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If you think the TV advertisers are sweating the NFL lockout, try talking to the in-store marketing folks.
After spending millions in advance on multibrand, in-store promotional deals with the National Football League, Procter & Gamble, Mars and PepsiCo, among others, now find themselves faced with the possibility of a truncated season that could do more damage to their plans and brands than those of the networks and TV buyers.
Networks can schedule alternate programming and marketers can apply media analytics to follow their target audiences wherever they go when they're not watching NFL football. But shopper-marketing events have calendars set a year or more in advance. Product has to be produced and displays have to be filled, regardless of whether games get played.
NFL sponsor Snickers is plowing ahead with its in-store promotion plans, although Debra Sandler, chief consumer officer for Mars Chocolate North America, said there's a chance the marketer could "scale back a few accounts."
"There is going to be a season," she said. "The issue is how late it will start and how it will impact our business." Normally, Mars uses TV ads to plug in-store promos, but the media buying will get tricky if the season is delayed.
Mars and other heavy in-store spenders -- along with their retailer counterparts -- will be watching intently next week for a ruling following a June 3 federal appellate-court hearing that would effectively end the lockout. NFL Commissioner Roger Goddell said May 25 that at least part of the season is already in jeopardy if the lockout doesn't end soon -- and the history of other similarly fraught sports-labor confrontations suggests a high likelihood of brinkmanship, which would lead to the loss of at least a few games.
"Of course, we hope that an agreement is reached soon and the season commences as scheduled," said P&G spokeswoman Anne Westbrook. "But we are planning with many contingencies in mind."
Jon Kramer, CMO and managing director at ShopperGauge, a unit of retail merchandising display manufacturer RockTenn, hasn't seen signs of retailers bailing out on NFL-related programs. But he said, "We've probably got a 60- to 90-day window left."
The biggest impact so far is that every marketer has had to do "double planning," said Jason Dial, a Cincinnati-based sports-marketing consultant who was director of global sports marketing for P&G at the time it reached its multibrand deal with the NFL last decade. Either way, he said, retailers have a hole in their calendars and stores that has to be filled. "You still can swap in other things with some of the items and promotions," he said. But some NFL-themed merchandise or displays might go through, season or no. "If it's a long-lead item with print where it is locked in, it still might run," he said. "It's still a question of how relevant is it."
Regardless of any ultimate settlement, even one that saves the season but taints some early-season promotions could affect long-term planning and league revenue. "
When it comes up on renewal time," Mr. Dial said, "That weighs into the ability to renew. You're saying, 'Well, did we really get the returns we thought we would?'"
P&G, for example, was aware of the potential for a labor dispute when it negotiated its deal, he said. And one factor behind doing it anyway is the belief that the NFL brand is strong enough to survive "well beyond a game or a few games or even part of the season," he said.


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Parents visiting the Walt Disney World Swan and Dolphin can enjoy an evening to themselves while their children have their own special kind of fun. Camp Dolphin, located on the lower level of the Dolphin building, is designed just for kids ages 4 to 12.
The concept of a kids club in a large resort is not foreign to my own kids, who have enjoyed themselves at The Sandcastle Club at Disney's Beach Club on several occasions. Until recently, they had yet to visit Camp Dolphin, though. Their opportunity came last weekend when my husband and I attended the Food and Wine Classic at the resort.
Camp Dolphin operates a little differently than kids clubs in other Disney World hotels. That's because the Swan and Dolphin belongs to the Westin hotel chain, even though it is located on Walt Disney World property.
There are similarities, though. Both experiences begin with parents making reservations for their children, though the clubs will take walk-ups if space is available. Camp Dolphin opens at 5:30 p.m. each day, an hour later than the Disney World clubs, but they all close when Cinderella's coach turns into a pumpkin (which we all know is midnight).
Perhaps the most obvious comparison comes when families see the physical size of Camp Dolphin -- it's quite small compared to The Sandcastle Club. Camp Dolphin can accommodate up to 18 children with two counselors present. Thelma, who has been a camp coordinator at the Dolphin for 19 years, explained that during busy periods, such as holidays, the camp moves to one of the ballrooms.
Still, Camp Dolphin has all the basic components for kid fun: Video games, movies, crafts and counselors who will supervise and entertain youngsters in an environment where parents will not worry about their well-being. On the night my children visited, the theme for the crafts was "A Very Merry Unbirthday," which included card-making and birthday tiaras for the participants. Blackout Bingo was played for prizes, and when we arrived to pick up our children, they were just settling down with a mound of pillows for movie time.
Dinner is included for children who are in Camp Dolphin from 7 to 8 p.m. Counselors take the kids to nearby Picabu (Peek-A-Boo) restaurant, where the meals they have pre-selected from a menu of traditional kid favorites, such as cheeseburgers, mac and cheese, chicken fingers and hot dogs, are served. Then, they are treated to ice cream from The Fountain ice cream shop. (At The Sandcastle Club, parents help children place dinner orders when they are dropped off and the meals are served in the club. They are served cookies and milk later in the evening.)
Pricing varies slightly between the five Disney World kids clubs and Camp Dolphin, as well. At The Sandcastle Club, parents pay $11.50 per child per hour, with a two-hour minimum. At Camp Dolphin, the price is $10 per child per hour with no minimum. Plus, each adult who orders an entree at Shula's Steak House, Todd English's bluezoo or Il Mulino New York Trattoria in the hotel earns two complimentary hours for a child at Camp Dolphin. This offers also applies to an adult who purchases a spa service at Mandara Spa.
Our children enjoyed Camp Dolphin, and my husband and I appreciated the ease of checking them into a safe environment so nearby as we enjoyed what the resort had to offer. It's not hard to imagine that we will return, giving the kids a night out and enjoying the same ourselves.
The previous post in this blog was Walt Disney World Swan and Dolphin hosts 3rd annual Food & Wine Classic.
The next post in this blog is 'Secret of the Wings' allows Tinker Bell and Disney Fairies to sparkle in 3D.

subset: commoncrawl


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Driver cited as a result of three-vehicle crash
Three people received minor injuries and a driver was cited as a result of a Thursday afternoon three-vehicle crash at the intersection of Northeast First and Ford Streets.
Sgt. Tim Symons of the McMinnville police gave this account:
James Oliver Lane, 50, of 8151 S.W. River Bend Road, McMinnville, was driving a 1995 Honda Accord southbound on Ford and blew through a stop sign.
He crashed into a 2006 Chrysler Town & Country minivan driven by Caroline L. Skuzeski, 54, of 780 E. Second St., Yamhill. She was traveling on First.
On impact, Lane's vehicle careened into a 1996 Honda Civic driven by Amanda Christine Leipfert, 26, of 967 S.E. Ford St., McMinnville. She was southbound on Ford and had come to a stop, waiting for traffic to clear so she could cross First.
A passenger in Lane's vehicle, Illa Mae Stigall, 55, of the River Bend Road address, was transported by McMinnville Fire Department ambulance to Willamette Valley Medical Center treatment of minor injuries.
There were three passengers in Leipfert's vehicle. She and Jessica Ann Leipfert, 24, of the Ford Street address, were taken by ambulance to Providence Newberg Medical Center for treatment of minor injuries.
Skuzeski was the lone occupant of her vehicle and she was not injured.
Occupants of all the vehicles were wearing seat belts. Lane was cited for careless driving and fail to obey a traffic control device.
Traffic around the area was detoured for about one hour.


