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Doctor A.Tom
(More game types: 1 Player, Flash, Interactive Fiction, Mouse Skill, Puzzle, Timing Game, Friv1)
This is yet another chain reaction game. Click on a molecule and it will break down to atoms, which themselves will break down other molecules on impact. The goal of every level is to disintegrate a specific number of molecules with a specific number of c
Use mouse to interact.
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What makes senior citizens feel they are entitled to steep cuts in Durango Mountain Resort season passes? They ski more, spend less and want more freebies than everyone else. I dont understand senior discounts for anything. Why do they feel they are entitled to these discounts? Is it because they survived to this point in their life?
I say if you want to ski, than pay for it at a rate that allows a business to survive. After all, ski resorts are businesses and depend on passes to fund their business. I say get over it. Pay the toll or hike for free.
Oh, by the way, Im 71.
Frank Klein

subset: commoncrawl


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On January 14, 2017, at an Early Input Budget Session, the Novi City Council met to discuss Strategic Themes & Broad Goal categories. The items listed represent areas of focus to assist in reaching the short-term goals during fiscal year 2017/18 and long-term goals in future years.
Click on a letter below to see the goals.


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11 May 2006
Director, Equal Opportunity Programs
This policy applies to faculty, teachers, staff, and students in all offices and divisions of Gallaudet University.
Sexual harassment is a violation of Title VII of the Civil Rights Act of 1964, as amended. The University is committed to providing an environment that is free of unlawful sexual harassment and does not condone sexual harassment in any form. Reports of sexual harassment are investigated thoroughly, promptly and objectively.
The Equal Employment Opportunity Commission (EEOC) guidelines define sexual harassment as follows:
"Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when:
- submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment;
- submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting that individual; or
- such conduct has the purpose or effect of substantially interfering with an individual's work performance or creating an intimidating, hostile, or offensive working environment."
All levels of management are accountable for the implementation of the Sexual Harassment and Consensual Relationships procedures appended to this policy. Any employee or student who is guilty of or responsible for acts of sexual harassment is subject to appropriate disciplinary action.
Incidents of sexual harassment and sexual misconduct related to Clerc Center students are also governed by the policy entitled Code of Conduct with Clerc Center Students and/or by District of Columbia code.
Gallaudet University Administration
- Rationale
- Sexual harassment is a form, either direct or indirect, of sexual discrimination and will not be tolerated by the University. It subverts the mission of the University and threatens the careers, educational experience, and well-being of students and employees. Relationships involving sexual harassment or discrimination have no place within the University. In both obvious and subtle ways, the very possibility of sexual harassment is destructive to individual students, employees, and to the academic community as a whole. When, through fear or reprisal, a student or employee submits or is pressured to submit to unwanted sexual attention, the University's ability to carry out its mission is undermined.
- Sexual harassment is especially serious when it threatens relationships between teacher and student or supervisor and subordinate. In such situations, sexual harassment exploits unfairly the power inherent in a teaching or supervisory position. Through grades, wage increases, recommendations for graduate study, promotion, and the like, a teacher or supervisor can have a decisive influence on a student's or employee's career at the University and beyond.
- While sexual harassment most often takes place in situations of power differential between the persons involved, the University also recognizes that sexual harassment may occur between persons of the same University status. The University does not tolerate behavior between or among members of the University community that creates an unacceptable working or educational environment.
- Prohibited Acts
No member of the University community may engage in sexual harassment. For the purpose of this policy, sexual harassment is defined as unwelcome advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when:
- submission to such conduct is made explicitly or implicitly a term or condition of an individual's employment or status in a course, program or activity;
- submission to or rejection of such conduct by an individual is used as a basis for an employment or educational decision affecting that individual; or
- such conduct has the purpose or effect of substantially interfering with an individual's work or educational performance or of creating an intimidating, hostile or offensive working or learning environment.
- Examples of Sexual Harassment
- Direct or implied threats that include all forms of communication (verbal, non-verbal, signed, written, and physical).
- Direct or indirect propositions.
- Subtle pressure for sexual activity, an element of which may be conduct such as repeated and unwanted staring.
- A pattern of conduct (not legitimately related to the subject matter of a course in which one is involved) intended to discomfort or humiliate a reasonable person that includes one or more of the following: (a) comments of a sexual nature; (b) sexually explicit statements, questions, jokes, or anecdotes; (c) unnecessary following, including repeated unwarranted appearances anywhere on campus; (d) remarks of a sexual nature about a person's clothing or body; (e) remarks about sexual activity or speculations about sexual experiences; (f) physical touches of a sexual nature; (g) sexual pictures, calendars, graffiti, or objects; (h) offensive language or gestures.
- Isolated and Inadvertent Offenses
Members of the University community who, without establishing a pattern of doing so, engage in isolated conduct of the kind described in C4 or who exhibit a pattern of engaging in such conduct but fail to realize that their actions discomfort or humiliate, demonstrate an insensitivity that warrants remedial measures. When such activities occur, all members of the campus community have a responsibility, especially within their peer group, to point out the offense
- Rationale
- Definition
The terms faculty and faculty member, as used in this section in the instructional context, mean all those who teach at the University level including staff, graduate students with teaching responsibilities, and other instructional personnel. The term student refers to University students. Any form of relationship with a Clerc Center student, other than a professional relationship or unless a parent, relative, or legal guardian, is prohibited, regardless of the student's age or consent.
- Rationale
- The University's educational mission is promoted by professionalism in faculty/ student relationships. Professionalism is fostered by an atmosphere of mutual trust and respect, and it is incumbent upon faculty members to foster a spirit of academic and personal integrity at all times. Actions of faculty members and students that harm this atmosphere undermine professionalism and hinder fulfillment of the University's educational mission. Trust and respect are diminished when those in positions of authority abuse or appear to abuse their power. Those who abuse or appear to abuse their power in such a context violate their duty to the University community.
- Faculty members exercise power over students, whether in giving them praise or criticism, evaluating them, making recommendations for their further studies or their future employment, or conferring any other benefits on them. Amorous relationships between faculty and students are wrong when the faculty member has professional responsibility for the student. Such situations greatly increase the chances that the faculty member will abuse his/her power and sexually exploit the student. Voluntary consent by the student in such a relationship is suspect, given the fundamentally unequal nature of the relationship. Moreover, other students and faculty may be affected by such unprofessional behavior because it places the faculty member in a position to favor or advance one student's interest at the expense of others and suggests that obtaining benefits may be contingent on amorous or sexual favors. Therefore, the University views it as unethical if faculty members engage in amorous relationships with students who are enrolled in their classes or subject to their supervision, even when both parties appear to have consented to the relationship.
- Consensual Relationships in the Instructional Context
No faculty member may have an amorous relationship (consensual or otherwise) with a student who is enrolled in a course being taught by the faculty member or whose academic work (including work as a teaching assistant) is being supervised by the faculty member.
- Consensual Relationships Outside of the Instructional Context
Amorous relationships between employees and students occurring outside the instructional context may lead to difficulties. When the employee and student are in the same academic unit or in units that are academically allied, relationships that the parties view as consensual may appear to others to be exploitive. Further, in such situations (and others that cannot be anticipated), the employee may face serious conflicts of interest and should be careful to distance himself/herself from any decisions that may reward or penalize the student involved.
An employee who fails to withdraw from participation in activities or decisions that may reward or penalize a student with whom the employee has or has had an amorous relationship will be deemed to have violated his/her ethical obligation to the student, to other students, to colleagues, and to the University.
- Violations
Alleged violations of Section II may be filed by any person, or the process may be initiated by the appropriate administrative officer.
- Definition
- Informal Complaint
- Employees or University students who wish the matter to be handled informally should contact the employee's unit administrator, senior administrator, administrative officer, the Director of Equal Opportunity Programs, or the Director of Human Resources, within 10 calendar days of the incident. A complaint will not be pursued without the authorization of the person making the complaint unless the University is legally obligated to do so, or in its judgment, the allegations are serious enough to warrant further action. University students should also consult with appropriate student support personnel for advice and counseling. Students who have a complaint against another student should contact the Coordinator of Judicial Affairs.
- The person to whom the complaint is brought will, within 10 calendar days (unless there are extenuating circumstances) and without directly accusing and without divulging the name of the accuser (unless authorized by the complainant), counsel the employee or student and caution him/her about offensive and inappropriate behaviors and actions or will take other appropriate action to resolve the complaint informally (e.g., remove offensive pictures).
- Formal Complaint
- An employee or University student who wishes the matter to receive a formal investigation and review must submit a written complaint stating the nature of the alleged harassment, the individual(s) accused and the relief requested. Fairness to all parties involved (accused and the accuser) require that the person bringing the complaint be identified before the initiation of any investigation. Formal complaints should be filed with the Director of Equal Opportunity Programs within 90 calendar days of the alleged incident. Students who wish to make a formal complaint against another student should contact the Coordinator of Judicial Affairs within 90 calendar days.
- The Director of Equal Opportunity Programs, in consultation with the appropriate administrative officer, or the Coordinator of Judicial Affairs, will determine the method by which the investigation will be conducted. The purpose of the investigation is to establish whether there is a reasonable basis for believing that an alleged violation of this policy has occurred. In conducting the investigation, the Director of Equal Opportunity Programs and/or the appropriate administrative officer (or his/her designee) or the Coordinator of Judicial Affairs may interview the complainant, the accused, and other persons believed to have pertinent factual knowledge. The right to confidentiality of all parties involved in a sexual harassment complaint shall be adhered to the extent reasonably possible.
- Upon receipt of a formal complaint, the Director Equal Opportunity Programs (EOP) will:
- provide the complainant (person filing the complaint) with a copy of the guidelines outlined in the Administration and Operations Manual (A & O) and advise the complainant to present in writing, within ten working days of the EOP request, all the facts that bear on the allegation of sexual harassment including specific details of all aspects of the accusations in the complaint, the names of possible witnesses, and the nature and description of possible evidence. The complainant is to forward promptly to EOP, in writing, any supplemental information that subsequently becomes available.
- present to the respondent a copy of the complaint along with a copy of the policy outlined in the Administration and Operations Manual. The Director of EOP will request the respondent to present in writing, within ten working day of the EOP request, a written statement in response to the complaint, including the names of possible witnesses and the nature and description of possible evidence to rebut the accusation.
- Unless there are extenuating circumstances, the investigation will be concluded and a report written within 60 calendar days.
- Possible outcomes of the investigation are: (a) a judgment that the allegations are not warranted; (b) a negotiated settlement of the complaint; or (c) formal disciplinary action.
- Protection of Complainant and Others
- Formal investigations of complaints will be initiated only with the complainant's consent. The complainant will be informed fully of steps taken during the investigation.
- All reasonable action will be taken to assure that the complainant and those testifying on behalf of the complainant or supporting the complainant in other ways will suffer no retaliation as a result of their activities in regard to the process. Steps to avoid retaliation may include:
(a) lateral transfers of one or more of the parties in an employment setting and a comparable move if a classroom setting is involved; and (b) arrangements that academic and/or employment evaluations concerning the complainant or others be made by an appropriate individual other than the accused.
- In extraordinary circumstances, the administrative officer may suspend an employee accused of sexual harassment until the matter is resolved.
- Protection of the Accused
- At the time a formal complaint is issued, the accused will be informed of the allegations, the identity of the complainant, and the facts surrounding the allegations.
- In the event the allegations are not substantiated, all reasonable steps will be taken to restore the reputation of the accused if it was damaged by the proceeding.
- A complainant found to have been intentionally dishonest in making the allegations or to have made them maliciously is subject to disciplinary action.
- Protecting Both Parties
- To the extent possible, formal proceedings will be conducted in a way to protect the confidentiality interests of both parties.
- After the investigation, the parties will be informed of the facts developed in the course of the investigation.
- The parties will be informed promptly of the outcome of the proceedings.
- Process of Taking Formal Disciplinary Action
- If, after the investigation, there is a reasonable basis for believing that an alleged violation of this policy has occurred and a negotiated settlement cannot be reached, formal disciplinary action may be taken.
- The decision to take formal disciplinary action will be made by the appropriate administrative officer.
- Formal Disciplinary Action
Formal disciplinary action may range from a reprimand to termination of employment.
- Violations of this policy and any appeals by University faculty members (not including staff members who teach) will be governed by the University Faculty Guidelines and By-Laws. Upon motion from one of the parties made before the start of the hearing process, the Faculty Grievances Committee will close all or part of any hearing held under this policy. Upon motion from one of the parties after the hearing has started or from some other interested party, the Faculty Grievances Committee may close all or part of a hearing held under this procedure.
- Violations of this policy by Clerc Center teachers will be processed by the appropriate administrative officer or his/her designee and may be appealed through the teacher grievance procedure.
- Violations of this policy by staff members will be processed by the appropriate administrative officer or his/her designee and may be appealed through the dispute resolution procedure.
- Violations of this policy by students will be governed by the student judicial program.
- Preparation and Dissemination of Information
The Director of Equal Opportunity Programs will ensure that this policy is available to all members of the campus community and to all those who join the community in the future. Copies of this policy will be available in appropriate offices and on the University's web site. Additionally, the Director of Equal Opportunity Programs will offer training sessions for the purpose of educating the community about sexual harassment.
- Informal Complaint
For the purpose of this policy, sexual misconduct includes, but is not necessarily limited to, sexual contact without consent or against the will of the alleged victim including forced viewing, unwanted touching, rape, sodomy and penetration with objects.
The University's primary concern with respect to any incident of sexual misconduct is the safety and well-being of the victim. Should any incident of sexual misconduct occur, employees and students are encouraged to go to a place where they are in no immediate danger and to seek medical attention if needed. Reports of sexual misconduct should be reported to the Department of Public Safety as soon as possible. The Department of Public Safety will work with the Director of Equal Opportunity Programs and the appropriate administrative officer as described in Section III above in addressing a formal complaint.
Detailed procedures for University students for reporting sexual misconduct are available from student support offices.
Note: This document is based on the sexual harassment policy of the University of Iowa and the Albert Einstein College of Medicine of Yeshiva University. It is reprinted here, in whole and in part, with the permission of the University of Iowa Albert Einstein College of Medicine of Yeshiva University.


