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subset: commoncrawl


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Romney Reverses Decision Again To Allow Press Into Fundraiser
First, the press was going to be allowed, then Romney said no, and now, after pressure from the press, they will be allowed, after all, into a Monday Jerusalem fundraiser. A pool reporter will be let in to the breakfast event at the King David Hotel.Click here for reuse options!
Copyright 2012 Liberaland
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John Mackies horses running very well at the minute, think his Off the Pulse who has run well here could be worth a little EW bet.
John Mackies horses running very well at the minute, think his Off the Pulse who has run well here could be worth a little EW bet.
I've backed the Prescott horse. They always lose when I back them.
Unlucky Stew. I backed mine ew and chinned for third too!
Thought he was going to hold on, just caught.
Ran really well Chris. Traded £600 @1/5.I liked the look of OFF THE PULSE as an 8/1 EW bet in the last at Wolves.
Good call also SJ.
WOLVER 5.30 Beach Rythym . Win @ 3/1
7/2 on the screen but can't get on.
I thought last night this would be a decent dutch bet with Chesterslittlegem, with my only reservation being the could kill each other pace-wise from stalls 1 &2.
The only other possible dangers were Kai ( decent old form) now a non runner,
Red Shadow whose chance has improved with the n/r's but still out in 10 and Kashbom; possible but also drawn wide.
As much as i hate seeing a price cut, the withdrawal of Chesterlittlegem is a big bonus for BR. Should now bag the lead with only really Izzy Boy a possible pace threat.
7lb claimer won a similar race last night, which is always good for an in experienced jockey and the fact it's the trainers only horses really does not concern me.
Looks a good bet win or lose.
I'll look closer at that shortly, Doomster.
It's paying 1/4 the odds a place, and there are a couple that could maybe surprise in the race, so why not. I picked up on this one last night, when it was 13/2 with Silly Billy running, I think it would have got the better of that one, so a little disappointed to see SB is now a NR.
Has improved for running over this CD, Jock gets on well with horse, Draw fine. Looks to be coming back to form now. Highly likely they'll be really trying today, which is half the battle. This CD is bringing out the best in it, and can probably be a high 60's - low 70 rated rated runner around here, maybe even mid 70's with a bit more poly experience (off 58 today).
Should perhaps have gone for the straight win at 4's, but at 1/4 the odds, I was lured by the safety. Actually, thats a lie, I'm just a wimp.
I'm going to pass on yours, Doomster and wish you good luck instead. As well as I can balance the race, I see the improved form with the visor on poly, but it might be that it's best over 5F? Thats my main concern, normally the draw would be also, but as you say, likely to lead.
Slight worry from the two wide runners, as you mentioned, but also Sunny Hollow in the first time blinkers, who's yard goes well around here with 3 and 4yo's and the draw is OK. Though it would need to improve a little. Anyway, another slight danger from that one.
My original thought was an EW double with the one I like in the last, but I'm just a tiny bit too worried about the 6F with Beach Rhythm.
You've probably picked the winner, so don't let me put you off. Like I said earlier, I'm just being a wimp, which I usually am when starting the AW season. I didn't used to be, as I'd get too excited about things and tend to over rate anything that looked half OK. I'm probably now too cautious instead.
I looked at that race last night, but a combination of losing my notes, tiredness and red wine, means I really can't recollect much.
I did have Icy Blue at the top and I do like the jockey, but I also thought Warden Bond who has never won off this mark, but forgive last run on going & his previous run through Tatting, would give him a chance with IB. Normally a horse that wins off short intervals was a concern.
I can't touch the stable/owner but Brown Pete also took my eye. Last ran on p/t off 67 and comes here off 59, although my gut tells me he will drop a few more lbs for some attempts in December.
Only two bets for me as I'm out most of the day but I will be cheering IB home. I may even back him to place.
Good luck
Gamble foiled by Wolverhampton stewards
Fri 25th Oct 2013, 11:57
.Ex-Irish trained horse Bert Trick was withdrawn from a handicap at Wolverhampton on Thursday evening after intervention by the British Horseracing Authority.
On-course stewards gave Bert Trick's trainer Frank Sheridan the opportunity to withdraw the gelding 40 minutes before the race and he did so.
Sheridan, who trains at Wolverhampton, took the advice after being told the horse would be under investigation by the BHA.
Bert Trick had been backed off-course throughout the day from 33/1 down to as low as 7/2 prior to his withdrawal.
The horse had gained his handicap rating (50) following three runs in a 16-day spell in August 2011 when trained by Liam McAteer in Co. Meath and had been off the track ever since (797 days).
In those three races he only beat one horse home and coincidently that was in an auction maiden on the all-weather at Dundalk when his price shortened from 100/1 in the morning to an SP of 20/1.
Naughty naughty...
Our Gabriel 1.40 Donny could be overpriced 12/1ew recently lost the crown Jewels worth a stab
Newbury 4.40 No Such Number 5pts e/way
No Such Number goes to Newbury on Friday for the finale of the apprentice riders' 'Hands and Heels' series. Our apprentice Shelley Birkett has already won the title after a couple of wins in other races throughout the year but she will be riding for us still and has to collect her prize of a brand new mechanical horse to practice riding a finish on. Number could end the series on a high for her though as he is in top form and ran another solid race at Goodwood last time. He's finding winning a bit difficult at present as he is so consistent the handicapper doesn't drop him but the step up to two miles could eek out a bit more improvement in him.
Pluralism of Ideas and the prosperity of any land are intertwined. Freedom of minds and skill of intellect to 'think the unthinkable' is how humanity has progressed; when minds are incarcerated nothing endures.
didn't stay Doomster,..Chris was right
6.00 Stoney Quinn meets nothing like she faced last time here and is ahead of these even without the allowance .. gets that fillies allowance is just a bonus...only a niggle about the draw stops her being an odds on shot imo..trades about 9/4..medium bet for me on this
draw probably cost it...sorry
Was looking for a fun bet for a birthday present and the closest I came up with last night was "Happy Anniversary" in the 6.45 Dundalk (well a birthday is an anniversary of sorts...). Having picked it out I saw it ran up a bit of a sequence last year off lowly marks of 59, 60 & 63 before climbing up to 75 where it's firm tailed off. Back tonight off a mark of 60 with what seems a decent enough 7lb claimer on board I see it's been backed into as low as 7/1 from the early 25/1 I took for the birthday bet this morning. I'm hoping it might be a sign that they think it has a chance as even a place would be a nice return for the bet, small rule 4 for couple of NR's but I think it's not without a squeak if back to form.
Last edited by Steve T; 25th October 2013 at 6:17 PM.


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Try to digest the opening sentence of this memo, entitled ``Clarification and Utilization of Prioritized Training Codifiers:
``The issue which continues to propel our implementation intentions into a quagmire is the question of whether to designate selected activity matrixes as `high priority` or `low priority.` ``
A hospital program assistant for the California Department of Health wrote the memo as a parody of the muddled missives that litter the nation`s offices. A year ago, the hospital bureaucract, Dan Jones, founded the Memorandum Club and began collecting the best of the workplace`s worst memos. He has invited the public to send examples to Box 979, Eldridge, Calif. 95431.
In February, Jones plans to bestow awards upon windy writers whose memos are wordy, confusing, pointless, contradictory, poorly worded, evasive, uncommunicative, absurd, full of jargon or riddled with typographical errors.
Competition is stiff in all categories.
Entries include:
A bulletin issued by Patrick Air Force Base in Florida that orders drivers to give pedestrians the right of way. It took the bulletin`s author 148 words to say that.
A government agency memo instructing employees to ``refrain from shaving in State cars (because this sets) a poor example to the Public . . . not to mention the mess that shaving cream makes in the vehicle.``
Self-important memo writers show off with weighty words. Instead of ``now`` they write ``at the present time,`` and instead of ``later`` they write ``subsequently.`` Instead of ``entrance`` and ``exit,`` they write ``ingress`` and ``egress.`` Instead of ``prevent`` they write ``eliminate the possibility of`` and instead of ``because`` they write ``in view of the fact that.``
Pros at writing pompous memos strive for more letters, more syllables, more words. It`s a favored technique because it usually takes more words to evade an idea than to state it directly and honestly. And if memo writers want to tout an idea that is small, highfalutin words make it sound important.


