students rests primarily on
their success or failure with the coursework and the issuance of
credit. The key component of the long-term suspension program was
to keep students in school, making progress toward earning the
necessary credits for graduation. Seventy-three (73%) percent of the
students earned at least .5 credit, meaning that they finished at least
one course successfully. Considering that most of these students
would have become a "drop-out", the results are quite surprising.
The following graph shows students with credits earned.
Number of
Credits Earned Number of Students
0.0 3
0.5 5
1 .o 1
1.5 1
3.0 1
Also of interest were the grades received by the students using the
technology-based instruction. Following is a graph showing the
number of each letter grade given.
Grade Earned
Number of Students
Each student's progress in the course was monitored electronically
and by an adult supervisor. Each student received letter grades in all
15 lessons, a midterm test and a final test. There were reports due
midway through the course and at the end of the course.
The district will be studying the norm-referenced test scores of these
students as soon as the current scores are received by the district
from the state.
Students who enrolled in SPI courses made slow progress unless
they were self-directed or highly encouraged to complete courses
according to strict timelines. A remedy may be to e-mail regular
"tickler" messages to the students. When students and their families
make an investment in education, financially andlor with definite
short-term goals, progress is better. Students may be asked to buy,
rent, or lease textbooks to instill a vested interest in course
A few of the course assessments for the SPI courses contain an
inadequate number of critical thinking type of assignments. To
improve the quality of course assessments, teachers may include
more short essay test items which must be evaluated by the teacher
or computer checked through key-word recognition.
The second set of students, those using technology based courses to
remain on track for graduation, have not completed their courses as
of the due date of this report. It is anticipated that an addendum
report will be provided regarding this second group prior to a formal
presentation to the Joint Legislative Budget Committee (JLBC). Deer
Valley District proposes the submission of an addendum to this
report, which will focus on students' completion rate.
Section C. 4 - Academic advancement as measured in grade
level equivalents each academic year based on a standardized
norm-referenced achievement test.
None of the students in the two (2) groups for the pilot technology
based program were registered for an entire year. The purpose of
the program was to give students an opportunity to earn credits in an
effort to have them continue in school. Any effort made by the District
to keep students in school in a quality fashion meets the interest of
the District and the community.
Section C.5 - The results of a survey of pupil satisfaction with
the program.
Surveys were mailed to each of the eleven (1 1) students who
participated in our long-term suspension program. A copy of that
survey is attached. All students were contacted a minimum of five (5)
times, with the exception of one (1) student whose family moved and
left no forwarding address. Five (5) students completed the survey.
The following is a summary of those survey results including the
requested data.
(a) Pupils' attitudes about delivery modalities employed by the
Students were generally pleased with the delivery method. Some
commented that the course content was significant and the
convenience of being able to work on a computer at their individual
pace was beneficial.
Students also felt positive about the experience of using a computer
for course work and gaining computer experience that could be
helpful with future jobs. They indicated the combination of a
computer and a textbook was a positive experience. One (1) student
commented that his inability to receive instant answers to questions
made course work more difficult.
(b) Changes in pupils' attitudes toward learning in general
Students appreciated being able to continue their education with
lnternet courses. They indicated that individualized programs
improved their attendance rates. There were mixed responses
regarding students' ease in understanding new concepts introduced
by Self-paced lnternet courses.
Students felt better about learning due to the lnternet experience. A
key to that positive experience was being able to work at an
individualized pace. There was a mixed reaction regarding the level
of difficulty of courses, pointing to various academic levels of the
students enrolled.
(c) Changes in pupils' attitudes about their own ability to learn
and about their own academic progress
Four (4) out of five (5) students indicated they enjoyed attending
school for their individualized program. The majority of the students
indicated they believed their scores improved using on-line learning.
(d) Pupils' attitudes about the school they attend
Students indicated they were impressed with programs from Phoenix
Special Programs and Academies and that those courses met their
needs. They believe that those courses helped them stay on track for
There was a mixed reaction regarding the affect of classroom
facilitation. Generally, students felt the environment was conducive
for student learning.
Section C.6 - The results of a survey of parental satisfaction
with the program.
All parents of the eleven students who participated in our long-term
suspension program were mailed a survey. A copy of that survey is
attached. Each parent was contacted a minimum of five (5) times.
Four (4) parents responded. The following is a summary of those
survey results including the requested data.
(a) Parents' and their children's attitudes about the delivery
modalities employed by the school
Parents responded very positively regarding their youngsters' attitude
toward class. Parents were pleased with the use of technology
combined with textbooks. They were glad their children had the
opportunity to experience the Internet and still use conventional
(b) Changes in their children's attitudes about learning in general
Personnel from Deer Valley Schools and Phoenix Special Programs and
Academies are especially pleased with parent reaction to the change in
their child's attitude toward learning. All parents felt their student's
attitude had improved this year. Parents also expressed satisfaction with
the delivery of new learning through the Internet. This supports a Board
goal of offering many alternatives to the traditional educational format.
(c) Changes in their children's attitudes about their ability to learn
and about their academic progress
All parents were grateful for the opportunity offered through this program
to allow their students to continue their education. Parents generally felt
their students' chance of success upon returning to their home schools
would be improved.
Parents felt the innovative Internet coursework was challenging and that
the challenge provided motivation for improved test scores. Students'
attitudes toward learning did improve during this educational experience.
(d) Parents' and their children's attitudes about the school that the
child attends
Parents were generally satisfied with the entire school experience. Class
facilitation and the learning environment received very good ratings.
Parents reported an improved, excellent attendance rate for their
children. They recognized that the staff, both at the school and Phoenix
Special Programs and Academies, responded to questions and concerns
adequately and with a courteous and caring manner.
One parent commented that their student enjoyed the course he
completed last year and looked forward to going to school next year
because he liked learning with computers rather than the traditional
Attitudinal Survey Results of Self-paced lnternet Classes in the Deer Valley Long-Term Suspension Program
Using lnternet Courses in School Parent Opinion
Attitudinal Change Toward Learning
Attitude About Ability to Learn
Attitude About the School
0 1 2 3 4 5
Section C.7 - A description of the availability and equitable
distribution of educational services provided under the program
including specific descriptions of the effectiveness of
technology tools and modalities used to address the needs of
any underserved populations targeted by the school.
