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When it comes to the Nigerian entertainment industry, no individual can claim to reign forever. In the words of popular singer, 9ice, in his song – Street Credibility – when it comes to fame, it is a matter of turn by turn. Saturday Beat focuses on some youths ruling the Nigerian airwaves.
Born, Victor Adere, he goes by the pseudonym, Victor AD. The Nigerian singer and songwriter was born and raised in Lagos, although he is from Delta State. The graduate of Auchi Polytechnic, Edo State, began his music career professionally in 2014 with the release of the song, ‘Jowo’, and came to limelight after being featured on Erigga’s song, ‘Motivation’.
Subsequently, he released his own single, ‘Wetin We Gain’, which has since become a hit and a street anthem. The song has garnered him some accolades. It was gathered that the singer started doing music at age six with inspiration from the likes of Bob Marley, Sunny Ade, Michael Jackson and Lucky Dube.
Signed to Davido’s DMW record label, Peruzzi has since become a known name in the entertainment industry, thanks to Tuface, who featured him on his song, ‘Amaka’. Although he may be new on the scene, the young man appears to be a new favourite for musicians looking for talents to feature in their songs and he never fails to impress. Recently, he was featured on the Duncan Mighty’s hit song, ‘Aza’, which also featured his boss, Davido. Just a few days ago, his boss also released a song, ‘Twisted’, in which he was also featured. He was also featured in Ice Prince’s hit song, ‘Yawa’. It seems he is the new ‘prince of collabo’. Recently, Davido announced a collaborative project between the young lad and himself. Apart from the songs in which he has been featured, Peruzzi also has some good songs like – ‘For your pocket’ and ‘Mata’.
She may be following in the footsteps of her sister, Niniola, but at the pace the talented singer, Teniola, is going, she might soon outshine her sister who hit the limelight before her. What she lacks in looks, she has in talent. The sonorous singer got the attention of some music lovers with her Instagram freestyle, Fargin. And ever since the Internet discovered her talent, she has continued to grow from strength to strength. Her songs: ‘Wait’, ‘Askamaya’, and ‘Case’, which is the most recent, have been regular features on top charts across the country.
It takes a lot to have a street song and a club banger but Zlatan achieved this effortlessly with his hit song, ‘Able God’. With the right mix, Zlatan Ibile teamed up with Lil Kesh and Chinco Ekun to deliver the song, which seems to be on the playlists of many top disc jockeys in the country. The song is also among the top ten songs on the Nigerian iTunes and other charts. Apart from his recent project, ‘Able God’, the young chap teamed up with Oritse Femi to deliver the hit song, Omoge, and he also sang ‘Legwork’, which is loved by many people.
Signed to Wizkid’s Starboy record label, Terri has shown that he is a force to reckon with in the Nigerian music industry, especially with his hit song, ‘Bia’. In the song, he showed the public the reason why one of Africa’s hottest artistes, Wizkid, signed him. Shortly after the song’s video was released, it found its way to various top charts across the country, making more people to begin to take notice of Terri.

industry_corpus2: Film & Entertainment


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Consumers now have the ability to place free credit freezes on their credit files, which makes it harder for identity thieves to open new accounts in a consumer’s name.
This change also allows consumers to place initial fraud alerts on their credit files for one year. These changes come as a result of the Economic Growth, Regulatory Relief, and Consumer Protection Act.

industry_corpus2: Finance & Economics


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A local area network is a network of devices connected to each other within a small area and allows for a way to communicate with each other.
Let Linovus take care of your Network Setup, we have a team of talented technicians who can build, configure and troubleshoot your office network for you. Everything from network design and configuration to network management for your users and computers. We've got you covered!
If you have problems with your wifi or just experience a slow network, we can help you by troubleshooting. We have helped a number of clients by making their networks more responsive and efficient when they experienced troubles with their existing setups.
Network management can be a hassle, with lots of users and devices coming and going it doesn't take long for you to get swamped with work. Linovus offers network management to help reduce the headache of handling all work, we can help get you setup with Active Directory to manage it all for you.
Adding users and devices to your network, password management, and deploying updates to all of your devices are just a small sample of what we can do for you, remotely!

industry_corpus2: Computing & Telecommunications


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Start looking and feeling beautiful with the array of treatment options at our day spa. The lash bar at Red Hots Spa provides people across Nassau County and Long Island with affordable and beautiful eyelash extensions. These extensions are a simple and easy way to change your look around.
Choose The Eyelash Extensions Right For You!
We offer a range of different options to suit exactly what you are looking for when it comes to eyelash extensions. Our individual lashes will be applied one lash to one lash and will lengthen and volumize your lashes to new heights and will open your eyes without having to use mascara. These eyelash extensions are waterproof, painless and absolutely gorgeous. From natural to glamorous, choose the lashes that best suit your look! Lengths, curls and thickness can all be customized to perfectly fit your style.
This sort of work is meticulous and can take between one and two hours. The eyelash extensions will blend seamlessly with your natural lashes, providing for a fuller look. And once applied, these eyelash extensions will last as long the growing period of your natural eyelashes. This time is subjective for each person, but typically the time between touch-ups is about two to three weeks. We have a variety of different treatment options to choose from at our lash bar, so you can find the look that is perfect for you!
On top of the great eyelash extensions we offer, we can also provide you with other great options for your eyelashes. One Night Stand and various Lash Lift options.
Call Today To Discuss Our Various Eyelash Extensions!
Red Hots Spa has years of experience providing people with exceptional eyelash extensions and other beauty treatments and services. We proudly serve clientele from across Nassau County and Long Island. If you are interested and would like to learn more about all we offer, please contact us today. Schedule an appointment today and call 516-484-8267. We will also answer any questions you may have about our eyelash extensions and consult with you the best plan of action moving forward.

industry_corpus2: Others


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We are very proud of the work we do, but we also recognize that today’s best practices are tomorrow’s old hat. Being great at digital marketing requires constant learning. To keep on keeping up, we developed our own certification program for each of our core practices.
We have several levels of certification, and everyone is engaged in teaching and learning, all of the time. We share knowledge and ideas through an internal wiki, workshops, lunch and learns, goal groups, and one-on-one mentoring.
SMEs are recognized with a medallion.
We appreciate expertise at Two Octobers, but teaching is what we value most. The highest level of certification a person can attain is to become an SME (subject matter expert). You may be familiar with this term, but not necessarily in the way we use it. To us, it describes a person who works diligently to raise the level of knowledge in the organization. The path to becoming an SME requires innovation, thought leadership, and delivering results for clients. The final step is a survey of everyone on the team. Does this person proactively share knowledge? Is he/she approachable and always willing to help?
People who love to teach and learn thrive at Two Octobers, and that translates to more value for our clients and best practices that stay best.


text: This is a stylish, quality crafted leather wildlife wallet which features an embroidery of the Majestic Bison. This is a great functional wallet that uniquely captures your passion for the outdoors!!


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The site is on an attractive prominent corner location on Argyle Way and its junction with Fairlands, within an established industrial, Business and Retail area.
It comprises three units with a total floor area of 1,673.4 sqm (18,012 sqft).
Both Junction 7 or 8 of the A1 (M) are approximately 2 miles away.
The site is within walking distance of Stevenage Town Centre and the railway station which is on the First Capital Connect line from London King's Cross Station to Cambridge and Peterborough.
Stevenage mainline railway service to London''s Kings Cross (22 minutes).
Each unit has been built to the highest quality and specification.

industry_corpus2: Real Estate & Construction


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The Aran Store are a fully Irish owned company specialising in Aran Knitwear, Traditional Irish Clothing, Irish Jewelry, Irish Gift & Homeware product. Our products are steeped in Irish Tradition and represent the best in Irish Design.
Traditional Irish products are known for their craftsmanship and ability to survive the rugged, rural climates of the west of Ireland.
Our dedicated online team are here to help you experience the quality of our Irish product range wherever you are across the world. All orders placed online through our state of the art online store are delivered within days (worldwide) and are fully traceable from the time they leave our dispatch centre.


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Our feet are precious assets that need constant protection and care; otherwise, they are susceptible to numerous hazards and problems. Toenails too can fall prey to infections, pain, and suffering.
Fungal toenails: This is when the toenail starts to change color and becomes thick due to fungal infection. Fungi exist in damp and moist places and can easily settle under the toenails when the opportunity arises. Closed shoes, public washrooms, and non-absorbent socks are common places for fungal proliferation.
Ingrown toenails: This condition occurs when the toenail starts to push inside the tender skin around the nail area. The constant pressure can lead to swelling, redness, and pain in the affected areas. Knowing how to cut and shape your nails is important, as that can increase or decrease the chances of this occurrence.
Regular inspection for any signs of change.
Avoid closed and tight shoes as they push your toenails hard against each other and can cause deformities as well.
Wash your feet and dry them properly.
In case of infection, apply anti-fungal ointment to stop the fungi from spreading.
For severe cases, advanced laser treatments are available to treat the infected toenails.
At Joseph Stuto, DPM, we have the latest technology and vast experience to diagnose and treat different foot and toenail conditions. Our board-certified podiatrist Dr. Joseph Stuto is known for his expertise in foot and ankle care.
Visit us at our two convenient office locations in Brooklyn (718) 567-1403 and Brooklyn Heights (718) 624-753, NY for guidance on foot health related issues, or call us to schedule your appointment today.

industry_corpus2: Health & Medicine


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Summer International Orientation Camp is the biggest ISA event throughout a year. It is the only event when you can interact with more than 50 senior students and most of newly admitted students with you.
Attending Orientation is an important step in making the transition to life as a college student. Orientation jump-starts your CUHK experience. You meet faculty, staff and students, and learn about our innovative programs, community values and historic traditions.
2016 International Student orientation camp has ended! thank you everyone who joined! we hope you had a great start of your journey at CUHK.

