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Tasty Tidbits: Gourmet Cafe & Pie Company
When you enter Gourmet Cafe & Pie Company, you'll see a large bakery case filled with cookies, pastries and other dessert items. It's a large cafe with booth and table seating. The decor is country-inspired with breakfast, lunch and dinner served.
Gourmet Cafe & Pie Company has been open for a decade.
The menu is lengthy. Uncle Joe's Famous Chili is made with a family recipe, stuffed into a sourdough bowl, and topped with cheese and onions for $8.50
There is a popular lunch special. It's half a sandwich with a choice of two sides – a slice of pie, soup or choice of salads. It's $8.95.
Beer, wine, and spirits are available. In case you're interested, there is a digital thermometer displaying the temperature of the beer here.
Customers can pick something from the bakery and take home or enjoy at their tables. Desserts are baked daily on site.
The cafe gets busy and there can be a wait. Parking is available on the side and in the lot behind the cafe.
Eat in or take-out, but the café does not take reservations.
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Rock Legends is always a great hit with every crowd. We stock all tickets to every Rock Legends show!
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Organic weed control is much more than killing weeds safely. It is first about growing healthy turf in fertile soil and minimizing weed pressure. Organic weed control is further achieved by using an Integrated Pest Management (IPM) program to establish weed thresholds, prevent weeds, and eradicate as a last resort.
There is no quick fix, magic spray weed killer in organic lawn care. Organic weed control is more about the holistic organic management of the lawn and soil, which results in fewer weeds.
The theory (and practice) being that a healthy lawn and soil will promote turf growth which will out-compete weeds.
The first step of organic weed control is to test the soil to learn it's needs. Naturally amending and fertilizing the soil according to the soil test begins any organic weed control program.
Correct cultural practices must be performed to reduce the opportunity for weeds to thrive. Weeds thrive on weak, stressed turf and compacted, unhealthy soil. Eliminate those conditions and grass will win over weeds.
- Mow at the highest level possible to encourage a dense lush, lawn capable crowding out of weeds.
- Reduce compaction by aerating.
- Improve water and nutrient uptake by de-thatching,
- Topdress with compost.
- Re-seed bare patches in the fall to avoid them from being taken over by weeds in the spring.
- Avoid scalping the lawn when mowing. Damaged crowns recover very slow and give weeds an opportunity to establish.
- Water deeply and infrequently, maintain adequate soil moisture but do not over-water.
If the need for eradicating weeds is still present, a multitude of organic methods are available.
- Corn gluten meal is an organic pre-emergent herbicide with fertilizer. Like it's chemical counterpart, it suppresses seed germination and provides a quick green up.
- Acetic acid in vinegar has plant killing properties and can be used as a non-selective weed killer. Household vinegar does not get above 5% acetic acid and weeds would need repeated applications. Stronger concentrations are available as weed killers. Remember, non-selective means it kills all plants, so handle with care.
- Herbicidal soaps are natural products for controlling mosses and algae and there are numerous weed killing formulations using natural oils, concentrates and other organic substances. They are all non-selective herbicides and as of yet, there are no organic broadleaf (selective) herbicides available.
- Mechanically remove weeds with manufactured weed puller tools, long screwdrivers, hand trowels, or bare hands.
- Weed flamers are gaining popularity as an organic weed control. They are basically modified propane torches used to burn problem weeds.


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A to Z Pinot Noir 2008
Winemaker Notes
The 2008 A to Z Oregon Pinot Noir reveals all of the depth, concentration and beauty of the 2008 vintage. Deeply colored with aromas of minerals, red and black cherries, and spice, the wine opens in the mouth with rich, red and blue fruits, dark spice and dusty tannins. Great ripe acidity and tannic structure bring balance to this classic, succulent, intense wine, perhaps the most beautiful Pinot Noir we have made.
Critical Acclaim
Lively, deftly balanced and refreshing in style, with pretty raspberry and cherry flavors playing against hints of spice and chalk. Finishes with impressive length. Drink now through 2016.
A to ZView all wine
A to Z has a bargain with other wineries from whom they source wines that they will not reveal their identities; component wines could be from any winery in Oregon from A to Z. This winery wanted a name... View More


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320 U.S. 287, Lafayette, CO 80026Request info Add to list
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Jared L.
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1. In a large pot, heat the butter, add in garlic, onion, salt and pepper and cook until onions are soft.
2. Add the meat and season again with salt, pepper and Italian seasoning, and stir well to mix.
3. Put the lid and cook until the meat browns, reduce the heat and pour in the beef broth, cover and simmer for about 80 minutes or until the meat is tender, checking occasionally and add water if needed.
4. Add in the potatoes and some water, just enough to cover the potatoes, and season with salt and pepper, stir well and simmer for about 30 minutes.
5. Serve hot over a bed of cooked rice or cooked grits.
Serving size Per servingComplete recipe
Calories 492 Calories from Fat 112
% Daily Value*
Total Fat 13 g20.3%
Saturated Fat 6.4 g32.2%
Trans Fat 0 g
Cholesterol 92.6 mg30.9%
Sodium 708.5 mg29.5%
Total Carbohydrates 58 g19.3%
Dietary Fiber 6.9 g27.4%
Sugars 5.2 g
Protein 36 g72.2%
Vitamin A 3%
Vitamin C 98.4%
Calcium 8.8%
Iron 21.2%
*Based on a 2000 Calorie diet


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- Score:
- rated 4.11 / 5 stars
- Views:
- 814,328 Views
- Share Links:
- Genre:
- Adventure - Point 'n Click
- pico
- picoday
- picoday2006
Credits & Info
- Uploaded
- Apr 30, 2006 | 7:12 AM EDT
- Frontpaged April 30, 2006
If you liked this, check these out!