The two groups of students involved in the technology-based
program included students with varying academic needs. All
students received academic advising as they reviewed their
transcripts in relation to the graduation requirements. When
appropriate, career counseling was provided by trained counselors.
The long-term suspension program participants received help with
conflict resolution, and there were parent conferences when serious
decisions needed to be made.
The lnternet courses provided a wide range of educational modalities,
which allow individual learners the opportunity to use several of their
seven (7) intelligences. These intelligences, identified by Harvard
professor, Howard Gardner, include logical muscular, kinesthetic,
visual, spatial, intrapersonal, interpersonal, and linguistic.
Each course/unit~moduleh as, at a minimum, the following
components: reading assignments, learning exercises, threaded
discussion, audio clips, Webliography searches and submissions,
and a quizlexam. The instructor, at his discretion, can add additional
video clips, slide show with audio, Power-Point presentations or
library submissions. Students are able to share ideas and have
discussions through the use of e-mail. There is also a help desk
staffed through Phoenix Special Programs which is available to
students throughout the school day and evenings.
Section C.8 - A description of the operational and administrative
efficiency of the program.
The long-term suspension program was housed in a classroom at the
district's vocational center after regular school hours. There were
teachers available on-line and instructional techs supervising the
students. The building administrator and the school's counselor were
available when needed.
Deer Valley is interested in expanding the Internet classroom to
include students who may want to take classes away from the
traditional high school setting, but who have not been formally
suspended from school. The District is interested in moving
homebound instruction to this technology-based program, rather than
the traditional visiting teacher concept.
The students needing credit to meet their graduation plan goals are
working individually away from the traditional classroom.
Depending upon the success of the students currently enrolled, the
District may expand the program to include students from smaller
districts which may not be able to offer advanced course work. The
District may offer computer-based courses to secondary home-schooled
students in need of advanced course work. This is
contingent upon approval form the Arizona Department of
Education's Fiscal Department allowing the District to claim Average
Daily Membership (ADM) for students who are not physically located
in a traditional classroom or school campus.
Section C.9 - A description of the cost-effectiveness of the
The cost effectiveness of the program was not a key factor in
determining whether or not to pilot a technology-based program for
specific groups of students. The key factor was, in fact, an effort on
the part of the Deer Valley School District to provide an alternative
method of instruction for students who are not achieving total success
in the traditional secondary school. Initiating technology-based
curriculum involves a significant commitment to a philosophy of
providing an innovative curriculum to students backed by a significant
financial commitment.
The following is an eight point overview of capital and maintenance
and operations cost to initially start and maintain a comprehensive
Technology Assisted Project-Based Instruction Program.
First, the hardware system and management platforms are initially
high cost whether you have one (1) student or one hundred thousand
(1 00,000) students. (Capital Cost)
Second, the translation from a traditional print-based teacher-centered
instructional course to the lnternet is time consuming and
detailed. Once a well-constructed, instructionally sound course is
designed and aligned with its objectives, content, learning activities
and assessments, it can be translated into the lnternet format. (M&O
Third, the validation of each designed and translated course takes
additional time on the part of all parties and is costly. (M&O Cost)
Fourth, the staffs who are assigned to facilitate and implement the
online courses need to be provided inservice training. Teaching with
the lnternet and moving education beyond the traditional four walls of
the classroom takes real inservice education. (M&O Cost)
Fifth, the hardware required for the students' use must be acquired
and available for the students to use. (Capital Cost)
Sixth, the staff required to facilitate student learning on the lnternet
needs to be provided. (M&0 Cost)
Seventh, the special facilities or space to operate the lnternet is also
a cost. (Capital Cost)
Eighth, the assessment, evaluation and survey of students, parents
and staff, as well as, the determination of increasing student
academic achievement must be provided. (M&O Cost)
The aforementioned cost centers are perhaps only a few that need to
be addressed. However, many of the items, i.e., facilities, students'
computers, and print-based curriculum may be "in-kind" support.
Therefore, a unique approach to budgeting for a Technology Assisted
Project-Based Instruction Program is presented.
The proposed budget is designed for each course provided on the
Internet. There is the initial cost for course design, course
translation to the lnternet and staff development. A separate cost for
student hardware and equipment is also identified. Staffing
requirements and capital cost for providing the delivery of an online
course, as well as cost for textbooks and materials have been
identified. Therefore, using a projected class of thirty-five (35)
students, the following projected budget has two (2) dimensions:
DIMENSION I. Initial cost for development, equipment and
facilities. Projected cost is based on a single course being
developed and available on the Internet. The cost for providing the
equivalent of a classroom and equipping it with thirty-five (35)
computers is calculated below. Therefore:
1.0 Initial cost for development, equipment, and facilities.
1.1 Course Design* $45.00 per student
1.2 Course Translation to the Internet* $145.00 per student
1.3 Staff Development* $20.00 per student
1.4 Course Validation* $20.00 per student
1.5 Classroom Facility** $480.00 per student
1.6 Computer Hardware* $500.00 per student
1.7 Student Textbooks* $60.00 per student
$1,270 per student per course
The initial cost for development, equipment and facilities to service a
minimum of 31 5 courses or 32.0 F.T.E. students equate to $1,270 X
315 or $400.050.00.
* Computed with 35 students per classroom and offering a
minimum of 315 lnternet courses.
** Computed at a minimum of three (3) classrooms ($50,000
each) and one hundred five (1 05) computers.
DIMENSION II. Initial cost for delivery, staffing, support and
evaluation. Projected cost is based on the equivalent of a single
classroom serving thirty-five (35) students with each student taking a
single course. Therefore:
2.0 Initial cost for delivery, staffing, support and evaluation.
2.1 Internet Delivery System $260.00 per course
Of Course-Certified Teacher
2.2 Staffing (paraprofessional)* $60.00 per student
2.3 Staffing Support* $5.00 per student
2.4 Project Assessments and $5.00 per course
$330.00 per student per course
*Computed at a minimum of 315 course enrollments.
It is envisioned that by the end of the project more than fifty (50) different
lnternet courses will be developed by Phoenix Special Programs and
Academies. Phoenix Special Programs and Academies will fund the "initial
cost" for course development; thereby, bringing the initial cost down $230.00
per student per course or an "in-kind" support of the project in a total award
of $72,450.00. Additionally, Phoenix Special Programs and Academies will
ensure that all hardware, software, links, management platforms and
computers required to bring a course to a Deer Valley classroom building will
be provided. (Phoenix Special Programs and Academies will serve as the
"host" and chief designer for each online course for the World Wide Campus
to each Deer Valley classroom building) This is a "Partnership" commitment
by Phoenix Special Programs and Academies. As a part of the
"Partnership", Deer Valley Unified School District will provide all classrooms,
computers and student textbooks required in the lnternet cost of the project.
