text:
The Minnesota Chippewa Tribe, comprised of the Bois Forte, Fond du Lac, Grand Portage, Leech Lake, Mille Lacs, and White Earth reservations, is a federally recognized tribal government that, through unified leadership, promotes and protects the member Bands while providing quality services and technical assistance to the reservation governments and tribal people.
Who We Are
The Preamble to the Constitution of the Minnesota Chippewa Tribe sets forth the purposes, aspirations, and goals of the union of the six member reservations. The Preamble states that the six member reservations of the Minnesota Chippewa Tribe come together, "in order to form a representative Chippewa Tribal organization, maintain and establish justice for our Tribe and to conserve and develop our Tribal resources and common property; and to promote the general welfare of ourselves and descendants." It is toward these ideals that the Tribe continually strives, and it is for these reasons that the Tribe exists. Tribal political action and the administration of programs and services are intended to help meet these goals. Four divisions work to ensure that programs operated by the Tribe are effective and efficient in the delivery of services to our membership. Tribal divisions include Administration, Education, Finance, and Human Services.
We are proud to have this opportunity to share information about the Minnesota Chippewa Tribe with our members and with other interested parties. Please select one of the following links to learn more about the functions, programs, and services of the Minnesota Chippewa Tribe.


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Rubbermaid Commercial 64 Ounce Scoop [Grain Scoop] + related review
Picture From: Hands on Review: Vittles Vault Stackable Storage Bins for Homebrew Grain Storage – that review contains information and photos on this scoop. Container not included.
64 Ounce Commercial Quality Scoop by Rubbermaid Commercial ProductsMore Info
From the product description, check product page for current description, price and availability:
- For ice and ingredient bins
- Made of clear polycarbonate construction for durability and break resistance
- Smooth surface for easy cleaning
- Dishwasher safe
- Holds 64 ounces
Rubbermaid Commercial Food Service Scoop, 64-Ounce, White, FG288500WHT – note that multiple variations of this product may be available, as such a different version may appear at this link

subset: commoncrawl


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Financial assistance will be considered on a first come, first serve basis and once the financial assistance funds are gone for a particular season, no more aid can be given. In order to spread the assistance as far as possible, we ask each family seeking aid to pay as much as they can afford. The St. Mary's Soccer board is committed to maintaining low registration fees so that more children have the opportunity to play soccer. This commitment to low registration fees means that the number and amount of registration fee scholarships is limited.
We will consider many factors when evaluating eligibility for financial assistance. Please submit a paragraph briefly stating any relevant information. These circumstances may include, but are not limited to death, illness, loss of compensation or other changes in financial position.
Applications for financial assistance must be made by a player's parent or guardian. Financial assistance applications will be held in confidence between the parent/guardian and the scholarship committee for St. Mary's Soccer. Please realize that a request must be submitted for each season, (i.e. Fall and Spring) and that the receipt of financial assistance in one season does not guarantee assistance in future seasons.
Travel and RecPlus players are responsible for purchasing their uniforms. Recreational player uniforms are provided at no extra cost. The expenses that can be covered by scholarship are limited to RecPlus registration fee or SMS Travel club fee.
It is expected that a family receiving financial assistance will be willing to volunteer to assist either the club or their team by helping to maintain fields, assisting at Target Cup or Claire's Cup, registration or other volunteer opportunities such as serving as a team parent. Please let us know if there are circumstances that would prevent family members from helping in this way.
Financial assistance to a player/family may be terminated if the financial situation is resolved, funds become unavailable, or if the player is deemed in conflict with the Club/Team requirements for player commitment or behavior.
The deadlines for requests for the Spring 2023 season are:
Travel: Feb 28, 2023
RecPlus: Feb 28, 2023
Recreational: Feb 28, 2023
APPLICATIONS MUST BE RECEIVED BY THE ABOVE DATE OR THEY WILL NOT BE CONSIDERED. APPLICATIONS CAN BE EMAILED TO email@example.com.
To apply, please CLICK HERE to download the application.


