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HomeLOS CABOSHe believes he's about to find treasure in Baja!
He believes he's about to find treasure in Baja!
Larry Thompson Saturday, May 23, 2020
Antonio is a person who lives in the rural San José del Cabo, and he likes very much to explore around the place where he resides, in an area that leads to the town of San Felipe.
Exactly one month ago, on one of his walks under the intense Los Cabos sun, he found this coin dated 1805.
Although it is not exactly an object of very high material value, it is too rare that the coin was in that place, since first of all, because of the date of minting, Mexico did not yet exist as a country, but it was the viceroyalty of New Spain.
At that time Carlos IV was the King of Spain.
The San Jose del Cabo mission was founded in 1730, but the use of coins at that time was not widespread, so Antonio's theory is that it is part of a pirate treasure that may be hidden not far from the site where he made the find.
It is recalled that the ships of that time were supplied with fresh water in the estuary of San José del Cabo, where they were sometimes attacked by pirates.
Another theory is that the coin is part of a larger shipment of merchandise that may have been hidden from the Chilean pirates who attacked San José del Cabo in 1822 to destroy the archives of the Catholic mission and ransack the town's homes.
That's why Antonio doesn't lose hope and continues his walks in search of more clues about this strange find.
He says that if he manages to find a treasure, he will make it available to the authorities, because he will not trade in objects that belong to the history of ancient California.
BCS LOS CABOS


text:
Babies may remember music heard in the womb
"Babies remember melodies heard in womb, study suggests," reports The Guardian. The study found that babies exposed to the lullaby "Twinkle, twinkle little star" while in the womb showed signs of remembering it up to four months after birth.
The study involved two groups of mothers:
the learning group – mothers who played the well-known lullaby "Twinkle, twinkle little star" in late pregnancy
the control group – mothers who did not play music regularly
After birth, researchers found signs that babies in the learning group showed signs of "remembering" the lullaby.
The brain activity of babies whose mothers regularly played the lullaby in pregnancy was stronger when similar music was played after birth and at four months.
The researchers suggest prenatal exposure to music may influence brain development at a critical period for the development of the auditory system.
The researchers also speculate that being exposed to less soothing sounds during pregnancy may have a negative effect on a child's development, but this hypothesis is unproven.
The results of this small study are of interest, but it does not prove that prenatal exposure to music improves a baby's brain development, memory or hearing. Pregnant women should not feel obliged to play lullabies to their unborn babies every day.
Where did the story come from?
The study was carried out by researchers from the University of Helsinki and the University of Jyväskylä, Finland and the Finnish Institute of Occupational Health.
It was published in the peer-reviewed journal PLoS One. PLoS One is an open access journal, so the article is free to read online or download.
It was funded by the Academy of Finland, the ERANET-NEURON project Probing the Auditory Novelty System (PANS), the University of Helsinki and the Finnish Cultural Foundation.
As the study is about babies and pregnancy, it attracted a fair amount of media coverage. The Daily Telegraph's assertion that babies can "learn" their first lullabies in the womb is an exaggeration of the study's findings, as is its suggestion that playing music while pregnant could help develop an unborn child's hearing.
The Mail Online's claim that the brains of those who hear music before birth "lit up" more on hearing the lullaby later also slightly exaggerates the findings. It is unclear whether exposing a child to music in the womb has any lasting benefit.
What kind of research was this?
This was a controlled experiment that looked at whether prenatal exposure to a melody during the third trimester of pregnancy could affect measurements of babies' brain activity when the music was replayed at birth and four months.
The researchers say that a newborn has surprisingly extensive experiences of the surrounding world. In particular, they seem to react to sounds during the foetal period and respond distinctly to them after birth. The researchers also say that foetal auditory learning becomes possible in humans by 27 weeks of pregnancy.
Previous research has focused on the immediate outcomes of foetal auditory learning after birth. They point out that their study looks at the possible "learning effects" by following infants four months after birth.
What did the research involve?
The study recruited 12 women with healthy singleton pregnancies (the learning group) for its experiment and included 10 of them in the analysis. A further 12 mothers, all with healthy newborn infants, were recruited as a control group.
In this group, the mothers did not regularly play music during pregnancy. The researchers used data from 11 of these infants for the initial experiment and eight for the follow-up. Participants were not included because of technical issues or excessive movement of the babies.
At birth, the hearing and health of the infants in both groups was tested and all were found to be normal. Their gestational age, birth weight, health and the age at the time of the experiment were all recorded.
Pregnant women in the learning group played a learning CD at home at a loud volume five times each week from 29 weeks of pregnancy until birth. The CD contained three short excerpts of several musical melodies alternating with speech phrases. One of the tunes was a 54-second long melody of "Twinkle, twinkle little star" played on a keyboard. Other different musical sounds were also included, such as a classical piece by the Finnish composer Jean Sibelius.
The mothers in the learning group played the CD between 46 and 64 times (average 57) overall. The "Twinkle, twinkle little star" melody was repeated three times on the CD, so the foetuses would have been exposed to it between 138 and 192 times (mean 171).
After birth, and again at four months, a modified version of the "Twinkle, twinkle little star" melody, in which some of the notes were altered, was played to the infants in both groups nine times through loudspeakers. Speech phrases and other musical sounds similar to those on the learning tape were presented between the melodies.
The researchers then placed electroencephalogram (EEG) electrodes on the babies' scalps. An EEG is a device used to measure brain activity. They used the EEG to measure what is known as event-related potentials (ERPs) while the music was playing. These are essentially a sign of the brain responding to a previously learned signal, in the same way that you would respond to hearing your name shouted in a crowded railway station.
The researchers also measured a further component of ERPs called mismatch negativity (MMN), which they say can detect brain reactions to the new notes being played in the altered melody – or, in lay terms, recognising when somebody plays a bum note that sounds out of tune.
The data from the experiment was analysed, taking account of when the babies were asleep.
What were the basic results?
Researchers found that both at birth and at the age of four months, babies in the learning group had stronger ERPs to the unchanged notes in the melody than the control group.
The more often the newborns in the learning group had heard the CD, the larger the ERP amplitudes to both the changed and unchanged notes at birth, although this effect was no longer seen at four months.
No differences between the two groups were found for reactions to the MMN.
How did the researchers interpret the results?
The researchers say the results show that extensive prenatal exposure to a melody induces "neural representations" that last for several months.
In an accompanying press release, they point out that the period from 27 weeks of pregnancy to six months of age is critical to the development of the auditory system, and that prenatal exposure to musical melodies may influence brain development during this period.
Perhaps more importantly, they also suggest that adverse sound environments during pregnancy – such as a noisy workplace – may have long-lasting detrimental effects.
Also, it is possible that foetal exposure to more soothing, structured sounds might be beneficial to at-risk infants who show signs of impaired auditory processing.
This very small study suggests that babies whose mothers played a lullaby during the later stage of pregnancy seemed to have more brain activity in reaction to that music when it was played at birth and four months.
This suggests that foetuses may remember sounds heard in the womb, but it does not prove that exposure to music in the womb enhances the auditory system or later brain development.
Also, the researchers only used one measure of brain activity called ERP. Whether this is an adequate reflection of neural response to music is uncertain. For example, they did not look at possible behavioural responses to the music, such as thumb sucking or head turning.
It is also possible that the babies differed in ways that might have affected the results of the study, such as general health or brain development.
Perhaps the most important thing to consider if you are pregnant is your own wellbeing. Playing music that you enjoy and that relaxes you may be a better option than listening to a lullaby on a loop.

