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In order to change a sunroof on a car, the headliner must be removed along with the entire sunroof assembly. The top of the vehicle should also be taped off to avoid any accidental scratches while the assembly in pulled out of the vehicle. This job is labor intensive and will require roughly 4 to 6 hours to complete.Continue Reading
Although removing the sunroof assembly is relatively easy, the hard part of the process is getting to it. Use these following instructions to remove a sunroof from a car.
There are several attachments on the headliner itself, which includes handles, sun visors and lights. Take the time to carefully remove each accessory, and be sure not to break any of the their mounting tabs.
Headliners on most vehicles are held in place by the accessories removed in step 1, as well as several small plastic clips. Use a clip removal tool and remove each one. Also be careful not to break them, as these clips will be required to reinstall the headliner.
Take some masking tape and apply it to the roof of the car. Then, go inside of the vehicle, push the front seats back and begin dissembling the sunroof. Disconnect the roof motor, remove the side trim covers and driving motor mounting assembly.
Go to the outside of the vehicle and pull the sunroof from the top of the car. Replace it, and reinstall the rest of the sunroof assembly.


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Whether it be a private gathering for a few friends or way too many Spirit & Spoon is the perfect choice for purposely executed cocktails specific to your event. Our goal is to make your experience as memorable, successful & personable as possible.
Learn how to be your own "mixologist" by mastering the classics or outside the box libations. Learn how to make your own syrups, tonic & bitters. Spirit & Spoon customizes classes, whether it be solo or for a group of friends, specific to your wants & needs.

subset: commoncrawl


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This section contains 305 words
(approx. 1 page at 400 words per page)
Chapters 24-25 Summary
Hervé Joncour leaves Hara Kei's village with thousands of silkworm eggs. Approximately three months later he is home. His wife Hélène runs to meet him with an embrace and twice states aloud, "You're back."
For forty-one days, Joncour resumes the peaceful life he leads during the summers. Then, he seeks Baldabiou at Café Verdun, who is playing billiards against himself. Joncour asks where he can find someone to translate Japanese into French. Baldabiou directs him to Madame Blanche, a brothel owner in the city of Nimes.
Chapters 24-25 Analysis
Joncour is escorted away from Hara Kei's village by two men who surely will report to Hara Kei, yet Joncour pauses to stare at the houses one last time. He is again making his personal interests obvious to the wrong people. He arrives back home several weeks later without incident...
(read more from the Chapters 24-25 Summary)
This section contains 305 words
(approx. 1 page at 400 words per page)


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"Innovation is the cornerstone of everything we do; it's part of our DNA," said Aidin Aghamiri, vice president of corporate strategy at ITRenew.
Newark, California (PRWEB) August 16, 2016
ITRenew, Inc., an industry leader in IT asset disposition (ITAD) services and data sanitization software, today announced the opening of its Innovation Center in Sioux City, Iowa. An R&D facility and data security think tank, the center's core charter is to intimately understand – and stay ahead of – the various technologies that storage manufacturers develop and customers deploy in order to ensure compatibility with Teraware, ITRenew's proprietary data sanitization and asset management platform.
"Innovation is the cornerstone of everything we do; it's part of our DNA," said Aidin Aghamiri, vice president of corporate strategy at ITRenew. "ITRenew was the first ITAD service provider to develop an enterprise-grade platform that solved data erasure challenges in the most hyperscaled IT environments, so being the first to have a team and facility 100 percent dedicated to its continued success only seems fitting."
According to Matt Mickelson, director of product management at ITRenew and Innovation Center commander, incompatibility is the primary cause of erasure failure. Therefore, he and his team work closely with storage manufacturers from the earliest stages to ensure Teraware can handle anything they build, now and into the future.
"Our process starts before anyone else in the industry is even thinking about data security – during manufacture," said Mickelson. "We have a truly collaborative relationship with OEMs, where they seek out our advice so storage devices are designed with sanitization in mind, and we in turn are continually refining our software to be compatible with not only current technology, but the very bleeding edge – sometimes years before it ever hits the open market."
A commitment to innovation and collaboration has propelled Teraware to many firsts, among them: being the first to support multiple-vendor solid-state drive (SSD) sanitization for SAS, SATA, FC, PCI-E and NVMe storage devices; and, through an ADISA Claims Test conducted in October 2014, being the first (and still only) software to have been certified to erase SSDs at a forensic level.
But, according to Mickelson, Teraware development isn't their only charter. The Center is actively involved in:
- Custom-configuring hardware/software data sanitization solutions to optimize performance for each particular environment based on the type and volume of assets.
- Custom software development for asset management functionality and integration with customer systems.
- Real-time job monitoring to troubleshoot onsite erasure issues before drives are destroyed.
- Developing diagnostics tools and stress-testing techniques to assess remaining service life of assets and optimize reusable yield.
- Re-engineering Open Compute Project(OCP) systems as they come out of service for broader utilization and optimal value recovery.
The Innovation team is also working on the next-generation release of Teraware, which is scheduled for later this year. The new version will include a major architectural redesign to support cloud-based distribution. ITRenew will demonstrate a beta version in Booth #107 at the Gartner IT Financial, Procurement & Asset Management Summit, Sept. 19-21 in Grapevine Texas.
"ITRenew is very different from others in our industry in that we are both an ITAD service provider and a software developer," said Aghamiri. "Most others simply relicense third-party tools from developers who aren't in the field servicing customer assets of every type, on an everyday basis, and the tools themselves are limiting. By integrating our software into the service, we create limitless flexibility and scale for our customers, and can also extend the software functionality beyond erasure to plug gaps in traditional ITAD processes. That's a direct byproduct of innovation."
About ITRenew's Teraware
Teraware, a market-disrupting data security solution, was developed by ITRenew in 2007 to solve a need for fully scalable, high-performing data sanitization in the most hyperscaled data centers. Through an ADISA Claims Test, Teraware remains the only solution to have passed Risk Levels 1, 2, 3 and 4 (High) and Test Levels 1 and 2 for the forensic-level sanitization of SSDs. Teraware has been adopted by the world's largest cloud companies as the default data erasure solution due to its cutting-edge architecture and a feature set never before available to enterprises. Recognized by Gartner as a competitive differentiator, Teraware guarantees 100% sector-verified erasure, has an industry-best 95+% success rate and is used to sanitize more than four million drives a year.