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(This is a part of the Deeper Learning Story Bank. Add your story!)
This is cross-posted from JoAnn's blog at DoMoreEdu.
Story title: I Matter: Teacher's Passion
Submitted by: JoAnn Delaney
Hershey Middle School
DL story: I matter! 2 simple words that I was inspired to have my students chant from their heart after hearing Angela Maiers!
I matter! 2 simple words I wanted my students to feel as they lived their passion during Genius Hour.
I matter! 2 simple words that students beamed as they changed the world in their own special way.
Today, as I "Think Outside The Storm," the teacher is called on to share her passion.
My passion is having a profound world changing impact on every student! As I feverishly posted Vine videos and posts showing the enormous power children hold to change the world, I found myself driven with excitement!
As a result of providing my students with the gift of Genius Hour, they tapped their passions and created beautiful change.
This change opened our hearts to the world, sometimes bringing great joy and other moments heart-breaking hurt.
Students' bravery is remarkable. Sully resiliently faced bullying and turned to bullied children to befriend them, "Speaking Life." Kamrin rallied her friends and neighbors to collect items sent to Gambia, Africa! Dani, Emma and Jaelissa use their amazing voices to sing "Beautiful," encouraging girls to find their beauty within. Charlotte loves animals so much that she collected and delivered needed items to the Humane Society. Makenzie created crayon dripped art for a hospitalized child and shared the message that anything is possible; believe in yourself! Alexa emotionally moved by a family member's breast cancer, raised money to end the disease. Rachel made bracelets and delivered them to sick children at the hospital. Ainsley created homemade cards and gift baskets to deliver to the elderly. My students' passionate gifts abound! I am humbled by their genius.
As a passionate educator my enthusiasm created possibility. These student actions began with an I wonder question, genuine interest and/or deep passion. The change of one affects many leading to powerful world change.
I believe that the smartest person in the world is the world! It starts with 1 passionate person and grows exponentially to world compassion.
I matter! I am genius! I am genius and the world needs my contribution!
We matter! We are genius! We are genius and together can change the world with our contributions!
Going back to the original questions that led to this blog post, What's your passion, and what drives it? What's your heartbreak? How will you use your genius to change the world?
I ask you, have I used my genius to change the world?
Genius Hour main site:
Genius Hour – Passion Projects
Vine videos:
I Am Beautiful
I Am Resilient
I Speak Life
I Helped Gambia, Africa
I Donated To The Humane Society
I Believe In Myself
I Will End Breast Cancer
I Care About Sick Children
I Visit The Elderly
Twitter @jdelaneyJoAnn
Thinking critically; Collaborating; Self-directing learning; Believing in yourself (academic mindsets); Doing relevant, engaging work


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Bing: Explore Microsoft's New Search Engine
For your next online purchase, you may want to try Bing.com, Microsoft's new "decision" search engine. Perhaps you have tried it already and you haven't noticed any difference from other browsers, other than the pretty picture backgrounds on Bing's homepage.
If you're not sure where to start or what Bing offers, click the "Tour Bing" link in the top left corner of the home page. The features are most convenient when you have a Microsoft account, which may be worth your while. You may also want to change your preferences, which can be found under "Extras" in the top right corner.
From the homepage, you will see a column of options on the left side if you want to focus your search results. If you click on these options, such as "Shopping" or "News, more subcategories will appear that may assist your search.
If you search from the main bar, more options will be available based on your keywords next to your results. Here are a few examples:
Search: Honda Civic, sidebar options include: Used, Parts, and Videos
Search: Border Collie, sidebar options include: Breeders, Training, and Adoption
Search: Yosemite, sidebar options include: Lodging, Weather, and Camping
Each search results page also include related searches, sponsored links, and search history.
Bing is termed "The Decision Engine" because it offers more than just search results, most of which are related to buying decisions. For example, if you search for "mountain bike", you will see a "Shop for mountian bike" heading above the website results. This feature includes brands, prices, and guides, where you choose more specific results. These links take you to a page that shows an image, price, and description with the option of going to that website.
Bing helps you compare businesses at a glance. Suppose you type the keywords "hotel San Diego". The first result is a "Listings for hotels near San Diego, CA" feature that itemizes names of hotels—including a link to their website and their phone number—next to a map showing all their locations. A link for directions is available for each hotel, which directs you to a driving directions page similar to MapQuest. If you click on the name of the hotel, you will see a simple rundown of reviews, prices, and contact information, etc.
You can get local information like traffic and weather simply by typing those keywords into the search bar. Check on flights and track your packages by typing the flight or shipping number. Review your stocks' statuses on a table by searching for the ticker symbols in a row followed by "quote". Ask basic trivia or math questions in the search bar, like "who wrote the constitution" or "how many liters in a gallon" and Bing will have the answer.
Bing offers some interesting interactive features as well. Each website result has hover option to the right that brings up a summary of that site and other related links. If you hover over images results, you can see the size, name and a link to related images. Videos on Bing will begin playing if you hover on them.
As with any product or idea, Bing is most helpful for certain occasions, preferences, or needs. If you want to find a specific website or lesser known topic, Bing is probably not going to be any better than another search engine. In fact, the "helpfulness" could become an annoyance if you're an experienced surfer who's not interested in the latest deals and fads. Most of Bing's features don't ever require you to leave their website, which is very helpful for shopping, comparing and researching simple trivia, but sometimes completely irrelevant to your searches. That doesn't mean you should not use Bing for those reasons, the normal search results are still available in plain sight. You just won't always need the extras.


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Govt Jobs in Pakistan Coast Guard Karachi Sindh:
- Category: Government.
- Province: Sindh.
- Duty Station: Karachi.
- Newspaper: Jang, The News, Express & Dawn.
- Last date to Apply: 15 June 2016.
Job Opportunity Description:
Jobs in Pakistan Coast Guard for experienced, well educated, determined, self driven, hardworking, dynamic, result oriented & innovative candidates for vacancies of Medical Officer & Education Officer. The essential requirement for career opportunities in Pakistan Coast Guard is MBBS & MA. Candidate must have experience in the relevant field with excellent computer skills for Jobs in Pakistan Coast Guard . You can submit your application along with detailed Resume / CV, attested photocopies of all relevant documents such as educational certificates, experience certificates, CNIC, domicile & recent photograph at the given address below. Those candidates who fulfill the criteria mentioned in the image, should submit their applications & be a part of well reputed Department.It is golden chance for all those who have higher education & they wanted to work in such type of department, so feel free to apply for these vacant positions. The last date to apply for vacancies in Pakistan Coast Guard is 15 June 2016. The portrayal of vacancies is given in the advertisement. Interested candidates may send their applications on prescribed form along with attested photocopies of all relevant documents at the given address below.
- Address: Pakistan Coast Guard, Kiyani Shaheed Road, P. O Box No. 2537, Karachi No. 3, Saddar Karachi.
- Incomplete application & those received after due date shall not be entertained. Only short listed motivated & committed Candidates will be called for test & interview & no TA/DA will be admissible for appearing in interview. Stay in touch with us & visiting our website newjobsinpakistan.com for latest jobs.
Latest Jobs In Pakistan
NewJobsInPakistan.Com Daily Jobs


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Vondom Surf Sun Chaise
Product Code: VN0012
Polyethylene resin contemporary outdoor sun chaise lounge chair.
Surf the style waves and create a contemporary focal point in your outdoor space with the Vondom Surf Sun Chaise.
Inspired by rolling ocean weaves, this stylish contemporary sun chaise is designed by Karim Rashid for Spanish outdoor living specialists, Vondom.
Sculpted from durable polyethylene resin, Surf is the perfect accompaniment for making the very best of the summer sunshine, and is designed to resist UV rays.
Dynamic yet with a calming, fluid design, Surf appears to ripple over the ground creating an ambient aesthetic for the heart of your contemporary garden scheme.
Features include:
• 100% recyclable
• Weather and UV resistant polyethylene resin finish
• Available in a choice of colourways
• Suitable for indoor and outdoor use
• Can be integrated with LED lighting (sold separately)
• Approx Weight: 25kg
Please contact our customer service team for more information regarding LED and we can confirm availability/revised pricing quotation.
About The Brand
Spanish outdoor living icons, Vondom, are front-runners in the field of rotational moulded avant-garde furniture solutions for the garden and beyond. Collaborating with innovative architects and product designers including Ramón Esteve, Ross Lovegrove and Karim Rashid among others, Vondom challenge the status quo with boundary breaking technology and sculptural contemporary furniture additions for the heart of outdoor spaces.
Why shop with Houseology
Houseology is not only the UK's premier online interior design store - it is an emporium of design ideas, advice & inspiration and a platform of tools & technology designed to make your interior design decisions and calculations easy.


