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Winter Driving
Last Updated on Monday, 28 October 2013 14:16
Winter Driving Conditions in Pullman, WA
It's that time of year again; time to start thinking about winter driving on the Palouse. I have some tips to help you while navigating the streets and hills of Pullman during this winter season.
First, remember to properly warm up your vehicle and remove all snow from your vehicle. This is an important step to make sure you can see clearly out of the vehicle and people can see your vehicle's turn signals and brake lights. Also remember once your vehicle warms up, the snow on top the roof will become loose and may slide down onto your windshield when you stop. Often this snow is too much for your vehicle's wipers to remove and could keep you from seeing clearly until you stop and remove it.
Second, plan your route. Be aware of alternate routes to and from your common destinations, which may not be as steep during times when the snowplows and sanders may not have had a chance to get to your usual route.
Third, decrease speed and increase following distances. When roads are covered with snow and ice, the last thing you want to do is give your vehicle sudden input. Slamming on brakes and turning suddenly can often cause you to lose control of your vehicle on slick roads. This can be avoided by slowing down and increasing following distance, so you can have time to make gradual adjustments to your vehicle. This is also true when the roads appear to be clear during winter driving. Often times, the gravel placed on the road to improve traction during periods of snow and ice on the road, can have an opposite effect on bare roads. The gravel tends to build up on the shoulder, centerline, at stop signs and at the bottoms of hills. This build up of gravel can cause your vehicle to slide when it gets between your tires and the road surface. So remember to slow down when approaching stop signs with bare roads, so your vehicle does not slide into the intersection on the loose gravel.
Lastly, remember that just because the road is clear where you are now, does not mean it will be clear around the corner. Tree cover and low road use can cause some roads to be covered with snow and ice when others are clear. Also, freezing temperatures can create black ice, which is not readily noticeable, in areas of shade and high wind.
Be Safe,
Officer Doug Anderson
Additional Resources:
- Washington State Department of Transportation: Winter Travel
- American Automobile Association (AAA): Winter Driving Tips
- The Weather Channel: Driving in Ice and Snow
- Federal Emergency Management Agency (FEMA): Winter Storm Safety


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2010 Toyota 4Runner Rubicon Trail First Drive
We Tag Along On A Toyota Durability Test
When Toyota offered to let us tag along on a 2010 4Runner durability test on the Rubicon Trail, we immediately accepted the invitation. Not only were we anxious to see the new, fifth-generation 4Runner, we wanted to see how it handled the granddaddy of all trails.
So that's how we found ourselves standing next to a pair of camouflaged, prototype 2010 4Runners at the Loon Lake entrance to the Rubicon Trail. This was no high-falutin', luxo-trip. Each rig was stuffed with camping gear, and the plan was to travel the Rubicon from west to east over the course of three days. In addition to the two 4Runners, our group of vehicles included a well-traveled stock FJ Cruiser and our trail guide's classic '77 FJ-40. (All Toyota, all the time.) In addition to our bubbly personality, Toyota had 10 souls on our run. The vast majority of the folks were technicians, but there was also an engineer and a manager. Our group also consisted of a product planning administrator, a product communications specialist, and even the 4Runner Chief Engineer Akio Nishimura, who traveled from Japan to be a part of the test.
Inviting Four Wheeler to an internal event that is designed to test the durability of the 4Runner's drivetrain, control systems, and body structure seemed like a risk to us. After all, by inviting us Toyota would be ensuring that the good, and the bad, would be documented in all its glory. Or gore. With the exception of homemade rocker protection and mud-terrain tires, the 4Runners were completely bone-stock.
Now before we go any further, we have to set this up by giving you some basic information on the 2010 4Runner. Off-highway fans will be pleased to know that for 2010, the approach angle has been improved to 33 degrees from the 2009 4Runner's 30 degrees, the departure angle has improved to 26 degrees from 24 degrees (both measurements include the trailer hitch), and ground clearance improves to 9.6 inches from 9.1 inches. Two engines are available: a 2.7L I-4 and a 4.0L V-6. The 4.7L V-8 engine has been discontinued in the 4Runner, but the V-6 makes 10 more horsepower and gains an EPA estimated three mpg in the city and five mpg on the highway as compared to the V-8. But that's not all. Thanks to friction-reducing technology, the V-6 in the 4Runner makes an impressive 34 more horsepower and 12 lb-ft of torque than last year's V-6, even though it's exactly the same displacement. The four-cylinder model gets a four-speed ECT automatic transmission, while the six-cylinder engine is bolted to a five-speed ECT automatic. When equipped with four-wheel drive, the 4Runner is equipped with a two-speed manual-shift transfer case that contains a 2.566:1 low range.
The two 4Runners on this trip were equipped with the "Trail" package. This option package will fit the 4Runner with the V-6 engine and will include a variety of off-highway-centric features and styling cues that set it apart from the SR5 and Limited models. The list includes, but is not limited to, a hood scoop, utility roof rack, a variety of black exterior components, water-resistant seating material, Crawl Control, Multi-Terrain Select, Active Traction Control (A-TRAC), a locking rear differential, and special 17-inch alloy wheels.
As our entourage began the mighty Rubicon Trail, we couldn't help but wonder what the next few days had in store for the 4Runners and the Toyota team. Well, three days later, the stock 4Runners emerged from the Rubicon with only nicks and scrapes and no driveline damage whatsoever (see "Bottom Line" sidebar). The Toyota team accomplished what they set out to do, testing the drivetrain, control systems, and body structure in extreme conditions, and they earned some notable trail cred in the process. So what did Toyota do after they finished the Rubicon? Well, they drove the 4Runners 700 miles to the Toyota Arizona Proving Grounds, that's what.
What is Crawl Control?
One of the most interesting features on the 4Runner Trail is the standard Crawl Control system, which debuted on the fullsize Land Cruiser for 2008. We could blab for pages about Crawl Control (which is controlled by the rotary switch on the left in this photo, shown here in prototype phase), but here's the condensed version. This system, which took over two years to develop, allows the vehicle to hold a target speed, both descending and ascending, with no intervention from the driver while utilizing traction control. In other words, you simply activate the system and select a speed using the rotary switch, ignore the brake and accelerator pedals, and steer. It does the rest, using a variety of sensors to keep the vehicle at one of five selected speeds (up to 3.1 mph). We heard someone at Toyota call it "cruise control for the rocks," and that's a great description. It didn't take long for us to become amazed by this new Toyota-exclusive feature. The only thing Crawl Control doesn't know how to do is predict when a "bump" is needed to climb an obstacle, but the system is designed to allow manual inputs of the throttle to compensate. In this photo, you can see how Toyota grouped the Crawl Control switch with the most commonly used off-highway controls in the overhead console. It includes the switchgear for the A-TRAC, rear differential locker, Vehicle Stability Control, and the new Multi-terrain System.
Bottom Line
If you want to run the Rubicon, you can expect damage. It's a given and we all know it. Heck, we saw a number of broken rigs on this trip, and we've damaged our modified project rigs and personal vehicles on the Rubicon. Interestingly, the stock 4Runners fared very well. At no time did they suffer driveline damage or systems failure. Body damage was very light. We inspected the rigs and found what we expected: toasted mud flaps, wrinkled skidplates, and dented mufflers. This was all predictable, especially considering these rigs were stock height. Yep, we were impressed by the new 4Runner Trail.
Vehicle/model: 2010 Toyota 4Runner Trail
Base price: N/A
Engine: 4.0L V-6
Max hp & torque (lb-ft): 270/278
Transmission(s): 5-speed ECT automatic
Transfer case(s): 2-speed
Low-range ratio: 2.566:1
Frame type: Ladder
Suspension, f/r: Independent double-wishbone with stabilizer bar/4-link rigid-type with coil springs
Max crawl ratio: 33.7:1
Steering: Power-assisted and variable gear rack-and-pinion
Brakes, f/r (in): 13.3, vented/12.28, vented
Wheels (tested): 17x7.5 alloy
Tires (tested): P265/70R17
Wheelbase (in): 109.8
Length (in): 189.2
Height (in): 71.5
Base curb weight (lb): 4,750
Max approach/departure angles (deg): 33/26
Minimum ground clearance (in): 9.6
GVWR (lb): 6,300
Max cargo volume (cu. ft.): 89.7
Max towing capacity (lb): 5,000
EPA mileage figures, city/hwy (mpg): 17/22
Fuel capacity (gal): 24.0
More Info On The 2010 4Runner To Come
We're scheduled to have the new 4Runner in our 2010 Four Wheeler of the Year test, so we'll have lots more info on it and its features like Crawl Control and the Multi-terrain System in an upcoming issue of Four Wheeler.