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Our Team
Brian Gaudio
Chief Executive Officer, Assoc. AIA
Brian believes that everyone deserves access to good design. The inspiration for starting Module came while he was directing Within Formal Cities – a documentary about the housing crisis in South America, which debuted in 2016. Prior to starting Module, Brian was a Fulbright Scholar in Santiago, Dominican Republic, where he led an urban design research initiative. He has lectured and given presentations for the American Institute of Architects, the Rockefeller Foundation, and numerous universities in the US and abroad. Brian has design experience in both the for-profit and nonprofit world. He worked in Blue Sky Department at Walt Disney Imagineering where he helped create new ride concepts for the Disney Parks, and he served as an architectural intern at the Gulf Coast Community Design Studio. Brian graduated Summa Cum Laude from North Carolina State University with a Bachelor of Architecture where he was a Park Scholar, started a non-profit organization, and was a Finalist for the Harry S Truman Scholarship.
Hallie Dumont
Chief Design Officer
Hallie is a designer who loves to create efficient and honest, user-centered spaces. She discovered her passion for residential interiors after spending years working hands on in home remodeling. The experience opened her eyes to the often unhealthy relationship between clients and their homes. These concerns led Hallie to conduct research on alternative and prefabricated housing while completing her Master's Degree in Interior Architecture at Chatham University. After completing her degree, Hallie designed a tiny house called Nanohouse under award winning Architect Eric Fisher. Hallie plans to construct a version of the Nanohouse with her partner, Jodi, in the near future. Hallie was born and raised in Pittsburgh and has an undergraduate degree in design from Carnegie Mellon University. Her hobbies include spending time with her pups, mountain biking, and Olympic weight lifting.
Drew Brisley
Chief Product Officer
Nothing keeps Drew's attention more than that of an unsolved problem. This is what attracted him to Module. Taking cues from his field of product design and applying them to the field of architecture, he brings a customer-focused approach that is integral to the culture at Module.
Upon graduating Summa Cum Laude from NC State's College of Design, he helped to found Contour Medical, a medical device startup focused on a product for reducing fracture during cardiothoracic surgery. In conjunction, he began working for Trig, an innovation management firm based in Chapel Hill, North Carolina, where he rose to Manager of Innovation and Strategy. Throughout his time at Trig, he was named an inventor on several patents, received two IDEA Awards, designed products ranging from medical devices to consumer products, and led marketing and business development strategy.
In his free time, he enjoys snowboarding, mountain biking, sketching, cooking, and most importantly spending time with friends and family.
Ankur Dobriyal
VP of Projects
Ankur was first introduced to construction by his father, an industry veteran. After completing his Bachelor's in Civil Engineering from R.V.C.E, Bangalore, Ankur worked on a large-scale housing project in India where he developed a keen interest in residential real estate development. He then went on to earn a Master's in Architecture-Engineering-Construction Management from Carnegie Mellon University, during which he worked on multiple projects with local developers and neighborhood development groups in Pittsburgh. Along with an interdisciplinary team, Ankur was a finalist in the Synchro Software University Challenge where his team created a mixed-use housing development concept focused on construction time efficiency. When he's not working, Ankur enjoys traveling and playing video games.
Our Advisors
Robby Kullman
Managing Member, The Kullman Group LLC; Former CEO, Capsys Construction
Ilana Diamond
Executive Director, AlphaLab Gear
Pat Rand
Distinguished Professor of Architecture, North Carolina State University
Roberto Capriotti
Partner and Intellectual Property Attorney, K&L Gates
Brad Ott
Vice President of Commercial Operations, Faros Properties
Stephan Mueller
Chief Operating Officer, Ascender
Wes Easly
Managing Principal, ibr Search
Scott Leff
Member, The Tobin Group
Ray Schmitz
Founder and CEO, LeadPlace


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Mary Duffy is worried that if the Supreme Court strikes down health care reform, she will lose her health insurance.
Duffy, who is 62 and lives in Redwood City, Calif., signed up for the Affordable Care Act's insurance plan for people with pre-existing conditions as soon as it launched in 2010.
It's not clear what would happen to the 50,000 people enrolled in the Pre-Existing Condition Insurance Plan, as it is known, if the nation's highest court rules unfavorably on health care reform. On Wednesday, the court concluded three days of oral arguments on the new law, and to many observers, five of the court's nine justices seemed deeply skeptical of its constitutionality.
For Duffy and people like her, there's real cause for concern. The conservatives on the Supreme Court pushed hard against the Obama administration's defense of the so-called individual mandate in the law, which will require nearly all U.S. residents to obtain health insurance coverage starting in 2014. The Court could strike only the mandate or other specific provisions of the law, but justices could also overturn the entire thing, which would eradicate the promise of benefits for people with pre-existing conditions.
Duffy figures that's bad news for her, since her status as a three-time cancer survivor makes her virtually uninsurable. The PCIP, which is open to anyone who's been uninsured for at least six months and has a pre-existing condition of any kind, covers Duffy for $557 a month.
"I'm very nervous," she said. "I think the insurance companies, certainly those involved in PCIP, would be very quick to rearrange our premiums. Why would they not be? Within 90 days I'll be getting an extraordinary premium increase and I'll be dropping the insurance."
The Obama administration, for its part, has said repeatedly that it has no backup plan if the law is partially or completely struck down. A spokeswoman for the U.S. Department of Health and Human Services did not immediately respond to a request for comment on what would happen to PCIP enrollees.
After losing her job in 2008, Duffy maintained her company health insurance for 18 months via the government's COBRA program. She has since launched her own food service consulting business but has no idea how she'd buy insurance if the government weren't making it possible.
Duffy said that in December, she started feeling bad and having trouble breathing. She called her doctor, who told her to go immediately to an emergency room in case she was experiencing symptoms of complications from a recent hysterectomy. It turned out to be the start of a bronchial infection, not a complication from surgery, but Duffy wouldn't have known either way if she hadn't had insurance.
"My god, I never would have gone if I didn't have PCIP," she said.
The health care reform law is supposed to make it possible for Duffy and others with pre-existing conditions to obtain good, affordable health insurance beginning in 2014. From that year on, all legal U.S. residents who don't get insurance at work or through a government program like Medicare or Medicaid will be able to shop for plans on state-based "networks." The plans on those networks can't turn anyone away, are limited in how much extra they can charge older or sicker people, and must cover "essential health benefits" as defined by state and federal guidelines.
That system is in jeopardy because of the Supreme Court case. If the justices repeal the entire law, the new insurance market will never be created and consumer protections already in place, such as a rule against refusing to cover children with pre-existing conditions or a prohibition against dropping customers when they become ill, will go away. Another possible outcome would be the elimination of only the individual mandate, which would disrupt the health insurance market but still require plans to accept people with pre-existing conditions and offer subsidies to low- and middle-income people.


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The Hotel
Bº Camino, 1 · firstname.lastname@example.com
abba Palacio de Soñanes hotel is a palace that has got 28 double rooms and two junior suites, all different from each other and designed to add an element of surprise for our guests with their unique style. Non-smoking hotel. The palace also has meeting rooms accommodating up to 270 people, a restaurant and spacious gardens.
This palace, built in 1719 and a true masterpiece of gold stone, is situated in the Carriedo Valley, 43km from Santander and its airport, and 100km from Bilbao.