Plenty more like this here!
Author Comments
Rated 5 / 5 stars
*New students came, Pico still smiling, Pico takes out gun while smiling*
Anyway, that was a nice remake! So far, i wish i can make a remake to some games.
Rated 3 / 5 stars
I found the game to be too easy; for starters, you have unlimited ammo, which you could always take advanced of like holding down the mouse key and just waiting until they were dead. It's this kind of gameplay that makes a game so boring to play. I would've liked the game better if there was a more challenging difficulty and if the game was a little longer. Sorry, it's just what I think. :/
Rated 2.5 / 5 stars
gave up with boss as i was finding it to hard on laptop? seemed like life wasnt going down
fun and very similar or original but i prefer the quirks of original
Rated 0 / 5 stars
Cyclops is too easy to defeat...
Rated 1.5 / 5 stars
Really bad... Controls are sloppy and enemies have way too much health. What a shame.


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Jerry Seinfeld and Larry David can't seem to stay out of the news. After Seinfeld shared news of their secret project, which is reportedly a Broadway play, the world is excited for the show about nothing again.
Things were taken another step further though, when the comedian and his "Seinfeld" co-star Jason Alexander were seen entering Tom's Restaurant, a major location on the series. Twitter user Ali Philippides got a photo of the two actors at the eatery and Gothamist reports that filming was taking place inside.
There's also video of David leaving the restaurant later, making the reunion even more curious. There's no telling what the trio were working on inside Tom's, which was referred to as Monk's Diner on the series.
Theories range from the idea that they're filming an episode of "Comedians in Cars Getting Coffee" to maybe shooting a Super Bowl commercial. However, what's clear is more than 15 years after it ended, fans are still excited for anything "Seinfeld"-related.


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Dynamic Duo Back to their Latino Tricks
June 18th, 2007 by Carlos
Back in May I dropped in to say hi to my old friend Trevor Berryman. I first met Trevor in 1998, when he hired me as his Executive Chef at Xango.
We made some real magic there. We got recognition as the best Latino restaurant of 2000, and added a star to our Toronto Life listing. We made a lot of people happy with great food with great ambience.
I worked with Trevor again in 2005, when I took the reins at The Laurentian Room. What a thrill it was to read Joanne Kates giving the food a big thumbs-up. I've since left the Laurentian, but stay in touch with Trevor, doing an event here and there.
That afternoon, Trevor had an idea.
He wanted to do something Latino again. He asked me to design an authentic Latino menu for when he reopens after Labour Day. Smart guy; he shuts down the restaurant and takes the summer off.
Authentic Latino is really exciting for me.
Here's a taste of some of that excitement.
Cachapitas con queso fresco y albahaca
Corn pancakes made w/ fresh corn, panela [cane sugar], cheese & basil
Guacamole y pico de gallo con tortillitas
Avocado, red onion, jalapeño, garlic, tomato, coriander & lime juice
Ensadala Tropical
Mango, papaya, avocado, greens & citrus vinaigrette
The Caribbean
Hongos con pimentos y sardo
Pickled wild mushrooms, roasted sweet peppers and sardo cheese
Vieira con achiote y salsita de aguacate
Annatto-dusted sea scallops w/ avocado, cucumber & apple salsa
From Sabrosito's personal repertoire
Jamon Serrano, pan tostado y dulce de higos
Spanish ham w/ croutons & fig chutney
Barcelona, Spain
Ensalada de jicama y palmitos
Jicama & hearts of palm salad w/ red onion vinaigrette
Central America
Chorizo de España con olivas y piñolas
Spanish chorizo, olives, fresh herbs & pine nuts
Asturias region of Spain
Everything from everywhere tasting so good, it's truly one world.
Yours in good food,


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What has happened to our society? I'm not talking about political stuff, religion, crime, drugs, teenage pregnancy, gay marriage – I'm talking about something really important: attire and lack thereof.
Today was the last straw. I was standing in line at the post office in Tombstone, Arizona when this woman walked in wearing attire I could only describe as pajamas, complete with bedroom slippers. I'm serious. She was wearing stuff my niece wears to bed: matching pink socks, and fuzzy slip-on bedroom slippers. Her only concession to proper attire was the possibility that she was wearing a bra under her thin flannel skin-tight top.
Two months or so ago, I was talking to a woman who is a librarian in one of the 'larger' cities in New Mexico. First, one needs to understand that a 'larger city in New Mexico' is like a smaller city anywhere else. I digress. I was complimenting her on her attire — shorts, blouse, matching shirt, earrings, and matching sandals. It was hot that day and her attire was a casual concession to the mid-morning parade she attended. As she was not going in to work that day, but assisting her husband, a business associate of mine, she was not properly attired in skirt, dress, hose, etc. She shocked me by complaining about how shabby she looked, how unprofessional, which was not true. Then she complimented me by telling me she always used me as an example for her daughters and their friends. She said I always looked 'well dressed'.
The mutual compliments over, we started doing the girl thing and shredding women's attire and reputations (not really). She was telling me how horribly dressed people were when they came into the library. I told her I wasn't sure if I could believe it when she was telling me about the man who came in wearing plaid PJs. Then I saw the woman at the post office in Tombstone and realized my friend was telling the truth!
People don't give a rip how they look or how they dress any more. People take no pride in their appearance.
I know women who have made fun of me, my mother, sister, aunts, cousins, and nieces because we follow our grandmother's hard and fast rule: You never leave the house without makeup, hair done, jewelry, and proper attire. No exceptions. You dress for the occasion. Even if you are cleaning house and scrubbing around in the yard, you put on your makeup and do your hair.
