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Audi S4 B5 vs 335i vs Focus RS
S4 (camera) - (k04, Exhaust, meth) 335i - (downpipe, Intercooler, intake, jb4, meth) Focus RS - (intake, exhoust, Intercooler, revo)
415hp Wagon S4 vs 275hp Cayman, With Chris Harris - /TUNED
Matt showed up in t he UK to bother Chris, and over pints, got into a discussion about the "ideal" amount of tuning for a daily driver, as well as whether we'd rather have a fast sleeper Audi or a slow 2013 Porsche Cayman. Agree with us?
Police Pursue Stolen Audi
--- Subscribe for more http://goo.gl/bY5w6 --- Seminole County Sheriff's Office has released footage of a police pursuit involving a stolen vehicle. Authorities attempted to pull over a suspected stolen white audi, before the driver fled prompting the chase. The vehicle was eventually stopped however and 3 individuals were taken into custody. ___ What is GlobalLeaks? Founded before 2012, the GlobalLeaks News Channel has grown into a popular current events and informational platform on YouTube and across the internet. We strive to show people the events left out of the mainstream media. The events, that in many cases are shaping our world. If you'd like to keep up to date be sure to join us and subscribe. ___ --- Join us on twitter! https://twitter.com/globalleak --- If you have any questions or would like to send us footage, contact us directly at email@example.com or visit our website http://globalleaks.com
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Desktop Stapler, 20-Sheet Capacity, Translucent Blue
Rely on the stapler that set the standard for easier power assist stapling. The original, patented spring-powered desktop stapler is 80 percent easier to use and provides the power to drive a staple through up to 20 sheets of paper with just one finger. Staples remaining window prepares you for reloading. Ergonomic styling with non-slip rubberized handle and base for comfortable desktop or handheld stapling. Stands horizontally or vertically. Drop-in loading of a full strip (210) of 1/4" standard staples. Package includes 210 staples.
Includes one stapler and one rack of staples.

subset: commoncrawl


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The Spirit of '45 (2013)
- Studio: Independent
- Release: March 15, 2013
- Director: Ken Loach
- Writer: Ken Loach
- Cast: Unknown or Not Available
Video archive for the film The Spirit of '45, which has a domestic theatrical release in the year of 2013. There are currently two videos available for the film, of which one and only one is a trailer, as listed below. Happy viewing!
Featured Movie John Wick: Chapter 2


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Vaccines are widely viewed as cost-effective interventions to prevent and control classical endemic and epidemic infectious diseases, as well as to limit the transmission and impact of emerging infections and certain bioterror agents. However, the development of new and improved vaccines against some of these agents is hampered by a lack of information concerning the "true" (i.e., operative) immunological mechanisms underlying the protection elicited by natural infection and by candidate vaccines. This is particularly true with regard to pathogens that enter the host via mucosal surfaces, including the gastrointestinal (Gl) tract. Thus, this proposal is focused on furthering our understanding of the protective immunological mechanisms that can be elicited in the Gl microenvironment of humans. Moreover, because the normal Gl flora (microbiota) is certain to influence the host immune response, we propose to conduct pioneering studies on the interactions between the local intestinal microbiota and the host immune response in humans. We will focus our efforts on in-depth studies of 3 major gram negative bacterial human pathogens including Helicobacter pylori, Salmonella enterica serovar Typhi and Shigella, each primarily affecting a distinct major segment of the Gl tract (i.e., the stomach, ileum and colon, respectively). Because virtually all of the limited information available concerning the determinants of protective mucosal immunity comes from studies in adults, we will also focus some efforts in exploring the responses to oral immunization with the licensed Ty21a typhoid in children and, for the first time, the elderly. To address the complexity of this undertaking, we have assembled a multidisciplinary team consisting of renowned investigators in the fields of innate and adaptive immunity, molecular biology, mucosal biology and physiology, biochemistry, high-throughput technology, microbiology, genomics, protein chemistry and clinical gastroenterology and vaccinology (with extensive experience in performing endoscopies and in conducting vaccine trials). In addition, we propose to develop two novel technologies to broadly advance the study of human immunology, including a human-based approach to study the entire S. Typhi ORFeome to identify CD8+ T cell responses and a peptide conformation constrainment technology and potential mucosal adjuvants to advance H. pylori vaccines. We expect this CCHI to yield much needed information in an area of great importance to human health.
In spite of the great need for new and improved vaccines against major human pathogens, particularly those that enter the human host through the intestinal mucosa, this field is impeded by insufficient knowledge of the determinants of protective gut immunity. Moreover, little is known concerning the role of the gut microbiota in modulating the immunogenicity of oral vaccines and vice versa. The wealth of data generated by these studies is likely to lead to major advances in mucosal vaccine development in humans. PROJECT 1: PROTECTIVE IMMUNE MECHANISMS TO S. DYSENTERIAE 1 VACCINES IN CYNOMOLGUS MACAQUES AND HUMANS (Sztein, M) PROJECT 1 DESCRIPTION (provided by applicant): Shigella is a global infection that is notorious for disseminating rapidly in certain settings. One serotype, Shigella dysenteriae type 1 (S. dysenteriae 1), can cause devastating pandemics with high case fatality rates and thus it has been classified as a Category B priority pathogen with high potential to be used as a biological weapon. There is no available vaccine for Shigella. The development of effective Shigella vaccines has been hampered by a considerable lack of information of the specific determinants of protective immunity to Shigella infection. Because of the limitations imposed by the risks associated with performing challenge studies with wild type S. dysenteriae 1 in clinical trials to advance vaccine development, a nonhuman primate model is urgently needed. We have already established a challenge model with wild-type S. dysenteriae 1 strain 1617 which, to date, exhibited an attack rate of 100% (6 of 6 cynomolgus macaques challenged with 10e11 cfu intragastrically). Furthermore, we have advanced our understanding of the immune responses elicited following challenge. In this application we propose to continue these studies by addressing the following Specific Aims: (1) evaluate the hypothesis that intragastric immunization with novel attenuated S. dysenteriae 1 mutant strains elicits protection from intragastric challenge with wild type S. dysenteriae 1;(2) evaluate the hypotheses that a defined set of immune responses observed in circulation in cynomolgus immunized with attenuated strains of S. dysenteriae 1 and/or challenged with wild type S. dysenteriae 1 correlate with protection and are representative of those present at effector sites (i.e., mucosal tissues) and secondary lymphoid organs. These translational studies are central to further our understanding of the immunological mechanisms that mediate protection to S. dysenteriae 1 and longevity of the responses to vaccination in humans, (3) To evaluate the effects of immunization of monkeys with attenuated S. dysenteriae 1 strains on the colonic microbiota in stools of monkeys and the impact of the existing microbiota on the observed immune responses and protection from challenge. Finally, we will take advantage of an upcoming trial with the attenuated S. dysenteriae 1 strain CVD 1256 to evaluate the hypothesis that the immune responses observed systemically and locally in humans are similar to those that correlate with protection in cynomolgus macaques (Aims 1 and 2). These studies will provide valuable insights that might accelerate the development of attenuated vaccines for S. dysenteriae 1.
