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Have you been injured in a boating accident? You'll probably need to find a lawyer and take legal action to prove negligence and receive the compensation you need and deserve.
In 2017, the Coast Guard reported a total of 4,291 boating accidents in the United States. These accidents resulted in 658 deaths, 2,629 injuries, and approximately $46 million dollars of property damage. The same tally shows that 116 of these accidents occurred in Michigan, with 19 deaths, 36 injuries, and represented $758,510 in property damage.
According to 2018 registrations, there are just over one million boats registered in Michigan. As long as a boat has a lienholder, the owner is required to carry insurance. But once the boat is paid off, many boaters don't continue the insurance because it is not required. Some boaters get coverage for their boat through their home owner's insurance, but most don't bother.
Even when fault seems obvious, that doesn't mean you'll be able to recover damages. If the negligent person doesn't have boaters' liability insurance — and has no other appreciable assets — this person may not be able to pay you any damages.
However, just like for a motor vehicle accident, if a boater was negligent and you are injured, you have the right to file a personal injury claim to recover damages. These damages include your medical expenses, lost wages, and financial compensation for other nonmedical losses, which come into play when there is serious injury, permanent disability, and/or disfigurement.
Cochran, Kroll & Associates P.C. are personal injury attorneys helping individuals and families who have been injured in an accident to receive compensation for these injuries. We can meet with you at your convenience, learn more about your boating accident and injuries, and make initial recommendations. After this free consultation, if we decide to work together, it will be a contingent fee agreement. This means we only get paid when we win your case and you receive your settlement
If you have been seriously injured in a boating accident, you may not know the full extent of your injuries at first. If your injuries included spine, neck, or traumatic head injury, broken bones, or the serious impairment of a body function, then your injuries should be evaluated by an attorney with a legal and clinical understanding of what these injuries represent — in terms of reasonable compensation when making a personal injury claim.
Will you be able to return to the same job when you recover? Will you be able to return to work at all? How will you pay your medical bills in the future? Are you facing permanent disability and/or disfigurement?
Senior Partner Eileen Kroll specializes in medical cases — including medical malpractice — at Cockran, Kroll & Associates. Her training as a Registered Nurse is invaluable in helping us evaluate a client's injuries for legal purposes, and if we work together we may recommend that you see a particular doctor or have a certain test conducted to support your claim.
Contact us today (24 hours) at 866-466-9912 or use our convenient online contact form.
Monroe, Michigan
A young couple from Monroe, Michigan, was awarded a $15.8 million verdict as the result of their baby son, Jason, being inflicted with Cerebral Palsy as the result of an error during the final stages of a labor.
Oakland County, Michigan
While in the hospital a mother of three was not properly treated for a closed-head injury causing her untimely death.
Livonia, Michigan
A Livonia pedestrian recovered $1.4 million when he was struck by a commercial van resulting in a traumatic brain injury in Redford, Michigan.
Wayne County, Michigan
Patient suffered cardiac arrest and brain damage when a hospital failed to recognize internal bleeding and treatment was delayed for more than 14 hours.
Tuscola County, Michigan
A Tuscola County jury awarded $3.3 million to a severely brain injured motorist as the result of a defective Michigan highway.
Flint, Michigan
A seventeen-year-old construction worker suffered a traumatic brain injury resulting from a fall in Flint, Michigan, and was awarded $1.25 million.
Wayne County, Michigan
Middle-aged woman suffered severe disfiguring facial burns from a simple surgical procedure.
Southern Michigan
Child developed cerebral palsy with developmental delays due to lack of oxygen and brain injury during labor and delivery.
Westland, Michigan
A Westland construction worker recovered $1.5 million after sustaining a traumatic brain injury while on a construction site in Detroit, Michigan.
Marlette, Michigan
A Marlette, Michigan, family reached a $1.3 million settlement in the traffic death of their 5-year-old son when they were struck by a semi truck.
Redford, Michigan
The misdiagnosis of breast cancer resulted in a Redford, Michigan, woman recovering $225,000.
Detroit, Michigan
A construction worker redeemed his worker's compensation case for $125,000 in Detroit, Michigan.
Monroe, Michigan
A paraplegic woman from Monroe, Michigan, recovered Michigan no-fault benefits including the purchase of a new home and attendant care in excess of $400,000.
Brighton, Michigan; Detroit, Michigan
A Brighton family recovered $1.3 million and a Detroit family recovered $900,000 as the result of birth injuries and medical malpractice to their children.
Bay City, Michigan
A Bay City grandmother was awarded $80,000 following an auto accident resulting in a broken leg.


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Feel free to contact me with any questions about my services. Thank you for your interest and congratulations on your upcoming adventure into motherhood. Shanti (peace).
Email: firstname.lastname@example.com
Phone: 306-502-5477
Office & Mail : 83 Metcalfe Road, Regina, Saskatchewan, S4V 0H6, Canada
Yoga Studio: Bodhi Tree Yoga, 13th Ave, Regina, SK

subset: commoncrawl


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Working electronic circuits produced through artificial evolution
Researchers of the MESA+ Institute for Nanotechnology and the CTIT Institute for ICT Research at the University of Twente in The Netherlands have produced working electronic circuits that have been developed in a radically new way, using methods that resemble Darwinian evolution. The size of these circuits is comparable to the size of their conventional counterparts, but they are much closer to natural networks like the human brain. The findings promise a new generation of powerful, energy-efficient electronics, and have been published in the prominent leading British journal Nature Nanotechnology.
The development of digital computers is one of the greatest successes of the 20th century. In recent decades, computers have become increasingly powerful by integrating ever smaller components on silicon chips. However, it is becoming difficult and expensive to pursue miniaturisation. Current transistors consist of only a handful of atoms, and it is a major challenge to produce chips in which the millions of transistors have the same characteristics. Another drawback: Energy consumption is reaching unacceptable levels. The need for alternatives is obvious, and researchers are turning to natural processes. Evolution has led to powerful computing substrates like organic brains, which solve complex problems in an energy-efficient way. Nature has evolved complex networks that can execute many tasks in parallel.
The approach of the researchers at the University of Twente is based on methods that resemble those found in Nature, using networks of gold nanoparticles for the execution of essential computational tasks. Unlike conventional electronics, this process doesn't involve designed circuits. By using 'designless' systems, the researchers avoid costly design mistakes. The computational power of their networks is enabled by applying artificial evolution. This rapid evolution takes less than an hour, rather than millions of years. By applying electrical signals, a single network can be configured into 16 different logic gates. The evolutionary approach works around—or can even take advantage of—possible material defects that can be fatal in conventional electronics.
This is the first time that researchers have realized robust electronics using artificial evolution at distance scales competitive with commercial technology. This paves the way for executing more complex tasks that are difficult to execute on current digital computers or that take a lot of time and energy. The researchers envisage a spectrum of possible applications, including wearable electronics or medical technology.
More information: "Evolution of a Designless Nanoparticle Network into Reconfigurable Boolean Logic," Nature Nanotechnology DOI: 10.1038/NNANO.2015.207
Journal information: Nature Nanotechnology
Provided by University of Twente


