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Engaging Stakeholders in Program Planning for an Online Master of GIS Degree Program
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1 Engaging Stakeholders in Program Planning for an Online Master of GIS Degree Program David DiBiase The Pennsylvania State University Keywords GIS, geospatial technology, education, curriculum Abstract In 2003 Penn State's Department of Geography submitted a proposal to the University's Graduate School to create a new professional masters degree program in geographic information systems that enables students to participate at a distance. The proposed new degree program builds upon a successful certificate program offered entirely online since 1999, in response to frequent requests by its students and an evident need in the field. An advisory board consisting of industry experts as well as university faculty members guided the design of the expanded curriculum. This paper describes the curriculum, explains the process by which it was designed, as well as how continuous program improvement will be informed by regular feedback from stakeholders. The role of the GISCI certification framework as a vehicle for students professional development planning is also discussed. Introduction The changing needs and expectations of a changing society pose challenges for Penn State and many other universities. One sign of change is the aging of the student body. Nationwide, between 1970 and 2000, the proportion of college students aged 18 to 21 years enrolled in college declined 24 percent, from 58.4 percent to 44.2 percent (U.S. Bureau of the Census 2001). Most college freshmen now aspire to a master s degree as their ultimate educational goal (LaPidus 2000). Today s typical graduate student is female, in her thirties, married with dependents, and takes classes on a part-time basis while also holding a full-time job (Kohl 2000, p. 18). Acknowledging the public s frustration with universities perceived unresponsiveness to such changes, members of the Kellogg Commission on the Future of State and Land- Grant Universities has argued that With a more diverse and older student population, we need a more diversified set of educational offerings. As people mature and move through successive careers, we need to be there to help them retool and retread, with special courses available at their convenience (Kellogg Commission, 1999, p. 8). The Department of Geography at Penn State s University Park campus contributes to the University s engagement with communities and its responsiveness to stakeholders in many ways. In 2003 the Department proposed to the University s Graduate School an ambitious new contribution: a Master of Geographic Information Systems (MGIS) degree program to be offered through Penn State s World Campus. The proposed MGIS will be a professional degree that complements the Department s existing academic Master of Science degree. The MGIS will address the needs of adult professionals who aspire to leadership in the GIS profession, but whose commitments to family, career and community permit them to study only part-time and at a distance needs not well met by the Department s existing residential masters DiBiase Engaging Stakeholders ACSM
2 program. The MGIS will build upon the Department s successful World Campus Certificate Program in Geographic Information Systems, which has attracted over 2,000 enrollments by more than 800 students since 1999 from across the country and around the world. An Advisory Board composed of a diverse array of industry leaders as well as GIS educators from four different Penn State units has guided the design of the proposed MGIS curriculum. The goals of the Penn State MGIS Program are to: Help graduates advance their careers by becoming not only knowledgeable and skillful users of geographic information technologies, but also leaders in their organizations with regard to the design, specification and management of geographic information infrastructures. Strengthen the geospatial workforce by nurturing not only technical competence but also the articulacy, analytical skills, and professionalism required for leadership in any organization. Expand and strengthen the Department of Geography s capacity to serve a national and international market of adult professionals who need to participate on a part-time basis and at a distance. The Department seeks to develop a professional curriculum that is comparable in effectiveness and reputation to the nationally-ranked academic programs it offers to students in residence at University Park. Need for the Program The geographic information systems industry is large and growing. Technology market research firm Daratech estimates that sales of GIS software totaled $1.1 billion in 2001, up fourteen percent from the previous year. Worldwide spending on GIS software, hardware and services totaled $7.7 billion in ESRI Inc., which accounts for the largest share of the GIS software market, licenses one million seats of its software products worldwide. ESRI estimates that 500,000 individuals in the U.S. use its software products as part of their jobs, and that some 50,000 individuals work as full-time GIS specialists. The proliferation of GIS usage is estimated to be about fifteen percent per year (Phoenix 2000). Meanwhile, the emergence of GIS as a profession is evident in the recent establishment of a GIS Certification Institute (www.gisci.org) that since January 2004 has offered a certification process for GIS professionals. Additionally, a NASA-funded National Workforce Development Education and Training Initiative has identified twelve roles played by geospatial technology professionals along with 39 technical, business, analytical and interpersonal competencies, some subset of which professionals in any given role ought to possess. The NASA initiative followed from the realization that there is a serious shortfall of professionals and trained specialists who can utilize geospatial technologies in their jobs (Gaudet and others 2003, p. 21). Michael Phoenix (2000, p. 13) estimates that the shortfall in producing individuals with an advanced level of GIS education is around 3,000 to 4,000 in the U.S. alone. In particular, he stresses that the few graduate programs now in place cannot meet the needs of the marketplace the shortage outside the United States is even greater this demand is truly global and will continue to grow faster than the supply of qualified graduates. Indeed, most academic institutions have only begun to recognize the need for specialized masters degree programs in GIS (Wikle and Finchum 2002). Only about eighteen specialized masters degree programs in GIS are currently in operation worldwide. Eight of these programs allow students to participate from a distance (City University London, Leeds University, Manchester Metropolitan University, the University of Colorado at Denver, the University of Denver, the University of London, and the University of Salzburg). Distance education programs are best suited to adult learners with full-time commitments to careers and DiBiase Engaging Stakeholders ACSM