subset: commoncrawl


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Consumer Generated Ads, Danica Patrick Drive Go Daddy Into Indy 500
May 11, 2010: The iconic race is known worldwide as the Indianapolis 500. But Go Daddy has been trying its best to bring the event into its own domain.
The Web hosting and domain name provider will be the primary sponsor for the live race broadcast on ABC on May 30, and also remains the primary sponsor for Danica Patrick. Go Daddy is also adding another twist to its presence by running it first consumer generated ads culled from the top three winners of Go Daddy's "Create Your Own Commercial" promotion during the race broadcast.
Creators of the first place ad will receive $100,000 in cash. Second and third place winners take home $50,000 and $25,000, respectively. Five honorable mention winners will each win $15,000. Go Daddy ads are handled in-house.
All ten finalists are currently running at GoDaddy.com. Among them, a guitar player who goes from couch potato to rock star after getting a Go Daddy-hosted Web site, people who suffer from "domain dysfunction," a priest who has a Go Daddy religious experience. an "attorney" named Hank E. Pankey who gets no respect and a son who complains that his Dad's multiple partners treat him like a kid until the sexy ladies offer to give him a bath.
"Danica and I were very impressed with the commercial entries and I think viewers will be shocked with our winning picks, they aren't what I'd call conventional GoDaddy-esque ads," Bob Parsons, Go Daddy CEO and founder, said in a statement. "People found some clever ways to promote our brand. We just might be entering a new Go Daddy era. You might even say, Go Daddy is getting out of its comfort zone."
According to Patrick, who is scheduled to be one of five women drivers competing in the Indy 500, "It's always been a dream of mine to win the Indy 500 and I'd love nothing better than to do it in the Go Daddy car. GoDaddy.com has been such a great partner, in racing, with commercials. They've believed in me from the start."


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By ED HARRIS
Saint Dominic School has received a National Blue Ribbon School Award from the United States Department of Education.
The Catholic school was recognized for being an "exemplary high performing" school. This performance category recognizes schools that are among their state's highest performing schools, as measured by state assessments or nationally-normed tests.
"Everyone is elated that Saint Dominic School has received such a prestigious honor," said Saint Dominic Principal Patricia O'Neil Tiezzi. "We feel blessed and honored."
Tiezzi said that Saint Dominic is one of four Catholic schools in New England to receive the honor this year. Three of the schools are located within the Archdiocese of Hartford and part of Saint Dominic's Catholic school network.
Tiezzi said that one of the reasons that Saint Dominic was selected was because of its high test scores. She said the test scores are in the top ten percent in the nation. She credits the test scores to a culture of academic excellence.
"Our teachers continually strive to be sure every student meets success," Tiezzi said. "We foster a culture of academic excellence through critical thinking skills, innovative and rigorous curriculum standards, a global perspective, and an emphasis on moral education, community and service."
U.S. Secretary of Education Arne Duncan recognized 269 schools as 2012 National Blue Ribbon Schools based on their overall academic excellence or for making progress in improving student academic achievement levels in a press conference earlier this month.
In its 30-year history, the National Blue Ribbon Schools Program has bestowed this coveted award on nearly 7,000 of America's schools.
"Our nation has no greater responsibility than helping all children realize their full potential," Duncan said. "Schools honored with the National Blue Ribbon Schools award are committed to accelerating student achievement and preparing students for success in college and careers. Their work reflects the conviction that every child has promise and that education is the surest pathway to a strong, secure future."
The National Blue Ribbon Schools award honors public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students' levels of achievement.
The program recognizes schools in one of two performance categories. The first category is "Exemplary High Performing," and the second category is "Exemplary Improving," in which schools that have at least 40 percent of their students from disadvantaged backgrounds demonstrate the most progress in improving student achievement levels as measured by state assessments or nationally-normed tests.
To select National Blue Ribbon Schools, the Department requests nominations from the top education official in every state, the District of Columbia, Puerto Rico, the Department of Defense Education Activity, and the Bureau of Indian Education. The Council for American Private Education (CAPE) nominates private schools.
A total of 417 schools nationwide may be nominated, with allocations determined by the numbers of K-12 students and schools in each jurisdiction. The Secretary of Education invites nominated schools to submit an application for possible recognition as a National Blue Ribbon School.
"The hard work of our teachers, students and parents has paid off," Tiezzi said. "Saint Dominic School is no longer Southington's 'hidden' treasure."


text: OpenJournals email@example.com educators and student nurse neophytes' perceptions of good interaction in the classroom setting The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to respond positively during the learning process. The purpose of this study was to determine the nurse educators' and student nurse neophytes' perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: 'What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?' The accessible population in this study were all student nurse registered with the University of Venda for the Baccalaureus Curationis, and nurse educators responsible for teaching first-year student nurses in this programme. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted to arrive at 10 male and 15 female students. The sampling method relating to nurse educators was purposive sampling. Focus groups were used to interview students using individual in-depth interviews to gather data from nurse educators. Coding was used to organise the data collected during the interviews. The study revealed that nurse educators and student nurse neophytes concur that the ethical behaviours influencing good interaction are respect and support, good communication, honesty and openness. Age, gender and cultural background were also factors. The participants further indicated that good interaction has benefits such as improved co-operation levels, the enhancement of learning, the improvement of pass rates, and a reduction in dropout rates. In conclusion, there is a need for nurse educators and student nurses to develop good practices to promote good interaction in the classroom setting. Die wyse waarop die interaksie tydens die eerste sessie in die klaskamer benader word, bepaal dikwels die atmosfeer vir die res van die leerperiode. Goeie interaksie is dus nodig tussen die verpleegopvoeder en die verpleegnuweling-studente om studente te help om verantwoordelikheid te aanvaar en om positief tydens die leerproses te reageer. Die doel met die studie was om te bepaal wat die persepsies van verpleegopvoeders en verpleegnuweling-studente is ten opsigte van goeie interaksie in die klaskameropset. Die studie het gepoog om die volgende vraag te beantwoord: 'Wat word deur verpleegopvoeders en verpleegnuweling-studente beskou as voorbeelde van goeie interaksie in die klaskameropset?' Die toeganklike populasie vir die studie was al die verpleegnuweling-studente wat vir die Baccalaureus Curationis aan die Universiteit van Venda geregistreer is, sowel as die verpleegopvoeders wat verantwoordelik is vir die onderrig van die eerstejaar verpleegstudente. Die studie het gebruik gemaak van waarskynlike, ewekansige gestratifieerde steekproeftrekking om twee heterogene groepe studente te trek. Veertig eerstejaarstudente is opgedeel in homogene substelle van 15 manlike en 25 vrouike studente. Die steekproef van die verpleegoopvoeders is met behulp van doelbewuste steekproeftrekking getrek. Fokusgroepe is gebruik om onderhoude te voer met die studente. In-diepte onderhoude is met die verpleegopvoeders gevoer om inligting in te win. Kodifisering is gebruik om die data te organiseer wat tydens die onderhoude ingewin is. Die studie het getoon dat sowel verpleegopvoeders as verpleegnuwelinge saamstem dat respek, ondersteuning, goeie kommunikasie, eerliklheid en openheid etiese gedragspatrone is wat goeie interaksie beïnvloed. Ouderdom, geslag en kulturele agtergrond is ook faktore. Die deelnemers het verder aangedui wat goeie interaksievoordele inhou, soos verbeterde vlakke van samewerking, die verbeterde leerproses, verhoging in slaagsyfers en die afname in uitsakkingsyfers. Opsommenderwyse is daar 'n behoefte aan verpleegopvoeders en verpleegnuweling-studente om goeie praktyke ten opsigte van goeie interaksie in die klaskameropset te ontwikkel. Friddah R. Mathevula1 1Department of Advanced Nursing Science, University of Venda, South Africa Lunic B. Khoza1 1Department of Advanced Nursing Science, University of Venda, South Africa Lunic Khoza email@example.com PO Box 643, Letaba 0870, South Africa 66918110.4102/hsag.v18i1.669 17 Apr. 201203 Oct. 201203 June 2013Mathevula, F.R. & Khoza, L.B., 2013, 'Nurse educators and student nurse neophytes' perceptions of good interaction in the classroom setting', Health SA Gesondheid, 18(1), Art. #669, 9 pages. http://dx.doi.org/10.4102/hsag.v18i1.669 © 2013.The Authors. Licensee: AOSIS OpenJournals. This work is licensed under the Creative Commons Attribution License.Introduction Background Improved interaction between the nurse educator and student nurses in the classroom requires a process of identifying learning needs and developing learning skills, particularly for student nurse neophytes (Ellis 2006:157). This process promotes support, improves communication, enhances motivation, boosts the students' self-esteem and helps them to overcome learning problems experienced in the classroom setting (DeYoung 1996:22; Mellish & Brink 1998:72). According to Last and Fulbrook (2003:458), first-year students need a directive and supportive approach to meet their learning needs. This is supported by Jones and Joneson (2007:75) who found, in a study on teacher-student relationships, that the process of a teacher forming a bond with students starts on the first day. This helps them to earn students' respect and promotes a quality learning environment, whilst improving the communication and participation skills of students. The exposure to a new profession may lead to stress, which can be moderated if support is offered during learning sessions in both the classroom and clinical settings. Nurse educators should establish a pleasant atmosphere by welcoming the student nurse neophytes