About ITRenew
Headquartered in Silicon Valley, ITRenew has pioneered a revolutionary software-driven approach that streamlines traditional ITAD processes while delivering superior financial returns, security and sustainability. ITRenew is 100% dedicated to ITAD services and specializes in complete lifecycle management for enterprise IT, mobile and data center equipment, processing millions of IT assets through a global network of company-owned facilities. To learn more, visit http://www.ITRenew.com.


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For movie studios, the Super Bowl really isn't their game. Up against Madison Avenue's creative big guns – and commercials designed to look like movies that feature top stars, targeted to this annual showcase – it's tough for film ads, which are usually just cut-down versions of the trailers, to compete and break through.
Still, that reality is balanced against the football championship's unrivaled power as a platform to reach more than 100 million U.S. consumers in one fell swoop, at a moment when they are paying inordinate attention to advertising – particularly men, who are more elusive in ordinary programming. Small wonder it's an opportunity that Hollywood has struggled to resist, and one they appear to have mastered not through creative but rather the kind of movies that they choose to market.
The summer, after all, is now awash in sequels and the adapted exploits of superheroes. And because virtually all of the films touted during the game now fall into those categories, the spots need only alert consumers to the fact these movies are on the horizon, without necessarily saying anything significant about them, or dazzling the audience with much more than blinding flashes of stuff blowing up.
Of course, advertising during the Super Bowl is no assurance of success. Last year's game, for example, featured "Jurassic World" and "Furious 7," which went on to become blockbusters for Universal; and "Tomorrowland," which laid a giant egg for Disney.
Undaunted, Disney joined in the festivities Sunday, as several studios with major upcoming releases sat this one out. By contrast, Disney featured its updated version of "The Jungle Book" – in a near-silent spot, that downplayed the whole talking-animal thing – and "Captain America: Civil War" during the pregame show. (Coke used Marvel heroes the Hulk and Ant-Man in one of its spots, which felt like a win-win and expanded the company's footprint.)
Fox made its presence felt as well, giving a push to the long-in-coming "Independence Day: Resurgence," and what was almost surely the most arresting movie spot of the day, "X-Men: Apocalypse."
The other movies that joined in employed a similar playbook, with Universal trotting out super-spy "Jason Bourne" and Paramount teasing "Teenage Mutant Ninja Turtles: Out of the Shadows." Warner Bros. might have been a bit too cute, meanwhile, by embedding its plug for "Batman v. Superman: Dawn of Justice" within what were identified as Turkish Airlines pre- and post-game spots, highlighting the fictional destinations of Gotham and Metropolis.
All told, the only title that didn't fall into the sequel or pre-sold bracket was "The Secret Life of Pets," an animated movie (with a "Despicable Me" pedigree) that Universal saved until the two-minute warning. That seemed odd, if only because a concept aimed at kids, presumably, would have benefited from playing earlier in the evening.
None of the ads felt particularly inspired or tried anything terribly different. But the bottom line is those hardy souls inclined to see another Bourne or Turtles movie don't exactly need to be briefed extensively on the plot. The goal is simply to build anticipation and provide a taste of spectacle, relying on a kind of marketing shorthand.
The host network, CBS, followed an age-old tradition by loading up with promotional spots for its upcoming programs, although the really big news involved one of its longer-running shows, not a new one: The network used the game to confirm that "The Good Wife" will end its run in May.
Indeed, new programs were scarce within CBS' self-promotional material, which hewed toward existing series and upcoming events, like the Grammys. The real surprise, though, was that the network didn't work harder at giving a lift to "Supergirl" – a show that would seem to possess more appeal among men than most CBS dramas, and one that could use the help given its considerable expense, hovering as it is in the ratings version of the Phantom Zone.
Then again, the network might have concluded that on a day filled with sequels and superheroes, its made-for-TV version might have faced a super-sized challenge in terms of standing out from the crowd.


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After what he did last year, half a dozen routes in the 9a region, 15 year old Enzo Oddo is already a highly respected name in the climbing world, but what he did Sunday, 15 August, surely marks the beginning of a new chapter, or the first page in a brand new book... or the new generation presenting itself or... something, cause the re-FA of Biographie, with the new, considerably harder start, ~8A instead of ~7C, is a major deal.
I don't know anything about what Enzo has said about the grade, if he has said anything, but if this was a, more or less, consensus 9a+ before, surely it must be 9b now.
Source: Kairn


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The U.S. Department of Agriculture oversees all federal funding for food stamp programs. In North Dakota, SNAP (Supplemental Nutrition Assistance Program) oversees cash assistance for food that helps low-income families continue to feed their families. The North Dakota Department of Human Services issues about $8 million in food assistance benefits each month to help state residents manage their grocery bills. With the help of this agency, thousands of families receive benefits each month that allow them to provide a better diet for themselves and their dependents. Each month, an average of 27,232 households in North Dakota receive food assistance from SNAP. Of these individuals, 44 percent are children and 42 percent of the households earn income each month from verifiable employment. Through these programs, SNAP continues to help families stretch their budgets and help pay rent and utilities without having to sacrifice a healthy meal. Every month, SNAP benefits are distributed through an EBT card, which works just like a debit card to purchase approved foodstuffs at grocery stores and super markets. To qualify for the program, potential recipients must apply to the program and meet certain eligibility regulations that are required at a state and federal level. You can read more about the program and learn about eligibility requirements through the SNAP website at North Dakota Department of Human Services website.
To start a SNAP application, you can go online to submit an application through the Department of Human Services for North Dakota. In order to apply, you can re-use the system if you have an email address and telephone number, allowing you to access online services in the future. You can also apply with a one time application, just remember to write down your confirmation number at the end of your application. During the application process, you will need to supply some basic information about yourself, including your name and address, but also contact details, social security numbers for you and others in your household, income and liquid resource information. For your income, you can provide pay stubs or bank statements to show your cash flow and assets. It is important to show this information as it determines your eligibility. After your application, you will receive an interview that will further determine your status. You may need to provide more documentation or show proof of identity, depending on what your case worker requires. There are also applications to download and print, which you may then mail, fax or take into a local county social service office. You can find a list of those offices located here.