The overall objective of this project is to develop a safe and effective vaccine for S. dysenteriae 1, a Category B priority pathogen with potential to be used as a biological weapon. Currently, there is no available vaccine for Shigella and limited treatment options for infections with multiple antibiotic resistant strains. Given the shortcomings of available measures to successfully control this infection, and its bioterrorism potential, to develop a S. dysenteriae type 1 vaccine is of great importance.
|Salerno-Goncalves, Rosangela; Rezwan, Tasmia; Sztein, Marcelo B (2014) B cells modulate mucosal associated invariant T cell immune responses. Front Immunol 4:511
|Fiorentino, Maria; Levine, Myron M; Sztein, Marcelo B et al. (2014) Effect of wild-type Shigella species and attenuated Shigella vaccine candidates on small intestinal barrier function, antigen trafficking, and cytokine release. PLoS One 9:e85211
|Waddington, Claire S; Darton, Thomas C; Jones, Claire et al. (2014) An outpatient, ambulant-design, controlled human infection model using escalating doses of Salmonella Typhi challenge delivered in sodium bicarbonate solution. Clin Infect Dis 58:1230-40
|Wahid, Rezwanul; Zafar, Shah J; McArthur, Monica A et al. (2014) Live oral Salmonella enterica serovar Typhi vaccines Ty21a and CVD 909 induce opsonophagocytic functional antibodies in humans that cross-react with S. Paratyphi A and S. Paratyphi B. Clin Vaccine Immunol 21:427-34
|McArthur, Monica A; Sztein, Marcelo B; Edelman, Robert (2013) Dengue vaccines: recent developments, ongoing challenges and current candidates. Expert Rev Vaccines 12:933-53
|Eloe-Fadrosh, Emiley A; McArthur, Monica A; Seekatz, Anna M et al. (2013) Impact of oral typhoid vaccination on the human gut microbiota and correlations with s. Typhi-specific immunological responses. PLoS One 8:e62026
|Barry, Eileen M; Pasetti, Marcela F; Sztein, Marcelo B et al. (2013) Progress and pitfalls in Shigella vaccine research. Nat Rev Gastroenterol Hepatol 10:245-55
|Eloe-Fadrosh, Emiley A; Rasko, David A (2013) The human microbiome: from symbiosis to pathogenesis. Annu Rev Med 64:145-63
|McArthur, Monica A; Sztein, Marcelo B (2013) Unexpected heterogeneity of multifunctional T cells in response to superantigen stimulation in humans. Clin Immunol 146:140-52
|Wahid, Rezwanul; Simon, Jakub K; Picking, Wendy L et al. (2013) Shigella antigen-specific B memory cells are associated with decreased disease severity in subjects challenged with wild-type Shigella flexneri 2a. Clin Immunol 148:35-43
Showing the most recent 10 out of 24 publications


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Fountain Valley Rotary honors teachers in annual recognition
Fountain Valley Rotary Club honored 14 outstanding teachers from the Fountain Valley School District as well as from Fountain Valley High School, Valley Vista High School, Los Amigos High School and Vista View Middle School on Tuesday.
The event, held at the Fountain Valley School District office, was made possible by donations from SchoolsFirst FCU, Rainbow Environmental Services, Kellogg Products, Fountain Valley Educational Foundation, Orange Coast Memorial Hospital, Fountain Valley Rotary and Home Depot.
Mayor Michael Vo, members of the Fountain Valley City Council and members of the Fountain Valley Rotary joined principals, district staff and family members in honoring the teachers who represent the "best of the best."
Teacher of the Year nominees from Fountain Valley School District:
Courreges Elementary School – Amanda Varrone
Cox Elementary School – Emily Harvest
Fulton Middle School – Leo Brignardello
Gisler Elementary School – Anne Rogers
Masuda Middle School – Charlene Bosl
Newland Elementary School – Terry Johnston
Oka Elementary School – David Pate
Plavan Elementary School – Kevin Yamabe
Talbert Middle School – Donna Somekh
Tamura Elementary School – Daryl Osborne
Teacher of the Year nominee from Vista View Middle School: Jennifer Luu
Teacher of the Year nominee from Fountain Valley High School: Cory Nelson
Teacher of the Year nominee from Valley Vista High School: Peter Dang
Teacher of the Year nominee from Los Amigos High School: Kevin Ferguson
– Submitted by Fountain Valley School District
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Nairaland Forum / Entertainment / Music/Radio / VIDEO: Chris Brown Dances To D'banj's Oliver Twist!! (944 Views)
Pitbull And Protege Sensato Remix Dbanj's Oliver Twist / NBC Bans Kako Bi Chicken, Lowkey By Flowsick, Oliver Twist And Others / Dbanj's Oliver Twist Single Is No1 On UK Urban & Dance Chart (1) (2) (3) (4)
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|VIDEO: Chris Brown Dances To D'banj's Oliver Twist!! by Alexkene(m): 3:56pm On Dec 27, 2012
Chris Brown recently took a trip down to Africa and touched a couple of places. He was in Lagos where he performed alongside Wizkid and other Nigerian music giants. US pop singer Chris Brown was also in Johannessburg, South Africa for another concert performance.
And while in SA, he turned it up at Club Hush where he partied hard with fans and club goers. When the DJ played D'banj's global hit 'Oliver twist', the 23-year-old got in the mood, grabbing a girl to dance it, watch below and share your thoughts…
Source: http://www.gidiexclusive.com/?p=2093
|Re: VIDEO: Chris Brown Dances To D'banj's Oliver Twist!! by segunsd: 8:03pm On Dec 27, 2012
Chris Brown who recently rocked the stage in Nigeria at the Chris Brown in Lagos concert was caught grooving hard to D'banj's "Oliver Twist"in a club in London. The song continues to receive massive airplay in UK and is one of the favorites at the moment. Here is a video of Chris digging it seriously.
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Certificate of Advanced Graduate Study (CAGS)
Choose your specialization, 100% online
Interactive Certification Map | Admission Requirements | Academic Catalog | Course Descriptions
This 30-credit Certificate of Advanced Graduate Study program allows you to concentrate on any combination of 10 courses that are most closely applicable to the area in which you are working or that interests you.
Program Highlights
- 30-credit hour program
- Complete your program in just under two years
- 100% online – no campus visits required
- Learn anytime from any place
- No GRE Required
- Dynamic faculty of practitioners, researchers and educators
- Regionally accredited by the New England Association of Schools & Colleges (NEASC)
Of the following 700-level courses, choose any combination of 10 courses, for a total of 30 credits. An internship is not mandatory for this CAGS program.
EDU 701: Educational Leadership (Credits:3)
This course provides the overarching context for the entire curriculum in educational leadership. Participants consider theories and practices relating to effective leadership in educational settings. Topics include team building, diagnosing the work environment, decision-making, problem solving, and strategic planning and human resource development. Students will reflect on their own leadership, observe and analyze other leaders, and explore how the theories and practices relate to the Interstate School Leaders License Consortium (ISLLC) standards for leaders. This course meets standards of the Interstate School Leaders Consortium (ISSLC) 2008. This course explores ethical decision-making and individual styles with respect to professional responsibilities.
EDU 702: School Law (Credits:3)
In today's complex society, educational administrators must possess a working knowledge of federal and state statutory and case law impacting education. This course will provide a foundation of the legal underpinnings of the American education system and how the "law" has had an effect on schools. Specific legal principles relating to church/state issues, tort liability, teachers' responsibilities, students' rights, and administrative concerns such as contracts and collective bargaining will be covered. Students will be required to apply these legal principles to analyze actual case scenarios. Assignments will be included to acquaint students with their state's laws that will affect them as future educational leaders.
EDU 703: Educational Change/School Reform (Credits:3)
Regardless of how beneficial a desired change may seem, new initiatives are often difficult to implement. Each educational setting has its own culture, and innovations and changes that are incompatible with the prevailing climate may elicit resistance and hostility. The course examines change theory; studies case histories of successful and not so successful change efforts; and reviews change strategies to equip students with skills for introducing effective reforms.
EDU 704: Supervision and Evaluation of Instructional Personnel (Credits:3)
Supervision and evaluation strategies need to support teachers' growth into strong, competent professionals. This course examines requirements of educational leaders engaged in supervising and evaluating educational personnel, and explores new directions and procedures currently under development. Emphasis is given to understanding the theory behind the practice, strengths and weaknesses of varying methods, and hands-on applications. Drawing on knowledge of developmental stages and multiple styles of learning and teaching, participants consider such practices as peer evaluations, self-evaluations, portfolios, and mentoring.
