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Foundation Science Degree
Zoo Management
Zoo Management
University of Chester
Reaseheath College
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory, Work-Based inc.(practice / placement)
FT 2 years, PT 3 years
5 Years
Annual - September
C120 Bio
17a. Faculty
17b. Department
The QAA Foundation Degree qualification benchmark statements (2010), in addition to the QAA Biosciences subject benchmark statements (2015) have been used to inform the academic development of the programme.
Department of Biological Sciences
Thursday 16th April 2015
The educational aims of the FdSc Zoo Management are as follows:
The development of knowledge and understanding of underlying principles associated with zoo management is fundamental in enabling the application and critique of core concepts and ideas, and the subsequent synthesis of new knowledge during students progression through the programme. Therefore, upon successful completion of this programme, students should be able to:
FHEQ Level 4
FHEQ Level 5
Core cognitive skills are expected to be evidenced throughout all three years of study. To start, students undertaking study at level 4 should expect to demonstrate clear lines of thinking, description, knowledge recall and understanding, with progression towards an ability to reason in a scientific manner, critically evaluate and analyse, and to synthesis new knowledge. Therefore, upon successful completion of this programme, students should be able to:
All students should be expected to evidence the development and enhancement of practical and professional skills during their studies. Emphasis is primarily placed on the development of soft skills that can be transferred to the employment sector as a graduate (e.g. communication, time management and team working skills, problem-solving abilities). Technical skills should be demonstrated specific to the discipline, and will include utilising a variety of platforms to communicate research, show competencies in the handling, management and interpretation of data, use of information technology in a variety of formats to create, design, analyse and report, and reflect on their own learning and performance with the view to enhance their own abilities. Therefore, upon successful completion of this programme, students should be able to:
Upon successful completion of this programme, students should be able to:
The Zoo Management programme is designed specifically for employment in zoos and other exotic animal collections. The programme is designed so that academic knowledge and understanding underpin the development of work-related skills and their application in a work-based environment. The curriculum is designed around a programme core of knowledge, understanding and skills in Animal Management, with specialist pathway modules in zoo animal management.
The curriculum is built over two distinct levels of study, which comprise largely core modules at level 4 which explore the development of essential knowledge and understanding of animal biology (e.g. form, function and evolutionary processes), the biology of animal behaviour, current husbandry and management practices relating to a range of archetypal zoo species, and generic research skills. Study at level 5 shifts towards more research-informed study, but also enables students to undertake specialist modules that reflect more bespoke pathways within the zoo industry. Within the programme students are expected to undertake 120 credits of study each year. Modules each have a value of 20 credits. Modules are assessed on a 4000 word-equivalent basis using a variety of assessment strategies such as presentations, discussion groups, scientific reports and examinations.
The development of the programme reflects level-related characteristics, as indicated in the Framework for Higher Education Qualifications. In respect of subject knowledge, emphasis at Level 4 concerns "describing" and "knowing about" fundamental principles that can be reinforced and developed when constructing rational argument and questioning skills. Level 5 encourages and promotes more research informed study, making reference to, and linking, complex elements of knowledge, and subsequently allowing students to demonstrate their own critical approach to data and evidence. Level-specific characteristics are embedded in the learning outcomes of the programme.
Level 4
The modules at Level 4 provide a comprehensive review of key concepts and skills for a range of students. Students undertake six core modules exclusively at this level, to ensure that students develop grounded knowledge of the fundamental principles, skills and concepts necessary for the study of general animal management. These include modules in the Fundamentals in Animal Biology (RC4516), Introduction to Animal Behaviour (RC4518), Animal Husbandry & Handling (RC4514), Zoos & Conservation (RC4513) and Observational Techniques & Data Handling (RC4512). In addition further emphasis is placed on developing core academic skills (e.g. scientific writing, presenting/communicating research and referencing in accordance to a prescribed style), which are expected to be applied across many areas of study as the progress towards Levels 5.
Level 5
Level 5 requires students to study four core modules and select two optional modules. The study of modules at Level 5 involves far greater detail and depth of knowledge to reinforce existing knowledge and further enhance key concepts and skills. Core modules at Level 5 includes Research Methods (RC5509), Zoo Animal Welfare (RC5517), Captive Breeding & Record Keeping (RC5518) and Zoo Nutrition (RC5501) all of which are in keeping with relevant themes studied at Level 4. Students then have the option of undertaking a module in either Zoo Animal Behaviour (RC5515), or alternatively Zoo Animal Training (RC5516). Both modules place emphasis on developing more specialist knowledge and skills in two fields pertinent to captive animal husbandry within the wider zoo industry. Study at Level 5 culminates with students taking either an international field course, as part of the Experiential Learning (EL) module (RC5508), or alternatively a UK based work placement in partial completion of the Work Based Learning for the Land Based Industries (WBL) module; all of which provide an opportunity for students to apply and enhance their knowledge in an industry or work-related environment. Therefore, it is expected that EL and WBL will form an integral part of the programme in developing students in a professional capacity.
Students that select EL will have the option to undertake field studies in several overseas locations, including Southern Africa and/or South America. The College and University would expect selection to be driven by personal circumstances, yet may also be a reflection of the student's intended career path. Likewise, should personal circumstances dictate that students cannot complete a field course, WBL would form a suitable alternative whereby students may opt for a placement directly relevant to their career aspirations. Typically, the College staff will liaise with students, whom are expected to make their own arrangements where appropriate. Experiential Learning will be delivered via Reaseheath College should students wish to undertake one of the field courses on offer.
Overall, the emphasis of this programme is placed upon the development of knowledge transfer but also technical and practical skills. It pulls together the academic expertise of staff, which together with the extensive animal care facilities at Reaseheath, allow us to deliver high-quality academic and applied programmes of study.
The programme structure herein endeavours to provide learners with clear module combinations and themed pathways with which to allow them to develop and enhance core transferable skills relevant to the industry, but also to select modular pathways that resonates with their career aspirations and specialist interests. For example, the programme structure ensures our students continually develop their skills in scientific enquiry, experimental design, data collection and analysis through undertaking Observation Techniques & Data Handling at Level 4, and subsequently Research Methods at Level 5. For those students aspiring to progress and complete undergraduate studies at Level 6, these pathways enable progressive learning through the alignment of specific pathways. For instance, undertaking studies in Observational Techniques & Data Handling at Level 4, and Research Methods at Level 5 will prime students with the skills necessary to successfully complete an independent piece of research through a potential Dissertation at Level 6.
Level 4: modules are all 20 credits. A candidate who successfully completes level four will have accumulated 120 academic credit points, and will be eligible for the award of Certificate of Higher Education. These 120 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.
Level 5: modules are all 20 credits. A candidate successfully completing level five will have accumulated 240 academic credit points, and will be eligible for the award of Foundation degree*. These 240 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.
(*see the Quality Assurance Agency for Higher Education: The framework for higher education qualifications in England, Wales and Northern Ireland—August 2008)
A minimum of 64 UCAS points from GCE A Levels, including a grade C in one of the subjects recommended by the department. Typical offer - CC
The department recommends one of the following subjects:
Please note: we accept a maximum of 20 UCAS points from GCE AS Levels and that the Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.
Mature students (21 years of age or over) working in Animal Management industries and without evidence of the above qualifications, will be required to demonstrate enthusiasm and aptitude for higher level study, and have the support of their managers for linking their education with their work activities.
Accreditation of Prior Learning (APL), Accreditation of Certified Learning (APCL) and Accreditation of Experiential Learning (APEL)
Appropriate consideration will be given to applicants previously certified and/or being assessed for award classification within an accepted biological/life science discipline. Similarly, any applicant who has not received certification for prior learning experiences, but has worked within the discipline, will also be considered. Acceptable work-based experience could include one, or a combination of several, of the following: consultancy, rehabilitation, park/reserve warden, countryside management, pest control, environmental protection.
The University will assess whether the learning derived from experience and/or prior certificated study is equivalent to that of the learning derived from the programme of study. This evidence may include a combination of skills and learning outcomes, in addition to the level and relevance of the subject knowledge and understanding to be evidenced by the applicant. Prior accredited learning must be supported by a transcript indicating the number, and level, of credits, achieved, and the titles of the courses for which they were awarded.
An applicant not accredited on a certificate or transcript, would be asked to map their experience against the module, and/or programme learning outcomes, to provide a clear, evidenced paper submission. Conversely, applications stating certified learning experience must be accompanied by the certificate awarded for the qualification. In most cases, these must have been achieved within five years of the date of application.
The Biosciences (2015) benchmark statement has been used as an important reference point in the construction of the programme's learning outcomes, knowledge, skills and content together with the methods of learning, teaching and assessment. Particular reference has been made to the threshold statements - these being the minimum requirement described in the benchmarking statements by the Quality Assurance Agency.
Any individual student will take the equivalent to 12 modules in total, which will include core and optional modules. The structure and content of the core modules is such that all students will have the opportunity to develop the skills and attributes acquired by the biosciences graduate which reflects the demands of a buoyant employment market (The Quality Assurance Agency for Higher Education 2015, Biosciences). The particular sets of statements that have been referred to during the development of the programme are: generic standards, molecular aspects of biology, organisms, and ecology and environmental biology. Within these domains, examples of topics to be covered (as suggested by the QAA benchmark statement) include:
