text:
The people behind the Wakatobi experience
To establish a resort in an unpredictable and remote location such as Wakatobi, and to then consistently deliver a top notch guest experience, takes a huge and ongoing team effort. See below just some of the people in the enthusiastic team who bring you the Wakatobi experience.
Valentin Mäder - Executive Director
Valentin is Swiss and an entrepreneur, founder and shareholder of companies successful in the fields of international real estate investment advisory, software applications, mobile phone applications and resort development. He was first exposed to Indonesia when he built a business advising MNC's in direct investments in Asia. Valentin holds an MBA.
Valentin is actively contributing to lead Wakatobi from his position as an Executive Director.
Valentin says: "While my original motivation in investing effort and money into Wakatobi was to help my brother, Lorenz, to succeed with this venture, my views have evolved over the years. I now think that Wakatobi is a sound 21st century venture that provides a rare opportunity to align value creation with the protection of endangered marine resources. Probably that is the reason why Wakatobi seems to attract a great breed of people among its investors and supporters."
Alexander Mucha - Director
Alexander is a founder of Curious Consultants based in Singapore and has been in the design industry for more than 30 years. He is involved in strategy development, branding and communication projects for clients across Asia. Alexander has worked with some of the leading high-end hotel groups in the world and he has been a great help to the conceptual development of the Wakatobi brand and client communication.
Lorenz Mäder - Founder
Lorenz studied biology before he went into the diving industry. With over 14,000 dives (CMAS, TDI, PADI) he is one of the most experienced divers around and has contributed to building up several professional dive operations before embarking on building Wakatobi in 1995.
He discovered, explored and named all dive sites around the Wakatobi Resort and still goes regularly where no one has been before, using nowadays mostly a closed circuit "Evolution" rebreather.
Soft spoken, patient yet very determined with a genuine respect for the local culture, Lorenz has built a solid foundation for Wakatobi by establishing excellent relations with local communities. Mutual trust and alignment of interest are fundamental to him in achieving his goals on the ground in Indonesia.
Lorenz says, "I believe that alignment of interests - and that includes long term financial interests - with local communities can do much more to protect the valuable reef resources in Indonesia than a rigid system of grants and education attempts by environmental organizations ever could.
The wheel of time cannot be turned back out there - no matter how much talking is done by well meaning scientists and dignitaries. Destructive fishing methods are the economic equivalent of slaughtering the goose that lays golden eggs. You have to beat that urge on the ground with something better to start with. So in a way, sustainable, high value added dive tourism is the only way out for both the reefs and the local communities in this environment. Diving can create a much better revenue stream out of a 'top reef estate' than fishing in a relatively short time. That is the cold economic logic that aligns local powers behind us in fending off foreign fishing vessels, dynamite and cyanide fishing that have wrecked havoc with most of the tropical reefs on the planet.
But of course there is much more to build a successful business than protecting some of the finest reefs on the planet. We have to deliver a world class experience to the most discerning divers that starts the minute they set their minds on coming to Wakatobi and extends to the times they fondly relate it to their diving buddies back home..."
Beside the technical diving Lorenz initiates and overseas the conservation initiatives, manages construction projects and government relations.
Background: At the early age of four Lorenz learned to skin dive (apnoe) from his father. A compulsive reader, Lorenz devoured scientific books and developed an early interest in marine biology.
Jacques Cousteau became his inspiration. At the age of fifteen Lorenz learned to scuba dive. After working several years in different professions he set out to work as a Dive Instructor in the Maldives and Dive Exploration Cruise Director in the Red Sea. The more he dived the more his passion and fascination for marine life developed.
Fluent in Swiss, German, English and French and conversational Indonesian his language skills served him well in the dive tourism industry. Disappointed by the excesses of mass tourism in the Red Sea and the Indian Ocean, Lorenz set out on his own to pursue his dream to set a better example in a virgin territory unspoiled by overcrowding and pollution.
Henrik Rosén - Principal
Having joined very early on to assist with setting up the physical plant at the resort Henrik spent over a decade bringing Wakatobi from an unknown entity into one of the world's most well-known dive resorts.
With a background in construction engineering Henrik initially worked on infrastructure projects such as the construction of transfer and dive boats to establishing the resort's powerplant and the airport (he was instrumental in getting the operational permit through negotiations with the Indonesian Ministry of Aviation). Henrik then devoted himself to making the -until then completely unknown - destination called Wakatobi a world-renowned brand. Henrik has exhibited Wakatobi at over one hundred trade shows on five continents and is a frequent speaker at trade events due to his humorous and engaging presentations.
An avid sportsman and adventurer Henrik enjoys time sailing, kiteboarding, hiking, trail riding in remote locations experiencing the beauty of nature. He is a frequent speaker on destination marketing and environmental issues.
After many years in Asia and the USA he's now splitting his time between... well, all the nations of the world.
Having dived since 1990 in as diverse waters as the Baltic Sea, all over Southeast Asia, Galapagos, California and the US east coast he nowadays finds the most pleasure while diving with a high definition video camera in hand. Henrik is comfortable speaking Swedish and English as well as conversational Indonesian, German and French.
"What is most satisfactory about what we have accomplished with Wakatobi is the way we have shown that businesses can accomplish great things not only for their customers but also for the environment. At Wakatobi I feel that we are in a 'for-everyone's-profit' business".
Gede Kawit - Hotel Manager
Gede Kawit was born in April 1970 in a small village near Singaraja, Bali. He studied at a Business Administration College from 1995 to 2000 and joined the Wakatobi team in February 2007 as Hotel Manager.
Before taking the position at Wakatobi, Kawit was assistant general manager at the Aston Nardini Hotel in Ubud, Bali.
Kawit was motivated to take the position with Wakatobi by his interest in marine life and was drawn to Wakatobi's remoteness as an opportunity to see new, exotic critters. Kawit is an avid snorkeler and is really looking to begin scuba diving. Another appealing factor that came with this was the opportunity to become involved with a true participant in eco-tourism. "I am very happy I could join Wakatobi Dive Resort because I believe they are running the resort the right way."
Kawit believes that diving is obviously the most important aspect of the Wakatobi experience but takes it upon himself to ensure superb land-based facilities for his guests.
Guest Experience Consultants
Karen Stearns - Florida, USA
As Wakatobi Resort's Marketing and Media relations manager, Karen handles all aspects of resort promotion and marketing, including digital and print communications, advertising, media relations, show participation and other aspects of maintaining a global brand footprint. She works closely with the sales team to promote the brand to a world-wide customer base.
Karen is an avid diver and dedicated conservationist with an extensive background in dive travel. She has created and managed media campaigns for the diving, boating and sport fishing industry, worked with groups such as the Ocean Conservancy, and participated in collaborative initiatives with tourism boards, scuba equipment manufacturers and travel agencies. She is a graduate of University of South Carolina and the University of Miami, with degrees in communications and marketing. She is a member of the American Marketing Association and the Direct Marketing Association, and is an honorary member of the National Association of Professional Women. In addition to her participation in the water sports industry, Karen served as Director of Marketing for Spectrum Health, provided research and development for the Darden Restaurant Group and served as an Assistant Vice President at Fidelity National Financial. She lives in Palm Beach Gardens, Florida, with her husband Walt, a renowned photojournalist.
"It is both an honor and a pleasure to work with such a great team of talented professionals. From the guest experience consultants to the administrative team in Bali and the entire staff at the resort, there is a single-minded focus on service and providing our guests with a premier vacation experience. It's equally rewarding to know that our efforts provide protection for our treasured marine ecosystem as well as positive economic and social benefits for the local community."
Robert Parrington - United Kingdom
Robert has had a passion for diving for many years and continues to assist in training divers in the UK.
"For me the thrill is about sharing diving with all sorts of people and joining in their journey of wonder and excitement as we discover the amazing world under the sea".Having dived in many places around the world I have been lucky to have met some incredible individuals and now, with Wakatobi, I am able to continue to share that love of diving with what I consider to be the very best of dive operations.Robert has also been involved with UNESCO Associated Schools and is thrilled that Wakatobi Dive Resort is leading the way in sustainability and educational and scientific study around reef management. "Understanding how we as humans interact with our environment will be crucial to all our futures. Showing what can be achieved in collaboration with local villages is fantastic 'research in action' at Wakatobi".
Randal Sanders - Louisiana, USA
Randal began his diving career in 1975, and spent the next ten years plunging into Caribbean, Bahamas, and Gulf of Mexico waters. His first tropical Pacific trip forever changed his interests, and he became an Indo-Pacific trip promoter. He learned of Wakatobi from friends who returned with rave reviews, he began investigating, and the more he looked, the clearer it became. With a background in engineering, he marvels at the utopia Wakatobi's founders established on a tiny, remote, island on the Indonesian frontier. "After cruises on a number of premier live-aboards, I never thought I'd enjoy a land-based Indo-Pacific trip," he says.
"My diving experience at Wakatobi was superior to anything on a live-aboard, and I've decided there's no need to dive anywhere else."
Bob Kippola - California, USA
'Outdoor Adventurer' is the best catch phrase to describe Bob Kippola, who handles Wakatobi's sales for Northern California. Having dived all over the world, while working for a resort software company, Bob found paradise in Wakatobi's placid waters with abundant marine life. Bob has traveled extensively throughout Indonesia, from Raja Ampat to Lombok to Java, and has explored Bali extensively.When not diving Bob is active in his local mountain bike trail organization in Vail, Colorado, skiing various back country peaks in the winter and adding in a good dose of bird watching when he travels.
"Wakatobi's commitment to reef preservation is unprecedented in the industry. Sharing this resource with the local population is key to keeping the reefs pristine for many generations to come; I am honored to represent an organization with such vision and passion for protecting our natural resources, "says Bob.
Frank Owens - USA, Canada
Frank began diving in 1993, and soon after landed a job with a major scuba equipment manufacturer. In 2006 he became an independent sales rep and developed deeper relationships with local dive shops. An avid underwater photographer, he selected his personal dive vacations based on the quality of underwater photo opportunities. "It disappointed me to see the degradation of reefs and lack of synergy within a destination," Frank says.
"I was initially attracted to Wakatobi for the world-renowned diving, amenities and service, but soon realized that Wakatobi was not just a destination, but a journey in the preservation of our underwater environment."
Steven Miller - Ohio, USA
Steve became a Scuba Instructor in 1980, and has worked in the Diving Industry ever since. Underwater Photography has always been one of his passions, and he has led a number of trips to exotic locations over the years. "Now that I've found Wakatobi, my search is over." he says.
"Covering the Great Lakes Region allows me to do what I love: teaching underwater photography and telling groups about my all time favorite destination: Wakatobi."
Juliette Myers - Sydney, Australia
Juliette learned to dive in 1982 on the Saudi side of the Red Sea, and has been a keen dive traveler ever since. A year spent in the Solomon Islands introducer her to underwater photography, and she has since won a number of awards. She has worked in the tourism trade, promoting Australian zoos and aquariums, and leading the Australian sales team for Disneyland and Walt Disney World. "Now, my dream really has come true." she says.
"I have found my purpose and I am proud to be promoting Wakatobi's unparalleled reef health, diversity, incredible customer service and unique philosophy."
