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Team Chase/Hunter Trial close of Entry Date has been extended
Post date: Sep 24, 2013 8:17:29 PM
Please note that the Team Chase/Hunter Trial is this Sunday.
There are classes to suit everybody … from novice to thruster.
A great deal of work has gone into getting everything in tip-top condition and we need your entry to make the effort worthwhile.
Close of Entry Date has been extended to Friday, 27th September
Don't miss your chance to gallop (canter, if you wish as there are 'bogey time classes') round this great course.
Full details available from the Team Chase page


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News & Events
Keep up to date with current RSB Lab projects.
Two key management themes we focus on sustainability management and accounting; and energy and environment.
We disseminate best practices to a broader audience of trainers and teachers beyond Nottingham Business School.
We critically evaluate current mindsets, habits and lifestyles with a view to providing some fresh perspectives and viable alternatives.
Two major conferences will take place in 2016.
Find out how we work with practitioners to engage, explain and transfer our research findings.
Keep up to date with current RSB Lab projects.
Tuesday 25 October 2016
The prestigious EBEN Annual Conference was hosted by the Responsible and Sustainable Business Lab at Nottingham Trent University
Friday 2 December 2016
Dr Petra Molthan-Hill, Principal Lecturer in Business Sustainability and pedagogic lead for the RSB Lab has won this years prestigious Green Gown Award
Friday 11 November 2016 - Wednesday 15 February 2017
This workshop, held in Cape Town, SA focused on building research capacity towards assessing success-factors in building ethical cross-sectoral healthcare management partnerships within business, government and NGOs
Monday 29 May 2017 - Thursday 1 June 2017
A pathway to global sustainability – Role of local food supply logistics in global sustainability
Thursday 23 February 2017
Following a presentation in Berlin, Centre Leader Professor Mollie Painter-Morland participated in a Q & A with Energy Delta Newsletter
Monday 4 September 2017
This research will help build understanding and inform future decision making on defining and managing values-driven functions
Thursday 10 May 2018 - Thursday 10 May 2018
The Responsible and Sustainable Business Lab is delighted to invite you to a special guest lecture by René ten Bos, a professor of philosophy at The Department of Management Sciences, Radboud University.
Hello and welcome to the Joyride
documentation page.
You can control all the details for you tour stop. Any valid HTML will work inside of Joyride.
Get the details right by styling Joyride with a custom stylesheet!
It works as a modal too!

subset: commoncrawl


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Problems facing the PRC when it was set up in 1949
- Created by: JasmineR
- Created on: 27-10-15 15:02
The aftermath of the civil war of 1946 - 1949:
The problems created by so many years of unrest made China difficult to govern, but the situation in 1949 was actually favourable to the Communists:
- Bringing an end to the years of conflict generated goodwill towards the Communists.
- As the Communists extended the areas under their control during the war, they had proved that they were capable of more effective organisation than the Nationalists. Both these factors gave Communists cause for optimism in October 1949.
- Although it may have been wishful thinking, many non-Communists imagined that life under Mao would at least be tolerable, and they would have a role to play in helping to rebuild China. This was because Mao had made it clear that creating a Communist society would be a long-term project. In the short-term, he declared his willingness to work with all social groups. It seemed entirely possible that a new United Front might be constructed, representing middle-class interests as well as those of the workers and peasants. To many, this was a more attractive and realistic option that fleeing to join the Nationalists in Taiwan.
As far as Mao was concerned, the civil war had strengthened his position at the top of the Party. Once the war was over, Mao was unquestioningly regarded as the architect of the new China, and his authority could not easily be challanged. Above all, he had the devoted loyalty of the Chinese army (PLA) behind him.
Mao intended to use this power to restore stability to China, and the only way to do this was to make all political opposition impossible (this is what he had done earlier in Yanan). It was Mao's intention, therefore, to return to a political system where all power lay at the top, in his and the CCP's hands, reinforced by military power.
The civil war had also reinforced for Mao the value of broadening his support base. Initially, the Communists had concentrated very much on cultivating peasant support, which they did by ensuring their Red Army treated the peasants more fairly than the GMD forces, and by organising land redistribution from landowners to poor peasants in the areas under their control. However, as the Reds began to extend the areas they controlled during the civil war, more cities fell under their authority. Initially, Harbin in northern Manchuria was the only…
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TM5492 : Mincarlo Trawler
taken 7 years ago, near to Lowestoft, Suffolk, Great Britain
This is 1 of 3 images, with title Mincarlo Trawler in this square
Mincarlo Trawler
The Mincarlo is a historic trawler and fishing vessel built in Lowestoft.
She was built in the Brooke Marine yards in Lowestoft in 1961. Each of the vessels (of 3) cost £75,600. Mincarlo was the last vessel to be built in Lowestoft and have a Lowestoft engine installed. The type of trawler known as a sidewinder or side trawler; mainly catching cod, haddock, plaice, skate and sole. In the 1970s she was bought and converted for use on the oil/gas fields. After being replaced by a purpose built vessel the Mincarlo was purchased for £1 and started life in preservation. She is now open during the week in summer at heritage quay in Lowestoft. Link
TIP: Click the map for Large scale mapping
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- Grid Square
- TM5492, 318 images (more nearby )
- Photographer
- Ashley Dace (find more nearby)
- Date Taken
- Thursday, 8 September, 2011 (more nearby)
- Submitted
- Thursday, 8 September, 2011
- Geographical Context
- Subject Location
OSGB36: TM 5495 9264 [10m precision]
- Camera Location
- View Direction
- South-southeast (about 157 degrees)
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Image classification(about): Geograph
This page has been viewed about 55 times.
View this location: KML (Google Earth) · Google Maps · Bing Maps · OS Map Checksheet · Geograph Map · More Links for this image


text:
Bruce and Dana Robbins | Parents
As Parents of soon to be three children we know that their education is a detrimental factor to their future. As God fearing parents we understand how important it is to incorporate a spiritual aspect to this learning experience. That is why we give God the glory for allowing us to meet Kevin and Deon Myers and enrolling our two sons into Reign Homeschooling Academy. Every parent would love to have a one on one learning format for their children which can't be found in our current public schooling system. It has been a blessing to find a school with a low teacher to student ratio, God-centered environment, and still maintain the traditional aspects of public schools. We would just like to say thank you first and foremost to the Lord and to Mr. and Mrs. Myers for their dedication towards wanting to make a difference in education.
Delson and Amanda Jeanvilma | Parents
When Kevin and Deon told me they were opening Reign Homeschooling Academy, I was initially concerned that it sounded like an impossible feat to home school outside the home and that it would be expensive to do so. Over the past four months I have been reminded that God says differently about conquering seemingly impossible things, especially when the aim is to glorify Him. My plan was to home school my children, although after dabbling in some Pre-K work with my daughter, I quickly learned that it takes a very special gift and grace to educate children. When I became a single mom, homeschooling was simply not an option and I just assumed that we would just make the best of public schools. Reign Homeschooling Academy has raised the bar on my children's education while being reasonably priced. It is much more than a school or community, it is in every way more like a family. The children here are not simply learning according to their grade level;, they are being led into the destiny that God has already planned out for them. They learn a Bible verse a week, and not just by memory; they live the verse out and get a deep knowledge of who God is and what He says about them. Reign Homeschooling Academy has offered me and my children hope that they will absolutely will reach all their dreams and destinies.


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In collaboration with Birmingham producer Preditah, the latest tune from Jorja Smith captures the raw 2-step energy of U.K. pirate radio, and she leans fully into that vibe with the video (premiering above). "On My Mind" is a UKG kiss-off, and its video appropriately features tower blocks, spliffs, and the mockumentary-famous garage crew Kurupt FM.
"Even though it wasn't shot in Walsall, the video gave me a very nostalgic feel of being at home," Jorja told The FADER in an email. "It reminded me of times spent chilling in my friend's flat. We all had such a fun day shooting, the video reflects the mood of the song. Very alive."
"Me and Jorja pretty much have the same musical tastes," Preditah added. "The track is uptempo and bubbly which is what I specialize in, and it also has soul and meaning which is what Jorja specializes in."