EDU 706: School-Community Relations & Communications (Credits:3)
An effective educational leader promotes the success of all students by communicating the learning community's vision, policies, and successes to staff, students, parents, community, decision makers, legislators and media. This course provides 80 hours of field based work, in which aspiring leaders will develop a plan to build and maintain partnerships with multiple constituent groups within the community in a way that positively impacts the education of students.
EDU 707: Instructional Leadership (Credits:3)
School leaders must also be "lead teachers". To effectively instill motivation and creativity in teachers, participants learn current models for curriculum design to ensure that instructional materials meet appropriate mandates for content and learning goals, and which also address students' diverse needs, abilities, and experiences. Learning theories and styles are included, as are topics relating to curriculum theory and assessment.
EDU 709: School Finance (Credits:3)
The course traces the historical background and development of school finance acts, and examines the intent, concepts and relationship inherent in these acts. Processes by which state subsidies are computed, allocated and distributed are considered. Budget and expenditure practices in relation to these acts are illustrated. Emphasis is placed on helping students develop a clear conceptual understanding of the overall methods by which state aid is provided to local school systems. Readings, research, and other assignments are designed to acquaint students with school finance practices in their respective states.
EDU 715: Organizational Theory & Strategic Planning (Credits:3)
This course will include: an overview of organizational theories and systems; the inclusion of organizational theory in the educational change process; the functions, objectives, development, and assessment of strategic plans; and the relationship between strategic planning and budget development.
EDU 720: Special Education Law for the Classroom (Credits:3)
Laws, regulations, and judicial decisions relating to the education of students with special needs are discussed. Methods of conflict resolution, mediation, and ethical standards are examined. Students will be required to apply what they learn as they analyze real-life case scenarios.
EDU 721: Using Technology within Inclusion Education (Credits: 3)
This course introduces students to the use of technology in the education of individuals with special needs. Methods and techniques for evaluation and determination of appropriate uses of technology are included. A range of assistive technologies are covered as well as teaching strategies that support the implementation of technologies. Using technology in universally-designed educational environments is examined. Participants will be expected to have access to and use selected teaching and learning technologies with students with disabilities.
EDU 722: Special Education Assessment in Inclusion Settings (Credits: 3)
Assessment approaches for identifying students with disabilities and assessing progress toward learning goals and standards are addressed. Students examine a variety of formal and informal procedures for use in the assessment of the instructional and behavioral needs including curriculum-based assessment, observations, and continuous and periodic assessments of instruction and behavior. Participants will be expected to have access to and administer selected standardized formal and informal instruments to K-12 students with disabilities.
EDU 723: Teaching and Learning in Inclusion Settings (Credits: 3)
This course focuses on methods and strategies for teaching students with special needs. Current issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction are covered. Participants will be expected to conduct observations in schools and plan and implement instructional activities with students with disabilities. Participants can pursue an elementary or secondary strand.
EDU 724: Collaboration in Inclusion Settings (Credits: 3)
Students will complete co-teaching experiences in inclusion settings. Activities are tailored to insure field application of concepts, models, practices, and skills as students apply effective co-teaching instructional practices, participate in interdisciplinary planning meetings, and collaborate as team members. These co-teaching experiences reinforce the acquisition of ethics and standards. During the course, participants are expected to spend considerable time in K-12 inclusive classrooms, plan and implement teaching and learning activities, research and reflect on practices, and work collaboratively with educational teams. Some course requirements may be modified during summer sessions for participants without access to students during summer school breaks.
EDU 740 Supporting Literacy Development (Credits: 3)
This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practical knowledge to think about issues of instructional practice. Through engaging inquiry experiences, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.
EDU 741 Literacy Assessments (Credits: 3)
This course focuses on the use of assessments in determining a student's reading and/or writing skills. Teachers will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and student literacy achievement. Each course module will engage teachers in becoming familiar with a range of assessments and how to use data from these assessments in developing lessons and activities that will allow students to learn subject content as well as develop and deepen literacy skills. Teachers will be engaged in the research around assessments as well as how to modify assessments and instruction based on assessments to meet the needs of diverse learners.
EDU 742 Study Skills & Content Literacy (Credits: 3)
This course will provide teachers with the foundational knowledge of how to meaningfully integrate content area literacy into their classrooms. Teachers will be immersed in the most current research surrounding teaching our students to be active consumers of a variety of texts in the content area classroom. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers will be expected to engage with this material as well as be active learners themselves by demonstrating how this would look in their practice as they deliver effective literacy instruction.
EDU 743 Connecting Reading with Writing for Success (Credits: 3)
This course will immerse teachers in the theoretical and evidence-based reading and writing connection. Teachers will have the opportunity to explore this connection by examining and applying successful instructional strategies and activities. In addition, teachers will engage with the research that drives effective writing instruction. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners' literacy development as they read and write to learn or learn to read and write.
EDU 744 Meeting Student Literacy Challenges (Credits: 3)
This course will address how to engage in differentiated literacy practices to meet the needs of all diverse learners in current and future classrooms. Teachers will be immersed in the foundational knowledge that will assist them creating effective instruction that will assist students who need support in their literacy development. This class will deal with how to approach literacy challenges from the classroom and school levels in a systematic way. In addition, it will address diverse learners both in terms of learning differences (such as struggling readers, English Language Learners, and gifted learners) as well as incorporating a culturally responsive approach to pedagogy.
EDU 746: Professional Learning and Literacy Leadership (Credits: 3)
This course will focus on the leadership skills that the professional will need as a Reading Specialist/Literacy Coach. Specifically, this course will explore the coaching relationship and how to work collaboratively to plan, implement, and supervise literacy programs at the individual, classroom, school, and district wide level. Focus will also be on facilitating a literate environment, working with literacy in a diverse society, and developing leadership skills. This course will also fulfill the requirements that many states have for course work in Administration and Supervision of Language Arts Programs.
EDU 747: Literacy for English Language Learners (Credits: 3)
This course goes into more depth specifically about meeting the needs of students whose native language is not English. Topics will include emergent literacy, individual student differences and similarities, first and second language acquisition and development, emergent and experienced reading and writing development, multiple test sources, text analysis, process writing, assessment techniques, portfolio assessment, classroom organization and management, whole language classrooms, language arts materials, and effective instructional strategies. This course will help to prepare future Reading Specialists to work with this growing population and support teachers who have students from different linguistic backgrounds.
EDU 748: Literacy for Inclusion Settings (Credits: 3)
This course is designed to straddle the disciplines of regular and special education. With the movement to RTI (Response to Intervention) schools are taking on a more holistic approach to differentiation of instruction and support for intervention at all levels before a special education diagnosis is made for a child. As a result regular and special education teachers have been asked to sit at the same side of the table when assessing and planning instruction for all students. This course will emphasize this bridge between working with students in an inclusive setting. Special emphasis on literacy assessments and instruction will be the focus as well as how to differentiation in Tier One, Two, and Three levels of instruction.
EDU 749: Reading Diagnosis: Clinical Practice I (Credits: 3)
This two part practicum courses will closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. They will involve working closely with both an onsite mentor and also with a learning community of students and a UNE instructor. This collaboration will support the student as he/she develops an intensive tutorial relationship with a K-12 student who is struggling in literacy. These courses are full semester long where each term the teacher will work in a one-on-one tutorial setting. During Reading Diagnosis the teacher will engage in administering a variety of reading diagnosis assessments to better understand the child's literacy difficulty. During the Instructional Intervention course, the teacher will collaboratively create and implement literacy programming that builds on this diagnosis with the goal of moving the student forward in his/her literacy growth. This course meets most state's requirements that a 6 credit practicum be part of an approved graduate program.