Stefanie Voigt - Germany, EU
Stefanie turned her lifelong passion for the underwater world into a career as an instructor, underwater camera operator and marine film production coordinator. An avid diver since 1982, she has produced documentaries, commercials and other productions with mainly marine-related themes. As a sales and marketing representative for Wakatobi, she now enjoys the opportunity to utilize her creative and communications skills to enhancing the resort's presence within the German-speaking markets and beyond. "I am looking forward to be a valuable asset and working with such a professional team." she says.
"Even though we may be located thousands of miles apart, we join forces for one precious spot that is Wakatobi."
Michelle Winkel - Texas, USA
Michelle's first love is the ocean, and she enjoys sharing her passion with others as a PADI, MSDT and DAN instructor. She combines a 15-plus year career in sales and marketing for Continental and United Airlines with her interests in the industry, where she has been involved in a variety of online marketing and video production projects. In addition to diving, she enjoys photography and cycling. "My love for the ocean and scuba diving brought me to Wakatobi, and as luck would have it I was given the opportunity to represent my favorite dive destination as a guest experience representative," she says.
"I love working with such a great team of professionals - from the staff in Bali to those throughout the UK and Europe, Australia, Asia and the USA, it is truly a pleasure."
Kaori Robinson - Japan
Every fiber of this petite Japanese lady speaks refinement, passion and competence. From small, Kaori was drawn to hospitality and diving. She embodies the spirit of Wakatobi with her desire to do whatever can be done to convey the best possible holiday experience to her guests. Starting her career in one of the leading hotels in Tokyo, she soon followed her heart and worked as a dive instructor in Japan, Guam, PNG, Vanuatu, Australia and top resorts in Fiji before finding her home in Wakatobi.
Kaori intuitively grasps what her guests like and appreciate, communicates very smoothly in Japanese and English and has a tremendous understanding of marine life. She loves to share her passion for the underwater world and her infectious laughter is hard to forget.
Little wonder then, that whoever had the pleasure to share the joy of diving in Wakatobi with Kaori, will miss her wherever they are going to dive next.
Bali Office
Crispin Jones
Nyoman Subawayasa
Yosefa Wayansari
Rai S Regawa
Made Yetawati
Lina Rahayu
Ketut Dharma Kasuma P
Ida Bagus Rai Cahyadi
Kadek Ari
Dive Team
Brigitte - German
Dive Center Manager
"A lucky opportunity led me away from Germany, where I was trained as a photographer, and later moved into hospitality. Egypt is where I started my diving career as a cruise director and Instructor on a live aboard. At this time I was already a keen diver and had a great interest in marine life, and I wanted discover more from the fascinating world under the surface.
There is no doubt that I can't live without diving anymore. After Egypt I went to a little island within the Maldives, where I spent 4 years as a Diving Instructor.So, my incredible passion for diving led me to Wakatobi.
I like to meet people from around the world, and I am interested in other cultures.To submerge here is my real paradise, it is overwhelming! I am diving since 15 years now and I never saw this richness in corals somewhere else; it makes me happy to share this experience and the natural wonder with other people. I enjoy every day I can spend here with the Wakatobi family."
Paula Danti - Spanish
PADI Dive Instructor
Paula was originally doing her career in Biology, and working with plankton samples in a biology lab.
She started diving in Brazil in1998. After she tries diving for the first time, she realizes that this was her lifetime profession, and she has been teaching, guiding and working with diving since then.
She has dived in the South Atlantic, Caribbean, Mediterranean, Andaman Sea, Banda Sea, and some others.
She loves the underwater creatures, their unique behaviours and the enormous diversity that lies under the sea.
Paula can speak Portuguese, Spanish, French, Italian and English.
Quote: "We are very privileged to be divers. We can see things that most of the people never will see, and we have lifetime experiences that most of the people don't have. I love to teach diving, to share this with others. I love to dive and have all this wonders around me. I found in Wakatobi an extraordinary example of sustainable underwater tourism, that has the vision to preserve all the magic on the reefs"
Judith Clements - France
PADI Dive Instructor
I grew up watching the Commandant Cousteau documentaries, always being fascinated by the underwater world. As soon as I learnt to swim, my grand-father bought me my first mask, snorkel and fins and told me to go to see what was under the sea (the truth being that, at that time I had just seen "Jaws" and was terrified in the sea, but then, with the snorkelling equipment, I realised I had nothing to fear and soon, it was impossible to remove me from the water…)
I started to scuba dive in 1998, and as soon as I got the "virus" I wanted to be a diving instructor! I built my skills in the Mediterranean Sea and in New-Zealand, and took the professional step in 2009, starting my career in the Red Sea.
My steps led me to Thailand, then to Djibouti, Malaysia and the Maldives (North and South Ari Atoll, Laamu Atoll).
Indonesia had always been on my "to dive list"; Wakatobi and its reputation for its incredible dives and reef protection program is very attractive for anybody who has a passion for the ocean.
Being able to work there is an incredible opportunity. It is challenging and very rewarding to be able to dive such healthy reefs and to encounter that many creatures.
I love the feeling of being away from other dive operations, having the impression that the dive sites are our "secret spots" and to be able to share that with others.
Gregor Seaton - Scotland
PADI Dive Instructor
Greg comes originally from Scotland. He worked in the hospitality industry for some time, before joining the British Army.
In 2010, on a trip to Thailand he started scuba diving. He was hooked. He returned to England and helped to set up a small diving club inside the army base he was on.
Eventually, he realized that he wanted to make of diving his full tme job, he moved to Bali and started his Instructor Course and initiated himself in Underwater Photography.
Quote: "I'm always trying to improve my underwater photography skills, and Wakatobi is the perfect place for that!"
Ismail - Indonesian
Ismail was born in Manado, North Sulawesi.
He grow up by the sea, and is fascinated by it. He make hisa degree on Underwater Ecoturism and moved to Bali to start his diving career.
He has a very gentle personality, an extraordinary sense of humor and an easy smile.
"I came to Wakatobi and instantaneously fell in love with it. Here, there is all any diver could ever want. Life is good at Wakatobi."
Mariza - Indonesian
PADI Dive Instructor
Mariza is from Batam Island, west of Indonesia. After finishing her studies in Architecture, she started working in the Architecture field, but the underwater world always fascinated her and she couldn't stay away from diving. Finally, she decided to switch her career into diving.
She has since been working in Bali, Lembongan Island, Komodo National park, Brunei and finally in Wakatobi.
"I love watching the behaviors of the critters living in the underwater world. The corals, the topography, the varieties are just amazing. Every day is a good day of diving here in Wakatobi."
Nico - Indonesian
PADI Dive Instructor
Nico comes originally from East Java.
He started diving in Bali in 2007. He loved the quiet atmosphere and the peacefullness underwater.
He became a Divemaster in 2003 and a couple of years later he completed his Instructor Course. He started to work full time with diving in Komodo and never stopped ever since!
"I came to Wakatobi because I heard is the best diving in the world. It did not disappoint me! The reefs are unique to this area of the world and I enjoy to dive with small exclusive groups."
Mohamad Yusuf - Indonesian
Yusuf was born in East Java, in the southern city of Banyuwangi. His interest in diving started when he saw a TV program about the beauty of the underwater world.
He decided to move to Bali and try diving. From the moment he dived for the first time, he felt that diving was already part of his life and he could not let go.
"Im very proud to have these healthy reefs and diversity in my country. Working for a company that has the vision to protect and preserve the underwater world became a dream for me. I am so happy that I have found a home here at Wakatobi Dive Resort."
Kaz Kazzuaeni - Indonesian
PADI Dive Instructor
Born in East Lombok, Kaz started a diving Career in earnest in the year 2000. Working previously as a PADI Instructor in some of Indonesia's most luxurious Resorts, Kaz developed his skills to provide the maximum quality of personalised service possible, both in and out of the water. He then took this knowledge to the livesboards of Komodo, Tak Bonerate and Bauda.
Kaz is dedicated to continually sharing and increasing his knowledge and the service he can provide to his guests. Keen for new experiences and an avid traveller to countries such as Switzerland, France, Italy and Dubai, he has visited guests, who have become some of his closest friends.
"I joined Wakatobi Dive Resort because of the remoteness, and the beauty both on land, and underwater. I am always interested in working somewhere that is consistently pushing to improve their level of service. I'm proud to be part of such a unique operation."
Quietly spoken, and with excellent English, Kaz is committed to applying himself fully, to provide his guests with the best experience possible.
Ketut Suardika - Indonesian
PADI IDC Staff Instructor
Ketut has been diving since 1995. With over 4,000 dives, he now enjoys passing on his knowledge and experience of Indonesia's underwater world to others. Also a PADI Instructor, Ketut enjoys teaching many different courses, including Nitrox specialties.
With a passion for Photography both underwater and above, Ketut enjoys finding and photographing the challenging, hard to find creatures, and helping others do the same.
"The thing I love most about diving around Wakatobi is getting away from the crowds. I can enjoy these pristine reefs everyday, sharing only with a few others."
Ketut is friendly and enthusiastic, he speaks fluent Indonesian (mother tongue) and competent English.
Harvey Edwards - New Zealand
PADI Dive Instructor
Harvey started diving as a teenager in his native New Zealand- mainly hunting and gathering. It wasn't until he went to the Philippines that he fully understood the beauty of the underwater world. It was there where he trained to become an instructor before moving back to NZ to continue in the tourism industry and then abroad as a full-time scuba diver since 2005.
After working and diving in several different countries and conditions, Harvey came to Wakatobi to explore the most vibrant reef systems of his life.
"I've never experienced a place like Wakatobi- the reefs, resort and team are simply unique. I feel at peace underwater and love the freedom of movement that diving can offer".
Demma Muji - Indonesian
Dive Experience Manager
Growing up in South Sulawesi, naturally Muji was drawn to the sea at an early age. It's hard for him to remember whether he learned to swim first, or to walk first!
Muji worked for many years in Java and Bali in the hospitality and tourism industry, during which time he would take every opportunity he could to snorkel and dive.
He found a home in Wakatobi and has been a long-standing member of the team for over 6 years, working in the F&B department, front office and managing a team as Head Butler. Hearing constantly about the macro critters that live on the Wakatobi reefs, he could wait no longer and, instead of spending all his free time diving, decided to make diving his career instead.
"Since my first dive in Wakatobi, I could not help but dream about being part of the dive team – finally I changed career path and I could never look back. Even after diving in other areas of my country, I was very impressed with the impact of Wakatobi's conservation program on the quality of the reefs here. This is somewhere that we can actually make a difference."
His experience in hospitality and his love of the ocean make Muji very attentive to his guests needs. He may look shy when you first meet him, but he is always harmonious, with a ready smile and happy to spend time with people.
Sutiyono - Indonesian
PADI Open Water Scuba Instructor
Sutiyono - or Yono as he's known by his friends - was born in Central Java, where he spent his early years developing a love for being underwater by swimming in Java's beautiful rivers. After finishing his studies, he moved to Bali, where he subsequently started working in travel and tourism with a Bali-based travel agency.
