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Barbara J. Daley, PhD, RN; Sarah Morgan, PhD, RN, CNE; Sarah Black Beman, MA, RN, CNE
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Although concept mapping was created in the early 1980s, research in nursing education first appeared in 1992. This literature review analyzes the impact of concept mapping in nursing education.
A total of 221 articles, books, and book chapters were reviewed on the topic of concept mapping in nursing education.
Results indicate that concept-mapping research progressed from the emergence state, to an expansion and adaptation stage, to an established stage.
Nursing education could benefit from further research on applying concept map scoring formulas, using concept maps with simulation, developing knowledge models, and creating concept map–centered learning environments. [J Nurs Educ. 2016;55(11):631–639.]
Over the past 25 years, the science of nursing education has advanced dramatically, in no small part due to the commitment of nurse educators to find and implement evidence-based practices in undergraduate and graduate nursing education. In addition, the National League for Nursing (NLN) implemented its Centers of Excellence program ( http://www.nln.org/recognition-programs/centers-of-excellence-in-nursing-education), including centers focusing on the science of nursing education, thus supporting nursing education research. Within the nursing profession, both the advancement of the science of nursing and the advancement of the science of nursing education have strengthened nursing science, clinical practice, and teaching–learning within nursing curricula.
One way to continue to strengthen the science of nursing education is to trace the development of educational innovations with an eye toward future research. Concept maps, an educational innovation from science education, have been used in nursing education for more than 25 years. A rich history of research supports their development and use. The purpose of this article is to trace the development and implementation of concept mapping in nursing education, summarizing the evidence of their use and setting directions for future research in this area.
Concept maps were created by Novak and Gowin (1984) and are "a schematic device for representing a set of concept meanings embedded in a framework of propositions" (p. 15). Concept maps are based on the assimilation theory of meaningful learning created by David Ausubel in 1963. The assimilation theory of Ausubel (1963, 2000) and Ausubel, Novak, and Hanesian (1986) has components of both cognitive and constructivist learning (Merriam, Caffarella, & Baumgartner, 2006). In Ausubel's view, learners think and learn with concepts, making concepts meaningful by the ways in which connections between concepts are developed in the learner's cognitive structures. Using concepts to learn in a meaningful manner happens in three ways: subsumption, progressive differentiation, and integrative reconciliation. In the subsumption process, lower order concepts are nested under higher order concepts. Within progressive differentiation, concepts are divided into finer and finer distinctions, similar to an analysis process. Finally, by using integrative reconciliation, concepts are linked together in a synthesis-type process to form an integrated whole.
Based on their research, Novak and Gowin (1984) created concept maps as a method to operationalize Ausubel's learning theory. To create a concept map, the learner uses the three processes outline above. First, the learner identifies concepts that are part of the topic in question. Second, the learner places more general concepts at the top of the map and more specific concepts below the general concepts. The learner then ties the general and specific concepts together with linking words that portray a specific meaning. Finally, the learner looks for interconnections from one side of the map to the other. The learner uses linking words to create these horizontal connections as a way to synthesize the developing knowledge.
One aspect of creating concept maps that is often difficult for learners is the selection of linking words. The linking words between concepts are most often verbs and are important because the linking words that are selected change the meaning of the relationship between the two concepts. For example, in creating a map on the concept of blood pressure, a linking word may be includes, to explain systolic and diastolic. However, if we change the linking words and indicate that blood pressure does not include systolic and diastolic, then an entirely different meaning is portrayed.
Literature reviews can be conducted in a variety of ways. Grant and Booth (2009) identified a typology of 14 review types each with different methodologies. What is evident from their analysis is that it is important to be clear on the purpose and methods used in a literature review. This allows the reader to evaluate the scope, rigor, and quality of the review conducted.
The purpose of this literature review is to provide a historical analysis of the development of concept maps in the field of nursing education. Adams (1987) helped explain why historical reviews are important. He stated:
A sense of history helps an investigator lock onto important themes. Experiments enriched by history could contribute to the science rather than only brightening an inconsequential corner. Second, a sense of history tends to shunt an investigator away from the fads and fashions of his or her field. Fads and fashions are those inconsequential corners that are temporarily magnified out of proportion and that draw the energy of investigators who either have not seen the worth of persisting themes or who allow themselves to be turned from them. Third, the canons of scholarship are based on history because they require that (a) the origins of ideas be known so that one's own ideas are in perspective and, (b) earlier experiments be known so that the knowledge increment in one's own empirical findings is clear.
Keeping Adams' (1987) comments in mind, the current literature review analyzes the progression of research that fostered the development of concept maps in nursing education. The themes of these works are extrapolated, the origins of the ideas are explained, and the progression of the knowledge created is described. This literature review is significant because as the history of the work to date is reviewed and summarized, it allows for the establishment and articulation of future research directions.
The literature in this review was obtained by searching library databases including Academic Search™, ERIC™, EBSCOhost, PsycINFO®, PsycARTICLES®, PubMed®/MEDLINE®, CINAHL®, and EMBASE™. The initial search yielded 535 manuscripts. The literature review reported in this article is a summary of both conceptual and empirically published literature on the uses of concept mapping in nursing education from 1990 to 2015. All articles found describing interventions, conceptualizations, and assessments of concept maps in nursing education during this period were included. In addition, to provide context and situate the work in nursing education to that in other fields, selected papers from the Concept Mapping Conference conducted from 2004 to 2014 were included, along with studies in medicine and other clinical practice disciplines in the health professions. Finally, studies using concept maps in patient education were included. After the articles were identified and obtained, a matrix was created that identified the author, year, purpose, sample, methods, findings, and conclusions of each article. The final review included a total of 221 articles.
Certain manuscripts were excluded from this review because they did not use Novak's and Gowin's (1984) definition of concept mapping and meaningful learning. In addition, manuscripts that had no connection to nursing education were excluded. These exclusions included studies in biology education, nursing nomenclature studies that mapped computer knowledge bases, and research articles that were based on a different definition of concept mapping as defined by Trochim and Linton (1986). In addition, concept analysis articles that used the conceptual framework of Walker and Avant (1988) were excluded because those articles did not use concept mapping in the methodology.
Kinchin (2015) reviewed the development of concept maps at the International Concept Mapping Conferences and indicated that the development of concept maps went through stages, with the first of these being emergence, where concept maps were introduced and tried in various areas. The second stage, consolidation, meant that the research demonstrated that across a wide variety of learners, different programs, and various pedagogical applications, concept maps were effective in facilitating learning. The third stage, transformation, is currently occurring and challenging the status quo of education delivery in various fields. Findings from the current literature review indicate that the development of concept maps in nursing education has gone through these three stages.
The Figure is an adaptation of the time line proposed by Kinchin (2015) and depicts the development of concept maps in nursing education. Concept-mapping research in nursing education progressed through similar stages as defined by Kinchin (2015), but with some distinct differences. Within nursing education, these stages began with emergence, when concept maps were introduced and examined in a variety of areas. Second, an expansion stage occurred, when the purposes of mapping and a variety of approaches were applied to different populations and sites within nursing education. Within the expansion stage, an adaptation stage also occurred, when the original intent of the maps was modified and altered. This modification seems to have occurred without a solid grounding in the theoretical underpinnings of the concept maps. Various graphic organizer strategies were discussed and labeled as concept maps, but they did not contain the necessary conceptual elements needed. Finally, the research on concept mapping has moved into an established stage, but there remains a need for a continued transformative stage.
Historical development of concept mapping in nursing. Adapted from "Novakian Concept Mapping in University and Professional Education," by I. Kinchin, 2015, Knowledge Management & E-Learning, 7(1), 1–5. Copyright 2015 by Ian Kinchin. Adapted with permission. Also adapted from "Making Interdisciplinarity Visible Using Concept Mapping," by G.B. Cordeiro, P.L. Aguiar, C.A.T. Cicuto, & P.R.M. Correia, 2012, Paper presented at the Concept Maps: Theory, Methodology, Technology Proceedings of the Fifth International Conference on Concept Mapping, Valletta, Malta. Copyright 2012 by Paulo Correia. Adapted with permission.
Even though concept mapping has been around since the early 1980s, the first article on concept mapping in nursing education appeared in 1992. Smith (1992) reported on a study in which concept maps were used to support students in linking theoretical concepts from anatomy and physiology to the conduct of nursing skills within the setting of a skills laboratory. That same year, Wood (1992) discussed the use of concept mapping in teaching information about AIDS to nursing students. During this same period, Patterson (1994) used concept mapping as part of the methodology and data analysis process in a study that sought to understand nurse educators' perspectives on clinical teaching. Irvine (1995) conducted the first literature review on concept mapping in nursing education and addressed why and how concept maps could be used in nursing education. In 1996, Daley reported on a qualitative study that sought to understand how nursing students link theoretical material to clinical practice. In that study, concept maps were used as a data reduction method for student interviews. Findings from the study indicate that nursing students did not link the elements of the nursing process together, clinical preparation was not linked to theoretical material, and the meaning students made of the information was different than meaning interpreted by the instructors (Daley, 1996).
Additional studies and articles in this time period demonstrated that concept maps helped students synthesize pharmacology content (Gains, 1996), interrelate information about patient illnesses (Gendron, 1996), invest in a teaching and learning strategy in nursing education (All & Havens, 1997; Beitz, 1998; Wilkes, Cooper, Lewin, & Batts, 1999), use active learning in large classrooms (Cravener, 1997), and foster clinical learning (Baugh & Mellott, 1998; Boblin-Cummings, 1999; Kathol, Geiger, & Hartig, 1998; Paterson, 1997). Research also began to explore concept maps as a methodology to teach critical thinking in nursing (Daley, Shaw, Balistrieri, Glasenapp, & Piacentine, 1999).
It is interesting to note that during this period, nursing education researchers were looking at concept maps as a teaching and learning tool, specifically to assist students in linking theoretical material to clinical practice and also to understand the teaching and learning process in which students and faculty engaged. Researchers in other disciplines chose a different route. For example, researchers in medical education and veterinary education looked at concept maps more as a curriculum development tool and as a tool to assist in designing problem-based learning cases (Edmondson, 1994; Patrick, Worth, & Hardin, 1996; Wang, Contino, Ramirez, & Levy, 1997).
During the 10-year span from 2000–2010, the research and scholarly writing on the use of concept maps in nursing education expanded. Researchers at that time were mainly assessing the use of concept maps in four areas.
First, concept maps as an alternative approach to traditional nursing care plans were assessed. Black, Green, Chapin, and Owens (2000) advocated for the use of concept maps instead of traditional care plans after they used concept maps with associate degree nursing students in clinical experiences. Schuster (2000) used concept maps instead of care plans in a medical–surgical clinical course within an acute care facility. In that work, the author described less paperwork, students' enhanced critical thinking, and that concept maps assisted students in identifying relationships in patient data. Castellino (2002) evaluated the use of concept maps rather than care plans with RN students in Pakistan. In that article, students and faculty reported that the maps provided a holistic view of patients and helped the students learn to integrate information. In 2004, Ignatavicius wrote a book chapter that outlined moving from traditional care plans to concept maps. She called these maps clinical correlation maps, meaning they were concept maps in a clinical setting. In a quasi-experimental pretest–posttest design study with junior-level baccalaureate nursing students, Hinck et al. (2006) found that concept maps significantly improved students' ability to see patterns and relationships, along with improvements in planning and evaluating nursing care. Overall, these studies and scholarly writings indicated that concept maps were a viable alternative to traditional care plans.
Second, nursing education scholars were evaluating and assessing the ways in which concept maps functioned as a learning strategy (Abel & Freeze, 2006; August-Brady, 2005; Banning, 2006; Bowles, 2006; Brunt, 2005; Chabeli, 2010; Clayton, 2006; Ellermann, Kataoka-Yahior, & Wong, 2006; Fonteyn, 2007; Garrett, 2005; Gul & Bowman, 2006; Harpaz, Balik, & Ehrenfeld, 2004; Hay, 2007; Hicks-Moore, 2005; Hicks-Moore & Pastirik, 2006; Hill, 2006; Hsu, 2004; Hsu & Hsieh, 2005; Johns, 2003; Kinchin & Hay, 2005; King & Shell, 2002; Laight, 2006; Latini, 2009; Luckowski, 2003; Pardue, Tagliaren, Valiga, Davison-Price, & Orehowsky, 2005; Pilcher, 2009; Senita, 2008; Staib, 2003; Vacek, 2009; Veo, 2010; Walsh & Seldomridge, 2006; Wheeler & Collins, 2003). This body of work looked at concept maps as a strategy to promote meaningful learning, a method for collaborative learning, a strategy to promote higher level thinking, critical thinking and clinical decision making, and a methodology for fostering the linkages between theory and practice in a clinical setting. One article in this group (Zori & Morrison, 2009) even discussed how concept maps supported the development of critical thinking in nurse managers. Overwhelmingly, the evidence indicated that concept maps could play a powerful and effective role in all of these areas. This work demonstrates that the maps are a flexible tool that can be used in multiple ways to foster the development of thinking and learning in nursing education, as well as in clinical practice.