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Office of the President, Lee C. Bollinger
Statement on the Future of Journalism Education
April 15, 2003
At the beginning of the last century, Joseph Pulitzer bequeathed two major gifts to Columbia University: one to establish the premier school of journalism in the nation and the other to create a prize, sponsored by a great university and judged by great journalists, to honor the highest levels of journalistic achievement. These gifts came at a time of tremendous, destabilizing social change in America, a time in which the role of journalism was also changing rapidly. And they were motivated in part by Pulitzer's belief that journalism needed institutions that would help it adjust to a new role in a new era. There can be little doubt that together these have been significant contributions to the development of journalism over the last century.
As we enter another new century, at a time of similarly profound and destabilizing changes, the role of the media in America is even more critically important to society than it was a century ago and is again in the process of rapid change. And so it seems timely to review where we are and consider afresh how journalism education in a great university can contribute to the process by which the media adapt to a new world. To that end, I convened a group of people of extraordinary accomplishment in and about journalism and higher education to consider the question of what a model school of journalism for the Twenty-First Century should look like.
The Task Force was composed of members of the School of Journalism faculty, faculty from other departments and schools at Columbia, and practicing journalists from nearly every branch of the media. We met six times from October 2002 to March 2003. Attendance and participation were remarkable, attesting to the commitment of the members and the importance of the subject. I served as chair.
The conditions for discussion were the following: This was not to be a review of the Columbia School of Journalism, or of journalism schools in general. There would be no effort to conduct new research or an extensive review of the literature about journalism education. The reason for this was not to think about the issues behind a veil of ignorance, but rather to avoid the typical problem in such discussions of spending too little time in sustained discussion, reflection, and judgment. For our purposes, the expertise represented around the table was sufficient in itself. Lastly, I said from the outset that I did not expect the Task Force to issue a report, with members expected to sign on to or dissent from a final document. Consequently, the views below are my own -- judgments informed by a remarkable group of people to whom I am deeply indebted both individually and collectively.
Yet, there are concerns about the press, including a growing fear about how concentration of ownership narrows the scope of public debate and how commercial and technological forces increasingly drive the structure and behavior of the press. There is understandable anxiety that monetary pressures are threatening the quality and standards of journalism.
One of the best ways (and perhaps a necessary one) of dealing with these realities – the growing importance of journalism and the concern about commercial and other interests becoming too dominant – is for journalism to embrace a stronger sense of being a profession, with stronger standards and values that will provide its members with some innate resistance to other competing values that have the potential of undermining the public responsibilities of the press. There is nothing inherently inconsistent about good journalism operating in a market. Capitalism is a well-proven method of serving public needs and preferences, both for goods and services and for information. But like any system, its advantages turn into harms unless moderated by an internalized value system. Throughout much of the twentieth century, the electronic media were subject to congressionally and administratively mandated responsibilities to operate in the "public interest." In the current deregulatory climate, however, as the government has relaxed its "public interest" standards, this system does not provide the counterweight it once did. That puts more pressure than ever on what remains as the primary check on commercial excesses, namely the professional identity that insists that some things simply will not be done for money.
The real question is who will set the standard against which everything else can be compared and whether those who set the standard will have the imagination to set it as high as it might be. Our great universities have a crucial role to play in this process, similar to the role they have played in the professions of medicine, law, and engineering, for example. We must take up that responsibility more than we have, by devoting our energies to developing an appropriate curriculum, by increasing our research capacities, and by fulfilling our role of serving the public good in the ways that universities can beyond teaching and research. This will, of course, require greater investments in journalism education, and we ought to be ready to make those investments. A professional school should prepare students for performance within the profession at the highest levels.
A great journalism school within a great university should always stand at a certain distance from the profession itself. Its faculty should be made up of leading practitioners of the profession who, in the manner of other university faculty, both teach and actively explore, in their ongoing work, the greatest possibilities of journalism. The faculty should also reflect on the profession – drawing our attention to important issues, engaging in research to assist in their resolution, and communicating these findings to students, the profession, and the interested public. Like journalism itself with respect to the general society, journalism schools must maintain an independent perspective on the profession and the world. Among other things, they are the profession's loyal critics. The habits of mind developed in the academic atmosphere of engaged reflection will inevitably suffuse the educational process, leading to an emphasis on some aspects of professional life and the neglect of others. A great university will also be able to offer knowledge and intellectual exchange with people in other fields related to the professional school, just as a professional school will contribute its knowledge and expertise to other parts of the university. Ideally, a professional school should make the university as a whole integral to its teaching and research missions.
My sense is that for a modern journalism school some new courses and programs to meet these objectives will need to be created. As these are conceived, it is important to remember that it often takes many years for materials and texts to be assembled. It may be possible, as one of many examples, to develop courses where students become immersed in reading and comparing significant journalistic pieces along with other materials about the same subject and then discuss what the authors tried to do, what alternative stories might have been written, and what this analysis reveals about the practice of journalism and about society. Students would be expected to articulate and defend their views in class, and then to write and produce a different story. These discussions would, of course, naturally invite considerations of journalistic ethics and norms. And, given the multiplicity of media forms through which journalists are expected to communicate, this kind of course would provide the opportunity to learn the techniques of various media and to see how structure and content change across them. While this kind of educational experience takes place now in journalism education, my sense is that it does not hold nearly the centrality nor the level of engagement that it might.
One of the most significant needs for journalists today is to have a high level of knowledge about the subject they are reporting and communicating. This raises a matter of enormous complexity and significance for a school of journalism. Of all the criticisms of the press, one of the most serious – and, happily, the most remediable – is the lack of context for stories. Journalism functions by reference to current events (just as law operates by cases and statutes and medicine by diseases). At its best, journalism mediates between the worlds of expertise and general knowledge. To do that well – to write for the present and to weave in broader meaning – is remarkably difficult. A necessary element is substantive knowledge, the kind of knowledge you cannot just pick up in the course of doing a story. Having a foundation of general knowledge enhances one's capacity to deal with new areas and specific issues. Moreover, the deep sense of personal satisfaction in journalism, as in other parts of life, comes from probing into the heart of a matter. It is the superficial skipping from event to event that produces both sophomoric journalism and unfulfilled journalists.
Journalism may be moving increasingly to a system in which reporters have an underlying expertise, and to the extent that is true, universities ought to provide opportunities for students to develop that expertise. Specialization has its risks, and we should be alert to them. Some argue that expertise impairs a journalist's ability to write for a non-expert audience, but that seems to me implausible. Not all experts are capable of writing for a general audience (it is, indeed, a special skill), but those who can are usually better explainers than are the best of those who do not have that expertise.
On the other hand, my guess is that it is far too early to declare the end of the generalist editor and reporter, who moves from the education beat to the Hong Kong desk and then on to national politics. For them, and for future general managers of news-gathering operations, we need to provide a knowledge base and intellectual approach that will serve journalists well over their whole careers. That achieving complete knowledge of every subject is impossible should not lead us to give up on developing any kind of deeper knowledge in a journalism school education. That a journalism school is located within a great university, which houses an extraordinary amount of expertise on virtually any subject, means that it would be an intellectual tragedy not to ensure that students partake of the feast. One way of doing so is simply to reserve space in the broader university curriculum for students to explore other fields. This requires a willingness on the part of faculty and departments outside the journalism school, which I have every reason to believe exists.
But my sense is that we can do better than that. The educational goal ought to be to develop a base of knowledge across relevant fields that is crafted specifically for what leading journalists need to know: for example, a functional knowledge of statistics, the basic concepts of economics, and an appreciation for the importance of history and for the fundamental debates in modern political theory and philosophy. To address this assignment would require joint efforts of experts from around the university working closely with faculty in the journalism school. In addition to core knowledge, the faculty might decide upon a few of the most important subject areas of our time (e.g., religion, politics, life sciences, and the forces of globalization) and develop specific materials and course work in these as well.
All professional schools devote a significant part of their educational programs to having students do what they will do as professionals. Medical students diagnose diseases; arts students draw and act, and law students analyze cases. The integration of action and thought is one of the most powerful learning devices and, when done well, one of the most exhilarating. It is to be expected, therefore, that a journalism school curriculum will teach students how to be journalists by having them do some aspects of journalism. To pit the teaching of craft against the teaching of intellectual capacity is to pose a false choice. The questions are what part of doing journalism should be used for educational purposes and how should the integration with other forms of learning occur?
There are several things to keep in mind as one answers this. First, we must always be aware that we have precious little time with a student. No moment should be wasted, and everything we do should be evaluated against possible alternatives that might better prepare a student for his or her future. Second, we ought to think about what will best serve a student over the full course of his or her career. We will better serve the student, as well as the society, by laying the foundation for a professional lifetime. Third, we must beware of placing too much emphasis on the beguiling qualities of basic skills training. Students naturally seek out this training, often because they are eager to become professionals and it is enticing to perform that role right away, and sometimes also because getting a job is foremost in their minds and they think basic skills will enhance their immediate employment prospects. Although students should finish journalism school in possession of the skills required to work right away as daily print or broadcast reporters, they must acquire not only these foundational skills, but also a mastery of journalistic inquiry and expression at their highest, most sophisticated, level. This implies an educational environment where clear expression interacts with complex understanding. Fourth, there is an important relationship (one that people within a university are especially sensitive to) between the type of education offered and the kind of people we can attract as faculty members. If journalistic education is to place a greater emphasis on imparting a degree of expertise in subject matter, it will be essential to attract faculty who have demonstrably acquired such expertise themselves, in addition to their expertise in the craft of journalism.
In considering how to impart this combination of skills and capacities to students, we ought to explore ways outside of the classroom too. A major publication within the school could be edited and managed by students. It should also be possible to develop a system of one or two year clerkships with outstanding practitioners immediately following graduation.
This raises the question of the appropriate time to degree in a modern journalism school. The answer, to my mind, is that the minimum is the time it will take for students to absorb the distinctive qualities of mind that a university education can offer. It is very difficult, although not impossible, for this to occur in a year's duration or less. Over time our aim should be to extend the curriculum into a second year, as virtually every other masters degree program in the university has done. (Of course, the program – its length and content – may vary depending upon the educational needs of particular groups of students, such as mid-career journalists returning to school). The question of duration is ultimately related both to the amount of material that a student should be expected to master and the emotional or psychological commitment he or she must have to the educational experience in order for the professional attitudes we want to instill to take hold.
The curriculum should not be constrained by the salary structure in the profession. If a two-year course of study is deemed necessary, and if the prospects of professional compensation are so low (relative to tuition and other educational expenses) that there is a significant disincentive for the most talented young journalists to undertake a professional education, then universities ought to build a financial aid program that will change this socially dysfunctional incentive structure. That is what we have done in other fields, such as graduate studies in the arts, humanities, social sciences, and other sciences. (It is interesting to note that we have done precisely this in reverse, so to speak, in fields like law, where salaries in private practice are high relative to the costs of a legal education but also high relative to salaries paid in the public service sector. To encourage graduates to pursue careers in public service, leading law schools have created student loan forgiveness programs for graduates who promise to take public service jobs for a specified number of years.)
Finally, one might ask what would be a good measure of the success of a journalism education. One vital measure should be whether the most promising and talented people entering the profession choose to attend journalism school. As I indicated before, we will never have an official system of licensing of journalists, given our First Amendment, so that the possibility of becoming a journalist without having a degree in journalism will continue. Our aim should be to create educational programs that are so compelling that the most promising future leaders in journalism decide that a professional education is critical to a successful career and life.
I would like to thank the members of the Task Force. They have my deepest appreciation for the time, energy, and advice they provided as we explored the future of journalism education. It is an understatement to say that their expertise and insights helped my thinking evolve on this critically important issue. I am eager to work with the new Dean and the faculty to see how we might shape the education of journalists in the years ahead.


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Military Monday: Siege of Malta 1565
There is a LOT of data on this siege and I'm not re-writing history. This will serve as a highlight, only. I will provide links to more information, below. ~Vic
Four hundred, fifty-five years ago, today, the island of Malta was attacked and nearly invaded by the Ottoman Empire, it's second attempt.
If it had not taken place, the Great Siege would no doubt have been dreamt up for the screenplay of an epic film. Few other historic episodes rival it for sheer heroism, the bloodshed of war and military strategy. The story of the siege is interwoven with the tale of two adversaries, the ageing Grand Master Jean Parisot de la Valette, and his contemporary, the Barbary Corsair Dragut Reis who commanded the fleet of Sultan Suleiman the Magnificent. It is also the story of thousands of lives of Maltese Islanders, men at arms to the Knights of St. John.
The years leading up to the siege saw the Islands under constant threat from the Ottoman Turks […]. The Knights knew they were vulnerable in Malta despite the harbours and their two forts […]. Grand Master La Valette had done his best to build defences and had requested extra forces from the Emperor Charles V, the Pope and the Viceroy of Sicily. But, no help came. In May, 1565, a vast Ottoman fleet, some 40,000 men, lay siege to the Islands.
The Knights were heavily outnumbered with a mere 700 or so men and around 8000 Maltese regular troops. The Islanders took refuge in the fortified towns [..] destroying crops and poisoning wells as they fled.
The Ottomans first decided to attack isolated Fort St. Elmo […]. Repeated assaults were launched over 36 days but, the small garrison of Knights held on to the fort for far longer than Suleiman's men anticipated. After four weeks, they finally overran St. Elmo but, at a heavy price […]. The Turkish commander Dragut was fatally injured during the taking […].
It is the battle for [Fort] St. Angelo which saw some of the bloodiest episodes of this Holy War. It was to [be] the basis of legends for centuries to come. [Some] 10 attacks [were launched] on [its] walls [and], when a huge part of the defences were breached, the Ottomans failed to take the Fort.
At one point in the battle, the Ottomans floated the headless corpses of captured Knights across Grand Harbour. The act was returned in kind [as] Valette ordered all Ottoman prisoners to be executed and their heads used as 'cannon balls' to fire back toward their compatriots in St. Elmo.
[Valette]'s long-awaited relief forces [finally] appeared […] and took control of high ground inland. [The] Ottoman troops retreated […].
The Turks fled to their ships, and from the islands, on September 13 (almost four months had passed). Malta had survived the Turkish assault, and throughout Europe, people celebrated what would turn out to be the last epic battle involving Crusader Knights.
Malta's magnificent capital, Valletta, was founded by and named after Grand Master Jean de la Valette. Valette, himself, was buried in the city some three years later.
Additional Reading & Sources
Siege of Malta (Encyclopaedia Britannica)
Siege of Malta 1565 (Military Wiki)
The Whole World Was About to Explode (PJ Media)
The Great Siege 1565 (Visit Malta Site)
Great Siege of Malta (Wikipedia)


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If you have been falsely declared dead by a credit bureau, you already know the effect it can have on your credit. The note in your credit file can lead to the denial of mortgages, the cancelation of credit cards, and the failure of health care providers to provide you with the required medical treatment. Being falsely pronounced dead is no laughing matter, and this situation will turn your life upside down.
Fixing a wrong report of your own death can be a multi-step procedure. Many credit bureaus and financial institutions are depending on the Death Master File to correct their own records. So, if you have been confirmed dead in Iowa, many of you need to correct all records that have been modified to include reports of your death, which could mean notifying several credit bureaus, government departments, and organizations.
How much our sevices cost?
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The list of cities in Iowa where we already helped people to deal with falsely reported decease in their credit reports:
- Mistakenly reported as deceased in Des Moines, IA
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Our attorney is equipped with the expertise and experience to help locate the locations where the fake death record remains and how to correct it. And for those organisations who fail to correct their mistakes, WeDoItFree will help you to prepare a case for correction and compensation. If you need help correcting a mistaken report of your own death in Iowa, call now to (929) 202-5200 or contact us now through this site by filling the form below.