Your eligibility is determined by a few factors, which include your citizenship, income and household size. You must be a U.S. citizen to receive aid, and you must reside in North Dakota. Income caps are strict limits. For example, if you make more than $2,000 a month with a family of four, you probably will not qualify for food assistance. However, every situation is different, and you still may talk to a case worker and prove your financial need. In some cases, you may not be eligible, particularly if you are a worker on strike. You can use the Bridge to Benefits screening tool to see what benefits you are eligible for. If you are approved for benefits, you will receive an approval letter in the mail along with an EBT card. The EBT card can be used like a debit card at any location that accepts food stamps, such as grocery stores and super markets. You will receive your benefits electronically each month on a specific date. The amount and date are given to you in the approval letter. If you have questions about your food assistance, you should contact your local county social service office.
SNAP is the federal name for the food assistance programs. Every state has multiple SNAP locations. In fact, every county should have multiple locations where you can use your card. You can find specific locations near you using the SNAP retailer locator on the federal website. North Dakota recommends contacting local social service offices if you have a question or you want to inquire about another form. You can find a listing of these offices by clicking here.
One of the first things you should review before applying for food stamps is whether you qualify for the allowed maximum income. Below is the list of maximum yearly income levels a person needs to qualify for food stamps in North Dakota as it relates to the amount of household members:
1 $15,678
2 $21,112
3 $26,546
4 $31,980
5 $37,414
6 $42,848
7 $48,282
8 $53,716
Yes. Besides needing to be below the maximum allowed income, you must also have a current bank account balance under $2,250 or under $3,500 if you share a household with a person that is age 60 or older, or a person with a disability.
The Supplemental Nutrition Assistance Program (SNAP) is the name given to the food stamp program in most states. The benefits you get through SNAP are received through an EBT (Electronic Benefit Transfer) car, which works similar to a debit card. Funds are electronically added to the card each month as long as you qualify for the benefits.


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Lord Howell: My Lords, I am grateful to the noble Lord for giving way. Perhaps I may inform him that the views that he ascribes apply to one part of the council; namely, the major spectator sports division. It makes them no less important, but that is the case. The chairman and the executive of the Central Council for Physical Recreation represent 300 bodies and they have never been consulted about these matters since the letter was sent out in the past few days, which I believe the noble Lord mentioned.
Lord Aberdare: My Lords, I am grateful for what the noble Lord says. I am not in any way denying how he criticises the leadership of the CCPR. What I am saying is that all major national sports bodies are not anxious to have statutory interference with their negotiations on their own rights.
I believe that the present system of freely negotiated coverage is the best for all parties. But I do welcome also, like the noble Lord, the idea of a sports council and a voluntary code of conduct. I believe that would fill the bill admirably and would be much preferable to the present idea of statutory interference. I hope that your Lordships will not accept this amendment.
The Parliamentary Under-Secretary of State, Department of National Heritage (Lord Inglewood): My Lords, my noble friend Lord Aberdare is much quicker on his feet than I am. I hope that it might be of assistance to your Lordships, before we turn to the specific amendments, if I outline the Government's
I am sure that we shall have another useful debate. No one can be in any doubt about the strength of feeling on this issue. Parliament has the last word on it and it is for Parliament to decide. Your Lordships' House is playing a full part in that process. The Government will take careful note of all the points of view expressed this afternoon.
Since your Lordships last debate in Committee on 6th February, the Government's consultation exercise has proceeded and is now effectively complete. We have had meetings with broadcasters, regulatory authorities, consumer groups and sports bodies. I shall willingly send a list of them to the noble Lord, Lord Howell. We have received a number of written representations to supplement extensive correspondence from Members of Parliament, sporting and other interests and, above all, from the public. We have reviewed the recommendations of an earlier report on this subject by the National Heritage Select Committee in another place. Of course, we have had very much in mind your Lordships' earlier contribution in discussion of the Broadcasting Bill.
Overall, the consultation process has proved useful. It was welcomed by all the participants. It has given everyone concerned the opportunity to put their case when they knew the matter was under consideration. It has allowed the Government to reach a clearer and better informed understanding of the complex issues involved.
There are no easy answers here. Current arrangements for the broadcasting of sports events have brought significant benefits for sport in the form of investment in new facilities and training programmes at all levels. There is more sport on television than ever before. But the Government recognise public concern that the next stage in the development of subscription television could affect the ability of terrestrial free-to-air broadcasters to provide coverage of key sporting events--that is to say, those which have a resonance not only to sports fans--and we believe that legislative change to secure this is justified. In deciding the terms of such change, we need to find a measured balance between all the interests involved.
It is clear from the representations that we have received that the public's primary concern relates to listed events and to how coverage of them should be protected for free to air terrestrial television. In that context, I am referring to the vast majority of letters from members of the public direct to Ministers or via their Members of Parliament. They are concerned at the loss of live coverage of sporting events and are not seeking extensive highlight coverage.
That moves me towards the issue covered by the noble Lord's amendment on which your Lordships voted in Committee, and which now stands as Clause 1 of the Bill. It extends the existing controls in the Broadcasting Act 1990 to prevent the live transmission
For that reason, the Government propose to introduce at Third Reading an amendment to guarantee the availability of live coverage of listed events to terrestrial television and to provide for a number of associated measures to secure the best deal for sports bodies, broadcasters and the public. I am sorry that it has not proved possible to table an amendment for Report stage, but I hope that it may help the House if I outline now the main elements of the Government's proposed approach.
Our intention is that a subscription or pay-per-view service would not be permitted to broadcast live coverage of a listed event unless rights were made available to a terrestrial service on fair and reasonable terms. Equally, on the basis of reciprocity, a terrestrial service would not be permitted to broadcast live coverage of a listed event unless rights were similarly made available to a subscription or pay-per-view service. Within classes of service, exclusive sales to individual broadcasters would be possible.