redpajama_set_name: RedPajamaCommonCrawl


Student lessons missed during the Institute will not be made up. However, if your child will miss a lesson and can inform the teacher in advance, the teacher may be able to redistribute the lesson hours among the remaining students. It may be possible to give the absentee child a longer lesson the next day if the arrangement is agreeable to others in the class.
SAA rules concerning absence or tardiness with respect to Teacher Development Courses are very strict. Participants must attend all class days and may not miss even a few minutes of class time if they wish to have their training registered with the SAA.
Afternoon Recitals follow the Play-ins and Lectures and are at 3:15 in the auditorium. Please plan to stay. Students gain a new perspective of familiar pieces at these recitals, are motivated by the dedication and perseverance of fellow artists, and are inspired by the level of achievement of each performer. Teach your children by your example to listen quietly during a performance and absolutely do not walk about during a performance.
The GWSI Faculty will perform the Monday afternoon recital. Immediately following the recital, there will be a short meeting for teachers and parents regarding realizing and furthering our goals through our national organization, The Suzuki Association of the Americas.
Students are nominated to perform in afternoon recitals Tuesday-Thursday by their master class teachers and include students who present well-prepared pieces, pleasing musicianship, good posture and sound technique for their level. Please do not encourage competitiveness, nor ask to be nominated. Afternoon recitals should be a musical pleasure and an inspiration for all.
When a student is nominated for the afternoon recitals, he/she should immediately go to the Suzuki Office to submit the nomination form given them by their Institute teacher. Students wishing to rehearse for afternoon recitals may make an appointment with the Staff Accompanist, Elizabeth Brown. Sign-up sheets are posted on the Staff Accompanist practice room door. The dress code for recitals is a white shirt and long pants for boys and dresses for girls.
The Friday 3:15 PM recital will include performances by the Preparatory and Beginning Orchestras.
Teachers who register for Teacher Development Program unit classes, submit their audition materials within the SAA imposed deadlines and whose audition is not accepted by the SAA may cancel their registration and will receive a tuition fee minus a $50 cancelation fee.
Do not litter the school facilities. We are guests of the school for the week and would like to be invited back! No trash is to be left anywhere, especially in the Auditorium.
At check-in, you will pick up your information packet and name tags for yourself or your family. Unless you are attending the Teacher Development Program Every Child Can!© , Violin Unit 1 or Cello Unit 1 courses and need to check-in earlier, try to attend the general check-in on Sunday. For parents and teachers, checking-in on Sunday will give you the chance to find out how to get to the Institute, where to park, to familiarize yourself with the building itself, locate classrooms, familiarize yourself with the weeks schedule and to ask questions. Students do not need to come with their parents, although some children may be comforted to see the facility before classes begin. There will be volunteers available to answer your questions during the check-in period on Sunday. If you do not check-in on Saturday or Sunday, please arrive an hour before your first class on Monday, pick up your badge and information packet in the check-in area and locate your classrooms.
The dress code for all those participating in Recitals or the Final Concert is white shirt and long pants for boys and dresses for girls.
The 2019 Enrichment Course, "Forging an Alliance with Parents", is designed for parents and teachers. As the adults in the Suzuki Triangle, parents and teachers work together to help children learn. This workshop presents ways that teachers can forge an alliance with parents, including listening and responding to parent concerns, helping parents develop the physical skills they will need for practicing, preparing them to manage the emotional challenges of practicing, educating them about useful expectations, and creating a structure that allows everyone in the Triangle to thrive. This ten hour course will consist of 4 two and a half hour sessions held Monday-Thursday afternoons.
The Final Concert repertory will be selected by repertory class teachers during the week. It will be on Friday in the Auditorium. Please be unpacked and rosined by 5:35 PM and in place for tuning by your repertory teacher at 5:40 PM. Students will sit with their repertory class teachers. Parents will sit in the auditorium behind the seated repertory classes. The hall will be marked showing where the repertory classes will sit. The first orchestra to perform will go to the stage for the start of the program at 6:00 PM. The performance will begin with the orchestras. At least two of the orchestras will perform on the Final Concert. Performances by cellists will follow, then violinists. The concert will conclude with a play down from the most advanced violin piece to Twinkle. Be courteous and stay to listen to all the performances, not just the one that includes your child!
Absolutely no food or drink (with the exception of bottled water) is allowed in classrooms or the Auditorium at any time, for any reason.
Every Child Can!© is an introduction to Dr. Suzuki's philosophy and its application to Suzuki education. For parents, teachers, prospective teachers and others, this course provides an inspiring, in-depth look at the Suzuki approach to teaching and learning. In addition to exploring the elements of the Suzuki approach and its far-reaching goals, it includes an introduction to learning styles, history of the development of Suzuki education, the role of parents, the importance of Suzuki pedagogical training and an overview of the SAA's role in supporting teachers and parents. A fast-paced, engaging and inspiring program, Every Child Can!© includes video materials and SAA-developed courseware and provides each participant with useful reference materials (manuals) for later study. For teachers, Every Child Can!© serves as the first course in the Suzuki Association of the Americas' Teacher Development Program.
Cellists who need small chairs should bring their own chair. Only adult-size straight chairs will be available in the classrooms.
Your child will be enrolled in an individual master class with 3 other students (or 2 students if it is an advanced master class). Plan to attend your child's individual lesson and take careful notes. You will need them for practice and future reference. They may be especially interesting and helpful to your home teacher. You and your child are expected to remain in the studio for the full period of your master class to observe and learn from the other student's lessons as well. Students (who can write or draw) should also take notes for the other students in their individual lesson hour and give those notes to them at the end of the hour. Please bring paper and pencil. If you would like to request a conference in lieu of the final lesson on Friday, make this known to your teacher at your Thursday lesson. Make arrangements for your child's care during your consultation.
Participants in both student and teacher development programs must bring their own instruments to class. Instruments are required for all classes with the exception of the Teacher Development Program Every Child Can!© Course. Do not leave instruments in the classrooms, which may be locked without notice or may have classes in session. Always keep your instrument with you. Instrument repair and purchase services well be available on-site.
Please label all your belongings: especially instrument, bow, instrument case, music books, notebooks, music stand, shoulder pads, camera, etc. Use a mailing label that has your name and address or telephone number on it. Every year we have someone lose a whole week's class notes or music with fingerings or discover that they have switched bows or cases during classes, especially during the Final Concert. This happens every year!!
Participants in both student and teacher development programs must also bring the new revised versions of the Suzuki books they are studying as well as printouts of any materials sent by their instructors in advance of classes. If you do not have the revised versions, you can purchase them from the music service providers on site.
Music Theory Games will playfully incorporate movement, singing, instruments, and innovative materials to teach introductory reading and theory concepts. Students will experience a unique blend of Music Mind Games, Dalcroze, Orff and World Music Drumming inspired activities. They will develop their ensemble skills as they engage with peers and parents and build community as they explore and develop skills and knowledge related to rhythm, symbolic notation, ear training, meter and form. Children who registered as Pre-Twinkle or Twinkle students are automatically assigned to a Music Theory Games class. Book 1 and 2 students may take Music Theory Games as an elective. A parent must attend and participate with their child.
On-site instruments, supplies, Suzuki literature, music, and musical equipment will be available at the Institute Monday through Friday. In addition, participants will have access to repair services.
The GWSI orchestras are offered as a short-term experience additional to the students' long-term school or youth orchestra training. The advancement level of each orchestra changes yearly, depending upon the enrollment. The conductor largely decides the level for each orchestra based upon the advancement of students enrolled. If a student indicates as they register that they have had several years of orchestra or piano and read very well for their level, we may decide to place them in the next more advanced orchestra. Children under the age of seven are not placed in an orchestra. All Vivace program participants will be placed in Advanced Orchestra. Orchestras will meet in the Auditorium (enter from 1st floor, Entrance 1). Students must bring pencils to orchestra rehearsals. We welcome any parent or teacher interested to help out by playing viola, cello or bass.
Participants in all programs should also bring their own note taking materials – both pencils and notebooks.
Possibly the most challenging component of the Suzuki triangle is consistent and productive daily practice with your child. The management of practice largely determines your child's success. Parents have the most important and most challenging job in educating children. Teachers will readily admit that the parents' role in teaching their child at home can sometimes be more difficult than anything that happens in the lesson studio. Lectures at the Institute are designed to help further enrich parents for the work ahead. Please attend the lectures we have prepared for you. Play-ins will start at 2:15 allowing you time to attend the lecture starting at 2:20 (followed by the daily recital). The play-in teachers will keep the children until 3:15. The lecture will finish at 3:10 so that you can meet your child when the Play-ins end. If your child is not participating in a Play-In, he/she may quietly attend the lecture. Parents do not need to go to the Play-in unless your child is not comfortable with your being out of sight. Instruct your child to remain at the Play-in until you return. A 45-minute period is scheduled for afternoon lectures and 55 minutes for the Play-ins.
We welcome any parent or teacher interested in to help out by playing viola, cello or bass.
Those attending performances should not walk about during the performance and should listen courteously to each and every performer.
Two Violin Play-in classes are included in Violin Program. Violin Play-in Book 1 is restricted to Book 1 Students and Violin Play-in Book 2 is restricted to any Book 2 students who do not participate in orchestra. Cellists at every level participate in the Cello Play-in class. The Play-ins are fun and entertaining for students, but will not necessarily help you to practice with your child.
Book 3 and more advanced students enrolling in the Violin, Cello, Viola and Bass programs are eligible to register for Quartet/Chamber Music classes as an elective. Participants will be assigned to quartets or small chamber groups according to ability level. Advanced Quartet/Chamber Music classes are included in the Vivace Program for advanced cellists and violists. Music will not be available before the first class. All music must be returned to your quartet coach by Thursday.
The purpose of the repertory class is review, refinement, reinforcement and motivation. Each class will be working on review literature and not necessarily new material. The most advanced class may often revisit pieces from even the earliest books for concentration on a point of technique or high-level refinement. Each year parents have questions concerning their child's placement in the repertory or group classes. The students will be divided into groups according to advancement with careful consideration to appropriate class size. Someone will be the most advanced and someone the least advanced student in each class. There are advantages to both circumstances. The most advanced violin repertory class is a group of students who may explore advanced violin repertory outside the Suzuki Volumes.
Violin students who play at the end of Book 2 through advanced book players are eligible to register for fiddling classes. Students who have taken these classes before will enjoy the new materials. The focus of classes will be on Scottish Fiddling in the traditional style. Music will be learned primarily by ear, although printed music will be made available at the conclusion of every class. Emphasis will be on playing solo lines. Improvisation and the playing of harmonic "back-ups" may also be explored. Fiddling class offers students a unique and enjoyable experience.
Parents must supervise their children and know their whereabouts at all times. Children may observe classes they do not attend and siblings are allowed into all classes provided they do not disturb the class.
Parents may register for the Foundation Course, Every Child Can!©. The course is a 6 hour introduction to Dr. Suzuki's philosophy and its application to Suzuki education. It provides an inspiring, in-depth look at the Suzuki approach to teaching and learning and is open to both parents and teachers. They may also register for the Enrichment Course, "Forging an Alliance with Parents". This ten hour course is held over a four-day period and focuses on ways that teachers can forge an alliance with parents. There is no pre-requisite and no instrument required for either course.
Teacher Development Unit Courses are instrument specific. GWSI offers courses in both violin and cello instruction. Each core unit concentrates on one Suzuki book level (Book 1, 2, 3, 4, etc.). The content will follow the syllabus for the instrument being studied and will include performance of the repertory, supervised observation, discussion and completion of assignments as given by the Teacher Trainer. In addition to their focus on Suzuki repertory and instrumental technique, unit courses will also include additional topics as appropriate. These may include review and application of Suzuki philosophy, parent involvement, listening, home practice, private and group lesson formats, learning styles, note-reading and other skills basic to the Suzuki approach.
Students who are well prepared and would like to play in the Thursday Evening Informal Recitals beginning at 6:00 PM should sign up by submitting a recital request form to the GWSI Office before 5:00 PM on Wednesday.
Lists of performers and recital locations will be posted on the main entrance by 5:30 PM Thursday before the recitals. The dress code for performers is a white shirt and long pants for boys and dresses for girls.
Although students do not normally rehearse with an accompanist for these recitals, parents may arrange a rehearsal directly with one of the repertory class accompanists. Accompanist names and telephones are listed on the Informal Recital request form. Parents must pay the accompanist directly $15 for a short rehearsal run through. The accompanist's name must also be indicated on the student recital request form, so that the student is placed in the correct recital. There may be as many as four concurrent recitals to accommodate performers as needed.


