text:
"After 35 years of various councils not being able to make a decision," Mayor Nelson Vaughan said, "this would let the voters decide."
Officials discussed the matter at length tonight, but didn't vote until about 11:45 p.m. because of squabbling over the exact wording of the public question that will be placed on the ballot. The vote was 5-1.
Council President James Collander called the pool decision one of the most difficult he has faced during his five years as a council member.
But he supported sending the question to a public referendum because of the large amount of taxpayer funds involved, the relatively small amount of pool users and the lack of participation on the issue from residents at council meetings.
"If there is a silent minority or majority, I don't know," Collander said prior to the vote. "Nobody else has come to say yes or no."
Amid a budget crunch, low membership at Memorial Pool and a need for renovations, borough officials have been debating for months whether the pool should be closed.
In October 2009, the council convened the Memorial Pool and Park Committee to explore the town's options. The committee presented its plan to the borough council in mid-July.
The committee's $787,000 proposal would renovate the existing pool, raise the baby pool to the same level as the large pool, create a third sports field and add parking. The 25-meter main pool is located near the intersection of North Passaic Avenue and Main Street, and adjacent to the two ballfields of Memorial Park.
Funding for the sports field renovations has already been allocated.
The public question will ask voters whether the borough should spend up to $400,000 to pay for improvements to the municipal pool. It will be a non-binding referendum, allowing town officials to get a sense of the sentiment of residents.
There are two private pools in Chatham Borough, and the public Colony Pool in Chatham Township draws many members from the borough, Councilman James Lonergan said.
Over the years, the borough has battled fluctuations in membership at the municipal pool. In 2008, there were 330 members, and this summer that number dropped to 217, said Carol Nauta, Chatham's director of recreation. However, in the last month, 83 members have joined.
Furthermore, this season, pool membership fees increased $100 for a family, from $275 to $375, and $40 for individuals, from $60 to $100. The higher fees have helped financing of the pool, which for years has operated at a deficit of about $27,000, Lonergan said.
"Now, we are generating more revenue this year because of increased fees," the councilman said.
The uptick in membership, a petition of 651 members and other expressions of support are heartening for Sandra Roos, an advocate for the pool. She is not against a referendum, but wanted the wording to include the details of a proposed renovations for both the pool and the park, among other things.
"I would like to see them get the entire project in," she said.
If the referendum does not pass and improvements are not made, the pool would likely close and be removed in conjunction with the improvements at the fields.


text:
Hey all, Thomas Chung wrote:
On 6/4/07, Dimitris Glezos <dimitris glezos com> wrote:Do we have an update on that?If not, maybe it's something the European team could (would want to) tackle?-dHi Dimitris, We do have an *unofficial* site where Fedora Ambassadors can order T-shrits and Caps for Fedora Events. I need to check with Max to clear up some issues before I can go public. Regards,
Indeed, it's a gear pack includes 10 Fedora pens, 10 Fedora decals, 10 Fedora caps, & 10 Fedora T-shirts (5 Large, 5 XL) for $75.00.
-- Marek Mahut Tel.: +420-532-294-111 (ex. 826-2046) Fedora Ambassador GSM: +420-731-076-674 http://www.fedoraproject.org http://www.jamendo.com ____________________________________________________________________

subset: commoncrawl


text: So I am conducting a little experiment. I am not an amateur nor am I a pro. I'd say I'm in between an amateur and novice. Right below this paragraph I will detail each setup, lights, light schedule, res/nutrient feed schedule as well as nutrients used, pH, temps & humidity. This way until I get pics up you'll have a good idea of my working environments & conditions. STRAINS: KC Brains Mindbender, Grand Daddy Purple, Purple Goo METHOD OF GROWTH: Ebb N Flow, DWC SETUP 1: Strains- KC Brains Mindbender + Grand Daddy Purp System- Bubbleponics(5 US Gallon clear storage tote outside spray painted black with several coats, white snap-tight lid, 12 holes cut in lid containing 12-3" netted pots. Single outlet air pump with standard size clear tubing, plan on switching to a black tubing I found. Operating off the air pump is a 24" flexible bubble stone. Hole drilled in the tote lid for air pump tubing.) Environment- Indoors Light Setup- 3-100watt daylight spiral cfl's(6500k) & 1-75watt soft white spiral cfl(2700k), all underneath a homemade hood so the reflection is good. Temps- For the most part my temps stay between 70-85 degrees Fahrenheit using a small fan in the growspace allows for good air circulation as well as wind to sturdy my plants main stems. Also there is no roof on the top of my grow cabinet so humidity and extreme heat are never much of a problem for me. Humidity stays between 40-55 mostly. Nutrients/Feeding- General Hydroponics General Organics line. Including Bio Root, Thrive Grow, & Thrive Bloom. Originally I ordered their CalMg+ but the place ran out and sent me Botanicare CalMg instead so that's what I'm using. My seeds were began in a propagation tray till they sprouted. Then they went into plain pH balanced tap water and they loved it! After being in that for 14 days I began my next res change with the GO Bio Root(1-1-1) (1tsp per US Gallon) for the next 5 days. Then on my next res change I doubled the Bio Root dose to 1.5 tap per US Gallon & Thrive Grow(4-3-3) (2tsp per US Gallon). They seemed to really like that the next 5 days which brings me to yesterday. I did another change over but added the Botanicare CalMg(10ml total in 3.5 US Gallons.Before adding the CalMg yesterday I only had the second set of leaves really showing however when I did my daily pH test this morning I noticed the third set of leaves and they are huge!! Nice dark green too! Water Conditions- pH level is steadily kept between 5.8-6.0 and I'm not sure of the tds/ec as I plan on buying a meter now that I'm using CalMg. Water temperature is between 60-70 F. SETUP 2: Strain- KC Brains Mindbender System- Ebb N Flow(18 US Gallon tote for bottom res. 8 US Gallon tote for flood tank. 260gph water pump set on a timer. 4-6" netted pots.) Environment-Outdoors Lighting- The Sun (sunrise = 5:00am sunset = 7:00pm) Temps- normally in my area this time of the year it stays between 60-85F. Today it is a sweltering 92F but I roofed em some regular water so they are loving life right now! Nutrients/Feeding- Canna Aqua Vega A+B, Canna Aqua Flores A+B. Since I'm using an Ebb N Flow setup and because I'm still only about 3 weeks into veg I am only flooding my upper res where the plants sit twice a day and I am currently using 50ml of Formula A and 100ml of Formula B which to the directions is under feeding but its better than over feeding. I feed once at 7:00am and once at 4:30pm. They seem to really like the canna nutes. Plus I chose those as my feeding times due to finding out plants shouldn't be fed until an hour after sunrise(lights on) and an hour after sunset(lights off). Water Conditions- pH was set once before and once after res change and nutrients were mixed in every 5 days. The thing I like about Canna is the pH buffer it has in it. Like I said I set the pH and never have to adjust it. I still test the pH twice a day but its always between 5.6-6.0. ALWAYS!! Temp of water is always between 60-85F. No air pumps or bubble stone! Canna says not to use one and at first I didn't believe it but if you're dedicated to your grow and can guarantee you'll change your res out every 5-6 days then it'll be a successful grow. So that's my setup. I hope a few people stay current on this thread. Its an experiment to see which line of nutrients between Canna vs. General Organics is better(IMO of course). Its an experiment to see which kind of system I wanna stick with and I like the convenience of the Ebb N Flow but I like the simplicity and ease of the bubbleponics setup(dwc or swc). It is also an experiment to see if I prefer the KC Brains Mind Bender strain indoors or out. Says 800 grams per plant outdoors abut about the same per square meter indoors. So stick around and see what happens!!


text:
Passengers often choose an airline because of cheap fares or a good frequent flyer program.
Some day, they might pick an airline because it's environmentally friendly.
Airlines are preparing for that moment by experimenting with a mixture of 10 percent biofuel and 90 percent jet fuel to run their jetliners. Biofuel is a renewable energy source, typically a nonedible crop such as algae, that can be blended with jet fuel for an energy source to improve air quality.
Biofuel could become the Hamburger Helper of the energy business, extending oil reserves just as pasta mixed with ground beef can make a hearty meal.
"One of the few bright points out of the current energy crisis is that it has given alternative energy a kick in the pants," said Steven Lott, a spokesman for the International Air Transport Association, an airline trade group. The IATA wants alternative fuels to comprise 10 percent of all fuel used by the industry by 2017.
The fuels are still in the experimental stage, and their fuel economy is not known. But they would have to cost no more than jet fuel today. Jet Fuel prices in the New York harbor area closed yesterday at $3.37 a gallon, up from $2.13 a year ago.
Lott said the aerospace industry also must find a fuel that does not freeze at high altitudes and can be used in aircraft that might be in an airline's fleet for up to 30 years.
Continental Airlines plans to experiment later this year with a biofuel Boeing 737 that will fly around Houston, near the carrier's headquarters. It would mark the first test of biofuel in a two-engine commercial aircraft, said Leah Raney, managing director of global environmental affairs for Continental. Virgin Atlantic already has conducted a test with a four-engine Boeing 747.
She declined to say what kind of biofuel Continental will use.
"It needs to be environmentally protective and something we can get within our own country," she said. "We would want the cost to be equivalent to petroleum-based jet fuel."
Some passengers could decide to become "green" customers just as some are business class customers.
"There is a category of people interested in reducing their carbon footprint," she said. "If you see the way that Toyota Priuses and other hybrid cars have taken off, that's a possibility."
Continental, aircraft maker Boeing and GE Aviation, which builds engines, are partners in the biofuel demonstration.
It could take about a decade for biofuel planes to become widespread in the industry, she said.
Airlines would use a blend of jet fuel -- a form of kerosene -- and biofuel, said Terrance Scott, a spokesman for aircraft maker Boeing.
"You won't have to do any modifications to the engine," he said.
Chevron and Royal Dutch Shell are among the oil companies experimenting with alternative fuels, he said, and airlines such as Air New Zealand, Virgin Atlantic and Japan Air Lines also are studying the concept.
They are part of the Algal Biomass Organization.
"If you can create something that is cost competitive, you can relieve the airlines from the volatility of fossil fuels," Scott said. "You have a lot of people looking at this."
UOP, a unit of Honeywell International in Morris Township, is working with Airbus, JetBlue Airways and International Aero Engines to study biofuel use for commercial aircraft.
"We've been developing renewable technology for a year and a half," said Susan Gross, a spokeswoman for UOP, a unit of Honeywell International in Morris Township. "There is a lot of studying that has to be done. Airbus is hoping to test the fuel on an aircraft in two years and use it on an aircraft in service within three years."
Companies are working on soybeans, vegetable oils, algae and jatropha, a non-edible, oil-bearing tree, as biofuels, she said.
Jatropha grows on semi-arid land that is unsuitable for food production and can produce more than 200 gallons of fuel from a single acre. Algae can grow in the desert or in brownfields and can yield 5,000 gallons of oil per acre.
There isn't enough algae in the world to make enough fuel for the commercial airline industry, said Gross, so a farm supply system would have to be developed.
Any biofuel has to be compatible with the current air transport infrastructure, she said.
"The goal of UOP is to create a drop-in replacement fuel so it can be used in today's tankers, aircraft and pipelines," she said.


