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The role of university teachers in a digital era
EDEN Conference, Bologna, 26 June 1998
Erling Ljoså,
NKS Distance Education, P O Box 5853 Majorstua, N-0308 OSLO, Norway
© 1998
Do we agree on the "old teacher role"?
Will it have to change?
What will cause the changes?
Different approaches to teaching
How do students build knowledge?
How will technology change the roles of teachers?
Emerging types of ICT based learning and their influence on teacher roles
teacher role, teaching, learning, knowledge, information society
The role of the teacher in traditional university teaching is not uniform, but depends on historical and cultural traditions, institutional characteristics, conceptions of teaching and learning, individual experience, and type of teacher personality. The new technologies will not change the role of the teacher fundamentally, but will, nevertheless, have profound impact on how the various approaches to teaching can be implemented in radically different technological and organisational environments. A typology of teacher roles is presented and related to current technological changes and to emerging models of ICT based learning, namely, virtual classroom, supported self-learning, and collaborative learning.
The sub-theme of this conference is "Transformation, Innovation and Tradition". The aim of my speech will be to raise some issues and present some perspectives concerning the transformation of the role of university teachers in the "Digital Era" which we have been discussing here in Bologna. In this city we have the feeling of being close to the very beginning of university teaching. On the other hand, we have been looking forward to dramatic innovation affecting the roles and conditions of universities in the years to come. My presentation will narrow the focus to the expected transformations in university teaching and its effects on the role of the teachers. The fact that I am not a university teacher myself may of course make it easier for you to disregard what I am saying. On the other hand I hope that my more than 25 years of experience in distance education may bring in some useful perspectives on the topic.
Do we agree on the "old teacher role"?
It is often very tempting first to draw a simplified picture of the role of the teacher in "traditional" or even "old-fashioned" education and then present contrasting visions of a new role in the future. In my opinion, there is too much easy and superficial talk about revolutions and paradigm shifts in education. Revolutions dont happen that often, and the impact of technology on education has not been overwhelming during the last 2000 years. The Gutenberg technology has influenced, but not changed, the classroom and lecture hall situation completely. Some blackboards have changed their colour and become "whiteboards", and overhead foils have gradually reduced the need of wall charts of various types. I believe these are the major general changes in educational technology in this millennium.
Fundamentally, the role of the teacher has not changed much. Or, I should rather say, there have always been different conceptions of this role. When some tell us that there is a major shift now from the teachers teaching of predefined knowledge to the learners learning through construction of meaning, I remind you of the Socratic method of teaching. Other long-standing distinctions are represented for example by the academic/formal tradition in universities versus the profession oriented, apprentice-type tradition in vocational training and parts of professional higher education. "Learning by doing" or by modelling behaviour is no new phenomenon. And when John Amos Komensky more than 300 years ago told us that teaching ought to be sensual, rational and spiritual, there is not much to add. To use all the senses, to challenge the intellect and to inspire the mind of learners, that is still a challenge for any teacher.
This means that we dont have a uniform role for a teacher, but rather a range of possible roles, depending on historical and cultural traditions, institutional characteristics, conceptions of teaching and learning, individual experience, and type of teacher personality. Of course, this makes the theme of my presentation much more complex, and it is not easy to believe that just one new teacher role will emerge as a consequence of the new "Digital Era".
Will it have to change?
We should first of all ask ourselves whether it is obvious that the role of the teacher will have to change in view of new information and communication technologies. Do the new technologies change the essential relation between teachers and learners? I would say no. In my understanding, teaching is a communicative process with the aim of enabling and enhancing learning, and this does not change with technology.
On the other hand, the emergence of a new technological environment may very well lead to major changes in the organisation and ways of implementing the teaching/learning process. In this sense we may say that the role of the teacher will have to change more or less dramatically, depending on how we imagine these new circumstances.
What will cause the changes?
Behind the idea of a new "digital era" lies a common perception of a profound, expected transformation of our society into a new type of society, usually called the Information Society. The penetration of new information and communication technologies in all sectors of the economy, in education and everyday life, is supposed to bring about this leap into a new digital future. Elements of the previous agrarian and industrial societies will of course prevail, but the expected changes will be deep enough for the society to take on a new set of characteristic features, linked more to the handling of information than to the production of goods. Paul Shrivastava (Shrivastava, 1998) has suggested the term knowledge ecology or knowledge ecosystems as metaphors of this new situation. In some respects the transformation is already taking place, but still many aspects and structures are lagging behind and are not yet well adapted to our future society. The education sector is finding itself in a somewhat paradoxical situation. On the one hand it is close to and a part of the information revolution. On the other hand it is in many ways representing a rather conservative segment of the society, slow in adopting new ways of dealing with information and with technology.
One of the problems with this situation is that it is difficult to foresee what the outcome of the transition will be, and what kind of consequences it will have for education. A recent report to the Dutch Ministry of Education, Culture and Science stated this dilemma by saying that in dealing with the future of education, both our idioms and our institutional frame of reference fall short. We always tend to use the words and concepts shaped by decades and centuries of educational practice and experience, even when we know that they may become obsolete in the near future. We will continue to use familiar terms, like 'school of the future', not realising that what we mean by 'school' today might be something completely different from the 'learning places' of tomorrow. Shrivastava says this in another way:
"The knowledge function and access of this ecology extends well beyond the cognitive capacity of individual humans or even departments and divisions. It represents a new form of organized complexity that many managers and workers find incomprehensible. It falls outside the collective cognitive map of the organization." (Shrivastava, 1998)
A similarly radical view is presented in the Dutch report I already mentioned:
"If we accept the view that society is transforming from an industrial stage to an information stage, there is no doubt that this information society will generate completely new definitions of education. These new definitions will come from the learning needs and possibilities in the information society, and they should not be regarded as a linear succession of today's education. .... In order to facilitate this transformation, it is required that the education system revises its relations with society, takes its needs seriously, and gives its demands the highest priority." (Teaching and learning for the future, pp 10-11)
Some of the relations with society which, I imagine, must be revised within the context of university teaching, are the following:
- The dramatically increasing need of retraining and further education will change the role of universities and the composition of their student body.
- The everyday use of technology in working life and within the professions will make it necessary to incorporate technology applications much more widely in the education and training programmes.
- The traditional compartmentalisation of occupations and professions as well as their education will have to be broken down, and cross-professional and cross-disciplinary programmes will be more common.
- The new information and communication technologies will make it possible to organise education differently, and particularly to reduce the proportion of campus-based education.
- This may lead to new organisational patterns of educational institutions, such as virtual staff communities and consortia sharing students
Different approaches to teaching
Before going further into the effects of ICT on learning and teaching practices, I will try to sketch some different approaches to what is meant by good teaching. A description of four teacher roles has been presented by the Norwegian psychologist Ivar Bjørgen (Bjørgen 1991). They are based on four different conceptions of what it means to be a teacher. Here is my translated summary of his descriptions:
- The sculptor
- The entertainer
- The coach
- The manager
The sculptor takes full responsibility for the presentation of all relevant material. He controls the schedule and the curriculum and controls the work of the students. He doesnt bother much about motivation, and considers it to be the students responsibility to learn what he tells them. He devotes some time to help the weakest of the students, because this is part of his task. The dialogue in the classroom aims mainly at clarifying the presentation of the textbook and correcting students work.
Key words: Presentation, structure, authority, teacher centred, control
The entertainer thinks that a teacher is much like an actor. She feels that it is her responsibility to arouse the interest and make it easy to grasp the central issues of her subject. She works with background and perspectives. She tries to establish an active dialogue with at least some of the students, in which she will be able to present and accentuate her view. She is genuinely interested in the subject and in doing a good job, mainly during the classroom performance.
Key words: Engagement, perspective, dramatisation, clarification, entertainment
The coach believes that results depend on the work done by each of his students, and sees himself as catalyst for this work. He wants to know the background, conditions and capacities of each student, and to create an environment where they can achieve as much as possible. He informs them about the goals and the best methods, and discusses the programme with them. He is clear about evaluation criteria, gives feedback and helps them in tackling all kinds of problems. What counts for him are the results of the students in relation to their individual capacity.
Key words: Companionship, planning, individual activities, support, feedback
The manager looks at the classroom as a working place, and her task is to manage the joint efforts effectively towards the best possible result. Everybody should know how to learn, and she delegates tasks and responsibilities. She also varies working methods. She is aware of individual differences, and uses much time in explaining what to do and why. She is a democratic leader and discusses strategies with her students, but she also knows that structure and management is necessary.
Key words: Communication, information, co-operation, goal orientation, efficiency
Bjørgens typology is based mainly on research from upper secondary schools, but is in my view relevant also for university teaching. To illustrate different styles further I refer to three caricatures of different types of lecturers, originating from Habeshaw, Habeshaw and Gibbs. These are clearly related to university teaching.
Dr Tort expects her students to learn legal principles from books and to apply those principles to specific cases in the seminars. In her law lectures she demonstrates how to apply principles to cases. She is modelling by lecturing, saying I want you to be able to do it like this.
Dr Group talks about the sociology of groups in his lectures. The books (and there are twenty on his reading list for each lecture and hundreds in the library) all seem somewhat tangential to the topic. They all use special terminology and are difficult to make sense of. The lecture is a guide to a strange land. Dr Group gives students a map, indicates landmarks to look out for, and points out a few things about this strange land which they might have trouble finding on their own. He gives them a tourists smattering of the language they will need in this land. He is trying to prevent them from getting lost when they start reading.
Mr System tells students the five elements of personnel management in his lecture. Each element has five sub-elements, and he gives an example of each. He is going to test students to see whether they can list these elements and give examples. His lectures are the content of the course. If students take a full set of notes and memorise them, they will pass the course.
(quoted from Morgan, pp 57-58)
These examples not only indicate different conceptions of the teacher role, but also different understandings of how learning comes about.
How do students build knowledge?
In order to evaluate different teacher roles and teaching strategies we should be aware of how students generally acquire and build up their knowledge. This is a big subject in it self and there is no time to go deeply into it. I will only put forward a set of relevant basic assumptions, based on fairly well recognised learning theory.
- We know that students ability of learning is influenced by what they think learning is about. Many students think that learning is to pick up pieces and bulks of information, and that the teachers job is to impart pieces of their subject knowledge to students. Even some teachers seem to think in this way, or behave as if they did. If this was the whole truth, we might easily fire a lot of teachers and let students either use the library on their own, or leave them to surf the Internet.
- Usually it is difficult to separate knowledge to be learned from the situations in which it is used. Learning is situated. The abstract knowledge has no meaning unless it is used to solve concrete and real problems. Therefore, learning has its base in experience of real or close to real situations. That is why so-called problem-based learning seems to be so effective, particularly in education for professions.
- However, in building knowledge the learner also has to transcend the immediate situation and reflect on the contextual experience in order to construct more general concepts, views of the world and problem-solving methods. Therefore, it is useful to articulate concepts and more general knowledge structures, and to discuss such articulations with other people. In one sense, the construction of knowledge is individual. But also social negotiation of meaning is necessary.
Based on a similar view on student learning, Diana Laurillard (1993) has identified five aspects of the learning process that should be addressed by students in order to succeed, and therefore also considered in any teaching strategy:
- apprehend the structure of the discourse e.g. focus on the signified, relate and distinguish evidence and argument, organise and structure the content into a coherent whole
- integrate the sign with the signified e.g. practise mapping between the two, practise the forms of representation of an idea, represent the discourse as a whole as well as its constituent parts
- act on the world and on descriptions of the world e.g. relating knowledge to experience, relating theory to practice, extending experience of the world, manipulating the various forms of representation of that experience
- use feedback e.g. both intrinsic and extrinsic feedback to adjust actions to fit the task goal, and descriptions to fit the topic goal
- reflect on the goal-action-feedback cycle e.g. relating this to the message of the discourse, the structure of the whole
How will technology change the roles of teachers?
How then will new information and communication technology change the way in which teachers shape and implement their role? There is no easy and uniform answer to this question. The reason is that it depends on how we conceive the role in general. And deliberately I said "we", since the teachers own conception of their role will be influenced by the expectations they are met with both by the students and by the society. Clearly, some of the traditional roles of teachers already seem rather obsolete, quite apart from the introduction of new technologies. Those which are based on the assumption that the teacher should be the only and authoritative source of information, are rooted in a society which is not ours, if it ever was.
One aspect of the Information Society is a dramatically increased amount of information available, and an increased access to a variety of rich information sources. Another aspect is the increased possibility of presenting, editing, organising and manipulating information, e.g. in multimedia format. The chances that a teacher will be able to compete with the entertainment industry concerning the presentation of information should not be overestimated. I cannot see a bright future for this teacher role in the digital era.
On the other hand the wealth of available information probably makes it more difficult than before to apprehend structures and meanings. Students perception of knowledge as pieces and bulks of information may be strengthened both by the amount and by the way it is accessed and organised. It may stimulate the senses more and give a more vivid flavour of reality, but the meaning and coherence may disappear. It is easier to grasp the structure of a linear textbook than that of a hypertext with a multitude of links. Which one is the best representation of reality is of course a different question. The teacher cannot continue to insist that his or her structure is the only one or even the best one. But it will be much more important in the future that students and teachers together address the issue of apprehending and constructing structure and meaning. The lecture and the textbook will not be sufficient any more. The teachers and learners will have to produce their own "textbooks" and presentations, as part of their articulation of the world, built from a wider range of sources. The teacher who thinks that this is her job only, as the "sculptor", is mistaken. The new teaching experience should be conceived, according to Karl Weick, as "learning in public" (Weick, 1997).
It is commonly argued that the shift in education will be linked to a shift in the arrangement and control of the learning processes. A greater part of the activities associated with learning will be initiated and controlled by the learner instead of the teacher. A different balance in the roles of learners and teachers is needed and a different climate and environment of communication and co-operation will have to emerge. If not for other reasons, this will be brought about by the changes in student populations and the contexts in which the educational programmes will be set.
Even if this balance of control needs to shift, that does not mean that the students will be able to or should take over the control completely. Both students and teachers will have to accept that they have a joint responsibility for the goals and methods of learning. In addition, the issue of the overall organisation of the teaching and learning activities will be addressed not only by the educational institutions themselves, but increasingly by the organisations in which students are employed or will be employed as well as by the society in large. The classroom or the lecture hall will no longer be the obvious solution. It is perfectly possible for learners to be at different places in time and space, and even so to be engaged in a common learning process, supported by communication technologies. This, however, introduces new possibilities, constraints and demands concerning the communication processes. Communication and collaboration processes are quite different in a distributed environment compared with the corresponding processes in the classroom.
The Information Society is not about incremental change or isolated effects within an existing system. Thus it is not a question primarily of substituting single elements of existing teaching practice with a CD-ROM or with Internet-based learning materials. It is more important to use ICT as tools for a variety of learning activities, and recognise and utilise it as a part of the environment where learning takes place. Then we must allow it to influence more deeply our teaching methods and the ways of organising learning processes.
Emerging types of ICT based learning and their influence on teacher roles
Looking at the field of open and distance learning we will observe that quite different types of learning and teaching models are emerging. It is relevant to consider how the role of the teacher is conceived and develops within these different models. This field is not yet well researched, and thus I can only indicate very briefly some of the issues as I see them. I am using a fairly common classification of ICT based learning models or (description adapted from TRENDS, 1997).
Virtual classroom
Through audio and/or video conferencing, with connection in real time to one or more sites, it is possible to reproduce the classroom or lecture model, with the teachers and the learners in different places. The virtual classroom is usually teacher-centred, with the teacher/expert as the main actor. As in any ordinary classroom, the teaching strategies depend on the teaching model and the objectives of the teacher. The learners may attend individually, but usually they are forming local groups. They may use additional learning material, such as complementary information, practice, group sessions without the teacher, and self-assessment tasks. They can usually ask questions or intervene in other ways during the sessions.
The use of distance learning in many universities and colleges seems to be based on finding ways of presenting lectures through various types of technology, without changing very much the function or the content of the lecture. The change of role for teachers is then perceived mainly as a need for more thorough planning and preparation of their lectures, or as a possibility of using "the best lecturers" or add presentations by high level experts from outside the institution. Some say that both these aspects will lead to higher quality of teaching. But it is also argued that the new technology increases the dominant role of the teacher in imparting knowledge, making the teaching-learning situation even more authoritarian than in conventional education.
On the other hand, it is possible to shift the balance of control from the central, transmitting site towards the receiving site(s). A group of learners may invite external experts and discussion partners to participate by telecommunication, and thus enrich their learning situation. The role of the invited expert will then be more like a resource person, and the group of learners, or their local teacher, will be in charge of organising the learning process. In my view, the success of the virtual classroom model will depend on a shift of balance towards a more active use of the communication aspect of the technologies, and the incorporation of real time communication into a strategy with a wider range of learning activities.
This may, on the other hand, represent a threat to the traditional large and permanent university organisation, blurring the line between permanent staff and ad hoc expertise, liberating both students and staff from the strict faculty control of "the place, the time, the content, the delivery, and the quality of education" (Beaudoin, 1998).
Supported self-learning
In the second type, supported self-learning, the strategies used are learner-centred. The learner explores them individually. The model is based more or less on the same tradition as in distance learning. Contrary to the previous type, the learner has access to core content of the course, at the convenient time and for as long as he/she can, using on-line or off-line technologies. This model is very flexible as far as the place of learning is concerned. It is possible in this tradition to develop highly structured, pre-defined programmes of study. But flexibility is also often a characteristic of the course content, which may be structured and arranged in modular form so that it can be easily adapted to the learners needs and knowledge level. The flexibility of this model implies a high degree of responsibility and self-discipline of the learners.
Although the self-learning model means autonomous and independent learning, it must also be supported in the sense that the educational organisation arranges tutorial support and an evaluation system. The distance learning tradition generally stresses the need of careful preparation of the learning materials. The support is designed to answer requests from the learners, and to assess and give feedback based on assigned tasks. Tutorial support contributes to the individualisation of the learning process, since it may correspond to learners variety of interests and needs.
To some extent, this model is characterised by teaching strategies developed within more restricted technology options than we have today. But highly structured and polished lessons in pre-programmed classes or modules may be too static for a digital economy environment (Shrivastava, 1998). They may become obsolete even as they are under preparation. With richer information access it will become more attractive to include, together with any pre-produced learning material, other resource material which has not been structured according to the same principles. And the learners will always be free to use this kind of material in their learning process. The success of the model will depend on its ability to incorporate and develop new options and strategies based on new generations of ICT.
The role of the teacher may vary also within this type of learning scenario. And, like in traditional distance teaching, there will be room for specialisation and division of labour. One of the main roles will be to plan and prepare self-learning material. Another will be to provide supportive evaluation and communication, both related to pre-structured material and as guidance to students who are exploring new fields and structuring their own learning materials and project tasks. In the latter respect this model comes closer to the next one.
Collaborative learning
Nowadays, the new technologies have made possible a rich horizontal communication flow. The learners are able to exchange information and experiences in real or not real time, as well as carry out common project work for both learning and operational purposes. The activities in a collaborative learning model arise when a group of people share the same goals, interest, needs, etc., and decide to work on these together. The learners can also work together on a subject proposed by their teacher. In a first virtual or face-to-face meeting the group settle down their ideas, the scope of their work and the activities to be carried out to achieve their initial goals. From there on all the participants will contribute to the final product, which can be, for instance, a project report or a multimedia presentation.
The dynamic flow of communication will to a large extent be shaped by the nature and the organisation of the collaborative project. The main task of the teacher will be to play the role of a moderator maintaining the discussion, suggesting new subject matters, new directions for information search or new questions related to the work that is being done. In this role the teacher will often be assisted by other members of the group. The work is normally group-centred without heavy constraints concerning time, space and schedules, except for the cases in which real time technologies are exploited.
Collaborative learning at a distance has its pitfalls and problems, partly linked to the communication tools and the problem of establishing the necessary common understanding of the tasks. Another problem is to establish and maintain the necessary commitment to the goals, the work schedules and the rules of communication and decision-making in distributed groups, which may be more difficult than in on-campus situations (see e.g. Fjuk, 1998). But collaborative learning has also an obvious potential for learning in the new Information Society. It is the starting point for the development of networked systems of knowledge resources, or knowledge ecosystems. In such systems we may find a blurring of the distinction between learning and work performance as knowledge creation and work interaction become collective, networked activities. This fact changes the concept of expertise and the conventional role of the teacher more fundamentally than in any of the other models.
I did not intend in this presentation to speculate about a digital era in university teaching in the future. Rather, I wanted to look at some of the fundamental aspects of teaching and some of the new challenges we already are facing with the technologies available. I am convinced that both the organisation and the strategies of teaching and learning in universities will have to change in the digital era. But they will have to change through exploration and reflection on new practices within the universities, and not through speeches from outside. Anyway, I hope my contribution has given you some food for this reflection. Thank you for your attention.
Beaudoin, M F (1998): A new professoriate for the new millennium. DEOSNEWS Vol 8 No 5
Bjørgen, I A (1991): Ansvar for egen læring. Trondheim: Tapir
Committee on Multimedia in Teacher Training (1996): Teaching and learning for the future. Enschede: COMMITT Secretariat
Fjuk, A (1998): Computer support for distributed collaborative learning. Exploring a complex problem area. Dr. scient. thesis 5. Oslo: University of Oslo, Department of Informatics
Laurillard, D (1993): Rethinking university teaching. A framework for the effective use of educational technology. London New York: Routledge
Ljoså, E (1997): Distance education for teacher training: towards a model in continuing education. Distance education for the 21st century for teacher training. Proceedings of the Workshop on training of teachers through distance education, Phuket, Thailand 29-31 October 1997, pp 31-47. Oslo: NKS Group/Colombo Kuala Lumpur: Global Education
Morgan, A (1993): Improving your students learning. Reflections on the experience of study. London Philadelphia: Kogan Page
Shrivastava, P (1998): Knowledge Ecology: Knowledge Ecosystems for Business Education and Training. http://www.facstaff.bucknell.edu/shrivast/KnowledgeEcology.html
TRENDS (1997): Methodology manual. ET 1024 project TRENDS, Deliverable D 4.2
Weick, K (1997): The teaching experience as learning in public. In Andre, R and Frost, P (Eds): Researchers hooked on teaching. Thousand Oaks: Sage Publications