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The UBC Computer Science Scholarship provides financial support that can be vital to the success of some of the department's most outstanding students. It also provides them something more. Receiving a scholarship shows a student there is a community behind them, believing in them. You can play an important role in helping our students achieve great things, so please make a donation today.
Since 1981, the Computer Science Scholarship has been awarded to 142 students, allowing them to concentrate on their studies free from financial burdens, while giving them the belief to maximize their talents. David Dang was one of those students. He came to UBC to pursue microbiology, but soon realized that computer science was his true passion. The scholarship encouraged him to be his absolute best:
"This award encouraged me to push myself as much as I could academically for the remaining school terms I had at UBC. I would like to thank the UBC Science donors for supporting students with this award. It has helped me financially and has encouraged me to try my best in my field."
There are many outstanding students at UBC today, each with the potential to become a leader in their field. By making a donation to the UBC Computer Science Scholarship, you will empower more outstanding students like David to reach their goals, and you will help shape the next generation of computer scientists. Thank you.
Please note: Many employers now offer gift matching programs, so please check with yours to see if you can double the impact of your donation.


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Telecommunications law pertains to the systems of electronic communications and broadcasting across the United States. This area is heavily regulated by federal law and the Federal Communications Commission (FCC). Telecommunications law received a major overhaul in 1996 with the introduction of the Telecommunications Act. The Act replaced the prior Communications Act which had been in effect for more than 60 years. It was the first time that the Internet was included in broadcasting and spectrum allotment, provided for media cross-ownership, and to allow for broader competition of any communications business against another through deregulation of the converging broadcasting and telecommunications markets. While the Telecommunications Act was a huge step forward, it left many new questions as technology has developed. The Act could not contemplate the spread of wireless services, VoIP, video conferencing, and satellite/cable television services. As a result, a wide array of new and emerging legal issues continue to confront members of the telecommunications industry. For more information on this ever-evolving area of the law, please contact attorney Andy Montroll if you have legal needs in telecommunications.
Attorney Experienced in Telecommunications Law
Andy practices law and serves on multiple Chittenden County planning commissions. Andy is experienced in Administrative, Appeals, Arbitration/Mediation, Business, Civil & Commercial Litigation, Government, Probate & Trust Administration, Wills & Trusts, Wrongful Termination/Employment, Telecommunications and Zoning & Land Use.