text:
The Birmingham Board of Education is considering a state takeover team's proposal to close seven schools and reconfigure 11 others.
All three community meetings will be held from 6 p.m. to 8 p.m. Tonight's meeting is at Carver High School, 3900 24th St. N.
Tuesday's meeting will be held at Huffman High School, 950 Springville Road; Wednesday's at Jackson-Olin High School, 1300 Ave F Ensley.
The following schools are proposed for closure:
- Center Street Middle School - consolidates with Arrington Middle and Carver 7-12
- Councill K-5 - consolidates with Bush K-8
- Daniel Payne Middle School - sixth graders go to South Hampton K-6 and seventh and eighth graders to go Carver 7-12
- Hemphill Elementary - consolidates with Jackson Elementary and West End Academy
- Norwood Elementary - students would go to Phillips Academy
- Putnam Middle School - students would go to Ossie Ware Mitchell Middle School and Woodlawn 7-12
- North Roebuck Elementary - relocates to Martha Gaskins Middle School (which becomes a K-5). Martha Gaskins Middle School students go to Smith and Ossie Ware Mitchell Middle schools.
The following schools would undergo grade structure modifications under the proposal:
- Avondale K-5 becomes K-6
- Barrett K-5 becomes K-6
- Bush Middle School becomes K-8
- Hayes K-8 becomes K-6
- Hudson K-8 becomes K-6
- Inglenook K-8 becomes K-6
- Oliver K-5 becomes K-6
- South Hampton K-5 becomes K-6
- Woodlawn High School becomes 7-12
- Carver High School becomes 7-12
- Oxmoor K-8 to open this fall as K-5


text:
Nexus 4 Wireless Charging Orb Now Available In The Play Store
We've been waiting for this day for a long time. The Nexus 4 wireless charging orb, shown off by Google many times, is finally available for purchase. While it is only a Qi compliant wireless charging pad, it has some great aesthetics and design. Plus it works with the Nexus 4 without any replacement covers or cases: you just put the phone on the orb and it starts charging. The charger is going for $59.99 and ships in less than one week. Considering that in the last shipment, the Nexus 4 was supposed to ship in 1-2 weeks and many people got it in a few days, you might be pleasantly surprised. If you're a Nexus 4 owner, go get it!


text:
Phillipsburg Toll Bridge Rehabilitation Project will allow for the reopening of the Route 22 westbound exit ramp to Route 611 and the reopening of the Riverside Drive/Route 611 underpass beneath Route 22 at toll bridge's western end tomorrow morning, July 29, the Delaware River Joint Toll Bridge Commission announced today.
Shortly after the ramp and underpass are reopened, the Snyder Street exit ramp from Route 22 westbound will be closed to traffic and a detour route for Snyder Street exit ramp traffic will be established along city streets in Easton.
The Snyder Street ramp closure and corresponding detour route pattern is expected to remain in place for roughly a month. The traffic pattern changes are scheduled to go into effect around 6 a.m. Tuesday, July 29.
The Route 22 westbound off-ramp to Route 611 and the nearby underpass beneath Route 22 have been closed to traffic for four months to allow for execution of a series of construction tasks associated with the comprehensive rehabilitation project taking place in the area of the Easton-Phillipsburg Toll Bridge.
A major facet of this work involved replacement of the upstream portion of the former concrete box-beam bridge that carried Route 22 traffic across Route 611/Riverside Drive.
The impending closure of the Snyder Street ramp exit will enable construction crews to perform a series of repairs and improvements. This will include repair of concrete slabs, storm-drainage improvements, guiderail installations, placement of an impact attenuator at the exit's gore area, and milling and repaving.
The approved Snyder Street exit ramp detour will instruct motorists to take the reopened Route 611 exit ramp instead.
The detour will then direct traffic to the Route 611/Riverside Drive underpass beneath Route 22 to Spring Garden Street and ultimately Third Street, where traffic will turn right to access Snyder Street on the other side of Route 22.
The scheduled traffic pattern changes are subject to change due to weather, traffic conditions and emergencies.
Motorists are urged to reduce their speeds and use caution when traveling through active work zones.
Project Status Update The goal is to complete the work at the Snyder Street exit ramp in a month, so that it may be reopened in time for the Labor Day weekend. After the holiday, the Route 611 exit ramp and the Route 611/Riverside Drive underpass will again close to allow for completion of the remaining center section of the former concrete box beam approach bridge at the toll bridge's immediate western end. At this juncture, the project's construction activities have surpassed the 70-percent completed threshold and the Commission anticipates that it may be possible to reach substantial completion – the point when round-the-clock lane closures are no longer necessary – before the original mid-December target date.
More information on the rehabilitation project is available at www.drjtbc.org/tollbridgerehab. To enhance communication with the public, the Commission also has established a toll-free question/comment line –855-FIX-SPAN, a Twitter handle – @22tollbridge, and a project-specific email address – email@example.com.