Third, nurse scholars were considering the ways in which the use of concept mapping could be applied in a variety of educational areas and practice settings. The use of concept maps was studied in critical care (Dobbin, 2001; Hart, 2000), staff development (Phelps et al., 2009; Zimmerman & Pilcher, 2008;), RN education (Speziale, & Jacobson, 2004), continuing education programs for nurse prescribers (Banning, 2006), the operating department (Sewchuk, 2005), graduate student learning (Giddens, 2006), online courses (Conceição & Taylor, 2007; Ertmer & Nour, 2007), new graduate transition programs (Bratt, 2009; St. Cyr & All, 2009; Wilgis & McConnell, 2008), and neonatal intensive care (Zimmerman & Pilcher, 2008).
Fourth, concept maps continued to be used as part of qualitative methods in nursing education research studies. They were used both as a way to conceptualize research and as a strategy to analyze qualitative research data (DeAngelis, 2007; Hicks-Moore, 2005; Larue, 2008). In addition, research on clinical teaching and teacher development that had been initiated when concept maps were introduced continued during this time (Kinchin, Cabot, & Hay, 2008).
During this time, two additional studies provided important steps for future work. However, they have received less attention in the literature. Kostovich, Poradzisz, Wood, and O'Brien (2007) conducted a quantitative study of 120 undergraduate nursing students to examine the relationship between learning styles and the students' aptitude for concept maps. Findings of that study indicate that learning style preference does not play a role in students' ability to perform well when using concept maps. The study is important because there has been a great deal of critique of the use of learning styles in education (i.e., students learn better when taught in a way that matches their style of learning). Kostovich et al. (2007) showed that concept maps are an effective learning tool in nursing education, regardless of the students' preferred style of learning.
A second interesting and less well-known manuscript was that of All and Huycke (2007), who reported on the use of serial concept maps to foster graduate nursing student thinking. By serial concept maps, they meant a series of maps about a specific concept that are developed over time. They stated that serial concept maps allow for a sophisticated exploration of theories, concepts, and other key issues within graduate nursing education. Serial maps also have the potential to demonstrate how student and practitioner thinking has changed over a specified period. This may have future applications in graduate education, RN education, and also the orientation of new graduates to clinical practice.
During this time, the use of concept maps also expanded in both patient education and medical education. Concept maps were used in patient education to assess obese diabetic patients' knowledge of nutrition (Franca, Marchand, Basdevant, & d'Ivernois, 2003), to collect data on women's knowledge of osteoporosis (Terrio & Auld, 2002), to understand patients' knowledge prior to bariatric surgery (Marchand et al., 2007), and to understand patients' adherence to cardiac rehabilitation programs (Graham, 2003). In medical education, studies compared student and instructor concept maps (McGaghie, McCrimmon, Mitchell, Thompson, & Ravitch, 2000), assessed learning in resident physicians (West, Pomeroy, Park, Gerstenberger, & Sandoval, 2000), investigated case-based learning and problem-based learning outcomes using concept maps (Eitel, Kanz, Hortig, & Tesche, 2000), measured students' attitude toward preprepared concept maps in light of their learning style (Laight, 2004), investigated the learning processes of third-year medical students (Torre et al., 2007) and explored concept maps as a method to identify clinical reasoning in medical students and experts (Pottier et al., 2010). Finally, medical education researchers explored both structural and relational scoring formulas for concept maps (West, Park, Pomeroy, & Sandoval, 2002).
As often happens with innovations, the fidelity of the innovation tends to get modified in its implementation. Sometimes the modifications are improvements on the innovation, and at other times the modifications decrease the strength of the innovation. This modification or adaptation process of concept maps in nursing education happened during the 2000–2010 period. These adaptations tended to conflate mind maps and concept maps, bypassing linking words between concepts and also by avoiding the use of cross-links or integrative reconciliation of concepts across bodies of knowledge.
Several authors (Harpaz et al., 2004; Luckowski, 2003; Schuster, 2000) reported on the positive learning outcomes of their work with concept maps, and yet the examples shared in published manuscripts did not use linking words between concepts, nor were there horizontal connections (i.e., integrative reconciliation) between concepts. It appeared that this adaptation came from a misunderstanding of Novak's and Gowin's (1984) original work on concept maps and the theoretical framework of assimilation theory of learning (Ausubel, 2000) that supports proper concept map development.
Eppler (2006) published an article that compared concept maps to mind maps, conceptual diagrams, and visual metaphors. Eppler (2006) clearly defined the different types of graphic organizers and also indicated that different learners may need different tools depending on what they are learning. Despite this definitional work by Eppler (2006), there still tended to be articles and books that advocated the use of concept maps but excluded the use of linking words and cross-links (Carpetino-Moyet, 2007; D'Antoni, Pinto Zipp, & Olsen, 2009).
During the recent years of 2011–2015, the research and writing on concept maps in nursing education has continued. Studies have continued to look at concept maps as a learning strategy, but they have focused on specific strategies. For example, Spinola and Amendoeira (2014) found concept maps helpful in promoting self-reflection in nursing students. Noonan (2011) used concept maps to train perioperative nurses, and Taylor and Littleton-Kearney (2011) examined using concept maps with case study clinical rounds in a graduate physiology–pathophysiology course.
In addition, the study of concept maps and their influence on critical thinking with nursing students continues (Atay & Karabacak, 2012; Huang, Chen, Yeh, & Chung, 2012; Lee, Chiang, Liao, Lee, Chen, & Liang, 2013; Maneval, Filburn, Deringer, & Lum, 2011; Sinatra-Wilhelm, 2012). Yeo (2014) conducted a literature review on concept maps and critical thinking that identified eight factors affecting the successful implementation of concept mapping. Other studies looked at how concept maps affected examination scores. Brune (2013) found no significant increase in critical thinking scores or examination scores using concept maps as measured by the Health Science Reasoning Test. In contrast, Barrett (2014) found that concept maps improved critical thinking skills as measured by the California Critical thinking skills Test. Lin, Han, Pan, and Chen (2014) found enhanced critical thinking with concept maps, and several authors (Moattari, Soleimani, Moghaddam, & Mehbodi, 2014; Shellenbarger & Robb, 2015; Williams-Brennan & Flynn-Post, 2015) found concept maps to be a valuable strategy for improving critical thinking and promoting clinical reasoning. In addition, Jaafarpour, Aazami, and Mozafari (2015) found higher mean scores on cumulative tests with groups of nursing students that created concept maps. Burrell (2014) advocated best practices in teaching critical thinking, including concept mapping as a strategy.
A few new areas of research emerged during this time. One new research area is assessing the effects of combining concept maps with simulations in nursing education. One study found a significant correlation between nursing student self-confidence in simulation and concept maps (Samawi, Miller & Haras, 2014). Another new area of emerging research is assessing the use of concept maps within interdisciplinary education. For example, Bressington, Wells, and Graham (2011) used concept maps to explore how professional views and levels of knowledge influenced nurses' and social workers' perceptions of the approved mental health professionals' role. The other emerging trend during this period was more international writing and work on concept maps.
As can be seen from the current literature review, a large body of work has informed the use of concept maps in nursing education. In addition, studies from other health professions, medical education, and patient education lend strength to the applicability of concept maps in teaching and learning. Even though a small number of studies demonstrated no statistically significant learning gains from the use of concept maps, the vast majority of the evidence indicated that using concept maps in nursing education was effective in promoting critical thinking, clinical reasoning, integrating theory with clinical practice, and promoting self-reflection. So what does this mean for the next steps in studying concept maps in nursing education? Researchers and scholars need to move beyond the question "Are concept maps effective?" and investigate other emerging areas.
First, a major implication of this literature review is the need for nurse educators to be conceptually clear on what is labeled as a concept map. As was clear in this review, concept maps, mind maps, and clinical correlation maps have all been used in nursing education. However, a concept map as created by Novak and Gowin (1984) is a schematic device that links concepts through the theoretical premises of subsumption, progressive differentiation, and integrative reconciliation. These processes are evident when using linking words within the map structure. To foster in-depth and meaningful learning, nurse educators need to ensure that students incorporate these three processes in their map construction, along with the use of linking words. Concept maps were originally created based on a specific learning theory. For concept maps to be most effective, they need to be used in the manner for which they were designed.
Second, there is a need to understand and evaluate different scoring models for using concept maps in nursing education. The variation in the results of studies on concept maps and critical thinking in nursing education may be related to the variety of scoring formulas in use. West, Park, Pomeroy, and Sandoval (2002) investigated the use of two scoring models using a relational model and a structural model. A structural formula is based on the map's hierarchical structure, and a relational formula is based not on the structure but on the quality of the individual map components. Each of these types of scoring will lead to different results. Thus, this type of scoring, along with the qualitative assessment of maps as developed by Kinchin and Hay (2000, 2005, 2006), needs to be applied broadly to the study of concept maps in nursing education.
Third, more research is needed on the creation of serial concept maps (All & Huycke, 2007). It is important to understand how the sequential creation of connected and integrated maps affects thinking and learning, as well as clinical practice outcomes, for new graduates. This type of study is now possible with the advent of CmapTools, created by the Institute for Human and Machine Cognition ( http://cmap.ihmc.us/products/). CmapTools is a free online software program that supports the creation of concept maps, as well as knowledge models. Knowledge models (Cañas et al., 2004) are multiple connected concept maps that can represent the knowledge a learner creates longitudinally. Knowledge models are essentially three-dimensional representations of the concepts and propositions a learner has identified (Cañas, Hill, & Lott, 2003). In nursing education, the study of knowledge models could facilitate the understanding of how students transition to practicing professional and, ultimately, to clinical expert. In addition, it would be important to know whether the development of knowledge models facilitates the development of expertise.
Fourth, the use of concept maps and simulation is an area in need of additional research. Many nursing programs across the country are integrating high-fidelity simulation experiences into the clinical requirements for nursing students, but little research investigates how student prepare for simulation or how they incorporate simulated experiences into client care. There is a need to understand whether and how concept maps can support student learning in simulated environments. For example, concept maps have been shown to foster the development of critical thinking (Daley, Shaw, Balistrieri, Glasemapp, & Piacentine, 1999). Could critical thinking development be further enhanced by combining concept maps and simulation? Also, there is a need to understand whether and how concept maps can be used to assist students in preparing for simulation experiences.
Finally, there is a need to understand the impact of a concept map–centered learning environment on nursing education. Novak and Cañas (2008) called for a new model of education based on this idea. A concept map–centered learning environment means that knowledge models and "concept maps can thus become an artifact around which the various activities of the learning process can be centered" (Novak & Cañas, 2008, p. 17). This type of learning environment has major implication for nursing education. The influence of this type of educational model could be significant and link well with current concept-based nursing education curricula (Giddens & Brady, 2007).
Over the past 25 years, nursing education scholars and researchers have investigated the use of concept maps in teaching and learning. This research has progressed through various stages and greatly expanded the understanding and use of concept maps in nursing. It is now time to move this research into areas that can further transform our educational practices.
©2016 Daley, Morgan, Black; licensee SLACK Incorporated. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International ( https://creativecommons.org/licenses/by/4.0). This license allows users to copy and distribute, to remix, transform, and build upon the article for any purpose, even commercially, provided the authors are attributed and are not represented as endorsing the use made of the work.
Dr. Daley is Interim Dean of Academic Affairs, College of Nursing, and Adult and Continuing Education Professor, School of Education, Dr. Morgan is Director, Nursing Learning Resource Center, and Clinical Assistant Professor, University of Wisconsin, Milwaukee, Wisconsin; and Ms. Black is Assistant Professor of Nursing, St. Catherine University, Minneapolis, Minnesota.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
Address correspondence to Barbara J. Daley, PhD, RN, Interim Dean of Academic Affairs, College of Nursing, and Adult and Continuing Education Professor, School of Education, University of Wisconsin, PO Box 413, Milwaukee, WI 53201; e-mail:
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Surrey police and crime commissioner says he is" sure" councils are employing slaves and has challenged leaders to find out.
David Munro has called on leaders of all 11 borough and district councils and the county council in Surrey to delve deeper into the working practices of their contractors to see if any are engaging in modern slavery.
He said he was sure that somewhere in the supply chain there would be workers being exploited.
His comments were made at a Surrey Police and Crime panel meeting at County Hall on Wednesday (November 27) as members discussed ways to tackle modern slavery and how to help stop the exploitation of people in the county.
Modern slavery is an umbrella term encompassing slavery, servitude, forced or compulsory labour and human trafficking. Victims of modern slavery are unable to leave their situation of exploitation, controlled by threats, punishment, violence, coercion and deception.
In 2017 there were 51 reports of modern slavery in Surrey with the most common being the sexual exploitation of young girls and adult males in the workplace.
One area of concern for members of the panel was car washes as well as nail bars, which police regularly visit.
In April 2018, two men were sentenced to a total of 13 years for forcing kitchen staff from the EU. They were working legally but were being exploited by the men for excessive accommodation, transport and administrative costs.
And in August 2018, police arrested two people in Sunbury on suspicion of keeping a woman in domestic servitude.
Mr Munro made his challenge to councils in a bid to highlight how close people are to acts of modern slavery.
He said: "Are you absolutely sure that every significant sub-contractor does not employ slaves in some context? I bet you there is modern slavery somewhere in the supply chain."
Surrey Police is working on a three-year initiative with the Church of England and other church networks around the county to enable people to detect forms of modern slavery in their community.
An anti-slavery partnership has also been formed pulling together charities and voluntary organisations, councils, faith groups and businesses.


