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There's always been a lot of debate on whether you should stay in (or go to) a city if society collapses. Some say there's safety in numbers and the city is best. Some say heading for the hills is the best option. Here's what I think.
Archives for May 2014
Get prepared physically for survival or face the consequences
There are many things that will influence your chances of survival in combat, wilderness survival, or a SHTF scenario – some of them you can control directly and some of them you can't. A lot of increasing your chances of survival begins at home.
Home Safety: It's a Family Affair
I believe that it is my responsibility to protect my family. Having firearms helps me do that. But as we all know, having kids and guns can be a dangerous affair.
Is collecting silver or gold the best idea for bartering if SHTF?
If the grid goes down tomorrow, what out of our gear would you trade away for gold or silver coins?
Best prepper finds online this week
As I mentioned last week, I come across several interesting prepper or survival articles and products as I'm researching articles or ideas for the book I'm writing. This is another post of some of the best ones.
Free and discounted prepper/survival books and ebooks
The best free and discounted prepper books and ebooks I've found this week (10-16May2014).


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This year Diwali was a more savoury affair for me and my family. After being showered with spicy farsan and snacks, it is natural to crave for something sweet. Though my family loves ghee laden sweets, I am more of a chocoholic and absolutely adore a sublime cheesecake.
And when I was invited to D'lecta HumBhiChef Desserts Workshop, it was perfect timing.
I reached at their sprawling corporate office at Gokuldham in Goregaon East. I was one of the first of the invitees to arrive and took in their magnificent kitchen. Laid out on one of their counters was their range of products. D'lecta is better known for their beverage solutions that are used in various hospitality industries and workplaces. They are also one of the prime players that offer a variety of dairy products and bakery products that are available in various SKUs in large and small retail formats.
My dear food blogger friends Shalini Digvijay of Baketitude, Uttpal Krushna of Fashionable Foodz and Aarthi B of Gastronomic Flight joined me in this workshop.
The D'lecta kitchen's professional chef, Ms. Priya Dikshit was most gracious in her interactions, promptly and courteously attending to all our littlest doubts. Needless to say we learnt a lot from her, especially for a dessert newbie like me. In the end, we all were awarded certificates for successful completion of the workshop and also took home loads of D'lecta goodies!
We learned to make Eggless Baked Cheesecake, Baked Yoghurt, Black Forest Cheesecake and Espresso & Dark Chocolate Mousse.
So here I share an interesting recipe for Baked Yoghurt that I have rightly term it as a lazy person's dessert, because:
a) It uses only 3 ingredients
b) it is dreadfully simple to make.
Moreover, it was surprisingly and utterly delicious that I just couldn't stop at one serving.
Recipe for Baked Yoghurt:
Serves: 6 small ramekins
What you'll need:
Condensed Milk: 200 g
D'lecta Creme: 200 g
Yoghurt: 200 g
Preheat the oven at 150 degree Celsius.
Mix the creme, condensed milk and yoghurt until smooth. (Make sure all 3 ingredients are at room temperature).
Whisk away till it has mixed nice and smooth.
Put in 6 equal sized aluminum bowls/ ramekins.
Put them in a baking tray with water.
Bake the yoghurt for 20 minutes.
Switch off the oven and let it cool in the oven for 10 minutes.
Take a spoon, dig in and Enjoy!
Note: If you don't have an oven, you can cover the ramekins with foil and steam them in a steamer.
Do let me know in the comments if you'd try this out at home!
Note: If you don't have an oven, you can cover the ramekins with foil and steam them in a steamer.
Do let me know in the comments if you'd try this out at home!

subset: commoncrawl


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| 14.6°C Dublin
Boxing champion Luke Campbell proved he is a true romantic by organising a surprise performance for his bride on their wedding day.
Campbell arranged for pop group McBusted to play a 45-minute set for his bride, Lynsey, and their guests.
"It was such hard work, just to keep it secret," Campbell told Hello! magazine. " Lynsey was blown away by it."
His bride said: "It was such an honour, and an unbelievable night. I was on such a high."
The couple took their vows at Disney World in Florida after already being together for nine years.
They then held a wedding reception back in the UK, in Hull, for family and friends, including Campbell's fellow boxer and Strictly Come Dancing contestant Anthony Ogogo.
Read the full article in Hello! out now.
PA Media


text:
|Add Entry
WM Design & Architecture Ltd
Services: Code for Sustainable Homes Assessors
WaySearch Pier House, St Georges Road
LL59 5EY Menai Bridge
Anglesey Wales
Contact Person: Adrian Williamson
Phone: 01248 717230
WM Design offers a flexible service to suit the individual client. We cover all stages of design and construction, from feasibility to contract, design to construction, and supervision through to completion and handover to the client.
We can cater for schemes and projects of all sizes, from large-scale commercial builds such as hospitals and health care premises, to new housing estates and single bespoke houses.
We recognise that all our clients have different needs. Accordingly, we can offer any level of involvement from acting as a one-stop-shop where we carry a complete project through from conception to fruition, to a simple advisory or architectural technician's service.
|Date added: 2011-07-11 15:21:00 Hits: 324
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text:
|Sam Kay and ShadowyFigure
|Date Created:
|7th April 2009
|Please feel free to edit constructively!
Quicken Spell [Metamagic]Edit
You can complete arcane powers in a much shorter period of time.
Tier: Daily
Prerequisite: Ability to use one or more Arcane powers.
Benefit: You gain the quicken spell Encounter Power.
|Quicken Spell
|Feat Power
|You are capable of using your powers faster then any other...
|Usage::Daily ✦ Metamagic
|Action Type::Free Action
|Requirement: You use an Attack or Utility Power that requires a standard action to use.
|Effect: You use the spell as a minor action.
Back to Main Page → 4e Homebrew → Character Options → Feats → Metamagic Feats
Back to Main Page → 4e Homebrew → Character Options → Feats → Epic Feats
Back to Main Page → 4e Homebrew → Sourcebooks → Age of War Player's Guide → Feats
Community content is available under CC-BY-SA unless otherwise noted.


text:
Public Contact:
We regret that the American Society for Aesthetic Plastic Surgery (ASAPS) cannot respond to consumer inquiries about specific medical conditions. Medical conditions should be evaluated by an appropriate medical professional. ASAPS provides a Find a Surgeon locator to find an ASAPS surgeon near you. Consumers wishing to report problems related to their medical care should contact their state medical society.
Click on specific links below for address and phone numbers.
Other Contacts:
Media contact
Medical Professionals contact
Journal contact


text:
A Mayo Clinic study published in the Journal of Pain and Symptom Management found that a brief, at-home exercise program — dubbed the Rapid, Easy, Strength Training program, or REST, — was sufficient to increase cancer patients' mobility and reduce fatigue.
MULTIMEDIA ALERT: Video of Dr. Cheville is available on the Mayo Clinic News Network.
"We talk a lot about how important it is for cancer patients to exercise, but until now, nobody has questioned whether less may be more for patients negotiating the demands of cancer treatment," says lead author Andrea Cheville, M.D., of the Mayo Clinic Department of Physical Medicine and Rehabilitation. "This was the first trial to investigate what's feasible and helpful for patients with limited time and energy."
An interdisciplinary team of Mayo Clinic researchers developed an at-home exercise regimen, involving a pedometer-based walking program and a series of gentle resistance movements — lifts and curls using a resistance band — that can be done standing or seated. The workout takes only a few minutes a day, with minimal cost to patients.
In a randomized, controlled study of 66 adults with stage IV lung or colorectal cancer, researchers found that patients who exercised at least four times a week for two months showed improved mobility, had less fatigue and slept better when compared with those who didn't exercise. Though other measures such as pain were unaffected, the study suggests that the exercises can address several important disabling effects of disease and that even patients with late-stage cancer are able to perform the brief regimens.
The exercise program and study have significant implications for cancer care, Dr. Cheville says. Other studies have suggested that cancer-related exercise programs may impose financial burdens; patients can learn the REST regimen in a single physical therapy session. A muscle-building exercise regimen may help patients at all stages of cancer treatment.
"Muscles may atrophy during cancer care," Dr. Cheville adds. "Our regimen preserves muscle mass so that if patients develop complications from cancer or treatment, or require hospitalization, they have the reserves necessary to ensure that their bodies heal."
The study was funded by the National Institutes of Health; grant number KL2 RR024151-01. Other authors include Jenny Kollasch, Justin Vandenberg, Tiffany Shen, Axel Grothey, M.D., and Jeffrey Basford, M.D., Ph.D., all of Mayo Clinic, and Gail Gamble, M.D., of the Rehabilitation Institute of Chicago.
About Mayo Clinic
Mayo Clinic is a nonprofit worldwide leader in medical care, research and education for people from all walks of life.


