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LIGHTKEEPERS COTTAGE Waterfr
House, North Stradbroke Island
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Absolute waterfront location nestled amongst the trees and perched above the calm crystal clear waters of Moreton Bay with panoramic views to Moreton Island and beyond stretching to the Glass House Mountains. "Lightkeepers Cottage" offers everything that you dream of in a Straddie holiday and more.
You'll be torn between relaxing on the the grassy waterfront lawn soaking up the sun while you read a good book or just gaze out into the blue yonder, frolicking with the kids, fishing from your own front yard or snorkelling up and down the rock wall. To round out your day, what could be more enjoyable than spending quality time with family or friends over a delicious BBQ and a relaxing drink in the waterfront pavilion immersed in the spectacular colours of the sun setting across the Bay.
The cottage comprises an open plan kitchen/dining/living room opening directly onto the grassy waterfront lawn and entertainment pavilion. It has 4 bedrooms sleeping up to 7 guests in 2 x Queen beds and 3 x Single beds. An ensuite shower only adjoins the main queen bedroom. A second bathroom shower and toilet adjoins the second Queen bedroom. A second toilet adjoins the laundry. Each of the rooms has either a ceiling or pedestal fan and is insect screened for guest comfort.
The laundry is equipped with a front loading automatic washing machine, clothes dryer and 2nd fridge. There is provision for off-street parking of mutliple vehicles and/or a boat but not under cover. The property is not securely fenced and not suitable for pets.
"Lightkeepers Cottage" is centrally located in Amity Point village within short walking distance of all amenities.
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The main part of Project Major Home Addition ended in November of 2010–waaayyyy past the projected date of August. We were at a point where we were doing everything and our main focus was to just get it to where we could move in. All the little details like tile backsplashes, custom closets and our built in media cabinet were put on the back burner.
We ended up just being flat out burnt out, so we just finished our tile backsplashes a few months ago–just in time for our final appraisal. Phew!
After we were finished and we seen the transformation–we were kicking ourselves for putting it off for so long. It was so easy, and the transformation was HUGE!
This is the sink that is located in our laundry room. I used to absolutely hate it. For under $20, though, we were able to make it gorgeous and fully functional! Before we were so afraid of doing much in that sink out of fear that we would splash water and ruin the top of the cabinet {which was plain ol' wood} or the walls {which we just painted sheetrock}. It is an incredibly deep sink {I've been told that it was an RV bathtub in it's former life} and perfect for washing the dog, soaking stained laundry, or washing off dirty shoes.
We found the tile at Lowe's. I had been eyeballing it for months–and just so happened to be able to score it on a clearance sale for around $3 a square foot! That is a steal! Many 12×12 sheets of 1″-2″ tile run closer to the $12 mark.
Do It Yourself Tile Backsplash
We are definitely not tile professionals, but I'm no longer uncomfortable laying tile. So far we've tiled 4 bathroom floors, walls to 2 showers, the backsplash in our kitchen, the laundry room backsplash and we've also built our master bath shower. All out of tile!
Our Secret? YouTube! It's a wealth of knowledge on many DIY projects, and will make you feel like a professional all the while saving big bucks! The tile quote to tile our master bath shower was well over $500 by itself! Ouch!
The Basics
Tiling backsplashes are completely different than laying a floor or doing shower walls. They're super easy, and require very little prep work.
Many may disagree with us–but for our backsplashes we opted to not install backerboard. Instead we tiled directly onto the sheetrock, using mastic as our adhesive of choice. You can find mastic {as well as your other tiling supplies} at most hardware stores. We got most of our supplies from Ace Hardware since it was in our small town.
Before you begin, you need to lay out your tile to figure out the layout. Then you will need to measure and mark off the area that you are going to tile and cut any pieces that you need to cut. For this particular project, my husband cut all of the pieces the night before, and I laid them the next day. Seriously–it was only a two day project, or one Saturday. It was unbelievable how quick it went after we started!
Work in Small Areas
When I was laying the tile, I applied the mastic with a trowel in a 2 foot area. After I had the mastic like I wanted it, I placed the first sheet of tile on. Once it was positioned exactly how I wanted it, I firmly pressed it into place. Then I moved onto the next sheet and continued on.
The main thing you need to watch is to make sure that your grout lines are level. You will notice it if they aren't, so pay close attention!
Be Patient
After you've laid all of your tile, leave it alone for a few hours and then go back and wash off any remaining mastic. You will thank yourself for this later! The mastic isn't easy to get off the longer it's set there. Don't forget to also get the excess out from in between the tiles!
Let your tile sit overnight before you grout it.
Since we went with glass tiles, we used an unsanded grout. Mix it up according to the directions on the box and you are good to go! Grouting is probably the easiest part of the entire process. The one thing you need to make sure of is that you are pressing the grout into the grout lines firmly.
After you are done grouting–wipe off the tiles, and enjoy your beautiful backsplash! You might want to treat yourself to dinner after saving yourself so much money!
Additional Resources::
How to Tile a Kitchen Backsplash Video
How to Tile a Backsplash–DIY Video
This post is part of Frugal Friday.

subset: commoncrawl


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Lahore: The bus driver who saved the Sri Lankan cricket team, Meher Mohammad Khalil, who by his presence of mind and prompt action saved the lives of the Lankan cricketers during the Lahore terror strike, has said that he would be praying for Pakistan"s victory during the forthcoming Test and one-day series between both the countries.
Khalil has been invited by the Sri Lanka Cricket Board (SLC) to watch the series, but will not be able to visit Sri Lanka as he is going for a pilgrimage to Saudi Arabia.
Lahore 'hero' gets invitation card from Sri Lanka
Major General Lawrence, retired Chief-of-Staff of the Sri Lanka Army, is in-charge of all the security arrangements.


