text:
How accreditation works
- Guide to accreditation
- Your accreditation
- Pre-2004 teachers
- Casual and part-time
- Early Childhood Teachers
- Interstate teachers
- Overseas teachers
- Future teachers
- Returning teachers
- Fees
- Taking a break
- Voluntary cancellation of accreditation
- Cessation of accreditation
- Revocation and suspension of accreditation
- Your account
- Complete 10 hours of Refresher Courses
- Administering accreditation
- TAAs
- Supervisors/Principal/Service Providers
- Responsibilities when employing teachers
- Professional experience framework
- Download the professional experience framework
- Supervising provisional-conditional accredited teachers
- Checklist for supporting proficient teacher accreditation
- Proficient teacher report
- Supervisor report sample
- Verify maintenance of accreditation
- Plan and validate PD
- Supporting highly accomplished and lead teacher accreditation
- PD Delegates
- Initial Teacher Education
- Program accreditation requirements
- Transition to the revised standards
- Sharing final year student data
- Initial Teacher Education Committee
- Accredited teaching programs
- GTIL ITE reports
- Information sharing protocols
- Providing professional development
Document 2 - Professional experience - Common roles and responsibilities
This description of common roles and responsibilities has been collaboratively developed by representatives of the Board of Studies, Teaching and Educational Standards (BOSTES), school systems, classroom teachers and teacher educators.
It uses terminology that is consistent with that included in Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures that were endorsed by the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) in April 2011.
The development of common roles and responsibilities was designed to minimise duplication of workload across initial teacher education providers (providers), establish greater commonality in the language used in professional experience handbooks and assist in achieving greater consistency in the assessment of teacher education students by supervising teachers in NSW schools.
Providers and schools are able to add additional dimensions to the roles and responsibilities of staff involved in supporting the professional experience program.
The following terms are used in this document:
Covering related term(s)
|school student
|Teacher Education Student
|pre-service teacher, student teacher, practicum student
|Professional Experience Coordination
|school-based professional experience coordinator,in-school coordinator, practicum coordinator
|Supervising Teacher
|cooperating teacher, field-based teacher educator,associate teacher, mentor teacher, master teacher
|Tertiary Supervisor
|tertiary mentor, university advisor, professional experience supervisor
|Professional Experience Office
|tertiary professional experience coordinator, Director of Professional Experience
Provider-based roles and responsibilities
1. The teacher education student
Responsibilities of the teacher education student include:
- being familiar with and complying with all requirements of the professional experience program including documentation, contact with relevant staff and teaching load
- being fully prepared for the professional experience placement in terms of prior
- contact with theschool or supervising teacher and developing an initial appreciation of the school context
- complying with school policies and procedures relating to staff and conforming to the school's professional expectations of staff
- presenting an ethical, responsible and professional attitude in all contact with school staff, students,parents and carers
- respecting the personal effort and constructive professional advice provided by the school, supervising teacher and tertiary supervisor
- fulfilling all other requirements of their teacher education program including any related in-school requirements of program units.
2. The tertiary supervisor
Responsibilities of the tertiary supervisor include:
- being the provider's representative for liaison with principals, professional experience coordinators, supervising teachers and teacher education students prior to, during and after professional experience placement
- being an advocate for quality teaching practice that is based on current theory and research and a supporter of current and possible educational partnerships and collaborative activities between providers and schools
- providing quality educational and professional leadership in helping to foster good relationships between providers and school staff
- contributing to teacher education student's professional learning during the professional experience placement by modelling quality teaching and learning practice including a knowledge of: the subject content to be taught and how students learn; effective planning, programming and student assessment; and effective interpersonal and communication skills
- collaborating with supervising teacher(s) and other school-based staff to ensure effective and coordinated support, guidance and developmental opportunities are provided to teacher education students
- undertaking the prescribed number of contacts with the school depending on the structure of the professional experience program. These contacts may include:
- a liaison visit generally involving speaking to the teacher education student and supervising teacher(s) about expectations and progress but usually not observing the teacher education student in the classroom; and/or
- a mentoring visit aiming to more fully facilitate the learning of the teacher education student during the placement which may involve an observation of teaching and completion of an observation report; and/or
- a group visit, when more than one teacher education student is in a school, where the tertiary supervisor may choose to work more frequently with teacher education students as a group (and possibly with supervising teachers as a group) making the focus more on facilitation of peer learning rather than individual classroom observation.
- enhancing the professional learning of teacher education students through informal discussion and written feedback following classroom observations
- discussing the teacher education student's development and possible grading (if applicable) with the supervising teacher and school-based professional experience coordinator, prior to preparation of the final report by the supervising teacher.
3. Professional experience office
Responsibilities of the professional experience office include:
- being the first point of contact between schools and the provider concerning professional experience with all administrative, financial and professional matters
- facilitating and overseeing placement of teacher education students in schools and other relevant settings, by liaising with principals/heads of school, teacher education students, professional experience coordinators, tertiary supervisors and other staff as required
- providing professional advice and guidance to all involved in professional experience on quality teaching practice, effective assessment of teaching practice and professional judgement
- ensuring the provider's documentation relating to the professional experience program is up to date, consistent with relevant policies and made available to those involved in supporting the program
- monitoring correct application of procedures and ensuring due process in the event of concerns about the progress of teacher education students and advising principals/heads of school, professional experience coordinators and tertiary supervisors if the Student in Need of Additional Support procedures are required
- assisting the Dean/Head of Education to make decisions about the application of additional intervention and support for teacher education students on professional experience and the withdrawal of teacher education students from schools where conflict, unprofessionalism or significant concerns have occurred
- ensuring correct completion, submission, processing and recording of relevant documentation for a professional experience placement
- collecting and collating data about placements to inform projections of future placement requirements.
4. The Dean/Head of Education
The Dean or Head of Education has executive responsibility for matters of educational quality and equity related to the professional experience placement, including:
- being an advocate for effective partnerships between the provider and schools and for fostering current and future collaborative educational partnerships and activities
- ensuring there is appropriate support for the professional experience within initial teacher education programs and that relevant provider staff have sufficient experience and skills to fulfil their role
- being responsible for decisions relating to intervention action including withdrawal of teacher education students from schools, dealing with claims of grievance or harassment and in resolving other disputes
- exchanging data with schools/schooling systems and BOSTES about placements to inform projections of future placement requirements.
School-based roles and responsibilities
1. The principal/head of the school
When teacher education students are allocated to a school they come under the administrative control of the principal/head of the school and under the direction of those members of school staff to whom the principal/head of school delegates particular responsibilities. In collaboration with provider staff, the principal/head of school has executive responsibility for matters of educational quality and equity related to the professional experience placement, including:
- being an advocate for effective partnerships between the provider and the school and fostering current and future collaborative educational partnerships and activities
- coordinating professional experience placements at their school or identifying a school-based professional experience coordinator who is an experienced member of staff and who may be at, or working towards, one of the higher levels of accreditation to take responsibility for coordinating placements at the school
- arranging appropriate support for the professional learning of each teacher education student during their professional experience placement and confirming that supervising teachers have sufficient teaching experience and interpersonal skills to fulfil their role
- providing quality educational and professional leadership in helping to foster good relationships between providers and school staff
- informing school staff that teacher education students are not to be given sole responsibility for supervising activities involving risk to students (eg playground duty) and supervising teachers and other school staff continue to have duty of care responsibilities. For similar reasons, teacher education students should not be asked to relieve for teachers who are absent
- being responsible for decisions relating to claims of grievance or harassment, for resolution of disputes and for decisions about withdrawal of the teacher education students from the professional experience placement.
2. Professional experience coordination
School-based professional experience coordination may be undertaken by the principal/head of the school or delegated to one or more experienced members of staff including teachers working towards one of the higher levels of accreditation.
Responsibilities for professional experience coordination prior to, during and after a period of school experience include:
- providing a liaison point between provider staff, teacher education students and school staff to help ensure effective communication and information flow
- overseeing supervision of all teacher education students allocated to the school
- being an advocate for the strong involvement of the school in facilitating and supporting professional experience programs, encouraging appropriate members of staff to participate as supervising teachers
- liaising with the professional experience office of the provider regarding access to appropriateclasses/teaching areas/grades/stages and the linking of teacher education students to particular supervising teachers following discussions with the principal/head of school
- welcoming teacher education students into the school, informing them of key school policies and procedures, and providing them with opportunities for some extension of their experiences beyond the classes/grades to which they are allocated by being involved in the full scope of the school's programs and activities
- arranging, in consultation with the supervising teacher(s), a teaching timetable
- during the initial pre-placement visit, including: for secondary placements, appropriate selection of classes to be assigned to the teacher education student; determining a program of observation lessons as applicable; and ensuring that the teacher education student (under supervision) assists in playground and sports supervision and other school activities which form part of the responsibilities of teachers in the life of the school
- communicating in a timely manner with either or both the tertiary supervisor and the professional experience office if concerns emerge as to the competence and/or professional approach of the teacher education student and ensuring that the Student in Need of Additional Support procedures are followed
- alerting the professional experience office should a teacher education student be absent without explanation from the school, or where unusual circumstances or difficulties arise. All instances of absence should be noted on the attendance sheet, at the conclusion of the professional experience
- ensuring the professional experience report is forwarded to the professional experience office at the conclusion of professional experience placement.
3. The supervising teacher
Responsibilities of the supervising teacher include:
- modelling quality teaching and learning practice, including a knowledge of: the subject content to be taught and how students learn; effective planning, programming and student assessment; and effective interpersonal and communication skills
- developing a comprehensive understanding of the provider's specific professional experience requirements from the professional experience handbook in order to guide the planning of learning opportunities appropriate to the developmental level of the teacher education student(s)
- being aware of the relevant professional experience report and the Graduate Teacher Standards that are to be the focus of the particular professional experience placement
- liaising with the tertiary supervisor concerning expected learning outcomes of the specific professional experience placement as well as effective ways of supporting and facilitating the teacher education student's professional learning and professional relationships within the school
- developing a comprehensive professional learning program appropriate to the level and duration of the placement informed by the guidelines in the professional experience handbook, including:
- acquainting the teacher education student with roles of teachers in schools and within the community
- selecting a range of suitable teaching experiences and then guiding and supporting the teacher education student's teaching in all phases of their professional experience. For secondary placements this requires selection and allocation of suitable classes for the teacher education student
- managing the pacing of the teacher education student's engagement in learning experiences, as described in the professional experience handbook, including building from primarily observation in the first few days to assuming increasing responsibility for groups and classes across longer time periods
- verifying that the teacher education student has completed suitable preparation and documentation required for all lessons to be delivered, and that these are discussed and reviewed with the teacher education student before the lesson is presented
- providing both informal advice and more structured written feedback on lessons taught by the teacher education student that provides formative and constructive advice to guide the teacher education student's ongoing professional learning
- contacting the tertiary supervisor and/or the professional experience office if the teacher education student is experiencing difficulties or is in need of additional support. Ideally this should occur as early as possible so Student in Need of Additional Support procedures can be implemented
- consulting with the tertiary supervisor and school-based professional experience coordinator concerning the teacher education student's progress, final report and grade if applicable
- understanding that the teacher education student does not assume duty of care of students and that, consequently, overall supervision responsibility is always exercised by the supervising teacher
- completing all necessary documentation from the provider including the professional experience report and mid-experience report (if required) in consultation with the supervising teacher and tertiary supervisor. The report is then to be discussed with the teacher education student who also is required to sign the document before it is forwarded to the professional experience office.


