text:
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See you inside.


text:
I've gone through so much other stuff
That walking down the aisle was tough
But now I know it's not enough -
I Want To Be A Clone.
I asked the Lord into my heart.
They said that that's the way to start,
But now you've got to play the part.
I Want To Be A Clone.
Be a clone and kiss conviction goodnight.
Cloneliness is next to godliness - right!
I'm grateful that they showed the way
'Cause I could never know the way
To serve him on my own -
I Want To Be A Clone.
They told me that I'd fall away
Unless I followed what they say;
Who needs the Bible anyway?
I Want To Be A Clone.
Their language, it was new to me,
But "Christianese" got through to me;
Now I can speak it fluently.
I Want To Be A Clone.
Be a clone. ..
"Send in the clones......"
(Uh, I kinda wanted to tell some of my friends and people about it,
You know?)
You're still a babe, you have to grow,
Give it twenty years or so.
'Cause if you want to be one of his,
Gotta act like one of us!
Be a clone. ..
So now I see the whole design:
My church is an assembly line.
The parts are there, I'm feeling fine.
I Want To Be A Clone.
I've learned enough to stay afloat,
But not so much I rock the boat.
I'm glad they shoved it down my throat -
I Want To Be A Clone!
(Everybody must get cloned
Lyrics taken from http://www.lyricsmode.com/lyrics/s/steve_taylor/i_want_to_be_a_clone.html

subset: commoncrawl


text:
Obituary of Antose Gureckas
GURECKAS, Tonia Antose (Stankus)
Sunrise: July 10, 1928 - Sunset: October 12, 2017
Passed away at 89 years, peacefully at home to be with the love of her life Antanas (1970). Loving mother of Audrius (Cathy) Gureckas, Aidis (Sharon) Gureckas, Vida (Larry) Durocher, Saulius Gureckas. Dear grandmother of Alyssa (Mike), Angel (Ryan), Kristen (Derek), Vida (Jason), Andrea, Alanna (Chris), Ashleigh-Anne, Aidis Jr. (Jodi), Ashley (Ashleigh) and great grandchildren Phoenix, Antanas, Grayson, Austen, Autymn, Summer, Hudson, Finley, Sawyer, Dallas, Ethan, Nash, Layla and Austin. Dear sister of Justinas (Biruta) Stankus, and the late Albinas Stankus (1997) (Stella), late Stase (2017) (late Bill 2016). Also remembered by many nieces, nephews and her furry friends Whisky and Lucky. Toni was the proud owner of the Harrow Hotel. She found joy in spending time at her summer cottage with her grandchildren, gardening, playing cards and taking trips to Florida with her friends. Cremation has taken place. A Mass of Christian Burial will be held on Tuesday October 24, 2017 at 12:00 p.m. at Lithuanian Martyrs' Catholic Church 2185 Stavebank Rd. Mississauga, ON. L5C 1T3. Interment of ashes at St. John's Lithuanian Cemetery. Memorial donations may be made by cheque to the Alzheimers's Society or the Windsor–Essex Humane Society. You may send your online condolences at www.geraldasmith.ca
Gerald A. Smith Funeral Home 197 King St. W. Harrow


text:
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This statement covers all mSIGNIA web sites.
This statement applies to any mSIGNIA employees, contractors and third parties engaged in mSIGNIA's operations globally.
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text:
AA alternatives to 12 steps
12 step groups are not for everyone
There are a variety of reasons why some people avoid 12-step programs or Alcoholics Anonymous AA/ Narcotics Anonymous NA type of support groups. Some individuals bristle at the thought of the religious or spiritual dimensions while others do not want abstinence as their goal. In these cases, it may be helpful to consider some alternatives that are currently available.
Furthermore, not everyone is successful with traditional approaches to treatment for addiction problems. There are a number of treatments available that have empirical support and allow individuals seeking help to find a personalized solution to their struggle with addictive behavior.
3 types of treatment alternatives to 12-step, AA, & NA
1. Mindfulness based approaches
Mindfulness based approaches teach addicts and alcoholics techniques that focus on being present in the moment without being hijacked by emotions or overly critical/analytical. This type of treatment is constructed around the practice of mindfulness skills or mindfulness meditation. The premise is that, over time, individuals become practiced at being in the moment. For people with addiction problems, mindfulness allows addicts to make decisions based on creating change, rather than being presented with a trigger. The practice of awareness, in turn, helps people to be more present and less reactive in most situations.
2. Cognitive Behavioral Therapy (CBT) for addictive behaviors
Cognitive Behavioral Therapy, or CBT, is really just what it sounds like: working with some combination of thoughts and behavior to change the way you think and feel about situations and ultimately to provide skills to change intractable behavior. In the case of addictive behavior, CBT helps people with drinking or drug problems identify the thoughts that mediate engaging in behavior they would like to change. For example, when an individual encounters a trigger like a beer commercial and thinks, "I can't resist that desire for a cold beer while watching the game," he is most likely going to drink beer as a response. But if that individual can identify that thought and change it to, "I have watched games without beer before, I can do it again", he will be far less likely to react to the impulse and drink the beer.
3. Non-12 step support
Along with individual therapy that you can receive from a licensed therapist, there are support groups available to assist individuals with the ongoing task of not just initiating change, but maintaining it. Groups like SMART recovery and Rational Recovery offer a supportive group experience with a focus on available research on what works to change addictive behavior, removes the spiritual component of AA type groups, and empowers individuals to make change. Where Moderation Management groups are designed for individuals who have experienced mild to moderate problems and want to change their addictive behavior, but do not want to meet the goal of abstinence. Certainly, one size does not fit all and there is a support group out there to meet the needs of most people grappling with an addiction problem.
Other alternatives to 12 step groups
Do you have any other suggestions or ideas about what works outside of Alcoholics Anonymous, Narcotics Anonymous , or other 12 step groups? Please add your ideas here. Or challenge ours!
Photo credit: xava du
Leave a Reply
Do these kinds of treatments have an element of going back and making amends for the past? I speak for myself that this part of my recovery from addiction required that I take responsibility for my mistakes and try to make them right before I could move on. It was essential to getting better. And if CBT or mindfulness don't take this into consideration, I think that these treatment options are only addressing 1/2 the story of an addict's life and that guilt and remorse will haunt him/her.
In my experience, recovery is a self-change journey. Everyone's recovery is different and I agree that one size does not fit all. I found your post to be a clear and concise summary of some viable options for alternative and/or supplemental support for recovery. If I may, I would like to mention that the peer-support option available through SMART Recovery is available online, and is a wonderful resource. The website offers extensive resources (science based, as noted) and you can't beat the commute time to an online meeting or chat 🙂
Don't forget Lifering, which advocates Sobriety, Secularity and Self-help (making a sobriety plan which can include "making amends" if that feels constructive).
While I am happy for "Scenerio"s sobriety, a huge benefit of non-AA methods is that people cannot dictate what you should "take into consideration" and what will or will not "haunt (you) forever". We change the "you need to___" into "I find power in ____".
Well… I for one want to thank you a lot for this post…
It made me not give up on my search for non-AA help and thanks to the names provided in the article I was able to find a secular group.
I am going to my first meeting tonight.
Once again, Thanks!!!
I absolutely love practicing meditation! I never thought it could work before I tried it… I wish everyone would try it. When I started I just felt a bit more balanced and was amazed that this peaceful feeling stayed with me the whole time or at least a few days. Now I can't imagine living without it
I have been attending N/A to help in my recovery. I am not pleased with the group of people attending. Some of the people are rude and indifferent. I live in a small town and there are no other alternatives. Please advise.
HI Jake. How about either online NA meetings or SMART Recovery? Both have options for "real-live" meetings…but the programs are different.
Although a minority in Twelve & Twelve culture, nonbelievers can be found trudging the happy road to destiny sans-God. Some, like me, attend agnostic Twelve Step groups and spend time online in AA/NA google and facebook groups for Humanists, Atheists,Buddhists, Agnostics and a growing of "Apostates" who after buying the "God-conscious" solution as the only way to fly clean and sober, start questioning after a few years in the program or a few laps around the Twelve Step track. I was a closet-atheist, who thought that believing and belonging synonymous. Other atheists I know reject the Steps as anecdotal quackery. Others like myself find that they have a secular application that makes sense to me.
There is a lot of fear or rejection among non-believers. I have doubted my ability to fit in with a population that largely believes that an interfering God is keeping them sober and answering their prayers.
Mindfulness has been a key tool to a "spiritual experience of the educational variety." I think addicts should exercise meditation and mindfulness right from the get-go; why wait until Step 11 (If you subscribe to the Step recovery model).
Great article, great comments.
HAMS Harm Reduction for Alcohol. Check it out.
Check out the 16 step empowerment model developed by Dr. Charlotte Kasl
-Wesley Copp
Peer Mentor
Pathways Addiction Resource Centre
12 step groups are for me. If you are not in the click than you are not accepted. I don't like
people I don't know getting in my face! I am shy and don't like being pushed into groups.
Rehab was hell for me!
my 12 step expereience has been awful! i struggle socially and i was fresh meat for 12 sep preditors. i have been abondooned by where i went to rehab because i don't want to be in a click. it akes me time to interact. i paid money to attend a high end rehab , just to be abandoned treated better t my local bar!
i don't have friends in recovery. i struggle with interaction meetings are not for me. its still a male oriented program! its safe for a female who keeps to her self.
i talk to many to find them selves suck socially in recovery!
I'm someone who is celebrating 10 years of recovery this year and I went an alternative path. I always appreciate seeing articles and resources provided so that people can empower themselves and make choices that are a fit for them. I'm currently working on putting together a tele-summit on Alternatives so that people can have more access to resources:) I'm a Recovery Life Coach who specializes in working with people connecting to Alternative Recovery. Much love to you all!
I have been drinking alcohol for the last 3yrs,i have tried to quit but it has become so hard for me to do so,i need help
Hi Edwin. Call a toll-free Alcohol Helpline on 1-888-675-1820 to find a high-quality alcohol addiction treatment program. This helpline is accessible 24/7 and gives you the chance to speak with trusted treatment consultants who can help you find an alcohol recovery program suited to your individual needs.
I feel their is a lack of re entry programs for recovering people.
Most addicts lack functioning skills. I have searched and investigated this for yrs.
I had to learn on my own basic functioning skills.
These skills include. money management, living skills, ( such as maintaining living quarters,
self care, and interaction skills.
The average rehab treats an addict for 30- 60 days. than says go to meetings and function.
There isn't help with functioning and also finding resources to help.
My personal experience is that only a few really have fellowship and support,
I struggle with interaction. and have had little support.
I found fifillment in training for trialaltons.