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Mell's Cheese Now Open in Lower Highland
Mell's Cheese is now open at 3000 Zuni Street in Lower Highland — but you'll find far more than cheese here. Owner Paula Dick has created a sunny cafe and wine bar to go along with a tantalizing selection of imported and American artisan cheeses and meats. Mell's — named for Dick's grandfather — is open for lunch and dinner with a menu of cheese and salumi boards, sandwiches, salads and other bites centered around the enjoyment of wine and cheese.
This is the first foray into the restaurant world for Dick, who until recently worked in IT but has been planning Mell's for several years. "My passion started out wine and the history and culture and all that's behind it," she explains. "And I realized that cheese, my other favorite thing, has even more complexity behind it."
And since she's new to food service, she worked with Andrew Parr of Angry Olive Consulting to design a menu that would reflect her passion, and also hired chef Cristi Lujan as her cheese specialist. To go with the dairy offerings, Mell's features an international wine list of more than sixty labels, with twenty or so available by the glass. There are also a dozen Colorado ciders and beers, four of which are on tap.
During the day, Mell's will offer counter service for lunch and retail customers, but during happy hour and dinner, guests can expect full table service. Cheese plates range from $12 to $20, but nothing else on the menu comes in over $12. Wines by the glass are priced at $7 to $13, and most bottles are in the $35 to $45 range, with several below $30.
Dick says she wasn't initially looking in LoHi for a home for her cheese shop, but her real estate agent connected her with the landlord after an architecture firm vacated the building; she signed the lease before the space was even listed on the market. Hardwood floors, high ceilings and plenty of natural light from south-facing windows make the place feel spacious; Dick added more street-level windows on the west wall to give better views of the neighborhood.
Mell's opened quietly last Tuesday, but Dick is spreading the word through social media that the official grand opening is Thursday, October 22, when cheese boards will be 10 percent off. Keep reading for more photos of LoHi's newest cheese shop.
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3000 Zuni St.
Denver, Colorado 80211
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Pho Bac Ky
Tustin, CA 92780
- Daily 9am-11pm
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- Kid Friendly, Takeout, Wheelchair accessible
- Dinner, Lunch
- No Alcohol
- Parking Lot Available
- Reservations Not Necessary
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Eat This Now: $4.99 Pho at Pho Bac Ky
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Pho Bac Ky's $4.99 bowl of pho is probably not the cheapest meal you could have in Tustin, but it sure seems like it. The stenciled sign on the window that says "$4.99 + tax for Pho (Rare Steak or Brisket) or Rice with BBQ Chicken" ...
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The Design of an Undergraduate Degree Program in Computer & Digital Forensics
- Ross Barnett
- 2 years ago
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1 1 The Design of an Undergraduate Degree Program in Computer & Digital Forensics Gary C. Kessler Champlain College 163 So. Willard Street Burlington, VT (fax) Michael E. Schirling Burlington Police Department 1 North Avenue Burlington, VT Keywords: Computer forensics education, digital forensics education, digital investigation education, online law enforcement education. ABSTRACT Champlain College formally started an undergraduate degree program in Computer & Digital Forensics in The underlying goals were that the program be multidisciplinary, bringing together the law, computer technology, and the basics of digital investigations; would be available as on online and oncampus offering; and would have a process-oriented focus. Success of this program has largely been due to working closely with practitioners, maintaining activity in events related to both industry and academia, and flexibility to respond to ever-changing needs. This paper provides an overview of how this program was conceived, developed, and implemented; its evolution over time; and current and planned initiatives.
2 2 1. BACKGROUND Champlain College is a small, private college in Burlington, Vermont, with roughly 1900 traditional undergraduate students and nearly a thousand online and continuing education students. Founded in 1878, the college has historically been a business-oriented, two-year college. In 1995, the college started a transformation from an A.S.-granting institution to one that, today, offers A.S., B.S., and M.S. degrees in over 30 programs in an educational environment that balances liberal studies and practical knowledge. The undergraduate degree program in Computer & Digital Forensics (C&DF) was launched in the Fall 2003 semester. The following sections will describe the process by which the program was developed, the philosophy behind its design and implementation, its evolution to date, current initiatives, and planned future directions. 2. THE FIRST STEP: "INTRODUCTION TO COMPUTER FORENSICS" In 2002, the first author was the director of the Computer Networking program at Champlain College and a technical consultant to the Vermont Internet Crimes Task Force (ICTF), and the second author was a detective with the Burlington Police Department and coordinator of the ICTF. At that time, the ICTF was starting to provide first responder training to local law enforcement officers related to searching and seizing computers, investigating cybercrimes, and understanding the type of information that might be found on digital devices. In conjunction with the director of the college's Criminal Justice (CJ) program, the authors proposed offering an introductory computer forensics course with the thought that it would be popular with continuing education, CJ, and computer technology students. This "experimental" course was offered in the Fall 2002 semester, and filled during pre-registration. The course was well-received by students and a number of events occurred during that first semester that led to the development of the degree program. First, the college received so many requests for the course that it was clear that a Spring 2003 offering would also fill up. Second, the Admissions Department at the college started to receive requests by students wishing to apply to our "computer forensics program." Third -- and most compelling -- a number of research papers came to the attention of the authors that clearly identified a national need for computer forensics education in support of law enforcement (ISTS 2002; Stambaugh et al. 2000; Stambaugh et al. 2001). Initial research into the need for such a program consisted primarily of conversations with practitioners in the field and experts from law enforcement and prosecutorial agencies throughout the United States. All cited a dramatic increase in the need for digital forensic capacity due to both a real increase in electronic crime as well as increased awareness of the role of computing devices as the instrument, target, or recordkeeper of all types of crimes. The consensus was that the creation of a program that would prepare undergraduates with practical knowledge of the computer forensic analysis and investigative process would be well received by both public and private sector organizations. While some additional specialized workplace training would be needed, it was thought that college graduates with a practical background and knowledge of the field would be beneficial to those organizations and agencies looking to employ individuals with these skills. 3. THE SECOND STEP: DESIGNING AND IMPLEMENTING THE CURRICULUM 3.1 Curriculum Design Philosophy With the success of the experimental course, the college undertook a serious investigation into the feasibility and viability of an undergraduate program in computer forensics. The first step was the formation of an Advisory Board composed of individuals external and internal to the college (all programs at the college have such a board). The external members included eight educators, civilian and law enforcement digital forensics practitioners, technical consultants, and a forensic accountant from the local area and around the country that were either colleagues known to Champlain College faculty or particularly well-known in computer forensics circles; none was directly affiliated with the college. The internal members comprised Champlain College computer technology and CJ faculty and representatives