63 Fintech Startups Targeting Millennials | What's The Big Data?
Fintech startups prominent in the millennial demographic range include "robo-advisors" offering low-cost alternatives to brokerages, to lending firms innovating in credit risk, and stock-picking and automated savings apps.
This entry was posted in Fintech, Uncategorized and tagged CB Insights. Bookmark the permalink.


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I mostly played at the 100 black chip level.


text:
package org.reldb.dbrowser.ui.content.rel;

import org.eclipse.jface.dialogs.Dialog;
import org.eclipse.jface.dialogs.IDialogConstants;
import org.eclipse.swt.widgets.Composite;
import org.eclipse.swt.widgets.Control;
import org.eclipse.swt.widgets.Shell;
import org.eclipse.swt.layout.FormLayout;
import org.eclipse.swt.widgets.Label;
import org.eclipse.swt.SWT;
import org.eclipse.swt.events.ModifyEvent;
import org.eclipse.swt.events.ModifyListener;
import org.eclipse.swt.layout.FormData;
import org.eclipse.swt.layout.FormAttachment;
import org.eclipse.swt.widgets.Text;

public class FieldDialog extends Dialog {
	private String text;
	private Text field;
	private String windowPrompt;
	private String fieldPrompt;

	/**
	 * Create the dialog.
	 * @param parentShell
	 */
	public FieldDialog(Shell parentShell, String windowPrompt, String fieldPrompt, String initialText) {
		super(parentShell);
		setShellStyle(SWT.RESIZE | SWT.TITLE | SWT.APPLICATION_MODAL);
		setBlockOnOpen(true);
		text = initialText;
		this.windowPrompt = windowPrompt;
		this.fieldPrompt = fieldPrompt;
	}

	protected void configureShell(Shell shell) {
		super.configureShell(shell);
		shell.setText(windowPrompt);
	}

	/**
	 * Create contents of the dialog.
	 * @param parent
	 */
	@Override
	protected Control createDialogArea(Composite parent) {
		Composite container = (Composite) super.createDialogArea(parent);
		container.setLayout(new FormLayout());

		Label lblNewLabel = new Label(container, SWT.NONE);
		FormData fd_lblNewLabel = new FormData();
		fd_lblNewLabel.top = new FormAttachment(0, 15);
		fd_lblNewLabel.left = new FormAttachment(0, 10);
		lblNewLabel.setLayoutData(fd_lblNewLabel);
		lblNewLabel.setText(fieldPrompt);

		field = new Text(container, SWT.BORDER);
		FormData fd_text = new FormData();
		fd_text.top = new FormAttachment(0, 10);
		fd_text.left = new FormAttachment(lblNewLabel, 6);
		fd_text.right = new FormAttachment(100, -10);
		field.setLayoutData(fd_text);
		field.setText(text);
		field.addModifyListener(new ModifyListener() {
			@Override
			public void modifyText(ModifyEvent e) {
				getButton(IDialogConstants.OK_ID).setEnabled(field.getText().trim().length() > 0);
			}
		});

		container.pack();

		return container;
	}

	/**
	 * Create contents of the button bar.
	 * @param parent
	 */
	@Override
	protected void createButtonsForButtonBar(Composite parent) {
		createButton(parent, IDialogConstants.OK_ID, IDialogConstants.OK_LABEL, true);
		createButton(parent, IDialogConstants.CANCEL_ID, IDialogConstants.CANCEL_LABEL, false);
	}

	@Override
	protected void okPressed() {
		text = field.getText();
		super.okPressed();
	}

	public String getText() {
		return text;
	}
}

redpajama_set_name: RedPajamaGithub


We are seeing this on a daily basis from our customers. People who could send email yesterday can't send it today. ISPs are blocking third party mail servers to prevent spam through their network. You can confirm by calling up your ISP and ask them if they are blocking third party SMTP port 25.
This did not apply to my case. What I had to do was to turn SSL off in order to get email go out, because the error message was "The server does not support a SSL connection."
This makes the email setup instruction contradicting as it says to check the SSL option for outgoing email (port 25).
Use outgoing SMTP port for SSL as 465 instead of 25.


Hopkins' second half too much for Penn St.
The Johns Hopkins women's lacrosse team outscored host Penn State by six in the second half en route to a 10-8 win yesterday afternoon in American Lacrosse Conference action.
Senior Lauren Schwarzmann (Century) scored the game-winner on a free-position shot with 8:15 to play in the second half. Hopkins improves to 7-8 overall and 1-2 in the ALC.
Penn State (4-11, 0-4) jumped out to a 4-0 lead just 8:17 into the contest fueled by two goals from Erica Mihm. Freshman Sam Schrum (St. Mary's) put Hopkins on the board at 11:28 on an unassisted tally.
But goals from Jessi Lieb and Mary LeNoir put the Nittany Lions up 6-1 with just 2:03 to play in the half. Senior Kirby Houck (Garrison Forest) potted a goal with just 35 seconds remaining as the Blue Jays trailed 6-2 at the half.
Coming out of the break, senior Kadie Stamper (C. Milton Wright) and Schrum scored 50 seconds apart to cut the deficit to two. It then went back and forth as Marisa Lozano and Lieb sandwiched a pair around a strike from Houck to make it 8-5 with 22:26 to play. It was all Hopkins from then on as Stamper scored on a free-position shot to fuel a 5-0 game-ending run for the Blue Jays.
Goucher 8, Scranton 7 -- The host Gophers tuned up for their appearance in the Landmark Conference tournament by shutting down Scranton (8-8, 1-4). The Gophers (5-9, 4-1) never trailed but saw their lead reduced to a goal when Scranton's Caroline Pryor scored an unassisted goal with 1:40 left to play. Even though the Royals controlled the ensuing draw, time expired before they could get off a shot. Brittany Foster went the distance in goal for Goucher, making 13 saves. It's the first time this season the Gophers held an opponent to fewer than 10 goals. Goucher jumped out to a 5-0 lead in the opening 20:19. One of the goals was scored by Emily Blatter, and it not only extended her goal-scoring streak to 41 games, the second-longest in NCAA Division III history, but it was also the 200th of the senior attacker's career. Goucher will enter the conference tournament as the No. 2 seed and will host Drew in the semifinals Tuesday at 4 p.m.
College of New Jersey 14, Frostburg State 1 -- The Bobcats (8-9) fell behined 12-0 at halftime before losing to the Lions (14-1). Carly Rihard scored Frostburg State's lone goal.
No. 6 Princeton 15, Brown 2 -- The Tigers (12-2, 5-2 Ivy League) dominated from the opening draw, led 11-0 at halftime and closed their Ivy League season with a win over the Bears (6-9, 2-5). Katie Cox (three goals, two assists) registered her second consecutive five-point game.


Are you looking to buy a house? Perhaps you are looking to buy a unit or townhouse? Whatever property you are buying, if this is your first time doing so; make sure you are equipped with the knowledge and skill set to make the right decisions. After all, buying a house or any other property isn't something you can undo so easily.
The REIQ recommends the use of a qualified solicitor (for details of qualified solicitors contact the Queensland Law Society) for any property matter, including conveyancing.
Council and property searches can identify any planning issues or problems, and highlight what the area might look like in five to 10 years. They ensure major changes like new freeways and major road upgrades are not planned for a property's backyard.
This Agency strongly recommends the use of a qualified conveyancer before undertaking the purchase of any property.


Medical malpractice suits can be some of the most stressful and heartbreaking cases out there. Because of the sheer size of Texas' (TX) population there are quite a few medical malpractice cases every year. If you or a loved one has experience brain damage, birth defects or even death as a result of the negligence of a medical provider then you're entitled to compensation.
Hospitals and large medical centers can be quite reluctant to give you the money you deserve and that's why it's absolutely necessary to hire a skilled Texas attorney to handle your case. Finding the right law firm can be almost as tough as getting the compensation you are owed, especially if you're just looking through your local phone book for legal professionals. Luckily Local-Attorneys has created an easy to use online lawyer directory. All you have to do is fill out the short case evaluation and we will have local attorneys review your medical malpractice case. There are the most reliable and experience legal experts in Texas. Get the great legal advice and representation you deserve for your medical malpractice suit.