during this session (Tony 1988:34). According to Ellis (2006:157), a lasting and working classroom relationship should be like a mother-daughter or father-son relationship, where children accept their teacher's authority. This is the position teachers or nurse educators should assume if they want a lasting and successful working relationship to exist in the classroom setting. The attitudes of nurse educators towards the student nurse neophytes affect interaction and the type of relationship established in both the classroom and the clinical setting (Reilly & Oermann 1996:83). This is supported by Vallant (2006:24), who suggests that if the relationship is not positive, it will have a negative impact on learning. A study conducted by Savage and Favret (2006:54) concluded that nurse educators need to exhibit ethical behaviour in order to encourage a positive student-instructor relationship and to create a safe nurturing environment. Therefore, it is important to consider the feelings, behaviour, thoughts, insights, perceptions and attitudes of the subjects in order to capture the meaning of the interaction between the nurse educators and student nurse neophytes in the classroom setting. According to Mahat (1996:165, 1998:18), poor interpersonal relationships in the classroom are sources of stress between nurse educators and student nurse neophytes. This is supported by the findings of Vallant's study (2006:27) about relationships between student nurses and clinicians, that negative relationships inhibited student learning. In addition to these findings, Scott (2009:216) found that academic and social stress experienced by college freshmen contributed to negative outcomes in classroom settings. The needs of the student nurse neophytes should be considered at different levels. Good relationships will help them to feel secure, and to learn effectively (Susan 1986:35). According to Craig (1996:285), when teachers are conscious of the need to have an attitude of caring, compassion and love, they will develop greater awareness, depth and spirit. Thus nurse educators and student nurse neophytes have expectations of one another and respond to one another with those expectations in mind. Therefore, it is important that during classroom interactions, student nurse neophytes should not be seen as blank pages waiting to be imprinted by the nurse educator, but should be acknowledged as individuals and encouraged to participate fully. During the first encounter in the classroom, student nurse neophytes are fully dependent on their educators. The nurse educator should encourage and promote different ways of knowing to empower future nurses to be able to respond in caring ways towards clients. Nurse educators should also encourage students to be creative in finding solutions to their problems. They should also emphasise the value of learning while teaching student nurse neophytes (Leininger & Watson 1990:72). This is supported by Vallant (2006:22) who states that the interactions that take place in classroom have a significant influence on students' learning (Vallant 2006:22). Student-nurse neophytes are exposed to the first level of learning in the classroom during interaction with nurse educators and should gain perception and appreciation of values in this setting. Students will decide whether they will accept or reject the values presented in subsequent interactions (Nicklin & Kenworthy 1997:206). Values clarification is supported by Dian and Uustal (1993:67), who believe that it offers a process for determining where students stand and explains what is valued. Furthermore, Weiler and Schoonover (2001:32) state that it is important to know what the personal values are that one wants to achieve in life, and to look carefully at them and to establish value priorities. The study conducted by Corcoran (2007:5) concludes that nurse educators should assist students to develop a system of values for nursing. According to Tony (1988:57), student nurses should assume responsibility for their own learning. The nurse educator-student nurse neophyte interaction is essential in helping students to recognise their own responsibilities and to respond positively in the learning process (Mellish & Brink 1998:58). According to the study by Taylor and Runte (1995:4), professional teachers should provide stimulating, safe and well-managed learning environments in order for students to obtain and maintain acceptable scores and to do whatever it takes to help them to realise their full potential. This is supported by Klopfenstein (2003:41) who says that instructors can empower students to accept responsibility for their own learning and can facilitate the development of students' self-direction skills, whilst giving adequate instructional support to help them have meaningful learning experiences. However, the support that student-nurse neophytes need might be lacking owing to poor relationships or flawed interaction. A trusting relationship between nurse educators and student nurse neophytes is a prerequisite for reducing stress. Similar views are described by Savage and Favret (2006:48) as well as Last and Fulbrook (2003:458) who emphasise the importance of positive relationships in practice and of giving support to student nurses during their education, so that they will feel valued, complete their education and feel ready to face the challenges of modern healthcare. Furthermore, as a result of a study that explored the building of positive student-teacher relationships, Abuja (2010:161) concludes that effective communication and giving feedback to students are very important. Aggressive teachers who respond inconsistently to students create a negative classroom atmosphere. Other elements of classroom management like the delivery of instruction and direct feedback also influence the creation of a positive learning environment. Nurse educators need to apply ethical behaviour, in order to encourage a positive student-instructor relationship and to create a safe nurturing environment (Savage & Favret 2006:47). Problem statement It is widely accepted that the teaching and learning environment established during the initial learning experiences of student nurse neophytes can affect their mental health. As a teacher interacting with student nurses at various levels of their education and training, the researcher observed that student nurse neophytes had problems adjusting to the classroom environment. Some student nurse neophytes appeared to be anxious and tense, sometimes failed to participate in the classroom and failed tests, while some later dropped out of the profession. Some of the literature consulted supported the notion that student nurses experienced stress during their initial experience because of poor teacher-student interaction, peer group pressure, inappropriate teaching strategies and having to adapt to a strange environment (Beck & Srivastava 1991:131; Jones & Joneson 1997:84). This is corroborated by Gupchup, Borego and Konduri (2004:292) who maintain that an unsupportive faculty and excessive study loads are predictors of stress associated with negative outcomes to students' progress. Purpose and research questions The purpose of this study was to determine nurse educators' and student nurse neophytes' perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: 'What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?' Significance of the study Nursing education, in particular that offered by nursing colleges and universities, will be improved by promoting the establishment of good relationships between nurse educators and student nurse neophytes in the classroom setting. Developmental skills of student nurse neophytes will be enhanced; these include communication, critical thinking, problem solving, values clarification, listening and adjusting to the classroom setting. Study design and methods Design The study used a qualitative, descriptive design. Polit and Hungler (2006:172) describe research design as the researcher's overall plan for obtaining answers to the research questions and for testing hypotheses. It spells out strategies adopted by the researcher to develop information that is accurate, objective and interpretable (Thomson 1997:133). In this study the subjects gave the views of nurse educators and student nurse neophytes about what they regard as examples of good interaction in the classroom setting. Sampling and context of the study The accessible population in this study were all student nurse neophytes registered with the University of Venda for the Baccalaureus Curationis in Nursing Science and nurse educators responsible for teaching first-year student nurses in this programme. The study focused solely on nurse educator-student nurse neophyte interaction in the classroom setting. Views of senior students and nurse educators were not regarded as being relevant to the study, as they had already developed coping mechanisms with regard to the negative consequences of interaction in the classroom. According to Burns and Grove (2009:42), sampling involves selecting a group of people, events, behaviour or other elements with which to conduct the study. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Probability sampling is the random selection of elements from a population (Polit & Beck 2010:339). Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted as follows: forty cards were numbered from one to forty. The reverse sides of 25 cards were marked yes and 15 were marked no. The box meant for the male students had 10 yes and five no cards. The second box meant for the female students had 15 yes and 10 no cards. Each member of a group was given the chance to choose one card from the box and only those student nurse neophytes who chose numbers marked yes were allowed to be part of the sample, namely 10 male and 15 female students. Purposive sampling of nurse educators was used. Purposive sampling is performed by choosing a particular case which illustrates some features or processes that are of interest for a particular study (De Vos et al. 2011:230). This approach was used in this study to sample nurse educators, because they represented the total population of nurse educators at the University of Venda. The researcher purposefully chose three nurse educators because they had not been involved in the pilot study and were also judged to be knowledgeable about the topic, as they had experience of teaching student nurse neophytes. Data collection methods In this study the researcher used focus groups to interview students, and individual in-depth interviews to gather data from nurse educators. Student nurse neophytes were interviewed in two groups (10 male students in one group and 15 female students in the other) on the same day, but at different times in one of the quiet skills laboratories of the Advanced Nursing Science Department. The second group was requested to wait and relax outside whilst the researcher interviewed the first group. Interviews were tape recorded and field notes were made. Two of the three nurse educators were interviewed on one day and the third on another day in a lecturer's office at the university. Pilot study A random selection