text:
I started with small errors and just got worse from there. Overall the rooms weren't that bad, but a series of errors and missteps made our 4 night stay less than enjoyable.
First, when I arrived, there was a strong petroleum type smell in the lobby and 17th floor hallway. Then, the drawers had a strong mildew smell. I called for help and housekeeping did come to clean them, but the smell of mildew lingered.
Even on the 17th floor we could hear lots of street noise, not just cars and buses, but people (laughing, shouting, whatever) throughout the day and most of the night.
After our second day there, as we went down for a very average breakfast buffet, we noticed painters getting ready to paint our floor. We hadn't received any notice. When we got back to our room, the varnishing work had begun and about half an hour later we got a call from the front desk asking if we wanted to change rooms and they would give us an upgrade.
The hotel moved our bags while we where out (with our approval) to a "Junior Suite", which we found upon our arrival to have two twin beds. Who has twin beds in a junior suite?
We asked for a change and we were moved to another room, but again, strong petroleum smell in the halls, weird stains on the bathrooms walls, smells of smoke in the bathroom.
Staff didn't really seem interested, with the exception of Sally, the front desk ranged from indifferent to rude.
- Official Description (provided by the hotel):
- Conveniently located in the heart of 'The Life Zone' next to business, financial and entertainment centers. Only 5 minutes from La Aurora International Airport. The Holiday Inn Guatemala offers 194 rooms and 10 Jr. Suites with kitchenette, all of them decorated to provide comfort and a peaceful stay to our guests. With a choice of mountain or city view, wall to wall carpeting, cable TV, safety deposit box inside the room, two telephone extensions, wireless internet, central air conditioning, radio and alarm clock, coffee maker, iron and ironing board and electronic keys. For your convenience,Holiday Inn Guatemala provides business center facilities. Seven meeting rooms and audiovisual equipment for conferences and events from 10 to 300 people. ... more less
- Reservation Options:
- TripAdvisor is proud to partner with Expedia, Hotels.com, IHG, Booking.com, TripOnline SA, Travelocity, Cancelon, Hotwire and HotelQuickly so you can book your Holiday Inn Guatemala reservations with confidence. We help millions of travelers each month to find the perfect hotel for both vacation and business trips, always with the best discounts and special offers.
- Also Known As:
- Holiday Inn Guatemala Hotel Guatemala City
- Holiday Inn Guatemala City
- Guatemala City Holiday Inn
- Holiday Inn Guatemala Guatemala City