text:
Kcal 0 Fat 0.0g Carbs 0.0g (diet soda)
Last week we received a curious package from an anonymous reader asking us to request this Chocolate Cream Pie flavoured soda. There is probably a good argument that you shouldn't be drinking unheard of drinks from strangers that arrive in the post :-) but we are a little more adventurous than that at ChocolateMission so we thought we would give this Faygo branded bottle a try. A little research on the internet revealed the following regarding Faygo:
'Faygo Beverages, Inc. is a soft drink company headquartered in Detroit, Michigan. The beverages produced by the company, branded as Faygo or Faygo Pop, are distributed in the Midwest, Mid-Atlantic, and Central Southern regions of the United States. Aswell available in southern Canada. Faygo Beverages, Inc. is a wholly owned subsidiary of the National Beverage Corporation, which also owns Shasta' .... thanks WIKI
Following a sufficient chilling period in the ChocolateMission HQ fridge we shared the largish 591ml bottle out between three of us. Aesthetically the liquid looked no different to your average cola with its dark coloured complexion, aroma wise we were left unimpressed by the chemically sweet smells on offer.
Fearing the worst but hoping for the best we commenced the taste test and were pleasantly surprised by our findings. The taste had a strong vanilla flavour base and had underlying elements of coffee and chocolatey syrup. It wasn't exactly the most sophisticated of flavour experiences but it was unique and not like any other sodas we had tried before. Add in to the mix that it was refreshing, easy to drink and on the whole pleasant enough then by our estimation its a drink worth trying if you are a soda fan that gets the opportunity.
7.2 out of 10
n.b. In case your wondering we did survive this 'soda from strangers' experience :-) its a full 48 hours since we drank the stuff


text:
|02 Mar 2011
|My System Specs
|02 Mar 2011
Windows 7 Ultimate x64
He sounds quite behind the times if he's only just got onto XP
|My System Specs
|02 Mar 2011
|My System Specs
|19 Oct 2011
I would have loved to start a new thread but could not find a place to do that. So I guess I'm stuck here. Every day, multiple times a day I get the error message 0x80048820 saying that mail cannot be sent or received to/from my hotmail account. From what I see on the internet this has been a continual problem since 2009. Does Microsoft ever intend to fix this problem? I've tried every suggestion that I've seen and nothing has resolved the problem. From what I can tell these suggestions are just guesses on the part of the people making the suggestions. They are wildly divergent ideas that sometimes work and sometimes not, in my case none of them work. They are not resolutions, they are cross your fingers and hope. Heck of a way to run a railroad. I switched the Windows Live Mail because I didn't want to deal with the frustrations of Hotmail Connector and MS Outlook. From the frying pan to the fire??? Is there a third option for retrieving hotmail emails to my computer? I even deleted and recreated my email account and was without email for almost a week while all my emails downloaded. I have a very slow connection and downloading the emails seem to take forever. I don't want to do that again. A very frustrated and very unhappy client of Microsoft. Carole Saylor (morlaine)
|My System Specs
|19 Oct 2011
|My System Specs
|19 Oct 2011
I've tried everything suggested in this thread and a few other things that I can't even remember. But the error messages continue.
|My System Specs
|04 Dec 2011
Windows 7 Ultimate 64Bit
If you want a solution I found it by my own as you know Live mail offert the automatic set up and the manual setup.
Remove your account from livemail and add it back and select the manual configuration enable your pop server in your mail option (on hotmail website) is required.
Go to this link writed below and follow the instruction there is the only way to make it work.
How to Access Free Windows Live Hotmail via POP in Any Email Program - About Email
Have a nice day!
|My System Specs
|09 Jun 2012
I've just been suffering with this exact same problem. After trying everything people had posted on threads like this one to no avail, i played around a bit myself and managed to fix it. My fix seems a little nonsensical but i've back tested it a few times and it definitely is the cause of the issue on my computer.
The fix is in 'Options->Email accounts->'your mail server (in my case hotmail)'
Then click Properties.
Go to the server tab and actually remove your password (and the 'remember password' tickbox)
(my Server URL says http://mail.services.live.com/DeltaS....0.0/sync.aspx on this page)
It seems this 'extra' mail server login is confusing the server somehow and generating the 0x80048820 error.
(When i tried putting my password back in with 'remember password' ticked, the same annoying server error is again generated).
Let me know if this works for you,
|My System Specs
|10 Jun 2012
I have a different discovery for this error
I've come to the conclusion that my problem with this error code is related to very slow access time to the Live Mail servers. This error appears on an irregular basis and lately hardly at all, so I can't see that removing my password would have any affect.
I think the slow access time is because of my internet provider rather than Live Mail but I don't know how to prove that. Also, I have internet through a 3G data card which is very slow, but where I live, it's the only game in town.
But thank you for the suggestion. morlaine
|My System Specs
|11 Jun 2012
morlaine, the reason you should try removing the password to your mail account is because there are two login's potentially happening simultaneously. Removing the password removes one of the unnecessary logins. There is the login to Windows Live Services and also to your mail account (using the same ID). My theory is that these two processes are interfering with each other somehow causing the 0x80048849 error. As you say, slow network access could also affect communicating with the server but i would recommend you remove your password (removing the redundant login) and see what happens.
Hope that helps,
Note - Another user (on a different thread) also found removing the password fixed a different error message (Server error: 0x80048849)
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hi there, yeah I bet you guys are getting very annoyed by people posting for help about this. Normally I can fix things but after 3 days of troubleshooting I can't get it to work. I have the servererror: 0x80048820. I tried all the things I found on google; check lan settings, reset &...
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windows live mail error id 0x8ccc0003 The computer is a laptop and is running Win7
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text:
Gaspari's Mini-Max Stack Give-Away
From May 13th - May 31st we will be giving away a Gaspari Mini-Max Stack along with a Gaspari T-Shirt and Shaker Cup to one lucky Bodybuilding.com & Gaspari Facebook Fan every day!
Check out what you get in the Gaspari Mini-Max Stack:
- SuperPump MAX, 160 Grams - Amazing Pre-Workout Supplement to get you pumped!
- SizeOn Maximum Performance, 5 Servings - Intra-Workout Supplement with Whey Hydrolysate, Creatine, & Outlast® Carbohydrate Matrix to help you get the most out of your workouts.
- Gaspari Nutrition Dragon Slayer T-Shirt
- "I Train with MAX" Shaker Cup
How do I enter?!
- 'Like' Bodybuilding.com on Facebook. Click here to go there now
- 'Like' Gaspari on Facebook. Click here to go there now
- So we can contact you if you win, please enter your name and email in the form below:
DAILY WINNERS will be chosen at random from the emails provided. You MUST 'Like' Bodybuilding.com & Gaspari on Facebook to be eligible. Winners will be announced on Bodybuilding.com's Facebook Page & contacted via email.
To view the full terms and conditions click here.


