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text:
Walmart Is Quietly Turning Healthcare on Its Head
Companies / Healthcare Sector Oct 02, 2019 - 07:24 PM GMT
By: Stephen_McBride
Was Obamacare good for the average American family? Before you answer, look at this chart...
It shows the stock performance of UnitedHealth (UNH), America's biggest health insurance company, since 2010:
Now here's Anthem (ANTM), America's second-largest health insurer:
And here's Cigna (CI), America's third-largest health insurance stock:
Since March 2010, the S&P 500 has gained 154%. These three rocketed 589%, 286%, and 332%.
Talk about a boom!
Obamacare Was the Greatest Thing Ever to Happen to Health Insurance Stocks
In 2009—the year before Obamacare—UnitedHealth turned a $3.8 billion profit. This year it's on track to rake in $13.5 billion.
You might expect to see a 3.5X surge in profits in a cutting-edge tech stock. But in a tired old industry like health insurance? Since 2009, UnitedHealth's profits have ballooned roughly as much as Google's!
So... Did Obamacare Help the Little Guy Like It Was Supposed To?
There's no question Obamacare propelled health insurance stocks to their best decade in history. And the profit boom enjoyed by health insurers came straight from families' pockets.
Keep in mind, health insurance premiums were already rising before Obamacare. From 1999 to 2009, they climbed 125%. Then from 2009 through today, premiums got another 150% more expensive.
Roughly one in every five dollars spent in the US today goes toward healthcare. In fact, Americans now spend more on healthcare than anything except housing.
Are you familiar with the crowdfunding website GoFundMe? It allows people to raise money for all kinds of things.
Sadly, every one in three dollars raised on GoFundMe goes toward medical bills today. In total, $650 million was raised to pay medical bills in 2018.
Despite paying through our teeth for insurance, only one in six folks are happy with their health coverage, according to a Gallup poll.
In short, healthcare—and health insurance in particular—is America's most broken industry.
What Makes an Industry Ripe for Disruption?
My team and I set out to figure out what makes an industry "disruptable."
For the most part, it all comes down to the difference between the price you pay for something and what you get for it. Too big a gap means an industry is ripe for disruption.
Take cable TV. From 1998 to 2013, the price of cable TV more than doubled. Yet TV didn't change all that much. You still watched the news on NBC or Fox…
Still, cable companies like Comcast (CMCSA) kept hiking prices year after year.
When prices surge without much improvement in quality, it attracts disruptors like a moth to a flame.
Of course, Netflix (NFLX) came along and wiped the floor with cable companies.
Over 35 million Americans have dumped cable TV in the past five years. Meanwhile, Netflix now has more subscribers than the largest five cable companies combined!
In this regard, healthcare is practically BEGGING to be disrupted.
As I said, healthcare premiums have shot up 275% since 2000. While there have been major breakthroughs like gene testing and 3D-printed body parts led by disruptive companies like Illumina (ILMN), they have little to do with the cost of delivering healthcare.
Believe it or not, America's largest retailer, Walmart (WMT), is my top choice to disrupt healthcare.
"Walmart Health" Is Disrupting America's Most Broken Industry
"Walmart Health" opened its first location next to Walmart's retail store in Dallas, Georgia this past week.
Walmart Health is essentially a mini-hospital. You can now walk in and get basic medical services like a doctor's checkup, your teeth cleaned, an X-ray, a hearing test, and vaccines.
And here's the kicker: Walmart is charging between 30–50% less for these services than hospitals do.
Besides disrupting the grocery industry, Walmart aims to "unbundle" the healthcare industry.
All types of medical services are lumped into health insurance today. We pay giant premiums that cover everything from major surgery like a hip replacement, right down to something that should be routine, simple, and cheap—like a flu shot.
With everything "bundled" under one insurance policy, nobody really knows what anything costs. Say you get a blood test at the hospital. Do you know if its going to cost you $300... $1,000... or $3,000?
Chances are you don't. Chances are you have no clue how much you owe until you get a bill in the mail.
Name another industry that works like that. Name another industry where the pricing is so arbitrary and opaque.
I expect Walmart Health and similar services to crack the healthcare "bundle" wide open.
Soon most folks will get their basic services at a local health clinic—like a Walmart Health. These local clinics won't have ties to large hospital networks and insurance companies. And they will cost a fraction of what routine healthcare costs today.
Walmart is a Jedi-master at slashing unnecessary costs. For example, in 2006 it launched a line of generic prescription drugs, each costing $4. Today, it runs one of the biggest pharmacies in the US with $35 billion in sales last year.
Disrupting Healthcare Is a Mammoth Task
Insurance companies, many hospitals, and the government all have a vested interest in keeping the current system alive.
As I mentioned, health insurers are making record profits. So too are hospitals like HCA Holdings (HCA), which runs America's largest chain of hospitals. HCA's profits jumped 70% last year to a record $3.8 billion.
The current healthcare system has powerful friends. Expect the disruption of healthcare to meet serious resistance. But I suspect the "great healthcare" boom is winding down.
Here's a chart of America's three largest health insurers over the past year. After an incredible run over the past decade, they've plunged 16%, 19%, and 28% in the past year:
Pretty ugly trend, right?
The Great Disruptors: 3 Breakthrough Stocks Set to Double Your Money"
Get my latest report where I reveal my three favorite stocks that will hand you 100% gains as they disrupt whole industries. Get your free copy here.
http://www.riskhedge.com
© 2019 Copyright Stephen McBride - All Rights Reserved Disclaimer: The above is a matter of opinion provided for general information purposes only and is not intended as investment advice. Information and analysis above are derived from sources and utilising methods believed to be reliable, but we cannot accept responsibility for any losses you may incur as a result of this analysis. Individuals should consult with their personal financial advisors.
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Man Arrested For DWI Complains Officer Wouldn't Share Confiscated Fireball Whiskey
Silke Jasso, October 18, 2019 5:04 pm
Strip Club Closed After Food Stamps Accepted for Lap Dances, Drugs
Silke Jasso, January 9, 2020 1:21 pm
Man Accused of Sending Nudes of Ex-Girlfriend to Her Family as Revenge for Breakup
Rob Fox, September 16, 2019 2:22 pm
Morganton Department of Public Safety Via AP
It looks like 33-year-old Kyle Ryan Elliott just wanted to keep his night going, by drinking in the back of a cop car! Elliot was arrested and charged with driving while impaired, failure to maintain lane control, failure to stop at an appropriate marked stop, failure to comply with license restrictions and a DMV address change violation. Not only that but after his arrest, Elliot reportedly got angry at the officer for not sharing a bottle of Fireball Whiskey that had confiscated during an earlier stop! Now that's what I call living it up!
This man not only drank the worst possible drink on the face of the planet, but he begged the officer to give him a swig…while sitting in the back of the cop car. So classy, a true American dream. According to the police report, officers were initially called down to the Downtown Morganton Sports Bar in Valdese North Carolina for a medical call, saying a woman was beyond the levels of drunk and was having diabetic problems. The caller said that a man grabbed the woman out of the bathroom and took her outside.
Keep it simple. Shoot it straight.
A post shared by Fireball Whisky (@fireballwhisky) on Jan 14, 2019 at 1:20pm PST
When the patrol car arrived at the scene, a bouncer told police Elliot was in the parking lot, and authorities saw his truck leaving with the woman's head stuck out of the passenger's side window and was throwing up. After the officer stopped the vehicle, Elliott told him he was taking the woman home to get her the diabetes medicine she needs to stay alive. Obviously not letting the man go anywhere, EMS was called to the scene and medically cleared the woman, and was then taken home by another officer.
What happened to Elliot? Well, the officer stated the North Carolina man had glassy eyes and could smell alcohol on his breath. He tested positive twice for alcohol from a breathalyzer and failed a field sobriety test. The officer placed Elliot into the back of the car, where he confessed he was indeed intoxicated but was only trying to help the woman. He then saw a bottle of Fireball Whiskey in the front floorboard of the car and told the officer, "You could have shared, I am already drunk."
This is amazing, drunk people have no shame at all. Bold move, Elliot, I will totally give you that. My question here is…I wonder if the officer kept the bottle for himself? Whatever he decides to do with it, I hope he had a good laugh. I know I did.
This post was originally published on March 7, 2019.
Watch: Drinking Champagne Every Day Is Good For Your Brain!
About the author: Silke Jasso, Editor
Silke Jasso is a bilingual editor, writer, producer, and journalist specialized in online media. Born in Laredo Texas, her previous works include LareDOS Newspaper where she was an editor and writer and Entravision Communications where she was a Co-Anchor and Multi-Media Journalist for Fox39 News and Univision 27.


