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Lian Li Silent Force 850W Review
This is the second Lian Li power supply I have tested from the Silent Force range, so please have a look at the Silent Force 750W reviewed here. The packaging, box contents and power supply are identical, the only difference being a few labels and 100 watts more power. The Lian Li Silent Force 850W is, according to the Lian Li website, their highest powered unit available at the moment, so lets see how it performs. If you notice any similarities between this and the Lian Li Silent Force 750W review then I plead guilty, but please rest assured the testing phase is completely from scratch.
"The ever increasing demand of power users for high-end products and outstanding performance has initiated Lian Li to announce a new series of Power Supply Units (PSU) called the 'SILENT Force'. Building from Lian Li's reputation as an enthusiast brand catering to the ultimate tastes, the product features a 135mm ball-bearing fan, modular cable management, and Japanese Main Capacitors to ensure that the quality and standards, as well as durability of Lian Li products, is as outstanding as our customers expect."
With clean and stable power driving your PC via the SILENT Force PSU and the multi 12V rails output and bead core protection for the PCI-e connectors, failsafe safety protections, and 80 Plus output all combine to give the SILENT Force PSU superior durability than anything else you are likely to get. SILENT Force PSU's have today what PC power user's need tomorrow!"
Closer Look:
The packaging for the Lian Li Silent Force 850W is identical to the previous Lian Li power supply I tested, and once again the power supply is packaged in a plain black box with a thin card sleeve for all the necessary information. The information is well laid out and uncluttered, and all sides are gloss black except the back panel. The front gives you an obligatory power supply photograph, which I have to say is top quality, and model and product name and the Lian-Li logo. The bottom left hand corner contains a sticker with the power supply wattage and model number which wraps around to the side to attach the sleeve and give you the same information on the side panel. The back of the power supply sleeve gives you the rather lengthy features list, the more information the better I say, provided the layout remains tidy. On the left hand side we are treated to a series of icons depicting some of the major elements from the features list.
The side panel below gives you small photographs of all the power supply connectors and a table of the named connector types and quantities. A welcome addition on the top is the inclusion of a sturdy carrying handle.
The wrap around sticker is on the left and an adhesive specification label on the right. The side panel also informs us that the power plug is suitable for the EU. The only external difference between the Silent Force 850W and 750W models are these two labels.
Lift the lid and the Silent Force 850W is neatly enclosed in foam. The user manual is in the side space along with a black canvas bag containing all the cabling resting on top of the hard wired power supply cables neatly tied with a wire wrap.
Below is a sneak preview of the power supply along with the user manual and cable bag. The bag is on the large side and contains all the modular cables, power cord and a small plastic bag containg four mounting screws.
The Lian Li Silent Force series has one of the best looking packages I've seen. The information is useful and well laid out, and all the illustrations are top quality and informative. Let's hope the power supply performs to the same high standard.


