text:
Back to Journals » Adolescent Health, Medicine and Therapeutics » Volume 5
Effect of mass media and Internet on sexual behavior of undergraduates in Osogbo metropolis, Southwestern Nigeria
Authors Asekun-Olarinmoye OS, Asekun-Olarinmoye E, Adebimpe WO, Omisore AG
Received 11 September 2013
Accepted for publication 23 October 2013
Published 28 January 2014 Volume 2014:5 Pages 15—23
DOI https://doi.org/10.2147/AHMT.S54339
Checked for plagiarism Yes
Review by Single-blind
Peer reviewer comments 2
Olusesan S Asekun-Olarinmoye,1 Esther O Asekun-Olarinmoye,2 Wasiu O Adebimpe,2 Akin G Omisore2
1Department of Mass Communication, Babcock Business School, Babcock University, Ilisan-Remo, Ogun State, Nigeria; 2Department of Community Medicine, Faculty of Clinical Sciences, College of Health Sciences, Osun State University, Osogbo, Osun State, Nigeria
Introduction: The influence of media portrayals of sexual attitudes and normative expectations of young people at a critical developmental stage is of public health concern.
Objectives: To examine the role of mass media and Internet utilization in shaping the sexual health attitudes and behaviors of young undergraduates in Osogbo metropolis, Osun State, Nigeria.
Materials and methods: In a descriptive cross-sectional study, 400 undergraduates were selected using a multistage random sampling technique. Four hundred and fifty pretested, semistructured questionnaires were distributed; of these, 400 were returned properly filled. Data were analyzed using SPSS statistical software version 16.
Results: Mean age of respondents ± standard deviation was 23.6±2.99 years. Most were aware of the various forms of mass media (>95%). Most (64.0%) respondents spent 1–5 hours watching television, daily, and most used the Internet often. About 38.3% and 24.2% of respondents used the Internet and radio/television, respectively, as sources of information on sexual issues. Most respondents used the Internet for school assignments (83.0%, n=332), electronic mail (89.0%, n=356), and for accessing sexually explicit materials (74.5%, n=298). Most of the respondents (73.5%) opined that the Internet has a bad influence on youths' sexual behavior, although accessing the Internet for sexual material or movies was acceptable to 25.3% of them. Of the 226 respondents who had ever had sex, 226 (100%), 37 (16.4%), 31 (13.7%), and 10 (4.4%) practiced coitus, oral sex, masturbation, and anal sex, respectively; 122 (54.0%) always used condoms, whereas 90 (40.0%) never used condoms during sexual activity; 33 (14.6%) had had sex with commercial sex workers. Further analysis showed that those who were yet to marry (single) were less likely to be sexually experienced than those who were married (adjusted odds ratio [AOR] =0.075, 95% confidence interval [CI] =0.008–0.679), and those who said accessing the Internet for sexual material is not acceptable to them were also less likely to be sexually experienced than those to whom it was acceptable (AOR =0.043, 95% CI =0.016–0.122). Predictors of having multiple sexual partners include the sex of the respondent and the frequency of Internet use, with females (AOR =0.308, 95% CI =0.113–0.843) and those who rarely use the Internet less likely to have multiple sexual partners.
Conclusion: We conclude that uncontrolled exposure to mass media and Internet could negatively influence the sexual patterns and behavior of youths.
Keywords: mass media, Internet, sexual behavior, undergraduates
Mass media is defined as those media that are designed to be consumed by large audiences through the agencies of technology.1,2 An array of communication media reaches large numbers of the public, including radio, television, movies, newspapers, and magazines. The Internet is a worldwide, publicly accessible network of interconnected computer networks that transmits information and services such as electronic mail, online chat, title transfer, interlinked web pages, and other documents of the World Wide Web.3
Media influences on sexual behavior were first reported in a sex education newsletter in 1981,4 and since then several overviews have examined adolescents' use of media as a source of information and its possible effect on their sexual behavior.5–8 Adolescents are vigorous users of the information broadcast in the media,9 and concern has been raised about the influence of media portrayals on sexual attitudes and the normative expectations of these adolescents at a critical developmental stage.10 The mass media and the Internet have their advantages in terms of providing necessary information for young people on sexual health and healthy sexual relationships,3 but many studies have shown that mass media negatively influences teens in their sexual behaviors.1,9,11,12 Over the past two decades, studies have shown an overall increase in the number of portrayals of and the amount of discussion about sex in these media and an increase in the explicitness of these portrayals.13–16 Furthermore, television research shows a fairly consistent sexual message across television genres: most portrayals of sex depict or imply sexual intercourse between unmarried adults, with little or no reference to sexually transmitted infections or acquired immunodeficiency syndrome (AIDS), pregnancy, or use of contraception.17
Sexual discussions and displays are increasingly frequent and explicit in all forms of the mass media.3 The Internet, the use of which is growing more rapidly than any previous technology,18 has dramatically increased the availability of sexually explicit content.3 One content analysis found that the inclusion of sexual content that ranged from flirting to sexual intercourse had increased from slightly more than half of television programs in 1997–1998, to more than two thirds of the programs in the 1999–2000 season. Depictions of intercourse (suggestive or explicit) occurred in one of every ten programs.19 A US study examining 1,276 youth-directed programs broadcast in 2001–2002 showed that 82% of episodes featured sexual talk and 67% featured sexual behavior, with 11% implying, and 4% portraying sexual intercourse.20
Little is known, however, of the relationship between the media and young people's sexual behavior in Nigeria, or indeed in developing countries in general, because of the dearth of studies in this area. The alarming increase of rape, teenage pregnancies, septic abortions, and sexually transmitted infections, especially human immunodeficiency virus (HIV), among undergraduates in Nigeria21 makes research into the effects of the mass media and the Internet on their sexual behavior even more important.
Materials and methods
This descriptive, cross-sectional study was carried out in Osogbo, the capital of Osun State, Nigeria; the target population was undergraduates in Osogbo metropolis. The town has three universities: Ladoke Akintola University of Technology Teaching Hospital (LAUTECH); Fountain University; and Osun State University. Questionnaires were administered to students at two randomly selected schools within the Universities; the lower-level medical students of Osun State University, and the upper-level basic medical laboratory science students at LAUTECH. Ethical approval to conduct this study was obtained from the Research Ethics Committee of LAUTECH, and further permission was sought and obtained from the Provost, College of Health Sciences, Osun State University, authorizing us to conduct the survey there also. In addition, verbal informed consent was obtained from each respondent.
A multistage sampling technique was used to select the respondents. An initial sample size of 340 was arrived at using the Leslie Fischer's formula for populations smaller than 10,000.22 However, to increase representativeness and to remedy for nonresponse, a total of 450 pretested semistructured questionnaires were distributed. This self-administered questionnaire was divided into four sections. The first section comprised sociodemographic characteristics of respondents; the second section dealt with awareness of and use of various forms of mass media; the third section examined patterns of sexual behavior of respondents; and the last section dealt with respondents' attitudes about, and use of the Internet and its effects, especially on sexual behaviors.
The questionnaires were manually sorted and analyzed using SPSS statistical software, version 16 (IBM Corporation, Armonk, NY, USA). The validity of the data collected was ensured by double entry and by random checks for errors. Relevant frequency distribution tables and summary measures were generated. The chi-square test was used to demonstrate relationships between categorical variables, and the level of significance was set at P<0.05, and a 95% confidence interval (95% CI), for all inferential analyses. Logistic regression analysis was used to identify predictors of being sexually experienced (that is, those who have ever had sex) and of having multiple sexual partners. In the logistic regression tables, number of television viewing hours was regrouped into two groups of "less than" or "equal to and more than" the mean viewing hours.
Outcome variables for the attitudes of respondents were scored using a five-point Likert scale (strongly agree, agree, undecided, disagree, strongly disagree). These ratings were compressed to agree, undecided, and disagree in the logistic regression tables.
Of the 450 questionnaires distributed, 400 completed questionnaires were returned, resulting in a response rate of 88.9%. Table 1 shows the sociodemographic characteristics of the 400 respondents. Most were between 20–24 years of age (59.5%) and 25–29 years of age (32.8%), with a mean age ± standard deviation of 23.6±2.99 years; the respondents were mainly female (n=227, 56.8%), Christian (n=303, 75.8%), and single (n=372, 93.0%).
Table 1 Sociodemographic characteristics of respondents (n=400)
Most of the respondents were aware of the various forms of mass media, such as radio and television (99.5%), films (95.0%), newspapers and magazines (96.5%), home videos (videos viewed at home) (91.0%), and the Internet (98.7%) (Table 2). Radio and television were the most accessible to respondents (n=88, 22.0%), followed by the Internet (n=60, 15.0%). Many of the respondents were of the opinion that the Internet and radio/television were sources of information on sexual issues (n=153, 38.3% and n=97, 24.2%, respectively), whereas more respondents (n=165, 41.3%) felt that the Internet had effects on sexual behavior, compared with other forms of mass media. Films were the favorite types of television programming for more than half of the respondents (56.3%), and about a third of respondents (n=134, 33.5%) spent an average of 3–5 hours daily watching the television (Table 3). Most of the respondents (n=263, 65.8%) had heard about the Internet from friends. Almost half of the respondents (n=198, 49.5%) used the Internet often, for such purposes as school assignments (n=332, 83.0%), email (n=356, 89.0%), and accessing sexually explicit materials (n=298, 74.5%). Of the 298 who accessed sexually explicit materials on the Internet, 56 (18.8%) did so often, 53 (17.8%) occasionally, and 189 (63.4%) rarely.
Table 2 Perceptions of respondents about mass media/the Internet (n=400)
Table 3 Use of mass media/the Internet by respondents (n=400)
Regarding attitudes toward mass media and the Internet, most respondents disagreed or strongly disagreed that premarital sex (57.3%) and accessing the Internet for sexual materials (61.8%) were acceptable behaviors, and most agreed or strongly agreed that the Internet has a bad influence on youths' sexual behavior (73.5%) (Table 4). After scoring of outcome variables, 58.9% of respondents had negative attitudes and 41.1% had positive attitudes towards the mass media/the Internet and their sexual behavior.
Table 4 Attitudes of respondents to mass media/the Internet (n=400)
Table 5 shows the sexual behavior patterns of respondents. Most of the respondents were aware of various forms of sexual behaviors, such as masturbation (89.2%), oral sex (88.0%), anal sex (84.7%), and coitus (100%); and 226 of them (56.5%) had experienced sexual intercourse. Of the 226 sexually experienced respondents, 226 (100.0%), 37 (16.4%), 31 (13.7%), and 10 (4.4%) practiced coitus, oral sex, masturbation, and anal sex, respectively; 122 (54.0%) always used condoms during sexual activity, whereas 90 (40.0%) never used condoms; 33 (14.6%) had had sex with commercial sex workers. About half of the respondents (n=117, 51.8%) first had sexual intercourse between 15–19 years of age, and most (n=171, 75.7%) had 1–2 sexual partners currently.
Table 5 Sexual behaviors of respondents (n=400)
Most of the respondents (n=371, 92.8%) felt that mass media/the Internet had an effect on their sexual behavior, with 198 (49.5%) of them agreeing it had both positive and negative effects. Bivariate analysis of the outcome variables showed significant association between being sexually active and the respondents' age (P=0.001), sex (P=0.004), marital status (P=0.01), time spent daily watching television (P=0.03), frequency of Internet use (P=0.0003), and frequency of accessing sexually explicit materials on the Internet (P=0.001) (Table 6).
In the analysis of possible predictors of being sexually experienced (Table 7), for the variable "accessing Internet for sexual material/movies is acceptable to me" and using "agree" as the reference, respondents who stated that accessing Internet for sexual material/movies was not acceptable to them were 23 times (1/0.043) less likely to be sexually active (experienced) than those who stated that accessing the Internet for sexual material/movies was acceptable; this finding was statistically significant for "disagree" (odds ratio [OR] =0.043, 95% CI =0.016–0.122, P<0.001).
Similarly, for the variable "marital status" and using "ever married" as the reference, those who were single (yet to marry) were about 13 times (1/0.075) less likely to be sexually active than those who were married, and this finding was also statistically significant (OR =0.075, 95% CI =0.008–0.679, P=0.021). Thus, predictors of level of sexual activity were the attitude "accessing the Internet for sexual material/movies is acceptable to me" and respondents' marital status.
In the analysis of possible predictors for having multiple sexual partners (Table 8), for the variable "sex" and using "male" as the reference, females were about three times (1/0.308) less likely to have multiple sexual partners than males, and this was statistically significant (OR =0.308, 95% CI =0.113–0.843, P=0.022).
For the variable "frequency of Internet use" and using "rarely" as the reference, those who used the Internet often were about five and a half times (1/5.450) more likely to have multiple sexual partners than those who rarely used the Internet, and this finding was statistically significant (OR =5.450, 95% CI =1.035–28.703, P=0.045). Similarly, for the same variable and using "rarely" as the reference, those who used Internet occasionally were about seven times (1/7.295) more likely to have multiple sexual partners than those who rarely used the Internet, and this finding also was statistically significant (OR =7.295, 95% CI =1.085–49.040, P=0.041).
Almost all the respondents in this study were aware of the Internet and the mass media, with more than 9 of 10 respondents knowing about the various forms of mass media. This is similar to what has been reported in earlier studies,1,3 and it is expected because young people have been said to be vigorous users of the mass media.9 Only about a fifth of the students in this study had ready access to radio and television, and even fewer (15%) had ready access to the Internet. This differs from what has been reported in other studies, which generally have found that most adolescents have access to the mass media and the Internet.1–3,10,23 This may not be surprising, however, as these previous studies were carried out in developed countries where information technology is not only more advanced, but also more readily affordable and accessible than it is in developing countries like Nigeria.
