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Does your garden need a design makeover?
Do you long to know how to plan and grow beautiful borders?
Do you love plants but lack confidence in your gardening ability?
Does pruning defeat you, do your lawns languish and your cuttings keel over while you wage war with weeds?
Are you keen to go green and organic?
Would you like Private Tuition or a Garden Consultation?
Whatever your garden needs, I can offer you a course to suit your requirements.
The three-term courses are held on Garden Design on Tuesday and Wednesday mornings each week. They take place at my home in the rural hamlet of Shepherd's Patch, Slimbridge, Gloucestershire, which is close to the world famous Slimbridge Wildfowl and Wetlands Trust and borders the peaceful Gloucester-Sharpness Canal.
My cottage garden provides the ideal studio for these courses, at the conclusion of which beginners on the Design your own Garden course will have produced designs and planting plans for their own and their fellow students' gardens, as well as simple 3-D drawings. These are stimulating beginners' courses for up to 6 people, held in a relaxed and informal atmosphere, and there are no exams. No previous drawing ability is required.
In the term on Border Planning, one session is held at a local garden centre. Here students select a variety of plants and arrange them to their best effect based on plant shape, texture and colour. This is a very popular, confidence-building exercise, as it allows students to plan an instant border without lifting a spade and to see how well plants look grouped together as they would be in the garden. Plants may then be bought from the garden centre, at a discount, if desired.
In the Garden Design courses, Second Year students build on the knowledge gained in the previous year by producing complete garden and border designs for clients in the locality. Advanced students continue to work on special design projects and garden management.
These cover:
Pruning shrubs and roses (Spring)
Pruning shrubs, roses and perennials (Summer)
Growing and Training Fruit in Small Spaces
These are held either at May Cottage or in students' own gardens locally.
Sue Gibson
+44 01453 890820 email@example.com
Thank you so much for imparting your knowledge to us. It's going to be a great start to my new career in horticulture with the National Trust. Daryl, Bristol
Thank you, Sue - I've loved every minute of the course. Sara, Hereford


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Serving all of East Texas
Randy Langford Roofing & Home Repair has been in business for 50 years. It is a local, family-owned and operated company run by the father and son team of Randy and Zach Langford.
As a Better Business Bureau-accredited company maintaining an A+ rating, we guarantee our customers' satisfaction and stand behind all of our work. Being licensed and insured, we offer complete protection to our customers while working on their property.
Serving all of East Texas, we specialize in residential and commercial roofing, but also build custom patios and have additional home improvement capabilities. For more information or for a FREE estimate, give us a call at 903-790-2267. We look forward to serving you.

subset: commoncrawl


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Clowns, man. It's always been clowns. Since I was a kid, there has always been something that has simultaneously intrigued me and repelled me about them. I love seeing them on television. Watching Bozo in the mornings before school was… Continue Reading →
It's been 27 years and Pennywise is back to feast. '80s kids, it's time to face your fears again. If you are between the ages of 35 to 40, there is no way you missed It as a child and… Continue Reading →
Last fall, a strange phenomena began occurring in the United States and other parts of the world. People reported seeing others dressed as evil clowns, lurking in unusual places. Incidents ranged from harmless scares to assault and robbery. The sightings… Continue Reading →
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Raining, Cats & Dogs
September 29, 2017
"We are all here on earth to help others; what on earth the others are here for I don't know."
~ W. H. Auden
The recent hurricanes in Texas, Florida and the Caribbean, and Puerto Rico affected many people, destroyed homes and businesses, separated pets from their families, and left already homeless pets in crisis. The earthquakes on September 7 and 19 in Mexico put a great many animals in distress as well.
My family includes my two cats, Sofia and Folster. I have cared for them since they were one day old (they are both 15 years old now). There is no question that, facing evacuation, I would never even consider leaving without them. A lot of organizations have provided and continue to provide help reuniting pets with their families after these disasters as well as rescuing homeless animals from certain death.
Many wonderful non-profits are helping with overall disaster relief after these crisis, but if you would like to give some extra help to those who are focused on animal rescue, here is a list of folks doing good work who could use your donations:
Hurricanes Harvey (Texas) and Irma (Florida and the Caribbean):
AKC (American Kennel Club) Pet Disaster Relief helps communities across the country be prepared to keep people with their pets during disasters. The AKC Reunite Canine Support and Relief Fund provides resources, support, funds and other assistance to not-for-profit animal shelters and similar organizations providing care for domestic animals orphaned or displaced as a result of natural or civil disasters.