The topics described above are all introduced at Level 4 and subsequently enhanced at either Level 5 or in further education at Levels 6 and beyond. It is expected by the QAA that more specialised areas will be offered, especially at higher levels of study, and there is provision for this in the non-core modules. Specific research based topics are specifically developed within the RC4512 module, with the view that these can be applied where appropriate to complete a Research Project (in module RC5509) at level 5, and potentially through other pathways at levels 6 and during postgraduate study if selected.
Applied modules enable students to utilise the myriad of concepts and perspectives to compare, contrast, analyse and critique, to inform new knowledge and to problem solve. The more generic "soft" skills identified in the benchmark statements, including time management, reflective practice, team work, communication, use of data, information technology, information retrieval and presentation, are all explicitly embedded in the majority of modules presented within the programmes, either assessed formatively through classroom based activities, or alternatively through components of assessment. Furthermore, such skills are enhanced through the provision of a non-credited "Study skills" session, which comprises a dedicated additional hour on the weekly timetable that provides students with opportunity to further develop transferable skills.
Foundation degrees are intended to offer university education closely linked to employment. The FdSc Zoo Management has been designed both for part-time study by people employed in Zoo Management industries and for full-time study by people aspiring to careers in Zoo Management. All modules have been designed for delivery as university-based for students able to attend full-time or part time and where we can offer appropriate work-related experience and international experiential learning opportunities through study tours, via established links through key academic staff at Reaseheath College. The aims, learning outcomes and content for both forms of study are identical, with a core emphasis on the development of students' cognitive, key and professional skills, and the application of academic knowledge and understanding in Zoo Management work settings.
Students will encounter a broad range of teaching and learning experiences across all levels of study as befits the subject matter. Methods of teaching and learning are indicated clearly in each module descriptor and the list below describes the variety of approaches used by tutors.
These feature in most modules as an effective way of imparting important content, themes and pointers for further study. They will be used to set a framework for further study and inform students of the value of the discipline. However, they are supplemented by a variety of other methods of teaching and learning as described below.
Practical classes/Fieldwork
The majority of modules at Levels 4 and 5 include practical classes. These provide the opportunity for students to develop their data handling and analytical skills as well as their practical skills (e.g. handling animals and restraint equipment). An important aspect of practical work is the opportunity for students to engage in group work thus encouraging working with others. A distinctive feature of this programme, is the opportunity for students to develop technical skills in the use of Zoo Management Information Systems (ZIMS) software, a programme used to record and exchange information concerning zoo collection planning across the international zoo community. Reaseheath College is one of only a handful of educational institutions to be in possession of an educational licence and, together with the colleges practical animal facilities, serves as a unique selling point for the programme.
Virtual Learning Environment (VLE)
The University has a VLE (Portal/Moodle)available to all students on or off campus. This offers access to a wide range of facilities including Learning Resources, the Library and all modular support materials. Staff are committed to using the VLE interface for making additional support materials available for students.
Directed reading
As reading is central to the process of knowledge acquisition in higher education, module tutors provide reading lists to guide their students to appropriate material. Increasingly, these lists include references to the Internet and electronic sources, as well as more traditional book and journal references. Primary reference lists, comprising key texts, can be found in the module descriptors, which form the centre point of any module. Additional reading is also provided in the module handbooks to promote further reading around the subject area.
Group work
The QCA Key Skills document lists 'working with others' as one of the six categories of Key Skills that needs to be demonstrated in higher education. Throughout the programme, working with others has been incorporated at each level. In many modules, particularly in practical work in the laboratory or field, students are encouraged to work in groups and to share ideas. The assessment in certain modules is based on group assignments.
In the main, teaching and learning activities take place on the campus. Timetabling is arranged centrally, except for individual tutorials. There is some flexibility for students to change groups for laboratory classes and group tutorials to suit part-time students and those who have family commitments or transport difficulties. This is in accordance with the University's widening access and participation strategy. It is possible for all students to access support materials at home via the 'Sharepoint Portal'.
Independent research
In line with benchmarking and the Department's Learning, Teaching and Assessment Strategy, the need for students to become effective as independent learners is planned for and encouraged. The programme structures its learning outcomes so that this will happen progressively across the programme. At Level 6, students have the opportunity to do an extensive piece of independent research (equivalent to two modules) that requires them to plan and implement a research project, analyse data and report on their study.
Assessment Criteria
The University's over-arching level-related criteria are a key reference when designing modular assessments. Therefore, progression towards more complex and involved assessments, that require greater levels of study autonomy and greater levels of critical analysis, underpins the overall assessment strategy of the programme.
In addition, all students who pass any part of a degree are expected to possess such basic skills as the ability to make use of numerical and statistical information; the ability to locate internet sites from given web addresses; the ability to send and receive e-mail messages; the ability to use basic software packages such as Word; the ability to perform basic searches on standard electronic retrieval systems, and the ability to write legibly. Students who succeed at Level 4 and above should be able to construct an essay using correct grammar, spelling and referencing according to the American Psychological Association (APA) system of referencing.
In the preparation of coursework, which can include essays, laboratory/field exercises and presentation, students are given time and scope to present their work in a variety of modes, particularly where an examination would be inappropriate. However, the institutions are aware that examinations have an important role to play in summative assessment, and give academic credibility to the degree programme.
The programme uses a wide range of forms of assessment including:
Formative assessment and feedback
All students receive written comments on assessed components of work and additional feedback on the work is given more informally by individual tutors during group workshops and one-to-one tutorials. Additionally, some tutors have adopted the use of GradeMark software by which to provide more timely feedback to students. Formative feedback is an important and essential component of all taught modules. The nature of the assessment and feedback varies from module to module but typically takes the form of a written assignment done under time constraints, marked by the module tutor. Formative feedback is staggered throughout the year. The programme also makes use of on-line formative feedback in the form of electronic marking and self-evaluation forms
Reassessment Methods
Reassessment will address the learning outcomes not achieved in the failed components. For modules forming part of programmes in the Department of Biological Sciences, reassessment will normally take the form of the resubmission of all failed component(s) of the modular assessment strategy. Here students will be expected to resubmit the coursework or re-sit the exam in its original format, albeit using a different perspective or suite of questions.
It is intended that graduates of the FdSc Zoo Management will have:
The programme will serve as a unique platform by which to project graduates of this programme onto further study at undergraduate level, or alternatively into employment within the industry. Beyond developing core generic skills in time management, project design and implementation, communication and team work, students undertaking study on this programme will have a unique opportunity to develop industry-specific skills, primarily through the practical application of theory via utilising the 125 species currently accommodated on the animal centre. In addition, students will engage with relevant information technology and other tools to enhance their skills in enclosure design, collection planning and record keeping. Thus, the combination of subject theory and its practical applications will stand students in good stead for employment within the sector.
Careers in zoo management typically fall into the animal keeper/husbandry roles within both small and large exotic animal collections. Additional, more bespoke careers can be sought in falconry, aquatics, animal training, behaviourist, zoo education and research. It is envisaged that graduates in possession of this qualification, in addition to undertaking further undergraduate study at level 6 and possibly postgraduate study at level 7, may demonstrate the competencies required to be successful in their chosen careers at a more senior level, for example as senior keeper, head keeper and curator within an animal establishment.
Both Reaseheath College and the University of Chester are committed to the active promotion of equality of opportunity. Both institutions seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students. The ultimate objective of the programmes delivery is to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and the diverse needs of our students are provided for. At a departmental level all programmes are developed and delivered with the following aspects in mind:
Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.
Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.
There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.
The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. Students are made aware of avenues of support if they a have any issues regarding diversity and equality.
Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.
Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking also enhances equal opportunity, fairness and independence to all students.
In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.
All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.
All lecturers are aware of diversity issues and discharge their roles with knowledge and sympathy and all students are made aware of both institutional Department structures to discuss issues should a concern arise.
Reaseheath College offers specific support for students with specified learning needs, encompassing all physical abilities, in conjunction with the Higher Education Support Team (HEST) on campus. In collaboration with student support services, and safeguarding task groups, the college's equality and diversity policy aims to ensure that all students and all members of staff at the College have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate discrimination, which is unlawful or unfair.
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text: Amateur lesbian touching each other THERE AIN'T NO PLASTIC PORN IN HERE THE SCENES WE GOT ARE NOT SCRIPTED... IT'S THE REAL THING! HARDCORE AMATEUR STUFFS THAT'LL KEEP YOUR COCK HARD ALL DAY. All persons depicted herein were at least 18 years or older at the time of production. All images, content & intellectual materials are Copyright © 2008 WatchMyGF.com All Rights Reserved.