Such an approach would safeguard listed events for terrestrial television, but at the same time be more liberal than the controls in the 1990 Act which imposed a rigid ban on the live coverage of listed events on pay-per-view services. It would help to sustain competition on price in the interests of sports bodies. There would be scope for subscription broadcasters to offer alternative or fuller coverage of a listed event which was shown on a terrestrial channel. This would be to the benefit of the viewers who might wish to avail themselves of it. Enforcement would be through the ITC by analogy with the 1990 Act provision; and we should expect the BBC to commit itself to a regime along similar lines. There should be a review mechanism to reflect the need for flexibility in the fast-moving broadcasting sector.
Such an approach goes fully with the grain of the amendment passed by your Lordships' House. It is also in line with an earlier recommendation of the Select Committee of the other place. We believe it strikes a fair balance between the reasonable interests of all those concerned; and I hope that our planned amendment to this effect will commend itself to your Lordships when we present it to you.
I have said that public interest has focused very largely on listed events. Alongside calls for added protection for coverage of listed events there have been various suggestions that the list itself should be modified. The Government keep the list of listed events under continuing review. Any proposals to add to or subtract from it need to be considered carefully in consultation with the various interests specified in the
This might be an appropriate moment for me to sit down because, with your Lordships' leave, I should very much welcome the opportunity to hear the comments of other noble Lords on the amendment before commenting on it myself on behalf of the Government.
Lord Thomson of Monifieth: My Lords, I am sure that the whole House is indebted to the Minister for what he has just said which is for the convenience of the House. It will be helpful to discuss the amendment which was so ably moved by the noble Lord, Lord Howell, against the background of the announcement that the Government have just made.
We should also congratulate the Minister on having conducted one of the fastest processes of consultation in the history of this somewhat slow-moving and dilatory Government. If there were an Olympic gold medal for speed of consultation, I think that the Minister should now be enjoying it. We shall want to study carefully the detail of what the Minister has said about the amendment which he is to move on Third Reading to deal with the listed events provisions which your Lordships passed at an earlier stage.
I shall say no more about that at this stage beyond underlining what the noble Lord, Lord Howell, said about one aspect of the consultation. If I remember rightly, the consultation paper relied largely on statistics provided by BSkyB. The Minister seemed to rely on the rather speedy consultation process and on letters that he has received on the matter. He should not rely too much on the fact that ordinary, concerned citizens who give their views should, as he put it, have an interest only in protecting listed events and do not have an interest in the wider area of the broadcasting of sporting activities. I do not think that the ordinary concerned citizen can follow the detail of these matters too closely. The noble Lord, Lord Howell, quoted a figure from one newspaper opinion poll suggesting that 80 per cent. of people felt that Parliament should legislate to protect sporting events more generally rather than simply the listed events. That figure should be given due weight.
Having said that, I turn to the amendment moved so ably by the noble Lord, Lord Howell, who has great knowledge and experience of these matters. He put his case extremely modestly and fairly. It is important to realise the distinction between listed events and protected events and what we are discussing in this amendment which goes a great deal wider. The listed events, the so-called "Crown Jewels" as the noble Lord, Lord Aberdare, called them, are more than sporting events. They are national occasions. They are part of the social cohesion about which the noble Lord spoke.
Beyond that, a wide range of major sporting events are now broadcast. The proliferation of satellite and cable channels which are mainly dependent on
In my judgment, given the spread of the broadcast of sporting events, our starting point ought to be that there is now ample money to go round if no one is too greedy or too shortsighted and if there is a willingness to put the interests of the general viewing and listening public first.
We must bear in mind that for some years ahead the vast majority of people will depend on the main public terrestrial channels for their viewing of sporting events. All the research indicates that well into the next century main viewing will remain with the terrestrial channels. The rights to television highlights or to live radio should therefore not be "hoarded", to use the word of the noble Lord, Lord Howell. Where a broadcaster has bought exclusive live rights for subscription, there should be a legal obligation to make the highlights available to channels with a universal audience.
We believe that the ITC should be responsible for regulating that. It can do so through the conditions that it already imposes in licences on subscription broadcasters. One should not forget that once the Bill becomes law the ITC will be able to regulate the BBC if the BBC decides to go in for a minority subscription channel in the future in just the same way as it can regulate BSkyB and other satellite operators.
The amendment does not prefer one channel to another. The ITC would regulate those over which it had coverage; the Radio Authority would regulate the radio channels; and the Director General of Fair Trading would, of course, have the ultimate sanction. If concern remains about the BBC avoiding regulation, the provisions can--I would support this--be made binding upon the governors. It goes without saying that the changes that we propose in the amendment are in no way retrospective. There is no question of existing contracts being hit.
The change can help the sports bodies--I say this to the noble Lord, Lord Aberdare--if they take other than the most short-term view of where their interests lie. It will help to create a longer term market--a new set of secondary sporting rights. They will be able to negotiate in different markets and extract the highest price from them all.
My experience of the preparations for the Bill, and the vigorous lobbying that we have all received from the various interested parties, has been a vivid insight into the fact that the market place for sporting rights has become a jungle in which everyone fights fiercely, and understandably, for their own interests. I do not in the least regard the BBC or ITV as knights in shining armour with regard to operations within that
In the amendment we are genuinely trying to strike what the Minister called the balance of various conflicting interests. From these Benches, we believe that in the interests of the viewer and listener the marketplace requires some statutory regulation. It cannot be left just to voluntary codes of conduct and to the chance of agreements being made, as they have sometimes been made recently, at the very last minute. In such cases, I believe sometimes that it is only because the matter is being debated in your Lordships' House. For those reasons, we believe that the amendment is the best way to look after the interests of the viewer and listener, and it is the best long-term bet, incidentally, to stop undesirable monopolies emerging.
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Be sure to check out my technical blog at www.microsoftbob.com.
So I'm driving through Tucson today and channel-surfing on the radio trying to find a station which actually plays music instead of back-to-back advertisements, when I stumbled across 96 Rock playing "The Spirit of Radio" by Rush, and I think to myself, "Wow, how many times has this exact scenario played out over the past thirty-some-odd-years?"