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EMX is an Electronic Health Records (EHR) Management System, an online digital version of a patient's paper chart. EMX is real-time, patient-centered medical records that makes their information available instantly and securely to authorized users. While other EHR/EMR systems do contain the medical and treatment histories of patients, our EMX system is built to go beyond standard clinical data collected in a provider's office and can be inclusive of a broader view of a patient's care.
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Joe Jackson has suggested that Conrad Murray should have been charged with murder.
Speaking on Larry King Live, Joe claimed that Murray's involuntary manslaughter charge for his son Michael's death was insufficient.
Joe said: "I don't like those charges. [Murray] got off too easy in court. Justice, to me, would be the murder charge.
"I'm looking for justice for my son. For me he's just the fall guy. There's other people, I think, involved with this whole thing."
He added: "I think if he's interrogated, he would come clean and tell everything he knows."
Michael's sister La Toya has also claimed that the singer was murdered and suggested that his death was a part of a "much larger plan" with "other individuals involved".


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The Hicksian Method and The Slutskian Method
Income and Substitution Effects of a Price Change
A change in the price of a commodity alters the quantity demanded by consumer. This is known as price effect. However, this price effect comprises of two effects, namely substitution effect and income effect.
Substitution Effect
Let us consider a two-commodity model for simplicity. When the price of one commodity falls, the consumer substitutes the cheaper commodity for the costlier commodity. This is known as substitution effect.
Income Effect
Suppose the consumer's money income is constant. Again, let us consider a two-commodity model for simplicity. Assume that the price of one commodity falls. This results in an increase in the consumer's real income, which raises his purchasing power. Due to an increase in the real income, the consumer is now able to purchase more quantity of commodities. This is known as income effect.
Hence, according to our example, the decline in the price level leads to an increasing consumption. This occurs because of the price effect, which comprises income effect and substitution effect. Now, can you tell how much increase in consumption is due to income effect and how much increase in consumption is due to substitution effect? To answer this question, we need to separate the income effect and substitution effect.
How to separate the income effect and substitution effect?
Let us look at figure 1. Figure 1 shows that price effect (change in Px), which comprises substitution effect and income effect, leads to a change in quantity demanded (change in Qx).
Figure 1
The splitting of the price effect into the substitution and income effects can be done by holding the real income constant. When you hold the real income constant, you will be able to measure the change in quantity caused due to substitution effect. Hence, the remaining change in quantity represents the change due to income effect.
To keep the real income constant, there are mainly two methods suggested in economic literature:
- The Hicksian Method
- The Slutskian method
The Hicksian Method
Let us look at J.R. Hicks' method of bifurcating income effect and substitution effect.
In figure 2, the initial equilibrium of the consumer is E1, where indifference curve IC1 is tangent to the budget line AB1. At this equilibrium point, the consumer consumes E1X1 quantity of commodity Y and OX1 quantity of commodity X. Assume that the price of commodity X decreases (income and the price of other commodity remain constant). This result in the new budget line is AB2. Hence, the consumer moves to the new equilibrium point E3, where new budget line AB2 is tangent to IC2. Thus, there is an increase in the quantity demanded of commodity X from X1 to X2.
An increase in the quantity demanded of commodity X is caused by both income effect and substitution effect. Now we need to separate these two effects. In order to do so, we need to keep the real income constant i.e., eliminating the income effect to calculate substitution effect.
According to Hicksian method of eliminating income effect, we just reduce consumer's money income (by way of taxation), so that the consumer remains on his original indifference curve IC1, keeping in view the fall in the price of commodity X. In figure 2, reduction in consumer's money income is done by drawing a price line (A3B3)parallel to AB2. At the same time, the new parallel price line (A3B3) is tangent to indifference curve IC1 at point E2. Hence, the consumer's equilibrium changes from E1 to E2. This means that an increase in quantity demanded of commodity X from X1 to X3 is purely because of the substitution effect.
We get the income effect by subtracting substitution effect (X1X3) from the total price effect (X1X2).
Income effect = X1X2 - X1X3 = X3X2
The slutskian Method
Now let us look at Eugene Slutsky's method of separating income effect and substitution effect. Figure 3 illustrates the Slutskian version of calculating income effect and substitution effect.
In figure 3, AB1 is the initial budget line. The consumer's original equilibrium point (before price effect takes place) is E1, where indifference curve IC1 is tangent to the budget line AB1. Suppose the price of commodity X falls (price effect takes place) and other things remain the same. Now the consumer shifts to another equilibrium point E2, where indifference curve IC3 is tangent to the new budget line AB2. Consumer's movement from equilibrium point E1 to E2 implies that consumer's purchase of commodity X increases by X1X2. This is the total price effect caused by the decline in price of commodity X.
Now the task before us is to isolate the substitution effect. In order to do so, Slutsky attributes that the consumer's money income should be reduced in such a way that he returns to his original equilibrium point E1 even after the price change. What we are doing here is that we make the consumer to purchase his original consumption bundle (i.e., OX1 quantity of commodity X and E1X1 quantity of commodity Y) at the new price level.
In figure 3, this is illustrated by drawing a new budget line A4B4, which passes through original equilibrium point E1 but is parallel to AB2. This means that we have reduced the consumer's money income by AA4 or B4B2 to eliminate the income effect. Now the only possibility of price effect is the substitution effect. Because of this substitution effect, the consumer moves from equilibrium point E1 to E3, where indifference curve IC2 is tangent to the budget line A4B4. In Slutsky version, the substitution effect leads the consumer to a higher indifference curve.
Thus, income effect = X1X2 - X1X3 = X3X2
Questions & Answers
© 2013 Sundaram Ponnusamy
This is a very good work but the equilibrium points arent consistent with their respective indifference curves.
thanks for your clear analyses even though it is very easy,
this things are really complicated....i just wonder why i took this class of economics......
Very easy to understand.
it is very to understand i will admire you
simple and nice explanation
Thaq so much sir for this informetion....
It is very good thanks sir
this was awesome .....well expounded...all due gratitude to u Senior Economists!!!
I'm very happy for this quite helpfull
Well explicated
It's very easy to understand....no explanation is simpler than that
very nice ,,
Thank you very much. It was quite explicit.
Awesome explanation.. Cannot have an explanation simpler than this.. Much thanks
this is great
Thanks a bunch.
This was extremely helpful, thank you so much
Thank you very much
fantastic idea
Thank you
This has broken it down so well! Thank you!
ohh great
Thank you so much........Your explanations were great!
much clearer with your explanations, thank you
Thank you so much
Great job
thank you very much!
Quite helpful