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- Cigarette tax
- Tobacco tax
- Fuel tax
- Individual income tax
- Withholding tax
- Corporation income tax
- Franchise tax
- Sales tax
- Consumer's use tax
- Retailer's use tax
- Inheritance tax
- Generation skipping transfer tax
- Fiduciary tax
- Environmental protection charge (NOTE: The EPC was repealed as of 12/31/2016. The Department may impose a penalty for EPC incurred on or before 12/31/2016).
The penalty — except penalty for willfully failing to file or willfully filing a false return or deposit — cannot be imposed if the circumstances described in this brochure occur. Some of these exceptions may require proof to support your position that penalty should not be imposed.
Four types of penalty may be applied to taxes due. In situations where more than one type of penalty applies, the highest percentage penalty is the only one charged.
- Failure to timely file a return or deposit: 10%
- Failure to timely pay the tax due on the return or deposit form: 5%
- Audit deficiencies when the Department determines additional tax is due: 5%
- Willful failure to file a return or deposit with intent to evade tax: 75% (There are no exceptions to this penalty.)
Penalty may not be imposed in the following circumstances. The number(s) following each reason indicates which of the three penalties will not be imposed.
- Taxpayer timely pays at least 90% of the correct tax due: 1,2,3
- Taxpayer files a late return or deposit form but has 36 immediately prior months of timely filing history (semi-monthly, monthly and quarterly filers only): 1 [This does not apply to income tax filers.]
- Taxpayer, immediate family member or responsible party dies: 1
- Taxpayer, immediate family member or responsible party is seriously ill or hospitalized: 1
- Taxpayer's records are destroyed by fire, flood or other act of nature: 1
- Taxpayer proves he or she relied on written advice from the Department, Department of Transportation, county treasurer or IRS: 1, 2, 3
- Taxpayer shows he/she relied on results of a previous audit: 1, 2, 3
- Taxpayer provides documented proof of substantial authority to support his/her particular position and that all facts and circumstances were disclosed on the return or deposit: 1, 2, 3
- Taxpayer provides proof that the return, deposit, or payment was mailed on time and with proper postage but that it was incorrectly mailed to the IRS or other state or local governmental agency: 1, 2
- Taxpayer proves before being contacted by the Department that the wrong permit holder paid the tax timely: 1, 2
- Taxpayer discovers through the Department's self-audit program* that he/she failed to file: 1
- Taxpayer voluntarily files an amended return and pays all tax due before being contacted by the Department except under a Department self-audit program: 2
- Taxpayer voluntarily provides written proof of a federal audit and files a return with payment within 60 days of completion of the federal audit: 2
* A taxpayer involved with a self-audit program will receive forms from the Department that will identify the audit as a self-audit program. The specific years will be identified. Any returns voluntarily filed that are not part of the self-audit program do not qualify for a waiver of penalty for this exception.
To request a waiver of penalty for Sales, Retailers Use, Consumer's Use, Withholding, Cigarette/Tobacco, & Motor Fuel, you may use the Penalty Waiver Request form.
Effective for estates with disclaimers filed on or after July 1, 2007, the 10 percent late-filing penalty or the 5 percent failure-to-pay penalty can be waived if the sole reason is a beneficiary's decision to disclaim property or disclaim an interest in property from the estate.
However, for either penalty to be waived the Iowa inheritance tax return must be filed and all tax must be paid within the later of nine months from the date of death or 60 days from the delivery or filing date of the disclaimer.


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Hello there, just became aware of your blog through Google, and found that it is truly informative. I�m going to watch out for brussels. I�ll appreciate if you continue this in future. Lots of people will be benefited from your writing. Cheers!
Here is my homepage; mouse click the up coming web site


text:
Welcome to my tiny space on the Internet. This site has been many things through the years, including a showcase for my arts/entertainment and other articles, and, most recently, a placeholder for the past couple of years as I transitioned from being an arts writer to simply an arts enjoyer. Even if I'm not writing articles, though, I'm still a big fan of communication, and that's why I kept this site (and have, since 2001). It's a fun way to connect with the world.
So if I'm not an arts writer (my last freelance incarnation), then who am I? Well, I'm the same person I've always been, but with a steadier paycheck and no media deadlines! I go to a workplace, like most everybody else, but my main job as I see it is to make people smile, so that's what I do every day. I also like writing memoir and creative non-fiction, reading, watching Jeopardy!, singing, playing board games, buying stationery supplies, baking, engaging in robust conversation, and taking classes for fun.
Some of my favorite articles and essays live on the By TLJ page. If I try to publish anything in the future, links will appear there as well (there's no plan to focus on that as a goal, so that may or may not happen).
Thanks for visiting. I hope you enjoy your stay and enjoy your day.
May your world and your heart be filled with peace.


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hernan a had een nieuw app ontwerp nodig en lanceerde daarom een wedstrijd op 99designs.
Een winnaar werd gekozen uit43 ontwerpen ingezonden door12 freelance designers.
My App is a central point for lonely people (called Lonely Souls: LS). They are detected where they're placed and they can sort of blind date with other people available.
I would like it to be google style, that is white, blue, very clean, modern, with an android style menu on the left, so when you click on a nice icon top left, the menu appears half way towards the center of the screen
It should have a splash screen,
after that the main/first screen which can show the signup dialogue (username/email/password) or connect with FB.
After this initial details we can work 1 on 1 to identify new screens.
For you to have a better idea, I send you a draft of the functions:
You signup to the app and that's it.
May require additional details like cell phone verification
They MUST be 18 years old or older.
Using the device geopositioning we detect the exact location of the user.
Based on that location we:
find the nearests LS (Lonely Souls) and display them, not in a map, but maybe in a more simple way, like square cards in a table with name ordered by proximity.
In the top of the card will say what that LS wants to do (cinema, dinner, whatever)
From that point they can exchange messages freely.
A User can create a group, with photos, fb page, etc.
the group must be near (less than 200 mts apart), then it can be presented in the app as a group.
They say what they want to do:
Dinner, lunch, cinema, theater, coffe, drink, happy hour, couple beers, etc, etc
They're live
A Single user can create just a single group/block.
A group/user can be called "Lonely Soul"
Each Lonely Soul (LS) can send messages to another or several LS (nearby: 1 mile, 5 miles, 15 miles) to find out its interests
Each LS can complete a quick profile (which later evaporates) with its characteristics for that specific LS / night / noon / etc.
There should be maps with points of interest, restaurants, places to meet, etc
possible busses, etc.
Then people just have a blind gathering with people they've never met before, eat, chat, etc… they become friends. We're happy!
There can be reviews, not in the LS, but in its component user(s).
Each User can upload a picture, complete some info on him/her. They can login with facebook for increased security.
They can mark themselves as Available or Not Available
Design in high resolution. I will use Intel XDK to create and build the app, so the screens will be the same for several diferent devices (from high to lower resolutions). The design need have in mind that this app will be coded as a web app, not a native iOS or Android app. But we can emulate almost any behaviour of natve apps.


text:
Recent Posts
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- Staci walden on Mountain Lions in CT again?
Tag Archives: mice
Ant or Termite damage
We see Carpenter ant damage often in CT. If you know what to look for, you can sometimes treat it before it leads to more damage and more ants/termites. During a noise / mice inspection in Old Saybrook yesterday, I … Continue reading
Posted in Uncategorized Tagged ants, inspection, mice, noise, Old Saybrook CT, termites Leave a comment
7 Tips on choosing a wildlife or pest control company in CT.
When considering hiring a company to come to your home to control an animal or pest problem, there are a few things you can do help insure you hire a reliable, capable and experienced company that you can trust in … Continue reading
Posted in Uncategorized Tagged attic, bat bugs, bats, bed bugs, chimney, ct, mice, noise, pest control, raccoon, shoreline wildlife, skunk, squirrels, wildlife Leave a comment
Bird Feeding and rodents.
Feeding the birds is big business in the United States. I used to feed myself and enjoy watching birds up close and how they go about their day. If you are going to supplemental feed the birds, be aware that … Continue reading
Posted in Uncategorized Tagged connecticut, control, ct, mice, pest, rats, rodent control Leave a comment
Noise in wall Guilford CT
www.shorelinewildlife.com Ever wonder what the noise in your wall might be? Bees, Ants, mice, squirrels, rats, birds and more can get in the walls and create noise that you hear. This time of year, most of the calls we receive … Continue reading
Spring is here!
I'm sure you are all as excited as I am for springs arrival. Each week gets a little nicer, a little warmer. With springs arrival comes the bat activity in CT. Bats that have hibernated in an attic for the … Continue reading
Posted in Uncategorized Tagged attic, bats, celing, chimney, crawlspaces, ct, gray squirrels, mice, raccoons, skunks, trapped Leave a comment