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Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue.
An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors.
Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). This difference persisted, although at a lower level, at the end of the semester. In addition, 55.9% of the SS group versus 45.1% of the SI group indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). The most common change was a more consistent wake time.
Use of a supplementary internet-based sleep learning module has the potential to enhance sleep literacy and change behavior among students enrolled in an introductory college psychology course.
Quan SF; Anderson JL; Hodge GK. Use of a supplementary internet based education program improves sleep literacy in college psychology students. J Clin Sleep Med 2013;9(2):155-160.
Poor sleep habits are common among college students, and the prevalence of sleep problems is high.1–3 In a recent survey of students at a large public university, 33% of respondents had a sleep latency of more than 30 min, and a similar percentage reported being tired during the day.2 Approximately half of those surveyed reported using a sleep aid (white noise, fan, music, medication). Not surprisingly, energy drink consumption among college students also is high, with 51% using more than one drink per month. Two-thirds of those using energy drinks did so to mitigate the effects of insufficient sleep.4
Although there is some recognition among educators of the benefits of promoting better sleep habits among college students,5 there is a lack of healthy-sleep promotion activities on most college campuses. One institution, Stanford University offers an introductory sleep course6; however, at most colleges and universities, formal instruction is not common. More frequently, a small amount of academic instruction in sleep is included in introductory psychology courses. These courses are among the most highly enrolled at most colleges and universities, often with several hundred students per semester. Thus they potentially provide a mechanism to increase education pertaining to healthy sleep.7 Unfortunately, the amount of time devoted to information about sleep in these courses may be as little as one hour of lecture.
Current Knowledge/Study Rationale: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is poor among college students. This study assessed whether addition of a structured internet-based learning module to standard instruction would improve sleep knowledge and change sleep behavior in students enrolled in an introductory college psychology course.
Study Impact: This study demonstrated that students who used a structured internet-based learning module focused on sleep had greater improvement in their sleep knowledge and were more likely to change their personal sleep behavior in comparison to non users. These findings suggest that use of the internet to supplement sleep instruction in this venue has the potential to enhance sleep knowledge and favorably change sleep behavior among college students.
In the past 10 years, use of the Internet among all segments of the population has been increasing rapidly. Educational uses have been growing and online college courses and degree programs are offered by many prestigious institutions. Educational effectiveness of online instruction has begun to be documented.8 Often within traditional educational venues, online instruction is incorporated alongside standard methods of instruction such as lectures, seminars, and assigned reading.
The purpose of this study was to assess the impact of a structured supplemental online instructional module on improving sleep literacy in college students. Specifically, we provided access to a sleep education module to students in an introductory psychology course at the University of New Mexico (UNM). We tested the hypothesis that use of our structured supplemental education website would enhance sleep-related knowledge relative to standard instruction plus access to a sleep informational website without any structured presentation of the information.
Approximately 3,000 students take introductory psychology at UNM each year. Most students who register are not psychology majors but enroll because it fulfills the Social and Behavioral Sciences course requirement for the undergraduate core curriculum; it is a choice among several required courses of this type. Freshmen enrollment in the course reflects that of the university as a whole: an undergraduate minority student population of approximately 46.4% (31.3% Hispanic, 5.5% Native American, and 9.6% other), with many students representing low-income, first-generation college students, living off campus, and working ≥ 30 hours a week.
For the study in the fall 2010 semester, 889 students from 2 sections (one was an online section), were eligible to receive online supplementary instruction on sleep; 878 students from 2 sections (one was an evening section) were eligible to access a sleep informational website, but receive no structured supplemental instruction.
Over approximately 7 days, spanning the fourth through fifth weeks of the course, all introductory psychology students received lectures on consciousness and sleep (total lecture time was 150 minutes distributed over 2 or 3 lectures, depending on lecture meeting times). The lecture material on sleep—as opposed to dreams, attention, drugs, etc.—constituted one-third of the lecture time, or approximately 50 minutes. The lectures followed the topics presented in the required textbook (David G. Myers, 2011,Exploring Psychology, 8th ed., Worth Publishers, New York).
In this course, repetitive quizzing is used as a learning tool, a method found by us and reported by others to enhance learning.9–11 In addition to reading the chapter in the textbook, students were required to complete 3 timed online mastery quizzes weekly, consisting of 20 randomly-drawn questions, and a chapter test made of 50 random questions similar to but not identical with the quiz questions. The 20-question quizzes were drawn from a database of 3,000 quiz questions taken from the required textbook's test-item file (J. Brink, 2008/2011, Test Bank Volume 1 to accompany Myers Exploring Psychology, 7th/8th eds., Worth Publishers, New York), and covered virtually all of the textbook material.
To achieve high point totals, students took the 3 sets of randomly generated quizzes multiple times (each quiz was different from every other) in order to master chapter material and do well on weekly chapter tests (J. Brink, 2008/2011, Test Bank Volume 2 to accompany Myers Exploring Psychology, 7th/8th eds., Worth Publishers, New York). Only the highest quiz score counted toward the course grade, which consisted of 2,400 total possible points. Mastery quiz points counted one-third of their grade; chapter tests, one-third; four quarterly exams and a final exam counted one-sixth; the remaining points came from in-class participation (i > Clicker student-response system; http://www.iclicker.com/) and research credits (either participating in experiments or writing research reports on journal articles). Except for in-class participation, all assessments were delivered, completed, and scored online in WebCT Vista (Blackboard Inc., Washington, DC). Although different instructors were used, the curriculum across all sections was the same and lectures were based on a fixed set of Keynote (Apple, Inc., Cupertino, CA) slides.
Flow diagram showing the sequence of testing and the number of participating students at each assessment point.
(more ...)
In order to obtain a baseline assessment, all students were provided access to a 28-item "Pretest" Quiz (vide supra) for extra credit early in the semester (before any course instruction regarding sleep). Later, as they began covering the chapter on consciousness which includes information on sleep, students were informed of the availability of an extra-credit sleep module. In 2 of the 4 sections of the course, the extra-credit sleep module was based on our supplemental structured website. The other 2 sections were given only a link to the general sleep-information website, www.understandingsleep.org, without any structured presentation of information. In all other respects, both extra-credit sleep modules were incorporated into the course in a similar manner to other extra-credit activities.
All sections of the course utilize WebCT to provide students with study material including quizzes, tests, and extra credit activities. Throughout the semester, students locate study material by clicking on icons on the course Home Page. An icon for the sleep extra-credit material was available throughout the weeks when the classroom lectures covered the chapter on consciousness. No changes were made to the usual lecture or quiz content on sleep.
Each student who clicked on the icon for the extra credit sleep activity received a series of instructions. The first was to click a link for supplemental information about sleep. After accessing this supplemental website or being informed of the availability of the non-structured sleep informational website, the student was directed back to WebCT for a 28-item "Gateway" Test, which was identical for experimental and control groups. Scores on that test therefore provided an assessment of the added value of our structured sleep educational website, in comparison to standard course instruction in sleep with availability of a general website containing similar information about sleep and health.
After completing the Gateway Test, students then could go on to accumulate extra-credit points by taking a "Sleep Quiz," which served as a practice quiz because it could be taken multiple times without feedback. After a student used the Sleep Quiz to study, the student could take a "Sleep Test" one time. The amount of extra credit earned was based on the student's score on this 28-item Sleep Test.
At the end of the semester, all students had the opportunity to earn additional extra-credit by taking a Sleep "Posttest." At that time, students also were surveyed about whether they participated in the extra-credit activities and whether they had made any changes in their sleep habits as a result of participation. If they had made changes, they were asked to list them.
Content for the online supplemental sleep educational module was derived from the Harvard Medical School Division of Sleep Medicine's Sleep and Health Education Program's educational websites (www.understandingsleep.org). The module for our sleep educational intervention contained sleep content in 10 instructional subtopics as follows:
(1) External Factors that Influence Sleep: Building Good Habits
(a) Effects of Caffeine
(b) Effects of Alcohol
(c) Setting a Consistent Sleep Time
(d) Impact of Medications
(2) Sleep and Cognition
(a) Memory
(b) Reaction Time
(3) Biological Rhythms
(4) Sleep Disorders
(a) Insomnia
(b) Obstructive Sleep Apnea
(c) Sleep Evaluations
Each subtopic included a scenario (see Appendix for an example) followed by a 4-item multiple-choice question. After selecting one of the answers, a student received feedback that consisted of a short video or text containing content relevant to the question. After viewing the feedback, the student returned to the module which then displayed the statement: "Based on what you learned in the video/text, do you want to change your answer to the question?" Following this instruction, the student went to a small number of multiple-choice questions. Each student had the same number of items which varied from 2-5 across the subtopics. The student was required to complete these quiz items to get to the next subtopic (vide infra, Assessments). At the conclusion of the final subtopic, the student was directed back to the course website where quizzes and tests could be submitted for extra credit.
Across the 10 subtopics of the Educational Module, 28 instructional points (e.g., "effects of caffeine on sleep quality" or "interaction between circadian and homeostatic forces") were used to create quiz items. For each of the 28 instructional points, 5 quiz questions were constructed to focus on that point. From this pool of questions, five 28-item quizzes were created. Thus, each of these assessed all 28 instructional points in our educational module, with the specific test items not repeated across the different quizzes.
Student's unpaired t-test was used to compare quiz performance between the group who had viewed the online sleep educational website and the group who only had availability to a general sleep website at 4 time points: Pretest, Gateway Test, Sleep Test, and Posttest. Because some students did not complete all of the quiz assessments, multivariate repeated measures analysis of variance was used to evaluate performance over time for students who completed all 4 quizzes. All analyses were performed using IBM SPSS Statistics Version 19 (Chicago, IL). Data are presented as mean ± SD.
In Table 1 is shown the performance on sleep quizzes at the Pretest, Gateway Test, Sleep Test, and Posttest time points for all students who participated in the extra credit activity (N = 1,092). At the initial Pretest assessment, performance was slightly worse for students who eventually would have access to the supplemental sleep website (SS Group, N = 664) than those students who would receive standard instruction (SI Group, N = 428). However, at the Gateway Test assessment point, there was a significant improvement in performance by those students in the SS Group (23.93 ± 4.35 vs. 18.35 ± 3.85, p < 0.01) that persisted, albeit at a lower level through to the Posttest assessment (19.35 ± 4.00 vs. 18.87 ± 3.75, p = 0.07). In contrast, there was little change in the SI Group.
Performance of all students on sleep knowledge assessments
Inasmuch as many students did not have quiz scores at all of the assessment points, in Table 2 is shown the data for only those students (N = 250) who had quiz scores at all 4 assessment points. For these students, performance of the SS Group was higher at the Pretest assessment point in comparison to the SI Group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). However, similar to the data for all students, quiz performance was superior for the SS Group at all subsequent assessment points versus the SI Group. Nonetheless, for the SI Group at the Sleep Test and Posttest assessment points, there was a small improvement in quiz performance in comparison to the Pretest assessment point. This was not present at the Gateway Test assessment point. Additional analyses determined that overall student performance based on total points accrued during the entire semester was not a factor in determining scores on the sleep quizzes (data not shown).
Performance of students who completed all sections of the extra credit sleep module
In order to ascertain whether the difference in initial quiz scores between the two groups at the Pretest assessment was responsible for the better subsequent performance of the SS group, the absolute change in score from the Pretest value to the Gateway Test, Sleep Test, and Posttest assessment points was computed. As shown in Table 3, the magnitude of change was much larger for the SS group than the SI group. Adjustment for Pretest score in the analysis did not alter these findings (change at Gateway Test: 7.74 ± 2.84 vs. −0.15 ± 2.84, p < 0.01).
Changes in performance on sleep knowledge tests compared to pretest values
At the end of the semester, all students were surveyed to determine what if any changes they made with respect to their personal sleep hygiene: 55.9% of the SS group in comparison to 45.1% of the SI indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). Additionally, students in the SS group in comparison to the SI group more often indicated that they now had a more consistent wake time (22.1% vs. 14.6%, p < 0.05) or had made several changes in their sleep habits including trying to get more or better sleep (12.3% vs. 7.1%, p < 0.05). In contrast, those in the SI group more often endorsed nonspecifically trying to get more or better sleep (14.3% vs. 7.8%, p < 0.01).
In this study, we have shown that a structured supplemental Internet-based instructional module resulted in a longer lasting improvement in sleep-related knowledge than standard instruction in an introductory college psychology course. Importantly, at the end of the semester, the supplemental instruction had a greater impact in changing personal sleep behavior than standard instruction.
The major finding from this study is that online supplemental instruction can improve the acquisition of sleep-related knowledge in an introductory college psychology class. At UNM, formal instruction in sleep-related topics constituted only approximately 50 minutes of lecture time. Furthermore, only 17 of 721 (2%) pages in the required textbook were devoted to sleep topics. It is likely that this low amount of sleep instruction occurs in other academic institutions as well. There are several reasons why consideration should be given to increasing the amount of sleep-related instruction in an introductory college psychology class. First, common psychological problems such as depression and anxiety are intimately associated with abnormalities or deficiencies in sleep particularly in college students.12 Second, there is increasing evidence of the importance of sufficient, good quality sleep in determining both societal and personal health.13 Lastly, college age students are particularly susceptible to engaging in unhealthy sleep hygiene practices, and thus could benefit from greater awareness of the importance of good sleep.2 Our findings suggest that supplemental instruction using the internet could provide a vehicle to increase sleep-related instruction in a college psychology course without impinging on the instructional time devoted to other topics.
Use of online instructional methods is increasing in all types of learning. The pedagogy of introductory college psychology is not an exception. There remain, however, a number of barriers to the use of online instruction. These include lack of instructor training, insufficient time for course development, and dehumanization of instruction.14,15 Nevertheless, in one survey, 50% of the chairs of college psychology departments used the internet to provide instruction to at least a moderate degree.14 Moreover, entire courses are now being provided only online.16 In one recent meta-analysis, despite heterogeneity among studies, time spent learning was generally the same with Internet based instruction as with face-to-face pedagogy.17 However, use of video clips, animation, and narration within the web-based instruction resulted in higher test scores and greater user satisfaction.17 A course website with interactivity also appears to enhance learning.18 Inasmuch as these features were incorporated in our supplemental module, this may have contributed to the better performance of the SS group in our study.
Our study demonstrated that by the end of the semester, a greater proportion of students who were in the SS group reported making changes in their personal sleep behavior, in particular, consistency of wake up time. This topic was specifically addressed in the supplemental website, which may be an explanation for this finding. Reported change in behavior is an important outcome because college students are a high risk population for insufficient sleep and poor personal sleep hygiene.1–3 Students who were in the SS group were also more likely to report changes in more than one area and in particular, getting more or better sleep. The latter topic was also specifically addressed in the supplemental website and is a possible explanation for this finding. In contrast, students in the SI group were more likely to demonstrate understanding that getting more sleep was important, but were less likely to articulate specific strategies to achieve this goal. This suggests that merely teaching about the importance of sleep might not be as effective as providing specific instruction on how to achieve better sleep. It is also consistent with previous observations in college students that knowledge regarding good sleep hygiene does not necessarily translate into practice.19 However, it is important to note that even 45.1% of students in the SI group indicated that they were making some effort to improve their sleep. Although many students in both groups indicated on questionnaire that they had made changes in their behavior, our study did not obtain objective data (e.g., actigraphy) that this actually occurred. Nevertheless, our study is consistent with the observations by Brown et al.,20 who found in a small randomized controlled study of college psychology students that a short sleep hygiene program consisting of a brief oral presentation and handouts could improve sleep hygiene practices and sleep quality. Importantly, our findings extend their results by demonstrating similar results using Internet technology in a larger cohort.
There are several limitations and caveats to our study. First, the sleep module was offered only as an extra-credit activity. Thus, only a small proportion of the students completed quizzes at all four assessment points. It is possible that this subset of students is not representative of the entire class. However, our results cannot be explained by differences in overall class performance because adjustment for this variable did not change our results. Second, there were differences in sleep-related knowledge at the baseline Pretest assessment point. We do not believe this explains our findings because the absolute difference in effect between the two groups was quite large and adjustment for the baseline difference did not alter our findings. However, even if baseline differences explained some of our between group findings, the results provide evidence that use of the Internet to provide instructional material is both viable and effective. Third, because of privacy restrictions, we were not able to do further analyses to determine whether there were any differences in the results with respect to demographic factors (i.e., gender, ethnicity, etc.). Fourth, there is some confounding of our results by the effect of repetitive quizzing, which is used as a learning tool in this course. This may be the explanation for the slight improvement at the Sleep Test and Posttest assessment points in the SI group. However, it does not account for the difference between the two groups at the Gateway Test assessment point because repetitive quizzing had not yet occurred.
In conclusion, this study demonstrates that use of supplemental online instruction devoted to sleep-related topics can improve knowledge concerning sleep and sleep health in an introductory college psychology course and increase the likelihood of students improving their personal sleep behavior. College psychology instructors should consider supplementing their pedagogy on sleep topics with an online supplemental website similar to that used in our study.
This was not an industry supported study. Dr. Anderson has received research support from Philips Healthcare Solutions and serves on the editorial advisory board of the Sleep and Health Education Program of the Division of Sleep Medicine at Harvard medical School. The other authors have indicated no financial conflicts of interest.
Funding for this study was provided by a grant from the American Sleep Medicine Foundation.
Buboltz WC Jr, Brown F, Soper B, authors. Sleep habits and patterns of college students: a preliminary study. J Am Coll Health . 2001;50:131–5. [PubMed]
Forquer LM, Camden AE, Gabriau KM, Johnson CM, authors. Sleep patterns of college students at a public university. J Am Coll Health . 2008;56:563–5. [PubMed]
Lack LC, author. Delayed sleep and sleep loss in university students. J Am Coll Health . 1986;35:105–10. [PubMed]
Malinauskas BM, Aeby VG, Overton RF, Carpenter-Aeby T, Barber-Heidal K, authors. A survey of energy drink consumption patterns among college students. Nutr J . 2007;6:35[PubMed Central][PubMed]
Yahalom T, author. College students' performance suffers from lack of sleep. USA Today. 2007 September 16;
Sleep and Dreams. PSYC 235:Sleep and Dreams (PSYC 135). Accessed June 20, 2012http://explorecourses.stanford.edu/CourseSearch/search?view=catalog&filter-coursestatus-Active=on&page=0&catalog=&q=PSYC+235%3A+Sleep+and+Dreams&collapse=.
Raley AB, Lucas JL, Blazek MA, authors; Society for Industrial and Organizational Psychology, Inc.. Representation of I-O psychology in introductory psychology textbooks. Accessed June 20, 2012http://www.siop.org/tip/backissues/Oct03/15raley.aspx.
Means B, Toyama Y, Murphy R, Bakia M, Jones K, authors; US Department of Education, Office of Planning, Evaluation, and Policy Development. Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. 2010 Accessed June 20, 2012http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf.
Hodge GK, author. Increasing student success and retention through required and repeatable low-stakes quizzes. 2009 Accessed June 20, 2012Clarksville, TN: Austin Peay State University. http://www.youtube.com/watch?v=26-p5JITeK4.
McDaniel MA, Wildman KM, Anderson JL, authors. Using quizzes to enhance summative-assessment performance in a web-based class: an experimental study. J Appl Res Mem Cognit . 2012;1:18–26
McDaniel MA, Anderson JL, Derbish MH, Morrisette N, authors. Testing the testing effect in the classroom. Eur J Cogn Psychol . 2007;19:494–513
Moo-Estrella J, Perez-Benitez H, Solis-Rodriguez F, Arankowsky-Sandoval G, authors. Evaluation of depressive symptoms and sleep alterations in college students. Arch Med Res . 2005;36:393–8. [PubMed]
Committee on Sleep Medicine and Research Board on Health Sciences Policy. Sleep disorders and sleep deprivation--an unmet public health problem. 2006. Washington, DC: National Academies Press;
Piotrowski C, Vodanovich S, authors. Is Web-based instruction popular in psychology? A national survey. Comput Hum Behav . 2004;20:727–32
Piotrowski C, Vodanovich SJ, authors. Are the reported barriers to internet-based instruction warranted? A synthesis of recent research. Education . 2000;121:48–53
Lawson T, author. Teaching a social psychology course on the Web. Teach Psychol . 2000;27:285–9
Cook DA, Levinson AJ, Garside S, authors. Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis. Adv Health Sci Educ . 2010;15:755–70
Elicker JD, O'Malley AL, Williams CM, authors. Does an interactive WebCT site help students learn? Teach Psychol . 2008;35:126–31
Brown FC, Buboltz WC Jr, Soper B, authors. Relationship of sleep hygiene awareness, sleep hygiene practices, and sleep quality in university students. Behav Med . 2002;28:33–8. [PubMed]
Brown FC, Buboltz WC Jr, Soper B, authors. Development and evaluation of the Sleep Treatment and Education Program for Students (STEPS). J Am Coll Health . 2006;54:231–7. [PubMed]
The following is a scenario used in the supplemental sleep module to illustrate the effects of caffeine on sleep:
Scenario: Carlos is a UNM freshman He was a good student in high school, but finds college courses challenging so he is working extra hard, and it is starting to wear him out. He is studying every night. To stay alert, he drinks a can of Red Bull every hour. To unwind he has a beer. In the morning he needs 3-4 cups of coffee but still has trouble staying awake in lectures. What effect is caffeine having on his sleep?
a) the more he caffeine he drinks, the more alert he is
b) caffeine in the evening makes it harder to fall asleep, so after a few days on this schedule, Carlos has fallen into a vicious cycle—he doesn't get enough sleep so he drinks more and more caffeine and then he gets even less sleep
c) in the morning caffeine wakes a person up, but consuming caffeine in the evening would not interfere with sound sleep a few hours later
d) caffeine has no direct physiological effects, Carlos just thinks it is making him more alert
The student chooses one of the answers and is taken to a short video at http://healthysleep.med.harvard.edu/healthy/science/how/external-factors which explains the effects of caffeine. Afterwards, the student is asked the same questions again, and given the correct answer before moving onto the next scenario.


