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Philippians 4:8-9 KJV – "Finally, brethren, whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things. Those things, which ye have both learned, and received, and heard, and seen in me, do: and the God of peace shall be with you."
My husband went to a meeting last week and came home with a new saying (thank you Greg!).
"Don't see the stain."
I know I have written over and over again about perspective but this saying brought the importance of perspective to my mind again.
It is so easy to get caught up in the negative. We are going through our hunky, dory day and wham! Problem – in come the negative thoughts and opportunity to see the stain. It is a choice that you have to make to not see the stain. For example, I was having a good day yesterday when a problem arose at work of a lost item that I need for a patient. Now, I didn't lose the item – someone delivered it to the wrong patient. I had two choices: 1) I could get mad and lose my ever-loving mind or 2) I could calmly call the representative and request kindly that they do their job and locate the item. Praise God, I chose #2. I am still trying to not see the stain in this situation. I am trying so hard to have a good attitude while I "patiently" wait for it to be located.
It is about choosing to think on other things. It is about deciding on a perspective that sees the opportunity and not the negativity of the situation. It is hard. Don't get me wrong. So many times I feel like it would be easier to just blow up and deal with the aftermath. But that's not how Christ wants us to behave and think. He gave us the good things in life to keep our perspective in line with His.
So today, when life comes at you hard and ugly, remember the things that are honest and pure and just and lovely and are of a good report. Think on these things. Don't see the stain.


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subset: commoncrawl


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Start watching with your public library card or university login
Vaginal Davis: An Interview Part of the Series: Video Data Bank On Art & Artists: Performance
In this interview, American artist, independent curator, writer, and experimental filmmaker, Vaginal Davis reflects on her initiation into the punk rock and art scenes of Los Angeles during the 1980s and 90s, her stylistic influences, and her ongoing efforts to theorize queerness and visuality. Caught between the opposing poles of Hollywood classicism and the rawness of punk, Davis defines her unapologetically gender-bending, campy, and at times aggressively critical performances as scenarios, rather than spectacles or entertainment.
She describes the establishment of HAG Gallery, an alternative exhibition space run out of her apartment building during the 1980s, and the motivations that mobilized the gallery's events. Davis also shares stories from the early days of writing and circulating Fertile LaToya Jackson, a queercore zine, illuminating her contribution to the emerging internationalism of the zine movement.
In addition, Davis's interview offers salient insight into the larger challenges she and other artists of color and alternative sexual orientation faced due to the racial, economic and gender politics of the Reagan era. These pressures provided Davis with motive to invest in the critique of language, laying the grounds for the artist's development of an idiosyncratic "Vaginalese Ebonics" and various drag personas.
Davis's first major solo exhibition opened in 2012 at the Participant, Inc. in New York, and her work continues to attract critical acclaim from universities and scholars in the U.S. and abroad. The artist lives and works in Berlin. -- Faye Gleisser
Interview conducted by David Getsy in May 2013, edited in 2014.