text:
The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.
2.1.a Assessment System Summarize content, construct, process, and evaluation of the unit assessment system, its key assessments in relation to professional, state, and institutional standards, and its use in monitoring candidate performance, program quality, and unit operations.
Our unit assessment system provides regular and comprehensive data on program quality, unit operations, and candidate performance throughout each stage of its programs. Unit assessments share a common focus on cultivating highly skilled educational professionals based on professional, state and institutional standards as guided by our conceptual framework. Our assessment structure requires that initial and advanced candidates demonstrate key proficiencies through a variety of formative and summative assessments at multiple junctures in all programs, as scored by program faculty, clinical faculty and school partners. As a part of the continuous improvement process, data are compiled and stored through Tk20, analyzed by faculty and assessment staff and shared with relevant stakeholders, and then used to make program innovations that prepare better teachers, leaders and other educational professionals.
Transition Points:
Both initial and advanced programs are structured by four transition points. Data are collected at each transition point.
Initial Teacher Education Preparation Transition points
Assessments in teacher education course work require candidates to demonstrate content knowledge, general pedagogical knowledge and skills , knowledge and skills related to content-specific pedagogy, and professional dispositions, all aligned with our conceptual framework. Upper level field experiences assess students' capacity to put this into practice in actual classrooms, and thru the Abbreviated Teacher Work Sample, measure and reflect upon their impact on student learning. In order to ensure that candidates are prepared to have a positive impact on student learning during student teaching, candidates are required to pass TExES Content and PPR Exams and demonstrate proficiency in each professional disposition assessed by unit faculty through the Professional Disposition Survey.
During student teaching, candidates demonstrate their ability to apply content knowledge and pedagogical knowledge to positively influence student learning thru 6 student Teaching Evaluations modeled after the Texas Professional Development and Appraisal System (PDAS) conducted by field supervisors and cooperating teachers. The full TWS completed during student teaching provides a valid and reliable measure of candidate proficiency in all of the preceding areas as well as candidate's impact on student learning. In order to monitor the effectiveness of our program and our graduates, the unit draws from the Candidate Exit Surveys, Principal Surveys administered thru ASEP as well as other follow-up studies that provide data regarding candidate success in the classroom and other relevant professional education settings (Please see Exhibits 1.3.1 and 1.3.j)
Key unit transition points at the advanced level are as follows at follows:
Key unit assessments at the advanced level require that candidates demonstrate an in-depth understanding of knowledge in their fields as delineated in professional, state, and institutional standards. Additionally, all advanced candidates are required to demonstrate their belief that all students can learn as well as a commitment to fairness and other dispositions aligned with relevant professional standards thru the Professional Disposition Survey, which is administered at multiple junctures throughout programs by multiple faculty members.
Assessments conducted in common core courses devoted to diversity, student learning and cognition, and research that is required of all master's and doctoral level candidates, measure candidates' capacity to analyze data related to their work, reflect on practice and use research and technology to support and improve student learning and other professional outcomes, as aligned with state and professional standards and guided by the CoE conceptual framework.
Comprehensive exams at the master's and doctoral levels require students to demonstrate these proficiencies as well as program-specific content through prompts that demand critical analysis and synthesis. Assessments related to advanced field and clinical placements measure candidates' ability to apply these proficiencies in relevant professional settings as well as candidates' ability to bring research to bear on such work (Please see Exhibit 3.3.f). The Doctoral Dissertation assesses advanced candidates breadth of knowledge concerning the field of Curriculum & Instruction, in-depth knowledge of their specialization area and proficiencies and skills related to conducting original research aimed at educational improvement and/or innovation. Completer exit surveys and employer surveys are also conducted.
Additionally, all initial programs and advanced programs for which SPA standards exist conduct additional assessments aligned with relevant SPA standards. Data from unit and program assessments are regularly and systematically compiled, aggregated, summarized, analyzed and shared publicly on our website, through our advisory groups, and through semesterly data summits. This is then used to make improvements in candidate performance, program quality and unit operations. Our multi-tiered assessment committee structure reviews and refines unit assessments to establish the fairness, accuracy and consistency, and to combat bias.
2.1.b Data Collection, Analysis, and Evaluation Summarize processes, timelines, and outcomes of data collection, analysis, and evaluation of candidate performance, program quality, and unit operations.
Our current assessment system operates across three interrelated levels: assessment of candidates, assessment of programs and unit operations assessment. In accordance with the policies, procedures and schedule described in Exhibit 2.3.d., these data are regularly and systematically compiled, aggregated, summarized, analyzed and shared with the public with the aim of boosting candidate performance and improving program quality and unit operations.
Candidate Performance Data
Our unit regularly compiles, aggregates, summarizes and analyzes data concerning candidate progress through a variety of key unit assessments that measure candidate proficiencies aligned with our conceptual framework and state and professional standards. Our assessment system also consists of course-level assessments such as work samples, micro-teaching, research papers, case study analysis, performance-based projects, examinations and reflective writing, used to assess candidate progress between transition points and beyond key assessments. This is reflected in syllabi in Exhibit 1.5.b which show how professional education courses and their assessments align with our conceptual framework and relevant professional standards.
Candidate performance data are collected, stored and summarized primarily through Tk20. This data-management system also integrates data such as enrollment and GPA from institutional databases such as DATATEL with course-related and faculty-performance data from Blackboard Outcomes. Tk20 is coordinated by the CoE Office of Institutional Effectiveness and Development (OIED), which oversees and monitors the collection, compilation, aggregation and disaggregation of unit and program-assessment data. OIED also works with the Office of Teacher Preparation and Accountability to facilitate state reporting (such as Title II reports) regarding candidate performance. Data from our assessment system is shared with CoE faculty and relevant CLA and CSMT faculty at data summits held at the start of each semester. Data is shared with our school partners and with the broader community through the Teacher Education Council, the Lower Rio Grande Valley Teacher Education Advisory Council, student and community advisory committees and our website. Each of these venues provides academic and administrative units feedback on academic programs, activities and other key issues related to the effectiveness of our unit.
Program Data
Program-level data are regularly compiled, summarized, aggregated and analyzed, and are used to make program modifications primarily through the process of external (SPA) and internal program review as well as state review where relevant. Our unit offers nineteen initial programs leading to teacher certification. Of these programs, four are nationally accredited by NASM and thirteen are recognized with conditions (RWC) by their (SPAs), and are resubmitting for full recognition.
At the advanced level, our master-level counseling programs are nationally accredited by CACREP. The Master of Educational Technology program is fully recognized by AECT. The Master of Education-Educational Leadership at both the district and building levels are fully recognized by ELCC. Our three master's-level specializations in Special Education are RWC by CEC. The master's Bilingual Education program and master's C & I program do not have SPA standards, and neither does the Ed.D. in C&I. These programs adhere to the same policies, practices and schedule of rigorous program review, thus ensuring that credible data are consistently compiled analyzed, shared and used to improve programs across our unit.
Unit Operation Data
The CoE OIED and the dean's leadership team work together to coordinate data collection related to unit operations. Together they collect, organize, maintain and analyze institutional and other data used to support college strategic planning, decision making, and management and institutional evaluation. Currently our unit evaluation plan is built on assessment of administrator and faculty effectiveness and productivity, departmental assessments, program-level assessment, and summative assessment regarding candidate proficiencies. Data gathered toward this end include: regional accreditation data, demographic analysis, general retention data, credit-hour production data, external fund reports, resource-allocation data, annual faculty review, dean evaluation, department chair evaluation, faculty workload and program-improvement plans. The unit then uses this assessment data to make improvements in mission-critical areas—especially teaching and learning—but also for critical areas of institutional improvement, faculty enhancement, accreditation and accountability.
A Culture of Assessment
Faculty play a central role in tending to the unit's assessment system and fostering the unit's emerging culture of assessment. In addition to designing, refining and conducting many of the assessments upon which the unit-assessment system relies, faculty provide leadership to guide unit assessment and in the data-driven decisions that result. The unit has established three faculty-led assessment committees. The Unit Assessment Committee (UAC) established in Fall 2013 meets twice a semester and is composed of faculty representatives from the CoE, College of Liberal Arts (CLA), and the College of Science, Mathematics and Technology (CSMT). It is responsible for overseeing, coordinating and evaluating unit- assessment policies and procedures. This includes reviewing procedures and practices for managing student complaints. Our unit has two complaint policies. With each, complaints are addressed first by either the departmental chairs or the CoE associate dean, and then by the CoE dean, who maintains confidential files concerning complaints and their resolution. The CoE has a general appeal policy and one specifically for dispositions. The latter also involves an ad hoc committee deployed specifically for dispositional concerns. These work in tandem with UTB's general appeals policy. The policies are available in Exhibit 2.3.e.
The CoE Assessment Committee is led by and composed of CoE faculty (who also serve as departmental assessment committee chairs) and relevant resource people. This committee meets at least twice monthly to review and analyze unit, program and candidate assessments, and to strategize ways to improve CoE assessment practices. It also plays a pivotal role in planning semesterly data summits devoted to sharing and further analyzing data from unit and program assessments and then considering program changes in response to those data. The four departmental assessment committees meet as needed to monitor data collection and provide ongoing technical assistance regarding assessment to faculty in their relevant departments.
These committees collaborate with faculty and the professional community to regularly evaluate the capacity and effectiveness of the assessment system.
Much of our work to ensure fairness and reduce bias is done through building a culture of assessment that meets student, program and unit needs, and is guided by the American Association of Higher Education-sponsored publication Principles of Good Practice for Assessing Student Learning (1991). Toward that end, the unit works to make course expectations clear through syllabi that state outcomes and include rubrics to measure them. Upon entrance into a program, students are introduced to program expectations and our unit dispositions, and are assessed multiple times by a multiplicity of raters over the course of the program. Unit expectations and the processes for academic and non-academic appeals are available in the CoE Student Handbook, Teacher Candidate Handbook, CoE Doctoral Handbook, Principalship Handbook, Counseling Handbook and the. Additionally, the CoE has student grievance procedures specific to teacher education and dispositional concerns (Please see Exhibit 2.3.e.).
Each assessment committee, along with OIED, plays a pivotal role in monitoring the quality of assessments in terms of fairness, accuracy, consistency and bias. The UAC is in charge of regularly reviewing assessment policies and practices for fairness, accuracy and bias, as well as the impact of our unit assessments on our diverse pool of teacher and other educational profession candidates. The CoE assessment committee provides ongoing examination and feedback regarding the accuracy of rubrics and fairness of raters along with the data generated through these instruments and evaluations. The committee reviews proposed assessment changes and offers recommendations for additional modification that might improve fairness and accuracy and eliminate bias, while also evaluating instruments in terms of their accuracy, validity and utility.
Beyond these committees, it is a growing unit-wide expectation that the CoE leadership team and program faculty meet regularly to discuss key assessments, evaluate that work, and develop and eventually conduct research about the fairness, validity and reliability of program assessments.
2.1.c Use of Data for Program Improvement Summarize processes, timelines, activities, and outcomes derived from use of data for program improvement of candidate performance, program quality, and unit operations.
Data-Driven Processes and Activities Aimed at Continuous Improvement
Our unit regularly and systematically uses data to improve the effectiveness of its programs and unit operations and to ensure that we are generating highly skilled professionals poised to help all students learn. The figure below provides a summary of our unit's continuous improvement process through which—guided by our conceptual framework—we assess, evaluate and improve programs and unit operations as well as the unit assessment system itself.
Our process for continuous improvement is guided by our conceptual framework, which in turn is reciprocally influenced by the process of continuous improvement itself. Through the process of program review guided by SPAs, we currently use results from candidate assessments to evaluate and make program and unit improvements on a semesterly-basis, while simultaneously using such results to evaluate and modify individual assessments at the unit and program level and evaluate and adjust the assessment system as a whole.
Our unit assessment system has grown significantly more systematic with the adoption of Tk20 in fall 2011. Housed in OIED, this electronic data-management system now includes a broad array of formative and summative program assessments linked with professional, state and unit standards. A unit priority is to increase the functionality of Tk20 and build the capacity of students, faculty, staff and the professional community to use it to reflect on performance, evaluate programs, make improvements and generate studies that explore the effects of this change. Tk20 training for faculty and staff is offered each semester, while ongoing technical assistance is offered to faculty, staff, students and relevant professional community partners by OIED staff as well as through Departmental Assessment Committees.
In order to begin better utilizing Tk20 for shared, data-guided decision making and providing opportunities for sharing data across programs and departments, we began having data summits at the start of each semester. In fall 2012, our first data summit—guided by external consultant Dean Charles Love—focused on dispositional data and resulted in the development and implementation of our Professional Dispositions Survey.. Subsequent summits held spring 2013 and fall 2013 focused on external assessments such as the TExES exams scores and internal assessments regarding field and clinical experiences. These required data summits utilize internally Tk20-generated reports along with additional external data, and provide all faculty regular opportunities to review data and develop plans for improvement based on data. Summit participants are encouraged to complete Use of Assessment Data Forms in Tk20 and schedule additional program-level meetings (two per semester) to continue their search for stronger relationships among assessment data and performance, and to refine plans for improvement based on this data.
Examples of Data-driven Improvements
As our assessment system is becoming more comprehensive, improvements and outcomes derived from use of data for improvement of candidate performance, program quality and unit operations are becoming more evident. Specific examples of program changes made in response to data are in SPA reports available in AIMs as well as in Exhibit 2.3.g program-level changes are available in Aims SPA reports and internal review of program without SPA standards. Analysis of external and internal data has yielded other important unit improvements as well.
TExES Pass-Rate Increase
In spring 2011, trend data concerning completer pass rates of TExES content and EC-12 PPR exams, combined with changes in state reporting processes, did not bode well for our completer pass rate. During the summer of 2011, the Office of Teacher Preparation and Accountability worked with OIED to develop a new curricular trajectory that would require initial candidates to pass exams before student teaching, and ensure that candidates were fully prepared to have a positive effect on student learning during their clinical teaching experience. During fall 2011 this new trajectory was presented to faculty and advisory panels for discussion. It was implemented in fall 2012. Our pass rate is steadily on the rise as a result. Please see Exhibit 2.3.g for a full diagram of this change as well as a description of other data-driven program changes.
Content Pedagogy Knowledge and Skills
Although our pass rate is steadily rising, TExES content tests still pose a real challenge for many of our students. In response, we drew from research on best practices of teacher education that demonstrate a positive relationship among instruction in content- specific pedagogy and candidates' level of content knowledge as well as their ability to integrate this into effective instruction. We created two new field-based content pedagogy courses taught by qualified faculty and instructors. Now all initial candidates are required to take field-based courses in content pedagogy as well as general pedagogy courses. Elementary candidates take content-specific pedagogy courses in Math and Science (EDCI 3314) and Social Studies and Language Arts (EDCI 4327). Secondary candidates take a field-based secondary content pedagogy course (EDCI 4328), which is sectioned out to allow students to focus on implementing and assessing content pedagogy in their area of certification. This change included developing a position, recruiting and hiring a new tenure-track assistant professor of C&I specializing in Social Studies Education.
Impact on Student Learning
Student-teaching evaluation data have consistently demonstrated a high level of candidate proficiency in knowledge, skills and dispositions across domains of planning and preparation: nurturing a positive classroom environment; designing, implementing and assessing instruction; and professional responsibilities. Yet these evaluations do not provide an adequate assessment of our candidates' impact on student learning during clinical teaching. In response to this dearth of data, we piloted the Teacher Work Sample in fall 2011 with two cadres of student teachers. The TWS is a performance-based assessment through which teacher candidates demonstrate proficiencies related to planning and implementing standards-based instruction, while also assessing and reflecting on the candidates' impact on student learning during clinical teaching.
The completion of the TWS was made a required part of clinical teaching in fall 2012. Students receive TWS training as part of their student-teaching orientation session. Additional training coordinated by the Office of Field and Clinical Experience, which coaches students through specific aspects of the TWS, occur throughout the semester of clinical teaching. University supervisors also provide ongoing TWS assistance. CoE faculty, university supervisors, school-based mentors and other professional partners serve as raters. All raters receive general TWS training and specialized rater calibration aimed at bias amelioration prior to each scoring session, a process coordinated by the CoE assessment committee.
Results from TWS administered in 2012 indicated consistent weaknesses related to assessment of student learning and data analysis as well as inconsistent performance in the contextual factors, design for instruction and reflection sections. As a result, an abbreviated TWS (ATWS) assignment was integrated first into required a field-based course. Starting in fall 2013, the ATWS is required as part of content pedagogy courses. The ATWS also serves as a formative, unit-based assessment used to evaluate candidate knowledge and skills related to planning, implementing and assessing effective instruction prior to clinical teaching. This new unit-wide emphasis on a consistent approach to designing and differentiating instruction as measured in the ATWS better prepares candidates to have a positive impact on student learning during their clinical teaching and beyond.
One of the four guiding principles of our conceptual framework is interrelatedness. As we began the process of external program review, it became clear that while our program assessments were strong, our curriculum needed some connective tissue across programs and across undergraduate, master's and doctoral levels in order to sculpt a set of unit-wide assessments that provided evidence of common knowledge, skills and dispositions among programs as well as within them.. In response to these results, and guided by our conceptual framework, in spring 2012 a faculty-led curriculum committee developed a set of foundational courses at initial and advanced levels, focusing on student learning and cognition, intercultural foundations and inquiry.
Initial Level:
These courses were added to the programs of study in fall of 2012. This set of courses serves as a sort of curricular commons where CoE students from across programs interact and exchange disciplinary expertise while gaining knowledge, skills and dispositions in key foundational areas central to being highly skilled professionals in the field of education. Each of these courses is working with the CoE assessment committee to develop and/or modify common assessments across sections that might provide unit-level assessment data linked across programs and levels.
2.2 Moving Toward Target or Continuous Improvement
2.2.b Continuous Improvement Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in this standard.
At the heart of our assessment system is rigorous program review. All programs and nearly every faculty member who is part of these programs that prepare teachers and other educational professionals has been directly engaged in a rigorous, data-driven study of their strengths and challenges related to candidate performance. Assessment is now part of the rhythm of professional life for our unit. As the capacity and effectiveness of our assessment system matures, we have identified several key areas for sustaining continuous improvement and enhancing performance.
Sustaining and Expanding Tk20
Tk20 has been central to our increasingly systematic collection, compilation, aggregation and summarization of data and has greatly improved the unit's ability to analyze and use data to improve candidate performance, program quality and unit operations. So far we have mostly utilized Tk20 to manage data related to assessments and scoring guides that form foundation NCATE's process of program review. Additionally, we will be seeking ways to connect data from our assessment system with those of the state, and/or our school partners' performance data in order to better evaluate the effectiveness of the highly skilled teachers and other professionals we generate and thus improve outcomes. Finally, Tk20 has functionalities that pertain to advisement and field and clinical experiences. Our Office of Field and Clinical Experience and student-teaching staff as well as some advisers have begun training in these functionalities. By expanding our use of Tk20 to include its broad range of functionalities, we increase the coherence and utility of our assessment system as a whole while increasing the accessibility of relevant data for students, school partners and the broader professional community with whom we collaborate.
Expanding Procedures to Ensure Fairness, Consistency, Accuracy and Avoidance of Bias
One of the keys to strengthening the relationship between performance assessments and candidate success in our program, and later in professional contexts, is the regular evaluation and modification of our key assessments. Our assessment committee structure (unit, CoE, departmental) lends itself to such evaluation. Since all but three of our programs have been through SPA review and all but two have been fully recognized or recognized with conditions, and given our adherence to basic principles of quality assessment, our assessment committees have proceeded with measured confidence in the relationship between our assessments and performance. Going forward, however, these committees are continually searching for stronger relationships in our evaluation of our assessments and the system as a whole. Most immediately, we are expanding efforts toward ensuring fairness and accuracy of our capstone assessments. In spring 2014 the CoE assessment committee is planning to launch inter-rater reliability studies of TWS data and data related to comprehensive exams and portfolios at advanced levels. Additional ways of continuously improving our assessment system that we are exploring include:
Utilizing Data to Improve and Innovate
Program review data from all of our programs demonstrates that we regularly assess candidates' content knowledge, planning, skills demonstrated during clinical practice and their impact on student learning. Important outcomes of clinical practice of other school professionals are also regularly assessed. Similarly, program reviews provide data demonstrating that all of our programs have used data to inform decisions regarding curriculum, instruction, faculty assignments and candidate performance. Less prevalent is data regarding the way our new disposition assessment has led to program changes. This is an area all assessment committee members agree needs further study. Likewise, while we have used data from program assessments measuring what students know and can do to make program decisions, we have not yet had the opportunity to take a comprehensive look at the impact of these changes and identify unintended consequences. This process is central to our continuous improvement. As our assessment system matures, studying unintended as well as intended consequences will become a twin feature of program modification and innovation.
The University of Texas at Brownsville website uses Javascript.
To access this page as it is meant to function please use a Javascript
enabled browser.
This website is scheduled to be permanently shut down on Oct. 24.
The University of Texas at Brownsville and The University of Texas-Pan American ceased operations last year and their assets were combined to create The University of Texas Rio Grande Valley. For more information, visit UTRGV.edu.