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Inspector General: Obama Paid $300 Million To 'People Who Don't Exist'
News Link • Criminal Justice System
Media Finally Reporting on How the Elite Gave Billionaire Pedophile Jeffrey Epstein a 'Deal of .
News Link • Economy - International
Big Banks Too Rich for Jail: HSBC Whistleblower John Cruz Pulls Back Curtain on Corruption
House Democrats Who Haven't Supported Net Neutrality Yet Have All Taken Money from Telecoms
Dan Bongino - Obama, Mueller and the Biggest Scam in American History
Why Was Nancy Pelosi 'Buying The F**king Dip' In AMZN, AAPL, & FB Shares?
Deutsche Bank Shares Hit Record Low On Massive Money Laundering Fears
News Link • Death
Trump HHS Official Found Dead: Ruled Suicide By 'Multiple Blunt Force Injuries'
News Link • Hoax?


text:
Key Logger
Exactspy keylogger feature will let you read everything on the mobile device you are monitoring.
Key Logger Feature:
See all keyboard strokes made on the target phone.
View the logs remotely from your Control Panel
Why will you find it useful?
Since an average smartphone user utilizes about 40 apps, you might be missing out on some important information shared within these apps. Getting to know which apps are installed on the device might not be enough. With Keylogger you will be able to collect logins, search phrases, messages, and other data that will shed the light on what your target is up to.


text:
I have learned......
Posted 09 November 2004 - 09:47 PM
I have learned........
I have learned that you develop selective hearing as soon as you have children.
I have learned that men are born with selective hearing..
Posted 09 November 2004 - 10:00 PM
I have learned that to have a child is to be a child.
Posted 09 November 2004 - 10:11 PM
I have learned .....that sammy da kat is a male lol, i always thought sammy was female!!
Posted 09 November 2004 - 10:39 PM
Just kidding.
Posted 09 November 2004 - 10:46 PM
Posted 10 November 2004 - 01:48 AM
Bored people are boring people.
Having interests will help make us more fascinating in life.
In the world of relationship enrichment, "Couch Potatoes Need Not Apply".
I have learned the sound of a childs laughter gladens my heart,
A kittens purr leaves me content....
Posted 10 November 2004 - 02:12 AM
Posted 10 November 2004 - 04:35 AM
I learned that being good is not enough, you got to be smart to be successful in life.
I learned that each and every person will have their own tinted shades viewing every issue in life, so you cant make everyone happy.
I have learned that it is the crab mentality that degrades each and every single person alive.
I have realised that as human beings we have more fascination for the negative issues of life than the things that can enrich you.
I have learned that certain people will understand your true feelings and intention, even if you don't talk or convey things properly.
I have also learned that certain others, no matter what, will never understand a single word you mean.
I have learned that GhostVillage.com is a fantastic place to be in, and most people here are truly amazing and honest!
Take my hand and we'll go riding through the sunshine from above
#9 Guest_FloridaLizardQueen_*
Posted 10 November 2004 - 06:46 AM
Posted 10 November 2004 - 06:50 AM
1. You really CAN live through far more than you ever thought you could once you actually live through it
2. Stuff is just that ~ stuff. When you can get to the point of letting go of stuff, then you have a lot more room for things that are more important.
3. Don't say "oh, I'd NEVER do THAT" because the fates are a capricious lot of bittys and will work overtime to prove you wrong
4. Change is certain but struggle is an option
Posted 10 November 2004 - 11:28 AM
Posted 10 November 2004 - 04:05 PM
well at least you learned somthing today!
i have learned to put warning signs on posts, even though it may lose its effect and some people may not like it very much and get annoyed!!!!!!
Posted 11 November 2004 - 06:05 AM
A body of anger breeds more anger.
The three second rule does not apply to a three year old.
(Three second Rule: If a peice of food hits the ground you have three (3) seconds to pick int up before it has to be thrown out.)
Posted 13 November 2004 - 09:50 AM
and on Facebook https://www.facebook.com/pages/The-Art-of-Jim-Demick/261669903877527
"There are some things money can't buy...A good imagination is one of them
Posted 13 November 2004 - 10:23 AM
that i am not invincible
that the internet does not have all the answers
some people don't find my sense of humor funny, they find it disturbing
not to take on someone bigger than i am
0 user(s) are reading this topic
0 members, 0 guests, 0 anonymous users