of student nurse neophytes who were not included in the sample was used in the pilot study. A group of six student nurse neophytes and two nurse educators who were responsible for teaching them were interviewed separately to test the research questions and methodology for reliability and validity. It also aimed at assessing the feasibility of the major study, the time required for completing the interviews and whether the participants could understand the questions. During the pilot study the three central questions were asked. Participants seemed to find it challenging to give detailed information and gave general information related to the research questions. This led the researcher to develop probing questions for the central question, to ensure that participants would provide adequate information. Data analysis Data was analysed simultaneously with data collection. Coding and categorisation was generally initiated as soon as data collection began. Coding was used to organise the data collected during the interviews. Themes were derived from the questions asked. The questions generated categories, which provided descriptions of the subcategories. Selected categories were verified through reflection on the data and discussions with the independent expert in the research field, refining the categories and identifying the propositions (Burns & Grove 2009:523). Confirmability is a criterion for evaluating quality in qualitative data, and refers to the objectivity or neutrality of the data. The supervisor performed a confirmability audit by checking the participants' views quoted by the researcher in the transcripts from the tape recorder. Ethical considerations The researcher in this study exercised great care to maintain the ethical responsibility of protecting and respecting the rights of the student nurse neophytes, nurse educators and the University of Venda (Polit & Hungler 2006:351). The freedom to choose to participate was explained to all participants when their informed consent was obtained, and also on the day of the interviews to ensure that they participated willingly in the study. The researcher advised the participants to ensure that they understood the information and this enabled them to consent freely to participate. The information that was provided included clarifying the purpose of the research study, the method or procedure to be followed in obtaining information, the duration of the study, the nature of the participation expected and the procedure that would be followed for using and publishing the results. The rights of the University of Venda where the research was conducted, were considered by requesting permission from the University Health and Safety Research Ethics Committee to undertake the research, and permission was granted (Polit & Beck 2010:125). Trustworthiness Data quality Data quality is a strategy used by all researchers to produce quality research in order to make their research meaningful. Qualitative researchers avoid using terms such as reliability and validity – instead, terms such as consistency, trustworthiness, dependability, confirmability and auditability are used when referring to validity and reliability (Brink 2004:124). The researcher adopted the contracts of Lincoln and Guba to ensure trustworthiness namely, credibility, transferability, dependability and confirmability. Credibility was ensured through a number of techniques, including prolonged engagement and member checking. Prolonged engagement with student nurse neophytes and nurse educators during interviews was ensured by spending sufficient time with them during data collection. This assisted the researcher to identify some distortions during the sessions, such as where students wished to dominate the focus group interviews, and to deal with the problem. Transferability is a criterion for evaluating the quality of qualitative data. It refers to the extent to which the findings from the data can be transferred to other settings or groups in an implementation assessment of the project. The findings of the present study cannot be generalised, since the study focused only on student nurse neophytes and those nurse educators who were responsible for teaching them. Tape-recorded data and word-for-word transcriptions conducted during data collection assist researchers in engaging in future research (Lincoln & Guba 1985:316). Dependability is a criterion for evaluating quality in qualitative data, referring to the stability of data over time and in other conditions. To ensure dependability, the supervisor examined the process and products of the study. Copies of tapes and transcriptions were made available to the supervisor to confirm the dependability of the research. The data, findings, interpretation and recommendations were also examined by the supervisor to ensure internal cohesion of inquiry (Lincoln & Guba 1985:318). Results and discussions Two groups of 25 each consisting of student-nurse neophytes (15 female and 10 male students each) were randomly selected. The third group interviewed consisted of three nurse educators who were purposively selected and interviewed separately. English was used as medium to interview the three groups of participants, because they all understood the language. The students had all passed Grade 12 and were enrolled for the first year of study at the University of Venda and nurse educators all taught at the University. Categories and subcategories were identified under one theme formulated from the central question of the study. Coding and categorising was generally initiated as soon as data collection began. Similar transcriptions were grouped together. Perceptions related to ethical behaviour Respect and support All participants - male and female students, as well as nurse educators - felt that showing respect was ethical behaviour that enhances good interaction and this was encapsulated in their verbatim responses outlined below: 'I think respect to lecturers can create good interaction between nurse educators and us as students in the classroom.' (Male student nurse, aged 19, first year of the degree programme) 'I agree with him respecting each other's position; a teacher must respect a learner and learner respect a teacher.' (Female student nurse, aged 18, first year of degree programme) 'I have observed in my teaching experience that respect is very important in the classroom and of course [it] depends on student's personality and background and vice versa.' (Female nurse educator A working with nursing neophyte students) Giving support to and displaying caring both for students and nurse educators, were identified by the three groups as relating to ethical behaviour in the classroom. These subcategories are indicated by the following participant responses: 'As students we need to be given necessary support by our lecturers irrespective of who we are, socially, psychologically and moreover academically in the classroom.' (Female neophyte student nurse, aged 20, first year of degree programme) 'Although we are coming from different backgrounds, I think support should be given to all of us as students without showing any discrimination.' (Female student nurse, aged 19, first year of degree programme) 'When we as lecturers are not ready to give support to our students, we must be quite sure that we are going nowhere with the educational journey with our students, so support is a crucial issue ethically.' (Female nurse educator X working with nursing neophyte students) Most of the participants were of the opinion that punctuality and time keeping should be included in this subcategory, but it was not supported by some of the female student participants and one nurse educator. However, evidence from literature shows the relevance of being punctual in class (Wax 2008:14) and thus the researcher considers it to be a necessary component of ethical behaviour. Punctuality is a form of courtesy and showing respect for others, be it educators in class or classmates, and people who arrive late and disrupt classes are those who miss information and experience difficulty in keeping up with the work. Literature consulted agrees that respect is an essential element that influences and enhances teacher-student relationships. Savage and Favret (2006:49) identify respect, confidence and support as attributes that instructors should possess, as these contribute to positive relationships with students. Streitch (2009:44), Takabayashi (2008:17) and Hartjies (2007:280) conclude that positive relationships are based on the trust and mutual respect that are shown during the first week of classroom interaction. Reilly and Oermann (1996:42), Chan (2001:447) and Charles (2002:150) see mutual respect, trust and giving support - including listening attentively - as attributes that are needed to build positive teacher-learner relationships. These views were also cited by Daly (2008:38), who believes that the best teaching begins with what is called the welcoming factor. It is based on building powerful relationships which emanate from showing respect to students and valuing them. According to the study conducted by Ghias (2009:37), students need a social support system in order to combat stress. Providing support, rewarding competence and promoting self-esteem were regarded as factors that decrease the vulnerability of high-risk students in response to stressful life events (Werner, 1990:110). This is supported by Repak (2006:48) who states that building support is required during stressful periods and can be achieved by developing relationships with students. According to Barak and Wilhelem (2005:544), nursing has been perceived as a caring profession since the era of Florence Nightingale and is associated with the dynamics of relationships. This should be practised by nurse educators in their dealings with student nurse neophytes who are being prepared to care for patients. Langley (2009:11) identified the need for creating safe and caring classrooms that focus on encouraging learning and realising the potential of learners. Good communication Good communication was also viewed by all the participants as an aspect to be considered in the classroom. Furthermore, using an official common language or a language that is understood both by students and nurse educators, was also perceived as an important aspect of ethical interaction. These subcategories were encapsulated in the following verbatim responses: 'Good communication skills can bring good fruits in the class room irrespective of gender and age, so our teachers must have these skills.' (Male student nurse, aged 20) 'It becomes a challenge in a big classroom where some of our students cannot communicate well, especially in English.' (Female nurse educator X working with nursing neophyte students) 'Using [an] official language which is known by all individuals can also be regarded as a good characteristic of ethical behaviour; our teachers should stick to that.' (Female student nurse, aged 18) Gordon (2009:29) states that teachers need to have good communication skills and verbal presentation abilities for them to become effective in making connections with students. Similar views are