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Exam results show a third of our schools are "failing"
By Kathryn Torney, 05 February 2012
Some students struggle to achieve five good GCSEs
MORE than a third of Northern Ireland's post-primary schools would be rated as "failing" under exam performance criterion set by the coalition government for schools in England, The Detail can reveal.
Today we publish our analysis of schools' exam performance based on the results obtained by thousands of pupils in last summer's GCSE and A-Level examinations.
The findings provide stark evidence of the long tail of underachievement in many of the province's schools – hanging uncomfortably alongside Northern Ireland's highest achievers regularly outperforming their counterparts in other parts of the UK every year.
A breakdown of the grades obtained by pupils attending each of the 213 schools in the grammar and secondary sectors was released by the Department of Education in response to a Freedom of Information request from The Detail. This is the first time that the figures for the 2010/11 academic year have entered the public domain.
There were a total of 22,440 pupils in Year 12 across the province eligible for GCSE examination entry in the 2010/11 academic year.
A day after thousands of Primary 7 pupils received the result of their Transfer Test exam, we are publishing a detailed breakdown of the GCSE and A-Level grades obtained by each post-primary school – click here.
Our figures include information on the percentage of pupils entitled to free school meals in each institution and the proportion of pupils with special educational needs. The schools are listed in alphabetical order.
OUR KEY FINDINGS
While many schools achieved extremely highly, a total of 77 schools in Northern Ireland – all non-grammars – failed to meet the key English benchmark of at least 35% of pupils achieving the basic standard of five or more GCSEs at grades A* to C, including English and maths.
This is over a third (36%) of all of our post-primary schools which, if based in England, would be rated "sub-standard" by the government.
More than half (39) of these schools are in the controlled sector, attended mainly by Protestant pupils. The others are 26 Catholic maintained schools, 11 integrated schools and one Irish language school.
Only 3.2% of the entire English secondary school estate failed to meet the criterion of having 35% of pupils achieve five good GCSEs including English and Maths. The vast majority of schools in England have an all-ability intake.
The Northern Ireland figures show that none of the 42 Year 12 pupils at St Mary's High in Craigavon reached the basic standard of five good GCSEs including English and Maths.
This lies in stark contrast to Catholic grammar school Lumen Christi College in Derry and Lurgan College where 100% of the GCSE students achieved five or more good GCSEs including English and Maths. Lurgan College is in the Dickson Plan area which uses delayed academic selection at age 14.
Nine of the 77 schools are already in the Department of Education's Formal Intervention Programme – which involves official action being taken when school inspectors find that the quality of education in a school is less than satisfactory. These schools should have formal action plans in place to make improvements.
The last department inspection of St Mary's High in Craigavon took place in May 2011. It said that the pupils' achievement in grades A*to C in at least five subjects was above the Northern Ireland average but those obtaining five good GCSEs including English and maths fluctuates and was below average for similar non-selective schools. Inspectors said this was a key priority to address. The quality of learning and teaching in the school was described as "very good" and the principal was described as providing "outstanding leadership and management" of the school.
The school said it did not want to comment on the latest department figures.
Video 1: Professor Tony Gallagher interview /
The extensive statistical database released to The Detail by the Department of Education also includes information on pupils who achieved no GCSE results at all at the end of their 12 years of compulsory education.
The school with the highest percentage of non-achievers was Dunmurry High in Belfast where almost 12% of the pupils achieved no GCSEs (or equivalent) at grades A* to G.
The school's principal Mervyn Magee told The Detail: "This figure comes from nine pupils who no longer attended our school but were still considered to be enrolled in Dunmurry High. Four were educated off site, some in special behavioural units; another four pupils had serious health issues and one pupil refused to attend school. Many of our remaining pupils did very well in last summer's exams."
The South Eastern Education and Library Board announced at the end of November last year that it had decided to publish a development proposal to close Dunmurry High with effect from August 31 2012, or as soon as possible thereafter.
ANALYSIS OF NON-GRAMMAR SCHOOLS' RESULTS
Free school meal (FSM) entitlement is used as a proxy measure of the levels of deprivation experienced by a school's population. There is known to be a link between FSM entitlement and exam performance.
Benchmark data for GCSE and A-Level performance of groups of schools of similar FSM entitlement and size are compiled annually by the Department of Education and circulated to schools. However, individual schools are not identified in the data.
In the non-grammar sector FSME levels range from 7.7% at Newtownhamilton High School to 67% at St Peter's High School in Derry. Fifty-five schools have 30% or more pupils entitled to free meals and nine have 50% or more.
For our analysis, we grouped the 145 non-grammar schools together according to the proportion of pupils entitled to free school meals. Free school meals bands set by the Department of Education split schools into those with 0 – 19.99% of children entitled to free school meals, 20 – 29.99%, 30 – 39.99%, 40 – 49.99% and 50% or more.
Within each FSM band, we ranked each school's results by looking at the percentage of pupils who achieved five or more GCSEs at A*-C, including English and Maths. Comparing the GCSE results of schools with similar characteristics gave some interesting results – click here.
For example, St Eugene's College in Enniskillen and St Mary's High in Craigavon both have 20% of pupils entitled to free meals but 63% of the pupils at St Eugene's achieved five or more GCSES A*-C including English and Maths – compared with zero at St Mary's.
St Joseph's High in Crossmaglen and Ballee Community High in Ballymena both had 38% of pupils entitled to free meals but 54% of pupils in St Joseph's achieved the five good GCSEs benchmark (including English and Maths) compared with 6.5% of pupils at Ballee.
Only 23% of pupils achieved the exam standard at Strangford Integrated College in Carrowdore (11% FSM) – similar to the 22% obtained by St Rose's High in Belfast, which has 55% FSM.
At St Mary's College Ballymena and Newtownbreda High School 22% of pupils at both schools are entitled to FSM. However, over 68% of the pupils in Ballymena achieved five good GCSEs including English and Maths, compared with just under 20% at Newtownbreda.
The high number of surplus places in Northern Ireland's schools – 85,000 extra places in schools at the last count – means that grammar schools often fill to capacity at the expense of the secondary school sector. This will have had an impact on some schools' academic performance.
GRAMMAR SCHOOLS' PERFORMANCE
Free school meal entitlement has little impact on GCSE performance in the grammar sector. In 2010/11, an average of only 6% of grammar school pupils were entitled to free meals, compared to 26% of non-grammar school pupils.
FSME levels ranged from between 0.5% (Campbell College Belfast) to 20.5% (St Mary's Christian Brothers Grammar) within the 68 schools in the grammar sector. Only 11 grammar schools had 10% or more pupils entitled to free meals. Ten of these schools were Catholic grammars.
For this reason, we decided to instead analyse grammar schools' GCSE performance by grouping schools according to the percentage of Transfer Test A grades they admitted to their Year 8 in 2006. This is the year the students who sat GCSE exams last summer transferred to post-primary schools.
As part of our Freedom of Information request, we asked the Department of Education for a breakdown of the transfer test results achieved by the year 12 pupils at each post-primary school.
We calculated the percentage of A grades accepted by each grammar school and then compared this with the percentage of pupils achieving seven or more GCSEs A*-C including English and Maths in last summer's exams. We also included information on the percentage of pupils achieving three or more A-Levels (or equivalent) at grades A*-C.
As would be expected, the differences in achievement are not as wide as between schools in the non-grammar sector but there were some differences between grammars with similar A grade intakes worth noting – see here.
For example, St Mary's Christian Brothers' Grammar in Belfast's 2006 intake was 30% A grades – very similar to the 29% A grades accepted by St Dominic's High in Belfast. However, their exam results provide evidence of the high performance often seen in all-girls' schools.
The percentage of students achieving seven or more GCSEs at A*-C including English and Maths was almost 70% in St Mary's CB, compared with 91% at St Dominic's. And more than 90% of the A-Level students at St Dominic's achieved three or more A-Levels at grades A*-C – compared with 62% at St Mary's.
Our analysis also shows differences in A-Level achievement between grammar schools based in the same town. Omagh Academy took in 78% A grades in 2006, while Loreto Grammar, also in Omagh, took in 77%. These pupils went on to obtain similar GCSEs scores in last summer's exams – but there was a big difference at A-Level where 63% of the Omagh Academy pupils secured three or more A-Levels at grades A*-C, compared with 80% at Loreto Grammar.
Just over 60% of year 12 pupils at Campbell College secured seven or more GCSEs at A*-C including English and Maths – compared to 100% of the Lumen Christi College pupils in Derry. However, Campbell's intake was 20% A grades – compared to the 100% A grade intake at Lumen Christi.
Strabane Grammar is included in our analysis. It recently merged with Strabane High to form Strabane Academy, with effect from September 1 2011.
Three grammar schools are part of the Dickson Plan system in Craigavon/Portadown which means they use delayed academic selection at age 14. These schools – Michael's Grammar in Lurgan, Portadown College and Lurgan College – could therefore not be included in our grammar school analysis as it involved the transfer grade intake at year 8.
Information on the academic performance of these three schools can be seen in the main schools' table where every post-primary school is listed in alphabetical order.
THE EXPERTS' VIEW
Professor Tony Gallagher is Pro-Vice Chancellor at Queen's University Belfast and former head of the university's School of Education.
"I think what these figures reinforce is that we have a very wide pattern of performance among schools. Some schools are doing extraordinarily well, while others are getting very low levels of performance.
"One of the difficulties with our particular structure is that it exacerbates the effect of social disadvantage. It is crucial for Northern Ireland as a whole that we do something to try and address this as a matter of urgency.
"One of the consequences of the way our system is organised is that it concentrates the kids who are facing the biggest challenges in schools that are literally at the bottom of the pile. So the challenges that those schools are facing are really quite enormous. I don't think it's fair to impose that challenge on a school without giving them the support to do something about it.
"There is an underlying relationship between social disadvantage and performance, particularly in the secondary schools, but there is also quite significant variation between some schools as well. One school may be performing lower than another school but still be doing very well by its pupils given the challenges that they're facing.
"There are a number of factors which help to explain this. One is the higher performance of girls over boys, another is that pupils in Catholic or maintained schools tend to do better at the same level of social disadvantage compared to controlled or Protestant schools and leadership of schools and quality of teaching also play a part."
Does he think the Department of Education is doing enough to bring all of our schools up to a high standard?
"Over the last 20 to 30 years, there has been a whole series of initiatives of different kinds all focused around the issue of low performance or underperformance. The most recent is the Every School a Good School policy. However, the situation doesn't appear to have changed that very much in terms of the relative patterns. I think there needs to be a more focused concentration on the situations where the challenges are greatest because it is for the good of Northern Ireland as a whole if we can try to crack this problem."
Prof Gallagher said no child should leave without any GCSE qualifications.
"In this day and age for young people to leave school after 12 years in compulsory education with absolutely nothing to show for it is a disgrace. It is a shame on society that that happens.
"However, even getting a bit of paper with one GCSE isn't going to do a young person much good. That's why the five or more good GCSEs has been set as a benchmark. We need to lift our ambitions, we need to lift our sights higher and we need to do that for all our young people and not just write them off.
"A young person who leaves school with no or very low qualifications is going to face enormous challenges in times ahead."
Mark Langhammer is director of the Association of Teachers and Lecturers in Northern Ireland.
"These statistics set out in a stark way just how socially segregated our system is and how the extreme social engineering we practice does us no good at all.
"It has long been generally accepted academically, if not acted upon by policymakers, that overall school performance improves with balanced intakes.
"The lack of balanced intake in the education system creates a serious disparity among schools in which some flourish, but many are left to fight an uphill battle, coping with larger numbers of students affected by social and economic disadvantage.
"If standards are to rise for all, we need schools which are socially mixed, which have a leavening effect in which peer group pressure can be used to open minds, change outlooks and raise aspirations.
"Economically, as a society we cannot afford such a long tail of underachievement."
Mr Langhammer said that research has shown that the educational 'non-progressor' is most likely to be a Protestant working class male.
However, the union leader cautioned against use of the 'five good GCSEs including English and Maths' target, warning that schools may focus their efforts on the most able and advantaged pupils who are likely to do well in a bid to improve their school's scores.
"THE DISPARITIES ARE NOT ACCEPTABLE"
Education Minister John O'Dowd
Education Minister John O'Dowd told The Detail that one of his top priorities is to tackle educational underachievement and he claimed department policies are already having an impact.
The Minister said: "The percentage of pupils getting the benchmark of 5 or more A*- C grades at GCSE (or equivalent), including English and maths has increased from 53% in 2006 to 59% in 2010, while literacy and numeracy levels are also improving across all age groups.
"However, I acknowledge that much remains to be done to ensure every child fulfils their potential and we certainly cannot afford to be complacent.
"It is true that there remains a disparity between disadvantaged pupils, as measured by free school meal entitlement. They are half as likely to leave school with either 5 good GCSEs including English and Maths, or with two or more A-Levels. These disparities are simply not acceptable."
"It is important to note, however, that we also we also have examples of schools serving disadvantaged communities achieving high levels of academic success for their pupils and I am working to ensure that all schools in all communities deliver the best possible educational outcomes."
Mr O'Dowd said that it would not be appropriate for him to comment on targets set for schools in England.
And he concluded: "Much good work has been done in recent years to raise standards. If we are to equip young people with the skills and qualifications they will need to find employment and help drive the economy back into a period of sustained growth, this work must continue and I am committed to ensuring that it does."
•	Detailed information on the exam performance of every post-primary school in Northern Ireland is available by clicking here.
Grammar schools' GCSE and A-Level results