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Bryce Love leads the way on AP All-Pac-12 team
By ANNE M. PETERSON
No surprise here: Stanford's Bryce Love leads The Associated Press All-Pac-12 Conference football team.
Love was named the AP's All-Pac-12 Offensive Player of the Year by unanimous vote, and also earned first-team honors at running back. It was the latest of many honors this season for the junior, who is one of three finalists for the Heisman Trophy.
Love, whose Heisman campaign social media hashtag was (hash)HeismanLove, joins Oklahoma quarterback Baker Mayfield and Louisville quarterback Lamar Jackson. The winner will be revealed at the Downtown Athletic Club in New York on Saturday.
Love is averaging 164.4 yards a game, tops among Power 5 running backs. He's averaging 8.3 yards per carry, has 17 touchdowns and set the FBS record with 12 runs of at least 50 yards this season. He ran for 1,973 total yards this season.
Among the other top AP honors: USC's Clay Helton was named Coach of the Year, Washington State's Hercules Mata'afa was named Defensive Player of the Year, and Arizona's Khalil Tate was named Newcomer of the Year for his stunning breakout season. All four recipients were first-time winners.
USC quarterback Sam Darnold was named first-team quarterback, while crosstown rival Josh Rosen was named QB for the second team.
The Associated Press All-Pac-12 Conference football team, with position, name, school, height, weight, class and hometown:
QB - Sam Darnold, USC, 6-4, 220, So., Capistrano Beach, California.
RB - Bryce Love, Stanford, 5-10, 196, Jr., Wake Forest, North Carolina.
RB - Ronald Jones II, USC, 6-0, 200, Jr., McKinney, Texas.
T - Cole Madison, Washington St., 6-5, 314, Sr., Burien, Washington.
T - Tyrell Crosby, Oregon, 6-5, 310, Sr., Henderson, Nevada.
G - Cody O'Connell, Washington St., 6-9, 368, Sr., Wenatchee, Washington.
G - David Bright, Stanford, 6-5, 299, Sr., Yorba Linda, California.
C - Coleman Shelton, Washington, 6-4, 299, Sr., Pasadena, California.
TE - Kaden Smith, Stanford, 6-5, 250, So., Flower Mound, Texas.
WR - N'Keal Harry, Arizona St., 6-4, 216, So., Chandler, Arizona.
WR - (tie) Deontay Burnett, USC, 6-0, 170, Jr., Compton, California.
Darren Andrews, UCLA, 5-10, 195, Sr., Phillips Ranch, California.
All-purpose player - Dante Pettis, Washington, 6-1, 195, Sr., San Clemente, California.
K - Matt Gay, Utah, 6-1, 220, Jr., Orem, Utah.
DE - Rasheem Green, USC, 6-4, 275, Jr., Los Angeles.
DE - Hercules Mata'afa, Washington St., 6-2, 252, Jr., Lahaina, Hawaii.
DT - Vita Vea, Washington, 6-5, 340, Jr., Milpitas, California.
DT - Hercules Mata'afa, Washington St., 6-2, 252, Lahaina, Hawaii.
LB - Christian Sam, Arizona St., 6-2, 237, Jr., Allen, Texas.
LB - Uchenna Nwosu, USC, 6-2, 240, Sr., Carson, California.
LB - Troy Dye, Oregon, 6-4, 224, So., Norco, California.
CB - Isaiah Oliver, Colorado, 6-1, 190, Jr., Goodyear, Arizona.
CB - Arrion Springs, Oregon, 6-0, 205, Sr., San Antonio.
S - Jalen Thompson, Washington St., 6-0, 191, So., Downey, California.
S - Justin Reid, Stanford, 6-2, 204, Jr., Prairieville, Louisiana.
P - Mitch Wishnowsky, Utah, 6-2, 220, Jr., Perth, Australia.
QB - Josh Rosen, UCLA, 6-4, 218, Jr., Manhattan Beach, California.
RB - Royce Freeman, Oregon, 6-0, 238, Sr., Imperial, California.
RB - Myles Gaskin, Washington, 5-10, 191, Jr., Lynnwood, Washington.
T - Jeromy Irwin, Colorado, 6-5, 300, Sr., Cypress, Texas.
T - (tie) A.T. Hall, Stanford, 6-5, 297, Sr., Glendale, Arizona.
Kolton Miller, UCLA, 6-8, 310, Jr., Roseville, California.
Kaleb McGary, Washington, 6-7, 318, Jr., Fife, Washington.
G - Salesi Uhatafe, Utah, 6-5, 320, Sr., Euless, Texas.
G - Nate Herbig, Stanford, 6-4, 339, So., Kalaheo, Hawaii.
C - Nathan Eldridge, Arizona, 6-3, 297, So., Anthem, Arizona.
TE - Noah Togiai, Oregon St., 6-4, 246, Jr., West Valley, Utah.
WR - Darren Carrington, Utah, 6-3, 205, Sr., San Diego.
WR - Tavares Martin, Washington St., 6-1, 183, Jr., Belle Glade, Florida.
All-purpose player - Phillip Lindsay, Colorado, 5-8, 190, Sr., Aurora, Colorado.
K - Erick Powell, Washington St., 6-1, 202, Sr., Vancouver, Washington.
DE - (tie) Kylan Wilborn, Arizona, 6-2, 245, Fr., Northridge, California
Bradlee Anae, Utah, 6-3, 265, So., Laie, Hawaii.
DE - (tie) Christian Rector, USC, 6-4, 275, So., South Pasadena, California.
Jalen Jelks, Oregon, 6-6, 245, Jr., Phoenix.
DT - Harrison Phillips, Stanford, 6-4, 295, Sr., Omaha, Nebraska.
DT - JoJo Wicker, Arizona St., 6-3, 273, Jr., Long Beach, California.
LB - Cameron Smith, USC, 6-2, 250, Jr., Roseville, California.
LB - Manase Hungalu, Oregon St., 6-1, 238, Sr., Kailua-Kona, Hawaii.
LB - Kenny Young, UCLA, 6-1, 235, Sr., New Orleans.
CB - (tie) Jack Jones, USC, 5-11, 170, So., Long Beach, California.
Jace Whittaker, Arizona, 5-11, 182, Jr., Oceanside, California.
CB - (tie) Quentin Weeks, Stanford, 6-2, 197, Jr., San Diego.
Iman Marshall, USC, 6-1, 205, Jr., Long Beach, California.
S - Chase Hansen, Utah, 6-3, 220, Jr., Highland, Utah.
S - Chris Hawkins, USC, 5-11, 190, Sr., Las Vegas.
P - Jake Bailey, Stanford, 6-2, 193, Jr., Solana Beach, California.
Coach of the Year: Clay Helton
Offensive Player of the Year: Bryce Love, Stanford.
Defensive Player of the Year: Hercules Mata'afa, Washington St.
Newcomer of the Year: Khalil Tate, Arizona.
Voting Panel:
Gary Horowitz, Statesman Journal (Salem, Oregon); Lynn Worthy, The Salt Lake (Utah) Tribune; Stephanie Loh, The Seattle Times; Tony Parks, 1280 The Zone, Salt Lake City; Adam Jude, The Seattle Times; Danny Moran, The Oregonian/OregonLive.com; Kyle Fredrickson, The Denver Post; Jon Wilner, The Mercury News (San Jose, California); Brian Howell, Boulder (Colorado) Daily Camera; Theo Lawson, Spokesman-Review (Spokane, Washington).
More AP college football coverage: www.collegefootball.ap.org and www.twitter.com/AP-Top25
Updated December 7, 2017