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The difficulties are immense for children with neurological conditions that interfere with learning. Their parents and teachers struggle, too. Often they lack knowledge or skills to help, leaving children feeling misunderstood or that they are being punished for their learning differences.
Cooper Fagan, a student at CHILD, speaks about his school experiences. Here is what he shared with Linda, a CHILD Staff Member, on August 6, 2015: "I am not 'Hot' anymore. My anger has changed."
What is it that you like about CHILD? Here, school is fun and entertaining. Teachers are helpful.
Is that different from your last school? Yes, I am not pinned down by teachers, not getting grabbed for no reason at all.
When did you get pinned down? I was always getting pinned down! Things sucked, I would get mad. I was always getting pinned down!
At CHILD, are you "pinned down?" No, things are different. You learn how to work out a problem.
Are you able to say what made you mad? Yes, I felt a lot of anger and hatred. No one listened, cared. People would yell at you. Teachers would throw you in a quiet room for no reason.
So what do teachers at CHILD do? At CHILD you can walk around school more. Teachers can be annoying, like other teachers, but they help you.
What do you mean annoying, how do they help? Well it is hard work to learn how to work out a problem. Teachers at CHILD ask a lot of questions; that is annoying. They listen, though. They help you look at your problems. They help you find ways to solve them.
So, after one year at CHILD, what is different about you, Cooper? My anger has changed, [I am] doing better at school. I am not that "hot" anymore. Here, I do not get tackled, thrown into a quiet room.
Cooper, I am asking a lot of questions, is it okay if I ask a few more? Yes, I'm okay.
Is there anything different about your parents since you started coming to CHILD? They are happier, [they are] not crying anymore, not feeling bad because they are sending me to a bad place. They like my teachers. They like [that] I get asked questions.
Cooper, tell me what three words a friend would use to describe you. My friend would say, "Awesome, friendly, nice."
I know graduation is a long way off since you are nine years old, but what is your favorite subject? I like science. I would like to do more real science, experiments?
Wow, Cooper, you talked about big changes and shared a lot, may I share what you told me today? Are there special things you would like people to remember? My anger has changed. I am learning to solve problems. [I], still do not like lots of questions, but [I am] learning. I have friends. We talk. Yes, you can share what I said and print it.
Children's Institute for Learning Differences (CHILD), is a three-component 501(c)(3) nonprofit organization that provides therapeutic day-school services and pediatric clinical services for students and private clients (ages 3 - 18), and support and training for parents and professionals. CHILD addresses needs of children often denied access to local education programs due to challenges posed by severe sensory processing disorders, learning disabilities, attention deficit disorders, emotional-behavioral disabilities, autism, and extreme anxiety. Students are placed at CHILD by their parents or in partnership with school districts and most transition back to their home school districts within 1-3 years. CHILD provides therapeutic interventions to reach children who would otherwise continue to fail at school. The goal of all CHILD programs is to align the efforts of children, their families and school personnel to increase understanding of learning differences and help children overcome the obstacles to their learning, so they are able to successfully transition back to school programs in their home communities. At CHILD, the focus is on developing a set of durable core strengths – increased levels of self-regulation, an increased ability to maintain relationships, and increased coping skills – to help children achieve ongoing resilience. CHILD employs a project-based curative curriculum with integrated arts, videography and outdoor education. CHILD is guided by the belief, "children do well if they can." CHILD follows the Collaborative and Proactive Solutions ModelSM developed by Dr. Ross Greene which is an empathy-driven, non-punitive, psycho-educational approach to a more accurate, compassionate understanding of challenging behavior. With tools like the Assessment of Lagging Skills and Unsolved Problems (ALSUP) developed by Dr. Greene, staff at CHILD isolate the triggers for counterproductive behavior and identify each child's lagging skills. Dr. Greene's research indicates that children who are challenging are lacking skills, not motivation...skills like flexibility/adaptability, frustration tolerance, and problem solving. Credentialed/licensed teachers, mental health counselors, occupational therapists, and speech/language pathologists develop and implement activities sequenced over time to help children master behavioral and sensory challenges. Small class sizes and high teacher to student ratios ensure focused attention for each child. Students are encouraged to express themselves and actively engage in problem solving with staff and fellow students. As students increase their problem solving skills, they build the resilience required to participate in more typical settings.
CHILD is an approved Non-Public Agency (NPA) by the Washington State Office of Superintendent of Public Instruction (OSPI), and is certified to provide in-service training. CHILD is accredited by AdvancED and is a member of the Washington Federation of Independent Schools.


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O ne of most debated aspects of night fishing for bass during the summer months is moon phases and the mountain lore around it.
Is the fishing best just before, during or right after the full moon? Probably 50 percent of the night stalkers I have quizzed over the years believe moon phase makes a difference their night fishing success. Others aren't so sure.
No doubt, the muted glow of the full to semi-full moon makes it easier to navigate a boat safely at night. Another popular contention is it is easier for bass to silhouette a lure against a starlit sky when the moon shining bright overhead.
Some anglers believe too much moon at night can be a bad thing—that it opens the door for bass to cruise open water and school on shad, just as the do in the daylight hours. Others share a conviction that different phases of the moon do weird things to a bass's behavior and feeding patterns, and even dictate which styles and colors of lures might work better than others. The theories go on and on, sort of like the deep pool of articles you can turn up on the subject with a simple Google search on the Internet.
When I ponder thoughts of night fishing, I often think back to what fishing guide Randy Oldfield told me one sultry summer night as we fished for bass under a cloak of darkness at Lake Fork.
"Personally, I think big bass are just like me," Oldfield said. "I'm a big ol' guy. Whenever I get ready to eat, I'm going to eat. It doesn't make any difference what the moon phase is."
I'll second that motion. In my book the best time to go fishing is whenever you can. When it comes to night fishing, if that means fishing from sunset to midnight, midnight to sunrise or anytime in between, then so be it.
You can't catch a big bass unless you've got a hook in the water. And you certainly can't accomplish that from a vertical position on the couch or buried up in a cozy bed.
Year-in and year-out, some the biggest bass caught during the summer months are reeled in at night. Some veteran shadow captains believe summertime bass become more active at night because water temperatures grow progressively cooler after the sun goes down. It's a feel good thing.
Others think it has to do with boat traffic—or a lack of it.
Both of those theories hold water in my book, especially the latter. Lakes are almost always more crowded during the daylight hours during summer as recreational boaters and jet skiers are out in force, particularly on weekends. More traffic means more racket, and more racket tends to make fish spooky—especially the fat girls.
If a night fishing trip is in your future, it will pay to go prepared and know ahead of time something about what you getting into. Here are a few tips to make your trip more enjoyable and ultimately more productive.
Stay Quiet: Big fish don't get big by being stupid. If they smell or hear a rat, they more than likely won't stick around. It's quiet and peaceful on the water at night. If you want to be successful at catching fish, try to keep it that way. Any sort of disturbance you make, such as crashing the boat into a stump, grinding the trolling motor prop on bottom or in brush, slamming a storage box lid or dropping something in the floor of the boat will likely alarm everything in the area of your presence. It's also good idea to turn off sonar to eliminate the definitive sounds emitted by transducers
Carry a Light: Always keep some type of light handy so you can see to retie hooks, locate baits and other stuff you might need over the course of the evening. Lights that clip onto the bill of a ball cap or on your shirt are ideal. StreamLight makes a great one called the Clipmate. It has a super bright LED powered by a rechargeable lithium polymer battery that can be recharged using a variety of USB power adapters or by inserting the built-in charge tab into a USB power port.
When using a light, be sure not to shine it across the water. It could blow your cover because bass could detect the artificial light overhead.
Use Your Head: It is never a good idea to run boat at high rates of speed in the dark, no matter how well you know a lake. You never know when wave action might wash a log off the bank, or when you might cross paths with another boater whose navigational lights aren't turned-on or are not functioning properly.
Dim the Screen: If you have a big screen electronics unit on the console, dim the screen or turn it off altogether while running down-lake. Bright screens can rob you of your night vision. Always be cautious of your surroundings when relying on a GPS to navigate.
Fish High Percentage Areas: Big bass like to feed in places that offer a quick and easy escape route to deeper water. Humps, points, ridges and flats adjacent to channel swings are good places to soak your lures. Aquatic vegetation such as hydrilla that forms a distinctive edge where shallow water meets deep can make a spot all the more productive. Some of the best daytime spots will also be good night fishing spots. If you know of a spot with a history of producing big bites, check it religiously because there is obviously something there that the fish like.
Baits for the Big Ones: Big bass are opportunistic feeders that are prone to grab a big meal here and there as opposed to chasing down a bunch of little ones. Many of the biggest summertime bass are caught at night using big, bulky lures such as 10-inch worms and jigs. These baits can be worked slowly and easily around the heavy cover that big bass prefer. Darker colors like black/blue, black/neon and grape are good color choices. Other good baits for night fishing are spinnerbaits, chatterbaits and even large topwaters from time to time. On dark nights some anglers like to insert small rattles into their plastics to give them some sound to make it easier for fish to find the bait.
It takes dedication and patience to stay on the water at night. Whether you're looking to beat the heat or hook a career bass, it can be well worth the trouble.
Email Matt Williams at [email protected]


text: Kenshoo Local's Product Director, Paul Wicker, will be speaking at The Local Search Association's Event "The Search Starts Here". He will participating in the Panel Session "Automating Local Marketing for Efficiency at Scale" on April 16. For more information click here. To schedule a meeting with Paul, please email email@example.com.