text:
Black economic empowerment
Black economic empowerment
- Realising the country's full potential
- Towards broad-based growth
- BEE objectives
- BEE codes and scorecard
- Equity Equivalent Investment Programme for multinationals
- More information
Realising the country's full potential"Our country requires an economy that can meet the needs of all our economic citizens – our people and their enterprises – in a sustainable manner," the Department of Trade and Industry (DTI) says in its BEE strategy document. "This will only be possible if our economy builds on the full potential of all persons and communities across the length and breadth of this country." Despite the many economic gains made in the country since 1994, the racial divide between rich and poor remains. As the DTI points out, such inequalities can have a profound effect on political stability: "Societies characterised by entrenched gender inequality or racially or ethnically defined wealth disparities are not likely to be socially and politically stable, particularly as economic growth can easily exacerbate these inequalities."
- Download: The DTI's BEE strategy document [PDF]
Towards broad-based growthBlack economic empowerment – or broad-based black economic empowerment, as it is technically known – is not affirmative action, although employment equity forms part of it. Nor does it aim to take wealth from one group and give it to another. It is essentially a growth strategy, targeting the South African economy's weakest point: inequality. "No economy can grow by excluding any part of its people, and an economy that is not growing cannot integrate all of its citizens in a meaningful way," the DTI says. "As such, this strategy stresses a BEE process that is associated with growth, development and enterprise development, and not merely the redistribution of existing wealth." Black economic empowerment is an important policy instrument aimed at broadening the economic base of the country – and through this, at stimulating further economic growth and creating employment. The strategy is broad-based, as shown in the name of the legislation: the Broad Based Black Economic Empowerment Act of 2003. This reflects the government's approach, which is to "situate black economic empowerment within the context of a broader national empowerment strategy … focused on historically disadvantaged people, and particularly black people, women, youth, the disabled, and rural communities". As the DTI notes, discrimination "is at its most severe when race coincides with gender and/or disability".
- Download: The B road Based Black Economic Empowerment Act of 2003 and the Amendment Bill of 2011 [PDF]
BEE objectivesThrough its BEE policy, the government aims to achieve the following objectives:
- Empower more black people to own and manage enterprises. Enterprises are regarded as black-owned if 51% of the enterprise is owned by black people, and black people have substantial management control of the business.
- Achieve a substantial change in the racial composition of ownership and management structures and in the skilled occupations of existing and new enterprises.
- Promote access to finance for black economic empowerment.
- Empower rural and local communities by enabling their access to economic activities, land, infrastructure, ownership and skills.
- Promote human resource development of black people through, for example, mentorships, learnerships and internships.
- Increase the extent to which communities, workers, co-operatives and other collective enterprises own and manage existing and new enterprises, and increase their access to economic activities, infrastructure and skills.
- Ensure that black-owned enterprises benefit from the government's preferential procurement policies.
- Assist in the development of the operational and financial capacity of BEE enterprises, especially small, medium and micro enterprises (SMMEs) and black- owned enterprises.
- Increase the extent to which black women own and manage existing and new enterprises, and facilitate their access to economic activities, infrastructure and skills training.
BEE codes and scorecardThe Broad-Based Black Economic Empowerment (B-BBEE) Codes of Good Practice emerged in 2007 to provide a standard framework for the measurement of BEE across all sectors of the economy.
- Download: The Codes of Good Practice on BEE
|Management control
|Employment equity
|Skills development
|Preferential procurement
|Enterprise development
|Residual (sector determined)
|Source: Strategy on B- BBEE
- procurement,
- licensing and concessions,
- public-private partnerships, and
- the sale of state-owned assets or businesses.
Equity Equivalent Investment Programme for multinationalsThe codes of good practice allow foreign multinational companies that do business in South Africa some flexibility in how they structure their empowerment deals. In particular, the B-BBEE Codes of Good Practice acknowledge that there may be multinationals whose global practices prevent them from complying with the ownership element of B-BBEE through the traditional sale of shares to black South Africans. In such cases, the codes allow for contributions in lieu of a direct sale of equity. These contributions, known as "equity equivalent" contributions, count towards the ownership element of B-BBEE. The value of these contributions may be measured against 25% of the value of a multinational's South African operations, or against 4% of the total revenue from its South African operations annually over the period of continued measurement. Foreign multinationals can submit proposals for Equity Equivalent Programmes to the Department of Trade and Industry for approval by the Minister of Trade and Industry.
- More information, including guidelines and application forms are available on the web page of the DTI's Equity Equivalent Secretariat
More informationThe DTI has all the relevant documents and information on black economic empowerment available on a dedicated website at bee.thedti.gov.za. The site includes features such as:
- B-BBEE self assessment tool
- Step-by-step scorecard guide
- A B-BBEE registry
- A library of key documents, including legal documents and industry charters
Would you like to use this article in your publication or on your website? See: Using SAinfo material