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PEORIA — The Peoria Riverfront Museum with the Caterpillar Visitors Center provide seven acres of information, entertainment, the arts and recreation for people of all ages.
Exhibitions include the Illinois River Encounter. As visitors enter the gallery, they will see a 400-gallon aquarium containing native fish species from the Illinois River. One side of the gallery focuses on the natural history of the river from the time of the Kankakee Torrent more than 14,000 years ago until the present, and the opposite side tells the story of how humans have changed the river for their own uses. Topics and interactives include:
• Origins of the River: information about the Kankakee Torrent and the native peoples who lived along the Illinois River.
• River Ecosystems: three dioramas show native plants and animals.
• Fishing: learn about native and invasive species, the shell-button industry, and commercial fishing.
• Hunting and Trapping: see a "River Rat" cabin, a duck blind, and learn the history of hunting along on the river.
• Tomorrow's River: learn about groups working to improve the river environment, view a live feed to the Emiquon National Wildlife Refuge..
The opposite side of the gallery focuses on the working river. Topics and interactives of this part of the Illinois River Encounter include:.
• The River as Highway: Columbia riverboat disaster, barge experience, pristine river model.
• Floods and Levees: model of flood levels in Peoria, flood oral histories.
• Canals and Locks: navigating the Illinois River canal, wicket dam interactive, lock interactive.
Another exhibition is The Street. The Street is a dramatic exhibit designed with a sense of grandeur, with a large media display to immerse visitors in more than 300 years of Peoria's rich history. One side of the gallery features two timelines: one permanent timeline of Peoria's general history, and one timeline that will change periodically. The timelines are divided into six sections: Native American, French Peoria, Early Peoria, Boom Years, Growth and Development, and Looking to the Future. The opening exhibit theme focuses on the history of innovation in this area. Interspersed within the timelines are objects from our collection and interactive stations. The opposite side of the gallery offers a more in-depth look at exciting Peoria stories. Because the opening exhibit focuses on innovation, the featured stories are transportation, manufacturing, research & development, and brewing & distilling.
This gallery also houses an Object Theater, which uses multimedia technology paired with objects to tell stories of innovation.
Next to the Object Theater is the Hands-On Area, which offers younger visitors (and young at heart visitors) a hands-on venue to explore innovations that helped to shape our world. Activities include a sand and truck play area, a gear manipulation wall, and a car design and test track.
Finally, the Street is also home to the Peoria History Center. This room includes the Wall of Fame, where photos and information on inductees to the African American Hall of Fame Museum are displayed. A Peoria Personalities searchable kiosk offers biographies and multimedia of important and interesting people from the area. Also in this room, the Oral History station lets visitors both record and listen to oral histories.
The permanent collections of Peoria Riverfront Museum include many works by nationally and internationally known artists and examples of the earth sciences. The first donations of archaeological and geological specimens were accepted in 1964 and the collections have continued to grow through donation, purchase and bequest, numbering over 16,000 works and items at this time.
The Museum collects objects and works of art that by themselves are of historic or contemporary significance or are by artists of historic or contemporary significance. The collection focuses on material made in the United States and Europe, with an emphasis on works from Illinois and the Midwest region. The collection represents the Museum's legacy for the future; it forms the foundation for the Museum's role in the community as a center for the study and appreciation of art and science.
The Peoria Riverfront Museum is a collaborative effort of eight organizations with nearly 500 years of combined experience educating, entertaining and supporting culture in the Peoria area.
For over 10 years, these entities worked tirelessly to bring to life a one-of-a-kind experience for the people of central Illinois and beyond. Their objectives were to provide interdisciplinary learning opportunities for people of all ages and, create a diverse, cultural campus in the heartland, and positively impact the region's economy.
The museum is open Tuesday, Wednesday and Saturday from 10 a.m. to 5 p.m.; Thursday and Friday from 10 a.m. to 8 p.m.; and Sunday from noon to 5 p.m. The museum is closed on Mondays through Memorial Day.
Admission to the galleries and planetarium is $11 for adults, $10 for seniors 60 plus, and $9 for ages 3-17.


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Style # 215596
Rhinestone Baseball Cap is rated out of 5 by 5.
Rated 4 out of 5 by Jessrenee2013 from Love it! My hat came packaged nicely and I couldn't wait to wear it. A few of the rhinestones were missing around the second "e" in "bebe" but it's hardly noticeable. I love the variety of rhinestones used to create the name. In an effort to preserve its beauty I am very gentle with handling the hat.
Date published: 2013-08-14
Rated 2 out of 5 by sanicuz from Bebe Hat The hat looks like a Bebe knockoff cheap hat....but it will be ok for now.
Date published: 2013-07-27
Rated 5 out of 5 by liz86 from I loved it It fitted very nice on me. I purchase both white and black and up to this point Im happy with my purchase...
Date published: 2013-07-12
Rated 1 out of 5 by DrSheuss from Cheap! This hat looks like a free hat you get from a vendor with bebe sparkles ironed on. the front has some kind of cheap cardboard in it and it was smashed and bent when I got it in the mail. Not happy with the quality for the price at all.
Date published: 2013-06-10
Rated 5 out of 5 by BooRedford from Stones are not sold black. Nice cap but I return the cap because the stone were not solid black.
Date published: 2013-03-19


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Media Statements & Speeches
|Statement: March 20, 2008
|View Printable PDF Version
|Docket Number: CP06-54-000, CP06-55-000 and CP06-56-000
Commissioner Wellinghoff's statement on Broadwater Energy, LLC
"The Broadwater LNG project has raised serious and valid concerns among the residents of New York and Connecticut. These concerns include questions of the need for the project and its potential environmental impacts on Long Island Sound. I share those concerns. FERC's action today, however, is not solely dependent on our assessment of those concerns in the Final Environmental Impact Statement (FEIS) prepared in this case. Instead, the relative importance of our actions is primarily dependent on the fact that the Broadwater LNG project is market driven. As such, it will only go forward if a market exists for the gas it would supply.
Thus, the citizens of Connecticut and New York, and no one else, hold in their hands the ultimate power and responsibility to determine if the Broadwater LNG project is built. If those citizens require additional energy services that can most economically and environmentally be supplied by new supplies of natural gas from Broadwater, then it will likely be constructed. If, instead, they choose to either reduce their energy needs, making Broadwater's new supplies of natural gas unnecessary for new electric generation and other uses, or find less costly ways to meet those needs, then the project will likely fail to attract capital and will not be built. This project is unlike a transmission line or power plant that is proposed to be included in the rate base of a vertically integrated utility. It is entirely dependent on the market for its product, natural gas.
FERC's actions, by law, must focus on our responsibilities under the Natural Gas Act and the 2005 Energy Policy Act that clarified our authority to site LNG facilities. Under those statutes, we have the responsibility to consider and review applications to construct and operate liquefied natural gas facilities on shore and within coastal waters of this country. FERC has the legal responsibility to ensure that all projects it approves, including LNG facilities, are "in the public interest". FERC takes that responsibility very seriously. The Office of Energy Projects staff at FERC is meticulously thorough, fair, and balanced in their analysis of the alternatives to and environmental impacts of each project. They were no less so in this case.
My interpretation of "public interest" requires that consumers have access to essential energy services at the least total societal cost. That means both economic and environmental costs should be considered and minimized if possible to meet consumer needs. Through its extensive analysis in this case, FERC has reviewed all reasonable alternatives and proposed extensive environmental mitigation measures if Broadwater succeeds in the market and becomes a contingency required to meet the energy needs of New York and Connecticut. Depending upon the choices that the citizens of Connecticut and New York make, the Broadwater LNG project may be necessary to meet those needs, and may rank as the least costly and most environmentally benign way to do so. As such it is a necessary contingency in the public interest. With the environmental and safety requirements we have imposed upon this project to minimize those potential impacts on Long Island Sound, a vote recognizing this project as a necessary contingency in the pubic interest is appropriate.
I say that it is a contingency, however, because the FEIS prepared by our staff for the Broadwater project discusses several other alternatives that, if implemented, would be less costly both in economic and environmental terms. Chief among them is the study by Synapse Energy Economics, Inc. filed in this proceeding that suggests that demand for natural gas in the Connecticut and New York region could be reduced sufficiently to make the additional supplies provided by Broadwater unnecessary. This is an admirable plan and is so noted by FERC staff in the FEIS. It is one that I heartily endorse and support.
The Synapse position is predicated on an ambitious and comprehensive program to reduce natural gas usage in the region through aggressive implementation of renewable energy generation; energy efficiency and demand response activities; distributed generation, including combined heat and power systems, at businesses and government and other institutional facilities; and repowering of existing natural gas fired generation. In order to implement the Synapse plan, considerable effort will be necessary by both the private sector in financing and building these projects and the government sector (primarily states) in removing multiple barriers to implementation. Market barriers to implement the least costly and environmentally benign energy solutions need to be recognized and removed.
Barriers to realizing the Synapse plan include the fact that most consumers in New York and Connecticut do not see (in their bills or otherwise) the real price of electricity and thus do not have the appropriate price signals to reduce consumption when costs are high and inefficient generators must be brought on line to meet demand. Other barriers include state laws that restrict distributed generators from either being owned by third parties or shared among multiple facilities with different owners to make such systems more economically feasible. These barriers and many others that may impede the region from achieving the goals laid out in the Synapse report are primarily in the control of the states and not FERC.
In short, the power to make the Synapse plan work is in the hands of the people of Connecticut and New York, not in the hands of FERC. Unless and until the citizens of those states fully undertake the effort necessary to move forward with such a plan, Broadwater will remain a necessary contingency that the market may finance, and FERC's vote for the Broadwater project as in the public interest is a necessary action to fulfill our statutory responsibilities. If, on the other hand, the citizens in those states succeed in implementing Synapse's plan and make Broadwater uneconomic to finance and operate, it will not be built, and FERC's vote for the Broadwater project will become moot."
|View Printable PDF Version