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"I want to move from the buy side to the sell side."
"I want to shift from technology consulting to investment banking."
Not goals.
An engineer once really said to me, "I want to go into either finance or consulting."
Not goals.
A goal isn't something you want, it's something you do, something you want to achieve, an impact you want to have, and the process of getting there. Therefore, a goal needs to be specific. Start with two key components:
1. Industry
2. Function
A third key component for many people is geography, if it is integral to the goal (e.g., developing solar energy in northern Africa).
Then add the "do" part – what the work will actually consist of, and what you hope to accomplish.
Here are some examples that incorporate the above elements:
• I plan to return to operations but work at a higher, decision making level, such as Senior Operations Manager in an East Asian semiconductor firm or a related industry. In this role I would, for example, oversee $XXX operations, a global high-tech supply chain, and manage a diverse range of technical and business professionals.
• Currently I'm a BPR consultant; I plan to shift to strategy consulting at a top global firm such as Bain or McKinsey, ideally focusing on clients in the pharma/biomedical space, and help them setup operations in Eastern Europe.
To wrap up this section, I'll add a couple of cautions about this phase of the process, developing core goals:
1. Your short-term goals are naturally a stepping stone, and hence people often focus solely on what they will learn, understand; experience they will gain; people they will meet. Short-term goals should also include the elements noted above – what you want to do and accomplish, contribute.
2. Ensure that your goals really require the MBA education. Of course any learning is helpful for almost any endeavor; but the adcoms want to see that you really need the resources they offer, which they view as precious and not to be squandered. (And they're right!)
"Exactly What Are Goals?" is excerpted from the guide, Why MBA? To download the complete guide, click here.
By Cindy Tokumitsu, author and co-author of numerous ebooks, articles, and special reports, including Why MBAand Best MBA Programs: A Guide to Selecting the Right One. Cindy has advised hundreds of successful applicants in her fifteen years with Accepted and she would love to help you too. Want Cindy to help you get Accepted? Click here to get in touch!
Related Resources:
• MBA Admissions A-Z: 26 Great Tips
• 6 Ways to Prepare for Your Compelling MBA Goals Essay
• MBA Application Planning: The Program Research Phase


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|Ricky's skirt, Urban Outfitters fox sweater, Romwe detachable collar, H&M knee high socks, Shoe Warehouse boots, and Gap mustard Anorak
The jacket is the perfect perfect fall to winter coat. I got it from Gap on sale from a hundred to thirty and I couldn't be more pleased. It's very soft and comfortable, baggy in a boyfriend cut kinda way and not a unattractive kinda way, and the perfect layering piece for other sweaters when it gets chilly. I reallly want to wear this jacket to a pumpkin patch but convincing Mr. Nick to go is turning out to be difficult. He's a major homebody, especially when it gets cold!
|Someone was busy photo-bombing. Check out Tommy's tail peaking out from just behind me!


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Most digital cameras today don't use AA batteries, but there are a few still out there. Additionally, most flash units generally use AA batteries (correct me if I'm wrong). If you're like me, you have about 20 rechargeable AA batteries floating around at any given time.
I learned a long time ago that keeping track of battery groups is crucial to extending the life of your batteries in general. What I mean is that most devices either use 2 or 4 batteries, and not all devices use batteries at the same rate. So if you get some old batteries mixed in with the new batteries, you've got the battery life of the old ones and you may end up
throwing out recycling perfectly good batteries.
My solution to this was to label each set of 4 batteries with a unique label — I use "A", "B", "C", "D", etc. This allows me to keep the same battery set together in use and in charging. When that set dies for good, I can be confident that I've used up every bit of possible juice from those batteries. This method also allows me to cycle through each set so I don't use up one set faster than the others — and I also know that the "A" batteries are older than the "D" batteries, so I have a good idea of which ones are likely to hold less charge and die out more quickly in use.
Anybody else out there pay that much attention to their batteries, or am I just nuts?
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I follow this but naming notation is slightly different A1,A2….. Y1,Y2 like that. When I use them or charge them, I pick right combination even thought they get mixed up now and then. Good piece of advice.November 23, 2007 3:14 am
I mark mine as 1, 2, 3, 4….. Not so much as for life of the set, but so I know which ones I have just taken out and for the recharged set going into a device.November 23, 2007 5:26 am
Both my (digital) camera, a Fuji s6500fd, and my flash unit for my film gear take four AA's so thankfully mine all decline at the same rate.
By coincidence, though I'm happy that it worked out that way, I have three sets of four AA's, but all are different brands so I know which goes with which.
Were I to have the same brand, I'd use snap lock bags so that I could keep them in my camera bag, but not take up any space. I'm paranoid about putting stuff into the battery compartments in case it leaks and causes a short or something, hence the lack of labels. Silly I know but I guess old habits die hard…November 23, 2007 5:28 am
And I thought I was the only person geeky enough to do this
LondonNovember 23, 2007 5:29 am
One question: how long do you think AA batteries live? I have my AA rechargeable for about 3 years now and still work perfectly fine…. when will I need new ones?November 23, 2007 12:33 pm
They do seem to last quite a while. I've also had some that are over 3 years old, but I've noticed that the older ones don't last quite as long as the newer ones. I'd say it's time for new ones if the batteries are dying out noticeably fast — like in a single session.November 23, 2007 12:47 pm
I mark my batteries with different colors of tape and keep different sets in plastic battery cases for the same reasons you listed above.
Aside from this, I know if the set is charged by the arrangement of the batteries in my plastic cases. If all the batteries are facing the same way (positive end up or down), the set is fresh. If the batteries alternate (like when you pop them out of the flash), the set is spent.November 25, 2007 10:33 am
well, I have only 8 batteries. I use two in the camera, keep another two in the camera bag pocket, and leave the four others in the recharger (out of the plug). So I don't usually mix them. However, I have a problem – once I get to the batteries from the recharger, they already need to be recharged again, even though I haven't used them after the last charge. How fast do the batteries discharge on their own? And even when I don't keep them in a charger, but in a box, they still discharge after a couple of weeks. Any advice on how to keep the charged batteries keep their charge longer?November 27, 2007 12:59 am
No idea — I've had the same thing happen if I don't use the AA's very often, but not to the extent that they're DOA. It's actually recommended to recharge every 30 days if you aren't using the batteries.
Here's a quote from the Wikipedia page on NiMH batteries:
NiMH has had a somewhat higher self-discharge rate (equivalent to internal leakage) than NiCd in the past. However, this is no longer the case. The self-discharge is 5-10% on the first day[1], and stabilizes around 0.5-1% per day at room temperature.
So if your batteries are discharging faster than that, you might consider picking up some new ones.November 27, 2007 1:12 am
I did buy the new ones, but same thing is happening with them as well. Looks like it's time to create a new type of batteries with longer lifeNovember 27, 2007 1:21 am
Guess I'm a bit late here, but you might want to try getting a better battery charger. I picked up a Lacrosse 800(?) for about $50 from Amazon on a recommendation, and I love it.
The feature most germane to this topic is "refresh". This feature keeps running slow drain-then-charge cycles until the battery stops getting better. This does an amazing job of bringing back dead batteries. I had two sets of beat up old Sony rechargables that been through 3+ years of heavy use and were barely holding a charge anymore. Two days on the refresh cycle and they're literally as good new — they each hold their rated 2000 mAh of energy.
Which reminds me of the other neat feature, it tells you how much juice it's put into your batteries, so if just one battery of a set is going bad you can "recycle" just that one. Handy.
I still keep my batteries in groups, but they're not labelled, just rubber-banded together for easier handling.
Last thought, to "inspirationbit"… check out Sanyo Eneloops. They're advertised to hold a 70% charge after two years. They actually ship precharged, which no other NiMH batteries do. The only downside is they're a bit pricey, and they top out at 2000 mAh. But worth it IMHO.December 5, 2007 8:33 pm
Wow Brian, that sounds like a neat little gadget! It's good to hear a first hand account of something like that performing as well as it did.December 6, 2007 12:28 am
Huh, that LaCrosse BC-900 battery recharger looks really cool. It also has the mode Discharge – when it reduces memory effect by discharging rechargeable battery completely before recharging to full capacity. Thanks for the info, Brian R. It's now sells for $40 on Amazon and comes with free shipping in US. Too bad it doesn't apply to Canada ;-( I'll see if I can find it in our local stores first.December 6, 2007 5:09 pm
Glad I could help. Incidentally, I got most of this info from prowling around the Pentax forums. There are some pretty capable Pentax DSLRs (K100D series) that still use AA batteries. They'll go through a set of 4 in 200-400 shots, so people that own those cameras are pretty serious about their chargers and batteries.December 7, 2007 12:34 am
As a photographer, your batteries are quite important and it seems that you really know how to take care of them.
Try putting your NiMH and NiCd batteries in the freezer after charging. They won't self discharge as quick as usual.October 23, 2008 10:11 pm
Labeling is good. However a battery tester is MUCH BETTER. For TO MANY reasons to go into here. Batteries get discharged and decline or expire at different rates, even the ones in the same device. For example just a different chemical variation in the 4 will make one discharge faster than the others. Then a harder discharge on the remaining batteries. Also many devices are supposed to have 1.5v per and rechargables are 1.2v. In any case a simple $9 multi Meter (most) will have a unfused 10 amp meter. When fully charged you should see the (MA) amps avl.December 10, 2009 1:25 am