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Acme::Drunk - Get Drunk, Acme Style
use Acme::Drunk;
my $bac = drunk(
gender => MALE, # or FEMALE
hours => 2, # since start of binge
body_weight => 160, # in lbs
alcohol_weight => 3, # oz of alcohol
$bac >= 0.08 ? call_cab() : walk_home();
Calculating an accurate Blood Alcohol Concentration isn't as easy as it sounds. Acme::Drunk helps elevate the burden placed on the Average Joe, or Jane, to know if they've had too much to drink.
You might think to yourself, "but wait a minute, all I need is a fancy breathalizer test!" You'd be wrong. For the same reasons that The Man are often wrong on the street, and have to bring you in for a blood test. Those generic devices don't take into account important issues in drunkenness, but Acme::Drunk does.
Now all you need to be a law abiding citizen is your laptop, and we all have those at the pub, right? Right.
Acme::Drunk exports two constants, MALE and FEMALE. You're drunk if you don't know which one to use.
drunk() takes four named parameters, detailed below, and returns the Blood Alcohol Concentration (BAC) as a number. Note that drunk() couldn't return a true value for drunkenness because not all jurisdictions agree on what the proper BAC level is to be drunk.
Currently Acme::Drunk only works for humans, and only recognizes MALE and FEMALE human genders. Use the constants exported for you to identify your gender.
If your gender or species isn't supported, please email the author.
If you don't know your gender or species, you are drunk.
This numeric value represents how long you have been drinking. If you took your first sip three hours ago, it's important to note. Your body metabolizes alcohol at a steady per-hour pace.
Your body weight is also important. Not all people are created equal, and the amount of alcohol one body can saturate is much different than another body.
The weight of alcohol you've had in ounces. This can be hard to calculate, and two helpful functions are exported for your use. Here is a common example, Guiness Gold Lager.
my $alcohol_weight = floz_to_etoh( 16, proof_to_percent( 8.48 ) );
Acme::Drunk can't do these sorts of calculations for you. You might be a raging alcoholic, drinking 45 beers a night, or so many different drinks that Acme::Drunk can no-longer keep track.
If there is interest, Acme::Drunk may have an accompanying Acme::Drunk::Drinks package containing constants such as GUINESS_DRAUGHT_CAN, JACK_DANIELS, or NyQUIL. Please contact the author. Here would be an example.
alcohol_weight => ( GUINESS_DRAUGHT_CAN*7 + JACK_DANIELS*3 ),
If you can't come up with the alcohol_weight you've had, don't worry, you might not yet be drunk.
Accepts one argument, the proof number. Does a simple calculation to convert it to percent. Returns the percentage.
Accepts two arguments, the number of ounces a drink was, and the percentage of that drink that was alcohol. Returns the fluid ounces of alcohol contained in the drink.
For our less US-centric friends, this function is exactly like floz_to_etoh(), except its first argument is the number of ml in a drink.
Widmark's Formula for Blood Alcohol Content
( ( (FlozEtOH * 0.0514 lb/flozEtOH) * 1.044 g/ml )
/ (Lbs of person * Widmark r g%/mlhr) )
- (Hours since first drink * Widmark beta)
= BAC g%/ml = BAC g/dL = BAC% w/v
'nuff said.
Casey West <email@example.com>
Copyright (c) 2003 Casey West, All Rights Reserved. This module is released under the same terms as Perl itself.
To install Acme::Drunk, copy and paste the appropriate command in to your terminal.
cpanm Acme::Drunk
CPAN shell
perl -MCPAN -e shell
install Acme::Drunk
For more information on module installation, please visit the detailed CPAN module installation guide.


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As an age of paradoxes.
Question: How will this age be remembered?
John Harbison: Well you know, it's gonna be remembered in a rather paradoxical way. Very often when there's been a bad distribution of wealth, and a few people with great privilege and a lot of people suffering and so forth, paradoxically many, many, things in the arts and architecture and the building of beautiful things have occurred. And I think that this period will be, in terms of the making of things, the making of beautiful things, that I think it will be remembered with great distinction. The Renaissance popes, some of the worst patronize some of the greatest artistic events. Pope Julius . . . we have the Sistine Chapel from a pope who spent most of his time fighting. So we who are artists have to accept that good times for us are often bad times for society.
Recorded On: 6/12/07


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Middle East Protests Over 'Innocence of Muslims' Film Spread, Pope Calls for Religious Freedom
Pope Benedict XVI has called for religious freedom to be respected throughout the Middle East Saturday, during his visit to Lebanon. The pope's visit takes place amid the latest wave of protests across the region against the "Innocence of Muslims" amateur film, which has been said to be offensive to Islam.
The pope has spoken to government officials, foreign diplomats and religious leaders at the presidential palace in Mount Lebanon, in the southern suburbs of Beirut on the second day of his visit.
He has chosen to make a call for calm across the region and asked that people be able to practice their faith without fear.
"Let us not forget that religious freedom is a fundamental right from which many other rights stem," he said, according to The Associated Press.
He has said Christians and Muslims in Lebanon have shared the same space, and sometimes the same family in the past, and he has now asked them "if it is possible in families why not in entire societies?"
He said it must be possible for everyone to practice one's religion with freedom and without danger to life.
Pope Benedict wants Lebanon, a country with the largest percentage of Christians in the Middle East, to be an example of coexistence for the entire region.
He invited the audience "to testify with courage, in season and out of season, wherever you find yourselves, that God wants peace, that God entrusts peace to us."
Hours after his arrival Friday, violence erupted in northern Lebanon over the anti-Muslim movie. According to Lebanese security officials, a crowd set fire to a KFC and a Hardee's restaurant in the port city of Tripoli.
Protesters clashed with police, who opened fire, leaving at least one attacker dead and 25 people wounded, including 18 police officers who were hit with stones and glass, officials have reported.
Lebanese authorities have increased security for the pope, as tensions continue to escalate. The visit has also been restricted to central Lebanon and northern Christian areas.
Outrage across the Islamic world has been sparked by the release of an amateur film called "Innocence of Muslims," which is said to ridicule the Prophet Muhammad, portraying him as a fraud, a womanizer and a child molester. The production was extremely small, and many of those involved in the film have since said they were deceived by those central to the production, and that they had no idea the content they filmed would be edited and portrayed in such a way.
The wave of attacks Friday has left at least seven people dead across the Middle East and African areas, including Tunisia, Egypt, Lebanon, Sudan, Yemen, India, Israel, Bahrain, Bangladesh, Afghanistan, Iraq, Iran, Pakistan, Syria, Qatar, Great Britain, Turkey and West Bank.


text:
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This 20oz tumbler is the perfect travel companion, durable and ready for any adventure. Made from double-wall stainless steel, it keeps contents hot or cold for those long road trips. Also features hi-def vibrant edge-to-edge printing.
- Made from stainless steel.
- Double walled – keeps contents hot or cold.
- 20oz fluid capacity.
- 8.25″ height x 2.75″ diameter
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text:
The Power of Personality
What makes one person rush forward, eager to experience the world, while another holds back? Personality. Unraveling the mysteries of your behavior patterns can help you discover ways to enrich your life and relationships and work more effectively.
Great minds have pondered the complexities of personality, temperament, and health for centuries. As far back as Hippocrates in 400 BC, theories of personality have been of interest to people who study human behavior.
Forty years ago, doctors noted a link between personality and health, dubbing competitive, rushing, and angry types who often experienced heart problems as Type A personalities.
Those with a more laidback style were designated Type B. A few years later, a California psychologist described typical behavior of cancer patients holding in negative feelings and anger and called people who exhibit these traits Type C personalities.
Personality and temperament also affect how we perceive the world and get along with others. Therapists, leadership development gurus, and other professionals use type and temperament models to help people learn more about themselves, appreciate differences in others, and improve family and work relationships. One popular methodology is the Myers-Briggs classification.
During the 1950s, Isabel Myers and Katheryn Briggs developed a method of personality identification based on Carl Jung's theory of psychological types. The Myers-Briggs Type Indicator relies on a series of questions to determine which of 16 classifications best fits the respondent. The type patterns correlate with pairs of personality preferences:
- Extroversion vs. introversion— Working with others energizes social extroverts, while solitude pleases introverts.
- Intuiting vs. sensing— Intuiting types tend to anticipate the future and read between the lines, while reality and facts ground those with a preference toward sensing.
- Thinking vs. feeling— Thinking types favor logical and impersonal decisions, while a preference toward personal or value-based judgments characterizes feeling types.
- Judging vs. perceiving— Following through on deadlines and plans rather than keeping options open and letting things evolve are the characteristics that distinguish judging from perceiving types.
People do not fall neatly into categories, nor can they depend solely on a test to accurately determine personality type. A certified trainer can facilitate the evaluation, often using multiple models from different perspectives.
"What's important is the self-discovery process," says author Linda V. Berens, PhD, director of the Temperament Research Institute, a professional training and organizational development company in Huntington Beach, California. "Most people find value in learning their [personality] type because it helps them acknowledge they are okay."
Many find that acceptance energizing. In addition, knowledge of predominant patterns gives people the ability to call on nondominant characteristics. Berens explains, "In my experience, it works out best to lead with your preferences and work out the others," she says. "You have to use them all, not just your preferences."
Myers-Briggs in Practice
"We've found that most effective leaders use all 16 personality types based on the needs of the situation," says Peter Hammerschmidt, PhD, a professor at Eckerd College Leadership Development Institute in St. Petersburg, Florida. Once students understand the traits, he helps them learn to move in and out of all 16 types as needed.
"When we're not aware, we move toward what makes us comfortable, not necessarily effective," Hammerschmidt explains. "Stepping into another person's Myers-Briggs type is like traveling in a foreign culture. But when you do step in, things work out better.
You communicate better and value what others bring to the team." For instance, the logical person who needs to become more approachable might schedule time walking around the office getting to know others.
Your Exploration
Investigate personality type methodologies and select a certified guide who has experience working with type in the context of your goals, whether career or personal.
Leadership Development Institute
Eckerd College
Myers-Briggs Foundation
Canadian Management Centre
The Canadian Society for Training and Development