Regarding sexually explicit materials, most of the respondents opined that the Internet (~40%) and radio and television (~25%) were sources of sexually explicit materials. This has been similarly reported in other studies.10,20 Several studies have shown clearly that sexual content is prevalent on television.24–26 The Internet has also been said to make sexually explicit materials more accessible to youth than ever before.10,27 Approximately 17% of respondents also considered home videos to be a source of sexually explicit materials, and a little more than that felt that these also affect sexual behavior. This has been corroborated by other studies,28–30 and it has been reported that sexual content is more explicit in movies than on television.10
Interestingly, despite the fact that most of the respondents considered the Internet to be a source of sexually explicit materials and to have effect on their sexual behaviors, most of them also considered the Internet to be their favorite source of information and entertainment. It is therefore surprising that only a few studies (and even fewer studies in developing countries) have examined the sexual content of the Internet in relation to the sexual behavior of the young people. There is a great deal of existing literature on the influence of mass media on the behaviors of adolescents and young adults, particularly in the United States and other Western cultures; thus, the strength of this study is that it is assessing a country where not as much research has been done on the relationship between mass media and sexual behavior.
Two thirds of the respondents learned about the Internet from friends and less than 4% from parents. This pattern is likely to result in varied and unbalanced information, often with poor quality. Respondents' main reasons for using the Internet were for school assignments and email; however, three quarters of the respondents also used the Internet to view sexually explicit movies and pornography. This is similar to what was reported in a study of 813 university students from across the United States, in which 87% of the males and 31% of the females reported seeking out pornography themselves.31 This calls for concern, because the Internet and mass media may be the sources of first impressions and ongoing perceptions that are critical in the development of a young person's sexual attitudes, expectations, and behaviors. If young people's initial explorations of sex happen in the context of the online "sexual marketplace,"10 it will be difficult for them to develop healthy concepts of sex and their own sexuality. Young adolescents are shaped by their experiences. Furthermore, sexually explicit content may present new ideas, which in turn may influence an adolescent's development of values and perception of healthy sexual relationships. The sexually explicit information found on the Internet is often inaccurate and harmful. It often lacks descriptions of intimacy or the development of deep personal relationships. Rather, it encourages sexual acts without any emotional connection, which in turn may begin to shape a person's sexual values, attitudes, and behaviors, and consequently may interfere with healthy sexual development.
In this regard, it is critical to view the Internet as a new social environment in which universal adolescent issues pertaining to identity formation, sexuality, and self-worth are explored in a virtual world. Easy and continuous access to the Internet provides tremendous opportunities for adolescent socialization, allowing them to connect with their peers as well as with complete strangers from across the world. Clearly, the Internet is transforming the social world of adolescents by influencing how they communicate, establish and maintain relationships, and find social support. Therefore, it is essential to gain awareness of both the potential benefits and risks of teen Internet use and to provide strategies to guide safe and positive practice.
Half of the respondents said they used the Internet often, and there was a significant association between frequency of Internet use and frequency of accessing sexually explicit materials on the Internet, with frequent users of the Internet more likely to frequently access sexually explicit materials. There was also a significant association between being sexually active and the frequency of Internet use and frequency of accessing sexually explicit materials on the Internet, with those who used the Internet or accessed sexually explicit materials often being more likely to be sexually active. This is similar to the finding of Brown et al,32 who in their longitudinal study found that the quintile of teens who consumed the greatest amount of sexual-media content in early adolescence were more than twice as likely as those with lighter sexual-media diets to have initiated sexual intercourse by the time they were 16 years old. This may be another reason for concern about increasing access to mass media/the Internet, especially with the advent of mobile phones, laptops, and other portable electronic devices with facilities for accessing the Internet and watching movies.
About 6 of 10 respondents had poor attitudes towards mass media/the Internet and their sexual behavior, and a quarter of them considered viewing sexually explicit materials or sex movies on the Internet to be acceptable. This is similar to what was reported in a study carried out among undergraduates in the United States, wherein two thirds of the males and half of the females considered viewing pornography to be acceptable.31 Nearly 60% of the respondents in the current study were sexually active, with nearly half of these having had their most recent sexual exposure within a week before data collection. This pattern has been reported in earlier studies generally showing that young adults, especially those in developing countries, are becoming more sexually experienced.33,34 It was, however, interesting to find a significant relationship between being sexually active and factors such as time spent watching television and frequency of Internet use. This relationship also has been reported in previous studies. Peterson et al35 found an association between duration of television viewing and early initiation of sexual intercourse among adolescents. Brown and Newcomer11 also found that junior-high-school students who watched television with more sexual content were more likely to have initiated sexual activity than were those who watched less sexual-media content.
More than 9 of 10 respondents in this study felt that mass media/the Internet had an effect on their sexual behavior, and about half of them believed the effect was both positive and negative. This is similar to the opinions shared by previous authors.1,3 The Internet might have a positive effect on teenagers, as there are some sites that create awareness about teen pregnancy, human immunodeficiency virus, and sexually transmitted diseases. These sites could be used by young people when they have nowhere else to turn. However, research has shown that mass media/the Internet can also negatively influence young people's sexual behavior because teenagers are more likely to start having sexual relationships earlier without using protection.1,3 Multivariate analysis showed that acceptability of accessing the Internet for sexual materials was a predictor of the likelihood of being sexually active; the frequency of Internet use for accessing sexual materials/pornography was also found to be predictive of respondents' likelihood of having multiple sexual partners. These findings corroborate reports from other researchers on the negative influence that Internet use may have on adolescents' sexual behaviors.1,3,11,32,35
Conclusion and recommendations
Most of the respondents in this study were aware of the various forms of mass media and the Internet, although only a few of them had ready access to these. Most of the respondents spent 3–5 hours a day watching television, and most also used the Internet often. There was a significant relationship between sexual activity, time spent watching television, and the frequency of Internet use: those who spent more time watching television and those who used the Internet more frequently were more likely to be sexually active. Frequency of Internet use for accessing sexual materials was found to be a predictor of being sexually active and of the likelihood of having multiple sexual partners.
On the basis of these findings, the authors recommend that young people be educated on the proper use of mass media/the Internet. The directors and producers of programs broadcasted on mass media/the Internet should be educated on the need to balance portrayals of sexual activity with the possible consequences of choices in sexual behavior. Parents are also encouraged to be involved in their children's patterns and choices of mass media and Internet use. Families should regularly discuss with their children the limitations of the information in the mass media and its potential misuse in relation to reproductive health and rights. As a matter of support, parents should adhere to the available rule of "parental guidance" when watching certain movies and programs in the mass media, most especially on television and the Internet. Because Nigerian undergraduates are required to take a general course on information and communication technology as a way of acquiring basic knowledge in this arena, colleges and institutions should use this opportunity to educate students on the use and misuse of the mass media and proper use of the Internet as source of information on sexual issues.
The authors report no conflicts of interest in this work.
Anton. Mass Media and Adolescence: How Mass Media Influence Teens In Their Sexual Behavior. Essays24.com; 2010. Available from: http://essays24.com/print/Mass-Media-Adolescence-Mass-Media/24866.html. Accessed June 15, 2011.
Wakefield MA, Loken B, Hornik RC. Use of mass media campaigns to change health behaviour. Lancet. 2010;376(9748):1261–1271.
Brown JD. Mass media influences on sexuality. J Sex Res. 2002;39(1):42–45.
Corder-Bolz C. Television and adolescents' sexual behavior. Sex Education Coalition News. 1981;3:40.
Brown JD, Greenberg BS, Buerkel-Rothfuss NL. Mass media, sex, and sexuality. Adolesc Med. 1993;4(3):511–552.
Greenberg BS, Brown JD, Buerkel-Rothfuss N. Media, Sex, and the Adolescent. Cresskill, NJ: Hampton Press; 1993.
Malamuth NM. Pornography's impact on male adolescents. Adolesc Med. 1993;4(3):563–576.
Malamuth NM, Impett EA. Research on sex in the media: what do we know about effects on children and adolescents? In: Singer DG, Singer JL, editors. Handbook of Children and the Media. Thousand Oaks, CA: Sage Publications; 2001:269–287.
Werner-Wilson RJ, Fitzharris JL, Morrissey KM. Adolescent and parent perceptions of media influence on adolescent sexuality. Adolescence. 2004;39(154):303–313.
Rich M. Virtual Sexuality: The Influence of Entertainment Media on Sexual Attitudes and Behavior. Washington, DC. The National Campaign to Prevent Teen and Unplanned Pregnancy; 2008. Available from: http://www.thenationalcampaign.org/resources/monster/MM_1.0.pdf. Accessed June 10, 2011.
Brown JD, Newcomer SF. Television viewing and adolescents' sexual behavior. J Homosex. 1991;21(1–2):77–91.
Stern SE, Handel AD. Sexuality and mass media: the historical context of psychology's reaction to sexuality on the Internet. J Sex Res. 2001;38(4):283–291.
Gruber E, Grube JW. Adolescent sexuality and the media: a review of current knowledge and implications. West J Med. 2000;172(3):210–214.
Sprafkin JN, Silverman LT. Update: physically intimate and sexual behavior on prime-time television. J Commun. 1981;31(1):34–40.
Bragg S, Buckingham D. Young people and sexual content on television: a review of the research. The Broadcasting Standards Commission; 2002. Available from http://citeseerx.ist.psu.edu/viewdoc/download? doi=10.1.1.133.2116&rep=rep1&type=pdf. Accessed January 9, 2014.
Collins RL, Martino SC, Shaw R. Influence of New Media on Adolescent Sexual Health: Evidence and Opportunities. RAND; 2011. Available from: http://www.rand.org/pubs/working_papers/WR761.html. Accessed January 9, 2014.
Lowry DT, Towles DE. Prime Time TV Portrayals of Sex, Contraception and Venereal Diseases. Journalism Quarterly. 1989;66(2):347–352.
Idowu B, Ogunbodede E, Idowu B. Information and Communication Technology in Nigeria: The Health Sector Experience. Journal of Information Technology Impact. 2003;3(2):69–76.
Kunkel D, Cope KM, Farinola WJM, Biely E, Rollin E, Donnerstein E. Sex on TV: A Biennial Report to the Kaiser Family Foundation. Menlo Park, CA: the Henry J Kaiser Family Foundation; 1999.
Fisher DA, Hill DL, Grube JW, Gruber EL. Sex on American television: an analysis across program genres and network types. J Broadcast Electron Media. 2004;48(4):529–553.
Olasode OA. Sexual behaviour in adolescents and young people attending a sexually transmitted disease clinic, Ile Ife, Nigeria. Indian J Sex Transm Dis. 2007;28(2):83–86.
Araoye MO. Research Methodology with Statistics for Health and Social Sciences. Ilorin, Nigeria: Nathadex Publishers; 2004:117–120.
Roberts DF. Media and youth: access, exposure, and privatization. J Adolesc Health. 2000;27(Suppl 2):8–14.
Davis S, Mares ML. Effects of talk show viewing on adolescents. J Commun. 1998;48(3):69–86.
Strouse JS, Buerkel-Rothfuss N, Long EC. Gender and family as moderators of the relationship between music video exposure and adolescent sexual permissiveness. Adolescence. 1995;30(119):505–521.
Kunkel D, Cope KM, Biely E. Sexual messages on television: comparing findings from three studies. J Sex Res. 1999;36(3):230–236.
Kanuga M, Rosenfeld WD. Adolescent sexuality and the internet: the good, the bad, and the URL. J Pediatr Adolesc Gynecol. 2004;17(2):117–124.
Thompson KM, Yokota F. Violence, sex and profanity in films: correlation of movie ratings with content. MedGenMed. 2004;6(3):3.
Bufkin J, Eschholz S. Images of sex and rape: A content analysis of popular film. Violence against Women. 2000;6(12):1317–1344.
Oliver MB, Kalyanaraman S. Appropriate for all viewing audiences? An examination of violent and sexual portrayals in movie previews featured on video rentals. J Broadcast Electron Media. 2002;46(2):283–299.
Carroll JS, Padilla-Walker LM, Nelson LJ, Olson CD, Barry CM, Madsen SD. Generation XXX: pornography acceptance and use among emerging adults. J Adolesc Res. 2008;23(1):6–30.
Brown JD, L'Engle KL, Pardun CJ, Guo G, Kenneavy K, Jackson C. Sexy media matter: exposure to sexual content in music, movies, television, and magazines predicts black and white adolescents' sexual behavior. Pediatrics. 2006;117(4):1018–1027.
Santelli JS, Brener ND, Lowry R, Bhatt A, Zabin LS. Multiple sexual partners among US adolescents and young adults. Fam Plann Perspect. 1998;30(6):271–275.
Yan H, Chen W, Wu H, et al. Multiple sex partner behavior in female undergraduate students in China: a multi-campus survey. BMC Public Health. 2009;9:305.
Peterson JL, Moore KA, Furstenberg FF Jr. Television viewing and early initiation of sexual intercourse: is there a link? J Homosex. 1991;21(1–2):93–118.
This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.Download Article [PDF]