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Hi! Thanks to all the stations that worked K7RDG at the Larry Warren Cochise Amateur Radio Association hamfest yesterday. We made 31 contacts on 3 passes (2 on AO-51, 1 on SO-50). All stations who made contacts will receive K7RDG QSL cards directly. Although it will not be necessary to send anyone a card to receive a K7RDG card, I will act as the QSL manager for yesterday's activity only. I am not the normal QSL manager for the K7RDG call, but have offered to take care of the QSL-related stuff from yesterday. I'll send a longer report on the hamfest activity and my other activity from southeastern Arizona (including last night's quick road trip east to grid DM51) after I return home. I'm still in grid DM41 at the moment, but may be able to visit another unusual Arizona grid on my return trip. No guarantees. 73! Patrick WD9EWK/VA7EWK - currently in Sierra Vista, Arizona http://www.wd9ewk.net/ _______________________________________________ Sent via firstname.lastname@example.com. Opinions expressed are those of the author. Not an AMSAT-NA member? Join now to support the amateur satellite program! Subscription settings: http://amsat.org/mailman/listinfo/amsat-bb
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text: [Federal Register: December 21, 1999 (Volume 64, Number 244)] [Notices] [Page 71567-71589] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [DOCID:fr21de99-160] [[Page 71567]] _______________________________________________________________________ Part III Department of Education _______________________________________________________________________ Bilingual Education: Career Ladder Program; Notice [[Page 71568]] DEPARTMENT OF EDUCATION [CFDA No.: 84.195E] Bilingual Education: Career Ladder Program AGENCY: Department of Education. ACTION: Notice inviting applications for new awards for fiscal year (FY) 2000. ----------------------------------------------------------------------- NOTE TO APPLICANTS: This notice is a complete application package. Together with the statute authorizing the program and the applicable regulations governing this program, including the Education Department General Administrative Regulations (EDGAR), this notice contains all of the information, application forms, and instructions needed to apply for a grant under this program. PURPOSE OF PROGRAM: This program provides grants to upgrade the qualifications and skills of noncertified educational personnel, especially educational paraprofessionals, to meet high professional standards, including certification and licensure as bilingual teachers and other educational personnel who serve limited English proficient students, and to help recruit and train secondary students as bilingual education teachers and other educational personnel to serve limited English proficient students. ELIGIBLE APPLICANTS: (1) One or more institutions of higher education (IHEs) that have entered into consortia arrangements with local educational agencies (LEAs) or State educational agencies (SEAs), to achieve the purposes of this section. Consortia may include community- based organizations or professional education organizations. APPLICATIONS AVAILABLE: December 21, 1999. Deadline for Transmittal of Applications: February 14, 2000. Deadline for Intergovernmental Review: April 14, 2000. Available Funds: $5 million. Estimated Range of Awards: $150,000-$250,000. Estimated Average Size of Awards: $200,000. Estimated Number of Awards: 25. Note: The Department of Education is not bound by any estimates in this notice. Project Period: 60 Months. APPLICABLE REGULATIONS: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80, 81, 82, 85, and 86. DESCRIPTION OF PROGRAM: The statutory authorization for this program, and the application requirements that apply to this competition, are in sections 7144 and 7146-7150 of the Elementary and Secondary Education Act of 1965, as amended by the Improving America's Schools Act of 1994 (Pub. L. 103-382, enacted October 20, 1994) (the Act) (20 U.S.C. 7474 and 7476-7480). Funds under this program may be used: to develop bilingual education career ladder program curricula appropriate to the needs of consortia participants; provide assistance for stipends and costs related to tuition fees and books for coursework required to complete degree and certification requirements for bilingual education teachers; and for programs to introduce secondary school students to careers in bilingual education teaching that are coordinated with other activities assisted under this program. Activities conducted under this program must assist educational personnel in meeting State and local certification requirements for bilingual education and, wherever possible, must lead to the awarding of college or university credit. Priorities Competitive Priority 1 The Secretary, under 34 CFR 75.105(c)(2)(i) and 34 CFR 299.3(b), gives preference to applications that meet the following competitive priority. The Secretary awards up to 3 points for an application that meets this competitive priority. These points are in addition to any points the application earns under the selection criteria for the program: Projects that will contribute to a systemic educational reform in an Empowerment Zone, including a Supplemental Empowerment Zone, or an Enterprise Community designated by the United States Department of Housing and Urban Development or the United States Department of Agriculture, and are made an integral part of the Zone's or Community's comprehensive community revitalization strategies. Note: For a list of areas that have been designated as Empowerment Zones and Enterprise Communities go to: http:// www.ezec.gov/ezec/mainmap.html and http://www.hud.gov/pressrel/ezec/ urban.html Competitive Priority 2 Under 34 CFR 75.105(c)(2)(ii) and section 7144(d) of the Act, the Secretary gives a competitive preference to applications that meet the following priority: Applications that propose to provide for: 1. Participant completion of baccalaureate and master's degree teacher education programs, and certification requirements and may include effective employment placement activities; 2. The development of teacher proficiency in English as a second language, including demonstrating proficiency in the instructional use of English and, as appropriate, a second language in classroom contexts; coordination with programs for the recruitment and retention of bilingual students in secondary and postsecondary programs training to become bilingual educators; and the applicant's contribution of additional student financial aid to participating students. The Secretary selects applications that meet this priority over applications of comparable merit, which do not meet the priority. Invitational Priority The Secretary is also particularly interested in applications that meet the following invitational priority. However, an application that meets this invitational priority receives no competitive or absolute preference over other applications (34 CFR 75.105(c)(1)). Applicants who propose to collaborate with 2-year institutions of higher education to develop or improve teacher preparation programs for bilingual paraprofessionals. Selection Criteria The Secretary uses the following selection criteria in 34 CFR 75.210 to evaluate applications for new grants under this competition. The maximum score for all of these criteria is 100 points. The maximum score for each criterion is indicated in parentheses. (a) Need for project. (10 points) (1) The Secretary considers the need for the proposed project. (2) In determining the need for the proposed project, the Secretary considers the following factors: (i) The magnitude or severity of the problem to be addressed by the proposed project. (ii) The extent to which specific gaps or weaknesses in services, infrastructure, or opportunities have been identified and will be addressed by the proposed project, including the nature and the magnitude of those gaps or weaknesses. (Authority: 34 CFR 75.210 (a)(2)(i) and (v)) (b) Quality of the project design. (55 points) (1) The Secretary considers the quality of the design of the proposed project. (2) In determining the quality of the design of the proposed project, the Secretary considers the following factors: [[Page 71569]] (i) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable. (ii) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs. (iii) The extent to which the proposed project is designed to build capacity and yield results that will extend beyond the period of Federal financial assistance. (iv) The extent to which the proposed activities constitute a coherent, sustained program of training in the field. (v) The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice. (vi) The extent to which the proposed project will be coordinated with similar or related efforts, and with other appropriate community, State, and Federal resources. (vii) The extent to which the proposed project is part of a comprehensive effort to improve teaching and learning and support rigorous academic standards for students. (viii) The extent to which fellowship recipients or other project participants are to be selected on the basis of academic excellence. (Authority: 34 CFR 75.210(c)(2)(i), (ii), (iv), (xii), (xiii),(xvi), (xviii), and (xxiii)) (c) Quality of project services. (10 points) (1) The Secretary considers the quality of the services to be provided by the proposed project. (2) In determining the quality of the services to be provided by the proposed project, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. (3) In addition, the Secretary considers the following factor: The extent to which the training or professional development services to be provided by the proposed project are of sufficient quality, intensity, and duration to lead to improvements in practice among the recipients of those services. (Authority: 34 CFR 75.210(d)(2) and (3)(v)) (d) Quality of project personnel. (5 points) (1) The Secretary considers the quality of the personnel who will carry out the proposed project. (2) In determining the quality of project personnel, the Secretary considers the extent to which the applicant encourages applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. (3) In addition, the Secretary considers the following factor: The qualifications, including relevant training and experience, of key project personnel. (Authority: 34 CFR 75.210(e)(2) and (3)(ii)) (e) Quality of the management plan. (5 points) (1) The Secretary considers the quality of the management plan for the proposed project. (2) In determining the quality of the management plan for the proposed project, the Secretary considers the following factor: the adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks. (Authority: 34 CFR 75.210(g)(2)(i))) (f) Quality of the project evaluation. (15 points) (1) The Secretary considers the quality of the evaluation to be conducted of the proposed project. (2) In determining the quality of the evaluation, the Secretary considers the following factors: (i) The extent to which the methods of evaluation provide for examining the effectiveness of project implementation strategies. (ii) The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data to the extent possible. (iii) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes. (Authority: 34 CFR 75.210(h)(2) (iii), (iv), and (vi)). Intergovernmental Review of Federal Programs This program is subject to the requirements of Executive Order 12372 (Intergovernmental Review of Federal Programs) and the regulations in 34 CFR Part 79. One of the objectives of the Executive order is to foster an intergovernmental partnership and a strengthened federalism. The Executive order relies on processes developed by State and local governments for coordination and review of proposed Federal financial assistance. If you are an applicant, you must contact the appropriate State Single Point of Contact to find out about, and to comply with, the State's process under Executive Order 12372. If you propose to perform activities in more than one State, you should immediately contact the Single Point of Contact for each of those States and follow the procedure established in each State under the Executive order. If you want to know the name and address of any State Single Point of Contact, see the list in the Federal Register on April 28, 1999 (64 FR 22960- 22963) or you may view the latest SPOC list on the OMB website at: http://www,whitehouse.gov/omb/grants In States that have not established a process or chosen a program for review, State, areawide, regional, and local entities may submit comments directly to the Department. Any State Process Recommendation and other comments submitted by a State Single Point of Contact and any comments from State, areawide, regional, and local entities must be mailed or hand-delivered by the date indicated in this notice to the following address: The Secretary, E.O. 12372--CFDA #84.195E, U.S. Department of Education, Room 7E200, 400 Maryland Avenue, SW., Washington, DC 20202-0125. Proof of mailing will be determined on the same basis as applications (see 34 CFR 75.102). Recommendations or comments may be hand-delivered until 4:30 p.m. (Washington, DC time) on the date indicated in this notice. PLEASE NOTE THAT THE ABOVE ADDRESS IS NOT THE SAME ADDRESS AS THE ONE TO WHICH THE APPLICANT SUBMITS ITS COMPLETED APPLICATION. DO NOT SEND APPLICATIONS TO THE ABOVE ADDRESS. INSTRUCTIONS FOR TRANSMITTAL OF APPLICATIONS: (a) If you want to apply for a grant, you must -- (1) Mail the original and two copies of the application on or before the deadline date to: U.S. Department of Education, Application Control Center, Attention: (CFDA #84.195E), Washington, DC 20202-4725, or (2) Hand-deliver the original and two copies of the application by 4:30 p.m. (Washington, DC time) on or before the deadline date to: 1U.S. Department of Education, Application Control Center, Attention: (CFDA #84.195E), Room #3633, Regional Office Building #3, 7th and D Streets, SW., Washington, DC. [[Page 71570]] (b) An applicant must show one of the following as proof of mailing: (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. (c) If an application is mailed through the U.S. Postal Service, the Secretary does 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. Notes: (1) The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, an applicant should check with its local post office. (2) The Application Control Center will mail a Grant Application Receipt Acknowledgment to each applicant. If an applicant fails to receive the notification of application receipt within 15 days from the date of mailing the application, the applicant should call the U.S. Department of Education Application Control Center at (202) 708-9495. (3) The applicant must indicate on the envelope and--if not provided by the Department--in Item 10 of the Application for Federal Assistance (Standard Form 424) the CFDA number and suffix letter, if any, of the competition under which the application is being submitted. Application Instructions and Forms The appendix to this notice is divided into three parts, plus a statement regarding estimated public reporting burden, a notice to applicants regarding compliance with Section 427 of the General Education Provisions Act, questions and answers on this program (located at the end of the notice) and various assurances, certifications, and required documentation. These parts and additional materials are organized in the same manner that the submitted application should be organized. The parts and additional materials are as follows: Part I: Application for Federal Assistance (Standard Form 424 (Rev. 4-88)) and instructions. Part II: Budget Information--Non-Construction Programs (ED Form No. 524) and instructions. Part III: Application Narrative. Additional Materials a. Estimated Public Reporting Burden. b. Group Application Certification. c. Participant Data. d. Project Documentation. e. Program Assurances. f. Assurances--Non-Construction Programs (Standard Form 424B) and instructions. g. Certifications Regarding Lobbying; Debarment, Suspension, and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013) and instructions. h. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014, 9/90) and instructions. (Note: This form is intended for the use of grantees and should not be transmitted to the Department.) i. Disclosure of Lobbying Activities (Standard Form LLL) (if applicable) and instructions. The document has been marked to reflect statutory changes. ii. An applicant may submit information on a photostatic copy of the application and budget forms, the assurances, and the certifications. However, the application form, the assurances, and the certifications must each have an original signature. All applicants must submit ONE original signed application, including ink signatures on all forms and assurances, and TWO copies of the application. Please mark each application as original or copy. No grant may be awarded unless a completed application has been received. FOR FURTHER INFORMATION CONTACT: Carol Manitaras firstname.lastname@example.com (202) 205-9729 or Darlene Miles firstname.lastname@example.com (202) 205-8259, U.S. Department of Education, 400 Maryland Avenue, SW., Room 5090, Switzer Building, Washington, DC 20202-6510. Individuals who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay Service (FIRS) at 1- 800-877-8339. Individuals with disabilities may obtain this notice in an alternate format (e.g., braille, large print, audiotape, or computer diskette) on request to the contact persons listed in the preceding paragraph. Please note, however, that the Department is not able to reproduce in an alternate format the standard forms included in the notice. Electronic Access to This Document You may view this document, as well as all other Department of Education documents published in the Federal Register, in text or Adobe Portable Document Format (PDF) on the Internet at either of the following sites: http://ocfo.ed.gov/fedreg.htm http://ocfo.ed.gov/fedreg.html To use the PDF you must have the Adobe Acrobat Reader Program with Search, which is available free at either of the preceding sites. If you have questions about using the PDF, call the U.S. Government Printing Office (GPO) toll free at 1-888-293-6498; or in the Washington, DC area at (202) 512-1530. 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.access.gpo.gov/nara/index.html Program Authority: 20 U.S.C. 7474. Art Love, Acting Director, Office of Bilingual Education and Minority Languages Affairs. Instructions for Estimated Public Reporting Burden According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is OMB No. 1885-0542, Exp. Date: 12/31/00. The time required to complete this information collection is estimated to average 120 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202-4651. If you have any comments or concerns regarding the status of your individual submission of this form, write directly to: Office of Bilingual Education and Minority Languages Affairs, U.S. Department of Education, 400 Maryland Avenue, SW., Washington, DC 20202-6510. The following forms and other items must be included in the application: 1. Application for Federal Assistance (SF 424) 2. Group Application Certification (if applicable) 3. Budget Information (ED Form No. 524) 4. Itemized Budget for each year (attached to ED Form No. 524) 5. Participant Data--approximate number of participants to be served each year. 6. Project Documentation--Section A--Copy of Transmittal Letter to SEA requesting SEA to comment on application; Section B--Documentation of Empowerment Zone or Enterprise Community--if applicable 7. Program Assurances 8. Assurances--Non-Construction Programs (SF 424B) 9. Certifications Regarding Lobbying; Debarment Suspension and Other [[Page 71571]] Responsibility Matters; and Drug-Free Workplace Requirements (ED 80- 0013) 10. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014) 11. Disclosure of Lobbying Activities (SF-LLL) 12. Notice to all Applicants (See form provided below) 13. Table of Contents 14. One-page single-spaced abstract 15. Application narrative (Not to exceed 30 double-spaced pages, see instructions below) 16. One original and two copies of the application for transmittal to the Department's Application Control Center Mandatory Page Limits for the Application Narrative The narrative is the section of the application where you address the selection criteria used by reviewers in evaluating the application. You must limit the narrative to the equivalent of no more than 30 pages, using the following standards: (1) A page is 8.5'' x 11'', on one side only with 1'' margins at the top, bottom, and both sides. (2) You must double space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and captions, as well as all text in charts, tables figures and graphs. If you use a proportional computer font, you may not use a font smaller than a 12-point font. If you use a non-proportional font or a typewriter, you may not use more than 12 characters per inch. The page limit does not apply to the Application for Federal Assistance Form (ED 424); the Budget Information Form (ED 524) and attached itemization of costs; the other application forms and attachments to those forms; the assurances and certifications; or the one-page abstract and table of contents. The page limit applies only to item 15 in the Checklist for Applicants provided above. IF, IN ORDER TO MEET THE PAGE LIMIT, YOU USE PRINT SIZE, SPACING, OR MARGINS SMALLER THAN THE STANDARD SPECIFIED IN THIS NOTICE, YOUR APPLICATION WILL NOT BE CONSIDERED FOR FUNDING. Application Narrative and Abstract The narrative should address fully all aspects of the selection criteria in the order listed and should give detailed information regarding each criterion. Do not simply paraphrase the criteria. Provide position descriptions for key personnel. This package includes questions and answers to assist you in preparing the narrative portion of your application. Prepare a one-page single-spaced abstract, which summarizes the proposed project activities, the expected outcomes, and how the application addresses the invitational priority, if applicable. Budget Budget line items must support the goals and objectives of the proposed project and be directly applicable to the program design and all other project components. Prepare an itemized budget for each year of requested funding. Indirect costs for institutions of higher education which are the fiscal agents for Career Ladder Programs are limited to the lower of either 8% of a modified total direct cost base or the institution for higher education's actual indirect cost agreement. A modified direct cost base is defined as total direct costs less stipends, tuition and related fees, and capital expenditures of $5,000 or more. In describing student support costs distinguish costs for tuition and fees from costs for stipends. Final Application Preparation Use the above checklist to verify that all items are addressed. Prepare one original with an original signature, and include three additional copies. Do not use elaborate bindings or covers. The application package must be mailed to the Application Control Center (ACC) and postmarked by the deadline date of February 23, 1999. Submission of Application to State Educational Agency Section 7146(a)(4) of the Act (Elementary and Secondary Education Act of 1965, as amended by the Improving America's Schools Act of 1994, Pub. L. 103-382) requires all applicants except schools funded by the Bureau of Indian Affairs to submit a copy of their application to their State educational agency (SEA) for review and comment (20 U.S.C. 7476(a) (4)). Section 75.156 of the Education Department General Administrative Regulations (EDGAR) requires these applicants to submit their application to the SEA on or before the deadline date for submitting their application to the Department of Education. This section of EDGAR also requires applicants to attach to their application a copy of their letter that requests the SEA to comment on the application (34 CFR 75.156). A copy of this letter should be attached to the Project Documentation Form contained in this application package. Applicants that do not submit a copy of their application to their SEA will not be considered for funding. Questions and Answers Does the Career Ladder Program have specific evaluation requirements? Yes, the evaluation requirements are described in section 7149 of Title VII of ESEA, 20 U.S.C. 7479. What requirements must grantees meet related to teacher certification? The Title VII statute requires grantees to assist educational personnel in meeting State and local certification requirements. However, because certification requirements vary among States, applicants are given flexibility in designing activities that lead to meeting State and local certification requirements. May program budgets include costs for items other than student tuition and fees? Project budgets should reflect the proposed program activities. In addition to student support costs, budget items may include costs for personnel, supplies or equipment, and other reasonable and necessary costs to support developmental activities. What information may be helpful in preparing the application narrative for a Career Ladder Program? In responding to the selection criteria applicants may wish to consider the following questions as a guide for preparing application narrative. * What are the specific responsibilities of districts, schools, institutions of higher education and other partnership organizations in planning, implementing and evaluating the proposed program? How is the program linked to the school district's overall professional development plan? * What resources and support will each of the consortia members provide? How will resources be integrated to ensure maximum effectiveness of the program and to promote capacity building and long- range collaboration? * How does the training curricula reflect high standards for pedagogy, content, and proficiency in English and a second language to ensure that participants are effectively prepared to provide instruction and support to LEP students? * How will the program assist in systemically reforming policies and practices in the target schools and in the IHE related to the preparation of new teachers, the induction of new bilingual/ESL teachers, clinical experiences for new bilingual/ESL teachers and other educational [[Page 71572]] personnel, or professional development opportunities for all teachers? * What special selection criteria will the applicant adopt to ensure that individuals selected to participate in the program hold promise for successfully completing program requirements? * What special support will be provided to participants by experienced bilingual/ESL teachers, higher education faculty, and school administrators to guide them during their period of induction? * How will the instructional responsibilities of participants be balanced with appropriate professional development, support and planning time? * How will clinical experiences for preservice participants be structured to ensure that they are well-supervised, of sufficient duration and in a setting which provides opportunities for participants to experience a variety of effective bilingual education instructional methods and approaches? * How is the training curriculum based on current research related to effective teaching and learning? What evidence of effectiveness supports the training model? * What are the expected outcomes for participant learning, effectiveness in the instructional setting, reform and improvement in the school or the university? What measures will the proposed program use to collect data on the effectiveness of the program in meeting its objectives, such as: field practice assessments, National or State benchmark tests, surveys of graduates, mentor teachers, school administrators, rates of transfer from 2-year to 4-year institutions, graduate rates, placement rates? How are needs, objectives, activities and measures linked? * How will the program evaluation incorporate strategies for assessing the progress and performance of participants; communicating meaningful, regular and timely feedback to participants; improving the quality of the training program; documenting and identifying exemplary program features and successful strategies; and reporting on specific data related to the number of participants completing the program and the number of graduates placed in the instructional setting? In addition, applicants may wish to consider the Department of Education Professional Development Principles in planning a Career Ladder Program. The following are the professional development principles: * Focuses on teachers as central to student learning, yet includes all other members of the school community; * Focuses on individual, collegial and organizational improvement; * Respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community; * Reflects best available research and practice in teaching, learning, and leadership; enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards; * Promotes continuous inquiry and improvement embedded in the daily life of schools; * Is planned collaboratively by those who will participate in and facilitate that development; * Requires substantial time and other resources; * Is driven by a coherent long-term plan; * Is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning; and uses this assessment to guide subsequent professional development efforts. What other information may be helpful in applying for a Career Ladder Program? Applicants are reminded that they must submit a copy of their application to the SEA for review and comment. In addition, applicants must submit a copy of their application to the State Single Point of Contact to satisfy the requirements of Executive Order 12372. The SEA review requirement and the requirements for Executive Order 12372 are two separate requirements. BILLING CODE 4000-01-p [[Page 71573]] [GRAPHIC] [TIFF OMITTED] TN21DE99.000 [[Page 71574]] [GRAPHIC] [TIFF OMITTED] TN21DE99.001 [[Page 71575]] [GRAPHIC] [TIFF OMITTED] TN21DE99.002 [[Page 71576]] [GRAPHIC] [TIFF OMITTED] TN21DE99.003 [[Page 71577]] [GRAPHIC] [TIFF OMITTED] TN21DE99.004 [[Page 71578]] [GRAPHIC] [TIFF OMITTED] TN21DE99.005 [[Page 71579]] [GRAPHIC] [TIFF OMITTED] TN21DE99.006 [[Page 71580]] [GRAPHIC] [TIFF OMITTED] TN21DE99.007 [[Page 71581]] [GRAPHIC] [TIFF OMITTED] TN21DE99.008 [[Page 71582]] [GRAPHIC] [TIFF OMITTED] TN21DE99.009 [[Page 71583]] [GRAPHIC] [TIFF OMITTED] TN21DE99.010 [[Page 71584]] [GRAPHIC] [TIFF OMITTED] TN21DE99.011 [[Page 71585]] [GRAPHIC] [TIFF OMITTED] TN21DE99.012 [[Page 71586]] [GRAPHIC] [TIFF OMITTED] TN21DE99.013 [[Page 71587]] [GRAPHIC] [TIFF OMITTED] TN21DE99.014 [[Page 71588]] [GRAPHIC] [TIFF OMITTED] TN21DE99.015 [[Page 71589]] [GRAPHIC] [TIFF OMITTED] TN21DE99.016 [FR Doc. 99-33073 Filed 12-20-99; 8:45 am] BILLING CODE 4000-01-C