subset: commoncrawl


text:
With USF hosting their SuperBull camp and getting five commits since the event, now's a good time to dive into the Bulls recruiting board. We have the inside scoop on the latest developments in USF recruiting!Click here for the latest recruitng news -- get the inside scoop!
Not a member? Than try us for FREE for 7-days and see what you're missing!


text:
Submit News
Warner Bros. Films will be Available on Facebook
Tiffany Kaiser
March 9, 2011 10:28 AM
Recipient E-mail
Sender E-mail
"The Dark Knight" will be the first Warner Bros. film available on Facebook
(Source: entertainmentwallpaper.com)
Warner Bros. movies can be purchased using Facebook Credits
Warner Bros.
announced Tuesday that it will be offering some of its films on
, which can be purchased using Facebook Credits.
Up until now, subscription-based internet streaming services like Netflix have dominated this particular market. But even Netflix, who has
Hollywood film executives scared
of its potential with over 20 million subscribers and content available on more than 200 internet-based platforms and devices, should be wary of the new Warner-Facebook project. Facebook has a 500-million-member network, and according to Ingrid Chung, an analyst at Goldman Sachs, this new model could pose as a threat to Netflix in the future.
"The 'wisdom of friends' could be a bigger driver of movie viewership than the 'wisdom of crowds,'" said Chung.
The new Warner-Facebook project will offer select full-length Warner Bros. films to users for a price of 30 Facebook Credits, or $3. Facebook credits are virtual currency that can be obtained through social games on the site. Over 400 applications and games on the site use Facebook Credits, and once 30 credits are collected, a user has the option to
purchase a Warner Bros. film
, which can be watched over a 48-hour period. The movie can even be paused and restarted when the Facebook member logs back in.
Warner Bros. movies will be available on Facebook, but this does not mean the film company and the social networking site are engaged in a partnership. Warner Bros. used Facebook's open payment and technology standards to develop an application on its own.
"We're open to developers and partners that want to experiment using credits in new and interesting ways, and we look forward to seeing what they come up with," said Facebook in a statement.
Barton Crockett, an analyst at Lazard Capital Markets, also noted that this new new Warner-Facebook application is a "far cry from Facebook launching a subscription service." It is strictly a
pay-per-view service
, and it is currently unclear if other movie studios will be creating Facebook applications as well.
The first Warner Bros. movie available on Facebook will be "The Dark Knight," and the application will initially be accessible to those in the United States.
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Enlarge Photo
" So, is this the PlayStationЩ phone? " Once a fantasy. Now a reality. The first PlayStationЩ Certified Android smartphone gives you incredible graphics, great sound and real game controller. This phone is not actually named " the PlayStationЩ phone "
© 2017 AdsInUSA.com - All Rights Reserved.