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Daryl Dixon Cup With Straw 20 oz. - The Walking Dead
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Student Evaluation of Learning and Teaching
Document Currently Under Review
Current Status: Feedback Being Incorporated - with Sponsor 16 March 2020
- Purpose
- Scope
- Legislative Context
- Definitions
- Five Domains of this Procedural Document
- General Information
- Actions
- Supporting Documents
- Responsibility
- Promulgation
- Implementation
- Records Management
This procedure supports and mandates the implementation of the Student Evaluation of Learning and Teaching Policy, particularly the key principles associated with the collection, reporting, distribution and actions relevant to student feedback. The purpose of this procedure is to affirm the institutional commitment of obtaining student feedback as a legitimate mechanism in ongoing institutional quality assurance regarding learning and teaching. This procedure details processes that relate to the following: collection of student feedback; the analyses process; the report framework structure; the reporting distributed pattern; closure of the student feedback loop and evidence of action relevant to the student feedback.
To operationalise the Federation University Australia's online student feedback system, eVALUate, in alignment with the Student Evaluation of Learning and Teaching Policy.
NOTE: eVALUate is currently the acceptable online, anonymous student feedback mechanism for the Higher Education sector.
|The collection of student feedback, analysis process, reporting and interpretation of data to relevant staff and students of the institution regarding the quality of learning and teaching
|Course evaluation
|The evaluation process primarily concerned with the course structure and its associated components
|Teacher evaluation
|The evaluation process is primarily concerned with the teacher delivering the course in the higher education (HE) sector
|The online feedback tool for collating, analysing and reporting student feedback on their learning and teaching experiences at the institution and its associated providers. This is the acceptable evaluation tool for both sectors across the university
|A program of study/research leading to the granting of an official award or qualification of the University contained in University Schedule 5.1 and the Scope of Registration. A program contains subsidiary elements variously referred to as courses (higher education) or units of competency (VET)
|Subsidiary element of a higher education (HE) program
|Course Coordinator (CC)
|A university staff member responsible for the delivery, assessment and structure of a course. This staff member may also teach the course or delegate this responsibility to another university staff member
|Program Coordinator (PC)
|A university staff member responsible for the oversight of a program
|A university staff member responsible for the actual delivery of a course (HE). A course can also be delivered by more than one teacher (i.e. team teaching)
|School Business Manager (SBM)
|Key administrative university staff member who is responsible for the administrative tasks for all programs within their School
|Associate Dean, Learning and Teaching (ADLT)
|The ADLT is a key leadership position located within each School and is an important part of the School Executive Group. The ADLT is a university staff member who plays an integral role in learning and teaching quality assurance, peer review and professional development of all staff within their School. The ADLT works closely with the senior School staff across the School and the institution
|Associate Dean,Student Retention and Success (ADSRS)
|The ADSRS is a key leadership position located within each School. The ADSRS has a specific focuses on student retention, success, attrition and related factors. The ADSRS also works closely with the ADLT within each School and the DVC Learning & Quality
|Annual eVALUate Schedule
|A pre-determined schedule formalising the evaluation process within the institution published on the University's Survey Teams eVALUate webpage, at the commencement of the calendar year
|eVALUate Course survey
|This survey asks students to reflect and provide feedback relevant to the course structure including meeting learning outcomes, assessment, course structure and design
|eVALUate Teaching survey
|This survey asks students to reflect and provide feedback on individual teachers involved with the delivery of a course
- Preparing for an eVALUate Campaign
Questions within the eVALUate Course and Teaching Survey
Generation and Distribution of eVALUate Reports
Responding to Student Feedback
Evidence of Corrective Action (where required)
In order to ensure that data used for survey purposes is accurate and available at the required time, the following must occur:
- Student Management Team is responsible for the delivery of appropriate professional development (PD) to School administrative staff regarding the specific data entry requirements that enable accurate data to be extracted out of the university agreed student database (i.e. myStudent Centre) for the purpose of eVALUate analysis.
- The School Business Manager (FBM) within each School is responsible for ensuring all administrative staff associated with eVALUate and myStudent Centre system have completed the necessary training and PD required for the successful roll-out of an eVALUate campaign within their School. The FBM must be made fully aware of the expectation of the FedUni Survey Team prior to extraction of data for a eVALUate campaign.
- The FedUni Survey Team is responsible for maintaining and reviewing campaign schedules, processes and communicating with the Associate Dean, Learning and Teaching (ADLT), Associate Dean, Student Retention and Success (ADSRS) and FBM where issues arise with eVALUate collection and distribution.
Publication, access to and storage of eVALUate data:
- Publication of reports will occur as per the eVALUate Business Rules and Reporting Framework.
- ITS (Information Technology Services) will be responsible for the secure storage of digital eVALUate data in consultation with Surveys Team and the FedUni Survey systems vendors.
- Each School and recipient of eVALUate reports will be responsible for the secure storage of eVALUate reports.
The eVALUate Process is for Semester 1 and Semester 2 in various locations including Ballarat, Wimmera and Gippsland. The survey schedule also needs to align to Partner/Centre of University Partnerships (CUP) management reporting requirements. For non-standard teaching periods (i.e. those overseas, Winter Sessions Semesters, Summer Sessions Semesters, Spring Sessions Semesters and Late Summer Semester) and international partner provider teaching periods, campaign timelines will be modified accordingly by the FedUni Survey Team in consultation with the appropriate staff. The table below describes the time period, School responsibilities and the FedUni Survey team responsibilities throughout the Semester 1 and Semester 2 campaign periods.
|Time Period
|School Responsibility
|FedUni Survey Team Responsibility
|Pre-commencement of the semester
|Week 1-4
|Week 5
|Week 6/7
|Week 8
|Week 9
|Week 10
|Week 11
|Week 12
|Week 13
|Week 14
|Week 15
|Friday of Week 15
|After results are published
|After results are published
eVALUate Course/Survey
The eVALUate course survey has eleven quantitative and two qualitative items. Eleven quantitative items ask students to report their level agreement with statements about what helps their achievement of course learning outcomes (items 1 to 7), their motivation and engagement in learning (items 8 to 10) and their overall satisfaction (item 11).
Students may indicate Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD) or Unable to Judge (UJ) for each item.
Where appropriate data may be grouped and presented in the summary reports. For example:
- % Agreement = SA and A,
- % Disagreement = D and SD and
- % Unable to Judge = UJ
Results of the survey are also reported as percentages.
Students are asked to judge their level of agreement with the following eleven statements:
1. The learning outcomes in this course are clearly identified.
The learning outcomes are what you are expected to know, understand or be able to do in order to be successful in this course.
2. The learning experiences in this course help me to achieve the learning outcomes.
The learning experiences could include: face to face lectures, tutorials, laboratories, clinical
practicums, fieldwork, directed learning tasks, and online and distance education experiences.
3. The learning resources in this course help me to achieve the learning outcomes.
Learning resources could include print, multimedia and online study materials, and equipment
available in lectures, laboratories, clinics or studios.
4. The assessment tasks in this course evaluate my achievement of the learning outcomes.
Assessment tasks are those which are rewarded by marks, grades or feedback. Assessment tasks
directly assess your achievement of the learning outcomes.
5. Feedback on my work in this course helps me to achieve the learning outcomes.
Feedback includes written or verbal comments on your work.
6. The workload in this course is appropriate to the achievement of the learning outcomes.
Workload includes class attendance, reading, researching, group activities and assessment tasks.
7. The quality of teaching in this course helps me to achieve the learning outcomes.
Quality teaching occurs when knowledgeable and enthusiastic teaching staff interact positively with
students in well‐organised teaching and learning experiences.
8. I am motivated to achieve the learning outcomes in this course.
Being motivated means having the desire or drive to learn, to complete tasks and to willingly strive for goals.
9. I make best use of the learning experiences in this course.
I prepare for and follow up on the learning experiences offered in this course.
10. I think about how I can learn more effectively in this course.
I take time to think about how I can learn more effectively.
11. Overall, I am satisfied with this course.
Overall, this course provides a quality learning experience.
Qualitative items invite students to make constructive comments (limit of 600 characters):
12. What are the most helpful aspects of this course?
13. How do you think this course might be improved?
eVALUate Teaching Survey
The eVALUate teaching survey asks students to report on aspects of teaching performance. It has seven quantitative and two qualitative statements.
Students may indicate Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD) or Unable to Judge (UJ) for each item.
Where appropriate data may be grouped and presented in the summary reports. For example:
- % Agreement = SA and A,
- % Disagreement = D and SD and
- % Unable to Judge = UJ
Results of the survey are also reported as percentages.
Students are asked to judge their level of agreement with the following nine statements:
1. Appears knowledgeable in this subject area.
The teacher seems to have a good understanding of the subject.
2. Is enthusiastic in teaching this course.
The teacher makes the subject interesting and conveys his or her enthusiasm for the subject.
3. Is well organised.
The teacher has material prepared on time, is punctual and structures activities in ways that help learning.
4. Communicates clearly.
The teacher is easy to understand in face‐to‐face, online, written and other formats and explains concepts clearly.
5. Is approachable.
The teacher encourages students to ask questions and seek help.
6. Provides useful feedback.
The teacher provides timely and helpful feedback so you can learn.
7. Is an effective teacher.
Overall, this teacher helps you to learn.
Qualitative items invite students to make constructive comments (limit of 600 characters):
8. Please comment on [this teacher]'s teaching strengths.
9. Please comment on how you think [this teacher] might improve the teaching and learning in this course.
The Fed Uni Survey Team are responsible for the creation of reports based on the eVALUate data. The purpose of the data is to ensure an internal and external quality assurance process to maintain the integrity of learning of teaching across the institution. The reports will:
- assist staff to engage in a scholarly review of their teaching by reflecting on course/unit of competency design, delivery, student engagement, and assessment;
- provide data to benchmark learning and teaching quality within and cross institutional with other providers utilising the eVALUate system;
- provide evidence for teaching staff to use as indicators of teaching performance when discussing Performance Review Development Program (PRDP) and workloads with line managers;
- provide evidence for academic staff promotion, performance management processes, and teaching portfolios.
Using Data to measure performance: Exemplar Performance and Quality Assurance Improvement
Metric 1 : Level of Student Agreement
The eVALUate data to be summarised in such a way that both course and teaching key statement evaluations fall into 3 subcategories outlining performance. The 3 subcategories are based on the following:
- Outstanding category (Green traffic light indicator: >80% of responses Agree or Strongly Agree with all the quantitative statements),
- Noteworthy category (further improvements are required to meet targets: 60 -79% of responses are Agree or Strongly Agree all the quantitative statements) or
- Further Action Required category (Red traffic light indicator: <60% of responses Agree or Strongly Agree with all the quantitative statements).
|% of responses
|Subcategories outlining performance
|> 80%
|Noteworthy (further improvement to reach the > 80% agreement)
|< 60%
|Further Action required
Metric 2: Level of Student Response
Metric 2 focuses on student response rates. The target student response rate is > 80% (i.e. Greater then > 80% of students in an enrolled single course or equivalent actively respond to the course and/or teacher survey). Many factors influence student response rates including lecturer/teacher support and encouragement, reminders to students, closure of the feedback mechanism to students and marketing strategies. In circumstance approved by the ADLT, the course survey feedback responses (qualitative and/or quantitative) of one or more courses may require combining (refer actions for preparation of survey campaign week 5).
Reward and recognition of exemplar performance
Course and teacher eVALUate reports which meet metric 1 specific to > 80% student agreement to the all quantitative questions (Very good category) and also meet metric 2 (> 80% of entire student cohort response rate) (see note 1) should be recognised at the School level and institutional level and receive a letter of commendation from the DVC Learning and Quality (or equivalent) Refer to Note 1.