[S27] The Church of Jesus Christ of Latter-day Saints, International Genealogical Index (R) Copyrig, Film #: 456548.
[S27] The Church of Jesus Christ of Latter-day Saints, International Genealogical Index (R) Copyrig.
[S28] The Church of Jesus Christ of Latter-day Saints, International Genealogical Index (R) Copyrig.
[S29] The Church of Jesus Christ of Latter-day Saints, International Genealogical Index (R) Copyrig.
[S30] The Church of Jesus Christ of Latter-day Saints, International Genealogical Index (R) Copyrig, Film #: 456548.
[S30] The Church of Jesus Christ of Latter-day Saints, International Genealogical Index (R) Copyrig.
[S31] The Church of Jesus Christ of Latter-day Saints, International Genealogical Index (R) Copyrig.
[S32] The Church of Jesus Christ of Latter-day Saints, International Genealogical Index (R) Copyrig.


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See Pics: Sonia, Rahul Gandhi Spotted Enjoying Ranthambore Jeep Safari
Sonia and Rahul Gandhi in Ranthambore.
The Ranthambore National Park has posted a photo of Sonia and Rahul Gandhi enjoying a safari. The photos have been posted on the park's Instagram page and show the Congress leaders sitting in an open jeep. The timing or the zone have not been specified in the post. The Ranthambore National Park is located in Sawai Madhopur, in Rajasthan, and is known for its large tiger population, which attracts tourists from all across the world. The photos of the Congress leaders are gaining traction, with over 100 likes in just 15 minutes.
Sonia Gandhi is on a four-day visit to Rajasthan to celebrate her 76th birthday on Friday with her children Rahul and Priyanka Gandhi.
"It is her personal visit and no leader is called or permitted to meet. There are chances that CM Ashok Gehlot and state party Chief Govind Singh Dotasra may meet on her birthday," a party leader was quoted as saying by news agency PTI.
Rahul Gandhi is leading the party's 'Bharat Jodo Yatra', which is currently passing through Kota district in Rajasthan. On Thursday, the party announced the march has been paused and will resume on December 10. Later in the day day, Rahul Gandhi flew to Ranthambore from Bundi in a chopper.
The 'Bharat Jodo Yatra' will cover about 500 km in Rajasthan by passing through Jhalawar, Kota, Bundi, Sawai Madhopur, Dausa and Alwar districts over 17 days before entering Haryana on December 21.
The march that started from Kanyakumari in Tamil Nadu on September 7 has so far covered Tamil Nadu, Kerala, Andhra Pradesh, Karnataka, and Telangana before crossing Maharashtra and Madhya Pradesh. It will conclude in Jammu and Kashmir in early February 2023, covering 3,570 km in 150 days.
"Hang Aaftab Poonawala… Probe Family Too": Shraddha Walkar's Father
Tags: Bharat Jodo Yatra, Bharat Jodo Yatra campaign, Bharat Jodo Yatra Congress, Rahul Gandhi, sonia gandhi, Sonia Gandhi Birthday
Deck the halls with paper, pearls and pomegranates
"My Kalashnikov Is My Pen": Ukraine Artist Wages War With Poster


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News / News & Postings / 2016
Technology Accreditation Canada Completes PGLOY Review
Technology Accreditation Canada Completes PGLOY Review:
National accrediting body continues to promote excellence in education
This fall, students in TAC accredited programs are taking their first step towards an exciting career in a range of Canadian engineering technology fields.
As a national accrediting body for the engineering technology and applied science profession, Technology Accreditation Canada (TAC) gives students, parents and college administration confidence that their program meets the profession's national standards.
Recently TAC completed its review of the Program General Learning Outcomes for Technologists (PGLOY), one of the 37 Canadian Technology Accreditation Criteria (CTAC) used in the auditing of engineering technology and applied science programs for the purpose of national accreditation.
"This is the first step of our commitment towards refining clear, consistent national standards that are reflective of the profession in 2016," says Charles Joyner, Chair of TAC's Standards Council.
A 23-person Standards Development Committee, comprised of representatives from both education and industry, was established last November to revise the existing PGLOY. With the guidance of the Canadian Standards Association (CSA), the detailed, transparent process for revising the PGLOY included a 60-day public review period, and the vetting of over 200 comments from stakeholders and the Committee. The revised document was endorsed by TAC's Standard Council and the CTAC revision process was reviewed by TAC's Governance and Audit Council.
The revised PGLOY is now available for use.
The process of accreditation is recognized worldwide as an objective method of assessment and an important tool to identify program strengths and challenges. It also provides faculty an excellent team-building opportunity. This independent seal of approval, benefiting students, educators and employers, represents excellence in education and the high standards of the profession graduates will be joining.
TAC recently completed five national program accreditations in Alberta, with two accreditations currently underway in British Columbia and Ontario. An additional 43 accreditation applications have been received and are expected to commence this fall.
Since commencing operations in 2015, TAC has performed accreditations at post-secondary institutions in Alberta, British Columbia, Ontario and Saskatchewan.
Through accreditation, TAC is committed to partnering with educational institutions to ensure students receive a quality education that meets the standards of Canada`s engineering technology profession. For more information about TAC or how to apply for accreditation, please visit technologyaccreditation.ca.


Education to Empower, Support to Succeed.
Provide women and their families with the financial care they need during times of change.
Individuals and couples looking to pursue their financial goals.
We believe you deserve to have a comprehensive understanding of your finances.
A major life event like the sudden death of a spouse, a divorce, or a job change can hit you like an emotional two-by- four. When it does, you may need the financial guidance of someone who has helped people in similar situations adapt and move forward with confidence.
We recognize the sensitivities and unique differences each client and situation bring. Our team has the tools and resources to help guide individuals through all of life's unique and challenging circumstances.
We specialize in helping women and families in transition organize their finances to fit new circumstances. We'll give you the compassionate support and caring guidance you need.