3 3 from the admissions office, career planning, and student advising center. The external members were initially tasked with providing their views of what they thought needed to be included in the program, while the internal members were initially tasked with finding relevant academic guidelines or models that might prove helpful. The internal board was also responsible for writing the actual proposal for the college's Curriculum Committee while the external members continued to provide oversight, critiques, and suggestions guiding the content of the curriculum and even some of the core courses themselves. Looking for models from other colleges and universities turned up computer forensics or electronic crime concentrations within other two- or four-year programs, graduate certificates, A.S. degree programs, computer forensics courses taught within Information Security programs -- but no other four-year degree program specifically targeting digital investigations. The external advisory board members and college faculty developed the following overriding philosophical guidelines for the curriculum. First, recognizing that digital forensics is a multidisciplinary field, it was determined that a breadth of courses was required. Students need to study the law as well as basic computer and data network operations as a basis for understanding the process of computer forensics and digital investigations. For that reason, the curriculum includes courses from several programs so that students obtain a good foundation before actually getting into the actual computer forensics courses. Building interdisciplinary student teams is also important; most CJ students do not eagerly embrace the thought of working with computers and most computer technology students do not ordinarily take criminal and business law courses. Digital investigations need individuals with a combination of these skills so classes that combine these two groups of students helps both appreciate the "other side" (Nowicki 2003). Second, the intention has always been to prepare students to work in computer forensics environments in both the private and public sectors. Students have a variety of career paths available, including positions as a: Sworn local, state, or federal law enforcement officer concentrating on electronic crime, criminal investigations, or criminal intelligence Non-sworn law enforcement, military, or government examiner working on criminal or civil investigations, intelligence gathering, or foreign counter-intelligence Corporate investigator within an organization's internal information security, policy enforcement, and/or audit function Computer forensics/data recovery analyst working for a third-party Finally, the focus of the program had to be about life-long learning and the digital forensics process rather than about the tools. Given the tremendous acceleration of change in cyberlaw, computer technology, and digital forensics techniques, only those who know how to learn can possibly keep up and advance. Just as an individual does not earn a CJ degree and then step immediately into a patrol car, C&DF students need to understand how digital investigations are generically carried out rather than getting bogged down in the microdetail of how any one tool accomplishes the task. Indeed, our students gain an exposure to EnCase (Guidance Software), FTK (AccessData), Helix (e-fense), Knoppix, ProDiscover (Technology Pathways), WinHex (X-Ways Software), and many other tools, and get an opportunity to compare and contrast features, capabilities, and weaknesses. But the tools are just the tools and are meaningless outside of the context of a process. By way of analogy, forestry students should understand a forest ecosystem rather than just know the name of every tree. The Advisory Board was formed, and the curriculum design proposal process formally commenced, in November The curriculum started through the college's proposal process in February 2003 and was accepted by the Trustees in May. While the members have changed over the years, the Advisory Board continues to play an important role in the evolution of the program and is continually asked to work with the C&DF program faculty in reassessing the content of the program and the courses.
4 4 3.2 C&DF Curriculum Details The C&DF degree requires 120 credit hours. Table 1 lists the core courses that comprise the C&DF curriculum. The computer technology and criminal justice courses, drawn from our established Computer Networking and Criminal Justice programs, provide students with the necessary, broad background in: Computers and data networking Computer operating systems Basic programming concepts U.S. criminal justice system Fourth Amendment privacy protections Investigation techniques TABLE 1. C&DF Core Courses. 1 Digital Investigation Introduction to Criminalistics Analysis of Digital Media Computer Forensics I Computer Forensics II Cybercrime Forensic Accounting White Collar Crime Senior Seminar Internship Computer Technology Computers & Telecommunications Data Communications Operating Systems Computer & Network Security Criminal Justice Criminal Law Criminal Procedure Criminal Investigation Investigative Interviewing Other Courses Interpersonal Communication Intercultural Communication Statistics Financial Accounting Business Law Critical Thinking Ethics in Human Services The "Other Courses" in Table 1 provide breadth and general education, with a strong focus on the college's core competencies of verbal and written communications, ethics, creative and critical thinking, technical and quantitative literacy, and global and multicultural awareness. The core courses developed specifically for this program include: 2 Introduction to Criminalistics/Forensic Science Lab: An introductory course designed to expose students to the numerous aspects of the various forensic science disciplines, including both digital and non-digital methods. Topics include the history of forensic science, physical evidence, evidence collection, crime scene management, fingerprints, forensic toxicology, serology, firearms, forensic psychology, and DNA. Analysis of Digital Media: This course examines aspects of digital media with an emphasis on understanding the advantages and limitations of using digitally produced data, the various ways in which digital data can be enhanced, and procedures to ensure proper handling and presentation. Computer Forensics I: Topics related to criminal justice and computer technology, with a focus on the forensic use of information on computers are covered. Subject matter includes types of computer and Internet crime, the investigation life cycle, evidence collection, legal issues, search and seizure guidelines, case law, the process of computer and Internet investigations, hard drive terms and concepts, computer forensic tools, networking and TCP/IP basics, cryptography and steganography, mobile devices, and future challenges. 1 Curriculum details can be found online at 2 Course syllabi can be found online at