It was after moving to Bali that Yono did his first dive. It changed his world. He was amazed by the feeling of being 'weightless' underwater and being so very close to nature. It didn't take long afterwards before he committed to becoming a full-fledged PADI professional, following which he worked in Bali for many years, introducing divers from all over the world to this special realm he had grown to love.
Yono decided to join the Wakatobi team because his friends mentioned the incredibly healthy, beautiful reefs and the enjoyable working conditions for staff from all walks of life. "I am not disappointed at all, the reefs in Wakatobi are the most pristine reefs I have ever seen, but more importantly, I am proud to tell my children that I am part of a great team that works in a unique place; that educates, contributes and protects our country's environment for our future generations"
Yono loves the rich walls at Wakatobi and its many fans like Cornucopia or Fan38. He enjoys the challenge of finding the name of a fish or critter he didn't know before and simply watching, learning from observation and sharing his knowledge about fish behavior.
He is a very gentle family man, a committed team player, calm, kind, with an easy smile, an open heart and someone who is always ready to help his guests. His passions in life are his family, diving and sharing the marine world with others. When he is not underwater, he enjoys walking and observing the nature and wildlife around him.
Steve Chenoweth - from USA
PADI MSDT, IANTD Trimix Blender, TDI Advanced N2/Deco, USCG 50 ton Captain
Steve grew up in the mountains of West Virginia. After completing his education in the 90's, he migrated towards the shores of the Southeastern USA, where he took up recreational diving. Following a 20-year vocational error in the grocery business, he left corporate anxiety behind and headed off to the Caribbean with stops in the Virgin Islands, Aruba, and the Cayman Islands. He instructed scuba diving and captained dive boats for the next six years.
Eventually landing on the shores of Wakatobi, Steve has found what he sees as "the best diving in the world. "I look forward to each and every dive as though it were my first, in a wonderful world of new and interesting creatures and amazing behavior that I can't wait to share with others."
Shelly Chenoweth - from USA
PADI MSDT, TDI Advance N2/Deco, USCG 50 ton Captain, EFR instructor
Shelly is from Bay City, Michigan. She completed her education in Business before moving to the Southern shores of the USA, where her path to diving took many turns. From sales and marketing to the service and retail industry, after years of recreational diving in the Caribbean, she finally gave up the corporate world and took the plunge to Instructor. After enjoying teaching in the Caribbean for several years, Shelly broadened her horizons and sought out the remote shores of Wakatobi.
"Any day diving is a good day here. I love everything about it, the coral, the creatures, the topography and I even get to share this passion with others!".
Shoko Miike - Japanese
PADI Master Scuba Diver Trainer
Shoko started diving in Japan in 1995, moving to Australia to complete her instructor course and work for a while, following which she moved to a tiny island in the Maldives, where she remained, working in diving for 8 years. Now diving every day in Wakatobi, she never ceases to find joy in even the smallest and rarest creatures which are so abundant in this area.
"I find the reefs in Wakatobi to be the healthiest I've ever dived. The colors are so bright and vivid and the search for all the rare creatures which are not found elsewhere is always an adventure. The entire dive team is great and I just can't wait to get up in the mornings and go diving!"
Shoko speaks Japanese and English. In her spare times she can be found underwater on the house reef taking macro shots, her hobby and her passion.
Marco Fierli - Italian
PADI Master Instructor
Marco started diving in Thailand in 2002, continued his training in Holland and soon moved on to warmer climates in Egypt to work full time in the diving industry. After Egypt, he worked professionally in the Maldives, Mexico and Thailand before finally, Wakatobi became his new home.
"I have loved the reefs and underwater life everywhere I've been, but Wakatobi just offers more. The pristine reefs, the countless species and the variety of underwater features, all this while 'breathing' an atmosphere of professional enthusiasm. I'm home."
Marco speaks Italian, English, some Dutch and Spanish. If not underwater, you will find him around the island practicing his other true passion; landscape photography.


text:
In 1996, Roger Garaudy published his most controversial work, The Founding Myths of Modern Israel, whose contents were translated into English in 2000 by the Institute for Historical Review. Its original French title is Les Mythes fondateurs de la politique israélienne.
Premises of State legitimacy
In his book, Garaudy enumerated many of the premises of the international Jewish claim to rights in Palestine and to the legitimacy of modern state of Israel as "myths," e.g., the "theological myths" of the Bible; the twentieth century "myth of Zionist anti-Fascism" (citing evidence that Zionists actually collaborated with Hitler's regime); the "myth of justice at Nuremberg," the "myth of the six million," and the "myth of the land without a people for a people without a land." These and other myths, as Garaudy's book argues, had been used by world Zionists to disposses the Palestinians of their homeland.
Gayssot Law
Under France's 1990 Gayssot Law, which prohibits the questioning of the existence of the category of crimes against humanity as defined in the London Charter of 1945, several of Garaudy's assertions, in particular, his claim that the Holocaust was a myth, were deemed to be illegal. Garaudy's trial began in 1996 and he was convicted in 1998. The court ruled that the chapters entitled "The Myth of the Nuremberg Trials and The Myth of the Holocaust" in the first edition, constituted "Holocaust denial" by writing of "the myth of the six million" Jewish victims in Hitler's gas chambers.
Further ban
French courts banned further publication of Garaudy's book and on February 27, 1998 fined him 240,000 French Francs (about $40,000) and sentenced him to a suspended jail sentence of several years. The decision of the court provoked a debate about freedom of speech in France and Europe and some claimed the verdict was a political one[1]. Garaudy appealed this decision to the European Court of Human Rights, but his appeal was rejected as inadmissible.[2][3]
- ↑ Roger Garaudy condamné à 120.000 F d'amende - l'Humanite
- ↑ Inadmissibility Decision in the Case of Garaudy v. France, European Court of Human Rights, July 7. 2003.
- ↑ Writer fined for Holocaust writings, BBC News, February 27, 1998.

subset: commoncrawl


text:
Translation of "boring" - English-Turkish dictionary
(Translation of "boring" from the Cambridge Learner's Dictionary English-Turkish © Cambridge University Press)
Get a quick, free translation!
- bore
- bore noun
- bore verb
- bored adjective
- boring adjective
- born adjective
- born verb
- born-again adjective
- borne
Create and share your own word lists and quizzes for free!
More translations of "boring" in Turkish
Word of the Day
friendly and helpful feelings


text:
My Asian Hotwife 2Favorites [+]
Pay-Per-Minute Viewing
You can now enjoy this movie on your iPhone®, iPad®, or compatible Smart TV & Android devices.
Purchase Options
Pay-Per-MinutePurchase Minutes
Streaming Rentals
Available MP4 sizes:SD 480p (1.96 GB)
HD 720p (3.67 GB)
HD 1080p (5.42 GB)
DRM-free downloads offer content that is not limited by standard Digital Rights Management (DRM) access technologies. These technologies allow hardware manufacturers, publishers, copyright holders and individuals to limit the usage of digital content.
When you purchase DRM-free downloadable content, that content is available for you to download on any computer and save to a disk whenever you like. You can also download to multiple computers. There is no timeframe associated with your purchase and the content will not expire.
Running Time: 125 minutes
Released: 05/2016
Studio Name: New Sensations
Series: My Asian Hotwife
Director: Eddie Powell Paul Woodcrest
Categories: Asian Interracial All Sex High Definition
Description: After some Asian take out, these Asian hotwives cant wait to put out! Watch Kalina Ryu, Jayden Lee, Amy Parks and Lana Violet fuck another man in over 2 hrs. of hotwife action...oriental-style! It's fucky fucky time, and my Asian hotwife just can't wait!
4 Scenes from My Asian Hotwife 2
My Asian Hotwife 2: Scene 1 Free Preview
Starring: Bruce Venture Kalina Ryu ... More Details
Stars: Bruce Venture, Kalina Ryu
Sex Acts: Oral Sex, Choking, Handjob, Masturbation, Deep Throating, Vaginal Sex
Positions: Crouching/Squatting, Cowgirl, Kneeling, Laying, Missionary, Reverse Cowgirl, Side Saddle, Spoons position, Standing, Standing Cowgirl, Standing Missionary
Settings: Couch
My Asian Hotwife 2: Scene 2 Free Preview
Starring: Lana Violet Carlo Carrera ... More Details
Stars: Lana Violet, Carlo Carrera
Sex Acts: Oral Sex, Masturbation, Deep Throating, Breast Play, Vaginal Sex
Positions: Standing Doggy Style, Cowgirl, Laying, Missionary, Reverse Cowgirl, Side Saddle, Sitting, Spoons position, Standing
My Asian Hotwife 2: Scene 3 Free Preview
Starring: Anthony Rosano Jayden Lee ... More Details
Stars: Anthony Rosano, Jayden Lee
Sex Acts: Footplay, Oral Sex, Choking, Handjob, Tittie Fucking, Masturbation, Deep Throating, Breast Play, Vaginal Sex
Positions: Cowgirl, Doggy Style, Kneeling, Laying, Missionary, Reverse Cowgirl, Side Saddle, Sitting, Standing
Settings: Couch
My Asian Hotwife 2: Scene 4 Free Preview
Starring: Tommy Gunn Amy Parks ... More Details
Stars: Tommy Gunn, Amy Parks
Sex Acts: Footplay, Oral Sex, Masturbation, Breast Play, Vaginal Sex
Positions: Cowgirl, Doggy Style, Laying, Missionary, Side Saddle
Settings: Bedroom
Recommended Movies
AEBN Cams


text:
The Real Ghostbusters Power Cycle is a 16" Power Cycle for children. [1]
- Captures the excitement and characters of THE REAL GHOSTBUSTERS hit cartoon series
- Features the Green Ghost character mounted on handlebars, makes fun "ghost" sounds
- Styled after THE REAL GHOSTBUSTERS ambulance, Ecto-1
- Adjustable 3-position seatback, clicking rear wheels
- Ages 3 to 8
- Weight: 12.0 lbs.
- Cube: 2.7'
- Ghosts on promo version of the box art are three of the Kenner companion ghosts: Grabber Ghost, Gulper Ghost, Wrapper Ghost, and the "Glutton Slimer" art used for Kenners Green Ghost which is from the The Real Ghostbusters Pilot.
- The bike's large wheel has images of ghosts from the standard promo art and pilot.
- On page nine, panel 3, of Ghostbusters: Get Real Issue #1, a Real Ghostbusters Power Cycle appears on top of the footlockers.
- On page 12 of Ghostbusters: Get Real Issue #4, the power cycle makes a non-canon cameo in panel 2 on the foot locker once again.


text:
Still twitchin'...........!
What's up fellas.
Looking for some advise...
I have a 2004 330i sedan and had developed a quick twitch in the steering wheel when I stabbed the brake pedal, which is a tell-tale sign that the front CAB's were getting tired. Well, I replaced them with OEM CAB's and although it's better, if I get on the brakes quickly, it still twiches upon initial contact. Gradual application of the brakes lends no steering wheel play, but if I have to quickly go from gas to brake, when I hit the brake pedal, the steering wheel twitches for a split second right when I grab the brakes.
I understand the CAB's are designed to have some play, to take stress off of other suspension components, but I don't think it's suppose to twitch in my hand when I get on the brakes.
I have had my front end evaluated for anything else that may be fatigued or loose that would give me that sort of sympton, but everything is nice and tight.