Seriously - hearing the same band, playing the same song, on the same radio station, and even driving down the same street in the same town. This has happened way too many times to count... but trust me, it's a good thing every time it happens.
I've decided that I'm voting for this guy this year...
Don't put him down as arrogant. (Unlike some other candidates,)
PS - Yeah, sure he's Canadian, but since when has a lack of citizenship slowed down anyone's chances for candidacy?
After careful consideration, I have decided that Geddy Lee of Rush is actually a time traveling musical genius who was also posing as the nineteenth century composer Jacques Offenbach... That would explain why Rush named one of their last tours "Time Machine" and their plethora of science fiction lyrics over the years...
I was watching the Rush Clockwork Angels Tour on DVD earlier today, and the video reminded me of a story which illustrates why I have always liked Rush, and why they have always been an atypical band.
Back in the early 1980s I saw Rush in concert several times; with each new Rush album would come a new Rush tour, and I caught every Rush show that I could. On one occasion, (I believe it was the Power Windows tour), I was at the front of the crowd directly in front of Alex Lifeson and hugging the barricade which separated audience from entertainers. In something that must be a performance rarity within the music business, the girl beside me and I actually carried on a conversation with Alex throughout the show.
Here's one such example - after Alex played a guitar solo, the girl next to me held up one hand with the international "you're number one" symbol and yelled, "You're the greatest!" Alex looked surprised, stepped back, shook his head, pointed to himself between chords, and mouthed the words, "Me? No - I don't think so..."
The next song was Limelight, which contains one of my favorite guitar solos. As Alex nailed the final notes of the solo, he looked to me and shrugged his shoulders as if to ask, "How was that?" I held up a hand with the international "OK" symbol, and I yelled, "That was pretty good!" Alex smiled and nodded, and then he replied, "Okay, I can accept that."
And that was how the rest of the show went - the anonymous girl and I commented on every song or solo, and Alex kept us entertained by his reactions. But the over-arching thing that I realized during that concert was: Alex was just a normal guy.
Despite being one of the central figures in one of the most-talented rock groups in history; Alex wasn't putting on airs, and he wasn't acting like a big rock star. Instead, he was down-playing our compliments, and playfully joking with audience members. I think that's one of the things which has endeared the members of Rush to their fans over the years: despite having earned a host of accolades, they seem indifferent and almost embarrassed by praise.
Humility in greatness - that's such a rare thing in today's self-absorbed entertainment industry, and one more reason why Rush is one of the greatest rock bands in history.


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Dreamworks Animation SKG Human Resources Internship
Provided by: Dreamworks Animation SKG
The Dreamworks Animation SKG Human Resources Internship is open to full-time juniors or seniors attending an accredited college or university. To be eligible, you must demonstrate an interest in marketing, corporate communications, event planning, and/or graphic/website design and have exceptional interpersonal, organizational and writing skills. In addition, you must have a high digital art proficiency with knowledge of Photoshop, Dreamweaver, Flash, etc., and Knowledge of MS Office programs, specifically Word, Excel and Outlook.


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1.1.1 The business of living
- Margaret Richard
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1 I 1. 1 INTRODUCTION What 1s B u s i n e s s Studies? Business Studies is that part of the curriculum which enables the student to make informed decisions in the everyday business of living, which contributes to the student's understanding of the world of business, which encourages a positive attitude to enterprise and which develops appropriate skills in that field. The syllabus is balanced between the business education necessary for the individual/household area and business education in the purely commercial context. This balance is achieved by devoting separate syllabus sections to 'the Business of Living' and 'Enterprise'. The business concepts and skills introduced in one are restated and reinforced in the other. A section on economic awareness forms a bridge between these two sections. The syllabus consists of the main topics outlined below. These topics are interrelated and the achievement of the aims of the syllabus depends upon recognition of the need to integrate these various aspects of Business Studies The business of living The management of personal finance is an important lifeskill which must be practised by everyone, young and old. In business studies much business knowledge and many of its skills may be taught through reference to familiar situations - personal or household. The topics dealt with in this section include: personal income and expenditure, consumer education, budgeting, financial services for the individual, borrowing and insurance. The development of communications skills, both oral and written, and the skill of efficient record-keeping (and its role in decislon-making) are also central to the business of living Economic awareness Without a basic level of economic awareness citizens cannot fully participate in the democratic process, Every day, individuals make economic decisions, as do business firms and governments. It is becoming increasingly difficult to make political choices without some knowledge of economics. Business Studies aims to make some contribution to economic literacy among students in order to enable them to make an informed contribution to the democratic process.
2 Enterprise Many of the concepts and skills introduced in 'the business of living' are restated and reinforced in 'enterprise'. The syllabus thus leads the student from the familiar personal/household situation to the less familiar commercial situation. Topics covered in 'enterprise' include forming a business, marketing, business overheads and related accounting including final accounts and balance sheet. The accounting element seeks to promote in students the attributes of neatness and accuracy; it also seeks to develop the skill of communication in numerical form. It involves the assembly, the recording, the processing, the analysing and the interpretation of numerical data. Students are introduced to accounting principles and to the key concepts of accountability and control. Accounting is an important aspect of business education but it should not be taught in isolation from the rest of the syllabus. It should be seen as a form of communication, as a record-keeping process, as a major contribution to decision-making and not as an end in itself. i.1.4 Information technology The advance of new technology has already reached the stage where all students should be given some experience in its operation. Business Studies makes provision for basic keyboard training, it also advocates the use of this skill in operating appropriate computer software. It is recognised that students, teachers and schools face a great challenge with the spread of modern technology. Business Studies can help to meet that challenge in a school environment which is receptive to modern technology.