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Apple iPhone 6S Plus 32GB Silver
Apple iPhone 6S Plus 32GB Silver
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K1 Speed partners with DriftingPretty.com
26 January 2009
While indoor karting has been viewed as a primarily male-dominated sport, the women of DriftingPretty.com are hoping to change the way women perceive racing. K1 Speed has partnered with the all-female team to raise awareness about the sport among the female population.
Drifting Pretty is the premier drift training program for women in California. Founder Nadine Toyoda established the group when she noticed a severe lack of estrogen during the drifting season. Toyoda and her crew of women hope to change this idea and now the women driving at drifting events in Southern California have increased by 400 percent. The program is now in its fourth year and continues to teach women how to race, how to work on their cars, obtain sponsorships and how to be a positive role model for the future female drifters.
Check out the video from the SPEED Channel, which features the meeting rooms and racetrack of K1 Speed Irvine.
Tags: Cars, Drift Training, drifters, drifting, driftingpretty, Estrogen, Female Population, Fourth Year, go kart arena, Indoor Go Kart Racing, indoor kart racing, Indoor Karting, indoor karting center, K1 Speed, K1 Speed Irvine, Meeting Rooms, Nadine, Positive Role Model, racetrack, southern california, speed channel, Toyoda


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Develop New Crypto currency (coin)
Budget $3000-5000 SGD
We are looking for entirely new Digital coin similar bitcoin ,ethereum ,ripple ,litecoin etc.
If you are new to this technology, don't bother to bid on this project.
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Wall Control metal pegboard panels and slotted tool board panels are first in class when it comes to pegboard tool storage and organization. Wall Control pegboard separates itself from the competition by being superior in durability, strength, versatility, ease of installation, and appearance. Not only do Wall Control pegboard panels offer superior pegboard tool storage, but these pegboards provide this at a great value. By the time you went to the store and purchased all of the framework, hardware, and supplies needed to hang ugly, old masonite or plastic pegboard sheets you probably would have been finished with your Wall Control pegboard installation and likely even spent less money because everything you need is right in the box. On top of these conveniences, with Wall Control metal pegboard you will have a pegboard that is designed and guaranteed to last a lifetime so it will never need replacing.
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Wall Control Metal Pegboard Panels are Made in USA


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Rating: 4/5
Publication Date: March 3, 2014
Origins: From Author for Review
Book Links: Amazon
Synopsis: The Community is your first responsibility as a Citizen.
So says the First Edict of post-Reformation Sindra.
Maribel is a new mother of twins in this bioengineered, telepathically networked society of comfort and safety, where the only relationship that matters is the one between a Citizen and her Community.
But Maribel is also a scientist, and scientists follow facts—wherever they lead.
Her search for the truth awakens emotions in her she never knew existed, uncovers ancient powers long hidden in Sindra's history, and has the potential to destroy her Community.
A dying planet . . .
A desperate parent . . .
A daring plan . . .
IRRADIANCE is the story of Maribel's choice.
Series: Irradiance (1)
Review: The people of Sindra live by several Edicts set down centuries ago. They're telepathic (the use of speech is highly discouraged) and they're mentally connected to the Community by the crystals implanted through their foreheads into their brains when they're about 13 or 14. Everything Sindrans do is for the betterment of the Community. Physical contact is a no-no and all children are bioengineered in a lab to be the best specimens of the species. Maribel is a new mother to a very different set of twins, a "wife", and a premier scientist. She also flouts some of the Edicts in the privacy of her own home with her family. When Maribel's research uncovers a dangerous truth, she must make choices which could risk the safety of herself and everyone she loves.
IRRADIANCE is a well-crafted science fiction novel written in a style which makes the science easy to understand and the characters blaze to life. Most Sindrans go through life never questioning the Community or their roles in it. I was appalled by how they 'recycled' defective people like it was no big deal as long as it benefitted the Community. There was no real room for individuality and anyone who did not follow the rules was punished severely. I loved Maribel and her very special twins. It was empowering to see how the quest for truth was Maribel's ultimate goal, no matter the personal consequences. There are some eerie similarities to the blind followers and people today who no longer question authority or the removal of rights. IRRADIANCE is the first book in a new series and the ending will leave you with many more questions than answers, but also with hope.


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Charlie Nilsen, Boston Private's national director of residential lending, offers insight on the intricacies of financing a home purchase in The Wall Street Journal.Read Post
Charlie Nilsen, national director of residential lending at Boston Private Bank provides commentary on the impact of impending tax legislation on the mortgage market.Read Post
Avoid retirement remorse and "push start" on a successful business and personal transition.Read Post
You are leaving the Boston Private website. By clicking "Continue" below, you will enter a website created, operated, and maintained by a private business or organization. Boston Private provides this link as a service to our website visitors. We are not responsible for the content, views, or privacy policies of this site. We take no responsibility for any products or services offered by this site, nor do we endorse or sponsor the information it contains.


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In my school everyone have their own computer from grade 6 (1 to 1 students). The younger students have Ipad but not their own. They can work 1 to 1 student one lesson every day. I also work as "lärspridare" at our school. It means that I have time to search IT information, which is useful for the students.
There are a lot of apps in English; we have tried a few ones. Some apps we use to train vocabulary, these can be use in both English and Swedish. "Skrivis" and "stavningslek" is two apps we have used.
One app that I have tried in grade 3 is Puppet Pals. This app you can use both in English and Swedish. In Puppet Pals you start to choose what theme you want the show should be about (Christmas, fairytale, monsters, on the farm etc). After that they choose actors, you can even take picture of yourself. Then you choose backdrops, even here you can use your own pictures. Then you start record and move the actors in various scenes. We show the shows for everyone in the class. The students like this app very much!
Lotta Blomberg


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|ifa systems AG at the ESCRS meeting
ifa systems AG is delighted to announce its participation in the industrial exhibition of this year's ESCRS meeting from 7 to 11 September 2012. Visitors to the exhibition will find qualified team of Health IT and ophthalmic professionals at ifa booth P375 located in the Pavillion of MiCo, Milano Congressi.
The ESCRS, Europe's leading organization for cataract and refractive surgeons, is hosting its second meeting this year in the Italian city of Milan. The society has won renowned speakers from all over the world for a diverse program of symposia and satellite meetings. Unsurprisingly the ESCRS is expecting approx. 4,500 attendees, also from outside Europe.
Thus of great international relevance, the ESCRS meeting represents the ideal platform for ifa to present the global expansion of the formerly purely European EUREQUO project. EUREQUO is a web-based quality database, so far recording surgery outcome across 16 European countries. It has been launched by the ESCRS and ifa is the project's exclusive IT partner.
The ifa team will be more than happy to explain to attendees the benefits of working with the EUREQUO program at international level. Visitors to the ifa booth can also learn about the latest developments in the ifa PREMIUM version (e.g. multilingual usage), the ecPACS viewer and ways of deploying ifa solutions in their own institutions.
Come see the ifa team at booth number P375 to see what ifa can do for your Health IT projects!
See you in Milan! / Ci vediamo a Milano!


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21 pieces of unbelievable origami
I mean, it's pretty hard not to love origami. So in honor of a new exhibit by origami aficionado Uyen Nguyen called Surface to Structure: Folded Form, we decided to curate a list of some of the best origami pieces in the world. The pieces we chose are so meticulously detailed and crafted, that at first glance, you would think they had to be beautiful still photos. Rest assured that each one is real origami.
The exhibit is running at Cooper Union in New York City from June 19 to July 4 and features over 130 incredible pieces from 88 worldwide artists.
Check out the list and let us know which ones you like best!
1. Gold dragon by Dao Cuong Quyet
2. St. Michael the Archangel by Tran Trung Hieu
3. Giant dragon made of newspaper by Himanshu Agrawal
4. Shakti by Joel Cooper
5. Flower tessellation by Evan Zodl
6. Event Horizon by Byriah Loper
7. Tarantula by Robert Lang
Watch a beautiful young woman make her singing dreams come true in the adorable romantic comedy Trot Lovers
8. Roses by Amanakay28
9. Cool chairs by Midoriissa
10. Sea horse by Eric Joisel
11. Rainbow stars by kurostarsunny
12. Strawberry cake by pandasnacks
13. Stream of carp by Sipho Mabona
14. Praying mantis by Sipho Mabona
15. Swan family by Akira Yoshizawa
16. Yoda designed by Fumiaki Kawahata and folded by Phillip West
17. Grulla by Roman Diaz and Daniel Naranjo
18. Elephant by Cường Origami
19. Unicorn by Satoshi Kamiya
20. Fish by Fumiaki Kawahata
21. Flowers by Carmen Sprung