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Displaying 51 - 75 of 992 items.
Catherine DeAngelis (1940– )
In the late-twentieth century in the United States, Catherine DeAngelis was a pediatric physician, researcher, and editor of multiple medical journals. During her time with the Journal of the American Medical Association, DeAngelis became the journal's first female editor. At Johns Hopkins University in Baltimore, Maryland, she studied how physician-nurse interactions affected patient care, how immunizations and adolescent pregnancy affected children, and how medications affected men and women differently.
"Sources of Human Psychological Differences: The Minnesota Study of Twins Reared Apart" (1990), by Thomas J. Bouchard Jr, David T. Lykken, Matthew McGue, Nancy L. Segal and Auke Tellegen
In 1990, Thomas J. Bouchard and his colleagues published the paper "Sources of Human Psychological Differences: The Minnesota Study of Twins Reared Apart" in Science Magazine. The paper described the results of a study initiated in 1979 on the development of twins raised in different environments. The scientists conducted their experiment at the University of Minnesota, in Minneapolis, Minnesota. The researchers physiologically and psychologically assessed monozygotic twins or triplets who were reared apart, comparing the similarity of those twins to twins who were reared together.
Keith Henry Stockman Campbell (1954-2012)
Keith Henry Stockman Campbell studied embryo growth and cell differentiation during the twentieth and twenty-first centuries in the UK. In 1995, Campbell and his scientific team used cells grown and differentiated in a laboratory to clone sheep for the first time. They named these two sheep Megan and Morag. Campbell and his team also cloned a sheep from adult cells in 1996, which they named Dolly. Dolly was the first mammal cloned from specialized adult (somatic) cells with the technique of somatic cell nuclear transfer (SCNT).
Induced Pluripotent Stem Cell Experiments by Kazutoshi Takahashi and Shinya Yamanaka in 2006 and 2007
In 2006, Kazutoshi Takahashi and Shinya Yamanaka reprogrammed mice fibroblast cells, which can produce only other fibroblast cells, to become pluripotent stem cells, which have the capacity to produce many different types of cells. Takahashi and Yamanaka also experimented with human cell cultures in 2007. Each worked at Kyoto University in Kyoto, Japan. They called the pluripotent stem cells that they produced induced pluripotent stem cells (iPSCs) because they had induced the adult cells, called differentiated cells, to become pluripotent stem cells through genetic manipulation.
Using Digital PCR to Detect Fetal Chromosomal Aneuploidy in Maternal Blood (2007)
In 2007, Dennis Lo and his colleagues used digital polymerase chain reaction or PCR to detect trisomy 21 in maternal blood, validating the method as a means to detect fetal chromosomal aneuploidies, or an abnormal number of chromosomes in a cell. The team conducted their research at the Chinese University of Hong Kong in Hong Kong, Hong Kong, and at the Boston University in Boston, Massachusetts.
The Meckel-Serres Conception of Recapitulation
Johann Friedrich Meckel and Antoine Etienne Reynaud Augustin Serres developed in the early 1800s the basic principles of what later became called the Meckel-Serres Law. Meckel and Serres both argued that fetal deformities result when development prematurely stops, and they argued that these arrests characterized lower life forms, through which higher order organisms progress during normal development. The concept that the embryos of higher order organisms progress through successive stages in which they resemble lower level forms is called recapitulation.
"Presence of Fetal DNA in Maternal Plasma and Serum" (1997), by Dennis Lo, et al.
In the late 1990s researchers Yuk Ming Dennis Lo and his colleagues isolated fetal DNA extracted from pregnant woman's blood. The technique enabled for more efficient and less invasive diagnoses of genetic abnormalities in fetuses, such as having too many copies of chromosomes.
Frank Rattray Lillie's Study of Freemartins (1914-1920)
Frank Rattray Lillie's research on freemartins from 1914 to 1920 in the US led to the theory that hormones partly caused for sex differentiation in mammals. Although sometimes applied to sheep, goats, and pigs, the term freemartin most often refers to a sterile cow that has external female genitalia and internal male gonads and was born with a normal male twin.
Hermann Joseph Muller (1890-1967)
Hermann Joseph Muller studied the effects of x-ray radiation on genetic material in the US during the twentieth century. At that time, scientists had yet to determine the dangers that x-rays presented. In 1927, Muller demonstrated that x-rays, a form of high-energy radiation, can mutate the structure of genetic material. Muller warned others of the dangers of radiation, advising radiologists to protect themselves and their patients from radiation. He also opposed the indiscriminate use of radiation in medical and industrial fields.
Hermann Joseph Muller's Study of X-rays as a Mutagen, (1926-1927)
Hermann Joseph Muller conducted three experiments in 1926 and 1927 that demonstrated that exposure to x-rays, a form of high-energy radiation, can cause genetic mutations, changes to an organism's genome, particularly in egg and sperm cells. In his experiments, Muller exposed fruit flies (Drosophila) to x-rays, mated the flies, and observed the number of mutations in the offspring. In 1927, Muller described the results of his experiments in "Artificial Transmutation of the Gene" and "The Problem of Genic Modification".
José Pedro Balmaceda (1948- )
José Pedro Balmaceda was born 22 August 1948 in Santiago, Chile. His mother Juanita owned a women's boutique in the city and his father José was a successful owner of several timber mills. He grew up with five sisters who remained in Santiago all their lives. Balmaceda attended the college preparatory school San Ignatius where he met Sergio Stone, his future partner at the Center for Reproductive Health fertility clinic in the University of California Irvine Medical Center.
Alejandro Sánchez Alvarado (1964- )
Alejandro Sánchez Alvarado is a Professor of Neurobiology and Anatomy at the University of Utah School of Medicine and is also a Howard Hughes Medical Institute Investigator. Born in Caracas, Venezuela, 24 February 1964, Sánchez Alvarado left his home to pursue education in the United States, where he received a Bachelor of Science in molecular biology and chemistry from Vanderbilt University in 1986 and a Doctorate in pharmacology and cell biophysics at the University of Cincinnati College of Medicine in 1992.
Elizabeth Dexter Hay (1927–2007)
Elizabeth Dexter Hay studied the cellular processes that affect development of embryos in the US during the mid-twentieth and early twenty-first centuries. In 1974, Hay showed that the extracellular matrix, a collection of structural molecules that surround cells, influences cell behavior. Cell growth, cell migration, and gene expression are influenced by the interaction between cells and their extracellular matrix.
The Effects of Gene Regulation on Aging in Caenorhabditis elegans (2003)
In 2003, molecular biology and genetics researchers Coleen T. Murphy, Steven A. McCarroll, Cornelia I. Bargmann, Andrew Fraser, Ravi S. Kamath, Julie Ahringer, Hao Li, and Cynthia Kenyon conducted an experiment that investigated the cellular aging in, Caenorhabditis elegans (C. elegans) nematodes. The researchers investigated the interactions between the transcription factor DAF-16 and the genes that regulate the production of an insulin-like growth factor 1 (IGF-1-like) protein related to the development, reproduction, and aging in C. elegans.
John Tyler Bonner (1920- )
The establishment and growth of developmental-evolutionary biology owes a great debt to the work of John Tyler Bonner. Bonner's studies of cellular slime molds have shed light on some of the big questions of biology including the origins of multicellularity and the nature of morphogenesis. The second child of Lilly Marguerite Stehli and Paul Bonner, John Tyler was born 12 May 1920 in New York City and spent his early years in Locust Valley, Long Island (late 1920s), France (1930), and London (1932).
The National Society of Genetic Counselors (NSGC)
Audrey Heimler and colleagues founded the National Society of Genetic Counselors (NSGC) in 1979 in New Hyde Park in New York, New York. Her stated goals were to establish the field of genetic counseling within biomedicine and to coordinate counselors' voices, so that physicians and others in the medical industry would not dictate the future of the field. Genetic counselors inform patients about the potential for inherited diseases passed on through family lineages and help to navigate the options available.
Subject: Organizations
Robert Guthrie (1916–1995)
Robert Guthrie developed a method to test infants for phenylketonuria (PKU) in the United States during the twentieth century. PKU is an inherited condition that causes an amino acid called phenylalanine to build to toxic levels in the blood. Untreated, PKU causes mental disabilities. Before Guthrie's test, physicians rarely tested infants for PKU and struggled to diagnosis it. Guthrie's test enabled newborns to be quickly and cheaply screened at birth and then treated for PKU if necessary, preventing irreversible neurological damage.
"Human Toxoplasmosis: Occurrence in Infants as an Encephalomyelitis Verification of Transmission to Animals" (1939), by Abner Wolf et al.
In a series of experiments during mid 1930s, a team of researchers in New York helped establish that bacteria of the species Toxoplasma gondii can infect humans, and in infants can cause toxoplasmosis, a disease that inflames brains, lungs, and hearts, and that can organisms that have it. The team included Abner Wolf, David Cowen, and Beryl Paige. They published the results of their experiment in Human Toxoplasmosis: Occurrence in Infants as an Encephalomyelitis Verification of Transmission to Animals.
Subject: Experiments, Reproduction, Disorders
Noninvasive Fetal Aneuploidy Detection for Trisomy 21, 13, and 18
Noninvasive fetal aneuploidy detection technology allows for the detection of fetal genetic conditions, specifically having three chromosomes, a condition called aneuploidy, by analyzing a simple blood sample from the pregnant woman. Dennis Lo and Rossa Chiu researched methods of detection of aneuploidies in the early twenty-first century. Their research has been specifically applied to three trisomies, trisomy twenty-one known as Down syndrome, trisomy eighteen known as Edwards Syndrome, and trisomy thirteen known as Patau Syndrome.
Subject: Technologies


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Twins vs Seattle
Seattle Mariners' Nelson Cruz, right, and Kyle Seager celebrate Cruz's two-run home run off Minnesota Twins pitcher Tyler Duffey during the fourth inning of a baseball game Saturday, Sept. 24, 2016, in Minneapolis.u
Minnesota Twins� Jorge Polanco rounds the bases on a solo home run off Seattle Mariners pitcher Ariel Miranda during the first inning of a baseball game Saturday, Sept. 24, 2016, in Minneapolis.u
Seattle Mariners pitcher Ariel Miranda looks on after giving up a solo home run to Minnesota Twins' Jorge Polanco during the first inning of a baseball game Saturday, Sept. 24, 2016, in Minneapolis.u
Minnesota Twins pitcher Tyler Duffey throws against the Seattle Mariners during the first inning of a baseball game Saturday, Sept. 24, 2016, in Minneapolis.u
Seattle Mariners pitcher Ariel Miranda throws against the Minnesota Twins the first inning of a baseball game Saturday, Sept. 24, 2016, in Minneapolis.u
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Seattle Seahawks vs Green Bay Packers 2015 NFL NFC Championship »


In this section I elaborate on the importance of finishing touches when considering interior design ideas. There are articles on paints, wallpapers, accessories, accents and other ways to bring interior design ideas to life.
I get so much enjoyment out of adding little elements, altering existing ones, enhancing tired ones and creating the proverbial 'icing on the cake'. The fundamental design is done and the structure is complete so this is the part of the project that really has to express what my clients want. The final flourish can make all the difference, whether it is in a family home or a formal office.
The design, appearance and atmosphere of a space need to reflect its purpose and it is the attention to detail that lifts it from being something average to being a design masterpiece. Many clients have personal items that they want to incorporate in their interior design ideas or display in a different way, and this is where my expertise and experience comes in. Fresh eyes provide design inspiration and I encourage my clients to see the details from a three-dimensional perspective and consider them in many potential but relevant contexts.
All of us have an artistic side, but some people just don't have the confidence to express it. The best part of my job is helping clients realise their creative goals for their interiors, by using my helpful hints and tips to articulate and develop their interior design ideas.
It is such a pleasure watching texture, different materials, lighting and many other subtle elements bring an interior to life and it is these small details that yield the final result. Every small element I work with, including colours and accessories, is harmonised to develop a theme, create a statement or produce an illusion, and herein lies the magic of interior design.
For a wealth of high quality and unique interior design ideas, feel free to give me a call on 07855 797311. My team and I can offer you a unique perspective on residential or commercial projects.
February 18, 2019 in Interior details.
January 28, 2019 in Interior details.
January 22, 2019 in Interior details.
August 20, 2018 in Interior details.
July 16, 2018 in Interior details.
June 25, 2018 in Interior details.