text:
Originally published in the Toronto Star on July 12, 2006. As the ice caps melt on the mountain tops, politics is defeating intelligence in the debate over Al Gore's film An Inconvenient Truth. If you haven't seen it, here's a quick synopsis of An Inconvenient Truth, the global-warming movie that has ignited a firestorm in the U.S. and inexplicably nothing in Canada Al Gore says that carbon dioxide levels are going through the roof on account of fossil fuel burning. He correlates carbon dioxide levels with hotter temperatures, and calls it "global warming."
He then claims that global warming is responsible, at least in part, for things like the melting of the snows of Kilimanjaro, the shrinking of the Alpine and Peruvian glaciers, the 1995 collapse of Larsen Ice Shelf B in the Antarctic, the rapid decline of Lake Chad, the melting of Arctic permafrost, the thinning of ice caps at the North Pole, the spread of diseases like SARS and the West Nile viruses and the recent flurry of hurricanes like 2005's Katrina.
The U.S. right wing has reacted venomously to this movie made by the former Democratic contender for president. On June 27, the U.S. Senate Committee on Environment and Public Works released a statement that included quotes such as, Gore's "arguments are so weak they are pathetic," "a propaganda crusade … mostly based on junk science" and "this man is an embarrassment to U.S. science … "
Step back a moment. First of all, in Canada, can you imagine Environment Canada issuing an official denunciation of a movie? Since when do government members review films? Second, bear in mind the substance of the film. If Gore had declared the end of gravity, or claimed DNA to be optional, he couldn't have been condemned any more baldly – his critics have exhausted the dictionary of abuse.
Gore acknowledges himself to be merely a messenger. At best, his rendition of the science is correct. At worst, he is selective in his choice of sources.
So as for its accusations of "junk science," the Senate Committee doth protest a little too much. Furious with the former vice-president, it produced a small but vocal battery of scientists who maintain there is no vigorous, scientific proof of the purportedly cataclysmic effects of global warming.
And those scientists are quite right. They're also quite dishonest. Even the most zealous of global warming skeptics will admit the modern scientific method requires rigorous, exacting methods of proof that are literally impossible for the climate scientist to attain – ever.
Consider the methodology of the modern experiment. One begins with a hypothesis. Let's imagine the following bloodthirsty scenario. After a few years of pottering about in my little garden, I begin to suspect that salt kills slugs. One starts with a question – for instance, "Will a garden slug die if it is sprinkled with table salt?" One then designs a good, if not infallible, test take 20 slugs from the same garden, of the same type and age, put them in identical boxes of soil and feed them identical diets for nine days. On the tenth day, sprinkle half of the boxes with salt, and the other half with sugar. Then take inventory of dead slugs. If there are significantly more dead salty slugs than dead sweet ones, repeat the experiment, fly to Sweden to collect a Nobel Prize.
Why is this a good experiment? For one thing, it is reproducible – identical conditions yielding the same results on multiple occasions. Also, there exists a "control group" of unsalted but otherwise identical slugs, allowing one to weed out every variable except one and thereby pinpoint the cause of death.
Reproducibility and control are the bedrock of much of modern experimental science. When one is studying a system that is complicated, finding the right control group is often the stickiest task of the experiment.
Climate science is different. The planet is not amenable to being poured into a test tube. For one thing, we can't do a "control" experiment – there's only one Earth.
We can't really do any controlled experiments at all. As Richard Lindzen, professor at MIT and one of the world's most voluble global warming skeptics has stated, "… the earth and its climate are dynamic; they are always changing … even without any external forcing."
His point is that numerous factors affect the earth's climate, including ocean currents, wind currents, water temperatures, human activity, perhaps even solar variability. All of them are in constant flux. We have no means of isolating one whilst keeping all of the others constant. All we can do is count dead slugs, i.e. measure.
Now, although it's impossible to carry out a controlled experiment on the Earth, we are currently in the process of executing the snazziest uncontrolled experiment in the history of the world.
It goes a little something like this. Take the entire planet. Dig impossibly huge holes in it. Each and every day, go to the holes and scrape out about 85 million barrels of oil. Then burn the oil in the open air, occasionally spilling some of it into the ocean. And then … wait. If the planet disintegrates, maybe do something.
Now that's bad science.
But it's not too far from the "science" of global warming skepticism. Even skeptical scientists don't disagree that the earth is warming up, and most of them don't even doubt that humans are responsible, at least in part, for the warming.
What they want is sensational proof of harm. Unfortunately, the only way to furnish this proof is by means of a potentially fatal experiment keep burning fossil fuels until something really bad happens.
It seems strange. If I gave you a prize-winning stallion, would you feed it a steady diet of fried
rats? No? But no one has ever proved that fried rats are bad for prize-winning stallions. It might well be a very healthy diet. Yet because the gift is so precious, you would probably take cautious care before taking any chances.
It seems that in the case of the planet, the onus has been reversed.
An Inconvenient Truth is a good film; it is interesting, convincing, well-presented and contains absolutely beautiful cinematography. I hope that you will watch it.
If your opinion of the film though is "Gore really got the science right" or "Gore has no clue what he's talking about," unless you fall into a hair's breadth of the global population, I believe you have drawn the wrong conclusion.
One cannot opine on science. Science isn't something that lends itself particularly well to opinions. All one can do is evaluate the methodology.
An Inconvenient Truth is the global warming gospel according to Gore, and like all acts of witness, it is fundamentally unscientific. It is a book report. It is not a science paper.
This is not surprising. A science paper is high on detail and almost entirely bereft of entertainment value. For as long as people like us are unable – or unwilling – to use primary sources to educate ourselves about our planet, for better or for worse, we rely on people who aren't – people like Al Gore.
Gore attributes a lot of things to global warming – including the manifestation of certain new diseases, the mutability of certain species populations, and the distribution and frequency of natural disasters. His confidence has the trappings of arrogance, and it is fair to say some of his studies are too scantily explicated to be truly persuasive.
But Gore is merely the messenger. And if you're going to trust anyone on these issues, you can do a lot worse than Gore. He is a smart man. Keep in mind that no one has accused him of garbling the facts; his critics merely reject his facts. Gore might have neglected to present some of the more nuanced views on global warming, but he has devoted a large chunk of his life to learning about it.
Whatever you do, don't disagree with Gore merely because he is Gore. Ralph Klein, for instance, stated, "I don't watch movies much, and I don't listen to Al Gore, in particular, because he's a Democrat, and not only that, he's as far left as you can go."
Incidentally, on the same topic, Klein also snapped, "The United States needs our oil. I don't know what he [Gore] proposes the world run on, maybe hot air?" This is literally the worst argument I have heard for continuing unabated use of fossil fuels.
Klein's reasoning is bad. One cannot allow oneself to be goaded into the ridiculous creeds of partisan politics. The left thinks it's a good idea, ergo, the right says it must be a bad idea (and vice versa). It's absurd.
The Earth and its atmosphere are not partisan. If the climate scientists who predict dire consequences for global warming – and it really is the bulk of them – are correct, the stakes are just too high for this daft political childishness. And there's no scientific evidence that a little bit of energy conservation ever hurt anyone.
Global warming skeptics have a song. It's a very loud one, and it sounds like this. "We can't prove that human pollution warms the earth (even though this one's not really contested by anyone any more), increases the frequency of hurricanes, accelerates the spread of disease, or causes glaciers to rapidly melt. Until the Earth is in critical condition, there's no problem. Gas up, break out the Russian roulette, let's party. Al Gore sucks."
When you burn a log, both the log and the smoke it creates are permanently irretrievable. I don't really know how well this analogy holds, but if we imagine the log as 85 million barrels of the Earth's oil a day … do we really want to find out?