This amounts to a total of $1,040.00 per student per course times 31 5
courses totaling $327.600.00 of "in-kind" support.
Again, the reader of this proposal needs to be aware of the "real cost" for the
initial cost of development, equipment and facilities required to supplement
the academic educational programs of the Deer Valley Unified School
District with a computer-assisted lnternet World Wide Campus.
Pursuant to the initial cost for development, equipment and facilities; and
assuring the "core" lnternet courses have all been developed, the
following continuing cost for each course is projected.
3.0 Continuing cost for the initial 315 courses and a minimum of 32
F.T.E. students.
3.1 Internet Delivery System $260.00 per course
of Course-Certified Teacher
designed and monitored
3.2 Staffing (paraprofessional)* $60.00 per student
3.3 Staffing Support* $5.00 per student
3.4 Textbook Supplement $1 2.00 per course
3.5 Assessment and Evaluation $5.00 per course
$347.00 per student per course
Economy of Scale After
100 Students Enroll in the
Same Course for Delivery
System 3.1
Reduction to $235.00 <$25.00>per course
$31 7.00 per course per student
Assuming during the second year of operation that all initial
costs are realized, the per student cost for each enrolled course
would be $317.00.
During the typical school year, a student enrolls in at least ten
(1 0) courses. Therefore, it is conceivable that a student taking
all his/her courses through a virtual World Wide Campus, within
the Deer Valley Unified School District, the direct classroom
cost would be a total of $3,170.00 per year per student.
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Bloodhound Puppy
Deposit: $300.00
Receive an email alert when additional Bloodhound puppies are added. It's easy and free!
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Freemyer's Bloodhounds
Member Since: March 2013
Location: Kansas City, Missouri


text:
download tearsheet
The Bond Dining Table is minimalist, maximalist, masculine and mod. (We've never said no to a little alliteration.) Pieced burled mappa wood sits atop a polished nickel base, creating a marvelously functional conversation piece. A removable 20" leaf extends the table to comfortably seat up to 10, making this the perfect perch for entertaining.
• handcrafted • 80"–100" wide x 31" high x 40" deep • removable 20" leaf • full-mitered construction • naturally long-wearing finish
• Please allow 14 days for delivery.
• White glove delivery available only in the continental united states.
• This item ships via Furniture White Glove Delivery.
or Call:
Mon–Fri 9:30am–6:30pm EST800.963.0891
$1,195.00 to $1,695.00
$1,495.00 to $1,745.00
Jonathan Adler is a design company specializing in decorative home accessories, groovy gifts under $100, and all things cheeky. We are dedicated to bringing style, craft, joy, and a general feeling of grooviness to your home. The Happy Chic aesthetic of Jonathan Adler is punctuated throughout our handcrafted designer pottery, modern furniture, contemporary lighting, and decorative throw pillows. Choose from our novelty needlepoints and groovy graphics, or create your own custom wool pillows and custom wool rugs. Searching for the perfect gift? Our gift guide selection includes guy gifts, girl gifts, housewarming gifts, gifts under $100, and gift guides for every occasion. As a purveyor of happy chic home decor, we maintain a commitment to impeccable craftsmanship and panache to keep your home happy.


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- Who We Are
- What's ON
- The Waterfront
- Learning
- Support Us
Friday, December 9, 2011
Canadian Contemporary Dance Theatre - Wintersong - dances for a sacred season
Friday, December 9, 2011 8:00 PM
For the past 24 years, Wintersong has warmed the hearts of family audiences with its breathtaking tapestry of seasonal dance inspired by the world's rich solstice traditions.
December 9-10, 2011
For details inquire at the Info Desk or call 416-973-4000.
|Box Office
|Visitor Info
Harbourfront Centre is a registered Canadian charity and we rely on the generosity of people like you to help us deliver the incredible programming we offer throughout the year.
Charitable Registration Number: 10746 6575 RR0003


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Belgian national road and time trial champion Philippe Gilbert will join the BMC Racing Team for the 2012 season, further bolstering a roster that will include the reigning Tour de France champion and a number of past world road champions.
Will Play Several Roles
BMC Racing Team President/General Manager Jim Ochowicz said Gilbert – currently UCI world-ranked No. 2 to future teammate Cadel Evans – is a gifted athlete who brings an immense amount of talent to the team. "He will act as one of our leaders during the classics and other races throughout the season," Ochowicz said. "His power and tenacity will play a big role in support of Cadel's defense of his Tour de France title. Additionally, his experience will be shared in a mentorship role to the younger riders on the team like Taylor Phinney and Greg Van Avermaet as they continue to develop their skills in the classics." Details of Gilbert's three-year contract are not being disclosed.
Clear Objectives
Already this season, Gilbert has won more than a dozen races, including the first stage of the Tour de France and a host of one-day classics, including Liège-Bastogne-Liège, Flèche Wallonne, Amstel Gold and Clasica San Sebastian. What attracted him to the BMC Racing Team, he said, was its early interest – before he started winning. "They were interested in me from the beginning," Gilbert said. "Plus, I know the team well. They are well-organized, very professional and a close group." Gilbert said he is most looking forward to helping at the Tour de France, which starts next year in his home country. "My objectives are clear: to go for the one-day classics and then go to the Tour to learn and help Cadel," he said. "Next year with the start in Liege, it's close to my home. So I will try to win a stage and then help Cadel win the Tour."
Evans Excited
Evans said he is excited by the prospect of having a former teammate help him make a run at a second straight Tour de France title. "I'm happy to be back with one of my old teammates," Evans said. "We've always remained friends, but now we get to be teammates again and that's fantastic," Evans said. "I suspect I'll be a domestique in the Ardennes week, but I look forward to it and it will be a pleasure." Joining Gilbert on the BMC Racing Team next year will be reigning world road champion Thor Hushovd, whose signing was announced last week.


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Why can I not take a decent indoor photo with my Canon Power Shot SX230. Had the camera 9 mths. Not taken a shot that the colour is good. outdoors is great.