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DoubleTwist has announced today that they have released an Android music player replacement app–offering music, video, podcast, and picture integration with its PC and Mac software. The doubleTwist press release states that their app will bring a seamless end-to-end media experience that will allow users to finally leave their iPods at home.
Initial set up of the PC-based application and syncing files with your Android device will take a while (30-60 minutes or so), so be sure to give yourself plenty of time for that process to work. Once you have synced this information with your phone, all the content you have chosen to sync will now be readily available on your Android device in a convenient all-in-one media powerhouse application.
So how well does the application work, you ask? The application itself functions much like the stock music player, but features both audio and video playback within the app itself. Video and audio playback worked flawlessly, and the UI is as good if not better than the stock Android music app. DoubleTwist simply gets it, and definitely has the potential to replace the stock music app for many people.
To celebrate the new release, doubleTwist is offering this app for free for a limited time. After the ill-defined limited time expires, the app will set users back a modest $0.99.
So is a free app that offers iTunes like syncing of music, videos, podcasts, and pictures not enough to convince you to download doubleTwist? Well, doubleTwist will soon offer online radio (similar to Pandora/Slacker) AND wireless sync support.
DoubleTwist is certainly setting itself up to be the ultimate multimedia powerhouse for the Android platform. Only time will tell if it truly will become the one multimedia app to rule them all (our…precious?).
Already trying out doubleTwist? Let us know what you think in the comments.


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Olivia 'Babsy' Grange expresses regret at Spice's performance at Rio athletes show Featured
Spice has hit back calling the organisers "hypocrites" but the organisers have laid the blame at the high heel pumps of the dancehall diva saying her deejay failed to attend a technical rehearsal or sound check before the event. Further, the organisers have been criticised after dancehall entertainer Spice delivered a performance that many consider too raunchy for an audience that included Prime Minister Andrew Holness and Governor General Sir Patrick Allen among other dignitaries.
"I note some of the comments directed at Spice for her performance on Saturday night. I do not offer a defence for Spice who is a talented and bright performer, fully capable of producing lyrics in celebration of our athletic heroes. I would however, caution against the issue of vitriolic comment and a rush to judgement in this matter," Grange said in a statement.
The entertainment minister said the shortcomings "overshadowed what was otherwise seen as a well-produced event".
"Most things went well but a few very important things did not on this occasion. Like our athletes we will review, improve and keep pushing ourselves to higher levels of performance," Grange said.
She added: "As the Minister, I express sincerest regrets for these shortcomings and going forward, to ensure the highest levels of planning and execution of these national events, I have asked for a review of our procedures and agreements and a review team is being put in place".


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Schedule an initial consultation with experienced Portland lawyer Judy Snyder by calling 503-946-5373.
The Law Offices of Daniel Snyder in Portland, Oregon & is dedicated to handling cases related to automobile accidents, employment law & civic rights law.
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You lose touch with feelings, ideas, friends and even the weather when you step away for a while. Barry and I have lived in Southern Ontario for ten years, we've grown soft with our mild winter temperatures and skimpy snow falls. We drove to Ottawa at Christmas, wanting to be amongst the first to toast "Cheers!" to Margie and Andy's new home.
We left our own home in a surprisingly ferocious snow storm but as we rounded Lake Ontario and drove through Toronto, it cleared and the day turned sunny. A few hours in, it was time for gas and coffee at the same stop we always make, we are creatures of habit for sure. Barry and I hopped out of the car, boots untied, puffy vests, no gloves or hats …. I remember exclaiming "SH-*!!!!!! – I forget how cold it gets, we are wimps now!" Just two hours into our six hour journey and the drop in temperature was shocking.
As I write, we are experiencing the coldest temperatures we've known since our move to Niagara, sucked into the Polar Vortex. We find ourselves once again, this time here at home, marvelling at how easy it is to fall out of touch, forgetting how cold really feels.
My reaction to the clear, cold weather has me thinking how Margie and I fell out of touch with our blog. Like the heavy coats and hats, closeted away and brought out only when we are reminded how cold it is, our thoughts have been tucked into email, texts and phone calls, hidden to just the two of us. Photos have been made but not shared left packed tightly in our cameras. When I picked up the camera to shoot at Christmas, I was surprised to see the last photos were taken in September and before that the download was in May. Long enough to forget how it feels. Our too short visit with each other at Christmas reminded us that we have missed not only each other but our internet friends who visit us here.
We are finally settled back in, cozy and comfy, unpacking our thoughts and photos and as Margie said in the previous post, we wish for company, so we hope you will join us again.