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using System; using System.Net; namespace MyApplication { public class MyFixedHTTPService : MyService { protected override WebRequest GetWebRequest(Uri uri) { HttpWebRequest w = base.GetWebRequest(uri) as HttpWebRequest; w.ProtocolVersion = HttpVersion.Version10; return w; } } }and then use this class to call your service. This forces the proxy to use HTTP 1.0. The best thing about the subclassing approach is that you can simply regenerate the proxy class if you need to, while still retaining your modifications
Motto: "Talk is cheap, show me the code!"
This blog attempts to be a collection of how-to examples in the Microsoft software stack - things that may take forever to find out, especially for the beginner. I see it as my way to return something to the Microsoft community in exchange for what I learned from it.
28 February 2008
Forcing a web service proxy to use a specific http version
23 February 2008
Calling a WCF service from Javascript
1. Create an empty solution, and add a WCF service library to itWe'll call the solution JSONWCFTest, and the library JSONServices.
2. Add a data contract
using System.Collections.Generic; using System.Runtime.Serialization; namespace JSONServices { [DataContract] public class SampleDataObject { public SampleDataObject(int NewId, string NewName) { Id = NewId; Name = NewName; } [DataMember] public int Id { get; set; } [DataMember] public string Name { get; set; } } }
3. Add service contractAdd an interface IJSONService with the following methods using System.Collections.Generic; using System.ServiceModel;
namespace JSONServices { [ServiceContract(Namespace="http://DotNetByExample/JSONDemoService")] public interface IJSONService { [OperationContract] SampleDataObject GetSingleObject(int id, string name); [OperationContract] ICollection GetMultipleObjects(int number); } }
4. Add an implementing classImplement the service contract like this
System.Collections.Generic; namespace JSONServices { public class JSONService : IJSONService { public SampleDataObject GetSingleObject(int id, string name) { return new SampleDataObject(id, name); } public ICollection<SampleDataObject> GetMultipleObjects(int number) { List<SampleDataObject> list = new List<SampleDataObject>(); for (int i = 0; i < number; i++) { list.Add(new SampleDataObject(i, "Name" + i)); } return list; } } }So far, this is very basic WCF stuff. Nothing special here.
5. Add new web applicationAdd a new project of type "ASP.NET Web Application" to the solution. Call it JSONTestApp. Add a reference to the JSONWCFTest project.
6. Add a SVC file to the web applicationThis part is a bit awkward. Choose "Text File", and name it "AjaxService.svc". Then open the file, and enter the following code
<%@ServiceHost language="C#" debug="true" Service="JSONServices.JSONService"It may be tempting to add an "Ajax-enabled WCF service" to the project but this creates its own operation contract, and in this example I want to simulate the situation in which I re-use an already existing operation contract implemented in a separate service library.
8. Add an Web Form to the Web ApplicationCall it TestForm1.aspx
9. Add a script manager and a referenceAdd a script manager to the form, right below the form tag, and make a reference to the AjaxService.svc file:
<form id="form1" runat="server"> <asp:scriptmanager runat="server"> <services> <asp:ServiceReference Path="AjaxService.svc" /> </services> </asp:scriptmanager>
10. Add some user interface elements to call the serviceRight below the script reference, add the following code:

 ID<asp:TextBox ID="tbId" runat="server">21</asp:TextBox> Name<asp:TextBox ID="tbName" runat="server">John Doe</asp:TextBox>
 <asp:Button ID="btnSelect" runat="server" Text="SingleSelect" UseSubmitBehavior="False" OnClientClick="CallSingle(); return false;"/>

11. Add Javascript codeAdd some javascript code to call the WCF service and process the results. Place this inside the head-tag, below the title tag:
12. Run the test pageRun Test1Form.aspx. You should be able to input and numerical id and a alphanumeric name, which are sent to the server, and returned back to you as and SampleObject.
13. Deploying WCF services in IISThis all works fine when running it in Cassini, but when you want to host it in IIS, you will need to take care two things. First, you will need to ensure that IIS and WCF are correctly installed and registered. If IIS does not seem to want to cough up your SVC files (you can check that by trying http://<your host here>/<your sitename here>/AjaxService.svc), try running the command ServiceModelReg.exe /i /x from %WINDIR%\Microsoft.NET\Framework\v3.0\Windows Communication Foundation. Restart IIS after running this command. Second, if you created a default ASP.NET 2.0 website, you may run into this error message:
IIS specified authentication schemes 'IntegratedWindowsAuthentication, Anonymous', but the binding only supports specification of exactly one authentication scheme. Valid authentication schemes are Digest, Negotiate, NTLM, Basic, or Anonymous. Change the IIS settings so that only a single authentication scheme is used.To fix this, right-click the website in your IIS manager and choose "properties". Then click the "Directory" tab, click the "Edit" button in the "Anonymous access and authentication control" area. You will see that both Anonymous access and Integrated Windows Authentication are selected. Unselect one of them, then restart IIS. After that, the application should work smoothly.
Concluding remarksCalling WCF services from javascript is even simpler than calling asmx services - you don't even have to mark a service as [ScriptService] anymore, you just put an .svc file into your web site with four lines of code, make a reference to an existing service library and you're done. The sample described here does not use the IJSONService.GetMultipleObjects method, but you can download a the complete source code which includes a second test page that does. Notice that although GetMultipleObjects returns a ICollection


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Pedro Almodóvar – Los amantes pasajeros AKA I'm So Excited (2013) (HD)
A technical failure has endangered the lives of the people on board Peninsula Flight 2549. The pilots are striving, along with their colleagues in the Control Center, to find a solution. The flight attendants and the chief steward are atypical, baroque characters who, in the face of danger, try to forget their own personal problems and devote themselves body and soul to the task of making the flight as enjoyable as possible for the passengers, while they wait for a solution. Life in the clouds is as complicated as it is at ground level, and for the same reasons, which could be summarized in two: sex and death.