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Baton Rouge, Louisiana Criminal Defense, Personal Injury, Wrongful Death and Product Liability Lawyer
Samuel C. Ward, Jr. & Associates has experience handling both catastrophic personal injury cases, serious felony criminal cases. We have the technology, resources, and experience to prosecute your civil claim and defend you against any criminal charge. Our law firm is committed to providing the highest level of client service. Our goal is 100% client satisfaction. When serious legal representation is required, contact us for your free consultation. 225.330.6677 or call toll free 1.866.928.3047
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BP Settlement approved. Has your business been affected? Are you owed money? Let us help you evaluate your cliam and maximize your recovery. BP has agreed to pay every business which has a leitimate business loss under the terms of a settlement agreement. The settlement is uncapped and unlimited. Simply put, however much money is owed, BP will pay. Our firm has a group of expert consultants, and over 500 accountants with a national firm who can assist in your claims preperation. Having been involved in this litigation process from the begining, we have the knowledge, experience, and technology to streamline the preperation and filing of your claim. Contact us today. It cost you nothing. If you don't recover, you owe nothing. For more information, visit www.dwhspill.com


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Success Stories
Making a Difference Daily
"The reason I volunteer is because it continuously teaches me something and I enjoy working with other people. Also, volunteering allows me to support more experienced people and work towards my goals."
– Mark Anthony, Central Campus Foundational Skills Learning Resource Center Volunteer
"I love making a difference. Going to Goodwill has been so exciting for me. I love working with the Deaf, Hard of Hearing, and Sight Impaired. Their excitement when they accomplish something is very rewarding. I love volunteering at Goodwill and helping ABLE."
- Roslyn Meyers, Volunteer at Goodwill Industries
"I am fascinated intellectually by language and literacy acquisition. I enjoy working with people, kids and adults, who are learning to speak, read and write. Beyond intellectual curiosity, like many others I am convinced that we can strengthen and enrich our community by assuring that all can speak, read, and write English. I want to help out with this. And beyond this, I know from experience that public institutions such as CPCC need public support to succeed. That support includes committees that help organize things."
- Betsy Anderson, Communications and Events Volunteer Committee Member
"Once you stop learning, you stop living!"
- Renee Macon, Communications and Events Volunteer Committee Member
"The tutors have really helped the students and attendance in my class is up because they are able to get one-on-one help when I am not able to help them. I have also seen an increase in math scores when they retake there math test after working with the tutors."
-Cynthia Ham, ABE/GED Instructor, North Campus
"It's so humbling to know that you can step back and touch another human being through something as simple as reading and writing"
"I do it because I know that they (the students) need help."
"I'm so thankful for the people who are here to help us get our education, because education is so important."
A native English speaker, Violet Karneh, moved to California from Liberia in 1972. Violet attended the University of San Francisco for her undergraduate degree and Golden Gate University for her masters degree. She raised her two sons in the Bay Area While working for Bank of America. In October 2006 both of her sons were out of the house and Violet was ready to be closer to her siblings. She transferred her job to the Charlotte location and moved here.
After 31 years with Bank of America, Violet retired. At first she thought she would enjoy having an abundance of free time to travel. After a few months of traveling and staying home she needed something more fulfilling to do with her time. Violet began working with the Retired Senior Volunteer Program (RSVP). "They had a long list of different places I could volunteer at but my sister works at Central Piedmont Community College and always spoke very highly of the Refugee classes offered. I knew this was an opportunity that I could help people" Violet explained. Violet began volunteering twice a week in March 2011, at St. Andrews Episcopal Church for three to four hours per day helping adult Refugee students learn English.
Violet says, "This experience has been very rewarding for me and the students are so appreciative ofmy help." Although Violet's first language is English, she is able to relate to the transition these students are going through as they become familiar with American culture. "I have become more aware of what other people might be going through and I see how difficult it can be" she continues. Violet knows that having someone who is dedicated to helping can make a world of difference for students.
Thank you Violet for your time and dedication. You have truly made a difference in students lives!
In 2006 Jocelyn Sikora moved to Charlotte from Pittsburg, PA to begin her career at Bank of America. Jocelyn was raised in Chicago, IL. Her mother, a math teacher, instilled a love of math in her from a young age. While studying statistics at Carnegie Melon, she began tutoring math and truly enjoyed the experience. Before she found CPCC's literacy programs she had a strong urge to help people and even considered setting up a table at the library to offer free literacy tutoring. In January 2010 she jumped on the opportunity to continue her tutoring work at the Central Campus GED Lab.
Jocelyn volunteers because she really enjoys working one on one with people and is always looking for an opportunity to give back to the community. Once a week she comes to the GED lab after a long and sometimes stressful day at work. This gives her an opportunity to help someone learn math and enjoy the subject she has grown up loving.
"Doing this gives me a good perspective of the diversity in Charlotte. I tend to go about my daily life and I know the people in the banking world, and as an avid runner, I know the people in the running community, but I don't really get a chance to appreciate the diversity of the area. This gives me that opportunity" Jocelyn explains.
A natural teacher, Jocelyn has always loved watching how people learn. She explains, "It's so rewarding to have a student tell me I explained something to them in a way they have never thought of, and it makes sense!" She enjoys working with the same person as well as new students. "When you work with the same student you can really learn their strengths and weaknesses, therefore you get to learn a little more about them. But, when you work with new student's you get to touch more people".
As of October 2009, you can find David McKinster and Jenica Williams working hard together at the Harper Campus ABLE lab. Although they may seem like an unlikely pair, the bond that has developed between David and Jenica is truly something to be desired.
Jenica, who moved from Romania to the United States nine years ago, learned the English language with the help of her husband, television, and reading. She could only understand about 70% of what she was reading she was determined to improve her comprehension. In August 2009, as her son was entering third grade, Jenica realized she could no longer help him with his homework. She knew it was time to make a change and ask for help. Although she felt ashamed that was an adult and she needed this help she put her fears aside, and walked into the Harper ABLE lab. A few short months later she began working with David. "Working with David has changed the entire learning experience for me" Jenica says. She continues, "I have better reading comprehension and my math skills have really improved".
David has been an active community volunteer for over thirty years, although he has not assisted GED students since the 1980s. "Giving back has always been something I have enjoyed doing. It gives you that warm feeling inside," David explains. Prior to volunteering with CPCC David tutored children through CMS. Although he enjoyed the experience working with kids, he continued to catch a cold every few weeks. He knew it would be difficult to leave the children, but he also knew he had to take care of himself. David found the CPCC Literacy Program online and shortly after he began his volunteer work here.
According to David, "what distinguishes Jenica from others is that she is all business. She is very serious about her learning, and extremely determined to succeed, and she does all this without loosing a sense of humor. I feel if you compare her work ethic to what the norm is, she is almost in a class by herself in terms of determination and willingness to learn. She could be a role model for other students because her dedication is in a class of its own." This dedication has made this whole experience extremely rewarding for both David and Jenica. "I know my math and my reading comprehension has significantly improved since I began working with David," Jenica replies.
The relationship that David and Jenica have developed has moved beyond the classroom. One day Jenica was unable to make it into the lab because her son was home from school. David did not see why this should hinder her studying so he went to her house to tutor her. This was the spark that ignited a true friendship. "Jenica has been kind enough to invite me over for dinner about six times" David says. "We are friends" Jenica adds. Now they often go out to support one another and their families in their different personal endeavors.
"It seems like today you can't get any career job without your GED and I'm determined to make my career happen" Jenica says. Jenica plans to achieve her GED within the next year and then begin beautician school. Within the next five to ten years she plans on opening her own business. "Getting this GED will put me one step closer to making my dreams a reality!"
Jenica continues, "Without your GED you can't start any other school and I refuse to let this hold me back from the rest of my life. I will get my GED and one day I will own my own business!" With her drive to succeed and determination to learn we are all excited to watch as David assists Jenica achieve her dream!
Thank you to Jenica and David for your time and dedication! We look forward to watching you grow and learn together!
Jenna Leah Smith was born in Vietnam during the chaos of the Vietnam War. Although she was a healthy child, her mother abandoned her without a legal name at the hospital. Jenna, then known as "Baby Hoi," was placed in foster care until her foster mother heard about the airlifts that were transporting people to the United States from Saigon. Her foster mother managed to safely get "Baby Hoi" on the first plane, making her the first airlift baby. An American family named her Jenna Leah Smith after her adoption. At 25, Jenna attended a reunion for the "airlift" babies in Washington, D.C. where she met the flight attendant from Pan Am who cared for her on her flight to the United States. As the first "airlift" baby, the media has followed Jenna her whole life while she has continued to work for her success and help those around her.
In August 2009, Jenna was attending school at the University of the Incarnate Word. She was required to complete 45 hours of community service to graduate. Jenna attended a required literacy volunteer orientation and quickly realized that the required service work would have a much larger impact on her life. "I was shocked to hear about our local illiteracy rates and suddenly I was more aware of the people around me. I would observe strangers and wonder about their background. And then, I really wanted to help the community."
As a corporate trainer in the banking industry she felt comfortable stepping into the classroom as a tutor. Although she has no formal teaching or tutoring experience she explains, "the instructors in the lab were so welcoming and helpful. I knew they were always there to answer questions and provide a comfortable environment."
By the end of 2009 Jenna had volunteered 107.25 hours. "When I worked with a student and they were willing to try, I knew they needed encouragement from me. Knowing how much the students depended on me is why I became a regular tutor," Jenna explains.
In 2010 Jenna came on staff as an instructor at the Cato ABLE lab, the very lab she had been volunteering in for so long. "I always knew I enjoyed teaching, and I kind of fell into banking, so when the opportunity presented itself I knew I had to apply. Now I feel so much more fulfilled" Jenna states.
"As a little girl I would play school with my dolls," Jenna remembers. "Teaching has always been where I should be, up until now, life just kind of happened."
Thank you Jenna for all the hard work you put in as a volunteer and continues to put in as an instructor. Jenna also said "yes" to her fiance's marriage proposal over the 2010 winter break. Congratulations on your engagement!
Finding Your Purpose
Craig Gaffney, a native Charlottean, has been a nuclear medical field service engineer for 35 years, but has always known his passion was teaching. In December 2009, Craig was a victim of the poor economy and was forced out of his job. He took this unexpected life change as an opportunity to begin pursuing his love for teaching and education through his volunteer work. "It's amazing how, when life makes you jump out of the plane, you have to just pull the parachute and take a chance," says Craig.
Craig began volunteering as an English as a Second Language (ESL) tutor at both St. Andrews Episcopal Church with our refugee students, and Newell Elementary School with our family focused adult ESL students. Craig's passion for teaching was hindered by the fact that he did not have his bachelor's degree. This was not going to stop him from following the path he knew he was meant to walk down. Craig enrolled at Grand Canyon University in their online program and he expects to graduate in 2011 with a degree in secondary education with an emphasis on English.
Craig's first experience as a literacy volunteer was more than 10 years ago in Charleston, S.C., with the Trident Literacy Association. When family brought him back to Charlotte, he was determined to continue his volunteer work with ESL students. In his search for these opportunities, he came across RSVP, a nonprofit dedicated to helping retired seniors and veterans find volunteer opportunities. RSVP referred Craig to CPCC and the rest is history!
"Volunteering is one of the best things I have ever done. I love every minute of it and I truly believe that my students are learning," Craig explains. "The most rewarding part of this experience is the relationships that I am able to develop with the students. We all grow together, which creates a win/win situation. I get to help them learn the language and the culture and it provides me with a sense of purpose that I am not able to find anywhere else."
Even though he has lived in Charlotte and the surrounding areas for his whole life, Craig was still shocked to see the diversity in the Charlotte area. "Forty-five years ago it wasn't this way. It was a 'southern city' with little to no Hispanic/Latino Americans or refugees," Craig explains. "What this experience has taught me is how to connect with human beings in a way I didn't even know was possible. Doing this work transcends what you think you already know, because you have to go to another level to help these students, since you do not speak the same language. It all comes from thoughts, feelings and ideas, making this a touching human experience," he says. He realizes it does not matter where you are from. And although he finds it interesting to learn about the cultural differences, he realizes that some things are universal. "It is just so exciting to see students working hard to learn English so they can be better acclimated to their new country!"