I will admit the third generation (mine) has let the scrubbing around the house and yard slide a bit. If you lounge around the house in your jammies, you need not follow the above rule. That is the only time, ICU and life support notwithstanding. Surgery, you do makeup, hair, and nails. Hospital stay, same thing. No exceptions. When my mother was in ICU about a year and a half ago after having coded twice with heart stoppage, the nurses couldn't get over her eye makeup and lipstick being intact. Simple – she's tattooed!
I know it sounds shallow. Heck, my father's sister-in-law always treated my mother and my sister and I like we were shallow and uneducated. I don't care if she does have a Ph.D., she doesn't need to go around in pedal pushers, plaid shirts, rolled up ankle socks, horrible athletic shoes, no makeup, and the unpardonable sin – a fanny pack. I think people who use fanny packs ought to be taken out and shot, the only exception being astronauts, for whom they were created.
Back to the shallow and superficial – not!
Somewhere, I either read or heard that having good manners is the ability to make a person, no matter who, feel comfortable. Doesn't this apply to taking care of one's appearance? (Okay, I overdress, I know that. Enough with the criticism about it, already.) Seriously, if our attire is so (words fail me)… that it makes people feel uncomfortable, aren't we guilty of having bad manners?
I'm not taking the outrageous, but the ordinary. Wearing your jammies to the library or the post office doesn't actually make me uncomfortable, but is sure makes you look stupid. And, to quote the philosopher, stupid is as stupid does. I don't give a rip if you wallow around in pedal pushers and a t-shirt and your rear end is the size of a VW Bug! The fanny pack doesn't really offend me, as long as you are bumming around in the yard, or slopping hogs on the back forty. But when you dress this way and insist on being seated in a four star restaurant, you look stupid and out of place.
Oh, speaking of stupid, nothing is worse than men in their baseball caps. Take them off, already. When you sit there at the table, hunched over your food like the above-mentioned barnyard animal shoveling food into your mouth, at least take the blasted hat off your balding head. There's nothing wrong with balding men. Look at Patrick Stewart. He's sexy. There's a difference between sexy and oily and greasy. You look dirty in that cap.
So, we're talking the all American traveling couple. They look like they've been sleeping in their clothes for a month, and haven't had a bath in two. She's wallowing around in that fanny pack. He's sitting there slopping food, picking his teeth, and wearing that nasty baseball cap. (I love baseball, by the way.) Tom Selleck in a baseball cap (a real one) is gorgeous. The man in the John Deere cap, slurping his Big Mac, is just plain repulsive. Know when to wear one. Don't you have any pride? Why look like someone's half-dead middle-aged relatives when you travel? Ever heard of a mirror?
I love old movies. Have you ever noticed how glamorous people look in them? I long for those days. I'm sorry, but it would be nice to go out with a stunning hat, holding your gloves as you knock 'em dead. Oh, and traveling with those adorable little cosmetic cases? (Dooney & Bourke has one – yep, I bought it.) Could one be any more… Myrna Loy? And no, I don't have luggage with those tacky rollers on them you need for flying today. Fact is, I don't fly. Face it, I'd open my big fat mouth and insult one of those brain dead security people and cause an international incident and end up either shot or in jail.
Ingrid Bergman was magnificent when Bogey put her on that plane from Lisbon. She was wearing a hat and gloves and carrying a little bag. Bogey was iconic in his Fedora and trench coat. That was romance. Today's Bergman would be wearing hip-hugging jeans, spaghetti strap T, bra straps showing, and her boobs bouncing up and down, navel (with ring) exposed, and toddling around in stiletto mules. Her bag would be a Juicy backpack. He would have on jeans, cowboy boots, baseball cap, and a T-shirt. Now, you really want to know why movies aren't as good as they once were? Where is the romance, where is the glamour?
Do you really think that exposed navel with the cute little ring is attractive? I know it is style, but nothing is tackier than T-shirts and limp bra straps, with your boobs hanging out all over the place. Yes, it attracts men and that's the name of the game, but just what are the limits of style? When do we say enough? Yeah, I know, when people start going around half-naked. Wait a minute, they already are!
Little tidbit that will keep the biddies at church and the garden club from shredding you. You only wear white shoes between Easter and Labor Day. No exceptions. They tried the 'winter white' for a while, but it went nowhere fast. No white shoes after Labor Day and before Easter – get it?Powered by Sidelines


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The Horse Forum (http://www.horseforum.com/forumindex.php)
- Horse Riding Critique (/horse-riding-critique/)
- - Ready, set...Pick it apart (http://www.horseforum.com/horse-riding-critique/ready-set-pick-apart-148759/)
Ready, set...Pick it apart
1 Attachment(s)
It's an old photo, and I know the wrists are TERRIBLE, but what else do you guys see?:-)
I see a gorgeous horse and a gorgeous lady!!!
Thank you, that's very kind:)
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Would you come groom my horse for me? He's absolutely stunning. Squeaky clean. I can't comment on your position. I don't know squat about western.
214 Attachment(s)
i don't know anything about Western either... however i would say to roll your shoulders back a bit, since you look a tad slouched. My horse kinda' looks like the horse in your picture! :)
yeah, gorgeous horse in great form and super relaxed but listening to rider.
rider is very well aligned over the stirrup. looking up, too
just roll the shoulders back a tad, without getting tense about it and get that hand up. I think you are trying too hard to be light with your hand, but even the hand should be holding the rein with "tone" in it; not limp.
MORE!! show us more!
Thanks guys. If I remember correctly, I was always trying to get him using his hind end more, and didn't do a good job of doing it quietly, lol. The shoulders have always been my weak point.
Tiny, I wish there were more pics of us together. His owner was supposed sent me some....