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Bachelor of Laws (Single Honours)
Law with Criminology
Law with Criminology
University of Chester
University of Chester
Chester Campus
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
3 years
7 Years
Annual - September
17a. Faculty
17b. Department
Law and Criminology
The Law degree is a Qualifying Law Degree (QLD) in that it meets the requirements of the joint statement which was published by the now defunct Joint Academic Stage Board (JASB)
Law (LA modules), Department of Social and Political Science (SO modules)
Wednesday 1st December 2010
As to Law:
As to Criminology:
As to both Law and Criminology:
· To acquire an appreciation of the links and synergies between the two disciplines and also their differences.
As to Law: Demonstrate a knowledge and understanding of
In addition, depending on the options chosen at level 6, demonstrate a knowledge and understanding of
As to Criminology:
At level 4 students would be able to use this knowledge and understanding in a routine manner to evaluate and formulate a range of arguments. For Law in LA4001, LA4007, LA4008 and LA4011. For Criminology SO4304 and SO4305.
At level 5 students would be able to use this knowledge and understanding to initiate and undertake critical analysis of information and to propose solutions to problems. For Law in LA5001, LA5002, LA5006, and LA5005 if taken. For Criminology SO5301 and SO5307.
At level 6 students would be able to use this knowledge and understanding to deploy accurately established techniques of analysis and enquiry within the law discipline. For Law in LA6022 plus those other law modules chosen by the student. For Criminology from SO6303, SO6305 and SO6307 depending which two are taken by the student.
As to Law:Thinking or Cognitive Skills - students should be able to:
As to Criminology:These skills are developed on an incremental basis as the student progresses through the programme. Description, together with the fostering of intellectual curiosity, at level one is enhanced at levels two and three by the development of skills which demonstrate the ability to progressively engage in analysis and synthesis respectively. Students will learn techniques of description, critical analysis and synthesis in relation to the understanding of crime. They will learn how to make reasoned arguments, the critical interpretation of evidence in relation to research methodology and text and to develop the ability to practice reflection through knowledge, which has been accumulated throughout their programme of study.
At level 4 students would be able to use the aforementioned cognitive skills in a routine manner to evaluate and formulate a range of arguments. For Law in LA4001, LA4007, LA4008 and LA4011. For Criminology SO4304 and SO4305.
At level 5 students would be able to use the aforementioned cognitive skills to initiate and undertake critical analysis of information and to propose solutions to problems. For Law in LA5001, LA5002, LA5006, and LA5005 if taken. For Criminology SO5301 and SO5307.
At level 6 students would be able to use the aforementioned cognitive skills to deploy accurately established techniques of analysis and enquiry within the law discipline. For Law in LA6022 plus those other law modules chosen by the student. For Criminology from SO6303, SO6305 and SO6307 depending which two are taken by the student.
Practical Skills As to Law:Practical Skills: students should be able to:
As to Criminology:Practical Skills Includes communication skills (speaking, discussion, reading, discourse and argument), presentational skills; information and communications technology (to include the use of computers and word processors) as well as statistical and quantitative techniques and information retrieval (primary and secondary sources). Transferable Professional Skills These skills are not separate but embedded in the key skills above.
At level 4 students will be able to use the above skills to communicate results of their studies accurately and reliably. For Law in LA4001, LA4007, LA4008 and LA4011. For Criminology SO4304 and SO4305.
At level 5 students will be able to use the above skills to communicate different types of information and analysis in a variety of different ways to both specialist and non-specialist audiences. For Law in LA5001, LA5002, LA5006, and LA5005 if taken. For Criminology SO5301 and SO5307.
At level 6 students will be able to use established techniques of analysis and enquiry and communicate the same in a variety of different ways and be able to use these skills to manage their own learning. For Law in LA6022 plus those other law modules chosen by the student. For Criminology from SO6303, SO6305 and SO6307 depending which two are taken by the student.
As to Law:
'The term transferable skills refers to those skills that go beyond a single discipline. Benchmarking statements often make reference to transferable and generic skills. The [University] uses the term key skills to refer to a set of specific skills that fall within these headings. The [University] has embraced the six key skills identified by the Qualifications, Curriculum and Assessment Authority (QCA).' (Key Skills Advisory Group, 2000).
Reference to transferable skills is made in the BSC benchmark standards and in the Options Series for Criminology developed by prospects.ac.uk (www.prospects.ac.uk/links/Options). They are defined as marketable qualities that are increasingly required by employers. For the purposes of this document these transferable skills will be defined as key skills in accordance with the University's adoption of the QCA guidelines.
Thus a range of key skills (translated from the QCA guidelines into the six programme learning outcomes below) to enhance employability will be developed across the programme. Whilst these skills are inherent across all three levels, they are nevertheless developed progressively. Modules referenced below are used as core examples to highlight the explicit embedding of key skills in module aims, learning outcomes and assessment in line with constructive alignment (Biggs, 1999).
Students should be able to:
The programme is designed to provide an opportunity for students to meet learning outcomes in law and criminology for different purposes.
Students may wish to continue on the path to legal professional qualification and the programme has been designed as a Qualifying Law Degree.
Some will wish to use their knowledge of law and criminology, as well as the transferable skills acquired through their study, to prepare for a career in an allied profession. Others will wish to study law and criminology as academic disciplines in their own right and acquire a social science/arts qualification. All of these factors have been considered in the design of the programme. The Law element incorporates study of all the areas needed for a Qualifying Law Degree, including a module incorporating study skills.
At level 5 to meet the QLD requirements and provide an efficient programme of study in the criminology aspect of the programme there is very limited choice. Students can choose either between LA5005 Law Experiential and WB5101 Enhancing Your Employability Through Work Based Learning.
At level 6 students will be able to specialise to some degree in areas of the law that are of particular interest to them and/or of particular relevance to their future career. However, the choice of Law options is constrained by the programme choice to study Criminology alongside Law. As well as the two core law modules (LA6009 and LA6022) students must study a further 40 credits of Law modules and then 20 credits of Criminology modules. It is expected, although not mandatory, that students will choose Law options to complement their interest in Criminology. These include Evidence and perhaps Family Law and Child Law. The programme complies fully with the requirements of the FHEQ and the Law Subject benchmark statements. The Law benchmarks are drafted somewhat differently from those in other subject areas. The purpose is, among other issues, to provide a basis for institutions to devise their own learning outcome statements compatible with the benchmark statements. Also, the benchmarks set as a minimum certain achievements which a student must demonstrate to be awarded an undergraduate honours degree in law.
Thus the statements are both generic and look to the final outcome of study on a law programme. Thus it is not possible or appropriate to map the benchmark standards against individual modules.
The Criminology modules are structured to give the students a firm foundation in level 5 and although there is no choice at level 5 and little choice at level 6, these modules do complement the Law modules, particularly in the areas of Public Law, Criminal Law and Human Rights Law.
120 credits at level 4: Certificate of Higher Educationplus 120 credits at level 5: Diploma of Higher Educationplus 120 credits at level 6: LL.B Hons.
As this is recognised as a QLD students may not be compensated in the following modules:
This degree is recognised as satisfying the requirements necessary for a student to complete the academic stage of qualification. This allows the student to pass directly onto the Legal Practice Course- if they wish to become a solicitor, or the Bar Professional Training Course- if they wish to become a barrister.
The student to gain this recognition must study and pass the following modules:
The degree is also recognised by the Law Society of Northern Ireland as being a QLD provided students also take LA6017 Evidence.
For entry to the programme a typical applicant will have a minimum of 320 UCAS points, of which 280 points must be obtained from GCE A2 or Vocational A Level (6 or 12 unit) awards, including a grade C in one subject . The remaining points may be from A2, AS, Vocational A/AS level (3, 6 or 12 units) awards, or from level 6 skills certification. Applicants will not be interviewed. There is no typical applicant background for Law, although the majority of students do have the conventional Curriculum 2000 qualifications. Within those qualifications, most subject disciplines are acceptable, although, again, the majority will have studied arts/social science/business-related curricula.
Applicants with non-standard qualifications will be considered by the Law School in conjunction with the Marketing, Recruitment and Admissions Services in accordance with the precepts and procedures set out in the University Handbook on The Admission of Students. This may particularly apply to those wishing to study the programme part-time, although, as there is no separate part-time mode of delivery, such students will be considered against the same criteria as non-standard full-time applicants.
1. Purpose of the Law Benchmark Standards
The Law benchmarks are drafted somewhat differently from those in other subject areas. The purpose is, among other issues, to provide a basis for institutions to devise their own learning outcome statements compatible with the benchmark statements. Also, the benchmarks set as a minimum certain achievements which a student must demonstrate to be awarded an undergraduate honours degree in law.
Thus the statements are both generic and look to the final outcome of study on a law programme. Thus it is not possible or appropriate to map the benchmark standards against individual modules. The key skills are set out and mapped in the definitive document and have been informed by the subject benchmarks.
2. The Benchmarks
The text below has been extracted from the Law benchmark document. The Law Benchmark statement was last revised in 2007. The following criteria are set out in the Benchmark Statement relating to subject specific abilities:
Any student graduating in Law must show achievement in all of the following areas of performance, thereby demonstrating substantially all of the abilities and competences identified in each area of performance.
Subject-specific abilities
Knowledge: A student should demonstrate a basic knowledge and understanding of the principal features of the legal system(s) studied, viz. s/he
• should be able to demonstrate knowledge of a substantial range of major concepts, values, principles and rules of that system;
• should be able to explain the main legal institutions and procedures of that system;
• should be able to demonstrate the study in depth and in context of some substantive areas of the legal system.
2. Application and problem-solving:
A student should demonstrate a basic ability to apply her or his knowledge to a situation of limited complexity in order to provide arguable conclusions for concrete problems (actual or hypothetical).
3. Sources and research: A student should demonstrate a basic ability
• to identify accurately the issue(s) which require researching
• to identify and retrieve up-to-date legal information, using paper and electronic sources;
• to use primary and secondary legal sources relevant to the topic under study.
4. General transferable intellectual skills
Analysis, synthesis, critical judgement and evaluation: A student should demonstrate a basic ability
• to recognise and rank items and issues in terms of relevance and importance;
• to bring together information and materials from a variety of different sources;
• to produce a synthesis of relevant doctrinal and policy issues in relation to a topic;
• to make a critical judgement of the merits of particular arguments;
• to present and make a reasoned choice between alternative solutions.
5. Autonomy and ability to learn: A student should demonstrate a basic ability, with limited guidance
• to act independently in planning and undertaking tasks in areas of law which she or he has already studied;
• to be able to undertake independent research in areas of law which he or she has not previously studied starting from standard legal information sources;
• to reflect on his or her own learning, and to seek and make use of feedback.
6. Key skills
Communication and Literacy: Both orally and in writing, a student should demonstrate a basic ability
• to understand and use the English language (or, where appropriate, Welsh language) proficiently in relation to legal matters;
• to present knowledge or an argument in a way which is comprehensible to others and which is directed at their concerns;
• to read and discuss legal materials which are written in technical and complex language.
7. Other key skills: numeracy, information technology and teamwork: A student should demonstrate a basic ability
• where relevant and as the basis for an argument, to use, present and evaluate information provided in numerical or statistical form;
• to produce a word-processed essay or other text and to present such work in an appropriate form;
• to use the World-wide web and e-mail;
• to use some electronic information retrieval systems.
• to work in groups as a participant who contributes effectively to the group's task.
The British Society of Criminology (BSC) (professional body) has developed a subject benchmark statement for criminology in 2006. An explicit underpinning argument for the development of the criminology benchmark statement from a teaching and learning perspective is that it will act as a baseline/reference point from which to develop modules and assess the progress of teaching and learning within the criminology community (see also The Quality Assurance Agency for Higher Education, 2006, Guidelines for preparing programme specifications).
Whilst the subject benchmark statement points out that 'it should be regarded as minimum standards within an emergent discipline', it also points out that 'it is expected that all such programmes will enable students to develop' in seven areas:
A basic understanding of the major theories which are deployed throughout the social sciences which allow us to understand the social and personal context of all aspects of crime, victimisation and responses to crime and deviance.
An understanding of key concepts and theoretical approaches which have been developed in relation to crime, victimisation and responses to crime and deviance.
An understanding of the basic principles of social research as applicable to criminological topics; of what can be achieved by different methodologies and techniques; of when a particular methodology or technique is most appropriately used; of how the results of any particular study may be evaluated; and of the ethical principles governing criminological research.
A basic understanding of the principles of human rights and civil liberties which are applicable to policing, to the different stages of the criminal justice process, and to all official responses to crime and deviance.
An understanding of the dimensions of social divisions and social diversity in relation to criminological topics.
An understanding of the construction and influence of representations of crime and victims and of responses to crime and deviance as found in official reports, the mass media, and public opinion.
An understanding of the local, national, and international contexts of crime, victimisation, and responses to crime and deviance.
It is these seven areas that underpin the design of the criminology modules in terms of content and outcomes.
Teaching Methods - Law
The principal methods of delivery are through lectures (for a whole cohort), workshops (all or part of a module cohort) and seminars (usually a maximum of 15 students). There is a good ratio of small group to large group teaching (typically 1 to 2 at level 4 and better at levels 5 and 6). Typically lectures will be expository and explanatory, teaching to printed materials. However, they will also afford students every opportunity to interact. Workshops will typically be a mixture of lecturing and setting the students tasks and are often used for consolidation of previous topics. Students will be given tasks to complete before seminars and all students will be given the opportunity and be expected to participate in seminars. Tasks are typically to prepare one or more problem questions (i.e. students are given a short, written scenario and they have to identify the relevant area(s) of Law and apply them correctly and appropriately to the facts) and/or to prepare a given topic for analysis and discussion. The conduct of seminars might take various forms. Students may be asked to present part of the seminar, or, at level 5 and above, to run the session. They may be split into sub-groups or, more typically, all students will contribute within a session facilitated by a member of the academic staff.
Students will also benefit from input into formal teaching sessions by guest lecturers. Professional guest lecturers are invited to take sessions in some modules, particularly the more specialist ones at level 6.
During the one week induction programme the students learn basic legal academic skills. Sessions include information on the programme of study, life as a law student and an introduction to legal skills and exercises to help review those skills. They receive quick feedback on these exercises so that strengths and weaknesses in skills can be identified at an early stage and the students can ascertain what areas they need to improve in and what support they might need. Students also have library induction sessions and continue with learning how to use a law library and undertake legal research throughout the programme.
Students' learning comes from a variety of sources. On a day to day basis, they consolidate what they have taken from lectures, and prepare for seminars. Part of the assessment in Contract Law, both formative and summative, is designed to induct them into the technique and regime of preparing for seminars. For students on the "Law with" programmes, the system and skills module introduces them to such discipline. The induction sessions and other Level 4 modules also teach the students how to access, evaluate and use electronic sources and materials. It is hoped that electronic materials will continue to be developed for the programme, allowing interactive use of them.
Mooting, debating and mock trials are used as both specific legal and generic skills. Students experience them formatively in the level 4 English Legal System and Critical Legal Skills module .This affords them the opportunity to learn and develop public speaking skills and to present arguments orally in a rational and lucid manner. It is hoped that they will participate in both internal and external mooting competitions at level 5. A senior local judge judges the final of the internal competition. Some may also benefit from short placements in a solicitors' office. They have an opportunity to enhance their experiential, reflective and independent learning in the level 5 module LA5005 Law Experiential.
Students are encouraged to become more independent and critical in their learning as they progress from one level to another. This is reflected in the lessening of class contact hours at level 6 and the quality and type of seminar task set.
Development of Professionalism and Autonomy
Students are given early tuition on independent learning. The level 5 LA5005 Law Experiential module, if chosen, gives them the opportunity to produce an independent, reflective piece of work based on participation in or observation of some aspect of law in practice.
The aims and learning outcomes of modules progress from level to level, requiring and enabling students to adopt a more independent and professional approach to their studies. The nature and content of assessment tasks will also evolve from level to level, requiring more independent research and critical appreciation of primary sources of law.
Students who experience learning difficulties or who, for whatever reason, need ongoing support, are actively encouraged to contact the designated member of Student Support and Guidance.
The Criminology modules utilise a variety of learning and teaching methods which provide opportunities for students to enhance their learning skills and personal development during their degree programme. These teaching and learning methods also take account of equal opportunities and inclusive practice.
Lectures will be used to provide an introduction to the main themes, debates and interpretations of their subject, conveying basic information and signposting issues to be considered.
Seminars and workshops will provide opportunities for more student-centred and interactive learning. TUTORIALS - will provide the opportunity for individual or small groups of students to meet with individual staff members. The aim is to provide a context whereby students' personal development and progress can be assessed (formative feedback); students can be encouraged to develop learning skills; students can be assisted to make informed and realistic choices within their degree course and support can be offered for individual or group project work, work-related placements and dissertation supervision.
Managed Learning Activities - these will comprise of formative learning activities that are set with a specific task focus to develop students academic skills in preparation for summative assessments (in line with the QAA code of practice - ensuring students have adequate time to reflect on learning before being assessed).
There may also be practical problem based activities and guided independent study - these will allow students to conduct practical activities related to a given problem/task and develop their understanding of how research evidence can inform policymaking. For example, conducting a risk assessment in order to implement crime prevention measures.
Each module descriptor states the module specific learning outcomes that are assessed in each component of assessment. The assessments will then test the programme and learning outcomes. These will be articulated in each in-course assessment and will accompany draft examinations for external examiners' information and scrutiny. Thus, there is conceptual linkage between the benchmarks, programme aims and outcomes, skills, module outcomes and assessment in each module and these linkages will be apparent in the actual assessment tasks.
Apart from the above, the assessments are designed to provide a broad platform for students to demonstrate that they have achieved the module and programme outcomes in a diverse set of assessments.
These diverse methods are: examinations, written individual assignments, timed constrained assessment – involving a substantial element of problem solving, group presentations, drafting, dissertations, seminar assignments, mooting, reflective logs and journals, portfolio – report and reflection, library/electronic search "audits".
Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate, however they are not all directly assessed. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules and numeracy is an inherent part of formal and/or informal development and assessment in some modules.
Reflection is directly assessed in some modules.
Formative assessments are varied and may include:
presentations (written and verbal)
poster presentations
essay plans both self-study and timed
question and answer sessions
on-line quizzes and debates
bibliographic exercises
information literacy exercises
Summative assessments are varied and include:
Exams, both traditional and structured
Written assignments
Compilation of key concepts
Annotated bibliography
Briefing Paper
Risk Assessment
Critical review
The basic graduate characteristics are set out in the extract from the Law Benchmarks Statement in section 27 above. This extract is taken from the section headed "Statement for Employers". However, it should be emphasised that the majority of students should achieve and display such characteristics at a higher level. The students will be demonstrated to have achieved these characteristics through the development of the skills outcomes developed from and informed by the Benchmarks Statement. These skills are mapped against modules in the definitive document and the module learning outcomes incorporate these skills. In particular, the ability to critically analyse, apply knowledge in a wider context and present arguments in a coherent and appropriate manner are all transferable skills that make law graduates desirable employees in a number of professions and careers.
Typical Career Paths
Less than 50% of law graduates qualify and practise as either a solicitor or barrister.
Some other graduates may practise law as paralegals, or perhaps with another qualification such as membership or fellowship of the Chartered Institute of Legal Executives. However a law degree is recognised as a rigorous, social science and/or arts degree and qualifies graduates to pursue a wide range of careers. These include professions closely allied to Law such as the police, social workers and court workers, for which graduates of this programme will be very well suited. Law graduates are well qualified for entry into the various branches of the Civil Service, whether or not in a legal capacity.
Students who graduate with this degree will also have knowledge and understanding of crime, its background and consequences, and an understanding of theories about criminality. Capacities for imaginative, rigorous and critical thinking will be developed through the course of study. Subject specific skills, such as the knowledge of the social process of crime and the criminal justice system, and the ability to understand a variety of types of evidence, are complemented by skills of wide applicability beyond the degree, including IT skills, research and problem solving, communication, and working as part of a team
Graduates who study Law and Criminology will find the subject a useful grounding for entry to a range of careers where the understanding and contextualisation of crime is regarded as valuable.
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning. Within Law, much of the subject matter naturally affords a range of cultural perspectives and this is particularly so in such modules as Human Rights, Discrimination Law, Family Law and Child Law. At level 4 three modules (discussed in section 24 above) are designed to encourage students to think about the theoretical, philosophical and nature of law and these inherently promote the discussion of diversity and equality. Indeed, it is difficult to think of many modules that do not have some content regarding these issues.
There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Law School works closely with Learning Support in delivering this support. The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any such issues.
In addition, diagnostic activities have been devised and implemented in induction and supportive exercises in modules in the first year to give all students an equal chance of succeeding. Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. Anonymous marking enhances equal opportunity to all students. Some members of the Law School are undergoing training as amanuenses.
Throughout their period of study students are provided with opportunities to develop additional skills or gain experience outside of the formal course structures.
Across all years students are invited to support the Law School by joining Marketing, Recruitment and Admissions- Law. This group develops and plans the Law School's activities for Open and Applicant Days, contributes to Level 4 induction and other initiatives such as sessions run for schools and colleges.
The Law School offers to run a Debating, Advocacy, Mooting and Presentation Society and a Film Society which again allows for students to take on responsibility while developing presentation and critical thinking skills.
At levels 5 and 6 the students are encouraged to run the Student Law Society. The students are encouraged to forge links with the student society at the University of Law and with local Trainee Solicitors' Groups and Young Solicitors' Groups. The Student Law Society organises educational activities as well as social events.
All of these are actively supported by the Programme Team and the students benefit additionally from some very eminent guest speakers and careers talks and visits arranged by the Law School.
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Different industries need people with different areas of expertise, but beyond the technical skills that vary across jobs, experts agree that there are universal skills that are good to have and develop, no matter what industry you choose to get into. Here are five of the most important skills that employers value and will continue to look for in job seekers:
For more expert tips on job opportunities, grab a copy of Jumpstart Your Career, available in all bookstores and newsstands nationwide for P195.
(Screencap from (500) Days of Summer courtesy of Fox Searchlight Pictures)
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Construction News Awards 2018
Elecosoft provides digital construction solutions that address the major parts of a construction project. Combinations of our software products enable 4D and 5D BIM by linking project schedules with cost plans and 3D models to drive greater collaboration and efficiency benefits.
Information Management
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Our software is used in construction projects from early conceptual design planning through to fully managed build programs and long term facilities management. Our interior marketing solutions are used by the majority of flooring manufacturers in Europe
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for 4D planning in one application. It is ideal for
tendering and progress monitoring.
Easy-to-use estimating tool
Based on a powerful SQL database, Bidcon helps you
improve efficiency in managing your bids and
handing them over to the next stage.