My question is this: If I replace my CAB's with a press-in Urethane unit from Bavarian Autosport or Turner, will that eliminate my twitch? Or do you think the OEM units I replaced them with are bad? Or any other advice/experience for me?
Have you verfied that the contral arms were inserted to the exact same depth into the new CABs on both sides? An asymmetry could result in a twitch like this. How much front camber are you currently aligned to?
I have not verified the depth. Camber should be exact to whatever the factory specs. are. How could I tell if the control arms were too shallow or deep into the bushings?
I believe the Bentley manual lists a spec for the insertion depth but the real question is whether it's the same on both sides. You might also check to see if you are getting even brake pad wear on the left and right wheels. I would normally suggest checking the control arm ball joints as well but you've already indicated that the usual suspects have been inspected.
Right. I will check Bentley's for depth and re-evaluate. If for some reason I am not getting even wear on the brake pads on one side, what would that indicate? That one of the calipers is hanging up? Have you replaced your CAB's on your ZHP yet?
Check ur brake rotors a slightly warpped rotor will twitch the same....
+1 can't believe this wasn't your first thing to fix / replace. :thumbsup:
Rotors don't warp but they can develop uneven pad deposits. Typically when this happens though, you will get a vibration through the steering wheel when braking. I believe the OP is only experiencing a single abrupt change in steering angle upon initial application of the brakes as opposed to a more lengthy vibration so this is not likely to be his problem.
if it's a single abrupt change and it's always in the same direction then it's a caliper problem... no matter how stiff your FCAB's are if you have a caliper in the front which isn't working properly the car will pull hard to the side of caliper which is working. The 'tell tale' sign that the FCABs are going bad is twitching when hitting bumps and it twitches back and forth not just in one direction.
If the car is making a sudden pull or twitch to one direction when hitting the brakes and that direction is the same every time than you have a caliper problem.
Lesson #1 is diagnosis... if the problem shows itself when performing a specific task (in this case braking) than the problem is most likely within the system involved in performing that task (in this case brakes)
Any unbalance side to side can cause twitching. Say one bad strut for example.
I replaced my control arms and FCABs and still had the same issue - replaced my struts and it was all good.
Make sure to get an alignment as well.
2 Attachment(s)
make sure they were pressed in correctly or it can seriously **** you up. cause the inners will fly out on the road. ask me how i know...... :facepalm:
this is one side
the heatshield saved my ass on the other side
I have this EXACT same issue with me 2005 330vert. I had the BMW dealer replace the CAB's and I still get the twitch when you hit the brakes with a quick light tap. I had them go over it again twice and they tell me that everything looks tight. They even re greased the slides on the front calipers. It also just had a 4 wheel alignment. The only other thing I can think of is that the brakes need to be bled or something. He even went to the extent of measuring my rotors on both sides to make sure they were wearing evenly. Very frustrating. I had a 2002 coupe that I don't remember it having this issue.
I have a 2005 ZHP with the exact same issue. I finally gave up on trying to fix it. It gets better with new CAB, tires and/or alignment but has never completely gone away. I had a dealer brake bleed and dealer replaced the brakes under the new car warrantee. When I first posted this issue a few years ago, there seemed to be fewer people who had experienced it, there's good info here now, but sadly, you may be SOL.
I am going to have the brakes bled, and while they're in there, check the rest of the brakes out for wear patterns and uniformity, etc. Down the road I will replace the struts, but right now I'll just deal with it.
The weird part, is that when it's really cold out (like under 20 degrees), the twitch isn't there! But as soon as it warms up again, it comes right back! I hate these kinds of annoying little problems that don't have definitive answers!
You can switch to Polyurethane bushings at any given moment, and yes, they will get rid of ALL steering wheel play (given there are no other worn out components that need to be addressed).
My recommendation is Powerflex, keep in mind that Polyurethane bushings will transmit more vibration and road feel in to the steering wheel and some people have found them unbearable(there are also people who want to raise their car from a stock suspension height, because they think its too low, as they are used to driving minivans all their life, but thats another story... ), I for one have Powerflex CABs and absolutely love them.
|All times are GMT -5. The time now is 03:50 PM.
Powered by vBulletin® Version 3.8.7
Copyright ©2000 - 2017, vBulletin Solutions, Inc.
(c) 1999 - VerticalScope Inc. All rights reserved.


text:
There's a Finals-or-bust atmosphere engulfing Thunder Alley now as the clock ticks and Durant's impending summer of 2016 free agency looms. Another ringless season jordan pantone blue 11s or not getting back to The Finals, even pre order jordan 11 pantone blue might be the foot in the door that gets Durant to finally looking outside OKC.
Of the next six games, cheap jordan 11 pantone blue starting Wednesday at home against the Jazz, the Thunder face only two winning teams (the Pelicans and Bucks). The opponents' authentic pantone blue 11s combined record is 27-59. All of which sets up a stretch that could make or break a season.
As Durant buy pantone blue 11s for sale and Westbrook inch forward, the Thunder have just about run pre order pantone blue 11s for sale out of room to go back.


text:
God created human beings to not only love God, but also love one's fellow beings. — Sant Rajinder Singh Ji Maharaj
Plans for a Thanksgiving retreat with Sant Rajinder Singh Ji Maharaj began at the beginning of the summer and were finalized by the end of August. An invitation to attend the holiday event went out to the sangat, here and abroad, and one month later the two large hotels adjacent to the Science of Spirituality Center were completely booked. By Thanksgiving, 1500 people from all over the world had gathered to spend the weekend with the spiritual Master.
Each day began with an early morning meditation followed by workshops on how best to lead a spiritual life. Each afternoon, Sant Rajinder Singh Ji Maharaj gave a discourse and put everyone into meditation.
On Thanksgiving Day, the spiritual Master spoke about the compassion and benevolence of the Lord, to whom we all owe thanks. Speaking about the importance of gratitude, he explained how feeling thankful stems from being happy with what we have, and therefore gratitude brings happiness and joy into our lives. This in turn spreads to all within our orbit. God has given us everything we need, and for this, we should be grateful. Having blessed us with this human birth, God placed a spark of consciousness within each of us so that God's characteristics can reside within us. The Lord has not only allowed us to have a connection with the divine light and sound of God but has also provided the mechanism by which we can experience this connection for ourselves: meditation.
The following day, Sant Rajinder Singh Ji Maharaj spoke about the difficult periods in life we all undergo. Despite our efforts to remain positive, he said, these periods of uncertainty can lead us to become distressed and disillusioned. We have negative thoughts which have a negative effect on our environment. Though our thoughts may go unseen by others, God is always listening. God is also always talking to us, he added, and if we can learn to listen to God, we will be able to steer our lives in the right direction. Meditation is a means by which we can connect with the divine light and sound within and tune into the will of the Lord. As this happens, we derive the strength we need to keep focused in the right direction, overcome the wiles of the mind, and take steady steps Godward.
The spiritual Master then surprised everyone by holding a marathon meditation session: five meditation periods of a half hour each.
On Saturday, using the analogy of GPS, he said in the worldly realm, when we go to a new destination, we turn to the latest technology. With the help of this global positioning system, we are able to get to where we want to go. This man-made creation, however, is not without its failures and limitations, and relying on such a tool does not always guarantee success. However, this type of guidance cannot help us get to our life's true goal and destination. He then introduced the spiritual guidance system that will never fail us: the "God Positioning System!" Unlike its worldly counterpart, the "God Positioning System" is perfect. God's GPS works in real time and comes to our aid at every turn in life. It is in tune with God and knowledgeable about all we need to fulfill our life's supreme purpose.
The key on the spiritual journey is to focus on our goal. Through living an ethical life, meditating daily, and weeding out our failures on a daily basis, we will find that God's Positioning System slowly and steadily guides us Home.
Sant Rajinder Singh Ji Maharaj Ji left the most poignant discourse for the concluding session of the program. In his satsang, he beautifully and succinctly laid out a blueprint for our path back to God. He said asking for our soul to merge in the Oversoul is the one prayer that leads to the fulfillment of all other desires. The allure of our desire for God causes all other desires of the outer world to automatically fade away. For this desire to be fulfilled, meditation is key, for it stills the mind and connects us to the divine power within. Furthermore, continuous remembrance of the Lord keeps us focused on the Lord at all times. The more we focus our attention on God, the more the divine revelations will unfold unto us, and the closer we get to realizing God. Embodied within this prayer is also the request that all the barriers that exist between our soul and the Lord be removed, that a bridge be built to the divine so we can merge in the Ocean of Love.
He said a true lover of God yearns to feel the presence of the Lord at all times, to lead a life of service to God, and sing God's praises. Realizing their own helplessness and limitations, true lovers pray for the company of the saints who come down to earth to help us realize the truth and without whose help and guidance we cannot find our way back. All the riches of the inner worlds can become a reality only once we come to the feet of such an enlightened being. Commissioned by the Lord to guide us on the treacherous road Home, they teach us the technique of meditation so we may have a direct connection with the Light and Sound of God within. Experiencing the presence of God within us brings us joy and bliss. Fear, worry and sorrow leave us as we experience the stability of God's love within us, feeling supported in all facets of our lives. Gradually, we become imbued in the love of the Lord, which helps us get off the wheel of transmigration and realize the immortality of our soul.
God created human beings to not only love God, but also love one's fellow beings. — Sant Rajinder Singh Ji Maharaj


text:
- Lester Holland
- 2 years ago
- Views:
1 INFORMATION AND COMMUNICATION SCHOOLS INTRODUCTION Information & Communication Technology (ICT) is universally acknowledged as an important catalyst for social transformation and national progress. However, disparities in the levels of ICT readiness and use could translate into disparities in level of productivities and hence could influence a country s rate of economic growth. Understanding and leveraging ICT is therefore critical for countries striving for continued social and economic progress. India shows enormous geographic and demographic disparity in ICT use. India has one of the largest ICT workforces in the world. One can find intense ICT use in technology clusters such as Bangalore and Gurgaon or amongst the upper middle brackets of incomes. The other side of the story is that large parts of the country lack even telephone connectivity. BACKGROUND India recognized the importance of ICT in education as early as when the Computer Literacy And Studies in Schools (CLASS) Project was initially introduced as a pilot with the introduction of BBC micro-computers. A total of 12,000 such computers were received and distributed to secondary and senior secondary schools through State Governments. The project was subsequently adopted as a Centrally Sponsored Scheme during the 8 th Plan ( ). During the 8 th Five Year Plan the Scheme was widened to provide financial grants to institutions which were given BBC Micros and also to cover new Government Aided Sec./Sr. Sec. Schools. Assistance included annual maintenance grant for BBC micros and purchase as well as maintenance of equipment for new Schools.