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Monday 28th March 2022, Work and Pensions Secretary Thérèse Coffey delivered a speech at the Movement to Work CEO Summit.
By thinking hard and digging deep in the roundtables you're about have, how to turn ideas into action at this Summit, you could also be back next year to celebrate the great achievements that come about from the thinking that's been made today here, across the Movement to Work network and beyond.
I really appreciate what you're doing to support so many talented young people to reach their potential. And wow, Britain really does have talent. I am assured of that every time I walk through the doors of one of our jobcentres – I see the commitment from young people, determined to get on. Getting great support from our work coaches, so they can get the skills, experience and connections they need to get a foot through the door with local employers in particular – getting that regular pay packet is paving the way to a rewarding future career. And let's be candid, there are people out there as well who need a lot more encouraging to make sure they take advantage of the opportunities as well and there has been a mixture of things happening through Way to Work which I'll come onto.
But we do know that work is about more than money. As well as financial independence and resilience, we know it improves overall wellbeing, mental health and self-worth.
Increased support following the pandemic
These benefits that work provides help prospects for many young people that were badly affected by the disruption caused two years ago when the pandemic hit. Just as many were about to take their first tentative steps into the world of work – Then out of the blue, the world itself changed – with most of the economy closed for business.
Now the furlough scheme was a great success in protecting millions of jobs through our furlough scheme. And through our Plan for Jobs, I hope you can see that we've provided extra support to the highest risk groups, including young people.
So, we expanded and increased the intensive support offered by DWP to young jobseekers through our Youth Offer providing additional support to young people on Universal Credit. We have extended that support until 2025. And, indeed, widened eligibility for the extra support of the Youth Offer to 16 and 17 year olds, in addition to traditional 18 to 24 year olds.
Now, DWP has over 160 Youth Hubs open across Great Britain – providing skills, training and help to find a job, as well as support for other barriers to work like mental wellbeing or housing. And through the Kickstart scheme, which is coming to end, over 152,000 young people have been able to take a confident first step into the workplace.
And when I hear young people talk about how they are now thriving in a job as a result, it really shows how this scheme has helped. And as I say, although it is now concluding, its legacy, I hope, will last much longer.
Take Sam, who graduated in summer 2020 with a biology degree. His ambition was to put his degree into practice and work in the conservation sector,but he had almost given up hope due to the limited number of opportunities throughout the pandemic. Sam's work coach told him about Kickstart and he secured a place with the Bumble Bee Conservation Trust in Edinburgh. He received excellent mentorship during the placement, so he said. When this ended, Sam was successful in getting a job with The Wildlife Trust and moved to take that on.
Then there was Maddi, she had found it hard to secure work due to the pandemic – had battled with her mental health after losing her job. Maddi took on a Kickstart role of Assistant Community Coach at the football club she had supported since she was a child. Supported by her work coaches at Epsom Jobcentre, she was able to land her dream role at AFC Wimbledon Foundation.
And they're just two success stories and I'm sure there are CEOs present here who know their organisations have taken on young people in similar roles.
In the summer, we are looking to showcase and celebrate some of those Kickstarters who got the most out of their experience, many have landed permanent jobs in the organisations they went to. And indeed, others have recognised that certain careers aren't for them, but having that experience has been a huge platform indeed, as we said, the first rung of the ladder on getting into the world of work.
Although the Government funded the placements, I really want to recognise those employers who really took the scheme to heart. While it's easy enough perhaps for us to hand over money, of course it's the time you gave, the opportunity costs in a way, that you chose to invest in these young people, and I really do appreciate that. So a big thank you to those who did get involved.
Work placements are such an important way for young people to get experience and break free from the 'no experience, no job' cycle. And I know Movement to Work has does a lot of work in this area – providing over 135,000 placements, I understand, since the network started.
Youth unemployment
What I do hope is that thanks to the measures we took to protect, support and, indeed, create jobs together with the vaccination programme, I hope you can see yourselves the economy is bouncing back and life is certainly returning to normal. Unemployment is back to the low levels we actually saw before the pandemic and the number of 16 to 24 year olds who are now out of work has fallen by a quarter since summer 2020. In fact, over the last year, over a quarter of a million [253,000] young people have moved into work. And the ONS estimates that there 1.3 million vacancies – we have a buoyant labour market.
So there are many opportunities available for young people. And want to continue to make sure they get the skills and support they need to move into the jobs that you employers and our wider economy, UK PLC, needs too.
My colleague Nadhim Zahawi continues to champion the T levels, designed with employers, are helping people in that 16 to 19 year olds bracket develop the technical knowledge and practical skills to thrive in the workplace. And the new Institutes of Technology – I think we just announced another 9 – are offering higher level technical education to help close skills gaps in STEM areas.
Skills Bootcamps are helping young people over 19 to build up sector-specific skills and fast-track to an interview with a local employer. And the 'Get the Jump' Skills for Life campaign launched at the start of the year, bringing together, for the first time, all the education and training choices for young people in one place, with a specific spotlight on technical education routes to help them get the best start to their working lives.
Now this isn't in the script, but I do want to say that I've been working pretty hard over the last two years to try and get some change in thinking on the use of the apprenticeship levy, and Greene King has reminded me today they use all their apprenticeship levy, but I have to say there are a lot of employers out there who don't seem to. So I want to encourage you to really take up the offer the Chancellor made in the Spring Statement to put across how the levy could work even better for you and your organisation. Because I'm determined that we do take this opportunity to boost the skills of people, not just going into work for the first time, but also those in work so they can progress in work as well, and candidly you are the best people to make that happen.
Way to Work
Now, filling posts means fulfilling potential. So at DWP, we are helping young people on Universal Credit to move to jobs more quickly – or certainly that's the aim of – our Way to Work campaign. We're giving people more dedicated face-to-face time with Work Coaches and better connections with local employers to improve their chances of finding work. And in particular I want to thank Marriot, Bupa, M&S, British Heart Foundation and the Army, who are members of Movement to Work and guarantee interviews as part of that scheme.
It's really helpful because right now we've been through a situation where we've subsidised jobs through Kickstart, business incentives to take on apprentices. Underpinning this, we now in a situation with so many vacancies that we have to employ our ABC approach – any job now, gives you a Better tomorrow to will help you build a future Career. This is a win-win. Meaning a young person can start getting the practical experience from a job sooner to then take a further step forward into another job. And for an employer, it means they can get their vacancies filled.
Now, hundreds of job fairs will be taking place over the next few months for people of any age and at any stage of their lives. I was at one just the other week at Blackpool Pleasure Beach. Hundreds of people came. And employers used it to tap into local talent through jobcentres to fill their vacancies – and I'm pleased to report that 65 people walked away with a brand new job. And that is just one example of what is happening across the country as we invite employers to come into our jobcentres and meet them in every part of the country.
So I do want to invite you all here, you all have professional HR, I recognise that, you'll have your own systems. But do consider people who are claimants, who are customers at jobcentres as people who you could help into work, and take advantage of that.
Support for disadvantaged young people – prison leavers. One of the things that I'm really impressed by is your constant focus on youth, and one of the challenges in the way of being in Government is also the fact we have people with all sorts of levels that we need to try and help. It so happens that today I was at the Employment Advisory Board in HMP Warred Hill, at my constituency in Suffolk. And it was fascinating to hear about somebody who had got a job form there, who actually didn't have the opportunity to come to the meeting today, but they talked about how employment was the light at the end of the tunnel – that kept them going. And we're very keen as a Government to make sure that prisoners go straight from prison to getting a pay packet and we need to continue to try and work on that. Now those prisoners put themselves in a bad place, but they still need a handout and a help up in order to make sure reoffending is not their preferred career in the future.
Now I appreciate you're often helping young people who may well have been the victims of those people currently in prison. And I encourage you, and really commend you for what you are doing, recognising that people have not always have the privileged opportunities that we may have enjoyed, not by luck but by focus of a mentor or other people who helped us on our way. And I appreciate what you are doing that regard.
A look ahead. I think one of the key challenges you will be facing is actually the challenges of moving to hybrid working. And one of the things that's clear from speaking to young people: they really don't want to work remotely. They really do want to be in a factory, in office or in a setting where they are with other people. And I'm very conscious you will have much more senior, higher executives or indeed people with families and others who actually enjoy working from home and want that hybrid.
And I think it's really important as you think forward in the next few months, couple of years about how this situation evolves to make sure that the pipeline of talent you're bringing into your organisations now, can really carry on going up the ladder. And if you think back on some of the experiences you would have had, about the benefit of absorbing, of learning from the senior people around you, I think that's something that not just employers here today but employers right across the country are thinking about.
It's all well and good when you haven't had changes in your team, your glue is already there, you've already had shared experiences, but I'm sure, a bit like myself at DWP, having new people come into our department you can start to see where that is missing, and the connectivity isn't there. So for the people you're helping move into work, I know you are talking about helping move up in work as well. To that end I encourage you think about that carefully too.
So, can I just say a big thank you to Movement to Work for inviting me along today. We do need to continue to work together with a whole range of organisations.
- Employers.
- Youth organisations.
- Training providers.
- Charities.
And informed by the Youth Summit in November, where young people shared their experiences about the barriers to employment they have faced, and this CEO Summit brings those views and voices to us all as we seek a way to break down those barriers.
I am sure you will have a very productive event today and that the discussions you have will spark the next set of solutions to go even further to help young people into work.
Gillian – thank you again for inviting me.
PAYadvice.UK 29/3/2022


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Face it, this is crisis time, as an employee you may have spent months trying to impress the boss, and suddenly you are on the threshold of complete embarrassment. But you can survive playing with the boss by following these essential tips for the novice golfer.
Be Prepared – Make Sure you Have the Correct Equipment
The last thing a novice golfer should do is borrow from playing partners. These items might seem small and irrelevant but without them you will look incompetent.
Go to the Pros shop and buy a pencil, tees, an extra dozen balls, a towel, and a cap.
You will be out playing on the course for about five hours and without a hat you might be sitting in the clubhouse later with a face as red as a beetroot.
Buy a ball marker and pitch fork repairer. When the ball lands on the green it makes a small dent – golfers are expected to repair these.
Make sure you have a comfortable pair of golf shoes.
Buy a golf glove – if you are a novice golfer your hands could blister even though you are playing only one round.
If it looks like rain buy an umbrella.
Hire a trolley rather than carry your bag. Generally novice golfers look ungainly carrying a bag, don't draw extra attention to yourself. You will also preserve energy.
Golf Etiquette to Impress the Boss
As a novice golfer you will struggle to play well, but you can survive playing golf with the boss, even impress him or her, by showing you can cope in times of crisis.
Make sure you know what make and number of ball you are using so you may identify it. If you're looking in the rough and someone asks which ball you are playing you need to know!
If your first shot ends deep in the rough or trees, allow the boss to help look for a moment, but then explain you've bought plenty of balls and you don't want to disturb his game by making him look for your ball on every hole. Tell him to carry on and you'll catch up in a minute.
Do not wheel your trolley onto a green or tee. If you are driving a buggy make sure you know if you are allowed to drive on the grass or whether you have to stick to the paths.
If your boss hits a good shot compliment him. If you're not sure where the ball has gone, don't say anything. Golfers can get seriously wound up if their ball has sailed into the trees and someone says 'great shot'!
If the boss asks whether you intend playing again tell him you are going to take lessons.
When on the green and everyone has finished putting, if the flag is lying on the ground near you, make sure you pick it up and replace it in the hole. Don't leave it to the others all the time.
Take your hat off when you shake hands at the end of the round. Even Tiger Woods does that!
Above All Else Don't Make Excuses
The last thing any golfer wants to hear is excuses. Hold your head up, smile, and look the day in the eye. Your playing partners will form an opinion of you – but you will survive playing golf with your boss if you show him you can deal with a tough challenge and can manage a crisis.