Austin Pets Alive is seeking families that can foster cats and large dogs, as well as cash donations.
Best Friends Animal Society is helping to reunite families with lost pets of Hurricane Irma. Every penny of your Hurricane Irma gift will help reunite pets with families, help animals turned into shelters find homes, and help Florida's rescues and shelters reestablish their operations.
Wings of Rescue dispatched planes into the disaster zone within hours of Hurricane Harvey striking Texas, and has been non-stop ever since, continuing straight through Hurricane Irma, as well as flying rescue missions from Puerto Rico. It is estimated that over 100,000 pets have been displaced by the hurricanes. Wings of Rescue's rapid response team flew homeless pets out of shelters before the storms to make room for pets who were displaced and separated from families by the hurricanes and resulting floods.
Puerto Rico (Hurricane Maria):
Island Dog is located on the east coast in Luquillo, with spay and neuter programs in place throughout the island. With the unexpected arrival of Hurricane Maria, Sali Gear, co-owner of Island Dog and resident of Virginia Beach, raised money and chartered a plane in two days that brought over 300 animals from affected areas in the Virgin Islands to her farm in Virginia Beach. Your donation will help to fund more projects like this in the wake of the hurricane.
Second Chance Animal Rescue rescues, rehabilitates and secures permanent homes for abandoned and abused dogs found on the streets of Puerto Rico. Second Chance provides each rescued animal with food, shelter, medical care and love. If they are not able to place the rescue into a loving home, the animal is able to live out its life at their sanctuary. After Hurricanes Maria and Irma, they are in desperate need of donations in order to help rebuild their rescue facility.
Human Society International
Helping in Mexico, Puerto Rico and the Caribbean:
A team of Mexican veterinarians from the Human Society International has been providing emergency animal rescue and treatment following the devastation left by the September 19 earthquake that shook Mexico. HSI also deployed a team of veterinarians to Oaxaca following the powerful September 7 earthquake that shook that region. According to their website, HSI Mexico's response to both earthquakes has reached over 2, 155 animals so far. HSI Animal Rescue teams have also been on the ground providing relief to animals in areas affected by hurricanes Irma and Maria.
For overall hurricane relief:
One America Appeal
For humans affected by hurricanes Harvey, Irma and Maria, the 5 living ex-presidents (Obama, Bushes Sr. and Jr., Clinton and Carter) have joined together to help. Every cent donated through the One America Appeal will help the victims recover.
Americone Dream Ice Cream:
Stephen Colbert donates all of the profits from his Americone Dream ice cream to charity. In light of the recent disasters, Stephen has challenged celebrities to tweet awkward pre-teen photos with the hashtag #PuberMe. For every celebrity who posts an awkward puberty-age photo, Stephen's Americone Dream Fund will donate $1,000 to One America Appeal for Puerto Rico relief! Us non-celebrities can do our part by buying a pint or several of Stephen's deliciously caramel-swirled, fudge-covered waffle cone enhanced vanilla ice cream. You can enjoy your pint(s) while scrolling down through the awkward celebrity teen-age photos here: #PuberMe. Hint: John Oliver and Conan O'Brien take the prize for dorkiest teens, in my humble opinion.
After you finish your pint of Americone Dream, make a super-creamy and super-dreamy Coconut Crusted Banana Cream Pie.
Coconut Crusted Banana Cream Pie
Your gluten-avoiding friends will love that this pie crust is made from crisp, buttery, shredded coconut. Everyone else will love it just because its amazing. The recipe can be made in a standard 9-inch pie pan, an 8″ x 8″ baking pan, or, as I did, in two 7″ or 8″ shallow bowls. Unsweetened dried coconut flakes can be found at Trader Joe's or in the bulk bin of your Whole Foods or local health food store.
2 & 1/2 cups unsweetened coconut flakes
3 tablespoons powdered sugar
5 tablespoons milk, water or coconut water
6 tablespoons butter
2 cups organic whole milk
1 (3.8 oz) package organic vanilla cooked pudding and pie filling mix
2 medium-sized bananas
8 oz organic heavy whipping cream
1/4 cup powdered sugar
1/2 teaspoon vanilla extract
Extra flaked coconut to decorate
To make Crust:
In a medium mixing bowl, stir 3 tablespoons powdered sugar into the coconut. Add 5 tablespoons milk and stir to coat evenly. Let sit 30 minutes or so, until coconut absorbs the sweetened milk. Stir once or twice during the 30 minutes.