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Stocks that pay dividends have helped millions of investors become wealthy. But not all dividend stocks are the same. Before you simply pick a few for your portfolio, you need to get a grasp on one of the major differences among the thousands of stocks that pay dividends.
Should you get paid now or later?
Investors choose dividend stocks for a variety of reasons. Some pay more attention to the company and its future prospects and happen to pick a stock that pays a dividend, with the dividend not really playing a major role in their investing decision. Others see dividend stocks as being categorically more conservative than their non-dividend-paying counterparts, and so they don't necessarily focus much on the particular attributes of the companies whose stocks they buy.
The most obvious reason to buy dividend stocks, though, is for the income they generate for investors. With interest rates on bonds and other fixed-income securities so low right now, dividend stocks are among the best ways to create a steady stream of cash. But there are two very different strategies that income-seeking investors can follow to maximize their dividend income. Which one you pick depends largely on whether you need more income now or in the future.
Eating your dessert first
If you don't want to delay gratification -- or you don't have the time to wait -- then high-yield dividend stocks look the most attractive. Those seeking for the highest yields have a huge array of choices to look at:
- Real estate investment trustAnnaly Capital Management
(NYSE: NLY)has maintained a double-digit dividend yield for two years now, as it has used ultra-low rates to leverage its investment in Fannie Mae and Freddie Mac bonds.
- Old-fashioned telecoms AT&T
(NYSE: T)and Verizon (NYSE: VZ)may not have much growth left in their landline businesses, but both have yields approaching 7%. Some of their smaller competitors sport even higher payouts.
- Master limited partnership Magellan Midstream Partners
(NYSE: MMP)sports a 6% yield right now. Even better, its payout has some tax advantages that let you keep even more of what you earn than with regular stocks.
The thing about high-yield stocks is that you have to be particularly vigilant. Often, high dividends are unsustainable and express concerns about whether the stock will be able to continue paying them. BP shareholders found this out the hard way recently, when a 10% dividend yield turned into nothing when the company suspended its dividend payments.
Looking long-term
As a result, some dividend investors who don't need to maximize their income right away instead look away from high-yield stocks. Instead, they focus on stocks with more modest payouts now but which also have a track record of growing their dividends significantly over time.
For instance, Procter & Gamble
P&G is a good stock, but it's not the only one. Fellow stalwart McDonald's
You win either way
Which of these strategies you choose comes down to a matter of individual preference. If you need as much money as you can draw from your investments right now, then high-yield dividend stocks will be best for you. If you have time, however, to let your investments grow, then stocks with lower payouts now might blossom into even better payers down the road.
Don't discount the power of dividend stocks. Even if you don't need income from your investments today, chances are you will eventually. There's never been a better time than now to add dividend stocks to your portfolio.
If you want to learn more about dividend stocks, tune in to Nathan Alderman's roundtable on the best dividend stocks for beginning investors.
Fool contributor Dan Caplinger likes the slow and steady route to wealth. He doesn't own shares of the companies mentioned. Magellan Midstream Partners and Procter & Gamble are Motley Fool Income Investor choices. The Fool owns shares of Procter & Gamble. Try any of our Foolish newsletters today, free for 30 days. The Fool's disclosure policy pays you back every day.


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- North America
- United States
- Georgia
- Rag Round
- Search
Traveling Luck for Rag Round Georgia, United States
The timezone in Rag Round is America/Iqaluit
Morning Sunrise at 07:30 and Evening Sunset at 18:53. It's Dark
Rough GPS position Latitude. 31.5711°, Longitude. -81.6983°
Morning Sunrise at 07:30 and Evening Sunset at 18:53. It's Dark
Rough GPS position Latitude. 31.5711°, Longitude. -81.6983°
Weather near Rag Round Last report from Ft. Stewart, GA 48.8km awayTemperature: 26°C / 79°F
Wind: 4.6km/h Southeast
Cloud: Sky Clear
Satellite map of Rag Round and it's surroudings...
Geographic features & Photographs around Rag Round in Georgia, United States
lake a large inland body of standing water.
- Sour Lake (0.6km)
- Gator Lake (1km)
- Bug Suck Lake (1.5km)
- Crooked Lake (2km)
- Old Hell Lake (2.5km)
- Middleton Lake (2.8km)
- Little Harper Lake (3.9km)
- Cogdens Lake (4km)
- Twin Lakes (4km)
- Big Harper Lake (4.7km)
- Duck Pond (4.8km)
- Miller Lake (6.4km)
- Cogden Lake (7.5km)
- Big Lake (7.5km)
- Bonnet Lake (7.9km)
- Bernie Lake (8.2km)
Local Feature A Nearby feature worthy of being marked on a map..
- Rag Round (0km)
- Horse Ford (2.8km)
- John Lane Drift (3.7km)
- Oxlot Landing (4km)
- Sister Pine Round (4.8km)
- Old Landing (4.9km)
- Oak Landing (7.3km)
- Big Water Oak Round (7.9km)
- Plank Landing (8.1km)
- Mac Fishery Landing (9km)
stream a body of running water moving to a lower level in a channel on land.
- Doctors Creek (2km)
- Harper Slough (2.2km)
- Penholoway Creek (2.6km)
- Steamboat Old River Slough (4.6km)
- Little Diana Slough (7.2km)
- Diana Slough (7.4km)
- Goose Run Creek (7.8km)
- Fountain Branch (10km)
island a tract of land, smaller than a continent, surrounded by water at high water.
- Bug Island (2km)
- Boyles Island (4.2km)
- Joyner Island (4.7km)
- Honey Island (6.2km)
- Dicks Island (6.5km)
- Gill Island (8.3km)
- Kentucky Island (9.6km)
Accommodation around Rag Round
Days Inn and Suites, Jesup GA 1096 Express Ln, Jesup
Western Motel 194 South Highway 301, Jesup
Quality Inn Jesup 205 N Hwy 301, Jesup
swamp a wetland dominated by tree vegetation.
- Brosay Suck (2.2km)
- Penholoway Swamp (3km)
- Gill Bay (9.1km)
- Gardi Swamp (9.9km)
channel the deepest part of a stream, bay, lagoon, or strait, through which the main current flows.
- Old Hell Bight (3.2km)
- Sister Pine Drift (5.3km)
- Miller Lake Cut Off (6.8km)
cliff(s) a high, steep to perpendicular slope overlooking a waterbody or lower area.
- Bug Bluff (1.7km)
- Double Yellow Bluff (3.2km)
cape a land area, more prominent than a point, projecting into the sea and marking a notable change in coastal direction.
- Box Point (0.8km)
- Point, The (2.5km)
church a building for public Christian worship.
- Union Church (9.9km)
- Middleton Church (10.2km)
inlet a narrow waterway extending into the land, or connecting a bay or lagoon with a larger body of water.
- Old River (9.8km)
ridge(s) a long narrow elevation with steep sides, and a more or less continuous crest.
- Cooter Ridge (0.3km)
rapids a turbulent section of a stream associated with a steep, irregular stream bed.
- Steamboat Eddy (4.4km)
bay a coastal indentation between two capes or headlands, larger than a cove but smaller than a gulf.
- Sturgeon Hole (2.3km)
populated place a city, town, village, or other agglomeration of buildings where people live and work.
- Paradise Park (3km)
reservoir(s) an artificial pond or lake.
- Yeomans Lake (3.2km)
bar a shallow ridge or mound of coarse unconsolidated material in a stream channel, at the mouth of a stream, estuary, or lagoon and in the wave-break zone along coasts.
- Oberry Bar (7.8km)
Wikipedia entries close to Rag Round
- Ludowici, Georgia city o city
- Jesup, Georgia city o city
- Walthourville, Georgia city o city
- Allenhurst, Georgia city o city
- Eulonia, Georgia city o
- Gumbranch, Georgia city o city
- Hinesville, Georgia city o city
- Riceboro, Georgia city o city
- Screven, Georgia city o city
- Odum, Georgia city o city
- Darien (Georgia) city m city
- Flemington, Georgia city o city
- Fort Stewart military
- Midway, Georgia city o city
- Brunswick Golden Isles Airport airport airport
- Offerman, Georgia city o city
Airports close to Rag RoundWright aaf(LHW), Wright, Usa (48.8km)
Hunter aaf(SVN), Hunter aaf, Usa (93km)
Savannah hilton head international(SAV), Savannah, Usa (100.8km)
Jacksonville international(JAX), Jacksonville, Usa (156.5km)
Emanuel co(SBO), Santa barbara, Usa (170.3km)