text:
These lenses are meant to be used in the Smith Optics Knowledge OTG Goggle with Regulator vents. Regulated vents have the button in the middle of the lens that can be moved from one side to the other to open and close the vents. These lenses can also be used in the Knowledge Turbo Fan model, but the vents will need to be closed when using the fan.
To help identify the correct Smith replacement lens, Smith Optics molds the model number into the frame of the snow goggle. Please look just under the right eye of the outside of the goggle frame for the model number. You might need to reflect light onto the frame to see it clearly. Some models stamp the model number near the inside of the nose area. Please call us at 1-800-Pro-Lens if you have any questions or would like help in identifying the correct replacement lens.
OV-1 model
Chromapop SUN - Perfect for cloudless, blazing light
conditions, the SUN lenses ease the harsh glare of high elevation
sun while helping your
eyes see more information in terrain ahead of you.
Chromapop EVERYDAY - Suited for a range of conditions,
enhances every undulation of snow so you get more out of every
Chrome Yellow
From Anonymous of Schenectady , New York on 1/1/2018.
ProLens is great!Do you how hard it is to find an OTG ski goggles with a basic, plain yellow lens? In looking for one, the best I could do was a replacement lens, which ProLens had. Less expensive than new goggles and ProLens had at my doorstep a few days after ordering it. If ever need, I'll be back.
OTG Lens
From Walter Studencki of East Hampstead, New Hampshire on 3/10/2016.
I'm satisfied with my purchase and have changed my scratched-up lens with the new one.Sincerely,Walter Studencki
Blue Mirror lens
From Kristinn Magnusson of Akureyri, Iceland on 11/16/2015.
Nice looks cool could be a bit darker for the super sunny days in the spring
Good for its value
From Kristinn Magnusson of Akureyri, Iceland on 11/16/2015.
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|Samuel Ackerman
|Biographical information
Date of death:
June 18, 2314[note 1]
|Physical information
|Chronological and political information
Private Sam Ackerman was a soldier of the Sovereign Colonies Armed Forces and was present during the Necromorph outbreak on Tau Volantis in 2314.[1] He served as the Co-Op partner to Tim Caufman in the prologue of Dead Space 3.
History Edit
The Events of 2314 Edit
Sam Ackerman was assigned to the 41st Engineering Unit located on the S.C.A.F. colony of Tau Volantis in 2311 in support of the archaeological and research operations there.[2] During the events of the Necromorph outbreak across the colony, Sam and the other survivors setted a defensive perimeter up in Facility RS-9 as they are convinced that they could wait the outbreak out within the safety of the bunker.
After Sam and his unit cleared the bunker of the Necromorphs, they piled the bodies and began to prepare defenses. It was not long until Sam noticed that the group's rations are spoiled, leaving them with no source of food.[2] It was suggested by one of the other survivors that they should eat the Necromorph flesh that was left over from the fighting in order to keep them alive. Sam knew that it was not a good idea and decided to stay away from the rest of the group while they ate the tainted meat.[2] While the soldiers began to transform into emaciated Necromorphs from consuming the infected flesh, Sam hid and avoided them for three days despite the infected sniffing him out at least once.
Sam managed to barricade himself into a communications room near the bunker's elevator while his former comrades begged him to let them in so they could eat him. Sam desperately sent a distress call out by looking for anyone that was still alive in the colony. His transmission was responded by Dr. Earl Serrano who asked him to link up with Private Tim Caufman on his mission to retrieve the Codex.[2] He disabled the elevator to trap them in the bunker.
- "This is Private Sam Ackerman, 41st Engineering. I told them not to eat the infected. Then, they started changing. They became sensitive to bright lights. Just shining my flashlight would send them into a violent rage! I disabled the elevator to trap them down there. God rest their souls."
- —Sam Ackerman
Sam met up with Tim before they both pressed forward to collect the Codex for the doctor. When their search turned up nothing after 3 hours, Sam expressed his lack of faith in the mission and thought that nothing that they did would really stop the outbreak. Despite his constant complaining, Caufman pressed forward. Caufman and Sam followed Serrano's waypoint up a mountain to a crashed ship which was the Mule. Despite being attacked by the infected members of the ship, they managed to locate and secure the Codex. The Mule suddenly started to explode from the damage that it sustained during it's crash, forcing Tim and Sam to rappel down the cliff from the ship. The ship broke apart by causing the debris to rain down on the two soldiers before also severing their rappel lines, sending them tumbling down the mountainside and dodging the falling debris. Despite initially dodging most of the flaming wreckage including a piece of the ship's engines, Sam was eventually killed by the falling debris near the bottom of the cliff.
Tim was executed by General Mahad moments later who purged the Codex's information and killed himself, believing that they truly lost their colony to the Necromorphs and failing the companions' mission until 200 years later in 2514.
Personality Edit
Sam was foremost a cynical soldier. He claimed that the mission for the Codex was hopeless, that both he and Tim Caufman are too inexperienced for the mission and when they found ammo, he snarked that at least they could shoot one another before they froze to death. He also appeared to be very resourceful and determined as he managed to survive at least 3 days trapped in a confined bunker, hiding from his infected comrades (Who probably also included several more experienced soldiers) while having little to no food before embarking on the mission to find the Codex.
Trivia Edit
- Both Sam and Tim Caufman are equipped with Legionary Suits and S.C.A.F. Bullpup Rifles.
- Like Tim, Sam wore an anachronistically-advanced RIG for the time period, had no Stasis or Kinesis module and borrowed his movement pattern from an existing character (Carver in this case). He also shared RIG upgrades with Carver.
- Though Tim did not curse when stomping for an extended period, Sam did. His cursing voice was similar to that of John Carver's and quieter as if he was mumbling to himself.
- Despite the introduction scene that was showing Ackerman (If playing Co-Op) with his helmet down in the middle of a snowstorm, his body temperature did not decrease and a meter did not appear behind his back.
- Outside Co-Op Mode, Sam was never physically seen unlike Tim and Carver though his audio logs and history could still be found by the player.
- If you opt-in while the Prologue was in progress, Sam would be replaced with Carver or wear Carver's suit.
- Unlike Isaac and Carver, Sam's Legionary Suit was visually identical to Tim's except for the red visor glow and the blue health line.
- When Isaac entered the bunker where Sam and his group of survivors are staying, Isaac could find the audio logs that showed the different events that Sam experienced like how he saw the other survivors turning into Feeders.
- As Sam was from the 41st Core Engineering unit, he most likely had fairly extensive engineering training, making him the 2nd playable engineer in the series.
- Despite having been assigned to Hospitality Unit 213, far away from Archeological Facility Two, the Prologue had Ackerman starting on top of the mountain above Archeological Facility Two. No explanation was given on how he got there.
Gallery Edit
Notes Edit
- ↑ The subtitle at the bottom of the prologue's opening reads June 18, 2314.
Sources Edit
- ↑ Dead Space 3: Prologue: Beginnings
- ↑ 2.0 2.1 2.2 2.3 Dead Space 3: Chapter 9: Onward


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Most people in Colorado are familiar with the concept of asset division during a divorce. Once it is determined which assets are separate property and which are marital, the assets are then divided according to whatever is most fair. Unfortunately, in a high asset divorce, the chance of one spouse attempting to hide assets is not uncommon.
Should separate property be addressed in legal separation?
It is not uncommon for couples who experience marital problems to choose to spend time apart to evaluate their feelings rather than to rush into a divorce. However, one spouse moving out and living apart does not make a separation legal, and separate property will not be protected. There are legal requirements, and couples may want to draw up a separation agreement to present to the Colorado court for signature and legalizing the separation.
Help is sometimes needed when fighting for custody
Most parents would likely agree that all they really want is what is best for their child. When a couple divorces, what exactly is in a child's best interest may become much more complicated. Determining custody can sometimes be addressed relatively easily, while in other instances, parents may have very different ideas about what will benefit their child the most.
Perks of legal separation in Colorado more than separate property
When people decide they no longer wish to live together, they may not be quite ready for the finality of divorce. Legal separation is a way for them to live apart while outlining in specific, legally-binding terms the financial parameters to which they will adhere. Whether they decide to reconcile or divorce, a legal separation in Colorado can detail separate property, how debt is divided and custody of children, if applicable. The financial benefits to legal separation over divorce make it the best choice for many people.
How legal separation in Colorado affects custody, other issues
Married couples in Colorado may decide they no longer wish to live together for a variety of reasons. For some of them, divorce may be out of the question, or perhaps they are uncertain whether they want to divorce. However, living apart could mean that they still have to contend with issues such as child custody or property division. For these couples, legal separation may be their best option, but many people are unaware of precisely what it means and how it could help them.
Parental responsibilities include college in Colorado divorces
When parents make the decision to divorce, they know they will have to make decisions on custody and visitation for their young children. What some parents here in Colorado may not think of is how they will determine who pays for certain expenses in their children's futures. For instance, they may not consider who will pay for their college educations and how that will be accomplished. Experts have recommendations on how to navigate this and determine the parental responsibilities of each person involved.
Uptick in custody cases as divorce rates climb post-recession
Families all over the United States have suffered thanks to the recent economic downturn. Many of them were unable to work through their differences, but that doesn't necessarily mean they got divorced. Many couples in Colorado decided to stay together during the recession, causing divorce rates to plummet. However, a recent study highlighted the fact that now that the economy is improving, divorce rates are rising again. This means that many couples will be required to plan for child custody, property division and possible alimony payments.
Divorce rates and custody proceedings rise after the new year
The dawning of a new year often means that people will make new year's resolutions. Many are eager to begin anew and move forward with their lives. For some people in Colorado, this might include initiating a divorce. Many divorce attorneys report that January coincides with a rise in divorce rates and custody proceedings, and they speculate that this is due to many people's resolutions to change their lives.
Movie star Clint Eastwood involved in legal separation with wife
Contemplating a divorce can be a very difficult and stressful decision for any individual. There are many factors that couples must consider in determining whether or not they wish to remain together. Since Colorado recognizes legal separation, a spouse's first consideration might be just the physical separation from their partner. Religious beliefs, tax benefits and the emotional wellbeing of children are some of the reasons that a couple may choose to first separate without permanently dissolving their marriage.
Divorce basics in Colorado: part one
When a marriage is irretrievably broken, one or both parties has the option to seek a divorce. While most couples aren't thinking about that possibility when they tie the knot, it is an option when a union breaks down.