subset: commoncrawl


text:
History Of Hewlett Packard Printers
The history of Hewlett-Packard printers is a long story dating back to 1939, where the company was founded in a garage in Palo Alto, California with $538 in capital, split between cash and a used drill press.
The founding partners, Bill Hewlett and Dave Packard, were good friends who met when they were classmates at Stanford University, both completing a degree in Electrical Engineering in 1935.
Bill and Dave were two opportunistic people who did not have a business plan in place, but who both knew they wanted to be in business together. They tried their hand at several different products such as a bowling alley foul-line indicator, a device to make a urinal flush automatically, a clock drive for a telescope, and a shock machine designed to help people lose weight, before settling on some of the products we know HP for today,
HP's First Project
In 1938, one year before the company became an official partnership, Bill and Dave produced their first product. It was a resistance-capacitance audio oscillator, which is a device used for testing sound equipment. They named it HP Model 200A.
HP's First Customer
Before the company or partnership was even official, they had their first customer. Also in 1938, Walt Disney purchased eight HP Model 200B devices from the friends in order to prepare movie theatres to show the movie, Fantasia.
As early as 1940, Hewlett-Packard was already giving out employee Christmas bonuses, making their first charitable donation, and setting up a production bonus program. The same year, Hewlett-Packard moved out of the garage they were operating from and rented a building, still in Palo Alto.
In 1943, Hewlett-Packard entered the field of microwave ovens with an audio signal generator, another of their many products. The company was steadily progressing and looking for their niche.
In 1947, Hewlett Packard incorporated. Nine years later, HP releases their most recent invention, oscilloscopes, in 1956. These devices measure the voltage and frequency of an electric signal, and they are a significant player in HP's test and measurement product line.
HP went public the next year, in 1957, with the shares selling for $16 each. Any employee with over six months of service received company grant stock, and offered participation in a stock options program.
The Beginning Of HP Printers and Computers
HP acquired F. L. Moseley Co. in 1958. Their first acquisition was a company producing high-quality graphic recorders, which laid the foundation for HP's future printing business.
In 1962, Hewlett Packard made the Fortune 500 list, at #460.
The early 1960s were met with many inventions and company changes. HP continued making various products, one being the atomic clock in 1964.
HP made their first Hewlett-Packard computer in 1966, the HP 2116A. It was a very large machine designed to withstand extreme environments, making it usable anywhere. It was not until two years later that HP introduced their first "personal computer", HP 9100A. It was more a desktop scientific calculator, but was the first documented time anyone had referred to anything as a personal computer.
In 1972, HP made their first handheld calculator, and entered the world of business computing with the HP 3000, focusing on distributed data processing. The year 1974 brought HP's first mini-computer that used dynamic random access memory chips. The next year, HP's global revenue beat its US revenue for the first time.
HP made the first wristwatch calculator and calendar accessory in 1977, and in 1980, they released their first personal computer, as we know personal computers today. HP-85 was capable of input and output, talking to other computers, and connecting with peripheral devices.
In 1982, HP released their first handheld computer. Able to connect to peripherals, HP-75C was the first mobile-style computer model. The same year, they also released the HP-9000 mainframe computer. It was a smaller version of the room-size computers used in the 1960s, and just as powerful.
Still innovating in the computer market, HP released a touch screen computer, HP-150. By 1984, HP was at the top of the fortune 500 list and had released the first thermal inkjet printer, HP ThinkJet, as well as the first laser printer, HP LaserJet, which became the most popular desktop printer. In 1988, HP released the company's first mass-marketed inkjet printer, the HP DeskJet. The company was well into their chosen niche by this time.
In 1991, HP released an affordable, revolutionary color printer, the HP DeskJet 500C. This same year, the company advanced portable computing with their HP 95LX Palmtop PC. This model was equipped with the same amount of computing power as the larger desktop models.
The year 1993 brought the first laptop-style computer, the HP OmniBook 300. HP had also shipped ten million laser printers by this year. The company was well into the computer and printer market, with high revenues and sales.
The next year, HP released the world's first all-in-one device, which provided print, fax, and copy capabilities. Also in 1994, the company began a working relationship with Intel. They were developing a 64-bit microprocessor. By 1995, HP was into the home computing market with the HP Pavilion model, which resembles the look we are more accustomed to today.
The Historical Revenue and Employee Count
- 1939 – 2 employees and $5,389.00 in revenue
- 1942 – 8 employees and $522,803.00 in revenue
- 1947 – 111 employees and $851,287.00 in revenue
- 1951 – 215 employees and $5.5 million in revenue
- 1958 – 1,778 employees and $28 million in revenue
- 1962 – 6,260 employees and $110 million in revenue
- 1966 – 11,309 employees and $203 million in revenue
- 1969 – 15,840 employees and $326 million in revenue
- 1973 – 28,255 employees and $661 million in revenue
- 1977 – 35,062 employees and $1.4 billion in revenue
- 1979 – 53,020 employees and $2.4 billion in revenue
- 1982 – 69,538 employees and $4.3 billion in revenue
- 1988 – 87,000 employees and $9.8 billion in revenue
- 1993 – 96,000 employees and $26 billion in revenue
- 1995 – 105,200 employees and $31.5 billion in revenue
- 1999 – 84,000 employees and $42 billion in revenue
- 2002 – 141,000 employees and $56.6 billion in revenue
- 2004 – 150,000 employees and $80 billion in revenue
- 2006 – 156,000 employees and $91.6 billion in revenue
- 2007 – 172,000 employees and $104.3 billion in revenue
- 2008 – 321,000 employees and $118.4 billion in revenue
- 2010 – 324,600 employees and $126 billion in revenue
HP continues to improve the computer and printer market, each new breakthrough making computers and multifunctional devices faster, smaller, more affordable, or more in tune with other new technologies. They continue to be a Fortune 500 company, and the legacy of the two friends lives on in millions of homes and businesses all around the world.
For an interactive and more in-depth look at the history of HP printers, follow this link.