The problem lies with the very small sensor that is no bigger than your fingernail. It needs a lot of light to work well. The only answer indoors is to NOT use any zoom and crop the centre of the image.
In the end you need something like this to work indoors.
Hi Brownie,
Shooting indoors can be tricky. If you're not using flash and have the camera set to Auto White Balance, images can look a touch orange/warm. The quickest and easiest way to resolve this is to change the white balance to either Tungsten or Fluorescent depending on the lighting type you're shooting under. This will give a much more neutral shot.
In these conditions, if you're not using a flash indoors, compacts can struggle due to the high ISO required and the small sensors they employ. If you can use a tripod or revert to using flash.
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Please download the Adobe Flash Player in order to play this video.
Fit EV Concept B-roll.
Honda Fit EV Electric - Servo Brake System
Honda delivers 2013 Fit EV to Stanford University
Fit EV Delivery to Google, Stanford University and City of Torrance
2013 Fit EV debuts at the LA Auto Show
2013 Fit EV debuted at the 2011 Los Angeles Auto Show
2013 Fit EV Running Footage
2013 Honda Fit EV Summary Video
Fit EV Concept B-roll
Fit EV Connectivity (with music)
Fit EV Connectivity (without music)
Fit EV Concept (with music)
Fit EV Concept (no music)


text:
Combining strength, (1500 lbs holding force) and endurance (1.5 million cycles), the all-in-one, fire-rated F2164 electric strike from Rutherfold Controls features a "Saw-tooth Adjustment Locator" design to enable installers to choose the precise position for the lock. Other Standard features include: field selectable voltage, (12 or 24VAC/DC), low current draw (only .19 Amps @ 24VDC), plug-in wire connectors and anti-tamper pry-guard.
F2164 electric strike
Product From RCI-Rutherford Controls International Corporation
Combining strength, (1500 lbs holding force) and endurance (1.5 million cycles), the all-in-one, fire-rated F2164 electric strike from Rutherfold Controls features a "Saw-tooth Adjustment Locator" design to enable installers to choose the precise position for the lock. Other Standard features include: field selectable voltage, (12 or 24VAC/DC), low current draw (only .19 Amps @ 24VDC), plug-in wire connectors and anti-tamper pry-guard.
Expand for more details on this Product
PDQ and ECKey On-Line Off-Line LocksProduct From PDQ Manufacturing
Lancaster, Pennsylvania – Sept. 24, 2014 — PDQ Manufacturing, a leading US-based producer of architectural door hardware, and ECKey, the market leader in Smartphone Access Control Systems and Bluetooth Readers, has announced a complete line of VIZpin-enabled, stand-alone electronic door locks.
IP Pro access control starter kitProduct From SDC Security Door Controls (SDC)
SDC's IP Pro is a Professional Grade Door Access Control Solution to control a single door – expandable up to 32 doors - with everything needed for a complete, IP door access control system. Included is our SDC IP Pro Controller with embedded, browser-based software for door access control via LAN or internet connected device and powered by ordinary Ethernet network cables.
HES 9600 Series electric strikeProduct From HES Inc.
The HES 9600 Series surface mounted electric strike for rim exit devices up to ¾" throw latchbolt, has been re-designed for better looks, performance and reliability. Static strength has been increased by 25% and dynamic strength has been increased by 40%. The new sleek design of the decorative cover is attractive and since the base is separate from the cover, adjustments have never been easier. For more information on this Grade 1, windstorm rated solution, visit HESinnovation.com.
- Product From Adams Rite Manufacturing Company
The D3940 Series dual levers on either side of the TRUE Wood RITE Door from Adams Rite activate the top latching mechanism, allowing each leaf to operate independently eliminating the need for floor strikes, center latches, flush bolts, astragals or coordinators. All pre-installed lever x lever hardware features the freewheeling lever mechanism, so when the outside lever is locked, it will rotate freely up and down while remaining securely locked. It is also available electrified for access control. The RITE Door from Adams Rite is an integrated commercial door system that meets all fire and safety regulations and enhances overall design aesthetic.
- Product From Dortronics Systems Inc
Dortronics Systems' new MM-300 electromagnetic lock is ideal for securing server cabinets, pharmacy cabinets and drawers, display cases and fence gates. The MM-300 "Mini Mite" Magnetic Lock offers 300 pounds of holding force, versatile out-swing or in-swing mounting, mounts to virtually any flat surface and weather proof epoxy encapsulated magnet with a stainless steel housing. These locks are capable of being controlled individually, sequentially or simultaneously from one or several locations.
Schlage NDE Series locks with ENGAGE TechnologyProduct From Allegion
Dublin, IRELAND, August 08, 2014 – A global community of more than 38,000 safety and security professionals will get a first-hand look at Allegion's new ENGAGE technology at the 60th annual ASIS International trade show in Atlanta, Georgia Sept. 29-Oct. 2, 2014.
Trilogy DL3200 Lock with remote lockdownProduct From Alarm Lock Systems, A Napco Security Group Company
Alarm Lock's Trilogy® Access Locks are ideal in case of emergencies, as these advanced wireless locks, can provide schools, hospitals, and business campuses immediate lockdown by pressing a button on a pocket-sized remote
PL518 push-in style tubular lockProduct From The Illinois Lock Company
Wheeling, Illinois, June 2014 - Illinois Lock Company, a leading manufacturer of installed locks for a wide range of applications, has introduced a new tubular kiosk lock designed to provide 7-pin security for
40H Visual Indicator Thumb-Turn Option for Mortise LocksProduct From STANLEY Security
Indianapolis, IN – (July 17, 2014) – STANLEY Security, a leading provider of access control and integrated security solutions, announces the official launch of the new BEST 40H Visual Indicator Thumb-Turn (
Ecoflex Electrified Mortise LocksProduct From SARGENT Manufacturing
Ecoflex technology, available in electrified mortise locks from ASSA ABLOY Group brands CORBIN RUSSWIN and SARGENT, represents a significant innovation in door opening technology. The Ecoflex electrified mortise lock is ideal for access control applications, whether it's used in conjunction with a wall reader, in an integrated hardwired lock, or in an integrated battery powered lock.


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Design Books to Win, October 23, 2014: Winners of Fifty Years of Illustration and TM Announced
The winners of our giveaway of copies of Fifty Years of Illustration and TM have been announced. The winners are: Sporken Benjamin and Mathew Ford — congratulations!