industry_corpus2: Subject Education


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I had intentions of checking out The Abbey, in Washington Square, Brookline, but every table was taken when we arrived. Instead, I meandered over to Burro Bar, a Mexican joint that was nearby.
The vibe of Burro Bar is peppy and modern. Blasting Drake or Lupe Fiasco and the place is full of 20-somethings who love margaritas. Bright colors, contemporary restaurant furniture, and lights echo the vibe.
In terms of food selection, this place has tacos like you’ll never see. I mean, try finding beef tongue tacos anywhere else in the Boston.
Before dinner, we were served a starter of chips and salsa. You get a fair amount of chips. The salsa definitely had some kick to it, so if you don’t like spicy foods this may not be for you.
Now for the important part: the tacos.
The size of the taco is bigger than I expected but you only get one per order And for $7-8 it’s not cheap for the amount you’re getting.
I went with the crispy baja style fish taco – a taco loaded with fresh savoy cabbage, doused with a jalapeño slaw, baja mayo and topped with cilantro. It was melt-in-your-mouth good.
While my taco was delicious,short rib double stack – which featured a hard taco held within a soft taco. In addition to beef carnitas, it also featured tres quesos, beef carnitas, poblano + onions, oregano, Mexican crema, and cotija.
TL;DR All in all, Burro Bar is Mexican eatery that features a menu with creatively stuffed tacos & a large tequila selection in a colorful, eclectic atmosphere.

industry_corpus2: Hospitality & Catering


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who is hot couple on television ??????
juzzz do it hot couple !!!!!!!!! -_-!!!!!!!
please stop making polls about other shows couples bcz its D3 forum so u will get to c to many votes for D3 couples and if u go open sme poll in dem shows forum u will get to many votes for those couples so wats da point?
and D3 couples havent started showing any hawtt and romantics scenes yet.
It is Rey and Kria all the wayyy!


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Brushing boots or splint boots are used to protect a horse's legs during exercise, protecting the lower leg from injury that may occur if one leg or hoof strikes the opposite leg. They are commonly seen on horses in fast work, such as jumping, when in training, such as when longeing, or in competitions such as reining or eventing. Brushing injuries are more common on the forelegs, when one hoof catches the other leg, or when the fetlock or cannon bones hit each other. This can cause a serious injury on a horse's legs, especially if the horse is wearing shoes. Poor equine conformation can often lead to brushing, although even properly-conformed horses can also accidentally injure themselves. Brushing boots may also be placed on horses in the field to protect them if they get overly excited. Other reasons for use may include placement on a young or unfit horse which may be excitable and step on itself, or on horses subject to intense work that may stumble more if they are tired.
neoprene brushing boots, front (longer) and rear (shorter) Modern brushing boots are usually made of synthetic materials such as Neoprene or traditional materials such as leather. They usually attach by a wide velcro fastening which is pulled around the leg, although they can also be pushed through a ring and be fastened back upon themselves, making them more secure and less likely to slip during exercise. They can have between 1 and 5 straps, with front leg boots usually having more straps. Some boots may have buckles, especially older designs. They have a protective padded area on the side of the boot which is on the inside of the horses leg, protecting the cannon bone and fetlock.
They are made in a wide variety of colors and of varying styles.
The boot is usually placed onto the horse with the straps facing towards the rear on the outside of the leg, unless the attachment design mandates a different placement. To ensure there is even pressure around the leg when putting the boot on, they are fastened middle strap first, then the others. Boots that are too tight can cause discomfort and pressure injuries, but those that are too loose may become dislodged or come off entirely.
Incorrectly fitting boots will be uncomfortable for the horse and can cause rubbing and soreness, as well as impeding your horses movement. Sizing varies in different nations, but generally there are three to four size ranges for ponies, small or young horses, and large horses.
Brushing boots are not to be worn for long periods as they can become uncomfortable for the horse, especially if the boots get wet or dirty which may cause irritation and sores.
Boots made of synthetic materials are generally machine-washable. Leather boots are cleaned in the same manner as other leather horse tack, using saddle soap and similar products. Boots that are washed need to be fully dry before storage or reuse. Between uses, boots that are not washed are checked for accumulations of small stones or dirt which may irritate a horse's legs.

industry_corpus2: Agriculture & Fisheries


text: Selection is competitive and based upon the formal research grant proposal. Open to new scientists earning their latest degree in communication sciences within the last five years. Recipient must complete investigation within one year and submit a final report. Applicant should request specific guidelines and forms to prepare an application.


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Affliction can come in many forms in the saint’s life. We don’t often look at it the way Thomas Brooks describes but in reality our life is magnified through affliction.
Job 7:17-18 What is man, that thou shouldest magnify him? and that thou shouldest set thine heart upon him? And that thou shouldest visit him every morning, and try him every moment?
These evils of affliction are for good, as they bring with them certificates of God’s love, and the evidences of His special favor. Affliction is the saint’s badge and mark of honor. That the God of glory should look upon a worm, and take so much notice of him as to afflict him rather than lose him, is a high act of favor. God’s rod is a scepter of dignity. Job calls God’s afflicting us His magnifying of us (7:17). Some men’s prosperity has been their shame while others’ affliction has been their crown.
Affliction can come in many forms in the saint’s life. We don’t often look at it the way Thomas Brooks describes but in reality our life is magnified through affliction. We often look at it as punishment like Job’s friends (when you have friends like he had, who needs enemies). But instead God choose to magnify Job through trials and afflictions. He wanted to show the devil how much Job really loved God. Affliction in the Christian that takes it properly can produce much needed growth in his life. Affliction is often what we need to get us to move and truly seek God like Job did. We are really nothing but God decides to take notice of us. He guides and directs affliction so that we can become more like Him. The evils of affliction can work for our good. As we seek the Lord in the trials of life and grow, we give the devil a black eye like Job did. We glorify the one who saved us.
God seeks to try us every moment. He wants us to continue to grow. If you don’t grow under trials and instead get bitter, the Lord is not magnified and neither are you. Instead the devil is magnified. Can you image if Job had charged God foolishly like Mrs. Job wanted him to. If that was the case, I am not so sure the book of Job would be in the Bible. There are millions of stories of Christians who have given in to trials and glorified the devil rather than the Lord. Instead, if we let him try us every moment and grow from it, He will continue to try us more as he can trust us just like He did Job. The Lord wants to try you every moment. He wants to visit you every morning with His grace. He cares about you more than you care about yourself. Will you let him try you and magnify through affliction or will you let the devil win and complain about the Lord trying to work good in your life?
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Jordan Spieth reacts to missing a putt on the 12th green at Oakmont.
Yes, the members, even the head professional, at Oakmont Country Club, are rooting for the course in a U.S. Open.
“I hope so, Mark,” Ford replied. “I like seeing that flag blowing, I promise you.” Wind, of course, helps dry out the greens.
“Bob’s getting a little pressure and text messages from his members asking them to be sped up,” Brooks said.
Legend holds that the USGA slows the greens down for the U.S. Open, that the members play them faster day in and day out. They are, at any rate, as treacherous as any in golf.

industry_corpus2: Sports


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Lycon hot wax is our NEW premium wax made from natural ingredients and aromatherapy oils. It comes in many exiting colours and scents including apricot chocolate and vanilla!
The amazing benefits of this wax are virtually painless hair removal of hairs as short as 1mm.
How it works – the low temperature formula reaches right down to the lowest part of the hair and shrink wraps and removes even the most stubborn hairs.
Perfect for sensitive areas such as underarms facial areas and bikini lines, hollywood’s and brazilians. Ideal for gents for the sensitive chest area as well as nasal waxing.


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From Wednesday midday until midday today I have been on another expedition with the other half of the Level 3 Public Services students from Bridgwater and Taunton College. The same approximate route Porlock to Tarr Steps but with variations as the students made the route cards.
From Monday morning until midday today I have been on an expedition with some Level 3 Public Services students from Bridgwater and Taunton College. Porlock to Tarr Steps with campsites at Pool Bridge and Halse Farm gave a real mix of coast, woodland and open moor, not to mention a few hills along the way.
Out for the second day of a NNAS Silver I was running for Wet and High Adventures. We looked at more advanced techniques today and got off path for some compass work. Another stunning day on Exmoor and well done to Alan who passed the Silver award today.
A beautiful day on Exmoor for the first day of a NNAS Silver award I was directing for Wet and High Adventures. We started in Dunster and headed up into the woods and hills above. We spent the morning recapping on Bronze skills before moving onto the Silver stuff and trying to improve on accuracy.
After I had finished, it was off to Sparkhays Campsite in Porlock to meet up with some friends for a dinner of home made Chile. Thanks for the food Cath.
The last day on The Wye with a 7am start say use down to Symonds Yat by 11am and back on the bus heading home by midday. A lively day on The river where we saw loads of wildlife. All 5 students made it to the end in good form and that is the end of the watersports module for them. I will be working with them on land based activities after Easter.
Back on The Wye today from Lucksall Campsite to Ross on Wye. Fast flows certainly helped the progress but there were some wicked headwinds at time. I did get a tail wind and the sail up for a very short time but probably wasn't worth the effort.
Today was the first day of a River Wye expedition. Hereford to Lucksall Campsite. The river was flowing well at arou d 3 knots meaning very little paddling to do. Some wet rain periods interspersed with sunny spells.
A nice day (in between hail storms) biking on The Quantock Hills with my Level 3 Outdoor Education students from Bridgwater and Taunton College. A few ups and downs, a bit of mud and a race against time added to the challenge of the day.
Every so often you have to get in and prove you can still do it.
Today I was on an update as a Trainer Assessor for the Royal Lifesaving Society Beach Lifeguard qualification. A new manual, new presentation slides and some skills practice on the board was the order of the day down in Exmouth. A little chilly in the sea but it certainly could have been colder.
That is the last canoe training session done with my L4 Public Sevices students from Bridgwater and Taunton College . Next week we are off to The Wye for an expedition. Not a bad day, low wind, warm and even had time to make a brew along the way.
Working with my Bridgwater and Taunton College L3 Outdoor Students today and the day started badly when the bike trailer electrics failed. So, it was raid the activity centre store and build our own Mountain Bike course around the Low Ropes course. We had some pretty epic obstacles set up but as we couldn't work out how to get the bikes up the wall, we reverted to normal low ropes technique for that one.
Getting wet in the Melte and Sychryd Gorges today as part of my Risk Assessment process. Hannah joined me so that I had someone to carry the bag and star in the pictures. It was a little low and floating down stream bouncing off a few rocks has given me a few bruises on my bottom but otherwise all good.
Today I was down in Brixham assisting with a Foundation Safety and Rescue course with Baz Coaching as part of my consolidation period before starting to run them myself. It was good to work with someone new and steal his ideas for future stuff. 6 candidates and lots of different boats gave us plenty of ides to try out.


text: Linear machines (move straight up and down like a jack hammer) are great for building muscle, but is a very rough motion for your body. Today many linear motion machines have been upgraded to a tri-planar motion. Tri-planar move up and down like a linear machine, but also forward and backwards, so you get the muscle building effects of a linear machine, but without the wear and tear on your joints. Tri-Planar machines are great for weight loss, muscle toning, bone density, but you will also see some benefits in circulation and detoxification. But again, consider your needs and goals. If you are more concerned with detoxification and lymphatic drainage, you may want a pivotal, spiral or sonic machine.