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FedUni Access and Equity Scheme
Our Access and Equity Scheme allows applicants applying directly to FedUni programs to apply for recognition that they may have experienced educational disadvantage. A number of issues might have impacted on a student during their previous study, affecting their ability to do well in assessment tasks. Our goal is to open the doors to study to those who have the ability to succeed. If you believe that your academic potential is not reflected by your achievements to date, and you are eligible to apply under one or more of the Access and Equity categories, we invite you to include this information in your direct application.
We recognise four access and equity categories:
- Category 1: Personal information and location
- Category 2: Difficult circumstances
- Category 3: Disadvantaged financial background
- Category 4: Disability or medical condition
To apply for consideration under FedUni Access and Equity, you must:
- be an Australian or New Zealand Citizen or have a permanent residency visa; and
- be applying for an undergraduate course (eg. bachelor, diploma)
- Apply directly to FedUni through the Online Application Centre
- Complete the FedUni Access and Equity section of the online application form
- Add any supporting documentation to your application
Selection process
Based on the information that you provide in your FedUni Access and Equity application, FedUni selection officers will consider whether you have the preparation needed to be able to undertake the level of study you are applying for. Selection decisions will be based on the information you provide including an impact statement, documentation and supporting evidence. Through this scheme we give you the opportunity to give us a full picture of your achievements and ability, and the opportunity to explain the issues that have impacted on you and your studies to date.
Category 1: Personal information and location
|What to provide
|Mature age
21 years or older on January 1 of the first year of study
|Information is taken from your application, no need to provide further documentation.
Female applying for engineering or information technology programs; OR male applying for nursing programs - view the list of programs
|Information is taken from your application, no need to provide further documentation.
|Indigenous Australian
Australian Aboriginal or Torres Strait Islander descent, or identify as a person of such heritage and accepted as such by an Indigenous community.
|Information is taken from your application. You may be contacted by the Aboriginal Education Centre (AEC) for further information regarding your application. We encourage you to contact the AEC for advice and assistance with your application.
|Living or school postcode
Applicants must live in a rural or isolated area based on the Australian Standard Geographical Classification (ASGC) - all postcodes are eligible except those classified as 'major cities of Australia'.
|Information is taken from your application - no need to provide further documentation.
|Under-represented schools
Attend a school which is defined by FedUni as under-represented.
|Information is taken from your application - no need to provide further documentation.
|First in family to attend university
First in your immediate family (i.e. your parents or guardians) to attend university.
|Please indicate in your application if you are the first in your family to attend university.
|Non-English speaking background
Born outside Australia in a non-English speaking country, speak a language other than English at home, and arrived in Australia on, or after January 1, 2006.
|Provide supporting documentation that indicates that your are eligible.
Category 2: Difficult circumstances
|What to provide
|Difficult circumstances
Circumstances which prevented you from reaching your educational potential, these may include but are not limited to:
|An impact statement outlining your circumstances and how this has affected your studies and any relevant supporting documentation.
Category 3: Disadvantaged financial background
|What to provide
|Disadvantaged financial background
You and/or your family have experienced financial hardship or excessive financial obligation.
|An impact statement outlining how your financial circumstances have negatively affected your studies and any relevant supporting documentation.
Category 4: Disability or medical condition
|What to provide
|Disability or medical condition
You have experienced educational disadvantage as a result of a disability, illness or medical condition.
|An impact statement about the nature and time period of your condition, outlining how it has negatively affected your studies and any relevant supporting documentation.
Impact statement
An impact statement should briefly explain the reasons why your circumstances had a negative impact on your education, remember that the statement is being assessed on the quality of the information rather than quantity.
Providing documentation
All documentary evidence must be attached at the time of application. Please ensure that all documentation provided is clear and legible.
Contact us
If you need assistance with your application, please contact us on 1800 FED UNI (1800 333 864) or email email@example.com.


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This section contains 5,876 words
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SOURCE: Knapp, John V. "Creative Reasoning in the Interactive Classroom: Experiential Exercises for Teaching George Orwell's Animal Farm." College Literature 23, no. 2 (June 1996): 143-56.
In the following essay, Knapp discusses his methods for teaching Animal Farm.
Simplification is vexation, Work sheets are as bad; Then the old ennui just crushes me, And practice drives me mad! So give me argumentation! More give and take agrees, Helps me in my education, Then Orwell seems a breeze.
("The Bald-headed Bard" 1996)
Most of us enjoy a change now and then, whether to a different brand of ice cream or to a method by which we teach the "classic" works of literature. One older method, lecturing, has well-known limitations, especially for younger students and those not especially motivated to do close readings of literary texts. While lecturing works in some places and for some students, those of us who teach literature are always...
This section contains 5,876 words
(approx. 20 pages at 300 words per page)