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What I like best is the natural head set. No peanut pushing! Yes!
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I spoke with the two Redemption Islanders who found no Redemption the morning after the Blood vs. Water finale and had a chance to ask them about Ciera's shocking vote, Hayden's amazing scrambles, and why "Survivor" is head and shoulders above "Big Brother"…
'Survivor' Castaways Laura and Ciera: 'We're Smarter Than Everyone Else'
By: Gordon Holmes on September 6, 2013 in Fall TV 2013, RealityTV, Survivor, TV News
I had a chance to sit down with all twenty of the "Blood vs. Water" competitors before the game began. I'll be posting exclusive interviews with each pairing in the days leading up to the September 18th season premiere.
'Survivor' Castaway Interview – Laura Morett
By: Gordon Holmes on November 23, 2009 in Survivor, TV News
When the story of "Survivor: Samoa" is told, odds are a majority of it will deal with the women who crossed Russell Hantz and how he got the better of them. In the most recent (and perhaps most impressive) chapter, Russell managed to eliminate Laura Morett from the game despite her Galu tribe having a […]


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Boo Boo is pissed. A momentary lapse in paw-eye coordination has sent a wave of water over the partition designed to separate beverage from dry goods in his dish. The Tender Vittles have tripled in size and, like a wet pretzel, really, what's the point?
Meanwhile, about two feet over and three feet up, I sit before a significantly more appetizing meal, graciously prepared by Boo Boo's "Mommy" -- San Francisco's current diva-in-waiting, Nefertiti Jones.
Nef has taken a break from her hectic I'm-about-to-be-a-rock-star schedule to whip up one pretty impressive meal. Rock 'n' roll may be in her blood but, believe me, it isn't all Doritos and Jolt cola in the cupboard.
With the release of her first CD, Stilltime, her opening of the Lilith Fair in Portland, and her recent appearance on VH1, Nefertiti Jones seems uniquely poised to burst past the city limits into the coveted realm of "Hey, I once saw her at the Elbo Room."
As Nef tries to convince us in one of her Stilltime songs (which blend folk, rock, and pop), "I'm just a little girl who likes to sing."
Well, OK. But she can cook too.
I arrive at Nef's cozy Inner Mission apartment to claims that she has "ruined the meal." So convincing is the look on her face, I believe for a moment that the only gentlemanly option is to pivot and pick a restaurant. But it turns out her apparent despair is merely an example of the acute sense of drama that forms the foundation of Nef's relationship with local audiences.
That's the end of tonight's drama, though, as Nef -- very relaxed in a simple red tank top and blue Champion sweats -- puts the finishing touches on our meal. The effect is very different from the flash of the faux furs and boas she often wears onstage. Her trademark curls, a delightful combination of most standard hair colors, drape down over a face that is forever sweet and sad. Many describe Nef as having the "It" look. Assuming that's true, I find it comforting to know that "real" is finally in.
Nef is "experimenting with risotto for the first time," she says, as she attempts to re-create one of her favorite Slow Club dishes. The false alarm concerns the roasted turkey breast in a tequila-mustard sauce that she is substituting for duck: Apparently a minor misconversion in cooking times has left the bird a little dry. Still, the excellent sauce more than compensates. And when she layers the turkey atop a near-perfect mound of risotto laced with mushrooms, snap peas, white wine, Parmesan, and "spices" (my guess: fresh thyme), the dish couldn't be better. Then she adds half a grilled peach and I stand corrected.
Dinner is served in the kitchen, at the same small table where Nef does her songwriting. Next to us is a huge glass jar filled with a glowing tangle of white Christmas lights, while past a broken set of blinds and a small garden below, we're treated to an impossibly perfect sunset.
I am introduced to Boo Boo: "Hi" -- and notice my dinner looks better than his. But between the feline photo collage and the constant attention, it's clear Boo Boo is the only thing as important to Nef as her music and career.
It's not a bad spot to hold beside a career with this much momentum: Nef has just returned from New York, where her band was chosen to play in the prestigious CMJ New Music Marathon. And she recently signed with a heavyweight management team, which is introducing her to the time-honored tradition of major label courting.
As we clear the dishes, Nef talks about her struggle to balance the rush of her recent successes with the challenge of future dreams: "I've always known exactly what I was supposed to be doing. It's just a matter of getting there."
Her mix of confidence and sincerity is startling. Still, she admits, "Sometimes the pressure is overwhelming. I feel like I just want to curl up in the corner with my cat, you know? But that's not really an option." It's this vulnerability, in contrast to the strength of her lyrics, that proves Nef all too human, her obvious humanity being, of course, the key to her success. And ready or not, it looks like "Mommy" is about to go for one exciting ride.
Hey, Boo Boo -- hang on.
By Barry Levine
Want to host The Man Who Came to Dinner? E-mail firstname.lastname@example.com and tell us what's cookin'.


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Asbestos personal injury trusts proliferated after many of the early primary asbestos product manufacturers reorganized under bankruptcy law. It is estimated that nearly 100 companies have declared bankruptcy in the face of asbestos-related liability, and companies continue to seek bankruptcy protection. In April 2013, Saberhagen Holdings and Yarway Corp. both filed petitions for relief in U.S. Bankruptcy Court. The explosion of bankruptcy trust claims resulted in two separate paths for claimants to seek compensation for exposure to asbestos: the bankruptcy trust claim process and traditional civil litigation. Until recently, there was little coordination between the two paths, potentially resulting in "double dipping," as bankruptcy trusts pay out billions of dollars each year to claimants who allege exposure to particular asbestos-containing products, independently of any civil litigation.