text:
Today, my grandma's new dildo arrived in the mail. We buried her yesterday. FML
By hinting - / Monday 17 June 2013 16:43 / United States - Dearborn
Today, my grandma's new dildo arrived in the mail. We buried her yesterday. FML
Today, I walked in on my dad masturbating to a nude photo of my mum on the computer. She passed away four years ago. FML
Today, after buying 3 new alarm clocks, I finally decided to video tape myself all night to figure out if my alarm clock was broken or if I was oversleeping. Turns out I wake up around 4am each day and turn them off without remembering. FML
Today, I woke up to my 5-year-old son covering my nose and mouth with his hand and complaining, "Noooo, you need to die now." FML
Today, my mom accused my cat of being a "manipulator", and said that we should get rid of him. FML


text:
The 1st comprehensive report on death-row prisoners by the National Law University, which identified 385 prisoners and received access to 373 of them, reveals certain infirmities that would question the basis upon which death penalties are awarded.
Confirming studies in other countries that the death penalty is more likely to be imposed on poorer victims, the NLU report says that 74.1 % of those on death row hail from economically vulnerable groups.
The implications of this are immense: what it tells us is the quality of legal help that they could afford, the most crucial factor that would have ensured that these prisoners were spared the gallows.
The report also notes that 61 % of the prisoners had not completed secondary school, which explains socio-economic status and their inability to study case files and court documents to build a better defence case for themselves.
More damningly, the report notes that of 191 of the prisoners who spoke about legal assistance, 68 % said they had never met their lawyers at the high court level and 44 % did not even know the names of the lawyers representing them in the Supreme Court. Interface between the lawyer and the client is key to a successful defence, and the lawyer gathering a better understanding of the case.
Even the role of the State's legal aid services has been questioned by the death-row prisoners who complained that these lawyers extorted money from them.
As many as 185 of these prisoners said there was no lawyer available to them while in police custody, and 169 prisoners said there were no lawyers to represent them when first produced before a magistrate. This essentially brings out the class distinctions between a rich and a poor person and the latter's disadvantages.
Even the role of the lower judiciary becomes suspect in this scenario as the Supreme Court has repeatedly asserted, that even a terrorist like Ajmal Kasab, deserves to get legal representation, without which the entire judicial process becomes vitiated.
The report will energise proponents for abolition of the death penalty and their argument that life imprisonment in jail for the duration of the convict's natural life is a more humane, but equally severe punishment.
The study also tells us that 25 % of the prisoners were Dalits or Adivasis, 34 % were OBC's, 20 % belonged to religious minorities and 24 % belonged to the general category. While this would broadly correlate with the share of these communities in the larger population, the conjunction of backward caste and lower class identities cannot be rejected outright.
Last year, the Law Commission had recommended a gradual phase-out of the death penalty and retaining it only for terror cases. But the NLU report also reveals that it is in terror cases that the judicial process has been most vitiated. The disposal of terror cases, on average, takes over 8 years at the trial stage, and six years at the appeal process.
In contrast, death row prisoners in other cases spent an average of 3 years in jail during the trial stage and 2 years during the appellate stage. But that is where the inhumanity also begins. The researchers found that 1,810 death penalties were awarded by trial courts between 2000 and 2015. But just 5 % of all death penalties were confirmed by higher courts.
In the last 12 years, just three executions have taken place which indicates that the political executive is even less disposed towards death penalties than the higher judiciary. This raises the question of why prisoners have to be put through death row where they are kept in solitary confinement and not allowed to work and even tortured.
It is time that the high court and Supreme Court pull their weight and tell trial court judges to be more circumspect when awarding punishments. It is time, again, for Parliament and the Supreme Court to review the constitutionality of the death penalty.
Source: Daily News & Analysis, May 9, 2016
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text:
Lemon-Stuffed Grilled Branzino
The Good News Branzino, a European sea bass, is low in fat but has a wonderful richness when cooked on the bone. Barbara Lynch stuffs the fish with lemons and herbs, then grills it until the skin is browned and crispy to add even more flavor.
Plus: F&W's Fish and Seafood Cooking Guide
Slideshow: More Healthy Fish Recipes
- Active:
- Total Time:
- Servings: 4
- Four 1-pound whole branzino—scaled and gutted, heads and tails removed
- Salt and freshly ground pepper
- 4 thyme sprigs
- 4 bay leaves
- 2 lemons—1 thinly sliced, 1 cut into wedges
- 1 tablespoon extra-virgin olive oil
- Finely chopped parsley, for serving
How to make this recipe
Light a grill or preheat a grill pan. Season the fish cavities with salt and pepper. Stuff each cavity with a thyme sprig, a bay leaf and 2 lemon slices. Rub the outside of the branzino with the olive oil and season with salt and pepper.
Grill the branzino over high heat, turning once, until browned and crisp and just cooked through, about 7 minutes per side. Serve right away, passing salt, lemon wedges and parsley at the table.
One Serving 259 cal, 9 gm fat, 1.5 gm sat fat, 3 gm carb, 0.8 gm fiber.