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Email: email@example.com
Telephone: 604 444-4889
Outside Vancouver: 1 888 445-4176
Fax: 604 444-4119
Ken Norris was born in New York City in 1951. He emigrated to Canada in the early seventies, where he quickly became one of the infamous Vehicule Poets, essential in helping to develop and maintain a particular style of Anglo-poetry in Montreal.
One of Canada's most prolific poets, Ken Norris has always given his readers subtly capricious and edgy poetry that reveals unanticipated possibilities and explores new horizons. He is the author of two dozen books and chapbooks of poetry, and is the editor of eight anthologies of poetry and poetics. His work has been widely anthologized in Canada and throughout the English-speaking world, as well as published in translation in France, Belgium, Israel and China. Quebec poet Pierre Des Ruisseaux has translated two of his books into French, La route des limbes (Limbo Road, Écrits des Forges) and Hotel Montréal (Éditions du Noroît).
Norris teaches Canadian literature and creative writing at the University of Maine. He divides his time between Canada, the United States and Asia.
QUOTES OF NOTEFloating Up to Zero
"And that's what makes this collection a powerful celebration of something quite rare, a poet taking an honest measure of this world. In his hero among fellow exiles – Melville – Norris identifies "the greatness of failure, the magnificent greatness of overreaching." "
—Poetry Quebec
QUOTES OF NOTEAsian Skies
"Norris's Asian Skies does not offer a vision of this neo-romantic world—a world without commodification, capitalist exploitation—but he leads western readers to question our political and emotional relationship to the East. Most importantly the book encourages us to raise the possibility of re-imagining the West's conception of the East, to undo the mythology, and challenge notions of difference on personal and collective levels."
—The Bull Calf
"The poems in Asian Skies also offer themes that have appeared frequently in Asian cinema over the past few decades, namely the "anomie", the universal loneliness, alienation and isolation we can experience as individuals due to the uncontrollable expanse of technological, economic and globalized entities, where the nightmare is merely our own embracing of such a spiritually hollow materialistic world."
—Garry Thomas Morse
QUOTES OF NOTEGoing Home
[Norris] is profoundly original, open and vulnerable, with a unique personal note that speaks to the heart of the reader.
— Poetry Canada
It's a whiteout of a poem, a way of showing lostness. Norris' gift is his ability to show the lost self without entirely losing the speaker and the reader.
— Canadian Literature"
QUOTES OF NOTEDominican Moon
Ken Norris…has been hailed as Canada's premier romantic poet.
— Toronto Star
One of the best poets of his generation.
— Matrix
QUOTES OF NOTEFifty
His, in short, a poet, and a good one.
— Hiram Poetry Review
QUOTES OF NOTEHotel Montreal
Unlock[s] a chrysalis of perplexity, awe, joy, and revelation…
— Montreal Review of Books
QUOTES OF NOTELimbo Road
I get a better sense, a tragic and painful sense of the age we are living in than I do from the daily and nightly broadcasts of world news…profoundly original, open and vulnerable…speaks to the heart of the reader.
— Louis Dudek, Poetry Canada
QUOTES OF NOTEThe Collected Books of Artie Gold
"… don't come to these poems expecting to find a reference to the world, or a reference to Artie Gold's world of feeling & perceptions. Be prepared to step into a world. The poem is, as Jack Spicer said to Lorca, 'a collage of the real.'"
— George Bowering
"Gold's poems are protean…his imagination thrives on daily life."
— Montreal Review of Books
We gratefully acknowledge the financial support of the Canada Council for the Arts; the Government of Canada through the Canada Book Fund (CBF); and the Province of British Columbia through the British Columbia Arts Council for our publishing activities.


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Log Cabin Home Builders
These log home kits take One Day to Assemble, $5000, Lasts a Lifetime. If you want to see a new and improved type of building material, you will love these log home kits. These log house kits cost $5000 making them the perfect small log home to build. These are log house kits with a twist, since they have sandwich paneling that has calcium silicate boards on the outside, and on the inside, cement is used, also known as EPS (Expanded polystyrene ) and sand. These log house kits come together to create both dynamic and super durable materials that are wonderful to build a log house construction that can last a lifetime. The product is called Daquan, and they come in a variety of small log homes, sizes, and widths.
These log house kits are one of the things you can use these panels in. The log house kits plans are cozy, simple, and stylish looking. The log houses have good ceiling heights with lots of windows to let in lots of natural light from outside. This not only helps to keep the log houses warm from the sun but also to cut down on electricity costs for light use in the small log homes. There is also a beautiful deck at the front of the log house construction. Although these log houses are small, they are great for a single person or couple, or for use as a vacation recreation property. Sometimes you don't a whole lot of space other than a bathroom, a bedroom, and a kitchen to enjoy some time away. Or the log houses can also be used as vacation rental properties as another form of income.
There are also larger versions of this log house construction if you want to go bigger, and you can also check out the other options for these log cabin kits plans on the site. Log houses are not only a great and eco-friendly log house designs to buy, but they are also one of the most durable houses you can build and you save on tiny house costs. Log houses are also very energy efficient since logs have thermal mass that is so high, and they make wonderful insulators. These log cabin home builders show all of the different ways that these log houses have been tested. They show that the log houses have been tested for fire damage, water damage, sound insulation, and heat insulation. The log houses are made up of 100mm cement sandwich panels, which is very energy efficient. You can also see how the log houses have been used in building projects.
This is just one of the log house kits you will find for sale on the "Alibaba" site. These log cabin home builders offer all sorts of log house kits and log cabins to choose from, in a variety of sizes from big to small. These log cabin home builders offer log cabin kits and the best log house designs with and without covered porches and in a wide variety of styles, designs, plans, and sizes. If you want to build your log home kits, and it is something you are considering, you will want to take a look at this site as they are sure to have something that you will like. Imagine building a log house construction, the log cabin costs on this log cabin home builders site are quite reasonable. You can choose to either build a log house construction on your own in the location of your choosing, or you can hire someone to build your log house for you. *
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Advances in Historical Sociolinguistics

Over the last three decades, historical sociolinguistics has developed into a mature and challenging field of study that focuses on language users and language use in the past. The social motivation of linguistic variation and change continues at the forefront of the historical sociolinguistic enquiry, but current research does not stop there. It extends from social and regional variation in language use to its various communicative contexts, registers and genres, and includes issues in language attitudes, policies and ideologies. One of the main stimuli for the field comes from new digitized resources and large text corpora, which enable the study of a much wider social coverage than before. Historical sociolinguists use variationist and dialectological research tools and techniques, perform pragmatic and social network analyses, and adopt innovative approaches from other disciplines. The series publishes monographs and thematic volumes, in English, on different languages and topics that contribute to our understanding of the relations between the individual, language and society in the past.

7 results
Changing Genre Conventions in Historical English News Discourse
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- This volume explores the dynamics of genre conventions in historical English news discourse. The contributions cover a wide spectrum of news writing and publication formats: from corantos to modern tabloids, from prototypical hard news stories and crime reports to more specialised genres such as medical and scientific news, advertisements, death notices and spoof news. Investigating linguistic, pragmatic and social factors, the authors trace the triggers, mechanisms and agents of change that have shaped genre conventions in historical news discourse from the 17th century to the present day.
Diachronic Developments in English News Discourse
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- The history of English news discourse is characterised by intriguing multilevel developments, and the present cannot be separated from them. For example, audience engagement is by no means an invention of the digital age. This collection highlights major topics that range from newspaper genres like sports reports, advertisements and comic strips to a variety of news practices. All contributions view news discourse in a specific historical period or across time and relate language features to their sociohistorical contexts and changing ideologies. The varying needs and expectations of the newspaper producers, writers and readers, and even news agents, are taken into account. The articles use interdisciplinary study methods and move at interfaces between sociolinguistics, journalism, semiotics, literary theory, critical discourse analysis, pragmatics and sociology.
Exploring Future Paths for Historical Sociolinguistics
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- This volume explores potential paths in historical sociolinguistics, with a particular focus on the inter-related areas of methodological innovations, hitherto un- or under-explored textual resources, and theoretical advancements and challenges. The individual chapters cover Dutch, Finnish and different varieties of English and are based on data spanning from the fifteenth century to the present day. Paying tribute to Terttu Nevalainen's pioneering work, the book highlights the wide range and complexity of the field of historical sociolinguistics and presents achievements and challenges of interdisciplinary collaboration. The book is of interest to a wide readership, ranging from scholars of historical linguistics, sociolinguistics, corpus linguistics and digital humanities to (advanced) graduate and postgraduate students in courses on language variation and change.
Letters as Loot
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The study of letter writing is at the heart of the historical-sociolinguistic enterprise. Private letters, in particular, offer an unprecedented view on language history. This book presents an in-depth study of the language of letters focussing on a unique collection of Dutch private letters from the seventeenth and eighteenth centuries, which comprises letters from the lower, middle and upper ranks, written by men as well as women.The monograph discusses the key issues of formulaic language and the degree of orality of private letters, it questions the importance of letter-writing manuals, and reveals remarkable patterns of social, regional and gender variation in a wide range of linguistic features. Arguing for writing experience as an important factor in historical linguistics generally, the book offers numerous new perspectives on the history of Dutch.The book is of interest to a wide readership, ranging from scholars of historical linguistics, sociolinguistics, Germanic linguistics, sociology and social history to (advanced) graduate and postgraduate students in courses on language variation and change.
The e-book edition of this title is made available as Open Access under a CC BY-NC-ND license.
Norms and Usage in Language History, 1600–1900
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- Historical sociolinguistics has successfully challenged the traditional focus on standardization in linguistic historiography. Extensive research on newly uncovered textual resources has shown the widespread variation in the written language of the past that was previously hidden or neglected. The time has come to integrate both perspectives, and to reassess the importance of language norms, standardization and prescription on the basis of sound empirical studies of large corpora of texts.
The chapters in this volume discuss the interplay of language norms and language use in the history of Dutch, English, French and German between 1600 and 1900. Written by leading experts in the field, each chapter focuses on one language and one century. A substantial introductory chapter puts the twelve research chapters into a comparative perspective.
The book is of interest to a wide readership, ranging from scholars of historical linguistics, sociolinguistics, sociology and social history to (advanced) graduate and postgraduate students in courses on language variation and change.