3 families the kind of students who currently enroll in Penn State s World Campus Certificate Program in GIS. Feedback from graduates of the Certificate confirms that Penn State should seriously think about how to expand the program to a full Masters (Outreach Office of Marketing Research and Planning 2002, p. 4). Relationship to Existing Penn State Programs The MGIS will complement the Department s existing academic Master of Science degree in Geography. The MS program primarily serves young adults who have recently completed baccalaureate degrees and who are able to enroll as full-time students in residence at University Park. In contrast, the proposed MGIS is designed for older students whose full-time jobs permit them to participate only on a part-time basis and at a distance. The Department s graduate program guide states that the MS in Geography is awarded to students who demonstrate proficiency in the knowledge base of geography and the capacity to undertake independent, scholarly research. The MGIS will be awarded to students who demonstrate mastery of the technical competencies and leadership skills required to successfully design, manage and use geographic information technologies within a wide range of professional fields. The distinction between professional and academic orientations is reflected in the adoption of the term geographic information systems for the MGIS degree, as opposed to geographic information science, which is used to identify the related specialization within Penn State s resident degree programs. Whereas geographic information science connotes a research enterprise, geographic information systems suggests an emphasis on applications of geographic information technologies. The Penn State MGIS is intended to enrich the geospatial workforce by helping personnel develop the knowledge, skills and attitudes they need to apply GIS effectively, wisely and ethically within their organizations. Program Description Students earn the MGIS degree by successfully completing 35 credits of graduate-level course work, including a supervised independent project. Students create and maintain personal e-portfolios that chronicle their achievements in the program, outline long-term professional development strategies, and foster meaningful interactions among students and faculty members. The independent project demonstrates the student s ability to apply advanced knowledge and skills related to geographic information systems in a way that makes a substantial contribution to his or her professional work. The project culminates in a formal public presentation, attended by a member of the graduate faculty associated with the MGIS Program, which takes place at either an appropriate professional conference (such as annual conferences of the Urban and Regional Information Systems Association, the American Congress on Surveying and Mapping, or ESRI Users) or an annual meeting of MGIS students, faculty and Advisory Board members. International students who are unable to travel to a mutually agreeable conference location may fulfill this requirement through a presentation to a qualified proctor that is videotaped and subsequently delivered to the student s advisor for review. The presentation will be preceded by a dress rehearsal that is open to all students in the program through Web and audio conferencing. As part of his or her individual studies, every student is expected to contribute a formal peer review of one other student s rehearsal. Each graduate s e- portfolio, including digital presentation materials, is delivered to the student on CD-ROM and archived at Penn State as a permanent record of his or her achievements. MGIS Curriculum An Advisory Board consisting of accomplished GIS professionals in government and industry, as well as Penn State faculty members in a variety of disciplines who specialize in geographic information science, DiBiase Engaging Stakeholders ACSM
4 guided development of the initial MGIS curriculum. Mindful of the roles and competencies identified during the recent NASA-funded Geospatial Workforce Development initiative, the Advisory Board identified during its March 2003 meeting at University Park a list of over seventy specific competencies that MGIS graduates should be expected to have mastered. These competencies were subsequently clustered into a set of six new courses that, in combination with the six existing courses offered through the World Campus Certificate Program, will constitute the initial MGIS curriculum. Consistent with the Certificate Program, MGIS courses will be offered in a compressed 10-week format, requiring eight to twelve hours of student activity per week. Most courses will be offered quarterly; others will be offered one or two times a year. The typical student course load is expected to be three to four courses per year. At a rate of four three-credit courses each year, most students will complete the MGIS in about three years of part-time study. Students who are able to manage heavier course loads may complete the program in a shorter period of time. Conversely, students whose commitments to career, family and community require them to suspend their studies for one or more quarters will be permitted to do so. By Graduate School rules, students remain eligible to earn the MGIS degree for eight years from the date of matriculation. The recommended sequence of courses follows below. First-year courses are designed to help students develop the information literacy and technical competencies they need to become knowledgeable and skillful users of desktop geographic information technologies. Second-year courses prepare students for leadership in their organizations with regard to the design, specification and management of complex geographic information infrastructures. During the third year, students complete electives and an independent study project by which they demonstrate a substantive contribution to their organization as well as the ability to communicate their contribution to a professional audience. Students who successfully complete the Penn State MGIS satisfy the minimum educational achievement required for professional certification by the GIS Certification Institute. Year 1 (11 credits) Winter quarter (January-March): GEOG 482, The Nature of Geographic Information (2 cr.) Spring quarter (April-June): GEOG 483, Problem Solving with GIS Summer quarter (July-September): GEOG 484, Database Development for GIS Fall quarter (October-December): GEOG 485, GIS Programming and Customization or GEOG 486, Cartography and Visualization or GEOG 487, Environmental Applications of GIS. Year 2 (12 credits) Winter quarter: GEOG 582, Acquiring and Integrating Geospatial Data Spring quarter: GEOG 583, Geospatial System Analysis and Design Summer quarter: GEOG 584, Geospatial Technology Project Management Fall quarter: Elective: GEOG 585, GIS Application Development or GEOG 586, Geographic Information Analysis or MANGT 510 Project Management or ENGL 4xx, Technical Writing for GIS Professionals Year 3 (12 credits) Winter quarter: Elective: GEOG 585, GIS Application Development or GEOG 586, Geographic Information Analysis or MANGT 510 Project Management or ENGL 4xx, Technical Writing for GIS Professionals Spring quarter: GEOG 596, Individual Studies or elective DiBiase Engaging Stakeholders ACSM