Our new giveaway runs through October 28. Details.
Laurence King Day at Fashion Institute of Technology, NYC: November 4, 2014
Join Laurence King Publishing at New York's Fashion Institute of Technology for a special day of fashion talks, book signings, demonstrations, a raffle to win a fashion design library, and more.
Tuesday, November 4, 4:00-7:00 PM
Fashion Institute of Technology, New York
John E. Reeves Great Hall, FIT Conference Center
Open to the public; for information call 212.217.4320 or 212.217.4400
The Alice Award for Illustrated Book Publishing Won by the Whitney Museum for Hopper Drawing: September 26, 2014
The 2014 "Alice" awarded has been given to the Whitney Museum of American Art for Hopper Drawing by Carter E. Foster.
The $25,000 Alice award is intended to buttress the kind of slow reading movement that recognizes and cherishes the lasting values of the well-made illustrated book, and the special sense of intimacy it affords.
The Alice is awarded by Furthermore, a Program of the J.M. Kaplan Fund
Details: http://www.furthermore.org/assets/alice-announcement.pdf
New Book Release, August 5, 2014: What We See When We Read
How we visualize images from reading works of literature, from one of our very best book jacket designers, himself a passionate reader.
By Peter Mendelsund
Published by Vintage/Random House
Buy and details
New Book Release, August 5, 2014: Cover
Designer Peter Mendelsund's completed book jackets along with ephemera from his previously unseen creative method, including jacket sketches, interior art and editorial illustrations, and scores of rejected drafts. These images are punctuated by Mendelsund's reflections on his work and his process, as well as by texts from writers with whom he has worked and designed.
By Peter Mendelsund
Published by powerHouse Books
Buy and details
New Book Release, August 25, 2014: Hello, I am Erik
A visual biography of graphic designer Erik Spiekermann that explores Spiekermann's over 30-year career and body of work.
Johannes Erler, editor
Published by Gestalten
Buy and details
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- Book Builder: A Conversation with Irma Boom
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- 15 Books on China and Design
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- Win Three Books Featuring Knoll Designers
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- Designers & Books Curates a Book Fair @ Dwell on Design NY, October 9–11
- Win a Copy of Being: An Architect by Ian Ritchie


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INGLEWOOD, Calif. (July 17, 2011) — Blind Luck, who rallied from last to win the Vanity Handicap June 18, was voted Horse of the Meet in the annual media poll as the 54-day Spring/Summer season concluded Sunday.
Owned by Peter Abruzzo, John Carver, Mark DeDomenico LLC and trainer Jerry Hollendorfer, the 4-year-old daughter of Pollard's Vision defeated 3-2 favorite Switch by a half-length in the Grade I. This was the fourth consecutive year the Vanity winner was chosen Horse of the Meet. Zenyatta, who won the race an unprecedented three times in a row, was honored in 2008, 2009 and 2010.
Others receiving votes for Horse of the Meet were Hollywood Gold Cup winner First Dude and Acclamation, winner of the Jim Murray and Charles Whittingham Memorial Handicaps for a second consecutive year.
Blind Luck, who followed her Vanity victory with a narrow score over Havre de Grace in the $750,000 Delaware Handicap Saturday at Delaware Park, was also a unanimous choice as older female.
Other unanimous winners were First Dude, who defeated stablemate Game On Dude by a nose with favored Twirling Candy a neck back in third in a memorable Gold Cup, Willard L. Proctor Memorial and Hollywood Juvenile Championship winner Majestic City as 2-year-old and 2-year-old male and Cinderella and Landaluce Stakes heroine Killer Graves as 2-year-old filly.
Hollywood Oaks winner Zazu was selected 3-year-old filly while Dreamy Kid, who surprised Coil at 19-1 in the Swaps Stakes, was chosen 3-year-old and 3-year-old male.
In the closest race, the California bred Acclamation edged Shoemaker Mile winner Courageous Cat as turf horse.
Other thoroughbred winners were Triple Bend Handicap champion Smiling Tiger as sprinter, Wilshire Handicap and Gamely Stakes winner Dubawi Heights as turf female and Deluxe Bus, who went 3-for-3 for Little Red Feather Racing and La Vida Loca Racing Stable LLC and trainer Mike Mitchell, as claiming horse.
Both human winners were unanimous. Bob Baffert (trainer) and Joel Rosario, who continued his Hollywood Park roll with another riding title, as jockey. Rosario has won five of the last six local meets.
In winning his first title at a Spring/Summer season, Baffert finished with 36 victories, including a meet high eight stakes victories.
Rosario, who finished with 64 wins, seven more than runner-up Rafael Bejarano, was also tops with 11 stakes successes.
Copyright © 2009-2014, Hollywood Park. All rights reserved.


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Jedi Business is a free database and resource for Star Wars Action Figure Collectors! Look up figures by using the master list, check out photos, figure details, read and write reviews, compare any figure side-by-side with other figures, or i.d. a figure by its datestamp!
In addition to the database you will find numerous photo galleries, interviews and articles about the hobby.
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Musicologie et musique électroacoustique [MME]>
This term (borrowed from the Russian Constructivists) has been suggested by Marc Battier as a means of analytically considering the relationship between musician and technology as it influences the creative process and musical outcome.
Bibliography: English - Español - Français - Deutch - Italiano
Battier, Marc (2003a). A Constructivist Approach to the Analysis of Electronic Music and Audio Art - Between Instruments and {Faktura}


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Get the ultimate laid-back wear to celebrate the perfect end to your Tide's season with this Attendant mesh back adjustable hat. It features an Alabama 2012 National Champs patch sewn on the crown and an allover garment-washed look for a classic, everyday way to show off your big-time bragging rights and Bama's extraordinary feat!
- Adjustable plastic snap strap
- Officially licensed collegiate product
- Soft mesh back
- Unstructured fit
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Special event items are produced by manufacturers only after the outcome of a game or event. These are advanced sale items and will ship immediately after they are received in our warehouse.
Manufacturer direct items are shipped directly from the manufacturer. These items are not available for international or expedited shipping.
Customized items can be personalized with options such as your name, your favorite number, and/or designs. Some options may be limited by league rules.


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Free standard shipping over EUR 75.00LOGIN
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Both Kimball (12-5, 3-1 VOL) and Manteca (10-5, 4-0) moved the ball quickly to create scoring opportunities.