A summary of this data should be made available to ADLT to assist with this process (for example within FSP-CSR eVALUate Heat Maps). This information can also be useful in identifying individual staff, teaching teams and programs who should be nominated for School and/or institutional and/or national learning and teaching awards and/or encourages to apply for grants through the (for example Vice Chancellor Awards). Letters should be sent to appropriate staff and CC to the Deans and Director, CLIPP.
Note 1: To receive a recognition of exemplar performance, the total number of students enrolled in the course must be greater than ten (10).
Quality assurance improvement strategies
Where course and/or teacher evaluations in metric 1 are <60% (Further Action Required category), this needs to be captured as specified in Section 5: Evidence of Corrective Action. Course Coordinators are responsible for completing a Course Survey Action Plan as detailed in this procedure. A summary of the details in the Course Survey Action Plan will also be captured in the School.
For further information, please refer to Section 5: Evidence of Corrective Action within the SELT Procedure.
3.1 Course/Level Reports
A summary of the reports produced following a course/unit of competency eVALUate campaign are detail below.
|Summary of Generation and Distribution of Course/Unit of Competency eVALUate feedback reports
|Name of report
|Information provided
|Business rules for report generation
Full Course Report (FCR)
School-Program/ Course Report Heat Map (FSP-CSR Heat Map)
There are 3 layers to this document;
Level 1 captures course %agreement information directly from the FCR
Level 2 captures a collective of the course information and is presented at the School Program level
Level 3 reporting is a capture of all qualitative data specific to courses within programs. This data is also extremely important when interpreting quantitative data
(Based on quantitative data only unless otherwise stated)
University Aggregated Course and Teacher Report (UACTR)
Major reporting time lines follow this calendar reporting schedule:
Refer to Table 1: Sessions and UACTR Reporting
3.2 Teacher Level Reports
This report is available when there is more than five students enrolled in a course and when there were at least two student responses for that teacher within that course (This is to preserve student anonymity).
While it is expected that in the qualitative items, students will only comment on the teaching of the nominated teacher, a student could feasibly name and comment on a different teacher. In this case, the participating teacher (who is the only recipient of this report) is under obligation to treat comments about other staff as confidential. As students were not invited to comment on teachers other than the participating teacher, any comments about non-participating teachers should not be passed on to anyone.
Note: Student feedback which may be considered offensive or defamatory (this includes racist or sexist comments, personal or abusive comments, or allegations of criminal activity) may NOT be passed on to any staff member, or any student, by either the Course Coordinator or Head of School. Under no circumstances will a comment be tracked to identify any student.
|Summary of Generation and Distribution of Teaching eVALUate feedback reports
|Name of report
|Information provided
|Business rules for report generation
|Teaching Evaluation Report (TER)
|Teacher Heat Map (THM)
Expectations of Course Coordinators/Teachers
The distribution of reports will allow for improved quality assurance processes across the institution. It will also improve accountability and committee of staff within learning and teaching practices across both sectors.
Course Coordinators and teachers play a key role in using the feedback to improve their learning and teaching outcomes from the perspective of the student. Course Coordinators and teachers should look for trends rather than focusing on isolated comments and reflect on what can be done to maintain the strengths and improve learning for students. Student feedback gathered via eVALUate must be documented in annual PRDP reviews. Where data is not collected (within reason and at the discretion of the supervisor) this may negatively impact on the review process including salary increment outcomes.
As evidence of participation regarding closing the course-student feedback loop, all Course Coordinators/Teachers need to ensure future students have access to comments relevant to the ongoing improvement of a course. For all Higher Education courses, the Course Description template section specific to addressing student feedback and "Closing the Loop", must be appropriately completed prior to the next delivery of the course.
The Course Coordinator is responsible for completing the Course Description section "Closing the Loop" regarding student feedback and where appropriate, complete the Course Survey Action Plan. The Course Survey Action Plan template allows for staff members to review eVALUate feedback and provide clear reflection regarding the level of student agreement against the course statements, The ADLT is also responsible for completing the School Course Action Summary and submitting it to the university Learning and Teaching Committee (LTC) as evidence of quality assurance and continuous improvement. The School Course Action Summary is an excel spread template which demonstrates closure of student feedback mechanism to the university LTC.
At the end of each teaching semester/delivery, it is the responsibility of Course Coordinators to review the feedback received from students through a variety of mechanisms, including eVALUate. The following 4 key prompts are designed to provide Course Coordinators with guidance on structuring a summary statement of student feedback when completing the "Closing the Loop" section of the university endorsed Course Description:
- Acknowledgement of key issues identified through such feedback:
- Summary of improvements or course modifications as a result of the student feedback, peer review and/or course review:
- Summary of how key issues will be addressed in the future delivery of the course:
- An estimated time when any resulting changes will be included in the course:
These same prompts must be used when a Course Coordinator is required to complete a Course Survey Action Plan for submission to their ADLT.
Sharing student feedback is subject to the following guidelines:
- Comments which are general in nature (that is, in which staff are not identifiable) may be shared with all staff teaching in the course.
- Comments which identify, or could identify, staff can be shared only with the identifiable staff member.
- Student feedback which is considered offensive or defamatory (e.g. racist, sexist, personal or abusive, or allegations of criminal activity) may NOT be passed on to any staff member, or any student, by any staff member.
Course Coordinators and teachers receiving student feedback have the responsibility to ensure the information is utilised in an effective, ethical manner and should conform to the University's Staff Code of Conduct Policy and Information Privacy Policy. Misuse of data from eVALUate reports will be dealt with in accordance with official University Policies and Procedures. If you suspect that data from eVALUate reports have been shared inappropriately, report the matter directly to your supervisor in the first instance, or if this is not appropriate, your Head of School/Deputy Head of School. Parties must be aware of the consequences if there is a breach of confidentiality, which may include disciplinary action.
Expectations of Program Coordinators/Program Leaders
Program Coordinators/Program Leaders are expected to reflect on the findings and use the data to plan improvements to a program. Program Coordinators/Program Leaders are expected to lead this discussion with the Course Coordinators and seek guidance from the ADLT/ADSRS or CLIPP support staff (where required).
Program Coordinators and the ADLT/ADSRS can also utilise data to identify Course Coordinators or teachers who require added support in a variety of areas and also celebrate exemplar learning and teaching. Where support is required, the ADLT/ADSRS and their supervisor may need to be involved to identify what support best suits the situation (i.e. peer review, mentoring etc).
Once the Course Survey Action Plan is complete, Course Coordinators must submit these to the relevant School Program and Assessment Committee (PAC). Program Coordinators must be familiar with the Course Survey Action Plans relevant to courses within their programs. The ADLT must be able to speak to these Course Survey Action Plans at their School PAC meeting. The purpose of these discussions is to ensure School wide awareness of matters which directly relate to the curriculum, student engagement and student feedback. This is also a process to identity exemplar courses within the School and those that require further investigation and corrective action. It is the responsibility of the ADLT to capture a summary of the discussions at the PAC specific to the Course Survey Action Plans and using the School Course Action Summary, submit a report to the university Learning and Teaching Committee.
Expectations of a Supervisor to the Course Coordinator
It is an expectation of supervisors to discuss eVALUate feedback with Course Coordinators during the PRDP process. This discussion needs to be documented at the annual PRDP process including a focus on corrective action (if required). This process should allow for setting appropriate goals related to learning and teaching performance and quality assurance.
Course Feedback
- Where the overall performance of a course has achieved <60% student agreement, further evidence of corrective action is required. All staff who are addressing corrective action must also comply with the FedUni Staff Code of Conduct. A Course Coordinator may choose to meet with their line manager, their ADLT/ADSRS or another colleague to discuss student feedback and reflect on suggestions moving forward. Course Coordinators need to document evidence of corrective action in the three following locations:
- Within the next Course Description (already in the Course Description template)
- Within the Course Survey Action Plan (which will be tabled at the School Program and Assessment Committee by the ADLT). Note: If the student response rate is <5% of the total cohort, the Course Survey Action Plan response can be determined by the School in consultation with the ADLT.
- Within their PRDP cycle (discussed with their line manager)
- ADLT/ADSRS may also be involved in the corrective action process through the Course Survey Action Plan and the School Course Action Summary templates.
- The Course Coordinator reviews the strategies within an acceptable time frame (within 8 weeks of receiving the feedback) and actions any improvement deemed necessary by their line manager/ADLT/ADSRS. The impact of the new strategies is reviewed in a timely manner as part of the continuous quality assurance cycle.
Teacher Feedback
- In the instance that student feedback regarding a teachers' performance needs addressing, a teacher must meet with their line manager to discuss the feedback.
- The teacher is responsible for identifying key area(s) of improvement and providing a strategy to improve performance. This is documented within their PRDP cycle and if appropriate in the Course Description section relevant to student feedback. This is also discussed with the Course Coordinator and/or teaching team (where appropriate). The strategies need to be approved by the line manager and may include peer review by the School ADLT/ADSRS or others as deemed appropriate.
- The teacher reviews the strategies within an acceptable time frame (within 8 weeks) and actions any improvement deemed necessary by their line manager. This is measured after the next cycle of delivery as part of the continuous quality assurance cycle.
Extracts From University Documents
Extract 1: Student Evaluation (Academic Employee)
Student evaluation of teaching is central to the achievement of the University's mission, values and goals. The University will continually strive to create a work environment that attracts, develops and supports outstanding and committed academic employees who add value to a learning and teaching organisation. Student evaluation of teaching will be used predominantly in a formative way as part of the Performance Review and Development Program, and may be used in this way for other developmental activities. Student evaluation processes, however, may be used in a summative way where the performance of an employee is being reviewed, such as under the probation process, the academic promotions policy or pursuant to disciplinary or performance procedures.
(Reference: Section 5; Part 41; Page 35, Title: Federation University Australia Union Collective Agreement 2015-2018)
- Course Survey Action Plan (DOCX 235.3kb)
- eVALUate Combined Course Request Form (PDF 107.1kb)
- Faculty Course Action Summary (XLSX 13.3kb)
- Table 1: Sessions and UACTR Reporting (XLSX 14.2kb)
The Chair, Learning and Teaching Committee is responsible for:
- Implementation and compliance monitoring of this procedure.
- Ongoing review and use of eVALUate as an internal evaluation tool.
- The Deans and ADLTS are responsible for ensuring compliance with this Procedure within schools.
- IT Services will be responsible for the secure storage of digital eVALUate data in consultation with Survey Team and FedUni Survey Systems vendors.
- Owning organisational units and recipients of eVALUate reports are responsible for the secure storage of eVALUate reports
The Student Evaluation of Learning and Teaching Procedure will be communicated throughout the University via:
- Specific advice to Partner Providers and Schools;
- General advice on the University Website;
- Inclusion on the FedUni Policy and Procedure Website; and
- Specialised marketing and information materials.
The Student Evaluation of Learning and Teaching Procedure will be implemented throughout the University via:
- Administration and reporting of the eVALUate Survey via the Survey Team, Data Analysis and Reporting.
- Continuous improvement of courses and programs through the application of feedback and reflective practice.
- Discussions at school and institutional level meetings and with key school stakeholder.
- ADLT reminder emails to school staff.
- Student Futures Programs reminders to students to engage with the process
Owning organisation units and recipients of eVALUate reports are responsible for the secure storage of eVALUate reports
|Responsible Officer
|Minimum retention period
|Course Survey Action Plan
School Drive
Submitted to School Learning and Teaching Committee or equivalent on a cyclic basis
|Destroy two years after organisational use has concluded
|School Course Action Summary
School Drive
Submitted to FedUni Learning and Teaching Committee on a cyclic basis
|Destroy two years after organisational use has concluded