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R&D Tax Credits Save $280,000+ For Custom Plastics Manufacurer
Cunningham & Associates Saves MA Plastics Manufacturer $280,000+ with R&D Tax Credits
Cunningham & Associates works with small and midsize companies throughout the manufacturing industry to help them find lucrative tax opportunities. One of our specialties is identifying operations that qualify for R&D tax credits.
Initially instituted in 1981 as part of the Economic Recovery Tax Act, R&D tax credits serve as a stimulating incentive for US companies to maintain their competitive edge in research and technology. Although extremely strict qualification requirements originally made it impossible for smaller corporations to utilize the credit, changes in the regulations over the years have made it possible for smaller businesses to earn tax credits for research and development projects.
Earn R&D Tax Credits for Designing Custom Solutions
One of our R&D cases involved a tooling company that had branched out into designing and producing custom molds for plastic storage containers. In 2008, the company created a product line of clear storage containers, clear totes, and solid totes. Since the inception of the storage line, the company had been creating new designs and products, including specialized plastic products for customers throughout the country. They had the ability to work with clients from conception to completion to ensure products fit each client's exact specifications. They came to Cunningham & Associates to find out if their custom storage solutions qualified for R&D tax credits.
Our first goal was to identify and value the qualified research activities (QRA's) and qualified research expenses (QRE's) incurred by their custom plastic molding operations over a four-year period. The scope of our study included discussions with relevant company personnel, a thorough examination of the designing and engineering methods, specifications and engineering documents, and surveys from subject matter experts to determine an allocation of the qualified research activities to qualified research expenses. We also performed an onsite visit to observe the R&D activities and qualified research activities in action.
In order for our team to reference proper reports during the process of completing the credit calculation, contemporaneous documents were provided by the client. These included items such as financial information reports, process listings, company form W-2's, ISO documentation, employee hour reports, and employee activity reports.
Comprehensive Guide to R&D Tax Credits
1 in 20 eligible companies take advantage of R&D Tax Incentive. This FREE guide contains an executive summary of the tax credit and industry-specific lists of common qualifying activities so you can take advantage of available opportunities.Download Now
Activity reports for each year were broken out into activities directly related to research and development work. Employee hour reports were reviewed to determine the total hours each employee worked on each activity. These total hours were then broken out based on qualifying activities. The ratio was determined based on the amount of time each employee spent on every activity versus only qualifying projects and activities, resulting in the employee's qualifying percentage of time spent on research and development work.
Additionally, each project was reviewed for funded research. The research in each qualifying contract was not funded, as these contracts were fixed-fee contracts. The client's payments were specifically contingent on the success of the research activities in these contracts.
C&A's client, in this case, designs unique storage solutions for their clients. For each project, there is a level of uncertainty regarding the appropriate design of the plastic mold, and whether features desired by the end-user can be designed and integrated into a functional mold. As such, any costs incurred on materials and labor to produce a model that is used to evaluate and resolve the uncertainty concerning the appropriate design represents research and development costs in the experimental or laboratory sense. Therefore, any expenses incurred to produce the model and on design testing activities qualifies as research or experimental expenditures under Section 174.
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This is page for information about the freshmen laptop 2021. There are multiple other information sources (mostly in Finnish) which you should check also:
Info page about the laptop: https://it.cs.helsinki.fi/fi/fuksilaitteet/
The laptops are distributed according to you status page at https://study.cs.helsinki.fi/fuksilaite/
There is a Telegram channel for discussion about the latops: https://t.me/tkt_fuksilappari
I want sudo rights for Cubbli
You can have them, but first consider that you don't need sudo rights for nodejs, npm, python, ruby, R, compiling programs and libraries or Java installation. If you Google and find web pages which tell you otherwise, they are likely wrong. If something useful is missing from Cubbli please contact Helpdesk or the Telegram channel and it is likely to get installed by default. If you are a CS department student you are free to replace the Cubbli Linux installation with your own. However all the University system and software integration (and future updates) will be missing then.
Administrator (sudo) rights in Cubbli Linux
How to change the password on the local user account on the laptop:
Using a keyring (also how to change the login password)
On the laptop a local account is created at the first login. After you change your university AD account password, the local password is not changed. 'Passwords and keys' is how to change the local password.
Connecting Apple Airpods
Open terminal (Windows-key and type Terminal or ctrl+alt+t)
|Code Block
sudo nano /etc/bluetooth/main.conf #ControllerMode = dual TO ControllerMode = bredr # Save and exit (ctrl+x and y and Enter) Then restart bluetooth $ sudo /etc/init.d/bluetooth restart
The laptop model is Lenovo Thinkpad T14 gen 2. It has 16 GB of RAM, Intel Core i5-1135G7, single 50 Wh battery and 512 GB storage (NVMe SSD). The display resolution is 1920x1080. It has two regular USB-ports, two combined USB-C + Thunderbolt 4 port. One of the USB-C ports is needed for power supply. It also has a port for wired network (1Gbit/s), HDMI, MicroSD card and 3.5mm audio.


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110.00 € – 168.00 €
Multifunctional TRAVEL THROW stands out for its luxury texture of the fabric surface. It is very thin, soft and gentle. White, grey and brownish shades of the throw go well with other natural shades as well as a range of white or black colors.
Innovative design allows transforming this home textile product into wearable textiles and offers a creative way to encourage consumers to reduce their demands.
The product is versatile therefore is suitable for both – men and women. It can easily be adapted for everyday use or it could be a nice accent of your outfit for a special occasion.
This compact and a lightweight item is suitable for travelling as it takes little of space. It is a stylish and comfortable leisure wear accessory and a great addition to your wardrobe!
By purchasing this product, that one would not want to discard, but rather pass on from generation to generation, the consumers will invest not only in aesthetic expression, but also in environmental friendliness of the product. Multifunctional Textiles collection is based on the brand's underlying principles of design, which are simplicity, beauty of colors from plants, comfort, ease, functionality and prevailing versatility.
Our skilled artisans create products of extremely limited edition by using only high quality natural and locally sourced materials. The artist's touch makes the product unique, promotes the heritage of local traditions in contemporary fashion.
Features and Benefits:
Natural fabric: composition of 70% linen & 30 % merino wool, locally made in Lithuania
Available 3 different colours – plain white, gradient white-grey or gradient light hazel brown – grey, vegetable dyed by locally artisans with Pomegranate (Punica granatum) or Walnut (Juglans) and Pomegranate (Punica granatum)
Multifunctional use: home textile (home throw – home wrap) and fashion (shawl – poncho – cloak – blouse)
Size: 135 x 200 cm
|0.3 kg
plain white, gradient white-grey, gradient light hazel brown – grey