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December 20, 2013
December 20, 2013
This morning in Ireland at a 5,000 year old Neolithic structure now called Newgrange, built on a hill overlooking the Boyne Valley, some cold and wet people will gather to welcome the sun. At 08:43, if they are lucky, our nearest star's light will pass down the narrow passage that leads to the chamber at the very centre of the huge mound. The light enters the passage at the very darkest time of year, heralding a day that is only just over 7 hours long. It's about continuity, hope and life beyond death. It's about making sense of our time in this world - and celebrating.
Lara Jones shone brightly. She lived her life with a smile on her face. By the time she was 26 years old she had achieved a great deal. She skied, sang, played music and spoke Spanish and Portuguese. She had also travelled widely, to Mexico, Argentina, Peru, Colombia, Bolivia, and Chile. Like many people who love travel, learning, people and fun, Lara was an EFL teacher. She is described as having a warm, fun teaching style. She was somebody who was giving so much and had so much more to offer this world.
Lara sought out sunny places and in March, 2012 was on holiday in Havana, Cuba. It was there that she became the victim of an apparently motiveless crime, dying at the hands of a hostel security guard who has never explained his actions and is now facing 22 years in prison after a secret confession and trial. It should be mentioned that this sort of crime is unheard of in Cuba and that Lara was an extremely cautious traveller.
Rather than succumb to the despair and darkness that accompany such devastating loss, the response of Lara's family and friends has been such as to ensure that Lara's light will shine on. In celebration of and with a view to continuing her teaching work, a foundation has been created in her name. Lara's Foundation is dedicated to supporting EFL projects in under-resourced communities around the world, seeking to bring key individuals (such as teachers) to the UK and provide them with English language tuition. The Foundation also enables UK-based language teachers to travel to these communities to provide support and teach English there.
Please visit the foundation's website and Facebook page to find out more about their work and how you can help. Donations are welcome and particularly appropriate at this time of year from anybody involved in English language teaching.
All of our lives are hot sparks from a great fire, floating up into the darkness to join the stars. All we can really do is join hands with our Neolithic forefathers to face and celebrate the light and its continuity. In the face of a devastating tragedy, but also in our everyday life, that is all we can - and must do.
Lara's Foundation: website,
Twitter and
Over the past few months, this column has celebrated the work of people and organisations in the English Language teaching world that inspire us all by building awareness, and working hard on the ground to make this world a better place. It's been a pleasure finding out about their work and learning how all of them share the common aim of shining light into the darkness. Whatever this time of year means to you (and apologies to my friends in the Southern hemisphere) may the lengthening days bring health, happiness, warmth and good work to English teachers everywhere.
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November 02, 2013
In the world of ELT, what or who comes to mind when you hear the words 'plenary speaker'? I think of Ken Wilson, Jeremy Harmer and Scott Thornbury; all charming gentlemen of a certain age. They are repeatedly asked to speak for a number of reasons, primarily because they draw an audience to the conferences that they headline. They have earned the right to have people listen to them by writing popular methodology and teacher development materials and/or ELT courses. Over the years they have become the rock stars of the industry. Like many greying rockers, they now enjoy an avuncular relationship with their audiences, feted, fed and fawned over by the organisers and attendees.
They all give a cracking good talk that hits the right spot, pitched somewhere between methodology and something fun to take home and try out in the classroom on Monday. They enjoy their special position and handle it with charm; wining, dining and posing for photographs with their BFFs in their PLNs. They also enjoy the camaraderie of the industry and to my knowledge and experience are unfailingly gracious and supportive to the younger generation of presenters and authors snapping at their heels. Following their progress online means one never really has to travel any more. It's a constant stream of sights, smiles and delicious dishes. Not what you would call a bum deal. So why would anyone have a problem with that? What's not to like?
A glance at most conference schedules shows a line-up that is completely skewed gender-wise both in terms of the audience and the speakers on stage. Overwhelmingly, the plenaries are men and the audience are women. It is also skewed in favour of international visiting speakers rather than home-grown talent. The discussion about gender and NEST/non-NEST* imbalance has gone on in depth on both Jeremy Harmer's and Ken Wilson's blogs. Both of them are as uncomfortable with the status quo as anyone else. To make this point, I have seen Ken Wilson ask an audience of five hundred people to stand up, then go on in turn to ask the local women, the foreign women and then the local men to sit down. When he had done that, only Ken, myself and another of the plenary speakers was left standing. He had made his point.
The Fair List celebrates excellence of a different kind; the achievement of gender balance in plenary speakers, presenters or speaker panels at ELT events, annually, in the UK.
This is something that ELT author, Tessa Woodward has set out to address by founding The Fair List. It's an awareness-raising movement that celebrates the achievement of gender balance in plenary speakers, presenters or speaker panels at ELT events in the UK. The Fair List website is clear, entertaining and very informative. It contains information about the issue and specific help for conference organisers choosing speakers. There is also support for women who might have been feeling reluctant to get up and present. Tessa has deliberately restricted it to the UK but welcomes contact from people who would like to set up similar lists in other countries. I have a feeling that the idea is going to spread.
Tessa Woodward (rear, 3rd from left) at the The Fair List awards at IATEFL Conference, Liverpool 2013
At last year's aforementioned conference, I gave my first plenary talk. It was Ken Wilson's 9th consecutive time giving the plenary at that same conference. He was fabulous as ever but it somewhat resembled a One Direction concert. Okay, the audience weren't 12 years old, but the gender ratios were pretty much the same. Isn't it time for the world of ELT to grow up, and for some more women to step up? The Fair List is just the sort of action required if this is ever going to happen.
* NEST = native English speaking teacher
NNEST or non-NEST = non-native English speaking teacher
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September 16, 2013
I learnt a new word yesterday. I was visiting our local lifeboat station with a member of the Finnish Coast Guard - as one does in the wild and wonderful world of English language teaching. The Royal National Lifeboat Institution is a wonderful organisation entirely funded by voluntary donations. They save hundreds of lives a year. Our lifeboat was purchased with a donation of £2 million from a Scottish benefactor. The master of the lifeboat, praised his generosity saying that the man had been very 'givish'.
As far as I know, Tokyo-based ELT author Marcos Benevides does not spend much time at sea in life or death situations. He teaches, he edits, he writes, he presents, he barbecues, he dreams and he schemes. He has also achieved great things in ELT, having picked up both a British Council ELTon and the HRH Duke of Edinburgh English Language Book Award for his co-authored book Fiction in Action: Whodunit. That project certainly deserved a pat on the back for being the first ever Creative Commons ELT coursebook. Basically that means it's free to anyone who wants to download it. That's pretty givish.
Half way there, and with the clock ticking I imagine things are pretty tense.
And right now, as you read this, Marcos is on a new mission - to fund an original series of multi-path books in easy English, exciting stories where the reader makes choices to create a different storyline every time they read. All the details are over on the project's Kickstarter page, an entertaining roller coaster of a read in itself.
By raising $10,000, Atama-ii Books (that means 'Clever Books' in Japanese) will be able to produce 10 titles over the next year. If those are successful, more will follow. Unlike the RNLI though, this is not a donation. Pledgers will basically be buying the books in advance at a socking discount. Half way there, and with the clock ticking I imagine things are pretty tense. With a new baby in the Benevides household, I'm sure there is already enough sleeplessness, so it would be great if together we could put him out of his misery.
And there's more.
Atama-ii books could break the mould for how certain types of ELT publishing project are financed. That's great for everyone because although it has become easier for individuals and small publishing outfits to produce materials, it is harder for them to get the finances required to compete with the big publishers with their large editorial, design and marketing teams and high production values. Bigger publishers are also going through a process of change that might make it harder for smaller projects to get approved. Choppy waters for everyone but a bit of biodiversity won't do any harm and there's space in the sea for whales and whitebait.
So why does Marcos deserve a pat on the back? Well, I was talking to him a while back about the project and he suggested I might submit a proposal at some stage. Money-grubber that I am, the conversation immediately turned to the royalties he was planning to pay authors and went something like this:
Patrick: So…er…what sort of royalties are you going to pay your authors?
Marcos: 40% of net.
Patrick: Why am I now covered in coffee?
For those of you who haven't dipped your toes into writing for royalties, they seem to range between 6% and 12% of net receipts. Atama-ii Books has somehow created a business model where they will be able to give authors a colossal raise of about 4 times the going rate.
The fundraising is now down to the wire so if you have any interest in how this story unfolds, please go over to the Kickstarter page and pledge something, however small. If you are a school owner or able to order books for your school, consider investing in a bunch of readers for your students. It's a bargain. Also, as you will probably want to tell your friends about this, you could just cut and paste the following text into an email and send it to a few of your ELT contacts.
Hi ___,
I hope you don't mind me sending this your way but Marcos Benevides, a good friend of mine in Japan is trying to raise funds for a very interesting publishing project and I know how you like to support a worthy cause. He is using Kickstarter to gather pledges that will be used to create the first ten in a series of innovative English language teaching readers based around the concept of the reader choosing their own path through the stories. All good fun, and a great way to make progress in English.
By pledging to support Atama-ii Books (that means 'Clever Books' in Japanese) you will receive the books as soon as they are published next year as well as some other presents, so if you are thinking of buying some readers for your students, now is probably the time. They have some good authors lined up, Marcos knows what he is doing and has an amazing track record and there is no doubt the final products will be great.
Warmest regards and thanks for being givish,
Here's the link to the Kickstarter campaign page: Atama-ii Books: multiple-path stories in easy English!
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August 26, 2013
This is the third Pat on the Back. Writing these articles has brought me in contact with inspiring people. I've learned about positive changes in the world being made through the passionate commitment of these dedicated individuals. In the first article, I learned how the Good Child Foundation is harnessing the energy of tens of thousands of Celtic fans to progress the cause of inclusive education for Thai children with Down's Syndrome. It seemed to be all about making links.
In the second article, I learned about the work of the Disabled Access Friendly campaign to raise awareness, through English teaching, of disability mobility and other issues surrounding disability. That was another story about action for inclusivity and fairness. It was Katie Quartano of the Disabled Access Friendly campaign who suggested that I contact Judy.
Judy is an English language teacher, teacher trainer, ELT author, actor and founder of The NO Project, a voluntary organisation raising awareness of the crime of human trafficking. It was Judy who gave me a very simple answer to the ever-nagging question, "How can I help?"
Would you really want to wear, eat or use a product that you knew was made by a slave? Another place, another time that could be your child. Or you.
Human trafficking is an umbrella term encompassing a multitude of crimes against adults and children; crimes such as commercial sexual exploitation, the abuse of domestic servants, indentured labour and the mistreatment of agricultural and industrial labourers. There are an estimated 20-30 million victims of human trafficking in the world today.