text:
Morris County officials are making an appeal for public generosity for the upcoming Thanksgiving holiday, asking for donations of food and supermarket gift certificates for holiday gift baskets for a growing number of needy families.
The county Office of Temporary Assistance last year provided about 250 Thanksgiving food baskets to low-income families and has already taken 275 requests, with many more families in need, said Barbara McLaughlin, the agency's coordinator of volunteers.
"It's an awful year," said McLaughlin. "We've had so many requests for help we had to stop taking them and refer people to other agencies, like the Interfaith Food Pantry and Salvation Army.
"We are concerned we may not have the same level of support that we've had in the past because of the current economic situation and the downsizing of several corporate donors," McLaughlin said.
One major donor, Lehman Brothers, went out of business, while some other previously generous firms have moved, she noted.
Welfare requests by needy families in affluent Morris County have risen almost 6 percent over the past year, with many residents seeking government help to deal with the impact of the economic downturn and job losses, according to county officials.
Many people seeking assistance are new to the welfare system, requesting aid for the first time to deal with mounting bills, to put food on their tables and to heat their homes, said Morris County Human Services Director Mary Jo Buchanan. Residents in one of the nation's top 10 most affluent counties are requesting cash, food stamps, food supplies, and help in paying utility bills and rent, she said.
McLaughlin's office is striving to make their holidays a bit brighter. She said donations of prepared holiday baskets would make the process easier for volunteers, but any food donations will be welcome.
In particular, they are seeking instant mashed potatoes, stuffing mix, turkey/chicken gravy, green beans, corn, candied yams, cranberry sauce, apple sauce, pickles, relish, macaroni and cheese, fresh or canned fruit, Parmalat or powdered milk, pie crust mix, canned filling, cake mix, canned frosting, nuts, cookies, candy, juice, iced tea mix, instant coffee, soda, seasonal napkins and aluminum roasting pans.
Since the county office has no refrigeration, she asked that supermarket gift certificates of $20 or more be included so families can buy fresh produce and turkey or canned hams.
McLaughlin asked that baskets or food items be donated by Nov. 17 during regular business hours at the Office of Temporary Assistance, 340 West Hanover Ave., in Morris Township, or at the agency's office at 8 South Morris Street in Dover.
For more information on donations McLaughlin asked people to call (973)-326-7258.


text:
Enter your Email address:
Wolters Kluwer Health may email you for journal alerts and information, but is committed
to maintaining your privacy and will not share your personal information without
your express consent. For more information, please refer to our Privacy Policy.
Shapiro, Roger L.a; Ribaudo, Heatherb; Powis, Kathleenc; Chen, Jenniferd; Parekh, Natashae
aDivision of Infectious Diseases, Beth Israel Deaconess, Medical Center, Boston, MA, USA
bHarvard School of Public Health, Department of Biostatistics, Boston, MA, USA
cDepartments of Medicine and Pediatrics, Massachusetts, General Hospital, Boston, MA, USA
dDepartment of Medicine, Brigham and Women's Hospital, Boston, MA, USA
eDepartment of Medicine, University of Pittsburgh,Pittsburgh, PA, USA.
Correspondence to Roger L. Shapiro, MD, MPH, Beth Israel Deaconess Medical Center, Boston, MA 02215, USA. Tel: +1 617 771 0040; fax: +1 617 632 0766; e-mail: email@example.com
Received 27 September, 2011
Accepted 28 September, 2011
We read the article entitled 'Extended antenatal use of triple antiretroviral therapy for prevention of mother-to-child transmission of HIV-1 correlates with favorable pregnancy outcomes' by Marazzi et al.[1] with great interest. Although data are mixed from previous studies [2–10], broad protection against several categories of adverse pregnancy outcomes has not been previously reported with the use of highly active antiretroviral therapy (HAART) in pregnancy. We are concerned that this novel finding may stem from important differences in the comparator groups. First, the lack of receipt of any antiretrovirals during pregnancy (e.g. in contrast with the receipt of short-course zidovudine) may be a marker for poor access to antenatal care or first presentation in labor. A second inherent problem with this comparator group is that all women are categorized as untreated prior to antiretroviral initiation. This time-dependent classification creates more opportunity for adverse events that occur early in pregnancy to affect 'untreated' women.
Of these concerns, it appears that the former is most problematic in the authors' analysis. Only 68 women did not receive HAART (only 10 women were available for the prematurity comparison), making the comparator group small relative to the 3205 women who received HAART. No information is directly provided about why these women did not access HAART, their gestational age upon accessing antenatal care, or other potential differences from treated women. Because women had to access program centers prior to 37 weeks to be considered for the preterm delivery analysis, we can use the number of women missing from the denominators of this analysis (shown in Table 1 of the original article) to infer the proportion of women in each category who presented to a treatment site before 37 weeks. As shown in Table 1, the comparator groups were dissimilar.
Over 85% of the women who did not receive HAART were first seen in a study site after 37 weeks' gestation, whereas only 3% of the women who received HAART for greater than 90 days presented at greater than 37 weeks. We do not know the reasons why women who did not receive HAART presented so late in pregnancy, nor whether they may have received antenatal care elsewhere, but lack of antenatal care has been associated with higher risk for adverse birth outcomes [11–15].
We have additional concerns regarding the analyses that associate improved outcomes with longer duration of HAART. This finding may be a marker for the lack of uniformity of birth outcomes in pregnancy. In-utero stillbirths often occur in complicated pregnancies that end earlier in gestation, thereby limiting the total number of days on HAART during pregnancy. Maternal illnesses or obstetric events that precipitated both early delivery and maternal mortality would also be associated with shorter HAART duration. Duration of HAART before delivery and prematurity are linked variables that cannot be meaningfully compared; reverse causality would best explain the strong association between less than 30 days of HAART and prematurity. Finally, we are concerned that only 15% of infants had a birth weight recorded, as data from such a small subset are unlikely to be generalizable.
In summary, we believe these data may compare very different groups of women in which the effect of HAART cannot be isolated, and that temporal biases may further limit the conclusions that can be drawn from these comparisons.
© 2012 Lippincott Williams & Wilkins, Inc.
Colleague's E-mail is Invalid
Your Name: (optional)
Your Email:
Colleague's Email:
Separate multiple e-mails with a (;).
Thought you might appreciate this item(s) I saw at AIDS.
Send a copy to your email
Your message has been successfully sent to your colleague.
Some error has occurred while processing your request. Please try after some time.
An Existing Folder
A New Folder
Folder Name:
The item(s) has been successfully added to "".
Login with your LWW Journals username and password.
Username or Email:
Forgot Password?
Enter and submit the email address you registered with. An email with instructions to reset your password will be sent to that address.
Link to reset your password has been sent to specified email address.
What does "Remember me" mean?
By checking this box, you'll stay logged in until you logout. You'll get easier access to your articles, collections,
media, and all your other content, even if you close your browser or shut down your
To protect your most sensitive data and activities (like changing your password),
we'll ask you to re-enter your password when you access these services.
What if I'm on a computer that I share with others?
If you're using a public computer or you share this computer with others, we recommend
that you uncheck the "Remember me" box.
Save my selection
Article Level Metrics