text:
93days until the 2017 Seabeck Haiku Getaway in Seabeck, Washington (our TENTH anniversary retreat)
50days until the 2017 Haiku North America conference in Santa Fe, New Mexico
10days since Poets in the Park in Redmond, Washington
by Wendell Berry
It may be that when we no longer know what to do
we have come to our real work,
and that when we no longer know which way to go
we have come to our real journey.
The mind that is not baffled is not employed.
The impeded stream is the one that sings.
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text:
Famous Pop Star Couples (PHOTOS)
Love is in the air!
As we have seen the budding romance between Justin Beiber and Selena Gomez blossom, it makes us wonder if this is a match made in heaven or just another set up for disaster.
Looking back at past super pop couples, it doesn't look too promising. If… More »


text:
Food Critic: Chinatown missing in Kyiv, but Jiu Long is here
To write "I liked the atmosphere and the food" appeared pedestrian, although true. So I opted for an approach...read more
UFOOD – Online Food Ordering and Delivery
9 Prorizna street, Kyiv, Ukraine
Empty fridge or just lazy to cook? Watching football with your friends? Party coming up? Don't have time to...read more
Gastronomic bar Barsuk
3a Kutuzov lane, Kiev, Ukraine
Bar is situated in the heart of Kiev on Pecherska square. One of its distinctive features is open kitchen,...read more
Restaurant Cartel
23 Timofey Shamrilo St., Kiev, Ukraine
On entering the restaurant from the noisy street one will at once feel the cozy atmosphere of a nice...read more
Restaurant Hatinka
114 Chervonoarmijska str, Kiev, Ukraine
This restaurant offers traditional Ukrainian food and traditional Ukrainian interior. While tasting borsch, fat with garlic, hot vodka you...read more
Restaurant Viller
4 Geroev Stalingrada avenue, Kiev, Ukraine
In this restaurant visitors can taste food prepared by the ancient recopies of European cuisine and beer that was...read more
Restaurant Ani
72 Krasnoarmeyskaya street, Kiev, Ukraine
Here one can feel the atmosphere of an ancient Armenian capital Ani. Summer terrace and great fountains will help...read more
Restaurant Barashik
26 Ivana Klimenko Str., Kiev, Ukraine
Restaurant is located in a quiet and green place, though not far from the center of noisy Kiev. The...read more
Restaurant Zheltoe More
Architecture and design of the restaurant are after the style of modern Japanese minimalism. Its distinctive features are spacious...read more


text:
Unknown Mortal Orchestra's sophomore recording, II, slated for release in early February, is silky psychedelia. Fronted by New Zealand ex-pat Ruban Nelson, who wrote the album while on tour with simpatico artists like Grizzly Bear and Liars, reflects the emotional ups and downs of being on the road. Today's Top Tune is "So Good at Being in Trouble."
Ariana Morgenstern


text:
Family Law
Family Law Questions? Ask a Family Lawyer Online.
Thank you for your help. We did live in the US. The kids were born there. We moved here as a family two years ago. So the children have been in local schools and this is now their primary residence. Do you think I will have grounds to have the case dismissed?