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text:
"I was told that I would never walk again"- Jarryd Wallace
In interview with USA's Paralympic sprinter, Jarryd Wallace. . .
Speaking to Planet Sport on:
The ultimate career ambition. . . "A Paralympic medal would be nice, I've been fortunate enough to win a gold in every level of competition besides the Paralympics, so I've got eyes on Tokyo 2020. But It's not forever and when the Lord says I'm done, I'm done and I'll go through the next door that he opens."
The message he's trying to display through his athletics. . . "I think the biggest thing as an athlete and a believer is consistency, how we respond to the outcome of a race or how we respond in victory. Also having the opportunities to build and cultivate relationships with fans and room with athletes, it's a great basis to share my faith."
Get to know the story of Jarryd Wallace, @wallace_jarryd, by downloading "The True Gold" devotional today!#FightForTrueGoldhttps://t.co/0yO5xyFCPr pic.twitter.com/vpUXVefKP8
— Josiah Williams (@JDeanWilliams) 13 April 2018
How much his faith impacts his athletic performance . . ."It's a huge part of it, the reality of it is that seven years ago I was told that I would never walk again and had my leg amputated. I had the dream not just to walk, but to run at the highest level and so every day that I get to run is a gift and a blessing. That's what keeps me motivated."
What difference his faith makes to his life outlook. . . "It makes both winning and losing just easier and there is no pressure. Obviously it's fun to win races and it's fun to run fast but at the end of the day I'm not defined by one race or one time. It gives me freedom to enjoy the sport and enjoy the competition, some days it comes together and when it doesn't, that's just part of it."
Gold medalist @wallace_jarryd's journey to the top wasn't easy. 💙 His story is one of perseverance and hope: pic.twitter.com/fTQjViuDBr
— WebMD (@WebMD) 9 February 2018
Getting through the ups and downs. . ."My highs aren't too high and my lows aren't too low. I just maintain purpose, focus and I think my plateau is higher than most which is exciting."
The pattern of Christian athletes in USA Track & Field. . ."It's been really cool to watch my generation stepping out and being bold in their faith. You look at the world and society that we live in and it's based on performance or who can get what. It's a lot about take and not a lot about give but if you look at the gospel, it's our job to love and serve others. The attitude and the basis of faith for us as athletes is a huge part of us finding joy, regardless of the outcome."
Tagged: Jarrydwallace, paralympians, tokyo2020, rio2016, olympics, paralympics, jesuschrist, athletics, faith, sport