text: Lost and Found by Brooke Davis Paperback Review copy provided by publisher Hachette, June 2014 Synopsis- Millie Bird (aka Captain Funeral), seven-years old and ever hopeful, always wears red gumboots to match her red, curly hair. Her struggling mother leaves Millie in a local department store and never returns. Agatha Pantha, eighty-two, has not left… Continue reading Aussie Book Review: Lost and Found by Brooke Davis


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Well, it looks a bit like a car if I put the bonnet and nosecone on, anyway.
My white board's got a long list of jobs to do before completion. Each day I cross a couple off, and about add another four that I've just thought of.
There's a lot of dependencies, and at the moment almost everything is waiting for me to get (1) the cage fitted properly, and (2) the fuel filler. The cage bars need to be spread a bit and pushed down before I can get the front bolts in. The fuel filler is an absolute pig to line up properly with the hole in the rear panel - I think a large amount of brute force and a minimum of mechanical sympathy is needed.
My brother's coming down again tomorrow, so we'll see if we can get those sorted. And the brakes, because they scare me a bit. 110 mph into the Pembrey hairpin is not the right time to discover you've done something wrong with the brakes (is it, Gareth?)
Only other major job is fitting the seat. I've finally bought a Tillet rather than creating my own foam or bead seat. Partly because I think it might give better lateral support than the bead seat did (when you're skinny, it's easy to wrap a custom seat round you. When you fill most of the space, it's not so easy). And partly because I thought it would save time. But it turns out that fitting a Tillet is quite an effort as well. I got it cheap off ebay, if I don't like it I'm sure I can get my money back later.
After that, all the jobs are fairly small - there's just a lot of them.
At work my department has just been reorganised, so I need to head over to California to meet my new boss and new team members, so that's a couple of weeks removed from the schedule. So I need to get cracking and try to cross off more items from the whiteboard list than I add to it.


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Hospice Long Lunch 2018 – The Flavours of New Zealand – The Stables, Alexandra Park
We hope you enjoy the lovely photos of the Hospice Long Lunch. We would lilke to thank the very talented Kate Van Der Drift who has been supporting Totara Hospice South Auckland with her stunning photography at all our events. Please show your support for her and if you need some incredible photography done for yourself or business contact her at www.katevanderdrift.com or give her a call on 0273501554.


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Children 10 and under (and accompanied by an adult) can skate for FREE* during the last skating session of the night (6-8:30 pm.)
Since you are headed to the mall, grab this coupon for Bath & Body Works. Make any purchase and snag a FREE travel size Signature Collection item. (Think small for the purchase, like the pocket bac holders for less than $1)
A new theme is featured each Saturday during Family Fun Night. Activities include everything from magic shows to arts and crafts projects. Eastdale Mall also partners with local organizations to offer fun activities during Family Fun Nights.
Partners include such organizations as Mix 103, the Montgomery Biscuits, the Montgomery Zoo, the Alabama Shakespeare Festival, Old Alabama Town and the Montgomery Museum of Fine Arts. Members of the Eastdale Mall Teen Team help with each week's events.
Family Fun Nights this summer will take place June 4, 11, 18 and 25; July 9, 16, 23 and 30; and August 6.
For more information call the Eastdale Mall office at (334) 277-7380 or visit shopmalls.com.
*Restrictions apply.


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On 22-26 May, in the fair center in Bologna, the 28th edition of Autopromotec took place-the most prestigious and specialized automotive event in Italy with almost 50 years of tradition. Representatives of AS-PL, presented the company's offer and answered visitors questions.
During the event, AS-PL was located in Hall 18 at a stand D30. Representatives of the Sales Department had the opportunity to meet with customers, talk about new products that will appear in the offer and also familiarize with a standard offer. The specially prepared cross-sections of alternator and starter were very popular among visitors.
The Autopromotec has been recognized for many years as the largest automotive event in Italy and also one of the largest in Europe. This year, the trade fair was visited by nearly 120,000 people who had the opportunity to meet over 1600 exhibitors from 53 countries. Visitors have access to 17 indoor halls and 5 large outdoor squares.
"Autopromotec trade fair was a great opportunity for us to learn more about the Italian market. During the event we managed to gain a lot of contacts as well as meet many interesting companies" – says Maria Kotala-Thrun, Regional Sales Director for the region of Southern Europe and Africa. "Despite the high competition, the Italian market is very important to us because of its rank and potential." - adds Maria Kotala-Thrun.
The organizers are already inviting all guests and exhibitors to come to the next 29th edition of Autopromotec, which will take place on 26-30 May 2021.


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V2G: V2G (vehicle-to-grid) is the technology allowing electric cars to deliver electricity back to the grid.
Partners: Project partners are Nissan, Mitsubishi Corporation, Mitsubishi Motors Corporation, PSA Groupe, Nuvve Corp., Frederiksberg Forsyning, Enel X, Insero and DTU Electrical Engineering (PowerLabDK).
Project period: The project period is August 2016 to January 2019.
Funding: The project has an overall budget of DKK 14,731,471 and is funded by EUDP.
Technology: The technology used by the project has been thoroughly tested and validated. This includes the vehicles (Nissan, Mitsubishi, PSA Groupe), charging infrastructure (Enel X) and aggregation software (Nuvve). The use of mature components reduces the technology-related risks in the project.
EVs can be more than just green transportation - now it is also proved that the cars can actively support the electricity grid and that they can do so on a large scale without compromising the users' comfort, battery performance and economy. EVs can thus help solve the challenges that arise when we increase the amount of renewable energy in the energy system.
These are some of the conclusions of the Danish EUDP-supported demonstration project, Parker. Since 2016, the project has tested how electricity cars can best contribute to balancing the electricity grid - and whether it is possible to support the grid across car brands on commercial terms.
"Until a few years ago, V2G technology, where electric cars can send power back into the grid, was only proven viable in project settings. Now, we see that a number of new cars on the market actually support this feature, thus allowing their batteries to be available for the electricity grid," says Peter Bach Andersen, Senior Researcher at DTU Elektro and Project Manager in the Parker project.
The various tests in the project have been carried out using Enel X V2G charging points on electric cars that are already on the market and have the necessary V2G technology integrated, including 10 Nissan electric cars owned by Frederiksberg Forsyning, as well as electric cars from Mitsubishi and Peugeot located at the project test facilities at DTU in Risø. This is the first time that the technology and delivery of services to the electricity grid have been tested on more than one car, and with extensive tests across car brands, battery sizes and markets, Parker has shown that V2G can be scaled up to thousands of cars.
12.000 hours of testing in the real world
One of the services proven by the project to operate under market conditions is frequency regulation (FCR), which has been tested on the commercial fleet of 10 electric cars at Frederiksberg Forsyning. Frequency regulation is the service with the greatest earning potential - and at the same time the most difficult one to deliver - and Parker has tested and validated that frequency regulation as a service can be delivered on commercial terms. For more than 12,000 hours, Frederiksberg Forsyning's electric cars have been connected to the major grid and helped regulate the frequency so that it's constantly kept at 50 Hertz. In return, the commercial partners working with Frederiksberg Forsyning have received payment for making the cars' batteries available, when they are parked.
In addition to frequency regulation, electric cars can also provide a variety of other services. They can be set to charge when the power is greenest, they can prevent overloads in the grid, and you can even see new applications – e.g. electric cars being used as a large mobile battery to provide access to power in emergency situations.
In order to deliver frequency regulation on commercial terms, the cars must meet market demands, which are largely about how fast the cars can respond to market requests. The results show that the electric cars react at a speed of 5-7 seconds and thus meet the market conditions.
"The findings of the Parker project are significant - this is the first time the industry has proven the many benefits of V2G technology, including frequency regulation, using multiple EVs and fleets," says Marc Trahand, Executive Vice President, Nuvve Corp, a global leader in V2G hardware and software solutions. "These key learnings can be applied to EV technology globally and have prepared the market for mass adoption of V2G-capable EVs and charging stations."
Electric cars in Denmark can already help balance the electricity grid
As mentioned, all tests in the Parker project have been carried out on existing series-produced electric cars that already have V2G technology integrated. This means that the cars are already able to deliver the balancing services to the electricity grid, which have been tested in the project. In fact, the best-selling electric car in Denmark, the Nissan Leaf, already has the necessary technology to be connected to the grid and contribute to the balancing.
In addition to demonstrating that electric cars on the market today can actually help balance the grid, the Parker project has also demonstrated that V2G holds an interesting business potential - both for electric car manufacturers, the electricity grid, and grid companies.
"In the Parker project, we have been trying to determine whether it is possible to make money on the V2G technology. We can see that in Denmark the potential profit depends on the market and framework development and lies between -955 € and 2.304 Euro per electric car per year. With the current status on the market, our calculations show a potential profit in the vicinity of 500 € per EV per year," says Jens Christian Morell Lodberg Høj, Chief Innovator, E-Mobility at Insero, who has calculated the market potential in the Parker project.
Of course, V2G is not limited to the Danish market, and the results of the project show that the opportunities are also great in the European markets, especially in Holland, England and Sweden.
Parker's definition paves the way for new standards
In order to ensure the continued rollout of electric cars that can help balance the electricity grid, it is necessary to introduce a number of standards to help car manufacturers standardize the production of the electric cars that can deliver balancing services to the grid.
For this purpose, the Parker project has defined the characteristics required by electric cars, if they are to be connected to the grid worldwide - these characteristics are called 'Grid Keys'. The next step is to make these Grid Keys part of the European standards to ensure a uniform implementation of V2G across markets and car brands.
28 May 2020
Balancing the economy while saving...
27 May 2020
Forskningsfaciliteter genåbnet...
18 May 2020
Launch of the FarmConners Wind...
18 May 2020
Young Researchers' Day gik virtuelt
18 May 2020
Young Researchers' Day went virtual
14 May 2020
Sektorkobling - EU-samarbejde er...
13 May 2020
To the point and specific
05 May 2020
Åbent for innovative projektforslag...
05 May 2020
Call for innovative project proposals...
05 May 2020
Meet the future - Oliver Lylloff