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Vienna is a city where people live with many different backgrounds and native languages. This is also reflected in the diversity of languages in the Vienna pharmacies.
On average, six different languages are spoken per pharmacy. Overall, Vienna's pharmacy staff give advice to their clients in 47 different languages, according to a recent survey.
This linguistic diversity is now revealed as part of the project "Health speaks many languages", presented by the Chamber of Pharmacists.
In Vienna, there are currently 95,000 people of Serbian origin, 75,000 people of Turkish origin and 45,000 people of Polish origin (Statistics Austria 2013). Only those who truly understand the advice they receive in the pharmacies, can benefit from it.
"Thanks to the diversity of languages we can respond individually to the needs of the customers, "said Andrea Vlasek, President of the Vienna Chamber of Pharmacists on Wednesday.
"We are trying to reach customers in their own language in order to better serve them," said Viktor Hafner, Vice-President of the Vienna Chamber of Pharmacists.
From now on, it will be possible to see at a glance what languages are spoken in any pharmacy. The pharmacies will post the flags of the languages which they speak.
The promotion of linguistic diversity and particularly the high number of women working in pharmacies with an immigrant background is seen as a very positive role model by integration Councillor Sandra Frauenberger (SPÖ).
"Multilingualism is a great opportunity that we must seize. Vienna speaks 250 languages, there is so much potential that we must seize. With the initiative of the Chamber of Pharmacists of Vienna, multilingualism is made clearer and it is an important contribution to the acceptance and appreciation of diversity in Vienna. "


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The electrocardiogram is an important part of the initial evaluation of a patient suspected of having a heart-related problem. Also can provide important information about the patient’s heart rhythm, previous heart attack, increased thickness of the heart or oxygen delivery declined in the heart among others. Today we tell you how an ECG is done to a patient.
It is a simple test that records information about the beats and rhythm of the patient’s heart and measures the electrical signals that make the heart of this can.
To achieve the electrocardiogram small, adhesive electrodes, which are applied to the chest, arms and legs of the patient are prepared; although some systems, the electrodes can be applied to the chest, shoulders and sides of the lower chest or hips.
Through patient cables connected to an ECG machine and asked to hold very still while a technician records the echocardiogram, so that the electrical activity created by the heart patient is processed on the machine.
They can pick up the electrical signals on a screen or printed on a graph paper, which will be interpreted by the physician. The performance of the test only takes a few minutes.
Because many drugs can change the results of this test, you should tell your doctor about all medications the patient is taking, especially heart medications. It is also important prior to testing, remove all jewelry neck, arms and wrists.
The only preparation for performing an electrocardiogram is wearing clothing that allows easy access to the chest , like shirts buttoned to the front, they are very practical.
Before the test, the patient’s chest should be cleaned with alcohol to ensure good electrical contact with the electrodes. In men who have a hairy chest, it may be necessary to shave small areas, to allow proper skin contact with the electrodes, and does not interfere in the process.
A standard electrocardiogram is a simple, quick and painless procedure, but there is a small risk of complications during exercise electrocardiogram, because exercise can cause shortness of breath, arrhythmias, chest pain or even a heart attack.
The electrocardiogram is generally carried out in the hospital, especially in cases of chest pain or abnormal heart rhythm.
Will the doctor who performed the electrocardiogram who communicate the results to the patient or failing the doctor who asks for the test and he will also decide whether further testing is necessary heart.


text: At Southwest Animal Hospital we believe that the client is the ultimate caretaker of the pet and the pet's medical records and we, as veterinarians, serve to advise our clients. Our feeling is that the veterinarian alone keeping the medical records does not serve a modern society well. Our society has become much more mobile and people are unlikely to live out their lives in one locale. With the average American moving several times in a lifetime, valuable medical records are often left behind. We feel that the patient's caretaker should be aware of the complete medical history and that the veterinarian should use the information to advise and treat the patient. At Southwest Animal Hospital, our first responsibility is to inform the client of the pets needs and a secondary responsibility is to provide the medical, diagnostic or surgical services. A complete copy of the pet's medical record assures that we are meeting the first responsibility to our clients. Unlike any other hospital in the area, Southwest provides copies of each exam or hospitalization, and whenever possible, copies of the results of laboratory and diagnostic tests (blood chemistries, ECG's, biopsy reports and correspondence with specialists). This helps insure that we are pursuing a course of action compatible with our client's and their pets needs and wishes. It additionally places the burden on us to be thorough and competent.


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As seen on CW's hit TV show "The Vampire Diaries", worn by "Jo Laughlin", actress Jodi Lyn O'Keefe. See it on season 8 episode 817, I Was Feeling Epic, original air date 3/10/17. There's a great shot of Jo at the 38:06 marker! Placement via The Artisan Group.
Looking for that perfect "go to" necklace for your everyday style? Our Mystic Fall necklace is a perfect choice. A beautiful combination of chrysocolla quartz, smokey quartz, sterling silver and subtle touches of oxidized copper this necklace is elegant yet understated so it works great with any outfit. The necklace measures 16 inches with a 2 inch extender making it adjustable up to 18 inches. The adjustable length makes it great with a variety of necklines.


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The Epworth Sleepiness Scale is used to determine the level of Daytime sleepiness and as a tool to determine if you're one of the more than 100 million Americans that suffer from some form of a sleeping disorder.
Take our sleep assessment quiz by selecting the chance of dozing options from the dropdowns below to determine your level of risk. Once you have selected your chance of dozing levels for each situation, press the "Analyze" button below to view your results.


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The first few months of my pregnancy were the hardest. I had scan after scan to make sure everything was ok. They normally give women who have had early pre-eclampsia aspirin to prevent it coming back, but I have a blood condition so this was not an option for me.
I was told by nearly every consultant and midwife that I would have to have a c-section under general as a natural birth was just too much of a risk. For a while I agreed, even though it killed me inside to not meet my baby as soon as it was born. I still struggle now with not knowing where my son came from. I wasn’t pregnant for long and he was just given to me like a pet from a shop. It is hard to get your head around.
When I was around 20 weeks gone I met a wonderful midwife. I couldn’t have done as well in this pregnancy without her. I joined her yoga class and she told me about hypnobirthing. Although hypnobirthing didn’t help me during labour, I honestly believe that along with the yoga, it helped me get to my due date.
The pregnancy was tough; I was constantly worried about my blood pressure. But the midwife would come around twice a week then every other day towards the end to check on the baby and myself. At 35 weeks a scan showed the baby measuring smaller than it should. This panicked the consultants and they booked me in to have a c-section at 39 weeks. I was not happy about this. Does it matter if the baby is measuring small if its health is fine? It was measuring around 5lb which at 35 weeks didn’t seem small to me.
I had several midwives tell me that I would have to have a c-section and that there would be no chance of a natural birth. This worried me a lot. I searched the internet frantically looking for people who had been in my situation and that’s when I found a wonderful VBAC group on facebook. I honestly believe that if it wasn’t for the lovely ladies on this group I wouldn’t have had the strength or knowledge to fight for a natural birth. They advised me that this was my pregnancy and my body and that I didn’t have to listen to hospital protocol.
I have had my fair share of issues with the NHS as you have read from this post, but please don’t get me wrong and think that all NHS staff are terrible. My son and I wouldn’t be here if it wasn’t for them and I thank them every day for that. The NHS are horrendously understaffed and have far too many patients so I totally understand why things go wrong and how stressful each day must be.
My c-section date came and went. I refused it as I just had to give a natural birth a go. The baby was fine; I was fine so why not try? I was looking forward to my due date and looking forward to being impatient for the baby’s arrival. But this baby was a girl, and just like her mother she is a perfectionist and decided she wanted to come on her due date. It was 3am on my due date when I felt my first contraction. They were only 15 minutes apart so we went about our day as normal.
I had seen a lady on a YouTube video who had gone for a walk in the woods when she was in early stages of labour, I thought wow how relaxing I will do that. Who was I kidding??
Contractions hurt, and when I say hurt I mean HURT! It felt like someone had a piece of string tied around the top of my tummy and was pulling it as tight as they could. So the walk lasted two minutes, before I jumped back into the car and went home.
That evening I decided to head to hospital as the pain was getting stronger and I was concerned about my c-section scar. We didn’t know many people as we had only lived here a year. No one except my sister, my mum and a friend from home had looked after our son before, but we were extremely lucky to have met a lovely lady who worked with my partner. She was able to look after our son until the next day. I should have planned it all better and organised a family member to come and stay.
We spent that night in hospital where my contractions stayed the same. Every midwife kept saying I wasn’t in labour as I wasn’t dilated, I kept thinking how ridiculous that was, as I was in agony. One consultant even said they wouldn't let me go over 10 days, I was so confused as I didn’t think I would last 10 days in this much pain.
The next day there wasn’t much change in how regular my contractions were and after hearing for the 100th time that I wasn’t in labour I decided to go home. We had called my parents that morning to see if they could come up from Essex to have our son as I wasn’t sure how long I would be in and out of hospital.
My parents arrived at ours shortly after our son had come back home. I was standing talking to my mum whilst swaying from side to side when suddenly I felt a click in my pelvis, it was my waters. We quickly rushed to the car and headed to hospital.
When we arrived they checked me and said I was only 3cms dilated so I wasn’t in proper labour yet. By this point the contractions were on top of themselves, one after the other without a break. I was screaming in pain, so they gave me gas and air. I thought gas and air was a pain relief but how wrong was I? It just makes you happy when you’re having a break from contractions but doesn’t stop the pain.
I was then met by the consultant led unit midwife team who made me walk up the stairs to the labour room. This was a horrifically painful and difficult experience; I remember shouting that I wanted a c-section. Once upstairs they measured me again and said I was 4cms dilated. How could this be? I needed to push. I automatically started pushing. The second midwife checked me and realised I was 10cms dilated and the baby was coming.
It only took a few pushes, and my baby was out. She came out with one arm up like superwomen which caused me to tear but she was out, she was out and had come out naturally!
I often get asked what was harder, a c-section or a natural labour? I say they were both painful but I would choose natural every time. The pain of labour is horrendous but it’s a pain I would strangely like to experience again. I am so proud of myself for not only coping with my premature son mainly on my own but to then go through and fight hard to have a natural birth.
I want other mothers who read this to know that they can do it. Whether your alone, you have had a traumatic birthing experience or are just terrified about the concept of child birth. We are women, we are strong and we cope. We may need a bit of assistance along the way but we are incredible human beings and we should all be proud of ourselves!
As a VBAC mum myself, I loved reading Kelly's second birth story. After everything she went through with her son's birth I know how much it would have meant to have a positive birth experience this time.
I had a section in 2014 and am now 10 weeks pregnant. My previous labour was 34 hours and as much as I’d like to try natural, I would hate to have to labour that long a second time and end up with a second section after trying; I think I will go elective!