In December 2012, Ohio enacted the first legislation aimed at remediating the chasm between civil asbestos litigation and the asbestos bankruptcy trust claim process. Since the passage of Ohio's HB 380, other states and the federal government have followed suit.
On March 6, 2013, the Furthering Asbestos Claim Transparency (FACT) Act of 2013 was introduced to the U.S. House of Representatives. The proposed federal legislation would amend bankruptcy law and require asbestos bankruptcy trusts to file quarterly reports detailing trust payments made to claimants and would further mandate that asbestos bankruptcy trusts timely provide information related to previous claims and payments made. It is worth noting that previous efforts to address the double-dipping problem have been unsuccessful.
Pennsylvania has also followed suit, and its Legislature is currently considering HB 1150, the Fairness in Claims and Transparency Act. HB 1150 would allow civil defendants to apportion liability and allocate fault to all implicated asbestos defendants, regardless of their solvency. The legislation would require the designation of "apportionment nonparties," where the court determines by a preponderance of the evidence that the plaintiff has filed or has a reasonable basis for filing a claim with an asbestos bankruptcy trust. Under the proposed legislation, if liability is apportioned, the court is directed to calculate the amounts paid by each apportionment nonparty and "mold the verdict." In addition to the apportionment scheme, HB 1150 contemplates a disclosure system similar to the FACT Act. HB 1150 would require plaintiffs to provide a listing of all potential and existing asbestos bankruptcy trust claims and funds received from bankruptcy trusts at least 90 days before trial.
A Wisconsin assemblyman has also proposed a bill staying all asbestos litigation until civil plaintiffs identify the bankruptcy trusts with which they will file claims. While it is unclear whether the Wisconsin proposal will gain any traction, it appears that there is an expansive effort to address the issues created by the dual track of asbestos bankruptcy trusts and traditional civil litigation.
DISCLAIMER: Because of the generality of this update, the information provided herein may not be applicable in all situations and should not be acted upon without specific legal advice based on particular situations.
© Sedgwick LLP
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The Clear Path
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- Saturday, 21 December 2013
Always try to follow the teachings of the Eleventh Canto of Srimad-Bhagavatam, and try to follow Srila Rupa Gosvami's Upadesamrta and Srila Raghunatha dasa Gosvami's Sri Manah-siksa. This is first. Then, try to gradually come to the stage of rati (bhava-bhakti), at which time all of Krsna's pastimes will automatically manifest in a very pure form. Try to follow these instructions. Go through the channel opened by Srila Bhaktivinoda Thakura and by our guru-parampara, and especially by Srila Rupa Gosvami and Srila Raghunatha dasa Gosvami...


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Teena Foxy
Teena Foxy's Details
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Photos From Amsterdam 1
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Maryna la Grange Mon, 01/13/2014 - 09:26
Simple and sweet! Lovely pics too.
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6/26/13 I'm very new to digital scrapbooking, it seems very fun but I don't know where to start. For now I'm printing elements to use in other projects.
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Carly graduated University Of Toronto, Theatre and Performance program. She has written for various publications including art-speaks, Pembroke Daily Observer, Toronto Star - Performing Arts Section, The Canadian Post and more recently the Village Voice and the New York Daily News. As a member As a member of the Barrow Group, her specialties include performance stage production and talent casting.
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|Re: Question on jcr:deref usage
|Fri, 24 Nov 2006 16:57:38 GMT
Lei Zhou wrote: > Thanks Marcel! > > So it seems that due to the limitation of JCR (no aggregation query > support), it would be much slower to support this type of application than > RDBMS. > > Is that a correct assessment? An RDBMS certainly provides a wider range of operations through SQL than JCR with the current set of XPath or SQL syntax. depending on your needs some of the queries won't be possible in JCR but others will just be obsolete. E.g. in JCR you don't have to execute a query to follow a reference you simply call the method Property.getNode(). > Also, to articulate, if I have to present to users with a query result > view that is categorized (or grouped) by ProductName, I'd have to do the > following: > > 1. Run query #1 > //element(*, Document)[@Subject = 'Manual' and > jcr:contains(@description, > 'maintenance')] > > 2. iterate through the entire RowIterator (may have thousands of > entries), use Java code > to create an aggregated ProductNames/ProductReference pairs collection > > (since JCR doesn't have this type of query), > > 3. No "Order By" clause is used because the ProductReferences won't be in > same order as > the ProductNames, manual sorting is required in Java post-processing The same can be achieved in one step: //element(*, Document)[@Subject = 'Manual' and jcr:contains(@description, 'maintenance')]/jcr:deref(@ProductReference, *) order by @ProductName this will return an ordered list of product names which contain matches. > 4. Depending on which category has been selected by user to expand, run > query #2, limiting > results to that single product category: > (query #2) > //element(*, Document)[@Subject = 'Manual' and > jcr:contains(@description, > 'maintenance') and @ProductReference = '<uuid-of-Product-#1>'] Correct. > 5. Again, product names has to be de-referenced manually, and ordering has > to be moved from > the query to the java post-processing This step I don't understand. What's the purpose of this step and why is it needed? Isn't all information already available? > I'm fairly new to JCR and Jackrabbit. I've found them very helpful in many > aspects of managing contents. But I do feel that certains improvements > could make Jackrabbit a better choice for enterprise use. > > #1. In the many years of enterprise application development, I've seen a > lot of our content based applications in need of support for complicated > search, e.g, search by arbitrary combination of document properties, and > grouping of search results (it is not uncommon to see 2, even 3 levels of > nested grouping). > -- Aggregations and Joins are definitely a big plus for querying a > complicated content model. Such requirements are also discussed in the expert group of JSR 283. You can comment on the current spec and post enhancement wishes to firstname.lastname@example.com. > I've seen posts mentioning use of Node references to compensate the lack > of SQL Join, but what if I need to perform a search like below > (ProductNames, Regions and AvailableFors would most likely be categories > that are referenced by all documents): > FIND all manuals > THAT (ProductName is 'TV' or 'VCR' or 'DVD') > and (Region is 'North America' or 'Europe') > and (AvailableFor is 'distributor' or 'repairHouse') > GROUP BY Region, ProductName such a query is certainly not possible with the current set of XPath or SQL in JCR. You would have to break up the query into multiple queries. e.g. retrieve uuids for produces with names 'TV', 'VCR' and 'DVD' and use those uuids in a query. The same applies to Region and AvailableFor. IMO XQuery would be a nice fit for those requirements. > #2. The RDBMS based repository, current DB schema is not very convincing > for large enterprise level applications. A more normalized schema might > help both performance and #1, but yes, more DB level code may be needed > (for performance's sake) and that may limit the portability of the > product. I'm not sure that's really the case. Usually a normalized schema means less performance. There were attempts to create a persistence manager using a normalized schema, but in the end the currently used schema turned out to be the most practical one. regards marcel
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Losi LED Light Set (Desert Truck)
This item is discontinued and no longer available for purchase. You may want to search our site for a similar item.