EDU 750 Reading Instructional Intervention: Clinical Practice II (Credits: 3)
This two part practicum courses will closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. They will involve working closely with both an onsite mentor and also with a learning community of students and a UNE instructor. This collaboration will support the student as he/she develops an intensive tutorial relationship with a K-12 student who is struggling in literacy. These courses are full semester long where each term the teacher will work in a one-on-one tutorial setting. During Reading Diagnosis the teacher will engage in administering a variety of reading diagnosis assessments to better understand the child's literacy difficulty. During the Instructional Intervention course, the teacher will collaboratively create and implement literacy programming that builds on this diagnosis with the goal of moving the student forward in his/her literacy growth. This course meets most state's requirements that a 6 credit practicum be part of an approved graduate program.
EDU 757: Health and Safety Implementation for CTE (Credits: 3)
Health and Safety Standards for CTE offers essential content and background for those responsible for overseeing the safety and hygiene in a CTE schools. Participants will develop an understanding of safety and industrial hygiene terminology and principles and practices by examining four key processes in an effective industrial hygiene model — anticipation, recognition, evaluation, and control. Discussions on when to utilize various qualified and certified safety protocols are held throughout the course. Coursework focuses current best practices for school and workplace safety and exploration of industrial hygiene hazards and controls found in many industries.
EDU 759: Preparing Students for College, Careers, & Citizenship (Credits: 3)
The initiation, building and continuation of educational, business and community partnerships and collaborations are critical to the success of CTE schools. Vital and active partnerships provide ground for unique collaborations that serve students by fostering business apprenticeships, post-secondary articulations and dual enrollments, parental and community support, grants/scholarships/donations, curricula content expertise and the overall understanding of macro trends and opportunities Course participants will develop a Comprehensive CTE Outreach Plan for their school.
EDU 791/792: Internship I & II (Credits:3)
Internship is a self-designed experience that consists of 150 hours (10 hours/week for 15 weeks) at a site other than the school the student works. The design of the internship must focus on the intern's leadership skills as described in the Professional Standards for Educational Leaders as well as the collection of artifacts and data that demonstrate the intern's use of those skills. This course is a requirement of State of Maine Building Administrator Certification.
Transfer credits for more flexibility
This CAGS program allows students to transfer in up to two classes – for a total of six credits. This allows you even more flexibility in customizing your educational experience. Courses that involve field-based work may be included in this program.
The option to design your own program
This CAGS program allows you, as a school leader, to design a post-master's program of study based on your district's needs and your state's requirements. This CAGS program does not align with any particular state certification requirements.
As a student, you are encouraged to work with your Department of Education if certification is your goal. If certification is your goal, you may wish to consider the CAGS – Advanced Educational Leadership program, or contact an enrollment counselor for questions.
The CAGS focuses on developing leaders through advanced instruction in:
- Team building
- Decision making
- Problem solving
- Strategic planning
- Analyzing leadership through observation
Learn to effectively motivate and lead teachers
This program requires completion of 10 post-master's courses for a total of 30 credits. Additional focus is placed on instructional leadership and tools to use to effectively motivate and lead teachers. The CAGS is tailored to the daily life of a working teacher and includes an immersive education experience within the student's own classroom.
Discussion topics include:
- The changing state of education across the United States
- School reform
- School culture
- Educational initiatives
- Supervision and evaluation strategies
- School and community relations
- Communication
- Ethics
- Finance
- Strategic planning
The University of New England is regionally accredited by the New England Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC CIHE). NEASC is the nation's oldest regional accrediting association whose mission is the establishment and maintenance of high levels of education, from pre-kindergarten through the higher education doctoral level. Accreditation is the review of the quality of educational institutions and programs. In the United States, accreditation is a major way that the public knows that an institution or program provides a high quality education.
Click here to learn more »
US News & World Report Ranking
Best Online Graduate Education Programs 2017
The University of New England claimed a spot in U.S. News & World Report's 2017 rankings for Best Online Graduate Education Programs. UNE is ranked in the top 100 public and private colleges and universities listed in the report, and is one of just two Maine institutions included in the ranking.
After completing their CAGS, students should be able to:
- Apply research results to leadership decisions.
- Describe the requirements of the Professional Standards for Educational Leaders (formerly ISLLC).
- Demonstrate a high degree of specialized knowledge and skills about school administration.
- Exhibit leadership skills in an actual school administrative setting.
Learn to effectively motivate and lead teachers
This CAGS program is tailored to the experiences of an educational professional who aspires to a leadership role. It provides a thorough foundation in educational leadership theory, principles, and practices, placing emphasis on instructional leadership and tools to use to effectively motivate and lead teachers.
Apply your skills immediately
The online Certificate of Advanced Graduate Study is designed to help you become an effective leader in your educational environment. The courses covers a range of educational and leadership topics and are comprised of high quality and innovative curricula that will teach skills immediately applicable in your learning community.
Graduates of the CAGS program will receive a diploma stating "Certificate of Advanced Graduate Study." If you need additional documentation or verification of your focus area, please contact an enrollment counselor.
Gainful Employment Links
Gainful Employment Disclosure – Year 1
Gainful Employment Disclosure – Year 2
Suggested next steps:
- Admissions Requirements – CAGS: General
- Explore the CAGS AEL program
- Commonly asked questions for the online CAGS program
- Certification requirements by state
- Fun interactive U.S. map of certification requirements


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Offering just a little more front head- and legroom than the Chevrolet Camaro, drivers may find the Hyundai Genesis Coupe a little roomier and somewhat more comfortable.
The Chevrolet Camaro will require fewer stops at the gas station than the Hyundai Genesis Coupe, making it more convenient to drive.
There are a lot of factors to consider when calculating the overall cost of a vehicle. The main consideration is Manufacturer's Suggested Retail Price (MSRP). The Chevrolet Camaro is somewhat more expensive than the Hyundai Genesis Coupe. Another consideration is the Destination Charge, which is a standard charge for transporting the vehicle to the dealer from where it's built. The Destination Charge for the Chevrolet Camaro is much higher than that for the Hyundai Genesis Coupe.
The Chevrolet Camaro is a little wider than the Hyundai Genesis Coupe, so getting in and out of the car in a crowded parking lot may be a little more of a squeeze. For some people, bigger is better. If that's the case for you, then you'll be happier with the Chevrolet Camaro, which is slightly longer than the Hyundai Genesis Coupe.
Due to its much higher torque, the engine of the Chevrolet Camaro does a much better job of transmitting power to the wheels than the Hyundai Genesis Coupe.
When it comes to horsepower, the Chevrolet Camaro is somewhat more powerful than the Hyundai Genesis Coupe.
In terms of seating you'll be able to fit the same number of people in both the Chevrolet Camaro and the Hyundai Genesis Coupe. The Chevrolet Camaro has less cargo capacity than the Hyundai Genesis Coupe, which is okay if you don't need to move a lot in one trip.
The basic warranty of the Chevrolet Camaro is not as nearly as extensive as that of the Hyundai Genesis Coupe.
Compare the 2017 Chevrolet Camaro and the 2016 Hyundai Genesis Coupe.
2017 Chevrolet
2016 Hyundai
|Cash Back Rebate:
|Visit Rebate Center
|Visit Rebate Center
|Low APR Loan:
|Lease Incentive:
|City MPG:
|14 - 22
|Highway MPG:
|20 - 31
|Inline-4, V-8
|Seating Capacity:
|4 - 4
|4 - 4
|Basic Warranty:
|3 years/36,000 miles
|5 years/60,000 miles
|$24,869 - $58,694
|$25,612 - $31,648
Days on Lot measures the average number of days a model sits on a dealer's lot before it's sold. This is one predictor of a dealer's willingness to negotiate.
Monthly Trend for:
2017 Chevrolet Camaro
No Data
Monthly Trend for:
2016 Hyundai Genesis Coupe
No Data
*MSRP and Invoice prices displayed are for educational purposes only, do not reflect the actual selling price of a particular vehicle, and do not include applicable gas taxes or destination charges.