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WINHEC: International Journal of Indigenous Education Scholarship
No. 1 (2005): Indigenous Knowledge /
The Classroom as a Metaphorical Canoe: Cooperative learning in Pacific Studies
Teresia K. Teaiwa Victoria University of Wellington, Wellington, New Zealand
In this article I use the "canoe" as a metaphor for re-conceptualizing the university undergraduate classrooms in which I teach Pacific Studies. The
canoe metaphor emphasizes the idea of "a journey", or a process of learning, over "the destination" or product. Given the immensity and diversity of the Pacific Islands region, with approximately 20% of the world's languages spread across islands in the world's largest body of water, it becomes absurd for any lecturer in Pacific Studies to be positioned as an authority on the region. In Pacific Studies, lecturers must be prepared to navigate into unfamiliar waters. The canoe metaphor thus also allows for a cooperative approach to learning, and fosters shared responsibility between lecturers and tutors on one hand, and students on the other. Referring to Joseph Lawman's classic text, Mastering the Technique of Teaching (1984), I review fundamental aspects of teaching practice in the light of the particular imperatives of Pacific Studies.
Teaiwa, T. K. (2005). The Classroom as a Metaphorical Canoe: Cooperative learning in Pacific Studies. WINHEC: International Journal of Indigenous Education Scholarship, (1), 38-48. Retrieved from https://journals.uvic.ca/index.php/winhec/article/view/19254
No. 1 (2005): Indigenous Knowledge
Copyright (c) 2005 Teresia K. Teaiwa
Copyright to the Papers in the WINHEC Journal reside at all times with the named author/s and if noted their community/family/society.
The author/s assignes to WINHEC a non-exclusive license to publish the documents in this Journal and to publish this document in full on the World Wide Web at www.win-hec.org.au and at journals.uvic.ca/index.pp/winhec.
Further use of this document shall be restricted to personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. Any other usage is prohibited, without the express permission of the authors.
Dr. Paul Whitinui, University of Victoria, Victoria, BC, Canada
winhec.editor@uvic.ca
Editorial Board & Reviewers
Dr. Peter Anderson, Queensland University of Technology, Brisbane, Australia
Dr. Berice Anning, Manager, Indigenous Employment, Ultimo, Sydney NSW
Dr. Gregory Cajete, University of New Mexico, Albuquerqu, New Mexico
Dr. Melissa Carey, University of Auckland, Auckland, New Zealand
Dr. Kimo Cashman, University of Hawaii, Manoa, Hawaii
Dr. Gunvor Guttorm, Sámi University of Applied Sciences, Norway
Dr. Jolan Hsieh, National Dong Hwa University, Taiwan
Dr. Mere Kepa, University of Auckland, Auckland, New Zealand
Dr. Donna Leslie, Griffith University, Brisbane Australia
Prof. Warren Linds, Université Concordia, Montreal, PQ, Canada
Dr. Yung-ching Lo, National Pingtung University, Taiwan
Dr. Nepia Mahuika, University of Waikato, Hamilton, New Zealand
Dr. Onowa McIvor, University of Victoria, Victoria, BC, Canada
Dr Awi Mona, National Dong Hwa University, Taiwan
Dr. Shelly Niemi, SD61 Indigenous Education, Victoria, BC, Canada
Dr. Shaunee Pete, University of Victoria, Victoria, BC, Canada
Dr. Miriama Postlethwaite, Te Whare Wānanga o Awanuiārangi
Prof. Boni Robertson, Griffith University, Meadowbrook, Queensland, Australia
Dr. Torkel Rasmussen, Sámi University of Applied Sciences, Norway
Dr. Jani Wilson, AUT University, New Zealand
Librarian Pia Russell, University of Victoria, Victoria, BC, Canada
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Workplace Relations Commission
Dáil Éireann Debate, Tuesday - 3 December 2019
James Browne
306. Deputy James Browne asked the Minister for Business, Enterprise and Innovation if her attention has been drawn to a number of determinations by the Workplace Relations Commission which remain unresolved owing to a lack of compliance with court orders; and if she will make a statement on the matter. [50258/19]
Freagraí scríofa (Ceist ar Business)
Minister of State at the Department of Business, Enterprise and Innovation
If an Employer/Respondent fails to comply with a decision of an Adjudication Officer of the Workplace Relations Commission (WRC) within the prescribed time, an application may be made to the District Court in accordance with section 43 of the Workplace Relations Act 2015 for an Order directing the Respondent to carry out the decision. The application can be made by the following:
- The complainant concerned;
- The WRC;
- A Trade Union, with consent of the employee; or
- An excepted body of which the employee/complainant is a member.
Section 51 of the WRA 2015, further provides that failure to comply with an Order issued by the District Court in accordance with Section 43 is an offence and that a person guilty of that offence shall be liable, on summary conviction, to a Class A fine or imprisonment for a term not exceeding 6 months or both.
Where applications are made directly to the District Court by a complainant or a trade union or excepted body on behalf of a complainant, the WRC has no direct knowledge of the outcome in relation to compliance with the Order.
In terms of applications made to the District Court by the WRC, some 15 such cases have been initiated: payment has been confirmed on foot of 6 orders issued and 4 respondents have been convicted for failure to comply with a Court Order issued. The remaining cases are ongoing.


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Arronnes is een gemeente in het Franse departement Allier (regio Auvergne-Rhône-Alpes) en telt 332 inwoners (1999). De plaats maakt deel uit van het arrondissement Vichy.

Geografie
De oppervlakte van Arronnes bedraagt 27,2 km², de bevolkingsdichtheid is 12,2 inwoners per km².

Demografie
Onderstaande figuur toont het verloop van het inwonertal (bron: INSEE-tellingen).

Externe links

Gemeente in Allier

redpajama_set_name: RedPajamaWikipedia


ThermalTech has participated in three recent LEED certifications in the greater Cincinnati area and we currently employ six LEED certified engineers and three Certified Energy Managers (CEM) on staff.
800 Broadway Building (Certified LEED-EB) – The existing Hamilton County Juvenile Court facility, formerly the Times Star Reporter Building has earned the first Government Building LEED Certification for Existing Buildings: Operations and Maintenance (LEED EB:O+M) Certification in Ohio. This 19 story, 354,588 square foot building, constructed in 1937, has previously been renovated into governmental office and courtroom spaces. Not only has the building garnered the LEED certification, it has continuously received the EPA Energy Star Award for since 2009 which aided greatly in the LEED certification.
Duke Energy Building at 4th & Main in downtown Cincinnati (Certified Silver LEED-CI Commercial Interiors) – ThermalTech performed the MEP design for the commercial renovation, including schematic, design development, construction drawings, bidding and construction administration. In addition, ThermalTech performed the commissioning and LEED process for the multiple requirement of LEED including Material Resources, Sustainable Site, Energy and Atmosphere, Water Efficiency and IEQ. Material purchasing and commissioning were the biggest drivers on this certification.
Xavier University, Cincinnati, Ohio (Certified Silver) Hoff Academic Quad – ThermalTech provided third party commissioning of new $115M quad including, Central Utility Plant, Residence halls, Learning Commons, and Classrooms.


Q. How can I get my poinsettia to rebloom?
Poinsettia, Euphorbia pulcherrima, also known as Christmas star, lobster plant, or Mexican flame leaf, has become an essential element of the holiday/Christmas scene. This colorful plant is a descendant of a 6-foot-tall shrub that grows wild in Mexico. Growers in Scandinavia and California developed the strains that have been scaled down for seasonal houseplants.
Poinsettias flower in winter and are notable for their colorful bracts (not flowers). Their greenish-yellow flowers are insignificant, but each cluster of these tiny flowers is surrounded by 10-20 attractively colored bracts (modified leaves), which look like narrowly pointed (or roughly heart-shaped) broad leaves.
Commercial growers subject their poinsettias to a strict regimen that is almost impossible to follow in the average home. All poinsettias are short-day plants--i.e., flower bud and bract formation can be initiated only by an eight-week period of no more than 10 hours of light and no less than 14 hours of total, uninterrupted darkness per day. In addition, the plants are treated with a hormone that reduces stem length. The resulting short-stemmed plants crowned by large and handsome bracts are normally sold when they are in full bloom in early winter, but may also be timed for Easter.
It is possible to grow the plant in the home to bloom again by following the steps below, although the result may not be like commercially grown plants.
After the bracts have faded and fallen, cut top growth down to 1-2 inches from the base, and allow the potting mixture to become almost but not completely dry.
When growth stops, keep the dormant plant at normal room temperature in bright filtered light until April; then flood it with water. The plant, still in its old pot, will soon begin to grow again.
Two ways of proceeding are then possible. You can take 3-inch long tip cuttings from the new side shoots and root them to make new plants. Alternately, you can allow the stump of the old plant todevelop an entire new season's growth.
If you take tip cuttings, the cut ends should be treated with water to seal in the latex, and they should then be inserted in small pots containing a mixture of equal parts of peat moss and coarse sand or perlite. Keep them in filtered light and keep mix barely moist. Allow the top two-thirds to dry out between waterings. When rooting has occurred in about 3-4 weeks, move them into pots of fresh soil-based potting mixture.
If you choose to use the old plant instead of taking cuttings, replant the newly growing old plant in fresh soil-based potting mix. Do not use a larger pot than the original one. Bigger pots merely encourage the rapid growth of lush foliage at the expense of flowers and bracts; the result is likely to be a huge plant unrecognizable as the desired poinsettia.
Once the cuttings or the old plant are repotted, administer monthly applications of standard liquid fertilizer until September.
After September, give the plant no less than 14 hours of total darkness per day for eight weeks (no easy task in most homes). After about 8 weeks, bracts and flowers should start to form. Then the plant is ready to be brought out into the light.
Because the dwarfing chemical used by professional growers is rarely available for amateur use, the resulting plant will be much taller than commercially produced poinsettias.