text:
Recent Members
Military Alumni
Honoring Our Heroes
This area is dedicated to our alumni that have served or are serving in our armed forces!
Lost Class Rings
Have you lost your Airline High School class ring? Have you found someone's class ring? Visit our Vikings lost class ring page to search for your class ring or post information about a found ring.
Honored Military Alumni
Anthony (Tony) Creel Class of 1977
Air Force, 20+ Years SMSgt - USAF Munitions - AMMO!
Bobby Lee Whitesel Class of 1971
Marine Corps, 5 Years I left school in 70 and joined the marines. I went to Vietnam in 72 and medically dischared for wounds in 74
Boyce Langley Class of 1971
Army, 20+ Years Vietnam era veteran Military Police:also assigned to 1st Cav Div Band as Guitar Player (recruiting/USO tours.) 2nd term: BioMedical Engineer 82nd Airborne Div.
BRIAN J. COOK Class of 1982
Air Force, 18 Years Air Transportation, Move any and all cargo and passengers, 2 tours to Kuwait. "Try getting there without us!"
Charles DAVID Cox Class of 1975
Air Force, 20+ Years Enlisted USAF 76-80 Enlisted LA Army National Guard 82-83 Officer USAF 85-2003 Retired Major
Chris Dreher Class of 1995
Army, 5 Years US Army Ranger since Sept., 2001. Currently on his 8th tour overseas. Also Team Leader, NCO, Jumpmaster. Has 4 years left after re-enlisting late in 2005.
Chris Plumb Class of 2002
Marine Corps, 8 Years I have served for 8 years. I have been to iraq,Afghan,Africa,Australlia,Hong Kong,Okinawa,Tailand,and korea.
Darnel J. Washington Class of 2005
Army, 1 Years 68Q Pharmacy Specialist
GARY DILLON Class of 1977
Army, 20+ Years MECHANIC AND MAINTENACE SUPERVISOR
GARY DILLON Class of 1977
Army, 20+ Years 21 YRS AND 7 DAYS PROUD TO BE AN AMERCAN
Gene Wayman Class of 1967
Air Force, 20+ Years Nuclear ICBM launch officer, Contracting officer, U.S. Embassy duty in Denmark, Belgium, and Morroco, Unit commander. 26 years total service. Grade at retirement - Col (O-6).
Greg Petrosh Class of 1985
Air Force, 5 Years Fighter Mechanic Gulf War Vet
Gregory Moseley Class of 1991
Army, 15 Years CH-47 Flight Engineer with 2-1 GSAB at Ft. Riley. Currently, deployed to Iraq. Has served with the 101st in Haiti and Afghanistan. While in Germany with 7th 159th Avn Regt deployed in support of IFOR, DFOR and Kosovo.
Jeff Bedgood Class of 1975
Air Force, 13 Years USAF Captian, Electronic Warfare Officer flying in F-4G Phantom/Wild Weasel Mission. Stationed at George AFB, Spandahlem AB, and Shaik Isa AB.
Joel Cheney Class of 1994
Marine Corps, 4 Years Marine Corps Infantry. Helo Company. Conducted longest amphibious assault in Marine Corps history on Nov 25, 2001. Taliban fell 10 days after we landed.
John Taylor Class of 1983
Air Force, 20+ Years Served in S.Carolina, Korea, Virginia, United Kingdom, Florida & N. Carolina. Veteran of Gulf War I, Bosnia, Iraq & Afghanistan.
John Wilhelm Class of 1971
Air Force, 10 Years Medic/EMT/Surg,Tech
Justin Boyles Class of 2001
Air Force, 7 Years Still serving currently in Biloxi, MS at Keesler AFB
Mason Weatherly Class of 1983
Air Force, 20+ Years Mason is retired after more thank 20 years of service. He served in Korea and in the Middle East.
Michael A. Smith Class of 1981
Army, 5 Years Spent 3 1/2 years in Germany and saw alot, was also stationed at ft. Knox, KY, Ft Benjamin Harrison , Ind, Ft Gordon, GA. Really love all that I did there, OOOW-Rawww
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text:
- ACE Cash Express20.Nov 2015
- Employee
Suggestions for improvement
- Take the time to groom the store employees that show promise for higher positions within the company to keep good employees from leaving.
What I like about the company
I was able to work alone and on days that were slow you are able to work on other personal projects.
What I dislike about the company
ACE was not willing to look within at their own employees for promotion to district managers as well as transferring store employees over to the corporate office causing a sense of no potential upward movement.


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A special prosecutor has been appointed in the case between the State of Indiana and Connie Miller, the former clerk-treasurer for the town of North Judson.
Starke County Prosecutor Nick Bourff requested a special prosecutor be appointed to the case because he felt it would be difficult to avoid the appearance of impropriety if the charging decision in the case was up to him, because he was the acting legal counsel for the town of North Judson during the year 2010. He said that due to the attorney-client relationship that existed between him and Miller during that time, the decision on whether or not to prosecute based on the Indiana State Board of Accounts Special Report causes a conflict.
The special report filed by the State Board of Accounts listed various receipts, deposits, collections, and reimbursements as being "Not Deposited Intact" during the two-year period between Jan. 1, 2010 and Dec. 31, 2011. The report also listed equipment that had been reportedly purchased during that period as being "Not On Hand."
The court accepted Bourff's request for a special attorney and Michael Krebes of Kokomo, the deputy prosecuting attorney for Howard County, has been appointed to represent the State of Indiana in the case.


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About Me
CurrentUniversity of Illinois at Chicago
MajorComputer Science
Graduating Class2013
HometownChicago, IL
- University of Illinois at Chicago
Follow Dheeraj's Progress
The University of Illinois at Chicago is a major research university located in the heart of a great American and global city. With 27,500 students of no ethnic majority, UIC is Chicago's largest university and one of the nation's most diverse. Student...
CollegeUniversity of Illinois at Chicago
LocationChicago, IL
- Verified by University of Illinois at Chicago
Dheeraj Rampally Receives Degree from UICDheeraj Rampally of Dunlap earned a MS in Computer Science at the May 2013 Commencement of the UIC College of Engineering. UIC ranks among the nation's leading research universities and is Chicag...Spring 2013Verified by University of Illinois at ChicagoExpand ▾
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text: Lava Lizard Lava lizard, from Ultima IV manual Only appearance: Ultima IV Lava Lizards are a type of flame-borne reptilian beast which could be encountered during Ultima IV. Retrieved from "http://ultima.wikia.com/wiki/Lava_Lizard?oldid=62552" Ad blocker interference detected! Wikia is a free-to-use site that makes money from advertising. We have a modified experience for viewers using ad blockers Wikia is not accessible if you've made further modifications. Remove the custom ad blocker rule(s) and the page will load as expected. Categories: Creatures Ultima IV Ultima IV on NES Add category Cancel Save