text: I got bored and was feeling rusty, and I figured at least a few of us can appreciate this. Didn't take too long, probably 2 or 3 hours with a height of 73 blocks. Not entirely satisfied with the flat color scheme, but I had to work with what I had. It works. Hope you all appreciate it.


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With the Oakland airport just 12 minutes from my front door, my family flies Southwest a lot. Southwest is often a favorite of flying families as well, but as it has different rules and practices from other airlines, it can often trip up the inexperienced.
Don't be unprepared for your next Southwest Airlines flight when you travel with your children. Here are all the details you need to know to make the most of Southwest's policies and make your next trip on Southwest with kids a breeze.
What You Need to Know About Flying Southwest Airlines with Kids
1) Free checked bags will save you a bundle.
Southwest is one of the few airlines that still offers free checked bags – 2 bags up to 50 lbs each. This is a real benefit for families who travel, as it is often difficult to pack light with all the gear that little ones require. I find that Southwest sometimes has slightly higher base fares than other airlines on similar routes, but when you factor in bag fees, Southwest actually comes out as the cheaper option many times.
If you do take advantage of the free bags, be aware that lap children do not get a baggage allowance. Also, strollers and car seats do no count towards your free bag allowance. Those items always fly free.
2) Birth certificates are required for ALL lap children.
Southwest is the only airline that requires you to show a birth certificate for your lap child, no matter what his or her age. So even if you obviously have a newborn who would never be mistaken for a toddler nearing the two year cutoff, pack that birth certificate!
3) Boarding "verification documents" for lap children can only be obtained at the airport counter.
In order to board your Southwest flight with a lap child, you need to obtain a boarding verification document. This document is similar to a boarding pass and confirms that the child has been age verified by showing a birth certificate. You can only get it at the ticket counter at the airports — you cannot print it in advance like you can with other Southwest boarding passes. So, be sure to leave yourself extra time to check in at the ticket counter at the airport if you are traveling with a lap child.
4) Family boarding will allow you to get seats together as a family.
Southwest doesn't have assigned seats unlike most other domestic carriers. Instead, it assigns boarding group numbers (A, B, & C, each numbered 1-60) to passengers, who are then free to take any open seat as they board. As you can probably guess, the good seats (exit rows, then aisles and windows) go fast, so that passengers who board later in the process find that often only scattered middle seats are available. This isn't a good situation for families who usually want to secure three or more seats together.
But never fear! Southwest allows all families with children ages 6 and under to board between the A & B groups. In my dozens of flights with Southwest, I have always been able to secure three seats together for my family when we board during family boarding.
If your children are older than six and you want to make sure you get seats together, my advice is to consider paying for "early bird check-in" ($15 each way). Paying for this option puts you in the front of the line, and you will usually secure an A group (or early B group) boarding pass.
5) Southwest has very little food, so pack your carryon with lots of snacks.
There are a lot of things that will make your kids cranky when you fly, but don't let hunger be one of the causes! Air travel is hectic, and I never rely on being able to have time to buy food at the airport. Packing snacks is simply a must when you have kids, and even more important when you fly Southwest because of its limited food choices.
On Southwest flights, flight attendants will liberally distribute the peanuts and (usually also) pretzels, but there is very little else in the way of food aboard. Longer flights offer additional free packaged snacks. Our last flight, for example, had shortbread cookies, Oreos, and Ritz Bits cheese crackers. But do not expect a sandwich or a hot meal for purchase like many other airlines have. As a result, you really need to overpack snacks and meals when traveling with small children.
6) If there are extra seats on the plane, you can snag them for your lap child — for free.
Because Southwest has open seating, if there are open seats to be had, you can usually snag them for your lap child. Very few people will choose to sit next to you when you have a baby in full view! You can improve your chances of securing that empty seat by choosing seats at the very back of the plane or also by simply bringing your car seat on board to claim the space (be sure to check with the gate agent to make sure there are sufficient empty seats to allow you to bring the seat on board first).
7) Southwest's child fares may save you some money over full fares.
Very few domestic airlines offer child discounts these days, but Southwest is one of the few that still offers children's fares. These fares are usually only a discount off the full fare/last minute prices, so you will almost always beat them if you are booking the discounted "Wanna Get Away" fares with plenty of advance notice. But if you have to travel Southwest with your child very last minute, be sure to check for child fares.
8) Southwest has no change fees, which is great when a little one's illness derails your trip.
Southwest is the only major US airline that does not charge change fees when you have to cancel or change a booked trip (only the fare difference is charged). This is a great benefit to anyone who has to change plans unexpectedly, but I find it gives me even more peace of mind when it comes to traveling with kids. After all, kids often get sick more often than adults and having the flexibility to deal with those situations without suffering a huge financial penalty is quite a benefit.
Be sure to check out Southwest's Travel with Children section on its website for the latest information. And please share your tips for flying Southwest with family in the comments!
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From the office of U.S. Sen. Saxby Chambliss, R-Ga.
Chambliss Raises Concerns Regarding New TSA Screening Procedures
WASHINGTON - U.S. Sen. Saxby Chambliss, R-Ga., on Friday sent a letter to Secretary of Homeland Security Janet Napolitano expressing concerns regarding the Transportation Security Administration's (TSA) new pat-down procedures. In the letter, Chambliss urges TSA to strike a balance between privacy protection and utilizing effective security measures.
Additionally, Chambliss raises concerns regarding TSA's screening procedures for children and urges TSA to expedite and improve the efficiency of the screening process for pilots and flight attendants.
In April 2010, Chambliss also sent Sec. Napolitano a letter urging TSA to explore existing technology, referred to as "automated target recognition," which is less-invasive, highly effective, and avoids exposing passengers and screeners to radiation. This technology provides a solution to many of the privacy concerns that have been raised, while providing an advanced detection capability.
The full text of the letter is below:
November 19, 2010
Dear Madam Secretary:
I write today in regards to the Transportation Security Administration's (TSA) recent announcement of the implementation of new pat-down procedures at checkpoints nationwide. While I recognize the importance of rigorous screening to ensure the safety and security of air travel, some questions have arisen as to the nature of these procedures and their invasiveness.
I have received numerous complaints and have heard concerns from hundreds of constituents in Georgia regarding these new pat-down procedures. Specifically, constituents question the increasingly invasive nature of these procedures given the heavy burden the traveling public is already facing. What are the Department of Homeland Security (DHS) and TSA doing to address these concerns? Has TSA undertaken any efforts to improve communication with the public on these more aggressive screening procedures? In addition, in light of recent news reports alleging inappropriate conduct by certain TSA employees when conducting pat-downs, what measures have TSA and DHS taken or plan to take to ensure the professionalism of its employees?
Furthermore, I seek clarification of TSA's screening policy with respect to children. I understand from Administrator Pistole's recent testimony that children under the age of 12 are exempt from many screening procedures. However, I have had numerous reports from families with children that have undergone very rigorous and potentially invasive screening in recent weeks. Can you please clarify the standard practice for screening young children?
Lastly, pilots and flight attendants have expressed concerns over the effects of these new procedures on members of their profession. Atlanta, GA, home to Hartsfield-Jackson Atlanta International Airport, the busiest airport in the world, is also the home base of many flightcrew members who are directly impacted by TSA policies and procedures every single day. Therefore, I ask you to detail the measures TSA is pursuing to expedite and improve the efficiency of the screening process for flightcrew members.
I recognize the sensitive and vital nature of TSA's work and applaud the agency for its efforts to protect air passengers. I believe that, by taking concerns such as these into consideration, a balance between secure air travel and privacy protection can and must be reached.
Thank you again for your attention to this matter; I appreciate your timely and informative responses to similar issues I have raised in the past. Should you or your staff have any questions, please do not hesitate to contact me or Tyler Stephens of my staff.
Saxby Chambliss