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Some people want to build their own dream home for their family. Even though this type of job can be a monumental undertaking for someone who has not done it before, some people feel like it is well worth the time, money and the effort. Especially, if the homeowner gets to see their vision of the perfect home become a reality. That said, when an individual makes this decision, here are few things that must be considered.
Finding the Right Property
In addition to building the perfect structure, it is important that the individual chooses the right type of property. For instance, the size of the property will determine how much house the owner will be getting. So, if the individual is seeking to build a big size house for their family, they will need to ensure the property size accommodates the big size floorplan. It is also essential for people to look for property in the neighborhood or area in which they are interested. Therefore, they may choose to look around for an area that has good schools and thriving community that is doing well. Or, they may have to search around to find a neighborhood that has the description and amenities that these person wants.
The cost of the new home construction can also vary from one blueprint to another. So, this cost should be tallied up with the price of the property to get to the bottom line figure. In some situations, the owner may have to raise the price that they are expecting to pay, especially if the materials or labor requirements increases over a span of time.
Other Common decisions that must be made
Before the construction company begins the work, there are some things that they will need to know. In specific, the owner will need to tell the builder how many bedrooms and baths are included in the design. In some cases, the owner may want a floor plan that makes room for more than one floors. For instance, if the owner wants a multi-level home instead of one level, this information must be understood clearly before starting the design of the blueprints.
The builder will also need to know a wide variety of other essential factors too, and they include where to install kitchen cabinets and where to place luxury knobs throughout the home. All of this information and more is critical to the success of building the ideal home.