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Rostering for raids: Successful group versus planning ahead.
This whom to roster for your spots, like wow.com talked about a few weeks ago – filling spots based on attendance, rotation, seniority, or proficiency. This is about when you fill your slots.
This tension occurred to me when I was reading about how Psynister's guild does rostering (and how other guilds do rostering) versus how my guild does it.
My guild:
- People interested in a raid sign up.
- About 24 hours in advance, the raid leader marks raiders confirmed or standby, and locks the event.
- If you are on confirmed, you are expected to show up, or provide notice.
- If you are on standby,
- you can show up, earn EP, and be first in line as a sub if a confirmed player doesn't show.
- you can choose to go to the movies instead.
Alternative system used by some other guilds
- You sign up.
- Nobody is confirmed.
- At raid time, you are invited or you are not. You need to be there, ready to go, though there is a chance you will not be called on to raid.
- Methods of selection/nonselection vary, as do "rewards" for being on standby.
It seems to me that our guild's method is more respectful of raiders' time and busy lives. However, it seems that the "select at raid time" method is more likely to produce a successful group.
If someone who is confirmed no-shows in my guild, we are kinda screwed, especially if it's a tank or healer – even if we had plenty of people on "standby." There's no guarantee that the standby people will be online and ready to go. They've already made other plans for the evening based on the assumption that they will not be needed.
On the other hand, if we have to pick people at raid time, we don't have to worry about no-shows. We simply pick from the people who signed up who happen to be online at the time. People who might have otherwise gone to the movies if they were certain they were not raiding will be showing up for a chance to raid. This method has a higher probability of getting a viable raid off the ground at go-time when spots are not assured.
Personally I think it's disrespectful of raiders to pick at raid time. If you ask for sign ups, you are asking for a commitment from the raider to be there… but you are not willing reciprocate by making a commitment to the raider to tell the raider whether or not he has a spot. Further, I think stringing people along until raid time is incompatible with casual guild principles – because it doesn't fully acknowledge the difficulty of casual raiders in devoting multiple nights to WoW.
One guy I raided with observed: "My wife gives me 2 nights to play WoW. If I login on one of those nights and the raid doesn't happen, I've still 'used' one of my nights." That's the predicament of the casual raider: needing to know ahead of time, planning accordingly, and making each snippet of playtime count.
When does your guild choose raid members, and do you feel that it is fair?


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Water Heater Installation for Indianapolis
Picking the Best Water Heater
Complete Comfort is your best resource for water heater installation in Indianapolis or anywhere in Central Indiana.
Our technicians are expert in determining what you need, always keeping your budget in mind, and installing the best option - gas, electric, tankless, even heat pump – to meet your needs.
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- Budget considerations
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You can relax and enjoy your life in complete comfort, because our technicians have all the right knowledge and resources to remedy any issues.
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We'll be there when we say or call to let you know in case of problems – plus call, test or email when we're on the way.
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We want you satisfied so we'll do whatever it takes – from replacing any equipment or refunding money – so you're pleased.
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We are proud to have our customers say that they trust us. Based on their reviews and comments, we are THE trusted heating, cooling and water heater contractor in the Indianapolis area, from Zionsville to Carmel, Greenfield to Westfield and everywhere else in Central Indiana.


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Tim Green
Tim joined Cefas in 2005, having previously worked in the professional services, leisure, construction and health sectors in the UK and internationally. Tim is a Chartered Accountant and Corporate Treasurer and has previously worked in senior financial management and consultant roles.
Deputy Chief Executive and Finance Director, Cefas
The Finance Director is responsible for ensuring Cefas achieves the greatest value for money for Defra and the taxpayer through the highest standards of financial and commercial management. Tim is also a Director of Cefas Technology Ltd.


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I was driving down a residential road with speed bump and speed limit of 25 mph. A 23 year old male crossed in my lane and hit me head on. I was out of work for 13 weeks and had to have 2 sets of epidural injections.
The guy who hit me told the police he was on the phone and was reaching in the floor board to pick a book that had fallen. The police said he was going approximately 45 mph in a 25 mph zone, and hit me maybe 5 feet from the speed bump. Both my airbags deployed and my car was totaled.
Simply click here to return to Personal Injury Settlement Amount Stories.


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Using the reconcile screen in Xero is great – it allows you to ensure that bank transactions are correctly matched up with transactions that already exist within the file. However if you're like us – only being able to interact with up to ten transactions at once can really slow down your coding – even more so when you're working with multiple files.
You're probably wondering why we don't just switch over to the cash coding screen? The cash coding screen is a handy feature when it comes to processing files with lots of transactions – it can show us all the transactions in the file, and shows us if there is an existing match within Xero for the transactions. The only problem is that you aren't able to assign your transaction to the matched coded transaction – you still have to manually code each entry.
This is where match box can really help you burn through your coding from within the cash coding screen.
In one click it matches all of the transactions in the one screen for you to review, you then simply click match all to reconcile the bank transaction to the corresponding transaction in Xero automatically.
You can download Matchbox FREE here.


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One of the marks of the church is our unity in Jesus Christ. Although there are many things that could divide us, it is the power of Christ that has the ability to overcome all of those barriers to unite us. The apostle Paul in his letter to the church at Corinth appeals in the name of Christ to a church divided. He says, "10 I appeal to you, brothers and sisters, t in the name of our Lord Jesus Christ, that all of you agree with one another in what you say and that there be no divisions among you, but that you be perfectly united in mind and thought." A little later he reminds them of why we should be unified when he says, "12 Just as a body, though one, has many parts, but all its many parts form one body, so it is with Christ. 13 For we were all baptized by one Spirit so as to form one body—whether Jews or Gentiles, slave or free—and we were all given the one Spirit to drink." He reminds them that it is a part of our identity in Christ.
I bring these verses today, not because I feel we are a church divided, but because I don't want us to become a church divided. Unfortunately it is too easy to become divided in this world. Often our divisions consist of misunderstandings and assumptions that cause great damage to the body of Christ and negatively impact our ability to carry out our mission. That should not be true of our church or any church. While we will not always agree, but we should remain united as we focus on Jesus Christ.
Here are a few practical ways for us to remain united in Christ:
- Make worship a priority in your schedules.
- We can sometimes lose touch with one another when we haven't spent time together in worship…time to focus on Christ.
- Reach out to someone from this body that you haven't seen in a while.
- Look around and see who is missing and send them a note, give them a call or go pay them a visit and tell them they are missed. We all play an important part in this body and we need encouragement along the way.
- Attend a different Sunday morning worship gathering.
- While we may have a "favorite" worship style, it is good to step out of our normal place and connect with others. You never know how you can be a blessing to others by reaching out and introducing yourself and getting to know them. Don't assume they are connected.
- Connect in a "One Another Small Group"
- In a larger church, like ECOB, small groups are the way to build intentional, healthy relationships with a few others. These relationships bring greater growth and accountability and make our larger gatherings more meaningful. Stop by the One Another Group kiosk to find a group.
Each of these practical steps and many more can create lines of communication and connection to help us be united in Christ. These connections decrease the potential for disengagement and disillusion in the church. When we are engaged in the body there is greater unity because we are experiencing what it means to be the body of Christ. Everyone wants to be a part of something greater than themselves. There is nothing greater than the life of Christ's body furthering the Kingdom of God.
I look forward to hearing your stories of how you took a step of faith and were agents of unity in the life of ECOB.
Praying with you and for you,
Pastor Dan