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text:
xbl and event handlers cause trouble in mailnews and editor
i am not sure how many bugs are in this report, so help split them if needed.
when an image is included via xbl in an email message, its javascript event
handlers (onload,onmouseover) fire in both preview pane and editor (when
forward inline or reply).
so this allows:
1. javascript exploits in email
2. when forwarding or replying, it is possible to steal user's files via
dhtml - img.src='file:///etc/passwd';document.body.appendChild(img);
3. privacy implications because of the image fetching.
affected are thunderbird 126.96.36.199, 2.0a1 and seamonkey trunk at least.
local mailbox with info and xbl file to be attached.
Created attachment 231742 [details]
local folder
Created attachment 231743 [details]
xbl file
for thunderbird Bug 329755
stops the exploits (both for 184.108.40.206 and 20a1)
brendan, i am not flaming on this: can you use your management skills to speed Bug 329755 (it seems to save the birds from this bug)
So the basic problem seems to me to be that CompileEventHandler doesn't do any checks at all and CallEventHandler just checks nsJSContext::mScriptsEnabled. If I understand what that means correctly, event handlers typically run in places where scripts shouldn't be running... I'm not sure you even need XBL for this testcase, can't you just use an image in the original e-mail (assuming images in mail are enabled)?
Is there a reason we're not checking CanExecuteScripts in CallEventHandler and/or CompileEventHandler?
(In reply to comment #5)
> Is there a reason we're not checking CanExecuteScripts in CallEventHandler
> and/or CompileEventHandler?
No good reason I know of for CallEventHandler. We probably shouldn't be testing anything in CompileEventHandler, since compiling is separated in order to share immutable function scripts among windows, so the context on which a handler is compiled will be some early "brutal sharing" context, not a window context in which scripts might be disabled.
OK. So perhaps we should just add said check to CallEventHandler....
(In reply to comment #5)
> If I understand what that means correctly, event handlers typically run in
> places where scripts shouldn't be running... I'm not sure you even need XBL
> for this testcase, can't you just use an image in the original e-mail (assuming
> images in mail are enabled)?
in mailnews xbl seems needed for this abuse. pure html event handlers (div,input) don't work for me in mailnews - iirc someone killed this bug looong ago.
but if you open an imap uri in seamonkey *browser*, then html event handlers work, though for some reason i can't abuse this for stealing imap email - get sec errors.
(In reply to comment #7)
> OK. So perhaps we should just add said check to CallEventHandler....
Agreed -- let's fix this, ASAP. Dan, I bet this fell on you by default -- can you own it, or find an owner?
Bug 330443 involves xbl and has privacy implications.
this probably means that at least message content policy is broken.
a potential solution is to *disallow all xbl in mailnews and editor* - i may try to implement this if there is consesus.
Er... so I checked again, and we do call nsScriptSecurityManager::CheckFunctionAccess which calls nsScriptSecurityManager::CanExecuteScripts.
Then we have, for the mailcompose window:
1) Script is enabled on the scriptcontext.
2) Script is enabled on the docshell.
3) The toplevel docshell is not APP_TYPE_MAIL (!).
So we allow script execution (item #3 means we do not apply the mail-specific JS-enabled pref). I'm not sure why other event handlers don't execute, but I'm not sure I care.
In any case, the real bug, as far as I'm concerned, is that this is not an APP_TYPE_MAIL window. Over to the mail folks.
Er... apparently dveditz owns this component? ccing people who might know about the compose code.
Let's see if we can get this in. Not likely to be as simple as flipping the default pref (bug 329755) because people who *want* js in mail ("malware hosts") won't have the UI to flip it.
I believe the app type is EDITOR in this situation - we set it explicitly in several places, e.g.,
One potential reason for this is to allow images in compose window, even though they're blocked in mail messages. See https://bugzilla.mozilla.org/show_bug.cgi?id=206793 (though I'm not sure the patch in there is checked in)
We could try setting the app type to MAIL and see what happens. We could also implement disabling js in editor apps like we do for mail apps, or add a separate pref for that and set it ito false n mailnews.js, and leave it on for real editor apps.
I think disabling JS in general for editor apps is a good idea, actually. You wouldn't want scripts running while the editor is editing stuff!
David, I don't think change the app type is going to get you very far. I think that's just going to cause us to go through nsMsgContentPolicy which is not setup to properly cope with compose windows. I've been trying go fix this same problem in Bug 330443 but it is pretty hard. I doubt it's something we'd take in a point release unless a much simpler solution appears than what I've been working on.
(In reply to comment #15)
> I think disabling JS in general for editor apps is a good idea, actually. You
> wouldn't want scripts running while the editor is editing stuff!
Well.... Who knows ? Why couldn't a binding retrieve data from a database and
dynamically insert it into an editor ?
If I agree 100% that xbl should be disabled in emails messages because this
is a security threat, I clearly see how xbl can be used in a markup editor like
Nvu ; adding bindings to the edited html elements is an extension for the editor
itself, while xpis can only extend the chrome (right, right, you can always
upgrade the core but that's not a game I am willing to play).
To give you a concrete example, the first implementation of image resizing
in the editor I did was using XBL. It was extremely fast and reliable.
It was beautiful, really.
This comes back to chrome vs non-chrome XBL. We should allow chrome XBL in editor. We should not allow arbitrary XBL.
If I add a "javascript.allow.editor" and make it mirror the behavior of "javascript.allow.mailnews" for windows of type APP_TYPE_EDITOR, willthat work for folks? As I said before, TB can set that pref to false, and nVu can do what it wants (not sure about SM - it might want to allow it for composer but not for mail compose...but at least it's under user control, and we can default to the safe choice)
> If I add a "javascript.allow.editor" and make it mirror
This is what I think, yes.
I tried this on the mac - as near as I can tell, the docshell we're looking at is for the hidden window, which is of type unknown (this is in the message preview pane, handling a mouse over event, so the problem seems much worse). Is that the docshell/window we'd expect?
I'll try this on windows, and look at the compose window as well.
In the message preview pane the handler's not called; when I last checked the docshell there was the message preview docshell, which has the right app type...
I'm not sure what's going on with Mac, though, given the way menus work there. Does the JS execute on Mac in the message preview?
yes, the js executes on both the mac and windows. I was able to verify that it was the hidden window on the mac; it was a bit harder to match up the doc shell pointer values on windows to see if it was the hidden window, but when I set the hidden window's app type to MAIL, the js stopped executing, both in the preview pane, and the compose window, on windows.
Just so I understand, in this case, it shouldn't be the hidden window's docshell that we get from the nsIScriptGlobalObject referred to by js context, right?
OK, I can reproduce the preview pane issue -- I had to tell seamonkey to load the remote content.
And yes, the script is running on the hidden window, which is mucho wrong. Here's what happens:
1) We parse the XBL.
2) We clone the <img> node when installing XBL anonymous content.
3) Cloning sets the on* attributes on the new node.
4) Setting on* attributes calls into
5) This looks for an nsIScriptGlobalObject to use.
6) The document's script global is still null, since the owner doc at this
point is the XBL document. So we fall back to the "get JS context from the
stack, or safe JS context" thing. Luckily, there's no chrome on the stack,
so we get the hidden window context (safe context).
7) We store this context in our listener.
8) Later on, we check whether we can execute the listener and pass the context
to the security check. The security manager uses this to get to the
9) It finds the hidden window, which is not of TYPE_MAIL and has scripts
I tried applying the patch from bug 347523 and commenting out the failing security check in ImportNode, and that fixed the bug. The event handlers now had the right JSContext, and the mail preview is TYPE_MAIL, while the compose window's docshell has script disabled.