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Snappy Stability: On Cloudswift 2.0 Review
Escape the squish: On's redesigned Cloudswift delivers a secure fit, stable platform and responsive underfoot feel.
Heading out the door? Read this article on the new Outside+ app available now on iOS devices for members! Download the app.
On Cloudswift 2.0 Review
If you're a runner who prefers a shoe that holds your foot securely and provides a firm, stable platform underfoot to land and push off from, you've had a hard time lately in a world of thick, squishy midsoles and stretchy uppers. On's Cloudswift 2.0 to the rescue! This shoe wraps and holds your midfoot in a secure embrace, while underfoot a semi-flexible "Speedboard" provides a platform over midsole loops that compress slightly — just enough cushion to ease the impact — while speeding your stride forward. You'll feel protected and peppy, popping off the ground quickly, without wobble, in these stylish kicks.
|9.95oz M, 7.76oz W
|Stack Heights
|23mm heel / 16mm forefoot
|7 mm drop
What's New
On played with its CloudTec foam midsole shapes and sizes, using more Helion material to add cushion and re-positioning the air-coil elements to increase impact protection. The Cloudswift 2.0 also deploys a sock construction for a unique, comfortable fit with a saddle overlay to secure the midfoot. These changes alter the 2.0 significantly, for a new feel and ride.
This Is the Shoe for You If …
You favor a more rigid ride that delivers sensations not unlike those of a super shoe with a carbon plate, but with less bounce. The firm speedboard is akin to a diving board, with a little give, albeit one tuned high. If you are heavy enough to get it to bounce, or you prefer rigidity over absorption, the Cloudswift 2.0 delivers a ride you'll love.
First Runs
"Reshaping clouds" sounds rather magical. But that's what On did with the repositioned and enlarged cushioning loops that On makes out of Helion, its high-rebound foam material that sits below the plastic plate, together making up the midsole of the Cloudswift 2.0. The clouds toward the rear of the shoe were expanded, for greater heel strike protection, and the rocker shape and re-engineered Speedboard were designed to optimize the foot's roll forward from impact to toe off for greater propulsive power.
The firm ground effect parlayed into a metronomic sound emanating from each push-off and release of the cloud component. While that helped to keep pace, the overall experience was a rather stiff one. Testers found the midsole combination quite rigid — for better or worse.
One tester who has been training in super shoes said he found himself reaching for these on morning runs when he wanted the shoe to take care of holding his footplant stable. "The midfoot wrap positions my foot right where I want it, centered over the firm-but-not-hard footbed that provides a comforting sense of stability," he said, adding, "While they don't deflect much, the clouds seem to smooth the landing and transition, and the shoe speeds me off my toes quickly without having to balance and wait for the squish and rebound of most shoes today."
Another tester, with low-volume feet, also found the snug fit comfortable and appreciated "the snapback of the highly-tuned plastic midsole plate." The tester noted that while the Cloudswift 2.0 "isn't plush, it does deliver an efficiency that gets you on your toes."
That said, one tester found them off-putting, reporting, "They drained me of energy, completely lacked cushioning of any sort and this caused the ball of my foot to ache while doing runs in these. They were uncomfortably stiff." And another tester found them so snug she couldn't fit into them (you should consider a size up).
The upper snugness may be attributed to the bootie construction, integrated lacing system and the 2.0's cage-like saddle overlay that covers the recycled-material, engineered upper mesh bootie. The lacing system and saddle provide both security and remarkable lateral support, making the Cloudswift well suited for cross training — and one tester took them on moderate trails with comfort. The tongue of the Cloudswift is sewn into the side of the shoe, also providing security as well as affecting sizing, as does the pronounced arch.
To assure traction on wet surfaces On integrated rubber grip pads into the outsole, which seem to work, as testers didn't notice the slippage that has affected other On models on rainy days. While the Cloudswift isn't as light as some other training shoes, our testers didn't feel any heft or, if they did, it was offset by the comfort and security.
And they're undoubtedly attractive. "I do like the futuristic look!" said one tester, while another reported wearing them for casual shoes as much as on the run.
Similar Shoes
Skechers GORun Razor Elite, Under Armour Flow Velociti Wind, Saucony Endorphin Speed, Topo Cyclone
How We Review Shoes
Each shoe we review is tested by a group of 6–8 experienced runners, who wear them on several runs of different distances, paces and surfaces. Our testers are equally divided between men and women, as well as in age and specialty distance, ranging from 20s to 50s, milers to marathoners to triathletes, all with considerable experience wearing a variety of running shoes, giving them the context to evaluate and compare. Testers provide subjective opinions on each shoe, describing her or his experience in the shoe and explaining why they reached their conclusions. Two editors, Adam Chase and Jonathan Beverly, who have both run in virtually every running shoe made for 20+ years, extrapolate tester information, combine it with their experience running in the shoe, and translate it in an effort to place the right shoe on the right runner. Brands provide test samples and tech details of each shoe but do not pay for reviews nor influence our evaluation.


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In her keynote to the 2020 Power of Giving symposium, education policy leader Dr. Linda Darling-Hammond speaks about the anatomy of educational inequality today and philanthropic opportunities to address these inequities in this moment of social upheaval.
About the Speaker
Dr. Linda Darling-Hammond
President and CEO
Learning Policy Institute
Charles E. Ducommun Professor of Education Emeritus
Stanford University
Dr. Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and President and CEO of the Learning Policy Institute. She has conducted extensive research on issues of educator supply, demand, and quality. Among her award-winning publications in this area are What Matters Most: Teaching for America's Future (1996); Teaching as the Learning Profession (1999); and Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (2005). She was executive director of the National Commission on Teaching and America's Future and director of RAND Corporation's education program. Darling-Hammond began her career as a public school teacher.


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Volunteering- What is it and why I should do it.
Volunteering: What does it mean?
Volunteering means different things to different people.
According to the dictionary, one of the definitions of volunteering is to "freely offer to do something", but I think it means more than just that. So, I asked different people's opinions on what volunteering means to them and these are some of the answers they gave:
Tsakane, one of our interns at Johannesburg Dream Center (JDC) said "it means being willing to help in any situation, giving your 100%, big or small tasks. Remembering you are giving a helping hand".
According to Boipelo, also an intern at JDC, "It means giving my free time in doing something I love, knowing that I might change someone's life. Knowing I made the world a little better".
Anonymous said "It means dedicating my time/life to something other than myself; giving my time to the betterment of others, an act of selflessness. You can't be a volunteer without thinking about people other than yourself".
I agree with all of the above and must add that volunteering for me also mean giving of myself; whether it's my time, resources or attention, to someone else in need, to make a difference and in some way leave that person/people better off than they were. Even if "better off" only means leaving them with a smile where once there was a frown.
Are there any benefits to volunteering?
Absolutely yes! There are several benefits to volunteering. Besides benefitting those in need and the community, other benefits include:
– Making new friends
– Connecting with the community
– Learning new skills
– Possibly enhancing your career
– Giving to others can advance your mental and physical health
– It can reduce stress, combat depression, keep you mentally stimulated, and provide a sense of purpose, and so many more.
How do I get the most out of my volunteering experience?
Remember, volunteering doesn't have to a be a fulltime commitment and you need to know what you are getting yourself into, before you start volunteering.
An important point to take note of is that volunteering is not a paid for service. You are giving your time for free to assist an organisation. Therefore, it is important that you enjoy and benefit from the experience.
How can you make sure that your volunteer position is a good fit?
– Ask questions. This way you can make sure that the experience is suited for your skills, goals, as well as the time you want to spend, etc. You should feel free to ask as many questions as possible.
– Make sure you know what's expected. You should be comfortable with the organisation, the time commitment and the project. Don't overcommit. Give yourself flexibility to change your focus if needed.
– Don't be afraid to make a change. Don't feel compelled to stick with a volunteering role you dislike. Talk to the organisation to change your focus and find a different role. There are various projects to participate in, so at JDC we will try our best to find a good fit for our volunteers.
– Make sure to look for volunteer opportunities that fits your likes and aligns with what you believe in.
– Enjoy yourself. The best volunteering experiences benefits not just the community and the organisation, but the volunteer as well. If you are not enjoying it, ask yourself why? Is it the tasks, people or is it because it's a new and unusual situation? If you can pinpoint the reason, you can make a change so that you get the best experience in future. Remember, volunteering makes a difference in the lives of those in need, but it should not make you feel uncomfortable.
I have been volunteering at JDC for almost 2 years now and have enjoyed it so much. I have met amazing people; from team members, to volunteers and even the beneficiaries in the community. I have heard very sad stories, but I have heard so many more stories of triumph and upliftment. It has enriched my life in so many ways. Volunteering has changed my life so much for the better. I can recommend volunteering to anyone who wants a way to give back and make a difference.
– Tanya
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53390 Avenida Navarro
La Quinta, CA 92253
1701 sqft | 3 beds | 2 baths | #219046399DA
High up in the La Quinta Cove with majestic mountain Views this 3 bedroom 2 bath pool home is perfect for entertaining. Front gated courtyard offers privacy for front door. Large master w/ upgraded vanity in master bathroom. Kitchen has granite tile counters and backsplash. Ceramic tile flooring throughout the home, ceiling fans and a cozy wood fireplace in living room. Recently new desert landscaping in front yard. Close to Old Town La Quinta,restaurants and shops, Fritz Burns Community Park. Enjoy hiking and walking trails nearby. This is the perfect vacation rental. Perfect rental for the horse show, Coachella Festival & Stagecoach Call for summer rates!
Interior Details
Interior Features
- Interior:CathedralCeilings, HighCeilings
Beds & Baths
- Bedrooms:3
- Bathrooms:2
- Full Baths:2
Property Details
- View:Mountains
- Stories:1
- Lot description:SprinklersTimer
- Acres:0.11
- Square Feet:1701
- Garage spaces:2
Construction Details
Type & Style
- Property type:Rental
- Year built:1989
Community and Neighborhood Details
- Subdivision:La Quinta Cove
- County:Riverside
Financial Details
Pricing Details
- Original List Price:$4, 500
- Buying Agency Compensation:5.000
The multiple listing data appearing on this website, or contained in reports produced therefrom, is owned and copyrighted by California Regional Multiple Listing Service, Inc. ("CRMLS") and is protected by all applicable copyright laws. Information provided is for viewer's personal, non-commercial use and may not be used for any purpose other than to identify prospective properties the viewer may be interested in purchasing. All listing data, including but not limited to square footage and lot size is believed to be accurate, but the listing Agent, listing Broker and CRMLS and its affiliates do not warrant or guarantee such accuracy. The viewer should independently verify the listed data prior to making any decisions based on such information by personal inspection and/or contacting a real estate professional.
Based on information from California Regional Multiple Listing Service, Inc. as of the most recent time synced and /or other sources. All data, including all measurements and calculations of area, is obtained from various sources and has not been, and will not be, verified by broker or MLS. All information should be independently reviewed and verified for accuracy. Properties may or may not be listed by the office/agent presenting the information
Last Updated: . Source: CRMLS
Listing Courtesy
Listing Agent: Hubbard Stratton Group (#CDAR-D23200)
Listing Office: Bennion Deville Homes (#CDAR-oD22705)