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Ofcourse! At Cohoma, our love for roasting is inspired by our love to make great coffee easily accessible. Our products are either ready-to-drink or ship with custom filters that allow you to easily make your cup of Cohoma without any extra equipment.
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The utilities sector in Afghanistan is among the least developed sectors in the economy. Only about 15 percent of the population has access to electricity. […] To promote political stability, providing sufficient electrical power has been important for both the capital city of Kabul as well as for the agricultural provinces of Helmand and Kandahar. The Governments of Afghanistan and the United States became increasingly concerned that Afghanistan's North East Power System might not be able to provide sufficient power to Kabul by the winter of 2008–2009. Furthermore, the Kajakai Dam hydroelectric power plant has been considered a vital component of the South East Power System in Afghanistan, which provides electricity primarily to the provinces of Helmand and Kandahar—the agricultural breadbaskets of the country.
1: Task Order 9 was awarded in July 2007, with an objective to build a diesel-powered electricity generating plant that would provide 105 megawatts of additional generating capacity in Kabul by the 2008–2009 winter season. This task order had a completion date of April 2009. Results: As of May 13, 2009, when audit field work ended, the mission-funded projects were able to deliver only 12 megawatts of power, far less than the original goal of 140 megawatts. Moreover, this modest increase in power had not actually been delivered by the new Kabul power plant to the city's population. By that date only 3 of 18 planned generators had been installed at the plant, 2 of which could generate the 12 megawatts of power. The third generator installed at the plant—which the project had expected to generate 5.8 megawatts—had yet to undergo startup and testing activities.
So -- in addition to building the power plants at a total cost of $305.5 million (that have yet to be operational), US taxpayer funds have also been expended to purchase fuel because the host country could not afford to buy it. How long are we supposed to be responsible for the procurement of fuel for this country? I mean seriously -- did we legally adopt Afghanistan while we were all asleep?
Twenty years later, it's hard to disagree with the officer who led the ground forces in the Soviet invasion of Afghanistan. Yes, let's do that --- sort out the economic assistance. It's not like we have a surplus to brag about.


I recently returned from a holiday to Barbados. I've been many times before, but this visit was a little more sentimental to me. It was the first time I'd been back in a while, and I have so many special childhood memories there. I'd been missing the island a lot so it really meant so much to be there this time around.
It was also the first time that I'd been with my cousin as an adult, which meant we got to experience a whole new side of the island, like nightlife, together. All in all, I knew I wanted it to be a trip to remember, which made me put a lot of thought into the souvenirs I bought back.
Normally I'd just grab a few fridge magnets - maybe a t-shirt or some flip flops too - but this time, I really wanted to return with things that would instantly take me back to a moment I had on the holiday and make me feel like I was still there.
I also didn't want to buy a bunch of generic things to give out at the office. I wanted to bring back experiences for my family and friends.
One of my favourite things about being in Barbados is the food! I wish I could bring it all back with me. Unfortunately, when it comes to food products, there's not a lot you can get through the airport. But once I found out I could bring back a huge tub of Bajan seasoning without any issues, it was straight in my suitcase! When you can't bring back food, seasonings and spices native to the country you're visiting give you a great way to recreate those flavours you enjoyed so much on holiday - and let's face it, if you're a little lazy when it comes to cooking like I am, it's a good motivation to pass up the takeaway pizza and get in the kitchen instead.
Seafood is a big deal in Barbados and my aunt had a friend who locally made and sold tubs of batter, which you could then fry to make your own fishcakes. She made some for me and I was in absolute heaven. She told me that as long as the batter was frozen, I could take it home with me, so I did not hesitate. Now I can whip up a local favourite for my family and friends in minutes. I also managed to get away with a loaf of banana bread that I bought from one of the local supermarkets and fell in love with! I wasn't as keen on sharing that.
I'm not a big drinker, but Barbados is famous for its rum - so much so, that some of the rum distilleries are tourist attractions. If there was one way I could really share a taste of the island with my friends and family, it was through a few bottles of smooth Bajan rum. You'll find miniature bottle packs in almost every souvenir shop on the island, so I got those to give out at work and kept the big bottles for guests at home.
We visited a flower cave on the island and there were some stalls selling lovely bracelets, anklets and necklaces that the owners handmade in front of you using materials such as beads and string. They all had a special detail that connected it to the island - some of them used the colours of the Bajan flag. The particular bracelet pictured has a turtle, which is a much-loved and protected reptile in Barbados. We all got one for ourselves to commemorate the holiday.
OK, so photos aren't exactly a traditional souvenir, but it's the digital age and the quickest way to share your experiences and give your family and friends a feel of the place you're visiting is through photography. I made a huge point of capturing as many pictures of the scenery as I could. It turns out the iPhone makes a pretty great camera and I plan on getting some of the pictures I took, like the one below, enlarged and framed.
All in all, it was a great holiday and I definitely achieved my goal of bringing back souvenirs that would allow myself, and my friends and family, to truly experience some of the amazing things Barbados has to offer. Now, all I need is a sip of rum punch to take me back to the white sand and sun in seconds!


I thought everybody contributed, I thought we played…more of the style of game that we need to play.
Columbus Blue Jackets Head Coach John Tortorella was happy with the performance from his team, who wasn't playing up to snuff for the most part before tonight's 7-4 victory over the St. Louis Blues.
After going down 2-0 at the 12:40 mark of the first period, Columbus didn't flinch. They kept playing the same way. Their patience paid off. With 3:13 remaining in the opening period, Defenseman Ryan Murray gave the team a much-needed spark. Murray controlled the puck, passing it off the boards to himself in the offensive zone and centered the biscuit to Boone Jenner, who scored with one second remaining on the power play. The Jackets went on to score three consecutive goals of their own in the first nine minutes of the second period.
Our start to the second period was really strong and that's what really pushed us.
Oliver Bjorkstrand had a critical turnover that allowed the Blues to go up 2-0 in the first, but he kept his poise and was credited with the primary assist on a goal scored by Anthony Duclair at the 2:04 mark of the 2nd period. Jenner added his second goal of the game less than 90 seconds later and David Savard scored his first goal of the season at the 8:58 mark to put the CBJ up 4-2. Goaltender Jake Allen was taken out of the game after allowing the fourth goal and witnessing all the momentum shift in favor of the road team.
The Blues cut the deficit back down to one goal, when Alexander Steen looked as if he was going to pass the puck, but instead sniped it past Columbus Goaltender Joonas Korpisalo to make it a score of 4-3. At this point, Korpi could've had his confidence shaken, but instead, it simply led up to multiple highlight-reel saves in the near future.
That glove save he made, when it's 4-3 is a huge save.
You know Bread, he can make those great passes.
We were definitely a meaner team tonight and, and playing that physical part of the game…I think that's gonna help us going into the next game too.
Duclair would score his second goal on the night and Seth Jones got his first goal of the season as well to put the Jackets up 7-3.
After trailing 2-0, Columbus outscored St. Louis 7-1 over the next 30 minutes of action on the game clock, essentially making the final 13 minutes of the game nothing more than garbage time, with the Blues scoring one more time to make it a final score of 7-4.
The Columbus Blue Jackets will attempt to build on the momentum of their impressive showing that put the club back over the .500 mark. Their next game is Saturday night at Nationwide Arena against the Buffalo Sabres.