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- 1 the act of arresting somebody The police made several arrests. She was under arrest on suspicion of murder. Opposition leaders were put under house arrest (= not allowed to leave their houses). see also citizen's arrest
- 2an act of something stopping or being interrupted He died after suffering a cardiac arrest (= when his heart suddenly stopped). Word Origin late Middle English: from Old French arester, based on Latin ad-
nounjump to other results
BrE BrE//əˈrest//; NAmE NAmE//əˈrest//[countable, uncountable]
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text:
Process of discovery: A fourth-year translational science course
Benedict F. DiGiovanni, MD1*, Denham S. Ward, MD, PhD2, Steven M. O'Donnell, BA2, Chin-To Fong, MD2, Robert A. Gross, MD, PhD2, Tana Grady-Weliky, MD2 and David R. Lambert, MD2
1Department of Orthopaedics and Rehabilitation, University of Rochester Medical Center, Rochester, NY, USA; 2University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
Background: The Liaison Committee on Medical Education notes the importance of educating medical students on clinical and translational research principles.
Purpose: To describe a fourth-year course, "Process of discovery," which addresses teaching these principles, and to discuss students' perceptions of the course.
Methods: Core components and pedagogical methods of this course are presented. Course assessment was performed with specific pre- and post-course assessments.
Results: During academic years 2004 to 2009, 562 students were enrolled, with assessment response rate of 94% pre-course and 85% post-course. The students' self-assessment of their current understanding of clinical and translation research significantly increased, as well as their understanding of how clinical advances will take place over the next decade.
Conclusions: A fourth-year course teaching clinical and translational research is successful, is seen as a positive experience and can meet the requirements for including clinical and translational research in the medical school curriculum.
medical students;
clinical and translational research;
basic science course;
translational science course;
fourth year course;
medical school curriculum
Received: 4 August 2011; Revised: 11 October 2011; Accepted: 11 October 2011; Published: 5 December 2011
Citation: Medical Education Online 2011, 16: 8443 - DOI: 10.3402/meo.v16i0.8443
Medical Education Online 2011. © 2011 B. F. Digiovanni et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License (http://creativecommons.org/licenses/by-nc/3.0/), permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
In defining the educational objectives for medical education, the Liaison Committee on Medical Education (LCME) – the organization that accredits all medical schools offering the MD degree in the United States and Canada – states that the content of every curriculum should "introduce medical students to the basic scientific and ethical principles of clinical and translational research, including the ways in which such research is conducted, evaluated, explained to patients, and applied to patient care" (1). In doing so, the LCME recognized the importance of ensuring that students graduating from medical school have a firm understanding of clinical and translational research (CTR). A required one-month basic science course, to be given in the fourth year, was part of the redesigned curriculum at the University of Rochester School of Medicine and Dentistry in 1999, the double helix curriculum. This focuses on integrating basic science and clinical medicine throughout the four years of medical school. The "Process of discovery" (PoD) course was designed to meet this curriculum objective and had its first iteration in February 2004 as a required course. By the time students took PoD, they had completed core basic science courses and clinical clerkships and had the needed background to appreciate how basic science and CTR could lead to new, meaningful medical interventions at the bedside.
The purpose of this article is twofold: to describe a novel way of meeting this LCME standard by describing PoD, part of our basic science curriculum for fourth-year medical students; and to use pre- and post-course data derived from student surveys to assess how well PoD met its goal of teaching the process by which scientific discoveries find their way into clinical practice.
"Process of discovery" course description
The intent of the PoD design, structure and implementation was to give students an understanding of CTR. PoD's learning objectives were to explain the bidirectional relationship between emerging knowledge and clinical care; to explain how the body of medical knowledge is built and advanced; and to define translational research. These objectives were embodied in a final project, in which students created research proposals describing how translational research can inform the development of diagnostic and therapeutic interventions.
PoD comprises three parts: two lecture series and a group project that encompassed both directed lectures and student organized activities. The heart of the course is the selection of two index diseases or themes (Table 1), chosen for their broad range of clinical problems, from prevention to cure or rehabilitation. The entire class – roughly 100 students – is divided into groups of seven to nine persons based on expressed career interests. If there are not enough students with the same career plans we group students with similar interests (e.g. neurology and neurosurgery, anesthesiology and emergency medicine, etc.). Senior faculty with research interests in areas related to the index cases serve as advisors to each group. The students are then given the assignment.