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Weigert's Working Hematoxylin* for 10 minutes.
Dehydrate in 95% alcohol, absolute alcohol, two changes each. Clear in two changes xylene.
Mount with Permount (#17986-01) or equivalents.
Luna, L., (ed.) AFIP Manual of Histological Staining Methods, 3 rd Ed., New York . McGraw Hill Publication, c. 1968, p. 76.
Van Gieson, I. , New York Med. J., 50:57-60, 1889.
Mallory, F.B., Pathological Technique, W.B. Saunders Co., Philadelphia 1938.
Place in staining solution for 15 minutes. Staining solution should be prepared fresh.
Combine: 25 ml Iron solution.
10 ml Potassium Iodide, 3%, aqueous.
3.5 ml Alcoholic Hematoxylin, 10%.
Counter stain with Van Gieson's Solution, 3 - 5 minutes.
Van Gieson's Solution, Zenker's Stock Solution, and Weigert's Iron Hematoxylin are available online from the EMS Catalog. For ordering or product information, click here.


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I've just updated the version of OpenSSH to 4.7p1-1.
untrusted cookie fails; found and fixed by Jan Pechanec.
* sshd(8) in new installations defaults to SSH Protocol 2 only.
performance on high-BDP (Bandwidth Delay Product) networks.
approximately 20% faster than HMAC-MD5.
fatal error when the ExitOnForwardFailure option is set.
- Encode non-printing characters in scp(1) filenames.
these could cause copies to be aborted with a "protocol error"
a side-effect of the "hang on exit" fix introduced in 4.6p1.


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Our standard software packages, FIAsoft and SIAsoft, have been designed and improved over the years based on extensive feedback from our customers. Even so, sometimes a customer may require a feature that is not present in our current software version. With our talented and responsive software team at FIAlab, we have had great success in quickly implementing small, and sometimes not-so-small, changes to our software to satisfy our customer’s needs. Many times, we feel these changes will benefit other customers in the future as well, so they are also added to our standard software package.
Beyond these tweaks to FIAsoft and SIAsoft, we have also designed entirely new software packages for some of our customers over the years. If you feel that FIAlab’s expertise can help you out, but you don’t see the exact product you need, please contact us. We are happy to take on a custom software project for you, and can also combine it with a custom analyzer to best fit your needs.


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Mrs. Doris M. Tillery, age 86, of Cedartown, passed away on Wednesday, June 4, 2014.
Mrs. Tillery was born on Oct. 5, 1927 in Polk County to her parents, the late Harvey E. and Mary McCoy Morris.
In addition to her parents, she was also preceded in death by her husband, Mr. Howard F. Tillery; her sisters, Mildred Tanner and Ann Baxter; her brother, Charles Morris and two grandsons, Charlie Tillery and Craig Tillery. Mrs. Tillery was a proud member of the Southside Baptist Church.
She is survived by her loving family, her sons and daughters in law, Phil and Terry Tillery, Ronnie and Carol J. Tillery, Rocky and Patty Tillery and Scotty and Ann Marie Tillery; her daughters and sons in law, Diane and Marvin Cheatwood, Becky and Dewey Rutledge and Robyn and Benny Hubbard; her special, loving care giver, Virginia Jeann Monti; her grandchildren, Angie and Tracy Robinson, Keith and Nikki Cheatwood, Stacey and Timmy Little, Todd and Brigitte Tillery, Amy Tillery, Lisa Pruitt, Fran and Andy Davis, Wesley Tillery, Johna and Parker Tidwell, Julie Rutledge, Joy and Drew Robinson, Breck Tillery, Joshua Hubbard, Jordan Hubbard, Jacob Hubbard, Russell Tillery, Meghan Guice and Clayton Tillery; twenty two great grandchildren, one great- great- grandchild, nieces and nephews also survive.
Funeral services for Mrs. Doris M. Tillery were held on Friday, June 6, 2014 at 2 p.m. from the Sanctuary of the First Baptist Church of Cedartown with the Rev. Wayne Benefield and Mr. Wayne Weaver officiating.
Interment followed in the family lot of the Northview Cemetery with the Rev. Joel A. Smith conducting committal services at graveside. The family received friends on Friday, June 6, 2014 in the Sanctuary of the First Baptist Church of Cedartown.
The family has lovingly and respectfully requested that in lieu of flowers memorial contributions be made to either the: Southside Baptist Church, P.O. Box 478, Cedartown, Ga., 30125 or to the First Baptist Church Memorial Fund, 101 N. College Street, Cedartown, Ga., 30125.
Mrs. Tillery’s grandsons will serve as Pallbearers and her grandchildren and great grandchildren will serve as Honorary Pallbearers.
We invite you to visit our memorial web site at www.liteseyfh.com to extend your personal condolences to the Tillery family and to sign the on line guest book.
The Lester C. Litesey Funeral Home of Cedartown is in charge of the arrangements for Mrs. Doris M. Tillery.


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American New York Times columnist and best-selling author, essayist, feminist, and activist Barbara Ehrenreich will be the keynote speaker at the Icelandic Networking Conference, which will be held May 27-29 at Bifröst University. Widely considered one of the greatest, most provocative social critics of our times, Barbara is the author of 16 books, including Nickel and Dimed, which won the Los Angeles Times Book Prize and was named one of the decade’s top ten works of journalism by the Arthur L. Carter Journalism Institute at NYU. Another speaker at the conference is Sigríður Benediktsdóttir, one of the authors of Alþingi’s investigative report into Iceland’s bank and economic collapse.
Barbara is renowned for her campaign for women’s rights. She holds a Ph.D. in biology from The Rockefeller University, but early on dedicated her critical and research skills to writing. She was a regular contributor to Gloria Steinem’s Ms. Magazine, is a columnist for The New York Times, Time magazine, Harper’s, The Nation, and is a frequent and popular TV talk show guest. She is widely regarded for her biting, witty writing style; she has been called “the Thorstein Veblen of the 21st century,” and The London Times called her the Jonathan Swift of the 90s for her sharp insights and exposes of the excesses and injustice borne by those on capitalism’s underside.
In writing Nickel and Dimed, Barbara—inspired in part by the rhetoric surrounding welfare reform, which promised that a job—any job—can be the ticket to a better life—decided to join the millions of Americans who work full-time, year-round, for poverty-level wages. But how does anyone survive, let alone prosper, on $6 an hour? To find out, Barbara left her home, took the cheapest lodgings she could find, and accepted whatever jobs she was offered. Moving from Florida to Maine to Minnesota, she worked as a waitress, a hotel maid, a cleaning woman, a nursing home aide, and a Wal-Mart sales clerk. She lived in trailer parks and crumbling residential motels. Very quickly, she discovered that no job is truly “unskilled,” that even the lowliest occupations require exhausting mental and muscular effort. She also learned that one job is not enough; you need at least two if you intend to live indoors, and demonstrated in often heart-wrenching details how employers and managers often manipulate and take advantage of workers’ poverty and desperate circumstances.
In her latest book, Bright-sided, Barbara exposes the crippling downsides of the “positive-thinking” industry: personal self-blame and national denial used – at the cost of clarity, common sense, and realism – to brush off poverty, disease, and unemployment to rationalize a system where all the rewards go to those at the top. The theme of this year’s Networking Conference – Empowering Women is Courage, Communication, and Change of Mind. Sigríður Benediktsdóttir, the other keynote speaker, will discuss courage in the wake of the events leading up to and causing Iceland’s economic and bank collapse. In addition to the keynote speakers, thirty other women will speak at the conference on various issues.
The Networking Conference, which was founded by Dr. Herdís Þorgeirsdóttir, professor of law, is by far the most popular and influential conference that takes place in Iceland. It was first held in 2004; in 2008 the conference was attended by 500 women. The conference agenda and registration, as well as information about lodging, is available at www.bifrost.is.