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Finally, someone has produced gluten free biscuits that are indistinguishable from the ordinary type – and are good enough to be handed round at a formal do.
All too often, gluten free biscuits are dull, crumbly and gritty, in bad packaging. It is almost as if the manufacturers are assuming that people who eat gluten free are also likely to enjoy wholewheat pasta, lentils with stones in and dry nut roasts – i.e. 'wholesome, healthy food' from the 1970s, when 'healthy' foods were seen as a penance. (As an almost vegetarian for over 25 years, I like wholewheat pasta, lentils and nut roast, but you know what I mean).
Kallo have produced a box of biscuits that are both beautiful and good to eat. They are a range of chocolate and wafer type biscuits – sadly, they are small (though perfectly formed) and expensive (as gluten free food is) – but anyone would be delighted to receive them as a gift.
We found them in Sainsbury's, but no doubt they are available elsewhere. Well worth the hunt, I'd say …


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Q: How can I dispose of a dysfunctional La Cie external hard drive so that stored data cannot be retrieved?
A: If all else fails, take a sledgehammer to it and beat it to a plastic-and-metal mess (make sure you're wearing eye protection!). The platter with the data on it will be so banged up that it will be unreadable.
Before you do that, go to e-stewards.org/find-a-recycler to see if there's a "greener" recycler near you who recycles e-waste from individuals. E-Stewards are certified by the Basal Action Network as responsible recyclers of electronic waste, who will do everything possible to prevent your hard drive from winding up in a dump in some poor area of the world.
The Basal Action Network is an organization that fights against the dumping of e-waste. Recyclers can seek E-Steward certification from the Basal Action Network and be listed at e-stewards.org which has a map showing you the locations of E-Stewards and recyclers who are seeking E-Steward status. Perhaps one is near you.
If you find one near you, chances are it works only with medium-size and large businesses that need to destroy or hard drives with sensitive data, so they aren't set up to handle one hard drive at a time. But don't give up. Search the site or call by phone to see if the recycler knows of a nearby partner who will wipe your data and responsibly recycle your hard drive.
These recyclers use a degausser, which creates a powerful magnetic field that eliminates data from magnetic media such as a hard drive.
If you're not near an E-Steward, you can accomplish the same thing with a sledgehammer, but before you do, check with city hall to see if there's an e-waste collection event or recycler nearby. If not, it's time to call your local sanitation department to find out how you're supposed to dispose of your hard drive after you sledgehammer it. Unfortunately, this means you can't ensure that the nasty stuff used to make that hard drive won't wind up in a landfill, but you did the best you can do.
You can assuage your guilt a little bit in the future by buying only "greener" electronics — from companies recommended by the Basal Action Network, at ban.org.
Have a question about your computer, cellphone, camera or any gadget? Let us know! E-mail Eric Gwinn at email@example.com, and you could be featured in an upcoming Gadget Q&A column.


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Hey look, more animal ad metaphors. How fucking original. Here, Durham, North Carolina ad agency McKinney—yet another shop that claims they're "redefining how marketing is done"—proposes that teenagers are nothing more than animals just itching to kill themselves. The headline on all three is "What's the worst that could happen?" Do these ads speak to teenagers on their level? No. Do they preach to them and call them irresponsible idiots? Yes. While they teach us nothing about drug use, they do educate teenagers a little bit about the animal kingdom; salt does in fact dehydrate slugs. So not a complete loss? The Website on the ads, AbveTheInfluence.com, was created for the White House Office of National Drug Control Policy…which helps explain the stupid strategy of this campaign. Jump for the two other ads featuring teen rat girls about to sample rat poison and bug spray-huffing adolescent wasps.
|Images: BestAdsOnTV|


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In this violent and blood-soaked horror outing, the kindly host of a popular kiddie show has a secret life as the psycho avenger of children's rights who murders the parents who abuse them. ~ Sandra Brennan, Rovi
All The Psychopath cast + crew photos
Movies.com, the ultimate source for everything movies, is your destination for new movie trailers, reviews, photos, times, tickets + more! Stay in the know with the latest movie news and cast interviews at Movies.com.
Copyright © 2018 FANDANGO MOVIES.


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Larry Summers at Bretton Woods:
"I have always been an empiricist, so I will be happy to say that if Britain enjoys a boom over the next two years coming from increased confidence, I will be required to quite radically rethink my view of how the macroeconomy operates, and to be quite contrite about the seriousness of the misjudgments that I am making."
Read the full quote here.
Sorry if I bet that the facts in two years won't change Larry Summers mind about anything. During weekend religious services economist bow down and pray allegiance to empirical evidence, and Monday thru Friday they forget their prayers and do anything and everything to advance their scientistic and ideological "priors" — and their beloved mathematical hobby horse of the moment — bending the facts to fit whatever prior beliefs they have always held. If you study academic economists like an entomologist studies ants, this is what the data have consistently revealed.
If things work out contrary to Summers' expectations about Britain — and Summers in fact rethinks his macroeconomics and acknowledges the massive empirical failure of his whole scientific outlook on this matter — I'll die my hair pink.


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Ahmedabad: Marked by active participation
from members of both the communities, the 134th edition of
Lord Jagannath`s rathyatra on Sunday passed off peacefully here.
The colourful procession, comprising of 19 decorated
elephants, 98 trucks mounted with tableau depicting Indian
culture, and three aesthetically decked chariots of Lord
Jagannath, Lord Balram and their sister Subhadra, moved past
the communally-sensitive areas like Kalupur, Dariyapur and
Shahpur which had in the past witnessed communal violence.
The convoy was greeted by local leaders of the
minority community in the areas it passed through amidst tight
security arrangements made by police and other agencies.
The rathyatra, accompanied by chorus of devotional
songs and drum beats, moved silently at the time of evening
prayers in the minority-dominated areas.
The people, who lined up on both sides of roads,
jostled up to have a glimpse of the procession.
Local MLA Gyasuddin Sheikh said that it was the
efforts of the common people that have made the rathyatra
peaceful since the past decade.
The mohalla committees and the peace committees have
played a major role in bringing the two communities together,
he said.
Earlier in the day, Gujarat Chief Minister Narendra
Modi performed symbolic `road cleaning` outside the
400-year-old Lord Jagannath temple from where the chariots of
the Lord Jagannath, Lord Balram and their sister Subhadra
commenced their journey throughout the city.
During its journey through the city, the procession
and the devotees halted briefly at Saraspur, which is
considered to be the maternal home of Lord Jagannath.
Elaborate arrangements were made to serve `Maha Bhoj`
(prasad) to more than 1.5 lakh people in Saraspur where the
convoy rested for around two hours before starting its return
journey to the four-century old temple of the lord.
In Saraspur, devotees collected essential food items
required for the preparation of prasad from around a month
ago, as per the custom.
Over 5,000 volunteers rendered their services to make
the ceremony a grand success.


text:
So Chelsea Clinton gave a very bookish speech tonight. Very inspiring to hear her mention Pride & Prejudice & A Wrinkle in Time among others -- and to hear a shout out to libraries!
Apparently this caused these titles to trend on twitter almost immediately. I do hope it will also encourage people to read them, especially this one. A Wrinkle in Time is an exquisite read, and it is also a perfect one for right now.
The Murry family is made up of many misfits, especially Meg, icon to smart gawky adolescent girls everywhere. They're all clever; her parents are also brilliant scientists. They are always committed to the good; to peace, to inclusivity, to understanding. And they are also under attack, via Meg's father, by an hateful overlord of another planet, Camazotz. His shtick is control of his planet through fear and hate. Meg's final freedom comes when she faces down IT on Camazotz, and defeats him.
As long as I stay angry enough IT can't get me.I believe that this message of love as the only response to hate and fear resonates now, even for those of us who aren't Americans. It's a wider message that bears repeating. And this book shares it in a beautifully accessible way.
Is that what I have the IT doesn't have?
"Nonsense," Charles Wallace said. "You have nothing that it doesn't have."
"You're lying," she replied, and she felt only anger toward this boy who was not Charles Wallace at all. No, it was not anger, it was loathing; it was hatred, sheer and unadulterated, and as she became lost in hatred she also began to be lost in IT.... with the last vestige of consciousness she jerked mind and body. Hate was nothing that IT didn't have. IT knew all about hate...
....suddenly she knew.
She knew!
That was what she had that IT did not have.
She had Mrs. Whatsit's love, and her father's, and her mother's, and the real Charles Wallace's, and the twins', and Aunt Beast's.
And she had her love for them.
Time to reread it. All together now.