While the term 'trafficking' implies movement of some sort, most of these crimes do not involve the movement of people but the exploitation of vulnerable people in various ways very close to home. Nowhere is untouched by this stain on our collective humanity. It's global. It's networked. In some cases it lurks in the shadows, but often it's practiced openly, allowed to flourish by governments supporting industries that, put simply, use slaves. It is certain that some of your favourite products include slavery in the supply chain. This could be your morning cappuccino, a favourite T-shirt, the chocolate in your birthday cake, your wedding ring or the minerals in your beloved mobile phone.
The NO Project raises awareness and resources to fight these crimes.
If I were a human trafficker, I wouldn't like to bump into Judy on a dark night. She's filled with a relentless defiance, stoked by what she has seen and heard through her work on The NO Project. I've only spoken to her once and it was an eighty-minute Skype whirlwind. Based in Greece, she was just back in from Romania where she had been advising on a collaborative, nationwide anti-trafficking campaign with The NO Project. She was just heading off to Harvard for further meetings. I get the impression that she's someone who keeps moving. Judy is descended from the 17th century scientist, Robert Boyle of Boyle's Law fame. Like her ancestor, she is concerned with the application of constant pressure. Wherever Judy has found herself, she's given of her time and energy to help victims of the dark side of humanity.
A few more scribbled notes from Judy's rip-roaring life: Upbringing in a 'forestry village in New Zealand ('volcanic territory'…'pig hunters'). Campaigned against misguided sports teams playing in apartheid-era South Africa. Moved to London in the seventies to work as an actor. Worked with ELT teachers of refugees in Australia. Arrested for unlicensed street clowning in the heart of London. Worked with Sesame Street creator, the developmental psychologist Dr. Gerry Lesser. Researched ways in which children raised in chaos develop survival strategies (ask her about crib talk). Anti-racism work. Media messaging. Challenging status quo. Proactive. Fighter for Justice. Happened to read an article on commercial sexual exploitation that described a young foreign woman in Greece who hung herself in a toilet. It was the only apparent way out of her situation. Judy's world flipped upside down. The NO Project.
Meanwhile, (where do these people get the time?), Judy has lived 'the ELT dream' and tells the story of it in a way that would inspire anyone to enter the industry; teaching and teacher training at International House, studying at Harvard Graduate School of Education, and authoring materials for Longman Pearson.
Human trafficking is not an 'issue'. It's the world's fastest growing crime.
But back to The NO Project. It stems from Judy's belief that we should be using two main raw materials to teach; the energy, experiences and talents of our students themselves, and what's going on in the world. Awareness of human trafficking is being raised through student creativity, particularly the visual arts, dance and film. The NO Project is relentless. Large scale public awareness campaigns have just run in Bulgaria and will be taking place throughout Romania starting in September – thanks to the Corporate Social Responsibility (CSR) department of a European bank. Everyone involved in The NO Project works on a voluntary basis.
Judy explained to me how important it is that teachers should understand how every person, through their choices, can make a difference and that some of our students will become the policy makers of the future. She also described to me the feeling of satisfaction it gives her when a student tells her, years later, that a lesson she taught them changed their worldview. So, please take a look at some of the links below and spend some time on The NO Project website and Facebook page. And please share this wonderful work with your students.
As an ELT author, Judy is frustrated by how the global publishing industry has largely turned its back on content about human trafficking in their materials. It's on her wish list that the major publishers should cease hiding from such an important educational matter that is directly concerned with the protection of people of all ages all over the world. Judy makes the powerful point that, 20 years ago, no ELT materials included content about environmental issues and nowadays you can't open a course book without finding units on global warming, recycling or other eco matters. Judy hopes it will not take so long for our industry to address the global crime of human trafficking as further tens of millions of bodies and lives are bought and sold.
So, once you've spent some time on The NO Project website getting up to speed on the facts (and Judy reckons it is a very fast learning curve – a couple of hours is a good start), what can you do to help? This is the nagging question that I am grateful to Judy for answering for me.
If you love painting, paint. If you love writing, write. If you love talking to people, talk. If you love filmmaking, make films. Whatever it is that you love to do can be put to service of the good cause of raising awareness of human trafficking, or any other good cause for that matter.
I would love teachers to realise that there other educators all over the world confronting the crime of human trafficking in a respectful, dignified and creative way.
The more awareness there is of this crime, the more pressure will be put upon the powers that be to do something about it. Societies will be compelled to protect their most vulnerable members; the victims of traffickers who sniff out and prey on that very vulnerability. That millions suffer a living hell in our clever, high-tech new world is unacceptable; abandoned children driven around from apartment to apartment, repeatedly raped and then discarded, people who are so badly damaged by others that they never have the chance of anything resembling what you, reading this now, would call a life.
Just do it. Whatever it is. If you know what's happening, and now you do, there really is no excuse.
Links to know more:
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July 26, 2013
A friend of mine got a promotion and was being introduced to the team he would be managing at a well-known publisher. The person showing him around asked if anyone had any questions.
"What are you for?" came a voice from the back.
For good teachers, it's an easy question to answer. They make the world a better place. Simple. Through their teaching, and the transformations they bring about in their students they have the power to initiate lasting and positive change. This month's Pat on the Back goes to Katie Quartano, Paul Shaw and all who have volunteered their time and energy in support of the Disabled Access Friendly campaign.
If you're reading this there is a pretty good chance you're an English language teacher. There is also a good chance that you have a disability. How so? Well, according the World Report on Disability as many as 15% of people, that's 1 billion people worldwide are living with a disability, making up the largest of all minorities. Even if you don't have a permanent disability or a disability right now, there is a good chance that at some time in your life that will change, perhaps when you get old, have an operation, or have an accident.
Listening to Katie Quartano talking about education and the work of the Disabled Access Friendly campaign will give you goose bumps. In my case, it has made me question my decision to leave day-to-day teaching five years ago. Learning about the Disabled Access Friendly campaign reminds us that education is not just about acquiring skills and knowledge but that it also embraces social improvement. Teachers are in a unique position to impact on the future through their teaching of well being, fairness, equality and truth. But you probably knew that.
"When we became teachers we all had a vision – the belief that making the world a better place lies at the heart of education". Katie Quartano
The Disabled Access Friendly campaign goes back to an article written by Paul Shaw, an English teacher based in Greece. He wrote about his experiences as a wheelchair user. This article attracted attention and led to discussions and a decision to start a campaign that would harness the power of language teaching to bring about social change. The campaign meets a need. Issues about disability are often not addressed in the curriculum or in course books and students often know little or nothing about disability. They may or may not know someone who is disabled. It's impossible to care about something you know nothing about so teachers providing information about life as a person with a disability are building the pathways for caring and action.
The Disabled Access Friendly campaign is centred around a website from which teachers can download free lessons and graded readings about mobility disability for all ages and levels with teacher's notes. The materials, which come with teacher's notes, are arranged according to topic, target language and the students' CEFR level and are easy to browse and download. There is no need to sign up, create a password, or any other barrier to entry. They are all completely, 100% free. There are approximately 60 lessons and 60 graded readings at the moment and the number is always growing. There are also guidelines about how to use the materials.
It's a lot of work to create materials of this sort from scratch. If, like most teachers, you are run ragged and never have a moment to spare but would like to do something to sensitize your students to and inform your students about mobility disability, then the campaign's supporters have done the hard work for you - and people doing your hard work for you is always a good thing! Judging by the great success of the website, which is getting 10,000 visits a month from 110 countries, this is a model that could be useful to all sorts of campaigns for all sorts of social issues.
There are also plenty of ideas and resources for ways to make real and immediate improvements in, for example, access to buildings or people's care and consideration when parking cars. There are lessons that challenge attitudes to disability. There are lessons that put us in the shoes of a person with a mobility disability. There are lessons that teach people without disabilities about the etiquette around disability. There are lessons about overcoming barriers. Those are often barriers of the mind that people without disabilities have to overcome. As Quartano says, it's about getting our students to question what they see and hear, and to give them the power to fill the gap between ideals and a real situation.
Has teaching the difference between the present simple and the present continuous become more important and more pressing than opening your students' eyes to the world?
Another thing to love about the Disabled Friendly Access campaign is that this is an on-going group effort. The lessons on the website have been written by teachers and authors from all over the world, including some very well known names. They are always looking for contributions and this is a great opportunity to help by writing a lesson plan or a graded reading. It's not just about the lessons and readings though. There is also an army of volunteers and people contributing in other ways, from presenting at conferences to editing, to putting up posters in schools. The campaign welcomes being contacted by people who are able to help in any way.
Writing this article has been an education for me. I've found myself angered at the widespread apathy and broken promises when it comes to creating fair access to even the most basic aspects of society, and disappointed in myself for never caring. It's been interesting to learn about wheelchair etiquette but I embarrassed myself in pretty much my first email exchange with Katie by asking a question about Paul and how he had become a wheelchair user. There is a lot I would have been unaware of such as whether it is appropriate to offer to shake hands with someone with a prosthetic arm. Is it good manners to turn the conversation towards other people one knows who have a disability? There is also the discussion around how people with disabilities are portrayed in the media; heroes or victims, spongers or super-cripples, rarely just as ordinary people first, always with some sort of 'angle' that draws attention to how, well, disabled they are.
The Disabled Access Friendly campaign is fundamentally practical. They have some very specific calls to action. It's really easy to get on board. You'll be in good company and will have made the world a better place. It's what you're for, after all.
Things to do:
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Saturday and Sunday were a great start to the Holiday season for my family. We spent Saturday evening with family and friends watching The Mag Mile parade. It was cold but Yus' glee as the floats went by warmed my heart. We had tons of fun!
Sunday was spent as most of are Sunday's are at, church. This Sunday's message really hit J & I as we have over the last month or so really been taking stock of our blessings and how far God has brought us. We attend City Church Chicago and Pastor Kent spoke from Hebrews 11:21:
21 By faith Jacob, when he was dying, blessed each of Joseph's sons, and worshiped as he leaned on the top of his staff.
Pastor Kent mentioned how we have to take a step back and worship God for our blessings small and large.
There is a Perspective that Produces Worship
Lean on God's promise.
Are you taking the time to reflect and look back on the marks on your staff and All that God has done for you and your family? If not, take a step back and really look at your life and look at your story. Thank God in this season for where He has brought you from and where He will take you.
Just wanted to drop this little nugget on you all and hope it blesses you like it has blessed me.
'Tis the season to be Thankful!