industry_corpus2: Literature & Emotions


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Gather the family. You’re going on a trip to Florida and they’ll wanna know. But first, be forewarned. Professional relaxers only need apply. That’s because when you’re not wasting the day away on one of the porches, nodding off on the beach or just admiring the brilliant architecture, you’ll probably just be napping in such a calming culture.
You don’t have to of course. Blue Mountain Beach offers plenty to do. It’s just that Dune Side is for lazy days. And Captain's Deck at Dune Side certainly helps. This 5-bedroom home was beautifully designed with the lounger in mind. Open and airy, much like the area’s famed coastal breeze, you’ll enjoy expert floorwork, bright bedrooms, and modern kitchen appliances that can easily feed the hungry mouths inside. And plenty of room to boot. Kick back in style as you lounge around the family room, are enjoying the flatscreen TVs, or even a refreshing shower in one of its stylish bathrooms. It matters not. Everything is relaxing around here.
But this much you should know. The star of the show is the porches upstairs and below. That’s where the relaxing really comes in. So footwear, beware. You’re not gonna be needed very often. Just picture yourself lounging around on one of your decks and taking in the fresh air with not a care in the world. Yeah, it’s high time you took those shoes off. Because a stay at Captain's Deck at Dune Side, means it’s time to kick ‘em off and just kick back in style.
Lazy Days: Gorgeous 2 BR Condo - Complimentary Beach Service!
4 bedroom, 4 bath luxury vacation home located in Cypress Dunes, Frog and Pony!
"The Corner Office" - Directly on the Beach - Private Deck & Balcony!
Tenne-Sea Retreat - Your spring NW Florida vacay awaits.
Newly Built Santa Rosa Beach Home - Walk to Beach!

industry_corpus2: Travel & Geography


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April 01, Hauppauge, NY – Jarrett M. Behar (resident of Commack) joined the Litigation Practice Group of Certilman Balin as a Partner and is based in the Hauppauge office. He has vast litigation experience in the areas of real estate, commercial lending, construction, general contractual disputes, land use, bankruptcy, intellectual property, professional liability defense matters and appellate practice in both federal and state courts.
Prior to joining Certilman Balin, Mr. Behar was a Partner at a Sinnreich Kosakoff & Mesina LLP in Central Islip where he focused on commercial real estate and development matters. He also practiced as an associate at a prominent New York City law firm. For one year, he was counsel and project manager at the large retail chain, Steve & Barry’s University Sportswear.
He earned his Juris Doctor from New York University School of Law and his Bachelor of Arts in Political Science from the University of Florida. In law school he served as the Competitions Editor on the Moot Court Board.
Mr. Behar has authored articles in a myriad of publications including New York Law Journal Magazine and the Suffolk Lawyer.
He serves as Vice President of the Commack Union Free School District Board of Education where he manages an annual budget of approximately $200 million. He is an officer of the Suffolk Academy of Law and co-chairs the Suffolk County Bar Association Transactional & Corporate Law Committee.
He is admitted to practice in New York and the U.S. District Court, Southern and Eastern Districts of New York and the United States Court of Appeals for the Second Circuit.

industry_corpus2: Law & Justice


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InterExchange arranges accident and sickness insurance for all of our participants. The insurance will cover more than the minimum coverage required by regulations.
For the most up-to-date policy information, as well as additional insurance forms, please refer to our Insurance page. Researching the nearest in-network providers before the season starts can go a long way to reduce the stress of a participant’s potential illness or injury, and we encourage you use our website to do this: www.InterExchange.org/cc-insurance. If you need more information, please contact an InterExchange representative.
Completed claim forms and the original bills can be sent by the participant, doctor, hospital or clinic directly to the insurance company. Please do not send them to the InterExchange office.
The health, safety and welfare of participants is the primary concern of InterExchange and the U.S. Department of State. Do not place participants in positions that can endanger their well-being or adversely affect their impressions of the U.S. or American people.
If your camp experiences an emergency involving one of our participants (e.g., accident, illness, mental, nervous disorder or fatality), call InterExchange immediately. We will provide guidance to help you manage the situation. If the emergency occurs after normal office hours (9:30 a.m. to 5:30 p.m., Monday-Friday) or on a weekend, you can contact a member of the InterExchange Camp USA staff at our 24-hour emergency support number: 1.800.597.1722 and follow the directions or call 917.741.5057.
Emergency room visits can be very expensive. All participants who visit the ER but are not admitted as an emergency will be charged a $250 deductible. Please advise participants to visit a doctor first and only visit the ER if it is an actual emergency.
In case of emergencies (e.g., hurricanes, flooding, earthquakes, fires, terrorist attacks), you must advise participants to follow your guidance and/or that of local authorities if the guidance is different from InterExchange guidance.
The most important aspects of promoting safety are communication, preparedness and coordination. Make sure you have an emergency contingency plan and make your plan known to participants as part of their training and orientation. Timely communication with InterExchange throughout an emergency event is necessary and a requirement of hosting participants. Please always respond to InterExchange’s inquiries about the safety of participants as soon as reasonably possible.
Camps must issue emergency instructions to participants to prepare them in case of emergencies.
You must make participants aware of emergency and evacuation procedures issued by government authorities. Please also encourage compliance.
InterExchange is not responsible for participants’ medical bills. Please settle all outstanding bills before participants leave your camp.
Continue to the next chapter, How You Can Prepare for Challenges, or return to the Table of Contents.


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CBS Star Sean Kanan recently wrote a cookbook called “The Modern Gentleman: Cooking and Entertaining with Sean Kanan.” Having been a longtime “The Young & The Restless” fan (and a fan of his bad boy role as Deacon), I felt like I won a guest role in a reality show, “Get to Meet Your Favorite Stars,” when I was able to interview him.
As I relayed in a previous blog post, Sean is quite a foodie – including having immensely enjoyed his time at LA Food & Wine! It turns out his love of food – and cooking – started early, in the 7th grade, when he liked a girl and wanted to impress her by making (what he thought was) a really good lasagna with about four cloves of garlic. Apparently, it was a little too much for her based on her horrible reaction … but that didn’t deter him from trying his hand at cooking again. Meantime, his Mom was quite a foodie, taking Chinese cooking classes in downtown Pittsburgh while he was growing up in Newcastle and exposing his young palate to a wide range of cuisines and flavors.
So, what were Sean’s goals for writing the book?
When you boil everything down in life, it boils down to our desire as human beings for connection – connection with the outside world, to other people, and, ultimately, connection with ourselves.
Just look at sitcoms – guys are portrayed as overgrown children, as infantile idiots who are simply incapable of doing anything other than devising schemes to watch sports, drink beer, order pizza and chase women.
Sean is concerned that most men haven’t had the benefit of a mentor. While women have had Martha Stewart, Oprah, Rachael Ray, and, before them, Betty Crocker and Emily Post, guys haven’t had anyone to help them learn the skills that many women wish men had. Take flower arranging. While most guys would dismiss it as something for women, he highlights in his book, “some of the baddest hombres to ever roam the Japanese countryside,” the Samurai, embraced it as a way to improve their ability to focus on a single subject. By studying the art of flower arranging, they developed a laser-like focus which could be transferred to study of swordsmanship and martial arts. So, I say, men, listen to Sean … go out there and embrace flowers!
By far, Sean says, the Crab Cakes (p.99) are favorite dish in the book, which he garnishes with crème fraiche, golden caviar, and homemade tartar sauce on the side.
He’s also very fond of the “Saucy Jack’s Fish & Chips” recipe (p.100) with a side of mashed potatoes. He can’t skip ketchup on his chips and tartar sauce on his fish.
And for you Y&R fans, Sean also loves “Mrs. LeBlanc’s Oyster and Spinach Bisque” from Christian LeBlanc’s mother, Mrs. Alice LeBlanc (p.81). Y&R fans know that Christian plays Michael Baldwin on the show. His mother, from New Orleans, published her recipe in the Times-Picayune newspaper on March 26, 1978, where it was a first-place winner in the soups and gumbo category. Since I’m also a huge fan of Christian’s, I’m definitely going to try to make this recipe!
Next up: Sean’s Dating Tips … stay tuned.


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Why Buy Vehicle Replacement Gap Insurance?
How are Diamond and laser cut alloy wheels repaired?
TotalLossGap.co.uk is one of four brands owned and operated by Aequitas Automotive Ltd. Each brand we own and operate will specialise in different policy options and offer different abilities and features. Currently, you will be unable to obtain a quotation for a Motorbike on totallossgap.co.uk, however, we can confirm that this is now an option available on Shortfall.co.uk.
Underwritten by an industry giant, Mapfre and claims handled by Abraxas based in Bristol, you can take advantage of the feature packed policies, at what we consider to be market leading prices. Again part of Aequitas Automotive Ltd, Shortfall.co.uk is one of our long standing brands and specialises in higher value vehicles up to £150,000. The underwriter, Mapfre, currently underwrite a lot of policies for the main dealerships in the UK and currently hold a financial 'A' Rating. Of course, like all of our policies, the policy is also protected by the Financial Services Compensation Scheme in the UK.
Like most typical Gap Insurance policies, you will have to meet different eligibility criteria in order to purchase a policy. One of the most important criteria, is that the vehicle has to be listed within Glass' Guide. In the current Motorcycle market in the UK, there a number of different manufacturers, some more well known than others. Obvious manufacturers such as Honda, BMW, Suzuki, Yamaha and Ducati are all featured within Glass' Guide as you would expect. Other brands such as the Indian Motorcycle and the Herald Motor Company, whilst very popular, are not yet featured within Glass' Guide and therefore, we are unable to offer a Gap Insurance policy. If you have purchased a Scooter, unfortunately, you will also be unable to obtain a quotation.
If you are unsure to whether or not you would be eligible for a Gap Insurance policy for your Motorbike, simply contact a member of our award winning customer service team, on either 0800 195 4926 | 0151 647 7556 and any member of the team would be more than happy to assist.
Recently purchased a Motorbike or plan on doing so? Simply click for a quotation and see how much you can save.

industry_corpus2: Automobiles


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Deerhunter have always been something of a musical chameleon, with each album heading in a new direction. From their humble lo-fi and ethereal roots in the mid-noughties/Early 2010’s in albums such as Monomania and Halcyon Digest, the band have recently taken on a much poppier direction. Why Hasn’t Everything Already Disappeared has its finger on the pulse of 2019 and tackles the zeitgeist of this decade, touching on the ever-quickening pace of the modern age and the music industry’s pre-occupation with the ’numbers game’ in an era where digital streams and plays can make or break an artist. Deerhunter’s frontman, Bradford Cox even touches on more tragic events like the unfortunate death of MP Jo Cox in 2016 in No One’s Sleeping, lamenting her murder from the position of watchers oversees in the US.
Instrumentally the album features synth lines that could be compared to 2015’s Fading Frontier . True to form though, Deerhunter have introduced newer, bolder elements to this latest release and you'll find harpischord and keyboards featuring heavily throughout the album-fans of The Cure and Depeche Mode will not be disapointed!
Why Hasn’t Everything Already Disappeared is well on its way to becoming Deerhunter’s most impressive work and is released on a limited edition GREY vinyl whilst stocks last! Be quick-this one will fly!