text:
Under Armour x SoundCloud brought what's next in music – and fitness – to Chicago
On June 5th the Chicago running community took a break from pounding the pavement to connect with each other and […]
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text:
adidas Basketball will release a handful of color options of James Harden's latest signature shoe, the Harden Vol. 4 during 2020.
Our latest adidas Harden 4 to showcase comes with Black across the upper while a colorful tribal pattern is seen across the base which might be part of the Three Stripes brand 2020 Black History Month collection. Following we have Gold branding on the heel, Teal used on the laces while a Purple rubber outsole completes the look.
Below you can check out more images of this adidas Harden Vol. 4 which will give you a closer look. While a release date is not available, they are expected to launch soon at select retailers including adidas.com. Retail price is set at $130.
adidas Harden Vol. 4
Color: Core Black/Amber Tint-Grey Six
Style Code: EF9943
Price: $130


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Donated by Wyn and Lucretia Geleynse
Born in Haileybury Ontario in 1953, Claude Philippe Benoit has lived and worked in Montréal since 1990. He holds a Master's Degree in Fine Arts from Concordia University. He has been exhibiting his works since 1982, mainly in galleries and centres located in Montréal. Two of his works are on permanent public display in Valleyfield and Saint Hyacinthe. Claude-Philippe Benoit is co-founder and president (19883-1987) of AXE NÉO-7 and co-founder of the Daïmon production center, both located in Hull. Trained initially in cinema then in visual arts, Benoit is interested both in image content and construction, blending the workings of the cinematographic image and its projection in his photos. Blending installations, projects and photography, he works on light and on the potential evocation of environments that lack presence.


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If you're involved in a tractor-trailer accident, there are a few things you need to do. First, you need to call 911. They'll send an officer out to the scene so they can do a thorough investigation. They're also going to arrange for an ambulance to take you and any other injured parties to the hospital. Don't refuse to go. You need to get checked out even if you don't think you're hurt. The last thing you should do is call and talk to an experienced truck accident lawyer in Richmond, Virginia.
Some people don't think they need a lawyer right away. They want to wait and see if the insurance company decides to pay their claim. There's nothing wrong with this. It makes sense. If they pay your claim, there's no need to take legal action. Why would you want to give a lawyer a third of your insurance proceeds if you don't need to? But you also don't want to wait too long. If you don't call your attorney soon after your crash, you could end up in hot water.
In Virginia, you only have a certain amount of time to file suit. It doesn't matter who you are or what kind of accident you're involved in. The court has very strict rules, and they follow them. There's nothing your Richmond truck accident lawyer can do if this happens. That's why it's a good idea to call an attorney sooner rather than later.
What is a Statute of Limitations for a Truck Accident in Richmond?
Every state has something called a statute of limitations. This is a law that dictates how long someone has to file a lawsuit against another party. Every type of lawsuit has a different deadline. When it comes to any sort of personal injury case, including a truck accident, you only have two (2) years to take legal action. The two years starts on the day of your truck accident.
There are very few times when the court will put the statute period on hold. This is why it's so important that you get your lawsuit filed with plenty of time to spare. Your Richmond truck accident lawyer needs to serve the other party properly. They also need to get their papers filed with the court. If this doesn't happen, your case will be dismissed. So, it's not a good idea to wait 23 months to talk to a lawyer.
Why Would it Take That Long to File Suit?
Some accident victims laugh when they hear that someone missed the statute of limitations deadline. They can't imagine why it would take someone more than two years to file their lawsuit. However, there are sorts of things that could happen to stall your case. Some of these include:
- The insurance company goes back and forth over whether they're going to pay your claim
- You need extensive medical care and aren't in a position to deal with the legal side of things right away
- You can't find the defendant and aren't able to properly serve them
- You didn't think your injuries were that serious until a year after the accident
If any of these things happen to you, then you may want to appoint someone else to handle your affairs. Or you need to talk to an attorney at the very beginning and let them handle these things for you. The insurance company won't be able to push them around like they did you. They'll know you're serious when they learn that you're retained a truck accident lawyer in Richmond.
What Happens if You Miss the Filing Deadline?
If you miss your filing deadline, your case is dead in the water. There are very few cases in which the judge will extend the statute of limitations period. Typically, you need to meet one of the following conditions to even request an extension:
- You were a minor when the accident happened
- You were mentally incapacitated for months or years
- The defendant committed fraud to evade a lawsuit
Your Richmond truck accident lawyer will have to prove that this is the case in order to get an extension. They are few and far between.
Sit Down With an Experienced Truck Accident Attorney in Richmond, Virginia
Rather than risk missing the deadline, call and talk to a skilled truck accident lawyer in Richmond right away. Schedule your free, initial consultation so your lawyer can get started today.
Let's get started with your free consultation!


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A Pop of Posh - Black
Crystal like beads and classic silver beads dangle from a bold silver chain, creating a clustered fringe below the collar. Polished black beads trickle between the clustered beading, adding a casual pop of color to the refined palette for a bold finish. Features an adjustable clasp closure.
Sold as one individual necklace. Includes one pair of matching earrings.


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Necklace That Says I Love You 100 Languages
Necklace That Says I Love You 100 Languages
Sun and moon projection necklace
This necklace that says I love you in 100 ways.
- Metals Type: Titanium steel
- Gender: Lovers/Couples/BFF
- Pendant Size: 1.5cm 2.2cm/Chain size:60 cm
- Chain Type: O-chain/Rope chain
- Item Type: I love you different languages necklace
- Shape\pattern: Moon and Sun
Package Information:
- 2 x Sun & moon necklace that projects I love you
- 1 x Gift Box
Free Shipping!
To North America/Europe/Oceania takes 10~15 days
To Asia takes 8-12 days.
Other countries take 15-30 days, depending on location.
Risk-free Policy
- 100% SECURE Payment.
- 30-DAYS Returns,100% Money Back Guarantee.
- The tracking number will be provided by email.
Customer Reviews
Se ve de buena calidad, me gustó mucho y llegó a tiempo y en excelente estado
They are really cute and beautiful,and you can see the words clearly.
In my opinion they are worth it.
The pendants themselves seem sturdy, and obviously very beautiful, especially the words in the stones showing when a flashlight is put to it. Overall I'd say the purchase was worth it for the pendants.
It's exactly what it says it is. It's very cute and okay quality. The words even show up on the wall when I put a flashlight up to it.
Very nice necklace set!


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The HR function is a high-value-added part of the organization and plays a key role in developing and implementing corporate strategy. This is because of the growing importance of human capital in organizational success.
The HR function needs to be more effective as a strategic partner in the organization rather than a purely administrative function. Such an HR function will drive and deliver change rather than just react to it.
To achieve this highly desired prize, the HR function must develop its ability to measure how HR decisions affect the organization and how the decisions taken by the organization affect human capital. In short, the HR function needs to develop better metrics and analytics if it is to become a true strategic partner.
Once the metrics are established, the organization will need to develop HR policies that react to the messages. The training will also consider the type of HR policies that are being developed in response to the usual range of messages from the metrics and analytics.
Targeted Groups:
- Head of HR
- HR Managers
- HR Professionals
- Persons who want to get new knowledge to improve their career
Conference Objectives:
At the end of this conference the participants will be able to:
- Examine the use of internal and external measurement frameworks which establish the contribution of the HR function
- Conduct detailed Problem analysis assessments
- Identify appropriate Decision-Making options
- Make decisions based on evidence rather than opinion
- Understand the principles of Organisation change
- Understand the theory around organization change
- Drive strategic change rather than react to it
- Design an external analytical framework
- Consider the messages revealed by analysis and measurement
- Develop HR policy responses to a range of messages from metrics and analytics
- Develop a strategic role for the HR function
Targeted Competencies:
- Analytical thinking
- Problem identification
- Decision making
- Business awareness
- Capability development
- Change leadership
- Information seeking
- Strategy delivery
Conference Content:
Unit 1: Corporate Strategy:
- The context for HR
- Strategic Business Planning
- Corporate Social Responsibility
- Human Capital Management
- How to make things happen – use of business action plan
- The difference between HRM and Personnel Management
- The new shape and function of tomorrows HR departments
Unit 2: HR Tools and Methods:
- What should be measured?
- The effectiveness of the HR function
- HR headcount ratios
- Administrative cost per employee
- Time to fill vacancies
- Filling the skills gap
- Satisfaction surveys
- Internal Frameworks
- Morale
- Motivation
- Investment
- Long-Term Development
- External Perception
- Learning and Development
- Job analysis
- Job evaluation
- Capability review
- Methods
Unit 3: Driving Organisational Change:
- Theories of organization change and how to use them
- The Softer Side of HR
- Avoiding a blame culture
- The relationship between HR and the Line
- The New Roles in the HR Function
Unit 4: HR Metrics and Analytics with Action:
- Change Management
- Employee Relations
- The relationship between HR and the Line
- The Use of Competencies
- Employee Development
- Succession Planning
Unit 5: Driving Organisational Change:
- Connecting HR Metrics and Analytics with Action
- Employee Motivation
- Empowerment and Accountability
- Performance Management; The four-stage process – agreeing objectives, feedback, coaching, and appraisal
- Conclusion and Action Planning