text: CRH Announces Non-Executive Board Appointment 13 December 2016 CRH plc is pleased to announce the appointment to the Board of Ms. Gillian L. Platt as a non-executive Director, with effect from 1 January 2017. During the course of her executive career, Ms. Platt (62) has held a number of senior leadership positions in a variety of industries, geographies and roles including human resources, corporate affairs and strategy. Most recently she had global responsibility for human resources and communication at Finning International, Inc. (the world's largest Caterpillar dealer). She previously held senior executive roles at Aviva, the multinational insurance company. Ms. Platt is a non-executive Director of Interfor Corporation, a Canadian listed company, which is one of the world's largest providers of lumber. She holds a Bachelor of Arts from the University of Western Ontario and a Masters of Education from the University of Toronto. View the full release


text:
|Property type
|Minimum Stay
|1 - 7 nights
Number 52 Upper Stables is a spacious, end-of-terrace apartment on the Maenporth Estate. It's in a great location - close to the leisure facilities, only a few minutes' from the beach and just a ten-minute drive to the bustling town of Falmouth. The property has benefited from a recent refurbishment, and is currently looking fresh and inviting.
The large open-plan living and dining area makes great use of the space at the back of the apartment. The French doors open onto the stone-tiled terrace; it's a lovely, quiet spot for a lazy breakfast with the newspapers, or an early evening barbeque with the family and a chilled bottle of wine. Or pull out a lounger and stretch out in the sun for a peaceful afternoon while the children play on the grass. Because 52 Upper Stables is an end-of-terrace, you'll only have one neighbour, making this apartment particularly secluded and quiet.Back inside, the downstairs has been laminated throughout, making it easy to keep the sand under control. There are two huge, comfy sofas for snuggling into at the end of a long day wandering around the Eden Project. The dining table will easily seat six for a Cornish Cream Tea or a noisy game of gin rummy. You'll find a selection of family board games in the bookcase by the stairs. The kitchen has been styled from traditional pine, making it feel warm and cosy. It's a family kitchen, one where the children can help prepare an apple crumble or a pirate's picnic for the beach.
There's also a shower room and toilet on this floor which helps to ease the queues when everyone arrives home from the beach, sticky with sun-cream.
Upstairs, and you'll find the master bedroom. There's a new 6ft zip-and-link bed in here so you can choose to slumber in a super-king bed or have it unzipped and opt for two twins. Please let us know your preference at the time of booking. The room is decorated in a cool linen colour with touches of lavender and soft blue, making the atmosphere tranquil and relaxing. There's also a twin room up here and a bedroom with bunks. You'll find plenty of storage in the pine wardrobes and drawer units.
The family bathroom has just been refurbished and now has a sparkling, modern suite with bath and overhead shower unit, all with chrome accessories. You've got heated towel rails in this bathroom and the downstairs shower room, to keep all your bath towels warm and dry. As an added bonus, we now supply each guest with one bath and one hand towel, at no extra charge.
And for bookings of one week or more, we'll have a welcome pack ready for your arrival - a bottle of locally made Helford River Creek fruit juice, Cornish filter coffee, Smugglers tea, Cornish biscuits, a few sugar sachets and a pint of milk..
You'll have full use of the leisure facilities, free of charge.
You'll have 29 cares of established gardens to explore, plus full use of the estate's leisure facilities. There is a returnable £100 deposit against damages required on this property.
Rooms were lovely, well equipped. Really short walk to pool and leisure centre. Comfy beds and lovely bathroom.
The house was clean and extremely comfortable, with most things in good conditon. Excellent location for the leisure centre and beach.
It was a shame about the dishwasher being broken as that is one of the things we look for with a toddler around. We weren't told about this before our arrival and no washing up kit was provided which we thought was poor service.
The house was very nice, well equipped and quiet. The only issue was that the dishwasher was not working and wasn't fixed before we left. So we had a whole week without a dishwasher.
Ideally located. The property was comfortable and the staff on the estate very friendly and helpful. The welcome pack was a nice touch - fresh coffee, tea, milk, biscuits, red wine. There isn't a shop on site (other than a fridge of homemade ready meals) so do arrive with your own supplies if you don't want to go shopping straight away! If you are looking for a holiday that mixes relaxation with going out and about, then this place is ideal. The pool, tennis courts and pool table were well used and we enjoyed the bluebell woods. With just a short walk to the beach and the fabulous Maenporth Beach Cafe, it is easy to go out for a breath of air without going too far. We mixed this with visits to The Lizard and Falmouth, and a visit to The Ferry Boat Inn at Helford Passage is recommended!
The Maenporth Estate is just two miles from Falmouth and overlooks the beautiful Maenporth Beach. It's a private complex with a coded entrance gate, making it safe and secure for all guests.
Set in 29 acres of natural woodland, with stunning views of the cove, it's a perfect base for family holidays. You'll find two all-weather tennis courts, a children's play area, and, of course, the Leisure Centre where we have our indoor, heated pool, sauna and Jacuzzi. There are pool and table tennis tables - all free of charge.
The famous award-winning Cove Restaurant is on site, or if you'd prefer something simple, try the Life's a Beach Cafe - you guessed it, on Maenporth beach, for fresh crab sandwiches or a Cornish clotted cream ice-cream. Two miles along the coast and you'll come across Helford Passage and the wonderful Ferryboat Inn which specialises in serving local seafood dishes. From here you can catch the foot ferry across to Helford Village, or hire a rowing boat or paddle board for the afternoon.
Maenporth's a sheltered cove with shallow waters, making it perfect for all kinds of family beach activities: the little ones will love paddling, splashing daddy, and clambering through rock pools. There's plenty of sand and piles of pebbles for sand castle building, and beautiful clear water for swimming.
Arvor Sea Kayaking offer guided kayaking trips throughout the year, and Cornwall Divers will take you on a scuba diving course from the beach! And, at low tide, you may spot the famous Scottish trawler, Ben Asdale, that was wrecked off the Maenporth coast on 30th December 1978.
The nearest town is Falmouth - the third largest natural harbour in the world - take a boat trip along the Carrick Waters to a smuggler's cottage, or hop on the ferry to St Mawes. Visit the Maritime Museum, great for children with its hands-on approach. Catch some Grand Medieval Jousting at Pendennis Castle. Or simply sit with a cold glass of white wine and watch the boats glide by.
Whatever you choose to do, you'll be sure to unwind from the stresses of life, and simply relax...
*Plus compulsory or optional charges based on actual occupancy or consumption. The payment has to be made in the currency offered by the property manager, before use of conversion tool. Payments in other currencies have to be negotiated beforehand with the property manager. The currency conversion tool is provided for your convenience only and is non-binding.