2 2598 schools having BBC Micros were covered under the CLASS scheme during the 8 th Plan for providing Instructors, maintenance of hardware, consumables and text books for students and training of teachers in schools. In addition, 2371 schools were covered with new hardware and services which included Rs.1.00 lakh for hardware configuration and Rs.1.30 lakhs per annum for recurring costs. Rs.0.80 lakh per annum was kept as the recurring costs for schools which had already been covered under the BBC-Micros scheme. NIC was identified as the nodal agency for finalising the contract for the supply of hardware. The use and supply of software was limited, coverage was confined to Sr. Secondary Schools and the students of class XI & XII had to undergo a Computer Course Module. National Task Force on Information Technology and Software Development (IT Task Force) constituted by the Prime Minister in July, 1998 has made specific recommendations on introduction of I.T. in the education sector including schools. The relevant paragraphs are reproduced below: Vidyarthi Computer Scheme, Shikshak Computer Scheme and School Computer Scheme to enable students, teachers or schools respectively, desirous of buying computers to do so under attractive financial packages. These schemes will be supported by a suite of initiatives such as lowering the cost of PCs, easy installment bank loans, computer donations by IT companies and other business houses, bulk donations of computers by NRI organizations, large-volume bargain price imports, multi-lateral funding, etc. Computers and Internet shall be made accessible to schools, polytechnics, colleges, and public hospitals in the country by the year The concept of SMART Schools where the emphasis is not only on Information Technology in Schools, but also on the use of skills and values that will be 2
3 important in the next millennium, shall be started on a pilot demonstrative basis in each State. The Report recommended provision of computer systems to all educational Institutions upto Higher Secondary/Secondary Schools by suitable investments (about 1-3%) of the total budget during the next five years. Ministers. The recommendations of the Task Force have been approved by the Council of The ICT in Schools scheme is a window of opportunity to the learners in the schools of India to bridge this digital divide. The scheme is not a simple merger of the earlier CLASS and ET Schemes but is a comprehensive and well thought-out initiative to open new vistas of learning and to provide a level playing field to school students, whether in rural areas or in the metropolitan cities. The ICT in Schools Scheme is not a stand-alone scheme but actively solicits the partnership of States, Union Territories & other organizations in a mutual endeavour to bridge the heterogeneous proliferation of ICT across different socio-economic and geographic segments in the country. This partnership is manifest in the structure of financing the initiative, in encouraging the development of long-term Computer Education Plans, the setting-up of Smart Schools by KVS/NVS in States as technology demonstrators and in providing for supplementing the States efforts in these areas with no attempt being made to supplant the State Schemes. The centrally sponsored scheme of Educational Technology and Computer Literacy and Studies in Schools have been suitably modified keeping in view the past experience, the feedback which has been received and changing needs to form the new scheme of Information and Communication Technology in Schools. The component regarding financial assistance to States/UT s for purchase of RCCPs and CTVs under the erstwhile Educational Technology Scheme has been weeded out. 3
4 OBJECTIVES 1) To establish an enabling environment to promote the usage of ICT especially in Higher Secondary and Secondary Government Schools in rural areas. Critical factors of such an enabling environment include widespread availability of access devices, connectivity to the Internet and promotion of ICT literacy. 2) To ensure the availability of quality content on-line and through access devices both in the private sector and by SIETs. 3) Enrichment of existing curriculum and pedagogy by employing ICT tools for teaching and learning. 4) To enable students to acquire skills needed for the Digital world for higher studies and gainful employment. 5) To provide an effective learning environment for children with special needs through ICT tools. 6) Promote critical thinking and analytical skills by developing self-learning. This shall transform the classroom environment from teacher-centric to student-centric learning. 7) To promote the use of ICT tools in distance education including the employment of audio-visual medium and satellite-based devices. DETAILS OF THE SCHEME COMPONENTS The present scheme has essentially four components. The first one is the partnership with State Governments and Union Territories Administrations for providing 4
5 computer-aided education to Secondary & Higher Secondary Government Schools. The second is the establishment of SMART schools which shall be technology demonstrators. Universalisation of Computer Literacy through the network of KVS and NVS to neighbouring schools is the third component. The fourth components relates to the activities of SIETs. IMPLEMENTATION PARTNERS States/UT Governments, State Institutes of Education Technology, Kendriya Vidyalaya Sangathan, Navodaya Vidyalaya Samiti, Government and Government aided schools systems. Moreover, financial assistance would also be provided to short-listed NGOs/Trusts/Societies and Companies for software development, teaching tools, designing training models, evaluation, monitoring and other contingent expenditure. The State/UT Governments shall be free to partner with private organizations or integrate it with other similar schemes for implementation of the ICT in schools scheme including providing for maintenance. The implementation of the scheme will be multi-modal. The Ministry of Human Resource Development shall consider the entry of the private sector in a Build-own-operate or annuity modal wherever possible. The direct procurement of hardware by the state would be the last resort. The National Council for Teachers Education shall be associated with the scheme in the context of training of teachers in computer-aided learning. The Rehabilitation Council of India would play an important role in projects involving introduction of use of technology for the education of children with special needs. FINANCIAL PARAMETERS (a) Under the CLASS component of the ICT scheme, the Union Government would provide 75% of financial assistance to State/UTs. The balance 25% of funds would be contributed by the State Governments/UTs. The scheme also provides for contribution of 25% of funds from the MPLAD scheme in addition or as an alternative to State Government contribution. Assistance shall be provided to special category states in the 5
6 ratio 90:10. The assistance of the Government of India would be for the following items and upto the limits indicated against each item PCs/Printer/CRT per school inclusive of facilities like scanner, web camera, modem etc. or one server with 10 workstation with accessories. - 4,05, Operating System & Application Software - 20, Educational Software - 45, Furniture - 16, Computer Stationery - 50, Teachers Training - 60, Internet - 30, Maintenance - 50% of the cost of annual maintenance contract - 20, Monitoring Cost - 24,000 Total - 6,70, Recurring Costs, which includes consumables, hardware and network maintenance, monitoring costs, telephone for Internet usage - 1,34,000 It may be noted that even in the revised norms, it is proposed to have greater inbuilt flexibility. The States would have the option to incur expenditure on the above items or any other item like generators, preparation of labs for computers including civil repairs and cabling and provision of electricity depending upon their needs and resources, subject to a overall maximum limit of Rs.6.70 lakhs per school. The Central Government s share would be restricted to Rs.5.00 lakhs per school. The provision for software shall include Learning Management Systems & curriculum based courseware apart from operating systems & other application software. 6
7 An amount of Rs.1 crore would be kept aside annually for the Department of Secondary and Higher Education for development of software, teaching tools, designing training models, evaluation, monitoring and other contingent expenditure. Ministry of Human Resource Development shall endeavour to institutionalise content development through National education portal. The British Educational Communications & Technology, Agency (BECTA), UK could be considered as a modal incorporating elements of public private partnership. KVS and NVS would convert one school per State/UT into a SMART school subject to availability of funds. A grant of not more than Rs.25 lakhs would be given per SMART school. This limit may be reviewed in the future if needed. A sum of Rs.2.5 lakhs shall be provided as recurring costs which includes maintenance, consumable, Internet usage & monitoring costs. In SMART Schools the emphasis would not only be on the use of Information Technology but also on the use of skills and values that will be important in the next millennium. It is hoped that at least one section (of 40 students) in each of the class IX XII will be fully computerized. Thus a school having computer for each IX to XII classes may be called a SMART school under the scheme. However, keeping in view the fact that this target cannot be achieved in one go, it is proposed to provide 40 computers to such identified schools. A grant of not more than 25 lakhs per school would be given to KVS/NVS for the purpose. Both KVS and NVS have identified the schools which will be converted into a SMART School. Kendriya Vidyalayas and Navodaya Vidyalayas would be given funds at the rate of Rs.20,000/- per neighbourhood school to impart computer literacy to not more than ten neighbourhood schools within a radius of 3 to 4 kilometers to cover 8,000 such schools over 3 years. The course shall be imparted in the local language if such a demand is 7
8 received from the beneficiary school. An Advisory committee consisting of the Principal of the Mother School and all Principals of participating schools will manage and oversee the programme. The financial assistance to SIETs shall be in the project mode. The financial assistance would be provided to SIETs on the basis of the project proposals submitted by SIETs. These project proposals shall be submitted to the Project Monitoring and Evaluation Group which shall assess the proposals submitted as to their utility and quality. Progressively, the administrative expenses of SIETs shall be reduced to zero within five years. The financial assistance to SIETs would be provided in project mode. The establishment cost of SIETs i.e. pay and allowances including employees contribution towards CPF and leave salary and pension contribution in respect of deputationists shall form part of project cost. The details of financial assistance for the various other components in respect of SIETs is given below : Sl. Item Expenditure limit No. 1. Programme production a) Video Programme Rs. 30,000/- per programme of ten minutes duration. This will include expenditure on support material, research, evaluation & training, miscellaneous equipment, tools and technical consumables, purchase of electronic/electrical hardware, vehicle maintenance and all programme production related expenditure including charges for hired input. 8
9 b) Audio Rs. 10,000/- per programme. All related items of expenditure per programme shall be met out of this. 2. Office expenses (stationery, postage, Rs. 3 lakhs per annum. telephone/internet/fax charges, furniture, hospitality, liveries, TA/DA and contingencies etc.) 3. Library Books & periodicals CD Rs. 50,000/- Rom and purchase of software 4. Building/Studio Maintenance 100 % basis through PWD or Open (Electrical & Civil) Tender, whichever is less. 5. Maintenance of AC Plant 100 % basis per PWD/CPWD estimates submitted by SIET. 6. Advertisement and Printing of Actual Expenditure but with approval of Brochure and pamphlets MHRD. 7. Holding of seminars, conferences and symposium etc. Actual expenditure but with approval of MHRD. ILLUSTRATIVE LIST OF ACTIVITIES Production of Audio, Video and Multi Media programmes in the project mode by the State Institutes of Educational Technology established at Pune, Bhubaneswar, Patna, Lucknow, Hyderabad, Ahmedabad and Thiruvananthapuram. Assessment of need for multi-media programmes, preparation of profiles of target groups, design and development of audio-video programmes and other teaching aids, training of State level personnel in the process of educational technology viz. scripting, production of programmes and technical operations of 9