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Forest Sector Development Project
The objective of the project is to achieve sustainable management of plantation forests and the conservation of biodiversity in special use forests (SUFs). Additional credit will help finance the costs associated with the: a) continuation and expansion...
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Country Programme Framework for Sustainable Forest Land Management
As part of the combined efforts launched by the Government of Vietnam to prevent deforestation, the Ministry of Agriculture and Rural... N/A
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Transforming management of biodiversity rich community production forests through building national capacities for market-based instruments
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REDD+ early action implementation in Mexico's priority watersheds through the development of local governance mechanisms
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Creation of a dedicated financing line for low carbon strategies in forest landscapes
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Development Policy Loan to Strengthen Social Resilience to Climate Change
This project aims to institutionalise policies aims at strengthening social resilience to extreme situations, in particular those caused by climate change. In 2011, the Government of Mexico requested a USD 300 million Development Policy Loan (DPL) from... N/A
Specific Investment Loan for Forests and Climate Change
The Specific Investment Loan (SIL) for Forests and Climate Change is a USD 350 million national investment operation to support the Government of Mexico in institutional strengthening and inter-institutional cooperation, and in incentive programmes for...
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Guiana Shield Facility
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Strengthening the financial inclusion of ejidos and communities through technical assistance and capacity building for low carbon activities in forest landscapes
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REDD+ in the Purace - Cueva de los Guacharos National Parks Corridor (REDD+ Huila)
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Constructing a National REDD+ Safeguards System for the National REDD+ Strategy
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Hints of English Tudor inspiration in this well-designed 5 bedroom 3 bath home in Hampstead. Open and inviting as soon as you step through the front door. The large family room featuring a warm fireplace and lots of windows and custom built-in cabinetry is open to the dining and kitchen. A well appointed kitchen is at the rear of the home with views of the oversized backyard. Tons of designer cabinet, stainless steel appliances and granite countertops make this kitchen really stand out. Downstairs you'll find the spacious master suite with two separate closets and master bath with soaking tub and separate tiled shower. Also on the first floor are two guest rooms with guest bath - a rarity to find 3 bedrooms on the first floor. Beautiful finished on-site hardwood floors are virtually throughout the first floor adding a touch of elegance. Upstairs has a wraparound type landing at the top of the stairs with two more guest rooms and a guest bath. Out back you'll find a huge well landscaped yard just beyond the spacious covered patio. This yard is one of the largest you'll find for this size of home in Hampstead. Last but not least, this home also has a two car garage with attic storage space above. Hampstead is an International Award Winning Community Design. 3-acre community farm, tennis courts with on-site pro, playgrounds, dog parks, Hampstead Public Library Branch. YMCA's Y's Up Gym, salon and spa, shopping & parks all located within walking distance. Home to 3 restaurants, Taste, City Grill and the family-friendly coffee shop and bar, The Tipping Point. 2 Gorgeous Hampstead pools with one located in the heart of the neighborhood. The other, the largest lido pool in Montgomery, is located by our 23 acre lake. Hundreds of acres of parks, preserves, and beautiful green space including the Hampstead Village Center. Don't miss your opportunity on this great home!


McNeela Instruments are traditional Irish music instrument specialists. They provide the Irish traditional music community with flutes, bodhráns, concertinas, whistles, banjos, bouzoukis, mandolins, octave mandolins, harps, fiddles, guitars, and accessories. Founder Paraic McNeela has the music player's needs and wants in mind when developing new products - striving for stop-in-your-tracks products and memorable "wow" moments of consumer engagement; his main purpose being the supply of premium instruments which produce superior sounds at affordable prices.
McNeela Instruments are a family run business. The McNeela family, originally from Mayo, grew up in East Wall, Dublin City. There are four boys in the family all with a great interest in traditional Irish music. It all began when Paraic, the third son, crafted his first bodhrán in 1978. He was always interested in being a quality craftsman and, as he also loved Irish traditional music, he decided to combine his two passions, woodwork and music, to make bodhráns full time. He started making bodhráns professionally in 1979. His father owned a newsagent in East Wall and Paraic sold his first products from there. At this time, bodhráns were relatively new to the market however, as traditional music became very popular, demand grew for his instruments. Paraic began selling his bodhráns into music shops and eventually expanded into supplying other traditional instruments.
Paraic now works with his brothers Rory and Seán, and along with the invaluable help of Vivien Pilson, they export Irish traditional instruments all over Ireland and internationally. McNeela Instruments are proud of their development of new Irish traditional instruments. They experiment by trying different materials, testing a new shape or working with a new part manufacturer. It can take years for a new product to make it to market; from conception to final manufacture. The very popular Wren Concertina and Phoenix Concertina took five years to develop. Paraic is now working with John O'Brien making a brand new premium low whistle using the latest in Swiss precision engineering. When handcrafting and developing new products the main objective is to make strong sounding, reliable products and in order to achieve this nothing can be rushed.
As McNeela Instruments grew they added more products to their collection. They are now proud to be a one-stop-shop for everything traditional music related. They have their own line of products including McNeela Concertinas, Flutes, Violins, Mandolins, Bodhráns and they also supply a range of products from other makers such as Des Seery Flutes, Roy McManus and Tony Dixon Whistles.
We have many more instruments that are not displayed on site so if you can't find what you're looking for please contact us. And lastly we operate an instrument repair and restoration service. If you live in Dublin why not visit us at our factory showroom in Baldoyle Industrial Estate.
We are situated next to the Frame Factory Frame Factory Picture Framing we'd like to give a quick shout out to Dave, he is probably the best picture framer in dublin, if it's custom framing or you need to frame a jersey this is the place to go.


As part of the national scheme of "fostering individuals who create change and new values, and who lead in each field of society" thereby "developing human resources for a brighter future," our school has been assigned to be one of 56 Super Global High Schools that "nurture students who are internationally well-grounded." (MEXT) To this end, we have tasked ourselves with the mission to equip our students with negotiation skills to reach a win-win agreement. We believe that, for a sustainable and peaceful relationship, any party involved, be it a peer or another country, needs to come out of the dialogue satisfied. Although this is not an easy task, we will take a multi-faceted approach: instigating cross-subject studies on shoku; promoting English communication skills; and hosting international dialogues.
We chose shoku for our common topic for cross-subject studies. Shoku is a Japanese term that encompasses everything related to food. In biology, a student may study GMOs. In social studies, a student can examine the world trade of agricultural products. In home economics, a student may learn various culinary techniques. In this way, students can choose a field of their choice to approach various issues connected to our diet and share their findings with their peers to gain a multi-perspective understanding.
To promote English communication skills, our Eigo Hyogen, translated as "English Expression," classes will be dually taught by Japanese and native English teachers. Students will be exposed to authentic English on a regular basis and be able to hone their listening capacity. With a high student/teacher ratio, there will be more attention paid to group work where students can practice their communication skills. Through group work, students will be introduced to different perspectives. We will put in all possible resources in our challenge to maximize students' potential to hold a constructive conversation in English, which consequently meets the Eigo Hyogen objectives administered by the Japanese Ministry of Education.
Aside from discussions held in class, we will host a number of opportunities to hold an international dialogue. There will be school trips to study shoku related subjects in Vietnam, Singapore, and Beijing, and have dialogues with the local people. We will invite international students at Tokyo University of Foreign Studies to discuss matters concerning shoku. We aim to ultimately host an international conference where all present will be invited to share their opinions on different aspects of shoku issues. High school students around the world will be invited to partake in the dialogue.
We will be working in collaboration with students and teachers from Tokyo University of Foreign Studies in SGH related activities. For our cross-subject studies, we will conduct presentations and receive feedback from the university students. We will ask professors to monitor our Eigo Hyogen and improve the content based on their feedback. Most importantly, we will welcome the teachers and the students as honored guests at the international conference.
Our assignment to a Super Global High School has provided us with an exciting opportunity to learn more about our world. We are, after all, what we eat, and tracing down what we put in our mouths will surely lead to a better understanding of agriculture, the world trade, our culture, and our priorities. We are thrilled at the prospect of learning different aspects of this subject from people of different backgrounds. Creating analytical yet compassionate thinkers has always been our school goal and this assignment will prove to be the perfect platform. Please join us in our challenge of reaching international win-win negotiations on shoku.
Our Eigo Hyogen II classes are designed to nourish effective negotiation and critical thinking skills by addressing relevant global issues in a dynamic class environment. Students benefit from the support offered by two teachers; native English speaking teachers and Japanese teachers. The classroom atmosphere is vibrant and naturally lends itself to student initiated dialogues. The course is guided by Super Global High School objectives in that it provides a context for students to understand and practice mutually beneficial conversations.
In the first year of our SGH program, students are taking part in workshops and lectures to learn more about our shoku culture. Now students have a better understanding of what they eat, where it comes from, and how it is prepared and consumed. The knowledge that they have gained in these projects will help them better understand global issues related to food in the future. The following projects are our different approaches to understanding the Japanese shoku.
Our school had the honor of receiving seven college students from Turkey, Iran, Jordan, and Dubai. The program provided the perfect opportunity for our 55 first-year students to learn about Halal food and the culture behind it.
In this enlightening lecture, 1st year senior high students learned the seriousness of global food shortage and the factors that impact commodity prices. Dr. Kabuta further analyzed Japan's competitiveness in the world food market, and proposed strategies to strengthen its agriculture. Students were very engaged and had a lively dialogue afterwards asking Mr. Kabuta a wide range of questions.
In home-economics, first year senior students prepared a basic Japanese meal with miso-soup, one meat or fish dish, two vegetable dishes and a bowl of rice. They learned the importance of the dashi (fish broth or konbu stock) in Japanese cooking.
Individual homerooms have chosen an ingredient to report on. They will share their findings with their class in a workshop on February 28. The array of ingredients include dashi, miso, soy-sauce, other soy-bean products, wheat, rice, pickles, seaweeds, salt, and water.
52 students dined at the Hotel Green Tower Makuhari on the 17 of December for some tips on Japanese table manners.
Four students visited Yue Tan Middle School to exchange thoughts on food sources and transportation while renewing friendship with the school. Students were also introduced to food safety networks implemented in China. There will be other shoku related research trips to Vietnam and Singapore in March.
Drawing from his experience of living on the Navajo Reservation and attending their college, Mr. Fukuda stressed that foreign contact arouses self-awareness. On the reservation, while people strive to preserve their native heritage, they are increasingly influenced by popular American culture. For example, salt is sacred and an important cultural element, and so is prevalent in their diet. However, Native Americans also consume sugary carbonated beverages regularly, which is indicative of the modern American influence. These observations prompted Mr. Fukuda to gauge what comprises the Japanese diet.