text:
Regardless of the make, model, or age of your heating system, regular professional maintenance is essential to performance. At AC Pros HVAC we recognize both the importance of seasonal upkeep and your reasons for procrastinating.
Rest assured, we've streamlined our services to ensure punctual arrival, quick turnaround, no disruption to your property, and cost-effective results. Consider enrolling in a customized maintenance plan to meet your exact requirements, and leave the work and worry to us. Our factory trained and experienced specialists adhere to strict service procedures to optimize value and rewards for our customers across the Greater Austin Area.
We offer discounts for seniors and military personnel, and maintain a complaint free A+ rating from the Better Business Bureau. Equipped with state-of-the-art technology, specialized tools, and a full range of quality replacement parts, AC Pros HVAC optimizes the performance of your cooling system, enhancing your comfort and maximizing return from your investment.
HVAC Service . A/C Service . HVAC Installation
With The Awards To Prove It.


text:
Coach Amanda Truax will be speaking at National Conference before competition
Some upcoming events happening at River Blades...coach Amanda will be at the ISI National Conference speaking on June 1st, from 12:30 to 1:15 presenting a choreography segment. So coaches in the Twin Cities, if you're interested stop by, she'd love to talk to you. If you have any interest in choreography or interest on how to run your skate school, please speak with Amanda at the conference. Also, the ISI National Conference Championships are that weekend June 2nd through the 4th and Team River Blades will be competing at the Woog Arena in South St. Paul.


text: Hooray! It's been one year since graduating my alma mater, and life definitely didn't go the path I expected. When I graduated, I knew I wasn't ready for the real world (none of us feel like we're ready when the time comes), but I felt having a plan would leave me better prepared than not. Most of you who are friends with me know that I like making plans, backup plans, and backups for those backup plans. So how did this past year turn out, and did I survive? Well, I definitely survived. I'm not exactly where I thought I'd be, but I know I'm where I should be. I'll explain this as we go further.Read More


text:
TrackTracker exclusive: Sunshine live Vol. 27 (Toptrax)
We´re proud to announce that the new "Sunshine live Vol. 27 compilation is available exclusively via TrackTracker for downloads in the first weeks. Sunshine live is the biggest electronic radio station in Germany. The compilation always reach a top 10 position in the German Media Control Charts. Beside the download of the full compilation, customers who bought the 2CD can find a coupon in the booklet. If they visit a special webpage (the URL they can fin in the booklet as well) they can download the bonus mix of the Sunshine live Vol. 27 for just additional EUR 3,50.
Available formats:Various Artists – Sunshine Live Vol. 27 (TopTrax)Various Artists – Sunshine Live Vol. 27 (Premium Edition) (TopTrax)If you bought the Sunshine live 2CD already, please visit: Sunshine live DJ Mix.


text:
Woman dies after being found unresponsive in car on Loop 101
Go inside the Phoenix Fire Department 911 call center to learn about what's going on when you call 911 in the Phoenix metro area. Hannah Gaber/azcentral.com
A woman has died after being found unresponsive Sunday morning in a vehicle on Loop 101 in the northwest Valley.
Arizona Department of Public Safety received multiple reports early Sunday of a stopped vehicle on Loop 101 near Bell Road.
When DPS officers responded to the scene, they found the woman, unresponsive, with a rope around her neck. The woman was later pronounced dead, DPS said.
Three lanes of southbound Loop 101 were closed Sunday as authorities investigated the death. The investigation is ongoing.
All lanes were reopened shortly before 2 p.m.
This is a developing story. Return to azcentral.com for updates.
- 3 teenagers killed, 3 hospitalized in north Phoenix crash
- 2 killed in airplane crash near Camp Verde
- Glendale intersection closed after 5-car crash kills 2


text: Blog 2016 Home Design Trends February 19, 2016 With the investment of renovation and redecoration, it is essential to find classic looks that showcase your style in a realistic way. 2016 is the year to bring back staple top trends for your home. Patterned Pops: Print objects add character solids and minimalism design. You can use a patterned couch as a huge statement in a neutral room. If you want something more understated, use a patterned curtain over wood windows to create a tasteful accent. Fabric wall art is also becoming quite popular, another exciting choice for pattern inspiration. Mismatched and Moveable: If you are feeling tired of the design in your spaces, try rearranging pieces you already have from different rooms around your home. Mixed materials are a huge trend this year. Match your modern minimalism pieces in a room with rustic wood windows and floors for a revitalizing renovation on a low budget. Mid-Century to Millennial: Arcs are on the rise from the past. Incorporate the mid-century feel using interior design pieces, like tables and chairs. Feeling bold? Install arced wood windows to go the extra mile for the eclectic and fun trend. Neutral is Now: Creams, greys, blacks, alabasters and ivories are the trend this year. Keep your home calm and collected with mild tones of organic colors. If you think neutral color palletes are blah, think again. Add some character with neutral tiles, pillows or flowers. Painting a wooden window black in an all-white room is also a huge statement this year. Optimize and Open: It is the year to eliminate the clutter. An open space is a must to unwind and breathe in your home. Whether you are overlooking a city or the countryside, oversized windows will permit natural light, and less walls will provide you with an open feel to your space. Emphasize minimalism and tech-less areas; instead, filling your space with peaceful pieces. We can turn the 2016 trends into a reality for your home, created to fit your tastes perfectly. We can help you arrange your window and door needs to complement these 2016 trends. Simply contact Pella Windows and Doors at 315-565-0399 or come to our Syracuse showroom to see how we can help you integrate this year's trends. Schedule Now! Back to Blog