supported by Hershman (2009:22) who concludes that friendliness, kindness, mutual respect and good communication are some of the important aspects of creating a positive classroom environment. This is also supported by Brophy-Herb et al. (2007:134) who state that a positive classroom climate mediates the relationship between teachers and learners. The use of language that students can master and understand was also recommended by Wedin (2009:145) and Dembele (2006:66), who state that this overcomes obstacles to efficient learning and improves the quality of education. Honesty and openness One participant from the male student group felt that being honest and open was critical to ethical behaviour. Honesty was supported by other participants, whilst they did not consider openness to be a component of ethical behaviour. The following contradictory verbatim responses were made by participants: 'Being honest and open can contribute much to ethical behaviour, maybe my fellow students can also comment.' (Female student nurse, aged 17) 'I am not quite certain whether to be honest and open can be regarded as a good characteristic of ethical behaviour, but let me give other students chance to state their views.' (Female student nurse, aged 18) 'I prefer to teach honest students in my class, for it is ethically recommended that a nurse should have this characteristic.' (Female nurse educator X working with nursing neophyte students) 'When our educators show honesty and openness to us in class, this can contribute much as a good example of ethical behaviour.' (Male student nurse, aged 20) Literature supports the idea of honesty being an important component of ethical behaviour. Indeed, it is included in the universal principles and accepted as fundamental to ethical conduct (Searle & Pera 1995:141; Mellish & Paton 2009:123). Veracity is regarded as one of the most important ethical principles next to honesty and sincerity. The researcher considers honesty to be a good characteristic, because both nurse educators and students should possess these attributes to be able to establish a positive learning environment: Age, gender and cultural background The male students were of the opinion that age, gender and cultural background influenced ethical behaviour. On the other hand, the female students and two nurse educators thought that whilst socialisation was a component of good ethical behaviour, age and gender did not influence good ethical interaction. However, one nurse educator disagreed with this view, and emphasised the issue of personality as contributing much to one's behaviour. The participants' verbatim responses are quoted hereunder: 'Gender and age can also be an issue here; culturally, males feel they are heroes and need to be respected and if a person is older … his word should be final.' (Female student nurse, aged 18) '[…]A person's conduct can relate to his background.' (Female nurse educator X working with nursing neophyte students) 'I think age and gender cannot contribute to ethical behaviour, but cultural background maybe, for example how a person was orientated contributes much to one's moral or ethical behaviour. With orientation I am referring to how one was brought up.' (Female nurse educator X working with nursing neophyte students) Active listening Listening actively was perceived as another indicator of ethical behaviour by all three groups of participants and was encapsulated as follows: 'Listening actively, according to me, is a good characteristic as related to ethical behaviour in the classroom for both parties; students should listen very well when we teach.' (Female nurse educator X working with nursing neophyte students) 'Everyone's opinion must be taken into consideration by our lecturers, even though there is difference in age or sex.' (Male student nurse, aged 18) 'Nurse-educators should learn to listen attentively to us, even if they are experienced in teaching, for sometimes they can miss very important information [coming] from students.' (Male student nurse, aged 20)'When you happen to do (sic) a mistake they do not have a room for that nor listen to you as a student.' (Female student nurse, aged 17) The importance of cultural background is supported by literature as contributing to effective learning and encouraging active student engagement (Dembele 2006:66). According to Langley (2009:11) and Kelly (2009:123), considering cultural differences is very important in the building of positive relationships. Listening is supported in literature as being a motivational strategy and a prerequisite to student learning, and is critical to student-teacher relationships (Kelly 2009:123). According to Cotton (2001:10) paying attention to students' interests, problems and accomplishments during interaction, both in and out of the classroom is needed to motivate students. Similar views are stated by Catlin and Mensah (2009:92) who conclude that productive classrooms result from teachers who truly listen to their students and show them respect, give them what they need, understand their needs, value their feedback during classroom activities and support their ideas. Active listening is a critical issue and thus the researcher recognises its importance in the classroom. The impact of positive interaction in the classroom Participants felt that learning would be enhanced, and the failure rate and attrition rate would be reduced, if positive interaction were evident during classes. Participants in this study also believed that co-operation between the two parties in the learning setting was beneficial. Furthermore they felt that students would adapt to new situations and cope well in the classroom and in clinical settings if good relationships existed between them and their educators. These subcategories of opinions are encapsulated in the following verbatim responses: 'I also support that good relationships motivate us to learn, we are not bored by the educator or subject.' (Male student nurse, aged 20) 'We learn more if things are going smoothly in class between us and our nurse educators. (Female student nurse, aged 21) 'Students must be free to ask questions and talk to us educators; this promotes learning and increases pass rates.' (Female nurse educator X working with nursing neophyte students) 'I also will like to add that no students will fail and drop out if there is good relationship with the lecturers.' (Female student nurse, aged 21) 'As an educator, I've observed that the level of co-operation between the two parties can improve.' (Female nurse educator X working with nursing neophyte students) 'Yes, good relationship with our lectures … has good impact because people will be able to work hand in hand [with one another].' (Male student nurse, aged 19) Both the educators and students nurse neophytes realised the need for improving communication, encouraging mutual respect and engaging in classroom dialogue. The student participants felt strongly that good interaction in the classroom would reduce the number of dropouts, because nurse educators would identify students at risk and suggest remedial activities to minimise the failure rate. The nurse educator participants indicated that students should be allowed to raise their concerns and feelings about the subject matter, the teaching and learning environment and teacher behaviour. Some of the literature consulted also reflected similar findings. Schuster (1996:21) and Killen (1998:72) reflect the experiences of a nursing instructor who encouraged quality teacher-student relationships and support by allowing students to air their concerns and feelings. This resulted in the students wishing to progress in their studies. According to De Souza (2000:29), creating a harmonious and meaningful environment can contribute to the development of students' creativity and promote learning. Similar views were supported by Leitao and Waugh (2007:32) who state that teacher-student relationships influence students' ability to adjust to their studies and do well. Lombardo (2004:218) concludes that positive relationships are necessary for effective teaching and learning to take place. Furthermore the pass rate of students improves when they have co-operative and supportive relationships with their advisors, coordinators and teachers. As an educator, the researcher has experienced the excellent impact that positive relationships have on students' learning experience. Therefore she agrees with the participants that positive interaction promotes learning, and reduces student failure and dropout rate. Limitations The study was conducted at the University of Venda, Department of Advanced Nursing Science among student nurse neophytes and the nurse educators who were responsible for teaching them as participants, therefore the findings could not be generalised for the entire University and for other universities. The study focused solely on the perceptions of nurse educators and student nurse neophytes with regard to what they regard as examples of good interaction in the classroom; therefore, the perceived examples of poor interaction were not included in this study as it was discussed in another context. Recommendations Participants viewed the creation of a positive and harmonious environment in the classroom and the promotion of good student nurse-nurse educator relationships to be conducive to learning and reduced both the failure rate and the attrition rate. Therefore, the good influence of these positive factors should be reinforced in order to improve nurse educator-student nurse neophyte relationships. The subcategories of positive factors were valued by participants and supported by literature. The findings of the research indicated that improved levels of co-operation had a positive impact on pass rates, the enhancement of learning and the reduction of failures and dropouts. The study recommends that nurse educators and student nurses should display behaviours that could contribute to the desirable outcomes, including for instance good communication, listening, honesty, openness and cooperation The subcategories identified in this study are considered by the researcher to be important, because they can help to improve student motivation, create a positive learning atmosphere and help students to succeed in their studies. Conclusion The findings in this study indicate the need for nurse educators and student nurses to develop good practices to promote good interaction in the classroom setting. Respect, support, caring, good communication, using a common language, active listening, socialisation, kindness and acceptance were identified as examples of ethical behaviour in this study. Improving student relationships with nurse educators is important and has long lasting and positive implications for students' academic and social development. Acknowledgements Competing interest 'We, the authors declare that we have no financial or personal relationship(s) which may have inappropriately influenced us in writing this paper.' Author contributions F.M. (University of Venda) literature review, collected and analysed data; L.B. 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The new 52 and old figures.