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Broken Bow Wind II agreement finalized
COLUMBUS, Neb. (Jan. 16, 2014)— Today, the Nebraska Public Power District announced that its Board of Directors approved a 25-year agreement with a Sempra U.S. Gas & Power affiliate to purchase the future renewable energy of a new wind farm to be built in Custer County, near Broken Bow. The project has been in the works for a while, but a new developer is at the table. In the fall of 2013, the successor developer to the company that originally worked with NPPD on the project sold the Broken Bow II wind project to Sempra. On Jan. 10, during its monthly meeting, NPPD's board acknowledged and agreed to the transfer of NPPD's power purchase agreement to Sempra. When the Broken Bow II facility is complete, it will generate approximately 75 MWs of electricity. NPPD will purchase all of the facility's output and then sell 60 percent of the variable energy to the Omaha Public Power District. Customers from both utilities will benefit, and the project will bring NPPD within 23 megawatts of its goal to generate 10 percent of its generation with new, renewable resources. "Nebraska's largest public power utilities have been dedicated to adding more wind to their energy portfolios," said NPPD President and CEO Pat Pope. "This Broken Bow II facility is particularly exciting because it will stand alongside another wind farm near Broken Bow that began commercial operation in 2012." NPPD identified the Broken Bow area as a good location for wind energy generation in a study conducted after 2005. NPPD also designed the transmission infrastructure needed to support the first facility to accommodate a second facility addition. Broken Bow II represents the eighth wind facility NPPD has brought to the state since it helped build the state's first wind facility near Springview in 1998. Construction of the meteorological towers for Broken Bow II is expected to begin by the end of January, and delivery of the turbines will begin in March, with final deliveries scheduled for July and August. Once constructed, the Broken Bow II facility will use 43, 1.7 MW, General Electric wind turbines to serve approximately 30,000 homes when generating electricity. The project is expected to employ about 300 workers during peak construction and begin commercial operation in late 2014."The acquisition and development of Broken Bow II is another exciting step forward, as we continue to invest in wind energy projects across the U.S.," said Kevin Sagara, vice president of renewables for Sempra U.S. Gas & Power. "We look forward to becoming a long-term partner with the local community, as we partner with the Nebraska Public Power District to provide Nebraskans with a new, clean source of energy." "NPPD is proud of its track record in adding renewable energy to our generation mix, which is already more than 40 percent carbon free," said Pope. "We work in partnership with wind developers and other public power entities, like OPPD, and Custer County Public Power District, the local public power utility, to meet the energy needs of Nebraskans, now and in the future."


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Creating a new page
Printable instructions here∞ [PDF | 94.1KB]
Many people like to browse CAF to access Advice and Guidance, existing Projects and the other categories featured on the site. However, you may wish to go one step further, and actually create your own page or pages to contribute to CAF. There are several ways to create a new page in the CBA CAF site (for all of these ways, please remember that you need to be logged in!):
1. Creating a new page from an existing page
The most common way to create a new page is to edit an existing page and insert somewhere in that page an internal link to the new page you want to create. You can edit a page by double-clicking on the main body of the page (if this is enabled), or by clicking the 'edit page' option at the bottom of the page.
You can create your internal link to your new page either by using the so-called CamelCase format (e.g. MyArchaeologyProject) or by [[forcing]] a link with double square-brackets (e.g. [[Suzie]]). Next, you save the existing page (clicking the 'Store' button at the bottom of the page). A link to the new page will be highlighted as a missing page. Clicking on this link will then open an editable version of the new page.
2. Creating a new page from the browser address field
To create a new page from your browser address field (the line at the top of your screen showing the web address of the page you are viewing), just type the name of the page (the same format as a user name) after the root URL. The root URL in this case is all of the information up to and including 'wakka='.
Hence, to create a new page on this site you just need to type NewPage in the browser address field after 'wakka=' (where 'NewPage' is the name of the page you want to create – in other words insert the name, in CamelCase, that you wish your new page to be called).
So, for example, the 'Finds and Samples' page, which is called FindsandSamples in CamelCase, would have the url http://www.britarch.ac.uk/caf/wikka.php?wakka=FindsAndSamples.
Remember that creating a page in this way leaves the page orphaned (not attached or linked to any other pages) until a link to it from an existing page is created. For this reason, the first method is often preferred.
3. Cloning a Template
An existing page can be cloned and given a new name, and the content then edited. For this purpose, we have created a 'Template page'. For more information on how to use this method, see TemplatePages and follow the instructions, being sure to make a copy of the template page for adding your own material, rather than changing the Template page itself.
4. The newpage action
You can also use the following action to create and edit a new page. To do this, enter the title of the page you'd like to create (in CamelCase) in the newpage box below:
5. Important information for all new pages
However you decide to create your new page, you should ensure that your page is placed in the correct category (e.g. 'Projects', 'Events' etc). To do you should include
---- XXXXCategory at the very end of the page, where XXXX is replaced with 'Projects' or 'Events' etc. So for example, if you have created a Project page, type ----ProjectsCategory, which will become a link to the Projects Category menu page.
6. Adding a Region
If you are adding a project page, or any other information that has relevance to a particular county or region, you may wish to link your page to a region category. You may wish to link your project page to more than one region if this is relevant, so please feel free to do so if this is the case. In order to link to the right region take the following steps:
1. Take a look at the RegionsCategory, and then at the country (e.g. RegionsEngland) to see how your county or region is listed. This is the way in which you will need to write your county or region.
2. Click onto the 'edit page' option for your county and add your project's name to the list.
3. If your project consists of more than one word you can write it in CamelCase (the way in which it appears at the end of the url – see part 2 of this section). If it is a one word project name, for example, 'Brislington', you will need to force the link by use of square brackets. Either way, you should include the '----' instruction in order to insert a line break. Hence, at the bottom of your page you should write:
----ProjectName (where 'ProjectName' = project name of more than one word)
----[[Project]] (where 'Project' = project name of only one word).
4. Unlike many of the other categories in CAF, the link will not be made automatically between the project page and the regions menu, so now you will need to link your project back to the region. Go to your project page and click the 'edit page' option.
5. Now go to the bottom of your project page and add your region, bearing in mind whether you will need to force a link or not. For example, adding a project page to HampshireAndTheIsleOfWight, using more than one word in its title, will require you to write at the bottom of your page:
However, if your region or county has only one word, for example Powys, you'd need to remember to force the link, hence:
6. NB if your county or region does not yet have any other projects listed, please contact firstname.lastname@example.com∞ for assistance as we will need to make some minor changes to the page.
We will occasionally 'tidy' the site to make sure everything stays organised, so don't worry too much if you forget to link your page.
| CBA, St Mary's House, 66 Bootham, York YO30 7BZ.
tel: +(44) (0)1904 671417 | fax: +(44) (0)1904 671384 | email:


text:
NOAO > Observing Info > Approved Programs > 2009A-0110
PI: Rachel Mandelbaum, Institute for Advanced Study, firstname.lastname@example.com
Address: School of Natural Sciences, Einstein Drive, Princeton, NJ 08540, USA
CoI: Reiko Nakajima, University of California (Berkeley)
CoI: Gary Bernstein, University of Pennsylvania
CoI: Megan Donahue, Michigan State University
CoI: Charles R. Keeton, Rutgers University
CoI: John P. Hughes, Rutgers University
CoI: Neta Bahcall, Princeton University
CoI: Tim Schrabback, Universiteit Leiden
CoI: Nikhil Padmanabhan, Lawrence Berkeley National Laboratory
CoI: Satoshi Miyazaki, National Astronomical Obs of Japan (NAOJ), Subaru Telescope
CoI: Andrey V. Kravtsov, University of Chicago
CoI: Kenneth Cavagnolo, University of Waterloo
Title: Normalization and scatter of the mass-temperature relation for supermassive galaxy clusters
Abstract: We propose a high-accuracy survey of the 20 most massive clusters in the northern hemisphere at 0.15<z<0.3, to yield a uniform catalog of X- ray, galaxy, and dark-matter properties (from weak gravitational lensing, WL). All quantities will be determined with high S/N and low systematic errors. The major scientific goals are to (a) determine the normalization \em and scatter in the mass-temperature relation for massive clusters, which is essential for the use of clusters to constrain cosmological parameters, and (b) use the relations between WL mass, X-ray temperature, and other structural variables to validate numerical models of cluster evolution. There has to date been no cluster lensing survey with sufficiently large sample size and sufficiently low random and systematic errors to infer the intrinsic component of the M-T scatter. We expect to determine the scatter in the M-T relation to +/- 5%. All targets have existing Chandra, XMM, and ASCA X-ray data, HST strong-lensing imaging, and all but two have existing good-seeing image from Subaru or scheduled observation time at MMT. Our project will complete the WL imaging and, with this proposal, obtain multiband Mosaic observations for photometric redshifts. Uniform photo-z's are essential to properly calibrate the WL data and isolate the (unlensed) cluster member galaxies.
National Optical Astronomy Observatory, 950 North Cherry Avenue, P.O. Box 26732, Tucson, Arizona 85726, Phone: (520) 318-8000, Fax: (520) 318-8360
NOAO > Observing Info > Approved Programs > 2009A-0110


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Set Your Fitness Goals. We'll Help You Achieve Them.
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Core Knowledge
Pillar Bridge - Lateral
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- Hold your position for the prescribed amount of time.
Coaching Keys
- Keep your body in a straight line and keep your stomach tight.
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You Should Feel It
- In your shoulders and trunk.