5 Summer quarter: GEOG 596, Individual Studies (including peer review) Fall quarter: GEOG 596, Individual Studies (including professional presentation) The MGIS curriculum is expected to expand as enrollments and faculty participation increase. Additional courses to be proposed and developed include a seminar in Ethics for GIS Professionals, Enterprise GIS, Three-dimensional GIS and various specialized applications courses. Quality Assurance Plan Stakeholders in the MGIS program include students, employers, the emerging geospatial technology profession, as well as the faculty, administration, alumni and Board of Trustees of the Pennsylvania State University and the MGIS Advisory Board. The MGIS Advisory Board and faculty guided the initial curriculum design effort. The program will respond to students and employers concerns through a formal quality assurance plan that regularly invites, analyzes and reports their feedback from the time they apply for admission to the program through graduation and beyond. The plan outlined below addresses five sets of evaluative questions, including learning effectiveness, student satisfaction, faculty satisfaction, cost effectiveness and access the five pillars of quality online education identified by participants in the Alfred P. Sloan Foundation s Asynchronous Learning Networks initiative (Lorenzo and Moore 2002). Evidence-based answers to the following research questions will inform the Department s annual reports to current and prospective students, faculty members, and the MGIS Advisory Board, as well as its triennial report to the Graduate School. Learning Effectiveness To what extent is the MGIS program successful in preparing students for leadership roles in their organizations? How responsive is it to the evolving requirements of the geographic information systems workforce? Beyond its existing curriculum, what knowledge, skills and attitudes should the MGIS program seek to help students develop? Does the program provide the frequency and character of interactions among students and faculty members that are needed to foster learning? Student Satisfaction How satisfied with the MGIS program are current and former students? Are their expectations met and exceeded with regard to attentiveness and knowledge of program faculty and timeliness of student support services? What are students perceptions about the quality of course content? In what ways can student satisfaction be increased? Faculty Satisfaction How satisfied with the MGIS program are its participating faculty members? To what extent are they satisfied with their quantity and quality of their interactions with students? Do they perceive their workload to be sustainable? Is their participation adequately valued and rewarded? Do they receive adequate training and support from the appropriate support staff? How is the program perceived by non-participating faculty members? To what extent is the relationship between the MGIS program and the Department of Geography s resident programs synergistic? Cost effectiveness To what extent is the program financially viable and sustainable? Do the benefits of the program to stakeholders (including students, the GIS profession, and the University) outweigh its costs (including opportunity costs as well as real costs)? Access To whom and under what conditions is the MGIS program accessible to its intended audience? Whom does it exclude? What technological, socioeconomic, or other barriers prevent or discourage prospective students from participating in the program? Can barriers be removed? How? DiBiase Engaging Stakeholders ACSM
6 Survey Instruments A variety of instruments, some existing and some to be developed, will be used to produce the data needed to address the questions identified above. The data produced through these instruments will inform a process of continuous quality improvement, and (with appropriate human subjects clearance) will provide a rich dataset for formal research on instructional effectiveness in an online setting. Marketing Research Previous studies conducted by the Outreach Office of Marketing Research and Planning, including World Campus GIS Certificate Graduates Survey Report (OOMRP 2002) confirm that strong demand for a professional degree program in GIS exists. In the office will again contact the now 315 graduates of the existing Certificate Program. It will inform graduates of the proposed MGIS degree and will request feedback to gauge their interest in and expectations for the program and to identify potential barriers to participation. Program Application Statement of Goals and Experience A statement of goals and experience will be included among the application materials required by the Graduate School and the MGIS graduate program. In addition to articulating specific professional goals and explaining how his or her professional experience has prepared him or her for graduate study, the applicant will also be asked to reflect on his or her learning style and previous experience with distance learning (if any). Entry Interview The MGIS program Advising Coordinator will pair incoming students with academic advisors. The first advising session will consist of an entry interview that begins with discussion of the student s statement of goals and experience and proceeds to a reflection of the student s perceived strengths and weaknesses as an aspiring GIS professional and as a graduate student participating at a distance. The discussion will be guided by the criteria for GIS professional certification developed by the GIS Certificate Institute (www.gisci.org). The interview will be conducted by a mutually-agreeable medium or media including telephone, instant messaging, and/or Web/audio conferencing. In combination with the statement of goals and experience, the entry interview will result in a set of baseline data by which student progress may later be evaluated. Semi-annual Advising Interview Students and advisors will meet at least twice each year through some mutually-agreeable medium. An interview protocol that guides discussion about student performance (portfolio review and course grades), student satisfaction (with courses, instructors, and interactions with peers) will be developed. Course Evaluation Surveys In parallel with the feedback acquired during semi-annual advising sessions, student feedback will also be acquired during each quarterly course offering. Exit Interviews Students and advisors final advising interview will consist of a summative evaluation of students experience in the MGIS program, a final review of the students professional development strategy, and the collaborative development of a letter of recommendation that students may use to address future employment opportunities or further graduate study. Graduate and Employer Surveys Every five years the Outreach Office of Marketing Research and Planning will conduct a survey of MGIS graduates and a sample of their employers. The survey will ask graduates and employers to reflect on the downstream impact of graduates MGIS experience on their professional careers, on the status of their professional development strategies. It will also solicit suggestions about how the program should adapt to changes in the field. It will inform graduates about changes in the program, and invite them to serve as ambassadors within their organizations. DiBiase Engaging Stakeholders ACSM