5 5 Computer Forensics II: Students learn advanced concepts in digital/computer forensic analysis and Internet investigations, with a balance of legal and technical aspects. Topics include advanced legal concepts, subpoenas and search warrants, seizing digital media, imaging and authenticating drives, file systems, and forensic hardware and software. Cybercrime: Economic and other crimes perpetrated over the Internet or other telecommunications networks are the focus of this course, discussing crimes ranging from auction fraud, identity theft, and social engineering to child sexual exploitation, scams, and phishing. Investigative techniques, technical issues, and legal aspects are described. Forensic Accounting: This course provides an introduction to forensic (fraud) accounting and covers fraud examination techniques, interview techniques, rules of evidence relating to fraud, internal control methodology, asset misappropriation, and financial statement misrepresentation. The course also covers the rules of evidence as they relate to several different fraudulent activities including illegal activities such as wagering, money laundering, cash skimming and embezzlement. White Collar Crime: White-collar crimes, from fraud and embezzlement to Medicaid/Medicare fraud, are the subject of this course with particular emphasis on the use of the Internet and computers to commit these crimes. The course describes the many ways white-collar crimes are committed, the essential elements of many of these crimes, and the evidence necessary to prove these crimes. Senior Seminar in Digital Investigation: A capstone, senior-level course that provides students with an opportunity to prepare a thesis or perform some other comparable project. It is intended to bring together elements from the entire program and demonstrate original work. All of these courses were developed, and subsequently taught, by subject matter experts in the area. Although Vermont is a rural state, access to expertise in computer science and cybercrime investigation is close at hand. The Burlington area is home to several colleges (including the University of Vermont) as well as a large IBM memory chip research and manufacturing facility. Located just 90 miles from a major border crossing south of Montreal, northwest Vermont also has a large contingent of federal law enforcement agencies, ranging from the FBI and U.S. Secret Service to the Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF) and Immigration and Customs Enforcement (ICE). The Vermont ICTF is composed of local, state, and federal law enforcement officers with extensive experience handling computer-related cases and examinations, several of whom have lectured regionally, nationally, and internationally. A Champlain College adjunct faculty member teaching video courses had a consultancy addressing the manipulation of digital images. A local state's attorney had an interest in, and wide knowledge of, cyber-related laws. The college, in general, and the CJ program, in particular, has a strong relationship supporting local law enforcement agencies. All together, the college was fortunate with the number of local experts in the area, supplemented by colleagues around the country. To date, all original course developers are still actively teaching in the program. Core courses were each designed with an eye towards creating a solid foundation of legal principles, an appreciation for the current state of the art and science of digital forensics, and practical skills that will allow graduates to immediately step into advanced training on the specific tools and techniques deployed in the workplace. Working with the college's instructional development team, each course combines theoretical and practical knowledge so that students understand the applicability and use of the subject matter. Problem-based learning and written project work are commonly used throughout the program (Burgess and Russell 2003; Harkness, Lane and Harwood 2003; McKenzie 2002; Swan 2004). An internship is optional, primarily because there is insufficient capacity to manage and mentor students in the local area. Nevertheless, interns have been placed in some out-of-area locations and the program continually seeks opportunities and cooperative agreements with sites around the country, as well as initiatives that might increase local internship opportunities.
6 6 The C&DF program was approved by the college in Spring 2003 and officially commenced that fall. As a timely demonstration of how academia catches up to real-world events, the blackout of the northeastern U.S. occurred that August and the summer was filled with additional cyberattacks, just weeks before this curriculum got underway. The authors and a colleague from the Vermont State Police wrote a white paper for the U.S. Attorney's Office (District of Vermont) about the relationship between digital forensics, criminal investigation, and intelligence gathering in the face of hacking and cyberterrorism (Kessler, Schirling and Sheets 2003). This paper marked the beginning of a close, ongoing partnership between the C&DF program and the local law enforcement community of cybercrime investigators -- including local, state, and federal agencies -- building on the already longstanding relationship between the college's CJ program and law enforcement. The summer of 2003 also saw one of the first articles providing a taxonomy of, and guide for, computer forensics education (Yasinsac, Erbacher, Marks, Pollitt and Sommer 2003). This article described motivations and energy around the subject matter that was similar to what the college experienced, and independently affirmed the need for an interdisciplinary approach, a focus on the digital investigative process, and the use of hands-on exercises. It also defined the skills needed by four classes of computer forensics practitioner; namely, the technician, policy maker, professional, and researcher. Yasinsac et al. (2003) also cited a case study that found that the lack of a dedicated lab facility was a hindrance to the computer forensics educational process. This observation was particularly pertinent to the C&DF program since not only was there no dedicated hardware lab, but the courses were intended to be offered online as well as on-campus (see the next section). Champlain College has found that in most cases, students can engage in hands-on exercises using their own computers and media supplied in class. Demonstration or evaluation versions of many software tools have proven to be quite adequate for purposes of software familiarization and case exercises. The FTK demo, for example, is fully functional software when used with small evidence files and instructors have designed assignments around the EnCase demo software (which is also fully functional but can only read the evidence files that ship with the demo). Pathway Technologies provides full versions of their ProDiscover software for the duration of a course and, of course, open source Linux tools without any restrictions are widely available on the Internet. A wide range of other open source tools, some of which students themselves find, are employed in the courses. Network-based exercises employ online activity, such as visits to informational Web sites (e.g., Sam Spade or DNSStuff), use of network-based tools (e.g., traceroute and packet sniffers), and use of network applications (e.g., Internet Relay Chat and instant messaging). Furthermore, some students employ virtual computer software (e.g., VMware) in order to "build" additional computers for themselves with which they can experiment with other operating systems and virtual networks. Disk images with which to create hands-on exercises come from a variety of sources, including forensics challenges posted by the Digital Forensic Research Workshop and the Honeynet Project, samples created by C&DF faculty, and test images posted by the National Institute of Standards and Technology (NIST).Disk images and evidence files can be distributed in a variety of formats (e.g.,.dd or.e01 files) on CD or thumb drives. Students can also create their own images from CDs, floppies, thumb drives, or other media. Indeed, the lack of a lab does have a downside in that students do not spend a great deal of time working with computer forensics hardware in the acquisition phase. The analysis, examination, interpretation, and reporting phases of digital investigations, however, can be covered quite nicely in virtual laboratories. Internships also often help make up for the deficiency in the acquisition process. 4. THE THIRD STEP: THE CURRICULUM GOES ONLINE Another goal for the C&DF program was that it be available online. The advisory board and program developers believed that this was the only way to serve one of the program's largest potential audiences -- law enforcement officers around the country looking for educational credentialing in this subject matter.