3 -3-2. AIMS AND OBJECTlVES Aims To contribute to a balanced and appropriate general education at the Junior Cycle level~ leading to the personal and social development of each student To develop, in each student, habits and methods of investigation, analysis and problem solving at an appropriate level To familiarise each student with technological developments in the business environment To encourage initlatlve and develop self reliance in each student To provide each student with an appropriate level of economic/business literacy To develop in each student a positive attitude to the creation of wealth and its distribution To provide a foundation for students which could lead to employment/further studies in the business field Objectives To encourage in students an interest in, and a positive attitude towards, the business world and to enable them to acquire a knowledge and an understanding of commercial activities and to provide an introduction to the structures and functions of business institutions and their inter-relationships To develop in students skills of communication, use of technology and recording of information and transactions To enable students to apply oral and written communication skills to business activities and to develop the vocabulary necessary for further progress in the business world To enable the students to develop skill in nnmeracy, neatness and accuracy in respect of recording transactions, summarising these and interpreting the results To develop the skill of accurate keyboarding To develop in students an understanding of the new information technologies and, as far as possible, to enable them to establish a practical and useful skill in the use of computers and office technology To enable students to integrate knowledge and skills in a practical and useful way and in particular in applying them to realistic business/personal situations To encourage students to apply business knowledge and skills to the commercial aspects of their own lives and that of their households
4 Attitudinal development While not specifying attitudes for each section of the syllabus it is expected that in covering the syllabus students will be positively encouraged To develop a positive attitude towards budgeting in the personal, business and national context To develop an awareness of the market forces at work in society and to develop a discriminating attitude in dealing with them To develop an openness to and appreciation of the differing viewpoints in industrial relations To develop an appreciation of accounts as a form of communication and to develop confidence in reading accounts To develop a positive attitude towards entrepreneurs, towards profits, towards the creation of wealth and its distribution To develop a confidence when dealing orally or in writing with financial institutions To develop a positive attitude towards our export market and to transfer that attitude towards acquiring foreign language skills To develop an awareness of the important role of the state in economic affairs and how that role might be manifested To appreciate the importance of acquiring basic economic literacy in order to make informed political choices To develop a positive attitude towards technological development in the domestic, business and industrial world
5 -5-3~ 3.1 SYLLABUS STRUCTURE AND CONTENT Knowledge and s k i l l s Each section of the syllabus is described in an introductory sentence. The key concepts and knowledge are then listed. These are followed by a llst of skills with which the student should be equipped having completed that section of the syllabus. The student will be assessed on the skills as well as on the knowledge c o n t e n t. 3.2 I n t e g r a t i o n T h r o u g h o u t the c o u r s e e v e r y e f f o r t s h o u l d be made to p r e s e n t the syllabus in an integrated manner, the old division between B u s i n e s s Methods and Book-keeping should be avoided. 3.3 B u s i n e s s Studies and maths Students are required to display a number of mathematical skills: these skills are part of the Business Studies syllabus. For the most part the teaching of these skills will involve the reinforcement of skills acquired in maths classes. 3.4 B u s i n e s s S t u d i e s and l a n g u a g e The communications skills specified in the syllabus are an integral part of the Business Studies course. In some cases it will involve the reinforcement of skills acquired in language class, in others it will involve their introduction ab initio. For many students the vocabulary associated with parts of the course will be totally new - weaker students especially will require time to be spent on familiarlsation with the 'new language'. 3.5 B u s i n e s s S t u d i e s and t e c h n o l o g y The links between Business Studies and technology should be explored both in the use of information technologies in Business Studies and in the contribution that Business Studies can make to the wider perspectives of technological education in such areas as marketing, costing and social and economic organisation. 3.6 V i s u a l p r e s e n t a t i o n of I n f o r m a t i o n In presenting data emphasis should be placed on the various ways in which it can be presented e.g. chart, graph, tabular diagrammatic and pictorial form. 3.7 L e v e l s Sections of the syllabus marked with an asterisk will be assessed at Higher Level only.
6 - 6 - SECTION ONE: THE BUSINESS OF LIVING Budegtlng Students are introduced to the matching of income with expenditure Income Sources, regular and additional Statutory deductions and consequent benefits; other deductions Gross and net pay Benefit in kind Cash account Upon completion students should, from given data, be able to: Expenditure Identify sources of income Estimate or calculate income Interpret a wages sllp File and record income Fixed, irregular, discretionary Weekly, monthly, annual Opportunity cost Impulse buying Scarcity and choice Analysed cash accounts Upon completion students should, from given data, be able to: The budget List major items of household expenditure Classify expenditure under appropriate headings Prepare simple expenditure estimates Prepare analysed household accounts Check bills/invoices/delivery notes File and record expenditure Personal/household Planning a budget Surplus/deficit Planning savings Current/Capital spending Accruals, e.g. ESB Upon completion, the students, from given data, should be able to: Match income and expenditure Set priorities in expenditure Identify false economies Identify shortfalls in income Prepare personal/household budget Analyse critically personal/household spending Classify and record income and expenditure Compare the budget with the actual expenditure
7 - 7 - Consumer Educmtlon Students are introduced to the concept of being a good consumer, consumer rights and consumer protection. The consumer The informed consumer Reasons for protection Agencies involved Legislation (elementary knowledge) Procedure for redress Writing a business letter Ordering goods/services; receipts; credit notes Upon completion students should, from given data, be able to: Identify causes for complaint Apply legislation Present oral or written complaint File and record details Carry out simple research into consumer products F i n a n c i a l S e r v i c e s f o r the Consumer Students are introduced to money, banking services, personal borrowing, savings and insurance. Money and banking Forms of money Money transfer facilities The use of cheque card; credit card; Eurocheques; travellers' cheques; cash dispenser; Paypath Factors involved in selection of an agency (money transmission and savings) from: An Post, credit unions, building societies, commercial banks Upon completion students should, from given data, be able to: Identify different types of money Open and operate an account Recommend a method of payment Complete a cheque Interpret a statement File and record data Cross a cheque in an appropriate manner Show how a cheque might be negotiated Recommend a suitable financial institution Prepare a bank reconciliation statement Calculate interest on deposits