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Student Support Services WIGs
Setting and Achieving
Our Goals
What is a WIG?
Our WIGs should define what we do. They should make clear what our top priorities are that define success.
A Wildly Important Goal
"From x to y by when."
WIGs need to be in the correct format because it makes them measurable.
S- Specific
M- Measurable
A- Attainable
R- Realistic
T- Timely
WIGs need to be SMART Goals
When writing the WIG, start with a mission, turn it into a goal with lag measures then develop lead measures to drive the goal
For Example: A mission could be that all mildly disabled students be served within the MTSS continuum.
A Sample WIG with lag measures for that mission could be: 80% of students with mild disabilities within the priority schools, focus schools and all high schools will be served within the MTSS continuum. (Core and tier II or tier II)
Next lead measures or indicators are developed to help us drive our WIG?
Time to put your Brainstorming WIGS on!
Make a list of what you believe are the important things for the team to accomplish
How will we go from X to Y by When
Record the WIG using the lag measures
Division Meeting Recap
Percent of mildly disabled students receiving the AIMSweb universal screener
Percent of mildly disabled students receiving core instruction defined as tier 1.
Percent of mildly disabled students receiving supplemental instruction in tier II
Percent of mildly disabled students receiving intensive instruction in tier III
Sample Lead Measures
A specific goal must answer the six W's
Who: Who is involved?
What: What do I want to accomplish?
Where: Identify a location.
When: Establish a time frame.
Which: Identify requirements and constraints.
Why: Specific reasons, purpose or benefits of accomplishing the goal.
Establish concrete criteria for measuring progress toward the attainment of each set goal
How can we measure how we are progressing on our goal?
How OFTEN will I MEASURE our progress? Quarterly? Yearly?
Your goals must be something you have the ability to attain in a set time frame
In order for your goals to be realistic, they must represent and objective that you are both willing and able to work toward. The goal has to be within your circle of influence.
A goal without a goal without a time frame is not frequently met. Setting a time frame increases the sense of urgency and gives you a target for your goal.
The more specific you are the better your WIGs will fit
You have 5 minutes to brainstorm and compile your own list
There should be no discussion at this time
Look at your list and circle the two things you believe are most important to the team right now.
Next determine the lag measures for both WIGs
Test both your WIGs against the questions from the handout
This will help determine if your goal is acceptable
Make any needed adjustments
Both of the groups final WIGs should be displayed where everyone can see to assist with lead measure creation
The lead measure is designed to move the lag measure
They measure what you do to get results in the lag measure
From davidwoodier.com: The Lead is the lever, the Lag is the rock: focus your attention on the lever. Also, Lead measures are characterized by being predictive and influence able whereas Lag measures measure the goal and are generally easier to measure..
Brainstorm again!
Repeat the process used to create the WIGs to create two lead measures per wig.
Start with your first WIG
Individually brainstorm, then choose your top two
Without discussion share our round-robin
The facilitator will lead discussion of each idea
The team will vote for the top two lead measures per WIG
Test measure against handout and adjust
Upon completion both WIGs and lead measures should be displayed.
Now that our goals are set, reflect on how you can drive us toward our goals
As a team determine how we will keep score! (who, where and when data is collected)
Each individual share our their two ideas in round-robin format
No discussion is allowed at this point
Members may pass if they have no additional ideas
The group facilitator should copy down all ideas and display them
Discussion Time
The facilitator will go down the list and the group will discuss each item
The top two wigs will be chosen by vote
Lag vs Lead Measure
So what's the difference between a Lag Measure and a Lead Measure? Think in terms of loosing weight. Ever measure your weight on a scale? That's a lag measure. A key lead measure to loosing weight might be keeping track how many times a week you exercised 30 minutes a day. Another lead measure would be, tracking how many calories you ate per day. Both lead measures will impact the lag measure.
Things to Consider when Creating a Lead Measure
Lead Measures should be:
Can track from day 1
Do we have power to affect the measure?
Do they represent the most impactful things the team can do to drive achievement of the WIG?
Are the measures worth pursuing?
Is every measure quantified including quality measures?
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Academic and Personal Wigs
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Aix-en-Provence, France
Villa Gallici Is a honey-coloured, 18th century Florentine villa set in seven acres of fragrant gardens near the charming town of Aix-en-Provence, between the French Riviera and the Luberon in southern France. It is a short walk from the town centre, boutiques and museums. Romantic and enchanting, this luxury boutique hotel combines old world splendor with modern comforts and features a stunning Provençal-style interior.
Offering impeccable service, luxurious accommodation, an elegant restaurant as well as a delightful pool, this charming hilltop retreat will appeal to those seeking a peaceful and relaxing escape in an idyllic setting.
Villa Gallici provides 22 elegant and spacious rooms and suites all with lavish bathrooms and delightful views of the grounds or pool. Rooms are romantic and opulent, decorated with rich fabrics, ornate wallpapers, classic Baroque furnishings and objets d'art. Suites offer the utmost privacy and come with private gardens or terraces.
The hotel is superbly located close to Aix-en-Provence's charming town centre. Stroll along cobbled streets; wander through lively squares; or browse local markets and designer boutiques. Atelier Cezanne is a short stroll away, while the Sextius Thermal Baths. Granet Museum and Vauvenargues Castle are also worth a visit.
Lightfoot Travel provides tailor-made itineraries that include daily tours and excursions, restaurant recommendations and bookings, and can incorporate Provence into a greater French or European holiday. Take a look at Beauty of Provence as an example of a bespoke itinerary that we can create for you.
Villa Gallici Information
- Lcoation & Getting There
Located just a short walk away from King René's Town, the hotel is a 20-minute drive from Marseille Provence International Airport. Marseille is also easily reachable from train by Paris in under 3 hours.
- Accommodation
The 16 rooms all offer top-of-the-range equipment with views of the hotel's garden, whether in the Standard room, Superior room, Luxury room or Junior suite. The 6 Terrace Suites have a private garden or terrace that provides garden views, plus a separate lounge and a minibar.
- Facilities
- Outdoor swimming pool
- Fitness room
- Garden with furnished terrace
- Sun terrace
- 2 meeting rooms
- Dining: 1 restaurant
- Activities
La Villa Gallici is a 10-minute walk from the centre of Aix-en-Provence, the town centre, shops and museums. It is also less than 40 minutes from the main tourist sites in Provence, such as Luberon, Les Baux de Provence, Lorgues and Brignoles.
- Children
Cots are provided on a complimentary basis, but extra beds are charged. Babysitting with a local nanny is also available on request.


text:
Property MastersDownload the Production Guide
Arizona Set
Levi Lambert
2934 E. Jerome Ave.
Mesa, AZ 85204
Business: 520-431-5454
Email: firstname.lastname@example.com
Description: Hard working, on time, experienced.
Keith Mosca
Keith Mosca
Cell: 602-819-8199
Email: email@example.com
Description: Over 30 years experience. Features, Commercials, T.V. and Print. Multi-Talented Propmaster/Set Stylist with a great attitude and dedicated to EACH frame.
John Oswald
John Oswald
123 N. Hoff Ave.
Tucson, AZ 85705
Cell: 520-990-5792
Email: email@example.com
Description: Experienced property master with my own dedicated prop house. Features, Commercials, Television and Print. Prop fabrication in-house. Prop house includes a large western collection, militaria, weapons and uniforms, law enforcement equipment and uniforms, iconic kitchenalia, framed art and MCM decor.


text:
Status: Open
Know more about this business than we do? Cool! Please submit any corrections or missing details you may have.Help us make it right
Be the first NJ.com user to add photos or videos of Galaxy Nails & Spa
Just came here for the first time and loves the experience. Got a pedi and gel mani. It's hard to find a place that can do design but these ladies are pros! Everyone was pleasant and they were all...
Inconstant. My niece and I went for a girl day - mani/pedi. The lady did not have my niece wash her hands and the lady who had my niece did not put this lotion on her as, my lady did for me....
Galaxy Nails & Spa was founded in 2005, and is located at 728 South Ave W Ste 1 in Westfield.
Mani & Pedi Only Inc is located at 728 South Ave W, Westfield, NJ. This business specializes in Nail Care.