Touching the Past
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- The study of ego-documents figures as a prominent theme in cutting-edge research in the Humanities. Focusing on private letters, diaries and autobiography, this volume covers a wide range of different languages and historical periods, from the sixteenth century to World War I. The volume stands out by its consistent application of the most recent developments in historical-sociolinguistic methodology in research on first-person writings.
Some of the articles concentrate on social differences in relation to linguistic variation in the historical context. Others hone in on self-representation, writer-addressee interaction and identity work. The key issue of the relationship between speech and writing is addressed when investigating the hybridity of ego-documents, which may contain both "oral" features and elements typical of the written language.
The volume is of interest to a wide readership, ranging from scholars of historical linguistics, sociolinguistics, sociology and social history to (advanced) graduate and postgraduate students in courses on language variation and change.
Transatlantic Perspectives on Late Modern English
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- The volume presents an innovative approach to studies in Late Modern English by giving attention to variation and change in varieties of English on both sides of the Atlantic.
As new corpora become available, scholarly interests broaden their horizons to encompass varieties, the history of which has only just begun to be investigated, and which are likely to yield significant findings. The contributors, whose long experience in the field of English historical linguistics ensures in-depth investigations, employ state-of-the-art tools for the analysis of specific phenomena and to set these in the light of a more encompassing framework concerning different text types and sociolinguistic considerations. While usage guides and dictionaries prove remarkable in their contribution to the definition of what is (not) acceptable in specific social circles, the language of ordinary users also takes centre stage in studies of correspondence, journals and travelogues. The volume is expected to appeal to scholars and students interested in the linguistic history of English as seen in contexts on which – until now – relatively little light has been shed.


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"To please everyone," according to France's most singular comic film star, "you need a good story."
This explains why Jacques Tati never did and never will please everyone. He left conventional storytelling to others. His films barely have enough narrative to sustain a lesser talent's two-reeler, let alone a feature.


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Be the first SILive.com user to add photos or videos of Sarah Cleaners
I've lived in a few different neighborhoods in Hoboken and have gone to many dry cleaners in Hoboken...until this one. When I first moved into this block, I went here because it was close....
Sarah Cleaners was founded in 2004. Sarah Cleaners specializes in Drycleaning Plants, Except Rugs.
Sarah Cleaners can be found at Bloomfield St 601. The following is offered: Laundry Services. The entry is present with us since Sep 10, 2010 and was last updated on Nov 14, 2013. In Hoboken there are 46 other Laundry Services. An overview can be found here.


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123creative.com has released Transhaper X3, a "transient shaping / designing system" VST plug-in for Windows made in cooperation with G-Sonique digital instruments.
Transhaper X3 allow you to boost transients (spikes of audio signal) of your drums, percussion or any other instruments, to make them sharper and more significant. Conversely, if they are too sharp you can make them more gentle.
- Transient shaping system – with Attack, Release and Transient amount knobs for designing shape of your transients.
- Trans saturation – for saturating shape of transients (making it round).
- Hi-freq transient enhancer – module for enhancing high frequency transients.
- Output module – with dry/wet knob for selecting ideal compromise between effected and effected sound and output visualization display.
- Input and Output volume knob.
You can try the demo here.
Price: 16,90 €. Limited introductory price: 9,90 €.


text: Welcome to Desert Acreage, your source for the best deals on desert land in California and Nevada. We specialize in selling better properties at prices lower than other sellers and agents are able or willing to. We also buy property from those wishing to sell. Whatever your real estate investment goals, we can help you accomplish them. Take a look at our listings, and give us a call today.


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iCAP 7000 Plus Series ICP-OESadmin
iCAP 7000 Plus Series ICP-OES
Maximize your analytical performance in routine and research applications. The Thermo Scientific™
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results in consistently reliable data, so you can ensure compliance to global regulations and


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Want to take a flight through the universe? A new animated map charts the black holes and nearly 400,000 galaxies in our universe, using the latest data from the Sloan Digital Sky Survey (SDSS) and Baryon Oscillation Spectroscopic Survey (BOSS) as its guide.
Besides being astronomically awesome, the map aims to help scientists better understand the dark matter and dark energy that makes up 96 percent of the universe, according to the SDSS.
"By the time BOSS is complete, we will have surveyed more of the sky, out to a distance twice as deep, for a volume more than five times greater than SDSS has surveyed before – a larger volume of the universe than all previous spectroscopic surveys combined," David Schlegel of the U.S. Department of Energy's Lawrence Berkeley National Laboratory an astrophysicist and BOSS's principal investigator said in a written statement.
BOSS has been specifically designed to measure what scientists call baryon acoustic oscillation (BAO), "the large-scale clustering of matter in the universe." BAO has existed since the early universe, so it can be measured to give precise information on how long and how fast the universe is expanding--this gives BOSS greater potential to calculate farther distances within the universe.
"BOSS contributes a huge information increase for all kinds of scientific investigations, from quasars to how stars evolve to really odd objects like galaxy-scale strong gravitational lenses," Schlegel said.
The above animated video clip was made by Miguel Aragon of Johns Hopkins University with Mark Subbarao of the Adler Planetarium and Alex Szalay of Johns Hopkins University. For high resolution, click the "change quality" button along the bottom of the video.


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Nurtured under a warm West Coast sun and delivered to your plate straight from the tree.
Learn what makes our avocados so special & where to find them.
California Avocados are generally in season from Spring - Fall with some California grown avocados available earlier or later depending on location. During peak season, California Avocados are available at stores around the United States, with distribution in California, Nevada, Arizona, New Mexico, Colorado, Oregon and Washington and in select grocery stores around the rest of the United States.
Helpful tips to make finding California Avocados easier.
Check our Store Locator
We list California Avocado availability (to the best of our knowledge) on our store locator, and keep this section updated throughout the year, whether California Avocados are in season or not.
Look for our "California" label
We've made considerable strides in more clearly identifying country of origin for California grown avocados. Although not all avocados are identified with our "California" branding, all avocados should be labeled with where they are from on a sticker or label. Look for "California" on the label to know you are getting fresh, locally (California) grown avocados.
Don't forget organic
Many times, due to supply or other supply-related issues, retailers will have a different country of origin for their organically grown avocados. If you can't find conventionally grown California Avocados, don't forget to check the organic section.
Check with the produce manager
First of all, if you can't find California Avocados in your produce aisle, you should check with the produce manager at your grocery store as they may have an update on when to expect them. Communicating with them and letting them know about your preference will also be helpful in getting your California Avocados sooner. The produce department personnel are there to help and if they know of shopper preference for California grown avocados they will try to accommodate as best as they can.
Avocado festivals
Many farmers come out to sell their avocados at avocado festivals. There are several different avocado festivals in California that occur annually. View our list of avocado festivals
Farmer's markets
Many farmer's markets carry avocados during avocado season, and even out of California season with other non-Hass California Avocado varieties. Locate a farmer's market near you that is selling avocados. Just confirm with the seller or grower that they are from California.
Order California Avocados online
If you're looking for California Avocados and have exhausted all other options, consider ordering avocados online and supporting one of the many California Avocado growers selling directly to consumers. The often sell other, non-Hass, avocado varieties as well.
Ask us in the comments and we'll investigate for you
We get this question a lot, and I try to reply to every single inquiry. We have representatives all over the United States and can generally help locate California grown avocados near you if they are in season.
Zac Benedict
Zac is the online marketing director for the California Avocado Commission, living in San Diego with his wife and English Bulldog. When Zac isn't working on CaliforniaAvocado.com or tweeting about California Avocados from @CA_Avocados, he's spending time with family and friends, being active outdoors or going to the gym. Zac lost over 140 lbs over the course of a year, and is happy to share his weight loss experience and passion for living well with others.
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Our mission is to contribute to excellence in English language teaching worldwide through the publication of high quality materials in teacher-friendly formats and the provision of additional educational services relevant to local needs.
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Quick Reference
Scottish poet, known principally for his witty and satiric poems in Scots. His works include 17 Poems for 6d: In Gaelic, Lowland Scots and English (1940; in collaboration with S. Maclean); The Masque of Edinburgh (1954); and Collected Poems (1977). He also translated into Scots Pindar, G. Buchanan, Belli, Apollinaire, and others. His Complete Poetical Works, ed. R. Fulton, was published in 1983.
Subjects: Literature.
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text:
It's never too soon to relive the best moments from an awards show.
The 2014 Grammys had lots of singing and maybe even more dancing. Re-watch the most memorable moments via gifs ... You'll have to sing along in your head.
Beyonce and Jay Z started things out right with a sexy bump and grind.
Taylor Swift did a little jig. It didn't really resemble Beyonce's dancing.
LL Cool J licked his lips all night long.
Taylor Swift high-fived a lucky lady and reminded us all that, although she's a goddess, she's still like the rest of us.
She even managed to head-bang with emotion and class.
And speaking of class, she gave a standing ovation when new country star Kacey Musgraves won the award for Best Country Album.
Pink one-upped her last acrobatic Grammys performance with an even more insane routine.
Jay Z won his daughter a stunning new kitchen accessory.
Taylor Swift danced again, and she didn't hold anything back.
Paul and Ringo took a bow together and made Beatles fans' dreams come true.
Yoko Ono showed off her own dance moves.
Some say she even kept up with Taylor.
Pink displayed her super strength by supporting a grown man on her thighs.
And lest you forget, Taylor danced all night long.
All GIFs made by Sam Wilkes.