text:
Helping a New Mom Article
What Happened to My Wife?
You may at times wonder what ever happened to your wonderful, loving mate. Pregnancy and motherhood do not always bring out the best in a woman as far as dad is concerned. In fact, at times you may feel like you want to hand her a broom to ride.
The impacts of motherhood will result in fundamental changes in your wife over a short time period. You are well behind her on the learning curve, which means that while she is getting hit hard, you remain virtually unscathed (she is unlikely to be sympathetic that you are no longer the main focus in her life).
These circumstances can make it tough for you to sort out what is happening, especially if you are taking her apparent rejection personally (it happens to the vast majority of us dads). If you feel like someone who has lost his mate, welcome to the brotherhood of fatherhood. You are not alone.
Keep in mind what she is going through mentally and physically, and try to keep your sense of humor. You may feel like her punching bag at times, which in essence is one of your new roles. Your job is to take it and hang in there, being as supportive as you can.
Her moods, which she can barely control, will come and go. You may as well roll with the punches since the alternative is not particularly constructive. It will also get you ready for after the baby is born, when mom will be worn thin and the punches may fall harder.
Again, your sweetheart is still there inside her, and if you hang in there, you will get her back.
Take our website home with Crash Course for Dads-To-Be.
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My partner and I have a three-and-a-half-month-old baby girl. We are
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A little over a year ago, publisher 14271825.html" class='autolink'>UFO Interactive and developer Starfish teamed up to launch a new series on Nintendo DS. Called the Smart Kids line, its games featured educational entertainment targeted to the youngest DS players -- ages 3 and up. And while the titles' gameplay and visual style wouldn't appeal to players much older than that low age range, they were perfectly appropriate for the toddler-kindergarten set. And now, the sequels have arrived.
Smart Boy's Toys Club is the follow-up to the boy-focused Smart Boy's Gameroom from last year. Like its predecessor, it's presented as a compilation of pre-school level mini-games and easy activities meant to be accessible to any young person who picks it up. But unlike Gameroom, which featured only 12 of these mini-games, Toys Club has pushed that total up to 18.
There are now many more things to do than before, which wouldn't be all that impressive except for the fact that almost all 18 Toys Club mini-games are brand new. None of them are recycled from the previous Gameroom package, except perhaps the Coloring mode -- but that was one of the most basic and best designs from the original, so its reappearance is more of a positive point than anything.
The other 17 are first-run games, and they run the gamut from slow-paced challenges promoting thoughtful reasoning skills, to faster-paced action-oriented experiences. Or as much fast-paced action as is appropriate for a three-year-old, anyway -- they're things like Balloon Popping where you use the stylus to poke at floating balloons on the screen before they drift away, and the Race Car game where you tap buttons on the screen to steer a bright red speedster left and right, avoiding collisions with funny obstacles on the road like grinning snowmen.
The stylus is an optional tool, though, as like last year's Gameroom before it, Toys Club offers oversized visuals that are easily touched by fingertips instead -- the youngest DS gamers don't often take to anything more advanced than just rubbing at the screen with their own little fingers anyway.
Creativity is encouraged through several of the designs, including the Build a Car mode that lets little guys put together a customized vehicle one piece at a time -- they can make a traditional racer with NASCAR wheels and a spoiler, or an off-the-wall creation that has tank treads instead of tires and a rocket engine strapped to the back. There's a Painting mode that updates Gameroom's Drawing design, and gives players established elements on the screen like wheels or a boat and encourages them to fill in the rest of the scene. And there are musical Bell Ringing and Xylophone modes, for those young men who are rhythmically inclined.
Other games take some critical thinking to complete, and key among them is the Ladder Game -- in it, characters appear on the top screen above a set of ladders, and an item they're seeking to retrieve is placed at the bottom of one of the columns. Players have to figure out which path the character will take down the ladders, as horizontal connectors between the vertical paths change their downward momentum any time they come to them. If needed, players can even add in extra connectors to correct their route and get them to the right stopping point on the ground below.
Overall, the increased variety, increased quantity and increased complexity of Toys Club's offerings over last year's Gameroom compilation make it a compelling potential purchase -- but before getting to the end of the experience, players and their parents will unfortunately hit just a couple of rough spots. There were one or two games in Gameroom that were just a little bit off, and Toys Club is no different. Here, a chief concern is the Connect the Dots game.
It's laid out just as you'd expect -- a mostly blank canvas with a set of numbered dots displayed on top. And the task is simple enough, as you're supposed to put the stylus down on the #1 spot, draw a line to #2, then #3 and so on. The problem isn't with any of that, it's with the game's recognition of what you've drawn when you're finished. Even if you've done a perfect job at connecting every dot, in sequence, the game will inevitably sound the "incorrect" noise and then play a demo video of how you should have done it -- even though you just did the same thing yourself. It's a little frustrating, and it's unfortunate that the lack of polish in this one design can threaten to bring down the rest of the package, where few other such errors occur.
The Verdict
UFO Interactive is right on track with its strategy of reaching out to the youngest set of DS gamers, and the Smart Kids line of products has proven so far to be a series that's well worth the notice of parents, grandparents, uncles and aunts looking for appropriate presents for their littlest players. Smart Boy's Toys Club is a step up from last year's Gameroom, offering more mini-games and a bit more complexity, but at the same budget price. It's not a perfect package, as occasional issues like the poor recognition in the Connect the Dots game show that there are still ways to improve on this compilation concept. But, overall, any little fellow who gets his hands on this game should have a blast, and end up a little Smarter because of it.