10 equipment and studios for their production by Central Institute of Education Technology (CIET)/State Institutes of Education Technology (SIET). Training to teachers and teacher trainers in the production of low-cost audio-visual aids, help in script development, media production, editing, communication research, setting up and operation of audio and video studios and computerization of its various processes by Central Institute of Education Technology (CIET)/State Institutes of Education Technology (SIET). Feeding telecast and broadcast service titled Tarang and Umang respectively on DD-I and AIR and dedicated educational channel Gyan Darshan and Gyan Vani by CIET and SIETs Coordination of academic production and technical activities of the 6 State Institutes of Educational Technologies by CIET. Organising Educational Film Festivals/Multimedia contests. Financial support to States/UTs on the basis of their Computer Education Plans (CEPs). Support to KVS/NVS for opening of SMART schools and for imparting computer literacy to students in neighbourhood schools. Development of multimedia content for use in schools. Digitisation of video and audio cassettes produced by SIETs on the basis of fresh assessment and in partnership with non-governmental agencies so as to make them viable and self-sufficient. 10
11 Establishing and Conferring National Awards for development and use of ICT tools. Development of teaching tools, designing training modules for teachers. Financial support for conversion of content into regional languages. Projects for introduction of use of technology for the education of children with special needs. Sale of audio and video programmes made by SIETs on a commercial basis. Leasing/hiring of studios and equipment by SIETs to other agencies both Government and non-government on a commercial basis. Training of teachers and master trainers/resource persons in the use of ICT tools for enrichment of curriculum and pedagogy. PROCESS OF EXECUTION Each State/UT would formulate a Computer Education Plan (CEP). The CEP would indicate the steps already taken by the State Government/UTs and the assistance, which they now require. The project proposals should inter-alia indicate number of schools in the state (government, government aided), the number already having computers, the number of schools now proposed to be covered and within what period, number of students likely to be benefited, whether State Government/UT s have made provision for the States share in their budget, vendors which have been short listed for procurement of equipment, provision of training, availability of infrastructure etc. While preparing the CEP, the State Government/UT will ensure that atleast two schools are selected from each identified Educationally Backward Block for assistance under this scheme. 11
12 The proposals for the existing components must indicate the funds received earlier for them, the status of their utilisation and benefits accrued in qualitative and quantitative sense. Efforts would be made for convergence and dovetailing with schemes of other Departments like Ministry of Information Technology whose representative will be invited to the meeting of the Project Monitoring and Evaluation Group. The States/UTs shall be free to dovetail this scheme with existing or proposed schemes of the State Governments. Funds will be allotted to KVS/NVS for SMART schools and Universalisation of Computer Literacy on the basis of the proposals submitted by KVS/NVS. The Department of Information Technology would contribute to the scheme by making available its infrastructure resources and expertise to provide internet connectivity to schools. The GIAC shall be empowered to affect modifications in the scheme based on the feedback received and depending upon changes in the technological environment. As the shift in technological parameters is rapid, this would ensure that the scheme is able to adapt itself to changing conditions and requirements. Financial norms and budgetary outlays shall, however, be strictly adhered to. GRANT IN AID COMMITTEE A Project Monitoring and Evaluation Group headed by the Secretary (Secondary and Higher Education) would consider the Computer Education Plans (CEPs) received from the States/UTs. The committee would also include a representative of Ministry of Information Technology, NIC and representatives of organizations engaged in the field of computer education. This Group shall also consider the project proposals submitted by SIETs. 12
13 RELEASE OF GRANT On approval of the project / CEP the grant shall be released to the State/UT/SIET on an annual basis in two or more installments the first installment of 50% will be released immediately after the issue of sanction. After the State/SIET has utilized 75% of the 1 st installment it may make a request for release of the subsequent installment along with progress report and statement of expenditure with full details. The release of grants in the second and subsequent years will be made on a similar basis, provided that before release of the second installment in a particular financial year (beginning with the second year) the utilization certificate and audited statement of accounts in respect of grants released till the end of the proceeding year shall be furnished. DISBURSEMENT The grants of SIETs/KVS/NVS would be remitted either by Demand Draft drawn in its favour by the Ministry of Human Resource Development or by telegraphic transfer to the savings bank account opened in its name. The grants to States/UTs would be given through Inter Government adjustment advice. MONITORING AND EVALUATION The Project Monitoring and Evaluation Group would also function as the Monitoring Committee. In addition, the SIETs and the State/UT Government submitting the proposal would be required to submit progress reports every quarter. The Department would also explore the possibility of getting the ICT in Schools scheme evaluated through an independent agency. 13
REVISED SCHEME OF FINANCIAL ASSISTANCE FOR APPOINTMENT OF LANGUAGE TEACHERS AFTER INCORPORATING THE PROPOSED MODIFICATIONS This Scheme has three parts. It provides for:- 1 Hindi Teachers in the non- HindiMore information
CHAPTER 2.3 SECONDARY EDUCATION 2.3.1 Secondary education serves as a bridge between elementary and higher education and prepares young persons between the age group of 14-18 for entry into higher education.More information
Centrally Sponsored Scheme Incentives to Girls for Secondary Education
Centrally Sponsored Scheme Incentives to Girls for Secondary Education 1. Introduction: The Finance Minister in his budget announcement 2006-07 (Para-38-Credit of funds under Kasturba Gandhi Balika Vidyalayas)More information
1 BACKGROUND. 1.1 Polytechnic Education An Overview
CENTRAL FINANCIAL ASSISTANCE TO STATE GOVERNMENTS FOR SETTING UP OF NEW POLYTECHNICS IN UNSERVED & UNDERSERVED DISTRICTS UNDER THE SCHEME OF SUB-MISSION ON POLYTECHNICS UNDER COORDINATED ACTION FOR SKILLMore information
PROFILE ON DISTANCE EDUCATION AT ALL LEVELS 172-2 TABLE OF CONTENTS PAGE I. SUMMARY 172-3 II. SERVICE DESCRIPTION & APPLICATION 172-3 III. MARKET STUDY AND SERVICE CAPACITY 172-4 A. MARKET STUDY 172-4More information
GUIDELINES OF SCHEME FOR ASSISTANCE TO TRAINING INSTITUTIONS 1. BACKGROUND 1.1. The Micro, Small and Medium Enterprises (MSMEs) sector has emerged as a highly vibrant and dynamic sector of the Indian economyMore information
GOVERNMENT OF INDIA MINISTRY OF HUMAN RESOURCE DEVELOPMENT DEPARTMENT OF EDUCATION ------------------- Revised Guidelines for Scheme of Studies, Seminars, Evaluation, etc. for Implementation of EducationMore information
Promotional initiatives
Promotional initiatives 8. The Ministry of Tourism may consider, on being approached, one time Central Financial Assistance not exceeding Rs. 200 lakhs to a governmental institute, such as ITI, polytechnicMore information
National Policy on Universal Electronic Accessibility
National Policy on Universal Electronic Accessibility 1. Preamble The Constitution of India ensures justice, equality, liberty and fraternity and assures dignity of the individual and quality of statusMore information
National Council of Educational Research and Training Sri Aurobindo Marg, New Delhi. Results Framework Document (RFD) for the Period
National Council of Educational Research and Training Sri Aurobindo Marg, New Delhi Results Framework Document (RFD) for the Period April 1, 2013- March 31, 2014 Section 1: NCERT s Vision, Mission, ObjectivesMore information
ICT Project on Text Transcription of Technical Video Lectures and Creation of Video Searchable Index, Metadata and Online Quizzes
ICT Project on Text Transcription of Technical Video Lectures and Creation of Video Searchable Index, Metadata and Online Quizzes Status Report up to September 30, 2010 Project duration: April 2009 toMore information
B.Ed. Spl. Ed. (Disability Specialization & Inclusive Education) ODL April 2015
NORMS & REGULATIONS FOR BACHELOR OF EDUCATION SPECIAL EDUCATION (DISABILITY SPECIALIZATION & INCLUSIVE EDUCATION) THROUGH OPEN AND DISTANCE LEARNING SYSTEM B.Ed. Spl. Ed. (Disability Specialization & InclusiveMore information
Department of School Education and Literacy Ministry of Human Resource Development Government of India New Delhi-110001
Revised ICT@Schools Scheme 1 Revised ICT@ Schools Scheme Department of School Education and Literacy Ministry of Human Resource Development Government of India New Delhi-110001 2 Revised ICT@Schools SchemeMore information
DEVELOPING E-LEARNING PROTOTYPE FOR LIBRARY MANAGEMENT - A CASE STUDY. Indira Gandhi National Open University Indira Gandhi National Open University
DEVELOPING E-LEARNING PROTOTYPE FOR LIBRARY MANAGEMENT - A CASE STUDY Dr. Uma Kanjilal and Dr. S.B. Ghosh Reader, Faculty of LIS Professor, Faculty of LIS Indira Gandhi National Open University IndiraMore information
MINISTRY OF WATER RESOURCES. GUIDELINES TO OPERATIONALISE THE 2 nd PHASE OF FARMER S PARTICIPATORY ACTION RESEARCH PROGRAMME (FPARP)
MINISTRY OF WATER RESOURCES GUIDELINES TO OPERATIONALISE THE 2 nd PHASE OF FARMER S PARTICIPATORY ACTION RESEARCH PROGRAMME (FPARP) 1. Objective of Farmers Participatory Action Research Programme The programmeMore information
Government of India Ministry of Tribal Affairs
Government of India Ministry of Tribal Affairs Guidelines for the Central Sector Scholarship Scheme of National Fellowship and Scholarship for Higher Education of ST Students. 1. Background: 1.1 At presentMore information
MARKETING ASSISTANCE SCHEME 1. BACKGROUND The Micro, Small and Medium Enterprises (MSMEs) sector has emerged as a highly vibrant and dynamic sector of the Indian economy over the last five decades. MSMEsMore information
SNDT Women s University
SNDT Women s University Shreemati Nathibai Damodar Thackersey Women s University Prospectus Master of Arts in Educational Technology MA ET 2015-17 Department of Educational Technology SNDT Women s UniversityMore information
For discussion on 26 May 2000 FCR(2000-01)19 ITEM FOR FINANCE COMMITTEE HEAD 90 - LABOUR DEPARTMENT Subhead 700 General other non-recurrent New Item Youth Pre-employment Training Programme HEAD 146 - GOVERNMENTMore information
NORMS AND STANDARDS FOR DISTANCE MODE PROGRAMMES IN SPECIAL EDUCATION FOR UNIVERSITIES / INSTITUTIONS / COLLEGES 2010 REHABILITATION COUNCIL OF INDIA (MINISTRY OF SOCIAL JUSTICE & EMPOWERMENT, GOVT. OFMore information
Guidelines for setting up of Block Resource Centres (BRCs) for National Rural Drinking Water Programme (NRDWP) and Total Sanitation Campaign (TSC)
Guidelines for setting up of Block Resource Centres (BRCs) for National Rural Drinking Water Programme (NRDWP) and Total Sanitation Campaign (TSC) 1. Introduction: With the coming into effect of the NationalMore information
23. I.T. SECTIONS (HARDWARE AND SOFTWARE) 23.1 Main functions: The I.T. Sections (H&S) look after the following works: (i) Providing Secretarial assistance and support to the following Committees: (a)More information
IT@School Provide...