7 Faculty Interviews and Peer Reviews An MGIS program evaluation team will conduct annual interviews to gauge the satisfaction of participating faculty members. It will also interview a sample of four non-participating Geography faculty members each year to elicit their impressions and concerns about the MGIS program. In addition, as part of its normal promotion and tenure procedures, the Department of Geography will assign senior faculty members to serve as peer reviewers of MGIS classes. Conclusion Nadler and Nadler (1998) identify a cycle of critical events that must take place in the design of an effective educational or training program, including: 1. Identifying the needs of an organization (or, in this case, a profession) 2. Specifying job performance 3. Identifying learner needs 4. Determining objectives 5. Building a curriculum 6. Selecting instructional strategies 7. Obtaining instructional resources 8. Conducting education Effective program planning includes within each critical event formal, ongoing evaluation and feedback needed to assure the program s quality. This paper has described the outcome of a series of critical events by which a subset of program stakeholders designed the Penn State Master of GIS degree program was designed. A key design objective is to institutionalize continuous improvement that is informed by regular feedback from all stakeholders. The Penn State Board of Trustees approval of the MGIS degree is expected in time to admit its first incoming class in the Fall quarter of Penn State MGIS Advisory Board Internal Members Mark Gahegan, Chair Barry Evans Frederico Fonseca Stephen Matthews Gary Miller (ex officio) Professor, Department of Geography Senior Research Assistant, Institutes for the Environment Assistant Professor, School of Information Sciences and Technology Director, Geographic Information Analysis Core, Social Sciences Research Institute and Associate Professor, Department of Geography Associate Vice President for Outreach and Executive Director, ld C DiBiase Engaging Stakeholders ACSM
8 World Campus Tina Enderlein (ex officio) GIS Officer, Office of the Vice President for Research External Members Christopher Cappelli David Maguire Ingrid Ratsep Adena Schutzberg Rebecca Somers James Querry John Ross Philadelphia Region Representative, ESRI Inc., King of Prussia PA Director of Products, ESRI Inc., Redlands CA Principal, Ratsep Group, Malvern PA Principal, ABS Consulting Group, Cambridge MA Principal, Somers St. Clair, Fairfax VA Director, Enterprise GIS, City of Philadelphia PA GIS Director, PPL Electric Utilities Corporation, Allentown PA References Gaudet, Cyndi; Heather Annulis and Jon C. Carr (2003) Building the Geospatial Workforce. URISA Journal 15:1, pp Kellogg Commission on the Future of State and Land-Grant Universities (1999) Returning to Our Roots: The Engaged Institution. Washington, DC: National Association of State Universities and Land-Grant Colleges. Kohl, Kay J. (2000) The Posbaccalaureate Learning Imperative, in Kohl, Kay J. and Jules B. LaPidus, Eds., Postbaccalaureate Futures: New Markets, Resources, Credentials. American Council of Education and Onyx Press, pp LaPidus, Jules B. (2000) Postbaccalaureate and Graduate Education: A Dynamic Balance, in Kohl, Kay J. and Jules B. LaPidus, Eds., Postbaccalaureate Futures: New Markets, Resources, Credentials. American Council of Education and Onyx Press, pp Lorenzo, George and Janet Moore (2002) The Sloan Consortium Report to the Nation: Five Pillars of Quality Online Education. Alfred P. Sloan Foundation. Accessed 8 August Nadler, Leonard and Zeace Nadler (1998) The Critical Events Model, in Cookson, Peter S., Ed., Program Planning for the Training and Continuing Education of Adults: North American Perspectives.Krieger Publishing Company, pp DiBiase Engaging Stakeholders ACSM
9 Outreach Office of Marketing Research and Planning (2002) World Campus GIS Certificate Graduates Survey Report. July. The Pennsylvania State University, Outreach and Cooperative Extension. Phoenix, Michael (2000) Geography and the Demand for GIS Education. Association of American Geographers Newsletter. June, p. 13. U.S. Census Bureau (2001) Table A-6. Age Distribution of College Students 14 Years and Over, by Sex: October 1947 to Accessed 15 August Wikle, Thomas A. and G. Allen Finchum (2003) The Emerging GIS Degree Landscape. Computers, Environment and Urban Systems 27, pp Biography David DiBiase directs the John A. Dutton e-education Institute within the College of Earth and Mineral Sciences at the Pennsylvania State University. He is also a senior instructor in Penn State s Department of Geography. David has led Penn State s World Campus Certificate Program in GIS since its inception 1999, and is principal author and Program Manager of the planned Master of GIS degree program. David came to Penn State in 1989 after earning BS and MS degrees in Cartography at the University of Wisconsin Madison. He has earned Penn State s Wilson Award for Excellence in Teaching and Mitchell Award for Innovative Teaching, as well as the Association of American Geographers Media Achievement Award for exceptional creativity in applying multimedia technology to cartography and geographic education. DiBiase Engaging Stakeholders ACSM
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The College's University level provision was reviewed by the Quality Assurance Agency in 2014 which found that it met UK standards in all respects. The reviewers noted many areas of good practice, including the high quality of teaching and learning and the approachability of staff.
Boston College students had the opportunity last week to quiz Nick Boles on many interesting topics in their very own question and answer session.

subset: commoncrawl


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She's done flying solo.
Pledging to keep herself from being the oldest and the only woman in her entire family never to wed, Montana embarks on a thirty-day, thirty-thousand-mile expedition to charm a potential suitor into becoming her fiancé.
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Quick Details
- Type: Hair Extension
- Place of Origin: Beijing, China (Mainland)
- Length: 3 yards, 12 yards
- Brand Name: Manka
- Model Number: 3 yards
Packaging & Delivery
|Packaging Details:
|Safe package
|Delivery Detail:
Beijing Factory 3 Yards Water-proof Double-sided Super Tape For Weft Tape-in Hair Extension Lace Wig Glue
Super Tape Rolls
1). Product Name: Super Tape Rolls
2). Size: 1/2"x3Yard=1.27*275cm
3).Useful Life: 6---7 weeks.
4). Function:It's used for wigs and hair extension, need with our special tape remover in our factory to use. This is a non-toxic and tasteless tape, it's suitable for human skin. You just need cut it according to your needs, and then stick on the place you need. If you can keep the surface is clean, you can reuse them.
5). Advantage:
6). Packaging:1 roll/bag
7). Minimum Order: No limit
1.The items will be shipped by ePacket delivery from China, which takes 7-12 days to USA
Items are shipped from China (mainland) using Airmail, reach most of the countries within 10 to 20 business days.
2.The items will be shipped by Registered Air Mail, which takes 15-40 business days, Canada,Europe,Australia. If you want to be more fast,please Contact Me for EMS and DHL.
3.Please, make sure to provide us with correct, precise, and detailed shipping Address (name, telephone number and address are necessary)
4.The Airmailed parcel will be declared as gift and we will try our best to help you to legally minimize tax. But we are not responsible for any duty or tax.


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How to Install Third Party Themes in Win-7
As we know Windows Vista and Windows 7 come with a beautiful graphical style. There are several amazing and beautiful themes available with the latest version of Windows. But most of the users who have been using Vista or Win-7 from long time get bored with the default theme and want to install new third party themes.
Win-7 doesn't allow you to install third party themes because of security reasons. If you still want to install third party themes, you need to patch up system files to be able to install third party themes in Win-7.
What you have to do?
You have to edit 3 .dll files (themeui.dll, UXInit.dll, and uxtheme.dll)
Manually you can't edit these files but there are many free tools available over the internet that can edit these files with a click so you need not to worry about it.
Just follow below instructions to install third party themes in Windows 7 or Windows Vista.