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Check the status of
your case with the U.S.
Department of
Homeland Security,
Citizenship and Immigration Services ("USCIS").
Results may vary depending on your particular facts and legal circumstances.
U.S. and Canadian immigration law processes are very time-consuming and complex and they require a great deal of patience - both by the immigration lawyer as well as the client(s). Choosing the correct immigration lawyer to represent you, your business, and your family is imperative to reaching success. The Nachman Phulwani Zimovcak (NPZ) Law Group, P.C. is pleased to be able to continue to deliver excellent and favorable results for our clients and help them to gain U.S. legal immigration status. Our website is focused on explaining the processes of attaining a temporary visa, green-card, asylum, and U.S. citizenship, all in order for you to understand how we can help you. We invite you to read our client's comments and recommendations.
The world has become and it continues to become a more global marketplace. With the fluidity of migration, companies continue to seek top talent from around the world to stay ahead of their competitors. Countries around the world continue to write their immigration laws to attract the "best and the brightest" workers. We are engaged in a struggle to attract the best and the brightest talented foreign national workers to add value to our Nation's economic infrastructure and to assure future stability of our financial markets. At NPZ Law Group, P.C., our immigration law staff of professionals, assist organizations of all sizes to be a part of this success story.From our numerous office locations, we concentrate on working with Fortune 500 companies, academic and non-academic organizations, universities, for-profit and not-for-profit clients and families and individuals to help them transfer to the U.S. on the basis of family, education, or employment immigration in the U.S. or Canada.
Nonimmigrant Visas (A through V)
At the immigration law firm of NPZ Law Group, we often help companies bring highly skilled foreign nationals to the United States using nonimmigrant visas, since this process is generally faster than applying for an immigrant visa/green card.
Learn More
H-1B Visas
The H-1B visa is a nonimmigrant visa that allows an international worker in a specialty occupation to the U.S. and work.
Learn More
H-4 EADCertain H-4 dependent spouses may now apply for employment authorization under the H-4 rule.
Learn More
H-1B Audit and Investigations
DON'T GET CAUGHT WITH YOUR LCA PANTS DOWN: U.S. Department of Labor (DOL), Wage and Hour Division, Continues to Conduct H-1B Audits and Investigations.
Learn More
L-1 Visa / Business ImmigrationThe L nonimmigrant visa category permits foreign nationals who work for a company with a subsidiary, affiliate, or joint venture partner in the U.S to come to the U.S. temporarily as intracompany transferees.
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Business Visitor Visa under NAFTA
NAFTA also expanded the grounds upon which Canadians and Mexicans can enter the US as business visitors.
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Employment Verification
In the years since the Immigration Reform and Control Act of 1986 ("IRCA"), employers have been required to prepare and retain Form I-9 Employment Verification forms for all of their employees. Learn More
Employment Verification Employer Sanctions
The Illegal Immigration Reform and Immigrant Responsibility Act of 1996 ("IRCA") includes several employment documentation verification provisions that affect all employers.
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Employing-Foreign-National Graduates in the SciencesMany US employers have an interest in hiring recent college and professional school graduates who are foreign nationals.
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Genesis of Foreign Investors in the United StatesA poor U.S. economy means a ripe opportunity for foreign nationals to invest in real estate and troubled business in the United States.
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"Green Cards" for Scientific Researchers and ProfessorsIt is no secret that obtaining Lawful Permanent Residence status, or a "green card," in the US is not simple. To the contrary, it is a complicated, lengthy and expensive process fraught with traps for the unwary.
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National Interest Waivers May Provide a Path to Permanent Residence for Foreign-born Postdocs
The prestige and opportunity for professional advancement offered by the American biomedical research enterprise draws scientists from around the world.
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Permanent Visa Options for an Alien Spouse
US Immigration law allows two methods for US citizens to bring future spouses to the United States: the K-1 Fiance Visa and the Alien-Spouse Immigrant Visa. The K-1 Visa..
Learn More
EB-1(a) - Extraordinary Ability
The EB1-1 Extraordinary Ability visa/green card classification is used by foreign nationals who have extraordinary ability in the sciences, arts, education, business, or athletics.
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EB-1(b) - Outstanding Professors or Researchers
When outstanding individuals immigrate to the United States, the country's culture and economy are enriched.
Learn More
EB-1(c) - Multinational Executives or Managers
The EB-1(c) or E1-3 multinational executive immigrant visa/green card category is designed to allow multinational companies to transfer executive or managerial employees from one county to another for business reasons.
Learn More
EB-2(a) - Schedule A, Group II
Aliens (except for aliens in the performing arts) of exceptional ability in the sciences or arts, including college and university teachers of exceptional ability who have been practicing their science or art during the year prior to application and who intend to practice the same science or art in the United States.
Learn More
National Interest Waivers
A foreign national may apply for lawful permanent residence status (green card), and seek a waiver of the job offer and labor certification requirements, by establishing that his or her admission to permanent residence would be in the National Interest.
Learn More
EB-3 - Other Workers
The EB-3 Other Workers immigrant visa/green card covers workers in specialty occupation, which are those requiring a body of knowledge in a professional field, and at least a bachelor's degree or its equivalent.
Learn More
EB-4 - Special Immigrant Religious Worker
To qualify as an EB-4 special immigrant religious worker, you must be a member of a religious denomination that has a non-profit religious organization in the United States.
Learn More
EB-5 - Entrepreneurs or Investors
Congress created the EB-5 immigrant investor visa category in the Immigration Act of 1990 in the hopes of attracting foreign capital to the US and creating jobs for American workers in the process.
Learn More
If your company is planning to hire foreign nationals, you will need to sponsor the employee for lawful permanent residence or a green card. NPZ Law Group can guide you through the PERM labor certification process before the U.S. Department of Labor.
Learn More
Diversity Lottery
The Diversity Lottery provides immigration visas/green cards to individuals who are under-represented in the overall mix of immigrants coming to the United States.
Learn More
EB-2 PERM and EB-2 in General
An EB-2 petition is an employment-based 2nd preference petition for a foreign professional with an advanced degree or its equivalent (masters degree or higher), or a foreign national who has exceptional ability in the sciences, arts, or business.
Learn More
What is "DREAM Act"?The DREAM Act (acronym for Development, Relief, and Education for Alien Minors) is an American legislative proposal first introduced in the Senate on August 1, 2001, by Dick Durbin and Orrin Hatch. Learn More
Why We Need The DREAM Act NowFor some time now, lawmakers have insisted that immigration reform, if it is to happen, must be comprehensive, dealing with all of the problems with our broken system at once. Learn More
Deferred Action for Childhood Arrivals (DACA)For all the promising undocumented youth who call America home this represents the opportunity to come out of the shadows and fully embrace the only country they know. Learn More
Consideration of Deferred Action for Childhood Arrival (DACA)The Secretary of Homeland Security announced that certain people who came to the United States as children and meet several guidelines may request consideration of deferred action for a period of two years, subject to renewal. Learn More
Renew your DACAIf your initial two-year grant of deferred action for childhood arrivals (DACA) is expiring, you may request a renewal. This page explains how to request a renewal. Learn More
Frequently Asked Questions - DACA
FAQs from the department of Homeland Security. Learn More
Expand Deferred Action for Childhood Arrivals (DACA II)Expanding the population eligible for the Deferred Action for Childhood Arrivals (DACA) program to young people who came to this country before turning 16 years old Learn More
Deferred Action for Parental Accountability (DAPA)Allowing parents of U.S. citizens and lawful permanent residents who have been present in the country since January 1, 2010, to request deferred action and employment authorization for three years Learn More
COVID-19 Resources
More COVID-19 Resources for your ready-reference that ma assist you to answer any US or Canadian Immigration Law query that you may have before the need for an initial consultation with The VISASERVE Team. Learn More
On Demand US & Canadian Immigration Law Advice
Do you have a US or Canadian Immigration-related law question that requires an in-depth conversation so you can understand the impact of recent changes to the US and/or Canadian Immigration Law as a result of changes brought about by the recent COVID-19 Pandemic? Learn More
Text NPZLAWGROUP
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Our staff of immigration law professionals are sensitive to the needs of our clients and the members of their families. Many members of our staff are themselves foreign born and have family and/or friends who have gone through the immigration process. As a result, our staff of business immigration law professionals have a personal and unique approach to processing visas and for dealing with our foreign national clientele. Our legal team can clearly explain how to process temporary and permanent work permits in the U.S. The PERM Labor Certification Process is time-consuming and complex, and our staff of business immigration law professionals can clearly explain the process in Spanish, French, Japanese, Korean, Tamil, Hindi, Gujarati, Urdu, Sindhi, Tagalog, Slovak, Czech, Romanian, Albanian, Russian, Polish, Italian, Mandarin and Cantonese Chinese, Thai, German, Hebrew, Punjabi, and English.Dedicated to Supporting Employers and EmployeesSince 1993, our attorneys have provided comprehensive immigration legal support to employers and employees and their families. We work to clearly explain complex immigration law processes to employers and to employees and to the members of their families throughout the U.S. and, more recently, to business managers and employees throughout the world.Our lawyers have been known to travel to clients' offices to conduct on-site Business Immigration Law Training and to assist employers and employees and to understand such complex immigration law issues as the PERM Labor Certification Process, the manner in which to sponsor outstanding research professionals for permanent residence or "green cards", employment verification and I-9 Form compliance, and prevailing wage and public access file compliance in connection with the H-1B nonimmigrant visa.
After employees obtain work visas or work permits in the U.S., we provide them with additional practical assistance with regard to their relocation. We offer services to help the members of their family to obtain a driver's license, personal and/or automobile insurance and with such other requests as settling their children in the local school system or with regard to ways to quickly integrate family members into the local communities.
It is clearly the case that international transfers cannot be successful unless the members of the family are happy and integrated into their new lifestyle. We are responsive to the requests of our clients, and we return our calls within 24 and 48 hours.We assist employers from for-profit and not-for-profit organizations and foreign national individuals with nonimmigrant visas, temporary work visas, work permits, family-based immigration, naturalization, citizenship and employment verification compliance (I-9 Forms).NPZ Law Group was (for several years in the past) the recipient of a Federal Grant from the U.S. Department of Justice, Office of Special Counsel for Unfair Immigration-related Employment Practices to train employers throughout the state of New Jersey (on-site) and throughout the Country (by WEBINAR) about their employment eligibility verification obligations and about employer sanctions. The firm also works with representatives of the U.S. Department of Homeland Security to train employers about IMAGE, E-Verify and Social Security No-Match Letter Compliance Issues.VISASERVE Offers its Clients Creative Solutions to Complex U.S. and Canadian Immigration and Nationality Problems.When traditional immigration approaches do not work, we analyze a candidate's resume and determine if he or she may qualify for various nonimmigrant or temporary work permits or permanent immigrant visa transfer options such as outstanding researcher classification, TN under NAFTA or E-3 classification for Australia. Now that the H-1B nonimmigrant visa has become more difficult to obtain, we work closely with our clients who are seeking to transfer highly skilled foreign national workers to the U.S. to determine if there are other nonimmigrant options for such transfers. No matter what the situation, our attorneys work hard to provide a variety of visa options to support their needs.To schedule a consultation, please feel free to contact NPZ Law Group, P.C., by e-mail or call 201-670-0006.
FROM AVVO: "I worked with two different lawyers before I met David and Samantha. During our consultation, it became clear that Mr. David Nachman office was more knowledgeable then my previous lawyers and his fees were very reasonable. Mr. David Nachman was very professional and helpful throughout the entire process. I am very happy that I used his services. I will recommend this office for all my family and friends.
— Antonio A"
Some of NPZ's Recent PERM Case Approvals | Recently Approved National Interest Waivers I-601 and I-601A Waiver Applications | General Testimonials
National in scope, the business immigration law firm of NPZ Law Group represents clients from throughout the United States and around world. Regionally, our attorneys remain committed to serving the immigration needs of businesses in the Tri-state area and the Hudson Valley, including residents of Ridgewood, Newark, and Jersey City, Burlington County, Bergen County, Camden County, Cumberland County, Essex County, Hudson County, Mercer County, Middlesex County, Monmouth County, Morris County, Passaic County, Salem County, Union County, northern New Jersey, southern New Jersey, central New Jersey, NJ; New York City, Rockland County, Orange County, Westchester County, Kings County, Sullivan County, Ulster County, New York, NY; Chicago, Illinois, IL; and Toronto and Montreal, Canada. Our nationwide practice focused on quality legal representation and personal service.
Notwithstanding any statements contained in this website, results may vary depending on your particular facts and legal circumstances.
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text: Travel Hub premium HTML template is an awesome-looking and extremely powerful web building tool that has been finely designed to ensure supreme standards for successfully coping with intense competition over the internet. Its unparalleled beauty will cater to the very needs of your travelling business, thus fascinating the visitors and fetching promising traffic over little time. Perfect symmetry, eye-catching graphics, multiple color schemes, neat & clean layout, uniquely-styled Search Form, and outstanding Gallery pages will significantly contribute towards the immediate success of your website. Similarly, you are also being provided with two predefined homepage styles, multiple Blog pages, and a plenty of other built-in most demanding features.