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Favorite Family Finds of the Year
Every day I bring you a Family Find: one product that I think you should know about. Maybe because it's beautiful or unusual or super helpful. I try to shine the light on out-of-the-way finds that you may not have seen before and now's my chance to revisit ten of my favorites from the past year. And, hooray, they're all still for sale.
• Children's Neighborhood Chairs
• Animal Polkadot Bookends
• SockBears & Bunnies
• Custom Family Glassware
• Little Owl Rug
• Ceramic Fox Speaker
• Interactive 3D Kids Rugs
• Industrial Metal Letters
• White Rabbit Light
• Hand Painted Mirrors by Sandra Eterovic
Welcome to Apartment Therapy's Best of 2012 roundup! From December 19 through January 1 we are rounding up our favorite (and your favorite) posts from the past year.
(Images: See linked posts for full image credits)


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HARTSVILLE, S.C. – Akeem Prendes scored his second goal in as many games, unfortunately it was not enough, as Coker fell to Queens University of Charlotte 2-1 in the quarterfinals of the Conference Carolinas men's soccer tournament on Tuesday night.
Coker's season comes to an end with the loss, while Queens advances to play Barton College in the semi-finals on Friday.
A pair of first half goals by the Royals propelled them to victory. The first came in the 13th minute from Jeremy Chambers, with the second coming in the 17th minute from Felipe Netto. Queens held the 2-0 lead into halftime.
Coker turned on the offensive pressure in the second half firing eight shots at the Royal's cage. Prendes' goal came in the 48th minute off a cross from Noah Lascell. The Cobras had several more offensive chances, including six of their 10 corners, but were unable to crack the Royal defense.
The Cobras finish the season with a record of 12-4-1, earning their second consecutive Conference Carolinas regular season title.
McDonald's Player of the Game- Akeem Prendes


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Memorial Medical Center is offering speakers and a presentation to Sangamon County community groups on the $145 million hospital expansion begun in 2013.
The free program includes a 20-minute PowerPoint presentation, including artist�s renderings and illustrations. Major project components include a three-story, patient tower with 114 private rooms, six new operating rooms and expanded surgical services, and renovation of the hospital�s main entrance and lobby.
Work is expected to be completed in 2016.
Presentations can be scheduled by email, email@example.com or by calling 788-3333.


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Feb. 10, 2007
LONG BEACH, Calif. - Junior center Jenna Green had another tremendous performance finishing with a game-high 18 points on 9-for-16 shooting to lead UC Santa Barbara to a 69-55 win over Long Beach State Saturday evening at the Walter Pyramid. Chisa Ononiwu bounced back from an off day against UC Irvine with 16 points in the Gauchos' third consecutive victory in Big West Conference play.
With the win - the Gauchos' fifth in a row on the road and the 10th in the last 12 games - UCSB improves to 14-10 overall this season. Santa Barbara remains in second place in the league standings at 7-2, one game behind first place UC Riverside at 8-1. The 49ers fall to 5-20 overall (2-9 Big West) after losing for the seventh time in the last eight games.
Green was tremendous from the floor and the led Santa Barbara in scoring for the second consecutive game. The native of San Jose, Calif., who also tallied five rebounds, two assists, and two blocked shots Saturday, has been the Gauchos' high scorer a team-high 14 times in 24 games this season.
Three other starters scored in double figures, including Ononiwu, who shrugged off an 0-for-5 performance in Thursday's win over the Anteaters with a 5-of-8 effort from the field against the 49ers. She made four of six attempts from three-point range, hauled in seven rebounds and dished out a career-high seven assists. She also tied a career mark with four steals. After scoring just four points in 19 minutes at UCI, LaShay Fears was aggressive offensively from the outset and finished 5-for-9 from the floor for 14 points, her highest total since netting 18 Jan. 6. Jessica Wilson scored all ten of her points in the second half, grabbed a game-high eight rebounds, and recorded four assists.
Sophomore guard Karina Figueroa led LBSU with 15 points, despite shooting just 6-of-21, while Kaiti O'Brien added 13, and Brett Timmons chipped in with 11. The 49ers shot 31.4% (22-70) from the field and were just 1-of-4 from downtown.
UCSB continued to shot the ball exceptionally well from the floor, finishing above 45% for the fourth time in the last five games. The Gauchos shot 28-of-58, 48.3%, and made 5-of-11 (45.5%) three-point attempts. Santa Barbara had one of its better games in terms of sharing the ball, racking up 17 assists on 28 made baskets.
The Gauchos won for just the second time this season when being out-rebounded by their opponent after the 49ers claimed a 44-41 edge on the glass. Long Beach State recorded 18 boards on the offensive end, while UCSB grabbed just six.
Santa Barbara jumped out to a quick 11-3 lead on a mid-range jumper from Fears at the 15:55 mark of the first half. UCSB eventually increased its advantage to 20 at 33-13 with 4:24 remaining in the period after Long Beach had pulled to within three (14-11) on a Figueroa jumper. UCSB doubled up LBSU at intermission 40-20.
The Gauchos' lead hovered around the 20-point margin for the first 10 minutes of the second half before a Wilson jumper gave them their biggest lead of the game at 65-40 with 5:58 left on the clock. The 49ers closed the game on a 15-4 run keyed by five points from Timmons for the final 69-55 score.
UCSB never trailed by more than 14 in the second half.
The Gauchos now have a week off before returning to the Thunderdome to take on Cal Poly Saturday, February 17 at 2:00 p.m.


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Do you have any favorite holiday traditions?
0 Members and 1 Guest are viewing this topic.
Here is a horse I have made for you: |,\_/,\_ ,-__/, , )kk. \,kkk \ ,___....-- \kkkk \ \kkkkk \ \kkkkk
Woah, nice! What would we be putting in the gallery? Would it be Pics made on FT, people's fursona's, or any art that we get cleared with you?Also, will we be able to comment on news, and will the forums be unchanged? also, how would someone like me, with moderate (non professional, but took a semester class) photoshop experiance make a forum theme to match, if there isn't one already?I know these are a lot of questions, but I'm really curious and interested in this.
2. What do you mean by "comment on news"?
Although, I noticed your use of British spelling has bled through (Staff Centre). Was that intentional, or is it just a habit? XD
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I've been lurking around here for quite some time now, and have finally plucked up the courage to start posting.
I've been working on art for about 5 years now, teaching myself with the help of the glorious internet, and am aspiring to one day be a professional concept artist. But I know that though I like my work, I've got a heck of a long way to go.
So I'm posting here in the hopes of attaining some of the awesome critique the amazingly talented people here may have to offer, and also to document whatever improvement I may miraculously manage. I feel it's time to get serious about my art!
So, to start things off, here's a few of my best, more finished works.