7 7 Built in to the program design was that each course should be able to have the same learning objectives regardless of whether it was offered online or on-campus (Weller 2002). Champlain College uses the WebCT learning management system, creating an online learning environment (OLE) accessible from anywhere on the Internet via a Web browser (Figure 1). Students -- and employers -- often confuse online with self-paced. These classes, however, are instructor-led courses complete with a syllabus, course calendar, weekly lectures, homework assignments, projects, tests, classmates, class discussions, etc. -- i.e., a virtual classroom that is schedule-friendly (within bounds) and geography-independent. And, students quickly discover, online classes are generally harder than their oncampus counterparts, requiring strong communication and time management skills, self-discipline, and intrinsic motivation (Adkins and Nitsch 2005; Hartley and Bendixen 2001). FIGURE 1. Screen shot of home page of online Computer Forensics I course. Students employ the same hands-on exercises in online classes as they do in on-campus classes. Students are supplied with the necessary software in courses for hands-on projects, employing low-cost, free, or demonstration software, as necessary. Instructor demonstrations, of course, can be provided in class or in the OLE; in the latter case, such demonstrations are provided as a series of screen shots, detailed instructions, and/or Flash- or Java-based animation. These demos, in fact, may be slightly more effective in the online mode than on-campus because students can replay them as often as they need. Students image, examine, and analyze their own systems or media sent to them by the instructor (e.g., on CDs or thumb drives). Because of the pervasiveness of Windows-based software, students are required to have a computer available to them that runs the Windows operating system, and advised to have a large disk drive and plenty of memory. Another advantage of the online course delivery mechanism is that individuals from anywhere in the world can take these courses. In many instances, especially in law enforcement agencies and small companies, the size of the workforce or the location of primary operations (rural locations) may limit the accessibility to specialized training and education of this nature. By creating a parallel delivery method
8 8 using the online educational model, these rural or small agencies and corporations can gain the same advantages as their larger brethren. Computer Forensics I became available in an online format in the Fall 2003 semester. The C&DF curriculum as a whole has been online since Fall Although some concern has been expressed about how well online courses can teach subject matter that requires hands-on skills, the literature is filled with articles addressing this very issue, demonstrating that properly designed online courses can achieve the same learning outcomes as on-campus courses. Kessler (2006) describes an informal study showing that students in online C&DF courses perform as well as on-campus students taking the same courses. Similar results, in more formal and broader studies, are echoed by Dutton et al. (2002) and Ragan and Kloeppel (2004). Indeed, successful online students need to be mature learners and have good time discipline, so full-time online study is limited to adult learners. Nevertheless, the OLE has not been a disadvantage in C&DF education. What has been learned is that students do not need to be sitting together in a laboratory environment with an instructor to learn how to use tools and other software, although being able to communicate with others is an essential element to getting over the learning curves. Additional detail about the online pedagogy as it relates to the C&DF curriculum can be found in Kessler (in press). 5. STATUS AND FUTURE DIRECTIONS The Champlain College C&DF program started in Fall In Spring 2004, the program was recognized by the National Institute of Justice (NIJ) Electronic Crime Program and Electronic Crime Partnership Initiative (ECPI) as a model curriculum for e-crime education primarily because of the multidisciplinary approach to the subject matter. The C&DF curriculum was also one of the models used by the NIST Technical Working Group for Education and Training in Digital Forensics in developing their guidelines for computer forensics curricula (NIST, in press). Indeed, the college has worked with faculty from around the country in developing similar programs; all of academia working together will still be hardpressed to meet the nation's needs in this space, so other programs are viewed as possible collaborators and partners rather than competitors. Fall 2004 saw the first full incoming class and there are currently over 70 full-time, traditional-aged undergraduates enrolled in the program (as of September 2006). Another 75 students are online, most pursuing the academic certificate; roughly a third of the students come from New England and New York, a handful from Canada and the U.K., and the remainder are in other areas around the U.S. The college is currently developing articulation agreements with two-year colleges, building a small lab for undergraduate research projects, and designing a master's degree in digital investigation management. The relationship between the C&DF program and the local law enforcement community became more formalized in 2006 with the creation of the Champlain College Center for Digital Investigation (C3DI), largely funded by a "capacity building" grant from the Bureau of Justice Assistance. The primary objective of C3DI is to augment both the computer forensics examiners serving law enforcement agencies in Vermont and C&DF program faculty. This initiative will provide real assistance to law enforcement, ongoing practical experience for C&DF instructors, and internship opportunities for students. 6. CONCLUSION Champlain College developed and implemented the C&DF curriculum in 2002 and 2003, in response to events occurring nationally and internationally that affected law enforcement, government, business, and academia. Today, many colleges and universities are starting -- or planning -- to offer similar programs at all degree levels. This is a very positive sign; as we recognize our society's and economy's dependence on information, digital investigations have ramifications for criminal investigations, intelligence collection, regulatory compliance, and corporate policy enforcement. The C&DF program has undergone some modification every year since its inception due, of course, to the rapid changes in the field. Key elements to keeping current are the faculty experts, expertise provided by the advisory board, close contact with practitioners throughout the country, and alliance with colleagues throughout the academic and training communities. And last, but certainly not least, a close relationship