Defense also helped the Jaguars create changes, as junior Noni Kuumba and sophomore Sarah Nunes were the core of the Jaguars' press with seven steals between them. Kuumba also blocked four shots.
Manteca countered with senior wing Courtney Range, who put her team in control of the boards with 22 rebounds.
Kuumba said that Range, who previously played for St. Mary's High of Stockton, would be the player to stop.
"I told my team they had to be ready for her," Kuumba said. "She's big, and she likes to shoot out from the 3-point line, and just to box her out."
The Buffaloes hit big shots at the right times to keep the game out of Kimball's reach, including a string of 3-pointers at the start of the second half as Manteca surged ahead, 43-22.
The Jaguars still outscored the Buffaloes 32-31 in the second half, with Kuumba totaling 10 points in the fourth quarter alone. She was the game's scoring leader with 20 points, including two 3-pointers.
Nunes scored nine points for the Jaguars, and sophomore Alexis Clark and senior Megan Bhathal added eight each.
Range scored 19 for the Buffaloes, and junior Jessica Hasal hit three 3-pointers and totaled 14 points.
Manteca coach Cody Norman told his girls that Kimball, with mostly sophomores among the starters, can't be underestimated.
"The scary thing is that they're young," he said. "Our girls took it upon themselves to focus in, more so than in the past."
Tracy 61, Lodi 26
Tracy's girls stayed atop the San Joaquin Athletic Association on Thursday, Jan. 10, with a decisive win over the visiting Lodi Flames.
The Bulldogs (11-7, 2-0 SJAA) charged out to a 37-10 lead at the half, and still outscored the Flames (3-13, 0-2 SJAA) in the second half after Tracy dialed back its offense.
Senior Shelby Perry led Tracy's offense with 13 points, senior guard Emily Anchartechahar added 12, and senior guard Taylor Juarez scored 11.
The Bulldogs travel to Stockton on Tuesday, Jan. 15, to face Lincoln for possession of first place in the SJAA.
West 50, Tokay 24
The Wolf Pack took an early lead over the Tokay Tigers and stayed in control to win at home on Thursday, Jan 10.
West (10-9, 1-1 Tri-City Athletic League) had a 28-7 halftime lead, and while the Tigers (1-13, 0-2) got back in the game in the second half, they were unable to close in on West.
Leading the way for the Wolf Pack was junior Nini Woodward with 13 points and seven rebounds. Senior Emma Bell scored nine, senior Ileyah Costa contributed seven points and nine steals, and freshmen Lyric Wilson and Brittney Reyes scored six each.
• Contact Bob Brownne at 830-4227 or email@example.com.


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Montclair, N.J.- The College of Saint Elizabeth volleyball team fell 3-0 to Montclair University. CSE dropped to 5-3 overall with scores of 24-26, 13-25, 18-25.
The Eagles had an opportunity to surprise the Red Hawks early in the first set as CSE took the lead at 7-6 after a Montclair hitting error. Montclair settled in and took a lead midway through the set at 16-13 after a kill out of the middle. Montclair continued pressuring the Eagle defense and at 23-19, it looked like the Eagles were through. CSE went on a 5-1 run however, which featured an ace and kill by Kiana Cunningham and a kill by Cheyenne Grant, to knot the score at 24. The Red Hawks got a key free ball error from the Eagles which was followed by a kill out of the middle to close out the set 24-26.
The second set saw the Eagles struggle to find their rhythm early and hitting miscues along with a very efficient Red Hawk attack put the set out of reach for the Eagles 13-25.
In the third set Montclair jumped out to a quick 3-0 lead but the Eagles kept on chipping away at the lead and tied it up at 6 behind a Nicole Morera kill. At 8-8, the Red Hawks went on a 4-0 run that opened a lead they would hang onto for the remainder of the set. The Eagles tried to respond but never got within three points. Montclair and CSE traded points for most of the remainder of the third set and the Red Hawks closed it out 18-25.
The Eagles were led by Subhana Wrights who posted eight kills and hit .235 while adding two blocks. Cunningham chipped in with six kills. Katie Cooper had a team high 13 digs in the loss.
CSE hosts William Paterson and Rosemont College this Saturday at 11am and 3pm.


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The North Texas Tollway Authority this week launched Tollmate, a new TollTag mobile app that is now available for Apple and Android mobile devices.
Using the app, customers will be able to:
The app is available for free download from Google Play and the Apple iTunes App Store.
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|Watching the tourists trot by on James Street, Dublin.
My original list of thirteen tips plus one, first published in 2010, has expanded to 14 Tips + 1 and is based on my annual research trips between 2008 and 2011. In September 2012 and January 2013, I will be returning to Ireland to continue my history research, and of course my family history research too, and I will update you on any further changes.
For a while now there has been a move afoot in the Irish government to amalgamate some of the services of the National Library of Ireland (NLI) and the National Archives of Ireland (NAI). Major changes are on the horizon. Already, there has been an overhaul of the entire genealogy advisory service, a free service which has been available for years at both the NLI and the NAI. The APGI is bowing out and the joint consortium of Eneclann and Ancestor Network is now offering what has been termed an enhanced genealogy service.
Also, because of the economy, many archives have been forced to slash staff numbers. Of course, such changes significantly affect researchers. Despite change, there are many steps researchers can take to ensure they make the very best use of their time in Ireland.
1. PREPARE, Prepare, prepare:
Before you set foot outside the country in which you now reside, do your homework. This means knowing as much information as possible about the persons for whom you are searching. This may sound counterintuitive, but according to members of the genealogy advisory service (NAI and NLI), the number one problem they encounter is people who have not done their homework.
Don't be the one who shows up with an 'ancestor' from the 1700s and expect someone to prove he/she is connected to you. Also, be aware of the fact that an advisory service is available to offer advice, not to do your research for you. In August of 2011, I encountered a very frustrated (and rude) man who thought he could just show up, give a little information, and have his family history laid out for him. If you are not up to the task, or would prefer to have a professional working for you, then consider commissioning research (click here).
Create a page and/or file for every individual for whom you are searching, and make sure it is filled with as much information as possible. Be the researcher who is best prepared. Irish archival and library staffs, and those at register offices etc., usually go above and beyond the call of duty, but even they have limits. In 2009 when I was in the General Register office Dublin, there was a woman looking for a record for her great-grandmother whom she said may have been born in Dublin and may have lived in Scotland in the early 20th century. What?!?!? That is all the info she had, and yet she was upset that they couldn't help her. According to the staff at the GRO, this happens more often than you might imagine.