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تدریس لغت در سطح پیشرفته
نوع مطلب :مطالب مفید درسی و مقالات ،
Teaching Vocabulary To Advanced Students:
A Lexical Approach
by Solange Mora, Sao Carlos, Brazil, July 2001
Advanced learners can generally communicate well, having learnt all the basic structures of the language. However, they need to broaden their vocabulary to express themselves more clearly and appropriately in a wide range of situations.
Students might even have a receptive knowledge of a wider range of vocabulary, which means they can recognise the item and recognise its meaning. Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention. At this stage we are concerned not only with students understanding the meaning of words, but also being able to use them appropriately, taking into account factors such as oral / written use of the language; degree of formality, style and others, which we are going to detail in Part 2.
Traditionally, the teaching of vocabulary above elementary levels was mostly incidental, limited to presenting new items as they appeared in reading or sometimes listening texts. This indirect teaching of vocabulary assumes that vocabulary expansion will happen through the practice of other language skills, which has been proved not enough to ensure vocabulary expansion.
Nowadays it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. Some authors, led by Lewis (1993) argue that vocabulary should be at the centre of language teaching, because 'language consists of grammaticalised lexis, not lexicalised grammar'. We are going to discuss aspects of the 'Lexical approach' in Part 2.
There are several aspects of lexis that need to be taken into account when teaching vocabulary. The list below is based on the work of Gairns and Redman (1986):
· Boundaries between conceptual meaning: knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g. cup, mug, bowl).
· Polysemy: distinguishing between the various meaning of a single word form with several but closely related meanings (head: of a person, of a pin, of an organisation).
· Homonymy: distinguishing between the various meaning of a single word form which has several meanings which are NOT closely related ( e.g. a file: used to put papers in or a tool).
· Homophyny:understanding words that have the same pronunciation but different spellings and meanings (e.g. flour, flower).
· Synonymy: distinguishing between the different shades of meaning that synonymous words have (e.g. extend, increase, expand).
· Affective meaning: distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers attitude or the situation. Socio-cultural associations of lexical items is another important factor.
· Style, register, dialect: Being able to distinguish between different levels of formality, the effect of different contexts and topics, as well as differences in geographical variation.
· Translation: awareness of certain differences and similarities between the native and the foreign language (e.g. false cognates).
· Chunks of language: multi-word verbs, idioms, strong and weak collocations, lexical phrases.
· Grammar of vocabulary: learning the rules that enable students to build up different forms of the word or even different words from that word (e.g. sleep, slept, sleeping; able, unable; disability).
· Pronunciation: ability to recognise and reproduce items in speech.
The implication of the aspects just mentioned in teaching is that the goals of vocabulary teaching must be more than simply covering a certain number of words on a word list. We must use teaching techniques that can help realise this global concept of what it means to know a lexical item. And we must also go beyond that, giving learner opportunities to use the items learnt and also helping them to use effective written storage systems.
Understanding how our memory works might help us create more effective ways to teach vocabulary. Research in the area, cited by Gairns (1986) offers us some insights into this process.
It seems that learning new items involve storing them first in our short-term memory, and afterwards in long-term memory. We do not control this process consciously but there seems to be some important clues to consider. First, retention in short-term memory is not effective if the number of chunks of information exceeds seven. Therefore, this suggests that in a given class we should not aim at teaching more than this number. However, our long-term memory can hold any amount of information.
Research also suggests that our 'mental lexicon' is highly organised and efficient, and that semantic related items are stored together. Word frequency is another factor that affects storage, as the most frequently used items are easier to retrieve. We can use this information to attempt to facilitate the learning process, by grouping items of vocabulary in semantic fields, such as topics (e.g. types of fruit).
Oxford (1990) suggests memory strategies to aid learning, and these can be divided into:
· creating mental linkages: grouping, associating, placing new words into a context;
· applying images and sounds: using imagery, semantic mapping, using keywords and representing sounds in memory;
· reviewing well, in a structured way;
· employing action: physical response or sensation, using mechanical techniques.
The techniques just mentioned can be used to greater advantage if we can diagnose learning style preferences (visual, aural, kinesthetic, tactile) and make students aware of different memory strategies.
Meaningful tasks however seem to offer the best answer to vocabulary learning, as they rely on students' experiences and reality to facilitate learning. More meaningful tasks also require learners to analyse and process language more deeply, which should help them retain information in long-term memory.
Forgetting seems to be an inevitable process, unless learners regularly use items they have learnt. Therefore, recycling is vital, and ideally it should happen one or two days after the initial input. After that, weekly or monthly tests can check on previously taught items.
The way students store the items learned can also contribute to their success or failure in retrieving them when needed. Most learners simply list the items learnt in chronological order, indicating meaning with translation. This system is far from helpful, as items are de-contextualised, encouraging students to over generalise usage of them. It does not allow for additions and refinements nor indicates pronunciation.
Teachers can encourage learners to use other methods, using topics and categories to organise a notebook, binder or index cards. Meaning should be stored using English as much as possible, and also giving indication for pronunciation. Diagrams and word trees can also be used within this topic/categories organisation. The class as a whole can keep a vocabulary box with cards, which can be used for revision/recycling regularly.
Organising this kind of storage system is time-consuming and might not appeal to every learner. Therefore adapting their chronological lists to include headings for topics and a more complete definition of meaning would already be a step forward.
In my opinion the most important aspect of vocabulary teaching for advanced learners is to foster learner independence so that learners will be able to deal with new lexis and expand their vocabulary beyond the end of the course. Therefore guided discovery, contextual guesswork and using dictionaries should be the main ways to deal with discovering meaning.
Guided discovery involve asking questions or offering examples that guide students to guess meanings correctly. In this way learners get involved in a process of semantic processing that helps learning and retention.
Contextual guesswork means making use of the context in which the word appears to derive an idea of its meaning, or in some cases, guess from the word itself, as in words of Latin origin. Knowledge of word formation, e.g. prefixes and suffixes, can also help guide students to discover meaning. Teachers can help students with specific techniques and practice in contextual guesswork, for example, the understanding of discourse markers and identifying the function of the word in the sentence (e.g. verb, adjective, noun). The latter is also very useful when using dictionaries.
Students should start using EFL dictionaries as early as possible, from Intermediate upwards. With adequate training, dictionaries are an invaluable tool for learners, giving them independence from the teacher. As well as understanding meaning, students are able to check pronunciation, the grammar of the word (e.g. verb patterns, verb forms, plurality, comparatives, etc.), different spelling (American versus British), style and register, as well as examples that illustrate usage.
Another strategy for advanced learners is to turn their receptive vocabulary items into productive ones. In order to do that, we need to refine their understanding of the item, exploring boundaries between conceptual meaning, polysemy, synonymy, style, register, possible collocations, etc., so that students are able to use the item accurately.
We must take into account that a lexical item is most likely to be learned when a learner feels a personal need to know it, or when there is a need to express something to accomplish the learner's own purposes. Therefore, it means that the decision to incorporate a word in ones productive vocabulary is entirely personal and varies according to each student's motivation and needs.
Logically, production will depend on motivation, and this is what teachers should aim at promoting, based on their awareness of students needs and preferences. Task-based learning should help teachers to provide authentic, meaningful tasks in which students engage to achieve a concrete output, using appropriate language for the context.
We could not talk about vocabulary teaching nowadays without mentioning Lewis (1993), whose controversial, thought-provoking ideas have been shaking the ELT world since its publication. We do not intend to offer a complete review of his work, but rather mention some of his contributions that in our opinion can be readily used in the classroom.
His most important contribution was to highlight the importance of vocabulary as being basic to communication. We do agree that if learners do not recognise the meaning of keywords they will be unable to participate in the conversation, even if they know the morphology and syntax. On the other hand, we believe that grammar is equally important in teaching, and therefore in our opinion, it is not the case to substitute grammar teaching with vocabulary teaching, but that both should be present in teaching a foreign language.
Lewis himself insists that his lexical approach is not simply a shift of emphasis from grammar to vocabulary teaching, as 'language consists not of traditional grammar and vocabulary, but often of multi-word prefabricated chunks'(Lewis, 1997). Chunks include collocations, fixed and semi-fixed expressions and idioms, and according to him, occupy a crucial role in facilitating language production, being the key to fluency.
An explanation for native speakers' fluency is that vocabulary is not stored only as individual words, but also as parts of phrases and larger chunks, which can be retrieved from memory as a whole, reducing processing difficulties. On the other hand, learners who only learn individual words will need a lot more time and effort to express themselves.
Consequently, it is essential to make students aware of chunks, giving them opportunities to identify, organise and record these. Identifying chunks is not always easy, and at least in the beginning, students need a lot of guidance.
Hill (1999) explains that most learners with 'good vocabularies' have problems with fluency because their 'collocational competence' is very limited, and that, especially from Intermediate level, we should aim at increasing their collocational competence with the vocabulary they have already got. For Advance learners he also suggests building on what they already know, using better strategies and increasing the number of items they meet outside the classroom.
The idea of what it is to 'know' a word is also enriched with the collocational component. According to Lewis (1993) 'being able to use a word involves mastering its collocational range and restrictions on that range'. I can say that using all the opportunities to teach chunks rather than isolated words is a feasible idea that has been working well in my classes, and which is fortunately coming up in new coursebooks we are using. However, both teachers and learners need awareness raising activities to be able to identify multi-word chunks.
Apart from identifying chunks, it is important to establish clear ways of organising and recording vocabulary. According to Lewis (1993), 'language should be recorded together which characteristically occurs together', which means not in a linear, alphabetical order, but in collocation tables, mind-maps, word trees, for example. He also suggests the recording of whole sentences, to help contextualization, and that storage of items is highly personal, depending on each student's needs.
We have already mentioned the use of dictionaries as a way to discover meaning and foster learner independence. Lewis extends the use of dictionaries to focus on word grammar and collocation range, although most dictionaries are rather limited in these.
Lewis also defends the use of 'real' or 'authentic' material from the early stages of learning, because 'acquisition is facilitated by material which is only partly understood' (Lewis, 1993, p. 186). Although he does not supply evidence for this, I agree that students need to be given tasks they can accomplish without understanding everything from a given text, because this is what they will need as users of the language. He also suggests that it is better to work intensively with short extracts of authentic material, so they are not too daunting for students and can be explored for collocations.
Finally, the Lexical Approach and Task-Based Learning have some common principles, which have been influencing foreign language teaching. Both approaches regard intensive, roughly-tuned input as essential for acquisition, and maintain that successful communication is more important than the production of accurate sentences. We certainly agree with these principles and have tried to use them in our class.
We believe that the Lexical Approach has much to offer in the area of vocabulary teaching, and therefore we have tried to plan a lesson that is based on its main concepts, specially exploring the use of collocations.
As both the Task-based and the Lexical approach suggest, we wanted to use authentic material to expose our students to rich, contextualised, naturally-occurring language.
For the topic of holidays we chose a big number of holiday brochures (about twenty five) and read them through, trying to notice recurrent patterns of lexis. Confirming what Hill (1999) affirmed, this analysis showed us a large number of collocations, specially adjective + noun ones, and that some were extremely common, such as golden sandy beaches, rolling countryside and others.
We did not want to overload students with much reading, which would detract them from the main task of working with vocabulary, and therefore we selected twenty-one short yet meaningful extracts in which common collocations appeared.
Although the extracts are authentic, we do not think students will have many problems in understanding most of the collocations, as they contain vocabulary which they probably know receptively. This again should confirm the idea that students know individual words but lack collocational competence.
We are going to work as a whole class in step 5 to make students aware of the collocations we will be focusing on, and hopefully this will enable students to find other collocations. Regular awareness raising activities like this should help students improve their collocational competence, and even fluency, as discussed in part 2.4.
For the few words that we predict students will not fully understand meaning of, or are not sure how they are pronounced, we are going to ask them to look these up in monolingual dictionaries. As we said in part 2.2., dictionaries are a vital tool for Advanced learners, and so is contextual guesswork, which we are going to encourage before they look the words up. We are also going to ask students to notice examples given in the dictionary, observing and recording other possible collocations of the words, as suggested by Lewis.
We have also taken into account the importance of recording the vocabulary observed during the class. The list that students will produce in step 9, to prepare for the final task, is also a way of recording vocabulary in an organised, personalised and meaningful way, as suggested by Lewis in part 2.4.
Working in groups help fostering learning independence, and specially in vocabulary work, learners can exchange knowledge, asking others to explain unknown items.
We also hope that group work will be a motivating factor, as students talk about places they have been on holiday to, trying to remember details together, exchanging impressions and even good memories!
As we said earlier in part 2.3, we find it vital that students are given opportunities to use the language they are learning in a realistic context. Therefore, we have devised the final task to meet this principle.
Writing a leaflet is a possible task in the Cambridge Certificate of Advanced English, which these students are preparing for. It is also a relevant, real life task that we expect will interest students. I always like to mention that the standard of leaflets written in English in Brazil is very poor, and that they could do a much better job.
We expect that this writing should also enable students to use the vocabulary they have studied in a realistic context, and that they could be motivated to learn even more vocabulary they feel they need to accomplish the task.
The completion of the final task for homework will also help to reinforce and revise the vocabulary learnt, giving students a better chance to store the items in their long-term memory, as we mentioned in part 2.1.
We are going to explain what the final task will be right after step 3, in which they should notice what kind of text the extracts come from. By doing this we want to motivate students to do the enabling tasks, mainly to show them the need to learn new vocabulary.
As this is a borrowed group, it might be the case the students are not yet familiar with the leaflet format, in which case more input would be necessary before the conclusion of the final task.
If students are really interested in the task, this could be transformed into a project, involving research and the production of a leaflet or web page in the multi-media centre.
چند ضرب المثل انگلیسی چهارشنبه 5 مهر 1391
نمونه هایی از گفتگوهای تجاری (بخش دوم) چهارشنبه 5 مهر 1391
نمونه هایی از گفتگوهای تجاری (بخش اول) چهارشنبه 5 مهر 1391
اندرزهای شکسپیر برای لذت از زندگی دوشنبه 27 شهریور 1391
چند اصطلاح در بر دارنده ی نام های حیوانات به صورت تست های چند گزینه ای شنبه 21 مرداد 1391
برخی لغات انگلیسی که ریشه فارسی دارند. چهارشنبه 13 مهر 1390
تقویت مهارت خواندن و درک مفاهیم جمعه 18 شهریور 1390
نمونه سوال: شعر ساده دوشنبه 13 تیر 1390
Beauty شنبه 11 تیر 1390
Paradox of Our Times شنبه 11 تیر 1390
مقاله: معیارهای ترجمه متون دینی شنبه 11 تیر 1390
پیشنهادهایی در ترجمه نوشته های علمی و تحقیقی (بخش دوم) شنبه 11 تیر 1390
پیشنهادهایی در ترجمه نوشته های علمی و تحقیقی (بخش اول) شنبه 11 تیر 1390
مقاله: پست مدرنیسـم و فرآینـد جهـانی شدن شنبه 11 تیر 1390
معرفی کتاب برای listening جمعه 3 تیر 1390
معرفی کتاب برای یادگیری grammar جمعه 3 تیر 1390
ده سوالی که خداوند از شما نمی پرسد... دوشنبه 30 خرداد 1390
چگونه انگلیسی بنویسیم شنبه 28 خرداد 1390
نمونه سوال اصول و روش ترجمه جمعه 20 خرداد 1390
روش تشخیص main idea چهارشنبه 18 خرداد 1390
چگونه مهارت درک مطلب را بهبود بخشیم. چهارشنبه 18 خرداد 1390
آموزش ابتدایی زبان انگلیسی ( بخش سیزدهم) دوشنبه 9 خرداد 1390
آموزش ابتدایی زبان انگلیسی ( بخش دوازدهم) دوشنبه 9 خرداد 1390
آموزش ابتدایی زبان انگلیسی (بخش یازدهم) دوشنبه 9 خرداد 1390
آموزش ابتدایی زبان انگلیسی (بخش دهم) سه شنبه 3 خرداد 1390
آموزش ابتدایی زبان انگلیسی (بخش نهم) سه شنبه 3 خرداد 1390
آموزش ابتدایی زبان انگلیسی (بخش هشتم) سه شنبه 3 خرداد 1390
آموزش ابتدایی زبان انگلیسی (بخش هفتم) سه شنبه 3 خرداد 1390
آموزش ابتدایی زبان انگلیسی (بخش ششم) سه شنبه 3 خرداد 1390
لیست آخرین پستها