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I need to transcribe 140 mints, in 4 audio files, each is 35 mints.
Favor leer con cuidado, no se responden preguntas cuyas respuestas están bien claras aquí: 1. Se transcriben audios claros en español. 2. Se transcribe sobre un texto que está en inglés. 3. Los audios son traducciones, por ello van sobre el texto en inglés. 4. Debe tener perfecta ortografía. Si tiene errores, no se paga. 5. Duran cerca de 20 ...
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Our non-profit works to facilitate justice for grave human rights abuse. This summer we commissioned an acclaimed photojournalist to travel to a conflict zone and document her experience. As a result we have 2.5 hrs of interview footage that will need to be transcribed for our video editor to begin the production of a mini documentary. The work should take a total of 8-12 hrs. We are based in L...
Web app with Wav to Text transcribe and Google Sheets as backend. More details in private
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Transcribe mp3's of classes and events
Transcribe off of mp3's of classes
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text: FR Doc 2010-12610 [Federal Register: May 25, 2010 (Volume 75, Number 100)] [Notices] [Page 29327-29333] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [DOCID:fr25my10-47] Download: ---------------------------------------------- DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview Information; State Personnel Development Grants (SPDG) Program Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010 Catalog of Federal Domestic Assistance (CFDA) Number: 84.323A. DATES: Applications Available: May 25, 2010. Deadline for Transmittal of Applications: July 9, 2010. Deadline for Intergovernmental Review: September 7, 2010. Full Text of Announcement I. Funding Opportunity Description Purpose of Program: The purpose of this program, authorized by the Individuals with Disabilities Education Act, as amended (IDEA), is to assist State educational agencies (SEAs) in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities. Priority: This priority is from the notice of final priority for this program, published in the Federal Register on June 9, 2006 (71 FR 33578). Absolute Priority: For FY 2010 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we consider only applications that meet this priority. This priority is: State Personnel Development Grants Program Priority: The Assistant Secretary establishes a priority to assist SEAs in reforming and improving their personnel preparation and professional development systems for teachers, principals, administrators, related services personnel, paraprofessionals, and early intervention personnel. The intent of this priority is to improve educational results for children with disabilities through the delivery of high quality instruction and the recruitment, hiring and retention of highly qualified special education teachers. In order to meet this priority an applicant must demonstrate that the project for which it seeks funding--(1) Provides professional development activities that improve the knowledge and skills of personnel as defined in section 651(b) of IDEA in delivering scientifically-based instruction to meet the needs of, and improve the performance and achievement of infants, toddlers, preschoolers, and children with disabilities; (2) Implements practices to sustain the knowledge and skills of personnel who have received training in scientifically-based instruction; and (3) Implements strategies that are effective in promoting the recruitment, hiring, and retention of highly qualified special education teachers in accordance with section 602(10) and section 612(a)(14) of IDEA. Projects funded under this priority must also: (a) Budget for a three-day Project Directors' meeting in Washington, DC during each year of the project; (b) Budget $4,000 annually for support of the State Personnel Development Grants Program Web site currently administered by the University of Oregon (http://www.signetwork.org); and (c) If a project receiving assistance under this program authority maintains a Web site, include relevant information and documents in a form that meets a government or industry-recognized standard for accessibility. Statutory Requirements. State Personnel Development Plan. An applicant must submit a State Personnel Development Plan that identifies and addresses the State and local needs for personnel preparation and professional development of personnel, as well as individuals who provide direct supplementary aids and services to children with disabilities, and that-- (a) Is designed to enable the State to meet the requirements of section 612(a)(14) and section 635(a)(8) and (9) of IDEA; (b) Is based on an assessment of State and local needs that identifies critical aspects and areas in need of improvement related to the preparation, ongoing training, and professional development of personnel who serve infants, toddlers, preschoolers, and children with disabilities within the State, including-- (i) Current and anticipated personnel vacancies and shortages; and (ii) The number of preservice and inservice programs; (c) Is integrated and aligned, to the maximum extent possible, with State plans and activities under the Elementary and Secondary Education Act of 1965, as amended (ESEA); the Rehabilitation Act of 1973, as amended; and the Higher Education Act of 1965, as amended (HEA); (d) Describes a partnership agreement that is in effect for the period of the grant, which agreement must specify-- (i) The nature and extent of the partnership described in accordance with section 652(b) of IDEA and the respective roles of each member of the partnership, including, if applicable, an individual, entity, or agency other than the SEA that has the responsibility under State law for teacher preparation and certification; and (ii) How the SEA will work with other persons and organizations involved in, and concerned with, the education of children with disabilities, including the respective roles of each of the persons and organizations; (e) Describes how the strategies and activities the SEA uses to address identified professional development and personnel needs will be coordinated with activities supported with other public resources (including funds provided under Part B and Part C of IDEA and retained for use at the State level for personnel and professional development purposes) and private resources; (f) Describes how the SEA will align its personnel development plan with the plan and application submitted under sections 1111 and 2112, respectively, of the ESEA; (g) Describes strategies the SEA will use to address the identified professional development and personnel needs and how such strategies will be implemented, including-- (i) A description of the programs and activities that will provide personnel with the knowledge and skills to meet the needs of, and improve the performance and achievement of, infants, toddlers, preschoolers, and children with disabilities; and (ii) How such strategies will be integrated, to the maximum extent possible, with other activities supported by grants funded under section 662 of IDEA; (h) Provides an assurance that the SEA will provide technical assistance to local educational agencies (LEAs) to improve the quality of professional development available to meet the needs of personnel who serve children with disabilities; (i) Provides an assurance that the SEA will provide technical assistance to [[Page 29328]] entities that provide services to infants and toddlers with disabilities to improve the quality of professional development available to meet the needs of personnel serving those children; (j) Describes how the SEA will recruit and retain highly qualified teachers and other qualified personnel in geographic areas of greatest need; (k) Describes the steps the SEA will take to ensure that economically disadvantaged and minority children are not taught at higher rates by teachers who are not highly qualified; and (l) Describes how the SEA will assess, on a regular basis, the extent to which the strategies implemented have been effective in meeting the performance goals described in section 612(a)(15) of IDEA. Partnerships. Required Partners. Applicants must establish a partnership with LEAs and other State agencies involved in, or concerned with, the education of children with disabilities, including-- (a) Not less than one institution of higher education; and (b) The State agencies responsible for administering Part C of IDEA, early education, child care, and vocational rehabilitation programs. Other Partners. An SEA must work in partnership with other persons and organizations involved in, and concerned with, the education of children with disabilities, which may include-- (a) The Governor; (b) Parents of children with disabilities ages birth through 26; (c) Parents of nondisabled children ages birth through 26; (d) Individuals with disabilities; (e) Parent training and information centers or community parent resource centers funded under sections 671 and 672 of IDEA, respectively; (f) Community-based and other nonprofit organizations involved in the education and employment of individuals with disabilities; (g) Personnel as defined in section 651(b) of IDEA; (h) The State advisory panel established under Part B of IDEA; (i) The State interagency coordinating council established under Part C of IDEA; (j) Individuals knowledgeable about vocational education; (k) The State agency for higher education; (l) Noneducational public agencies with jurisdiction in the areas of health, mental health, social services, and juvenile justice; (m) Other providers of professional development who work with infants, toddlers, preschoolers, and children with disabilities; (n) Other individuals; and (o) An individual, entity, or agency as a partner in accordance with section 652(b)(3) of IDEA, if State law assigns responsibility for teacher preparation and certification to an individual, entity, or agency other than the SEA. Use of Funds. (a) Professional Development Activities--Consistent with the absolute priority announced in this notice, each SEA that receives a grant under this program must use the grant funds to support activities in accordance with the State's Personnel Development Plan, including one or more of the following: (1) Carrying out programs that provide support to both special education and regular education teachers of children with disabilities and principals, such as programs that-- (i) Provide teacher mentoring, team teaching, reduced class schedules and case loads, and intensive professional development; (ii) Use standards or assessments for guiding beginning teachers that are consistent with challenging State student academic achievement and functional standards and with the requirements for professional development, as defined in section 9101 of the ESEA; and (iii) Encourage collaborative and consultative models of providing early intervention, special education, and related services. (2) Encouraging and supporting the training of special education and regular education teachers and administrators to effectively use and integrate technology-- (i) Into curricula and instruction, including training to improve the ability to collect, manage, and analyze data to improve teaching, decisionmaking, school improvement efforts, and accountability; (ii) To enhance learning by children with disabilities; and (iii) To effectively communicate with parents. (3) Providing professional development activities that-- (i) Improve the knowledge of special education and regular education teachers concerning-- (A) The academic and developmental or functional needs of students with disabilities; or (B) Effective instructional strategies, methods, and skills, and the use of State academic content standards and student academic achievement and functional standards, and State assessments, to improve teaching practices and student academic achievement; (ii) Improve the knowledge of special education and regular education teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional practices, that-- (A) Provide training in how to teach and address the needs of children with different learning styles and children who are limited English proficient; (B) Involve collaborative groups of teachers, administrators, and, in appropriate cases, related services personnel; (C) Provide training in methods of-- (I) Positive behavioral interventions and supports to improve student behavior in the classroom; (II) Scientifically based reading instruction, including early literacy instruction; (III) Early and appropriate interventions to identify and help children with disabilities; (IV) Effective instruction for children with low-incidence disabilities; (V) Successful transitioning to postsecondary opportunities; and (VI) Classroom-based techniques to assist children prior to referral for special education; (D) Provide training to enable personnel to work with and involve parents in their child's education, including parents of low income and limited English proficient children with disabilities; (E) Provide training for special education personnel and regular education personnel in planning, developing, and implementing effective and appropriate individualized education programs (IEPs); and (F) Provide training to meet the needs of students with significant health, mobility, or behavioral needs prior to serving those students; (iii) Train administrators, principals, and other relevant school personnel in conducting effective IEP meetings; and (iv) Train early intervention, preschool, and related services providers, and other relevant school personnel in conducting effective individualized family service plan (IFSP) meetings. (4) Developing and implementing initiatives to promote the recruitment and retention of highly qualified special education teachers, particularly initiatives that have proven effective in recruiting and retaining highly qualified teachers, including programs that provide-- (i) Teacher mentoring from exemplary special education teachers, principals, or superintendents; [[Page 29329]] (ii) Induction and support for special education teachers during their first three years of employment as teachers; or (iii) Incentives, including