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Sara makes the cheese and her husband, Patxi, makes the wine. Clearly a match made in culinary heaven.
This young couple, with their children Mario and Aitana, live on the La Setera bodega and dairy near the Portuguese border between Zamora and Salamanca. The wine area is known as Arribes Del Duero and is soon to be granted DO status.
The bodega makes white, rosé and red wines and is quoted in the prestigious Wine Report 2006 as one of the most exciting finds in Spain. In addition, La Setera is highly rated by John Radford who writes for Decanter Wine magazine.
The couple started the bodega because 'we like to drink good wine' and were encouraged by Telmo Rodriguez, one of Spain's foremost winemakers.
Vineyards have been in the area since Roman times (always a good sign) and the vineyards are between 50 and 100 years old (another good sign) the minimum amount of necessary chemicals are used and viticulture is of a high standard.
The small harvest yield is subjected to a rigorous hand selection which guarantees that nothing but the best grapes go into the wine.
This very artisanal approach is continued throughout the vinification process ensuring that there is as little man-made interference in the process as possible. The crianzas are gently oaked in French oak casks for 6 to 7 months. Production is very limited- 3,000 bottles of red joven and 4,000 bottles of crianza.
What makes the red wine particularly special is the grape variety which is called Juan Garcia. The grape, which sounds more like a Spanish footballer, is autochthonous (great word which means 'native') to that particular part of Spain. The grape produces wines that have a bright ruby colour and are fruity with a finesse and length that makes one wonder why the grape variety is not more widely grown. Not surprisingly, the wine is an excellent partner to Sara's hard goats' cheese.
One of the pleasures of living in or visiting a wine producing country is that it is possible to try different wines made with grape varieties that are native to a country and yet are little known within it and unheard of abroad. Drinking wine would quickly become a chore if all wine tasted the same! Unfortunately this is an increasing trend in the global wine market. Of course trying different wines can lead to disappointment but that is usually far outweighed by the pleasure of discovering a wine, such as La Setera, that is not only an eye opener but delicious as well.
As a special offer to readers of Web Express Guide the first five readers to order a mixed case of La Setera red from Alegria Wines will receive a free round of SaraÂ's cheese, just perfect for a wine and cheese party!
Cheers! Salud! Prost! Skål! Proost! Santé! Slainte! Kippis!


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Grant of benefit under "Next Below Rule."
No.F.1(6)-E.III (A)/71
Government of India
Ministry of Finance
Department of Expenditure
New Delhi, the 16th August, 1971
Subject:- Grant of benefit under "Next Below Rule."
The undersigned is directed to refer this Ministry's Office Memorandum No.F.1(20)-E.III(A)/67 dated the 25th March, 1968, on the subject mentioned above and to say that the existing provision regarding the grant of officiating promotion under the Next Below Rule in vacancies each of more than 120 days' duration has been reviewed further and the President is pleased to decide that the benefit of officiating promotion under these orders, subject to fulfillment of the conditions laid down under the Next Below Rule, can in future be allowed against promotions in vacancies each of more than 90 days' duration as against the existing limit of 120 days. This benefit should not be allowed in respect of promotions against the existing limit of 120 days. This benefit should not be allowed in respect of promotions against a chain of vacancies which taken together extend beyond 90 days.
2.Insofaras Government servants serving the Indian Audit and Accountants Department are concerned, these orders have been issued in consultation with the Comptroller and Auditor General of India.
(Kirpa Singh)
Deputy Secretary to the Government of India.