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Hartford's Community Makerspace
Welcome to the NEW MakeHartford Website
MakeHartford strives to provide a safe, productive, and fun community for its members. In keeping of this mission, we ask you to obey the following policies and procedures while working in our facility. Failure to obey these policies and procedures can make our facilities dangerous or unwelcome to others, and such actions on your part may result in your license being terminated without notice. Please take them seriously. We reserve the right to change these policies and procedures as needed and with sufficient notice to members.
MakeHartford is a registered 501(c)3 non-profit organization in the state of Connecticut.


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Click here 3-D Virtual Tour: http://tour.homevisit.com/mls/201755/1015-33RD-ST-NW-WASHINGTON-DC-20007
Spacious, bright and beautiful residence with sweeping river views from the Kennedy Center to Rosslyn. Open kitchen and living area. Wonderfully positioned between the Historic Canal and Georgetown Waterfront. Near shops, restaurants, and recreation. On-site storage room, management, and rental parking space. Floor plans available upon request.
Luke McKinley Buchanan
c: 202.270.1881
e: email@example.com
Long & Foster Real Estate and
Christie's International Real Estate
1680 Wisconsin Avenue, N.W.
Washington, DC 20007
o: 202.944.8400
f: 202.944.8424


text:
Macbeth is a 2006 Australian adaptation of William Shakespeare's Macbeth set in the ganglands of Melbourne. In the Melbourne underworld, Macbeth, a loyal underboss to his crime boss, Duncan, is told by teenage witches that he will assume power. Driven by their prophecy, his wife plans to kill Duncan and take the leadership. What happens next?
Actor: Chloe Armstrong, Kate Bell, Miranda Nation
Director: Geoffrey Wright
Country: International
Duration: 109 min
Quality: HD
Release: 2006
IMDb: 4


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Type a name for your new list.
Crush the competiton with the Dynamite® Mach® 2 "Big Red" .28 monster truck engine.
The rear bearing size is incorrect in the exploded view. The correct rear bearing size is 13X24X6.
The Dynamite® Mach® 2 "Big Red" .28 monster truck engine was engineered for superior torque and durability allowing you to unleash the full potential of your nitro monster truck. With features borrowed from the popular Dynamite Platinum Series, "Big Red" is a force to be reckoned with. Not only does the engine boast a 13mm turbo ported crankshaft as well as an ABC 6-port piston and sleeve, it also stands out with its oversized aluminum cooling head with "Big Red" etched on the top of the head. Looking for an affordable, high-performance engine for your nitro monster truck? Look no further - the Dynamite "Big Red" engine leaves the competition in the dust.
Technical questions about this Dynamite product should be directed to Horizon Hobby's Product Support Department:
Horizon Hobby, LLC. ATTN: Product Support 2904 Research Road Champaign, IL 61822
To place a Horizon Hobby Support Inquiry please visit our Inquiry Form Support Phone:(877) 504-0233 Fax:(217) 355-1552
If you would like to purchase this product, please go to the Store Locator or contact the Horizon Hobby Consumer Sales Department:
Horizon Hobby, LLC. ATTN: Consumer Sales 2904 Research Road Champaign, IL 61822 Email: firstname.lastname@example.com Sales Phone:(800) 338-4639 Fax:(217) 355-1552
Stay in the Know: Sign up to join our Mailing List
Copyright © Horizon Hobby


text:
What year did you graduate?
What have you been doing since graduating?
Was Head of Post Production for Goldeneye Media https://www.goldeneyemedia.com.au/, Then Director of Content for OFI Productions http://www.ofiproductions.com.au/, Now I'm a Producer and Head of Video Production for Australian Production House https://www.australianproductionhouse.com (who specialize in getting America to invest in Australian Film and Television)
What are you working on at the moment?
Just got back from New York where I was doing all video content and helping launch The Legionnaires of Laughter and a charity for Jerry Lewis called Jerry's House (a huge comedy gala charity awards night). We have a US funded Scottish/Australian Feature in the works, A Children's TV show that we are currently in talks with Nickelodeon, We will soon start Production on our second music video for universal and a bunch of stuff I'm not allowed to speak about.
What did you like most about studying at Footscray City Films?
There is no education that can compete with on-set experience. Footscray City Films through me in the deep end and I was forced to learn the practicalities of film making.
How did Footscray City Films help get you where you are today?
Footscray City Films was the starting point of my network. Almost 10 years later, I still use a heap of ex-footscray crew on my films.
Do you keep in contact with people you were at film school with?
Yes, I have employed a few of them and like-wise they have employed me.


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In order to get married in Maine, you must obtain a marriage license from a town or county office. There is no longer waiting periods to obtain a license or to have the ceremony performed. Both parties of the marriage must be present in order to obtain a marriage license. The license is valid for 90 days and can only be used in Maine.
The fee is $10/person of the marriage for a total of $20, which does not include a certified copy of the marriage certificate. The married couple is responsible to purchase the license after it has been filed. The costs for a marriage certificate are $7 at the municipal office level plus $3 for additional copies ordered at the same time, and $10 at the state level plus $4 for additional copies ordered at the same time.
A marriage may be made official by: an ordained minister of a religious society, judge or justice in the State of Maine, Lawyers admitted to the Maine Bar and Maine Notaries. There are no justices of the peace in Maine, and out-of-state Justices of the Peace and Notaries may not officiate a wedding in Maine.
The officiate of the wedding is responsible for sending the completed marriage license to the clerk who issued it. The clerk will then record and file the license and return a copy to the married couple.
Both parties must be over the age of 18 to legally marry. If one or both of the parties is 16 or 17 years old, they must obtain parental consent. Parties under the age of 16-years-old require parental consent and the written approval of a judge.
Maine does not recognize covenant marriages, common law marriages or proxy marriages. Same sex marriages became valid in Maine on December 29, 2012; however cousin marriages are legal if they present a certificate of genetic counseling from a physician.