Visit below URL and download UxStyle Core tool that will edit themeui.dll, UXInit.dll, and uxtheme.dll files. This tool is absolutely free.
Run the downloaded tool, accept the agreement and simply click on install button to complete the installation.
Reboot your computer.
Note: UxStyle Core tool has no user interface. (When you install this tool, it simply edit themeui.dll, UXInit.dll, and uxtheme.dll files to be able to install third party themes)
Now download your favorite Win-7 theme and copy all the files to below location.
START > RUN > Type %windir%\Resources\Themes > Hit Enter
Manually open C:\Windows\Resources\Themes folder, here C:\ is windows installation directory.
Now simply double click on the downloaded Windows Theme File to apply the theme.
Your new Win-7 theme has been installed. Enjoy the new theme.
Note: If you have downloaded theme with an automated installer, you need not to follow Step-1 to Step-3, these themes automatically edit the system files and install the theme.
Must Read:
How to Protect your Zip file with a Password in Windows
How to Restore Firewall to Default Settings in Win-7
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Harare: Two of the World Cup's outsiders will begin a series of three internationals on Sunday that will have a double meaning for them both.
Zimbabwe and Kenya are not only preparing for the tournament involving 14 countries that will culminate in South Africa next February and March. They are also seeking a more long-term status in the game. The Zimbabweans, brought into the Test arena 10 years ago as the ninth country, have just been comprehensively whitewashed by Pakistan in two Tests and five internationals. This will serve to keep them well down in the rankings. But defeat by Kenya would still be untenable for them and would represent a major setback just two months before the World Cup gets under way. Kenya believes it will stake a claim for Test status before very long, provided it can continue to show positive results against some of the best. But it has played only four internationals this year and therefore need much more experience, both as part of their cup preparations and for their hopes of becoming the 11th Test nation and the third in Africa. The 10th was Bangladesh. Beating Zimbabwe would improve its prospects considerably and so it is sure to be on the offensive. Zimbabwe, which has some honour to defend, will be determined not to let that happen. It points to the unavailability of five front line bowlers during the Pakistan tour as the main reason for such a comprehensive thrashing. Kenya came close to a shock victory over Australia in the recent ICC tournament at Colombo, scoring 205 and only losing in the last over. But it was decisively beaten in three other internationals at that time. Zimbabwe will need to show a considerable improvement in the three internationals against its near neighbours. The team will not be selected until Saturday, following the Kenya vs Zimbabwe "A" match here, but it will most likely include the Flower brothers Andy and Grant, captain Alistair Campbell even though he is struggling to make runs, Henry Olonga, Douglas Hondo, Mark Vermeulen, Dion Ebrahim and Tatenda Taibu. All-rounders Andy Blignaut and Guy Whittall may be included if they pass fitness tests. The final place could be filled from, as many as six or seven other possibles, but either Travis Friend, Dion Ebrahim or Doug Marillier might be favoured. Kenya will rely heavily on their captain Steve Tiloko, who scored 60 against Australia and 93 against West Indies in Sri Lanka, and Maurice Odumbe, who took 50 off the Aussies. Kenya (from): Steve Tiloko (captain), Thomas Migai, Maurice Odumbe, Kennedy Obuya, David Obuya, Martin Suji, Otiendo Ondik, Brijal Patel, Ravindu Shah, Hitesh Modi, Joseph Angara, Peter Ogondo and Jimmy Kamande. Umpires: Aleem Dar (Pakistan), Mumtaz Ahmed Esat (Zimbabwe). Match referee: Dennis Lindsay (South Africa).
Zimbabwe names 30 probables for WC, Streak to lead


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Need direct lab tests in Converse, TX? Simply order direct lab tests online and get tested at a lab in Converse, TX (Find More Locations):
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text: Built in 2003, the hotel offers a total of 94 double rooms spread over 9 floors. The hotel's facilities include a foyer with 24-hour reception, safe, conference room, lifts and garage. Dining options include an inviting bar and an air-conditioned à la carte restaurant with non-smoking area. Guests may also make use of the room and laundry services.The comfortable, stylish rooms come with an en suite bathroom with hairdryer, a direct dial telephone and free Wi-Fi Internet access. They also come with a minibar, a double bed, a safe and central heating.


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Miranda Lambert Lands Single of the Year at 2014 CMA Awards
Miranda Lambert started off the 2014 CMAs with a 1-2 punch, coming straight off a duet with pop star Meghan Trainor to snag the Single of the Year award for her song 'Automatic.' She faced off against not only her husband Blake Shelton, but other mega stars like Tim McGraw and Faith Hill, Dierks Bentley and Eric Church.
Lambert gracefully stepped on stage looking stunning a fun '80s-chic ensemble and took the mic next to the producers of the single, Frank Liddell and Glenn Worf. She thanked her 'girlfriends' and co-writers, Nicolle Galyon and Natalie Hemby, then noted the song 'really has a special place in [her] heart' before handing the mic over to Liddell and Worf for their thank-yous.
Congrats to Lambert on the first win of the night!
Miranda Lambert, Homeless? It Happened!
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Wednesday, February 18, 2015
Let the AYL Starlight, Ultra Bright LED Lantern Light the Way!
Being prepared for anything, even if it's just for fun is always a better choice. Camping is always fun, but do you have a lantern? The AYL StarLight, 300 Lumens Ultra Bright LED Lantern is a great little lantern that will help light up your outdoor activities. The Lantern is designed with safety in mind, the ultra bright lantern guarantees unsurpassed service to provide you with light, clarity and convenience for a wide range of light for all your activities!
Lanterns That Help You Be Prepared!For this review, I received the AYL StarLight, 300 Lumens Ultra Bright LED Lantern! I love this little lantern, it's light and so cute! The best thing about this lantern is that you can use it for over 100,000 hours. It has three lighting modes, it has a low, high and flashing strobe. It even comes with a removable convex reflector cap, that provides 360 lighting and that can be removed for a more focused lighting. It has a little hook on the bottom, that makes it easy to hang up virtually anywhere. Another cool thing about this lantern, is that it has a watertight body, that's complemented with a plastic molding and rubber for maximum water resistance. It only takes 3D size batteries. I think this Lantern is absolutely AWESOME and I would highly recommend it!