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Belden, a global leader in signal transmission solutions for mission-critical applications has announced a series of enhancements to its Belden Infinity C-TC+ and FCC cables.
Belden Infinity C-TC+ and FCC 'Continuous Flex' cables available from Belden Australia have been enhanced to provide superior flexing, extended temperature range capabilities, increased resistance to environmental factors and compliance with more industry ratings.
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Activity Stream
About Me
My name is Susan and I'm a paper-aholic. Digital and physical paper, and long as it is interesting I want it. My motto is see it, like it, buy it!
I am married (20 years in January 2013) we never had kids so I didn't really get into scrap-booking at all. I've always had a journal of some kind. I have books from every trip we have ever taken, including pictures and receipts but not really an artistic scrapbook, more of a log.


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The Principles of Clinical Cytogenetics Ed 2
Author(s): Steven L. Gersen
Date: Format: PDF Language: English ISBN/ASIN: 1588293009
Pages: OCR: Quality: ISBN13:
Uploader: Upload Date: 4/7/2020 12:10:44 AM
This thoroughly revised and expanded edition of a highly praised classic, The Principles of Clinical Cytogenetics, includes the many advances that have occurred in the field. Among the highlights are a full section devoted to advances in fluorescence in situ hybridization (FISH) technology, increased coverage of cancer cytogenetics-both hematopoietic neoplasms and tumor cytogenetics-and new chapters on chromosome instability and the cytogenetics of infertility. The book offers physicians who depend on the cytogenetics laboratory for the diagnosis of their patients, students in cytogenetics programs, and cytogeneticists the clear understanding they need to carry out and interpret their test results rapidly.
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You know you've made it big when Frankie Magazine features your witty and super cute wares. For all you homewares/stationary/word admiring collectors out there, we thought we'd brighten your days and put smiles on your faces through the cleverly written words of Anrol Designs. These Melbourne based locals are presenting the best of our Aussie humour with all sorts of knick knacks that are bound to make the receiver of your gift, or you if you just happen to be the giver AND the receiver, smile. Also, it's great to support up and coming Australian businesses. So jump on the band wagon and join the hipsters of Australia by visiting Anrol Designs' online Etsy store today.
As Featured in. Frankie


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XXX, their last album of newly recorded material (unless you count the long delayed Stone of Sisyphus), it's not what I hoped it would be.
Of the four founding members still in the group's lineup only two, Robert Lamm and trumpeter Lee Loughnane were full time participants on XXXVI. Long time second generation member, Bill Champlin, is gone too so it would be foolish of me to believe the large ensemble would record an album that sounds like their classic years. Chicago is no longer that band.
Unfortunately, my wish was fulfilled on this record and that is one of the big problems with the project. Lamm, who wrote or co-wrote seven of the eleven new tunes, is back in the saddle as the group's principal writer which means he's the person most responsible for this mess of an album. It appears that their most talented composer has finally gone stale (most of his compositions sound indistinguishable from one another) and, if that's indeed the case, perhaps it's time for the veteran act to hang up their horns and call it a day.
Loughnane is a good musician but his lyric writing is cringe worthy. His lone songwriting credit is "America." Sadly he wrote, "America is you and me, Our declaration tells us we're all free and equal, No religion, no color, just people, No one better, no one worse, Everyone comes first" on this insipid track. With those last words he conjures up moldy, leftover images from Woodstock or a politically correct moment from Sesame Street. Lee, don't you realize that if everyone comes first no one does? Please stick to what you do best and simply play your horn.
Jason Scheff's usually screeching vocals are a lot of what's wrong with the title track and, when Lou Pardini (Champlin's replacement) and guitarist Keith Howland both take their turn as lead singer, Chicago proves they don't have a superb vocalist anymore.
Loughnane's lyrics aren't the only thing here that will give you a headache. The CD cover is Chicago's worst design ever. If you have equilibrium problems you should not stare at it too long. I'm sure the boys in the band don't want you to lose your balance.
It wasn't always this way. For a look at the original septet's golden era take a look at An Album By Album Analysis Of The Terry Kath Era.
Sunday, July 20, 2014
Chicago XXXVI: Now (2014)
1 comment:
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Menzo wrote:He's gonna rap the cops to sleep then get away.
Never_Enough wrote:Goat title, woat cover
InsaneTRex94 wrote:I wonder if it's even an album. It's probably a mixtape or an EP at the most. I want these motherfuckers to put out physical CD albums.
InsaneTRex94 wrote:JAGODA wrote:Nice. By the way, the single is dropping May 19th and the whole project coming out May 26th.
Shit, I missed the 1. Thanks though, I'll update OP now.
Just Silver wrote:I think every guy should massage their prostate at least once
True Wiz wrote:Rafael got pussy from a random dudes cum on a table. Rafael man. You're a real g
InsaneTRex94 wrote:New single.
"Feels Good"
InsaneTRex94 wrote:I wish Swifty would switch it up. When he does, i.e. It's All Good, it's great. But when he raps to just rap it gets boring.
CanadaPure wrote:I'd fuck 12Characters
Menzo wrote:InsaneTRex94 wrote:Menzo wrote:Very special guest?
CP guessed it could be unreleased Proof. Of course there's that little part of me that's hoping slightly it's Eminem....If it were going out for free, there'd be no way it's Em, but this is apparently gonna be going out for purchase like Forest Fyres was. It isn't totally unrealistic to hope.
CP's probably right, tbh. Especially if you look at the cover.
It's actually gonna be for purchase then? Interesting...
Users browsing this forum: No registered users


text:
All the talent in the world doesn't mean a thing if you undercut yourself with bad habits that can damage your career. This great video explores six bad habits that can cut a career short and how to turn them around to increase your chances of success.
Coming to you from Bobby Chiu, this great explores common bad habits of visual artists (these apply just as well to photographers) and how to fix them. Of them, my favorite is maintaining personal relationships; it's so important to never overlook the power of networking, particularly in a field like photography. I've gotten so much of my work through getting my name out there and random meetings where I mentioned what I do and that person just happened to need a photographer. Another habit I would add is always being prompt and meeting deadlines. Composers, for example, are notorious procrastinators, and my teacher always said: "there are a lot of so-so composers with careers because they meet deadlines and get things done." And he was right: clients expect the results they asked for on time, and if you can meet or even exceed their expectations in this regard, you've already done a lot to win their favor.
Lead image by Pexels user Mohamed Almari, used under Creative Commons.
[via Bobby Chiu]
6 Comments
Good information. I guess. But watching the video was a little brutal.
1. Don't get information from only one source
2. Don't stop posting on social media
3. Don't be all about business
4. Don't get jaded
5. Don't tag artists on your work so they'll look at it
6. Don't stop learning
---- 20 minutes of life saved ----
Thanks. I stopped watching after he repeated the list of his influences a bunch of times.
here's a hug and a thank you...good lookin out
7. Don't try to use the shortcut every time. ; ) But thank you I was expecting to read just that from the article before clicking the video.
Thank you!!!
And here's a 7th -- Don't take 20 minutes to say what could be said in 5. Or 3.
Oh, and an 8th -- Don't use your list of Don't's (or do's) to show off your own talent. Just get on with it.