9 9 with the law enforcement community has been imperative to maintaining relevance and addressing an important national need. ACKNOWLEDGEMENTS This project was partially supported by Grant No MU-MU-K001 awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. Points of view in this document are those of the authors and do not necessarily represent the official position of the U.S. Department of Justice. AUTHOR BIOGRAPHIES Gary C. Kessler is an associate professor at Champlain College, where he is the director of the Computer & Digital Forensics program and the Champlain College Center for Digital Investigation. He is also a technical consultant to the Vermont Internet Crimes Task Force, a Certified Information Systems Security Professional (CISSP), a member of the High Technology Crime Investigation Association (HTCIA) and High Tech Crime Consortium (HTCC), and on the editorial board for the Journal of Digital Forensics, Security and Law. Gary is also a frequent speaker at industry and academic meetings. He has a B.A. in Mathematics, an M.S. in Computer Science, and is currently pursuing a doctorate in Computing Technology in Education. Michael E. Schirling is a Deputy Chief with the Burlington Police Department, and the co-founder and coordinator of the Vermont Internet Crimes Task Force. He is on the advisory boards of the Champlain College Center for Digital Investigation (C3DI) and Computer & Digital Forensics (C&DF) program, and a member of the High Technology Crime Investigation Association (HTCIA), as well as an international lecturer on computer forensics and cybercrime. Mike is also an adjunct faculty member at Champlain College where he helped design the C&DF curriculum, as well as several of the courses. He holds a B.A. in Political Science and an M.Ed. REFERENCES Adkins, M. and Nitsch, W.B., (2005). Student Retention in Online Education. The Encyclopedia of Distance Learning, 4, Burgess, J.R.D. and Russell, J.E.A. (2003). The Effectiveness of Distance Learning Initiatives in Organizations. Journal of Vocational Behavior, 63, Dutton, J., Dutton, M. and Perry, J. (2002, July). How do Online Students Differ from Lecture Students? [Electronic version]. Journal of Asynchronous Learning Networks, 6(1), publications/jaln/v6n1/pdf/v6n1_dutton.pdf, September 6, Harkness, W.L., Lane, J.L. and Harwood, J.T. (2003, July). A Cost-effective Model for Teaching Elementary Statistics with Improved Student Performance [Electronic version]. Journal of Asynchronous Learning Networks, 7(2), September 6, Hartley, K. and Bendixen, L.D. (2001, December). Educational Research in the Internet Age: Examining the Role of Individual Characteristics [Electronic version]. Educational Researcher, 30(9), October 20, Institute for Security Technology Studies (ISTS). (2004, February). Law Enforcement Tools and Technologies for Investigating Cyber Attacks: Gap Analysis Report. Hanover, NH: ISTS. September 6, 2006.
10 10 Kessler, G.C. (2006, February). The Efficacy of Online C&DF Courses: A Case Study of Four Courses in Burlington, VT: Champlain College Technical Report, TR 2006-ITS-001. Kessler, G.C. (In press). Online Education in Computer and Digital Forensics: A Case Study. To appear in the Proceedings of the 40th Hawai'i International Conference on System Sciences (HICSS-40), January 3-7, 2007, Waikoloa, HI. Kessler, G.C., Schirling, M. and Sheets, B. (2003, October 24). A Model for a Cyberforensics Examination, Training, and Education Center: Homeland Security, Anti-Terrorism, and Law Enforcement. A white paper developed for the Anti-Terrorism Advisory Council, U.S. Attorney's Office, District of Vermont. McKenzie, I.K. (2002, Fall). Distance Learning for Criminal Justice Professionals in the United Kingdom: Development, Quality Assurance and Pedagogical Proprieties. Journal of Criminal Justice Education, 13(2), National Institute of Standards and Technology (NIST). (In press). Education and Training in Digital Evidence: A Guide for Law Enforcement, Educational Institutions, and Students. Gaithersburg, MD: NIST, Technical Working Group for Education -- Digital Evidence. Nowicki, E. (2003, September). Training and Education via the Internet. Law & Order, 51(9), Ragan, R.E. and Kloeppel, J.W. (2004, December). Comparison of Outcomes on Like Exams Administered to In-residence and Asynchronous Distance-based Pharm.D. Students [Electronic version]. Journal of Asynchronous Learning Networks, 8(4), pdf/v8n4_ragan.pdf, September 6, Stambaugh, H., Beaupre, D., Icove, D.J., Baker, R., Cassaday, W. and Williams, W.P. (2000, August). State and Local Law Enforcement Needs to Combat Electronic Crime. Washington, D.C.: National Institute of Justice, Research in Brief (NCJ ). September 6, Stambaugh, H., Beaupre, D., Icove, D.J., Baker, R., Cassaday, W. and Williams, W.P. (2001, March). Electronic Crime Needs Assessment for State and Local Law Enforcement. Washington, D.C.: National Institute of Justice, Research Report (NCJ ). September 6, Swan, K. (2004). Relationships Between Interactions and Learning in Online Environments [Electronic version]. The Sloan Consortium. September 6, Weller, M. (2002). Delivering Learning on the Net: The Why, What & How of Online Education. London: Kogan Page. Yasinsac, A., Erbacher, R.F., Marks, D.G., Pollitt, M.M. and Sommer, P.M. (2003, July/August). Computer Forensics Education. IEEE Security & Privacy, 1(4),
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|Reviews for Brazilian Night
| April chapter 1 . 5/3/2011
Absolutely love Amy & Hannibal stories. Keep it up!
| Mystic Angel 007 chapter 1 . 2/15/2011
Nice job, don't you just wish more people that read on here reviewed though?
| european coffee addict chapter 1 . 8/29/2005
Hi, greetings from me, the author. :)
There will be no sequel to this story, it was never planned. It should remain just a teaser.
Probably even this one has gone to far, but I think even the Colonel is just breathing air and cooking with water, so he must have more desires that just for cigars and adrenalin. ;)
| LaurieM chapter 1 . 8/24/2005
That was really well done. Very much in character - even if it is a side of (the gorgeous) Hannibal we don't usually get to see on the show! I'd love to see the scene from Amy's POV - to know what she's thinking and how it will all end.
I enjoyed that story a lot and hope to see more Amy/Hannibal fic from you!
| Spee chapter 1 . 8/19/2005
O, Hannibal/Amy. Very nicely done. Is there more coming?
| LaCo chapter 1 . 8/2/2005
Nice, I liked it.