In a large sauté pan, melt butter over medium heat. When it starts to sizzle, add coconut and sauté, stirring often at first, then continuously until coconut is golden brown. Be sure to scrape the bottom of the pan as you stir to incorporate all the caramelized bits. Remove from heat. Let cool several minutes and press into pie pan to form a crust. Cover and chill in fridge for at least 30 minutes.
Make filling:
Follow directions on the pudding mix package. Let cool to the point where the pudding is still warm, but not super hot. Stir a few times during cooling.
Remove crust from fridge. Peel bananas and slice 1/4 inch thick. Place a layer of bananas on top of crust (but not up the sides). Pour filling over bananas. Cover surface with plastic wrap, so as not to form a skin. Chill pie at least 4 hours or overnight.
To serve:
Whip Cream:
Chill a medium bowl along with beaters and a small whisk. Add cream to chilled bowl and beat with an electric mixer to soft peaks. Add 1/4 cup powdered sugar and the vanilla extract. Finish beating the cream to stiff peaks (finishing by hand helps ensure that the whipped cream will hold its shape).
Top chilled pie with whipped cream and sprinkle with dried coconut flakes (no need to sweeten these).
Serves 8


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Axess Nasal Masks
Lightweight Axess Low-profile Single-use Nasal Masks from Accutron fit comfortably over patients' noses to provide unobstructed access to the oral cavity. Contoured design seals securely to minimize nitrous oxide leakage. Clear and translucent masks show condensation to confirm patient is breathing properly. 24 per pack. Specify scent and size.
LATEX Not made with natural rubber latex.
Making Dentistry Better
Established in 1982, Practicon, Inc. began with a vision of improving dental health and dentists' professional success through patient education. Building on this mission to Make Dentistry Better, the family business has grown to become a leading developer and marketer of "Practical Innovations" that provide innovative solutions to common problems. Learn more >>
Read blog posts from
our founder.
Check out all of the Free Resources for your practice here!
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Copyright© 2020 Practicon Inc. - 1112 Sugg Parkway - Greenville, NC 27834 - USA
All rights reserved. The original images, graphics, and text herein contain the proprietary information of Practicon, Inc. and cannot be used without written permisson.


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Event Point's International MICE Correspondent Ramy Salameh collaborated with InternationalRail.com, who provided him an Interrail 'Global Pass' ticket to explore Switzerland, Austria and Slovakia helping him to discover some of Europe's hidden MICE gems. During his travels, he had the chance to visually showcase some amazing, quirky and inspiring venues/incentives. Through our 'Gallery section' take a tour of the places and activities that you may not have been aware of, but with the help of Event Point International may well plant the seeds of an idea that may take root for your next event.
Switzerland has been blessed to be the HQ of the two biggest sporting organisations in the world – the International Olympic Committee (IOC) and the Fédération Internationale de Football Association (FIFA). Both support their own museums, which provide Lausanne and Zurich with truly unique MICE venues offering inspirational USP's for planners with various rooms for hire and this can include post event tours of the museums, charting the history of the Olympics (www.olympics.org/museum) and FIFA World Cup (www.fifamuseum.com).
Take a look at some photos from the Olympic Museum:
1. Frame your event at The Olympic Museum Lausanne.
2. Spiralling through the Olympic Museum's three exhibition levels. Spread over 3000sqm, with three major themes and 1,500 objects, will create a unique event.
3. Auditorium Samaranch inside The Olympic Museum with state of the art facilities.
4. Artefacts from the Winter and Summer Games are displayed showing the evolution, depth and breadth of disciplines and competitions.
5. Jesse Owen's running shoe, just one of many exhibition displays to enthral and excite.
6. Audio-visual installations bring the emotions of the Olympics to life.
7. Dining in Club Coubertin on level 2 of the museum, in front of framed Olympic athletes past and presente.
8. Event spaces on level 2 all have terrace access and lake vistas, providing both internal and external options for planners.
9. The Parvis forecourt is an external space located next to the Olympic flame.
10. The first Olympic flag from 1913.
11. Are you ready to present your company in the prestigious surroundings of The Olympic Museum, Lausanne?
©Ramy Salameh
Tags: Galleries, Venues, Events, Destinations, Lausanne01-07-2019
Latest in Galleries


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Price: £45.00
Quantity: 1 available
Book Condition: Very Good
344pp. Handsome cream, purple and red jacket, based on the author's own design for the binding; it's very nice bar some minor ageing. Small tears to top of spine. With an introduction by Cecil Woolf.