8 8 Borrowing Cash v. credit Being a debtor Nature and purpose of financial requirement Lending agencies including licensed moneylenders Rates of interest Collateral Hire-purchase and rental Borrower as a consumer Bankruptcy Upon completion students should, from given data, be able to: Insurance Compare cash with total credit cost Select an appropriate source of credit Present a written or oral application for credit Calculate and compare the cost of credit Compare the true v. flat rate of interest Compare rental, purchase and hire-purchase Identify the rights of the borrower Budget for the borrowing cost File and record data Need for adequate insurance Insurable and non-insurable risks Basis of insurance Personal Life Car All risks Proposal form Premium Claim Compensation Average clause Upon completion students should, from given data, be able to: Identify insurance requirements Estimate cost Identify risk effects on premium Estimate compensation (including the average clause) Calculate a premium Explain terms used Complete a proposal or claim form
9 - 9 - SECTION TWO: ECONOMIC AWARENESS The N a t i o n a l B u s i n e s s The student is introduced to basic economic concepts and to the economic environment in which he/she lives. Economic framework Budgeting Trade What is economics? Choice, scarcity, limited resources Purpose of the economic system Rate of inflation Economic Growth National Budget (outline) Expenditure - an introduction to main services provided by the state with particular reference to public utilities Income - main sources Deflcit/surplus Imports and exports Importance of trade Main types of goods traded Sources of imports, destination of exports Foreign currencies and exchange rates Balance of trade - simple outline* Balance of payments - simple outline* On completion a student should, from given data, be able to: Draft a simple budget Identify a surplus or deficit Identify on a map sources/destinations of Ireland's main exports/imports Identify the member states of the EC, their language and currency Identify the currencies of other main markets Convert one currency into another currency Business Background The student is introduced to the general background and structure of business nationally, and, to commercial services available to business. Forms of business Sole trader Private limited company Co-operative State ownership
10 The private company Formation procedure (outline) Incorporation Limited liability On completion the student should, from given data, be able to: Identify forms of ownership Recommend forms of ownership The student should also be able to research and compare forms of ownership in their locality. Services to business* The student is introduced to services available to business. This section also involves an informal introduction to the balance sheet. Finance Financial institutions Cash flow Types of finance Relative costs of finance Importance of security/collateral Appropriateness/suitability of finance Commercial banks Insurance Communications Financial services Money transfer facilities Procedure for opening accounts Operating accounts Need for insurance Major types of insurance Internal/external Modern developments Telecom On completion the student should, from given data, be able to: Prepare a simple business plan including cash flow costings identification of markets Identify suitable sources of finance Prepare and present a loan application (oral and written) Calculate the cost of a loan Compare costs of finance Identify insurance requirements Recommend a form of communications Record essential data
11 At Work The student is Introduced to the chain of production and to the people who work in the chain including industrial relations. The chain of production Primary production Manufacturing/processlng Service industry Channels of distribution Modern developments in retailing People at work Employment Work v/employment Nature and extent of employment Self-employment, risks and rewards Organisation of the workplace Types of jobs and jobskills Introduction to rights and responsibilities of an employee Being an employer Introduction to rights and responsibilities Procedure for employing staff Gross wages; time and piece rates; commission; overtime Net wages; types of and reasons for statutory deductions Importance of employee records Industrial relations A simple introduction to include Trade Unions role Management role Dispute Resolution of a dispute by a third party, e.g. conciliation, arbitration, Labour Court On completion the student should, from given data, be able to: Identify different units in the chain of production Distinguish between different types of retailing Match names to jobs Draw a simple organisation chart for a business Calculate gross wages bill for a small business Complete a wages slip Identify steps in the resolution of an industrial dispute The student should also be able to carry out relevant projects including simple surveys at local level.
12 SECTION THREE: ENTERPRISE (i) The B u s i n e s s Unit The student is introduced to the operation of formal double-entry accounting, beginning with a private limited company. Private limited company Formation procedure* Incorporation* Limited liability Terms used capital ordinary share capital loan capital Purpose of financial recording and filing Assets and liabilities, fixed and current The balance sheet Operating the ledger Simple control accounts* Checking accuracy Trial balance Purpose of a trial balance Differentiate between assets and liabilities Construct a simple company balance sheet Record changes in assets and liabilities through ledger account* Interpret a ledger entry* Extract a trial balance Marketing and D i s t r i b u t i o n The student is introduced to simple market research, identification of a market, to the purchase and sale of goods, and, to working out the level of gross profit (or loss!). Marketing Types of market Market research - an introduction Product development Advertising Promotions and public relations Selling techniques branding special offers loss leaders Export markets/import substitution Identify target markets from given data Suggest suitable sources of information on the market Carry out simple research projects on markets and marketing Select an appropriate method for promoting a product or service from given data
13 Del i v e r y systems Importance of transport in the chain of distribution Modern developments in delivery systems Factors affecting choice of delivery systems On completion students should, from given data, be able to: Select an appropriate delivery system, giving reasons Calculate delivery times Calculate cost of delivery Purchases and sales Effective purchasing Sources of supply VAT Simple terms of trade Documents used in purchasing Stock control* Finance for purchase Method of payment Sales procedure from receipt of order Checking credit rating of customers Stock control* Method of payment Computerised stock control Upon completion students should be able to: Complete or interpret the following documents (including VAT) - letter of enquiry - quotation - order form - invoice - deblt/credlt notes - delivery docket - statement of account File documents Record data in accounts from source documents Compose a reply to queries - tracing a transaction to its origin through documents and accounts* Calculate mark-up and margin*
14 The trading account Purpose of the trading account The trading period Net sales/net purchases Trading and non-tradlng stock Stocktaking* purpose procedure valuation of stock Cost of goods sold Gross proflt/loss Present appropriate (simple) reports on stock and stocktaklng* Record stock in accounts Calculate closing stock as per accounts* Operate the trading account in accordance with conventions of double entry* Prepare a trading account from given data Interpret information presented in a trading account* Calculate gross profit percentage.