Given what is known presently, and with additional resources (i.e. lots of funds), what specific plan would you put forward to improve diagnosis, treatment or management of the index disease over the next ten years?
How will these advances in treatment or diagnosis ameliorate both the individual and the societal burdens of the disease?
The student groups are instructed to prepare a proposal for both oral and poster presentation addressing these two questions for the end of the course. Proposals may have greater or lesser emphasis on basic, translational or clinical research content, but regardless of the emphasis the students are expected to take a specific approach, research the current state of the art, determine major obstacles and suggest an approach to overcome these.
To assist the students in their work, in the first week faculty present lectures on the index diseases or themes – about six hours on each theme – to provide an up-to-date view of current research problems in these areas and identify important areas yet to be addressed by research. These lectures also introduce faculty who could serve as resources for advice on specific details of the projects. By the end of the first week, therefore, students can narrow the focus for their own proposals.
The other three weeks have a maximum of two hours of lectures per day, ensuring that students have ample time to work on their projects. The two lecture series were "Process of discovery" and "Frontiers of basic medical science." The PoD lectures addressed the process by which a laboratory discovery, such as the development of a lead compound, is taken forward into animal trials, the phases of human clinical trials, FDA approval and introduction into common clinical use – going from "bench" to "bedside" to "practice," including a discussion of commercialization (2). These lectures are given by scientists active in each phase of discovery (3). The "Frontiers of basic medical science" lecture series provide an opportunity to showcase the faculty who are doing highly regarded research at the University of Rochester. These individuals were asked not to give a "usual" lecture on their research, but rather one that addressed their research area, why they pursued it and how their research might change clinical care over the next decade.
Course assessment
Since this was a new course, we designed specific pre- and post-course questions (Table 2), used in addition to standard course assessment tools. Use of these data for publication received Institutional Review Board approval. The responses were measured on a 1–5 Likert scale. The responses on the pre- and post-course surveys were anonymous and thus it was not possible to link the data by student. The results were analyzed by ANOVA with factors: pre- and post-course survey, year, and pre-/post-course survey by year interaction. Statistical analysis was accomplished using the STATA software program.
A total of 562 students took PoD during the six academic years from 2004 to 2009. The response rates for the online questionnaires were 94% (92–100%) for the pre-course questions and 85% (62–99%) for the post-course questions.
Importance and preparedness
The students were not overly enthusiastic about the importance of a basic science course in their fourth year (Table 2, Q6); however, their opinions improved after the course, although still below the midpoint on the Likert scale. Prior to the course the students thought that our curriculum prepared them well to understand advances that may come in the next decade; this confidence improved further after the course (Table 2, Q5).
Research: Interest, importance, understanding
The students' (including MD/PhD students and others who had considerable research experience) interest in and experience with research was variable. As a whole they were moderately interested in having research as part of their career; this did not change as a result of the course (Table 2, Q1). Although there was a significant variation by year (p=0.03), this appeared to be random. They were more enthusiastic in thinking that research is important in improving clinical care, and this did not change after the course (Table 2, Q3), nor did it vary significantly by year. With regard to students' understanding of how new advances reach clinical practice, a statistically significant improvement was noted (Table 2, Q2).
Index disease knowledge
The students generally rated their knowledge of the current index diseases issues as below the midpoint on the Likert scale (Table 2, Q4) prior to the course. After the course, the students' rating of their understanding of the index diseases significantly improved and all but one index disease was above the midpoint in the Likert scale.
End-of-course evaluations: Positives and negatives
Student end-of-course evaluations were reviewed and comments were evaluated qualitatively. The most frequent comments, both positive and negative, were tracked and recorded, and then grouped into the most common themes. Evaluations allowed students to comment on course strengths and weaknesses, and prompted them to include any additional comments they had on the course. A theme was assigned to each comment and themes were totaled and ranked; those occurring most frequently are shown in Table 3. The top four positive-comment themes focused on course structure and leadership, with particularly positive feedback about the independent small-group project opportunity and the grouping of students together based on expected residency specialty. Negative-comment themes were grouped into the areas of course timing and length, as well as "too much basic science." Highlights and examples of positive and negative comments are also provided in Table 3.
We describe a fourth-year course that addresses the LCME standard of teaching medical students "basic scientific and ethical principles of clinical and translational research, including the ways in which such research is conducted, evaluated, explained to patients, and applied to patient care" (1).
The course falls in line with an increasing trend among medical schools to reintroduce basic science concepts in what have traditionally been the clinical years. The concept of medical school curricular reform with emphasis on integration of basic science into the clinical years was first introduced in the 1970s and 1980s. The McGill curriculum was developed in the 1970s and reported on in 1984 by Patel and Dauphinee (4). They described a curriculum that included fourth-year medical students participating in a series of three-month integrated courses in traditional basic science subjects. Croen et al. (5) reviewed US medical school curricula, reporting that in 1985 17 of 130 US medical schools (13%) required a basic science course during the third or fourth years. In their 1986 article, they also described their experience at the Albert Einstein College of Medicine with an eight-week basic science course which was developed in the mid-1970s. The course was primarily lecture-based at its inception, but evolved into a multidisciplinary case conference series presented prior to starting the fourth year. Subsequent reports are limited in number, most articles emphasizing the challenges associated with incorporation of basic science into the clinical years (6–9). In 1998 Schmidt (7) summarized the experience at eight anonymous US medical schools, and described difficulties including challenges in collaboration between basic and clinical scientists, as well as varied teaching formats. Little information was available about outcomes related to these attempts at curricular reform during the final two years of medical school.