I received one or more of the products mentioned above for free using Tomoson.com. Regardless, I only recommend products or services I use personally and believe will be good for my readers.
Bonny Sallee
Posted by Bonny Sallee at 2/18/2015 10:11:00 PM
Labels: Camping, Emergencies, Emergency Gear, Lights, Reviews
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Doctor insights on:
Remedies For Bleeding After Sexual Intercourse
Why am i bleeding after sexual intercourse?
Bleeding: Post-coital bleeding (bleeding after sexual intercourse) is most likely related to a vaginal tear. A history of painful intercourse strengthens the suspicion. The tear can be small or extensive, so if there is prolonged or heavy bleeding, an evaluation with a doctor should ensue. ...Read more
Sexual Intercourse (Definition)
Couples often worry about having sex during pregnancy. They may be afraid that having sex could cause a miscarriage or harm the baby. It is best to talk to your doctor or nurse midwife about your specific situation to make sure you are considered at low risk for complications such a ...Read more
Why do I have bleeding after sexual intercourse?
Bleeding: If you are a female, where is the bleeding coming from? Vagina, it could be a cervical polyp or erosion; urethra, it could be trauma, caruncle, infection. ...Read more
I have been bleeding after sexual intercourse, what to do?
Bleeding: Post-coital bleeding (bleeding after sexual intercourse) is most likely related to a vaginal tear. A history of painful intercourse strengthens the suspicion. The tear can be small or extensive, so if there is prolonged or heavy bleeding, an evaluation with a doctor should ensue. ...Read more
I have bleeding after sexual intercourse, should I be concerned?
Can you tell me about the cause of bleeding after sexual intercourse?
Postcoital bleeding: cervical polyps, inflammation of the cervix caused by bacteria or HPV, ectropion (inside lining of the cervix spreads outside the cervix and it is more friable to touch), prolapsed fibroid, vaginal infections or are all possibilities. A simple pelvic exam can be the answer to your question. ...Read more
What could be possible causes for slight bleeding after sexual intercourse for my wife?
Need to examine: Cervical erosion or a sore on the cervix may result in bleeding. However bleeding from any site is not to be taken lightly and your wife should be examined by a doctor to rule out more serious illness, such as carcinoma of the cervix or other lesions. ...Read more
What are the causes of vaginal bleeding after sexual intercourse?
Trauma: Take it easier next time.Get a more detailed answer ›
I am a 23 year old female who has had her eriod twice in two weeks, also I have had internal bleeding after sexual intercourse, yet there is no blood ?
See your doctor!: Not sure what you mean by internal bleeding but clearly you are concerned by your symptoms. Please call your doctor to be evaluated. Best of luck. ...Read more
What can cause vaginal bleeding after sexual intercourse?
Several things.: If you have bacterial vaginosis, you will be more prone. Very vigorous sex can abrade the vaginal mucosa. And other issues with cervix-cervicitis, etc. See your doctor if this persists! ...Read more
My penis started bleeding after sexual intercourse, my foreskin is still attached but half torn and this is where the blood is coming from, whatdoido?
Appt with Urologist: You need to see a Urologist and get this corrected As I presume you either need a circ revision or a completed circumcision. You certainly don't want to have this possible problem again ...Read more
Bleeding (Definition)
Bleeding = ...Read more
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It's not all the time that you find yourself in need of a replacement Thermostats to fix your automobile. You purchased your GS350 because its sporty handling and appealing looks struck a chord inside you; so why would you settle for second rate when it comes to the highest quality auto parts? The vehicle in your driveway is head and shoulders above the rest compared to all the other vehicles in today's marketplace. Anyone who drives a Lexus knows that when it comes to repairing their vehicle only the highest quality replacement parts will do.
Your car or truck uses liquid coolant to maintain a constant temperature in the engine, and its thermostat keeps the coolant flowing in the right direction so that your engine can maintain a constant and ideal operating temperature. On start-up, the thermostat remains closed; shutting off access to the radiator. This gets the coolant hot so that the engine warms up. Once it reaches an optimal operating temperature, your Lexus GS350 thermostat then opens up and allows the coolant into the radiator. Now your coolant gets cooled as it recirculates through your Lexus GS350 engine; keeping it at a steady and controlled temperature ideal for engine performance... all thanks to the thermostat.
Get your GS350 back on the road with the highest quality replacement parts from the experts at Car Parts Discount. Given all the trouble that can be involved with installing a part to fix your car or truck, let www.carpartsdiscount.com be the most authoritative website you go to make purchasing it easy. Buy all the car parts you will ever need from carpartsdiscount.com and save time and money on all your upcoming repairs. If your car or truck was built in 2015, 2014, 2013, 2011, 2010, 2009, 2008, 2007, then you will find the correct Lexus GS350 Thermostats parts right here.


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Commitment to Safety
Our on-site Training Towers makes it very easy to train new-hires and to perform yearly re-certifications at our facilities. We test and practice fall-protection and rescue techniques and evaluate equipment year round.
We can also train and practice other procedures such as plumb and tension, rigging and antenna and line installation. The towers also give us a great platform to demonstrate our patriotic sentiments, and have become famous landmarks in the area.
All field employees are required to obtain a CDL within 3 months of employment. Sioux Falls Tower bears the cost of training and licensing its drivers. DOT has stringent rules for health and drug free operation of equipment. Sioux Falls Tower strictly abides all DOT rules. Like our on-the-job safety record, our driving record is impeccable.


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Topamax Generic Vs Brand
Phentermine Topiramate Online
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What Happened on September 12
Significant Events
- 1758 French astronomer Charles Messier mistakenly identifies the Crab Nebula so begins his Messier Catalogue
- 1910 United States' 1st known female cop appointed, Alice Stebbins Wells by LAPD
- 1933 Leó Szilárd, waiting for a red light on Southampton Row in Bloomsbury, conceives idea of a nuclear chain reaction
- 1940 4 teens, following their dog down a hole near Lascaux France discover 17,000-year-old drawings now known as Lascaux Cave Paintings
- 1958 US Supreme Court orders the all-white Central High School in Little Rock, Arkansas to integrate
- 1959 Luna 2 launched by USSR; 1st spacecraft to impact on the Moon
Did You Know?