text:
Are Pageants Getting With It?
by Anne T. Donahue
Daily Whisper
A strange thing may be happening in the pageant circuit: they might actually be getting with it.
Vogue reports that late last week, organizers of the Miss World pageant announced they were officially cutting the swimsuit portion of the competition.
"The organization has decided to take itself out of the swimsuit world because it isn't the path they're trying to take," said Chris Wilner, national director of the Miss World America/Miss United States organization. "It's not just a beauty contest, it's beauty with a purpose. There didn't seem to be a purpose to have the swimsuit."
"Miss World should be a spokesperson who can help a community," he continued. "She's more of an ambassador, not a beauty queen. It's more about the outreach and what a woman could do with a title like Miss World."
Okay. But what about what women could do with just a title like, "woman"? As "liberating" as this update to the contest rules may be, this hardly makes the pageant a feminist celebration of women — especially because it was originally the Festival Bikini Contest when it was created by Eric Morley back in 1951. Ultimately, should we need a pageant to make women feel like they can achieve things? Why and how is that a benchmark for success?
Especially since, let's be honest, men aren't parading around trying to prove their talents make them special enough for a crown and sash. Why would they? They've never been told they need to convince us to care. (A lot of them wake up every day assuming we do.)
What's even more frustrating is that these are smart, talented, very socially-aware women. These are women with serious degrees who, sure, may know how to twirl a baton, but they could (and probably will) take over the world. (And don't need a "Miss" in front of it. …Also, "Miss." What the hell?)
OF COURSE though feminism is about the ability to make choices based on what you want, and not on the agendas of other people. So if women do want to participate in a pageant, that is their decision to make. It's just a bummer that only now, in 2014, have we thought about not putting them in swimsuits and judging the way they look in them. It's also a bummer that we're still sending a message that to run the world, you need to compete for it, instead of working together.
Tags: Anne T. Donahue, Miss America, Miss World, pageants
Lily Cole gets the last laugh
Tiger Bites the Bullock
Gap and Diane von Fursternberg Team Up


Salsa Classes Cessford Scottish Borders: If you'd like to learn a new type of dance but have been putting it off for a long time, perhaps today is the day to go for it and book a class in Cessford. So, exactly what kind of dance should you try, well, why not have a go at salsa dancing to get your heart racing? With salsa, you're able to get wrapped up in the vibrant rhythms of South America, improve your fitness level and at the same time meet a bunch of like-minded people from the Cessford area. A good method to start and see if salsa is right for you is to join up for what's known as a "taster" class, in which it's possible to learn the essential steps of this enjoyable, partner dance style in a relaxed way and build the confidence to proceed to more advanced levels. Your first step is to find out of there are some salsa classes in Cessford, Scottish Borders, or somewhere in the area.
Salsa Dancing - A Brief Guide: Salsa began in the Caribbean in the 1940's and was a favoured style of social dance with routines based on guaguanco, mambo, Cuban Son, Puerto Rican bomba, cha-cha-cha and danzon. The modern dance style and music of salsa was taken up in the nineteen seventies in New York City and subsequently become a universal phenomenon, practiced by millions all over the world.
Learning to do salsa dancing is not hard, even for people who think they have got no aptitude for dancing. All you really need is a positive attitude, a bit of practice and determination. Merging those attributes with good salsa dance instruction and you'll have the recipe for successful salsa dancing. In this post I'll walk you through just how to get the most from your salsa classes and some things to take into consideration when you are picking out a dance school in and around Cessford.
It is my belief that attending a salsa school in the local area or some place in close proximity is your best option. Why should I say that? Simply because you are able to learn in a group environment with others who are also involved with learning salsa, with a professional salsa instructor who will be able to help you to understand your salsa steps and moves and answer any queries you might have. The additional plus side to learning salsa in a class environment is that you get to mix with the other dance students and be able to make new friends and practice groups that may get together outside of the regular classes. Courses normally run for eight to ten weeks, though you may also find drop-in salsa classes also called "pay as you go" classes, that you can attend when you want to practice a few more steps. Inquire about what type of courses your local dance school in Cessford offers. There are a few dance schools that offer a free trial salsa lesson for beginners to get you up and running with salsa.
Salsa Class Sizes: A number of beginner salsa classes may have lots of students participating, and more noticably so if they are drop-in classes. One plus for such large classes is that the resultant atmosphere and buzz is pretty lively but on the other side is likely to be a rather disorganized environment for learning, particularly when there's only a single salsa dance instructor assigned to something like 50 salsa beginners. Salsa courses in Cessford might be the way to go if you would prefer an orderly course which aims to set a maximum of fifteen to twenty couples and has a week by week learning program. Ask the dance school if they have dance time available to practice dance moves and routines after classes or perhaps dedicated time during class for dancing to the music. It isn't that unusual to discover salsa dance classes running in night clubs where lessons are conducted, and then you'll be able to dance all evening and practice your moves and routines until daybreak.
Salsa is often as impassioned and flowing as the dancers are that perform it. A lot of salsa dancers like to stick to choreography while others choose a freestyle approach affording them more freedom to express themselves. Nevertheless, the vast majority of salsa dancers are governed by some basic principles. Typically, dancers step three times within each four-beat measure of the song. To one of the 4 beats, salsa dancers usually turn, kick or tap their feet. The upper body of the dancer is normally held relatively still and they move primarily from their hips.
I would like to finish off with some pointers on how you might get the maximum benefit from your beginner salsa classes. Make sure that you practice the salsa basics regularly outside of the salsa classes, always have a positive mental attitude, get aquainted with the rhythm of the salsa music, give it 100 percent effort, pay attention and listen carefully to your instructor, get your hands on a good salsa CD, ask questions if you're not sure about anything you are learning and first and foremost have fun.
Your local salsa instructor should be capable of helping you with every kind of salsa dancing such as: cheap salsa classes in Cessford, salsa courses for novices in Cessford, intermediate salsa classes in Cessford, salsa courses for mature adults in Cessford, salsa courses for toddlers in Cessford, salsa courses in Cessford, salsa classes for couples in Cessford, inexpensive salsa classes in Cessford, drop-in salsa classes in Cessford, advanced salsa classes in Cessford, salsa classes for kids in Cessford, salsa lessons in Cessford, private salsa classes in Cessford, Cuban salsa classes in Cessford, salsa classes for beginners in Cessford, New York salsa classes in Cessford, Colombian salsa classes in Cessford, salsa classes for teenagers in Cessford, salsa classes for elderly people in Cessford, Puerto Rican salsa classes in Cessford, pay as you go salsa classes in Cessford, beginner salsa classes in Cessford, Colombian salsa lessons in Cessford, salsa classes for newbies in Cessford and more.
Clearly this post is centered on salsa classes in Cessford, Scottish Borders, but is also useful for ballroom dancing classes in Cessford, hip hop dance classes in Cessford, tap dancing classes in Cessford, belly dancing classes in Cessford, street dance classes in Cessford, tango dancing classes in Cessford, pole dancing classes in Cessford and other types of dancing, websites for some of these will be following in the near future.
Scottish Borders Salsa: Melrose Salsa, Galashiels Salsa, Kelso Salsa, Eyemouth Salsa, Duns Salsa, Hawick Salsa, Lauder Salsa, Greenlaw Salsa, Innerleithen Salsa, Earlston Salsa, Newtown St Boswells Salsa, Coldstream Salsa and Jedburgh Salsa.