In 2008 Spencer and colleagues (10) noted a modest increase in basic science courses during the clinical years for US medical schools–19% versus 13% found by Croen et al. (5). Interestingly, by 2007 24% of Canadian medical schools had implemented required basic science curricular components during the final two years. Despite these increased efforts, they noted a large variation in teaching methods and curricular time. Course duration averaged four weeks, with a range of one week to 12 weeks.
In our PoD translational science course we noted a significant change in student attitude in a number of areas, including current understanding of how new advances reach clinical practice, importance of a basic science course in the fourth year curriculum and improved understanding of current issues in the index diseases. Questions 2 and 3 in Table 2 (rating current understanding of how new advances reach clinical practice and the importance of research to improving our care of patients) are central to the objectives of PoD; the changes in student attitudes underscore the success of the course.
Despite a positive change in student attitude in these areas, it is not surprising that pre- and post-course data revealed no changes in the students' assessment of whether research will be part of their career, or the importance of research in improving patient care. It is unlikely that a four-week experience during the fourth year would change students' short-term research interests, although the long-term effect may be more positive. In addition, the qualitative review of student evaluations and the top negative themes emphasize the challenges facing course directors and faculty participants in such a course (Table 3).
The most frequent negative theme was the timing of the course within the curriculum. The curriculum committee felt that February of the fourth year was the most appropriate time, since there are drawbacks earlier and later in the fourth year. For example, a summer course would conflict with sub-internships; an autumn or early winter course would conflict with residency interviews; and a spring course would risk complete loss of student commitment, being so close to graduation. Course length was also a frequent negative-comment theme. Shortening the course from four to two weeks was often mentioned by the students, but the PoD course director and faculty have found immersion of the students back into basic science mode requires more than two weeks, especially when focusing on providing necessary background knowledge to understand index diseases better and allowing for meaningful small-group project creation.
The positive-comment evaluation themes (Table 3) underscore some of the strengths of the chosen format. In particular, students were very positive about the small-group projects as effective learning tools intended to spur them to integrate knowledge gained via the two lecture series. In addition, they were enthusiastic about the small-group clustering of students by intended specialty, and reinforced the benefits of the course placement at the beginning of the second half of the fourth year. A committed and enthusiastic course director also seemed to be essential.
It is important to note the limitations of the current report. Although the data are based on six consecutive years of operation, this only reflects the experience at our institution, and it is unclear how this experience translates to other student groups or medical schools. In addition, we describe and report on outcomes of a single format and method of teaching with measurements based on students' perceptions rather than an independent measurement of outcomes. PoD is only one method of introducing students to CTR and its central role in the advancement of clinical medicine (10). The goal of revisiting basic science in the third and fourth years is to offer students a better understanding of how new approaches to important diseases are developed and integrated into clinical practice, i.e. the process of clinical and translational research. Yet the intermediate- and long-term effects of such a course and experience are not clear. Further work is needed to determine if a change in attitude during the second half of fourth-year medical school influences efforts and accomplishments during residency or a practice career.
In conclusion, this article describes an innovative approach to integrate a basic science course that emphasizes the role of translational and clinical research teaching during the clinical years of medical school. Resulting assessment data allow a better understanding of the ways in which students benefit from the experience. The strength of the information obtained is bolstered by the prospective data collection and the high participation rates. The consistency of course timing, format and message throughout its history are added strengths. Having a basic science course in the fourth year that teaches CTR – after students have completed both basic science and clinical core course requirements – is a novel, effective way to fulfill the LCME CTR standard.
The authors wish to thank Mary Jane Dyer, Andria Mutrie, and Christopher J. Mooney for their assistance with course organization and manuscript preparation.
- Association of American Medical Colleges, Liaison Committee on Medical Education. Functions and structure of a medical school: Standards for accreditation of medical education programs leading to the MD degree. Liaison Committee on Medical Education; 2010.
- Westfall JM, Mold J, Fagnan L. Practice-based research – "Blue highways" on the NIH roadmap. JAMA 2007; 297: 403–6. [Crossref]
- Lenfant C. Shattuck lecture: Clinical research to clinical practice – Lost in translation? N Engl J Med 2003; 349: 868–74. [Crossref]
- Patel VL, Dauphinee WD. Return to basic sciences after clinical experience in undergraduate medical training. Med Educ 1984; 18: 244–8. [Crossref]
- Croen LG, Lief PD, Frishman WH. Integrating basic science and clinical teaching for third-year medical students. J Med Educ 1986; 61: 444–53.
- Stalburg CM, Stein TA. An interdisciplinary course in women's health integrating basic and clinical sciences: Clinical anatomy and women's health. Am J Obstet Gynecol 2002; 187(Suppl): S49–52. [Crossref]
- Schmidt H. Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues. Acad Med. 1998; 73(Suppl): S24–31. [Crossref]
- Rudich A, Bashan N. An interdisciplinary course in the basic sciences for senior medical and PhD students. Acad Med 2001; 76: 1072–5. [Crossref]
- O'Neill PA, Morris J, Baxter CM. Evaluation of an integrated curriculum using problem-based learning in a clinical environment: The Manchester experience. Med Educ 2000; 34: 222–30. [Crossref]
- Spencer AL, Brosenitsch T, Levine AS, Kanter SL. Back to the basic sciences: An innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine. Acad Med 2008; 83: 662–9. [Crossref]
*Benedict F. DiGiovanni, MD
Department of Orthopaedics and Rehabilitation, University of Rochester Medical Center
601 Elmwood Avenue, Box 665
Rochester, NY, 14642, USA
Tel: 585-273-1611
Fax: 585-756-4725
Email: firstname.lastname@example.com
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[Selling] NEW LIST: TONS of RARES and RARE RUBBLE
Discussion in 'UO Rares Collector' started by Africanus, May 29, 2009.


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