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Create lyrics explanationSelect some words and click "Explain" button. Then type your knowledge, add image or YouTube video till "Good-o-meter" shows "Cool" or "Awesome!". Publish your explanation with "Explain" button. Get karma points!
U.S. Bombs – Cheers lyrics
Cheers! Cheers!
Cheers to you, cheers to me
Cheers to everything I see
Cheers to us and cheers to them
Here's to the greatest ambiance
Thanx for coming to the punk rock show
If ya don't get out, her life is bull
This is our seen away from the masses
Workin' class with a broken past
We had a good time
Good time tonight
Back in the van
Get in the van
Lyrics taken from http://www.lyricsmode.com/lyrics/u/us_bombs/cheers.html


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("Beauty might be skin deep, but so are our viewers.")
If you were overcome with a sudden feeling of deja vu while reading that headline, you're not alone. We've written some variation of it at least three times now — once for the TUF 16 premiere, again for the TUF 18 premiere, and probably once for TUF 19, but we don't care enough to look it up — with the only variant between them being the perpetually-descending number of viewers tuning in each season. But yes, the numbers are in, and with 536,000 viewers, TUF 20: Easy on the Eyes, Hard on the Face has shattered the record for the lowest viewed season premiere in the show's history. I guess we should have seen this coming.
I don't mean to make some overarching statement about the state of WMMA here, but this can't be a good sign for the popularity of the women's strawweight division. Between the social media campaign, the PR tour, the red carpet premiere, and the blatantly sexualized marketing campaign that was put together for this show, it was safe to say that the UFC had a lot riding on TUF 20. Expectations were high, and the season premiere bombed. Hard. Like, the Jacksonville Jaguars' offensive line hard.
The craziest thing about all this? The TUF 20 premiere was actually good. The brackets, the attention to the fighters backstories, the massive upset that was Torres vs. Marcos — it was a top notch episode from production to pacing. While the dwindling quality of seasons past has been rightfully reflected by its viewership (or flat out discussed on the show itself), TUF 20 is the first season in the show's history to crown a champion at its conclusion. It had stakes, dynamic participants, all of the stuff that reminds us what a compelling show TUF can be. Yet no one fucking watched it.
I'm not sure what there is to take away from TUF 20's abysmal numbers, really, other than the fact that FS1 will likely never be a comparable platform for delivering MMA content to Spike TV. But be honest, how many of you actually tuned in for last week's premiere?


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From a resident of Idaho:
Hello Friends!
Wanted to share a letter that I recently received from PNC Mortgage, the lender on my farm. Pay close attention to the language on page two.
Feel free to distribute as you see fit– including on social media if you'd like.
I've … Continue reading


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** Light Torch Hunter Series **
Mike's Safari Trip!
Help Mike find as many hidden objects as you can in his trip to Africa, find them as fast as you can.
Have fun with this cool game. You can move the spotlight of Mike's light torch by tilting your iPhone or iPod touch and discover each of the hidden objects that are placed in each scene.
The faster you find each objects the more points you get, and by finding several objects you go up to a new level of difficulty!
We offer 3 levels: Easy, Medium and Hard. With different spotlight sizes and time constrains.
You will receive future updates with cool new places of Mike's House.
For support contact us at:
** More cool apps by PORTEGNO APPS **
Witch my Wife
Monsters in my Closet
Knock Knock Zombies
** If you have kids, we have a series of CREATE + PRINT + COLOR IT ! apps, check them out **
My Dinos
My Safari
My Circus
Dressing Laura
Dressing Teddy
Dressing Tom
My Racing Car creator
My Zombie Creator
Build a Robot
My Spaceship Builder
My House creator
My Submarine Creator
Mary's Bike
My Car
My Labrador
My Beagle
My German Shepherd
My Yorkshire
My Toy Soldier
Follow us on Twitter for the latest news:


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Hello there Mockit lovers and Rocketleague enthusiasts,
My name is Izzail and I am the Play by Play shoutcaster for Mockitleage. We look to be starting blog posts so I thought I would make the first one about myself so that you might get to know me better. My real name is Chris and I am Canadian if you didn't already know. I am an old guy who is 30 but feel young at heart and love the esports scene. I got into rocket league at the launch but am new to the esports casting scene. Mockit was amazing enough to give me the opportunity to try my hand at it and I fell in love with it instantly. I have had alot of great responses from the viewers and players and I would sincerely like to say thank you to everyone. I was paired up with some guy named Kerrytaz on my first tournament broadcast and the chemistry we formed right away was something special and has lead to us in the opinion of many becoming the leading pair in Rocketleague commentary. We continue to run 3 tournaments a week and continue to see the participants and viewers growing with each cast. The future is looking bright for Rocketleague and Mockit.gg and i am super happy to be a part of it. I will continue to write blog posts for all of you let me know what you want to hear about in the comments below.