text:
Luca's Day at Forth Radio
A big thank you to the team at Radio Forth for giving FHS pupil, Luca, an insight into what goes on behind the scenes of a radio station.
Last month Luca was thrilled to find out that he would have a day's work placement at the Edinburgh studios of Radio Forth 1 and 2.
When he arrived, he was first given a tour, then afterwards he had the opportunity to be involved in some of the technical and creative processes behind radio broadcasting.
Under the expert guidance of Jordan and Mark, he even got to try his hand at producing an advertisement for radio. Luca did some research on the subject of the ad, wrote a script, chose the jingle, and later heard his advert being recorded by a professional voice over artist. He was then shown how to cut it to the allocated time (30 seconds and not a second more!) and edit out any pauses or unwanted background noise.
Luca was fascinated by the whole process, and very grateful to the team at the studios who were so willing to answer all his questions.
He also got an insight into some of the technical aspects of radio production, such as operating the studio equipment, controlling the playlist, crossfading, and ensuring a smooth transition between tracks and ads.
Luca's ambition is to be a voice actor so it was the perfect placement for him and he loved every minute of it. He has already discussed his aspirations with the school"s Skills Development Scotland collaborator and carried out his own research on websites like 'My World of Work' to find out how to go about achieving his goal. One step he has taken towards this has been to join a local drama club.
Luca is a regular performer at Falkland House School concerts, and judging by the talent and determination he shows each time, we fully expect to see his name in the credits one day!
FHS Ski Trip 2019
There may have been no snow in Glenshee for this year's ski trip but the boys had a fantastic time just the same.
The school is grateful to the staff at the Compass Centre, who went above and beyond to create great experiences during what could have been a potentially difficult week due to the boys' disappointment at the lack of snow. Our thanks also to the Tayside Mountain Rescue Team for organising some great activities for them.
And a massive well done to the boys who took part. A few days after the trip, a teacher who had also been staying at the Compass Centre with her P6s contacted the school to sing the praises of our "amazing group of staff and pupils".
FHS Independence Worker, Mr Gannon, gave us this report on the trip:
"The pupils headed off on February 25th for a three-night stay at the Christian Compass Centre in Glenshee where we've stayed numerous times in the past. On our arrival we received a warm welcome and were well looked after by the excellent staff at the centre. The days were filled with plenty of activities to keep the boys busy. Unfortunately the `Snow Gods` had not been kind to us and there was no opportunity for the pupils to ski. Thankfully we had made a contingency plan to ensure that they still had a fun and active week.
The activities formed the main part of our days in Glenshee, with the pupils participating in a Munro hike (well… we cheated slightly by taking the chairlift up, but we walked down!!), quad biking, archery, crate climbing and a terrifying high ropes course. Not only were the activities great fun, they also provided the boys with the opportunity to push themselves outside their comfort zones in a safe and supportive environment. All this helps to build their confidence, resilience and self-esteem. They all managed the activities admirably. Despite some natural trepidation, they threw themselves (literally, in some cases) into everything they did and conducted themselves in a manner that was a credit to the school and one they can pride themselves on.
As with all our residential trips, this was about more than just getting away for a few days. The pupils learned a lot of skills along the way. They were involved with the planning and preparation of the trip including making inquiries by phone or email, sourcing equipment and minibus hire and costing everything to stay within their budget. During trips like this, the boys are given an extra bit of trust to manage themselves, and they have the opportunity to build on their social and teamwork skills as well as develop their resilience and confidence.
All the boys declared they had had a great few days away. On our way back to the school we stopped off for a nice lunch in a restaurant before going ice skating, which was a great end to an excellent trip."
Here are some of the pupils' comments:
"It was really fun, and interacting with the others was good. I enjoyed doing lots of different activities, especially the quad bike. The Compass Centre was a great place to stay." (Ben)
"I liked doing the high ropes course, I enjoy being up high. The meal and ice skating was very good." (Kamran)
"It was fun, I enjoyed doing all of the activities as well as the social aspect. I overcame my fear of heights on the high ropes course and pushed myself outwith my comfort zone. I'll feel more confident in the future to overcome any challenges." (Liam)
Click below to see the photos
https://www.facebook.com/pg/Falkland-House-School-278758555572183/photos/?tab=album&album_id=2023070807807607
Blesma Workshop and Fundraiser
Mick and Owain from the Blesma Community Programme held a Making Generation R Workshop at FHS on Thursday, 21st March.
The programme aims to help young people become more resilient in the face of life's challenges, big and small. it exposes them to the stories of people who have had to deal with and overcome great adversity, and encourages them to find coping strategies to deal with both everyday issues and bigger hurdles.
RAF Police Veteran Mick's account of his experiences as an Arms & Explosives Search Dog Handler and of how he lost a limb following an injury in Afghanistan in 2011 quickly captured the pupils' attention and prompted a lot of good questions from them afterwards.
One of the many meaningful messages he communicated to the boys was how important it is to find the right strategy to cope with adversity. He described to them how finding someone he trusted to talk to helped him to deal not only with his injury but also with PTSD, and advised the boys to use this strategy themselves whenever they find themselves in difficulty.
During the workshop that followed Mick's presentation, Owain discussed with the boys hypothetical struggles young people might face at school and at home, and encouraged them to think about good choices people in those situations could make, again getting a lot of positive feedback from the pupils.
In recognition of the amazing work the Blesma team do, our pupils did a sponsored walk on the Falkland Estate after the workshop and raised £215 for the charity, which supports injured veterans. Thank you to everyone who donated and to Mick and Owain for their truly inspiring visit.