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Identifying your talents
For some, coming up with the business idea is the easy part. They simply turn a hobby, or something else that they love doing, into a business. In some cases, this works great. In other cases, it doesn't work so great. Why the difference? Because you can't just try on the pants when you want to buy the whole suit. In other words, there are a lot of different things to consider when you're trying to come up with an idea for a business that will fit you.
Those people that have made a go of it by converting their hobby into a business were lucky in that there was a market for their business in the first place. It doesn't matter how skilled you are and how much you love building those miniature replicas of Star Wars™ Millennium Falcons inside authentic 1940's 6-ounce Coca-Cola™ bottles, if there aren't people who want to buy them (i.e. a market) then you're not going to be able to support yourself doing it. It will still be a "hobby."
It still makes sense, however, to start a business that is based on things you know and are good at. You just can't stop there. It is also possible to start a business based on something you know nothing about. In this case, however, you probably should try and learn as much as you can before you get in too deeply. Or, consider buying a franchise that offers training, or an existing business from someone you can pump for information. You can also try working in the industry for a few months to pick up information. You may be surprised at how much you can learn even in low level positions.
Where are your strengths
Finding your strengths will involve more than just naming off the things you know you are good at. Sometimes your own mental images of yourself aren't really as on-target as you might hope. So, in addition to some self-study, you'll also need to ask your friends, family, or current co-workers to tell you what they see as your strengths. If they consistently say you're a real "people" person then you might want to explore businesses that will make use of that quality. If they consistently say you're strength is in problem solving then maybe some type of consulting would be the best route to go.
Here are some questions to consider in this time of self- and peer-based evaluation...
- What do you like to do?
- What do you have experience doing?
- What do you think you are good at?
- What does everyone else think you are good at?
- Do you have special education in the area(s) you are interested in?
- Do you have the right mindset to run your own business? (i.e. Do you have expectations of challenge, hard work, long hours, and little money to begin with?)
- Are you willing to put in 60 hour weeks to make your business work?
- Are you resourceful?
- Are you a high-energy person?
- Are you a dreamer or more down-to-earth?
- Can you bounce back from criticism and rejection? (More than just a few times?)
Use our Self-Evaluation Worksheet found on the Tools page of this article or simply write down your answers to the above questions.


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To participate in the poster section, you will have to send your abstract by the 28th September 2017 to the organization secretariat.. Only the posters of those who have correctly registered to the 13th course for Operating theatre nurses will be displayed.
The Scientific secretariat will choose the 10 best abstracts of which only the 1st Author will receive a price which includes free registration and one free night in a hotel chosen by the secretariat. (the registration fee already paid will be refunded.)
As in previous years, for all participants who have a 75% attendance over the two days of the conference will have the opportunity to participate in a Distance learning programme and acquire CEM credits.


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Picture by rwkvisual
It's finally heating up out there! Since we don't have air conditioning, the last thing I want to do when it's nearly 100-degrees out is heat up my kitchen with the oven. So my crockpot is my trusty kitchen companion during these hot days. Sure, it still emits a little heat but not that much, and it uses less electricity than my oven. I've found this great cookbook (Fix-It and Forget-It Cookbook: Feasting with Your Slow Cooker), and I'm using it--so much so that my husband asked nicely if we could please stop trying new recipes and return to some of our usual meals!
Hot summer days mean I'm also plugging in my bread machine rather than preheating my oven. I was ready to bake bread yesterday morning, but it was already 80-degrees at 5AM! I decided to pass. So, while I prefer bread baked in the oven over the bread machine, I'll take a bread machine loaf.
Speaking of baking bread, a friend came over and taught me how to do it right. Not only did we bake loaves of bread, we also made hamburger buns, dinner rolls and flour tortillas. You can see the pictures here.
On that note, one of the girls staying with us for the summer is allergic to corn and all its derivatives. Do you know how many items contain corn syrup? A ton! Even things that would surprise you--like raisin bran cereal, Total, and more (I could only find two cereals that do not contain any corn syrup or corn flour: Oatmeal Squares and Wheat Chex).
While I am not in the camp that considers corn syrup evil, I do agree its consumption should be limited for health reasons. Regardless of my personal preferences, right now cutting out the corn syrup (and other corn products) is a necessity in our house as I cook for my family and our guests. Removing it from one's diet requires a bit of work, since it is in so many things these days, but it's not that hard. The secret lies in making most things from scratch (or finding the purest form in the store of what one wants to eat).
Other cooking notes, I turned several pounds of ground round into freezer meals for the family. I prepped a meatloaf and froze it, made two pans of porcupine balls (a recipe in our church cookbook), and made a master meat sauce that I froze in one and two cup portions and used for sloppy joes and pasta fagioli and have yet to use for burritos, mini-pizzas, and/or spaghetti. A few extra minutes of work on the front end saves me time later (and helps me keep my kitchen clean, which is always a good thing)! :)
Finally, on that note, I just want to reiterate the tip that when meats hit a great price, if you can afford it, buy a bunch! I'm so impressed with the number of recipes in Fix-It and Forget-It Cookbook: Feasting with Your Slow Cooker for various cuts of meat (ground beef, round steak, roasts, chicken breasts/drumsticks/thighs/wings, pork chops/roasts, etc. There are vegetarian dishes as well). It would be super easy to find a few recipes, prep them by adding the ingredients and the meat in a freezer bag, and then pull out dinner later to thaw and place in the slow cooker (or oven). Saves time and money!
If you have a kitchen tip you'd like to share, or a recipe you've made,or a bulk cooking experience you've had, please link to your post below. As a simple courtesy, please add a link somewhere in your post back to this post. Thanks!


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by Candra Spirtoff and Megan Voisard
Did You Know?
- The Haunted Mansion is the only attraction in four different lands in four different Disney Parks.
- The singing busts, designed by Rick Baker, were modeled after Walt Disney, Paul Frees, Marc Davis, Thurl Ravenscroft and Blaine Gibson
- Audio- Animatronics for Disneyland and Walt Disney World were produced at the same time as the Orlando attraction opened less than two years after its Anaheim counterpart.
Other Notable Disney Dates:
August 5, 1955 – The 20,000 Leagues under the Sea Exhibits opens in Disneyland's Tomorrowland. Exactly 12 years later to the day, the attraction Adventure Thru Inner Space opens in the place of 20,000 Leagues under the Sea.
August 5, 1999 – Production begins on Disney's newest animated feature which will be released in 2002 – Lilo and Stitch.
August 6, 1961 – The Flying Saucers attraction opens in Disneyland's Tomorrowland.
August 6, 1999 – The Disneyland Monorail Café officially closes to make room for new areas of Downtown Disney.
August 8, 1953 – Walt Disney reviews a site map that Imagineer Marvin Davis has been working on for theme park they plan to build – Disneyland.
August 9, 1934 – Walt Disney presents his animators with an outline for his first full-length animated film, Snow White and the Seven Dwarfs.
August 10, 1994 – The Concourse Steak House opens in the Contemporary Resort at Walt Disney World.
August 11, 1925 – performer Mike Douglas is born in Chicago, Illinois. He is best known as the singing voice of Prince Charming in the 1950 animated feature, Cinderella. William Phipps provided the speaking voice for Prince Charming.
Question of the Week:
Can you name the lands in which The Haunted Mansion resides and in what parks?
Candra Spirtoff and Megan Voisard are identical twins, born and raised in Cincinnati, Ohio. They both graduated from the University of Cincinnati, Candra with a Bachelor's degree in Legal Assisting and Megan with a Bachelor's degree in Criminal Justice. They currently work as a paralegals for a local law firm. Their passion is anything and everything Disney, and they have visited WDW almost every year since 1988, at the age of four.
4 thoughts on "This week in Disney History: Week of August 6 & Haunted Mansion TRIVIA QUESTION"
WDW-Magic Kingdom-Liberty Square
Disneyland- New Orleans Square
Disneyland Paris- Frontierland
Tokyo Disneyland- Fantasyland
Disneyland – New Orleans Square
Walt Disney World – Liberty Square
Disneyland Paris – Frontierland (Phantom Manor)
Tokyo Disneyland – Fantasyland
Walt Disney World – Liberty Square
Disneyland – New Orleans Square
Tokyo Disneyland – Fantasyland
Disneyland Paris – Frontierland