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November 19th, 2010, 12:33 AM
Well I was playing it and I was wondering if I could rematch some trainers. I'm not sure whether it was me not saving the game properly, but I recall versing a trainer twice after a while.
View Full Version : 5th Gen Possible to Rematch Trainers in B/W


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A pivotal part of Project Independence is the technology at its core. An obvious choice for Citrix, and many other virtualization companies, is to select the Xen open-source technology as the basis for a bare-metal hypervisor. The wonderful thing about having Xen at the core of the hypervisor is that Citrix, undeniably the experts in Xen, has teamed with Intel, undeniably the experts in hardware virtualization, to build the core client hypervisor. This is the best recipe for success that I've ever seen.
The Intel and Citrix collaboration, known as Thunder Lake, is a joint program intended to bring many proven server based virtualization technologies to Intel vPro client desktops and laptops. At the heart of the Citrix client hypervisor is open source Xen with its architecture that is uniquely designed to ensure strong isolation between VMs running on a single device. Several key Intel technologies like VTx, VTd, TXT, and TPM will be leveraged by the Xen hypervisor such that Citrix products and technologies can bring features previously found only on server based solutions to the client platform with full local execution. For example, since Xen is the most up to date technology using Intel's VTd hardware, it is well suited to pass through device control directly to the client in a way that doesn't impact security. Hypervisor features like Xen's support for VTd will solve some very tough problems for client virtualization.
A key requirement for a client hypervisor is a seamless user experience. This is one of the main differences from a server-based hypervisor. To accomplish this, hardware devices like Graphics and USB perform just like they do today but now on a platform running multiple VMs – all this without compromising security. On the Xen client hypervisor you will get full 3D graphics, including Vista Aero, all the while maintaining full isolation between VM's. This ensures that the corporate applications and desktops are safe from vulnerabilities that could copy your display and keystrokes.
Today, Xen offers excellent isolation between VMs. With our new client hypervisor, security will be enhanced even beyond today's standards. By incorporating encryption and support for Intel's TXT technologies the Citrix client hypervisor will check and measure the boot process. Now data and OS are safe even if client platform has been compromised by removing the disk.
The exciting thing for us at Citrix is that Project Independence along with the Intel joint collaboration project will bring leading edge hardware and software technologies together for the distinct purpose of providing a better end user experience and better security. For years it seems an improvement in security meant a decrease in user experience or performance. More than ever most of us are PC users and soon we will be able to own and control our Desktop and therefore be in control of our experience and productivity.


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China voiced hope Tuesday that a rare direct meeting between North Korean and American officials next week would result in Pyongyang returning to talks on dismantling its nuclear program.
President Barack Obama's special envoy, Stephen Bosworth, is to travel to Pyongyang next Tuesday to discuss restarting the six-nation talks, in the first one-on-one talks between Pyongyang and Washington since Obama took office in January.
"We hope the dialogue between the DPRK and the United States can be held and can be successful," Foreign Ministry spokesman Qin Gang told a news conference, referring to the country by the initials of its official name, the Democratic People's Republic of Korea.
North Korea pulled out of nuclear talks in April to protest international criticism of a long-range rocket launch. It then conducted its second-ever nuclear test in May and has pushed for direct talks with the U.S.
The U.S. has said it is willing to engage the North in direct talks but has stressed the discussions must lead to an end of Pyongyang's boycott of the disarmament talks that also involve China, Japan, Russia and South Korea.
State Department spokesman Ian Kelly said getting North Korea to return to the talks was the aim of Bosworth's trip.
"That is the main goal of Ambassador Bosworth's trip, to get them to return to the six-party talks," he said in Washington.
But reports from Seoul over the weekend said the meeting was unlikely to produce a major breakthrough. Yonhap news agency quoted a senior South Korean official it didn't identify as saying prospects of achieving a major outcome were "dim for now."
The North says it will rejoin the talks only after "hostile relations" between Pyongyang and Washington turn into "peaceful relations," the official said.
YTN television network carried a similar report, saying it was unlikely Bosworth would meet North Korean leader Kim Jong Il during his trip.


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Supplying advanced manufacturing and energy efficient solutions to manufacturers.
An initiative of the Southern Virginia Higher Education Center, R&D CAMEE is housed in SVHEC's Innovation Center which is equipped with an advanced machining center, computer labs, multi-use classrooms, research assistant support spaces, eighty seat conference center, a student studio & and prototype space. View a listing of R&D CAMEE's hardware & software assets.
R&D CAMEE achieves its outcomes through collaborative partnerships with educational institutions, the manufacturing industry, and developmental partners.
R&D CAMEE's project portfolio includes
- Utilizing advanced manufacturing principles to develop a cost effective methodology to manufacture the innovative ecoMod Project led by UVA School of Architecture and the School of Engineering;
- Performing time studies, manufacturing method evaluations, and suspension support components consulting for custom fire truck manufacturing;
- Green building innovations using Cross Laminated Timbers (CLT's), an advanced construction technique with a number of significant advantages including thermal efficiency, acoustic protection, seismic strength, low carbon footprint, and a safe living environment.
- Created the Table Lift, a silently motorized lift with a number of applications in multiple industries, whichallows the user to adjust the height of the table top using two buttons (up & down).
- Developed new methods for manufacturing an old fashioned table for the International Home Furniture Show, working to make American manufacturing competitive once again through innovative ideas, and by utilizing the most advanced manufacturing techniques available.