1st submarine publicly tested in London on the Thames for King James I
On September 12, 1624
Famous Birthdays
- Francis I of France
(1494 - 1547)
- Henry Hudson
- Jesse Owens
(1913 - 1980)
- Barry White
(1944 - 2003)
- Paul Walker
(1973 - 2013)
- Jennifer Hudson
35 Years Old
Famous Weddings
- 1812 Revolutionary leader Jose de San Martin (33) weds María de los Remedios de Escalada at Buenos Aires Cathedral in Argentina
- 1840 Composer Robert Schumann marries Clara Wieck
- 1846 Poet and playwright Robert Browning (34) weds fellow poet Elizabeth Barrett (40) at Marylebone Church in London
- 1892 61st UK Prime Minister Stanley Baldwin (25) weds writer and activist Lucy Ridsdale (23) in Rottingdean, England
- 1908 Politician Winston Churchill marries Clementine Hozier
September in History
Woman Jockey Rides Into Record BooksJockey Gay Kelleway is the only woman to ride a winner at England's famous Royal Ascot. She was also the first jockey to wear a TV camera on her helmet.
September 6, 1992
Hey, Hey – We're The MonkeesWe have the formula, the music and the female fans standing by ready to scream. All we need now is four likely lads to form the band. Enter "The Monkees".
September 8, 1965
Arc Lamps Light the Way to World-Beating Display"Artificial sunshine" came to a Northern England holiday resort in 1879, dazzling the visitors and showing the world the possibilities of outside electricity.
September 18, 1879
Airship Bomb Crew Meet their Match in PolicemanThey dropped their bombs and planned to escape, but the German airship crew hadn't reckoned on the tenacity of a lone British policeman on his bike.
September 24, 1916


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Today, I was so broke and hungry that I went to Olive Garden and faked being stood up, just so I could eat their breadsticks. FML
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Happy endingBrandon may have an FML, but he ended up marrying Jessica. You found this out by reading "FML, the follow up."
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Up and coming moderatorIt's nice of you to help us sort out the submissions, using FML's moderate feature.
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Today, I took my grandmother for a spin in my new car. Apparently, she had no idea that seat-warmers exist and that hers was turned on, because fifteen minutes into the ride she started shouting, "My ass is on fire!" causing me to swerve into a pole. FML
Today, while at the beach, as a joke, I told my girlfriend that I was a shark. She then poked my eyes and punched me in the nose. When I started to get mad, she just shrugged and asked, "What? You're the one that wanted to be a shark. Don't you watch Shark Week?" FML
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Today, my family started their own version of the Hunger Games. With farts as their ammo, they've been tackling and gassing everyone until their victim "dies" by surrendering. My house is a flatulent war zone, and I fear waking up blind. FML


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text: Debra Borchardt: What's your bottom line number on Alcoa? Jim Cramer: I hope they break even. Debra Borchardt: But what's the entry point? Jim Cramer: After they report and numbers come down, I think I want to buy. Debra Borchardt: But you're going to wait? Jim Cramer: Yes. Debra Borchardt: Okay. --Written by Debra Borchardt in New York. >To contact the writer of this article, click here: Debra Borchardt. Follow @WallandBroad


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Italy, Spain Suffer as Markets Doubt Summit Impact
(Reuters) - Bond investors ditched Italian and Spanish bonds and bought up German Bunds in search of low-risk assets on Monday as confidence crumbled that last week's steps towards closer euro zone fiscal integration would halt the debt crisis.
Markets grew increasingly sceptical that an agreement on stricter budget rules and a stronger fiscal union was enough to bring the region's debt crisis under control -- unless it spurred the European Central Bank to ramp up the scale of its bond-buying intervention.
We have a nice agreement: a fiscal compact, commitments to keep fiscal deficits down. But, actually, does any of this solve the euro crisis? No it doesn't, said Victoria Cadman, economist at Investec in London.
We still sit here searching for the big bazooka solution.
Although the ECB was seen intervening in Italian debt markets throughout the day, it has not indicated it is prepared to increase the scale of its bond purchase programme. Data showed that the central bank slashed the amount it spent buying bonds in the run up to last week's summit.
Markets were also on alert for news from ratings agency Standard & Poor's, which on the eve of Friday's EU summit warned it might downgrade most euro zone countries if they did not come up with a decisive set of anti-crisis measures.
It seems like the market is expecting some kind of move (from S&P) and that has heavily influenced the sovereign risk market today, said Morten Hassing Povlsen, strategist at Nordea in Copenhagen.
The momentum seems to be downward for core yields and we will likely see continued risk-off until we get clarification.
Underscoring the souring sentiment towards the euro zone's lower-rated issuers, yields on five-year Italian bonds briefly rose above 7 percent. An auction of the same bonds on Wednesday was likely to keep Italian debt under pressure in the coming days, analysts said.
The Italian 10-year yields briefly threatened the 7 percent danger level, peaking at more than 6.8 percent before ECB intervention helped yields back to 6.6 percent -- still 20 bps higher on the day. Spanish 10-year yields briefly rose back above 6 percent and the cost of insuring most euro zone debt against default rose.
Bund futures settled 117 ticks higher at 136.54, unwinding almost all of a sharp fall seen on Friday, while German 10-year yields fell 10.5 basis points to 1.996 percent.
If Italy continued to face unsustainably high costs to refinance its debt the consequences would be felt across the euro zone due to the size of the Italian economy and banks' wide exposure to the country's debt.
Nothing has been done to allay the growing concerns about Italy's huge funding needs next year, said Nicolas Spiro, managing director at Spiro Strategy.