By Chris Troy
It's been awhile Forbidden Planet Faithful! I'm back after spending some down in Orlando (I rode on Star Tours, YAY!) and now I'm once again ready to tell you what new stuffs FPNYC has gotten in.
And with my return, I've brought the NFL with me! That's right, I'm talking about sports on a comic shop's blog, but I severely doubt I'm the only dude who's bought a comic book and follows the Jets on a weekly basis. McFarlane Toys just released their 2nd wave of NFL Elite figures, which is the latest revision of their long-time NFL line of figures. This wave sees 8 releases, including a few returning stars like Tony Romo and Mark "Nacho" Sanchez of my beloved NY Jets, as well as Goth-Wizard & Super Bowl MYP Aaron Rodgers. These are more mini-statues then action figures, which comes as no surprise to anyone who's purchased a McFarlane figure over the years. But hey, these are pro-atheletes, they shouldn't be posing with the Justice League, no matter how good of a game Drew Brees throws. The sculpting is solid though, and the details to the uniforms and helmets are NFL accurate. For about $15-20 a pop, you can't go wrong with these, unless you're a Patriots fan, then we need to have some words.
Moving on to a more familiar topic, DC has launched it's new 52 intiative, and despite a rough start with Justice League, the line has been pretty good so far. From someone who was only reading a handful of DC books per month. I now found myself actually caring about the likes Animal Man, Swamp Thing, and Wonder Woman. The Bat-books have been pretty great as well (Detective Comics, Batman, Batgirl, and Batwoman), Demon Knights is incredible as was Action Comics. I'm super-excited for Peter Milligan's "Justice League Dark", but man o' man, Suicide Squad was bad. Real bad. Especially when you remember that Gail Simone's excellent "Secret Six" was cancelled for it. Which brings me to the 2nd wave of Batman Legacy figures! WE FINALLY GOT A CATMAN FIGURE PEOPLE! AND IT'S FRIGGIN AWESOME! The line also has a Golden Age Batman and a silver-age Barbara Gordon Batgirl, but again, CATMAN! This is awesome and I will kill someone to own it. Each figure goes for about $20 a pop and is comparable to the DCUC line in terms of scale, articulation and sculpt. Continue reading


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Let $G$ be a group, and let $X$ be a $G$-biset that is (weakly) invertible with respect to the contracted product. Is $X$ necessarily a bitorsor?
By $G$-biset, I mean a set equipped with commuting left and right $G$-actions. There is a standard tensor product on the category of $G$-bisets called the contracted product; it is defined by $X \times_G Y = X \times Y / (x \cdot g, y) \sim (x, g \cdot y)$, where $G$ acts on the left by its left action on $X$, and on the right by its right action on $Y$. The unit object is the group $G$, where $G$ acts by left and right multiplication on itself.
A left $G$-torsor is a left $G$-set $X$ such that the map $G \times X \to X \times X$, $(g, x) \mapsto (g \cdot x, x)$ is a bijection. A right $G$-torsor is defined analogously. A $G$-bitorsor is a $G$-biset that is both a left and a right $G$-torsor. A $G$-bitorsor $X$ is necessarily invertible with respect to the contracted product; its inverse is the opposite $G$-bitorsor $X^{\operatorname{op}}$. This bitorsor has the same objects as $X$, but $g \in G$ acts on the left (resp. the right) by the right (resp. left) action of $g^{-1}$.
It follows from a simple counting argument that when $G$ is a finite group, any invertible $G$-biset is a $G$-bitorsor. Is this true for arbitrary groups (and more generally, in an arbitrary topos)? What about if we replace "invertible" by "right- (or left-) invertible"?
I can show, at least in the punctual topos (and I think it's true in general), that if $X^{\operatorname{op}}$ is an inverse to $X$, then $X$ must be a $G$-bitorsor. So the question is whether a $G$-biset can have an inverse not of this form.
The reason I'm interested in this question is that I want to understand how to generalize bitorsors to higher categorical settings. A possible generalization would be an invertible profunctor, but this is only a good definition if the answer to my question is affirmative.


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Looking for a unique venue for a personal party or corporate offsite or event?
Big Cat Rescue offers a unique venue for corporate meetings, off-sites, mixers and parties as well as personal parties like birthdays, anniversaries, bridal showers or weddings. Pictured below is the 1800 sf home with 1400 sf covered patio used for such events. The home offers a rustic setting with a view of our 18-acre lake. Events can include one of three levels of visit to see the cats, a 10-minute walk to peek at a few of our tigers, a half hour tour to see more, or a full tour for an hour.
The setting and tour make for an unforgettable, unique event. And you have the satisfaction of knowing that your donations and tour fees all go to help support the cats.
Examples of Past events include:
- Global Federation of Animal Sanctuaries Two Day Workshop for 22 sanctuary CEOs
- Accenture offsite for 25 staff
- Upper Tampa Bay Chamber Mixer for 89 members
- American Momentum Bank offsites for Branch Managers and then Assistant Branch Managers
- Jaguar of Tampa management meeting
- Hemophilia Foundation of Greater Florida lecture
- Singer Terez Hartmann's "Law of Attraction" Party
- Holtec International party for Engineers, Scientists, Project Managers and VPs of clients
A minimum donation of $500 is requested for use of the house. If your group can afford more we appreciate your donating what your budget allows. The full tour is $37/person, the half-hour tour $27/person, the ten minute walk $17/person. No evening tours. The maximum number of guests for a tour is 60.
There is a 25%, non refundable fee, for us to hold a date for you.
For more info contact firstname.lastname@example.com or 813 393-6066
This is at our back entrance. See directions below.
Personal "Fun"-raising party ideas for Big Cat Rescue
Why not ask your favorite cool cat friends about gathering for the sake of the cats? There are all kinds of fun ideas you could try out from at-home intimate wine and cheese events, to pool parties and neighbor cookouts to a dinner out at a special restaurant. Below is one example of a recent party held in BCR's honor. Take a look at the recap and get some inspiration from these party cats.