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Given the significant differences between separately managed accounts and mutual funds, investors should consider the differences in expenses, tax
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Performance data current to the most recent month end may be obtained by calling our toll-free number. Of course there can be no assurance
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text:
Tuesday, May 1, 2012
The Artist's Model
From the fleshy folds of a Rubens to the elongated lines of a Modigliani, the female face and form have inspired centuries of artists to create the timeless masterpieces that fill the walls of museums and private collections.
By and large, we know little or nothing about the women who posed for these artists or why they did so.
Some did it for money, some for love; still others commissioned their portraits from the popular artists of the day.
While we admire and analyze the deftness of the master's brushstroke, do we ever wonder about the woman who inspired it?
What was she like? What sort of life did she lead?
And what did she think about as she sat there for hours on end under the scrutiny of the artist's eye?
was in my mid-thirties when I met an artist through a mutual friend.
"Have you ever been painted?" he asked.
"No," I replied.
"Well, you should be" he said. "With those skin tones and your face on the verge of becoming interesting, I'd love to paint you."
Flattered (skin tones) and curious (an almost interesting face?), I decided to take him up on his offer.
And so I became the artist's model.
I had no idea what to expect that first day.
What should I wear? "Whatever you like."
What should I bring? "Music that moves you."
I arrived in t-shirt and jeans with Richard Strauss's "Four Last Songs," the final trio from "Der Rosenkavalier" and Wagner's "Wesendonck Lieder."
Almost immediately he began to sketch as I moved around the room, picked up objects arranged on a table and then sat down to examine them more closely. We were learning how to connect with one another and, to my surprise, it all felt very natural.
For the next two years we worked in his studio in the afternoons when the light was at its best. I found that my ballet training enabled me to hold a pose for long stretches of time, and my dancer's "muscle memory" could recall the position perfectly from day to day without any prompting.
Unlike the fashion model who poses for a photographer, there is no camera lens between the artist and his model. His eye is the lens and his hand creates the image that he alone sees.
That first week, my face would start to form on the canvas when I left at the end of each session only to be completely painted over the following day when I returned, because something was just not right – the shape of the mouth or the color of the eyes…
I quickly learned to disassociate myself from the image of the girl on the canvas. She was me; and she wasn't.
On sunny days we might work outside, although he was always careful not to expose my skin directly to the sun.
He made no demands, asking only that I not cut my hair, which was very long, and not allow the sun to color my skin.
I complied with both requests.
I was surprised how quickly I became accustomed to the artist's scrutiny. It soon began to feel warm and comfortable, like the tender look of an old friend.
We rarely spoke while he worked. Often I forgot he was there.
With my body locked in position, my mind was free to move about unfettered. Sometimes I surrounded myself with music letting my mind wander where the notes took me; sometimes I sat wrapped only in the silence of my own thoughts.
The odor of paint, turpentine and gesso had a calming effect on me, and the artist's studio became a refuge during a tumultuous period in my life.
For the two years that it lasted, ours was a relationship of intense intimacy at a distance. I don't remember that he ever touched me with anything but his eyes.
I once asked him something I had long been wondering about.
"How do you know when to put down your brush? How do you know when your painting is finished?"
He thought for a moment and then replied…..
"I know when a painting is finished when one more brushstroke will diminish it."
Sometimes knowing when to put down your brush is as important as knowing when to pick it up.
5 comments:
what an interesting and profound experience. will you post a photo of the painting?ReplyDeleteReplies
Dear Jadie, I have been pondering that very question. The artist kept most of the paintings and sketches or, perhaps, they have been sold by now.Delete
There was, however, a preliminary sketch and a life-sized portrait in acrylic which are in my possession. I am wearing an evening gown of ivory satin with black velvet cape. I'll give it some thought. Perhaps I will post them.
I'm glad you enjoyed the post.
What a cool story M-T. I do not know if I would have dared pose for an artist the way you did, and for so long. Unlike you, I would probably have a hard time keeping the pose, and finding it again after a few days. I would love to see the result of this talented artist's work if you decide to show it. Oh, and thank you for stopping by chez French Girl today!ReplyDeleteReplies
I doubt I would have the patience to pose for such longs periods today. I was fairly youngish and still had a dancer's displined body. Today, it would be a far different story.Delete
The sketch hangs in my fourth floor atelier and the painting is in my dining room. I am still pondering whether or not to photograph them and post them, but, if I do, I'll give you a definite "heads up."
- AnonymousSeptember 2, 2017 at 12:32 AM
I don't even know how I ended up here, but I thought this postReplyDelete
was great. I do not know who you are but definitely you are going to a famous blogger
if you are not already ;) Cheers!
My dear Readers, I do so love reading your comments and appreciate the time you take to make them. To make it easier to leave your comments, I have disabled that annoying "Word Verification" setting, which Blogger (in its infinite wisdom) enabled without my consent.
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Fast Track
By Staff
Upfront Limps Out Of the Gate
Price raises are slight; volume may drop By John M. Higgins
The upfront market is shaping up to be even weaker than expected—more down than flat—with even strong broadcast and cable networks securing only slight price increases and total volume possibly dropping.
Two weeks after dealmaking started, broadcast networks are roughly halfway through, and cable networks are barely out of the gate. Last year, buyers committed $9.1 billion upfront for primetime broadcast shows and $6.9 billion for cable-network all-day programming.
This year, ad buyers and sales reps say the two networks with the best Nielsen-ratings story are the most aggressive. ABC has been most aggressive on price, holding out for 4%-plus cost-per-thousand-viewer (CPM) increases. That has prompted ad buyers to start cutting deals with other networks.
Fox is focusing on writing volume, settling for small, 2%-3% increases in CPM in primetime to secure commitments quickly. The network is expected to write more volume than last year.
Last fall's World Series slide meant that Fox's 18-49 audience average was flat for the 2006-07 season. But speaking at Deutsche Bank's annual media conference, News Corp. President Peter Chernin said Fox is emphasizing ratings for its entertainment shows, which he says increased more than 15%.
Chernin says that "our strategic view was not to go for huge increases in CPMs" but instead "to go for increases in volume, to try and monetize as much of that ratings increase."
CBS, whose 18-49 ratings fell 5% this season, has not been aggressive in either price or volume and could opt to write less business than last year.
NBC, whose ratings have dropped sharply for two straight seasons, is swallowing price cuts of 5% and more. But the network is expected to increase the volume committed to the upfront market, so it could wind up selling the same amount it sold last year, $1.8 billion.
Part of the overall decline in upfront commitments can be traced to The CW, created out of the ashes of soon-to-fold The WB and UPN. The two networks combined sold around $925 million in last year's upfront.
Industry executives now believe that CW will fall well short of even the $650 million that WB alone sold last year.
Cable networks are waiting in line. Cable's CPM growth typically outpaces the Big Four broadcast networks, but not this year. Media executives say the largest basic networks are unlikely to secure CPMs gains around the same level as the strong broadcasters.
Shenfeld To Produce 'iVillage Live'
NBC Universal Television Stations is tapping David Shenfeld, a former executive producer of Fox-owned WNYW New York's morning show, to be the top producer for iVillage Live, a new daytime program that will air on NBC O&Os and stream on recently acquired women's Website iVillage.com.
Shenfeld will be executive producer for the live, female-friendly show, slated to launch toward the end of the year. The program will be produced with a live audience at NBC U's Universal Studios in Orlando, Fla.
A veteran of local TV and daytime talk, Shenfeld was executive producer for WNYW's Good Day New York from 2003 to 2005. Previously, he spent two years as co-executive producer for Ricki Lake's syndicated show, Ricki. He also has produced live programs for MTV and FX.
Early plans call for iVillage Live to air at noon ET/11 CT and live-to-tape for West Coast stations at noon.—Allison Romano
The television industry's top news stories, analysis and blogs of the day.


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So, its that time of year again! The annual New Ross Piano Festival! Gosh, where does the time go? The festival took place through the latter end of last week, and over the weekend. As usual Amy and her Grandad had a great time! I was hoping to go myself this year...but alas, I was not able to make it! Brian managed to take Amy on Sunday afternoon after church though, and he enjoyed it thoroughly!
One of the best parts for Amy was that she got to listen to a friend of her play on the student night! She was very proud of her! Amy is hoping to play on the student night next year...she had wanted to this year but still felt too nervous as she has not yet passed her first grading (which is coming up soon). Also one evening a "zoo piece" was played by the musicians...Amy particularly liked this piece as it was very funny, so she tells me!
Every evening Amy came home, she was very excited to tell us all that she had heard, and people she had met! This is such a wonderful event, I'm glad that our family are able to enjoy it. We appreciate the hard work, effort and sheer talent that goes into making this festival so delightful for everyone!
Strike A Pose! :)


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Mr. and Mrs. Edwin Bowman
WEIRTON — Former Sen. and Mrs. Edwin Bowman of Weirton celebrated their golden wedding anniversary by renewing their vows in front of family and friends on Aug. 15 at the Williams Golf and Country Club in Weirton
Bowman and the former Kathy Mrvos were married by Justice of the Peace Samuel L. Pierce on Aug. 15, 1967, in Alexandria, Va. Densil Nibert of Shenandoah Valley, W.Va, officiated for the ceremony.
Bowman was a former mayor of Weirton and a W.Va. state senator for four terms. She is retired from the Hancock County Schools as an eighth-grade language arts teacher.
He is the son of the late Edwin C. and Emma Vargo Bowman. She is the daughter of Eileen O'Donnell Mrvos and the late George Mrvos.
The couple, who have one daughter, Kristin, and two grandsons, recently traveled to Aruba for their anniversary.


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Processing time
3-5 business days
Customs and import taxes
Buyers are responsible for any customs and import taxes that may apply. I'm not responsible for delays due to customs.
.| Mini EVA hoops.
Small 925 sterling silver rings with a snake pendant.
Perfect for wearing alone or mixed with other multiple piercing earrings.
They are minimalist, light and comfortable to put on.
They don't weigh
It sells a single piece or pair of earrings as you want.
• Metal: 925 sterling silver (vermeil gold). The fact that it bears the "distinctive seal" of the 925 brand is a guarantee of its composition and quality.
They're the perfect gift, they always look good.
• We cannot accept returns on earring purchases for hygiene/health reasons
3-5 business days
Buyers are responsible for any customs and import taxes that may apply. I'm not responsible for delays due to customs.
Just contact me within: 14 days of delivery
Ship items back to me within: 30 days of delivery
But please contact me if you have any problems with your order.
Because of the nature of these items, unless they arrive damaged or defective, I can't accept returns for:
Buyers are responsible for return shipping costs. If the item is not returned in its original condition, the buyer is responsible for any loss in value.
Escoja un anillo que le quede bien. Mida el diámetro interior del mismo en mm.
Compare con la escala en mm y tallas que le mostramos y a continuación elija la suya.
En caso de dudas entre dos tallas siempre recomendamos pedirla mayor.
▪15,90 mm ➡ T 10
▪16,56 mm ➡ T 12
▪17,20 mm ➡ T 14
▪17,80 mm ➡ T 16
▪18,50 mm ➡ T 18


text: When it feels like life is caving in on you, look upwards! The day will die but the hope for another, like your opportunity, is as high as the sky. Should they put you in a casket by mistake, the glimmer of light and hope is upwards. No point in looking back now. You're still here. 😙