IT@School is... A project setup in 2001, to foster IT education in schools & which on a longer term would facilitate ICT enabled education in the State. IT@School Provide... Facility to Capacity buildingMore information
V. INDUSTRIES AND MINERALS: (Rs.150.00 lacs)
V. INDUSTRIES AND MINERALS: (Rs.150.00 lacs) IN.1 Quality improvement of Industrial facilities: (Rs.20.00 lacs) a. Industrial Development-cum-Facility Centre: (Rs.5.00 lac) The Industrial Development-cum-FacilityMore information
MSME/RGUMY/68(Part-I)/ 2014 Government of India Ministry of Micro, Small and Medium Enterprises (MSME) (RGUMY Cell)
MSME/RGUMY/68(Part-I)/ 2014 Government of India Ministry of Micro, Small and Medium Enterprises (MSME) (RGUMY Cell) To, Secretary/Principal Secretary (Industry) All State/ UT Governments. Udyog Bhawan,More information
Axis Bank Ltd. Policy for lending to Micro and Small Enterprises (MSEs)
Axis Bank Ltd. Policy for lending to Micro and Small Enterprises (MSEs) Introduction: The Micro and Small Enterprise (MSE) sector contributes significantly to manufacturing output, employment and exportsMore information
ASSAM POWER GENERATION CORPORATION LIMITED Notice Inviting Expression of Interest for Consultancy in connection of Assam Power Sector Investment Program financed by ADB NIT No. NIT/PMU/05 of 2014-15 DirectorMore information
NCERT DOCTORAL FELLOWSHIPS 2015. Information Brochure and Application Form
NCERT DOCTORAL FELLOWSHIPS 2015 Information Brochure and Application Form National Council of Educational Research and Training Sri Aurobindo Marg, New Delhi 110 016 2014 0 NCERT DOCTORAL FELLOWSHIPS-More information
Madhya Pradesh Madhyam
Offer For Empanelment of Digital & Social Media Promotional Agency For Madhya Pradesh Madhyam (A Govt. of M.P. Undertaking) Under the Public Relations Department, Govt. of Madhya Pradesh, Bhopal AddressMore information
PART- B. Index. Sr. No Description of Annexure Page. No. 1 Academic Programmes & Faculty Position 2. 2. Staffing 4. 3. Infrastructure At Headquaters 7
PART- B Index Sr. No Description of Annexure Page. No. 1 Academic Programmes & Faculty Position 2 2. Staffing 4 3. Infrastructure At Headquaters 7 4. Evaluation System 7 6 Admission 9 7 Learner SupportMore information
GUIDELINES F THE SPECIAL SCHEME OF ESTABLISHING/UPGRADATION OF COMPUTER CENTRES IN UNIVERSITIES DURING THE XI TH PLAN UNIVERSITY GRANTS COMMISSION BAHADUR SHAH ZAFAR MARG NEW DELHI 110 002 Website : www.ugc.ac.inMore information
Educational Psychology
Roles and Functions of the Department of Educational Psychology and Foundations of Education The Department, with its major thrust in the areas of educational psychology, guidance and counselling has beenMore information
Technical support for teaching and learning in schools
Information sheet 3 Technical support for teaching and learning in schools This information sheet draws on findings from the evaluation of the Government s NGfL Programme. It is informed by the lessonsMore information
NCERT DOCTORAL FELLOWSHIPS 2014 Information Brochure and Application Form 1 National Council of Educational Research and Training Sri Aurobindo Marg, New Delhi 110 016 2014 NCERT DOCTORAL FELLOWSHIPS-More information
CHAPTER 6 IN-SERVICE TEACHER PPROFESSIONAL DEVELOPMENT 6.1 Introduction Secondary Education (classes IX and X) is a crucial stage for children as it prepares them for higher education and also for theMore information
Budget 2007-08 - Financial Inclusion - Guidelines for Financial Inclusion Promotion Fund and Financial Inclusion Technology Fund
DO.No. NB.MCID. 309 / FI-01 / 2008-09 Circular No. 88 A/ mcid - 6 / 2008 02 June 2008 (CMD, PSU Banks) Budget 2007-08 - Financial Inclusion - Guidelines for Financial Inclusion Promotion Fund and FinancialMore information
Bidding Document Amendment_20130419. Amendment
Bidding Document Amendment_20130419 Amendment Page Before After SECTION II. Bid Data Sheet 73 Related Field Experience in Teacher Training Number of ICT training for teachers for the last five (5) yearsMore information
LOK SABHA SECRETARIAT PARLIAMENT LIBRARY AND REFERENCE, RESEARCH, DOCUMENTATION AND INFORMATION SERVICE (LARRDIS) MEMBERS REFERENCE SERVICE REFERENCE NOTE. No. 17/RN/Ref./ August/2013 For the use of MembersMore information
ANNEXURE II ALL INDIA COUNCIL FOR TECHNICAL EDUCATION 7 TH FLOOR, CHANDERLOK BUILDING JANPATH, NEW DELHI 110 001 www.aicte-india.org National Skill Qualification Framework (NSQF) Introduction RecognizingMore information
M. SURESH BABU & MILIND BRAHME DEPARTMENT OF HUMANITIES AND SOCIAL SCIENCES, IIT MADRAS 1 SMART CLASS COMPUTER LABS 2 Abbreviations and Acronyms 1 AICTE All India Council for Technical Education 2 AV AudioMore information
Guidelines for Capacity Building and Institutional Framework for e-governance under NeGP
Guidelines for Capacity Building and Institutional Framework for e-governance under NeGP Guidelines for Capacity Building and Institutional Framework for e-governance under NeGP Planning Commission & DepartmentMore information
National Policy. Information and Communication Technology (ICT) School Education
Last revision: 23 March, 2012 National Policy on Information and Communication Technology (ICT) In School Education Department of School Education and Literacy Ministry of Human Resource Development GovernmentMore information
Total Business at 8.08 lakh crore Net Profit for Q2 at 529 crore
PRESS RELEASE Total Business at 8.08 lakh crore Net Profit for Q2 at 529 crore Head Office November 04, 2015 Major Highlights Q2FY16 Net profit for Q2FY16 at Rs.529 crore, up by 10.44% sequentially. GrossMore information
F.NO: 11(8) E&T GOVERNMENT OF INDIA MINISTRY OF MICRO, SMALL and MEDIUM ENTERPRISES OFFICE OF THE DEVELOPMENT COMMISSIONER (MSME)
F.NO: 11(8) 2008 - E&T GOVERNMENT OF INDIA MINISTRY OF MICRO, SMALL and MEDIUM ENTERPRISES OFFICE OF THE DEVELOPMENT COMMISSIONER (MSME) Office Memorandum Nirman Bhavan. New-Delhi - 110001 Dated : 17-07-2008More information
Developing an ICT Culture in School Education. Kerala Experience
Developing an ICT Culture in School Education Kerala Experience K Anvar Sadath Director Eram Scientific Solutions & Former Executive Director, IT@School Project, kerala email@example.com IT Education inMore information
FACILITIES FOR DIFFERENTLY ABLED PERSONS. facilitate Teacher Preparation in Special Education (TEPSE) and
FACILITIES FOR DIFFERENTLY ABLED PERSONS A. Teacher Preparation in Special Education (TEPSE) B. Higher Education for Persons with Special Needs (HEPSN) C. Visually handicapped Teachers INTRODUCTION TheMore information
1 REVAMPING TEACHER EDUCATION FOR QUALITY TEACHERS Ramanuj Kumar M.A.,M.Ed.,M.Phil. email@example.com 09901940638 India has a glorious past of very high quality teachers. Our civilization andMore information
GOVERNMENT OF ANDHRA PRADESH INFORMATION TECHNOLOGY & COMMUNICATION DEPARTMENT EXPRESSION OF INTEREST The Government of Andhra Pradesh intends to impart job oriented training required for emerging IT &More information
1 Education services. Education Platforms for
1 Education services Education s for the Indian Market OUR FOCUS YOUR GROWTH The Indian education sector is estimated to reach 6,02,410 crore by FY15 on the back of what is expected to be a strong demandMore information
Seminar-Symposia Programme on New and Renewable Energy
Seminar-Symposia Programme on New and Renewable Energy 1.0 Introduction: Seminar & Symposia on Renewables for the purpose of the scheme means all such events, which requires interaction for a particularMore information
Employment through Skills Training & Placement
Employment through Skills Training & Placement (Operational Guidelines) National Urban Livelihoods Mission Government of India Ministry of Housing & Urban Poverty Alleviation Issued in December 2013 F.More information
NATIONAL FRAMEWORK FOR RURAL AND REMOTE EDUCATION DEVELOPED BY THE MCEETYA TASK FORCE ON RURAL AND REMOTE EDUCATION, TRAINING, EMPLOYMENT AND CHILDREN S SERVICES 1 CONTENTS Introduction... 3 Purpose...More information
ICT in Malaysian Schools: Policy and Strategies
ICT in Malaysian Schools: Policy and Strategies By Chan, Foong-Mae (Educational Technology Division, Ministry of Education, Malaysia) Background Malaysia implemented the first computer system in 1966.More information
Special Purpose Vehicle (SPV)
Special Purpose Vehicle (SPV) The implementation of the Mission at the City level will be done by a Special Purpose Vehicle (SPV) created for the purpose. The SPV will plan, appraise, approve, releaseMore information
Section 7. Terms of Reference
APPENDIX-A TERMS OF REFERENCE UNION-LEVEL TECHNICAL ASSISTANCE TO PROVIDE INSTITUTIONAL SUPPORT TO THE MYANMAR NATIONAL COMMUNITY DRIVEN DEVELOPMENT PROJECT I. INTRODUCTION IDA GRANT H814MM FY 2013-16More information
GOVERNMENT SPONSORED PROGRAMMES The Government at Centre and State are implementing Programmes for alleviating poverty, providing gainful employment to various sections of the people viz. Men, women, youthMore information
Guidelines for Persons with Disabilities Scheme in Universities XII Plan (2012-2017)
Guidelines for Persons with Disabilities Scheme in Universities XII Plan (2012-2017) University Grants Commission Bahadurshah Zafar Marg New Delhi 110 002 UGC Website: www.ugc.ac.in INTRODUCTION The PersonsMore information
ELEFTHO : Supporting Business Incubators & technology parks.
ELEFTHO : Supporting Business Incubators & technology parks. Region of Central Macedonia Task Page 1 of 14 Contents Description of policy... 3 Name of the policy... 3 Responsible body... 3 ImplementationMore information
RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN A SCHEME FOR UNIVERSALISATION OF ACCESS TO AND IMPROVEMENT OF QUALITY AT THE SECONDARY AND HIGHER SECONDARY STAGE 1.1. INTRODUCTION Chapter - I 1.1.1. Secondary EducationMore information
Scheme of Village Knowledge Centre
Scheme of Village Knowledge Centre Title: Village Knowledge Centre Information and Communication Technology (ICT) is the key enabler and a vital component of the new knowledge based economy and informationMore information
Report No. CA 10 of 2008
CHAPTER: III Hindustan Aeronautics Limited, Bangalore Financial Module under ERP Package Highlights Selection process of ERP software was not transparent as British Aerospace and Hindustan AeronauticsMore information
The Accounts are prepared under the historical cost convention unless otherwise stated and generally on the accrual method of accounting.