text:
The last time Advent 4 landed on December 24th was 2006!
It doesn't happen often that Advent 4, Christmas Eve, and Christmas Day land on top of each other (thanks be to God!), but when it does, it's tough! But not so tough as to defeat the Holy Spirit's capacity to work through you to offer "Good News of great joy which shall be to all the people!"
With a bit of planning, you can plan now to preach with expectation and joy. Here's how:
1) Get Real
Let's be honest: it's not realistic to think you'll be able to prep three sermons in the time you typically set aside for one.
You'll need to claim additional sermon prep time somewhere.
To create this time, hours typically spent elsewhere will need to be sacrificed—and this shouldn't mean sacrificing your own personal time or rest.
Don't apologize for making sermon preparation an urgent priority. There are few days as important as these, and they're on a fixed, implacable deadline. Even if other deadlines get pushed back, few are as crucial as these.
What can be let go, abbreviated, postponed, or delegated over the next several weeks to make room for this additional sermon prep?
Where can you scale back efforts or recruit others to shoulder the load?
Finding these resources to enable more sermon prep time will be easier the earlier you start to make space for the additional prep, which brings us to Step 2.
2) Start Now
Begin to make these plans as soon as possible.
I know: the "tyranny of the urgent" can make this seem impossible. Immediate needs always seem to take precedent, and Christmas is still (almost) four weeks away!
Even so, starting now can be done.
Set aside 30 minutes today—whether in your office or in front of your Christmas tree tonight—to look at your December calendar, and create your sermon prep plan.
- Make a list of any meetings, tasks, or events you have on your calendar that could be modified to free up sermon prep time.
- Create a task list of emails to send, phone calls to make, or events to cancel that will free up your time.
- Draft a paragraph communicating the need to prioritize sermon prep time for Christmas weekend—as a gift to your congregation to the glory of God—and invite staff or parishioners to help you usher in the Good News by assuming some of these responsibilities for you. This is not selfish. It's necessary. It's holy. It's your calling.
3) Block out your sermon prep time and deadlines
Beyond the calendar, writing more than one sermon at at time can be challenging.
We're so focused on the next sermon that adding another set of lessons to our ruminations gets them as mixed up as trying to learn two languages at the same time. We mean to speak French but Spanish bursts out!
Here are two suggestions.
Option 1: Work ahead steadily and sequentially.
- Count the number of days between now and your 12/24, divide by the number of sermons you're responsible for, and create a schedule for when each sermon must be done sequentially.
- For example, if you have Advent 2, 3, 4, Christmas Eve and Christmas Day left to prepare, and there are 18 days between now and Dec. 24th, you'll prepare a sermon roughly every three days. That may feel fast, but you've probably managed this before when you found yourself with three days to write a funeral and three more days to write your Sunday sermon. You can do it!
Option 2: Rather than write your sermons sequentially, write them concurrently.
- If you go this route, give yourself a significant break between the two prep sessions.
- For example, prep your Advent 2 sermon in the morning and your Christmas Eve sermon in the afternoons.
- The following week, prep Advent 3 in the morning and Christmas Day in the afternoons.
- With only one sermon to prepare the final week (Advent 4), there will be plenty of time to polish your Christmas sermons!
Who knows? You may even find this condensed prep time causes your sermons to foreshadow and echo each other in profound and meaningful ways.
Commit to a process, and let the Holy Spirit guide the rest.
4) Invite a guest preacher.
Who says you have to do all preaching?
I know this is a time to introduce yourself and the congregation to newcomers, but does it have to be all you all the time?
The sermon isn't the only way newcomers can get to know you or your parishioners.
People will also "hear" you through the liturgy, the spirit of the congregation, and your presence when you greet them.
Who else is available to preach? Who might find this opportunity a real gift?
5) Write one sermon relevant to both kids and adults.
Some services are likely to have more children than the others, like the early Christmas Eve service. Rather than burden yourself with feeling the need to write one sermon "for kids," and the other "for adults," prepare only one sermon that speaks to children but can be "overheard" by and meaningful to the adults, too.
6) Read a Christmas book.
Christmas is THE time of the year for stories!
There are many theologically rich, beautifully written and illustrated Christmas children's books that speak to adults as much as to children. If there are authors and illustrators who have already said what needs to be said, there's no need to create something new.
Read the book, let everyone delight in the pictures, and focus your prep time on your other sermons.
After all, I still think no one tells the Christmas Story better than Charlie Brown's best friend.
7) Plan a dialogue sermon.
Our communities are filled with wisdom and stories of their own. Use your sermon time to give those insights a voice this year.
First, discern an idea or message you want to focus on. Then, create a "sermon" by crafting careful, meaningful questions to create a Christmas dialogue.
- This can be done by inviting a parishioner (or two or three) to join you up front in a conversation your congregation listens in on.
- Or this can be run more like an open-ended back and forth with your listeners.
For example: Six months after the shepherds and angels had returned to their respective homes, Mary and Joseph would have been knee-deep in the tough slog of raising a child under very difficult conditions. It would have been easy for Mary to quit "pondering all these things in her heart." How do you imagine she did so? How do we?"
Plan an introduction with thought-provoking context. Then ask the congregation your questions and let them answer.
Or invite a new mother (or expectant father or anyone with a perspective relevant to the message) to reflect on the same questions from his or her point of view.
Have a wrap-up thought in mind to bring the conversation to a close, and leave your listeners to ponder all these things in their hearts.
8) Join Christmas Sermon Bootcamp
Join Backstory Preaching's annual Christmas Sermon Boot Camp and cross one of those sermons off your to-do list.
Work with us December 18-22 for one hour online each day (plus independent prep and prayer), and write your sermon in real time with guidance from a mentor and moral support from a group of like-minded clergy.
By committing yourself now to the time and community, you can be assured at least one sermon will be prepared by Friday, December 22nd!
9) Plan for Self-Care
Finally, don't forget to plan to care of yourself.
The weekend will be strenuous with sermon prep, liturgical prep, Christmas pageants, extra music, and lots and lots of extroversion—not to mention all the preparations you may have at home, too!
Plan now for exercise, a massage, a half hour to read by the lights of the Christmas tree, or the quiet of staring at a candle flame every day.
In the same way we tell wedding couples not to lose sight that the wedding is the party because it's the marriage we're really concerned about, don't lose sight of the purpose for all this busy-ness. Between December 24-25, we're throwing several "parties."
Breathe. And remember the purpose of all these festivities is to spread Good News of great joy, for all the people.
Check planning for one sermon off your to-do list.


text: It takes a while to download our user data, so I don't do it regularly. It would be nice to know when was the last time I downloaded the user data. I know that I can create new files for user lists, but I like recycling my files with new updated data.


text:
1. Fred and George were born on April Fools' DayOf course the co-creators of Weasleys' Wizard Wheezes were born on April first! Does this even need explanation?
2. Despite what Ron said in Order of the Phonenix, Prefects can deduct points from studentsIf only Ron had known this when he was a prefect! Maybe he would have been seen as more of an authority figure.
3. Dean Thomas' father was murdered by Death EatersBoth Dean and his mother never found out. Sad.
4. Dragons cannot be domesticated
5. There were about 1,000 students at HogwartsWhile the numbers seem a bit fishy here, it is hard to argue with J.K. Rowling herself who gave this figure to Scholastic.com in an interview back in 2000.
6. You have to be able to comprehend death in order for the Thestrals to be visible to youThis is why Harry couldn't see Thestrals until after Cedric Diggory's death. When he saw Voldermort murder his mother, he wasn't able to emotionally understand her death.
7. The worth of a Galleon is about $7.30, £5 Pounds, or €8Naturally the exchange rate varies from year to year, but that's a pretty close estimate.
8. Any Muggle money that Gringotts receives gets put back into circulationI guess it makes sense that Muggle-borns would need to exchange their cash for Wizard money when venturing onto Diagon Alley. I'm not entirely sure how exactly they do this, but they're goblins! I'm sure they have their ways.
9. Some of the Hogwarts professors are marriedThis is something that I just assumed, but I do find it a bit confusing. Do they live together in the castle? Do their spouses have other jobs? If apparating and the Floo networks are out of the question, how would they commute to work? Maybe this contributed to Sybil Trelawney's failed marriage. I have a hard time believing it was only the name Higglebottom that set her off.
10. Trelawney was a Ravenclaw and Hagrid was a Gryffindor
Rowling made the statement last year that Trelawney was in the Ravenclaw House, but it's been known for a while now that Hagrid was, like Harry, Ron, and Hermione, a Gryffindor.
11. Hagrid never marriesIn Rowling's words to the joint Barnes and Noble & Yahoo! live chat:
Does Hagrid get a wife? You think anyone would want to live with a man who breeds Blast-Ended Skrewts?She makes a decent point.
This isn't really something related to the books, but I thought this was fun. In the same live chat (which took place before Order of the Phoenix was released) monicapilman asked:
The character of Professor Snape fascinates me. Will you reveal his backstory further in the next Harry Potter book?To which Rowling replied:
You will find out more about Snape in future books. Keep an eye on him!And boy, she did not disappoint!
I just love remembering reading these books as they were coming out. Being able to live and grow with these stories was such a treat.
I'm also glad that J.K. Rowling has been so willing to share more about Harry Potter's world throughout the years. From new short stories, to answering questions on Twitter, she's always been highly devoted to her loyal fanbase!
by Kristin Lai of moviepilot.com
Follow us!


text:
Charles Horseman, MS
Charles Horseman is a Research Analyst with 2M Research. He received a Bachelor of Science in Economics and a Master of Science in Economics from the University of Texas at Arlington. In addition to his knowledge of transportation economics, international finance, data mining, and GIS, Mr. Horseman has experience with NVivo, Stata, R, EViews, Tableau, and ArcGIS. He currently supporting several projects at 2M with his skills in qualitative and quantitative data analysis, and technical writing. He supports 2M's contract work with the Centers for Disease Control and Prevention, U.S. Department of Defense, U.S. Department of Agriculture, and the National Science Foundation.


text:
Bruce Fife
About the Author
Bruce Fife, C.N., N.D., is an author, speaker, certified nutritionist, and naturopath. He has written over 20 books, including Coconut Cures and Coconut Lover's Cookbook. He is the publisher and editor of the Healthy Ways Newsletter. He serves as the president of the Coconut Research Center, an organization whose purpose is to educate health care professionals and the public about the health and nutritional aspects of coconut.
Fife was the first to gather together the medical research on the health benefits of coconut oil and present it in an understandable and readable format for the general public. He is widely recognized as one of the leading authorities on the health benefits of coconut oil.