subset: commoncrawl


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Using lsusb (or lsusb -v for USB descriptor information) is as simple as the command, so I only mention it for awareness.
Depending on the information that might be needed, lsusb and/or udevinfo can be used. Note however, under Ubuntu udevinfo is udevadm (and info can be passed as an argument). In my case I have attached a USB FLASH drive to the Ubuntu host. Running dmesg will print the kernel message buffer and at the end I should see that it connected. In my case it has attached as a SCSI drive [sdb] and the device node should have been created /dev/sdb. More information on drive naming in Linux can be found at:
Now we can use the path of the device node as input to udevadm info as follows (and output for my example):


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Naval Modernisation in South-East Asia
Nature, Causes and Consequences
Prices & shipping based on shipping country
Book Description
This edited volume analyses the naval arms race in South-East Asia, and reviews the content, purposes and consequences of the naval policies and development of the main countries of the region.
The rise of naval capability in the countries of the Asia-Pacific Region is increasingly recognised as a major indicator of the 'rise of Asia' and its increasing importance in the world's political, economic and strategic future. Most coverage focusses solely on the navies of the 'big four' – the US, China, India and Japan; however, the region's other navies, though much smaller, are significant too. Given the current focus on the South China Sea and the Obama administration's pivot to Asia, naval development in South-East Asia is of particular relevance.
This book first identifies the issues involved in defence acquisition in this area. It then goes on to establish some templates of naval modernisation as a means of assessing the policies of individual countries in the region, by looking at the naval policies of the big four. Finally, the general issue of naval modernisation in South-East Asia is illustrated through a more detailed examination of some of the major issues common to all countries of the area. These include the defence-industrial perspective, specific examinations of submarine and surface ship acquisition processes, and a review of the balance to be struck between naval and coastguard forces in the area.
This book will be of much interest to students of naval power, maritime security, South-East Asian politics, strategic studies, and IR in general.
Table of Contents
Part I : INTRODUCTION: SETTING THE AGENDA 1. Introduction : Naval Modernisation in Southeast Asia: Nature, Cause and Consequence, Geoffrey Till and Jane Chan 2. Naval Acquisition Trends in Asia, Bob Nugent 3. Submarines for Southeast Asia – A Major Step?, Jack McCaffrie 4. Evaluating Motivations and Performance in ASEAN Naval Acquisition Strategy, Ron Matthews and Alma Lozano 5. Towards a Theoretical Model of Weapons Acquisition: A Two-Actor 'Internal Factors' Model, Adrian Kuah PART II : COMMON THEMES: COMPARATORS AND TEMPLATES 6. Comparing U.S. and Indian Naval Modernization, Richard Bitzinger 7. Naval Modernisation in China, Japan and South Korea. Contracts and Comparisons, Ian Storey PART III: SOUTHEAST ASIA CASE STUDIES 8. Vietnam: A Case Study in Naval Modernisation, Nguyen Hung Son 9. The modernisation of the Royal Malaysian Navy: challenges, trends and implications, Nizam Basiron and Lim Chee Kia 10. Philippine Naval Modernisation: Nature, Causes and Consequences, Rommel Banlaoi 11. Rebalancing Indonesia's Naval Force: Trends, Nature, and Drivers, Evan A. Laksmana 12. The Royal Thai Navy At The Beginning of The Second Decade Of The 21st Century, Wilfried A. Herrmann 13. Seeking Balance: Force Projection, Confidence-Building & the Republic of Singapore Navy, Koh Swee Lean Collin PART IV: CONSEQUENCES: NAVAL MODERNISATION AND SOUTHEAST ASIAN SECURITY 14. Regional Navies and Coast Guards: Striking a Balance between "Lawships" and Warships, Sam Bateman 15. Naval Modernisation in East Asia: Four Puzzles, Sukjoon Yoon 16. Naval Modernisation in Southeast Asia: Modernisation versus Arms Races, Bernard Loo 17. Some Tentative Conclusions, Geoffrey Till and Jane Chan
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Geoffrey Till was formerly Dean of Academic Studies at the UK Joint Services Command and Staff College, and is currently Professor of Maritime Studies in the Defence Studies Department and Director of the Corbett Centre for Maritime Policy, King's College London, at the UK Joint Services Command and Staff College. He is author of a number of books including Seapower (Routledge, 2004, 2009, 2013), Air Power and the Royal Navy, Maritime Strategy and the Nuclear Age, and The Development of British Naval Thinking (Routledge).
Jane Chan is a Research Fellow and Coordinator of the Maritime Security Programme at the S. Rajaratnam School of International Studies (RSIS), Nanyang Technological University, Singapore.