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Jump to: Concordance • Thesaurus • Library • Subtopics • Terms
On the Words, and in one Holy Catholic Church, and in the ...
Saints' Days, Fasts, and Festivals.
On the Words of the Gospel, John x. 30, "I and the Father are One. ...
Martyrdom of Habib the Deacon.
Psalm CIII.
God's Family.
ThesaurusHonourest (2 Occurrences)
...Honourest (2 Occurrences). ... And thou honourest thy sons above me, to make yourselves
fat with the primest of all the oblations of Israel my people. (DBY JPS). ...
/h/honourest.htm - 7k
Honoureth (9 Occurrences)
Oblations (24 Occurrences)
Fattening (1 Occurrence)
Trample (34 Occurrences)
Primest (1 Occurrence)
Adversity (54 Occurrences)
Honoured (79 Occurrences)
Rescue (92 Occurrences)
Sacrifices (186 Occurrences)
Bible ConcordanceHonourest (2 Occurrences)
1 Samuel 2:29 Wherefore do ye trample upon my sacrifice and upon mine oblation which I have commanded in my habitation? And thou honourest thy sons above me, to make yourselves fat with the primest of all the oblations of Israel my people.
Psalms 50:15 And call Me in a day of adversity, I deliver thee, and thou honourest Me.
Related Terms
LinksBible Concordance • Bible Dictionary • Bible Encyclopedia • Topical Bible • Bible Thesuarus


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Today's featured art – "Sedona Rainbow" Canvas Print by KosherSauce via Society6. Also comes as a framed art print, metal print, tote bag, coffee mug & more!
Today's Transmission – About Religion & Faith
"You don't have to be religious to have faith, or believe in God or a power greater than yourself."
For easy, fun, practical things you can begin doing to explore your relationship with God, see the article, "4 Ways To Explore Your Relationship With God".


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Sompo Canopius AG has entered into a license agreement with SSBN, which will provide it with flood models and hazard maps for the United States.
SSBN works within the insurance sector, providing global flood risk analytics, which are based on cutting-edge research methods that "provide robust estimates of risk," said Sompo Canopius in a statement.
Founded by members of the Hydrology Research Group at England's University of Bristol, SSBN is led by Professor Paul Bates, an authority in the field of flood risk.
To date, Bates has obtained over £29 million ($41.6 million) in national and international research grants and is a recent winner of the prestigious Lloyd's Science of Risk Prize, the company continued.
"Understanding flood risk in some areas of the US can be notoriously difficult," said Marek Shafer, head of Catastrophe Management, Sompo Canopius.
"SSBN, which offers a range of modelling tools at the forefront of flood risk research, is an innovative and dynamic organization with a clear and impressive methodology," added Shafer.
"This relationship will give us significantly greater clarity about these risks across north America, providing a more robust scientific basis for underwriting existing risks and allowing us to consider new locations and products to offer our brokers and clients."
Source: Sompo Canopius
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i love my grandgie
My daddy named me after his mother, my grandmother, Evelyn Barnes. We called her Grandgie. I grew up in Statesboro, Ga, but I came up to Macon to visit my grandparents. I NEVER dreamed I would live in Macon and only a few miles from where my grandparents' house was. It was down a long gravel driveway and back in the middle of what she named the "Barnes Happy Forest". Grandgie loved painting, gardening, and bird watching. She had tons of bird feeders in the big picture window in her kitchen, and I remember watching birds with her. The sweet sound of waking up in the back bedroom to Grandgie's chirping birdies is one of my fondest memories. I started my photography business soon after my hubby and I moved to Macon. So in honor of my Grandgie, I decided to use my middle name for my company. I also wanted to use love birds in my logo as a nod to Grandgie and as a way to represent the sweet couples that I get to photograph.


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Prof. Eugenio Caligiuri (Eugenio Roberto Caligiuri)
EUGENIO ROBERTO CALIGIURI Australian born , Italo-Australian and son of long term Italian migrants to AUSTRALIA who come down under to find better opportunities and freedom.
He holds the following qualifications.
MB BS (Hons); Doctor in Medicine; Master Degree in International Relations; Graduate Diploma in Regional Cooperation and Law University of Chile , Postgraduate Diploma in International Economics Pro-Chile –Diplomatic academy of Chile, PhD in Law, J.D. (US). Gran –PhD Russia ,Justice of the Peace 1984 for New South Wales Australia commissioned by the Governor of New South Wales , Appointed in 2005 Honorary Consul to Romania for the Republic of Equatorial Guinea for emeritus service to the country by President TEODORO OBIANG NGUEMA MBASOGO ,International Electoral Observer to Venezuela appointed by the Venezuelan Electoral Commission in referendum , Revocatorio 2004 and 2005 with Presidents Jimmy Carter and Cesar Gaviria, http://profile.ak.fbcdn.net/object3/1200/122/n14494192129_7658.jpg,
Organizer of the Participation of the President of the Republic of Equatorial Guinea in the Francophone Summit of Heads of State in Bucharest 2006,.In 2009 he has participated has Government Representative of Equatorial Guinea to the World Prosecutor and Attorney General Submit at Bucharest http://www.summitgp2009.ro.
DR. CALIGIURI was invited has an International jurist at the Islamic Conference of Prosecutors by the Iran Government in Teheran at APRIL 2009.
He teaches on line in several universities in Latin America, United States and Russia, Africa, Member of the International Law Association, International Bar Ass former member, Institute of multi-track diplomacy ,Union Internationale des Avocats Member.
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Why do they call me Teacher David?
Every class, every student, every parent, and every teacher I work with knows me as Teacher David. Even at the dual immersion school where I work, the kids call me Maestro David which translates to…? You guessed it, Teacher David.
I don't insist on being called Teacher David. I mean, I had been working in education for four years and no one ever called me Teacher David.
The first time someone called me Teacher David was when I began working in an early intervention classroom for young children with special needs. I was young and inexperienced and one of the teachers called me Teacher David. I don't know why she was compelled to call me that, but I think she did it so that the kids would think of me as a real teacher instead of as another really really big kid.
I mean, I do have a tendency to behave as just another really really big kid. I like to crack jokes that only a three year old would laugh at and do really silly voices (give me a set of blocks and some dinosaurs and I will perform for you a show). I can see it too when I'm goofing around with the kids and I have to immediately stop to lay down the law about not standing on chairs or chewing on play dough. When I turn into law enforcement mode, the kid is startled. The surprise is just momentary as they process the fact that I am indeed a teacher and not just a friend.
I started playing the guitar around that time. I learned all the basic songs like Old McDonald or Wheels on the Bus. The teacher I worked with wanted me to play and sing these songs with her class. Then the other teachers wanted me to do music with their classes. The teachers told their kids that it was time to do music with Teacher David.
Two times a week I did music with the kids. The kids started calling me Teacher David too. Then their parents started to call me Teacher David.
The name invokes a certain persona within me. It is a persona that the kids connect with in a way that makes the class more enjoyable. It is a persona that uses lots of energy, makes lots of smiles, and speaks very loudly. It's a persona that the kids really seem to enjoy. It is a persona that can be silly and in-charge at the same time.
When I moved to Portland and looked for employment, I had to make a choice. People will know my name to be whatever I choose my name to be. Would I take Teacher David with me? Do I want to be called Teacher David? Or do I want to be called something new like Mr. Oh? Or simply David? Or maybe even Soobin (my Korean name)? Being in a new place affords these types of opportunities.
It was during my interview at West Hills when they asked me if I would teach a class as part of the interview. I didn't have to think about who I would be. I just became who I naturally wanted to be in front of 15 curious 3 year olds.
I became Teacher David.


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'Teenage Mutant Ninja Turtles' Gets Pushed Back, Plus: Watch an Alternate Ending for the 1990 'Turtles' Movie
It's all about the toys, apparently. In a move that makes sense from a business perspective (read: don't freak out Turtles fans), Paramount has pushed back the release date of its live-action Teenage Mutant Ninja Turtles movie from June 6 to August 8, 2014 so that it wouldn't compete on toy shelves with Transformers 4, due out on June 27 (though it may move up to June 25), according to Deadline. Seeing as both movies come with massive toy tie-ins, it made sense to spread them apart a bit, and in our opinion it actually works in favor of Teenage Mutant Ninja Turtles (or TMNT, as it's known on the streets) because now the film can use San Diego Comic-Con an an extra marketing boost in the weeks leading up to the new release.
That said, with a new date that has it opening a week after Marvel's Guardians of the Galaxy, those Turtles will have to work extra hard to separate themselves from their heroic competition. Seeing as production just wrapped, hopefully Paramount will be able to tease the new Turtles fairly soon. We've seen what they look like, but can't say anything else except that you fans are gonna go all "Cowabunga!" over their new look.
In other TMNT news, fans of the original 1990 live-action Turtles movie (the best to date, according to this TMNT fan) may be interested in checking out this alternate ending for the movie that makes nods to the Turtles' comic upbringing. It's definitely a strange ending -- to see April O'Neil and the runaway "lost boy" trying to pitch a Ninja Turtles comic -- and we can see why they ditched it. Still, though, it's worth checking out... ya know, for historic purposes and such.
The video (courtesy of Slashfilm) begins with the original ending and then continues on with what appears to be an extended ending.
Movies.com, the ultimate source for everything movies, is your destination for new movie trailers, reviews, photos, times, tickets + more! Stay in the know with the latest movie news and cast interviews at Movies.com.
Copyright © 2020 FANDANGO MOVIES.