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The diodes do not register color, however—instead, the sensor simply records the brightness of the light hitting each pixel, along with its electrical charge
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The Evergreen City Builders Awards celebrate change makers across Canada who are making our cities flourish by connecting people + natural + built worlds.
Evergreen City Builders are bold, courageous, caring and dedicated. They are creative thinkers and do'ers. They are collaborators who catalyze action. They are leaders. They don't sit on their hands expecting a more sustainable future to arrive/their cities to flourish—they are creating it through their actions today.
The Evergreen City Builders Awards were initiated by the Evergreen team to celebrate and honour great Canadian city builders.
Read about the 2016 Award Winners.
Toyota Playground Placemaker Award
This award recognizes outstanding innovation in the creation or activation of a Children's Nature Playground.
The nominee must demonstrate leadership in creating an innovative, natural outdoor environment for children and may do this in her or his capacity as a designer, educator, program director or learning grounds animator. This individual always puts the needs of children first and demonstrates a collaborative and participatory approach in her/his work.
Learn more about 2016 Award Winner Sandy Clee.
TD Future City Builder Award
Let's celebrate dynamic youth (age 18 and under) who have taken action to instigate change in their community.
This award recognizes a young Canadian who is making her/his park, school, community hubs or other public space into a better place by leading change through action and collaboration. The changes that this young leader is inspiring are created through participatory and democratic processes that take into account social, environmental and economic objectives.
Inspiring young Canadians from coast to coast are leading the way and now is the time to recognize and celebrate their innovation and leadership.
Learn more about 2016 Award Winner Stella Bowles.
CRH Urban Innovator Award
Let's celebrate passionate city builders!
This award recognizes an individual who is working at a city-sized scale to change systems and influence urban infrastructure in one or more of the following areas: housing; transportation; public space; technology and innovation.
A disrupter either from the boardroom, community hub or city/town hall, a CRH Urban Innovator Award nominee has triggered policy or governance change in support of building a flourishing city.
Learn more about 2016 Award Winner Tonya Surman.


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I have a fluctuating blood pressure and had chest pain and nausea. I had an ekg, echo gram and 8 hr blood testing done and passed all tests. After a 2 day stay in the hospital, they sent me home saying it wasn't a heart attack. I still have pressure in my chest and pain in my back. My blood pressure is normal but pulse is 100, then blood pressure will go up 158/94. After a nights sleep my blood pressure will be a little high and pulse will be normal. it's been almost a week since all the heart tests and i'm still having problems. What could be causing this?READ MORE
Why do i still have pressure in my chest after i passed all heart tests?
Hi Louise1705,
I recommend contacting your physician again. Discuss the fact your symptoms are still present and your concerns.
All the best,
Lisa Nelson RD
FROM OUR COMMUNITYYou should know Answers to your question are meant to provide general health information but should not replace medical advice you receive from a doctor. No answers should be viewed as a diagnosis or recommended treatment for a condition. Content posted by community members does not necessarily reflect the views of Remedy Health Media, which also reserves the right to remove material deemed inappropriate.DISPLAY TEXTLINK URL


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Cooking with kids: Pad Thai
Cooking with kids - Pad Thai , nutty noodles, easy recipes to cook with kids, easy lunch recipe, simple Pad Thai, how to make Pad Thai
Pad Thai is a new addition to our family's 'favourites file' and ever since discovering the joys of these nutty noodles, all four of us are hooked. I generally serve it with spicy satay sauce on the side, which Tim and I love, the kids not so much.
This morning we made a batch of the below recipe and took it along to an Anzac Day picnic with a few other families. It would have been fine served cold but there was a spare coin-operated barbecue so we brought it up to heat and gave the noodles a good toss around before serving in paper cups. Big hit.
You can swap the chicken for prawns and/or tofu and throw in pretty much any vegetables you have handy.
Super quick (super yummy) Pad Thai
Serves 4-6
250g rice stick noodles
4 tbsp vegetable oil
450g chicken thigh pieces, cut into strips
2 garlic cloves, peeled and finely chopped
2 tbsp ginger, finely chopped
2 spring onions, finely chopped
2 eggs, lightly beaten
2 tbsp brown sugar
3 tbsp fish sauce
3 tbsp lemon juice
1/2 cup bean sprouts
1/2 cup coriander leaves, roughly chopped
1/2 cup roasted peanuts, roughly chopped
Soak the noodles in boiling water for five minutes before draining and setting aside. Heat the wok over high and add the oil. Toss in the chicken, garlic and ginger and stir-fry for a few minutes, or until the chicken is cooked through. Remove from the wok, add a splash more oil then tip in the egg, swirling it around and cooking for a minute or so. Toss in the drained noodles, sugar, fish sauce, lemon juice and chicken. Toss and cook for three minutes. Transfer Pad Thai to a serving platter, sprinkle with the spring onions, peanuts and coriander.