Title: Don Renato. An Ideal Content. An Historical Romance
Categories: Literature, Modern First Editions,
Edition: First Edition
Publisher: London, Chatto & Windus 1963: 1963
Binding: Cloth
Book Condition: Very Good
Size: 8vo.
Item: 1.00 Item
Book number: 32656


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Listings in Pharmacy, Thrift Shops, Hospitals & Medical Centers, Movers & Couriers and Behavioral Health Services in Shallotte
East Coast Moving
in Moving Companies, Movers & Couriers
Professional packing & household goods moving services. Commercial office moving within North Carolina. Licensed since 2003.
2795 Ocean Highwy, West
Shallotte, North Carolina 28470
United States
Review this
Brunswick Family Assistance Agency Inc
in Clubs & Organizations, Thrift Shops, Human Services
BFA provides emergency assistance and other programs to qualified low-income families and individuals as a result of donated money, food, and clothing, and by the countless hours of work donated by our volunteers. Thrift Store @ Suite 7,
4600 Main Street
Suite 10
Shallotte, North Carolina 28459
United States
Review this
CommWell Health Shallotte
in Hospitals & Medical Centers, Pharmacy, Behavioral Health Services
Comprehensive, affordable, high-quality health care to all. We provide primary medical, dental, pharmaceutical, and behavioral health services, as well as improve the lives of your families through community outreach programs.
341 Whiteville Rd NW
Shallotte, North Carolina 28470
United States
Review this


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Pharmaceutical Sciences (Extended), BSc Hons
From biology to pharmacology, our extended pharmaceutical sciences degree gives you a broad knowledge of the subject. The course includes an extra year to prepare you for degree-level study.
Our extended degree in pharmaceutical sciences explores areas such as biochemistry, biology, physiology, pharmacology, and drug design and delivery. A project and laboratory work will give you opportunities to get hands-on experience.
Before studying the same modules offered on our three-year course, you'll complete a foundation year. This will get you up to speed with learning at degree level.
Graduate careers include roles in the chemical and pharmaceutical industries, research and development, food industries, quality control and manufacturing. The course is a stepping stone to qualified person status with the Royal Pharmaceutical Society. You can also apply for membership of the Academy of Pharmaceutical Sciences.
UCAS points
64 (full requirements below)
Course/institution codes
B208 M BSc/PharS
- 4 years full-time
- 5 years sandwich
Start month
What you should know about this course
What you will study
About the course team
Welcome to our pharmaceutical science course. When you join us, you'll be taught by an experienced team whose expertise and knowledge closely reflects the modules of this course. The team includes senior academics, professional practitioners with industry experience, lab technicians, and external experts who provide guest lectures on some modules. Our PhD researchers also offer lab support, which our undergraduate students find very useful. Our teaching is research informed and over 65% of our teaching team holds a formal teaching qualification (a number that is growing annually).
Come and meet us
Given the current situation with Covid-19, we are offering virtual events so that you can still experience how Greenwich could be the right university for you.
Next Open Days
Got a question?
To find out more about our Open Days and Campus Tours or if you need any assistance, please email email@example.com.
Entry requirements
If you are
Typical offer: 64 points
Qualifications: three A-levels / Extended Diploma / combination of A-level and Diploma / A-levels and Extended Certificate
- A-level: 64 points from related science subjects
- BTEC National: Extended Diploma in Applied Science
- A-level and BTEC National: Diploma / Extended Certificate in Applied Science and 16 points from a related science subject
- Plus GCSEs in English language, mathematics, and one science subject at grade C / 4 or above. We also accept equivalent qualifications at Level 2, such as Functional Skills in mathematics and English.
We will also consider:
- AS-levels along with A2-levels
- Alternative qualifications at Level 3, such as OCR Cambridge Technicals, AQA Tech-level, the International Baccalaureate and Access to Science
- Applications from mature students.
For more information, contact email@example.com or 020 8331 9000.
You can also read our admissions policy.
The University of Greenwich accepts a broad range of international qualifications for admission to our courses.
For detailed information on the academic and English language requirements, please find your country in our directory.
Alternatively, please contact us:
- By telephone: +44 (0)20 8331 8136.
- By email: firstname.lastname@example.com.
Available to overseas students?
Can I use prior learning?