text:
Bosch 60cm White Dishwasher SMS66MW01A
Bosch free-standing dishwashers look great wherever you put them. You can place them freely in the kitchen or integrate them below the counter. The choice is yours.
SMS66MW01A is a high performing freestanding dishwasher with brilliant cleaning and drying results. It features 15 place settings and the VarioDrawer - an extra loading level for cutlery and utensils. Turn the dishwasher on in the evening without disturbance as it features a very low operating noise at only 44 dB(A). The impressive 4.0 star energy & 5.0 star water rating means high energy efficiency and low water consumption.
- 15 international place settings
- 4 Star energy rating
- 5 Star WELS water rating
- 6 Programs
- Quiet operation 44 dB
- 60cm wide


text:
A startup is not about crushing it, it's about not getting crushed
Last week, Jody Sherman, founder and CEO of Ecomom took his own life – it was widely reported in the US business press, especially after it became known that Sherman had committed suicide. Ecomom is an e-commerce where mothers can find anything they need for their babies and small children. Apparently Sherman was having some trouble with the business lately. At least, that's what Sean Percival implies on his blog.
Percival is the CEO and co-founder a kid's clothing e-commerce, and he wrote a blog about Sherman's death titled 'When it's not all good, ask for help':
When I first heard the news of Jody Sherman's passing my heart sank. The news would later confirm my biggest fear—what I dreaded most. He had taken his own life.
Only a week earlier, a mutual friend had reconnected Jody and I. [It] sounded as though he could use some additional help on the marketing side. I could understand that, knowing the ups and downs of an inventory-based business.
We talked for a good hour before he left. We shared war stories. We had suffered similar wounds running similar businesses—similar victories as well. It was immediately clear we should have been talking much more this past year. In the end, it was also clear we could use each others help, and we had started to outline a few ideas.
Startups and depression is becoming something of a theme, especially after the death of Aaron Swartz. Brad Feld of the Foundry Group recently blogged about his depression and OCD (obsessive compulsive disorder), which got a lot of reactions from entrepreneurs. The stress, uncertainty and the wild swings between feeling sky high and rock bottom within hours were quoted by a lot of the commenters.
Here's what Rob Emrich wrote:
I think there is correlation between the type of people who become entrepreneurs and those prone to depression. I also think most entrepreneurs know that the daily ups and downs, and constant uncertainty can easily cause and reinforce a tendency toward depression. Interestingly I think that when approached with the right mindset the process of entrepreneurship is very closely linked to the constant challenge that is necessary to find lasting meaning and happiness in ones life.
Adds Michael Libes:
Anecdotally, looking back at the co-founders of my six startups, depression and especially OCD seen a common theme.
A startup is not about crushing it
Percival himself says that he was "to the edge and back a few times this past year with my business and own depression." He also urges entrepreneurs everywhere to be open about their mental health issues, fears ind insecurities, and to ask for help if needed. And he added this, which I think is a great summary of startup life:
- Having a start-up today is not about crushing it. It's about not getting crushed.
- We are always on the brink of making it big or losing everything.
- Your company sits atop a pendulum, and you won't be able to control how it swings.
- Every other founder and startup is going through the same challenges you are. You are not alone.
Let me know what you think.[Sean Percival][photo: John Picken, Flickr]
Powered by Facebook Comments
About the author
Related Posts
VAT for European #SaaS founders: here's what you need to know
10 cheatcodes for raising money from VC's, straight from a VC
5 things you need to know about startup co-founders
How to interview 100 customers in 4 hours and get validation for your startup
"Entrepreneurship in Spain is stronger than ever - it's in our DNA!"
Yes, European startups can compete with US giants like Groupon
Here's the exact point where a startup hurts most (and many give up): [graph]
Why Spain has an entrepreneurship problem (and why there's hope)
How to build an entrepreneurial ecosystem in 4 steps (or: "get over Silicon Valley")
"World class entrepreneurs are never lucky. Néver!"


text:
Blueberry Pie
Blueberry Pie always makes me think of my father-in-law - he had the most gorgeous and kind big blue eyes, and he LOVED blueberry pie! And so when I see a big basket of big fresh blueberries, I always think of him! And I think about how wonderful those berries would taste baked up in a wonderful pie!
Start with some big ole' fresh blueberries - never waste your time with the canned stuff! Big, sweet and fresh blueberries really don't need much extra sugar - and the flavor is sublime!
I have wonderful memories of walking in the woods of Northeast Iowa with my Mom and Aunt Belva picking buckets of blueberries when I was a little girl - and I adored it when my Mom would read "Blueberries For Sal" with me. It's an absolute classic, but when I was little I was certain that there were bears out there when we went on our berry hunts!
My blueberry bushes seem to fall victim to the birds and my little ones - and big ones too, so I'm always lucky to find enough to bake up in a fresh blueberry pie!
Lattice topping is always perfect on a fresh blueberry pie - it allows the blueberries to cook evenly and the blueberry filling that oozes over the sugared crust is so good!
Time to cut a piece of this fresh wonderful pie, and think back to the wonderful people that inspire me to bake! Some of you might want to top this with a nice big scoop of fresh vanilla ice cream, but I'll take mine plain and simple. Hope you'll enjoy a piece with me!
Leave a Reply.


text:
The Observer
• Creative concept
• Art direction
• Design
Concept and creation of all campaign deliverables for the prestigious annual Observer Food Monthly Awards.
The concept was to capture the expression of pure enjoyment, (or surprise!) when first tasting something amazing.
Campaign deliverables included press adverts, voting forms, drinks coasters, restaurant posters, social and online graphics along with
assets for a micro-site.
Event deliverables included e-invites, printed invites, branded canvas goodie bags and award trophy.


text:
Need a place to sit and avoid the world for a couple of hours, get
lost in a foreign film and gorge yourself on beer and popcorn sprinkled
with nutritional yeast? Yeah, you do.
Tags: BOB Arts & Entertainment, The Flicks, Flicks, Editors' Picks
Comments are closed.
Follow Us
© 2019 Boise Weekly
Website powered by Foundation


text:
Soccer provides various opportunities for children to grow and develop. An important life lesson taught by soccer is perseverance or the act of not giving up despite obstacles or failure. "Life is 10% of what happens to me and 90% how I react to it", as once stated by Charles R. Swindoll. Learning how to play soccer can sometimes be challenging for young children due to lack of skill, developing bodies, or just an off day. Soccer teaches your child how to deal with disappointment and failure in a positive way. Mistakes are just a part of the process when developing skills and mastering them. Being able to persevere despite failure will help your child in both school and in their career.
Sometimes Panna the Panda gets frustrated when they are unable to dribble well during a soccer game like Cannon Ball. In Cannon Ball, a group of players dribble around the field while other players try to hit their ball away with a different soccer ball. Panna becomes frustrated by the game because they have trouble dribbling and their ball is knocked away easily. Panna's frustration becomes embarrassment as they look around the field and see that other players are not having as much difficulty dribbling their ball. Just when Panna is thinking about quitting soccer for good they get an idea. Instead of giving up, Panna asks a DC Way coach for advice on how they can improve their dribbling skills. After getting some pointers and extra practice with a parent, Panna has become better at dribbling a soccer ball! Panna feels proud of their accomplishment and shows off their skill during soccer games. Instead of quitting, Panna learned how to channel their frustration into learning a new skill.
DC Way develops soccer games and drills that build essential life skills in your child such as perseverance. After school is a great time to give your child the opportunity to socialize and exercise while developing essential skills. This Fall, DC Way has several ongoing after-school soccer programs and camps! Our One Day Camp gets your child up and moving while teaching them how to pass and dribble on their day off school. Other programs like the Development Academy and Ludlow develop soccer and cognitive skills in just a few weeks! Learn more about our After-School Soccer programs to see how they could benefit your child.


text:
In order to be able to optimally design and continuously improve our websites, we use cookies. Please note that cookies are enabled by default. By clicking "Accept", you consent to our use of cookies. To change the types of cookies we use, please click on "Settings".
In order to be able to optimally design and continuously improve our websites, we use cookies. The data usually does not identify you directly; however, it can help you to have a more personalised Internet experience. Because we respect your right to privacy, you can choose not to accept some types of cookies. Click on the different categories on the left to learn more and change the default settings. The cookie options that you select on this page are used each time you visit one of our pages at www.fuchs.com.
These cookies are necessary for our website to work and cannot be disabled in our systems. They are usually set only in response to actions you take that are equivalent to a service request, such as setting your privacy preferences, registering, or filling out forms. You can set your browser to block or warn you about these cookies, but then some parts of the site will not work. These cookies do not store any personally identifiable information.
We use these cookies to analyze and identify the behavior of our Internet visitors. We track the IP address (anonymized) of the device you are using to identify you when you visit our website. Where possible, we combine your behavioral information on the Internet with the personal information you previously provided to us. This information is used to analyze the behavior on our website.
We use these third party cookies for advertising purposes, to be able to retarget website visitors with relevant advertising messages on other websites, but also to make sure not to over expose you with the same ad. We may also use them to find other target groups based on interest and online behavior. These cookies are based on uniquely identifying your browser and internet device.
Mon-Fri: 08:00 - 16:00