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Express Homes has exceptional new home values with a fast build time! Two car garages, 36 maple cabinets with stagger, Stainless Steel appliances, up to 10 vaulted ceilings and professionally designed color packages. This new Express Home community is located in highly desirable St. Johns County and is only 3 miles to I-95! Crescent Key is close to the beaches, intracoastal, shopping, restaurants, historic St. Augustine, Vilano Beach plus many great public schools.
† Excluded Feature
See complete school information
227 Green Palm Court, St Augustine, FL, 32086 is a Single Family Home for sale at $241,990 with 1,862 sqft and a lot size of 0.24 Acres. 227 Green Palm Court has 4 bedrooms, 2.0 baths, and was built in 2017. The property's zip code is 32086 which is in St Augustine, FL
Based on 20.00 % down and a 4.13 % financing rate
Includes Mortage, Insurance, and Tax payments
Information deemed reliable but not guaranteed.
Listing data provided courtesy of the Internet Data Exchange Program of the Multiple Listing Service of the St. Augustine Board of REALTORS®.
The information being provided is for consumers' personal, non-commercial use and may not be used for any purpose other than to identify prospective properties consumers may be interested in purchasing.
Data is updated as of 8/18/2018.
Financial calculator disclaimer:
Default based on a 30-year fixed rate of 4.125% with 20% down. The estimated payment is offered for convenience and is not an offer of credit. Due to market fluctuations, interest rates are subject to change at any time and without notice. Your individual rate may vary. Rates may differ for FHA, VA or jumbo loans.