SCHEDULE 22: SIGNIFICANT ACCOUNTING POLICIES 1. Basis for preparation of Accounts: The Accounts are prepared under the historical cost convention unless otherwise stated and generally on the accrual methodMore information
DISTANCE LEARNING. Complement ary Extra- Budget
Annexure DISTANCE LEARNING S. No Name of the Sector/ Scheme/ Programme Objective/ Objections Outlay 2008-09 (Rs.in crore) Complement ary Extra- Budget Qualification Deliverable/ Physical Projected OutcomeMore information
F. No. 43-2/2016-EE.9 (Pt.l) Government of India Ministry of Human Resource Development Department of School Education & Literacy *****
F. No. 43-2/2016-EE.9 (Pt.l) Government of India Ministry of Human Resource Development Department of School Education & Literacy ***** Shastri Bhawan, New Delhi Date: 27th May, 2016 Subject: Minutes ofMore information
GUIDELINES FOR THE CONTINUATION OF SCHEME ON REPAIR, RENOVATION AND RESTORATION (RRR) OF WATER BODIES IN XII TH PLAN Government of India Ministry of Water Resources October, 2013 I N D E X PARA NO. CONTENTSMore information
CHAPTER 2.4 VOCATIONAL EDUCATION 2.4.1 Secondary and higher secondary education are important terminal stages in the system of general education because it is at these points that the youth decide on whetherMore information
* draw up formal annual and multi-annual information technology plans;
Reference No: E168/427/85; Date: 14/07/86 Circular 13/1986:- Information Technology A Dhuine Uasail I am directed by the Minister for the Public Service to refer to Chapter 5 of the White Paper, "ServingMore information
Seed Capital Fund Scheme
GOVERNMENT OF JAMMU AND KASHMIR DEPARTMENT OF LABOUR AND EMPLOYMENT GUIDELINES FOR Seed Capital Fund Scheme 1 C O N T E N T S S. No Chapter Page No. 1 Introduction: 3 2 Objectives: 3 3 Implementing Agency:More information
COMPUTER HARDWARE MAINTENANCE & NETWORKING SERVICE SERVICE CAPACITY (Value) : Rs. 18,00,000/- MONTH AND YEAR : July, 2014 OF PREPARATION PREPARED BY : Dr. Amarnath Assistant Director (Metallurgy) 1. INTRODUCTIONMore information
Guidelines for Independent Third Party Audit and Performance Monitoring Of SWAN. Draft for discussion
Guidelines for Independent Third Party Audit and Performance Monitoring Of SWAN Draft for discussion April 2007 Department of Information Technology (DIT) Government of India, New Delhi 1. IntroductionMore information
Please share the EoI in the format provided in Annexure I of this document Applications not submitted in the prescribed format will not be considered.
NATIONAL RURAL LIVELIHOODS PROJECT (NRLP) Ministry of Rural Development, Government of India 6 th Floor, Hotel Samrat, Chanakya Puri, New Delhi. India Letter for Expression of Interest Please share theMore information
On alternate Weekends at New Delhi and Lucknow during January December 2006 Conducted by CONTINUING EDUCATION AND QUALITY IMPROVEMENT PROGRAMME INDIAN INSTITUTE OF TECHNOLOGY, BOMBAY The Indian InstituteMore information
PACKAGE OF INCENTIVES The incentives under the 1997 scheme shall be available for eligible units of the following categories:
Assam Fiscal Incentives, Exemptions & Subsidies PACKAGE OF INCENTIVES The incentives under the 1997 scheme shall be available for eligible units of the following categories: 1. SSI unit 2. Tiny unit 3.More information
Schemes for Financing Micro, Small and Medium Enterprises
Schemes for Financing Micro, Small and Medium Enterprises Background The Small Scale Industries Sector, redefined since 2006 as the Micro Small and Medium Enterprises Sector has played a seminal role inMore information
Pradhan Mantri Kaushal Vikas Yojana (PMKVY)
Pradhan Mantri Kaushal Vikas Yojana (PMKVY) National Skill Development Corporation (Ministry of Skill Development and Entrepreneurship, Government of India) 2015 Table of Contents 1. Objectives... 1 2.More information
NATIONAL PROGRAMME FOR CAPACITY BUILDING ENGINEERS IN EARTHQUAKE RISK MANAGEMENT. Ministry of Home Affairs Government of India
NATIONAL PROGRAMME FOR CAPACITY BUILDING OF ENGINEERS IN EARTHQUAKE RISK MANAGEMENT Government of India 1 National Programme for Capacity Building for Engineers in Earthquake Risk Management (NPCBEERM)More information
INNOVATION AND ENTREPRENEURSHIP DEVELOPMENT CENTRE (IEDC) GUIDELINES MARCH 2009 National Science & Technology Entrepreneurship Development Board (NSTEDB) Department of Science & Technology Technology BhawanMore information
Accounting for Branches Including Foreign Branch Accounts
9 Accounting for Branches Including Foreign Branch Accounts BASIC CONCEPTS Types of branches Dependent branches Independent branches Based on accounting point of view, branches may be classified as follows:More information
Guidelines for Empanelment of Audio-Video Producers with DAVP
GOVERNMENT OF INDIA MINISTRY OF INFORMATION & BROADCASTING DIRECTORATE OF ADVERTSING AND VISUAL PUBLICITY No.1/9/2010-MUC Dated : 30/08/2011 Guidelines for Empanelment of Audio-Video Producers with DAVPMore information
Financial education Improving financial skills for prosperity
Financial education Improving financial skills for prosperity Financial education: key to facing financial instability and decreasing risk Àn investment in knowledge always pays the best interest. BenjaminMore information
DST GUIDELINES FOR SEED SUPPORT SYSTEM (SSS) FOR START-UPS IN INCUBATORS 1.0 Preamble Technology Business Incubators (TBIs) and Science & Technology Entrepreneurs Parks (STEPs) are a facility to incubateMore information
Strengthening Economic Management Program II (RRP BHU 46371-002) ATTACHED TECHNICAL ASSISTANCE A. Introduction 1. The Ministry of Finance (MOF) of the Government of Bhutan requested capacity developmentMore information
Dr. B.K. Murthy Director & Head NKN, E-infra & Internet Governance Div. Department of IT Ministry of Communications and IT Government of India
Indian ICT Landscape and Road Map Dr. B.K. Murthy Director & Head NKN, E-infra & Internet Governance Div. Department of IT Ministry of Communications and IT Government of India Key Factors of KnowledgeMore information
A Sub-Scheme under AMRUT
1 A Sub-Scheme under AMRUT TITLE Sub-Mission under AMRUT - Formulation of GIS-Based Master Plans for AMRUT Cities 1. OBJECTIVES The objective is to develop common digital geo-referenced base maps and landMore information
RAJIV GANDHI NATIONAL FELLOWSHIP (RGNF) FOR OTHER BACKWARD CLASSES STUDENTS. Government of India, Ministry. of Social Justice & Empowerment implementing Scheme of Rajiv Gandhi National. Fellowship (RGNF)More information
the programme, Empowering
REVISED AFTER PRE-BID MEETING Expression of Interest for Partner/ Operator/ Agency for implementation of the programme, Empowering Fishermen through mobile advisory services for fisheries extension serviceMore information
Ministry of Information and Communication Technology
26. MINISTRY OF INFORMATION AND COMMUNICATION TECHNOLOGY 26.1 The (MICT) has as mission to provide the right environment for the harnessing of Information and Communication Technologies to generate employment,More information
PRO - ACTIVE DISCLOSURES OF UNDER SEC 4 (1) OF THE RIGHT TO INFORMATION ACT 2005 OFFICE OF THE DIRECTOR GENERAL OF POLICE, CHENNAI-4. (Extract of Rule 4(1) (b) of the Right to Information Act 2005.) (i)More information
National Project on Organic Farming Objectives
National Project on Organic Farming Objectives To facilitate, encourage and promote development of organic agriculture in the country. To encourage production and use of organic and biological sourcesMore information
Alternate Weekend Program for Working Professionals at New Delhi August 2009-May 2010 INDIAN INSTITUTE OF TECHNOLOGY, BOMBAY
Alternate Weekend Program for Working Professionals at New Delhi August 2009-May 2010 INDIAN INSTITUTE OF TECHNOLOGY, BOMBAY Indian Institute of Technology, Bombay (IIT Bombay) IIT Bombay set up by anMore information
STRENGTHENING PERFORMANCE MANAGEMENT IN GOVERNMENT PROGRAM - PHASE II (SPMG-II) DOCUMENT SEEKING EXPRESSION OF INTEREST (EOI) FOR APPOINTMENT OF LONG TERM CONSULTANTS FOR STRENGTHENING PUBLIC FINANCIALMore information
THE LE@RNING FEDERATION Project Management Framework VERSION: 5.0 DATE: 26 JUNE 2007 Table of Contents 1 INTRODUCTION... 1 2 PRODUCTION PROCESS... 2 2.1 Operational support for the Project Management Framework...More information
British School of Commerce
British School of Commerce Programme Specification for the Cardiff Metropolitan University Master of Business Administration (MBA) Major Project Stage 1 Contents Page 1 Programme Aims and Objectives 3More information
Guidelines of the Scheme Entrepreneurship Development Programmes ( IMC / EDP/ ESDP / MDP) under Promotional Services Institutions and Programmes
1 2 No. 5(35) / 2006 E&T Office of the Development Commissioner (MSME) Ministry of Micro, Small & Medium Enterprises Nirman Bhawan, New Delhi. Guidelines of the Scheme Entrepreneurship Development ProgrammesMore information
No.6/4/118/2010-BETDG Government of India Ministry of New and Renewable Energy (Bio Energy and Technology Development Group)
No.6/4/118/2010-BETDG Government of India Ministry of New and Renewable Energy (Bio Energy and Technology Development Group) Block No.14 CGO Complex, Lodi Road, New Delhi - 110003 Dated: 12.11.2010 ToMore information
[\rrw. No iltlgslsri.2012-13 GIRCULAR. g7b
g7b No iltlgslsri.2012-13 GOVERNMENT OF INIDA GEOLOGICAL SURVEY OF INDIA GIRCULAR Accounts-l Southern Region Hyderabad - 500 068 Dated. 6"t September 2012 sub. calculation lncome Tax for the financialMore information
SEPTEMBER COMMONWEALTH ASSOCATION FOR EDUCATION, ADMINISTRATION AND MANAGEMENT. ICT IN SCHOOLS: Contemporary Status in Government and
COMMONWEALTH ASSOCATION FOR EDUCATION, ADMINISTRATION AND MANAGEMENT VOLUME 1 ISSUE 1 ISSN 2322-0147 SEPTEMBER 2013 ICT IN SCHOOLS: Contemporary Status in Government and Private Higher Secondary SchoolsMore information
MIS PROJECT COST ESTIMATES. 8.1 Costs CHAPTER 8
CHAPTER 8 MIS PROJECT COST ESTIMATES This chapter details the costs involved in implementation of the proposed IS and IT solution for UPID according to the implementation plan provided in chapter 7. TheseMore information
BANK BRANCH AUDIT PLANNING Banking Industry in India is developing and expanding day by day. The basic work culture in banks in India is fairly different as compared to banks in other countries. The customersMore information
General Fund Expenditures
The general fund is used to report all financial expenditures related to the basic education programs and operations of the school system. Expenditures are grouped into object classes and categories asMore information


text:
This item is currently unavailable
Trek lifestyle wear lets you continue to live the cycling life even when you step off the bicycle. Your commitment to cycling is obvious when you're wearing original Trek gear.
Not yet rated. Be the first to
Write a Review
Central Phoenix712 W. Indian School Rd. 602-264-5681North Scottsdale10417 N. Scottsdale Rd.480-948-9280Tempe North2180 East Southern Ave.480-839-9383
Tempe South1006 East Warner Rd. Ste. 106480-730-1081
Central PhoenixMon-Sat 9-6Sun 11-4North ScottsdaleMon & Thurs 9-7Tues, Wed, Fri, Sat 9-6Sun 11-4Tempe North Mon-Fri 10-7Sat 9-6Sun 11-4
Tempe South Mon & Thurs 9-8Tues, Wed, Fri, Sat 9-6Sun 11-4