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Is Diageo Really Worth More Than $115?
According to liquor distributor Diageo (NYS: DEO) , Smirnoff is the world's best-selling premium distilled spirit, no small achievement in a world awash these days in top-notch drinks. The Distilled Spirits Council says super-premium vodkas in particular have enjoyed a renaissance, with U.S. sales rising 32% over the last two years to $1.2 billion.
Vodka, in total, represents 12% of Diageo's 2012 revenues as its Ciroc brand is the second biggest ultra premium vodka behind Bacardi's Grey Goose. When you add in Johnnie Walker and Jose Cuervo, the top brands by volume and value, respectively, Diageo is the leading premium spirits business in the world by volume, net sales, and operating profit.
The industry watchers at Interbrand would like concur. They publish an annual survey highlighting the best global brands and they find both Smirnoff and Johnnie Walker among the most valuable brands in the world. Considering just seven of the top 100 brands for 2012 belong to alcoholic beverage makers, let's take a closer look at whether the spirits distributor can continue going down smooth with investors.
Diageo snapshot
Market Cap
$73.8 billion
Revenues (TTM)
$17.1 billion
1-Year Stock Return
Return on Investment
Estimated 5-Year EPS Growth
Dividend / Yield
$2.77 / 2.4%
Recent Price
CAPS Rating
Source: FinViz.com. N/A = not available.
High falutin' honeys
Not one to rest on its laurels, Diageo agreed to purchase a majority stake in India's largest spirits company, United Spirits, for $2.1 billion. Emerging markets are expected to be where the next wave of growth will come from.
Diageo is the No. 1 international spirits company in Asia, Latin America, and Africa, which contribute nearly 40% of its net sales, up from 20% in 2005, and where it expects half of them to come from by 2015. Through a combination of double-digit organic growth and targeted acquisitions like United Spirits, Diageo is looking to expand its grip on world markets. Sales in India were already up 24% in 2012, ahead of both China (14%) and Southeast Asia (15%).
I'll drink to that
The emerging markets story isn't playing out nearly as well for the competition, and that sets Diageo apart. Beam (NYS: BEAM) , which is about a tenth the size of Diageo and the fourth largest premium spirits distributor, enjoyed 5% growth across Europe, the Middle East, and Africa, while the Asia-Pacific region and South America grew 10% last quarter. But Brown-Forman (NYS: BF.B) saw sales fall in China and Japan, though that was offset by increases in Australia, Poland, Mexico, Turkey, Russia, and France, obviously not all of which are considered emerging markets.
Wine maker Constellation Brands (NYS: STZ) barely has an international presence, and it may be a route it has to take if it wants to see greater growth. Right now, the company is primarily focused on U.S. markets, but it has operations in Canada, New Zealand, and Italy, and imports Modelo's beer business from Mexico. It's Svedka vodka remains a popular in its remaining spirits portfolio.
The emerging markets angle is playing out better in beer markets. Miller Coors (NYS: TAP) saw 38% growth in that division, while behemoth Anheuser-Busch InBev (NYS: BUD) saw 2.2% volume growth in the Asia-Pacific region, up 0.2% in Brazil, and volumes flat across southern Latin America.
Even though Diageo owns in Guinness a truly global beer brands, it's deal with United Spirits will have it forming a joint venture to launch a beer business in South Africa that will expand in Africa and Asia.
Bottoms up
You'll find most of the spirits distributors comparably valued when looking at trailing earnings or estimates, and though Diageo's enterprise value trades at 21 times its free cash flow, indicating it's not exactly a bargain basement stock, it offers a far more earthbound valuation than either Brown-Forman or Beam.
Even though it's already enjoyed some wonderful price appreciation, I'm rating Diageo to outperform the market indexes on Motley Fool CAPS, the 180,000-member-driven investor community where informed opinion is translated into stock ratings of one to five stars. By making a CAPScalls here, I hold myself accountable for the bullish opinions I've expressed, but you can tell me in the comments section below whether you agree Diageo north of $100 a share is a stock you'd still be willing to raise a toast to.
A sky-high opportunity
Profiting from our increasingly global economy can be as easy as investing in your own backyard. Our free report 3 American Companies Set to Dominate the World shows you how. Click here to get your free copy before it's gone.
The article Is Diageo Really Worth More Than $115? originally appeared on Fool.com.
Rich Duprey has no positions in the stocks mentioned above. The Motley Fool has no positions in the stocks mentioned above. Motley Fool newsletter services recommend Beam, Diageo plc (ADR), and Molson Coors Brewing Company. Try any of our Foolish newsletter services free for 30 days. We Fools may not all hold the same opinions, but we all believe that considering a diverse range of insights makes us better investors. The Motley Fool has a disclosure policy.
Copyright © 1995 - 2012 The Motley Fool, LLC. All rights reserved. The Motley Fool has a disclosure policy.