Highlighting the market nervousness, the Netherlands sold T-bills at negative yields as investors paid up to preserve cash in top-quality paper and avoid bank deposits.
Italy, by contrast had to pay a yield of just under 6 percent to sell 7 billion euros worth of one-year T-bills. The sale drew decent demand from retail clients enticed by the country organising a BOT day in which it scrapped fees for the bills at auction.
With no sign of a decisive solution to address both short- and long-term concerns over the sustainability of euro zone debt, things were likely to get a lot worse before they get better, analysts said.
A Standard & Poor's analyst said the summit deal was a significant step in resolving a crisis of confidence, but added that the EU will need more summits to resolve its debt problems and time was running out.
Traders said they were still waiting for an official announcement from the S&P on how the credit watch negative warning will be resolved.
Another ratings firm, Moody's Investors Service, said the summit measures were not decisive, leaving the cohesion of the bloc under continued threat. It said it would revisit the ratings of euro countries in the first quarter of 2012.


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GraphicRiver Woman Carrying a Basket of Fruit 8620666
Stock Vector \ Characters \ People
Illustration \ Vector \ Carrying \ Basket \ Working \ Worker \ Harvesting \ YoungA
Stock Vector - Woman Carrying a Basket of Fruit 8620666 by artisticco @ GraphicRiver
Stock Vector \ Characters \ People
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4 - 1 Final
Blue Jackets down SabresOct 11, 2013 - 5:24 AM
Cam Atkinson scored once and added an assist, while Brandon Dubinksy and Nick Foligno registered a goal apiece for the Blue Jackets, who have won two straight since opening the season with a 4-3 loss to Calgary.
"It was a bit of a run-and-gun game," said Dubinsky. "It's really not the way we want to play, but I thought we were able to our style later in the second period and the third."
Reigning Vezina Trophy winner Sergei Bobrovsky stopped 26-of-27 shots in the triumph.
Thomas Vanek tallied the lone Buffalo marker, while Ryan Miller, who missed Tuesday's tilt with a groin injury, allowed all four goals on 33 shots for the winless the Sabres, who have dropped five straight.
Buffalo hasn't gone this far into a season without a win since opening the 1999-2000 season with five losses and two ties.
"We have guys in this room who can make plays," Miller said. "We have to get past this hump."
Vanek's slick tip-in tally at the 8:50 mark of the first period tied the game, but the Blue Jackets potted a pair of goals in a 2:13 span late in the frame to seize control.
Foligno started the surge at the 16:35 mark, with his backhand pass from the low left side deflecting off a pair of Sabres defenders in front before sneaking past Miller to give Columbus a 2-1 edge.
Just over two minutes later, Atkinson and Gaborik skated in on a 2-on-1 rush, with Atkinson carrying the puck down the left wing and waiting for a Buffalo defender to drop before setting up Gaborik's one-timer from the low right side that made it 3-1 with 1:12 left in the period.
Dubinsky padded the lead early in the second, pounding in a long rebound from the slot off a David Savard point blast to push the margin to 4-1 just 2:11 into the stanza.
Bobrovsky made the lead stand from there, turning away all 16 shots he faced over the final 40 minutes to keep Columbus in front.
The Blue Jackets opened the scoring just under two minutes in, as Gaborik flipped a wrister from the high slot that hit the post, but Atkinson was there on the low left side to tap in the rebound for a 1-0 lead at the 1:51 mark.
The Sabres answered just under eight minutes later, as Steve Ott recovered a pass in the low left corner and slid a no-look feed to the front of the net for Vanek, who made a nifty play to tip the puck in with his stick between his legs, tying the game with 11:10 left in the first period.
Game Notes
Columbus defenseman Ryan Murray assisted on Gaborik's goal for his first career point ... Foligno's younger brother, Marcus, plays left wing for the Sabres and finished with one shot in 14:56 of ice time ... Vanek notched his 252nd career goal to tie Craig Ramsey for fifth on Buffalo's all-time list ... Columbus finished 0-for-4 on the power play, while Buffalo failed on its only opportunity with the man advantage.
Oct 10 9:33 PM
End of 2nd
Oct 10 8:42 PM
- Columbus Goal - Brandon Dubinsky, at 2:11.
Blue Jackets 4, Sabres 1 2nd - 17:49Oct 10 8:07 PM
End of 1st
Oct 10 7:45 PM
- Columbus Goal - Marian Gaborik (2), from Cam Atkinson at 18:48.
Blue Jackets 3, Sabres 1 1st - 1:12Oct 10 7:44 PM
- Columbus Goal - R.J. Umberger, from Nick Foligno and Ryan Johansen at 16:35.
Blue Jackets 2, Sabres 1 1st - 3:25Oct 10 7:40 PM
- Buffalo Goal - Thomas Vanek (2), at 8:50.
Blue Jackets 1, Sabres 1 1st - 11:10Oct 10 7:24 PM
- 75
rootsRUWTbot Added 35 roots
Blue Jackets 1, Sabres 1 1st - 11:10Oct 10 7:24 PM
- Matt Calvert wrist shot on Ryan Miller.
Blue Jackets 1, Sabres 0 1st - 15:17Oct 10 7:17 PM
- Marian Gaborik slap shot hit the goalpost.
Blue Jackets 0, Sabres 0 1st - 18:11Oct 10 7:16 PM
- 40
rootsRUWTbot Added 23 roots
Blue Jackets 0, Sabres 0 1st - 18:11Oct 10 7:16 PM
- Columbus Goal - Cam Atkinson, at 1:51.
Blue Jackets 1, Sabres 0 1st - 18:09Oct 10 7:11 PM
- 17
rootsRUWTbot Added 6 roots
Blue Jackets 1, Sabres 0 1st - 18:09Oct 10 7:11 PM
1st Period - 20:00
Oct 10 7:09 PM
- 11
rootsRobert F. Added 5 roots
Blue Jackets vs. SabresOct 10 7:03 PM
- 6
rootsRUWTbot Added 6 roots
Blue Jackets vs. SabresJul 20 8:45 AM
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