So I think we should do the following, short-term:
A) Introduce an nsIDocument (_MOZILLA_1_8_BRANCH on branches) API to do
ImportNode but without the security check. Alternately, push a chrome
subject principal in XBL before importing, but I'm not sure we can do that,
and doing it bothers me in general.
B) Use this for XBL.
C) Add some "XXX sXBL/XBL2" comments in AddScriptEventListener.
D) If possible, remove the code in
nsEventListenerManager::AddScriptEventListener that fishes for a script
context. Having random code looking at the JSContext stack and giving
things principals based on that stack just because it's in a document that
has no scripting environment bothers me... We might need to deal on trunk
with AdoptNode on a node coming from such a document and event handlers
being broken on it, but that should be fixable.
Looking at CVS blame, the log entry for the checkin that added the "look at the js stack" thing is:
3.121 <email@example.com> 2000-08-08 14:30
massive landing of joki changes.
Relevant nsbeta3+ bugs 43309, 44503, 2634, 2504,5981, 24698, 25758, 33577,
36062, 36217, 41191, 41491, 42356, 42829, 43016
r=saari (joki code). also been tested by heikki and bryner
I'm guessing the js stack thing was added to fix bug 33577, which is a non-issue now because createContextualFragment creates nodes with the right ownerDocument. So I stand by removing it, at least on trunk.
Thx for figuring this out! Who's the right person to do the short term work for 1.5.0.x?
Out of curiousity, why does the compose window's docshell have script disabled? It's not of type APP_MAIL...
Another option is to change the cx and such on the event handlers of a node when adopting it (whether through adoptNode or the auto-adopt we do right now). We probably want that for adoptNode, in any case, even if we fix XBL using an importNode hack.
I could do the work once we decide which approach makes us happier, I guess... Peter, Johnny, Jonas, what do you think?
> Out of curiousity, why does the compose window's docshell have script
> disabled?
Probably because of:
/editor/composer/src/nsEditingSession.cpp, line 164 --
rv = docShell->SetAllowJavascript(PR_FALSE);
(In reply to comment #13)
> Let's see if we can get this in. Not likely to be as simple as flipping the
> default pref (bug 329755) because people who *want* js in mail ("malware
> hosts") won't have the UI to flip it.
i suspect that people that want to shoot themselves by enabling js in mail will cry when they get 0wn3d, so you at least can point them they should *not* enable dangerous preferences especially when there is deliberately no UI for shooting.
if they like shooting themselves so much, they can ask the sender for attaching the HTML/XML and then it will run with 'file:///' URI (as of 2006/08/19).
(In reply to comment #24)
> OK, I can reproduce the preview pane issue -- I had to tell seamonkey to load
> the remote content.
i am not sure this is entirely correct.
by default thunderbird loads remote content if the sender is the personal address book - tested this with new local linux account and installed the bird.
so if the sender is in the address book, xbl fires js.
and email spoofing is not rocket science.
bz: in the previous comment i meant: if you add the sender of 'local folder' to the personal address book of thunderbird 1.5, does the js fire automatically in preview pane?
by default, you're right - if the sender is in your pab, we won't block remote content like images.
G30rgi, in case you missed it I wasn't even talking about thunderbird. The reason I mentioned that at all is so that I would have recorded steps to reproduce when I tried to do so again.
(In reply to comment #32)
> G30rgi, in case you missed it I wasn't even talking about thunderbird. The
> reason I mentioned that at all is so that I would have recorded steps to
> reproduce when I tried to do so again.
bz, i didn't mean to flame with you :)
should i file another bug for this default behaviour in thunderbird or change the Component?
with a trunk, a fox, a bird and a lot of branches, it is not very clear against what to file a bug.
*** Bug 349342 has been marked as a duplicate of this bug. ***
the dupe of this for thunderbird is Bug 349342
OK, importNode is not even implemented on the branch... So we might as well do the cx changing, I guess. :( It's probably safer, and we want it on trunk too...
So what we need is some new API on nsIJSEventListener and on nsIEventListenerManager to change contexts.... and a way to enumerate all the listeners for a node. Most are not too bad, but eEventArrayType_Hash sucks... :(
I'll see if I can think of something hacky and simple, I guess, and hope that on trunk life becomes better.
Filed bug 349465 on changing the cx in existing event listeners and bug 349467 on the nsEventListenerManager changes.
Created attachment 234737 [details] [diff] [review]
Super-hacky patch
This does fix the bug.... I hope it doesn't break anything. :(
Note that I'll need to merge to branch, due to DOM_AGNOSTIC. But I used nsIContent instead of nsINode to make that a little easier...
i am not familiar with the code, just judging from comments, so probably this is nonsense:
as far i can understand, part of the problem is 'hidden window of type unknown'. unless such windows are very common, can the following work:
1. if the caller is chrome, allow js access
2. if the window is 'hidden window of type unknown' disallow js access.
in this scenario even if something breaks, it may be a sign of a problem.
> 2. if the window is 'hidden window of type unknown' disallow js access.
Sadly, given the current state of XBL, that would break the entire browser UI... And yes, it's a sign of a problem; see bug 349465.
Comment on attachment 234737 [details] [diff] [review]
Super-hacky patch
Seems icky, but reasonable. The control flow in this function is a bit weird, but I guess I can just blame C++ not having a finally construct for that.
Does my patch in bug 343037 by any chance help here at all? It should make it impossible to do things like put onclick attributes on elements inside xbl bindings in mail
Hmm... it might help, maybe... you want to test? If not, I'll try to apply it and build it tonight.
Comment on attachment 234737 [details] [diff] [review]
Super-hacky patch
sr=jst whether we need this or not.
> Does my patch in bug 343037 by any chance help here at all?
Yes, it does. Should we do that instead of this hack, then? I think I would prefer it.
Bug 343037 appears inappropriate for 18.104.22.168 given that it likely breaks themes. Would the "super-hacky patch" be OK enough for 1.8.0.x?
Comment on attachment 234737 [details] [diff] [review]
Super-hacky patch
Yeah, let's do this for the stable branch.
I checked this in on trunk to get some bake-time. We should back it out once bug 343037 lands on trunk.
Comment on attachment 234737 [details] [diff] [review]
Super-hacky patch
a=dveditz for 1.8.0 branch
Created attachment 235353 [details] [diff] [review]
1.8 branch version of patch if we need it
Created attachment 235354 [details] [diff] [review]
1.8.0 branch version of patch
Checked in on 1.8.0 branch for 184.108.40.206.
G30rgi: Can you possibly verify this fix with the latest Thunderbird 126.96.36.199 candidate builds? Thanks!
(In reply to comment #55)
> G30rgi: Can you possibly verify this fix with the latest Thunderbird 18.104.22.168
> candidate builds? Thanks!
according to tests it is fixed in thunderbird version 188.8.131.52 (20060907)
I doubt bug 343037 will be landing in time for Tbird2.0 final, can we take this approach on the 1.8 branch also?
Comment on attachment 235353 [details] [diff] [review]
1.8 branch version of patch if we need it
Yeah, I guess we should.
Comment on attachment 235353 [details] [diff] [review]
1.8 branch version of patch if we need it
a=schrep for drivers.
From the summary: "...trouble in mailnews and editor"
In Thunderbird 188.8.131.52 this patch fixes the "editor" part--reply or forward inline--but not the "mailnews" part. If you load the XBL the scripts still run when you're viewing the message (in both three-pane and standalone message windows).
Argh. I'd tested in Seamonkey mailnews, and this patch does fix the bug there. I thought the two were similar enough...
Pulling and building Thunderbird now.
So... I just pulled thunderbird from the 1.8.0 branch and built it... and I don't see the bug in that build.
I also can't reproduce the problem in the build at ftp://ftp.mozilla.org/pub/mozilla.org/thunderbird/nightly/2006-09-13-03-mozilla1.8.0/thunderbird-22.214.171.124.en-US.linux-i686.tar.gz
dveditz, what exact build were you testing?