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I have a friend who makes musical logos; he asks the companies to describe themselves, studies them and composes music that speaks as they would sing. By the way, he has a website, pickyoursoundtrack.com. Badly compared, my idea would be making a Port READ MORE
Some months ago, I heard that for Mário Ferreira, the man that transports most people up and down the Douro RIver (he owns Douro Azul cruises), The World is not enough. Therefore, he decided to embark in a spacecraft to travel in space, and READ MORE
I received a book today, two weeks after my birthday. I could say it is gorgeous, but exact word may be tasty, or something that tastes so good that one wants to save it for somo special occasion. As I don't know when READ MORE


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Hello Videolib Colleagues,
Any hints on availability or possible future release of Eugene S. Jones'
1967 film /A Face of War/?
Thanks in advance,
Meghann Matwichuk, M.S.
Senior Assistant Librarian
Instructional Media Collection Department
Morris Library, University of Delaware
181 S. College Ave.
Newark, DE 19717
(302) 831-1475
VIDEOLIB is intended to encourage the broad and lively discussion of issues relating to the selection, evaluation, acquisition,bibliographic control, preservation, and use of current and evolving video formats in libraries and related institutions. It is hoped that the list will serve as an effective working tool for video librarians, as well as a channel of communication between libraries,educational institutions, and video producers and distributors.
Received on Fri Aug 28 07:42:29 2009
This archive was generated by hypermail 2.1.8 : Tue Oct 20 2009 - 15:17:07 PDT


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I just finished one of the most enjoyable Superman, Batman, Wonder Woman stories that I've read in quite a while.
Since last summer, Scholastic has published graphic novels under the series title "Secret Hero Society," featuring the young (about age nine or ten) Bruce Wayne, Clark Kent, and Diana of Themyscira. In this first one, Study Hall of Justice, the youngsters meet at Ducard Academy, a school whose staff includes Hugo Strange (guidance counselor), Thaddeus B. Sivana (science), Vandal Savage (history), Solomon Grundy (homeroom) and Coach Zod. Bruce, Clark and Diana's classmates include the young Lex Luthor, "Joe Kerr," Bane, Giganta, and other nasties.
Bruce believes that something troublesome is going on at Ducard. To help him investigate, he recruits his new friends Clark and Diana, even though he doesn't trust them completely.
The story by Derek Fridolfs presents the characters deftly and moves swiftly — a little too swiftly toward the end, which feels rushed. Dustin Nguyen's black-and-white art is lively and vivid, if a bit too sketchy to help me understand who's who in some panels.
Sadly, I probably would never have seen this book except by luck: I ran across it at my library's Friends of the Library bookstore for donated or discarded books.
But it's a lot of fun, and I recommend it.


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Physicians and Health Professionals
CERTIFICATION as ASSOCIATE MEDICAL ACUPUNCTURIST (CAMA) and AS ASSOCIATE ACUPUNCTURIST (CAA)
CERTIFICATION as MEDICAL ACUPUNCTURIST (CMA) and AS ACUPUNCTURISTS (CA)
Non-Health Professionals and Workers
CERTIFICATION as ASSOCIATE ACUPUNCTURIST (CAA)
CERTIFICATION as ACUPUNCTURIST (CA)
CERTIFICATION as TUI NA MASSAGE ASSOCIATE (TMA)
CERTIFICATION as TUI NA MASSAGE THERAPIST (TMT)
Training Fees are inclusive of handouts and supplies. Payments for INAM's training services are considered donations to INAM for its community projects.
Reservation Fee: Php500
For inquiries, please call c/o Buenie at telephone no. 926-3356, mobile no. +63930-3873319 or email
us at email@example.com


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About this blog
FLEFF Intern Voices
The Finger Lakes Environmental Film Festival from the interns' point of view
Sunday, April 17, 2011
Blog posting by Matthew R. Reis, Cinema & Photography '13 with an Art History minor, Chapel Hill, NC
Now that FLEFF Week is history here are a few things I really enjoyed about the event. I'll start off by talking about the people I met.
I met a host of people from the film and media industries including Philip Mallory-Jones, Karin Chien, Franklin Lopez and Tina Mabry. I learned a lot and I'll share a bit of that with all you, our faithful readers.
Phil Jones: His work really needs to be laid out on a timeline, a really long one, to be thoroughly examined and appreciated. Working with video practically since its birth (late 60s/early 70s) Phil understands the medium. Now he's pushing the boundaries of what's possible in the Virtual realm, or as Phil likes to put it, the synthetic world. I really appreciate not only his web projects on "Second Life," but the fact that he really cares about other people's work. I saw Phil downtown at Delilah's and in Cinemapolis numerous times networking with others. He engaged wholeheartedly in observing and debating other artist's work.
Karin Chien: She's a magnificent person. I interviewed her on two occasions and was left highly impressed. At the lone screening of "Disorder" on Saturday, a disturbingly poetic city symphony flick, she talked about how what her company dGenerate Films does. Her company brings films from Mainland China to the United States. The filmmakers usually write, shoot, produce, direct and edit these works by themselves. They have a unique story to tell and want their voices to be heard somewhere. They aren't really welcome to screen their works back in China due to government censorship.
Frank Lopez: He's a dynamic and relentless individual. He came to Ithaca on Friday for one night only to promote his film "END CIV: Resist or Die." He's on tour with the movie and I was fortunate enough to pick up a copy and get it signed by the man himself. Frank's extremely interested in challenging the status quo and his film END CIV is an extension of that. Though he lives in Vancouver he stopped over at FLEFF as part of a larger tour promoting the work of him and his friends. I wish him the best of luck on the rest of his journey.
Tina Mabry (last, but definitely not least): Meeting Tina was the highlight of my week. She flew into Ithaca from sunny Los Angeles last Thursday and brought some of that warm, friendly energy with her. It was a pleasure to talk with her in person after only interfacing with her over email and on the phone. Her film "Mississippi Damned" is stylistically and categorically not a documentary, but it feels as real and honest as one. That honesty is pretty genuine since the film is based on her life story growing up in Mississippi as a child under difficult conditions. One thing the film crew did though was shoot in North Carolina. It's also ironic to think that such a happy, down-to-earth lady could have lived in such a negative environment. But she made it out and arrived in LA to study at USC. Now she is the CEO of Morgan's Mark.
I thank all the individuals I mentioned above as well as those guests I didn't for their awesome company, fabulous insights and creative drive. One day I hope to meet each of them again. Thanks for reading!
Check back later for more on FLEFF Week.


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It's funny when out street shooting, some people don't want their picture taken and some love to have it done. The dude above wanted me to stop and do a photo shoot here outside his antique (junk) shop. Stayed for a few minutes, took some images and he gave our friend Sheilaaaah a ring for our efforts. Guess he thought she was my wife. Anyways, to get to the point, we brought a print of the above image to him in his store. After dropping it off, and he was way beyond thrilled, we continued into Yaffo, which is part of Tel Aviv. Here are some images from that walk.
(Reminder: Click on any image to begin slideshow…)


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Animating Digital Businesses & Delivering Impactive Results!
Not so long back we used pictures to illustrate conceptual information about a particular
subject. No matter if it is plumbing or carpeting or just about anything, Infographics
helped visitors understand the concepts better than through any other aids. Though
the internet is flooded with loads of complex Infographic images, they still drive
a good number of social shares and traffic to websites with snooping figures in
thousands. However, looking at the present, best Infographics design with only high-quality
data and appeal can develop massive results.
But if an Infographic with no motion picture can do this good, now just imagine
what Gifographics can do to your business online!!
The blend of Information and Graphics is what we call Infographics, which portrays
a picture without motion elements. Gifographics, also known as Interactive Infographics,
is a blend of GIF and Infographics, which portrays information in the picture with
motion elements.
At SIM, if you ask us we are the pioneers in creating Infographics. With such a
level of advanced expertise, we defined two processes "Gifographics Creation"
& "Gifographics Distribution" which provides turnkey solutions to you,
the aspirers.
"If people can remember 20% of the texts they read, they can definitely remember
80% of visual illustrations they see. Do you want to be in that 20% or 80%?" – A
question from the Book of Demands to Customers
Give us your word and we shall get to you with insightful solutions in 24 hours
for FREE of charge.
P.S.: If you are looking for Outsourcing options, we do have special
discounts and other offers tailored to meet your end-to-end business objectives.


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Latina blogs
Alles, was Sie wissen mц╪ssen ц╪ber Fettleibigkeit bei Kindern
Karla Spice Blog - Latina blog - Feb 26, 2017
Alles, was Sie wissen mц╪ssen ц╪ber Fettleibigkeit bei Kindern
Christina gets herself off with just her fingers. Flash Video!
Pacino's Adventures Blog - Latina blog - Mar 28, 2013
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Pamela Spice stripping and playing with herself! Flash Video
Pamela Spice Blog - Latina blog - Nov 25, 2009
<object data="http://www.latinteencash.com/marketube/player.swf?v=ZmlsZXMvUGFtZWxhIFNwaWNlL3ZpZGVvcy8xN19zaW5naW5ncHQxX3Bydi5mbHZ8fHwxNjQ1Nzg1″ type="application/x-shockwave-flash" width="420″ height="353″> <param name="movie" value="http://www.latinteencash.com/marketube/player.swf?v=ZmlsZXMvUGFtZWxhIFNwaWNlL3ZpZGVvcy8xN19zaW5naW5ncHQxX3Bydi5mbHZ8fHwxNjQ1Nzg1″></param> <param
Blonde Latino Ho Wants More
Dirty Latin Sluts - Latina blog - Mar 29, 2009
Click here to see more! This adorable tiny Latino skank is really sexy and she likes to do everything filthy! You should check her out. This guy picked her up with no problem because she was already on the prowl and looking for someone that could give her a xxx puss banging. And she was just his type Б─⌠ a blonde nasty Latino babe that likes sucking peen as much as she likes getting banged from behind. He took her back to his place and it didnБ─≥t take long before this lil hussy was down on h


text: About San Francisco Photography Studio Rental + Event SpaceYou'll find us in the Dogpatch District of San Francisco, overlooking Pier 70 with sweeping views of the San Francisco Bay. We are just south of Giants Stadium, minutes from downtown and SF airport. Located on the top floor in a comfortable, spacious, industrial space. Our large, naturally lit shooting and event space comes equipped with a full grip package, Mac retouching station, changing room, makeup station, and plenty of designated parking with room for large trucks. The fully equipped kitchen with two refrigerators and commercial freezer, is perfect for food shoots, or simply entertaining. The large east facing windows allow for incredible natural light, or full blackout is an option, as well. Loading in and out is easy with loading docks and freight elevators. This unique space offers the flexibility to accommodate photography shoots and events of all shapes and sizes. Easily accessible by public transportation, and within walking distance of wonderful restaurants, bakeries, breweries, wine and cocktail bars. We have hosted Airbnb, Blue Shield, eBay, Genentech, Google, Hands on Gourmet, Hyatt, Instagram, JanSport, Kaiser Permanente, LinkedIn, Salesforce, SoFi, Sony, Uber, UCSF, YouTube, and many others.


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Magnetic Back Pad - for all your back needs!!
This great product can specifically TARGET your LOWER BACK & HIP area.
They come to you with:
This product is very good if you Suffer Specifically from Lower BACK PAIN, Sciaticia, Muscle Spasms, Stiffness etc.
Disclaimer: This product should not be worn if pregnant or wear a pace maker. This is not a medical device.
This product hasn't received any reviews yet. Be the first to review this product!


text:
- Come to New Zealand and lead large programs of work
- Be at the forefront of a range of Major Construction Projects
- Lead Design, direction and outcome and create excellence in Project Delivery
- Three roles Nationally
New Zealand is recognised around the world as a world leader in innovation, new technology, and in trying new things. Transport is on the cusp of a revolution. Technology, data, congestion and economic drivers are pushing our transport needs in a new direction. We're embarking on an unprecedented period of growth in transport construction to meet New Zealand's future needs.
We have some big projects coming up we will need strong leadership to deliver on our expectations. This means we are looking for three leaders in the civil construction industry to step up and lead our programs of work across the country
In these roles, you'll be working with the Senior Manager, Service Delivery to identify key portfolios of work that you will then take overall responsibility to deliver on. You'll have accountability to deliver major programs of work from a systems perspective. We need you to provide strong leadership across the programs you are accountable for and work with the project teams to ensure what we deliver achieves the best outcomes for the agency and is delivered in an environment of excellence.
To be successful in this role you will have the following:
- Significant experience leading large programs of work in civil construction
- Demonstrated strength in leading teams in diverse locations to excellence
- Strong experience at a high level in civil construction
- Strong procurement and supply chain management experience
- Expert knowledge of system solution design and delivery in a large complex organisation
- In-depth experience in working across the full delivery lifecycle
- Tertiary qualification's in a relevant discipline or relevant experience
This is a unique and brand new opportunity to spearhead the upcoming National Construction projects coming up for New Zealand. If you have what it takes, can develop, maintain and grow key stakeholder relationships and lead across the sector, we are looking for you.
Not only is this a great opportunity to work and play in New Zealand, but you will be contributing to something that will leave a lasting legacy in one of the greatest parts of the world.
Applications close: Thursday, 31 August 2017.
Applicants will be reviewed on an ongoing basis up to this date.
For a copy of the position description and to apply: www.nzta.govt.nz/careers
For further information please contact Lesley Hardy 04 894 6284 or Katie Diggins 04 894 2613 or email: email@example.com


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Music © 123greetings.com
Celebrate the beauty of our environment on World Environment Day.
Raise awareness about saving the environment with this ecard.
Send wishes for World Environment Day to your family and friends.
Celebrate World Environment Day with your loved ones.
Let's take a pledge to save our environment and make this world a better place to live in!
Coming together on World Environment Day.
Share the awareness and send this World Environment Day ecard.
Celebrate World Environment Day with this ecard.
Short animated film aimed to educate people about the importance of doing the small...
Send World Environment Day wishes to your family/ friends/ dear/ near ones.
Send to your friends this ecard on World Environment Day.
http://www.birthdaywishes.expert Quotes for every occasion. Follow us on Facebook...
Send message 'save the green' to all.
Send someone this world environment day ecard and let them be aware.
Adorable panda with an important message for World Environment Day.
Please wait...
Please wait...
Get a weekly dose of stories on friendship, love, misadventures and special offers. It's free, read it once and you're hooked!
Read the latest newsletter or Editor Bob's Blog


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Dr. Paula Scraba from the School of Education has been selected to join the Editorial Review Board for SAGE Open Publications. SAGE Open is a peer-reviewed, "Gold" open access journal from SAGE that publishes original research and review articles in an interactive, open access format.
Articles may span the full spectrum of the social and behavioral sciences and the humanities. SAGE Open seeks to be the world's premier open access outlet for academic research, evaluating the scientific and research methods of each article for validity and accepting articles solely on the basis of the research.
Application forms, procedures and additional information
There are many ways to experience
St. Bonaventure for yourself
Learn more about the programs that interest you


text:
For Cupcakes
3 cups sifted cake flour
1 tablespoon baking powder
½ teaspoon salt
2 sticks unsalted butter, softened
2 cups granulated sugar
4 eggs, room temperature
1¼ teaspoons pure vanilla extract
1 cup whole milk
1. Preheat oven to 350˚. Line a standard muffin pan with cupcake liners.
2. Using an electric mixer, cream butter until fluffy. Add sugar and continue to cream. Add vanilla. Add eggs one at a time and incorporate well.
3. In a medium bowl, sift together dry ingredients. Alternate adding dry ingredients and milk in batches to the mixture.
4. Spoon batter into each cup, filling about ¾ full. Bake 20–25 minutes or until a toothpick inserted in the center comes out clean. Remove from oven and allow to cool completely before topping or frosting.
For Buttercream Icing
4 sticks unsalted butter, softened
5 large egg whites
1¼ cups granulated sugar
1 teaspoon pure vanilla extract
1 package store-bought cotton candy
Red food coloring
1. Using a double boiler, combine egg whites and sugar, whisking until sugar is completely dissolved, about 3 minutes.
2. Using an electric mixer, beat on high until mixture is completely cool, about 15 minutes.
3. Add butter, 1 tablespoon at a time, until completely incorporated.
4. Add vanilla and 2 drops of red food coloring to achieve pink color.
5. Before serving, add pinches of packaged cotton candy, about a handful total.
6. Frost cupcakes traditionally or scoop frosting into a zip-top plastic bag and squeeze into the bottom. Snip off the corner with scissors, pipe in a swirling motion onto cupcake. Top with a pinch of cotton candy.
Recipes by Sara Lane


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The Institute's HRD activities comprise Degree, Diploma and Certificate level courses in Special Education, Orientation and Mobility, Refresher/Orientation Courses for Field Functionaries, Service Providers, Policy Makers and parents of the visually impaired children. Some of these courses are being conducted at the Institute's Headquarters, Regional Centre, Chennai and CRC, Sundernagar while others are being conducted in collaboration with State Governments and reputed NGOs in the field of visual disability either with full or partial funding.
The Institute's Department of Special Education is a shining example of academic excellence, its alumni are rendering services to the visually impaired school children and trainee teachers across the length and breadth of the country.Many are serving country's leading Universities and have been instrumental in promoting research in various aspects of special education. Since its inception (1984), the department has contributed 6,500 teachers and 402 Mobility Instructors which comprise approximately 70% of the trained teachers for the blind available in the country.
Download PDF Reader (External website that opens in a new window)
Contact Number: 0135-2736729


text: LITTLE FACE OF VENTURE TERMS AND CONDITIONS: 1. Entries must be made by the parent or legal guardian. The competition is open to families who reside in the United Kingdom, Channel Islands, Isle of Man and Republic of Ireland, except employees and families of the promoter and its affiliate companies, agencies and anyone professionally connected with the promotion. 2. The competition is open to children aged 12 and under. 3. Entrants enter the promotion by buying a Venture experience voucher from a Venture studio including any of their sales outlets or online at www.venturephotography.com or using a full family voucher given/won from an official Venture partner. 4. The customer will be supplied with the contact details for their local studio and asked to contact the studio within a few days to book their Venture photography session. 5. The customer must attend the booked cinematic viewing session. 6. Upon viewing their images, the customer can enter the image the photographer has chosen from their show which the studio will submit for submission to the competition gallery. 7. Entrants to this campaign agree to have their name and photo posted on the competition gallery. The image and the back story will remain live for the duration of the campaign. 8. Little Face of Venture competition starts on the 4th July 2016 and ends on the 2nd October 2016. 9. The winners for each region will be the images from each studio with the highest votes, the national winner will be selected by a panel of judges. Details of the judge's decision can be obtained by contacting Marketing Department, Venture Franchise Services Ltd, 62-64, North Street, Leeds, LS2 7PN. The decision of the judges is final and no correspondence will be entered into. 10. Winners Prizes: There will be one winner from each studio. Each winner will receive a £30 Jamie's Italian voucher from Forest Holidays, a £20 voucher from My 1st Years, plus a goodie bag from Claudi & Fin. The regional winners will also have their winning photograph displayed on promotional activity used in the studio for the duration of 2016. The national winner will win a luxury 2 bedroom Silver Birch cabin with a private hot tub for either a 3 night weekend or 4 night midweek break courtesy of Forest Holidays, to be taken by 30th June 2017 (excluding Christmas and New Year). The winner will also receive a £50 gift voucher from My 1st Years and a year's supply of lollies from Claudi & Fin which comprises 32 boxes of lollies. 11. Notification Dates: Regional Winners will be announced during the w/c 3rd October 2016. 12. Winners will be posted on Venture's Facebook page 13. All prizes are non-transferable. 14. All winners may be required to take part in any relevant publicity and products featured in Venture marketing communications. 15. The Promoter reserves the right to withdraw or amend this promotion in the event of any unforeseen circumstances outside their reasonable control. 16. Terms and Conditions for the Venture Experience apply throughout the competition. See voucher for reference. 17. The names and regions of all the Winners will be available by contacting Venture Marketing by post Venture Franchise Services Ltd, 62-64, North Street, Leeds, LS2 7PN. 18. Copyright for the photographs entered into this promotion remains the property of Venture, and by submitting their entry all entrants agree to grant the Promoter a license to use, copy and publish any submitted photograph in any media at the Promoter's discretion. 19. This promotion and these terms are governed by English Law and subject to the exclusive jurisdiction of the English courts. 20. Promoter: Venture Franchise Services Limited, 62-64, North Street, Leeds, LS2 7PN. 21. Venture is a franchise business therefore participation in this promotion is at the individual studios discretion.


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Send synchronized skating to the Olympics! Click here for synchro video >
Synchronized Team Skating combines elements of skating, footwork, dance and precision into an exciting on-ice performance. It is the team aspect that
encourages camaraderie and long term participation in skating.
"Our daughter has always been very quiet and shy, and skating in front of a crowd seemed like an unbelievable goal for our 8-year-old! She has surpassed all of our expectations. When she skated in her first show, the smile on her face and her chin held high was an unbelievable sight! Skating synchro has brought our daughter out of her shell!"
Introductory teams perform locally and may participate in one local competition. Competitive teams compete and perform locally and also travel to nearby states during the season.
Weekly practices are held Sundays starting late afternoon and throughout the evening at Chiller Easton. Practice times are divided up by team.
From November—April the teams typically have one competition or performance per month.
For Introductory Teams—Payments are $100 per month depending on level of team, Sept thru April. This includes the cost of weekly practice ice, coaching, dress and tights.
For Competitive Teams -Payments are a $150 deposit at the beginning of the season and approximately $140 per month Sept thru April—this includes the cost of weekly home practice ice and coaching, competition attire, competition entry fees.
Skaters are expected to practice individual skills on their own and continue to strengthen skating skills. The team counts on each and every member to give their very best.
For additional information contact Denise Hughes at firstname.lastname@example.com.
If you have ever thought about trying synchronized skating, we would like to invite you out to try "synchro" during our summer clinics.
These clinics are a great way to gain experience and prepare for the upcoming season. In addition to learning new skills, we also use the clinics to determine team placements, so the more you can attend the better! Each session is $15 and includes one hour of on-ice and 30 minutes of off-ice instruction.
Below is the projected schedule for our synchronized skating clinics for the summer months.
Reminders will be sent the week of the clinic, but mark your calendars now so you don't forget! We will ask for RSVP prior to each event.
Wednesday, June 5th EASTON 6:00-8:00pm
Wednesday, June 19th EASTON 6:00-8:00pm
Wednesday, July 10th EASTON 6:00-8:00pm
Tryouts - Wednesday, July 17th EASTON 6:00-8:00pm
Cost per clinic is $15 payable to the front desk day of session.
Please RSVP to Denise Hughes - firstname.lastname@example.com.
Come out and skate with us!
Learn to skate synchro at our summer clinics and prepare for the upcoming season.
Although attendance at all clinics is not mandatory, it is recommended that you attend as many clinics as possible.
Clinic Attire: Skaters should wear appropriate skating clothes—no jeans, please. Long hair should be pulled back in a ponytail neatly away from face. No gloves, jewelry or shirts with a hood for safety reasons.
*Skaters should be able to skate on their own without assistance.
Recommended for Basic 3 and up.
RSVP & Questions contact: Denise Hughes at firstname.lastname@example.com.
Synchronized Team Skating is the fastest growing component of figure skating combining elements of ballet, ice dancing and pairs skating into an exciting on ice performance. A well-balanced program includes circles, lines, blocks, wheels, and intersections. The emphasis is on the accuracy of formations and synchronization of the team.
Synchronized Skating brought the team concept to a sport that was focused on singles and pairs. It is this team aspect that encourages camaraderie and long term participation in skating. In addition, because "Synchro" is one of the few co-ed sports, it has drastically expanded participation opportunities in skating. Synchro is a challenging and thrilling sport!
Teams consist of 8-24 skaters who must develop and master the basics of skating in order to execute difficult formations with speed and accuracy. Skaters strive for continuous movement requiring smooth transitions, intricate footwork and difficult turns.
All skaters are expected to maintain and improve individual skills throughout the synchronized skating season through consistent practice and private or group lessons.
Under the guidance of highly qualified coaches, Team Chiller strives to foster a sense of team spirit, placing an emphasis on skill development and participation in a fun and supportive environment.
This will be accomplished by encouraging teamwork and sportsmanship while supporting individual skaters as they seek to achieve their unique potential.
Questions? Contact Denise Hughes - firstname.lastname@example.com or 614-791-9999x124


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Three Simple Tips for Creating Employee Communications That Connect and Engage
Most of us are over-extended at work and at home. It takes a near miracle to get our attention in this day and age of non-stop advertising.
Our clients are increasingly aware that their employees are just not absorbing the information they put out there.
Simply having the information "out there" is no longer enough. Your message must be easy to find, memorable, and available at a moment's notice.
Here's how we've helped our clients break through some of today's most common challenges with employee communications.
Problem #1: Your Intranet should be on an episode of TLC's Hoarders. Sadly, it's not just your Intranet. Our entire lives are cluttered with information.
It's impossible to tune in only to the information we're seeking when our lives are littered with print ads, emails, internet ads, radio, tv, billboards, in-app ads, etc.
Your job as Leaders of your organization is to ruthlessly summarize and organize important information for your employees. You must commit to removing extraneous and outdated information that's obscuring the path you're trying to lay.
We help clients clean up and replace online content monthly. We go in again annually to do a deeper purge. This little bit of consistency pays off big time by keeping this task from being both costly and overwhelming.
Problem #2: You sound like the adults from every Charlie Brown special ever. Remember that awful "wah wah wah" voice? That's what you sound like when you slip into autopilot to just get a message out there for your employees.
As leaders in your company, it's not likely your first time at the communications rodeo. So it's easy to fall back on your old tricks in an attempt to quickly check one more thing off of your to-do list.
It's important to remember that you're not just trying to get the information out the door – you're trying to connect with people.
Boring old corporate memos and boilerplate language do not create connection. They create disengagement.
When you're communicating, remember that you hired PEOPLE. People remember stories. They remember moments. They remember novelty. A little bit of humanity, humor and storytelling go a long way towards winning your employees' attention.
Before your next urgent memo races out the door, ask yourself, "do I feel connected to the value of this message and its role in improving the business or my life?" We work in an era when businesses can be warm, emotional and vulnerable. Your humanity is the scary magic place where engagement is lurking.
Problem #3: You're out of sight and out of mind. Like it or not, smart phones are here to stay. Increasingly, employees who have no computer access at the office rely exclusively on smart phones as their connection to the Internet.
If you're only publishing newsletters, posting information on your Intranet, or leaving flyers out in the break rooms then you're missing out on most of your employees' primary gateway to information—smart phones.
Even employees with regular access to a computer in the office are looking for answers to questions about benefits or other work-related programs and services outside of the office.
We continue to guide our clients toward the use of public-facing, mobile-optimized websites to make sure that employees and their families have easy access to the information they need.
Our Mobile Benefits Connection™ app is helping employees and their covered dependents access important benefits information in the moment when making consumer decisions about their health, insurance, and retirement.
Getting employees to absorb critical information will always be a challenge. We're competing with too many other mediums and messages. Wherever we can simplify, organize, humanize and mobilize our messages—we will vastly improve our chances of bridging the communications gap and empowering our employees to live happier, healthier, more productive lives.


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Previously by Margaret Durst: Insomnia — Natural Remedies for a Good Night's Sleep
Iodine is an essential trace mineral that we normally obtain in our diet from iodized salt. Deficiency of iodine results in goiter or enlarged thyroid gland. Goiter is usually accompanied by hypothyroid conditions such as fatigue, coldness, constipation, weight gain and poor memory.
In 1924, iodine was added to table salt to remedy the massive iodine deficiency that was occurring in the United States. Iodine is normally supplied by things from the sea, such as fish and seaweed. Up until the late 1960s, dough conditioners that contained iodine were commonly used, increasing the average daily intake of iodine to more than four times the current RDA of 150 mcg.
In the late 1960s, these dough conditioners were replaced with bromine which interferes with the absorption of iodine. We also get exposed to bromides from many different chemical sources. So even if we get enough iodine in our diet, we end up deficient due to other factors that limit our uptake of iodine.
Traditionally, iodine has been linked to thyroid issues, but recent research has linked iodine to other conditions including cracked skin on the hands and feet, frequent sinus infections, cysts of the ovaries, uterus and / or breasts, fibroids, hot flashes, and emotional changes during cold weather.
Women tend to need more iodine than men. Breast and ovarian tissue uptake iodine at about the same rate as the thyroid. One iodine researcher found that about one woman in seven is iodine deficient. This is very close to the ratio of breast cancer in women.
Iodine desensitizes estrogen receptors in the breasts resulting in less cell growth while promoting cell death of malignant cells. Kelp, a natural source of iodine has been studied to show its anti-tumor effect. Females on thyroid hormone replacement and no iodine have about twice the risk for breast cancer as females on thyroid hormone replacement and supplemental iodine.
Supplemental iodine can be very beneficial to those with chronic auto-immune issues such as chronic fatigue, fibromyalgia or even cancer.
Iodine supplementation works well only if you are deficient in iodine. A great test of iodine status is to paint a spot of iodine on your skin and see how long the stain stays there. If the stain is intact in 24 hours, you have sufficient iodine and do not need to supplement. However, if the stain is gone to significantly faded, you might benefit from supplemental iodine.
Potassium iodide made the news recently as we all watched the Japanese nuclear plant after the disastrous earthquake. It was the remedy for the radiation that leaked from the nuclear power plant because it would tie up the receptors in the thyroid gland and prevent it from taking on the radiation.
The protocol for using potassium iodide for protection against radiation involves taking relatively high doses for short periods of time. Taking any nutrient in large doses over long periods of time results in imbalance. If you take supplemental iodine, do a skin test periodically and/or monitor thyroid function to make sure you are not getting too much.
Margaret Durst owns The Green House, a vitamin, herb and health food store in Mason, Texas.


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Don't be deceived by the lyrical nature of this tale: it has bite. The occasional reference to violence in early chapters hovers like a warning as the tangle of lost loves and forgotten hopes spreads over the Lavender household.
I was mesmerised by the strangeness of Ava and her family's story from beginning to end. Could any good ever come out of their lives? Was there any chance that one of them might find true love and happiness, despite it all?
I felt both bruised and healed when I reached the end. It is true: Ava Lavender's life is both beautiful and tragically sad, as are the lives of those around her.
Compelling, sensual, strange and beautiful.
Title: The Strange and Beautiful Loves of Ava Lavender
Author: Leslye Walton
Publisher: Candlewick Press, Walker Books, $19.95 RRP
Publication Date: March, 2014
Format: Paperback
For ages: 12+
Type: Young Adult
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<< Back to Ocean Isle/Sunset/Holden Sports, Fitness and Parks
Brunswick County Parks and Recreation
(800) 222-4790
(910) 253-2670
Government Complex
20 Referendum Drive
Bolivia, NC 28422
(800) 222-4790
Water fitness classes are held at the Winds Resort Beach Club in Ocean Isle Beach. The fee for water fitness is $30 per month for two times a week, $45 per month for four times a week or an $8 drop in fee. Classes run January to May, June to August and September to November. Space is limited and pre-registration is required for both classes.
Children's swim lessons are available during the summer months for ages 4 to 10. The fee for the swim lessons is $65 per child for six lessons. Space is limited and pre-registration is required. For more information or to register for classes, call the above number.
Fill out the form below to send your comment or question to Brunswick County Parks and Recreation!


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"Even on muggy nights, this mattress should stay completely dry. It's very breathable, allowing moisture to pass right through the fabric."
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While you're asleep, your body acts like a little thermal engine, putting out the equivalent heat of a 100W light bulb. By using foams that leverage convection (heat transfer through air) and conduction (heat transfer through solids), we're able to pull heat away from your body, and disperse it back into the atmosphere.
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The durable support foam used in our construction strengthens the comfort layers and adds long-lasting durability. The Casper comes with a 10 year warranty so you can feel as comfortable with Casper's durability as we do.
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Best sleep in years. Any hesitation we had about buying a mattress online and having it shipped to the house was blown away in the first night's sleep.
Lewis, 38 | 06 Aug, 2016


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We Buy Junk Cars!
Drive it in, push it in, or tow it in. Just get it here!
We can also provide a pick up service for your convenience. » Watch Video
Find out more about the materials we accept.
Metal Recycling, Junk Cars, Computers & Electronics, Cardboard, and more.
It's time to finally get rid of that old appliance – and get paid for it.
Bring us all of your unused or unwanted metal trash. » Watch Video
Do you have metal waste from an industrial job?
We have roll-off boxes, lugger trays, flat bed trailers, and more. » Watch Video
Durham, NC
Cary, NC
Fayetteville, NC
SPECIAL OFFER Wednesday Aluminum Can Special
Raleigh Metal Recycling is the safest, best and largest full service Raleigh Recycling Center for Wake County scrap metal recycling. Many come to us from Durham, NC, Cary, NC, Fayetteville and Henderson as well as other areas. Along with our sister company, Goldsboro Metal Recycling, www.goldsboroscrapmetalrecycling.com, we also team with Wilson Metal Recycling, www.wilsonncscrapmetalrecyclingjg.com on Marketing, so together we are the largest full service recycling centers in all of Eastern North Carolina. We have 12 full time drivers on our staff, servicing and picking up scrap metal, cardboard, paper, plastics, electronics, copper, aluminum and wood (Goldsboro only) from manufacturing facilities and smaller "partner" recycling centers. We have the largest Raleigh scrap metal retail recycling center buying from the public, with 12 scales for fast service; more than twice most others in the Raleigh/Garner area! We are not just a junkyard or salvage yard; we are a full service Raleigh Recycling Center, meaning see us for Raleigh NC Scrap Metal Recycling. We pay cash for Junk Cars meaning we are major buyers of Salvage Cars, so we are partly an auto salvage yard and help arrange Towing, Junk Car Removal and Pick up. We buy all kinds of cars, including GM, Ford, Toyota, Chrysler, Nissan, GMC, Chevrolet, Dodge and more! We are the best Raleigh North Carolina scrap yard-Raleigh Recycling Center with great prices per pound. We also sell tested and charged Used Car Batteries and Truck Batteries.
We buy from the public items that you would normally either bring to a Wake County Convenience Center, Dump, or put in the trash. We buy broken and old appliances, aluminum cans, used car batteries, barbeque grills, scrap copper, wire, aluminum, electronics and more. We even buy Junk Cars and Salvage Cars from individuals. See our website for: What We Buy. Our operations are clean and our facilities are fully paved for you the public! Scrap Metal Recycling is what we do! If you want to know where to go to recycle scrap metal, come to us! We also SELL Used car batteries as well as truck and lawn and garden batteries to the public. All are specially load tested, fully charged and come with a 30 day exchange. If you are looking for a recycling center, "near me", come see us. If you want to know how much our prices are per pound and how much you will get, call us at 919-828-5426, 24/7 for prices. We make it easy to Drop off old appliances, broken appliances, aluminum cans and more, as well as pay cash for them.
Raleigh Metal Recycling (old K&L) started as a scrap metal recycler buying scrap iron and metal to recycle. We provide computerized data for LEED reporting for demolition and building/construction projects. Our drivers in Raleigh and Goldsboro spend the week picking up material (steel, copper, aluminum, cardboard, electronics, computers, plastics and wood) from factories and demolition sites from all over Eastern North Carolina. We have a large variety of trailers, roll off boxes, flat bed trailers and van trailers, so we are equipped to service your every need. Our systems make it easy for you to arrange pickups, by not only having an easy to use phone system to get to our dispatch teams, but you can also arrange for a pick up with some simple and fast entries on our website at www.raleighscrapmetalrecycling.com. Importantly, we combine our volume to get the best possible prices directly from steel mills and smelters, so we can offer you the best possible value! Call us at 919-828-5426 so we can be your full service recycling partner. We have great scrap metal prices per pound for your demolition projects and great prices per pound for cardboard and plastics from industrial sites.
Junk cars are a key part of our business. We pay cash, real money for your salvage and junk car, running or not running, even wrecked clunkers: scrap my car. If the vehicle is 10 model years or older, we can buy it without a title, no title or registration. Sorry we cannot buy if the car has a lien and we always need a VIN. We are a salvage yard, junkyard that can even buy with no key for the best price, pay top dollar today and every day, from Durham, NC, Garner, Apex, Clayton, Cary, Smithfield Knightdale and more in North Carolina. If you want to know how much we would pay, just call us at 919-828-5426. GM, GMC, Ford F150, Toyota Camry, Chrysler, Honda Civic, Nissan, Dodge Ram, etc. If you are saying who buys, old junk cars, sell my junk car, junk car buyers, call us to sell your car, auto, automobile or truck. We are the buyers you are looking for a great place. #1 Raleigh/Durham Junk yard. For towing service, auto wrecking service, free pickup, removal, call 919-348-0545 for fast service. We have great reviews to get rid of your old car!
Car Batteries are On Sale at Raleigh Metal Recycling. The leader in Raleigh, Cary, Durham, Garner, Clayton, Wake County for selling used car batteries, big truck batteries, Marine Batteries, Boat Batteries, RV and Lawn and Garden batteries, replacements near me. Of course this means we have Deep Cycle, AGM batteries for sale for your boat, 4 wheeler and jet ski. Every battery is fully load tested, electrically tested and trickle charged, so they are fresh, low cost and ready to go at a great price-half to a third of a new battery and we have all sizes. We are a Car Battery Store and the best place to buy a battery for your GM, Chevrolet, Ford, RAM, Toyota, Honda Civic, JEEP, Chrysler, Nissan Altima, Camry, F-150, Lexus, BMW, Hyundai, Mercedes and more. Affordable, Cheap, refurbished, reconditioned, auto Batteries. Why go to Walmart, Pep Boys, Auto Zone, Costco, Firestone, Interstate, Sam's, NTB, NAPA, Advance, Batteries Plus Bulbs, O'Reilly, or Sears. No need to buy online. Come to us this week for FREE testing of your car battery and the best place to buy reconditioned, Car, Marine, Boat, RV, Solar or Lawn and Garden Battery at the lowest price! These second hand "old" batteries are almost like NEW with a FULL 90 Day Exchange! Duralast, Motorcraft, AC Delco, Diehard and more!
Commercial vehicle, heavy duty semi-truck and farm batteries for sale. These are slightly used, tested and freshly charged, with a FULL 90 DAY EXCHANGE. If you have a Volvo, Peterbilt, Freightliner, CAT, John Deer or other semi-truck, we have your heavy duty battery. These are the best price refurbished group 31 and more.
We support local charities, schools and nonprofits in their fundraising. Aluminum cans have been the most common fundraising product, but we have also supported schools and other groups in collecting all types of scrap metal. Call us to help with your organization. We also arrange tours for schools and groups to educate all, on how we recycle and ship around the world, after we buy here in North Carolina.
Recycling is a major source of income and a profit enhancer for many industrial companies when you sell scrap per pound. It also brings added income for electricians and plumbers, but the great news is, it is great for the environment and the U.S. economy.
Energy Efficiency - Manufacturing new steel beams from old iron and metal saves about 55% of the energy vs. making beams from mined iron ore. Manufacturing new aluminum cans from melted down scrap aluminum cans, saves about 90% of the energy, vs. making cans from mined bauxite and alumina. Recycling plastics saves oil and recycling cardboard saves trees!
U.S. Economy - We buy scrap metal, copper, aluminum, appliances, computers, plastic, wood and cardboard from factories and we buy "metal trash" from the public. We then process it with our millions of dollars of equipment and then importantly we ship to China, Korea and more. The metal trash we buy in Raleigh, we sell and ship to China. It comes back as iPads, computers and flat screen TVs. We are one of the largest exporters in North Carolina selling scrap metal to China and creating jobs right here in Raleigh, NC. A Raleigh Recycling Center at its best!
Also see www.goldsboroscrapmetalrecycling.com
Mon - Fri 8:00AM - 4:30PM
Saturday 7:00AM - 2:00PM
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Senate President Franklin Drilon asked the president of a major network to fire a prominent broadcast journalist who has been critical of him. Then, in true two-faced politician fashion, Drilon had the nerve to deny that he did just that to the broadcaster, when they met.
What Drilon didn't know was that the broadcaster's boss showed him the Senate president's text message calling for the journalist's removal soon after it had been sent. The journalist didn't mention to Drilon that he had actually seen Drilon's SMS—but he certainly came away from his meeting with the Senate president convinced that the denial by the head of the Senate was a big, fat lie.
Nice move, Mr. Senate President. Now tell us again about how you don't really know Janet Lim Napoles, you wife's constant travel companion.
The Filipino, Ninoy Aquino once said, is worth dying for. As for Ninoy's only son, well, his own people apparently don't think he's worth that much.
It was former budget secretary Benjamin Diokno, one of the most consistent and convincing critics of this administration's spending policies, who noted that President Noynoy Aquino sounded like he was "the last man standing" when he went on television last week to say that he was no thief and to defend his Disbursement Acceleration Program. "I pity him," Diokno said. "[All he talked about on TV] was already said by his spokesmen before. Now his spokesmen are gone and he's the one doing the defending [alone]."
Former Senator Joker Arroyo noted much the same thing last weekend, when he pointed out that during the Cory years, the President's men were the first to defend her from her critics. "Whenever President Cory was attacked by her detractors, her senior officers took the bullets for [her] and circled their wagons to protect her," Arroyo said.
These days, when Malacanang Palace is once again under intense scrutiny, none of Aquino's men are heard from, with the exception of his new-old spokesman, Herminio Coloma. There is no one who even echoes Aquino's sentiments, unless you count his sisters, like the one who talked to a group of kindergartners recently.
There are no Cabinet officers, heads of the major Armed Forces services, members of the foreign service, career or political, organizations of government personnel from any branch who are standing up for Aquino's DAP like he is. Even the civil society groups that so loudly proclaimed their allegiance to Aquino have fallen eerily silent.
The silence from both Houses of Congress is particularly deafening, especially when you consider that both Houses are supposedly dominated by Aquino's colleagues and supporters in the ruling Liberal Party. No senator or congressman seems willing to stick his neck out for Aquino, whether it's regarding DAP or the regular Priority Development Assistance Fund.
If anyone in Congress is speaking out about pork at all, it's to defend their own use of it, either by saying that they didn't steal theirs or that they didn't know that someone else—like Napoles—was stealing it. Even the supposedly pork-free newly-elected members of the Senate or the House, just warming their seats since getting into Congress last May, have not publicly renounced or defended the practice of larding themselves up with people's money.
Even the people in that small, tight circle of people of Aquino associates collectively known as "KKK" (for kabarilan, kaklase, kamag-anak) are struck dumb. And nearly all his former allies in what Kit Tatad calls the "conscript media" have either turned against Aquino or would rather write about something else.
Otherwise, Aquino is all alone. He is leading the pro-DAP charge, but there's no one who's got his back.
A certain Col. Mata, supposedly the commander of Station 6 of the Quezon City police, which has jurisdiction over the Batasang Pambansa area, used sweet words to invite a group of protesters in "Anonymous" Guy Fawkes masks to his headquarters. When the protesters complied, Mata and his men then turned aggressive and demanded that the protesters admit that they were the hackers behind the attacks on some government websites over the weekend.
About 200 people, most of them students, attempted to march on the House in Guy Fawkes masks yesterday, which is the day when the eponymously named English rebel attempted to blow up the English House of Lords. Fawkes and masks of his image have become symbols of the international hacking group Anonymous, whose local members have claimed responsibility for the attacks on state Web sites.
Only the arrival at the station of a group of lawyers identified with the group Tanggulang Demokrasya two hours after the protesters were first "invited" to the station prevented the police from continuing to use their bully tactics. This Mata is a disgrace to his uniform and should be punished for acting like a martial-law jailer and interrogator.
Perhaps Mata should be reassigned to the Presidential Security Group, where his bullying tactics will be truly appreciated. The President needs people like Mata who will act like his guard dogs—and help him alienate a populace that has already begun to distance itself from the occupant of Malacanang.


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Massey Ferguson is delighted to have been shortlisted for either a Gold or Silver award at the inaugural IMMA awards to be announced at this year's Cereals event in Cambridgeshire, 11th & 12th June. Massey Ferguson is nominated with its MF 6600 range of tractors.
The IMMAs are a totally new machinery awards scheme that recognises the best new farm equipment on the market today. It's been a long time since there was a national farm machinery awards scheme. But this new initiative organised by the Cereals Event and supported by the AEA, The Institution of Agricultural Engineers, The Royal Agricultural University and Farmers Weekly, will see its inaugural winners honoured at the 2014 Cereals event.
The independent panel of judges will be awarding the honours based on the following criteria –
Innovation, cost-effectiveness and value.
The judging panel consists of a number of high profile names from the world of agriculture: Professor Dick Godwin, Harper Adams University (soils and cultivation); Professor Toby Mottram, Royal Agricultural University (robotics); Peter Redman (IAgrE); Prof Paul Miller, NIAB (sprayer expert); Phillip Clappison, Farmers Weekly Contractor of the Year; Roger Lane-Nott (AEA) and David Cousins, Farmers Weekly.
Massey Ferguson submitted their entry back in April, in a comprehensive application that was co-ordinated by Lindsay Haddon, Advertising and Sales Promotion Manager for Massey Ferguson in the UK and Ireland. The package included not only technical information, but supporting collateral such as video, images and customer testimonial.
Ruggedly powerful engines and intelligent design ensure all models in the MF 6600 range have a high power-to-weight ratio for extraordinary all-round machine ability and agility in all applications. The Massey Ferguson DNA clearly runs through the MF 6600 range, with the same familiar, contemporary styling and a presence that makes every Massey Ferguson tractor stand out from the crowd.
This further award nomination continues Massey Ferguson's unabated industry recognition for innovative quality products that offer outstanding performance no matter what the task.
We look forward to announcing the final results at Cereals 2014!


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A fun cycling event will get people together to learn about riding safely.
We are a non profit organization funded through membership fees, sponsorships and advertising. We want to make cycling a safe and attractive alternative for everyone.
Our goal is to promote safe cycling in Kelowna and area; to promote cooperation, education and respect among all road users, and to encourage more people to ride bikes more often.
We believe that cyclists and all drivers in B.C. should understand and follow the rules of the road and that the police should enforce those rules vigorously.
We believe that as cycling becomes more popular we will see improvement in the quality of
communities, health and environment.
The event takes place July 24 at 5:45 p.m. - Mission Creek Park, Springfield Rd, Kelowna
Contact: Grant Rice at email@example.com or 250-469-0986 to join in or find out more. The KACC is a local bicycle promotion and advocacy organization.