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4 Types Of Stone Crushers That Are Useful in Metallurgy!
Home Uncategorized 4 Types Of Stone Crushers That Are Useful in Metallurgy!
You might have wondered that how you get such small sized pieces of coal, salt, hardrocks or any other material that is extracted after mining that is easily usable for you. This is made possible with the help of a JXSC stone crush process and the types of stone crushers that are involved in the metallurgy, mining and crushing of big stones into smalls ones.
In this blog, we will be solely talking about the crushers that are used for the process of stone crush. This is for sure that stone crusher plays a vital role for the miners, engineers and even the owners who are directly aligned with the stone crushing industry.
How much a stone crushing machine costs?
According to statistics, the 50 – 60% of the total investment in a crushing business is consumed in the grinding process of stones and minerals. Now, let’s dive in and talk about the 4 most popular and useful crushers that are used to install an unit of stone crush in industries.
This machine is a compression type of machine that reduces the size of the material by squeezing or compressing the material between a piece of steel which is moving constantly. The final sizing and complete crushing is done in the gap between the machines. The eccentric rotates within the crushes causes the compression in the chamber which helps the machine to crush the stones as per your desire.
Jaw crusher is one of the most primary methods involved in stone crushing process. It is really huge in size with a rectangular or a square opening at the top of the jaws as you can see below. The main purpose of this stone crushing machine is to reduce the large sized rocks into small pieces with the help of compression technology.
The simplified design of this crusher gives it an excellent reliability which needs very little maintenance means that it is quite cost-friendly. This crushes uses a built-in tramp relief that allows passing the objects that cannot be crushed, this saves the time as well as the cost, while the rest of the stones are crushed with the best possible size. This stone crusher is capable of producing finer quality of end product.
Double roll stone crushers are the widely used machinery in the mining industry having numerous advantages such as low horsepower, high capacity, low headroom, and the ability to handle the material with different conditions such as wet, sticky etc.
The name of this stone crushing machine says it all. Yes, this crusher works with a technology of making an immense impact on the material which makes it super simple to crush the bigger stones into small pieces. Usually, pressure chamber is used in the impact crushers which activates a vacuum under the crushing chamber and enables it to crush the huge pieces of rock solids into small usable chunks.
Hence, after reading about the all four types of machines that helps in the process of stone crush. You would now be easily able to decide that for what machine you could opt for, if you are seeking one!
Previous articleHow to melt gold? 8 equipment you need to have with you!
How to melt gold? 8 equipment you need to have with you!

industry_corpus2: Mining


text: The HT Family of cameras have arrived! Using the 10GBaseT interface, with its sleek smaller case and CAT6A connection, this camera has the familiarity of GigE but with 10x the speed. Using CAT6A cabling, you can get cable lengths from 1 meter up to 100 meters.