Been a while since I read a Hannibal/Amy story (now that I finally warmed up to the thought of them as a couple)
Hope there'll be more to this than just one chapter, as I'm curious what's gonna happen later on...(this SO screams 'sequel' *g*)


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Vogue 9347; ©1985; Misses Dress. Very loose-fitting, flared blouson dress, below mid-calf, has front button band closing, shoulder pads, elastic (seamed) waist, pockets and short sleeves, narrow hem, or long sleeves wit button cuffs. A: collar. B: sleeve bands. C: contrast. Purchased belt.
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Actors: Ramon Nomar - Ariana Marie
Categories: Hardcore - Brunette - Petite - Missionary - Piercings - Tattooed
Source: manuelferrara
Description: Ariana enjoys Ramon's big nipple-erecting fuck rod.
Published on 2015-07-10
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When you aspect at the asking price of a defibrillator, you entail to reckon the business enterprise and personal reimbursement of the machine.
Financial Costs of a Defibrillator
Purchasing a life span redemptive machinery is not cut-rate. The rate of a electronic device varies wide. It is dependent upon some factors plus the variety of form you have and your guarantee insurance coverage. Patients with genuinely perfect protection will not pay nigh as such supply as patients who are not healed draped.Post ads:
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In 2003, the Food and Drug Administration (FDA) conceded a electronic device that is thoughtful to be "low-cost." The implantable cardioverter electronic device (ICD) system, which is set in a person's thorax through with a surgical procedure, reimbursement hoarsely $10,000. Other defibrillator's come next to a damage tag that's more than clone this outflow.
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People get defibrillators because their wellness is at hazard and if they don't get one, they will experience inflexible consequences. So, when you're exasperating to glug down the commercial enterprise charge of the defibrillator, come up with around the numerical quantity of your being. Is it more than central to hide away money? Or, is it more main to be and further your prime of life? This sounds morbid, but this kindly of rational can really put the fiscal terms of the electronic device into position.
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If you want to get technical, you could factor eventual by-product reimbursement into your electronic device price. This would regard the expenditure of long concern for any problems attendant to the medical science. These costs may too cover professional fees, which could go almost in the episode of a medical wrongdoing causa.
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Chennai Guindy chellamal college girls killed by water Lorry
Chennai Guindy chellamal college girls killed by water Lorry
Three students of Chellammal Woman's College in Guindy died and four others suffered injuries when a water tanker ploughed into a crowd near Spic office on Anna Salai on Thursday afternoon. The deceased have been identified as Chitra, Gayatri and Ayisha. Chitra and Gayatri were second year B Com students while Ayisha was doing her third year B Com.
The injured were rushed to Government Royapettah Hospital.
The driver of the tanker escaped from the scene.
Vehicular traffic from Guindy towards Little Mount was affected after the accident as irate people staged a protest.
According to sources, the three girls were in a group of five trying to cross the busy road just opposite Chellammal Women's College at Guindy at 1.30 pm today, when a water tanker, allegedly being rashly driven, ran over them, killing them on the spot.
The other two pedestrians have been hospitalised with injuries.
The victims have been identified as Chitra, Gayathri and Aisha, all of them students of Chellammal Women's College. They were reportedly going home after college when the accident took place.
After running over the pedestrians, the tanker is said to have also rammed into an auto before coming to halt.
It is not clear yet to which company the water tanker belongs to. Police did not reveal any details about the driver.
The accident resulted in a traffic jam on GST Road and Mount Road with vehicles gridlocked beyond the Kathipara junction at Guindy.


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One year after his biggest nightmare, Jean Van de Velde is dreaming again about winning the British Open.
He had one of the worst collapses in golf history last year, making a triple-bogey on the 72nd hole at the British Open, squandering a three-stroke lead and eventually losing to Paul Lawrie in a three-way playoff with Justin Leonard. But with a four-under-par 68 today, coupled with his opening-round 71, Van de Velde was in contention again at five under par, six strokes behind Tiger Woods, the leader. After making a bogey on the No. 17 Road Hole, Van de Velde ended with momentum, making a 10-foot birdie putt at No. 18.
''My problem over the next 24 hours will be relaxing,'' said Van de Velde, who led by one stroke through 36 holes last year and by five strokes after 54 holes.
Many people wondered how Van de Velde would handle such a devastating loss, but he has handled it with honesty and humor, becoming one of the sport's most popular players.
Van de Velde could not resist when someone asked what he thought about his chances. ''Anything can happen with 36 to go,'' he said. ''Even with one hole to go.''Continue reading the main story
Playing primarily on the PGA Tour this year, Van de Velde, a Frenchman, is 86th on the money list, and he tied for second at the Tucson Open. He will be a sentimental favorite this weekend, and he hoped the support would spur him on.
''The last three or four weeks I was very tired, but here I seem to have more energy somehow,'' Van de Velde said. ''My reception has been fantastic. But it has been like that everywhere I go.''
Different Story for Lawrie
Paul Lawrie, the defending champion, did not come close to making the cut at even par, finishing at nine over. A native of Scotland, Lawrie said he would probably not watch the weekend action on television.
''Maybe a little on Sunday, but I don't watch much golf,'' he said. ''I'm going to take a few weeks. My year has been very frustrating.''
Toms Shows He Belongs
David Toms, at eight under par, has made a strong showing in his first British Open. He will play in Saturday's final group with Tiger Woods.
''I've played well in the States all year, but I didn't really know what to expect from the course,'' Toms, a native of Louisiana, said. ''My first goal was to play on the weekend. I've played solid.''
Toms played well enough to earn an exemption from qualifying for this year's tournament. In past years, he decided against trying to earn his way in through a qualifying tournament.
''Looking at the whole experience, I guess I was a little cheap over the years,'' he said. ''I did not want to come over here and spend the money to qualify. Looking back, I wish I would have.''