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NEW ORLEANS — It has been a long, long time since the New Orleans Saints defense has kept an opponent off the scoreboard.
On Dec. 23, 1995, the Saints under coach Jim Mora blanked the New York Jets 12-0 on a frigid, blustery day at the Meadowlands in East Rutherford, N.J.
To put that day in perspective, know that Bill Clinton was nearing the halfway point of his first term as president; "One Sweet Day,'' a musical collaboration by Mariah Carey and Boyz II Men, sat atop the pop charts; and wide-eyed 12-year-old Roman Harper longed for Christmas morning.
That day in history happened 16 years and 51 weeks ago, or 269 games between then and now.
"I probably was looking forward to Santa Claus coming down the chimney,'' a smiling Harper said shortly after the Saints posted a 41-0 shutout Sunday against the hapless Tampa Bay Buccaneers at the Mercedes-Benz Superdome. "I still get excited about Santa Claus.
"But I can tell you there was no way I was watching the Saints.''
Suffice it to say, aside from the announced sellout crowd and members of Who Dat Nation everywhere, there probably were few others watching the Saints (6-8) and Buccaneers (6-8) battle for second place in the NFC South.
That said, the Saints' defense under first-year coordinator Steve Spagnuolo arguably played its best game Sunday, dominating a fairly potent Buccaneers offense that scored 28 points and amassed 513 total yards in the first meeting, which New Orleans won 35-28 in Week 7 at Raymond James Stadium in Tampa, Fla.
In that first game, Buccaneers quarterback Josh Freeman threw for 420 yards and four touchdowns and scored a passer rating of 115.2.
On Sunday, Freeman's passer rating plummeted to 37.5 after throwing for 279 yards, with no touchdowns and four interceptions.
In that first game, Buccaneers running back Doug Martin accounted for 122 yards from scrimmage (85 rushing, 37 receiving), including a 36-yard touchdown run, and wide receiver Vincent Jackson caught seven passes for 216 yards (long of 95) and one touchdown.
On Sunday, Martin compiled only 35 yards on 12 touches, and Jackson caught six passes for 81 yards with a long of 19.
This is the same Saints defense that has righted a listing ship the past month since yielding points and yards at an alarming clip.
Despite the recent reversal of form, the Saints defense is on pace to set a club record for yielding the most yards in one season. The franchise record is 6,218 yards established during the 1-15 "Baghead'' season of 1980. The number stands at 6,066 yards going into next Sunday's road game against the Dallas Cowboys.
"It was more important to get the win today, but we wanted to go for the shutout when we had the opportunity,'' said Saints cornerback Jabari Greer, who had a career-high two interceptions.
The Buccaneers threatened to score on several occasions, but each time, the Saints turned them away, the last coming as time expired when backup quarterback Dan Orlovsky's pass fell incomplete to preserve the shutout.
"That was our pride on the line right there at the end,'' Saints linebacker Jonathan Vilma said. "We had played a good game and there was no reason to let up there at the end. We got a lot of guys on this team who have won a lot of games here, and we still want to win.''
Saints defensive end Will Smith shared Vilma's sentiment, recalling he was 14 and living in Utica, N.Y., at the time of the Saints' last shutout.
"Today just shows the type of leadership and type of players that we have here, that even though we were 5-8 coming into the game, that no one has quit,'' said Smith, who had three tackles, one sack and five quarterback hurries. "No one is going to quit the next two games of the season.
"That's a compliment to (Saints General Manager) Mickey Loomis and (interim coach) Joe Vitt and (suspended coach) Sean Payton for bringing these type of guys here. Any other team, the guys would probably have packed it in and left.
"The fact that we can go out and still play at a high level, with really nothing to play for, shows the type of people we have here.''


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More than one black South African has told me that they saw the environment as a "white people's issue" when they were cutting their activist teeth in the struggle against apartheid. So, in 2012, how does Greenpeace -- which has historically been associated with not only white people, but often with furry, white animals -- grow roots on a continent where environmental devastation has often been perpetrated by Westerners?
"We don't have the polar bear costumes here," said Fiona Musana, communications director of Greenpeace Africa, which was established in November 2008. Instead of emphasizing the global campaign against drilling in the Arctic, the organization works to build local partnerships and show how environmental issues are already threatening Africans' survival. "Dialogue is very important to us," explained Musana, who traced this priority to the African concept of ubuntu, which defines our humanity through our relationship to others.
Focusing on relationships, for example, was key to the organization's recent success in limiting the number of giant foreign trawlers fishing off the coast of Senegal, where local small-scale fishermen were being hurt by the decimation of marine life. Musana explained that when they first approached the fishermen about collaborating, "we had to humble ourselves in a way and not just appear to be a huge global organization that is coming to save you." Understanding the significance of fish in Senegalese culture was important for the group's mostly African staff. "We said, 'We do know how dear fish are -- for your livelihood, for your culture, for your future -- and we really would like to work together,'" recalled Musana. Since the Senegalese government revoked 29 trawling licenses in May, local fishermen -- whose own practices are sustainable -- have seen an immediate increase in their catches.
In South Africa, the challenge is to talk about energy policy in ways that feel as directly relevant to people's everyday lives as fish are for fishermen. Africa is predicted to bear the burden of climate change far out of proportion to its contributions to it. The 2011 Greenpeace Africa video "Weather Gods" asserts that 180 million sub-Saharan Africans may die in the 21st century as a result of climate change, though Musana said the statistical predictions have gotten worse since the 2007 Food and Agriculture report on which that number was based.
Despite this shocking statistic, climate change can sound abstract, and average people do not necessarily understand how South Africa's decision to build two of the world's largest new coal-burning plants will contribute to the changes in weather that farmers are already experiencing. Mbong A. Fokwa Tsafack, Greenpeace Africa's communications manager, noted that their campaign against the enormous Kusile and Medupi coal plants did not initially focus on the fact that they would suck water away from local communities where water is already scarce. "Burning coal has an impact on water," she explained. By focusing on that aspect, "increasingly people can see ways in which what we're talking about relates to them."
When they were filming "Weather Gods," Fokwa Tsafack explained that they had to ask simple questions like, "Have you experienced changes in the weather patterns?" They found that rural people had indeed observed changes in the weather in the past five to 10 years, though they did not necessarily understand its causes -- which was also my experience traveling in both South Africa and Botswana, where I was repeatedly told that the rains had gotten unpredictable to the detriment of farmers.
Greenpeace Africa shows a special sensitivity to such economic concerns. Its organizers are campaigning against coal and nuclear in a context where millions of people still don't have electricity, and many more can't afford the electricity that is now technically available to them. Despite the new housing that has been built since Nelson Mandela was elected president in 1994, millions of people still live in tin shacks like the one that students at my university erected as a symbol of apartheid in the 1980s. Twenty-five percent unemployment is part of the problem, hence the organization's effort to convince union leaders and other stakeholders that a green economy -- harnessing South Africa's abundant wind, sun and biomass potential -- will be better for the country's economy in the long run.
Despite the emphasis on dialogue, this is still Greenpeace. In the Mpumalanga Province of South Africa last fall, activists chained themselves to the gates of the enormous Kusile coal plant and hung a banner from a crane proclaiming, "Kusile: Climate Killer." Three were arrested. Musana observed that South Africa's history of struggle has taught people that if they want something, they need to protest -- a spirit the organization hopes to mobilize in years to come.
Greenpeace's International Director Kumi Naidoo is himself a South African and an early member of the Greenpeace Africa board. At a press conference August 11 on the Greenpeace ship Rainbow Warrior, which was visiting Cape Town, he recalled courageous activists like Nelson Mandela, who served prison time on Robben Island not far off the shore where the ship was docked. "We have to challenge the power of those who are benefiting from the current system," argued Naidoo. "And let's be very clear: the reason the system is surviving is that there are people in the oil and coal and gas sectors, and their allies in government, that are actually making tons of money from the current system."
Referring to a new fishing campaign they are launching off the eastern coast of Africa, Naidoo noted, "In the past we probably would have focused on it more from a biodiversity point of view, but actually when we look at the connections between humanity's survival on this planet and our consumption of resources, they are fundamentally connected." Helping people to see the connections -- their connections to each other and to the threatened earth -- is a key part of the work of Greenpeace Africa.
Note: This article first appeared on Waging Nonviolence.


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A back-handed compliment.
Tara: Your hair looks great today. Did you mean to do it that way?
Paula: Thanks for the complidiss, bitch.
Paula: Thanks for the complidiss, bitch.
by Lgin February 23, 2007
When someone gives you a compliment but counteracts it with a put-down.
An example of a complidiss-"You are so beautiful, but there is something extremely wrong with you."
by rainbowrocker80 July 15, 2008
a compliment and diss at the same time.
me: hey hadley, i heard someone say "i dont want hadley to come back to the city, if she got prettier."
hadley: HHAHAHA YAY i got a complidiss
hadley: HHAHAHA YAY i got a complidiss
by artsy cognitita January 08, 2008


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Standing committees are established by Council and function under the general coordination of the Committee on Committees and the senior councilor-at-large, as chair of this committee, with the exception of the Internal Relations Committees (see section below).
The standing committees are grouped into three categories: a. Internal Relations, b. General Policies, and c. Subject Matter.
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About This Show
Show Info:
Reviewing the Next Greatest Headphones.Read more »
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What's up with my life? Aside from blogging for CBC / Radio-Canada, I am now a regular on a TV show on MusiquePlus called M. Net that covers video games and tech related news. I do a segment on retrogaming (mostly) every Friday, which lead me to developed a new hobby… I collect old video games. Since [...]Read more »