I bought this book about a month ago, purely because the more recent theories have caught my imagination (I'm also reading The Endless Universe (Steinhardt and Turok), amongst various other 'popular' titles on cosmology).
I don't have a problem grasping the theories being put forward, but I want to be able to look at an equation without feeling nauseous!!!
Is there anyone else here in the same fix as myself? Or perhaps someone who can help me untangle the math so I can really appreciate Penroses work?
A big part of the reason for this forum is to help other members and the wider world to understand the maths in the RTR book. So have a look in the exercise discussion and general discussion parts of the forum and post any queries you have on the maths in the book and the exercises in those parts of the forum and someone will reply and help you out.
RTR is simply in another league when compared to the many books on cosmology and physics written for the general educated lay reader. RTR is inexpensive, and published by a mainstream literary publisher, but is in fact the sort of book that should have been published by a scientific house or university press.
I am elated to learn that there people like yourself struggling to learn physical concepts. I've been doing that for nearly 25 years, and am writing a paper summarizing much of what I have learned. Good places to start do it yourself physics include Brian Greene, Paul Davies, John Barrow, Murray Gell-Mann, Martin Rees. Look up Sean Carroll's website at Caltech. I have learned much from Victor Stenger, altho' his naturalist certitude rubs me the wrong way.
A book that delicately straddles the divide between accessible to very intelligent lay readers, and accessible only to the cognoscenti is Barrow and Tipler's "Anthropic Cosmological Principle" (the book that turned me into a physics groupie). Another author who straddles this boundary is Max Tegmark.
Most of RTR is over my head and probably over your head. Much of the math of RTR is not trivial. Penrose is first and foremost one of the greatest mathematicians of his generation. As one of the gods, he simply cannot communicate physics to mere mortals. You probably need to acquire more facility with algebra and basic calculus as a language. You may want to start with a classic undergrad text from my day, Wheeler and Taylor's "Spacetime Physics," an intro to special relativity. Sean Carroll and John Baez have GR tutorials on their web sites that try hard to eliminate unnecessary formalisms. To really get into physics, you and I need to learn some vector calculus and group theory. Heinz Pagel's "Perfect Symmetry" (1985) tried hard to explain the relevance of group theory for physics.
Elsewhere on this forum I have posted why RTR disappoints as an exposition of fundamental physics.
I'm in the same boat. I bought this book about a year and a half ago. I got about half way through second chapter and put it down. I'm going to try and give it another attempt, hopefully I have more patience this time around.
I've only had basic math classes. Highest level math I've had is a semester of college algebra, before dropping out. No calculus, not even a real physics class. Only physics knowledge I have is of popular/history of science type books. Should I even be attempting this book?!
What do you more mathematically experienced folks say?
Here's my situation: I got a Maths degree in 1980 and had little interest in Physics. Then about a year ago I started becoming interested, and began to read about SR, GR, and Quantum Theory. However I found that all of the books in my local library covered the topics in a very high-level way and I became frustrated that the mathematics was usually omitted (losing the readership I guess) or jumped in too deeply into stuff I didn't understand. I found Feynman's lectures but they cover more of Physics than I think (!) I need, and yet still do not cover GR to the level I want.
Then browsing in a bookshop while my wife was shopping I found RTR -- and it looks to me like it fits the bill. A quick glance at the first few chapters gave me confidence that the book was probably at the right level for me -- ie the early chapters were almost completely familiar, then chapters 6 onwards were beginning to wander into degree-level areas and were a little more challenging. I am at chapter 8 at the moment and still loving it.
I have found that I don't always grasp what Penrose is saying first time through, and I often have to re-read a page a couple of times to 'get' it. So far, though, I think I do understand it all so far, and I am looking forward to reading more, especially getting to the Physics part (hope it doesn't disappoint a Physics noob like me).
I have to admit that I don't always try the exercises -- the ones I leave alone are those for which I can see the answer fairly quickly, or those which I I don't have a clue how to start! I do find his three-point rating is usually about right, but not always (for me, anyway).
In conclusion, so far I am finding it to be a compelling read too.
Yes, Penrose is a compelling read.
For help with math I recomend the book, Gravity by Hartle. It is excellent.
There is also Sean Carrolls notes on the web.
See my question Road to the road under general discussions.
Me to would like to get grip on the material.
If anyone has some further advise as to prerequisites asked for, I would be most interested to hear from you.


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How to Calculate Operating Cash Flow
Operating cash flow (OCF) is a calculation that represents the revenue a business generates after operational costs have been deducted, like rent or the cost of actually producing or providing a product/service. In more basic terms, it's how much cash flow is generated from core business operations (i.e. the sales of a product or service) excluding other sources of revenue, such as investments.
The Transparency of Operating Cash Flow
OCF is the clearest indicator of whether a business is truly profitable or not. And for that reason, investors are often particularly interested in this number. One of the most telling signs of a successful business is that it makes more money selling a product than it spends to produce it, yet other costs and income can skew these numbers, depending on how the business owner chooses to present them. OCF, however, is very transparent, shining a light on potential problem areas in a business.
For instance, let's say there's a company losing money in one area of their business, like retail activities, but is making money on outside contracts or financing. Looking at overall cash flow, this company might appear to be profitable. But by looking further into the sources of revenue, it becomes clear that the core of this business (i.e. retail activities) isn't sustainable. Insights like this are just as useful to potential investors as they are to the business owners themselves, as it may show a dire need to pivot a company's business model.
Get Your Free Guide to Understanding Cash Flow
Cash flow is king.
Operating Cash Flow Formula
There are two methods for calculating OCF: direct and indirect. While the direct method, which is far simpler to calculate, gives business owners a quick pulse on profitability, the indirect method provides a greater understanding of how various areas of the business are performing.
GAAP (Generally Accepted Accounting Principles) requires the indirect method when calculating annual cash flow statements, which includes operating cash flow. The primary purpose of the statement of cash flows is to provide information regarding accounts receivable and payable resulting from business activities during a certain period of time.
Total Revenue – Operating Expenses = Operating Cash Flow
As mentioned previously, the direct method for calculating OCF is much simpler, as it only requires subtracting operating expenses from a business's total revenue. A shortcoming of the direct method is that it doesn't allow you to discern performance on a more granular level, in that it doesn't show information about sources of cash or operations.
Net Income +/- Changes in Assets & Liabilities + Non-Cash Expenses = Operating Cash Flow
The indirect method is complex but provides a lot more information. The formula for the indirect method adjusts net income to consider changes in non-cash accounts, while depreciation is added into net income to adjust for changes in inventory and accounts receivable.
Here's an example of applying the indirect method of calculating OCF for a hypothetical business: Pam owns a chain of bakeries and is considering opening another storefront, but she wants to be sure her business is profitable enough to support such an investment. When looking at her year-end cash flow statements, Pam can use the following numbers to calculate her OCF:
Depreciation: $20,000
Accounts receivable adjustments: +$75,000
Inventory adjustments: -$15,000
Accounts payable adjustments: -$40,000
Let's apply these numbers to the OCF indirect method formula:
$200,000 – $75,000 + $15,000 – $40,000 + $20,000 = $120,000
Pam's bakeries have an operating cash flow of $120,000, meaning she had $120k left over after all bills were paid. Depending on how much it has cost Pam to invest in new storefronts previously, she may or may not decide to use this leftover cash to pursue opening another retail location.
Systems for Calculating OCF
Producing OCF calculations (not to mention the numerous other financial statements required for a business) can be daunting, especially if you aren't a bookkeeper. Sure, you could pop all of these numbers into Excel. But as your business grows and becomes more complex, so will your books. That's why most businesses rely on bookkeeping software to track expenses, show current cash flow, and produce cash flow forecasting.
When a business owner has a firm grasp of their operating cash flow, strategic business decisions can be made with confidence. Here at ScaleFactor, we are here to help you avoid any accounting surprises, and provide the Business Insights you need to grow.
Jennifer RampollaScaleFactor Accounting Team
Categories: Accounting, Grow My Business
Keep reading this article of How to Calculate Operating Cash Flow