I tested both the 188.8.131.52 windows release build as well as the Thunderbird 22.214.171.124 rc6 candidate build. The reply/forward problem was fixed in .0.7 and the message window problem was seen in both.
I don't think Georgi wrote this bug based on windows testing (references /etc/passwd) and he was seeing it too.
So I am an idiot. My "clean" profile was not quite as virgin as I thought, at some point I allowed javascript in mail -- so of course I got javascript in mail.
This *is* fixed.
Checked in on 1.8 branch. I missed that approval somehow...
The most direct attack here is in the ability to "mail-tap" a reply or forward. Assuming a highly sensitive comment added to a forward the attack is a "high impact" information stealing one. But if there were a critical browser bug then this turns it into a critical mail bug as well.
stepping-stone bugs are always hard to rate :-(
(In reply to comment #66)
> The most direct attack here is in the ability to "mail-tap" a reply or forward.
> Assuming a highly sensitive comment added to a forward the attack is a "high
> impact" information stealing one. But if there were a critical browser bug then
> this turns it into a critical mail bug as well.
don't consider this critical.
but the above quote is not quite correct - hitting reply or forward inline allows stealing local files (/etc/passwd in the testcase) - reply to the testcase and examine the source of the message - content /etc/passwd is there.
(In reply to comment #66)
> But if there were a critical browser bug then
> this turns it into a critical mail bug as well.
couldn't make this work via mailto: urls - is this by design or am i missing something.
looks like mailto: does not invoke styles in editor at all.
At what point can we open up this bug?


text:
The Tooth, The Whole Tooth & Nothing But The Tooth
Or "probably not the best passport photos in the world......"
I have to admit I've been a kinda crappy contact this past few months, actually probably this last year. Posting the odd picture up and then running, only occasionally stopping past your photostreams for a quick peer, once in a while dropping my usual silly comments, but not much else.
Age has been kicking in and unfortunately not all down to that greyness in the beard, receding hairline or even having to wear my spectacles more than I care to admit to!
In and out of hospital like a yo-yo this last year and unfortunately most of the visits were for the embarrassing, far less discussed types of surgery. If it wasn't one end it was the other and I'll never laugh at anyone that has to spend a month of Sundays sat on a rubber ring ever again, (although some of you are cracking up laughing at that right now!) Nor will I ever laugh at anyone who has no option but to slurp their dinner after it's been rigorously through a blender, (yeah, probably going 'eurgh' at that last mention aren't you - either that or still cracking up laughing - do you have a good psychiatrist?)
You won't find a previous self portrait of me smiling, but now I've got something to smile about.... or rather with!
Yep, falsies, gnashers, dentures, false teeth whatever you might want to call them, now a permanent fixture in my getting in and out of bed routine. But you'd be amazed how many people that condoned the state of my teeth haven't even noticed the new smile until it's pointed out to them. Yes, I love to point it out, maybe to prove a point but also to make things like this spoken about much more as I was surprised how many people I know have been through the same, some even younger than me, and not once noticed.
So there you go, other things on my mind....
However, I would like to take this opportunity to thank each and every one of you. When I have been around you all have been just as welcome as ever which I really appreciate. A few of you have gone further and sent mails to ask if all was OK, I've had get well cards from some of you who I've never met, and one of you put a fair few air miles behind you just to visit.
Really makes you feel wonderful to be alive, stood on this ball of rock hurtling through space occupied by clever upright monkeys :-)


text:
Whether it's for business or pleasure, to abutting a accord or do some skiing, snowboarding, aggressive or just adequate a adequate ancestors holiday, the aboriginal stop for abounding humans advancing to the Alps will be Geneva airport. Ski transfers are accessible from actuality to the abounding ski resorts in Switzerland and France (and indirectly, Italy), authoritative it the absolute European Union hub, and a abundant starting point for abounding a traveller to Alpine Europe.
Being a above European Union hub (even admitting Switzerland is not a affiliate of the European Union), the airport is consistently active at any accustomed time, arch to some assured abashing and delays. Actuality are a few things that may be advantageous for travellers to apperceive about the Geneva airport, ski transfers, accessories and more.
Situated just four kilometres (2.5 miles) from the city-limits centre, Geneva airport ski transfers can barrel you to the city-limits itself as able-bodied as the above Alpine resorts. With absolute admission to motorways, bus curve and railways (the Swiss Federal Railways), accepting to your destination from the airport is not a problem- as continued as you administer to get through with your backbone intact. The airport aswell has all-encompassing assemblage facilities, so for some events, there may be no charge to get out at all!
The airport has two commuter terminals, T1 and T2, with T1 (known as Main terminal or M) disconnected into 5 piers- A, B, C, D and F. Pier A, as able-bodied as some gates of D are Schengen gates, which agency that cartage boarding flights at those gates do not charge to accept their passports checked. Pier F with its two gates with jet bridges and four bus gates is the French area and alone for the use of cartage traveling to or abandonment from French ski resorts or added French destinations. This agency they can beforehand from the arrivals after defective to canyon Swiss community and clearing – advantageous them!
WI-FI and Buzz Calls
The airport has chargeless WI-FI access, which abounding travellers acquisition actual advantageous if analogous their Geneva airport ski transfers, decidedly if they accept been abiding in advance. Accustomed the addiction for abashing and delays in a terminal this size, accepting chargeless internet admission can prove actual accessible in allocation out difficulties.
Using the chargeless WI-FI in the airport is easy, but requires a alive adaptable phone- not necessarily a Swiss mobile, just as continued as it can accept SMS. To be able to admission the airport's chargeless WI-FI, travellers can affix to the arrangement labelled "Free_wifi_GVA", and accessible a browser with a log-on awning administering users to ascribe a adaptable number. A cipher will afresh be beatific to that number. Upon keying in the cipher into the browser, the user will afresh accept one hour of access. If admission is appropriate for added than one hour, the user will charge to go through the action again.
Swissmobile aswell offers paid internet access, and buzz calls can be fabricated from accessible phones by acclaim card. But be acquainted that can end up a cher exercise.


text:
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Lot 368: Music: Flute piccolo in case
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Teaching, Learning and the Curriculum in Secondary Schools
A Reader
Edited by Bob Moon Ann Shelton Mayes Steven Hutchinson
Format: Hardback
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Teaching, Learning and the Curriculum in Secondary Schools by Bob Moon
Book DescriptionThe articles which make up this reader provide both overview and analysis of the central issues in secondary education. Focused closely upon what it means to teach and learn in the modern secondary classroom, this book provides invaluable insight into the development of secondary education today. It is an ideal introduction to the task of teachers in secondary schools. Issues covered in the book include: the new agenda around teaching and learning effective pedagogy the teacher-student relationship teaching, learning and the digital age grouping by ability managing the curriculum change assessment equal opportunities and educational change This is the lead book in a series which bring together collections of articles by highly experienced educators which introduce, explore and illuminate the issues surrounding teaching in secondary schools. They are invaluable resources for those training to become teachers, newly qualified teachers and more experienced practioners, particularly those mentoring NQTs.
Buy Teaching, Learning and the Curriculum in Secondary Schools book by Bob Moon from Australia's Online Bookstore, Boomerang Books.
Book DetailsISBN: 9780415260664
(234mm x 156mm x 21mm)
Pages: 332
Imprint: Routledge Falmer
Publisher: Taylor & Francis Ltd
Publish Date: 25-Apr-2002
Country of Publication: United Kingdom
Other Editions...
Books By Author Bob Moon
Do Universities Have a Role in the Education and Training of Teachers?, Paperback (June 2016)
This collection presents new investigations into the role of heritage languages and the correlation between culture and language from a pedagogic and cosmopolitical point of view.