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Home » All About the Canadian Lotto Max Lottery Game
All About the Canadian Lotto Max Lottery Game
28 November, 2017 0
Canada is known to have three main lottery games recognised as national lotteries. The Lotto Max, coordinated and regulated by the Interprovincial Lottery Corporation – a corporation in charge of the regulation of gaming activities, is one of these recognized lottery games. Lotto Max came was introduced on 19 of September 2009 as a replacement for the 'Lotto Super 7'.
Playing the Lotto Max
Because the Lotto Max is the successor of the Lotto Super 7, there is no surprise as to the similarities that exist between the lotteries. The Lotto Max is a 7/49 game meaning that a player has to select 7 balls from a pool of 47 balls to participate in and play the game. The cost of each board is at least $5 which comes with every purchased board having an addition of two quick picks. Features of the main drawing include a jackpot price beginning at CDN$ 10,000,000.
An additional feature of the Lotto Max is the addition of $1 Million prizes when the jackpot reaches $50 Million. This feature is open to all three sets of numbers and is known as the MaxMillions. With MaxMillion, in the event that some of the Max Million prizes are not won, the prizes are added to the next Lotto Max minimum guaranteed jackpot which starts at CDN$ 10,000,000. Again, the prize was formerly capped at fifty million but changes made to the game which took effect on the 17th July 2015 put the jackpot cap at CDN$ 60 million. When the weekly draw is held and the jackpot declared won, and with any maxmillion prizes that are unclaimed, the maxmillion prizes are added to the minimum ten million of the main jackpot draw. Also note that all winners get their money and prizes tax free, likewise other Canadian lottery games.
The introduction of Lotto max was very successful as it recorded a very high revenue within its first ten months of operation. This ten months revenue was far more than the combined revenues of some best year sales of the former Supper lotto 7. An OLG representative accredited lotto max's popularity to huge size of its final prize pool. This compared to larger lotto games recorded in the U.S. Also, the inception of Maxmillion gave consumers the perception that they stood higher chances of winning more and higher prizes.
Lotto max is governed by the interprovincial lottery corporation in Canada, she works hand in glove with over 5 Lottery Corporation in different regions. This is owned by over 3 territories and 10 provinces. Individuals retailing these products receive a percentage from the lottery per ticket they sell. However, retailer contracts vary depending on jurisdictions and the money per ticket is not rotten from the won prizes.
The Lotto Max boasts of seven different prize tiers which are determined based on the number of numbers matched. The first-tier prize also known as the jackpot is won when a player successfully matches all seven of the balls drawn during the draws. The odds of winning this prize stand at 1 in 85.9 million. The next prize is won when a player matches six of the seven main balls plus the bonus number. The odds of doing so stand at 1 in 4 million with the prize equivalent to 3.15% of the total prize fund. Other prizes exist for those who match 3, 4, 5 or 6 main numbers and a prize for players who match 3 numbers plus the bonus number.
As for the MaxMillion prizes, a player is expected to match all seven of the numbers draws in order to win a prize of C$ 1 Million; the odds of which are 1 in 28.6 million.
Largest draws
The drawings of 17 July 2015 were first held following the new rules which gives room for the main jackpot to exceed fifty million Canadian dollars. This saw a group of about 20 employees a store in Quebec (Rona) wining a price of $55 million. At that moment, that was the second largest jackpot ever won in the entire Canadian history. This of course came second to $63,400,000 won from lotto 6/49 from a 2013 drawing.
Lotto Max's record was first beaten on the 25 of September 2016 by the very first ever lotto draw done for $60,000,000. This was from a single ticket that was won from Ontario (Brampton)
The drawings held of the 6 of July 2012 came as the first to bid a prize pool of one hundred million dollars, with an additional fifty million with 50 of the one million maxmillion prizes. This of course goes for matching exactly all 7numbers on the ticket. Doing three weeks of consecutive rollovers driven by a larger pay-out. This emerged as the largest ever known lotto max drawing following the former caps. The combination of 50 of one million maxmillion prizes with an addition of $ 50,000,000, hence a total of over $100,000,000 Canadian dollars for the main take home prize.
A new record was made on 12 august 2016, whereby a draw of 7 numbers matched exactly gave a sum total of $102,000,000, with a new cap of over sixty million affixed to the major jackpot including $1,000,000 maxmillion prices and $42,000,000. This jackpot rolled for over 8 weeks consecutively, thereby increasing the new price record.
How to claim your prize
For anyone meant to collect cash prize less than one thousand dollars, claiming your bet is pretty much simple as the money is paid to your PlayOLG account. For those who have a free play, the numbers will be automatically generated by the computer and the ticket will be added to the nearest upcoming draw.
Cash prizes in the range of $1001 to $100,000 this entails you to fill a LPCD Form (Lottery Prize Claim Declaration Form). Once the form is duly submitted and reviewed, OLG takes care of the rest by either getting back to you for additional information or by doing a direct credit to your PlayOLG account.
For those with accounts, simply log in, deposit funds, and click on the icon indicating you buy a lotto max ticket on the page and then do a selection of your numbers. Every Friday night comes with online single purchase sales of tickets per draw until 10:30PM. New breaks hence occur now every Friday for ten minutes from 10:30 – 10:40 pm. Draw sales will consequently reopen to continue draws as from 10:41 pm. Lotto max tickets on PlayOLG with ENCORE can't be bought during break hours of Fridays, Saturdays and Wednesdays.


Nicki joined the practice in August 2016 when she returned to work after having her son. She originally qualified in 2003 and is a consulting nurse practitioner who enjoys running nurse clinics. Nicki is a pet weight counsellor and has also qualified as pet bereavement counsellor. She lives with her two children and their whippet, Winnie. In her spare time she enjoys reading, walking and socialising.


The Huntsman School welcomes Dr. Briggs Depew as an Assistant Professor, Department of Economics and Finance and Dr. Mike Ulrich as an Assistant Professor, Department of Management.
Management professor, Merideth Ferguson, latest study finds dual career couples with the same occupations or work places may have a happier family life and less job and family tension as a result of the work-related support they can offer one another.
The latest educational giveaway coming from the Obama administration is a one-size-fits-all solution that will hurt higher education and reduce student opportunity.
Annie Knight boarded her first flight to Paris with the Huntsman Scholars, and since, her life has never been the same. As an involved student, Annie tells her Huntsman experience with hope for the future.
Professor Tim Gardner was recently elected to the Academy of Management Human Resource Division Executive Committee, a group that provides a disciplinary headquarters for members with specific scholarly interests around HR.
Our research on CEOs in the Fortune 500 finds that women leaders face two significant challenges: the "glass cliff" and the "savior effect". First, we find that women are more likely than men to be appointed CEO to struggling firms or firms in crisis.
In Jill Abramson's Firing, Was The 'Glass Cliff' To Blame?
Those who are thinking about jumping ship and leaving their job may be giving off cues that others can pick up on, even if the would-be quitters think they are keeping their plans secret.
Assistant Professor Merideth Ferguson has been asked to serve on the editorial board for Leadership Quarterly, an elite academic journal that is nationally known within her field of research.
Before attending Utah State University, recent Huntsman graduate Jordan Phillips gained a less formal education — one that involved Howitzer guns, a journey to Iraq, and proved to be every bit as valuable as his business administration degree.
Several years ago, when I was a company's affirmative action officer, I found myself in an awkward position when I found out that company leaders wanted to know if a leading candidate for an open position was Jewish before they made their hiring decision.
When Theory Meets Practice - Stories From the Workplace" is a new feature in the Huntsman Post where we invite professionals to share stories of challenging events that tested them with the unexpected.
Tim Gardner is skilled at Jeopardy. His knack for remembering bits and pieces of random knowledge is a hidden talent he developed, in part because he earned his undergraduate degree in liberal studies.


There are pretty much unlimited career opportunites within a top end investment bank. For those who can take advantage of what is offered to them, who deliver and who give it all, the upside is tremendous.
Very competitive environment, permanent cost cutting and bonus cutting draws on the morale. Hours are very long, weekend presence is still a must.
I cant really say they are doing anything wrong. Basically, this is an investment bank, and all other ways of managing this - culture, hours everything - are probably worse.
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