financial incentives, to retain special education teachers who have a record of success in helping students with disabilities. (5) Carrying out programs and activities that are designed to improve the quality of personnel who serve children with disabilities, such as-- (i) Innovative professional development programs (which may be provided through partnerships with institutions of higher education), including programs that train teachers and principals to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy and that are consistent with the definition of professional development in section 9101 of the ESEA; and (ii) The development and use of proven, cost effective strategies for the implementation of professional development activities, such as through the use of technology and distance learning. (6) Carrying out programs and activities that are designed to improve the quality of early intervention personnel, including paraprofessionals and primary referral sources, such as-- (i) Professional development programs to improve the delivery of early intervention services; (ii) Initiatives to promote the recruitment and retention of early intervention personnel; and (iii) Interagency activities to ensure that early intervention personnel are adequately prepared and trained. (b) Other Activities--Consistent with the absolute priority announced in this notice, each SEA that receives a SPDG under this program must use the grant funds to support activities in accordance with the State's Personnel Development Plan, including one or more of the following: (1) Reforming special education and regular education teacher certification (including re-certification) or licensing requirements to ensure that-- (i) Special education and regular education teachers have-- (A) The training and information necessary to address the full range of needs of children with disabilities across disability categories; and (B) The necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach; (ii) Special education and regular education teacher certification (including re-certification) or licensing requirements are aligned with challenging State academic content standards; and (iii) Special education and regular education teachers have the subject matter knowledge and teaching skills, including technology literacy, necessary to help students with disabilities meet challenging State student academic achievement and functional standards. (2) Programs that establish, expand, or improve alternative routes for State certification of special education teachers for highly qualified individuals with a baccalaureate or master's degree, including mid-career professionals from other occupations, paraprofessionals, and recent college or university graduates with records of academic distinction who demonstrate the potential to become highly effective special education teachers. (3) Teacher advancement initiatives for special education teachers that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation. (4) Developing and implementing mechanisms to assist LEAs and schools in effectively recruiting and retaining highly qualified special education teachers. (5) Reforming tenure systems, implementing teacher testing for subject matter knowledge, and implementing teacher testing for State certification or licensure, consistent with Title II of the HEA (20 U.S.C. 1021 et seq.). (6) Funding projects to promote reciprocity of teacher certification or licensing between or among States for special education teachers, except that no reciprocity agreement developed under this absolute priority may lead to the weakening of any State teacher certification or licensing requirement. (7) Assisting LEAs to serve children with disabilities through the development and use of proven, innovative strategies to deliver intensive professional development programs that are both cost effective and easily accessible, such as strategies that involve delivery through the use of technology, peer networks, and distance learning. (8) Developing, or assisting LEAs in developing, merit-based performance systems and strategies that provide differential and bonus pay for special education teachers. (9) Supporting activities that ensure that teachers are able to use challenging State academic content standards and student academic achievement and functional standards, and the results of State assessments for all children with disabilities to improve instructional practices and improve the academic achievement of children with disabilities. (10) When applicable, coordinating with, and expanding centers established under section 2113(c)(18) of the ESEA to benefit special education teachers. (c) Contracts and Subgrants--An SEA that receives a grant under this program-- (1) Must award contracts or subgrants to LEAs, institutions of higher education, parent training and information centers, or community parent resource centers, as appropriate, to carry out the State personnel development plan; and (2) May award contracts and subgrants to other public and private entities, including the lead agency under Part C of IDEA, to carry out the State plan. (d) Use of Funds for Professional Development--An SEA that receives a grant under this program must use-- (1) Not less than 90 percent of the funds the SEA receives under the grant for any fiscal year for the Professional Development Activities described in paragraph (a); and (2) Not more than 10 percent of the funds the SEA receives under the grant for any fiscal year for the Other Activities described in paragraph (b). (e) Grants to Outlying Areas--Public Law 95-134, permitting the consolidation of grants to the outlying areas, does not apply to funds received under this program authority. Competitive Preference Priorities: Within this absolute priority, we give competitive preference to applications that meet one of the following priorities. For FY 2010 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, these priorities are competitive preference priorities. These priorities are based on allowable activities specified in section 654 of IDEA (20 U.S.C. 1454), the provisions in IDEA that authorize the SPDG Program. Under 34 CFR 75.105(c)(2)(i) we award an additional five points to an application that meets one of the following competitive preference priorities. We will award points on an ``all or nothing'' basis (i.e., five points or zero points) to an applicant that addresses one of the competitive preference priorities in its application based on whether the applicant meets the priority. These points are in addition to any points the application earns under the selection criteria. To be considered for a competitive preference, an applicant must identify in its [[Page 29330]] application the one competitive preference priority it is seeking to meet. Competitive Preference Priority 1--Partnerships with LEAs and IHEs to Improve Special Education Teacher Effectiveness. We give competitive preference to applicants that demonstrate (1) how they will provide evidence-based professional development activities to improve the effectiveness of special education teachers of children with disabilities from low-income or minority backgrounds or children with disabilities who are English learners; (2) how they will track the effectiveness of the professional development activities; and (3) how these professional development activities will incorporate partnerships between one or more LEAs serving high concentrations of these children and one or more institutions of higher education (IHE). Competitive Preference Priority 2--Professional Development Activities for High School Personnel. We give competitive preference to applicants that demonstrate how they will provide professional development activities to enhance the capacity of personnel, as defined in section 651(b) of IDEA (20 U.S.C. 1451(b)), in high schools with high concentrations of low-income students and students from minority backgrounds to deliver high-quality instruction and improve outcomes for high school youth with disabilities. Examples include professional development activities related to mentoring, post-school transition, and literacy. Competitive Preference Priority 3--Professional Development for Personnel Who Work with Children Who Need High Levels of Support. We give competitive preference to applicants that demonstrate how they will provide professional development to enhance the capacity of early intervention personnel, special education and regular education teachers, related services personnel, and school principals to use collaborative and consultative models to serve infants, toddlers, and children with disabilities who need high levels of support to participate successfully in natural environments or in the least restrictive environment. Program Authority: 20 U.S.C. 1451-1455. Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 84, 85, 97, 98, and 99. (b) The notice of final priority for this program published in the Federal Register on June 9, 2006 (71 FR 33578). Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian tribes. II. Award Information Type of Award: Discretionary grants. Estimated Available Funds: $10,000,000. Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2011 from the list of unfunded applicants from this competition. Estimated Range of Awards: $500,000-$4,000,000 (for the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico). In the case of an outlying area awards will be not less than $80,000. Maximum Award: We will reject any application that proposes a budget exceeding $4,000,000 for a single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice published in the Federal Register. Note: We will set the amount of each award after considering-- (1) The amount of funds available for making the grants; (2) The relative population of the State or outlying area; (3) The types of activities proposed by the State or outlying area; (4) The alignment of proposed activities with section 612(a)(14) of IDEA; (5) The alignment of proposed activities with State plans and applications submitted under sections 1111 and 2112, respectively, of the ESEA; and (6) The use, as appropriate, of scientifically based research and instruction. Estimated Average Size of Awards: $1,000,000, excluding outlying areas. Estimated Number of Awards: 10. Note: The Department is not bound by any estimates in this notice. Project Period: Not less than one year and not more than five years. III. Eligibility Information 1. Eligible Applicants: An SEA of one of the 50 States, the District of Columbia, or the Commonwealth of Puerto Rico or an outlying area (United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands). 2. Cost Sharing or Matching: This program does not require cost sharing or matching. 3. Other: General Requirements--The projects funded under this program must make positive efforts to employ and advance in employment qualified individuals with disabilities (see section 606 of IDEA). IV. Application and Submission Information 1. Address to Request Application Package: Education Publications Center (ED Pubs), U.S. Department of Education, P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free: 1-877-433-7827. Fax: (703) 605-6794. If you use a telecommunications device for the deaf (TDD), call, toll free: 1-877-576-7734. You can contact ED Pubs at its Web site, also: http://www.EDPubs.gov or at its e-mail address: email@example.com. If you request an application package from ED Pubs, be sure to identify this competition as follows: CFDA number 84.323A. Individuals with disabilities can obtain a copy of the application package in an accessible format (e.g., Braille, large print, audiotape, or computer diskette) by contacting the person or team listed under Accessible Format in section VIII of this notice. 2. Content and Form of Application Submission: Requirements concerning the content of an application, together with the forms you must submit, are in the application package for this program. Page Limit: The application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. You must limit Part III to the equivalent of no more than 100 pages, using the following standards: A ``page'' is 8.5'' x 11'', on one side only, with 1'' margins at the top, bottom, and both sides. Double space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, abstracts, and captions, as well as all text in charts, tables, figures, and graphs. Use a font that is either 12 point or larger or no smaller than 10 pitch (characters per inch). The page limit does not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the one-page abstract, the resumes, the bibliography, the references, or the letters of support. However, the page limit does apply to all of the application narrative section (Part III). We will reject your application if you exceed the page limit; or if you apply other standards and exceed the equivalent of the page limit. 3. Submission Dates and Times: Applications Available: May 25, 2010. Deadline for Transmittal of Applications: July 9, 2010. [[Page 29331]] Applications for grants under this competition may be submitted electronically using the Electronic Grant Application System (e- Application) accessible through the Department's e-Grants site, or in paper format by mail or hand delivery. For information (including dates and times) about how to submit your application electronically, or in paper format by mail or hand delivery, please refer to section IV. 6. Other Submission Requirements of this notice. We do not consider an application that does not comply with the deadline requirements. Individuals with disabilities who need an accommodation or auxiliary aid in connection with the application process should contact the person listed under FOR FURTHER INFORMATION CONTACT in section VII of this notice. If the Department provides an accommodation or auxiliary aid to an individual with a disability in connection with the application process, the individual's application remains subject to all other requirements and limitations in this notice. Deadline for Intergovernmental Review: September 7, 2010. 4. Intergovernmental Review: This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this competition. 