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Published: 2009/06/10
Erykah Badu, Danny Louis, Al Schnier and Patterson Hood to Rock the Earth at Bonnaroo
Rock the Earth will once again host a series of panel discussions, artist interviews and musical performances on Bonnaroos Solar Stage this weekend. Moderated by Rock the Earth Founder and Board President Marc Ross, the Social Change Through Music series will take place on the festivals Solar Stage each day. Confirmed panelists include: Erykah Badu, Danny Louis (Govt. Mule), Al Schnier (moe.), Will Sheff (Okkervil River), Vieux Farka Toure, Ben Sollee, Eric Johnson and Ryan Rightmire (Turbine), Laura Sohn (AC Entertainment), Rebecca Lichtenfeld (WITNESS), Bob Ferguson (Oxfam), Andy Bernstein (Headcount), Paul Faeth (Global Water Challenge), Sally Palmer (The Nature Conservancy), Jasna Brown (Green Mountain Coffee Roasters) and Justin Levy (Conscious Alliance). In addition, Rock the Earth will also conduct Storyteller interviews with musical performances by Del McCoury and Friends, Patterson Hood, Ben Sollee and Grace Potter and the Nocturnals, as well as a one-on-one interview with Brett Dennen. Rock the Earth will also curate a number of environmental documentaries throughout the weekend as part of the Green Screens series.
Stay turned to Relix and Jambands.com throughout the weekend for the latest news and information straight from Bonnaroo. The festival will feature performances by Phish, Bruce Springsteen & the E-Street Band, Nine Inch Nails, the Beastie Boys, MGMT, moe., Govt Mule, Phoenix, David Byrne, Wilco, Al Green and many, many others.