"I believe the primary ingredient was the willingness of the hostess to market us to her friends. Basically we were invited as outlined in the below invitation to talk with everybody about Big Cat Rescue. It was a lovely party. The hostess did a bang-up job with hors d oeuvres, cheese and deserts. If I recall there were something like 15 or 16 in attendance, plus the hosts and ourselves. We were there for about 3-hours.
In the background we played the video tape of the show that University of South Florida produced on Big Cat Rescue. It worked quite well since it stimulated a lot of interest. We also brought a variety of items from the gift shop for potential sale. When it was all over we had grossed close to $300 for the evening. The host and hostess were delightful people. She is a long time animal lover, and hopes someday to volunteer with us."
-Dennis Mitchell (volunteer Big Cat Rescue)
Can I Have a Big Cat at My Party?
No. It is abusive to the cat and dangerous to the public. USDA prohibits public contact with big cat babies under the age of 8 weeks and over the age of 12 weeks. If you see someone using a cub who is too young or too old, please photograph the event and report the exhibitor's name, location and what you saw to stop this abuse. There is only a one month window in which exhibitors are allowed to use the cubs. There is a pending bill to ban all contact with big cats and their babies. Before you pay to have your photo made with a big cat, check with your regional USDA office to make sure you are not breaking the Federal laws. This is an important law that will protect big cats from being bred for this purpose.
Sample Invite
Here is a sample invite from the above party and one that you could adapt in planning your own event:
You are cordially invited to a wine and cheese party at the xxxxxxxxx house
In addition to the usual scintillating conversations, eating and drinking that goes on at our parties, we are hoping to benefit Big Cat Rescue by asking all who attend the evening to contribute a suggested $20 per person donation to this worthy cause. Big Cat Rescue is a non-profit organization and is permanent retirement home to over 100 exotic cats that have been rescued from abuse and neglect.
More information on BCR, including a Power Point presentation or Video, will be available at the party in addition to some gift items available for sale. All proceeds for the evening will of course go to Big Cat Rescue.
Please join us for a purrfectly wonderful evening.
RSVP by xxx to xxxx
If you would like to have your party patrons donate to Big Cat Rescue online, ask them to complete their transaction here and have them write in the notes section PARTY and include your name in the note field so we know which party raises the most money for the cats.
Big Cat Rescue is proud to offer you these opportunities to help our important mission. Our programs allow you to make a difference in the quality of life for many animals. Please come visit us and see how your contributions can make a difference. Prices and terms subject to change without notice.
For more info contact email@example.com or 813 393-6066
Check out Visit the Cats to find out more about all of the exciting ways that you can have fun and help save the wild cats! We offer Feeding Tours, Night Tours and Keeper Tours.
If you hosted your party or corporate event at Big Cat Rescue please share your experience with our site visitors below:
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Join us for health, fun, and fitness. Whether this is your first step toward a healthier lifestyle or just a new activity to freshen up your existing exercise routine, walking is it! For more information please contact Program Director Gloria Goodwine at 313.971.3990 or the Community House 313.837.3416.
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Earlier Event: May 15Walk Group
Later Event: May 19Block Captains Meeting


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I have done a 5 fold dilution series with 6 points because my genes of interest are relatively low copy number and I wanted to get enough points in my dilution series to feel confident using these primers.
I am not clear how to calculate the efficiency from log base 5. My R2 values are nearly perfect (better than .998) and my slopes are around 1.4.
I thought I should use this calculation 5^(-1/m)...but the numbers I get don't seem right.
if E=10^(-1/m), how does this change for non-10 fold dilution series?
Submit your paper to J Biol Methods today!
efficiency calculation from non-10 fold dilutions
Started by blue800, Oct 14 2011 09:09 AMqPCR efficiency
1 reply to this topic
Posted 14 October 2011 - 09:09 AM
Posted 14 October 2011 - 09:57 AM
FWIW, I think my efficiencies are way off...or I'm calculating my slope wrong. My slope should be close to x where 2^x=5 or 2.322. which 5^(-1//2.322) = 2. So nevermind.


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Many people probably have sat through a less-than-thrilling class, lecture or seminar and found themselves doodling in their notebooks. For most, it provides a way to pass the time; for Jorge Cham, it paved the way to a new career— one that graduate students across the world appreciate.
For, as the man behind PHD Comics (PHD stands for Piled Higher and Deeper), Cham has helped codify the foibles and frustrations of academia as seen through the eyes of a group of hopeful, though at times hopeless, graduate students— workaholic and chocoholic Cecilia, the exceedingly clever yet exceptionally lazy Mike Slackenerny, the activist anthropologist Tajel and the perhaps autobiographical "nameless hero."
Over the years, this former university comic strip has grown into a cult favorite in academic circles, letting students laugh at the eccentric world in which they work, but also giving them some perspective and helping them realize that they are not alone.
The beauty and appeal of the strip, which began running in October 1997, is that, although it's ostensibly centered on engineering students (Tajel being the exception), the comic focuses on general situations to which any current or former graduate student— from anthropology to zoology— can relate. These include the joys of being a teaching assistant, how to scam free food, dating, explaining your project to your parents, trying to find a job and, of course, trying to write that pesky dissertation.
These, and other day-to-day experiences, are quite familiar to Cham. He spent many years producing PHD Comics while living the life of an academic, first as a graduate student at Stanford University, where he designed better robotic legs, and later as a postdoctoral fellow at the California Institute of Technology, where he studied neural prosthetics.
But, shortly after he arrived at Stanford in 1997, he happened to read that the student newspaper was looking to run a new comic strip; over dinner that night with his older brother, who was also a Stanford graduate student, and some of his friends, PHD Comics was born.
"We all thought a strip about graduate school would work, because it was an untapped area in pop culture," Cham says. "And, even though I had only been in graduate school for a few weeks, the stories I heard from my brother and his friends told me that there was a lot of material to work with."
Of course, Cham soon would learn that "material" firsthand, and those battle scars are reflected in PHD Comics' incisively accurate portrayal of academic life.
Of all the "funny-because-it's-true" elements in the comic strip, the most enduring, and the one that most resonates with readers, is the 600-pound gorilla known as the dissertation.
"Graduate school is a unique beast, because the dissertation process— which adviser to pick, what project to work on— is something students begin to cope with at Day 1, and yet, the end product is years away," says Cham. "In between, you have this very flexible and open-ended schedule that can lead to students carrying around this sense of guilt. They think: Am I being productive enough? Should I go to lab this weekend? What else can I do?"
And, with all that uncertainty, adds Cham, often comes procrastination.
The dreaded P-word takes many humorous forms in the comic, whether its Cecilia's overstressing to the point of becoming unproductive or Slackenerny's seemingly deliberate efforts to become the eternal graduate student.
Beneath the witty exterior, though, Cham hopes to show that such worries about finishing, which sometimes can even lead to thoughts of leaving graduate school altogether, are common and should be taken in stride as part of the long and winding doctoral-degree path.
"I always thought that was an important message, because, while the graduate-student life appears very social, with plenty of labmates and classmates around you, at the same time, trying to get a Ph.D. can be a very isolating experience, especially in the context of your dissertation," he says. "Because it comes down to just you and your adviser, and, if something goes wrong, it feels like it's just you. But, in truth, it's not."
In 2005, Cham also began taking his message directly to the people, embarking on the first of what would become a series of lectures across the globe. Combining stories about his comic with some general thoughts about life as a graduate student, the "Power of Procrastination" tour discusses the role of procrastination in the graduate-school process.
Cham's general belief is that procrastination is neither good nor evil; although, he certainly does not advocate that students procrastinate. "The message I try to convey is that there's nothing that you should feel you have to do in terms of your progress, like, I have to spend so many hours a week in lab or get these results by the next lab meeting. Because, the truth is, discovery cannot be forced."
That truism can apply to both research findings and personal discovery, as it did for Cham. Although he has been an avid reader and collector of comic books his whole life, and he dabbled in sketching growing up, Cham never imagined a career as a cartoonist: Becoming an engineer, in fact, was his childhood dream.