15 ENTERPRISE (ii) Net Profit or Loss The student now deals with the main overheads incurred by business leading to the preparation of the profit and loss account. Business overheads Nature of overheads: lighting and heating rent and rates insurance loan interest advertising telephone Monitoring overheads* Upon completion students should be able to: Record overheads in accounts Check invoices, statements, cash dockets and vouchers Classify and maintain analysed cash books Extract a trial balance The profit and loss account Purpose of the profit and loss account Distinction between the profit and loss account and the trading account Capital and revenue expenditure* Selling expenses Net profit/loss Operate the profit and loss account in accordance with conventions of double entry* Prepare a profit and loss account from given data Interpret data presented in profit and loss account form* Calculate net profit percentage The profit and loss appropriation account Purpose of the profit and loss appropriation account Ordinary share dividend Retained earnings Calculate dividends from given data* Prepare a profit and loss appropriation account Interpret data presented in a profit and loss appropriation account*
16 The b a l a n c e s h e e t In preparing the balance sheet the student is given the opportunity to review the following: the trial balance, simple control accounts, final accounts and the functions of each. The uses and limitations of a trial balance* Function of control accounts* Modern layout of the balance sheet Purpose of sub-dlvisions in the balance sheet Working capital, capital employed A d j u s t m e n t * Prepare final accounts from given data with balance sheet Interpret information presented in balance sheet form. Nature of the following adjustment: prepayments, accruals bad debts depreciation (straight llne only) stocks Procedure for dealing with account adjustments Calculate adjustments Calculate depreciation using straight line method Record adjustments in accounts REPORTING ON ACCOUNTS Having completed the preparation of final accounts the student is now introduced to the analysis of this information and the compiling of reports thereon. Assessing the business - its financial state and viability Overtrading Profitability, profitability ratios Liquidity, liquidity ratios Solvency Limitations of final accounts in assessing a business I n t e r p r e t and c o m p a r e f i n a l a c c o u n t s I n t e r p r e t and c o m p a r e r a t i o s S e l e c t and c a l c u l a t e r e l e v a n t r a t i o s C o m p i l e a r e p o r t ( i n s i m p l e f o r m ) on f i n a l a c c o u n t s and b a l a n c e s h e e t t o g e t h e r with v a l i d r e c o m m e n d a t i o n s
17 Club accounts The purpose of financial recording and filing The role of club treasurer Receipts and payments account Income and expenditure account Treasurer's report p u r p o s e format On completion students should, from given data, be able to: Farm accounts Prepare an analysed receipts and payments account Prepare an income and expenditure account (incorporating adjustment*)" Prepare a balance sheet Present a simple treasurer's report The purpose of farm accounts The use of analysed farm accounts Service firms Prepare simple accounts from given data Prepare a simple report on farm accounts Analysed cash accounts Final accounts for a service firm Prepare analysed cash accounts from given data Prepare final accounts from given data together with a balance sheet Presentation of ledger accounts* T account and continuous presentation C o n v e r t a c c o u n t s from T a c c o u n t to c o n t i n u o u s and v i c e - v e r s a P r e p a r e a c c o u n t s u s i n g a c o n t i n u o u s p r e s e n t a t i o n
18 SECTION FOuR : INFORMATION TECHNOLOGY Although included in the syllabus under a separate heading It is expected that students will be made familiar with information technology throughout the course, and be given the experience of operating it. Students should be trained in correct keyboarding techniques with emphasis on accuracy. Modern information technology Storage, retrieval and transmission of data Use in b u s i n e s s c o m m u n i c a t i o n homes banks Keyboard layout Correct use of keyboard Techniques of proofreading Self-assessment of keyboarding skills Simple accounts on computer Having completed the course a student should be able to: Identify parts of the machine Use a keyboard effectively and accurately Operate effectively a system of computerised accounts The assessment procedures will take into account that not 811 students may have access to the equipment required to complete the practical components of this section.
19 ASSESSMENTT 4.1 Business Studies will be assessed at the two levels, Ordinary and Higher. At both levels, assessment will be by terminal written examination. Provision will be made for an optional element of school-based assessment for those schools which wish to avail themselves of the option. The format of the examination papers and the types of question will be related to the assessment objectives set out in this syllabus. The assessment procedures will take into account that not all students may have access to the equipment required to complete the practical components of the information technology section Assessment objectives - Higher L e v e l On c o m p l e t i o n s t u d e n t s s h o u l d be a b l e t o : Recall a knowledge of syllabus content Demonstrate ability to apply this knowledge to given situations Demonstrate an understanding of terminology and vocabulary central to the syllabus Display a basic level of numeracy skills in calculations based on commercial principles Explain, interpret or illustrate data in a variety of forms Display an appropriate level of communication skills to cope with everyday business Apply accounting principles to the solution of given problems Interpret and analyse given data in order to: predict likely outcomes of given situations recommend appropriate actions make evaluative Judgements Demonstrate an ability to use a keyboard effectively and accurately Display an appropriate level of research skills for the completion of simple assignments 4. 3 Assessment o b j e c t i v e s - Ordinary L e v e l On c o m p l e t i o n o f t h e s y l l a b u s s t u d e n t s s h o u l d be a b l e t o : Recall, in simple language, knowledge of specified syllabus content
20 Demonstrate some ability to apply this knowledge to given situations Demonstrate a familiarity with essential terminology and vocabulary central to specified areas of the syllabus Display a basic level of numeracy skills in calculations based on commercial principles Explain or illustrate simple data in a variety of forms including pictorial, account, numerical, literary or diagram form Display simple communication skills to cope with the requirements of specified areas of the syllabus Apply accounting principles to the solution of given problems in specified areas Assessment of Ordinary Level students will focus mainly on their ability to maintain receipts and payments accounts with related analysis. The operation of an accounting system in accordance with the conventions of the double-entry system will be assessed only at Higher Level. Ordinary Level students' accounting skills will be assessed on their ability to: (a) write up analysed receipts and payments accounts (b) display some understanding of the relationship between entries in the account and related documents e.g. receipts, vouchers, cheque counterfoils, lodgement forms (c) prepare a simple trading account, profit and loss account and balance sheet (d) prepare an income and expenditure account and balance sheet of a club Interpret and analyse, at this level, given data in order to: predict likely outcomes of given situations recommend appropriate actions make evaluative judgements Demonstrate an ability to use a keyboard effectively and accurately Display basic research skills for the completion of simple assignments
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