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Film Review: Tale of Tales
12 July 2016
Natalie Ellison takes a retrospective look at Matteo Garrone's gothic story of obsession (warning, spoilers!).
The Tale of Tales aka The Pentamerone was first published in 1634, collected by the Neopolitan poet Ciambattista Basile. It was clever of Matteo Garrone to adapt such innovative, whimsical tales, the surreal nature of the writing giving him an abundance of creative freedom to devour - cutting between a feeding flea, to a moody queen scoffing a plate of sea monster heart, and a wrinkly old woman sticking her finger through a peep hole in an attempt to seduce a young sex-mad king. Although the tales originate from centuries ago, Garrone freshens up the traditional, Eurocentric taste by adding Vincent Cassel and John C Reily to the pot.
John C Reily skilfully appears as if he is re-enacting his first school play (featuring in the tale, The Enchanted Doe), he chases after his Queen, Salma Hayek, and cries: "my love please, I will make you happy my love". Such satirical drizzle is executed subtly but effectively throughout and is hilarious; Garrone playfully refrains from mocking the genre's theatrical form and avoids being overly dramatic, resulting in giggles at this silly-but-serious conviction.
Unfortunately, Reilly's powerful words only foreshadow what is next to come; grizzly consequences. The Queen and King meet with a shifty-looking cloaked individual who happens to be lurking around the kingdom - it's a fairy tale coincidence. He offers the Queen her greatest wish: to become a parent and as expected terms and conditions apply... The King or Queen is expected to sacrifice themself, in order to be rewarded with the birth of a new life. Queen Longtrellis agrees, and so the king sets off to hunt a seamonster, dissect it's heart and bring it back to his ladyship.
John C Reilly is THE perfect man to perform such a melodramatic underwater scene - the diving suit, the murky waters, the accompanying orchestral rising background music, the spear, the spurt of blood that gushes out of the sea monster, all intensified further with his extreme, slow motion movement and topped off with a surrendering beast, that comes crashing towards the seabed - a visionary, ridiculous, and ever so slight anticlimax.
As soon as the King retrieves his pulsing trophy, he collapses, spluttering. After such a heroic display, it is his life that must be sacrificed. This is a shame, as I assumed he would last longer than the first twenty minutes, considering he isn't even killed off in Basile's. Perhaps this is Garrone's way of implicating how the male is no longer required after he has served his purpose, sexually (the sea monster ordeal, a metaphor to portray his sexual contribution to creating the child, represented through the ejaculation of the sea monster's blood.) Moreover, in the original, it is the King who longs for a child and forces the Queen to eat the heart, this appears exploitive towards the female identity, as she is considered only for the use of her womb. However, in Garrone's adaptation, it is the Queen who desires a child, and she is determined to do what it takes to become a mother, self sufficiently. The King's death inspires the Queen to become self-reliant and act independently, as she retrieves the heart and returns back to the kingdom to take care of the job herself.
The Flea is the fifth tale belonging to the first day of Basile's collection. A fruity story to say the least, starring the odd looking Toby Jones (Berberian Sound Studio), who fits the bill as a fly-nurturing recluse type – his look of genuine pleasure whilst feeding, loving and teaching his pet-fly tricks, is very believable. He shuns his daughter Violet (Bebe Cave), choosing to put her musical talents and desire for a husband to the side, opting to revel in a pool of fly ecstasy instead. The fly takes a sudden turn for the worst: "It's a respiratory problem!" and sadly loses it's battle. Thus the King of Highhills is heartbroken and has nothing better to do than to refocus his attention on his daughter by trying to find her a suitor.
Garrone's third tale, The Old Woman who was Skinned Alive, is a personal favourite. Truly funny, this episode is lead by Vincent Cassel, (one of my favourite actors anyway), who plays a stereotypical, roguish woman-obsessed idiot. Portraying a man with copious power, wealth and half a brain, he struts around with bouncy locks wearing a smutty grin, an opened white bell sleeved shirt and a crown. One day he overhears a sweet melody and intrigued, he follows it, craning his neck out of his high tower, in a hope of catching a glimpse. He notices two women and beckons them desperately, curious to discover what face could possibly match such a beautiful sound. Reaching into his chest full of jewels, he makes a lucky dip and sends a piece to the 'mysterious' singing woman...
Garrone adapts the Tale of Tales efficiently, concludes his versions brutally and ensures that characters suffer for their wrongful behaviour. For example, in The Enchanted Doe, the Queen dies for her jealousy, unable to control the obsessive bitterness she exhibits towards her son, Elias (Christian Lees) and his albino twin, Jonah (Jonah Lees). Although she ultimately perishes, (which does not happen in the original story), Garrone gives the Queen a voice by depicting her as a determined, loving mother with good intentions, who raises her son by herself. However, her loving devotion, turns to envy, and consequently she is made to suffer.
Garrone's attention to detail is splendid, especially through his injection of metaphorical tweaks and twists throughout (figurative language, typical of the baroque style). His innovative choices bring a twinkle to the tales, and elevate the film from being just a poor, long-winded depiction of predictable stories. He adapts a more just approach, as he gives the female protagonists a voice, and presents women as self-sufficient, strong and alive. Although they endure their comeuppance and quite rightly so, as vanity and jealousy are immoral traits to possess, (there being a fairy tale conduct to preserve...), he revives the conventional tales, by adding a necessary, positive portrayal of an 'engaged female', of which is satisfying and liberating to watch.
Garrone ultimately ensures that his female characters are listened to, unlike the majority of princesses and queens from previous fairy tales, who are simply seen but not heard, making this adapatation endlessly unique.
This film is no longer showing at FACT so find out what else is on here!
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August 4, 2008
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Hello Freelancer, Get the EMAIL ETIQUETTE CERTIFICATION of Latest version 2018. We are ready here to provide your desire upwork test answer. We already tested all exam test information Available include on here. So Dear, Why Late? Read the below full exam test and get more information from our website.
1. What does it mean to 'respect somebody else's bandwidth'?
- To measure the width of the desktop PC in comparison to a laptop of the same brand.
- To open doors for them to fit through, a reference specifically to the real rather than the virtual world.
- To be conscious of how much storage space you are controlling in any given communication, since everyone only has limited space.
- To allow them two communications for every single communication of your own.
- None of the above
2. How often is it sensible to use 'reply all' when replying to an e-mail?
- As often as possible, the more people know the information the better.
- Always, as e-mails should have at least two recipients at all times.
- Only if the information is really relevant to everyone on the list, otherwise keep 'reply all' to a minimum.
- You should 'reply all' about twice as often as you simply 'reply'.
- None of the above
3. What is the purpose of icon-emotions or so-called 'emoticons' in email communication?
- They contain important information such as credit card number.
- They indicate that the email is urgent.
- They are meant for fun and entertainment value.
- They act as a signature which is added at the end of each sent mail.
4. What is the better solution than using bold or italic to emphasize meaning when e-mailing or posting online?
- Use capitals
- Use color
- Use carefully chosen words and phrases, so that the meaning is clear and not ambiguous and unlikely to cause misunderstandings.
- Draw a picture and insert it around the text.
- None of the above
5. What are vCards and why are they sometimes distracting or difficult for the recipient?
- vCards are online invitation cards, but the recipient often does not want to attend the event.
- vCards are e-mail that copy in other members of your contacts list automatically, which is often not desirable.
- vCards are electronic business cards, but they often take the form of an e-mail attachment, therefore making every e-mail look like it has an attachment.
- vCards are online stationery cards used for a variety of events, and therefore business and recreational events can get confused.
- None of the above
6. Why is it sometimes important not to leave out the message thread, i.e. the previous messages in the e-mail chain?
- To be polite. People expect to always see the thread.
- To increase comprehension of the latest message, and show the history of messages that led up to this point in the exchange.
- Because it looks like an oversight. The thread should always be there.
- None of the above
7. What do the abbreviations 'FWIW' and 'FYI' stand for?
- For What It's Worth, For Your Information
- For Why It's War, For Your Info
- For Whom It Worries, Forget Your Instructor
- Future Wear Inside Walls, Fool Your Insides
- For Whom It Worries, Fax Your Information
8. How would you abbreviate 'Be Seeing You' in email jargon?
9. What does 'scrolling the chat screen' in an internet chat room mean, and is it good or bad netiquette?
- Looking further down the screen (good netiquette).
- Scrolling down to follow the conversation as it develops (bad netiquette).
- Posting multiple, often single letter postings so the chat screen scrolls very fast for all users (bad netiquette).