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To hear Obama spin it, it is like all these departments are operating autonomously. What the hell do all the Cabinet Secretaries do then?__________________________I am not sure what they do. But I am pretty sure, based on how often Obama meets with his cabinet, that I have a better idea than ObamaWhat I know, from my days in a Fortune 500 company, if anything remotely like a crisis was reported, I was in with the CEO giving him a perspective on how it would effect my areas of responsibility or briefing him, if it had anything to do with my reports. It any CEO ever said their organization was so big they had no idea what was going on, they would have LOTS and LOTS of time to figure out what was going on as they floated down on the termination parachute.
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Community in bloom
Spring is upon us. The tulips and jonquils are in bloom, and the days will continue to grow longer over the next few months. As temperatures climb, the grass grows and the lake beckons, we all get the itch to find something to do outdoors. This spring, I would like to encourage readers to not only get outside to enjoy the sunshine, but also find ways to serve our local community. The suggestions below are just a few activities that can be enjoyed outside and will also allow local residents to give back.
* Shop locally. On April 1 and 2, the Cassville Area Chamber of Commerce will partner with downtown Cassville businesses to host the annual spring sidewalk sale. Community members will have the opportunity to stroll the historic square while browsing through an assortment of discounted items. The annual sidewalk sale promotes local shopping and gives area businesses an opportunity to showcase new merchandise.
* Learn a new skill. Habitat For Humanity of South Barry County is currently recruiting volunteers to help build a Habitat home in Cassville. No building experience is required to lend a hand with a Habitat build. Community members can learn to drive nails, install windows, lay floor covering, paint and other skills while lending a hand to build a home for someone in need. Work days will be scheduled most weekends over the next few months. Weather permitting, volunteers will begin building this weekend.
* Support our youth. On April 16, the Cassville Community 2000 Youth Advisory Board and Cassville High School Students Against Destructive Decisions (SADD) will participate in the annual Global Youth Service Day. Each spring, members of CHS student organizations take part in the event. This year, local youth will be working around the City of Cassville. Community members are encouraged to volunteer with students who will be collecting trash and refurbishing public facilities. Local residents who are unable to attend the event and would like to support the Youth Advisory Board and SADD can make a donation to Cassville Community 2000, which offers drug awareness education and drug-free programs.
* Teach a child to fish. Roaring River State Park will offer area children a full day of free fishing on May 14. Volunteers will be needed to help string poles, bait lines and share fishing knowledge. There are many ways to help at the annual spring event, which often draws more than 1,000 children to Roaring River. Donations and sponsors are also needed for Kids Fishing Day.
Other ways to get outdoors and support our local community include visiting the Garden Sass Farmers' Market and taking part in Friday Squared, which offers a family-friendly block party and outdoor movie. The first Cassville Chamber-sponsored Friday Squared event will be held May 13.
Activities are thriving in our community this spring. Whether you enjoy shopping, volunteering or socializing the opportunities to get outside are nearly endless. ~ Lindsay Reed