Teaching, Learning and the Curriculum in Secondary Schools, Paperback (April 2002)
This volume brings together a range of articles from books and reports that inform an understanding of secondary schools in today's education climate. Through these, student teachers and practising teachers are introduced to the big issues and ideas currently being debated in this field.
Leading Professional Development in Education OU Reader, Paperback (October 2000)» View all books by Bob Moon
This work focuses on the nature of professional learning and the policy context in which educational reform takes place. It also explores the forms of leadership relevant to the differing contexts of professional development.
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Let's Talk Dirty Laundry Announcing Grand Opening Event!
The evening will begin with a grand ribbon cutting event with the Cocoa Beach Regional Chamber of Commerce (https://www.cocoabeachchamber.com/)
Let's Talk Dirty Laundry (http://www.letstalkdirtylaundry.com/)
Long time Cocoa Beach resident Owner Jill Forbes, has lived in the area for the past 18 years. She has traveled the world for the past 30 years in her previous career in the aviation industry. In October after being laid off, her job search left her empty handed, so she decided that she would start her own venture, bring her skills to the local community and provide a much needed service. Let's Talk Dirty was born! Jill decided to open Let's Talk Dirty after extensive research and knowledge that people just don't like doing their laundry. Cocoa Beach is home to thousands of residents and travelers alike who flock to the Space Coast each and every year to escape reality to visit the beach. "Folks are busy with work, from out of town and want to enjoy the beach, or don't have a washer or dryer. It is a customer service centric business" states Jill Forbes. Doors opened March 24th, 2014.
Jill has taken on that need of special customer service and turned it into something the town can really talk about! With a catchy name and extreme focus on the customer, this isn't your everyday dingy laundry mat! This business is a full service wash, dry and fold affair. The customer simply drops off their dirty laundry and is contacted once it is finished to schedule a pick up time. As you look around you'll notice Let's Talk Dirty is ultra clean, with brand new equipment and professional service. The friendly and spotless atmosphere will assure you that your laundry will be well taken care of as you go about your day. Whether it's relaxing at the beach, exploring all that Cocoa Beach has to offer or simply going about your work day, you will be assured your dirty laundry is in good hands!
At Let's Talk Dirty you are charged a certain price by the pound of laundry. They also wash comforters, quilts, and provide hand ironing services. They accept all major credit cards and are Open 7 days a week. M-F 8A-7P; Sat 9A-5P; and Sun 9A - 3P.
Please join us for the Grand Opening Event this Wednesday April 9, 2014 to meet owner Jill Forbes and see what Let's Talk Dirty is all about. We'll see you there!
For more information about Let's Talk Dirty please visit their website Letstalkdirtylaundry.com. Like us on Facebook to receive our latest specials and information. Contact owner Jill Forbes with any questions 321-613-3641 or at letstalkdirtylaundry@
Press Release by Kristi Ballard- Mahalo Marketing LLC
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Get the Wolves newsletter
16:26 13th September 2013
Clarification for supporters
With the transfer window now closed and the season underway Wolves would like to clarify the situation regarding supporters visiting the training ground.
As a general rule, fans will be welcome to the site other than the day immediately prior or the day of a fixture – for example for a traditional Saturday game, supporter access would not be allowed on a Friday, and for a Tuesday game, the training ground would be closed on a Monday.
Fans will be given access to watch a first team training session but not to generally look around the facility. Fans will be directed to the 'roped off' area near to the Academy Entrance to view the session.
Fans can request autographs and pictures after training from outside the front of the building. Supporters are also asked not to bring multiple items for signing.
The policy is subject to change - for example, access may be restricted during transfer windows or for a genuine Health & Safety reason. Any changes will be communicated via the club's Social Network sites.
Tonight's game is Wolves' designated Kick It Out fixture
1 day ago
Final few tickets remaining
2 days ago
Wolves ladies into semi finals
6 days ago
17 Feb 2017
Richard Stearman says it is an 'honour' to have played 250 games f....
17 Feb 2017
Paul Lambert says that Connor Ronan is thriving in the first team ....
16 Feb 2017


text:
The Conte Center Molecular Neuroanatomy Core (MNC) will provide high quality neuroanatomical services for both qualitative and quantitative observations of gene and protein expression, cell counts, and basic measures of regional morphometry. The core will support the research efforts of the Vanderbilt Conte Center for Basic Neuroscience by providing a number of key services, including: 1) housing of a reference library collection of wild type brain sections for more rapid optimization of staining protocols for in situ hybridization and immunocytochemistry;2) generation of comparative mutant and wild type series of stained material based on needs of each investigator for localization of specific proteins and transcripts;3) basic histological staining of wild type and mutant mouse brain material for initial analysis of brain structure;4) Microbrightfield-based computer-assisted basic quantitative morphometry and assorted measures that include signal intensity measures, cell counts based on stereological techniques, area fraction measures of regional serotonin innervation. The quantitative morphometric analyses will be done for investigators as pilot projects to determine the extent of more detailed studies needed. The analytical data provided by the core will assist in the design of detailed analyses by Conte investigators. The core will provide assistance for investigator laboratories to learn how to use morphometric analysis tools on exported datasets using local workstations. The MNC has the capacity to section between 300-400 brains annually, and performing immunocytochemistry or in situ hybridization on a subset of sections from an equivalent number of brains Core leadership and personnel have substantial experience utilizing neuroanatomical methods for examining gene and protein expression and analytical methods.
The research supported by the Molecular Neuroanatomy Core relates to a growing body of evidence that developmental alterations of processes that impact serotonin function during development may lead to a lifetime of chronic mental health problems, including anxiety disorders, learning and emotional disabilities and depression. The Core's activities are vital in understanding the spatial alterations in gene and protein expression as well as morphological changes that arise with perturbations on developmental 5-HT signaling.
|Ulbricht, Randi J; Emeson, Ronald B (2014) One hundred million adenosine-to-inosine RNA editing sites: hearing through the noise. Bioessays 36:730-5
|Ciarleglio, Christopher M; Resuehr, Holly E S; Axley, John C et al. (2014) Pet-1 deficiency alters the circadian clock and its temporal organization of behavior. PLoS One 9:e97412
|Jackson, Chad R; Capozzi, Megan; Dai, Heng et al. (2014) Circadian perinatal photoperiod has enduring effects on retinal dopamine and visual function. J Neurosci 34:4627-33
|Hood, Jennifer L; Morabito, Michael V; Martinez 3rd, Charles R et al. (2014) Reovirus-mediated induction of ADAR1 (p150) minimally alters RNA editing patterns in discrete brain regions. Mol Cell Neurosci 61:97-109
|Spoida, Katharina; Masseck, Olivia A; Deneris, Evan S et al. (2014) Gq/5-HT2c receptor signals activate a local GABAergic inhibitory feedback circuit to modulate serotonergic firing and anxiety in mice. Proc Natl Acad Sci U S A 111:6479-84
|Ye, R; Carneiro, A M D; Airey, D et al. (2014) Evaluation of heritable determinants of blood and brain serotonin homeostasis using recombinant inbred mice. Genes Brain Behav 13:247-60
|Anastasio, Noelle C; Stutz, Sonja J; Fox, Robert G et al. (2014) Functional status of the serotonin 5-HT2C receptor (5-HT2CR) drives interlocked phenotypes that precipitate relapse-like behaviors in cocaine dependence. Neuropsychopharmacology 39:370-82
|Deneris, Evan S; Hobert, Oliver (2014) Maintenance of postmitotic neuronal cell identity. Nat Neurosci 17:899-907
|Shi, Zhiao; Wang, Jing; Zhang, Bing (2013) NetGestalt: integrating multidimensional omics data over biological networks. Nat Methods 10:597-8
|Wu, Hsiao-Huei; Levitt, Pat (2013) Prenatal expression of MET receptor tyrosine kinase in the fetal mouse dorsal raphe nuclei and the visceral motor/sensory brainstem. Dev Neurosci 35:1-16
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