text: The hotel offers guests a total of 300 rooms. A lobby and a reception are available to travellers. Wireless internet access is available to guests in the public areas. Various gastronomic options are available, including a restaurant, a dining area and a bar. Shopping facilities are also available. Children can have a great time playing in the playground. Those arriving in their own vehicles can leave them in the car park of the accommodation. Additional services include a childcare service, room service and a hairdresser. In addition, a shuttle service is offered. Each of the rooms is appointed with air conditioning, central heating, a living room and a bathroom. Most rooms feature a balcony with a view for guests' enjoyment. Further bookable amenities include separate bedrooms. Extra beds can be requested. A safe and a minibar are also available. The kitchenette is equipped with a fridge and a tea/coffee station. Other features include a telephone and a TV. The bathrooms have a shower and a hot tub. A hairdryer is also available. The establishment offers family rooms and non-smoking rooms. The hotel features an outdoor pool and a children's pool. A terrace, sun loungers and parasols are available. The hot tub is the perfect place to relax. Travellers can enjoy a range of refreshing drinks at the poolside bar. A variety of sporting activities, such as tennis, bocce, beach volleyball and crazy golf, or for a fee, horse riding, are offered at the accommodation. Water sports enthusiasts are offered aquafit. Diving is organised by third-party operators. The establishment offers numerous indoor sporting opportunities, with activities such as a gym, table tennis, darts, gymnastics and aerobics, or for a fee, billiards. The hotel offers a range of facilities in the wellness area. Options include a spa or, for an additional fee, a sauna, a steam bath and massage treatments. Leisure facilities include an entertainment programme, a disco, a kids' club and a kids' disco. Copyright GIATA 2004 - 2016. All-inclusive is bookable. Snacks and meals, including breakfast, lunch and dinner are available. The chefs prepare delicious specialities during the show cooking. Alcohol-free drinks and alcoholic beverages are offered. The following credit cards are accepted at the accommodation: VISA and MasterCard.


text:
Home > Books & DVDs > Books > Judo & Jujitsu > Kodokan Judo - The Essential Guide to Judo > Write/Read Kodokan Judo - The Essential Guide to Judo Reviews!
Write Your Own Review!
|Kodokan Judo - The Essential Guide to Judo
Judo, or the Way of Gentleness, an ideal form of physical exercise and a reliable system, of self-defense, was specially created from traditional Japanese Martial Arts. This book by the creator of Kodokan judo is uniquely comprehensive and the most authoritative guide to this martial art ever published. Over a hundred years ago Jigoro Kano mastered swordsmanship and hand-to-hand combat. Failing to discover any underlying principle, he set about designing a new martial art to reflect the concept of maximum efficiency in the use of physical and m...
Overall Product Rating: Not Yet Rated
There are 0 reviews written for the Kodokan Judo - The Essential Guide to Judo. Write Your Own Review!


text:
Best Friends? – Playa Carmen, MX
Monkeys are pretty cool. This spider monkey walked up to my soon on the hotel porch to ask for a peach. He had stolen one earlier in the day and was back for more. When he noticed we were fresh out he just stuck around for some friendly conversation. Please feel free to send us any photos you have of interactions with wild animals. We would love to see them!
Share and Enjoy


text:
This deal has ended.
Crocs takes 50% off the Kids' Blitzen LJ Plaid, lowering them from $29.99 to $14.99 in two colors. Better yet, code ALLYOU20 cuts them to $11.99, and code fallship stacks to bag free shipping, making this the lowest price we've seen since July. They feature a removable washable liner. There is no sales tax (except CA). Some sizes are limited, so act fast!No longer available


text:
Gaby Elvina's leadoff single in the third led to a six-run inning and Megan Ryan went on to pitch a two-hitter as Bishop Ahr beat North Brunswick, 6-2, in North Brunswick.
North Brunswick scored its two runs in the seventh on a two-run homer by Nicolette Aloia, which followed an error. Ryan struck out five and walked one. Christine LaRochelle had two hits and two RBI for Bishop Ahr, Elvina finished with two hits and Megan Kushpa had an RBI double.


text:
Uptowner Inn set for new life
PARKERSBURG – The Uptowner Inn in Parkersburg will be undergoing a transformation in the coming months to become the newest TownePlace Suites by Marriott.
Parkersburg Mayor Bob Newell and Steve Keiser, vice president and chief operating officer of Christy and Associates, made the announcement Thursday that the long vacant hotel space would have a new occupant.
"Today is a nice day for downtown Parkersburg," Newell said. "There are a lot of empty buildings getting filled up and that is what we like. There has not been one that has been talked about more than the Uptowner Inn."
The Uptowner Inn was constructed in 1963 and closed in 1987. The building was recently purchased by Uptowner Lodging LLC, made up of Christy and Associates and Parkersburg developer Larry Morehead. The property has been slated for redevelopment with the goal of getting a long-term stay hotel to locate there.
"We are pleased to announce we have signed an agreement with Marriott Corporation and the Uptowner will become a TownePlace Suites by Marriott."
The project will include $7.5 million in extensive renovations to the existing building, set to begin in July with a target completion date of March 31, 2015.
TownePlace Suites is the extended stay option the company offers, officials said. There are more than 200 across the country. They are geared for people who have to stay in an area for a week and up to a month, often relating to work.
The five-story hotel will have 57,530 square feet encompassing 84 suites with studio, one-bedroom and two-bedroom floor plans featuring functional space for both working and living.
The suites will include a fully equipped full-size kitchen and intuitive work space with file drawers, storage space and a pull-out table.
Onsite amenities will include an indoor pool, fitness center, business center, laundry facilities, complimentary daily breakfast, complimentary wireless Internet access and self parking.
"Marriott is one of the best brands in the hotel world," Keiser said. "This brand (TownePlace Suites) is recognized as the number-one extended-stay, mid-price hotel (by Business Traveler News for three consecutive years, 2011-2013)."
Marriott officials had no presence in the Parkersburg area and they were looking at locating here, Keiser said.
"There is a lot of development coming here," he said of businesses wanting to locate here as a result of the possible ethane cracker facility coming here. "Even if we didn't have the cracker coming, there is still a lot of business here that needs taken care of.
"With the hospital, government, Blue Cross … there are a lot of good customers right here. Once U.S. 50 was completed, the downtown area became a viable hotel market. Marriott recognized that."
LLC Architects Inc. of Memphis will be doing the design work. A contractor to do the work has not been hired yet.
The steel and concrete are in place and little site work will have to be done.
"It is already under roof," Keiser said. "There is nothing left to do but build the rooms in the interior and decorate. We are hoping it will be a pretty fast project. I am pretty confident we can make it happen (by March 31)."
People can follow the progress of the work on a Facebook page, the Uptowner Project, where they will post pictures as the work progresses.
The biggest challenge will be bringing the interior up to Americans With Disabilities standards, Keiser said.
"It has been closed for a long time," Keiser said. "We are going to have to go in and make sure the basic utilities, the sewer, the electric and gas are all there.
"It is a downtown location and it will be a little harder to get construction vehicles in and out of there."
The developers also bought a parking lot across from the Uptowner Inn that will help facilitate parking for the new hotel.
Keiser said they received a lot of help from the mayor, city council and other city officials to make this deal happen.
"We are happy to see the cleanup of the city and we are happy to contribute to that," he said. "The city has been great to work with.
"We are not fighting with anyone down here to get this done. I think the city will be very helpful in going forward."
The project will result in approximately 25 full- and part-time positions when it is fully operational as well as substantial tax revenue for Parkersburg and Wood County, officials said.
Newell said the city has been working to fill empty buildings with viable businesses.
"The Uptowner has been empty the longest," he said. "The groups that put this together have worked very hard to get a very nice upscale entity in there.
"Anytime we get a new business downtown it is great, but this is really special, because it is a hotel and it will bring people down here to stay and that is huge for the downtown area as opposed to people just passing through downtown," Newell said.