Find out more on our Recognition of Prior Learning pages.
How you will learn
In a typical week learning takes place through a combination of:
- Lectures
- Seminars
- 1-to-1 tutorials
Further details to be confirmed.
Seminars enable you to discuss and develop your understanding of topics covered in lectures in smaller groups. You will also be able to meet your personal tutor. Contact hours may fall between 9am and 9pm, depending on your elective courses and tutorials.
Class sizes
A typical student intake per year across our pharmaceutical courses is 30. Lectures are normally attended by 30, and seminars/tutorials by 30.
First year courses may be shared across a number of science modules, resulting in large lecture groups of up to 100 students. Subject-specific modules tend to be smaller. A typical science intake has 30 students in a dedicated module.
Similarly, in the second and third year, some core modules taken by all students are larger, while optional modules are smaller (20-40 students per group), enabling close interaction with lecturers.
Independent learning
At university, you must develop the ability to work more independently than you have done before. In the early stages of the degree, you will receive a higher level of support from module leaders and personal tutors. In years 2 and 3, you will need to demonstrate an increasing ability to build upon material delivered in lectures and laboratories through independent reading. Greenwich graduates should be able to think and work independently, analytically and creatively to solve problems.
Overall workload
If you are studying full-time, you should expect the workload to be similar to a full-time job.
On this course, students are assessed by:
- Examinations
- Coursework
Further details to be confirmed.
Each course has formal assessments which count towards your grade. Some courses may also include 'practice' assessments, which help you monitor progress and do not count towards your final grade.
Feedback summary
University policy is to give feedback on assignments within 15 working days of the coursework submission date. Examination results will be available within 28 days.
Dates and timetables
The academic year runs from September to June.
Full teaching timetables are not usually available until term has started. For any queries, please call 020 8331 9000.
Full time
Fees and funding
Your time at university should be enjoyable, rewarding, and free of unnecessary stress. Planning your finances before you come to university can help to reduce financial concerns. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.
2019/2020 fees
|Full-time (per year)
|Part-time (per 30 credits)
|View fees
2020/2021 fees
|Full-time (per year)
|Part-time (per 30 credits)
|View fees
* For full fees information please visit our fees information pages.
Accommodation costs
Whether you choose to live in halls of residence or rent privately, we can help you find what you're looking for. University accommodation is available from just over £100 per person per week (bills included), depending on your location and preferences. If you require more space or facilities, these options are available at a slightly higher cost.
Funding your study
There is a range of financial support options available to support your studies, including the Aspire@Greenwich award for study resources that many full-time students will receive.
Discover more about grants, student loans, bursaries and scholarships. We also provide advice and support on budgeting, money management and financial hardship.
Other costs
Safety equipment
Science students are provided with lab coat and safety glasses free of charge. You'll be expected to pay for prescription safety glasses (approx. £90+) if you choose to purchase them.
Field trips
The cost of field trips is activity dependant. Some are free, while others may require a contribution. You are not obliged to pay for field trips in order to complete your course.
The standard professional memberships attached to accredited courses are covered by your tuition fees. You are welcome to take up additional professional memberships at your own cost.
Course texts and other study resources are available from the Drill Hall Library. You may wish to purchase your own copies. You also receive an allowance for printing costs, which you can top up if required.
Careers and placements
Will I have a work placement?
Students go to a range of companies and organisations of varying sizes for their placements, including large multi-national firms, government agencies, the NHS and small to medium sized companies engaged in research, analytical services and manufacturing.
- Previous students have worked in: Eon, Dyson, ADEY, PS Analytical and E-liquids, GSK, NHS hospitals.
- IAESTE (British Council) placements to Brazil, Dubai and Poland.
- We have a dedicated team to search for and inform students about relevant opportunities and help students prepare for interviews.
How long is my placement?
Students can undertake a summer placement lasting 6 weeks to 3 months. This can be related to a credit rated course at Level 6, or can be undertaken for work experience, acknowledged by a Certificate of Industrial Experience.
Students are also encouraged to apply for sandwich placements lasting between 9-12 months which sit between the second and third year of the degree.
What are the financial arrangements?
The faculty expects that students will be as far as possible treated like other employees of the company or organisation.
It is expected that students on sandwich placements will be paid throughout their time with the company. In some cases, students on summer placements have had expenses only covered by the company.
Students on sandwich placements pay a reduced fee to the university for their placement year.
What sort of careers do graduates pursue?