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Anthony Robbins – Lessons In Mastery
Anthony Robbins – Lessons In Mastery
The life you deserve and would love to live can be yours at last.
Anthony Robbins – Lessons In Mastery
The life you deserve and would love to live can be yours at last.
Most of us struggle daily to pay the bills, keep our jobs, and maintain our peace of mind. Wouldn't you love to say goodbye to these endless preoccupations and greet the dawning of an exceptionally satisfying and empowered existence?
If you're ready to take command of your future, achieve your dreams, and make happiness your number one priority, then you're ready to experience Anthony Robbins' unparalleled new program, Lessons in Mastery.
The time to take action is now, and with Lessons in Mastery, every step you take toward ultimate success will be met with amazing results. With Tony Robbins guiding you in the direction of your choice, you'll never feel discouraged. And you will maintain your triumphant attitude for months, years, and even decades to come.
Isn't it time you got rid of negative habits, unrealistic expectations, and self-fulfilling prophecies of failure? You've tried that already and where has it gotten you?
This groundbreaking program will help you get your life on the right track by teaching you how to:
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Once you realize that you can make a clean break with the past … you can turn your weaknesses into strengths … and you can transform even your wildest fantasies into exciting new realities, you will wonder why you waited so long to experience the power of Lessons in Mastery.
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10 Teaching Techniques to Practice – Deliberately
By Tom Sherrington, Author of The Learning Rainforest. This article was originally posted on Teacherhead.
It's a well-established idea that, to develop expertise in a particular skill or technique, you need to practise. The more you practise, the better you get. As outlined by the excellent people at Deans for Impact in their Practice with Purpose document, it helps to identify a specific element of your teaching to practise on and then focus very deliberately on improving in that area.
Instead of flitting from one thing to another, dipping in and out, the suggestion is that teachers would do better to select one thing from all the options and try hard to keep at it until the practice feels more like a habit. This approach absolutely applies to numerous elements of behaviour management and most of the Silver Arrows I highlighted in this popular post. However, for this post I wanted to focus on pedagogical elements of teaching.
Here are ten things you might want to try to practice – deliberately:
1. Developing routine knowledge recall procedures.
It takes practice to establish this as a snappy, low-stakes routine, conducted in a disciplined fashion, at a frequency that really helps your students to retain the knowledge you've taught them. You need to establish a pattern that you can stick to:
- identify the specific knowledge elements that lend themselves to snappy tests – a knowledge organiser broken into sections that students can focus on.
- a quizzing method that students are familiar with and can organise readily – are you going to read out the questions, prepare each test or use ppt slide?
- a quick method for self or peer checking of the answer – eg with answers on a visualiser or ppt slide.
- a routine that returns to the same knowledge elements repeatedly so that the recall is strengthened; it needs not to take up too much time in any given lesson and happen often enough to become low stakes and habitual.
Develop the technique with multiple choice questions, sequencing of concepts/events and more sophisticated 'which is a better answer' style questions.
2. All-student response: using mini-whiteboards really well.
As I outline in this post – the No1 bit of classroom kit is a set of mini-whiteboards. The trick is to use them really well. You need to drill the class to use them seriously, to do the 'show me' action simultaneously in a crisp, prompt manner and, crucially, you need to get students to hold up the boards long enough for you to engage with their responses. Who is stuck? Who has got it right? Are there any interesting variations/ideas? Use the opportunity to ask 'why did you say that? how did you know that?' – and so on. It takes practice to make this technique work but it's so good when done well.
3. Questioning techniques:
Each questioning technique takes practice, especially if you are in the default-mode habit of asking the whole class every question and taking answers from those with their hands up. Make a deliberate effort to try out and practise these methods:
- Random selection: use an online name generator or lollisticks or some other means of selecting students at random. It'a powerful effect. (Lollisticks need to be a no-nonsense practical tool, not a fussy gimmick – I've seen this done superbly well.)
- Cold Calling: just check out technique 33 in Doug Lemov's Teach Like a Champion 2.0. I prefer this when combined with wait time and the name selected after the question. eg "What is 7 cubed?…..pause….. John?" With "John, what is 7 cubed?", only John has to think about it.
- Probing: routinely ask follow-up questions for every question you ask, two or three times. Go deeper. I've explored this in Great Lessons 1: Probing.
- Going Dialogic. An extension of probing – you set up the expectation that one student might engage in an extended dialogue to probe ever more deeply into their understanding with the rest of the class as an audience. It takes practice but works incredibly well. See Pedagogy Postcard 1.
4. Think Pair Share
A strategy I firmly believe is underused relative to its power. It takes practice to make it a routine with the necessary behaviour management strategies. It is fully explained in this post: The Washing Hands of Learning
5. Metacognition and modelling
Metacognition scored very highly in several ranked lists of effective teaching and learning strategies – eg Hattie's visible learning effects or the EEF toolkit. In a nutshell, it is the process of teaching students how to solve problems and complete complex tasks by making the strategies and thought processes explicit by modelling them. For example, in these non-verbal reasoning questions, you can show students how you go about solving them, narrating the process explicitly including double-checking all the wrong answers. This is something they can then practice. It works for modelling writing too – you need to walk through the full details of how you construct sentences and paragraphs to convey what you want to say in the way you want it said. Doing this well takes practice – try it.
Look no further than John Tomsett's posts on this, featuring some videos of modelling in action: Modelling and meta-cognition – and this one too.
6. Whole-class feedback instead of marking
Instead of slaving away late into the night with your red pen poised to ink up a massive set of exercise books, just read this brilliant post by Jo Facer: Giving feedback the 'Michaela' way. Read through the books, make some notes and give whole-class feedback instead. Do it over and over again and get good at doing it – practise. It's a game changer.
7. Critique-method feedback
Instead of merely nodding in jaded recognition at the Austin's Butterfly video, why not actually use the critique method it describes and develop real expertise with it. There are lots of ideas and resources to support you – nicely compiled in this excellent post by Dave Fawcett Creating a culture of critique . Let's see your students developing the expectation that their work will be critiqued in a specific, support manner allowing them to reach higher standards than they thought possible.
8. Deliberate vocab development
This links to the recall method above but here I'm thinking about a technique to cement vocabulary development specifically. Very often new words are encountered in lessons and teachers might explain them at the time – only for them to be completely forgotten about and, consequently, not learned. I suggest adopting a routine:
- a region of a board is dedicated to new vocab;
- new words are listed during the lesson with awkward spellings explored explicitly
- new words are sounded out through choral repetition so that students all experience saying the words
- students are asked to put the words in a sentence orally or in a place in their books for new words
- the lesson list forms the basis of a systematic recall test the following day/week/month – something students learn to expect thus supporting their engagement with the words in the first place.
9. Embedded tiering: Mild, Spicy, Hot or Challenge, Turbo-challenge
Instead of differentiation meaning providing different work, develop a collaborative planning approach where question relating to any given topic are constructed with in-built tiering. I've seen this used superbly well at primary and secondary with labels such as bronze, silver, gold; mild, spicy and hot or, Core, Challenge, Turbo-Challenge.
This is not the same as setting artificially differentiated learning objectives – but it supports the organisation of a class where students progress at different rates, allowing everyone to find a suitable challenge level (seeking an optimal 80% success rate). Practice is needed not only to devise really good tiered sets of questions that still offer enough repetition at each level – but also to manage the learning in the classroom when everyone has diverged from the initial instruction phase.
10. Third time for excellence: Draft, re-draft, publish.
Again, taking something from Austin's Butterfly, try to create space in your curriculum planning to go the whole hog on redrafting so that students get to the third version: the third draft of a poem, story, essay or piece of writing in French; the third attempt at a painting; the third run-through of the performance, recitation or speech. The first one might be 'a great start'. After feedback, the second version is a big step forward, taking the feedback onboard. But you will find that Version 3 is where you see Excellence emerging. This is where it gets exciting. You can't do it for every piece of work – so pick your moment – but when you can, go for the power of three. You can get better at this – more streamlined; less bogged down in the individual feedback; less fussy about every detail of the first draft, focusing on specific elements over others. Try it.
Let me know how you get on.


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Hello! This is Kym here again.
Don't forget the new challenge started yesterday and the topic for this month is "Christmas".
For my card I have used this delightful image from Ching-Chou Kuik called "Gingerbread Man Parade".
Pop on over to my blog to see full details of my card.
Make sure you keep on popping by every few days as there will be inspiration on this blog from other Design Members, showcased cards/creations from people have entered the challenge or posted on the Ching-Chou Kuik Digital Stamps Facebook Group, details of any new releases and details of any sales.


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Television Ad Campaign
Kent State University produced these television commercials highlighting the accomplishments of its alumni and the "Experience for Life" they had earned through their time at Kent State.
- "Fashion"
- "Josh Cribbs"
- "Town and Gown"
- "Entrepreneurship"
- "Keeping it in the family"
- "Tapping into technology"
- "Composing a successful career"
Scott Bunner graduated in 2014 with a degree in fashion merchandising. Monique Burkett is a 2002 fashion design graduate who is currently working for Calvin Klein in New York City. Bunner came to Kent State because our fashion school is ranked among the top five in the country. He advises students to take advantage of the fantastic resources available through the university to make the most of their academic career. As a young professional currently working in the world of fashion, Burkett says that industry leaders know that great students come from Kent State and that her education prepared her well for a successful career.
Josh Cribbs
Josh Cribbs, a return specialist for the Indianapolis Colts, wowed Kent State fans during his very successful time as quarterback for the Kent State Golden Flashes. He earned the team record for all-time total offense. Off the field, Cribbs supports the community through charitable activities connected with several local organizations, including his own Josh Cribbs Foundation. For Cribbs, football and education have always gone side-by-side. Cribbs believes in finishing what you start. So, after taking a five-year break to play in the NFL, Cribbs came back to Kent State. He cites the encouragement, support and guidance he received from his advisor Assistant Professor Rozell Duncan in the School of Communication Studies as essential in reaching his academic goal. In 2010, Cribbs completed his degree in communication studies — for himself, his future and his children.
Town and Gown
"Your classes will prepare you for a career, but your experiences at Kent State will prepare you for life." That's the message that Nader Hassan, a marketing senior, and Brittney Yost, a senior in sports administration, want to share with future students. Hassan had friends and family who attended Kent State, so he knew that this is where he wanted to be. Yost, a manager for the Golden Flashes men's basketball team, visited the campus and felt an instant connection. Both Hassan and Yost encourage students to get involved and to take advantage of all the campus and the city of Kent have to offer. They say being involved helps students connect and succeed.
Chad Radke, a junior entrepreneurship major, started out in the architecture program at Kent State. But he later found his new path and passion in the entrepreneurship program in the Ambassador Crawford College of Business and Entrepreneurship. Junior nursing major Breana Jacobs came to Kent State because of the outstanding reputation of the College of Nursing and the friendly welcoming environment of the university. Working together, they discovered a way to combine their interests — and their majors — with an innovative new, entrepreneurial idea. Radke and Jacobs encourage students to get involved with student organizations and to "think outside the box" and explore opportunities beyond their immediate interests and course of study.
Keeping it in the Family
This commercial features two sisters — originally from Ravenna — Joan Stikes-Jenkins, '93, and Gina Stikes-Shoehalter, '94. Joan received two undergraduate degrees —nursing and psychology — representing the College of Nursing and the College of Arts and Sciences. She is currently working on a master's degree in community counseling. She works at the Louis Stokes Cleveland Veterans Administration Medical Center and serves America's veterans and their families. Her specialty is caring for homeless veterans, many of whom are returning from combat with post-traumatic stress disorder. Her sister, Gina, was a journalism and public relations major in the School of Journalism and Mass Communication, which is part of the College of Communication and Information. Gina is director of marketing at msnbc.com in New York City. Her office is located in the GE Building on 30 Rockefeller Plaza. Gina's responsibilities include collaborating with NBC affiliates worldwide to ensure news content is delivered online.
Tapping Into Technology
Diaz McDaniel, '07, a more recent Kent State graduate, headlines another commercial. McDaniel graduated from the College of Technology with a degree in technology and has also obtained a master's of technology from Kent State. Diaz is a process engineer at Kent Displays Inc., a Kent-based technology company that was the first spin-off company and licensee of the university's Liquid Crystal Institute®. Diaz is using the advanced manufacturing skills he learned at Kent State to contribute to new product development at one of Northeast Ohio's best known, high-tech entrepreneurial firms such as a paperless LCD (liquid crystal display) writing tablet called the Boogie Board, which is selling like hotcakes on Amazon.com and at Brookstone stores.
Composing a Successful Career
The third television commercial highlights one of the university's famous alumni — Devo band member and founder Mark Mothersbaugh. Mothersbaugh, an Akron native, formed the New Wave band with fellow Kent State art student Gerald Casale, '70, in the early 1970s. The band's name comes from de-evolution, a term the two coined following the May 4 shootings on campus. They decided that what they were observing in the world was not evolution, but rather de-evolution. In addition to Devo's success, Mothersbaugh has become a successful composer, writing musical scores for film and television. He founded Mutato Muzika, an audio services company, in Los Angeles in 1989. He is known for his work for Rugrats, Clifford the Big Red Dog, Yo Gabba Gabba, The Royal Tenenbaums and Cloudy With a Chance of Meatballs. Most recently, Devo released its first album of new material in 20 years, and Mothersbaugh and his band mates spent the past summer doing concerts across the country. Mark also wrote a custom music score for three commercials.