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Dr. Gibson of the University of Utah received honorariums from Guidepoint and GLG for consulting work and from CLS Behring and Cytokinetics as an advisory board member. Dr. Gibson's spouse owns stock in Recursion Pharmaceuticals.)
Dr. Weimer of Columbia University has received consulting fees from Roche.)
This article includes discussion of amyotrophic lateral sclerosis, Charcot disease, Lou Gehrig disease, motor neuron disease, Aran-Duchenne disease, Duchenne-Aran disease, familial amyotrophic lateral sclerosis, flaccid bulbar palsy, PLS, primary lateral sclerosis, progressive bulbar palsy, progressive crural palsy, progressive muscular atrophy, and spastic bulbar palsy. The foregoing terms may include synonyms, similar disorders, variations in usage, and abbreviations.
Amyotrophic lateral sclerosis is a devastating neurodegenerative disease characterized by progressive muscle weakness without notable sensory loss. There are two U.S. Food and Drug Administration-approved medications. Both have demonstrated modest effects on slowing disease progression: riluzole, approved in 1995, and edaravone, approved in 2017. In this article, the author reviews clinical manifestations, risk factors, symptomatic management, and clinical trials and provides updates on recent genetic discoveries.
Historical note and terminology
Aran believed this syndrome was a muscular disease and was the first to use the term "progressive muscular atrophy" (Aran 1850). Cruveilhier first noticed the atrophy of the anterior spinal roots and thought progressive muscular atrophy was a myelopathic disorder (Cruveilhier 1853). Charcot and Joffroy proposed the term "amyotrophic lateral sclerosis" when they noticed the involvement of the corticospinal tract (Charcot and Joffroy 1969). Brain used the term "motor neuron disease" to emphasize the connections between progressive muscular atrophy, amyotrophic lateral sclerosis, and progressive bulbar palsy (Brain 1962). The term "motor neuron disease" also highlights the variety of involvement of upper and lower motor neurons. Rowland suggested using the plural form, "motor neuron diseases," to describe all of the diseases of the anterior horn cells and the motor system, including spinal muscular atrophies (Rowland 1982). Spinal muscular atrophies are clinically and pathologically distinct from amyotrophic lateral sclerosis.
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Whatever the nature of the criminal charge you are facing, the importance of having a competent and dedicated criminal defense attorney cannot be overstated. If you are facing serious criminal charges, call the Downey Law Firm today for the expert guidance and counsel of top Houston felony attorney.
In Houston, Texas as elsewhere, felonies are a more serious class of crimes that can result in severe penalties for an individual upon conviction. Many violent crimes, drug crimes, sex crimes, theft crimes, white collar crimes, DWI and more often fall into the category of felonies. At the Downey Law Firm, we understand the devastating impact that a felony conviction can have, from lengthy prison sentences to lifelong effects on one's ability to work, maintain relationships and lead a normal life in the aftermath of the conviction.
At the Downey Law Firm, we take your felony charges seriously. Christopher Downey, a top Houston criminal defense attorney, and former Assistant Chief Felony Prosecutor understands how these cases are prosecuted and brings his knowledge and experience to give you the best defense possible.
The Downey Law Firm has an excellent track record of aggressively defending its clients against felony charges. If you have been charged with a felony, contact the Downey Law Firm today!
Instructor, DWI "Top Gun" School , Texas Criminal Defense Lawyers Association
Faculty, State Bar of Texas Annual Advanced Criminal Law Seminar
Co-Chairman, Houston Police Department Crime Laboratory Serology Investigation Panel
Author, Instructing the Jury, 2012 State Bar of Texas Annual Advanced Criminal Law Seminar
Author, Subpoenaing Big Brother, 2010 TCDLA Annual Top Gun Seminar
Author, Picking a Skeptical Jury in A Short Amount of Time, 2008 TCDLA Annual Top Gun Seminar
Former Felony Prosecutor, Harris County District Attorney's Office
Houston Criminal Defense Attorney |
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The information on this website is for general information purposes only. Nothing on this site should be taken as legal advice for any individual case or situation. This information is not intended to create, and receipt or viewing does not constitute, an attorney-client relationship.
Phone: (713) 651-0400Address: The Downey Building, 2814 Hamilton Street, Houston, Texas 77004
© 2012 All Rights Reserved.


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It is a grim truth that, on average, one out of every fifty American women will develop ovarian cancer. Even though incremental chemotherapy advances have helped more women to survive ovarian cancer in the past few decades, the majority of those diagnosed with this disease will still die of it. One reason for this is that there is no practical test to diagnose ovarian cancer in its early stages. As with most cancers, chemotherapy and other treatments work much better when the disease is in its early stages. Most cases of ovarian cancer are not diagnosed until the disease has spread beyond the ovaries and into other parts of the body, at which point a woman's chances for survival are very low.
Lately, promising research has been done in the area of so-called "targeted therapy," which has raised hopes that far more effective treatments for ovarian cancer may be available soon.
The basic concept of targeting therapies against infections has been around for more than a century. We take for granted the many effective targeted therapies against bacteria, which appear on pharmacy shelves worldwide under the name antibiotics. Hopefully, someday we will see equally effective, targeted anticancer drugs on those same shelves.
Most cases of ovarian cancer are not diagnosed until the disease has spread beyond the ovaries and into other parts of the body, at which point a woman's chances for survival are very low.
Today, scientists are working on using various antibodies as just such a "transport agent."3 They are working on overcoming two main difficulties with using an antibody to deliver targeted therapy. One is that to be therapeutic requires using very large amounts of the antibody, which are not easy to acquire. Second, new chemical methods have had to be devised for linking an anticancer agent to the antibody. A common practical obstacle to targeted cancer therapies is that the chemical changes needed to link them to an antibody often reduce their strength.4 It appears that it may take a great deal of experimentation to find the best configuration before an antibody-drug complex will be able to be used for targeted therapy.
Using the immune system to deliver anticancer agents requires the discovery of a unique cell surface protein from the targeted cancer.


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Saudi, UAE turning OPEC into 'tool for US,' Iran says
Oil cartel OPEC has allowed some members to turn the group into a tool for the US, a senior Iranian official said in comments published on Saturday.
"Saudi Arabia and the UAE are turning OPEC into a tool for the US and consequently the organisation has not much credit left," Iran's OPEC governor Hossein Kazempour Ardebili told the Shana newswire, affiliated with Iran's Oil Ministry.
In May, US President Donald Trump pulled out of an international nuclear deal with Iran, OPEC's third-biggest producer, and announced the imposition of sanctions. Washington is pushing allies to cut imports of Iranian oil to zero and will introduce a new round of sanctions on Iranian oil sales on 5 November.
Iran told OPEC last month that no member country should be allowed to take over another member's share of oil exports, expressing Tehran's concern about Saudi Arabia's offer to pump more oil amid the sanctions that threaten to cut Iranian oil sales.
In a move strongly opposed by Iran, OPEC had agreed in June to boost crude output by about a million barrels a day, AFP said, as the threat of sanctions stoked supply concerns on world markets.
Output from Iran has hit its lowest level since July 2016 with top buyers India and China distancing themselves from Tehran as the sanctions approach, according to the International Energy Agency.
Iran's Ardebili accused Saudi Arabia and Russia of taking the market "hostage" through increased production and said that OPEC's responsibility is to restore market balance, not to boycott its founding members.
Last month, a senior Iranian diplomat urged OPEC Secretary General Mohammad Barkindo to keep the group out of politics, Reuters reported.