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Ardha Chakrasana
Definition - What does Ardha Chakrasana mean?
Ardha chakrasana is an intermediate asana that can help to prepare the body and mind for deeper backbends and heart-opening postures like chakrasana (wheel pose). The name is derived from the Sanskrit ardha, meaning "half," chakra, meaning "wheel," and asana, meaning "pose."
To enter ardha chakrasana, the practitioner begins in tadasana (mountain pose). The hands are placed on the lower back, then the body leans back, bending the back and opening the chest.
Ardha chakrasana is known as half wheel pose in English.
Yogapedia explains Ardha Chakrasana
Ardha chakrasana is an effective posture for reducing stress and aiding posture by reversing the habitual pattern of slumping forward and rounding the shoulders. It helps to release the neck and shoulders, relieving tension.
It is thought to regulate the blood pressure, particularly for those suffering from high blood pressure. This asana is also said to have a cleansing effect on the nervous system.
On an energetic level, this posture energizes the muladhara (root) and anahata (heart) chakras because of the stability required for the pose, and its heart-opening action. Ardha chakrasana (like all backbends) is thought to awaken kundalini and bring the energy of the body up through the spine. If blockages such as emotional issues are encountered here, this can cause difficult feelings to surface.
It is recommended that backbends be practiced gently, only moving deeper as the body and mind are ready.
During These Times of Stress and Uncertainty Your Doshas May Be Unbalanced.
To help you bring attention to your doshas and to identify what your predominant dosha is, we created the following quiz.
Try not to stress over every question, but simply answer based off your intuition. After all, you know yourself better than anyone else.


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BYU officially started spring football on Monday. Coming off of their second consecutive 8-5 season, BYU needs to make some changes. The following are a few issues, or potential issues, that need to be addressed before fall camp so BYU can break the 8-5 curse.
1. Quarterback Depth:
BYU can't become dependent on Taysom Hill. He's a great QB, especially when it comes to rushing the football, but BYU needs to shore up its backup quarterback situation. Senior JC transfer Christian Stewart was named the backup by Robert Anae after Monday's practice. He is followed on the depth chart by Billy Green, who played on the scout team last year. Bronco vocalized concern after Monday's practice that Stewart knows the offense, but needs to move the chains and execute in a live setting. Until this happens, Bronco admits he's concerned. There are currently only three quarterbacks on scholarship, and that should be the case through the fall. They might add another to add depth, but Anae stated they're in no rush. They want to find a guy that's the right fit rather than just scramble to fill a position on the roster.
2. Offensive Line:
BYU's offensive line, particularly when it came to pass-blocking, was terrible last year. This showed up in most of the games, but especially in the big games. Taysom Hill was constantly under duress and it had a dramatic impact on the passing game as a whole. They tried a few roll out packages where Taysom could throw on the run, but that was a band-aid to the bigger issues. The issue at hand was pass-blocking enough to give Taysom sufficient time to go through his reads and find the open guy. If Taysom Hill has time, undoubtedly BYU's passing game will be better than last year. Tuni Kanuch was mentioned by Bronco as being a good guard, and he raved about Ului Lapuaho. Add this to Kearsley, Ryker Matthews, and Deondre Wesley and BYU's O-Line could be better this year. The WR's will also have an impact, which leads me to my next point:
3. WR Speed:
BYU lacked WR speed last year. Hoffman, BYU's all-time leading receiver, wasn't particularly fast but he knew how to catch the ball and run routes. A crucial part of the passing game is the receivers getting open. The faster the receiver, the faster they'll get open, and the faster Hill can get rid of the ball. BYU is a good passing offense away from being a lethal offense. BYU finished ranked #10 in the country in rushing offense last year while BYU's passing game was far from that. By Adding Devon Blackmon, Michael Davis, Jordan Leslie, and Trey Dye, BYU should have plenty of fast targets, at least on paper. Whether or not they pan out on the playing field in our "Go Fast Go Hard" and "Will over Skilll" offense is yet to be seen. Blackmon and Leslie won't join the team until Fall practices while Kurtz and Davis are seeing the majority of the reps at receiver thus far.
4. Defensive Line:
Bronco spouted that the defensive line has more depth than they've had in a while, but whether or not that means there are more able bodies, or that they're legitimately good, has yet to be seen. BYU's defense against big offensive fronts such as Notre Dame, Wisconsin, and Washington, was man-handled in the trenches last season. Part of that was the 3-4 scheme which means there are three defensive linemen around 300 lbs, and four linebackers around 250 lbs. If an offensive front has five guys that are 300 lbs, and a tight end that's around 280, and you put your guys in front of theirs, there is a clear advantage for the offense up front. That was evident in those games. This is the reason I like Bronson Kaufusi at OLB. He's dropped to 265 lbs, but he's big, tall, and will play the edge. Bronson likened how he'll be used similarly as he was in the 4-3 defense he played in high school. This gives BYU a strategic step up as far as another big body to help in the trenches against teams with huge offensive fronts. Bronco is a genius on the defensive side of the ball so I wouldn't doubt him on this one.
5. Field Goal Kicker
Justin Sorensen was a great kicker for BYU as a senior, but now he's graduated and there is a gaping hole that needs to be filled. Field goals can be the difference between a win and a loss. Corey Edwards has been mentioned as stepping in as a FG kicker in the summer, but when Bronco was asked on Monday how he sees the kicking situation, he had nothing to say. It's a concern. We should keep our eyes on that, because it could be the difference between a one-loss season or even going undefeated. (Not making any prophecies here.)
What do you think the Cougars need to work on this spring?