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Home > Reading, Spelling/Vocabulary	> How to Teach the Common Core Vocabulary Standards
How to Teach the Common Core Vocabulary Standards
July 4th, 2012 | Mark Pennington, MA Reading Specialist
Depth and Breadth
The Common Core State Standards (CCSS) in English Language Arts divides vocabulary development among a variety of instructional strands across the grade levels. For example, the Reading Strand in both Literature and Informational Text includes the same Standard (8.4): Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
The Literacy in History/Social Studies, Science, & Technical Subjects Standards include Vocabulary Standard RST 8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
However, most of the specific Vocabulary Standards are placed in the K-12 Language Strand. The CCSS L.4, 5, 6 Vocabulary Standards include the following:
What most teachers notice after careful reading of the Common Core Vocabulary Standards is the expected breadth, complexity, and depth of instruction across the grade levels. Obviously, incidental vocabulary acquisition from independent reading won't "teach" the Standards listed above with any degree of fidelity. Nor will introducing a few "story-specific" or "content-specific" words prior to reading a selection from the literature anthology or social studies chapter. Not that there is anything wrong with these approaches to vocabulary development. The bulk of Tier One (conversational language) are certainly acquired primarily through independent reading.
But Tier Two Academic Vocabulary (Beck, McKeown, Kucan), as discussed in the Common Core Appendix A, is different. These vocabulary words require direct, deep-level instruction and practice in a variety of contexts to transfer to our students' long-term memories. In the words of the Common Core document:
This normal process of word acquisition occurs up to four times faster for Tier Three words when students have become familiar with the domain of the discourse and encounter the word in different contexts (Landauer & Dumais,1997). Hence, vocabulary development for these words occurs most effectively through a coherent course of study in which subject matters are integrated and coordinated across the curriculum and domains become familiar to the student over several days or weeks.
So which instructional strategies make sense to teach the Common Core Vocabulary Standards? And what is the right amount of direct, deep-level vocabulary instruction that will faithfully teach the Common Core Vocabulary Standards without consuming inordinate amounts of class time? After all, there are more Standards to teach.
Weekly Instructional Plan: Vocabulary Acquisition and Use (L.4, 5, and 6)
Introduce two multiple meaning words and read their definitions out loud. Write two sentences with the multiple meaning words on the board/projector and ask students to identify the use of the words. Direct students to compose their own sentences, using context clues to show the meanings of the words. (L.4.a.)
Introduce two Greek and Latin word parts that fit together to form one word. Tell students to write down this word. Ask students to brainstorm which words they know that include each of the word parts. Write their example words on the board. Direct students to guess the part of speech and definition of the word formed from the word parts and to write down their guesses next to their vocabulary word. (L.4.a.)
Pass out dictionaries, display an online dictionary, or use other language resources. Teach students to use the guide words to find the word entry, if using a print dictionary. Read the primary definition of the word formed from the Greek and Latin word parts and compare to student guesses. Teach students the different between primary and secondary definitions and read the secondary definition to compare. Teach students the symbols used from syllable division, accents, and parts of speech. Direct students to divide their vocabulary word into syllables with slashes (/), mark the primary accent (´), write the abbreviated part of speech, and write the definition that best matches the Greek and Latin word parts. Write the answers on the board and tell students to edit their answers as necessary. (L.4.c.d.)
List a grade-appropriate figure of speech on the board/projector and explain the literal image of the expression. Tell students to write down the figure of speech. Ask students for their explanations and interpretations of the figurative meaning of the expression. Validate the correct student responses or provide the correct meaning as necessary. Tell students to paraphrase the figurative meaning next to the figure of speech. (L.5.a.)
Introduce two grade-level vocabulary words that have special denotative relationships and read their definitions out loud. Direct students to compose a compound sentence with a connecting transition word or phrase to define one word in terms of the other, using context clues. (L.5.b.)
Introduce two grade-level words that have special connotative relationships and read their definitions out loud. Explain the difference between denotation (dictionary definition) and connotation (definition in context). Explain that words have different shades of meaning when used in different situations. Explain what a spectrum is, using a rainbow as an example. Direct students to draw a four-word spectrum in which they place the two vocabulary words in connotative relationship with two already-known words with related meanings. (L.5.c.)
Introduce two academic language words and read their definitions out loud. Direct students to draw two vocabulary four-squares, one for each academic language word. Quadrants are labeled "Key Words," "Similar to…," "Different than…," and "Example." Tell students to analyze the meaning of the academic vocabulary words by completing each square. (L.6.0)
Here are FREE samples of vocabulary worksheets from this comprehensive program–ready to teach in your class today. Each resource includes directions, four grade-specific vocabulary worksheets, worksheet answers, vocabulary study cards, and a short unit test with answers.
The author of this article, Mark Pennington, has written the assessment-based Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 programs to teach the Common Core Language Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics lessons. (Check out a seventh grade teacher teaching the direct instruction and practice components of these lessons on YouTube.) The complete lessons also include sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.
Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)
Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment. Students CATCH Up on previous unmastered Standards while they KEEP UP with current grade-level Standards. Check out PREVIEW THE TEACHER'S GUIDE AND STUDENT WORKBOOK to see samples of these comprehensive instructional components.
The author also provides these curricular "slices" of the Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) "pie": the five Common Core Vocabulary Toolkits Grades 4−8; the five Differentiated Spelling Instruction Grades 4−8 programs (digital formats only); and the non-grade-leveled Teaching Grammar and Mechanics with engaging grammar cartoons (available in print and digital formats).
Reading, Spelling/Vocabulary	Common Core, Common Core State Standards, Common Core Vocabulary, how to teach the vocabulary standards, language standards, Language Strand, Mark Pennington, vocabulary standards
Common Core Academic Language Words Common Core Curricular Crossover


For the first time outside of Japan, an orchestral concert series will be touring featuring music from the Metal Gear video game franchise.
The concert tour begins in Los Angeles, then travels to New York before concluding in Paris. The concert will feature more than 70 musicians on stage including Metal Gear singer Donna Burke. HD footage from the game will also be projected on a giant screen in sync with the music.
Tickets will be available for pre-sale from Mar. 17, 2018, at noon local time. Remaining tickets will then be available on www.ticketfly.com for Los Angeles and New York and on www.fnacspectacles.com for Paris on Apr. 4.


Rolfe \r(o)-lfe, rol-fe\ as a boy's name is a variant of Rolf and Rudolph (Old German), and the meaning of Rolfe is "famous wolf".
The baby name Rolfe sounds like Rolph, Ralf and Rolphe. Other similar baby names are Rolle and Wolfe.


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Jacque Ellen Hermanson passed away in the early morning of Jan. 13, 2019. In the days preceding her death, she was in the company of family.
Jacque was born 91 years ago in Helena, Mont., to Maude and Merle Carpenter. During the big 1935 Helena earthquake, she was knocked off a stool as she was helping with home decorating. She was proud to grow up in the house her father had built. She enjoyed climbing on Sugarloaf hill. She went to Jefferson and Central schools, and graduated from Helena High School.
Her early work experience was as a waitress at the Wishbone Cafe. While working at the cafe she met a cab driver that became her husband, Alfred "Hermie" Hermanson. They were married for over 65 years. They had one son, Mike.
During her life, Jacque lived in many parts of Montana and a few years in Gillette, Wyo. She returned to Helena seven years ago to be near family. She was fortunate to live in Helena with Mike, his wife June, and their children's families.
Jacque's pleasures in life included games with family, dogs, garage sales, puzzles and reading books.
She was preceded in death by her parents; and sister, Jean; and husband, Hermie. She is survived by her son, Mike (June); grandchildren Gene (Jen) and Chanda (Phillip); and great grandchildren Ellee, Corgan and Sawyer. She also survived by brothers, Jim (Phyllis) and John (Arlene); and many nieces and nephews.
Many thanks to the staff of St. Peter's Hospital, Cooney Home and St. Peter's Hospice for the care given to Jacque. In lieu of flowers, the family requests that donations be made in Jacque's name to: Montana Youth Leadership Forum, 1617 Euclid Ave., Suite #1, Helena MT 59601. Please visit www.aswfuneralhome.com to offer the family a condolence or share a memory of Jacque.


The Welsh Government has taken steps to alleviate one of the distressing side effects of poverty – girls having to miss school because they can't afford the products to manage their periods. It's disgraceful that the policy is necessary, but good that they've agreed to try and tackle the issue – only, not everyone agrees. Welsh Brexiter and property developer, Marcus Stead, had a very different opinion.
The old "Poor people can live on cheap stuff so why are they moaning?" schtick never gets old, especially as it invariably comes from people who wouldn't have a clue how to live on even double the minimum wage for a month.
Stead's ignorant comment was given short shrift. Women weren't happy about being told how to manage their periods by a man.
Others were highly unimpressed by his presumption to understand poverty.
Like most people, primal scheme was just unhappy with the whole arrogant declaration.
While, Twitter user, Dr Graham, expertly turned Stead's own words against him.