- Flicking between multiple chat screen on multiple sites (neither good nor bad netiquette).
- None of the above
10. What is the most important aspect of writing content for a blog, either as a main posting or as a comment on someone else's blog?
- Always make your posts accurate and truthful (as well as entertaining) especially if they reflect on your reputation as someone with an online presence.
- Make it long and detailed, and occasionally bend the truth a little for the sake of impact, even if you are discovered.
- Make the blog colorful, or make your posting in bold, italic or in capitals, for emphasis.
- All of the above
11. On a social networking site, which of the following is important to consider — in a personal way – when uploading photographs?
- How many images you can upload as fast as possible.
- Consider the feelings and reputation of the person whose image you are uploading, especially if the image is compromising in some way.
- Whether it is clear that you are the one uploading the images or not.
- None of the above
12. Why should you not type in all caps when writing an email?
- Because it can be difficult to read.
- Because it takes up more room and makes the email longer.
- Because it is considered 'yelling'.
- Because it is tough on your keyboard.
- a and c
13. Which of the following could be considered as not being 'virtual events,' so you may wish to respond using a more direct reply or regular mail?
- Weddings, funerals, engagements, birthdays.
- After hours get-togethers.
- Casual meetings related to school or work.
- A local prize draw.
14. What does 'flaming' or 'to flame' mean in the online world?
- Flaming means delivering a strongly held opinion without holding back any emotion, often offending the person who is 'flamed'
- To grow angry and increasingly upset by a message you have received.
- To grow red in the face, embarrassed by certain online content.
- To cause a shutdown of your computer and several others on the same network, even if by accident.
15. Why is it always good to use proper grammar and correct spelling in internet postings like message boards?
- People who are non-native English speakers will understand your writing easily.
- Good grammar and spelling keep ambiguity to a minimum, thereby communicating the message more clearly.
- You do not want to be embarrassed.
- It is good manners, and you can be proud of yourself.
- You are always morally judged by how many typos you make.
16. What should you do if you do not want to type your name at the end of every email you send?
- Only sign emails which you send to business associates.
- Do not sign at all as people know who the email is from, courtesy your return email address.
- Include the 'from' information in the subject line so you can save the time of 'signing' the email.
- Create a signature that will get automatically attached to every email you send.
17. Which of the following is the best description of an 'internet troll'?
- Someone who goes trolling on the internet, moving from place to place without settling anywhere in a chat room or on a board.
- A funny emoticon made to look like a troll.
- Another name for a spammer.
- Someone who participates in a message board or chat with the intention to disrupt it in some way.
18. What does it mean when you type an e-mail in all capitals?
- The e-mail is important
- The e-mail is an emergency
- The e-mail is classified information
- The effect is that you are shouting
- b and c
19. What is the best way to treat 'spam' or unsolicited e-mails?
- Do not reply to them.
- Delete them.
- Transfer them to your spam folder.
- Ignore them (if you notice them, as they are usually transfered to your spam folder automatically).
- All of the above
20. Which of the following 2 options are not good practices for reacting to virus hoaxes and chain letters?
- Forwarding them to your friends, as often advised by the e-mail hoax itself.
- Discarding or deleting them immediately.
- Considering them, and allowing them to send to your entire contacts list, for other people to decide about their authenticity.
- Printing them out and sending hard copies to a local internet watchdog or awareness group.
21. What does the phrase 'lurk before you leap' commonly mean on internet sites?
- That you should set up a virtual online presence and scare people when they log-in.
- That you should familiarize yourself with a website's contents — its purpose, its FAQ, its community — before making a contribution.
- a and b
- That you should contribute quickly before anyone discovers that you are an unwelcome presence, or only tenously connected to the site and its online community.
22. Which of the following best reflects a so-called 'Golden Rule' of etiquette?
- Spam your friends.
- Remember the human (remember that a real person is receiving the message).
- Sometimes act friendly in chat and emails.
- Only flame your friends by accident.
- All of the above
23. If you are chatting with someone via the instant messenger and text 'BRB', what have you said?
- Been Ready Buddy
- Been Really Busy
- Being Really Busy
- Be Right Back
24. Which of the following is the best response to sending a message that you didn't intend to send, or sent to the wrong recipient?
- Make a request for the e-mail to be recalled or sent back to you.
- Race over to the recipient's computer, especially if he or she lives or works locally, and delete the message manually.
- Send a follow-up message explaining that the previous message was a mistake, with a brief apology and explaining that the message can be ignored.
- Jump up and down in frustration and tear your hair.
- All of the above
25. When sending an e-mail, why is it a good idea to try and use the cc: field sparingly?
- The cc: can be confusing since the recipients might not know who is supposed to act on the message.
- Unless the recipient in the cc: field knows why they are receiving a copy of the message, he or she may not act on the message, but assume it is really only for the main recipient.
- It can sometimes devalue the main message depending on the context, as it could be seen to depersonalize the main message.
- All of the above
26. What is a very useful last thing to do before sending out any e-mail?
- Read the e-mail through for spelling and grammatical errors, to simplify the message if possible, and to check the recipient's e-mail address.
- Nothing, the quicker you send it, the quicker they will receive it.
- Copy the e-mail at least twice into a word document, as a double precaution.
- Check the time, so you can remember when you sent it, in case they call.
- All of the above
27. A common online symbol, what is the correct 'emoticon' for a regular 'smiley face' from the list below?
- :))
- (– :
- (-:
28. What is the correct way to address someone online, if you are unsure of how he or she would like to be addressed?
- Use their first name, it is always the friendliest option.
- Use their last name, such as Mr. Jones or Ms. Jones.
- Use their full name, with their first name in parentheses afterwards.
- Use Dear X to demonstrate your uncertainty, and they will probably correct you.
29. Which of the following is the best explanation of 'netiquette'?
- Electronic netball practice.
- An abbreviation for 'internet etiquette' or even 'ethics on the net,' the correct way to interact in an online setting.
- Networking expertise, especially when off-line.
- Online chatrooms for sophisticated Mac and PC users.
30. When writing an email, it is generally a good idea for your paragraphs to be _______.
- long
- short
- in a huge font making them easier to read
- always indented
- None of the above
31. Which of the following is the best technique for sending a large e-mail attachment?
- Just attach it and send it.
- Email the other party directly first and make sure their connection can handle a large download.
- Try and break it up into several smaller downloads, or 'zip' the file if possible.
- Send part of it, and wait to see if they request the remaining part.
- b and c
32. Which of the following is a good statement about time delays between e-mail exchanges?
- Try to reply within a 24-48 hour window, but allow at least the same amount of time before sending a follow-on e-mail, if not longer.
- Always reply within 24 hours, and expect the same from someone else.
- Wait 36 hours before replying to any e-mail, but send a follow-on e-mail within 24 hours if you don't hear anything.
- Always allow a month for a reply, and return your own received e-mails within three weeks.
33. What does 'HTH' mean in an email or on a message board?
- Happy today happy
- Hope this helps
- Help the human
- Happy to help
- b and d
34. Which of the following is the best advice when writing a business e-mail?
- To use varied italics, colors and special fonts because people like to see them.
- To keep the information relatively short, precise and always polite, with simple questions relating to what you expect to happen.
- To make detailed demands in long paragraphs, with the implication of wrongdoing on the part of the receiver.
- To panic, but then recover, and decide to send the message by regular mail, as this is definitely more secure.
35. What does 'spamming' mean, and is it good or bad netiquette?
- Sending online presents or 'spam' to your co-workers and friends (good netiquette).
- Sending unsolicited e-mails or communications to people online (bad netiquette).
- Both a and b, depending on the context.
- Same as 'flaming' (good netiquette).
- Same as 'e-mail jousting' (bad netiquette).
36. Why is it important to be careful with formatting when sending an e-mail message?
- It's not – you can format in any style you like, as the recipient will find a way to understand the message.
- Because the recipient may not be able to read certain fonts or formats on his or her computer.
- It is polite, and looks neater, especially if you use pretty colors.
- Sometimes computers have been known to blow up when used with the wrong fonts.
- None of the above
Finally, no more words require about the EMAIL ETIQUETTE CERTIFICATION information in this session of this content. If you are require knowing more, Please ask to us via our contact us form or comment box. Please make sure that, you don't send Personal information via the Comment box. Thanks for Being with us.