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- This event has passed.
Wednesday Evening Bible Study
July 18, 2018 @ 7:00 pm - 8:30 pm
|Recurring Event (See all)
An event every week that begins at 7:00 pm on Wednesday, repeating until August 8, 2018
We will offer five sessions on highlights of the Gospel of John. We have a good group already signed up for the evening time frame.
Join us Wednesdays from July 11 to August 8th at 7-8:30pm
In the Upper room. All welcome!


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Base element for type 2 arresters of the VALVETRAB MS series of products, with remote indication contact. Version for 3-phase power supply with separate installation of N and PE conductors.
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Top News
SaltWire's Ask a Journalist: You have questions, let's find some ...
What you need to know about COVID-19: June 1
The latest on Nova Scotia's mass shooting
Visit SaltWire.com for more of the stories you want.
Nova Scotia - At-Home Learning Packages
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The latest weather columns and browse beautiful photos from Cindy Day
Check out Halifax's new(s) urban weekly.
Cold-weather tips to care for your ride
With Canada pretty much fully immersed in the frigid depths of another winter, soon (if not already) your vehicle will be pushed to the limit and expected to start, perform and function flawlessly, even in extreme cold.
Don't fret, the engineers designed your vehicle for this sort of thing, but inevitably, extreme cold has a way of aggravating poorly-maintained parts and causing untimely problems that are most likely to manifest while you've got the family on board and you're heading somewhere important at 20 below.
Below, we'll look at a few simple but important ways to take care of your vehicle so that it takes care of you this winter.
Most of these relate closely to the all-important aspect of making sure your vehicle start whenever you need it to, even in extreme cold.
We've all heard the age-old adage that they "don't make them like they used to," and I'm seeing more and more reports every week which indicate that this applies to the batteries installed by the factory in modern cars.
In numerous online owner forums across a multitude of makes and models, folks seem to be wondering what the average lifespan of a new-vehicle battery is and in a multitude of cases, it seems like failure of the factory battery at three or four years old is becoming commonplace.
This makes me long for my old Nissan 240SX which I bought with a used Interstate battery and drove for seven years, all year round, without trouble.
Anyhow, now's the time to check the battery in your ride to ensure it'll last the winter without issue.
Don't underestimate the effect the extreme cold can have on the battery in your car or truck and replace it at the first sign of trouble.
Consider having a battery and charging system test performed when you're in for a pre-winter oil change and recycle the old battery, replacing it with a new one, if it doesn't pass the (often-free) test with flying colours.
Sometimes accidents happen. Maybe you leave your dome light on or forget to switch off your taillamps.
Or maybe you accidentally leave the car while something is jammed into one of the power seat adjustment switches (yes, there is a back story here).
Once upon a time, your total clutz of a writer was hurriedly exiting a car and unknowingly dropped a gym shoe he was carrying between the door and the seat, just as the door was swinging closed.
The door slammed shut, jamming the edge of the shoe into the power seat adjuster switch on the side of the seat.
This meant a small electric motor was running and straining in perpetuity and this ultimately killed the battery in a brand new BMW in about an hour.
The point? Humans are clumsy and sometimes we do stupid things that make our car batteries die.
This is a great reason to keep a booster pack charged up and in the vehicle at all times; these are highly portable, relatively cheap (compared to calling a tow-truck) and can typically jump start a dead car multiple times with no donor car or jumper cables required.
Keep your booster pack plugged in and charging indoors (and out of the cold) and bring it with you when you leave.
This is literally the best thing you can have with you in case of a dead battery (it can even recharge your Smartphone), but just make sure not to store it in your car as the cold can drain the internal battery.
Many modern cars require synthetic oil at every oil change to enable longer oil change intervals and help your vehicle achieve the fuel mileage it was designed for. In some other vehicles, synthetic oil may amount to overkill.
You're typically best to fill your engine with the specific type and grade of oil outlined in the owner's manual but, even if you drive an old beater, you might want to consider switching to synthetic oil, even if just for the winter months.
The synthetic versus conventional oil debate will rage forever, though there's one simple fact to bear in mind — synthetic oil is more fluid at extremely low temperatures, which makes it easier for your engine to turn over and crank when its 30 below.
Even in vehicles that don't require it, using pricier synthetic oil may pay off when it's time to fire up your car or truck, mid cold-snap.
"We've got plenty of customers asking this time of year, what they can do to help make sure their vehicle starts in the cold. Actually, a lot of our customers don't have access to an outlet to plug their vehicle in, or don't have a block heater at all," says mechanic John Kennard.
"I always say that the best thing you can do for your car in the cold, if you can't plug it in, is to have a healthy newer battery and an engine full of synthetic oil —in that order."
For numerous reasons, keeping your gas gauge as far away from the "empty" marker as possible is a great idea in winter.
This may, for instance, help prevent moisture in the fuel system from freezing up and preventing gas from flowing to the engine, as well as other problems.
Consider the age of your vehicle, how you drive it and where you drive it and remember that using some gas-line antifreeze, keeping your fuel tank as full as possible at all times and refuelling exclusively with high-quality fuel from a reputable retailer is a good idea, especially when the mercury plummets.
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Saturday, October 13, 2012
14 comments:
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Posts Tagged 'wyatt'
More Nessibus Citizens: Wyatt and Gene
January 5, 2011 Leave a comment
Yesterday, we introduced two of the advisers (J.J. and Clint) in the town of Nessibus. Today, you get a peek at two of the kids of Nessibus: Wyatt and Gene
Wyatt Zacracker
Wyatt first appears in The Medina chapter of "Tyler and His Solve-a-matic Machine." He's distracting Tyler from finishing his mission by telling jokes. Wyatt is an all around funny guy. His passion for laughter leads him to open his own comedy clubs in Book 3 of the series. Stay tuned for Wyatt's entrepreneur adventure to be published in a few months.
Everybody needs a computer guy, and Gene is the coolest nerd in town. He's super smart. He can fix hardware, set-up your network, program software and fight vicious viruses. No kid in Nessibus would start a business without him.
- More about the Future Business Leaders' Series.
Categories: Books, Business for Kids cartoon, comedian, computer guy, future business leaders, gene, illustrations, kids, nessibus, wyatt


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By Claire Jenkins
Degree: Study Abroad
Campus: Auckland
Moving away from home can be a scary thing, especially if this is your first proper time away, or even studying at university, especially in a new country that isn't home. I'm a Study Abroad student from the UK currently studying at Massey.
I've already completed a few years of study at my home university, so I know the uni drill, and I definitely know what its like to be away from home with NZ being the other side of the world for me!
Below I have compiled a little checklist of things that you should remember to bring (or at least not forget to think about) for those adventurous readers among you, coming to Massey from abroad.
Things to make your room feel like home.
Your room is your sanctuary for the next few months, or even years and you want your space to feel as homely as possible. Whether this be your favourite mug for a cup of tea, or pictures of your family and pets. Anything that provides a little home comfort will work wonders after a long day of study and when you need a cuddle from your mum. I left my favourite tea bags at home and waiting for them to arrive in the post is taking far longer than expected!
Study Materials.
You are here for studying after all! I'm making a really conscious effort to reduce my paper use, not only in an attempt to be more environmentally friendly but also to save the hassle of filing and lugging it all the way back home with me. My laptop is an absolute essential, but a notepad is always handy for scribbling notes. Don't forget a few pens too. I am a self confessed stationary addict so this has been super difficult for me to strip back and not bring my desk organiser and the contents of my fave stationary shop, but hey – if I can do it, so can you. There is a wide selection of stationary shops here so you can always stock up when you arrive if you don't have space in your case!
Clothes for every occasion.
That wardrobe you bring needs to be flexible and versatile, not only for weather changes (unfortunately the sun isn't always shining), but also outfit requirements. O Week will have you needing costume variety, so make sure you pack as much as possible from your hoola skirt to your snorkelers, and don't forget a white sheet for the obligatory toga party!
Check out where you are staying and what is provided for you.
Don't bring a saucepan if you don't have access to a hob. It can be super easy to waste money or valuable bag space if you bring something you don't need or simply can't use, if you're not sure, leave it behind or double check, but don't worry about something that's not worth worrying about.
Boring Bits.
NZ plug sockets are most probably different to ones you're used to at home, so make sure to bring some adaptors. Check with your bank regarding using your cards abroad, most banks may charge a small fee per transaction, so it might be easier to set up a different bank account that doesn't charge – we are students after all! Either way make sure to double check. Likewise with your phone contract, you don't want to be charged a hefty bill at the end of the month! Get changed over to an international SIM or pick one up at the airport once you've arrived. This way it'll be much cheaper and you'll have one less thing to worry about.
If worst comes to worst, you are never far away from a shop that'll probably have a good alternative to something you're missing.
Safe travels and happy studies.


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Mr Piccoli described the results as a strong indication that NSW schools are on the right track and that many of them are performing at very high levels
"All NSW school sectors – Government, Catholic and independent − are significantly over-represented among the highest-achieving schools across Australia. As Minister for Education for all schools that is very pleasing news", Mr Piccoli said.
"The fact that 63 per cent of the highest-performing schools in Australia are in NSW is news that will please schools and should be welcomed across the community," Mr Piccoli said.
Mr Piccoli spoke with enthusiasm about the outstanding performance of NSW schools; however, he also admitted that the results didn't tell the whole story, suggesting that the results were merely a step in the right direction for NSW schools.
"Of course, there is always more to do and we are learning from high-performing school systems in other countries," Mr Piccoli said.
"We will continue to focus on lifting the quality of teaching in schools – which is consistently shown to be the in-school factor that makes the greatest impact on academic performance."