Although Cham has been out of academia for a few years now— the growing success of PHD Comics, combined with increased travel due to his speaking engagements, eventually led Cham to forgo his research career, though with no regrets— fans have no reason to worry; not only does he still have plenty of his own personal graduate school experiences to draw from, but stories told on his Web site's forum page or by attendees at his lectures give him a continual supply of fresh ideas. And, Cham promises to keep going until he can't go anymore.
For the countless PHD Comics fans who can relate to the misadventures of these overworked and underpaid students, that's joyous news, even if each new comic gives them a way to procrastinate.
More from the current issue


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Ashley Greene's $500 Halloween Costume Shopping Spree! Alice in Wonderland and Pirate Get-Ups for Her and Joe! EXCLUSIVE DETAILS!
Ashley Greene had a very important date — to costume-shop at Halloween Express in Baton Rouge — and we know what she bought!
Ashley Greene did the Halloween shopping for herself and boyfriend Joe Jonas, and according to a source at Halloween Express in Baton Rouge, La., where she's filming Breaking Dawn, she got over $500 worth of costumes.
We're told she and Joe will have to make a choice — Alice in Wonderland-themed costumes (Alice and the Mad Hatter) or pirate-wear — as she purchased his-and-her outfits for both.
Even Ashley's pooch is going to have its own costume choice, because Ash picked up two outfits for the pup.
Ashley arrived in Bogota, Colombia Oct. 27 to support her BF while on his tour in South America! We're totally jealous, and bet she brought the costumes along!


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Protect your iPhone 11 with an impact-resistant, slim-profile, hard-shell case. The image is printed directly onto the case and wrapped around the edges for a beautiful presentation. Simply snap the case onto your iPhone 11 for instant protection and direct access to all of the phone's features!
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I sent this earlier today, but mailer daemon sent it back... ___ Hello Jolly, I have not heard back from you as yet concerning my contact with Fine Arts last week. ______________________________ Fine Arts Americase Iphone 11 Case Photo 877-807-5901 Order-1354352 I Loved my Fine Arts America Iphone case I ordered a few years ago!! When I received my new Iphone 11 case I was disappointed in the placement of my favorite Chihuahua, Chloe! She is off screen. Every time I show it someone, I have to rotate my case to get her in the picture. I just checked my order and my photo has her completely on the back of the screen!! I have had so many compliments on my case, that I must have recommended a half dozen folks to Fine Arts America. I have had the case for over a week and get upset every time I look at poor Chloe hidden in the background. She is now 16 3/4 years old and I would very much like her "up close and personal!!" The attached photo is the one I verified to be printed on my screen.Attached IMG 0069+0071 are photos of my actual phone case you sent me. See Chloe peeking over the top? Please help me out here with a correct case? Thank you, Candy Pantano 908-451-6515 Image result for tennis clipartImage result for pickleball icons Thank you Candy Pantano C: 908-451-6515 H: 908-276-4354 www.facebook.com/candycanetravel ON-THE-GO-TRAVEL.COM -----Original Message----- From: Fine Art America To: gizmocjp Sent: Mon, Nov 11, 2019 5:05 pm Subject: RE: (Ticket #409678) - Incorrect positioning of my uploaded photo Hi Candy, I hope all is well. I'm sorry to hear that the image was cut off in your phone case. I've messaged our production team regarding this. I'll get back to you as soon as I get a response. Kind regards, Jolly
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Reviewed By Ernest D (WELLS, ME) Reviewed for a 2013 Ford Expedition —9/28/2013 9:09 AM
I was extremely pleased with how easy it was to install, but you need good set of finger nails to start pealing back the adhesive protective backing. Boy oh Boy does it look great in my new Ford Expedition!!!


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Jerusalem Maiden: A Novel (Paperback)
"Talia Carner is a skillful and heartfelt storyteller who takes the reader on journey of the senses, into a world long forgotten."
—Jennifer Lauck, author of Blackbird
"Exquisitely told, with details so vivid you can almost taste the food and hear the voices….A moving and utterly captivating novel that I will be thinking about for a long, long time."
—Tess Gerritsen, author of The Silent Girl
"Talia Carner's story captivates at every level, heart and mind."
—Jacquelyn Mitchard, author of The Deep End of the Ocean
The poignant, colorful, and unforgettable story of a young woman in early 20th-century Jerusalem who must choose between her faith and her passion, Jerusalem Maiden heralds the arrival of a magnificent new literary voice, Talia Carner. In the bestselling vein of The Red Tent, The Kite Runner, and A Thousand Splendid Suns, Jerusalem Maiden brilliantly evokes the sights and sounds of the Middle East during the final days of the Ottoman Empire. Historical fiction and Bible lovers will be captivated by this thrilling tale of a young Jewish woman during a fascinating era, her inner struggle with breaking the Second Commandment, and her ultimate transcendence through self-discovery.
About the Author
Talia Carner is the former publisher of Savvy Woman magazine and a lecturer at international women's economic forums. This is her fifth novel.
Praise For…
"A fascinating look at a little-known culture and time . . . Tuck JERUSALEM MAIDEN in your beach bag."
— Minneapolis Star Tribune
"Talia Carner uses beautiful language, exquisite storytelling, and detailed research to transport the reader into the world of old Jerusalem . . . This is a book to savor and discuss."
— Jewish Book World
"A welcome glimpse into a little-understood world."
— Kirkus Reviews
"Engaging . . . Carner renders Esther's world with great authority and detail, revealing intimate familial rituals within the larger political and socioeconomic context."
— Publishers Weekly
"JERUSALEM MAIDEN is a page-turning and thought-provoking novel. Extraordinary sensory detail vividly conjures another time and place; heroine Esther Kaminsky's poignant struggle transcends time and place. The ultimate revelation here: for many women, if not most, 2011 is no different than 1911, but triumph is nonetheless possible."
— Binnie Kirshenbaum, author of The Scenic Route
"Talia Carner is a skillful and heartfelt storyteller who takes the reader on journey of the senses, into a world long forgotten. Her story of a woman who struggles and seeks the light is universal and inspiring. Read this book and savor."
— Jennifer Lauck, author of the New York Times bestseller Blackbird and the newly released Found: A Memoir
"JERUSALEM MAIDEN won me over from the first moment I began reading it...meticulously researched, and steeped in thorough knowledge, no less than deep understanding, of both this community and of the world of art in Paris at the beginning of the twentieth century... I could not put it down."
— Eva Etzioni-Halevy, author of The Triumph of Deborah, The Song of Hannah and The Garden of Ruth
"JERUSALEM MAIDEN is a novel but the reader feels that she has entered living, lost history. Once engaged, you cannot put this book down . . . [H]eartbreakingly real."
— Phyllis Chesler, author of Women and Madness and Women of the Wall
"[A]n exquisitely explosive journey . . . [JERUSALEM MAIDEN] immerses us in a provocative and astonishingly realized world filled with evil spirits, arranged marriages, prayer, poverty, and the pain of breaking free."
— Michelle Cameron, author of The Fruit of Her Hands
"Exquisitely told...a moving and utterly captivating novel that I will be thinking about for a long, long time."
— Tess Gerritsen, New York Times bestselling author of THE SILENT GIRL
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— Jacquelyn Mitchard, author of The Deep End of the Ocean and Second Nature
"Compelling ... vividly examines the grinding poverty and oppressive religious domination the heroine suffers in pre-World War I Mea Shearim, and then compares it with the seductive nonconformity she enjoys in the Parisian art world ten years later."
— Maggie Anton, author of Rashi's Daughters
"[A] fascinating story of how a talented, artistic woman from a conservative faith must balance the responsibilities of her heritage against her passions for love and art ... [JERUSALEM MAIDEN] brings an elusive time and place to life and makes you question the strengths of your own beliefs."
— Vanitha Sankaran, author of Watermark
"A tale spun by a natural storyteller...what is striking is the timelessness and dreamlike quality of her worlds. We are drawn into the saga of Esther kaminsky, the Jerusalem maiden, and stay under her story's spell until the ambiguously happy end."
— Hassadah Magazine


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