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Transmission Corridor Designation and Implementation of Senate Bill 1059
Order Instituting Rulemaking - Docket # 07-OIR-1
California Code of Regulations, Title 20. Public Utilities and Energy
Includes Electric Transmission Corridor Designation Regulations.
Publication number CEC-140-2008-001-REV1. (Acrobat PDF file, 538 pages, 1.65 MB, Published August, 2008.)
Below are the relevant sections under Title 20 of the California Codes of Regulations, that relate to Designation of Transmission Corridor Zones and contained in the document above. They are current as of August 2008:
Chapter 6 (Sections 2320-2340)
Chapter 6, Appendix A
With the passage of Senate Bill 1059 (SB 1059, Escutia and Morrow, Chapter 638, Statutes of 2006), California is continuing to develop an integrated, statewide approach to electric transmission planning and permitting to address the state's critical energy and environmental policy goals. Regarding SB 1059, the Legislature found and declared that:
- California currently lacks an integrated, statewide approach to electric transmission planning and permitting that addresses the state's critical energy and environmental policy goals.
- Planning for and establishing a high-voltage transmission system is vital to the future economic and social well-being of California.
- It is in the interest of the state to identify the long-term needs for electrical transmission corridor zones within the state.
- It is in the interest of the state to integrate transmission corridor zone planning at the state level with local planning.
SB 1059 provides a bridge between the transmission planning process and the permitting process by designating transmission corridor zones (transmission corridors) on state and private lands available for future high-voltage electricity transmission projects, consistent with the state's electricity needs identified in the biennial Integrated Energy Policy Report (Energy Report) and Strategic Transmission Investment Plan (Strategic Plan).
SB 1059 enables local governments, utilities, energy developers, public interest groups, California Native American tribal governments, affected land owners, and members of the public to participate in the corridor designation process by commenting on the suitability of any proposed transmission corridor with respect to environmental, public health and safety, land use, economic, and transmission system impacts or other factors in which they may have expertise and/or interests.
Transmission corridor planning and preservation can help prevent costly permitting delays, ensure that optimal routes are used to reduce environmental impacts, avoid or mitigate land use conflicts, consider possible alternatives to meet project reliability or economic goals, and ensure that corridors are available when needed. Within a designated transmission corridor, proponents will have greater certainty that projects meeting state objectives and public interests can be permitted in a timely manner.
Coordinating Corridor Designation at the State Level with Statewide Strategic Transmission Planning and Federal Energy Corridor Designations
Public Resources Code section 25324 requires the Energy Commission (Commission), as part of the Energy Report, to develop and adopt a Strategic Plan for electricity transmission that identifies and recommends actions needed to ensure reliability, relieve congestion, and meet future load growth in electricity load and generation.
SB 1059 authorizes the Commission to designate suitable transmission corridors for high-voltage electric transmission lines to ensure reliable and efficient electricity delivery. The designation of a transmission corridor could be proposed by the Commission or by application to the Commission from any person or entity planning to build an electric transmission line in California (Pub. Resources Code § 25331(a)). The designation of a transmission corridor is subject to the California Environmental Quality Act, and SB 1059 identifies the Commission as the lead agency responsible for preparing an environmental assessment for all transmission corridors proposed for designation (Pub. Resources Code § 25332).
In the biennial Energy Report process, the Commission will identify future point-to- point transmission corridor needs and determine whether there is a long-term need to designate a transmission corridor to meet state policy objectives and ensure the future reliability of the electricity system. The Commission will then work with affected stakeholders, including cities and counties, state agencies, federal agencies, and California Native American tribes to identify appropriate areas within their jurisdictions that could be suitable for a transmission corridor zone (Pub. Resources Code § 25333(a)). Resulting corridor recommendations would be included in the Strategic Plan developed as part of the Energy Report.
The SB 1059 Corridor Designation Process
Upon adoption of the Energy Report and Strategic Plan, the Commission can by its own motion, or by application of persons or entities planning to construct a high-voltage transmission line, apply for the designation of a transmission corridor consistent with the state's needs and objectives as identified in the Strategic Plan (Pub. Resources Code § 25331(a)). With the filing of an application, the Commission is required to publish a summary of the application in a newspaper of general circulation in each county where the transmission corridor is proposed and notify all property owners within or adjacent to the proposed transmission corridor (Pub. Resources Code § 25334(a)). The Commission is also required to provide a copy of the application to all cities, counties, and state and federal agencies having an interest in the proposed transmission corridor, publish the application on its website, and notify the public that the application is available (Pub. Resources Code § 25334(a)). Thereafter the Commission is required to notify, solicit information from, and confer with cities, counties, state and federal agencies, and California Native American Tribes in whose jurisdiction the transmission corridor is proposed, regarding their land use plans, existing land uses, and other factors in which they have expertise or interest, and provide ample opportunity to them, as well as property owners and other members of the public, to participate in the review of the proposed transmission corridor (Pub. Resources Code § 25334(b)). The Commission is also required to solicit comments from stakeholders on the suitability of the proposed transmission corridor with respect to environmental, public health and safety, land use, economic, transmission system impacts and other factors (Pub. Resources Code § 25334(c)).
Within 45 days of receiving an application, the Commission is required to hold informational hearings in the county or counties where the proposed transmission corridor would be located (Pub. Resources Code § 25335), and within 155 days of the final informational hearing conduct a prehearing conference (Pub. Resources Code § 25336). After the conclusion of these hearings, but no later than 180 days after certification of the Environmental Impact Report, the Commission is required to issue a proposed decision on designation of the transmission corridor (Pub. Resources Code § 25337). After the designation of a transmission corridor, the Commission is required to publish the decision on its website and send a copy of the decision to each affected city, county, and state and federal agency, and notify property owners within or adjacent to the corridor zone (Pub. Resources Code § 25338).
The Commission is required to identify designated transmission corridors in subsequent Strategic Plans, and to thereafter regularly review and revise designated corridors as necessary, but not less than once every 10 years (Pub. Resources Code § 25339). If upon subsequent review the Commission finds a transmission corridor is no longer necessary, it is required to revise or repeal the designation and notify affected cities, counties, state and federal agencies, and property owners within or adjacent to the corridor zone (Pub. Resources Code § 25339).
Local Government Responsibilities for Ensuring Designated Corridors Remain Viable
After receiving notice from the commission regarding the designation or revision of a transmission corridor zone within its jurisdiction, each city or county shall consider the designated transmission corridor zone when making a determination regarding a land use change within or adjacent to the transmission corridor zone that could affect its continuing viability to accommodate a transmission line planned within the transmission corridor zone. Nothing in this section shall preclude compatible uses within or adjacent to a designated transmission corridor zone (Pub. Resources Code § 25340).
Within 10 days of accepting a complete land use development application (pursuant to Section 65943 of the Government Code) for a project that a city or county determines would threaten the potential to construct a high-voltage electric transmission line, cities and counties are required to notify the Commission of the proposed project, provide a copy of the development application, and allow the Commission up to 60 days to provide written comments regarding the proposed project (Pub. Resources Code § 25341(a)). In its written comments, the Commission is required to recommend revisions to, redesign of, or mitigation measures for the proposed project that would eliminate or reduce threats to the transmission corridor that could limit its future use (Pub. Resources Code § 25341(b)). Cities and counties are required to consider the Commission's comments prior to acting on the proposed development project. If the Commission objects to the project, a city or county is required to provide a detailed written response as to why it did not accept the Commission's comments and recommendations (Pub. Resources Code § 25341(c)).
Energy Corridor Designation at the Federal Level
Section 368 of the Federal Energy Policy Act of 2005 directs the Secretaries of Agriculture, Commerce, Defense, Energy, and the Interior to designate under their respective authorities corridors on federal land in the 11 western states for energy facilities, including transmission lines.
At the request of the California Resources Agency, the Commission began working as a cooperating agency with the federal agencies involved in implementing the requirements of Section 368. The Commission has helped coordinate the activities of a federal/state interagency working group, and provided information for consideration in the designation of energy corridors on federal lands in California. Going forward, one of the challenges in transmission planning within California will be to coordinate the results of the work from the Federal government's corridor designation process with the state's new transmission corridor designation authority.
More information about the Energy Commission's participation in the West-Wide Energy Corridor Programmatic Environmental Impact Statement can be found at www.energy.ca.gov/corridor/.
For more information, please contact:
Roger Johnson
California Energy Commission, MS-46
1516 Ninth Street
Sacramento, CA 95814-5504
rjohnson @ energy.state.ca.us
Members of the news media, please contact: Media and Public Communications Office at 916-654-4989.


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HANG TIME HEADQUARTERS — No matter how many times we see it in print or hear it from the pundits or even other players around the league, we're having a hard time anointing the Los Angeles Lakers as the best the Western Conference has to offer before anyone reports for training camp.
Yes, those are blasphemous words in the Southland and sure to get us kicked out of line at Roscoe's, but you know it's the truth. As good as the Lakers look on paper with Steve Nash and Dwight Howard joining Kobe Bryant, Pau Gasol and Metta World Peace, the problem is the paper.
We have no idea what this group will look like in the flesh, on the court trying to work out the kinks during training camp and trying to find a rhythm as a group with Nash, Bryant and Howard all used to being the centers of attention on their respective teams. And since none of us has seen Howard in uniform since April (due to back surgery and the rehab process that followed), it would be foolish to assume that there won't be a transition period for him to adjust not only to his new teammates and surroundings but also to being back in the flow of live action.
There hasn't been any time for this group to get together and bond during the offseason. Bryant and Gasol spent the bulk of the summer working with their respective national teams and competing in the Olympics. Nash, Howard and World Peace have all been busy tending to their affairs as well. So unless they've been getting together for pickup games or team-bonding trips to the beach, training camp will be the first time this crew assembles and embarks upon the process of becoming the contender we all assume they will be by the end of the regular season.
Mike Trudell mapped out the timetable for the arrival of the Lakers' stars the other day on his Lakers.com BasketBlog, highlighting the very points made above:
Steve Nash is expected to be in Los Angeles in mid-September, and plans on working out at the team's facility.
Dwight Howard is currently doing his therapy/rehabilitation from back surgery at a facility in the Westwood/Century City area of L.A. At some point, he will transition over to working with Lakers head athletic trainer Gary Vitti, the team's head physical therapist Dr. Judy Seto and the rest of Vitti's staff (a time has not yet been set). Lakers spokesman John Black said Howard will not be doing any basketball/weight workouts until he's cleared medically, and that there is no target date for any of that at this point.
Pau Gasol is expected to return to Los Angeles at the end of September, while Kobe Bryant is more than trusted by the team to make his own work out arrangements for the offseason prior to training camp.
We're assuming quite a bit about a team that has been escorted from the playoffs rather abruptly in each of the past two seasons.
The internal business that has to be handled by the players and Mike Brown and his staff is just one part of the equation, albeit the most important one. And there is a ton of trust that has to be placed in the hands of all of these individuals if we're going to buy into the idea of these Lakers turning into championship contenders in such short order.
But there is also an external dynamic that comes in the form of both the defending Western Conference champion Oklahoma City Thunder and the runner-up San Antonio Spurs, the team that finished with the best record in the regular season last year. And that's not even factoring in the reigning world champion Miami Heat, who are sure to be lurking on the other side of the conference divide.
None of these other championship contenders will be rolling over for the Lakers, no matter how much praise they heap upon their rivals (Kevin Durant) during the offseason.
The same way the rest of the league placed that bullseye on the Miami Heat after LeBron James, Dwyane Wade and Chris Bosh joined forces, the Lakers will be targeted by everyone and especially the other league powers.
It's not so much that we don't believe these Lakers are capable, because on paper they are indeed the most formidable group in the entire league. We've been here before, though, convinced that a team that appeared to have all the right championship pieces in place is ready to handle the business only to watch them fall short of their ultimate goal.
All that said, if we were Lakers fans, we'd be giddy about the prospects of this upcoming season. It's not every day you acquire Hall of Fame talents at point guard and center, to go along with two other future Hall of Famers.
But there was a similar buzz in the summer of 2003 when future Hall of Famers Karl Malone and Gary Payton were added to the mix with Bryant and Shaquille O'Neal. On paper, there wasn't another team that was supposed to come close to matching that group. You don't win Larry O'Brien trophies on paper.


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Woman convicted in Huey Lewis car theft in Calif.
MILL VALLEY, Calif. (AP) — A woman will be sentenced in May in Northern California for the theft of a rental car and laptop from singer Huey Lewis.
Katherine Bowyer Gallagher has pleaded guilty to a felony charge of possession of stolen property. The Marin Independent Journal reports (http://bit.ly/ZglPfA ) sentencing for the 31-year-old is May 15.
Lewis was identified by the California Highway Patrol as Hugh Anthony Cregg. The 62-year-old was staying at a Holiday Inn Express in Mill Valley on Feb. 21 when the Toyota Corolla he rented was stolen with his laptop inside.
Lewis says he left the car idling to go into the hotel for a receipt. Authorities say a CHP officer later spotted Gallagher in the stolen vehicle.
Lewis is the frontman of Huey Lewis and the News.