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Wild Fries
Take a walk on the wild side with our all-time favorite. The one fans created their own Facebook page for. Each is coated with a batter seasoned with an insanely addictive blend of spices, then golden fried to your order. Add some wild sauce and you've got a party in your mouth.
+ Nutritional Info
260 Calories
13 Fat (g)
4 Saturated Fat (g)
560 Sodium (mg)
32 Carbs (g)
3 Fiber (g)
2 Sugar (g)
3 Protein (g)
10 Vitamin C (%DV)
6 Iron (%DV)
Ingredients: Wild Fries, Fry Oil


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NRA Commentator: Kids Should Be Required to Learn How to Shoot a Gun in School
Media Matters snagged a rather startling example of what passes for thought-provoking commentary at NRA News, which is a news and commentary site for the National Rifle Association. The video is called "Everyone Gets A Gun" and features regular NRA commentator Billy Johnson musing about an ideal world in which the government would promote gun ownership. (The NRA includes a disclaimer indicating that Johnson's commentary "does not necessarily" reflect the larger organization's.)
"But what would happen if we designed gun policy from the assumption that people need guns—that guns make people's lives better. Let's consider that for a minute," he says. "Gun policy driven by people's need for guns would seek to encourage people to keep and bear arms at all times." Johnson even suggests that it would be cool to have "gun-required zones" instead of "gun-free zones." That's deep, man.
Johnson stops short of suggesting that the government should subsidize AK-47 ownership for men who don't currently have enough money to properly terrorize suburban moms at the local Chipotle, but he does recommend public schools as an excellent place to find a captive audience for this everyone-gets-a-gun mentality:
Gun policy driven by our need for guns would insist that we introduce young people to guns early and that we'd give them the skills to use firearms safely. Just like we teach them reading and writing, necessary skills. We would teach shooting and firearm competency. It wouldn't matter if a child's parents weren't good at it. We'd find them a mentor. It wouldn't matter if they didn't want to learn. We would make it necessary to advance to the next grade.
This entire video should serve as a reminder that while the NRA holds itself out as a "rights" organization, it has ties to the gun industry, which is more interested in making money than anything else. In a major investigation in 2013, the New York Times found that "the firearms industry has poured millions of dollars into a broad campaign to ensure its future by getting guns into the hands of more, and younger, children." Young people are much less interested in buying guns than the older generations, a trend that will seriously impact gun industry profits if it continues. Getting public schools to persuade children about the wonders of gun ownership sure sounds like a tantalizing way to improve gun sales.
Of course, Johnson isn't dumb enough to think that we're ever going to have mandatory gun training in schools. The whole proposal is clearly being offered as a thought experiment. Still, his provocation sends two very disturbing messages: Guns are a human necessity, and learning how to shoot a gun is as important as learning how to read. We already have 289 people getting shot every day in the United States. Imagine how much higher that number would be if we lived Billy Johnson's dream.


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SpyLogix™ Enterprise, a significant new paradigm shift for simplifying and enhancing for CA Technologies Identity and Access Management (IAM) solutions by employing enterprise scalable security middleware. Traditional approaches for obtaining a holistic view of an integrated platform had been quite challenging over the years. Sidestepping the peril of performance issues caused by the requirement of ODBC or JDBC logging to get access to the data. SpyLogix Enterprise takes a new approach by consuming data from native interfaces and employing a messaging platform with middleware services to use new data efficiently - a holistic view without a performance hit. This is especially critical with big data produced by CA SiteMinder or CA IdentityMinder.
Providing options like pivot table capabilities allows for SiteMinder and Identitiy Minder data to be searched and consolidated quickly for the most complicated event messaging queues and fundamentally changes how quickly an IT practitioner can respond to production outages or to surgically identify issues across multiple SiteMinder policy servers or large enterprise deployment of IdentityMinder servers.
SpyLogix Enterprise security middleware software enables efficient management of enterprise information systems. Continuous security intelligence and situational awareness is realizable despite layers of IT system complexity. The use of SpyLogix software enables simplified IT governance by easily handling variety, volume and velocity characteristics of enterprise security data associated with large scale or mid sized deployments of SiteMinder, SiteMinder Federation, IdentityMinder, Top Secrect, ACF2 or other enterprise software.
IdentityLogix brings continuous monitoring solutions utilizing SpyLogix Enterprise software to provide for operational visibility, information protection and ongoing support services for CA IAM technologies.


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A Business Short List for Growth
First, fiscal stability. Then tax reform, expanded trade and immigration reform.
No matter the topic, the debate in Washington often comes down to whether we need more government funding for social programs or less spending to reduce the debt we leave our children. But this win-lose framing completely misses the one thing required to achieve both objectives: robust economic growth.
The simple fact is that if we want to control the deficit, preserve key entitlement programs, educate our children, grow jobs, and offer upward economic mobility for everyone, we have to get our economy growing faster....


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DCP-Portal 6.1.1
DCP-Portal is an advanced portal system written in PHP4 and using mySQL.
With the application, members can register your website and take advantage of special features like send content and news, forum, user message system, content informer, special member agenda, chat, add link. Main modules can be updated from admin area. You can create categories for contents, links, files, FAQs. You can manage your files, links, annoucements, contents, members, forums, poll, site agenda, FAQ and all other modules from administration site. DCP-Portal has a setup script which allows you to install software to your server in 15 minutes. All software is supports multi language and comes with 4 languages.
- mySQL
- Unix, Linux or Windows OS


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Hardly has this blog been running for a couple of weeks, the silly spam comments (commercial and so on) not related to the content of the blog appeared already. My rule as the responsible guy for this blog is simple. I delete every comment that smells like "non-related topic" (yes, even those advertising viagra!) immediately.
Any other comments about Hungarian are welcome and I'll answer each of your questions you might have!
Thank you, a somewhat angry blog boss 🙂


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Words containing ycame
Found 1 words containing ycame. Browse our Scrabble Word Finder, Words With Friends cheat dictionary, and WordHub word solver to find words that contain ycame. Or use our Unscramble word solver to find your best possible play!
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text: Maule tailwheel anti-shimmy spring set. Springs only, as pictured. New, never used or installed. Different sized springs are used to upset the natural frequency of the tailwheel. The lighter spring is used on the left side. With instructions and cotter pins. These go for $78.95 online popular aircraft supply store. Cash sale only, will not ship. Can meet up within reasonable distance.