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This self-paced online course is designed to provide teachers in mainstream educational settings the knowledge and skills required to support the educational and social needs of students with Dyslexia in order to achieve their full potential.
The course places emphasis to the signs & symptoms as well as to the informal assessment and diagnosis of students with Dyslexia in a mainstream educational setting.
Equally important the course focuses on a range of educational support and strategies that can be offered by the teacher and the school, in general, as well as on the important aspects of social inclusion and support.
Finally, the course is significantly benefited from a dedicated module on best practices for inclusive education, that is, education that takes into consideration the special skills and qualities of students with Dyslexia.
Empowering Teachers to realise the full potential of students with Dyslexia in an Education setting (DYSXT) is a masterclass course on Dyslexia and an indispensable tool for all teachers who wish not only to understand Dyslexia as a Special Learning Difficulty (SPLD) but to create an educational environment that will allow the potential & skills of students with Dyslexia to be fully developed.
All presentations in this course are both visual and audio. The course is being developed by highly experienced tutors with vast expertise in the area of Special Educational Needs (SEN).
This course is part of the Special Educational Needs (SEN) online academy of ShipCon.
- Provide teachers the knowledge and understanding of SEN and SPLD's in general and Dyslexia in particular and the key areas of difficulty
- Provide teachers the expertise to recognise and understand the signs and symptoms of Dyslexia and co-occurring conditions
- Increase teacher's knowledge and understanding of the components of the definition of Dyslexia and how this impacts on their learning and functioning.
- Understand the diagnostic and assessment process and how to use the information contained to develop teaching strategies.
- Develop the expertise to implement the educational strategies required to support students with Dyslexia to achieve their full potential
- Enhance the ability to respond effectively and proactively to individual student's educational needs.
- Comprehend the impact of a lack of understanding on the emotional and behavioural wellbeing of students with Dyslexia.
- Develop strategies to support students with Dyslexia to learn social understanding, friendship skills and emotional regulation.
- Recognize and respond to the emotional and mental health difficulties often seen in students with Dyslexia.
- Understanding the principles underpinning Inclusive education and the routes to achieve inclusion.
- Deliver SEN methods specially adapted to meet the Dyslexic child's individual learning and social needs.
- Recognize the skills of students with Dyslexia and use these to prepare the students for the future beyond school.
Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning differences. It usually runs in families and is a life-long condition. However, it is widely accepted that children with Dyslexia have their own strengths & qualities, such as logical reasoning, visual understanding and high levels of creativity. Moreover, there are many cases where the cognitive ability of children with Dyslexia is high compared to the average of their peers.
This masterclass course is an indispensable tool for teachers who wish to have a thorough understanding of SEN and Special Learning Difficulties (SPLD's). This is being accomplished by providing teachers the expertise to recognise and understand the signs and symptoms of Dyslexia and co-occurring conditions as well as how Dyslexia impacts on learning and functioning of students within a classroom and/or educational setting.
Moreover, the course provides a dedicated module on how teachers can implement educational strategies required to support students with Dyslexia to achieve their full potential, which, in turn, will lead to their ability to respond effectively and proactively to individual student's educational needs.
Equally important this masterclass course places emphasis on teachers being able to comprehend the importance of the emotional and behavioural wellbeing of students with Dyslexia as well as to develop strategies that will enhance the social understanding, friendship skills and emotional regulation of students with Dyslexia.
Finally, there is a dedicated module on the ever-important aspect of Inclusive Education and its principles, focusing on the development of SEN methods specially adapted to meet the Dyslexic child's individual learning and social needs.
- Teachers in mainstream education
- SEN Teaching Assistants
- Educators working in SEN field and want to polish their knowledge and skill
- Coaches/mentors/professionals working on SEN and/or with pupils with Dyslexia
Empowering Teachers to realise the full potential of students with Dyslexia in an Education setting (DYSXT) is an online self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of 8.5 hours of video covering five (5) distinct modules. Highly experienced tutor goes through the whole course, providing ample explanation – in an easy-to-follow manner – to all the areas & concepts covered by the course. Moreover, the tutor will provide a significant amount of useful background information and explanations throughout the course and in a way which is easy to follow and understand.
Each module has a specific area to cover and consists of various learning Units. Each Unit has its own distinct objective (Unit Learning Objective). Finally, each Unit has its own topics, each one with a specific objective (Topic Learning Objective).
Therefore, each Module has its own distinct aim/outcome, which is being served by distinct Units and Topics.
In this way, the attendee can easily follow the tutor as he/she goes through the whole material of the course.
The attendees of the course will be hugely benefited from the fact that they can have a 3-month online support by the responsible tutor of the course. This is very important to all those with busy working or personal schedule who need to go through the material at their own pace.
The methodology of the course is based on a combination of three important elements:
- Provision of knowledge required
- Use of training tools, such as case studies, videos, games, animations & exercises (practice – hands on experience)
- Feedback/reflection (review)
- Certificate of attendance/competence (skills & competences acquired) by ShipCon with CPD units
Module I – Signs and Symptoms
Unit I: Understanding Dyslexia.
Topic I: Understanding Special Educational needs (SEN)
Topic II: Facts about Dyslexia, the causes and risk factors
Topic III: How the Dyslexic brain functions
Unit II: Theoretical knowledge of Dyslexia.
Topic I: History of the development of understanding
Topic II: Definitions of Dyslexia
Topic III: Terminology used
Unit III: How to recognize Dyslexia.
Topic I: Early signs of Dyslexia
Topic II: Difficulties students with Dyslexia may experience
Topic III: Dyslexic strengths and weaknesses
Topic IV: Co-occurring conditions and need for diagnosis
Module II: Informal Assessment and Diagnosis
Unit I: The definition of Dyslexia.
Topic I: The importance of a definition in education
Topic II: The main components of a definition
Topic III: Routes to identification and diagnosis of Dyslexia
Unit II: The assessment and diagnostic process.
Topic I: Understanding of tests
Topic II: Tests to identify Specific learning difficulties
Topic III: Tests to identify educational skills
Unit III: Diagnostic signposts for teachers.
Topic I: Dyslexia as a continuum & co-occurring conditions
Topic II: Why teachers may fail to pick up signs of Dyslexia
Topic III: How tests can shape teaching strategies
Module III: Educational support and strategies
Unit I: Extend and develop teacher's understanding of the specific learning difficulties of students with Dyslexia.
Topic I: Why students with Dyslexia may not thrive at school.
Topic II: Learning difficulties and the impact thereof
Topic III: Discrepancies in educational performance
Unit II: Educational strategies required.
Topic I: Main educational difficulties for students with Dyslexia
Topic II: Specialist teaching programmes
Topic III: Routes towards Inclusive Education
Unit III: The development of teacher's abilities to respond to individual student educational needs.
Topic I: Strategies to develop reading, writing and spelling
Topic II: Practical strategies for teachers
Topic III: Coping mechanisms for students and teachers
Module IV: Social support- Understanding self and others
Unit I: Dyslexia and social difficulties
Topic I: The impact of a lack of diagnosis
Topic II: Dyslexic anti social behaviour
Topic III: Strategies for supporting behaviour
Unit II: Dyslexia as a catalyst for emotions.
Topic I: Understanding emotional difficulties
Topic II: Understanding self and positive self-perception
Topic III: Mental Health and SEN/ Dyslexia
Unit III: The importance of social understanding on self-esteem.
Topic I: Social understanding and friendship skills
Topic II: Specialist interventions & low self esteem
Topic III: Fostering emotional well-being.
Module V: Inclusive education – best practice
Unit I: Understanding the infrastructure underpinning Inclusive Education
Topic I: Is Inclusive education necessary or achievable?
Topic II: The SEN Code of Practice
Topic III: The catalytic teacher
Unit II: Routes to Inclusion
Topic I: What is inclusion?
Topic II: SEN provision
Topic III: SEN teaching methods
Unit III: Pathways to an inclusive adulthood
Topic I: Strengths and attributes of people with Dyslexia
Topic II: Educational strategies to prepare students with Dyslexia for the future
Topic III: The gifts of people with Dyslexia and role models
Jacqui Ashton Smith (Dr) has over 35 years' experience working in the field of education, autism and SEN. She has presented at numerous conferences world wide, delivered international training and consultancy and post graduate training at a number of universities in the UK, Europe and Japan.
Jacqui is a qualified teacher with post graduate qualifications in SEN and autism. She has a Doctorate in Education and a Masters in Business Administration (MBA) and has undertaken a range of training in the field of autism and education. Her specialist areas are Educational Leadership, the identification of Girls and Women on the autism spectrum, autism specific quality assurance and autism specific education. She was a lead trainer for the National Autistic Society in the UK and has had her research and papers published in professional journals.
For 25 years Jacqui was Principal then Executive Principal of specialist residential schools for autistic children and for the past 9 years has led the Education Division of a national organisation which runs eight schools as Head of Operations then Director of Education. She led all aspects of strategic development, business development and operations. As the Director of Education Development she has recently been involved in the opening of 4 specialist schools and has gained valuable expertise in this field.
Jacqui is a member of the Autism Education Trust Expert Reference Group and a member of the Expert Advisory Panel of Autism Accreditation, a UK quality assurance system run by the National Autistic Society for autism specific schools and adult services. She is an Associate Consultant for AT-Autism and has provided specialist consultancy in the UK, delivered management and autism training in the middle east and involved in a number of research projects.
- ShipCon Head Trainer, 2019 – Present
- Director of Education Development. National Autistic Society Academies Trust, (NASAT) UK. September 2017 – July 2019
- Responsible for the opening of Autism specific free schools for children and young people on the autism spectrum. Primary and Secondary ages and specialises in meeting the needs of able students on the autism spectrum with complex needs including mental health needs.
- Executive Director of Education. National Autistic Society and National Autistic
Society Academies Trust, UK. January 2014 – August 2017
- Strategic lead of the education division and managed the 8 specialist schools for students
on the autism spectrum UK wide. All aged and residential schools specialising in
the education of the full spectrum of need.
- Head of Operations. National Autistic Society, UK. January 2011 – December 2013
- Operational management of 6 specialist independent residential schools for students on the autism spectrum UK wide All aged and residential schools specialising in the education of the full spectrum of need.
- Executive Principal. Helen Allison & Robert Ogden Schools, NAS. January 2007- December 2010
- Strategic leadership and operational management of specialist ASD primary and secondary schools, further education colleges, weekly and termly boarding schools and children's home. Specialising in the education of the full spectrum of need including a specialist unit for students with Pathological Demand Avoidance Syndrome.
- Principal. Helen Allison School. NAS. May 1993 – December 2007
- Specialist all age residential school and FE college. Catered for students on the autism spectrum
- Principal: Glendale School (Autism & SEN), Cape Town. 1987 – 1993
- Specialist SEN all age school with specialist provisions for students on the autism spectrum and those with mental health and/or social/behavioural needs.
- SEN Teacher SEN and Autism, 1981-1986 Experience in the full range of special needs including SLD, ADHD, Dyslexia and a range of specific learning difficulties and behavioural and social difficulties.
- Personnel Officer. Unilever, Johannesburg. 1979 – 1981
- Mainstream Primary, Middle and Secondary ages. 1977 – 1979
Achievements & awards:
- Appointed as one of the youngest and female Principals in South Africa.
- Headed the first special school in South Africa approved by the government to admit all children.1991
- Merit award- Exceptional Ability and Service to the Teaching Profession – Department of Education (RSA) 1988
- Runner up: Lifetime Achievement Award- Autism Professional awards 2015. ..\Lifetime achievement award.doc
- Part of the team who developed the SPELL framework.
- Part of the team who developed the Autism Accreditation standards.
- Opened 4 all aged SEN schools and 3 specialist units attached to mainstream schools to support students on the autism spectrum.
- How do we attract the right people to work in the field of autism- the identification of the personality characteristics, skills and leadership styles of effective staff in residential schools for students on the autism spectrum. Journal of Research in Specialised Education. 2016
- Mutual attraction? How do we identify, recruit and retain the right people to work with people on the autism spectrum. Good Autism Practice Journal. Volume 12, Number 2. October 2011
- Miss or Missed Diagnosis: Girls and Women on the autism spectrum. Ashton Smith, J & Gould, J. Good Autism Practice Journal. Volume 12, Number 1. P 34-41. May 2011
- Developed the full teaching curriculum (Primary and Secondary) for the new schools I developed including all policies and procedures.
Training: United Kingdom:
- Lead trainer in Autism, Asperger syndrome and Education for the National Autistic Society (NAS).
- NAS accredited SPELL trainer, Training the trainer
- Trainer for Canterbury Christchurch University course: Post Graduate Certificate in Education- Autism & Asperger Syndrome in your school.
- Co leader/ tutor- Sheffield Hallam University: Post Graduate certificate in Asperger Syndrome.
- Kent County Council – delivered a range of courses on SEN, Autism, Asperger Syndrome and Education
- England– Local authorities: training in the autism spectrum, challenging behaviour, neurodiversity.
- Northern Ireland, Scotland and Wales – a range of training delivered.
International training and consultancy:
- Universities of Athens and Thessaloniki: Autism, Asperger Syndrome and Education.
- Tokyo, Japan. Taisho University – A course on the identification and education of girls on the autism spectrum.
- Amman, Jordan – Led a team to deliver 5 days training for the British Council & Jordanian Government on Autism, Asperger Syndrome, Education, Leadership, Management, Organisational Structures and Autism specific Quality Assurance Systems.
- Oslo, Norway – 4 day training delivered to schools on education strategies in autism specific schools
- Zurich, Switzerland – 2 days training on the Identification and education of girls and women including social understanding and mental health issues.
- Saint Helier, Jersey – Consultancy and training delivered in autism and gender identity.
- Israel. Parent training in SEN and autism, education and challenging behaviour.
- The Republic of Ireland: Middletown Centre for Autism. Training courses on:
- Girls on the autism spectrum
- Autism and Transition
- Accreditation – Autism Specific Quality Assurance Systems.
United Kingdom Conference presentations:
- Presented at National Autistic Society International conferences:
- Quality assurance in autism specific schools and services
- Transition planning and managing change for people on the autism spectrum
- ASD and problem solving and decision making.
- Girls and women on the autism spectrum (annually)
- Miss or missed diagnosis – with Dr Judith Gould (annually)
- Pathological Demand Avoidance Syndrome (annually)
- PDA and diagnosis with Dr Judith Gould (annually)
- Autism Scotland Conference: Girls and women on the autism spectrum
- Queens University, Belfast: Leadership and management of SEN & ASD schools
- BELMAS (British Educational Leadership, Management & Administration Society)
- Kings College London: Asperger Syndrome – Innovative methodology in educating students with Asperger syndrome
- Exeter University. Annual conference for SaLT Doctoral students:
- New Schools Network, Brighton UK: How to successfully open a new autism specific school.
- Birmingham University Conference with Theo Peeters and Rita Jordan on Asperger Syndrome
- Autism Education Trust: Asperger Syndrome – Innovative methodology in autism specific education.
- Research Autism UK –
- The first conference on the identification and education of girls on the autism spectrum
- Information Technology and autism
- Autism/AS and SEN
- Gender identity.- presentation & led an interactive brainstorming professional workshop.
- CoSPPA Professional Conferences-
- Person Centred Planning and autism
- Transition Planning and autism
- Feuerstein methodology an autism
- Leadership and management of SEN and autism specific schools
- Cutting edge practice in autism and education
- Identification and education of girls and women on the autism spectrum
- Taking Heads: what is innovation in the field of autism
- Durham University Research Conferences–
- Baseline assessments and autism
- Transition planning and autism
- Challenging behaviour and autism
International Conference Presentations:
- World Autism Congresses:
- Melbourne, Australia 2000- Autism Specific Quality Assurance Systems,
- Cape Town, South Africa 2006 – Autism and Transition, Quality Assurance
- Monterrey, Mexico 2010 on Autism & Girls and Women.
- Autism Europe Conferences:
- Glasgow, Scotland – Best Practice in autism and Asperger syndrome
- Lisbon, Portugal – Transition planning and the autism spectrum
- Budapest, Hungary – The identification and education of girls on the autism spectrum
- Catania, Sicily – The identification and education of girls on the autism spectrum
- Dubai Autism Society Conference: Quality assurance systems in autism specific education
- Japanese Autistic Society, Tokyo: Autism specific education strategy and systems in the UK
- Spain, Autismo Burgos Conference: Girls and women on the autism spectrum
- Malta Conference: Postponed to 2020 Girls and women on the autism spectrum
Research programmes and collaborative work:
- Ground breaking work with Dr Judith Gould (Wing & Gould) on the Identification, Diagnosis and education of girls and women on the autism spectrum.
- HANDS project: EU funded to develop smartphone technology to support autistic pupils in social situations. Other participants- Norway and Hungary.
- MBA: Evaluation of the effectiveness of quality assurance systems in SEN education
- EdD: The identification of the personality characteristics, skills and leadership styles of effective staff in residential schools for students on the autism spectrum.
- Hosted and participated a range of research programmes eg Bridges in Social Understanding, Universities of Birmingham, Kent and London School of Education and the Tavistock Clinic
- Worked with a range of local authorities in their development of education provision.
Memberships & Collaborations:
- Autism Accreditation- Standards Body & Expert Advisory Group: 1994 – present.
- AET (Autism Education Trust) Expert Reference Group
- Autism Accreditation- Lead Panel member: 1998 – 2015.
- CoSPPA (Professional Autism Association) 1996 – current. Chair for 5 years
- NASS: National Association of Special Schools.
- BELMAS: British Educational Leadership, Management & Administration Society
- PDA (Pathological Avoidance Syndrome) Research lead group
Consultancy roles:
- Affinity project in collaboration with Scottish Autism.
- Associate Consultant: AT-Autism. UK
- Autism and education consultancy
- SEN consultancy
- Education Consultant: Bridges in Social Understanding, Singapore/UK
- International programme development
What is included?
|Life time access
|8.5 hours of video
|5 Modules,
15 Units,
46 Topics
|Three months online support