Duval's Back Is Aching
David Duval (70-70, four under par) has played the entire British Open with a sore back, which flared up Tuesday. He has been moving gingerly on the course, particularly when he reaches into the cup to pick up his ball.
''If it was any other event, I would probably not be playing,'' he said. ''I really don't know what is wrong with it, and I'm trying not to focus on it. I wish it was a different circumstance, but it's what I've been dealt this week. It has been bothering me quite a bit. I guess I simply strained my back. It's just like a sprained ankle.''Continue reading the main story


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The search is on for real women of trucking to pose in front of beautiful show trucks.Read More
Expediting owner-operators Linda and Bob Caffee, after participating in the GATS Pride & Polish in 2012, offered up an idea for a new class focused on biz performance and professionalism.Read More
Behind the scenes at the GATS photo shoot with real trucking models.Read More
Dozens of trucks square off this week at the Great American Trucking Show for the Pride & Polish championship.Read More
Mike Most, as noted in previous articles about him and his 1999 Freightliner Classic, is quite fond of Freightliner trucks, particularly his own, which he gave a pretty extensive makeover in the middle of last decade. He bought the truck new in 1998 and did the bulk of the work in 2006, seizing his opportunity with the truck was in need of a paint job. He had quite the motivation to make his truck a ...Read More
Peterbilt of Council Bluffs, Iowa, hosted a truck beauty competition and show this past Saturday, May 5, that attracted more than 40 entrants. Pictured here (beauty shot below) is the "hot lime-green" 2000 Peterbilt 379 bull hauler that garnered the most votes from the judges (the entrants themselves) for Best in Show, along with staff members of Buhr Trucking, the rig's owner (pictured left to right: Kevin Whitla, Travis Buhr, Atley Buhr, Darylee Gómez and Logan ...Read More
Randy Stroup's First Gear took home Best of Show, limited-mileage combo, at the 2012 Wildwood Pride & Polish show.Read More
Just as I was wrapping up my time at the Southeastern Regional Truck Show this past Saturday, April 14, what would pull into the lot at Knoxville, Tenn.'s Chilhowee Park on East Magnolia but this stupendous custom 1984 Peterbilt 359, the usually heavy-hauling (he had on a load of pallets Saturday) Working Class of Harvard, Ill.-based Colin Stuart. Stuart was on hand with trucking troubadour Leland Martin, who performed Saturday afternoon and whose latest record is ...Read More
I had the pleasure of interviewing and writing about Leland Martin for this month's issue of Truckers News, available here. Among today's trucking troubadours, with a new record out in large part inspired by his work with one particular specialized hauler, Martin stands at the top of the mountain looking down, a position well-deserved after a lifetime of guitar picking with no shortage of truck driving to boot. His new Workin' Class record makes good on ...Read More
That's David Holbrook's 1986 Peterbilt 359, winner of both Working Bobtail and People's Choice awards in the second annual Chrome & Class Truck Show, held at the Rush Truck Center location in Smyrna, Tenn., on I-24 just southeast of Nashville. It was a much expanded show this year, with near double the number of entered show trucks and a lively crowd on Friday and Saturday. The show, launched as a way to thank customers of ...Read More


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Fort Edward, New York
Total Square Feet: 63,600
Construction Period: Dec 1999 to Jan 2001
Construction Team
General Contractor: Collette Construction - 38 Collette Lane, Hudson Falls, NY 12839
Electrical Engineer: Freeman Engineering - 19 Maple Drive, Queensbury, NY 12804
Mechanical Engineer: Hutchins Engineering - 169 Haviland Road, Queensbury, NY 12804
Civil Engineer: Nace Engineering - 169 Haviland Road, Queensbury, NY 12804
Sprinkler Engineer: Gifford Harvey - 29 Edgewood Drive, Queensbury, NY 12804
Fort Hudson Health Services is a not-for-profit corporation that operates a Nursing Home and Alzheimer's Facility in Fort Edward, New York. In December of 1999 Rucinski Hall Architecture in cooperation with Collette Construction began an associated project to design and build a 62 unit independent senior citizen housing unit on the Fort Hudson campus. The site is adjacent to the nursing home facility on a flat, sandy site lined with oak trees. The design was to incorporate the new facility into the existing campus via a connecting road which ultimately wrapped around the entire campus. Municipal water and sewer were brought to the new facility as well as underground electric, natural gas and telephone/cable service.
The new facility houses 60 one bedroom and 2 two bedroom handicap adaptable apartment units with individual bathrooms, kitchens, living/dining rooms, clothes washer and dryer as well as covered patios for each unit. Heating and cooling is provided by individual package units servicing each apartment. Each kitchen is equipped with a full size refrigerator, electric range with oven and dishwasher.
One bedroom apartments are approximately 620 square feet and the two bedroom apartments are approximately 850 square feet. Apartment units are grouped into buildings containing eight apartments, a common corridor, common tenant storage rooms and utility spaces. Buildings are connected with fire separations between the groups of eight apartments and the overall commons facility.
The commons facility contains a dining facility for residents, a private dining area for parties and a serving kitchen. Offices for facility staff, utility spaces, lounge area, postal mailboxes and common toilet facilities are also provided in the commons area. A covered porch and entry vestibule covers the entire front of the commons area providing residents with a place to enjoy the outdoors. An open air patio for outdoor dining is provided at the rear of the commons area as well.
The facility is located in a small upstate New York village with a public transportation bus stop immediately accessible at the front of the site. Transportation is also provided by Fort Hudson Health Services and parking space is provided for residents who own their own vehicles.
DIV 08: Windows: Simonton Windows.
Here To Access The DCD Archives™


text:
Andrea Martín
Víctor Melià
Mayté Pardo
Laia Solsona - Sant Francisco, 1877
- Chicago
- Londres
- París Biografia Naixement Infància Adolescència Vida sentimental Fills - L'accident Mort - L'accident Aportacions a la dansa Estil revolucionari
Temes - Mort i dolor Posta en escena - Minimalista Espectacle familiar
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