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In the heart of Epperstone lies The Kitchen at The Cross Keys – a country dining public house with delicious fresh seasonal menus, fine wines and real ales. Reopened and refurbished in 2015, The Cross Keys offers a warm welcome to locals, walkers, children, dogs and even horses.
The village pub, just a 15 min country drive from Nottingham, was dramatically restyled in the summer of 2015 to give it a contemporary, brighter look. New furnishings and a lick of paint have created a fresh, lighter lounge and relaxed yet refined restaurant.
Our log fire sits between the lounge and the restaurant for customers to cosy up to during the winter. Customers can enjoy a glass from our excellent selection of fine wines from across the globe. If beer is more your thing, in addition to several bottled and draught lagers and ciders we offer a choice of delicious real ales, often locally brewed, that we keep on rotation for you to enjoy. On the other side of the bar is our Boot Room, perfect for those with muddy boots and muddy paws to still feel welcome.
For the warmer months The Cross Keys offers extensive outdoor seating. We have several benches out front as well as on our decking around the back. The seating continues into our vast garden that also features a large climbing frame, goalposts and even a sunken trampoline for children and those young at heart to wear themselves out on after a tasty meal from The Kitchen. We even have Pony Parking for your horses to relax and have a snack while you do too.
Back inside you can take a look through The Kitchen Window for a fascinating view of Chef and co-manager Des Sweeney and his team hard at work creating delicious food from the seasonal menus. Des has an impressive history in the kitchen, having cooked for the Royal Family at Buckingham Palace, Balmoral and on board the QE2. Our menu changes day to day based on what the butcher and the fishmonger have to offer, we are proud to handle fresh ingredients from Fully Traceable Sources. We source meat and fish direct from local farmers and businesses where possible, with some of the vegetables and herbs coming directly from our very own Kitchen Garden. As well as our seasonal menus, throughout the week we have our Menu Of The Day. Two exciting courses for just £17.95, either a starter and main or main and dessert. Always including our signature dish The Cross Keys Bread & Butter Pudding with Rich Butterscotch Sauce. Visit our sample menu pages to see more examples of the excellent dishes on offer.
This is all just a taste of life at The Cross Keys. You can also join the local darts team and keep up with the football, rugby and cricket with games shown live in our Boot Room.
So whether it's a fantastic evening meal with the whole family or just a refreshing half whilst walking the dog or hacking the horse, you can be guaranteed a great time at The Kitchen at The Cross Keys.
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Though in MOST situations you should think about your actions before you do them, sometimes the most important thing is NOT to think about it – just DO IT. I had one of those experiences yesterday and it taught me a great deal.
I have never flown in a bush plane, or anything that small and was concerned how that was going to go for me during the race. So I scheduled a bear viewing trip for my husband and me that required flying in a bush plane from Homer to the Alaskan Peninsula, about an hour and a half.
Several times I started to think (read that WORRY) about the plane ride and then I forcefully pushed the thought out of my mind because I knew that would lead to panic and me bailing out of the opportunity. Well, I did manage to NOT THINK and just DO IT, and I am so glad I did. I would have missed one of the most amazing experiences of my life.
With the knowledge and special understanding of our experienced bear guides we hiked for roughly three hours through a preserve where Grizzly Bear roam free and share a mutual respect of humans. We were able to get very close to photograph bears interacting with each other and pretty much ignoring us.
There were ten of us and two guides. We had to adhere to very strict rules and patterns of behavior, but the understanding we gained of these amazing creatures is invaluable. The picture I have included is literally of a bear dance – a very slow, affectionate play.
You see what I would have missed! Sometimes don't think too much, just DO IT.
By the way, the plane ride was AWESOME!!!
Challenge yourself every day – the rewards are worth it.


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On 22nd May, at the People's Palace in Malabo, the President of the Republic, H. E. Obiang Nguema Mbasogo, received in his office the presidents of the two chambers making up the National Parliament, Teresa Efua Asangono and Gaudencio Mohaba Mesu.
Taking into account that the closing of the first ordinary period of Parliamentary sessions this year is imminent, the Head of State held a meeting with the presidents of the Senate and the Chamber of Deputies, Teresa Efua Asangono and Gaudencio Mohaba Mesu, respectively.
The aim of the meeting was to present H. E. Obiang Nguema Mbasogo a report on work carried out during this first period of sessions, and the actions planned for implementation during the eighth legislature.
Apart from the pointers given by the Head of State to continue strengthening the correct functioning of the institutions, the President also congratulated them on the effective work of the bicameral Parliament.
Source: Official Web Page of the Government of the Republic of Equatorial Guinea


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Darvon 100mg
WHAT IS Darvon?
Darvon is narcotic analgesic used to treat mild to moderate pain. It may also be used to treat other conditions as determined by your doctor. Propoxyphene should be used with extreme caution, if at all, in people who use alcohol; have a history of substance abuse or emotional conditions; or who already take drowsiness-causing drugs (e.g., antidepressants, barbiturates, muscle relaxants, pain relievers, sedatives). Fatalities have occurred in such patients when propoxyphene was misused. Patients must not take more propoxyphene than prescribed. Some medicines or medical conditions may interact with this medicine. INFORM YOUR DOCTOR OR PHARMACIST of all prescription and over-the-counter medicine that you are taking. DO NOT TAKE THIS MEDICINE if you are also taking ritonavir. ADDITIONAL MONITORING OF YOUR DOSE OR CONDITION may be needed if you are taking carbamazepine. Inform your doctor of any other medical conditions, allergies, pregnancy, or breast-feeding. Contact your doctor or pharmacist if you have any questions or concerns about using this medicine. DO NOT TAKE MORE OF THIS MEDICINE or take it more often than recommended by your doctor. Exceeding the recommended dose or taking this medicine for longer than prescribed may be habit-forming. BEFORE YOU HAVE ANY MEDICAL OR DENTAL SURGERY OR EMERGENCY TREATMENT, tell the doctor or dentist that you are taking this medicine. AVOID ALCOHOL while you are using this medicine. This medicine will add to the effects of alcohol and other depressants. DO NOT DRIVE, OPERATE MACHINERY, OR DO ANYTHING ELSE THAT COULD BE DANGEROUS until you know how you react to this medicine. Using this medicine alone, with other medicines, or with alcohol may lessen your ability to drive or to perform other potentially dangerous tasks. BEFORE YOU BEGIN TAKING ANY NEW MEDICINE, either prescription or over-the-counter, check with your doctor or pharmacist. Caution should be used in the elderly since they may be more sensitive to the effects of this drug. FOR WOMEN: IF YOU PLAN ON BECOMING PREGNANT, discuss with your doctor the benefits and risks of using this medicine during pregnancy. THIS MEDICINE IS EXCRETED IN BREAST MILK. IF YOU ARE OR WILL BE BREAST-FEEDING while you are using this medicine, check with your doctor or pharmacist to discuss the risks to your baby. SIDE EFFECTS that may occur while using this medicine include drowsiness, dizziness, flushing, lightheadedness, sweating, weakness, dry mouth, nausea, vomiting, or constipation. If they continue or are bothersome, check with your doctor. CHECK WITH YOUR DOCTOR AS SOON AS POSSIBLE if you experience blurred vision or other visual disturbances, difficulty urinating, or mental or mood changes. CONTACT YOUR DOCTOR IMMEDIATELY if you experience confusion; hallucinations; fainting; fast, slow, or irregular heartbeat; seizures; severe or persistent dizziness or drowsiness; severe or persistent headache or vomiting; or shallow, slowed, or difficult breathing. An allergic reaction to this medicine is unlikely, but seek immediate medical attention if it occurs. Symptoms of an allergic reaction include rash, itching, swelling, severe dizziness, or trouble breathing. If you notice other effects not listed above, contact your doctor, nurse, or pharmacist. This is not a complete list of all side effects that may occur. If you have questions about side effects, contact your healthcare provider. Call your doctor for medical advice about side effects. You may report side effects to FDA at 1-800-FDA-1088. Information on this site is provided for informational purposes and is not meant to substitute for the advice provided by your own physician or other medical professional. You should not use the information contained herein for diagnosing or treating a health problem or disease, or prescribing any medication. You should read carefully all product packaging. If you have or suspect that you have a medical problem, promptly contact your health care provider. Information and statements regarding dietary supplements have not been evaluated by the Food and Drug Administration and are not intended to diagnose, treat, cure, or prevent any disease. Customer reviews are provided for informational purposes only. Customer reviews reflect the individual reviewer's results and experiences only and are not verified or endorsed by us. Actual results may vary among users. You are purchasing a non-refundable compact disc, membership and password. No medication is offered or sold on this website and there are no links from this website to other websites that offer any. Our Darvon 65 consultation cd is loaded with product information, includes physicians directory for all 50 states, the District of Columbia, Puerto Rico and the US Virgin Islands. Also includes membership and access to our member's area with step by step instructions on how to get the most from a doctor's visit , directory of drug rehab clinics, as well as dozens of other important health topics.
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text:
The chronic skin disease Psoriasis affects many patients in the UAE.
Psoriasis is a common skin condition that causes skin redness and irritation. Most people with psoriasis have thick, red skin with flaky, silver-white patches called scales. In about 10 % of the cases, Psoriasis is associated with joint pain and arthritis. Dr. Rolf Soehnchen has extensive experience in treating psoriasis patients.
Aside from all the conventional local and systemic psoriastic treatments available, Dr. Rolf Soehnchen gained expert knowledge in the usage of a new class of therapeuticals, Biologicals, which are able to successfully treat the most severe forms of Psoriasis.
Copyright © 2010 - 2016 - Cooper Dermatology Clinic - Dubai, UAE | MOH# NF19170