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We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students' perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8 science students from 50 classes in 50 secondary schools in Limpopo province. In addition, the teachers of each of the 50 classes responded to a questionnaire developed to assess factors in the school-level environment (such as the adequacy of resources, parental involvement and collegiality). Thedata collected using the two questionnaires were analysed to examine whether the environment created at the school level was linked to the likelihood of teachers successfully implementing outcomes-based education at the classroom level.
In countries around the world, there has been much attention given to the benefits and problems related to outcomes-based education (OBE). Although the media, politicians, educators and parents all seem to have opinions about outcomes-based education, unfortunately very little of this is based on any evidence. The dearth of literature and research related to the implementation of outcomes-based education makes it difficult for various stakeholders to make informed decisions and to form opinions that go beyond anecdotal or subjective information.
The history of OBE and its adoption around the world was traced by Steiner-Khamsi (2006). She found that the overhaul of New Zealand's public sector, which ended in the State Sector Act of 1988 and the Public Finance Act of 1989, had important consequences for the education sector by emphasising outcomes-based accountability. At this time, as part of ongoing market-driven reforms, there was introduced in the United Kingdom (UK) a new national curriculum that embodied the language of "public accountability, effectiveness and market regulation" (Steiner-Khamsi, 2006:688).
The outcomes-based reforms that took place in New Zealand (Bell, Jones & Carr, 1995) had much in common with curriculum reforms that took place in the United Kingdom (also known as competency-based education) (e.g. Faris, 1998), Australia (Aldridge, in press), Canada (Hopkins, 2002), South Africa (Botha, 2002) and, for a brief period, the United States (also known as performance-based education) (e.g. Evans & King, 1994). Countries around the world have been adopting outcomes-based education as a model for reform in school and post-school education and training systems. The present study undertaken in South Africa's Limpopo province examined the classroom-level and school-level environment developed in line with the education goals of OBE as specified in Curriculum 2005 (C2005; Department of Education, 1996).
Historically, schools have been viewed as organisations, operating similarly to other social groups in that they have their own goals, rules and regulations, roles, hierarchies of authority, forms of compliance, and communication patterns (Dorman, 1998; Dorman, Fraser & McRobbie, 1997). These aspects constitute the school environment which has been linked to teacher self-efficacy, productivity and satisfaction in the workplace (Organisation for Economic Co-operation and Development, 2009). To date, however, little research has been carried out to help administrators and teachers to assess and improve the environments of their own schools. Studies by Brookover, Schweitser, Schneider, Beady, Flood & Wisenbaker (1978) and Vyskocil and Goens (1979) have shown that the school-level environment could influence student cognitive outcomes, values, personal growth and satisfaction.
Cohen, McCabe, Michelli & Pickeral (2009) used a range of research methods (including historical analysis, review of literature and a policy scan) to examine the relationship between school climate and educational policy, school improvement practice and teacher education. In examining school climate with respect to school improvement guidelines, the research indicates that a range of fields (such as risk prevention and health promotion) have identified aspects of the school environment that promote school success for students (Anderson, Thomas, Moor & Kool, 2008; Cohen et al., 2009).
In two other studies, relationships between the school-level and classroom-level environment were investigated. Fraser and Rentoul (1982) used a sample of 34 teachers to obtain data on their perceptions three school environment dimensions (affiliation, professional interest, achievement orientation) and five dimensions of the classroom-level environment (personalization, participation, independence, investigation, and differentiation). The study revealed that links between the two environments do exist. In contrast, a second study by Dorman, Fraser and McRobbie (1995) concluded that the school-level environment does not necessarily transmit to the classroom environment.
In the light of these previous studies, we undertook a study of whether teachers' perceptions of the school-level environment influence the learning environments that they create in their classrooms.
Freiberg's (1999) book, School Climate, identifies numerous instruments and a range of alternative measures that can be used to assess the school-level environment. One such instrument, the School-Level Environment Questionnaire (SLEQ, Fisher & Fraser, 1991a; 1991b) was designed to assess school teachers' perceptions of psychosocial dimensions of the environment of the school. Versions of the SLEQ have been used successfully in Nigeria (Idiris & Fraser, 1997), South Africa (Aldridge, Laugksch & Fraser, 2006a), Rwanda (Earnest & Treagust, 2001a; 2001b), the US (Johnson & Stevens, 2006; Johnson, Stevens & Zvoch, 2007) and Taiwan (Huang & Fraser, 2008).
Past research on school-level environment has involved school improvement (Fisher & Fraser, 1991a; Templeton & Jensen, 1993), patterns of transition during middle school (Chung, Elias, & Schneider, 1998), teachers' perceptions of their work environment (Fisher & Grady, 1998), teacher morale (Young, 1998), gender differences (Huang et al., 2008), effects on student outcomes (Anderson, Thomas, Moore & Kool, 2008; Johnson & Stevens, 2006) and evaluating school-based interventions (Fraser, Williamson & Tobin, 1987; Wahyudi & Fisher, 2006). The SLEQ was selected as a starting point for the development of a questionnaire, designed specifically for use in South Africa (Aldridge et al., 2006a). This questionnaire and its validity are described below.
There has been very limited learning environment research conducted in Africa in general, and in South Africa in particular. In fact, learning environments research in Africa has only been conducted in Nigeria, Rwanda, and South Africa. For the sake of completeness, all of these few studies are summarised below.
In Nigeria, Idiris and Fraser (1997) developed an instrument to investigate associations between the classroom environment and student outcomes in agricultural classes. Agriculture, a compulsory subject for junior secondary school students, is the main revenue source for the country. Administration of the questionnaire to 1,175 students in 50 classes from 20 schools revealed a low level of student centredness, negotiation and differentiation. The study also indicated that Nigerian learners would prefer low levels of each of these scales in their learning environment (Idiris & Fraser, 1997).
In the second study carried out in Nigeria, the Socio-Cultural Environment Scale (SCES) was used in investigating the perceptions of 328 distance-education learners (Jegede, Agholor & Okebukola, 1995) in terms of the socio-cultural climate of non-western science classrooms. This study also included a student sample from the Caribbean and Asia. The results revealed a significant difference between the perceived and the preferred classroom climate in each of the regions.
Earnest and Treagust's (2001a; 2001b) study of school-level environment in Rwanda involved assessment of four dimensions of school environment. A sample of 125 teachers perceived a limited amount of work pressure, a lack of resources, low affiliation between staff members, and a great deal of staff freedom.
During the 1990s, research in South Africa commenced with the work of Adams (1996; 1997) on laboratory classroom learning environments. Since that time, there have been only a handful of studies related to the field of learning environments that have been conducted in South Africa (Aldridge, Fraser & Ntuli, 2009; Aldridge, Fraser & Sebela, 2004; Marjoribanks & Mzobanzi, 2004).
Marjoribanks and Mzobanzi (2004) examined whether family background moderated relationships between learning environments, goal orientations and students' interest in music. The sample included 210 student from rural communities in the Eastern Cape and 415 students from metropolitan Cape Town. All were black students with a mean age of 17.7 years and whose main language was IsiXhosa. The results indicated that students of parents with lower aspirations had significantly less interest in music than did students with high-aspiration parents. The results also showed that the learning environment had significant associations with students' interest in music.
Aldridge et al. (2004) investigated how teachers could use feedback based on students' perceptions of the learning environment in conjunction with reflective journals to assist teachers to become reflective practitioners. A sample of 1,864 learners in 43 classes was used in investigating whether the instruments involved in the study were valid and reliable. During a 12-week intervention phase, two teachers used profiles (based on students' feedback data) to assist them to develop strategies aimed at improving the constructivist orientation of their classroom learning environments. It was found that teachers were able to use feedback from students to guide changes in their pedagogical practices. Also, reflective journals were found to be useful for teachers as they implemented strategies aimed at enhancing the learning environment.
A study by Aldridge et al. (2009) involved the administration of a learning environment instrument to the primary school students (N = 1,077) of 31 distance-education primary school teachers who used feedback about discrepancies between learners' actual and preferred learning environment to guide changes in their classroom practice. During a 12-week intervention phase, qualitative information was collected to provide in-depth insights into and descriptions of three case-study teachers. The results indicated that, to varying degrees, the teachers were successful in their attempts to improve the learning environment.
In our study, we collected classroom-level environment data from 2,638 Grade 8 science students from 50 classes in 50 secondary schools in Limpopo province, South Africa, to coincide with the first implementation of an outcomes-based curriculum in the secondary phase.) In addition, the 50 science teachers of each of these classes responded to a school-level environment questionnaire. Of the 50 schools, 37 were rural schools, nine were township schools and four were urban schools. These schools can be considered to be a representative sample of the range of schools located in this part of South Africa.
1. Examining the Curriculum 2005 and national and international literature on outcomesbased education (OBE) to identify dimensions central to the educational philosophy of OBE.
2. Conducting interviews with science curriculum advisors and with Grade 8 science teachers to ensure that the scales were considered salient to contemporary educational reforms and the school context.
3. Selecting and developing scales that would cover the dimensions that are consistent with Moos' (1979) scheme for classifying the dimensions of any human environment: (i) Relationship dimensions (measuring the degree of people's involvement in the environment and the assistance given to each other); (ii) Personal Development dimensions (measuring the kind and strength of the personal relationships in the environment); and (iii) System Maintenance and System Change dimensions (measuring the degree of orderliness, control and responsiveness to change in the environment).
4. Relevant dimensions and items for the actual form were adopted and adapted from widely used general classroom environment questionnaires such as the What Is Happening In this Class? (WIHIC) questionnaire (Aldridge, Fraser & Huang, 1999), Constructivist Learning Environment Survey (Aldridge, Fraser, Taylor & Chen, 2000; Taylor, Fraser & Fisher, 1997) and Individualized Classroom Environment Questionnaire (Fraser, 1990).
5. For the student questionnaire, items and instructions were translated into Sepedi (or North Sotho), the local vernacular, and provided alongside the English version as English is the second language for the majority of students in the Limpopo Province.
6. Finally, both questionnaires were field-tested, and subsamples of students and teachers were subsequently interviewed about the clarity and readability of the items. Respondents were asked to indicate during the completion of the questionnaire any possible misunderstanding by underlining unfamiliar words or phrases used in the items. After the completion of the questionnaires, a number of respondents were chosen at random and interviewed. These interviews were aimed at understanding the possible difficulties that respondents may have had with the instructions and the items on the questionnaires. Students were also asked to what extent the translation of the items and instructions from English to Sepedi helped them to understand the questionnaire.
(a) Permission to conduct research at public schools in Limpopo province was obtained from the Limpopo Department of Education which subsequently addressed a letter to principals and teachers to this effect.
(b) Before administering the questionnaires, detailed instructions were given to the students and teachers. Respondents were also informed that the completion of the questionnaires was confidential and voluntary, and that they had the option to withdraw from participation in the study.
(c) The names of the students, teachers and schools were kept confidential.
Theoriginal (i.e. unmodified) classroom-level instrument, the Outcomes-Based Learning Environment Questionnaire (OBLEQ), has seven scales with eight items per scale. Included in the OBLEQ were scales (from existing instruments) considered to be of relevance to the philosophy of outcomes-based education, as well as a newly developed scale, Responsibility for Own Learning. The seven scales of the OBLEQ are: Involvement (the extent to which students have attentive interest, participate in discussions, do additional work and enjoy the class); Investigation (the extent to which emphasis is placed on the skills and processes of inquiry and their use in problem solving and investigation); Cooperation (the extent to which students cooperate rather than compete with one another on learning tasks); Equity (the extent to which students are treated equally and fairly by the teacher); Differentiation (the extent to which teachers cater for students differently on the basis of abilities, rates of learning and interests); Personal Relevance (the extent to which teachers relate science to students' out-of-school experiences); and Responsibility for Own Learning (the extent to which students perceive themselves as being in charge of their learning process, motivated by constant feedback and affirmation). Students were requested to respond to items of the modified OBLEQ on a five-point frequency scale with the alternatives of Always, Often, Sometimes, Seldom and Never. A listing of the items contained in the final version of the OBLEQ is provided in Table 1.
The relevance of each OBLEQ scale to outcomes-based education, according to Curriculum 2005 (Department of Education, 1997), can be found in Aldridge et al. (2006b). Using OBLEQ data collected from 2,638 students in 50 classes, we conducted principal axis factoring followed by oblique (direct oblimin) rotation (selected because the factors in the set of learning environment scales are expected to be correlated, Coakes & Steede, 2000). At this stage, items were omitted and the two scales of Investigation and Involvement came together, suggesting that this sample of students regarded these two constructs in similar ways. For the remaining items, all items had a factor loading of at least 0.30 on their own scale, and no other scale, with the exception of Items 34 and 35 from (from the Differentiation scale) that did not have a loading of at least 0.30 on their own or any other scale. Table 1 reports the factor loadings for all items in the refined version of the OBLEQ. The percentage of variance varied from 3.13% to 13.66% for different scales, with the total variance accounted for being 35.70%.
The internal consistency reliability (Cronbach alpha coefficient) for the OBLEQ scales ranged from 0.62 to 0.79 with the individual as unit of analysis (see the bottom of Table 1). An analysis of variance (ANOVA), with class membership as the independent variable, was used to determine whether each OBLEQ scale was able to distinguish between the perceptions of students in different classes. The results reported at the bottom of Table 1 indicate that each OBLEQ scale differentiated significantly (p < 0.01) between classes. The eta2 statistic (a measure of the proportion of variance accounted for by class membership) for the OBLEQ ranged from 0.08 to 0.13 for different scales. Overall, results suggest that the Outcomes-Based Learning Environment Questionnaire (OBLEQ) is valid and reliable when used in high school science classes in South Africa.
The School-Level Environment Questionnaire (SLEQ, Fisher & Fraser, 1990) was drawn on for our study in South Africa. In addition to scales from the SLEQ, two new scales were developed for use in South Africa (namely, Parental Involvement and Familiarity with OBE), as they were considered to be relevant to the successful implementation of OBE by school management teams and teachers. The final version includes seven scales, namely, (1) Parental Involvement (the extent to which parents are involved in their children's education at both an individual and school level); (2) Student Support (the extent to which there is a good rapport between teachers and students and students behave in a responsible and self-disciplined manner); (3) Collegiality (the extent to which teachers can obtain assistance, advice and encouragement and are made to feel accepted by colleagues); (4) Familiarity with OBE (the extent to which teachers have been trained to use teaching and assessment strategies associated with OBE); (5) Innovation (the extent to which teachers discuss professional matters, show interest in their work and seek further professional development; (6) Resource Adequacy (the extent to which the support personnel, facilities, finance, equipment and resources are suitable and adequate); and (7) Work Pressure (the extent to which work pressure dominates the school environment). Teachers were requested to respond to items of the modified SLEQ on a fivepoint frequency scale with the alternatives of Almost Never, Seldom, Sometimes, Often and Almost Always.
Using data collected from a sample of 403 teachers from 54 schools in South Africa, validity statistics for the SLEQ-SA were calculated (Aldridge et al., 2006a). Table 2 provides each item's wording and factor loading and each scale's percentage of variance, Cronbach alpha coefficient and results of ANOVA for school membership differences (the ability of each scale to distinguish between the perceptions of teachers in different schools).
Principal components factor analysis resulted in the acceptance of a revised version of the modified SLEQ-SA comprising 51 items in seven scales. Table 2 shows that, for all scales, the items loaded on their own scale and no other scale, except for Item 80 which had a loading of more than 0.30 with the OBE Familiarity scale as well as with its own scale (namely, Innovation). The percentage of variance varied from 4.5 to 13.6 for different scales, with the total variance accounted for being 45.8%.
The internal consistency (Cronbach alpha reliability coefficient) for each scale of the SLEQSA ranged from 0.69 to 0.92 with the individual as the unit of analysis. To ascertain whether each SLEQ scale was able to differentiate between the perceptions of teachers in different schools, an analysis of variance (ANOVA) was calculated for each scale. The ANOVA results indicated that, with the exception of Innovation, each scale was able to differentiate significantly (p < 0.01) between the perceptions of teachers in different South African high schools. Overall, the results of the analysis suggest satisfactory reliability and validity for this version of the SLEQ-SA when used with science teachers in South Africa.
To investigate associations between the environment created at the school level and environment created by teachers at the classroom level, simple correlation and multiple regressions were used. To assess the school-level environment, as perceived by the teachers, the SLEQ-SA was used to assess the seven scales of Familiarity with OBE, Resource Adequacy, Work Pressure, Student Support, Parental Involvement, Collegiality and Innovation. To assess the classroom-level environment, as perceived by the students, the OBLEQ was used to assess the six scales of Involvement/Investigation, Cooperation, Equity, Differentiation, Personal Relevance and Responsibility for Learning. The sample involved 50 science teachers in 50 schools who responded to the SLEQ-SA. For each teacher, the students in one of his or her science classes completed the OBLEQ. The school mean was used as the unit of analysis for the student data to enable matched pairs of student and teacher data to be used.
Table 3 shows that only three of the 42 simple correlations between the six classroom environment scales and seven school environment scales were statistically significant (p < 0.05). Collegiality was negatively and significantly correlated with the classroom environment scale of Differentiation and Innovation was positively and significantly related with the classroom environment scales of Involvement/Investigation and Cooperation. Table 3 also shows that four of the six multiple correlations were significant for the analysis involving students' perceptions of the classroom environment, these being for Cooperation, Equity, Differentiation and Responsibility for Learning.
The standardised regression coefficients were used to identify which of the individual school environment scales were significant independent predictors of a classroom environment dimension; Collegiality (with Cooperation and Differentiation) and Innovation (with Involvement/Investigation, Cooperation, Equity, Differentiation and Responsibility for Learning. All significant correlations were positive with the exception of Collegiality with Differentiation. The results suggest that schools in which teachers were encouraged to be more innovative also had classroom environments that emphasised involvement/investigation, cooperation, equity, differentiation, and responsibility for learning. Schools in which teachers were more collegial had classroom environments that emphasised cooperation, equity, and responsibility for learning. It was interesting to note, however, that schools in which there was increased collegiality, there was less classroom differentiation.
This is the first study in South Africa that has attempted to bring together the fields of classroom environment and school environment. The two instruments were developed to ensure that scales were appropriate for use in South Africa and in line with Curriculum 2005 (Aldridge et al., 2006a; 2006b). The scales in the two instruments exhibited satisfactory factorial validity and internal consistency reliability and were able to differentiate between classrooms and schools.
This study revealed some interesting tentative relationships between specific school and classroomenvironment dimensions. For example, the correlation involving teacher perceptions of school environment and student perceptions of classroomenvironment revealed asignificant positive relationship between the extent to which the school encouraged teachers to be innovative and the extent to which students perceived a classroom environment that includes pedagogy that is more outcomes-based (including Involvement/Investigation, Cooperation, Equity, Differentiation and Responsibility for Learning). Similarly, a school environment in which teachers perceived positive relationships with other teachers (Collegiality) was linked with students' perceptions of classroom emphasis on aspects of outcomes-based pedagogy (Cooperation, Equity and Responsibility for Learning). It is interesting to note, however, that teachers' perceptions of greater Collegiality were associated with less classroom Differentiation as perceived by students.
Despite these specific results, the present research suggests overall that the school environment is not a strong influence on what happens in classrooms. Although some past research has suggested a link between the school-level environment and student outcomes (Anderson et al., 2008; Brookover et al., 1978; Cohen et al., 2009; Vyskocil & Goens, 1979), the weak relationships found in our study replicate those of Dorman et al. (1997) who found that the classroomwas somewhat insulated from the influence of the school-level environment.
In this study, the questionnaires were administered as teachers were grappling with the implementation of outcomes-based curriculum in South Africa. Research indicates that teachers who are resistant to change are unlikely to modify their behaviours despite the introduction of a new curriculum (Fink, 1999). If teachers are indeed resilient to change, then the research reported in this article suggests that a top-down approach (as mandated by Curriculum 2005 in South Africa) might not lead to changes in teachers' existing patterns of behaviour.
Not only is the school environment an integral aspect of the curriculum change process (e.g. Dora, 2005), but much research in the field of learning environments has shown a consistent relationship between the learning environment and student outcomes (Fraser, 2007). However, the results of this research suggest that what happens at the classroom level could be largely insulated against changes at the school level.
Although the organisational climate of a school (as assessed using the SLEQ-SA) is important during the implementation of a new curriculum and for school improvement, our results suggest that it is unlikely that these factors will influence changes in an individual teacher's behaviour. In conclusion, therefore, the relatively weak associations between the school-level and classroom-level environments possibly could suggest that successful implementation of OBE might rest more on the professional development of individual teachers in a bottom-up approach.
Jill Aldridge is Associate Professor at the Science and Mathematics Education Centre at Curtin University of Technology, Australia. Her research focuses on teaching and learning, especially the use of teacher professional development and action research as meaningful tools for improvement.
Barry Fraser is Professor and Director of the Science and Mathematics Education Centre at Curtin University of Technology, Australia. He is Editor of Springer's Learning Environments Research: An International Journal.
Rüdiger Laugksch is Associate Professor and Director of the School of Education at the Universityof Cape Town. His research interests include science teacher development, learning environments, and teaching and learning in science.