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Udział załóg w zarządzaniu przedsiębiorstwem państwowym (artykuł dyskusyjny)
Bar, Ludwik
MetadataShow full item record
The article discusses participation of working in administration of state companies. It may provide a subject discussion. The analysis performed by the author aims at showing multiple aspects and present-day validity of the problem esspecially so 60 in conditions of a modernized company being subject to concentration and integration processes. The author proceeds next to discussion of the extent to which working personnel participates in management of a company and its legal forms. The article ends with analysis concerning future directions to be taken by search for legal solutions concerning participation of personnel in administration of a state company.


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When GonzoToday Poetry Editor Ron Whitehead told us art legend and Hunter S. Thompson illustrator Ralph Steadman had agreed to create the official GonzoToday logo in his studio all of the staff and family of GT went stark raving mad. When we actually received the artwork this morning we were too stupefied to say much of anything at all other than a few grunts, sobs and wails of joy. It was beautiful, terribly confusing and the best New Years gift that had ever been given.
Ralph Steadman, born May 15, 1936 in Cheshire and raised in North Wales, is a world renowned cartoonist, illustrator and artist- made most famous by his work with Hunter S. Thompson to illustrate many of his greatest works including The Kentucky Derby is Decadent and Depraved, Fear and Loathing in Las Vegas, Curse of Lono and more. Steadman has also illustrated novels including the George Orwell classic, Animal Farm.
Much debate has been had back and forth about whether Hunter S. Thompson's fame came largely due to Ralph's iconic work, or whether just the opposite is true. Perhaps Hunter's famed writing granted credibility and public and professional legitimacy to Ralph's wildly unique and visionary techniques. One thing can be sure, the two are inseparable- and between them there was a magic and synergy that might never be replicated. While both stand quite tall on their own, for those of us who were inspired, terrified or shamefully excited by those 'goddamned cartoons' we saw on those yellowed pages of Fear and Loathing in Las Vegas or the Kentucky piece, it is beyond a mere honor to have the same artist who gave Gonzo its image now impart to us his own vision of GonzoToday with an image of our own!
Clayton L. Luce