text:
Sustainability - Dallas
Southern Power Opens 102 MW Lamesa Solar Facility
The solar facility, spread across 887 acres, will generate enough energy to power about 15,000 Texas homes. The city of Garland, Texas signed a 15-year power purchase agreement to acquire the facility's power and associated renewable energy credits.
Dallas Cambria Hotel Earns LEED Silver
The four-story, 129-key hotel is the first Cambria Hotel to receive LEED certification. Opened in March 2015, the facility was recognized for installing electric car charging stations, for reducing water use, as well as for using solar power and low-emitting building materials,
Amazon Plans Mammoth West Texas Wind Farm
The online retail giant is teaming up with Chicago's Lincoln Clean Energy to develop its largest renewable energy project to date.21 September 2016 06:31


text:
RANDALL and MRS
140. In the present structure, we were hearing
from studentsand we heard from teachers as wellthe
students arrive and they are immediately pitched for by the modular
structure of these courses. They are immediately pitched for,
into a sort of conveyor belt of bite-sized modulesthey
may start out being big survey courses and they then progress
subsequently. There does not seem to be, in the structure of many
universities' courses at the moment, the traditional term or two
terms for overall reflection, before, as it were, they get on
the conveyor belt. Is that something which you inspect for? Is
that something which you are concerned about?
(Mr Randall) It is not something that we would inspect
for, in the sense of having a template to which we would expect
all institutions to conform. It is something that I am personally
concerned about. I agree very much with what you say; I think
the notion of bite-sized learning does not fit very happily with
the conceptual understanding that you would expect to be developed
in higher education. If we can, perhaps, move the pendulum, so
that we do not lose the flexibility in course design that modular
arrangements have brought but we do get back to taking a rather
more holistic over-view of what programmes are seeking to achieve,
I think that would be beneficial to students.
141. Before you move off that, Gordon, may I
just chip in? Is there not something rather worrying about the
questions and the answers there, John?in the sense that
beneath it seems to be a view that there is one system of teaching
that is effective across institutions. Is that not something of
a danger of the QAA approach?that, in a sense, for some
institutions bite-sized learning might be just the thing and it
distinguishes it from another institution down the road which
spends all its time reflecting very carefully over a long period
of time. In a sense, one of the criticisms of QAA has been, has
it not, that we might end up all with the same sort of teaching
methods, which would add a dull uniformity to the one hundred
and whatever it is higher education institutions that we have.
Is there a danger there? It seemed to be coming out from your
responses to Gordon.
(Mr Randall) There is a wonderful tension that I am
picking up from you that we pick up from the sector as well.
142. I like people to get tension!
(Mr Randall) When you asked this morning should it
not be our job to do this, that and the other, if you get through
to the point of trying to implement that as our job, then you
do go down this road of saying, "There is one way of doing
it," and you get the sort of dangers of conformity. We get
exactly the same from the higher education sector. We get a lot
of people saying, "Tell us what to do, then we know we will
be all right when your lads come in," and at the same time
they say, "Oh, but, you must remember, we are autonomous
institutions and we will do what we like, but just please tell
us what we ought to be doing." That tension I find fascinating,
that sometimes it comes from a little lack of self-confidence,
of fear that we are going to jump on anything that looks like
non-conformity. We do not have a conformist model. There is a
very healthy diversity of provision within higher education and
we do not want to get to "one size fits all". Having
said that, I think it remains legitimate to hold a view that the
sort of conceptual understanding that is required for the award
of an honour's degree is unlikely to be developed simply by adding
up a lot of small bite-sized bits of learning; at some point the
connections have to be made, the overview has to be taken and
the joining up has to happen. If the course is not designed in
a way that promotes that sort of overview thinking and the application
of ideas and understanding gained from one part of the course
to material that is studied in another, then we are missing out
on quite important attributes.
143. Perish the thought, I do not think we would
want the QAA to be in the situation of being the great prescriptor
as to what should or should not be done. We have had enough of
that from another body's chief inspector recently. But what I
think we would like to have is a sense that you are asking the
right questions about completion and about student experience.
I want to move us on from that to talk about the other side of
the coin to modularity, which is flexibility and portability.
One of the things that we have been picking up from our discussions
with people is that credit transfer, credit accumulation, sounds
fine in principle but in practice it runs up against the hard
rock of university autonomy, it runs up against fussiness, and,
perhaps, too much bespoke customisation of courses which means
that one university is reluctant to take on another university.
As you know, I have a long involvement with the Open University,
therefore I am a particular advocate, particularly for part-time
and continuing students, of the ability, when circumstances dictate,
to be able to drop out and then to come back in and pick studies
up. Is that the sort of issue that you are currently looking at
in universities? If not, should it be part of your remit?
(Mr Randall) I think the important thing about any
type of transfer of people leaving for a while and coming back
later is that when they go into any academic programme or part
of an academic programme, they are coming in with a shared understanding
between the students and those who will be teaching them of the
base of knowledge and understanding that they bring with them.
The design of any part of the programme is going to make assumptions
about what the students already know so that the teaching is appropriately
pitched and appropriately paced. What we should be looking for
in terms of credit transfer is not just the level of learning
and the volume of learning but whether there is a reasonable match
between the specific body of knowledge and understanding that
the student has and what the programme would expect of them for
them to be able to succeed.
144. I understand that, John, but can I press
you on this point. Some universitiesand I am not going
to name themare more amenable than others to flexibility
and portability and the sort of transfer that we are talking about.
The question I am asking you is: Is this an issue that the QAA
will look into? It does seem to some of us incredible that we
talk about European cooperationand we have Socrates, Leonardo
and all these wonderful schemes across Europeyet we do
not seem to be able to get our act together very well in terms
of credit transfer and credit accumulation between different British
(Mr Randall) I suspect you will find that there are
exactly the same problems of people studying elsewhere in Europe,
getting recognition and credit for that.
145. I am sure of it. I am just saying that
we ought to put our own house in order first.
(Mr Randall) We are publishing this month the qualifications
framework, and we have descriptors of outcome which include descriptors
of outcome that can be used as stopping off points below the level
of the honours degree. That was something the Dearing Report called
for. If we can translate the sort of accumulated credit that a
person has from within the credit structure of an institution
to something that has a wider currency (as a recognised qualification
that attests to abilities, particularly the sort of level of intellectual
achievement that is being reached) that ought to make it easier
for an institution to say, "Well, you may not have an exact
match in terms of the subject knowledge, the subject may have
moved on a bit from when you left, but you have got a certificate
that says you have achieved level one or level two within a higher
education framework and we can place some reliance on that."
I think the work that we have done in developing the qualifications'
framework will be of great importance in assisting people to take
time out of higher education and for there to be identifiable
stopping off points that carry accreditation that is more widely
146. And that is something you are going to
keep pressing.
(Mr Randall) That is something that we will be seeking
actively now to implement, having spent the last two and a half
years in some fairly intensive consultation and having got some
descriptors of outcome that everyone is happy to sign up to.
147. I want to move on, but, Julie, would you
like to come in on that?
(Mrs Swan) I would just like to add to that briefly.
So much of what we have been doing as the agency on our developmental
agenda has been about promoting explicitness of particular programmes
in higher education. We have alluded to it in the evidence we
have submitted: subject benchmarking and programme specifications.
What we should at least be able to do is to be able to equip the
individual student with something which is more portable because
it is more explicit about their previous higher education experience;
for example, introducing a common form of transcript, introducing
publicly available programme specifications which a student will
be able to take with them and say, "I have done X, Y and
Z, here it is on my transcript, now please give me serious consideration."
Chairman: I want to switch the questioning a
little. Val, would you like to lead on this next section.
148. Thank you. You have illustrated good practice
by the document you have for people with disability. I would like
to follow that up, related really to the last lot of questioning,
because my guess is that there may be students for whom, having
some disability, a year in and a year out may be the exact approach
which they want to take. First of all, do you have any evidencecoming
back to link up with non-completionwhether these different
groups, whether it be ethnic groups or people with disabilities,
also have problems with completion? Are you looking at that?
(Mr Randall) We do not have hard statistical evidence
that we could point to and say there is a count by ethnicity or
a count by disability, again because we are not a collector of
statistics. But there are institutions that are recruiting particularly
in areas where there is a relatively high ethnic minority population,
which will give particular attention to trying to meet the needs
of that population. It is a part of their mission. Some of those
institutions may also have relatively high non-completion rates.
I certainly do not want to damn them for trying to provide those
students with higher education, but we have had one or two cases
where the view that we have formed, from looking at what is going
on in an institution, is that, perhaps, some of the recruitment
to programmes has not been appropriate, that people have been
taken onto programmes for which they were not yet ready. One of
the things the Agency does on behalf of the Department is to carry
out the licensing of the Access to Higher Education bodies which
are responsible for approving the further education college programmes
designed to take mature students into higher education. Those
are remarkably successful. The students who come from them do
well and tend to complete their courses. I think that one of the
things that higher education needs to be perhaps a little more
willing to doit is very difficult when you have a funding
system that says, "Get the bums on the seats"is
to say, "You are perhaps not yet ready, but the best thing
for you would be to spend a year on an Access programme that will
get you to the point at which you can benefit from this course."
That is hard for a higher education institution to do, if they
are turning away customers.
149. The tension I see is between the institution
saying, "You are not ready and you do not comply," and
saying, "We want to meet the needs of the ethnic population."
To give you a specific example from the Bristol area that I have
picked up: I have youngsters in primary school who speak Arabic.
We then say to them, "Thank you very much, we actually at
secondary school want you to do German, French and whatever, and,
when you get to university, the main entry will be . . ."
Should we not have and from your guidance should there not be
a recognition of perhaps the multi-cultural, multi-faceted nature
of people coming forward, with different expectations other than
the traditional, "This is what we have to offer, you are"or
"are not""ready for it."
(Mr Randall) There are two things there. Firstly,
I try to use the term "matching" between the applicant
and what is on offer. That should not just imply that it is always
the applicant who has to be varied to match what is there.
150. Good. I am delighted to hear you say that
on the record.
(Mr Randall) But, in many casesand this is
where one of the strengths of some of the modular structures comes
init is possible to design and adapt the programme around
the needs of those coming in. I think we are now making that easier
to do because we have the universal descriptors for an honour's
degree and whatever the particular pathway, whatever the subject
mix, every higher education institution knows that they must meet
those standards if they are going to award an honours degree.
That actually is very liberating, because it is saying to institutions:
"You can follow whatever route you think is appropriate to
get people therewe will make a judgment about whether you
are doing it effectively or notbut there is the yardstick
for you to try to meet."
151. So the yardstick is in terms of standards
and not in terms of detail of the content of the course.
(Mr Randall) Absolutely not.
152. Or, indeed, of the qualification of those
people coming forward.
(Mr Randall) Absolutely not. It is the outcome that
should be achieved. The other thing that I would say in response
to that question is that we are working at present on a code of