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Saturday, May 16, 2009
QUEST Moves South
Last fall we bid good bye to the QUEST camera which from 2003 - 2008 was the instrument on the Samuel Oschin Telescope. The camera has a new home and a new network to help it transmit data. You can read all about it here.
Posted by Palomar Observatory at 8:07 AM
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Natalie Nourigat reviews Prometheus — in comics form
Like many, many people over the weekend, Between Gears cartoonist Natalie Nourigat went to see Prometheus and liked it enough to not only create some fan art of David, but also to draw comics detailing her thoughts on the film.
Head over to her site to see her thoughts on the trailers she saw, her pre-movie fatality predictions for each of the characters and the "race of muscle-y, alabaster Voldemorts. Like in the Bible." In the meantime, here's her portrait of David, who she says was "the most interesting character and I adore you."
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In class on Friday and Monday, we will close the Vietnam War and dive into some of Bill McCloud's book "What Should We Tell Or Children About Vietnam?".
As you read your excerpts, use the signposts for reading and annotate each response. For each, please provide a summary on the collaborative board available here. Make sure you identify each author.
After examining McCloud's work and summarizing some of the responses he received, craft a written statement explaining what YOU feel you learned after examining America's involvement in Vietnam. Don't recite the facts – develop larger ideas about this incredibly important part of America's story. You can search for additional inspiration, as long as you cite any sources. All submissions must be completed by Tuesday at 8:15 AM – no late submissions will be accepted.
Some of your summaries ….


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- Home
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- Gourmet Art 2-Piece Bamboo 14.5" Server, White
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These salad servers are good for tossing or serving lettuce. It's perfect for everyday use or dinner parties. * FDA- approved food-safe * Durable waterproof finish * Fabulous gift idea * Do not use hard, abrasive sponges, any chemicals, soak, or hot water * Not recommended for use in dishwasher, microwave or refrigerator. *Keep out of direct sunlight and away from extreme heat, which may cause the surface to fade and allow fine cracks to molds.
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VIII International Plastic Surgery Course will be held on the eve of the 25th anniversary of the Cosmetology and Plastic Surgery Centre on September 12 to 14, 2014. It promises to be a bright and interesting event with the brilliant constellation of speakers, innovators and recognized leaders, such as Peter A. Adamson (Canada), Sam T. Hamra (USA), Patrick L. Tonnard (Belgium) and Jose Luis Martin del Yerro (Spain).
Very pleased to write a big thank you to the amazing doctor and beautiful woman Natalia Nudelman. I had my operation on ...Tatiana 21.08.2016


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Luca Benatti, PhD, CEO, EryDel SPA, Milan, Italy.
Rubius Therapeutics.
Alison Walker, MD, associate professor of hematology, Ohio State University Comprehensive Cancer Center, Columbus.
American Association for Cancer Research annual meeting: "A phase I study of eryaspase (L-asparaginase encapsulated in red blood cells) in combination with induction and consolidation chemotherapy for adult patients with newly diagnosed acute lymphoblastic leukemia (ALL)." April 15, 2018, Chicago.
Brian Wolpin, MD, MPH, director, Gastrointestinal Cancer Center and co-director, Pancreas and Biliary Tumor Center, Dana Farber Cancer Institute; associate professor of medicine, Harvard Medical School.
Caius Radu, MD, cancer biologist and member, UCLA Jonsson Comprehensive Cancer Center, professor of medical and molecular pharmacology, UCLA.


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Now today's post is very much based around the idea of if you don't like something, change it. Basically, that's my aim. It had taken me a while to come to this conclusion because I have zero will power in order to change myself to be the version of me that I want to be. I've decided that now is the time to do it and that if or when I achieve what I want to achieve, I will be a lot happier with myself. My personal aims are to become more confident, do more exercise and lose a bit of weight. I've already started the first two and I decided it might be nice to involve you lot with my 'journey' so to speak. If you fancy, you can join me too. To achieve these aims, I'm setting myself little goals everyday.
All of my aims are pretty difficult, well I think they are, but becoming more confident is proving most difficult. My mini goal a day for confidence is to answer one question in class. This is only one question for my whole six lessons but I usually just fade into the background and shy away from saying anything. You may think that this isn't really going to help but I am going to gradually increase the number of questions that I challenge myself to answer. I'm doing it little by little. I've also started emailing a lovely girl named Pamela who also has a blog, which is fab by the way and you'd be wrong not to have a nosy. I commented on one of her posts one day and proposed that we did and it's definitely not something I regret. That was also a big step for me because I normally never would have done that but I'm so glad I did. If you fancy doing the same my email is email@example.com and I'll be happy to have a natter.
Exercising more isn't proving as difficult as the other two. I'm not the most sporty person in the world, in fact I'm not sporty at all but I figured it was time to get off my bum once in a while. This one sort of ties in with losing weight which is handy but the main reason I wanted to do more is so I can put it on college applications. Making myself look better mainly, what can I say? To do this I'm doing after school sport clubs which just aren't my thing but I'll do what I have to to get into where I want to go. I'm doing really exciting badminton on a thursday which I'm awful at and I may start going to netball on a monday if I can go to a different law revision session on a different night. I'm doubting I will though but good intentions ey?
The last is losing weight, now don't even bother trying to talk me out of it because if I lose a bit I will be happier and thats what I want really. My goals for this one are to stop snacking, which means just two square meals a day, which I can do but it takes a bit, well a lot of will power. The other goal for this one is to do 50+ sit ups a day, which isn't a lot really considering it will work some toning magic on my pudge. I'm also doing my after school sports clubs which ties in with this, very handy if you ask me.
Sorry that it's been a long rambley one today but it had to be said really. I am making a promise to all of you reading this that I will do what I've told you and I'm not one for breaking promises. Hopefully you got something out of this and maybe you'll set your own goals to be the best you that you can be.
|This is how I want to feel all the time..
I'm a panda, it will be in a post later in the week.


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Rainbow Crystal Land (RCL) envisions a global self-sufficient network of open and ownerless lands housing sustainable communities of free and equal individuals living in peace and harmony with the earth. RCL is an organically living and growing common vision shared by thousands of people around the world; it is not an organization or a set of rules and there is no central leadership. RCL is a social movement offering a complete alternative living solution for everyone. There are many similar visions, communities and networks out there - RCL competes with no one and co-operates with everyone.
RCL is unique because:
• We intend to free lands from ownership.
• Our communities are open to all.
• Our structure is completely horizontal and decentralized.
• We give equal value to nomads and people who prefer to stay.
• We intend not to use money as a means of exchange inside and between our communities and to create a culture of sharing.
This website is still under construction. Future developments will bring us a database of RCL Communities around the world, profile pages for Communities and Scouting Missions, user-selectable privacy levels, user-editable pages, translation tools, a Global Consensus tool, enhanced communication capabilities, a Knowledge Base, FAQ, a web shop for the communities, and more.
Come join us! Welcome home!