5. Funding Restrictions: We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice. 6. Data Universal Numbering System Number, Taxpayer Identification Number, and Central Contractor Registry: To do business with the Department of Education, (1) you must have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification Number (TIN); (2) you must register both of those numbers with the Central Contractor Registry (CCR), the Government's primary registrant database; and (3) you must provide those same numbers on your application. You can obtain a DUNS number from Dun and Bradstreet. A DUNS number can be created within one business day. If you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the Internal Revenue Service. If you are an individual, you can obtain a TIN from the Internal Revenue Service or the Social Security Administration. If you need a new TIN, please allow 2-5 weeks for your TIN to become active. The CCR registration process may take five or more business days to complete. If you are currently registered with the CCR, you may not need to make any changes. However, please make certain that the TIN associated with your DUNS number is correct. Also note that you will need to update your CCR registration on an annual basis. This may take three or more business days to complete. 7. Other Submission Requirements: Applications for grants under this competition may be submitted electronically or in paper format by mail or hand delivery. a. Electronic Submission of Applications. If you choose to submit your application to us electronically, you must use e-Application, accessible through the Department's e-Grants Web site at: http://e-grants.ed.gov. While completing your electronic application, you will be entering data online that will be saved into a database. You may not e-mail an electronic copy of a grant application to us. Please note the following: Your participation in e-Application is voluntary. You must complete the electronic submission of your grant application by 4:30:00 p.m., Washington, DC time, on the application deadline date. E-Application will not accept an application for this competition after 4:30:00 p.m., Washington, DC time, on the application deadline date. Therefore, we strongly recommend that you do not wait until the application deadline date to begin the application process. The hours of operation of the e-Grants Web site are 6:00 a.m. Monday until 7:00 p.m. Wednesday; and 6:00 a.m. Thursday until 8:00 p.m. Sunday, Washington, DC time. Please note that, because of maintenance, the system is unavailable between 8:00 p.m. on Sundays and 6:00 a.m. on Mondays, and between 7:00 p.m. on Wednesdays and 6:00 a.m. on Thursdays, Washington, DC time. Any modifications to these hours are posted on the e-Grants Web site. You will not receive additional point value because you submit your application in electronic format, nor will we penalize you if you submit your application in paper format. You must submit all documents electronically, including all information you typically provide on the following forms: The Application for Federal Assistance (SF 424), the Department of Education Supplemental Information for SF 424, Budget Information--Non- Construction Programs (ED 524), and all necessary assurances and certifications. You must attach any narrative sections of your application as files in a .DOC (document), .RTF (rich text), or .PDF (Portable Document) format. If you upload a file type other than the three file types specified in this paragraph or submit a password protected file, we will not review that material. Your electronic application must comply with any page limit requirements described in this notice. Prior to submitting your electronic application, you may wish to print a copy of it for your records. After you electronically submit your application, you will receive an automatic acknowledgment that will include a PR/Award number (an identifying number unique to your application). Within three working days after submitting your electronic application, fax a signed copy of the SF 424 to the Application Control Center after following these steps: (1) Print SF 424 from e-Application. (2) The applicant's Authorizing Representative must sign this form. (3) Place the PR/Award number in the upper right hand corner of the hard-copy signature page of the SF 424. (4) Fax the signed SF 424 to the Application Control Center at (202) 245-6272. We may request that you provide us original signatures on other forms at a later date. Application Deadline Date Extension in Case of System Unavailability: If you are prevented from electronically submitting your application on the application deadline date because e-Application is unavailable, we will grant you an extension of one business day to enable you to transmit your application electronically, by mail, or by hand delivery. We will grant this extension if-- (1) You are a registered user of e-Application and you have initiated an electronic application for this competition; and (2) (a) E-Application is unavailable for 60 minutes or more between the hours of 8:30 a.m. and 3:30 p.m., Washington, DC time, on the application deadline date; or (b) E-Application is unavailable for any period of time between 3:30 p.m. and 4:30:00 p.m., Washington, DC time, on the application deadline date. We must acknowledge and confirm these periods of unavailability before granting you an extension. To request this extension or to confirm our [[Page 29332]] acknowledgment of any system unavailability, you may contact either (1) the person listed elsewhere in this notice under For Further Information Contact (see VII. Agency Contact) or (2) the e-Grants help desk at 1-888-336-8930. If e-Application is unavailable due to technical problems with the system and, therefore, the application deadline is extended, an e-mail will be sent to all registered users who have initiated an e-Application. Extensions referred to in this section apply only to the unavailability of e-Application. If e-Application is available, and, for any reason, you are unable to submit your application electronically or you do not receive an automatic acknowledgment of your submission, you may submit your application in paper format by mail or hand delivery in accordance with the instructions in this notice. b. Submission of Paper Applications by Mail. If you submit your application in paper format by mail (through the U.S. Postal Service or a commercial carrier), you must mail the original and two copies of your application, on or before the application deadline date, to the Department at the following address: U.S. Department of Education, Application Control Center, Attention: (CFDA Number 84.323A), LBJ Basement Level 1, 400 Maryland Avenue, SW., Washington, DC 20202-4260. You must show proof of mailing consisting of one of the following: (1) A legibly dated U.S. Postal Service postmark. (2) A legible mail receipt with the date of mailing stamped by the U.S. Postal Service. (3) A dated shipping label, invoice, or receipt from a commercial carrier. (4) Any other proof of mailing acceptable to the Secretary of the U.S. Department of Education. If you mail your application through the U.S. Postal Service, we do not accept either of the following as proof of mailing: (1) A private metered postmark. (2) A mail receipt that is not dated by the U.S. Postal Service. If your application is postmarked after the application deadline date, we will not consider your application. Note: The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, you should check with your local post office. c. Submission of Paper Applications by Hand Delivery. If you submit your application in paper format by hand delivery, you (or a courier service) must deliver the original and two copies of your application by hand, on or before the application deadline date, to the Department at the following address: U.S. Department of Education, Application Control Center, Attention: (CFDA Number 84.323A), 550 12th Street, SW., Room 7041, Potomac Center Plaza, Washington, DC 20202-4260. The Application Control Center accepts hand deliveries daily between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except Saturdays, Sundays, and Federal holidays. Note for Mail or Hand Delivery of Paper Applications: If you mail or hand deliver your application to the Department-- (1) You must indicate on the envelope and--if not provided by the Department--in Item 11 of the SF 424 the CFDA number, including suffix letter, if any, of the competition under which you are submitting your application; and (2) The Application Control Center will mail to you a notification of receipt of your grant application. If you do not receive this grant notification within 15 business days from the application deadline date, you should call the U.S. Department of Education Application Control Center at (202) 245-6288. V. Application Review Information 1. Selection Criteria: The selection criteria for this program are from 34 CFR 75.210 and are listed in the application package. 2. Review and Selection Process: In the past, the Department has had difficulty finding peer reviewers for certain competitions because so many individuals who are eligible to serve as peer reviewers have conflicts of interest. The Standing Panel requirements under IDEA also have placed additional constraints on the availability of reviewers. Therefore, the Department has determined that, for some discretionary grant competitions, applications may be separated into two or more groups and ranked and selected for funding within specific groups. This procedure will make it easier for the Department to find peer reviewers by ensuring that greater numbers of individuals who are eligible to serve as reviewers for any particular group of applicants will not have conflicts of interest. It also will increase the quality, independence, and fairness of the review process while permitting panel members to review applications under discretionary grant competitions for which they also have submitted applications. However, if the Department decides to select an equal number of applications in each group for funding, this may result in different cut-off points for fundable applications in each group. VI. Award Administration Information 1. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. Senators and send you a Grant Award Notification (GAN). We may notify you informally, also. If your application is not evaluated or not selected for funding, we notify you. 2. Administrative and National Policy Requirements: We identify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice. We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. The GAN also incorporates your approved application as part of your binding commitments under the grant. 3. Reporting: At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. If you receive a multi-year award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). For specific requirements on reporting, please go to http://www.ed.gov/fund/grant/apply/appforms/appforms.html. 4. Performance Measures: The goal of the SPDG Program is to reform and improve State systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities. Under the Government Performance and Results Act of 1993, the Department has developed performance measures to assess the success of the program in meeting these goals. These measures are: (1) The percent of personnel receiving professional development through the SPDG Program based on scientific- or evidence-based instructional practices; (2) the percentage of SPDG projects that have implemented personnel development/training activities that are aligned with improvement strategies identified in their State Performance Plan; (3) the percentage of professional development/training activities provided through the SPDG Program based on scientific- or evidence-based instructional/behavioral practices; (4) the percentage of professional [[Page 29333]] development/training activities based on scientific- or evidence-based instructional/behavioral practices, provided through the SPDG Program, that are sustained through ongoing and comprehensive practices (e.g., mentoring, coaching, structured guidance, modeling, continuous inquiry, etc.); (5) in States with SPDG projects that have special education teacher retention as a goal, the Statewide percentage of highly qualified special education teachers in State-identified professional disciplines (e.g., teachers of children with emotional disturbance, deafness, etc.), consistent with sections 602(a)(10) and 612(a)(14) of IDEA, who remain teaching after the first three years of employment; and (6) the percentage of SPDG projects that successfully replicate the use of scientific, or evidence-based instructional/behavioral practices in schools; and (7) the percentage of SPDG projects whose cost per personnel receiving professional development on scientific or evidence- based practices is within a specified range. Each grantee must annually report its performance on these measures in the project's annual performance report to the Department in accordance with section 653(d) of IDEA and 34 CFR 75.590. VII. Agency Contact For Further Information Contact: Jennifer Coffey, U.S. Department of Education, 400 Maryland Avenue, SW., Room 4096, Potomac Center Plaza (PCP), Washington, DC 20202-2550. Telephone: (202) 245-6673. If you use a TDD, call the Federal Relay Service (FRS), toll free, at 1-800-877-8339. VIII. Other Information Accessible Format: Individuals with disabilities can obtain this document and a copy of the application package in an accessible format (e.g., Braille, large print, audiotape, or computer diskette) by contacting the Grants and Contracts Services Team, U.S. Department of Education, 400 Maryland Avenue, SW., Room 5075, PCP, Washington, DC 20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS, toll free, at 1-800-877-8339. Electronic Access to This Document: You can view this document, as well as all other documents of this Department published in the Federal Register, in text or Adobe Portable Document Format (PDF) on the Internet at the following site: http://www.ed.gov/news/fedregister. To use PDF you must have Adobe Acrobat Reader, which is available free at this site. Note: The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.gpoaccess.gov/nara/index.html. Dated: May 18, 2010. Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-12610 Filed 5-24-10; 8:45 am] BILLING CODE 4000-01-P