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In today's warp-speed music internet where you can see an artist release 3+ new full lengths within the span of a year, Clint Heidorn is a patient glacier. He put out a stellar debut full length, Atwater, in 2011. The next year he released a tape with one 8 minute song. 4 years later (this year) he put out a collaboration with Loren Connors, but it's a single-sided LP with a song that's just under 15 minutes. All of it's outstanding, but clearly this dude is meticulous and highly selective (or maybe he's just super fuckin busy being the production supervisor for DreamWorks). Now he's got another impeccable release, although he's mostly involved behind the scenes.
Clint's grandmother, Jane Heidorn, died a few years ago. There's a beautiful story about the making of this record that you should absolutely read, I won't bother summarizing because it's short enough to begin with and I don't want to butcher Clint's words. Clint recorded Jane singing Stephen Foster's 1854 "Hard Times Come Again No More" while she was in a nursing home and Clint put together the music for it. It's a deeply personal recording whose origin is important, but the song stands on its own as a somber elegy full of emotion and it's every bit as beautiful as it deserves to be.
Clint memorialized Jane by releasing this song as a single-sided 10″ packaged in a plain unadorned sleeve, like an old 78. It's perfect in every way. Only 250 copies that I'm sure won't last long.


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The collapse of the World Trade Center on September 11, 2001, and the fires that followed produced a noxious smoke plume, a complex mixture of tiny airborne particles and gases. Determining where humans may have been exposed to these contaminants and the amount of their exposure is very difficult. But recently, scientists from the Environmental and Occupational Health Science Institute Robert Wood Johnson Medical School and Rutgers University, in partnership with the Environmental Protection Agency and NASA's Jet Propulsion Laboratory have created a detailed numerical model that shows the pollutant dispersion from "Ground Zero" to the surrounding New York - New Jersey region.
Air pollution in the urban atmosphere can damage human health, biological systems, and vegetation. A team of science assessment experts is using this new computer model to analyze the environmental and health impacts of this extreme event.
For example, researchers are using model results in studies of the birth weights of infants whose mothers were near the World Trade Center on Sept. 11, 2001, when they were pregnant and of the incidence of asthma during the first weeks after the attack. The model helps them estimate human exposure levels based on where the plume was located, how much material it contained, and how long it remained.
To map the path of the plume of pollution from the World Trade Center, the researchers used mathematical models of micrometeorological atmospheric circulation and tracer transport, surface measurements, and space-based observations from the high-resolution Landsat imager and the Multi-angle Imaging SpectroRadiometer (MISR) on NASA's Terra satellite.
While some airborne material circulated within the urban "canyons," much of the material was lifted above the buildings and transported great distances. As a result, surface level exposures were not as frequent and intense as they could have been under different meteorological conditions. To simulate the transport of pollutants in the plume, the researchers had to understand its behavior on scales ranging from tens of meters to several hundred kilometers. They calculated atmospheric motions using a multi-grid regional atmospheric modeling system covering scales from 250 meters to 300 kilometers.
To calculate pollutant transport, they used a hybrid particle and concentration transport model. They evaluated their model's simulated pollutant concentrations, transport, direction, and timing, by comparing the results with fine-scale aerosol measurements routinely acquired from the roofs of New York City public school buildings.
The researchers calculated the evolution of the plume using a "Lagrangian" transport model, which considers the plume to be a collection of parcels that flow downwind. They found that for the model results to match the observations, the peak aerosol emissions in the World Trade Center fire must reach about 35 to 350 kg of particles per hour -- thus, the concentration of aerosols within the core of the WTC plume was higher than the routine aerosol pollution in the world's most polluted cities.
Since wind speed and direction can change dramatically at different levels in the atmosphere, knowing the height of the aerosol plume was a crucial part of ensuring that the model produced realistic results. JPL scientists used stereo images of the region acquired by the MISR instrument at about noon on September 12, 2001, combined with ground-based photographs of the plume, to determine the plume height. A natural color MISR image appears here (acquired by MISR's 70ş forward-viewing camera on September 12) along with histograms of stereo-derived elevations at four points (P1, P2, P3, P4) progressing from the World Trade Center source to about 70 kilometers downwind.
In addition to plume altitude and direction, MISR also provided information about plume evolution. Researchers could trace the plume's development by comparing the combination of airborne particles observed near the plume's source with particles that appear downwind in this MISR snapshot. The researchers also use MISR observations to check how well their model estimates the amount of particulate material the plume contained.
The scientists published their findings in the July issue of the journal Environmental Fluid Mechanics. The full citation is: Stenchikov, G., N. Lahoti, D.J. Diner, R. Kahn, P. Lioy, and P. Georgopoulos (2006). Multiscale plume transport from the collapse of the World Trade Center on September 11, 2001. Environmental Fluid Mech., doi 10.1007/s10652-006-9001-8.
MISR was built and is managed by NASA's Jet Propulsion Laboratory, Pasadena, CA, for NASA's Office of Earth Science, Washington, DC. The Terra satellite is managed by NASA's Goddard Space Flight Center, Greenbelt, MD. JPL is a division of the California Institute of Technology.


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'Davy Crockett'.
John Ushler was an artist of adventure and western strips for Dell/Western Publishing from 1952 to 1962. He illustrated such Disney comics as 'Treasure Island', 'Davy Crockett', 'The Great Locomotive Chase', 'Elfego Baca', 'Texas John Slaughter', 'The Swamp Fox', 'Zorro' and 'Swiss Family Robinson'. In addition to his Disney comics, he did 'Little Beaver', 'Dale Evans', 'Roy Rogers', 'Rex Allen', 'Buffalo Bill jr.', 'Tarzan', 'Journey to the Center of the Earth' and 'Huckleberry Finn.
'Winnie the Pooh', from Disney's Treasury of Classic Tales.
After his work at Western, Ushler became a staff artist at the Disney Comic Strip Department until 1972. He produced such syndicated strips as the 'Disney's Treasury of Classic Tales' and 'Uncle Remus' Sunday pages, as well as the daily 'Scamp', 'Bo Bummel', 'Roy Rogers' and 'Pier 19' strips.
'Little Outlaw'.


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Thursday, May 12, 2011
The Ads of Dragon: Bushido
9 comments:
The game itself was terrific, IIRC. I didn't own it myself, but we played a campaign at the local game store back in the 80's, and I remember having a lot of fun with it.ReplyDelete
I always enjoyed Samurai games like Bushido and 5 Rings, but enjoyed even more the Cyberpunk 2020 Japan with cyber samurai and don't remember any Talsorian ads in Dragon. Do you? I just posted my first poll about this on my blog, www.digitalorc.blogspot.comReplyDelete
We found Bushido too complicated for its own good, but still great fun to play because of the over-the-top, chambara-style play that it encouraged. It's been a looooong time since I played it, so my memory isn't entirely clear, but weren't the rules an adaptation of Chivalry & Sorcery?ReplyDelete
FGU definitely had some great, memorable ads.ReplyDelete
Much like you, James, I never saw their games in any (Seattle-area) game stores that I frequented. I knew one player - back around 85 - that had a copy of Bushido, which I imagine that he got through mail order.
- AnonymousMay 12, 2011 at 1:27 PM
Bushido was a big hit in the UK where I played it on and off. It wasn't until I moved to Australia that I embarked on seriously epic Bushido campaigns. This is a true classic that deserves to be revived.ReplyDelete
I liked the FGU ads, Villains and Vigilantes in particular because each one presented an illustrated and statted NPC.ReplyDelete
@Steven Nope, Bushido used the Charette/Hume system shared by Daredevils and Aftermath. C&S used mechanics by Simbalist and Backhaus and was in a similar mode to the mechanics for Space Opera and Land of the Rising Sun (a Japan flavoured incarnation of C&S written by Lee Gold).ReplyDelete
Looks like the Labels you set up for this didn't quite survive the Blogger maintenance! What an odd thing to have happen.ReplyDelete
- AnonymousMay 18, 2011 at 2:53 PM
Evocative is a great word for the art and the ad. I too was quite taken by the ad my youth. I never did track down the rules. Thanks for sharing.ReplyDelete