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Everki Beacon Laptop Backpack with Gaming Console Sleeve, Fits up to 18-Inch (EKP117NBKCT)
On Sale Now! Free Shipping Included! Save 5% on the Everki Beacon Laptop Backpack with Gaming Console Sleeve, Fits up to 18-Inch (EKP117NBKCT) by Everki at Community Frontiers. MPN: EKP117NBKCT. Hurry! Limited time offer. Offer valid only while supplies last. Rugged and stylish, the Beacon is designed for comfort even with heavy loads and harsh conditions. An ultra-soft, padded laptop compartment deftly
Product Description
Rugged and stylish, the Beacon is designed for comfort even with heavy loads and harsh conditions. An ultra-soft, padded laptop compartment deftly protects and carries up to 18" laptops while still leaving enough room in the main compartment for a gaming console and accessories. Comfort and balance are maintained, even under heavy loads, thanks to the Beacon's 5-point balance strap system and aero-flow padded back and shoulder harness. The spacious main storage compartment features a large zippered pocket, dividers, and an assortment of multifunction accessory slots. A clever buckle system allows the compartment to open halfway for quick access or a full 180 degrees for easy loading. Gamers will appreciate the inclusion of a dedicated sleeve for taking a gaming console (XBox 360, PS3, or Wii) on the road. Dual hip pockets provide extra storage and quick access to important items like keys, mobile phone, or a media player without taking the bag off. A zippered outer pocket and a quick-stash slot provide additional easy-access storage To keep your valuable contents protected in all weather conditions, the Beacon has an integrated stow-away water-resistant weather cover for use in sand, snow, rain, or dust. As with all Everki products, the Beacon is backed by Everki's Limited Lifetime Warranty and world-class customer service.
Features & Highlights
- Dedicated ultra-soft padded laptop compartment accommodates up to 18" laptops
- Gaming console sleeve included (suitable for Xbox 360, PS3, Wii, etc)
- Clever buckle system allows for both partial or full 180 degree opening of the main compartment for easy loading
- Hip pockets for quick access to items like keys, media players, and mobile phone without taking the bag off your back
- Dual hand-carry handles for easy lifting
- Dual hand-carry handles for easy lifting ; Additional interior pockets facilitate tidy organization of items like cables, tools, camera, and mouse
- 5-point balance strap system evenly distributes weight for comfortable carrying
- Water-resistant weather cover protects against dust, rain, or snow
- Laptop Compartment: 1.38"x14.17"x19.69"
Additional Information
|Part Number:
|Item Weight:
|3.42 pounds
|Item Size:
|6.3 x 21.06 x 21.06 inches
|Package Weight:
|3.7 pounds
|Package Size:
|16.54 x 5.91 x 5.91 inches


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Congressional Testimony in 2007
June 20, 2007, ATSDR's World Trade Center Environmental Monitoring Activities in the Aftermath of 9/11
Senate Environment and Public Works Subcommittee, Sven E. Rodenbeck, PhD.
June 12, 2007, ATSDR's Activities at U.S. Marine Corps Base Camp Lejeune
House Energy and Commerce Subcommittee on Oversight and Investigations, Thomas Sinks, PhD.
March 2, 2007, The President's FY 2008 Budget Request for the Agency for Toxic Substances and Disease Registry (ATSDR)
Senate Committee on Appropriations Subcommittee on Interior, Environment, and Related Agencies, Julie L. Gerberding, MD, MPH.
- Page last reviewed: July 12, 2010
- Page last updated: January 19, 2016
- Content source:


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Students and staff members at Central State University are grieving after a student was killed and three others were hurt in a crash Monday, only two months after a fatal crash that impacted the campus as well as Wilberforce University.
STAY CONNECTED: Greene County News on Facebook
Trayvon Trammer, 20, died of the injuries he suffered when the vehicle he was a passenger in was rear-ended on I-675 North, just north of the U.S. 35 interchange, according to Beavercreek police.
Three other CSU students who were in the same vehicle were injured and taken to Miami Valley Hospital for treatment: Kennise Hicks, 20, Caleb Upton, 18, and Andrew Clark, age unavailable.
RELATED >>> University: Central State student killed in I-675 crash
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Their conditions were not available Tuesday.
The driver of the pickup truck that rear-ended the car, 34-year-old John Tokarz, was taken to Soin Medical Center where he was treated and released.
The crash shut down northbound lanes for much of Monday afternoon.
Police said the at-fault driver is still being determined. Preliminary findings indicate the car with the CSU students was traveling slowly with a spare tire in the right lane when it was struck by the pickup truck.
CareFlight was called to the crash and landed on the highway. Northbound lanes were shut down for several hours while crews worked to investigate and clear the scene.
MORE >>> Most fatal crash victims this year in Greene County not buckled
A statement from CSU President Cynthia Jackson-Hammond was posted to the university's Facebook page.
Grief counselors were made available to students Monday evening at the University Student Center. Counselors were also on-hand Tuesday, according to Jackson-Hammond's statement.
"Our collective hearts go out to the families of all of those students, and the University will do whatever it can to assist those affected," eads Jackson-Hammond's statement on Facebook. "We ask that you pray for the students and their families … I encourage all of you to be prayerful and safe in your travels."
Destany Wright, a sophomore at CSU, said she met the male student who died in the crash this year. She said it still feels "unreal," because she would see him on campus everyday.
"I'm trying to keep myself together. This happened so fast. I want to cry but I'm trying to hold it in," Wright said.
Wright said CSU students just returned from the holiday break and word about the crash spread quickly on the small campus Monday afternoon.
"Everybody is sad and crying because everybody had relationships with all of them who were in the car," she said. "Everybody is trying to get themselves together."
Danielle Begin, a CSU freshman, said she also met those involved in the crash this fall.
"We was all pretty cool, close. Hung out like a lot, like, dang near everyday," Begin said. "There's a lot of people that's sad. In my 8 a.m. class, a boy used it as his current event. The whole class was in a mourning process. Everybody is going through it."
This is the second fatal crash that has impacted CSU's campus this year.
In September, an early morning crash on North Bickett Road in Wilberforce took the life of Alexandria Austin, a Wilberforce University student, and critically injured the driver, Shala Sylvaster, an 18-year-old CSU student. Two other Wilberforce students were hospitalized for weeks after suffering critical injuries in the crash.
Sylvaster remained in critical condition last month when she was transported to a hospital closer to her hometown in Michigan.
Updates on her condition and the others who survived the crash were not immediately available.
Danielle Begin agreed that it's been a tough year for CSU students.
"It's overwhelming. Things just keep happening too frequently," she said.
Greene County has seen a spike in fatal crashes overall this year. As of this week, there have been 15 fatal crashes, resulting in the deaths of 20 people, according to statistics provided by the Ohio State Highway Patrol. By comparison, there were 10 fatal crashes resulting in 11 deaths in 2016.
MORE >>>Xenia man and dog killed in 3-vehicle crash
Prior to Monday's incident, the last fatal crash in the county happened Nov. 22 at Ohio 72 and Clifton Road, where 25-year-old Zachary McDaniel, of Xenia, was killed when his vehicle collided with a dump truck.


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I decided this year to give my mother and sisters antiques for Christmas (since that is what I would like...Isn't that funny that we do that?) I know that on Christmas morning when they find my humble gift under the tree they are going to say:What the @#$% is that?
Anyway, on my trip to get the goods at my favorite stinky antique "plaza" I found vintage ornaments. I have always loved the look of the older ornaments,
some with cracks and discoloring.
And then I came across this lil beauty for $2.50. I (for some reason) have always wanted one of these milky glass hands to adorn my blings.
Merry Christmas to those of you who get to enjoy my antique "whim" and to myself who got some special Christmas goods.