3. ASK, politely ask:
In 2008, just by politely asking at Kilmainham Gaol, I was taken on a private tour of the floor of the gaol on which the Cumann na mBan women were held during the Irish Civil War, a floor not part of the regular tour. It never hurts to politely ask.
Long before you go to Ireland send emails, write pen and paper letters, or computer generated letters, to anywhere you can think of to ask for information. Include in your letter every possible way of contacting you, i.e. snail mail, email, business address, home phone, fax number, and mobile number.
In 2009, sending a letter to Guinness Brewery asking for information proved very useful. The archivist didn't have information specific to me, but she sent me a long list of all the Breweries/Distilleries that existed in the time period I was researching, including their locations, and on it I found the one for which I was searching.
4. BOOK your research time and get your reader's ticket:
In the past you had to either write letters or telephone the repositories and libraries in order to pre-book time and documents. Now many can be booked either online on their websites, or via email. A couple of days in advance of your visit, phone or email asking for confirmation of your appointments. Be aware that some institutions, such as the Bureau of Military History Archives, strictly REQUIRE advance reservation for conducting research. Bring photo I.D. to every one (your passport is best).
Most archives require readers' tickets. Some repositories may require that you wear your reader's ticket tag while you are in the facility. You must have your reader's ticket on your person in any repository which requires a reader's ticket. At the NLI, if you are only using genealogy services, and no other collections, you will be issued a Newspaper/Genealogy Badge.
Also, for most repositories readers' tickets have a limited lifespan; in other words, they expire. So, you cannot use that reader's ticket you got back in the 80s. They are usually issued for a period of up to three years, but this can vary depending on the repository.
For full information on reader's tickets for the National Archives of Ireland (NAI) and the National Library of Ireland (NLI) click on the individual blue links.
UPDATE: As of September 2012, the Bureau of Military History Archives has now divided its research day. It is still open for research from Tuesday through Thursday inclusive; however the reading room opening times are now divided into two distinct research blocks separated by a one hour break time. The first research block is from 10 am to 12:30, and the second block is from 1:30 pm to 4:00pm. If you require more than one block of time be certain to inform the Duty Archivist when you book your appointment. Not to worry there is a lovely little pub called the Rathmines Inn, just down the road from the base, where you can get a delicious lunch.
5. ARRIVE EARLY and come prepared:
If you booked somewhere for a full day's research, arrive shortly after they open. This creates a good impression and lets them know you're serious about your work, and they will do everything they can to help you. Also, if you are going to a registry office, such as the General Register Office in Dublin, early arrival ensures you can get your registration documents before it gets too busy. Take advantage of websites, such as the LDS site FamilySearch.org, so that you might have the volume numbers and page numbers of the registration documents you need.
Click on the blue link at the end of this sentence for further information on using the research room of the General Register Office in Dublin.
Be aware of any limits on materials available to you. For example, although this long standing rule may change, currently in the General Register Office Dublin you can only buy 5 registrations per day to take away with you. However, you can request, pay for, and have mailed to you any further registrations you wish to buy. So, if you show up with a long list of Birth, Marriage, and Death registrations to which you wish to lay claim, be prepared to bring 'home' only five per day.
As of September 2012: Although the signs in the GRO research room still indicate a maximum of 5 registrations per day, I was allowed to buy 8 registrations, and then have the rest mailed to me.
As of January 2013: In addition to still being allowed to buy 8 registrations per day, you now have the choice of either having the addition registrations mailed or sent to you via email. You simply write your email address on the envelope they provide and they will send them by email. If they experience any problems in transmission, they will send them by snail mail. A caveat here for email. I had them email 8 registrations to me and received them as word processing files instead of digital images, so I was not able to immediately export them into my photographic archive.
|One of a bank of stained glass windows above the stone stairs in the National Library of Ireland.
Remember you are one of many people of Irish heritage searching for information.
For example, if you plan to search the microfilm copies of R.C. Parish Registers at the National Library of Ireland, bring your patience, and arrive early. In 2010, the microfilms were made openly available to the public in one of the rooms with microfilm readers. Although the library has set out a protocol for use of the films, which requires that you fill out a form for the film you are using, and place that form in a box in place of the film you borrow, some persons ignore these simple instructions and just grab any film they want to use. Sorry to say it, but in my experience tourists are the worst offenders in this regard.
Suffice to say this habit of ignoring the rules, and thus making the microfilm reading room a free-for-all, makes me crazy; therefore, I usually arrive right at the time the library opens, so I can do research before the mad rush begins.
Also, if you do not know how to load a microfilm reader, ASK for help. Often I have come to the aid of people trying to jam microfilm onto a reader. Microfilm is fragile and can break easily if it is not properly handled. Thankfully, Fiona Fitzsimons of Eneclann has indicated that members of the new genealogy service team at the NLI will aid the inexperienced with loading machines.
8. ORDER DOCUMENTS in advance.
This gets you off and running as soon as you step into an archive or library. This has always been very helpful for me at National Archives, the Bureau of Military History at Cathal Brugha, and University College Dublin. Everything is ready and waiting. At Cathal Brugha, my contact brought me 'extras' he had uncovered, in addition to the documents I had requested. At UCD, by receiving a documents order in advance, my contact was able to give me an idea of the breadth of what I had requested, so I was able to edit my list to suit the amount of time I would be at the archive.
UPDATES: The documents ordering system for the National Library of Ireland works beautifully when you order in advance. Be sure to use it. Visit their website for precise details on ordering. If you do not order in advance of your visit be aware that they have instituted a strict system of in person document ordering times, so if you do not order in advance, you may find yourself wasting time just sitting there waiting for books/documents.
The NLI also has a new Family History Research Guide for beginners which is chock full of information. Stop by the Family History Research page of their website and download your own PDF copy.
Microfilm of The Irish Times newspaper (1823-1825 & 1859-2012) is now available on a self-service basis in the microfilm room, adjacent to the Main Reading Room. Microfilm of the Irish Independent newspaper (1891-2011) is also available on self-service.