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|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|"Mario Siegenthaler (JIRA)" <j...@apache.org>
|[jira] Commented: (AMQ-1350) JDBC master/slave does not work properly with datasources that can reconnect to the database
|Sat, 28 Jul 2007 23:00:52 GMT
[ https://issues.apache.org/activemq/browse/AMQ-1350?page=com.atlassian.jira.plugin.system.issuetabpanels:comment-tabpanel#action_39783 ] Mario Siegenthaler commented on AMQ-1350: ----------------------------------------- Note that the patch will not try to reaquire the lock, it'll just check if nobody else holds the lock and shutdown in that case. We could also try to check if we still hold the lock and update it if neccessary. However I fear that doing a SELECT FOR UPDATE every x seconds will kill/slowdown the database because it'll result in 1000s of lock. Or does the database realize that we already have locked this thing and the statement is a no-op lockingwise? Also is there a portable way to check for a existing lock without being blocked in that case? > JDBC master/slave does not work properly with datasources that can reconnect to the database > -------------------------------------------------------------------------------------------- > > Key: AMQ-1350 > URL: https://issues.apache.org/activemq/browse/AMQ-1350 > Project: ActiveMQ > Issue Type: Bug > Components: Message Store > Affects Versions: 5.x > Environment: Linux x86_64, Sun jdk 1.6, Postgresql 8.2.4, c3p0 or other pooling datasources > Reporter: Eric Anderson > Attachments: activemq-master-slave.patch > > > This problem involves the JDBC master/slave configuration when the db server is restarted, or when the brokers lose their JDBC connections for whatever reason temporarily, and when a datasource is in use that can re-establish stale connections prior to providing them to the broker. > The problem lies with the JDBC locking strategy used to determine which broker is master and which are slaves. Let's say there are two brokers, a master and a slave, and they've successfully initialized. If you restart the database server, the slave will throw an exception because it's just caught an exception while blocked attempting to get the lock. The slave will then *retry* the process of getting a lock over and over again. Now, since the database was bounced, the *master* will have lost its lock in the activemq_lock table. However, with the current 4.x-5.x code, it will never "know" that it has lost the lock. There is no mechanism to check the lock state. So it will continue to think that it is the master and will leave all of its network connectors active. > When the slave tries to acquire the lock now, if the datasource has restored connections to the now-restarted database server, it will succeed. The slave will come up as master, and there will be two masters active concurrently. Both masters should at this point be fully-functional, as both will have datasources that can talk to the database server once again. > I have tested this with c3p0 and verified that I get two masters after bouncing the database server. If, at that point, I kill the original slave broker, the original master still appears to be functioning normally. If, instead, I kill the original master broker, messages are still delivered via the original slave (now co-master). It does not seem to matter which broker the clients connect to - both work. > There is no workaround that I can think of that would function correctly across multiple database bounces. If a slave's datasource does not have the functionality to do database reconnects, then, after the first database server restart, it will never be able to establish a connection to the db server in order to attempt to acquire the lock. This, combined with the fact that the JDBC master/slave topology does not have any favored brokers -- all can be masters or slaves depending on start-up order and the failures that have occurred over time, means that a datasource that can do reconnects is required on all brokers. Therefore it would seem that in the JDBC masters/slave topology a database restart or temporary loss of database connectivity will always result in multiple masters. -- This message is automatically generated by JIRA. - You can reply to this email to add a comment to the issue online.
|View raw message


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text: On Wed, Dec 16, 1998 at 01:35:41PM -0500, Peter S Galbraith wrote: > The upstream sources for xplot contain a pre-compiled i386 binary (in > case users don't want to compile themselves). The binary is not relevant > to Debian: > > $ ldd xplot > libforms.so.0.81 => /usr/local/lib/libforms.so.0.81 (0x4000b000) > libX11.so.6 => /usr/lib/libc5-compat/libX11.so.6 (0x4006c000) > libm.so.5 => /lib/libm.so.5 (0x4010a000) > libc.so.5 => /lib/libc.so.5 (0x40113000) > > It takes up a whole 1.2 MB. Is is okay to delete it? > > In the same vein, there's a static library needed to build xplot. > The package includes a precompiled version (which didn't work for > me) but I use the script to recreate it from sources anyway. > Is it okay to delete it as well? > > Obviously, my xplot_1.18.orig.tar.gz file won't correspond > exactly to upstream sources (it'll be smaller!), but that's okay > too right? I think it is only a problem for licensing. If it doesn't violate their license and as long as your .dsc will work with the original as well as your reduced source archive, there isn't a problem. No one can reasonably object to a little bandwidth savings. > > Thanks again, > Peter <email@example.com> > > > > > -- > To UNSUBSCRIBE, email to email@example.com > with a subject of "unsubscribe". Trouble? Contact email@example.com >


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J Beverly Hills LA Photographer
Sara CecilModel Female Los Angeles, California, US
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I only do implied with people I have worked with and trust!!!
Send me a message and we can see about working together!
I no longer am doing TFP work as much anymore, my rates are really reasonable! I am always on time and come ready to work it out!!!
Please, if you are serious about checking my work out, search my Fan Page on FB.
Have you worked with Sara Cecil? Add Credits for Sara Cecil! >>
Credit NotesWork: (so far)
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I have worked with alot of designers and they love me... looks books, websites, ect.
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This category contains all builds that were designed for PvP and received a meta rating through the PvX vetting system.
Please do not edit this page for adding new builds! See here for advice on creating new builds.
Pages in category "Meta working PvP builds"
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Listening Time
Sorry, this product is temporarily out of stock.
An award-winning author/illustrator team offers a fresh look at the times and transitions all toddlers face daily, giving young children the tools to handle routines with confidence and cooperation. Part of the Toddler Tools series, Listening Time can be shared before (or during) the desired "time," or whenever toddlers need encouragement with routines.
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