text:
This thesis takes a departure from a view of scientific literacy as situated in participation in civic practices. From such a view, it becomes problematic to assess scientific literacy through decontextualised test items only dealing with single aspects of participation in contexts concerned with science. Due to the complexity of transferring knowledge, it is problematic to assume that people who can explain scientific theories will automatically apply those theories in life or that knowledge will influence those people's behaviour. A common way to more fully include the complexity of using science in different practices is to focus participation around issues and study how students use multiple sources to reflect critically and ethically on that issue. However, participation is situated in practices and thus becomes something specific within those practices. For instance, shopping for groceries for the family goes beyond reflecting critically and ethically on health and environment since it involves considering the family economy and the personal tastes of the family members. I have consequently chosen to focus my studies on how to assess scientific literacy as participation in civic practices. The thesis describes a praxis development research study where I, in cooperation with teachers, have designed interventions of assessments in lower secondary science classrooms. In the research study I use the theory of Community of Practice and Expansive Learning to study affordances and constraints for assessing communication, source critique and decision-making in the science classroom. The affordances and constraints for students' participation in assessments are studied through using a socio-political debate as an assessment tool. The affordances and constraints for communicating assessment are studied through peer assessments of experimental design. The affordances and constraints for teachers to expand their assessment repertoire are studied through assessment moderation meetings. Finally, the affordances and constraints for designing authentic assessments of scientific literacy are studied through a review of different research studies' use of authenticity in science education. The studies show that tensions emerge between purposes of practices outside the classroom and practices inside the classroom that students negotiated when participating in the assessments. Discussion groups were influential on students' decisions on how to use feedback. Feedback that was not used to amend the designs was still used to discuss what should count as quality of experiments. Teachers used the moderation meetings to refine their assessments and teaching. However, conflicting views of scientific literacy as either propositional or procedural knowledge were challenging to overcome. Different publications in science education research emphasised personal or cultural aspects of authenticity. The different uses of authenticity have implications for authentic assessments, regarding the affordances and constraints for how to reify quality from external practices and through students' engagement in practices. The results of the studies point to gains of focussing the assessment on how students negotiate participation in different civic practices. However, this approach to assessment puts different demands on assessment design than assessments in which students' participation is compared with predefined ideals for performance.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 2: Submitted. Paper 3: Submitted. Paper 4: Manuscript.
This article reports from an empirical study on the affordances and constraints for using staged socio-political debates for authentic summative assessment of scientific literacy. The article focuses on conditions for student participation and what purposes emerge in student interaction in a socio-political debate. As part of the research project, a socio-political debate was designed for assessing student competences of scientific literacy in classroom practices. The debate centred on a fictive case about a lake where a decline in the yield of fish had been established. The students were assigned the task of participating in the debate from appointed roles as different stakeholders. Data were collected with video recordings of the enacted student debates. Student participation was analysed with the theoretical framework of communities of practice. The results show that multiple conflicting purposes of the socio-political debate as an assessment task emerged. The emergent purposes were: (I) putting scientific knowledge on display versus staying true to one's role, (II) putting scientific knowledge on display versus expressing social responsibility, (III) putting scientific knowledge on display versus winning the debate, (IV) using sources tactically versus using sources critically. As these purposes emerged in classroom practice, tensions between different ways of enacting participation in the debates became manifest. Based on these findings, this paper discusses the affordances and constraints for using a socio-political debate for classroom-based assessment of scientific literacy and argumentation in terms of validity, reliability and affordability.
To date, the failing effects of using peer assessment have been explained by deficits of the feedback, for example, the lack of clear suggestions on how to improve the work or students having different views of what counts as high-quality work. However, there is a need to further study the dialogicity of students as both providers and receivers of feedback in a social process of the science classroom. The study was conducted in four lower secondary school classes, school year 8 and 9, in two different schools. An intervention study was designed focussing on the topic of experimental design, involving the students in a process of peer assessment where they designed experiments individually, and then exchanged their designs, conducted each other's experiments, provided feedback to each other and revised their original design after discussing the feedback in groups. Data were collected in the form of audio recordings of student discussions and written work. The peer feedback included varied aspects of the experiment regarding personal relevance, scientific inquiry or confirmation of what students already knew of health. Students could be supported in rejecting feedback, convinced to address feedback, or even renegotiate what counted as high quality in the discussion groups. The results show that the feedback the students provided to each other was used as frequently as the feedback they had received when they revised their design. Peer feedback that did not result in revisions could still be used for defining the quality of the experimental design. The potential for using peer assessment in science education could not only be evaluated through the students' revisions.
Curriculumreforms in Sweden have gradually shifted science education syllabi towards amore citizen-oriented science. Swedish science teachers have expresseduncertainty how to assess new syllabi standards concerning communication,source critique and decision-making. Research indicates that assessmentmoderation meetings, where teachers meet and assess together, are more helpfulto teachers in development of a joint assessment practice than externallyproduced tests. This article reports from an intervention study thatinvestigates the possibilities for using assessment moderation meetings forexpanding teachers' assessment repertoires for challenging aspects of thescience subjects' syllabi. Assessment moderation meetings were studied in twoschools with different discourses for assessing science and analysed with thetheory of expansive learning. Teachers for one of the schools constantlyelicited science and interpreted students' answers, whereas the teachers fromthe other school demanded that their students elaborated scientific aspects intheir replies and expressed themselves clearly. The teachers in both schoolsalso expanded their assessment practices in different directions depending onhow they identified contradictions between prior assessment practices and newdemands. The meetings forced the teachers to listen to the multiple voices inthe group and negotiate collective changes in the assessment practice. However,teachers could choose not to follow the expansions of their colleagues.
In this article we present a systematic review of how authenticity is used in science education research and discuss the implications these uses have for designing authentic classroom assessments. Authenticity of assessments have been discussed in education generally for decades, and depending on what is regarded as authentic science, assessment in science education becomes different. In this article we review research articles published between 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. Our findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom assessments authentic to the different references. As a conclusion, we present a strategy for balancing assessment between cultural and personal authenticity.


text:
Forex is now considered to be the most profitable business in the world. This is a business that can be easily started anywhere in the world. Although it is called a highly professional global business, it can be launched with a small amount. Many people in the work department, especially the younger generation, have joined the business very quickly. I am trading with AAFX. Therefore, by using these facilities, I am becoming a knowledgeable industry every day.
Send money worldwide for € 0.50
Sponsored links
Latest topics
Forex Search engine
Custom Search
Who is online?
In total there is 1 user online :: 0 Registered, 0 Hidden and 1 Guest
Most users ever online was 161 on Tue May 14, 2019 9:31 pm
Forex is now considered to be the most profitable business
Eric Weller
- Posts : 596
Join date : 2017-05-02


text:
My sister has a habit of talking in her sleep. Being a light sleeper, I got used to being woken up up from my sleep. Recently, she has been talking in her sleep more frequently, to the point that I would hear her mutter every single night. At first, I thought that maybe my brain was not processing the information properly as I was too tired, so I ignored her and went back to sleep. Then I gradually realised that the she would always be mumbling the same things.
One night, out of curiosity, I decided to record a video of her sleep talking. I stayed up late, waiting for the moment when she would start sleep talking. The second I heard her start to speak, I whipped out my mobile phone from under my blanket. It took only a few seconds for her to finish what she had to say, before going back to sleep.
The next morning, I showed the video to her. She shrugged and claimed that she did not even remember sleep talking, much less know the meaning of the words.
That night, I played around with the video, speeding it up, playing it in slow motion, and then finally played it backwards.
"I know what you did."
My eyes widened. How could she possibly have known? I took a few deep breaths and calmed myself down, then looked at the bed across the room, which my sister was sleeping on peacefully.
I just have to make everything look like an accident again.
Jing Rung (2D)


text:
New Zealand Grandparents Day events taking place around the country
Have you organised an event for NZ Grandparents Day? Let us know the details by clicking the button below so we can list your event on the website.
We have put together a handy poster and invitations for you to print out so that you can invite people to your local event. Please feel free to use them, or design your own if you prefer.


text:
Widner & Associates, Inc. has a broad range of expertise providing Professional Design Services. These include diverse projects such as Office Parks, Retail and Commercial Centers, Education Facilities, Industrial Complexes, and Single and Multi-Family Residential Developments.
In today's business environment, each project requires a wide range of professional expertise to provide innovative and practical design solutions while negotiating government regulations. Our design team includes Planners, Engineers, Landscape Architects, and Architects all working together to meet our client's design and performance objectives. Our firm's solid background and creative techniques help ensure the success of your project.
Widner & Associates has a history of creating outstanding projects both on time and on budget - and for a lot less than you might think. We create hundreds of sites a year, but we make sure that you know you are our most important client. Under Portfolio you will find examples of our creative work. We look forward to hearing from you - and helping you with a successful project.


text:
Sanford Inks/
Sanford inks were made in the United States, they were especially popular in the 1940's and 50's. Here are swabs for all of the Sanford inks I have reviewed so far. If you click on the swab it will take you to the review of that ink. I will update this page every time I review a Sanford ink.


text:
Kerry Homer
- Written by admin
- Published in Meet the Board
- Permalink
Board Director representing Major Multiple Retail
Store Manager – Cath Kidston
I have worked as a Retail Manager for over 25 years, most of which I've spent in Bournemouth. I am currently the Store Manager at Cath Kidston and before this I was a Manager for New Look. I absolutely love living on the South Coast and I am passionate about Bournemouth being a great place to visit!
- position:
- Board Director
- representing:
- Major Multiple Retail
- per-page-ath-content: