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Battling Storms to Deliver Vaccines in the Philippines
Our team traveled to far-flung Halian Island to provide vaccinations and primary healthcare services.
Written by Mary Jovelle Santiago, MEAL Officer
Photos by Carlo Agustin
Our Philippines team's journey from their office in Manila to Siargao Island, in the municipality of Del Carmen, was challenging and tiring. It required seven hours of travel and three different modes of transportation—a flight from Manila to Butuan, followed by a drive from Butuan to Surigao, then another two hours of travel via ferry to Siargao Island. But the journey didn't end there. The team's goal was to reach Halian Island—one of the most isolated places in the country—to deliver COVID-19 vaccinations and primary healthcare services.
Halian is a small island roughly 20 kilometers off the coast of Surigao, with a population of about 1,100. Unlike other islands in the Philippines, where nearby islands and mangroves act as buffers against the waves, Halian faces the ocean—and COVID-19—on its own.
Nurse Marites Solejon administers a COVID-19 vaccine dose to a resident of Halian Island.
After arriving in Siargao, the Municipal Health Officer of Del Carmen recommended that our team stay overnight, because the waves were too rough to navigate safely to Halian.
The following day, our team left while the sky was still dark. By daybreak, they had reached the Rural Health Unit (RHU) office of Del Carmen, where they collected supplies—including vaccines and equipment—and then traveled to the pier of Del Carmen, where a small boat was waiting to take them to Halian. With two outriggers on each side to balance the boat against the waves, the eight-person boat skimmed gently across the water. An hour later, they arrived in Halian.
Life on the Island
Halian residents lined up outside a local indoor basketball court that was converted for the day into a vaccination center, while our team assembled vaccination stations inside. Some children were accompanied by their parents; others arrived with a barangay (district) health worker.
"We learned about the free vaccination in the barangay yesterday through the bandilyo," says Queenie Escobido, a Halian resident who accompanied her daughter to the vaccination site. A bandilyo is a type of announcement made by local barangay officials through a megaphone in the barangay hall or while they walk through the barangay.
Escobido's daughter received her first dose from the RHU two months ago, but she hadn't received her second dose because the RHU didn't have the resources to return to Halian. In addition, Halian's sea ambulances were destroyed by Typhoon Rai a few months ago and haven't been replaced.
Mary Jovelle Santiago, International Medical Corps' MEAL Officer in the Philippines, shares vaccination information with Queenie Escobido and her daughter.
"We want to avoid getting diseases, and our children want to attend school in person. Gasoline for a private boat is too expensive for us, so we are thankful that International Medical Corps came here to vaccinate us," says Escobido.
"Our island is far. This kind of thing is helpful," adds Mary Joy Corbera, another Halian resident and mother of two. Corbera arrived at the vaccination site early to get her newborn checked by Dr. Linyfer Chun, a volunteer doctor with International Medical Corps' Philippines team. "Many of us have kids, and for a mother like me, who just gave birth, this is a big help."
Four boys proudly show off their International Medical Corps bandages after being vaccinated against COVID-19.
The RHU of Del Carmen was also grateful that our team was there.
"We're grateful to International Medical Corps for the manpower," says Celica Tan, a public health nurse from Del Carmen who traveled with our team to Halian. "We only have one doctor for Del Carmen, which has a population of more than 20,000. With International Medical Corps' assistance, we can reach far-flung areas we could not have otherwise."
An Unexpected Challenge
This partnership shone even brighter when Tan and the International Medical Corps staff insisted on staying in Halian into the late afternoon, just in case more people wanted to get vaccinated. However, it was raining when they finished, and local boatmen deemed the waves unsafe for travel.
Thanks to the generosity of the local barangay, Tan and our team spent the night in the barangay hall, hoping the weather would be better by morning. But the next day, the drizzle of rain had turned into howling winds and heavy rains—a low-pressure area had suddenly appeared. They waited several hours until the boatmen said it was safe to travel, and then packed up and boarded the small boat.
As the boat trip began, conditions worsened. The boat flew up in the air, bouncing among the waves. Thankfully, the skilled boatmen knew how to guide the boat safely back to Siargao Island.
Despite the distance and the weather, International Medical Corps is committed to returning to Halian Island and other remote islands like it to conduct COVID-19 vaccinations and other health programs. As long as there are people in need, International Medical Corps will do its best to reach them, through the ocean and beyond the storm.


Interior and exterior architectural advertising photography for architects, builders, designers and more.
Houzz contributor. I'm an interior photographer, decorator, and occasional DIY blogger with a life-long love of interior design. Check out my blog www.HouseOverHead.com.
Tracy Taha, Owner/Photographer. For 10 years I have been focused exclusively on interior and exterior architectural photography for realtors, builders, designers.
We provide Real Estate, Interior Design, and Architectural Photography for the San Antonio area. Our lighting plans allow your spaces to be portrayed in the best lighting, with depth, color, and dimensions.
Professional Real Estate Photography and Video Services. Servicing San Antonio, Austin, Houston Texas and Las Vegas Nevada. We are an FAA Section 333 Exempted Drone operator. All our operators are licensed pilots with the FAA. Fully insured with aircraft properly registered. Over 32 years of professional photography experience.
Interior and Exterior photography services for architects, home builders, interior designers and real estate professionals.
Artistic and creative vision characterizes Medley of Photography. Here at Medley of Photography we are able to provide the very best in Archectectural photography from commercial or residential, new build to update. We are dedicated to quality images, with a full arsenal of professional lighting equipment we take the time to provide detailed elegant images - no "fly in and flash" picture taking, just quality and top shelf service for our clients and friends.
I specialize in a very specific style of real estate photography. This style of photography is beyond the over-processed look of HDR, and is not a run-and-gun type of shooting. I provide the highest quality type of real estate photography involving multiple light setups, multiple light angles, the proper arrangement of furniture for the best shots, and the ability to tweak each and every aspect of the photo, so that your photos are the most exciting, realistic and unique photos in your listings, marketing materials, and on your website. My photos excite your potential buyers before they come into your offices and highlight the home's most amazing features.
Beautiful work by a full service photographer/filmmaker/editor using Canon 5D mk2 and Lightroom. HD video services and lighting are also available.
Before you call any potential photographers, make sure they have good references. Friends who've sold or rented homes before are great resources, as are local real estate agents. Look through each Texas photographer's online portfolio to make sure what you're looking for is being offered. Once you've done that, it's a good idea to walk around your home and write down exactly how many and what types of shots you'll need. Include any specifications you might have, such as angles, things to consider about your home's San Antonio, TX site, the time of day you think will be best and aspects of your home you want to highlight.
Find a home photographer on Houzz. Narrow your search in the Professionals section of the website to San Antonio, TX photographers. You can also look through San Antonio, TX photos by style to find a room you like, then contact the professional who photographed it.


9 out of 10 based on 201 ratings. 3,580 user reviews.
Tradebit merchants are proud to offer auto service repair manuals for your Volvo XC70 - download your manual now! Volvo has 60+ years in the auto industry with a list of cars that includes the 2008 Volvo V70 and the 2002 XC70 1.7.
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www››Car & Truck Repair Manuals & LiteratureThis is a used Volvo XC70 T6 owners manual with all the sub manuals. The set includes; 1 - Owners Manual 1 - Navigation System manual 1 - Factory Maintenance Program 1 - Infotainment manual 1 - 2013 Warranty and Maintenance 1 - XC70 Quick reference guide 1 - leather bound Volvo inscribed that holds the whole package.


On Wednesday 12th October 2016, we celebrated our official opening at our Nicosia premises, where the Minister of Finance, Mr. Harris Georgiades officiated the ceremony.
The CEO, Mr. Yiannis Loizou, during his speech, said that our vision is to create a bank that will establish rewarding relationships with the consumers. "Honesty, transparency, integrity and professionalism are the principles on which we build on in order to better serve our clients". He also focused on the strong commitment of the founder of Ancoria Bank, Mr.


Lunch: After last night's concert and late night feasting we began the day late, very late. It was a day of rest. We didn't have our first meal until 3pm. And it was good – a big Kale Salad and Baked Sweet Potato and Yellow Potato Fries. I finished up the Mushroom, Noodles and Vegetable concoction I made last night.
Evening: Later on I ate a pear.


After the 2014 municipal election, a refreshed City Council determined a need to host a community consultation to outline the needs and direction for Dauphin, based on feedback from residents, business owners and community organizations. Online surveys were distributed as well as a community roundtable hosted in order to gather information. Results are included in this comprehensive report as well as a detailed response from City Council.


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Ragna Schirmer is renowned for her unique interpretations of Baroque music. Twice winner of the international Bach Competition Leipzig, she subsequently caused a sensation with her recording of the Goldberg Variations. For her album of Georg Friedrich Handel's suites the pianist was awarded the ECHO Classic Award and the Handel Prize of the city of Halle. The art of nuance, attention to detail, and the courage to place the familiar in new contexts are what make Ragna Schirmer's interpretations of these Baroque masters so unique and distinct.
Her sense of tone and flexibility have allowed the pianist to make increasing use of historical keyboard instruments. Following her two critically acclaimed double-albums of the works of Joseph Haydn, the first of which also received an ECHO award, she has performed works from the Viennese Classic to the Romantic, including interpretations on fortepianos from the respective epochs.
On this album Ragna Schirmer pursues her passion for Handel, highlighting the contemporary and timeless character of the Baroque master's compositions. The breadth of her interpretations range from a fortepiano from the 18th century, through to a Hammond B3 from 1957.

redpajama_set_name: RedPajamaCommonCrawl


There is a $35.00 non-refundable application fee for the A.S. Nursing Program.
Non-Florida residents per credit hour rate is $386.52.
**Cost incurred upon acceptance to the A.S. Nursing program.
The Schedule of Fees is subject to change without notice and whenever conditions dictate.


Amazon's stock price rose on Friday after it announced it was increasing its monthly subscription fees.
Amazon Prime memberships are a crucial part of the company's ecommerce empire because they represent loyal customers who spend the most on its platforms.
You can view Amazon's real-time stock price here.
Shares of Amazon rose on Friday after the company announced it was increasing the prices on its monthly subscriptions.


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Smt. S. MALARVIZHI
Chairperson & Managing Trustee
Our Chairperson & Managing Trustee is the driving force behind the SRI KRISHNA INSTITUTIONS, COIMBATORE that include Engineering, Arts and Science and Polytechnic colleges. She is a multifaceted personality. As a visionary academician and able administrator. She has developed "SRI KRISHNA INSTITUTIONS" into the most attractive destination for the students especially. And under her adroit leadership, the College has been witnessing a rapid growth in its facilities, significant increase in number of programmes, manifold students strength and many more latest updates that resulted in the overall growth of academic status of the College. Our Managing Trustee has been patronizing sports and games from various positions such as Advisory Committee Member of Sports.
Dr. K. SUNDARARAMAN, Ph.D.,
Our Chief Executive Officer has 42 years of academic experience in various Institutions. He started his career as Assistant Professor of Commerce and elevated to the position of Head of the Department of Commerce in a leading Autonomous College in Coimbatore. He was also managing all S elf – Financing streams in the College for 17 years. He joined Sri Krishna Arts and Science College as Principal in the year 2005 during his tenure the College achieved many laurels including ISO 2008, accredited by NAAC with 'A' grade and Autonomous status from UGC.He became the Chief Executive Officer of Sri Krishna Institutions in the year 2015. He has published five books. He has also published many research articles in International and National level journals. He is a member of Educational Panel of CII, Coimbatore region. He is also a member of Academic Council of many Autonomous Colleges in Bharathiar University. His expertise include Technology based teaching process, creating E - Learning platform and Outcome Based Education.
Dr. G. BANSAL RAJKUMAR, M.E., Ph.D.,
Our Principal has been in the field of engineering teaching for the past two decades.He has received his Diploma in Mechanical & Rural Engineering. He did his undergraduate B.E. in the field of Mechanical Engineering. He has completed his Post graduation degree M.E. in the area of CAD/CAM Engineering.He has done his Doctor of Philosophy in the field of Welding Technology, Anna University Chennai He is a recognized research supervisor in Anna University Chennai.He has published several papers in international journals and a Reviewer of International Journals.
SRI KRISHNA INSTITUTIONS
Sri Krishna College of Technology
Sri Krishna College Of Engineering & Technology
Sri Krishna Arts & Science College
Sri Krishna Adithya College of Arts & Science College
Download Question Bank
Academic Calender 2019-20
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Sri Krishna Polytechnic College
(0422) 2977652 2607552 2607652
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Halo Wars 2, the latest first-party title from Microsoft Studios is now available for everyone on Xbox One and Windows 10. The game launched in early-access last Friday for those of you who purchased the game's Ultimate Edition: as a reminder, this bundle includes the game's season pass plus Halo Wars: Definitive Edition, the remastered version of the Xbox 360 title released in 2009.
Just like its predecessor, Halo Wars 2 is an RTS (real time strategy) game and it's actually the first Halo title to launch simultaneously on Xbox One and Windows 10. Unlike Gears of War 4 and Forza Horizon 3 though, the Xbox Play Anywhere title doesn't support cross-play multiplayer between both platforms.
You can purchase the game's $59.99 Standard Edition from the Windows Store using the link below, but European customers can also purchase a physical version of the PC game which also supports Xbox Play Anywhere. Let us know in the comments if you expect many Xbox One and Windows 10 users to purchase Halo Wars 2.
Do you think many Xbox One and Windows 10 users will purchase Halo Wars 2?


At PRIDE, we use a biopsychosocial approach to treatment, which views chronic pain and disability as a complex interaction between physical, psychological, and social factors. So, effective treatment of chronic pain must include both medical and psychological interventions. At PRIDE, we understand that chronic pain can disrupt many areas of your life. It can alter your personality, disrupt your sleep, impact your interpersonal relationships, and interfere with your ability to perform activities of daily living, including work duties. Many people with chronic pain develop negative emotions, including anxiety, anger, sadness, hopelessness, and depression.
Emotional distress directly influences pain by increasing muscle tension, increasing your brain's perception of pain, and altering levels of neurotransmitters associated with pain. It may also have the indirect effect of causing you to limit or avoid activities, leading to physical deconditioning and loss of function, which may ultimately result in increased pain and disability. The PRIDE psychology staff will help you get out of this cycle of emotional distress, tension, and pain and to better understand the relationship between emotions, behaviors, and physical symptoms. They will teach you effective cognitive and behavioral symptom management skills that will help you feel better, manage your pain better, and function better in your life.
The mental health professionals at PRIDE have over 50 years of experience treating patients with chronic pain and disability.
PRIDE's licensed mental health professionals specialize in treating patients with chronic pain and disability. They provide one-on-one support, in a safe environment, to allow patients to talk about, and process their feelings and concerns about life stressors related to their chronic pain experience. In addition to supportive listening, the psychology department clinicians utilize Cognitive Behavioral Therapy (CBT) techniques to help patients learn effective skills for managing physical and emotional symptoms. Through CBT, patients can gain a better understanding of the connection between thoughts, mood, and behaviors and how they can impact one's symptoms. Patients can learn to identify and modify negative thoughts and unhealthy behaviors, which can contribute to emotional distress and disability. Education is provided in both individual and class-room settings. Some specific CBT self-management techniques include stress management, relaxation training, problem solving, goal setting, sleep strategies, and assertiveness. Patients who become adept at applying CBT techniques in daily life are better able to cope with life stressors, manage pain and related symptoms, and return to a more functional lifestyle.
Research studies have consistently shown that Cognitive Behavioral Therapy (CBT) is highly effective in helping patients manage emotional distress, disability, and pain.
Biofeedback is a technique that trains you to manage your pain by controlling certain bodily processes that normally occur involuntarily, such as heart rate, blood pressure, muscle tension, and skin temperature. Through biofeedback you will learn how to enter a physiological state of deep relaxation that has been associated with healing and pain reduction. Biofeedback at PRIDE is provided by a licensed professional counselor who specializes in behavioral methods for controlling stress, tension, pain, anxiety, and other symptoms. Biofeedback is used in conjunction with other techniques such as relaxation training, paced breathing, stress management education, and supportive counseling.
The primary goal is to teach you 'self-regulation' strategies for controlling the physical and emotional symptoms that are involved in chronic pain. Following each biofeedback training session, you will be asked to practice specific skills and techniques as homework. You will also be provided with PRIDE CD's containing a variety of guided relaxation exercises to practice at home.
Almost all PRIDE patients who practice with these relaxation strategies report success with pain control.
People experiencing chronic pain frequently use medications to reduce discomfort. The use of medications in treating chronic pain can be a helpful tool if managed well. However, long-term use of certain medications, including opioids, does little to solve the problem, and over time, these medications can lose their effectiveness. Even worse, long-term use of opioids and related medications, can result in negative side effects, including chronic constipation, changes in mood, dependence, addiction, and sometimes increased pain (called opioid-induced hyperalgesia).
At PRIDE, our physicians develop individualized medication plans for each patient. PRIDE physicians and staff help patients reduce their dependence on medications through effective rehabilitation and pain management skills training. When patients have completed the treatment program they will leave with the tools that they need to continue managing pain effectively, while being able to participate in the family, social, and work activities that are important to them.
For the convenience our patients, PRIDE has made arrangements with a local pharmacy (non-affiliated with PRIDE) to have a dispensary window on site for commonly prescribed medications.


With my kids' room makeover well underway, I've been looking for fun ways to decorate their room. Whether you're decorating with a large or small budget, adding a few DIY items to the room is an inexpensive way to give the room some personality.
When I interviewed an interior design expert about how to set up the kids art room, one important tip the expert shared was to allow the kids to personalize the space. One suggestion was to allow the kids to paint the letters of their name and hang it on the wall. Two of the crafts I'm sharing today involve letter wall hangings for the child's name, while the other two kids room DIY crafts provide additional ways to make the room look special.
Today, all four crafts are from the blogger Twitchetts, who shares simple DIY activities that kids can do with their parents.
For a cute personalized wall hanging, try this keepsake hangable stamp craft. Simple enough for a toddler to do, the craft uses stamps, ink, painter's tape, and cardstock or weighted paper.
You can buy any type of stamps to do this craft. If you have a themed room, try stamps that would go along with the theme.
Miniature letter stamps create a fun, literacy-rich vibe that is very appealing. Visit the full blog post for step-by-step directions here!
If you're creating wall decor for kids under age 7, the alphabet is an excellent choice of inspiration. The more kids can see the alphabet, the more they can learn the letters.
To include the entire alphabet on the wall in an alphabet collage, you can make this craft with die-cut letters. Check out the full article on how to create this wall here.
Another idea for including the first initial of your child's name on the wall is to make ombré hand print art. The result is a gorgeous, layering of colors on canvas. You can go with any color of paint to match the room, and buy white paint to create different shades. Check out the full post that gives details on how to make the craft here.
As a final kids room DIY crafts idea, create inspirational quote wall art. If you're having a hard time choosing wall art from the store, creating your own can make the area much more personal. Choose a quote that you love, and create the design on a piece of wood that would hang well on the wall. Visit the full blog post here for detailed instructions.
Have you successfully completed some fun, kids room DIY crafts? Share in the comments!
For more home decor ideas, follow Theresa's Reviews on Facebook, Twitter, Pinterest, Instagram, and Youtube.
I love your ideas, perfect for me to coordinate with my Grandkids. I love to have a project for every time we visit. These are great ideas that they can keep in their rooms and enjoy long after the playdate.


text:
package com.github.tommykw.sample;

import android.support.annotation.IntDef;

import java.lang.annotation.Retention;
import java.lang.annotation.RetentionPolicy;

/**
 * Internal FAB action type
 */
@IntDef({
        FabActionType.HORIZONTAL,
        FabActionType.VERTICAL,
        FabActionType.HORIZONTAL_AND_VERTICAL,
        FabActionType.CIRCLE,
        FabActionType.DOUBLE_CIRCLE
})
@Retention(RetentionPolicy.SOURCE) @interface FabSourceKind {}

redpajama_set_name: RedPajamaGithub


Jo-Ann Fabric and Craft Stores offers a 15% discount off your total purchase every day, available to military service members and eligible family members. You must present proof of your military service (past or present) or Military Dependent ID upon checkout to receive the discount. The discount includes regular, sale-priced and clearance items. In-store only. Limit one total purchase discount per transaction. Cannot be combined with any other discount or coupon. For more details, see the Jo-Ann site.


Made on a cylinder mold of 100% cotton.
* Light fine grain with a smooth surface.
* Available in white sheets with four deckle edges.
* Acid free with alkaline reserve and no optical brightening agents.
* Use for lithography intaglio relief engraving linocut letterpress screen-printing blind embossing gold tooling collotype calligraphy books drawing.


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The Inspiring Backstory of Pro Freestyle Skier and Model Eileen Gu
Two of China's Most Controversial Rappers Just Released New Music
Meanwhile, Masiwei and Lexie Liu have both teased new releases
By Jake Newby January 4, 2021
Home > Daily Drip > Two of China's Most Controversial Rappers Just Released New Music
Maybe it was all the lockdowns early in the year, but 2020 ended up being a highly productive year for Chinese musicians of all stripes — and if the first few days of the year are anything to go by, there are no signs of things slowing down for 2021.
The last few days have seen releases from controversial rappers Fat Shady and PG One, while Higher Brothers' Masiwei has teased a new album, and Rap of China graduate-cum-RnB star Lexie Liu has also trailed a new single.
First up was Fat Shady, aka Bo$$ X, aka "that Chinese rapper who did the anti-foreigner song." He dropped his Couple Hunnid Mixtape Vol 1 at midnight on December 31, marking one of the more significant announcements from him since he claimed to be working on a song with Eminem (still waiting on that).
Since then, he's also offered a glimpse of a new music video to accompany track "4 Fingaz Up." It's as in your face as you'd expect given his previous form.
That was followed on New Year's Day by another controversial figure on the Chinese hip hop scene dropping a new album. PG One, who was catapulted to fame as co-champion on the first season of Rap of China only to subsequently be scrubbed from the Chinese internet following a series of scandals, has been forced into releasing music pseudonymously via messaging app WeChat as routes to a comeback have been repeatedly blocked.
For his new album, Phaseless, he circumvented usual distribution channels again, this time releasing it as a limited edition USB over ecommerce site Taobao. The new 12-track "record" sold out in minutes.
We're yet to track an official stream down, but here's a slightly choppily-cut sampler:
Likely to follow more conventional release patterns is a new album from Higher Brothers heartthrob Masiwei. A post on the rapper's Instagram promised a new single (entitled "Why") on January 12 and a new album "real soon" as a follow up to last year's Prince Charming.
Update: Here's "Why," which builds on the themes of Prince Charming with lyrics about lost love:
Chinese Rap Wrap: Higher Brothers' Masiwei Drops Loved Up Solo Album
And also teasing new music via Instagram in the last couple of days was Lexie Liu. Although her big break came on Rap of China, she's eschewed the "rapper" tag with her more recent releases as she gravitates toward pure RnB diva territory.
A post shared by ALGTR🐊 (@lexieliu_)
Her new track will be out January 11 and comes with the English name of "ALGTR," though the Chinese name references stir-fried noodles (chow mein or chao mian). The cover image also looks like a Photoshopped film poster, so not really sure what to expect there, but Liu's post also promises that a new EP is "coming soon."
Update: Here it is — never mind RnB, she's gone full electro-pop with this one, mixing in lyrics about going psychotic, stabbing eyeballs and macho men with typically arresting visuals courtesy of director Jeremy Z. Qin.
Higher Brothers
Fat Shady
pg one
Lexie Liu
Masiwei
4 hours ago 0
American Dance Video Challenging Beauty Standards Goes Viral in China
Jake Newby
Jake Newby is a Shanghai-based writer and editor with more than a decade's experience living and working in China. Previously managing editor of RADII and Time Out Shanghai, he's also written for the Associated Press, The Wire, the Financial Times and more.


Keep your Garmin handheld GPS system safe, while within easy reach with this retractable lanyard.
Simply clip one end to a fixed point e.g. your trouser belt loop and the other end to your Garmin Montana, eTrex, Oregon or other outdoor device and you are ready to use.
The retractable lanyard provides up to 28-inch (71cm) extension. Meaning you can easily view the units screen, while the lanyard is still attached to your person or other fixed point.
This genuine Garmin lanyard kit also includes two quick connect lanyards. Ideal if you have a second unit or just to keep as a spare.
Compatibility: Compatible with Garmin handheld range.
If you require your Garmin handheld unit to be detached from the retractable lanyard, you can with ease thanks to the quick release connection.
All mounting solutions are genuine Garmin accessories and can be purchased from ActiveGPS.
What is the retractable lanyard compatible with?
Garmin Atemos 100/K 5, Atemos 50 and K 5, Approach G3, G5, Colorado 300, Dakota 10, 20, eTrex 10, 20, 20x, 30, 30x, Touch 25, Touch 35, Camo, H, Legend, Legend C, Legend Cx, Legend H, Legend HCx, Summit, Summit HC, Venture, Venture Cx, Venture HC, Vista, Vista C, Vista Cx, Vista H, Vista HCx, Geko 201, 301, GPS 72H, 73, 76, GPSMAP 60, 60Csx, 60Cx, 62, 62s, 62sc, 62st, 62stc, 64, 64s, 64st, 66s, 66st, 76, 78, 78s, inReach Explorer+, SE+, Oregon 200, 300, 400t, 450, 450t, 550, 550t, 600, 600t, 650, 650t, 700, 750, 750t, Montana 600, 600t, 610, 610t, 650, 650t, 680, 680t, Monterra.


text:
Memo to boss: I can be let go
News // Local News
State official says early retirement incentive draws interest, as warning comes that layoffs may be near
July 23, 2010 Updated: July 23, 2010 1 a.m.
ALBANY -- When layoffs loom, employees usually try to make themselves indispensable, or at least seem that way. Whether it's extra hours at the office or a surge in high-profile projects, people try to make sure the boss knows they're pulling their weight.
An early-retirement option can prompt a different reaction.
With more state employees seeking a special incentive than the number who are actually likely to get it, some have taken to writing their bosses to explain how and why their job could be eliminated or handed off to someone else with no ill effects.
"Many people are seizing the initiative to have their title revisited," said Joe Sano, executive director of the state Organization of Management Confidential Employees. Titles, in state worker terms, are job categories and duties that are supposed to come with them.
"What they are saying is, 'Maybe we don't need three managing cooks and bottle washers. Maybe we need two. I can be let go.' "
Sano wouldn't go into detail about precisely who had written commissioners explaining why they can be granted early retirement. But he said he's seen copies of such notes at several state agencies.
The phenomenon comes as state Budget Director Robert Megna this week repeated the Paterson administration's warning that they might next month start planning for layoffs to help balance the budget.
In June, Gov. David Paterson said he might go back on last year's pledge not to lay off members of major unions through the end of 2010 -- which coincides with the governor's term in office.
His representative issued that agreement with the Public Employees Federation and Civil Service Employees Association in return for its help in passing a more affordable pension plan for future employees.
But with the 2010-11 budget still incomplete -- it was due April 1 -- and a $9.2 billion gap to be closed, Paterson said layoffs might have to come sooner rather than later.
The governor previously tried to get state workers to give back their 3 percent raises or accept a lag in pay, but unions rejected both ideas. Additionally, an attempt at instituting a furlough, or unpaid vacation, was shot down by a federal judge as an unfair contract violation.
"I don't think we can get to the $250 million just through the early retirement program," Megna said in an interview earlier this week. Paterson's budget called for $250 million in personnel savings from agencies he controls, starting with early retirements and then layoffs if needed.
The renewed talk of layoffs drew quick rebukes from union members who have complained that their agency heads are reluctant to grant early retirement.
"As was the case with the voluntary severance program offered earlier this year, many PEF members who were willing to leave state service were denied the opportunity to participate in the program. We anticipate the same will hold true for the early retirement incentive," PEF President Ken Brynien said in a statement issued Thursday.
Last year, Paterson offered state workers a $20,000 severance payment if they retired. But only 1,008 people took the deal -- far less than the 4,500 Paterson had anticipated. Employees and their unions complained that agency chiefs simply turned down many applicants because they feared their operations would be downsized. People taking the severance and early retirement offers aren't supposed to be replaced; their job titles are to be eliminated.
But the fit between a job title and what a state employee actually does can be subject to interpretation.
A state agency, for example, may have at one time hired a dozen mail clerks. But with e-mail, there may be less demand, and the clerks may do some other task.
Or someone might have been hired to service coal boilers, which at some point were switched to oil or gas. In many cases, people learned to work on the new equipment -- but not always.
The disconnect between the number of people seeking and actually getting early retirement is a sign of poor management, contends Sano.
"It was plan that was put out there with good intentions, but it's been messed up," he said.
"There are numerous people that are ready to go," he added. "We have an aging work force."
Rick Karlin can be reached at 454-5758 or rkarlin@timesunion.com.


text:
<?php

namespace Drupal\commerce_shipping_test\Packer;

use Drupal\commerce_order\Entity\OrderInterface;
use Drupal\commerce_shipping\Packer\PackerInterface;
use Drupal\commerce_shipping\ProposedShipment;
use Drupal\commerce_shipping\ShipmentItem;
use Drupal\physical\Weight;
use Drupal\physical\WeightUnit;
use Drupal\profile\Entity\ProfileInterface;

/**
 * Creates a shipment per order item.
 *
 * Only applies to shipments going to France.
 */
class TestPacker implements PackerInterface {

  /**
   * {@inheritdoc}
   */
  public function applies(OrderInterface $order, ProfileInterface $shipping_profile) {
    return $shipping_profile->address->country_code == 'FR';
  }

  /**
   * {@inheritdoc}
   */
  public function pack(OrderInterface $order, ProfileInterface $shipping_profile) {
    $proposed_shipments = [];
    foreach ($order->getItems() as $index => $order_item) {
      $purchased_entity = $order_item->getPurchasedEntity();
      // Ship only shippable purchasable entity types.
      if (!$purchased_entity || !$purchased_entity->hasField('weight')) {
        continue;
      }
      // The weight will be empty if the shippable trait was added but the
      // existing entities were not updated.
      if ($purchased_entity->get('weight')->isEmpty()) {
        $purchased_entity->set('weight', new Weight(0, WeightUnit::GRAM));
      }

      $quantity = $order_item->getQuantity();
      /** @var \Drupal\physical\Weight $weight */
      $weight = $purchased_entity->get('weight')->first()->toMeasurement();
      $proposed_shipments[] = new ProposedShipment([
        'type' => 'default',
        'order_id' => $order->id(),
        'title' => t('Shipment #@index', ['@index' => $index + 1]),
        'items' => [
          new ShipmentItem([
            'order_item_id' => $order_item->id(),
            'title' => $order_item->getTitle(),
            'quantity' => $quantity,
            'weight' => $weight->multiply($quantity),
            'declared_value' => $order_item->getUnitPrice()->multiply($quantity),
          ]),
        ],
        'shipping_profile' => $shipping_profile,
      ]);
    }

    return $proposed_shipments;
  }

}


The greatest challenge to effective quality assurance auditing is ensuring that procedures correctly mirror documented standards. In quality auditing, non-conformances and corrective actions should be reported and highlight the areas of good practice for the benefit of the organization.
By attending below courses, learn how to be more effective in identifying and reducing mistakes and provide guidance for improving Quality Assurance Efforts and be up to date with the latest regulations and standards.


text:
Der CPC Loop Den Haag (abgekürzt für City – Pier – City Loop) ist ein Halbmarathon in Den Haag. Er findet seit 1975 im März oder April statt. Zum Programm gehören auch ein 5-km- und ein 10-km-Lauf.

Geschichte

Am 12. April 1975 fand der Lauf zum ersten Mal statt. Auf dem nominell 15 km, tatsächlich jedoch 14,5 km langen Kurs von der Lange Voorhout bis zur Prinsestraat siegte der Niederländer Henk Kalf in 42:53 min. Seit 1976 geht das Rennen über die Halbmarathondistanz (21,0975 km). Seit 1980 sind auch Frauen am Start. Heute ist der Lauf das größte Sportereignis der Stadt. 2019 musste die Veranstaltung aufgrund extremer Wetterbedingungen abgesagt werden.

Strecke

Das Rennen verläuft auf einem großen Rundkurs zwischen Stadt und Meer, der entgegen dem Uhrzeigersinn durchlaufen wird. Der Start ist im Stadtzentrum auf der Herengracht, danach wird die Grote Kerk passiert und eine Schleife durch den Stadtteil Segbroek absolviert und schließlich der Stadtteil Scheveningen erreicht, an dessen Strand entlang der Kurs zwischen km 12 und km 15 verläuft. Teils durch Parks, teils an der Koninginnegracht entlang geht es dann zum Ziel, das sich unweit des Starts auf der Lange Voorhout befindet.

Statistik

Streckenrekorde

 Männer: 58:33 min, Samuel Kamau Wanjiru (KEN), 2007 (ehemaliger Weltrekord)
 Frauen: 1:06:56 h, Lornah Kiplagat (KEN), 2000

Siegerliste

Quellen: Website des Veranstalters, ARRS

Entwicklung der Finisherzahlen

Weblinks
 Offizielle Website (mit engl. Version)

Einzelnachweise

Halbmarathon
Laufveranstaltung in den Niederlanden
Sportveranstaltung in Den Haag
Erstveranstaltung 1975

redpajama_set_name: RedPajamaWikipedia


Lots of people point out that baking is really a science. Is going on exact measurements and timing. While it may remind some of chemistry class, the fact is that baking with the food prep is more fun than experimenting in a laboratory, except you might be a scientist. If you are considering baking, but are afraid it's complicated, or you'll fail, read these cake baking tips and them at heart each time you start that oven.
Invest In Good Ingredients. Before you become a specialist, the kind of baker that can take the simplest ingredients and switch them into something fantastic, try to spend money on good quality ingredients. In case you are dealing with the best chocolate, nuts, and fruit, then even if a few tries are disastrous, the end technique is still guaranteed to taste good. So follow good ingredients since you will need the encouragement at first.
Learn How to Help Eggs. Eggs can be a big part of the baking process, but they're another tricky part. Figure out how to separate eggs well. Remember to always use fresh cold eggs. In order to mix eggs in the batter, cold is definitely better, but if you have to whip the whites with the eggs, wait till the egg is at room temperature. Also, utilize large eggs. If your eggs are extremely small, your cake will likely be dense and.
Ready Everything Before you start. A chemistry teacher would tell their students the same. Should you measure and prepare everything before commencing, you have little difficulty performing the experiment. It's the same with baking. Ready everything you need prior to starting, and you'll find that it'll considerably simpler to continue with the recipe.
Familiarize yourself with Your Oven. You'll only succeed at accomplishing this after a couple of baking experiments, but every oven differs. Some run hotter than these. So though you are using a recipe, make sure you watch out for signs that your cake is prepared. Loose time waiting for it to go up and look whether it's done while using toothpick test.
Chill. In baking, lots of steps require chilling, such as should you create a mousse cake or once you add frosting for your cake. Remember to not simply chill mousse and frosting, but slightly chill the cakes before frosting as well. This should help you spread frosting evenly, and without ruining the cake. Some like to use a thin layer of frosting to a cake that's bee cooled to 70 degrees in the oven, chill this on an hour, then make use of the remaining frosting. Choose the technique works best for you!


Acheron Island is a world lost to time, home to prehistoric creatures from earth's savage past.
The island's occupants range from ferocious, man-eating dinosaurs and savage Ape Man tribes to strange ruins from a lost civilization. It is also home to Sir Edwin Crowe, son of the Victorian explorer who discovered Acheron Island, renowned big game hunter, scarred Great War veteran, and last of the world's Gentleman Adventurers.
But now Acheron Island has some new residents - ruthless American businessman Selwyn Slade and an army of corporate cronies. Why has Slade brought all of his modern industrial power to conquer this world from the past? Can Sir Edwin uncover his strange purpose and protect this prehistoric world? Sir Edwin's only allies are his stalwart Ape Man partner, a beautiful torch singer with a mysterious agenda, his strong-willed sister and her archaeologist boyfriend, and a family of American tourists - and they're about to become the last hope of a lost world.
Its Jazz Age meets the Mesozoic Age in a world where cavemen, gangsters, hunters, zeppelins, pirates, warlords and dinosaurs clash for a chance of survival. All that and more is waiting for you in Dinosaur Jazz, a tale of high adventure in a prehistoric world.
Going into Dinosaur Jazz, I had the impression it was going to be a light-hearted MG novel. After reading it, I'd say the book is far more suited toward teens and the YA crowd: I was a bit surprised at some scenes! Things got a little graphic and violent and I wasn't expecting that at all. It doesn't detract from the novel and in no way did it lessen my enjoyment, but I definitely did a double-take when one of the characters shot another – and it was described in detail.


Storage King Kambah has your self storage solution for Fadden. Our self storage centres cater for residential, commercial and industrial clientele with all storage unit sizes catered for. Our storage facility in the Fadden area has easy access within high security premises. We also sell a large range of boxes and packing materials to make the move easier.


Loyola Marymount University (LMU) seeks funding from the Laura Bush 21st Century Librarians Continuing Education program to create a learning opportunity and a support system for 63 academic and research librarians who want to improve their research skills and increase their research output. During the proposed three-year grant period (June 2013 to May 2016), LMU's William H. Hannon Library, partnering with the San José State University School of Library and Information Science (SLIS) and the Statewide California Electronic Library Consortium (SCELC), will provide novice academic and research librarian researchers with instruction in research methods and a full year of support to complete a project.
Our goal is to increase the number of academic librarians with specific skills in conducting and disseminating the results of research. In order to accomplish this goal, the library will host a nine-day Institute for Research Design in Librarianship (IRDL) in the summer, supplemented with pre-institute learning activities and ongoing support for the year following the institute to help participants conduct their research and share their findings. Two experienced social sciences researchers/instructors, in collaboration with a series of visiting library faculty, will teach the librarian scholars the fundamentals of research design and foster a collegial atmosphere in which academic librarians have the opportunity to complete a research proposal. After completing an intensive series of in-class exercises and hands-on writing sessions, institute scholars will leave ready to conduct a research study at their home libraries. Once the scholars have returned to their home institutions, the institute will provide them with ongoing support to aid them as they conduct their research and prepare to share their research findings with professional and scholarly communities. They will establish a personal learning network, aimed at providing ongoing support even after their year of participation as an institute scholar ends, providing them with the mentoring and motivation they need to be successful researchers and encourage other information professionals to engage in research. The purpose of the project is to create a cost-effective, sustainable model for academic librarians to become skilled researchers, capable of mentoring and collaborating with one another in their investigative work.
Loyola Marymount University is an excellent host for this type of training opportunity. We have an expert staff of assessment and evaluation professionals who will work with the librarians to ensure that we are able to meet our project goals and objectives. Several LMU librarians are experienced researchers who will share their expertise with participants. Our university is located ten minutes from Los Angeles International Airport and offers a full array of cost-effective conference support, both in the William H. Hannon Library and in other locations on campus.
We have also assembled a diverse advisory board of experienced academic librarian researchers to help shape the institute curriculum, provide mentorship, and address issues of sustainability. San José State University's ALA-accredited library school will be actively involved by providing instructors and input regarding various models for sustainability. There are several models, including having a library school and/or consortium in partnership with an academic institution offer the institute on a cost-recovery basis once grant funding has ended.
Loyola Marymount University (LMU) seeks funding from the Laura Bush 21st Century Librarians Continuing Education program for a project to create a learning opportunity and support system for academic and research librarians who want to improve their research skills and increase their research output. The focus of the project is the professional development of working post-MLS/MLIS librarians. LMU will partner with the San José State University School of Library and Information Science (SLIS) and the Statewide California Electronic Library Consortium (SCELC) for three years to provide 63 novice academic librarian researchers – 21 per year — with instruction in research design and a full year of support to complete a project. Our goal is to increase the number of academic librarians with specific skills in conducting research and disseminating the results. In order to accomplish this goal, the library will host a nine-day Institute for Research Design in Librarianship (IRDL) each summer, supplemented with pre-institute learning activities and ongoing support for the year following the institute to help participants conduct their research and share their findings. Our model for the institute is inspired by a series of NSF-funded Short Courses in Research Methods (SCRM) designed for practicing anthropologists (Bernard, H. R., 2008). Participants will establish a personal learning network, aimed at providing ongoing support beyond their year as an institute scholar, offering them the mentoring and motivation they need to be successful researchers, providing benefits to both themselves and to their institutions. The project's outcome will be a cost-effective, sustainable model for academic and research librarians to become skilled researchers, capable of mentoring and collaborating with one another.
"The process of arriving at dependable solutions to problems/questions/hypotheses through the planned and systematic collection, analysis, and interpretation of data: it may be applied or theoretical in nature and use quantitative or qualitative methods. (This definition does not include library research that is limited to activities such as compiling bibliographies and searching catalogs)" (Powell, Baker & Mika, 2002).
In an effort to address the most significant issues noted as obstacles, this institute is designed to bring together a diverse group of academic and research librarians who are motivated and enthusiastic about conducting research but need additional training and/or other support to perform the steps successfully. The institute is designed around the components of the research process, with special focus given to areas that our 2010 national survey of academic librarians (See section, Related Research and Similar Projects) identified as the most troublesome; the co-investigators on this project conducted the survey to provide a snapshot of the current state of academic librarian confidence in conducting research. During the nine-day institute held annually in May, participants will receive expert instruction on research design and small-group and one-on-one assistance in writing and/or revising their own draft research proposal. In the following academic year, participants will receive ongoing support in conducting their research and preparing the results for dissemination. The institute curriculum will be informed by the results of the survey and collaboratively developed by the co-instructors, with input from advisors. SCELC, comprised of 107 academic and research libraries in California, Texas and Nevada, will also sponsor a Research Day in conjunction with their annual Colloquium and Vendor Day held on the Loyola Marymount campus during Spring Break, in order to introduce and explain the goals of the institute and gather input through discussions and focus groups. Issues related to format of the institute, pre-institute preparation, the balance between quantitative and qualitative methods and more will be explored on Research Day.
The institute will assist librarians to develop the skills necessary to complete a research project of their design, as well as assist participants in constructing a personal network of possible collaborators for future research projects. Each year's 21 participants will learn from institute faculty and one another, writing or improving their project proposals during the nine days. Participants will be expected to conduct their studies during the coming academic year and share their experiences with the project co-investigators. Over the course of the project, scholars from Years 1 and 2 will be incorporated into the community of researchers, encouraged and supported in providing mentorship to one another and to advise the institute team on improving the experience for subsequent cohorts. All 63 participants will be included in the summative evaluation of the institute and its attendant activities in order to make final recommendations on a sustainable model for the future.
We plan to gather and disseminate data and summaries throughout the grant years to assist in the future development of the institute or others like it. A focus of our project will be exploring various options to sustain the institute after IMLS funding ends. Our partners and project advisors will be a key part of our efforts to identify a business model that is sustainable.
The reasons for academic and librarians to conduct research are varied and well-argued: "It can promote strong relationships with teaching faculty, enhance beneficial comprehension of the research process, and facilitate concrete understanding of the access and service needs of the library clientele" (Black & Leysen, 1994, 230);"[c]onducting research can contribute to career advancement for librarians, especially academic librarians on tenure track" (Powell, Baker, & Mika, 2002, 49); "[l]ooking analytically at librarianship through research fosters growth, curiosity, awareness and promotes new learning" (Crumley & Koufogiannakis, 2002, 62); and "[e]ffective interaction between research and practice will produce a strong theoretical framework within which a practitioner community can develop and thrive," (Haddow & Klobas, 2004, 30) to cite only four examples. Accreditation bodies require that academic institutions engage in evidence-based decision making. Thus, it has become more important for libraries to study their own operations in a systematic and reliable manner.
Despite the benefits of doing research for both librarians and their institutions, many librarians do not conduct research or disseminate the results of their research; the reasons for this are as diverse as our population. One major cause, uneven training in research design, has been noted in numerous studies. Research training at the master's level is especially varied, leading to an imbalanced skill set among librarians. In 1992 Smith and Adams commented that, "Stephenson reported that 69 percent of the basic research courses were required courses for M.L.S. students. Three years later, our survey shows that the percentage has dropped to 55 percent" (Smith & Adams, 1992, 75). In 2001 O'Connor and Park noted, "Only half of the 24 top-rated programs required MLS students to take research methods" (O'Connor & Park, 2001, 105).
The non-uniformity of training in the practical aspects of how to conduct research is pronounced once master's-level students in information and library science complete their degree training and enter the professional field. Many academic and research librarians become practitioner-researchers, defined as professionals who "approach projects and problems in way that yield (1) solutions, (2) an enlarged understanding of their actual field of work—their practice—, and (3) improvements in practice" (Watson-Boone, 2000, 85). To retrain oneself (or first-time training) on how to succeed in a research project requires a commitment of time few professionals have allotted in their days. Practicing academic librarians report gaps in their knowledge regarding the research process, even at institutions with demanding standards of research expectations (Schrader, Shiri, & Williamson, 2012). Librarians must develop strong research skills and continue to enhance them.
In order to understand how academic librarians describe their own research design backgrounds, rate their own confidence levels in performing the discrete tasks of a research project, and report on institutional support for research, the authors of this grant proposal designed and performed a national survey, targeting academic librarians. The survey was launched in early December 2010 via distribution lists and gathered over 900 responses. The results confirm uneven prior training in research design, varied levels of confidence in the steps of the research process, and uneven support at their institutions. Based on these findings, the authors propose the development of a training opportunity, the Institute for Research Design in Librarianship (IRDL), which supports those three areas of need. The results of the survey are summarized in an article published in College & Research Libraries (Kennedy & Brancolini, 2012).
Librarians in another recent survey identified workshops as their most preferred way to acquire additional knowledge of the research process (Schrader, Shiri & Williamson, 2012, 161). However, few training opportunities have been identified that address research design in a holistic point of view. Crumley describes a 2001 conference on Evidence-Based Librarianship, and Booth notes a week long workshop on Teaching Evidence-Based Practice (Crumley & Koufogiannakis, 2002, 62; Booth & Bryce, 2003, 45). The Canadian Association of Research Libraries (CARL) offered its first Librarians Research Institute in June 2012; it offers some elements of our proposed institute, however, it is designed for experienced researchers rather than the novice ("Librarians' Research Institute," Canadian Association of Research Libraries website: http://carl-abrc.ca/en/research-libraries/librarians-research-institute.html). Elkin comments that "One-off, one-day courses can be seen to be of limited value, unless part of a coherent and cohesively planned framework for development" (Elkin, 1994, 22). A disadvantage of these short courses that our project will address is the lack of ongoing communication among participants after the instruction has ended. Authors Booth & Brice (2003) and Robbins (1989) noted that a weakness in their own workshop plans was a lack of post-workshop communication (Booth & Bryce, 2003; Robbins, 1989).
Librarians may have access to formal research methods courses, through face-to-face instruction in their own communities (if they live near a library school), online courses, and hybrid courses. However, these courses offer only one component of our program: instruction. Research has shown that instruction alone may not be sufficient for librarians to complete research and disseminate their results. Our program offers instruction plus four additional components: mentorship, ongoing advice and support during the time of the research project, modest financial support, and the opportunity to become part of a research community.
This model has been employed by a number of other institutes for working professionals. These institutes have proven their success and participants recognize the value of the experience. These institutes range one to two weeks in length and examples include the ACRL Immersion program for information literacy,("Immersion Program," Association of College and Research Libraries website: http://www.ala.org/ala/mgrps/divs/acrl/advocacy/infolit/professactivity/iil/immersion/programs.cfm) the Frye Leadership Institute,(http://www.fryeinstitute.org)and the Minnesota Institute for Early Career Librarians from Traditionally Underrepresented Groups (Minnesota Institute for Early Career Librarians from Underrepresented Groups," University of Minnesota website: https://www.lib.umn.edu/sed/institute).
This project focuses on academic and research librarians because most are expected to conduct and disseminate the results of research, yet many are challenged by this expectation. In addition to academic librarians, we are targeting research librarians who work in special libraries, such as hospitals, research institutes, and museums; through our work with SCELC, which includes many of these libraries, we know that their librarians face similar research challenges. Our intended audience is librarians who are novice researchers, defined as those who may have conducted research but have not yet had an article published or a presentation accepted by a peer-reviewed publication or conference. Participants must have at least one research question to investigate and a brief description of the proposed study, though they may be as far along as having written a research proposal; our goal is to send each librarian home with a proposal. The research project could be institutional operations or assessment research, cited by Perkins & Slowik as increasingly important to academic library administrators; or it could be theoretical research (Perkins & Slowik, in press, 74). In writing about the academic library research agenda, James Neal emphasized the need for academic librarians to pursue research that advances knowledge at the individual, organization, professional, and national levels (Neal, 2006).
We will design a curriculum for librarians, informed by an advisory board, to learn how to construct an effective project for appropriate data gathering, analysis and reporting of results. Stephenson's 1987 article notes that, "Commitment [to research] requires an enthusiasm, if not an actual passion" (Stephenson, 1987, 61). This institute is created to address the needs of those academic librarians that have the passion for research but do not possess the complete skill set to perform it on their own. The curriculum is designed around the steps of a typical research project and will give special focus to those areas about which academic and research librarians have identified themselves as not feeling confident.
The institute will be led by two main instructors: the lead instructor is a social scientist who specializes in conducting focused research design courses for working professionals; the co-instructor is a library school faculty member who teaches research methods. She has also worked as an academic librarian. These two individuals will lead a select cohort of scholars in a series of exercises and writing sessions to fully develop a research project over the course of nine days. Scholars will be required to bring a draft research proposal to the institute. During the course of the institute, scholars will revise and refine their proposals in collaboration with the main instructors, the librarian researcher faculty, and their institute colleagues, with the goal of having a well-constructed research project to conduct when they return to their home institutions.
The cohort will be chosen from a selective submission process, with an emphasis on enthusiasm for research and diversity from a variety of perspectives – ethnicity, age, and type and size of academic library. We are especially eager to recruit ethnically diverse librarians who are younger and may work in smaller libraries, where it may be more difficult to create a community of researchers who share their interests. This dilemma has been documented in a recent survey of librarians of color by Damasco & Hodges (2012). Requirements for participation will be clearly outlined on the institute website and application materials. We have designed a rubric to assist the project directors in selecting the scholars.
The psychological literature suggests that self-efficacy might be an important factor in encouraging academic librarians to undertake research. Bandura asserts that beliefs about self-efficacy can be developed by four main sources of influence: mastery experiences, vicarious experiences, social persuasion, and somatic and emotional states (Bandura, 1994, 71-72). We have designed the institute to provide academic librarians with both mastery experiences and social persuasion. Mastery experiences build confidence through success and provide an individual with the ability to persevere in the face of obstacles, which is especially important in performing difficult tasks. Social persuasion consists of structuring situations in which an individual receives encouragement and experiences success in working through challenges.
Foster an environment of collegiality and support in the research process.
Provide instruction in areas needed to complete the research design for a project identified by an institute scholar.
Encourage the dissemination of research through publication or presentation by outlining the process for publishing or presenting research results.
Instill confidence in institute scholars about the research process by providing clear instruction on how to perform all of the steps in a research project.
There is strong support in the literature for librarians to pursue conducting research. An example is provided by Crumley and Koufogiannakis: "If [librarians] are encouraged to pursue research opportunities, not only will this enhance the literature base, but it will also allow librarians to conduct those studies best suited to their environment and time availability" (Crumley & Koufogiannakis, 2002, 61). The authors of this grant proposal, however, found in their survey of academic librarians that only 26 percent of the respondents believed that their LIS master's degrees adequately prepared them to conduct original research. Stephenson (1990) finds in her survey of library schools about their research methods classes that there is "considerable variation in depth of coverage" (p. 61), if a student has even elected to take a class in methods/design. A survey conducted in November 2009 found no statistically significant relationship between taking a research methods course and a librarian's research involvement – ranging from reading published research to conducting one's own research and publishing it (Luo, 2011). Regardless of the quality of LIS research methods courses, there are large numbers of librarians who want and need to review or to gain the kinds of individual support that instruction alone cannot provide.
Of the academic librarians participating in the grant proposal authors' survey, 57 percent believed that their LIS master's degrees adequately prepared them to read and understand research and 56 percent reported regularly reading the full content of research-based articles in library and information science peer-reviewed journals. This institute and its attendant support activities will facilitate the transition of academic librarians from consumers of research to producers of research.
Other than classes in an information/library science program, there is no mechanism in place to assist librarians in gaining knowledge about how to identify a research project, articulate it clearly, and design a plan to gather and analyze data. Librarians have few resources and none that offer the combination of instruction in research design plus mentoring and a collaborative learning network. O'Connor and Park, though, suggest that there is an urgency to train librarians in research: "Our field needs to educate a large number of producers of research if we are to maintain a stable infrastructure for our research base" (O'Connor & Park, 2001, 104). This project has the potential for major national impact by increasing that number of producers of research.
Offering post-MLS/MLIS training in how to define a project and design a plan is the best solution to address this knowledge gap, because it provides relevant information at the time of need. Offering the training in a collegial community setting provides an instant network for identifying like-minded academic librarians that may become future research partners. Working collaboratively during the time of the institute also reinforces the learning goals and begins to create a culture of scholarship among academic librarians. Providing ongoing support and mentorship for the year following the institute may lead to relationships and a support network that persists long after the project has ended.
Competently complete the design for a research project.
Effectively communicate the results of research through publication or presentation.
Identify partners for future research at the librarians' home institutions and at other libraries – perhaps with researchers from other disciplines.
We will assess the strength of the institute throughout the life of the grant, with internal evaluation planned after each institute is delivered, follow-up communication with the scholars, and by conducting a formal evaluation with the university's Office of Assessment. We imagine early benefits like an improvement in the quality of research design, but understanding the long-term benefits will be an iterative activity, as we follow the institute scholars over time, to see how their projects are completed and what they identify as their successes. We plan to intentionally devise a communication mechanism for our scholars to continue conversing with their institute colleagues and instructors; we view personal learning networks among librarian researchers as an essential component of their success.
The long-range goal of this project is to increase the quality of the design of research projects conducted in the field of information and library science. By providing a specialized curriculum for academic librarians that will permit them to competently complete the design of a research project, learn how to effectively communicate their findings, and begin to create their own networks of research partners, we expect to produce a diverse cohort of scholars who will raise the expectations for what kinds of research can be accomplished in the field.
Through continued feedback from institute scholars, the project team will be able to clearly identify the gaps in knowledge of the academic librarians participating in the institute. This topic identification will provide feedback for future learning outcomes, reinforcing the model of sustainability. Based on initial feedback from scholars during their institute experience, the learning goals will be tailored toward addressing the most urgent information needs of scholars in order to successfully design their research. After the first wave of scholars has returned back to their home institutions, the project team will follow their progress to see if they are able to successfully launch their research projects or if there are still information gaps that can be addressed via the institute.
The project is designed to support a cohort of 21 academic librarians each year in the completion of a research project – for a total of 63 in three years. The central project activity in each of the three years of the project will be planning, offering, evaluating, and revising a nine-day Institute for Research Design in Librarianship, to be held each summer. All other activities will support the institute and the work of institute scholars throughout the academic year, as they conduct their research projects, analyze the data, interpret the results, and write reports of their findings. The initial activities of the institute are informed by the 2010 survey of academic librarians completed by the grant authors, giving attention to areas librarians identified as particular weak points in their own research processes. We have identified two lead instructors, Dr. Greg Guest and Dr. Lili Luo.
An important project activity will be recruitment of institute participants. We will begin by sending a call for applicants to all of the distribution lists where we disseminated our 2010 research confidence survey. Second, we will place advertisements or announcements soliciting applicants in journals such as College & Research Libraries, Journal of Academic Librarianship, Evidence-Based Library and Information Practice, and Journal of Academic Librarianship. Finally, we will solicit applicants via email forums such as ALA Black Caucus, ALA Asian/Pacific American Library Association, REFORMA, and other groups that attract librarians of color; our diverse Advisory Board will be crucial in effectively reaching an audience. We developed a rubric for the selection of participants, based upon factors that we believe will be important to participant success.
Deliver group instruction in areas needed to complete the research design for a project identified by each institute scholar. Co-taught by practicing researchers, the institute curriculum will be informed by the results of the survey and constructed in collaboration with the co-instructors; the curriculum will be influenced by research proposals that institute scholars submit as part of the application process.
Create a workshop environment in which institute scholars share their draft research proposals with other scholar participants, the institute instructors, and other librarian researchers. We expect that the scholars will increase their confidence levels by participating in a collegial learning atmosphere, while learning the specific steps needed to complete a research project.
Foster an environment of collegiality and support in the research process. One possible barrier noted in the literature that may hinder a librarian from completing a research project is moral support. The institute aims to create an environment of collegiality, one in which the scholars can learn and support each other throughout the year. The team will explore a range of tools to facilitate communication between scholars, mentors, and instructors, and choose the tools that are most effective. Examples include the project website, a wiki, a blog, web conferences, and online, asynchronous, text-based discussion forums. Assistant Professor Michael Stephens from SJSU is an expert in using emerging technology to build online learning communities, and he will take a leading role in developing online forums where participants can interact. Using these communication tools, participants will keep each other updated on their progress and share draft research proposals with instructors and with each other. The instructors will provide feedback and respond to questions or concerns, facilitating discussions regarding how to overcome challenges to completing research projects.
Encourage the dissemination of research through publication or presentation by outlining a path with the Institute scholars for written or verbal presentation of research results. As part of the application process we will gain a commitment from the scholars that they will attempt to complete their research project in the coming year and disseminate the results. During the institute the scholars will learn about the peer-review process for publications and conference presentations.
Depending on how the scholars wish to communicate, based on a list of possibilities like Blackboard, wikis, blogs, and listservs, we will develop a suite of both public and private communication mechanisms that will facilitate discussion among institute scholars before and after the institute. Their implementation will be supported by the Instructional Technology staff at LMU. The scholars will be encouraged to post drafts of their proposals and questions that they would like to discuss with the institute instructors and other participants. Throughout the academic year, participants will be asked to keep the other participants informed on their research project progress; we hope to develop a level of trust during the summer that will encourage honest sharing, including obstacles and setbacks as well as the achievement of milestones and successes.
Project evaluation will be led by the institute's assessment team, comprised of the Project Directors/Co-Investigators, the Director of Assessment at LMU, and the Manager of Surveys and Evaluation at LMU. Assessment and evaluation will cover all aspects of the project, including the assessment of learning outcomes from the institute, the overall effectiveness of the institute, and the effectiveness of the researcher support mechanisms employed throughout the project (tools for communication and interaction throughout the academic year following the institute). We plan to seek formal feedback from the university's Office of Assessment, in addition to a thorough internal review conducted by the project directors.
Evaluation of the project will be ongoing. Formative evaluation will lead to changes in the institute curriculum and our mechanisms to support scholars throughout the project; the goal will be to gauge success/failure and make adjustments as we proceed. After the completion of each year of the institute training we plan to review the design of the institute and make changes as we receive feedback from the scholars and instructors. As a condition of participating in the fully-funded institute, participants will agree to contribute to the formative and summative project evaluations. Via surveys and focus groups, we will gather data from participants regarding their thoughts about the curriculum, what follow up support was helpful or lacking, what challenges they still face, and other issues. Specifics plans for the evaluations will be formulated with the assessment team. We will conduct a summative evaluation at the end of Year 3, focused on the overall success of the project, looking at both short-term and long-term successes of institute scholars.
Our evaluation process and the results of our evaluations will be documented so that it can be shared to inform other institutes that are developed based on our model. All reports will be posted on the project website and archived in our institutional repository, Digital Commons @ LMU.
Identify partners for future research at the librarians' home institutions and at other libraries; participants should feel confident about reaching out to librarians at other institutions, and possibly professionals in other disciplines, to conduct future research.
Disseminate the results of their applied or theoretical research project.
Additional indicators of success will include examining the number of projects successfully launched by institute scholars, the number of new projects developed by scholars, collaborations in new research, and the confidence scholars feel in their ability to conduct successful research.
The retention of academic librarians of color is a critical issue to our profession. Damasco & Hodges (2012) note that the librarians of color who responded to their 2009 survey on promotion and tenure cited the challenge of conducting research and writing for publication as a recurring theme. Participation in research and writing workshops was one of the most highly rated professional development activities (Damasco & Hodges, 2012, 292). We believe that the IRDL has the potential to increase the retention of these librarians by helping them achieve tenure and promotion, when it is available to them, and professional advancement and higher salaries when it is not. We will reserve one-third of the spots each year for minority librarians. In addition we will place special emphasis on selecting scholars who propose research that explores diversity in library services, including services to underserved communities and minority librarianship. Our Advisory Board represents the diversity we plan to achieve in the IRDL. We believe that including librarians with a wide range of backgrounds and experience will allow us to explore the diverse types of challenges librarians face in conducting research in a variety of academic and research library settings.
Our communication plan is multi-faceted, and includes traditional mechanisms of presentations, published articles, and discussion in person and via Web-enabled mechanisms. The first step in the plan is to create a project website, where we will post the grant proposal and information about the institute, including progress reports, updates, and evaluations, in addition to application materials. The website will function as the primary communication medium with potential applicants in all three years. Once institute scholars have been selected, we will post a profile of each one on the project website. The website will be archived as a record of the project, along with all course activities.
The project investigators will share the results of the project in the library literature. We will encourage institute scholars to analyze and write about their experiences participating in the institute. We plan to present the results of the institute at conferences, as well as in written publications. We plan to gather data about the research networks of the institute scholars so that we may begin to understand the growth of their personal learning networks as a result of participation in the institute; we will share the summaries of the networks publicly. While the project is ongoing this will publicize the institute and build an audience for future institutes. We will emphasize in all communication that we are seeking a sustainable model for academic librarians to learn about doing research and support one another in conducting research and disseminating the results. Thus, conferences and other opportunities for face-to-face discussion will be important for the success of the project.
At the conclusion of the project, the principal investigators will analyze the evaluative data and publish the project results in the library literature, perhaps co-authoring with institute scholars. We also plan to offer conference panel discussions with the investigators, instructors, and institute scholars discussing the institute and the other support mechanisms we will have put in place to support the work of academic librarian researchers. The goal will be to share project successes and failures in order to create a sustainable model.
The three-year project to develop the Institute for Research Design in Librarianship will focus on sustainability beginning in the first year and continuing for the duration of the project, anticipating developing a business model to continue the institute and its attendant support activities without grant funding. We are offering the institute with IMLS funding to the first three cohorts of institute scholars; these scholars will be participants in the efforts to find a workable and sustainable model for the institute. The investigators will explore a variety of business models, including working with a school of library and information science, a consortium, or a professional association. The three project partners believe that a research institute with well-documented success in advancing the research goals of academic and research librarians could establish a cost-recovery funding model, and we may consider this option.
Research findings suggest that offering some face-to-face interaction to institute participants is an important aspect of their learning journey; however, we recognize that attending a nine-day institute may be impractical for some participants and may be cost-prohibitive in the future. SJSU's library school is expert in the delivery of online instruction. Thus, we will be exploring both a hybrid version of the institute with a shorter face-to-face component in order to expand our reach to more academic librarian researchers.
We do not anticipate that LMU will be the permanent home for the institute, but neither do we rule it out. Rather, we believe that a library school partner, such as SJSU, or an organizational partner, such as SCELC, will provide the ongoing support needed to sustain the institute, probably with another college, university, or museum library. We envision a board of advisors, such as we have assembled for this project, working with the sponsoring entity to insure continuity and relevance for the intended audience of practicing academic and research librarians. We believe that an effective research institute with reasonable costs will be attractive to participants and their institutions once grant funding has ended.
Bandura, A. (1994). "Self-efficacy," in Encyclopedia of Human Behavior, volume 4, ed. V.S. Ramachandran. New York: Academic Press, 71-81.
Bernard, H. R. (2008). Commentary: The History and Purpose of Methods Camp. Practicing Anthropology, 30(1), 4-5.
Black, W. K., & Leysen, J. M. (May 1994). Scholarship and the academic librarian. College & Research Libraries, 55, 229-241.
Crumley, E., & Koufogiannakis, D. (2002). Developing evidence-based librarianship: practical steps for implementation. Health Information & Libraries Journal, 19(2), 61.
Damasco, I. T., & Hodges, D. (May 2012). Tenure and promotion experiences of academic librarians of color. College & Research Libraries, 73, 279-301.
Hildreth, C. R. & Aytac, S. (Summer 2007). Recent library practitioner research: A methodological analysis and critique. Journal for Library and Information Science Education (ALISE) 48(3), 236-258.
Kennedy, M. R., & Brancolini, K. R. (September 2012). Academic librarian research: A survey of attitudes, involvement, and perceived capabilities. College & Research Libraries, 73, 431-448.
Luo, L. (2011). Fusing research into practice: The role of research methods education. Library & Information Science Research, 33(3), 191-201.
Montanelli, D. S., & Stenstrom, P. F. (September 1986). The benefits of research for academic librarians and the insitutitions they serve. Collge & Research Libraries 47, 482-485.
Neal, J. G. (January 2006). The research and development imperative in the academic library: Path to the future. portal: Libraries and the Academy, 6(1), 1-3.
Perkins, G. H., & Slowik, A.J.W. (In press, anticipated publication date January 2013). The value of research in academic libraries. College & Research Libraries, 74.
Robbins, J. (1989). Research skills for research librarians: A report on and examples from an education program. Journal of Academic Librarianship, 15(1), 4-7.
Schrader, A., Shiri, A., & Williamson, V. (May 2012). Assessment of the research learning needs of University of Saskatchewan Librarians: A case study. College and Research Libraries, 73, 147-163.
Smith, N. M., & Adams, I. (1992). Characteristics of research courses in library schools. Journal of Education for Library and Information Science, 33(1), 75-78.
Stephenson, M. S. (1990). Teaching research methods in library and information studies programs. Journal of Education for Library and Information Science, 31(1), 49-65.
Watson-Boone, R. (2000). Academic librarians as practitioner-researcher. The Journal of Academic Librarianship, 26(2), 85-93.


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Alias Boston Blackie (1942)
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Director:	Lew Landers
Genre: Drama Mystery
Released: 02 Apr 1942
Starring: Chester Morris Adele Mara Richard Lane
Storyline:  Alias Boston Blackie 1942 Blackie tracks down a wrongly convicted prisoner who escapes during a Christmas magic show
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The Misty Green
The Misty Green Sky (2016)
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Bare Wench: The Final Chapter (2005)
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Dead in the Water (2021)
Dead in the Water (2021) When aspiring photography vlogger Tara gets dumped by her long term boyfriend, her best friend Amy takes her on a weekend getaway to her family's vacation lake house where a mysterious and ...
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Curse of the Witchs Doll (2018)
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Night at the Museum: Battle of the Smithsonian (2009)
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Dragon Ball Z: BioBroly (1994) Mr. Satan is challenged to a fight by an old rival, and he is taken to an island where the fight is to be held. Accompanying him are Android 18, who is making sure he doesn't skip town before paying the money he owes her for letting him win the World Martial Arts Tourn
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A 2008 romance film adapted from a same name novel about a London-based Jordanian of Palestinian descent, Tala, who is preparing for an elaborate wedding. A turn of events causes her to ...
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The Following is a description of a massive UFO spotted flying over the North West US. This eye witness describes in short form an encounter with a massive UFO flying overhead. This location and description is undeniable as the witness goes into tremendous detail of the sighting. Additionally, the sighting was near a military base which adds more mystery to the tale.
Saw the biggest space ship I have ever seen and it was the closest as well. Irina was outside tonight and came in and told me to come see the ship. Went out expecting to see a light like we usually see going across the sky.
This was coming from the northeast direction. The front part had at least 5 very large, very bright white lights that were round in shape. They seemed to be coming from inside ...since I could see something in the lights when I looked with binoculars. They were in a half moon shape at the front with a couple lights behind those in front. They weren't flashing and were the brightest things in the sky. Just behind the white lights were 3 very bright red lights that were flashing together. There were in the shape of a triangle with the single red light behind the white lights. A long way behind those were 2 more bright red lights that were flashing together.
Based on the position of the lights the whole shape would have been a long triangle with a rounded front. If you took the sky from east to west this ship from the white lights in front to the rear red lights was about 1/5 the distance across the sky. The sky we can see isn't 180 degrees from side to side since we have mountains on both sides. We probably see about 135 degrees across the sky. I believe the lights were all on one ship because none of them moved from their position while we watched it come from the northeast and circle around our place to the west and head to the southeast and all the flashing lights were flashing at the same time.
As it went behind the trees to the southeast the white lights became even brighter thru the trees almost like it had changed positions. There was a low sound coming from it as it went over. Similar to aircraft going over but much lower in sound. which if each light was a different plane (one of ours) the sounds would've been much louder. The military aircraft that come over some times always come from the south west which is where the airforce base is located. It was neat to say the least and i could only take a wild guess at the size but would say miles long would be close.
didn't think to get the camera since I came back to get the bino. and was busy looking at it to see what i could see.
There are supposed to be ships that are waiting for the right time to come in a get people that are 50 miles long. not saying this was one of those but it was huge. The shape reminded me of the battle cruisers on star wars except the front end was round and there appeared to be several windows that the lights were shinning thru.