text:
Project Reach G.A.N.G. (God's Anointed Now Generation), a Riceboro-based youth group from Liberty County, sang Sunday at the state capitol in Atlanta as part of the Georgia legislature's prayer caucus.
Crystal C. Knowling of Liberty County was among 157 South Georgia College students to earn a spot on the 2010 fall semester dean's list, according to Vice President for Academic Affairs Dr. Carl B. McDonald. In addition, 38 students were named to the dean's list for part-time students.
Liberty County Schools have been canceled for Monday. Here is the message on the school board's website:
Teachers at Button Gwinnett Elementary on Thursday forgot all about grade books and marking up homework assignments with red pens.
Adults go back to school for a variety of reasons. They may have personal accomplishment goals or their motivation could be purely financial. Unemployment has recently led many individuals back to the classroom.
Saving enough money for a child's college education is a concern so great many parents began planning even before their first child was born. The escalating costs of a college education make such concerns wholly understandable.
Homework is often a daunting task for parents as well as students, and can easily become the cause of family disputes, regardless of how conscientious your kids are. As parents try to ensure their children prioritize schoolwork and complete tasks on time, they have to contend with trying to fit in various activities and family commitments. For students, concentrating at home can be tough, especially after a long school day that starts early and may include a lunchtime meeting for the science club and lacrosse practice after school.
ATHENS - University of Georgia undergraduate Edward Wells Jr. of Hinesville is one of 13 second-year students selected to participate in the Center for Undergraduate Research Opportunities (CURO) apprentice program. The sophomores join a group of 15 first-year participants.
Button Gwinnett Elementary students recently participated in the school's annual science fair. The childrens' projects covered a range of interesting topics. Students who earned grand-prize ribbons are, from left: third-grader Eduardo Renta-Colon, fourth-grader Adam Scharnagl, first-grader Joshua Duncan, third-grader Nikolas Favors, second-grader Desiah Vicente', Krystell Sanchez, fourth-grader Daniel Roman, fifth-grader Damian Lustiano and fifth-grader Marjare Fotu.
Mrs. Connie Klein's fourth-grade gifted resource class at Joseph Martin Elementary studied ancient Egypt before the holiday break. The students learned about mummification, including how the ancient Egyptians prepared bodies for mummification, embalming procedures, wrapping the bodies and arrangements for the afterlife.
The Bradwell Institute Future Farmers of America chapter visited Coastal Manor Nursing Home in Long County on Thursday to share some holiday cheer with residents. The students sang Christmas carols, talked with residents and brought along their classroom pet, Petunia the pig, which proved to be popular.
State School Superintendent Brad Bryant earlier this month announced that Georgia's students, across all categories, made positive gains on the 2010 Georgia High School Writing Test. Ninety-four percent of all students met or exceeded the standard for the test, a five percentage point increase from 89 percent in 2009.
Christmas came early to the children at Liberty County Head Start, courtesy of the Red Dragon Battalion and the Riceboro Fire Department.
Button Gwinnett Elementary School students recently collected canned goods and other foods to provide meals to senior citizens.
The Martin Luther King Jr. Observance Association recently announced a county-wide coloring contest.
Long County High School Pre-K had 11 community/school leaders read books to the center's 4-year-olds as part of the sixth annual Georgia Pre-K ...
Students at Liberty Elementary School enjoyed the rhythmic styles and diverse culture of Latin America during the school's annual Hispanic heritage culture program for ...
Staff of Coastal Electric Cooperative and its members of its foundation made their rounds Oct. 4 and 5 to award more than $23,500 in ...
The Long County High School Career, Technical, and Agricultural Education Department and the Work-Based Learning Program have named Taylar Davis, Robyn Sikes and Ashley Cabica ...
Liberty County School System schools will remain closed for the rest of the week and will resume Monday Oct. 17.
New band instruments for Bradwell Institute and Liberty County High School will cost an estimated $404,000, school officials said.
The idea behind Collin Houpf's roughly 20-minute presentation Friday morning at Long County Middle School is simple: get the kids to buy in.
Page 1 of 1
© 2016 Hinesville Publishing - All Rights Reserved
Powered By


text:
What say we about Vanderpump Rules except that these girls are seriously a mess. How any of them can possibly have boyfriends is a straight-up mystery to me.
Taking a break from Stassi Schroeder's ridiculous Jax Taylor entanglement – albeit a brief six second break – we are treated to the terminally insecure and immature Kristen Doute on a girlfriend tantrum bender.
Apparently everyone in LA is a part-time Sur employee and a maybe model/maybe hooker and they often live together and hook up. And sometimes when six degrees of Sur happens they run into each other at amateur staged for Bravo TV modeling shoots. Such would be the case with Kristen and boyfriend/concealer lover/musician/maybe hooker bedding Tom Sandoval.


text:
STATEN ISLAND, N.Y. -- A minute on the lips, a lifetime on both hips.
KFC unleashed its new Double Down yesterday, all 540 calories' worth, a gargantuan indulgence calculated to drive moderation-minded Mayor Michael Bloomberg and his Department of Health to despair.
The $5 item defies the very concept of a sandwich: Instead of bread, the cheese, bacon and "Colonel sauce" sit between two fried chicken filets.
At the KFC on Forest Avenue in Port Richmond Center, General Manager Mayra Morales reported 16 sandwiches sold as of 2 p.m. -- and that was without benefit of flashy posters. The Hylan Boulevard KFC in New Dorp had sold about 10 Double Downs as of 3 p.m.
Salwa Girgis, the manager of the Hylan Boulevard restaurant, said folks in thrall to TV commercials began requesting the new product at 11:30 p.m. Sunday.
The Double Down comes with a grilled chicken option, but a patron of the Hylan Boulevard restaurant laughed off the idea. "You've got to go with original," said Albert Marciniec, New Springville. "[The sandwich] is pretty ridiculous."
After seeing an online promotion Sunday night, Albert, a junior at Staten Island Technical High School, convinced two of his friends to join him.
How would it taste? "Like chicken," they chorused.
The trio purchased three sandwiches, and sat down to chow down. "Cheers!" Albert said to his friends.
They enjoyed their food, but allowed that $5 for the sandwich and nearly $10 for the meal was rather expensive for fast food. "If it weren't for the price, I'd definitely go for the combo," said one of Mr. Marciniec's friends, Michael Caputo of Brooklyn. They said neither the price nor the calorie overload would stop their buying it again or recommending the Double Down to others.
"It was definitely worth the challenge," said Albert. "People want to indulge."
The meal mostly lived up to their expectations. Though the sandwich was a bit thicker than they had imagined, the taste was what they had anticipated.
The only reservation expressed was by Albert's friend Jasper Cheng of Emerson Hill. "Whoa, look at all that grease," he marveled. "There's no place for vegetables."
--- By Michelle Rossman
|Double Down


text:
I am a new mom of a 2 month old. I am wanting to invest in some Born Free bottles and am trying to decide which size to purchase and they are so expensive so...my question is: Will my baby require a greater amount of breast milk as she ages, necessitating larger bottles? Do I get the 5 oz or the 9 oz bottles?
I am new and not familiar with how her needs will change as she grows, but I am committed to keeping her exclusively breastfed until 6 months and continue pumping at work and giving her breast milk until at least one year. Right now she drinks 7-8 times a day 3-4oz. a feeding.
Thanks for any advice,
Momma Jenn


text:
Movie musicals are making a comeback. In recent years we've had the hits "Chicago," "Hairspray," and "Sweeney Todd." Following in the string of successes is the film adaptation of the Broadway hit "Mamma Mia!" "Mamma Mia!" is the story of a bride-to-be trying to find her real dad (out of three possible choices) the day before her wedding. Complications ensue, people sing ... you know the deal.
Look, I love ABBA. I practically grew up on them -- my nanny loved them and would play them practically every day! The movie, in my opinion, was pretty good, but not as fabulous as I hoped.
There were some problems with the movie that really worked against all of the great things it had going on. First, the logistics didn't work out. Meryl will turn 60 this year. She's playing the mother of a 20 year old and talking about how she got pregnant back in the days of "free love"??? I'm all for older actresses getting good roles in big movies, but 1) Meryl LOOKS 60 (not that that's a bad thing). 2) This isn't set in the past. Twenty years ago would've taken us back to around 1987/88, and, as TIME said, the feeling was "less 'free love' more 'let's not have sex because we could die." I personally couldn't help but think how wonderful Michelle Pfeiffer would've been in the role, especially after seeing her in last year's "Hairspray." Turns out, Michelle was almost cast, but then the producers remembered that Meryl had written them a letter shortly after the musical's opening on Broadway, telling them how much she loved the show and would like to play the part of Donna. And, I love Meryl Streep, too, but the first half an hour or so, was a little disappointment -- just ... not so good. At the beginning I thought her performance could quite possibly be her "Gigli." She's been so brilliant before, I just didn't understand why she waited until about halfway through the movie to really step up her game.
Amanda Seyfried (of Mean Girls fame) plays the young bride. After proving her acting chops to audiences of smaller indie films, this movie was her chance to show them off to a large audience, as well as her singing talents.
Christine Baranski and Julie Walters as Meryl Streep's old friends were, without a doubt, the scene stealers. They were absolutely hysterical, a nice blend of witty one liners and slapstick physical comedy.
The men of the film weren't too bad, either. I certainly don't mind looking at Pierce Brosnan or Colin Firth for two hours. Sad thing is, neither can sing very well.
The music was great, the scenery was beautiful, the dance scenes were cute. All in all, I'd give this film a B+, A-. The bad and good of the film ended up equaling out in the end.