9. BE AWARE of hours of business for Archives and Libraries:
Be aware of business hours for the archives and libraries you plan to visit. In Ireland currently all public archives and libraries are closed for research on Sunday. (At NLI only exhibitions are open on Sundays). Most archives and libraries are closed on Saturday, with the exception of the National Library in Dublin which is open for a half day on Saturday. Most of the heritage centres outside of Dublin operate only Monday to Friday, and many close for an hour midday for lunch, although hours of operation can vary widely. The hours of County archives and libraries can vary widely as well, so check first. (See Libraries.ie and Irish Archives Resource). PRONI Belfast is also closed weekends, but offers later hours on Thursday. Some repositories only operate Tuesday through Thursday.
Many repositories limit document ordering hours. Also, since some documents are stored off-site, they usually require from one to three days lead time in order to retrieve them.
Shortly before you leave home, check the websites of the archives and libraries you plan to visit to see if there have been any additional changes to their hours of operation.
10. ASK IF YOU MAY USE YOUR DIGITAL CAMERA to record photos of the materials.
Ask first before taking any photographs of materials. Many repositories will allow you to do this, but they are very strict about the use of materials. ALL of the repositories will have you first sign a document which indicates that you will not use ANY of the materials for publication without their prior written permission. Some limit the hours during which materials can be photographed, and some have a specific area set aside for shooting photographs.
|Entry in Donabate Parish Register 1778/79
If you are in Dublin, the Prospect Cemetery at Glasnevin is a must see. With over one million people interred in its grounds it is a place replete with history. Visit their website beforehand to see if any of 'your people' are among their numbers, and then go and pay your respects. If you happen to be a graveyard rabbit, Mount Jerome Cemetery is another must see in Dublin. Over 250,000 people are interred in its grounds, with some buried under some of the finest examples of Victorian period stones. Check out the the Dublin Heritage web page for their directory of graveyards throughout the county of Dublin. Be sure to stop by cemeteries in any area of the country in which you might find yourself. You never know what you might see.
|Stones near O'Connell's Circle, The Prospect Cemetery at Glasnevin, Dublin.
|The Bradley Tomb, Mount Jerome Cemetery, Harold's Cross, Dublin.
Talk to other researchers you meet, and tell them what you're working on. Prior to the opening of the 'new' research room of the Bureau of Military Archives in Dublin, researchers once had to work side by side in a very small room. At the most five people could squeeze in at one time; however, such tight quarters were conducive to conversation. Here I received a couple of great suggestions about books and documents from Paul, a researcher working next to me. Midway through a research day in 2009, the C.O. even put on tea and biscuits for us and talked to us about what we were working on. This archive is housed on the working Military base Cathal Brugha, so you must be escorted to it by a soldier, which offers another opportunity for conversation and learning.
Tour your ancestors' neighbourhoods. Look for the house where they lived. If it still exists, be brave, knock on the door, tell them who you are and why you're there. They may invite you in, and you may discover they know of your ancestors or their descendants. Some Irish are surprisingly open to this, and like me, you may find yourself sitting down to tea with complete strangers who will become friends.
Say thank you a lot. Always ask the name of anyone who helps you along the way. When you return home send thank you notes, or at least a thank you email, to the people who helped you. It will make you more memorable, and you may find little bits of helpful information show up in your mail later on.
Finally... one extra tip, although not related to research:
DON'T WHINE about the rain. Ireland is an island in the North Atlantic, and if you recall your elementary school science, that means its climate is 'governed' by the vagaries of the sea, so it rains there more than it does in a landlocked place. There is rainfall on about 280 days a year in Ireland, sometimes more, sometimes less. That doesn't mean it rains all day long; often the rain falls for just a few minutes or a couple of hours. After the rain comes the sunshine, and the rainbows, and that just has to make you smile.
|A shot taken when I stopped for petrol in North County Dublin.


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Through support of the Partnership for Food Safety Education, America's leading corporations can make a philanthropic investment that strongly signals their commitment to a safe food supply and the health of consumers.
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Microby Michael Crichton
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#1 New York Times bestselling author Michael Crichton reveals a universe too small to see and too dangerous to ignore
In the locked office of a Honolulu building, three men are found dead, with no sign of struggle except for ultrafine, razor-sharp cuts covering their bodies.
In the lush rain forests of Oahu, groundbreaking technology has ushered in a revolutionary era of biological prospecting. Here, seven brilliant graduate students recruited by a pioneering microbiology start-up company are thrust into a hostile wilderness that reveals profound and surprising dangers at every turn. Prey to a technology of radical and unbridled power—armed only with their knowledge of the natural world—they must harness the inherent forces of nature itself to survive.
Melding scientific fact with pulse-pounding fiction in vintage Michael Crichton fashion—completed by visionary science writer Richard Preston—Micro is an instant classic of sophisticated, cutting-edge entertainment.
In the vein of Jurassic Park, this high-concept thriller follows a group of graduate students lured to Hawaii to work for a mysterious biotech company—only to find themselves cast out into the rain forest, with nothing but their scientific expertise and wits to protect them. An instant classic, Micro pits nature against technology in vintage Crichton fashion. Completed by visionary science writer Richard Preston, this boundary-pushing thriller melds scientific fact with pulse-pounding fiction to create yet another masterpiece of sophisticated, cutting-edge entertainment.
About the Author
Michael Crichton has sold over 200 million books, which have been translated into thirty-six languages; thirteen of his books have been made into films. His novels include Next, State of Fear, Timeline, Jurassic Park, and The Andromeda Strain. Also known as a filmmaker and the creator of ER, he remains the only writer to have had the number-one book, movie, and TV show simultaneously. At the time of Crichton's death in 2008, he was well into the writing of Micro; Richard Preston was selected to complete the novel.
Richard Preston is an internationally acclaimed best-selling author of eight books, including The Hot Zone and The Wild Trees. Many of Preston's books have first appeared in The New Yorker. He has won numerous awards, including the American Institute of Physics Award and the National Magazine Award, and he is the only person not a medical doctor to receive the Centers for Disease Control's Champion of Prevention Award for public health. He lives with his wife and three children near Princeton, New Jersey.
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Neil Wagner's What on Earth? comic strip uses humor to discuss global warming.
by Walter Isaacson
This hard-scaled algae adapted to increased temperatures and acidification of the water—and continued absorbing CO2.
This hybrid coral could withstand climate change better than its relatives.
As the climate changes, this species could lose ground in its breeding range but gain wintering ground.
NOAA releases its State of the Climate Report for 2013.
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