practice on admissions and one of the things that we have in the
draft at the moment is pointing out that where all other things
are equal in terms of competitive admissionsyou know, where
you have many more applicants than placespeople will look
at extra-curricular activity. We are saying that they must be
very careful about how they make those judgments. If you say that
you will take the person who has shown leadership because they
have been running the rugby club, do not just go for people who
have been in the rugby club. You must look for leadership and
recognise that in different cultural contexts that would be expressed
in different ways. For example, in some communities, the likelihood
of anybody taking part in the sort of sporting and theatrical
activities that will often be favoured is relatively low, so people
need to look beyond that. They might say, "Well, wasn't it
entrepreneurial skills that you learned from helping to run the
family shop? How do we set that in terms of value against the
leadership skills you may have had by being the person who helped
train the rugby team." Cultural awareness I think is vitally
important in that aspect of admissions.
153. Just a quick question on this code of practice
for admissions, which is something we have been discussing recently
in terms of access. All other things being equal, are you thinking
about advising universities where there is competitive admission
to take into account the educational background of the students?that
someone with three B's who is going to be the only person to get
three B's from that particular school might be given preference
over someone with three B's where they are the hundredth person
in that cohort to get three B's and has had trouble getting to
that standard. Is that the sort of extra consideration that in
your code of practice for admissions you would urge universities
to adopt?
(Mr Randall) We are not going to tell universities
what their particular admission policy should be. What we are
saying is that it should be clear and transparent so that a student
or potential student would know exactly what it is that a university
will attach value to in deciding to whom they should make the
offer of a place. Clearly, there will always be a balance to be
struck between achievement that has already been demonstrated
in a conventional way (perhaps measured by `A' level results)
and potential. Somebody may have overcome, perhaps, greater obstacles
than somebody else to get to the same point, and, if they have
done so, they might have demonstrated greater potential along
the way. What I think we would want to sayand this is still
draft thinking at this stageis that universities need to
be clear and explicit about what they are doing, so that they
can defend the decisions that they have taken, so that people
will feel, whatever the decision was in their personal case, that
it was taken fairly and on rational grounds.
154. At the beginning, in answer to your first
question, you said that you were relatively relaxed about the
increase in non-completion, the perceived increase in non-completion,
from around 12/13 per cent to around 17 per cent, because of the
expansion that had occurred in higher education and that specifically
we were now no longer taking people congregated around the very
upper area of the ability range but going further downappropriately,
but going further down where there was a greater risk. Would you
say the same applied and has been simultaneous with heading down
the income scale? You hinted, in fact, in the second paragraph
of your written submission, that that may be a factor. Would you
say those things may act in parallel?
(Mr Randall) I do not have any direct evidence to
say that as you go down the income scale it is hard to keep people
in, but, intuitively, clearly somebody who is struggling to make
ends meet is going to be, firstly, devoting less of their energies
to their studies and, secondly, may simply have to go out and
earn some money and be unable to continue. I come back to what
I think our primary purpose is. Lots of people want us to do lots
of things; we have to try to keep a bit of a focus and say that
what we are here for is to address the academic performance of
higher education and to look at the ways in which the academic
support and the academic systems of universities and colleges
can in this case assist in retaining the students that they have
got in. We are not the body that determines what student funding
is and we are not the body that determines the distribution of
the Parliamentary vote for higher education. What we can do is
to say, "Those are circumstances that are given; within those,
how well is a university performing in terms of the discharge
of its academic responsibilities?" That is what we are here
to try to hold them accountable for and to give them guidance
155. You would not want to be led up the garden
path. Looking at the HEFCE performance indicators and noticing
that, say, the University of North London has a 19 per cent non-completion
rate and Oxford Brookes has a seven per cent non-completion rate,
you would not want to assume that that was because the University
of North London was taking people who were finding it more difficult
academically, because, if a factora factor amongst severalwas
the fact that those were from a poorer background and therefore
found it difficult to sustain the levels of debt that they are
invited to do to variable degrees and always have been, you would
want to be aware of that, so you could make appropriate recommendations
on the academic aspects which are your responsibility. You have
to bear in mind founding factors, so you can weight the areas
that are your responsibility.
(Mr Randall) You have to be aware that both those
factors can be operating. In terms of the first judgment that
I think we would be making, we would be saying, "OK, if it
is a 19 per cent drop-out rate, that is a relatively high one."
We would want to look at it in relation to the individual subject,
where it might be higher or lower, and then to look at the issues
I mentioned earlier: Are we adequately identifying students who
are going to stand a reasonable chance of successful completion?
If there is a factor that the university points out to us: "We
are losing some of these people because they cannot afford to
carry on," then I think that from our academic interest we
would be saying, "Well, have you structured your programme
in such a way that you have got identified exit points, that will
allow a person to leave with some accreditation/certification
of their achievement to that point? And does that match up to
a qualifications' framework that everybody else is signed up to?so
they are leaving, admittedly before they had originally intended,
but with something that has a currency in the outside world for
both employment purposes and for subsequent return to higher education."
Chairman: We only have a few minutes left and
I do want to cover teaching research and quality of teaching issues.
Gordon, would you like to lead on that next stage?
156. Yes. You made it quite clear at several
points, John, that you see the primary role of QAA as examining,
as you have said, academic effectiveness, how academics balance
their time"personal time management" I think
you saidbetween teaching, research and administrative demands.
What evidence do you have from your reviews that that balance
is working correctly? I am thinking, particularly, of the ability
of younger academics to do a decent amount of teaching and support
students who might particularly need it in the context of completion,
as opposed to having to do pure research.
(Mr Randall) I think we have got a better
balance just as a result of the existence of review at subject
level of teaching. We have had a system where, for a longer period,
there has been a premium on research because of the research assessment
exercise and the way in which it drove funding. I think it was
necessary to get in some balance that made it clear that universities
would be judged also on the quality of their teaching. Therefore,
overall, I think we have got a slightly better balance now. I
still look back 30-odd years to the excitement and stimulation
of research-led teaching. Being taught by people who were active
researchers is a wonderful experience for any student. Not everybody
is going to be taught by high-level active researchers, but even
institutions that are not themselves research-led should find
time for the personal scholarship of academic staff, so that they
can keep abreast of those developments in their subject and transmit
that to their students. I would not want to get into a position
in which we assume that higher education teachers had to spend
all of their time on the teaching function and that there was
no room for personal scholarship and research.
Mr Marsden: With respect, I think you are setting
upin these non-sexist timesa strawperson there because
I do not think anyone would argue that. The crucial question is
whether in fact academics have enough time, because of issues
like research assessment exercisewhich still produce rather
large carrots on an individual basis than TQA would doto
transfer their research into the teaching of their students. When
we were at Surrey yesterday the Vice-Chancellor there was pretty
scathing about the research assessment exercise and the way in
which it could hobble, particularly young members of staff, in
that respect, even though they themselves were very keen to have
teaching that was research-led.
157. Do you have any view on what contribution
the research assessment exercise has from the QAA's point of view?
Is it hobbling? Is it undermining? Is it doing damage to the quality
of our teaching institutions?
(Mr Randall) I think it has the potential to produce
a measure of distortion because the stakes are very high for some
institutions. In the current exercise, where there are rumours
around that if you do not get a four in the research assessment
exercise there is not going to be any money, is producing a fairly
sort of frenetic response, I think, in a number of people that
the research assessment exercise is attracting a very large amount
of management time within institutions. Coming back to Gordon's
point about the balance and the opportunities that are provided
for staff and the pressures on their time, I think that more could
be done by institutions to help people manage their time. I think
that there is a bit of a culture in some parts of higher education
that does not like anything that looks like managerialism, but,
actually, when you have a job that inherently has within it a
number of different strands that have to be balanced, people do
need to manage their own time and it is a responsibility of those
in management positions, heads of departments and elsewhere in
the universities, to help, particularly their junior staff, with
the management of their overall time, so that overall it is used
158. Are you worried with the difficulty of
recruiting into academic posts, because of the labour market more
than anything, and the relatively low pay compared to the comparable
professions for graduates? Are you worried about the quality of
teaching in the sector?
(Mr Randall) Some disciplines clearly do have problems.
But I do not think that pay is the sort of thing that attracts
people to a career in higher education.
159. Clearly not!
(Mr Randall) There are other benefits. I mean, I look
at my own past involvement. I previously worked for the Law Society.
There are some very high salaries available for high-flying lawyers
in the City but there are also still people who choose to work
in academic law in university departments. I think there will
always be people who make a choice that includes factors other
than salary; but, at the end of the day, there is a mortgage to
payfor most peopleand it is bound to have some influence.
Chairman: John, Julie, can I thank you for your
attendance. This has been a pretty short session and thank you
for answering so many questions. There are areas that we have
left untapped. Perhaps you would not mind us furthering our deliberations
by writing to you.
Valerie Davey: Good idea.
160. Indeed, there were one or two areas that
were not just to do with staying on retention rates and all that,
and, indeed, we have been contacted by one or two institutions
who are concerned about their inability to gain university status
which they think you are holding up and we would like to correspond
on that. Some members of the Committee were particularly interested
in learning from you how you view IT skills and how universities
are preparing students for their courses in terms of the level
of IT skills that they were requiring. If we could correspond
on those, but just put them on record, that would be most useful.
(Mr Randall) Yes. May I say one sentence on university
titles. It is a big subject, but the legislation that Parliament
has put in place provides for university title to be granted;
it does not provide for university title to be withdrawn other
than by an individual Act of Parliament to remove that status.
The same applies to any grant of degree awarding powers. For that
reason, there is a properly rigorous process that is gone through
where we advise the government departments and the government
department advise the Privy Council. I think, given the legislative
framework, it would be wrong for it to be anything other than
Chairman: Thank you.


text:
Connecticut Parachutists Inc
Established 1962
The Connecticut Parachutists Skydiving club was established in 1962 and moved to the Ellington Airport in 1970. We are one of the oldest existing sky diving clubs in the country. For over 50 years we have promoted the sport of Skydiving to thousands of people world wide. We have been on the forefront of many of the modern training techniques as they have been developed over the years. CPI is known as the "Home of Champions," where skydivers come to learn and explore the possibilities they can achieve within our sport.
You don't have to be a champion to jump here... But you just might become one if you do!
The Hartford Times - February 1962 Twenty-five parachute jumping enthusiasts have organized a club to promote competition, and safety, in their sport in Connecticut, as a means of continuing to enjoy it. The first meeting of Connecticut Parachutists was held Feb. 15. Robert MacMillan was elected president. He has been jumping since 1927, has made over 1,200 jumps, and has had over 3,000 hours as a commercial pilot. He is a master rigger and is credited with making many changes and improvements in parachute design.