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The Jolly Scholar aims to reach the campus community with events almost every night, and it will soon be opening its own brewery.
On Saturday, Feb. 27, The Jolly Scholar will celebrate its 11th year at Case Western Reserve University in true Jolly fashion: a “grandfather” beer night, featuring “the kinds of beer you might find in your grandfather’s refrigerator,” and a battle of the bands.
According to owner Matt Vann, before he opened Jolly, the space was a grab-and-go style restaurant. Then, when Jolly first opened, it had only wine and four varieties of beer. After a year, it got its liquor license. Two years after that, it moved from four beer taps to the 24 it has now.
Vann is proud of Jolly’s status as the main bar on CWRU’s campus, and he feels that there are benefits to being located in a school building.
Vann works about 45 hours per week in Jolly, and he estimates an additional 20 hours doing work for the bar from home. Vann’s wife, Kim, used to work at Jolly often, but now she is down to once per week, on Sundays.
“She just kind of comes in and makes sure everything’s ready to go for the next week, and everything’s tightened up and ready to go and be made a mess of,” said Vann.
In addition, Vann’s parents, Candy and Tom Vann, run the Jolly’s catering. His children, a seven-year-old son and a five-year-old daughter, also work one hour per week in the Jolly, though they generally work from 10 a.m.-11 a.m., before the bar opens for the day.
Starting next year, Vann’s children, who are homeschooled, will also be working in a community garden to grow all of the basil and jalapeños for the restaurant.
Starting next month, the back corner of Jolly—which is currently swathed in black curtains—will begin producing batches of in-house beer. In that space, Jolly will be able to brew two kegs’ worth of beer in about five hours, though each batch will then need three weeks to ferment.
As early as the upcoming fall semester, Jolly will be using 2,000 square feet in Thwing’s basement to brew up to 4,000 kegs’ worth of beer per year.
When Vann brought the idea of brewing beer in-house to the university administration, he was sure that they were going to reject it. They had agreed to a liquor license and then to moving up to 24 taps, but he thought this would be where they drew the line.
“I totally thought this was going to be the one time they were like, ‘Ok, good try, buddy,” said Vann.
Going forward, Vann hopes to integrate the brewery into CWRU, with the University Farm growing hops and students in the chemistry department taking classes on how to ferment beer. In addition, he plans to allow students to experiment and create their own beers, which would then be available on tap, so students can invite their friends to Jolly to try the beer they made themselves.
During Mondays in the football season, Jolly offers a deal on a pint and a bucket of wings. On Tuesdays it holds bar trivia. Currently, Vann said that “on Wednesdays we rest—or try to,” though moving forward that may not remain the case. On Thursdays every week Jolly holds karaoke and a graduate student happy hour. On Fridays Jolly offers both forties and tee-shirts for five dollars a piece. On Saturdays events vary. On Sundays all-you-can-eat wings are $9.99.
The tee-shirts on Fridays, a relatively recent addition to the lineup, have created massive demand, says Vann. The idea came out of the number of people who wanted to buy Jolly tee-shirts, even though at the time the Jolly had only the black shirts that staff were required to wear. Instead of ordering more and more staff shirts, Vann decided to order different shirts each week.
To up the ante, Vann has started assigning each shirt a power, “like Pokémon cards.” For example, students wearing the “Jolly Scholar for President” shirts on the nights of important political events can receive a discount.
Vann gets the ideas for Jolly’s events from a variety of sources, including the Jolly Facebook page’s news feed, which hovers at just under the 5,000 maximum number of friends an account can have. Some of them also come from activities in his day-to-day life, like going to the Pinewood Derby with his son’s Boy Scout troop.
From the latter source, he got the idea to rent a track and let students race homemade miniature cars—with prizes for the winners and those who had the foresight to bet on them.
“It’s probably the greatest strain on my brain of anything, trying to keep finding new things,” said Vann.


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Very nice wine bar, where you can drink Italian wine on the cliff, with an infinite sea view.
This little bar has the best location of any establishment in Manarola: it sits right out on Punta Bonfiglio: just think that this is where all of the postcard pictures of Manarola are taken. Nessun Dorma offers local and fresh dishes for their guests to enjoy. They don’t offer pasta or pizza, but they do serve Italian bruschetta, meat and cheese platters, and healthy salads. In addition to the food, this restaurant also offers delicious drinks, and one of the best views in Cinque Terre. Except serving the guests good food and drinks, Nessun Dorma also teaches people how to make pesto. Become a local for one hour and check in at this place by 11 am to learn more about pesto and how to make your very own pesto with a beautiful sea-view in their garden.