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text: This information is provided for historical purposes only. It may contain outdated information and links may no longer function. Please contact the DoD Webmaster if you have any questions about this archive. Work: Strong Nuclear Deterrence is Critical to National Security June 25, 2015 News By Cheryl Pellerin DoD News, Defense Media Activity 1 of 1 DOWNLOAD HI-RES / PHOTO DETAILS Deputy Defense Secretary Bob Work testifies at a House Armed Services Committee hearing on nuclear deterrence, June 25, 2015. DoD photo by U.S. Army Sgt. First Class Clydell Kinchen WASHINGTON -- Ongoing nuclear upgrades by Russia, China and North Korea make it critical for the United States to maintain a strong nuclear deterrent force now and far into the future, Deputy Defense Secretary Bob Work told a House panel this morning. Work testified before the House Armed Services Committee during a hearing on nuclear deterrence in the 21st century. Joining him was Navy Adm. James A. Winnefeld Jr., vice chairman of the Joint Chiefs of Staff. Work said a nuclear attack is the only existential threat to the nation and that the fundamental role of U.S. nuclear weapons is to deter such an occurrence. "While we seek a world without nuclear weapons, we face the hard reality that Russia and China are rapidly modernizing their already-capable nuclear arsenals, and North Korea continues to develop nuclear weapons and the means to deliver them against the continental United States," he said. National Security "A strong nuclear deterrent force will remain critical to our national security for the foreseeable future," Work added. Given the importance of nuclear weapons and a volatile 21st century national security environment, President Barack Obama directed the Defense Department to maintain a safe, secure and reliable triad of strategic nuclear delivery systems while adjusting force levels to the New START treaty, the deputy defense secretary said. "This is the highest priority for the Department of Defense," he added. On the continuing importance of U.S. nuclear deterrent forces for the nation and its allies and partners, Work outlined nuclear activities taking place in Russia, China and North Korea. Failed Intimidation "As members of this committee know, senior Russian officials continue to make irresponsible statements regarding Russia's nuclear forces, and we assess that they are doing it to intimidate our allies and us. These have failed. If anything, they have strengthened the NATO alliance solidarity," Work told the panel. Moscow continues to violate the Intermediate-Range Nuclear Forces Treaty and DoD's goal is to return that nation to compliance and preserve the treaty's viability, the deputy secretary said. Under no circumstances, Work added, will the United States allow Moscow "to gain significant military advantage through INF violations." Work added, "We are developing and analyzing response options for the president and we're consulting with our allies on the best way forward here." China's Military In China, the People's Liberation Army is placing multiple warheads on its intercontinental ballistic missiles, expanding its mobile ICBM force, and continuing to pursue a sea-based element for its nuclear forces, Work said. But, he added, "we assess that this modernization program is designed to ensure they have a second-strike capability and not to seek quantitative nuclear parity with the United States or Russia." North Korea continues to expand its nuclear weapons and missile programs, the deputy secretary said, and in response the United States continues to improve its national missile defenses and conventional counter-force options. "Our current plans will keep us ahead of North Korean capabilities in our estimation," Work said. In his testimony, Winnefeld said that tending to the health of the nuclear deterrent force "is the most important that thing we do." Future Deterrent This is principally accomplished, the vice chairman said, through the long-proven triad, a combination of forward-deployed weapons and delivery platforms in Europe, and the ability to rapidly do the same in the Pacific. Three factors contribute to concern for the nuclear deterrent's future health, Winnefeld told the panel, beginning with the need to maintain a reliable and capable deterrent, including a triad, for as long as nuclear weapons exist. Second, he added, all three legs of the deterrent, its supporting command and control structure, and many of its weapons are coming due for recapitalization. "The fact is that systems age and need to be refreshed, modernized or replaced," Winnefeld said. "Russia is going through this exact same experience now," he added, "but the unfortunate coincident timing for us … in the coming years presents a large bill over a relatively short period of time." The third concern is that all these things are happening at a time when defense resources are decreasing he said. "As it stands," Winnefeld said, "any remaining margin we have for investing in our nuclear deterrent has been steadily whittled away as we've pushed investments further and further into the future." He added, "The fact is there is no slack left in the system. We will need stable, long-term funding to recapitalize this most important element of what we do." Critical Modernization Work told the panel that the choice for the nation is not between keeping or modifying the nuclear force. "The choice right now is modernizing or losing deterrent capability in the 2020s and 2030s," he said. "That's the stark choice we're faced with." (Follow Cheryl Pellerin on Twitter: @PellerinDoDNews)