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Car purchasers can save by buying while manufacturers are offering rebates and other special deals.
Carmakers sometimes offer rebates directly to the customer. Sometimes they give cash and other incentives to the dealer, rather than the customer, to encourage sales. The dealer can use the cash for advertising, employee rewards, profit or other ways, or can pass it along to the customer. In negotiating price, it often helps to know if the dealer will get an incentive. The table shows factory-to-customer cash rebates (followed by a ``C``)


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(You save $157.68)
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Height (top of finial): 24"
Lampshade: 24" Wide x 9" Deep - 10" Height - Beige Natural Linen
Bulb / Watt: 2) 75 Watt, Double Pull Chains, Medium Base
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Type: Table Lamp
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Before You Purchase: 1) Check to make sure that the bottom dimension of the shade is narrower than the table on which it sets. This is typically important on narrow surfaces such as buffet tables, dressers, or bedside tables. 2) Check the overall lamp height to make sure it is not too tall or too short.
Free Shipping to Lower 48 States: Satisfaction Guaranteed. Although rare, we replace any items damaged in shipping. Dimond warranty applies. Returns accepted with 30 days of receiving. See Shipping and Returns policy at bottom of page for more details.
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The "One Thing" that will guarantee you Eternal Life is: (drum role please) KNOWING JESUS!!
September 27
This article was very much full of God's Truth. It sheds light on exactly what we need to know to be close to the Lord and gain eternal life. It reminds me of Mark Anthony's song, I Need To Know. This is what we need to know to have eternal life and be with our Savior forever!
October 6
Some people know all about Jesus but do not know Him personally having never repented of their sin(s) and trusting HIM and HIM only for their salvation


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Minor surgery to remove a wart
C002/8754 Rights Managed
530 pixels on longest edge, unwatermarked
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About Us
Talawat Fabrics (Gujarat) is a renowned manufacturer and supplier of high quality Uniform Fabrics, Shirting Fabrics, Poly Viscose Shirting, Dhoti, Semi Linen PC Fabrics, School Uniform Fabrics, Corporate Uniform Fabrics and others. All these fabrics are made from premium quality yarn and thread to offer a range of fabrics that is highly durable, comfortable, long lasting, shrink resistant and colorfast. Our assortment includes fabrics of different types as well such as Polyester, Ultra Satin, Khadi, Cotton Mix etc.
Under the guidance and headship of our mentor Mr. Mahendra Shah, we have achieved trust of our clients by providing quality fabric since the time of inception. His farsightedness has helped us to become a pioneer in the textile industry. His knowledge of the industry has helped us to understand the demands and requirements of the customers.
Our well-developed infrastructure assist us to meet the bulk requirements of fabrics at the committed time. With our quality-focused and customer-centric work approach, we have achieved many junctures of success so far. This has always kept us motivated to innovate and utilize greater uniformity across our organization in everything we do.
Why Us?
We are a pioneer in the manufacturing and supplying of superior quality fabrics. Our products are manufactured using superior quality raw material that are sourced from trusted sellers. Our team of skillful and dedicated professionals ensures well-timed delivery of products to the clients. Other factors that make us a leading fabric manufacturer are:
- We provide quality fabric at competitive prices
- We have a quality control department for the purpose of quality assurance
- Our business deals are very ethical as well as reliable
- We ensure quick and convenient delivery of fabric
- We maintain the best level of customer satisfaction
- Bulk and voluminous orders are supplied at the promised time


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Our Max Hold Volumizing Mousse provides your hair with volume and control. Never too stiff or sticky, it offers ultra control and hold without weighing your hair down. Its vitamin- and protein-enriched formula replenishes all hair types, while the Max Hold formula gives your hair body, volume and lift.
Stylist Recommendation: Shake can well. Turn can completely upside down and dispense into hand. Apply hair mousse evenly from roots to ends.


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0entrue01/04/2003February-March, the trade show months in Italy> Ipack-Ima Milan trade show, March 4-8, 2003
 Schneider Electric was at Ipack-Ima, the international trade show for packaging and bottling addressed at the food, chemicals, pharmaceutical, and cosmetics industries.
 The new products presented at the Schneider stand included the Motion offer, the TeSys "U"-model starter, the "small" Twido PLC, and Zelio. Attending Ipak-Ima meant obtaining greater visibility and gaining a position with OEMs who had their machines on exhibit, in order to make high-quality contacts.
 The customer approach not only included solutions but also services: Schneider Electric offered a consulting session on international standards, particularly American (NEMA).

 > Cabling 2003 convention held in Milan on February 25-26
 During this conventionThe Infra+ offer attracted great interest. Our customers were able to note that this lineup product offered real value for structured cabling (i.e. everything that transmits data, voice and image by cable).
 It was also an opportunity for Schneider Electric Italy to launch a new patch panel solution, Multiplus. This flexible solution integrates data and telephone applications within a single function, and is available in copper or fiber optics.
 An intelligent system for forward-looking professionals, offering full scalability.

 > MCS - Motion Control & Factory Automation trade show – held in Bologna on February 19-21, 2003
 This is a trade show of capital importance for integrated plant automation and motion control technologies: over 200 companies exhibited solutions and products for OEMs, systems integrators and end-users in the industrial market.
 Schneider Electric sister company in Italy presented the entire lineup of its new Motion Control solutions for the first time: with Lexium, presentation of Twin Line and ICLA servo-drives and brushless motors, "all-in-one" servo-drives and a three-axis robot controlled by PLC, axis boards, and Lexium.

More about Schneider Electric in Italy:www.schneiderelectric.ithttp://www.schneiderelectric.it


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AquascapePRO® Ammonia Neutralizer makes pond water safe for fish and plants by detoxifying chloramine and neutralizing large concentrations of toxic ammonia. It is important to eliminate any toxins in your pond water to ensure the health of your fish.
This set of 13 corrosion-resistant replacement screws fits the Signature 200 Skimmer (#43020) and the Surface Skimmer (#99771). Used to attach Face Plate (#29254) and liner to skimmer.
The AquascapePRO® Fill Valve Spigot Connector is a quick connect fitting for a 1/4" fill valve. Connects 1/4" poly piping to standard garden faucet.
AquascapePRO® Barley Straw Extract starts working instantly to provide clean and clear pond water. Its concentrated formulation contains added enzymes to help break down sludge and clean filter pads, significantly reducing required maintenance. Barley Straw Extract is safe for fish, plants, pets, and wildlife.
The AquascapePRO® Mongolian Basalt Column Landscape Fountain Kit provides impressive sights and sounds as water tumbles from the tall column. The amazing variation and texture that comes from natural basalt brings a unique look to any lawn or garden.
AquascapePRO® Natural Pond Tint helps keep pond water clean, clear and cool using a completely non-toxic dye with added humic and tanic acids This tea-colored dye helps reduce fish stress in spring, when the fish have no place to hide from the sun and predators.
AquascapePRO® Pond Detoxifier makes tap water into pond water. Pond Detoxifier eliminates chlorine and chloramines that often exist in tap water, removes ammonia, and chelates dangerous heavy metals, making the water safe for fish and plants.