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Embracing the Cloud
Every new technology must go through a cycle of maturity. Beginning with buzz-word status, moving to reliable and proven. As new technologies migrate through this cycle, Federal Government agencies must delicately balance between "bleeding edge" status (too risky) and "dinosaur" (too late) paces of adoption. Prudence has its place and should be exercised before widely adopting new technologies (remember the Apple Newton?), given the potential impact and buying power of most agencies. However, agencies should not wait too long as the expectation of constituents has the potential to outpace the agency's ability to deliver services. Remember when the only way to access certain information was to wait until it was printed and distributed by the Government Printing Office? Today's government customer sees this as a laughable notion. They demand secure, instant, fast access as they interact with the government.
So it is with the cloud. In a now famous policy announcement dated back to February 8th, 2011 then Government CIO Vivek Kundra detailed the Government's Cloud First Policy. All of the basic arguments were there – speed, scale, security, economic, cost, etc. These factors have become more advantageous since 2011, and yet some agencies are still in a wait-and-see mode. This shouldn't be the case. Cloud technology is mature, secure, and reliable. Entire industries build an existence entirely on Cloud Technology. The Government even has a standard for ensuring consistent security standard across cloud service providers; FedRAMP.
See the article for an industry overview and perspective on Cloud.


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This article is from the archive of our partner .
The "confused" man behind the Manti Te'o fake-girlfriend hoax, Ronaiah Tuiasosopo, is speaking out publicly for the first time — and it appears he'll confess to the whole thing and claim to be the voice of Lennay Kekua, all while coming out as gay. "I wanted to end it," Tuiasosopo tells Phil McGraw, insisting that Te'o had no role in perpetrating the hoax. "I just had to start living and let this go," he said. Tuiasosopo's two-part interview on the syndicated Dr. Phil show doesn't air until tomorrow and Friday, but just like Like the extended lead-up to Katie Couric's interview with Te'o last week, NBC is teasing out the juicy parts early, complete with the host's questioning on some of the most prominent rumors to emerge from the scandal on the Notre Dame football star. McGraw's recounted the interview this morning on the Today show:
"I said, are you then, therefore, gay? And he says, 'Well, when you put it that way, yes.'"
That admission — albeit a nervous one — seems to begin to answer all the questions as to why a grown man might assume the fake identity of a female Stanford graduate, then carry out an online and phone relationship with a star linebacker and ultimately fake the fake girlfriend's death. Tuiasosopo, according to the Dr. Phil tease, goes on to walk back his coming out: "I am confused," Tuiasosopo says. In one of the only notable moments of his incomplete interview with Couric last week, Te'o adamantly denied that he was gay: "Far from it," he told Couric. "Faaaarrrr from it."
Compounding the ongoing confusion over the scandal is that Tuiasosopo, in the Dr. Phil interview, is sticking to the assertion that he was disguising his voice and was, in fact, the person that Te'o thought he was talking to on the phone all those months. Tuiasosopo's lawyer has said the young man was disguising his voice, though a conflicting report from The New York Post claimed that a female cousin was in on the scheme. Not that the mini-controversy over voice disguise might change the public perceptions of the case, exactly, but it does begin to give you an idea of how invested Tuiasosopo was into the relationship.
This article is from the archive of our partner The Wire.
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I started a new project. It's a 1977 Yamaha XS750 I picked up in Virginia for $120. It obviously doesn't run, but the engine kicks over and the frame seems straight.
My plan is to strip it down to the frame and build an entirely new bike in its place. I think the XS750 is rad, but I may not keep it. From this bike I might only use the frame, but we shall see.
As of October 4, 2016, I've separated the frame and the engine. I have the engine sitting on an engine stand waiting for me to clean up, check compression and make it look pretty. I'm about half way through detabbing the frame. I found a place nearby that does powder coating. I'm going to have the frame and wheels powder coated black for about $300 ($200 for the frame and $100 for the wheels). That includes prepping the frame and wheels to be coated – sandblasting or whatever.
I'm pretty sure I'm going to use the stock fork, so I need to dig up some brake calipers, pads, new tubes and a fresh set of gaskets for it.
The serial number on this bike is IJ7-104036. The model is an XS7502D.


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The search for a dog whose head was stuck in a plastic jug for more than a day has come to a happy ending.
Volunteers began looking for the pit bull mix in the woods around Memphis, Tenn., after a woman spotted the pup on the side of the road. Beth Gresham tried to rescue the dog, but the animal ran away when Gresham approached.
Gresham was able to snap a photo of the canine, and she posted it on her Facebook animal-rescue page with this description, "Plastic container is stuck over this baby's head. Cannot eat or drink."
The picture received so much attention that local TV station WREG ran a story about the trapped dog, and soon dozens of volunteers began searching for the animal.
"There was a little room so that she [got] air, but the hotter it got, the less oxygen she was going to get," Gresham told WREG.
Groups of volunteers began searching for the pup on June 8, and by the following day the disabled dog had been located.
"I seen him coming down pathway with the jug on his head," Chester Burns told WTVR. Burns cornered the dog against a fence with his Jeep and then used wire cutters to remove the large jug.
Rescuers aren't sure if the container was placed on the dog's head or if she became trapped while searching for food.
After she was freed, volunteers took the pup to a local animal hospital where vet tech Jesse Sidle says the dog ate whatever they gave her, including dog food, cat food and a rotisserie chicken.
"She was starving. She was 27.7 pounds and she should be around 45 pounds," said Sidle.
X-rays showed that the plastic jug wasn't the only problem the dog was dealing with though. The pit bull pup had been shot with a BB gun, and she had a broken pelvis and a fractured jaw, indicating that she might have been hit by a car.
Although people suggested several names for the dog, including Pickle, Jughead and Astro, they ended up naming her Miracle after her incredible story.
Since her rescue, Miracle has already gained five pounds and is up for adoption.
Check out a video of Miracle and her rescuers below.
Also on MNN:


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When it comes to working on vehicles, Lou Lippert might be the most experienced guy in town. Lou has been fixing cars in Ann Arbor for over 30 years. Before starting his own business, Lou spent 17 years as service manager at Ann Arbor Subaru and Dunning Subaru. Lou also served as service manager for The Sports Car Exchange (Ferrari and other exotic vehicles) as well as a field technician for Perkins Diesel.
Lou was awarded a "World Class Technician Certificate" and is listed in the Automotive Hall of Fame by the Automotive Service Industry Association for multiple Master ASE certificates:
Mike Bittenbender is another one of the four "Mikes" at Convenience Auto South. He brings tremendous (over 30 years) experience to our shop. Mike worked at Howard Cooper (local VW dealership) and has experience working on VW as well as the exotic vehicles sold there. Mike is one of the few technicians in AA that remembers when carbureted vehicles were the norm, and mechanical fuel injection was considered 'exotic'. When he's not working on vehicles, Mike enjoys nature and the outdoors. He enjoys gardening, birds and other animals. Mike is also 'in charge' of the two feral cats that live in our back lot. By the looks of things, the cats eat better than any of the humans in the neighborhood.
Mike Jeffries (we call him MJ) just loves fixing cars. He has been doing it for 30 years. His keywords are honesty and integrity. He also prides himself in being a recovering perfectionist. It's easy to see how his life-signposts line up perfectly with our shop philosophy.MJ first started working on cars when he was 15, even before he could drive. He actually built his very first car while he was still in drivers' education. Mike is one of those people who lives the saying, do what you enjoy, and never work a day in your life...When he's not working on vehicles, MJ enjoys reading, yard work, wildlife, nature walks, and of course, driving his Jeep off road.
Mike Maloney was born in Ann Arbor, and has stayed close to Ann Arbor most of his life. Mike earned a bachelor's degree in electrical engineering and an MBA from The University of Michigan before spending 30 years in the corporate world. He was most recently a division president at D&M Holdings, the owners of legendary Hi-Fi brands like McIntosh Labs, Boston Acoustics, Denon, and Marantz. Prior to that, Mike worked for Ford Motor Company, Visteon, and other auto suppliers, where he learned about cars from an engineer's perspective. . . Mike's experience at Ford included both hardware and software design for engine and chassis electronic controls, systems and sensors. Over the course of his extensive career, he has visited and developed personal relationships with engineers at nearly every domestic, Asian and European OEM.Mike always wanted to own his own business, and is currently living out his dream!
Larry Masquelier is our newest service advisor, and brings over 30 years of experience in the auto repair business and motorsports. In addition to working as a technician and service advisor, Larry worked as a field service engineer for Yamaha. He also raced motocross and enduro go-carts in his youth.As a teenager, he was fascinated by internal combustion engines, and that led to a life long avocation. Larry most enjoys helping customers solve their vehicle problems, and really appreciates the high level of skill that our technicians possess. Larry lives with his wife (and two cats) in Adrian, Michigan . He enjoys hunting, fishing, and is a perfectionist when it comes to grooming his front lawn.