text:
Authors are solely responsible for the content of their articles on PandasThumb.org. Linked material is the responsibility of the party who created it. Commenters are responsible for the content of comments. The opinions expressed in articles, linked materials, and comments are not necessarily those of PandasThumb.org. See our full disclaimer.
Recent Comments
- You Can Call Me Ray on May 17, 2004 10:05 AM
- You Can Call Me Ray on May 17, 2004 9:43 AM
- jay on May 17, 2004 9:31 AM
Recent Trackbacks
Recommend this entry to a friend
Matt Brauer posted Entry 32 on March 24, 2004 03:35 PM.
Trackback URL: http://www.pandasthumb.org/cgi-bin/mt/mt-tb.fcgi/31
The battle-cry of the IDists, "teach the controversy!" strongly presupposes that there is a controversy worthy of teaching. It is true that there is a controversy in evolutionary biology, in the political sense. But this is not what legal scholars DeWolf (et al.) mean when they use the term. They would like to convince the majority of citizens (or the minority that sit on school boards) that this is an issue of fairness. According to the truism there are two sides to every coin, why not "teach the controversy" and let the students make reasoned opinions for themselves? Why not use "the controversy" to teach about the process of science?
The best reason not to teach the "origins controversy" is that it simply is nowhere to be found. Genuine scientific controversies -- the important and useful ones -- take up a huge volume of space in the scientific literature. Even the controversies sparked by wrong ideas can be tracked as they generate discussion among the members of the scientific community. If no-one is talking about it, it's not controversial.
And no-one in the scientific literature is talking about "irrecducible complexity" or "complex specified information". A recent search on "irreducible complexity" in the Science Citation Index yielded seven instances of papers using this term (two of these were direct responses from Behe to criticism of his work.) For comparison, the term "face on mars" yielded three papers discussing the proposition that an advanced Martian civilization had built edifices with human features.
But it gets worse.
A comprehensive examination of biology databases in which both ID terms and authors were used in queries yielded the following:
|Search term
|"Intelligent Design"
|"Complex Specified Information"
|"Specified Complexity"
|"Irreducible Complexity"
|Any term
This is to say that in all of PubMed, only six papers appear in which one of the four terms listed is used as a key phrase.
In comparison, REAL controversies have a substantially larger presence in the literature.
|Search term
|"Group Selection"
|"Punctuated Equilibrium"
ID may be claimed as a "new science" (though it's neither), so it may be argued that its anemic presence in the literature indicates the early stages of a controversy. (In which case it's too early to be mandating its teaching in science classes. But whatever.)
How do ID citations look over time, as compared to genuine controversies? Sometimes the source of an idea can be traced to a particular publication. Most often the publication will be a scientific paper, but it can just as well be a scientific or even a popular book. If the idea generates interest, scientists will respond to it in the literature, and cite the seminal publication in their own work. The "citation impact"�? or the number of publications that cite a particular work, thus gives a reasonable approximation to the importance of the work in the literature.
To evaluate the impact of seminal ID works in the scientific literature, the ISI Science Citation Index was queried. This database covers over 5600 scientific and technical journals with coverage back to 1965. Six ID-specific publications were marked, and the database was queried to return all publications that cited them.
"Seminal" ID publications were:
Behe, 1996, Darwin's Black Box
Denton, 1985, Evolution: A Theory in Crisis
Dembski, 1998, The Design Inference
Dembski, 2002, No Free Lunch
For comparison, the publications most closely associated with the start of the three genuine controversies above were included. These were:
Margulis, 1970, Origin of Eukaryotic Cells (Endosymbiosis)
Eldredge and Gould, 1972, Punctuated Equilibria: An alternative to phyletic gradualism (Punctuated Equilibrium)
Wynne-Edwards, 1962, Animal Dispersion in Relation to Social Behavior (Group Selection)
Two additional publications were examined for their citation impact. The first of these was Dean Kenyon's 1969 book Biochemical Predestination. The second was Duesberg's Inventing the AIDS Virus, which first claimed that HIV could not be the cause of AIDS, and which led to a controversy that has, like the ID "origins controversy" played out more in the field of public opinion than in the biomedical literature.
Publications were chosen for inclusion before any citation impact data were collected, and all were selected solely on the basis of their roles in the various controversies. For all publications citing a given work the number of citations was tabulated by the number of years elapsed since the publication of the cited publication. All searches were performed on 14 February, 2004.
The results, presented graphically, speak for themselves:
It's clear that the "seminal" ID works have all peaked in their citation impact. They're not just not ready for prime-time, they're past their sell-by date.
What this means is that if there is to be a scientific "origins controversy," it will not be able to depend on these texts already written. That is to say, the founding text of a scientific "origins controversy" has not yet been written.
Which makes "teaching the controversy" a difficult proposition.
Commenters are responsible for the content of comments. The opinions expressed in articles, linked materials, and comments are not necessarily those of PandasThumb.org. See our full disclaimer.
Comment #2333
Posted by jay on May 17, 2004 9:31 AM (e)
i think you are wrong.
Comment #2334
Posted by You Can Call Me Ray on May 17, 2004 9:43 AM (e)
I somehow missed your post when it was first published here but Jay's message brought it back to the top of the queue.
You've done an excellent job here at pointing out how worthless and uninteresting the ideas related to "intelligent design" are to the vast majority of scientists.
Three other biological "controversies" which might be worth adding to your study are the discovery of RNA catalysis (a feature of RNA that most ID apologists appear to be wholly ignorant of), reverse transcription, and prions. All of these discoveries were "paradigm shifting" to some degree.
Comment #2338
Posted by You Can Call Me Ray on May 17, 2004 10:05 AM (e)
Note to the forum administrators:
"Jay"'s name is a hyperlink to a porn site. Perhaps blocking Jay from further attempts to spam and/or infect our computers would be appropriate.


text:
Don't let it get away!
Keep track of the stocks that matter to you.
Help yourself with the Fool's FREE and easy new watchlist service today.
Do you remember, back in 2006, when President Bush said that the U.S. was on the verge of breakthroughs in energy technology that would "startle" most Americans?
Peabody Energy (NYSE: BTU ) certainly doesn't bear the mark of a company that is bracing for an imminent fuel switch that might render coal obsolete. The company continues to fast-track expanded export capacity for both thermal and metallurgical coals from Australia destined for seaborne trade, primarily to India and China. The consensus forecasts for rapidly increasing demand for coal, and the accompanying upward pricing trend, stand in full support of Peabody's aggressive growth initiatives.
For the first quarter of 2010, Peabody enjoyed a boisterous 44% increase in net income over the fourth quarter of 2009. Compared to a rather remarkable prior-year quarter, however, profit remained unchanged at $0.50 per share. Although Peabody's coal trading unit chipped in only about half of its prior-year contribution to EBITDA, because of reduced volatility and "structured transactions" (think derivatives), the unit earned bragging rights over the loss incurred by its counterpart unit at rival Arch Coal (NYSE: ACI ) .
Pending price pandemonium
If you think the management of Peabody Energy has any doubt about the direction in which coal prices are heading from here, think again. The miner has left as much as 5 million tons of metallurgical coal production -- or about half of its full-year production target -- unpriced for the remainder of 2010. Even with met coal spot prices reaching $250 per ton -- $50 more than the April 1 quarterly benchmark price -- Peabody has left virtually all of its 2011 met coal production similarly exposed.
At least 45% of Peabody's thermal coal production in Australia remains unpriced, with a further 9 million to 10 million tons unpriced for 2011. Peering further afield, into 2012, we find Peabody's confidence in these long-term pricing trends extending to the recovering U.S. coal market: "Peabody retains the largest unpriced position in the industry for 2012 with 120 to 130 million tons available for pricing in the United States, along with 23 to 25 million tons in Australia," the company said.
The evidence supporting Peabody's confident expectation of higher thermal and met coal prices has been duly corroborated by insightful industry titans like Joy Global (Nasdaq: JOYG ) , this landmark $60 billion thermal coal supply deal with a Chinese utility, the massive build-out of Australian coal export facilities like Peabody's joint venture in Newcastle with BHP Billiton (NYSE: BHP ) and Yanzhou Coal Mining (NYSE: YZC ) , Peabody's persistent efforts to acquire Macarthur Coal, and the long-term forecasts of the U.S. Energy Information Administration.
I'll say it again: If you have zero exposure to coal, you could be missing out on one of the clearest growth opportunities of the decade. I can discern only one primary risk factor to this long-term outlook, but any sidelined energy investors who have been holding their breath for a world-changing breakthrough since 2006 will tell you it's best to come up for air ... even if it's dirty air.


text:
McLimans, a 6-foot-10 senior reserve forward last season at Michigan, will play a fifth year at Miami-Ohio next year, according to ex-teammate (and roommate) Matt Vogrich.
"Congrats to @BlakeMc22 on hooping at Miami Ohio next year," Vogrich wrote.
Neither Michigan, nor Miami, have confirmed the move.
Technically, McLimans does have a fifth year of eligibility remaining as a college player. He did not appear in a single game for the Wolverines as a true freshman in 2009-10.
And since McLimans is on track to graduate from Michigan this spring, NCAA rules state that he may use his final year of eligibility immediately as a graduate student at another school, so long as that school offers a program of study not available at the player's prior school.
McLimans appeared in 69 games as a reserve at Michigan, but played just 42 minutes this past season.
-- Download the Michigan football on MLive app for iPhone and Android
-- Download the Michigan basketball on MLive app for iPhone and Android
-- Follow Kyle Meinke and Nick Baumgardner on Twitter
-- Like MLive's Michigan Wolverines Facebook


text:
Average Ratings:
"Personalized Photo Album"
Nelda Sistrunk
Comments: This photo album is used as a gift at the end of the year for our retiring teachers. It is wonderful! Photos and index cards (with messages from other co-workers) fit perfectly in the slots.
"Photo Album"
Comments: We love this Photo Album. We use it at our school for retirement. The teachers write special comments on colored index cards and we add photos and it turns into a great gift for retirement!
"beyond satisfied"
tonya davis
Comments: I ordered a customized photo album for my mother for mothers day and it far exceeded my expectations. The quality was top notch and it shipped sooner than stated. Thank you, my mother will be so pleased with her gift.
Comments: What a lovely item. I bought it for my son and his newly engaged fiancee! they both loved it so much! Very happy with my order and even happier that my son and his fiancee were pleased.
Alina Leon
Comments: It looks amazing, looks like a perfect gift. I will be buying it for my boyfriend who is leaving to Afghanistan soon and I want him to keep all of our memories. I just have a quick question, how many pages does it have or how many photos does it hold? We have a lot of photos, so I really would love to know. Thanks!
>> Read all product reviews [16] |
Write your own review


text:
Islam is the best religion that teaches us how to spend first night of marriage. First night of marriage have some aspects that are needed to be followed on the first night.
First night tips in Islam:
When the bride comes in her new home, the groom should pray to almighty Allah to prevent himself and his family from the evils of bride. By praying Allah will increase the happiness of the family. Fist night should be peaceful and tranquilly. Best practices shows that first night have marriage has great role in the forthcoming life. Every good and bad is from Allah, so in our daily life we should be thankful to Allah and keep our all good and bad away from complains. So, at the first night of marriage bride and groom should be thankful to Allah and should spend this night as in Islamic way.
Here are some first night tips in Urdu for bride and groom:


text: Hi, I am planning on a P'dog hunt next May-June. I load for .223 so that is the caliber I will stick with. Now I found a used model 11 Savage bolt gun but it has a tapered barrel but very reasonable. Next is a model 12 Savage ss with a thumbhole stock fluted varmint barrel, but twice the cost. Now I won't be P'dog hunting every weekend so give me some feedback. If I found the right used gun with a scope, I may go that route. I just don't know if I will need the varmint/bull barrel or not. Thanks for your help. Mac