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Have you ever thought about how much fun Our Lord was to be around? Jesus hung out with sinners and ate with them, and attended weddings where there was dancing and fun and happiness. His disciples felt joy being in His Presence. Rather than fasting like the Jewish guidelines expected, they celebrated and feasted! Jesus was a fun guy to be around!
I think the inspiration I try to spread here to live a happier and better life aligns perfectly with Our Lord's message of joy. Jesus wants us to live joyful lives of laughter and fun with our families and friends. He wants us to enjoy life to the fullest, spreading kindness and compassion, and helping others less fortunate to live happier and better lives too.
I think what most of us don't always realize is that living our lives for God is the best path to happiness for ourselves. We think that following the laws of God and keeping His Commandments are too restrictive to having fun. It's really just the opposite!
Jesus taught His followers that serving God didn't have to make them miserable. He showed that His ministry could be joyful work!
Even many of His parables were humorous. Take Luke 5:36. He told them a parable also: "No one tears a piece from a new garment and puts it upon an old garment; if he does, he will tear the new, and the piece from the new will not match the old." Who would cut up a brand new piece of clothing to mend something old? That's silly. This would have made His followers laugh. They enjoyed hearing His stories.
People were drawn to Jesus and followed Him around because they enjoyed being near Him. He made them feel happy, not morose.
Yes, there would come a time later for sorrow and sadness. He ate the Last Supper with His disciples, was betrayed and arrested. For us, that time for sorrow and solemnity is during Lent. But Our Lord wants us to spend the majority of our lives joyfully, with laughter and light-heartedness.
Did you know Jesus was a rule-breaker? While He kept every Commandment (of course!) and did respect Jewish law as well, He and His disciples had no problem breaking some rules.
Our Lord was into love, compassion and forgiveness, NOT rules for their own sake. He did not permit the adulteress to be stoned, even though that was the law. Sometimes His disciples would eat without washing their hands (not acceptable or within the guidelines of the law). He healed the sick and infirm on the Sabbath! That was NOT allowable according to the Pharisees!
Man's laws are not God's laws, and Jesus lived a life of Love. He did not follow rules and regulations just for the sake of ticking them off a list.
We as a society sometimes make laws that are definitely not based on the love of God. Here in the U.S. we have a few of them. We no longer govern our lives according to God's view of right and wrong, but according to man's convenience and opinions, twisting right and wrong.
Jesus chided the Pharisees for following rules without having any love in their hearts.
In turn, the Pharisees persecuted Jesus for not following all their rules. The Pharisees had a list of guidelines for all good Jews, and fasting was one of them. They were outraged that Jesus' disciples ate and drank while they themselves fasted.
When someone didn't fast in Jesus' time, they were not considered by the Pharisees to be holy. Holiness was equated with following all the difficult rules and guidelines of Jewish society, without necessarily thinking of God's intentions of love behind them.
The Pharisees would whiten their faces when they fasted because it was generally accepted that holiness meant looking and feeling miserable. Holiness=misery. There was no joy in the old ways.
They were very resentful of Jesus' way of life. His ministry was joyful! Holiness= Joy!
Instead of strings of rules to follow, He kept things simple. Love God. Love your neighbor. Relax and enjoy life! Be healed, and be happy!
It is actually our Christian responsibility to spread joy. There is so much misery and depression and darkness. Let us spread the Light of Christ by spreading positivity and joy!
We can spread cheer within our families, or we can make sure everyone around us is miserable when we don't feel well.
We can spread positivity at work, or we can complain or gossip.
We can bring joy and light to everyone whose lives we touch, or we can refuse to treat them with kindness and compassion.
Jesus wants us to live a happier and better life, and He wants us to spread happier and better lives to everyone whose path we cross. Live joyfully in Christ Jesus!
Copyright 2014, Deborah Shelby


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Lighting Charge and Sync Cable Pink Color
Lightning Cable works with Apple devices that have a Lightning port, including the Apple iPhone 6s, iPhone 6, iPhone 6s Plus, iPhone 6 Plus, iPhone 5, iPhone 5C, iPhone 5S, iPad Air, iPod Nano, and Beats Pill+.
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|Tech Spec
|Rubber surround
|3.5 pounds
|7 x 11 x 8 inches


text: Fiduciary duties are duties owed by a Trustee to the Beneficiaries of a Trust. One of those duties is the duty of Impartiality. Impartiality means that if a Trust has two or more beneficiaries, the Trustee has a duty to treat all beneficiaries fairly. Fairly does not necessarily mean equally; It all depends on the terms of the Trust. The terms of a Trust can state that one beneficiary should be favored over another. For example, when the beneficiaries of a Trust are a spouse and children, the spouse is often favored during her lifetime. If that is the case, then the Trustee must follow … Read the rest


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At the Ivies, the students are instructed by only the most high-status, most fail-tastic privatization marketeers (AKA conservative economists) that only the best-funded gentlemen's networks can float.
How privatization and class warfare is sold to future US leadership: with lies, covering obscene kleptocracy and its further socialized costs.
Note: Larry Summers may have long since lost his royal Harvard throne, but not just because of his sexism (the putative cause) and racist ecological imperialism (There's that too.), or even just being an evil overlord of the rampant social, economic and environmental mega-destruction that is neoliberalism. Rather, his Harvard departure is likely due to this: Summers decided to use Harvard funds to pay the costs (The US Justice Department fined Shleifer $26.5 million) of Andrei Shleifer's massive kleptocratic privatization profiteering in post-communist Russia.
Yee-ha! Good ole fancy boys! Creme de la…uh… I'm guessing Summers himself has enjoyed many, many such back-scratching indulgences over the years, and it's all par for the course for that highly-oiled and polished ruling mafioso. What was that? Did someone mention Goldman Sachs owns the Fed and the US government? You don't say. Now what were we talking about? Berlusconi?
Harvard University: You will never find a more wretched hive of scum and villainy. We must be cautious.


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Last week on WDW News Tonight…
- We have been to Pandora and back… and we bring reviews of the land, the rides, the food and the merch
- We have seen the end of Wishes and the beginning of Happily Ever After
- Pull out your scientific calculator, we play a riveting round of The Math Game
- Do people know who Figment is?
- More "Bob Chapek is a robot" jokes!
- "The Wonderful World of Psychotic Comments presented by The WDWNT Inner Globe Society
Hosted by radio veterans and life-long Disney fans Tom Corless and Nick LoCicero, WDW News Tonight is a live, weekly, audio and video program presented on 105.5 FM, 660 AM, and AM 1520 WBZW in Orlando, Florida, as well as online at WDWNewsTonight.com every Wednesday from 9-11pm EST. The show covers the Walt Disney World Resort and other Disney news. The show combines the latest headlines, comedy, trending vacation topics, call in games, and in-depth discussions to bring Disney fans a one-of-a-kind 2-hour program covering the Disney Parks. While the show is being live-streamed in both audio and video, listeners and viewers also interact via a live chat online. The show is also available on demand as an audio download, online audio stream and can be watched live or recorded on YouTube.


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The King of Kings is Christ Alone
Featuring Dennis Jernigan Posted on April 27, 2010
Let's make this a day of intense meditation. As you get dressed for the day, see Jesus as King and ask Him what He would like to see you dressed in today. As you drive to work or go about your daily tasks, give the King a throne there in the car or as you go about your business. As you interact with people, see the King standing there with you. As you experience conflict, give the King a place in that conflict with you. As you experience good things, be quick to thank the King for His goodness. As you spend time with family, honor the King in the way you treat them. As you prepare for sleep, thank the King for your day and ask Him to meet with you in your dreams. Seek the King and discover the Kingdom…
These shall make war with the Lamb, and the Lamb shall overcome them: for he is Lord of lords, and King of kings: and they that are with him (are) called, and chosen, and faithful. Revelation 17:14 KJV
Tags: Daily Devotions for Kingdom Seekers, Devotional, Worship Life
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