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AN. For all those looking in, I've reposted in separate chapters and tweaked it a tiny bit (no doubt found some of the old errors and put new ones in) but it's basically the same story as before.
Hope you will enjoy the revisit or first time read and as always would welcome your comments at any time.
Thoughts and a dream by PatriciaS
Sunset Beach and all the characters etc. belong to Spelling and script writers. Or are new ones my muse dreamed up and are mine. No profit is made out of this piece of fiction.
All errors and omissions are the ones that have ducked every time I've looked for them so please treat them kindly and reviews welcomed.
Alternative ending to the story of Ben and Meg.
Ben thoughts while waiting for death or rescue in the basement at 137 Southern Avenue.
Chapter 1
Time never stops …. …
I feel so alone.
HE has taken my name and place in life.
It is damp and cold. I've no idea of time or date. Whether HE has killed them or been killed or living my life and has finally left me here to die.
The previous basement he kept me in had a dull light on all the time; this one has none, not even a hint from under the door to the rest of the building if there is any. That means I cannot have the pleasure of seeing my Soulmate's photo, which he'd left to taunt me in the other place and I have safe next to my heart…
I'm very hungry, thirsty and extremely tired so I close my eyes and draw her picture in my mind once again.
As I do so I hear in my mind two voices: Ricardo's and Hank's both telling me I could have done more, should have escaped and saved my wife, fiancée and son all that pain.
Silently I agree with them. But, don't know what I could have done. We all thought HE had died in the fall down that cliff into the sea….
HE must have known I was coming as it was over in moments and no chance of escape. Then came the pain of memories I have suppressed for so long being brought to the surface and along with the recent happier ones I cherish forcefully shared with him. And the continuing pain of knowing all of these have been used to draw them to him so he can successfully take my place… my life.
Then the waiting began, the hoping HE would trip up. And yet, if HE did, does, who would be in danger? And would there be other deaths as well as mine to add to the list.
I have tried to … … but, there is no hope of escape. The door is locked and the chains that are secured to the wall and around my wrists and ankles are tight and thick.
Perhaps it is better if they never know the truth of all this … and my wife and son end up a happy family with HIM being me as he planned. And my Soulmate, who was already looking for a quieter love when I left her for Seattle, will or has found it in her family and friends old and new. And this dark tomb is better than the terrifying confines of the coffin I found myself in the first time round…..
Some when I drift into a deeper warmer sleep … one I have never felt before and wonder if this could be the end… the final one…
I hear her calling me and see her standing before me.
But not as the picture I drew in my mind.
No, this time she is there with her long black hair being brushed by the wind away from her beautiful happy face. Around her neck are the pearls I gave her and she is wearing the wedding dress and looking out to sea. I look past her to where she looks and see the most stunning sunset and hear the waves crashing on the rocks below.
I recognise the cliff top; it's where I took her for a special picnic. I sat and watched as she lay on the ground pointing out the funny shapes in the clouds; we chatted, laughed and ate grapes, throwing and catching them in our mouths. Then we went back to the Casita - the place we sheltered from the storm months before and I found that I really loved her again. I always knew she had my soul, but for a while I lost the trust but found it again that night. And again that day of the special picnic when we made love I knew nothing else mattered. Not even when I found I had a son to get to know and love. With her trust, I knew we could be complete.
Suddenly I can feel her beside me, her touch and caresses, THAT connection we have surges through me and I know I'm safe: She is inside of me and I in her.
We are one.
My knight in silver armour on her white charger has found me. - I curl up in her arms as small as I can so she cannot drop me but keep me near her heart, which I hear beating in time with mine.
SHE is carrying me to safety.
My love, who everyone thinks I protect, protects me and makes me strong enough to face another hour, day, month: I don't know. All I know is I shall see her sometime in the future; if not here then on the other side.
If I open my eyes I will be back in the dark basement waiting for HIS final return or death.
So I will keep myself here in my dream still touching her, and the connection getting stronger with each second.
I want to call her name out loud, so I can hear it one more time hanging in the air before the end. But do so quietly, in case he hears and takes it all away by waking me and shattering this dream.
Instead I feel her fingers gently touch my face followed by a droplet of something landing on my cheek... Now another.
Should I open my eyes?
Will this dream so strong and warm, disappear into nothing?
Another droplet lands.
I must open them... I must see if what I feel is really true.
Can it be she has found me?
I hear her voice again, calling my name. I move my hand and find I am touching hers.
I'm brave and open my eyes and find I am looking into the face of my Soulmate. I hear her tearful laugh of pleasure. I try to speak but nothing comes - it does not matter. I feel her finger lightly on my lips.
It is so good and unbelievable…
Other hands help move me to one side and cut me free. I know I should move but cannot find reason or strength to.
She brings her face closer to mine and we kiss. I have not got the strength to show her how much she means to me but give her all the love I feel for her. She gives hers back to me.
The feeling is beyond words but not thoughts.
I am home and safe with her. No matter what happens in the future I know we will be together.
My Soulmate Meg and I.


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Monroe County Planning Department
Robert Peven, AICP, Director
Monroe County Planning Department
125 East Second Street
Monroe MI 48161
Telephone 734-240-7375
Fax 734-240-7385
Office Hours: Monday-Friday 8:30 am - 5:00 pm
The Monroe County Planning Commission was created in 1968 under Act 282 of the Public Acts of 1945, as amended, the Michigan County Planning Commission Act. The County Planning Commission consists of eleven members appointed by the County Board of Commissioners for three-year terms to represent a cross section of interests, including education, agriculture, recreation, labor, industry, government, transportation and commerce. This Commission serves as an advisory body that provides assistance and advice to the County Board of Commissioners and local communities.
The basic duties of the County Planning Commission are set forth in the following activities list, a part of the adopted Monroe County Planning Ordinance.
• Prepare and periodically amend a comprehensive plan for the development of the County.
• Make studies, investigations and surveys relative to the economic, social and physical comprehensive development.
• Cooperate with all departments of state and federal governments and all public and private agencies concerned with programs directed toward the economic, social and physical comprehensive development of the County and seek the maximum coordination of the County programs of these agencies.
• Consult with representatives of adjacent counties in respect to their planning so that conflicts in overall County plans may be avoided.
• Assist and coordinate all planning efforts of all constituent units of governments of the County of Monroe.
• Develop and maintain a central data bank of planning information for the use of all interested public and private agencies.
• Review zoning amendment petitions in the unincorporated portion of the County and review federal or state planning or facility grant requests throughout the County.
In addition to the activities that are mandated by ordinance or statute, the Planning Department performs a wide range of services and activities, including research, coordination, support, management, and programming in relation to County government. In particular, many requests for administrative assistance from the County Board of Commissioners and the County Administrator are fulfilled, including grant preparation, economic development activities, special studies, and graphic services.


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Sandra Bullock to Make Other, Better Movie Before That Proposal Quasi-Sequel
"[Bullock] is simply attached to the project, which is currently in development. This is not her next film."
Remember Monday's news about the upcoming movie Most Wanted, a quasi-sequel to last year's Proposal that Sandra Bullock was to make with that film's cast and creative team, in which she'll play a criminal who, through totally plausible machinations, we're sure, is forced to go on the lam with a U.S. Marshal portrayed by Ryan Reynolds? Didn't it seem like a strange follow-up to her Oscar-winning role in The Blind Side? Now that the word is out, her manager suddenly thinks so, too, and he does some damage control in the L.A. Times: "[Bullock] is simply attached to the project, which is currently in development. This is not her next film ... There are several projects of many different genres that Ms. Bullock is presently considering and has not committed to any of them at this time. The next project that will follow her Oscar will be chosen carefully and with a great deal of thought," he said, adding that Bullock's next role will actually be a Blind Side half-sequel in which she and Quinton Aaron star as a pair of flatulent astronauts. [24 Frames/LAT]


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Hello Strettites!
It's been way too long since I sent out a dispatch! The judge finally lifted the gag order, and I can now discuss Stretta in public again. There have been many changes in Strettaland. First, long-time Stretta vocalist, Debra, has moved on to greener pastures. Literally! She joined an agricultural cult living somewhere in the Smoky mountains. We wish Debra (now known as Starshine Moonbunny) all the best in her new life! Our new vocalist is a great singer named Happiness. She is doing well acclimating to the Stretta way of life, but it is difficult for a novice to adjust to an all-fried-food diet. She's making great progress!
Bassist Kenny has been away for a few gigs "vacationing". His initial "Vacation" was scheduled for 11 months and 29 days, but there's hope it may be shortened. Some Nashville Strettites may have seen Kenny with other D.O.C. "vacationers" working under the I65 overpass. Wave and honk if you see him!!
Our recent travels took us to Michigan. It was our second trip up to the casino in New Buffalo. The first trip was harrowing! Just as brave Aeneas, fleeing the burning Troy, faced constant struggles in his travels (and we all can agree that a fleeing Trojan is a problem), so too did Jon and I face 80 mph winds, trees coming down, trashcans flying, and an encounter with furries before we reached our destination. This time however, it was smooth sailing. No problems to report.


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|AM 600 CIQC Montreal
Anyone in Montreal, of a certain age, has a Ted Tevan story. Slightly jaded as I was, meeting Ted for the first time as an adult was an experience. Going before Ted was the equivalent of going before the President, the Prime Minister, an audience with the Queen or meeting Marlon Brando. This was a celebrity. Larger than life, with the deep gravelly voice, and shock of white hair that added three or four inches to a shorter frame. I looked up to Ted while I looked down from my 4 or 5 inch height advantage.
Ted gave me my nickname. The first time I walked into the studio to train on the board, the producer introduced me to Ted.
"Shawn", Tevan said, "Like Shawn O'Grady the boxer. "
On night number two, Ted said, "Hey Look what the cat dragged in. It's O'hara. Did you learn anything last night O'hara?"
From that moment on, I was Shawn O'hara.
I had the luck of running into Graeme Mitchell a year ago. Mitchell was the weekly co-host of Ted's Thursday night horse racing show. After leaving the Montreal Hippodrome as handicapper and marketing expert, Graeme was associated with the Rideau Carleton Raceway.
|A Thank You to Ted Tevan
Ted was an actor on the air. Still, the character he portrayed was the same guy he was in person, albeit exaggerated immensely. Ted always had a plan, whether ranting about the Big O, politics or life, or his 25 minute live ads for Dad's Bagels. One night, in the middle of one rant, a pigeon landed on the window sill outside the studio.
"O'hara," Ted yelled. "What kind of bird is that?"
As deadpan as possible I replied, "Ted, it's a chicken."
For some 10 seconds - an eternity in radio - Ted could not say a word. He was shaking, trying his hardest to not crack up. When he regained his composure, he railed into me, telling me to go home, telling me he would demote me and have one of the other Gang of Eleven take over. All the time with a big smile on his face.
Mitch Garber's eulogy at Ted Tevan's funeral by StubbornFool.com
Mitch Melnick will be airing a tribute to Ted Tevan on his show Melnick in the Afternoon on Tuesday August 16th between 3-7PM on The Team 990 AM in Montreal. You can also stream it from your computer here.