Graduates can find work in the chemical and pharmaceutical industries (production development, analytical science, quality assurance and information science), research and development, teaching, forensic science, environmental pollution and health and safety.
Are internships available?
Interns can gain valuable employment experience within the faculty – subject to resources. Personal tutors will be able to advise students on where to access programme internships.
Do you provide employability services?
We have a team dedicated to enhancing student employment outcomes. Our Employer Partnerships Manager develops relationships with companies to provide placement and employment opportunities.
Other members of the team help students to develop their knowledge of job markets, produce effective CVs, cover letters and application forms, understand HR selection processes, and prepare final year students for graduate job applications and applying for placements.
Visit our Employability & Careers Service pages.
Support and advice
Academic skills and study support
We have a Learning Skills Coordinator and a writing Fellow, both of whom support students in improving their writing skills. Additional support in mathematics is also available through the Drill Hall library. All students are allocated a personal tutor throughout the duration of their studies.
We also offer an additional course 'Learning Skills for Science' aimed at Foundation stage students. The academic support available will enhance student performance.
Support from the department
Students within the Faculty of Engineering and Science have a Retention and Success Officer (RSO) whose role it is to provide an additional layer of support for student engagement, and provision for extenuating circumstances, withdrawals and interruptions, Faculty level resit and Personal Development Planning enquiries.
The University wide STAART (AccessAbility Retention and Transition) programme encourages and supports students with a disability, providing support for disabled students.
Accommodation information
Not quite what you were looking for?
We've got plenty of other courses for you to choose from. Browse our undergraduate prospectus or check our related courses below.
Pharmacy at the University of Greenwich
Learn from leading experts on one of our pharmacy or pharmaceutical science degrees at our Medway Campus. Develop your knowledge in chemistry, drug design and biological sciences for careers in a lucrative industry.
Visit our pharmacy subject page.
Science at the University of Greenwich
Whether you're interested in molecules, human anatomy or forensic detail, our science degrees offer you the opportunity to acquire the skills you need in a supportive, employment-focused environment.
Visit our science subject page.
Mode of study
Select from the dropdown below.
|Course level
|UCAS code
Need more help?
020 8331 9000• Live chat• firstname.lastname@example.com• More information
Apply now
If you are a UK or EU student and you want to study full-time, you can now apply through Clearing.
If you want to apply for a later session, please see our how to apply page.
If you are a UK or EU student and want to study part-time then you apply to the university directly.
If you are a Non-EU student, you can apply directly via our website or through one of our agents. Please note that if you require a Tier 4 student visa, you will not be able to study as a part-time student at undergraduate level.
If you are a Non-EU student, you can apply directly via our website or through one of our agents. Please note that if you require a Tier 4 student visa, you will not be able to study as a part-time student at undergraduate level.
Need more help?
020 8331 9000• Live chat• firstname.lastname@example.com• More information


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Tailgate party this Saturday!!September 14th, 2006 by tungsai
When: Sat., Sept. 16, 9am – kickoff at 1pm (or stay and drink during the game too)
Where: Picket Park, 100 W. Stadium Drive, Purdue University, West Lafayette, IN
Who: You and whatever fun friends that you want to invite.
What to bring: BYOB and a snack to share. Cheryl is bringing her cornhole game. There is also Rollerblading, Frisbee, and stuff right by there. Even if you don't care about football, we can all have fun in the park.
HERE IS A LINK TO GOOGLE MAPS showing where the Park is.
Bring your own BOOZE and FOOD.
Confirmed Attendees are:
- Me
- Jody
- Branna
- Cheryl
- Mystery Guest #1


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ATLANTA — U.S. Assistant Secretary of Commerce for Economic Development Jay Williams and the Minority Business Development Agency's National Director Alejandra Y. Castillo joined the family of H.J. Russell earlier today to announce a new partnership and discuss renovations for the Russell Center for Innovation and Entrepreneurship (RCIE). The 40,000-square-foot facility, located in the same building as the former headquarters of H.J. Russell & Company at 504 Fair Street on Atlanta's west side, will provide space to more than 100 emerging entrepreneurial companies. The Russell family, local business leaders and elected officials and representatives, joined Commerce Department officials for the announcement.
In November 2016, RCIE received $3 million from the U.S. Department of Commerce's Economic Development Administration (EDA) to fund the design and renovation of the existing building to house the center. The funding is part of 22 awards totaling $14.4 million from EDA to increase economic activity in the nation's high-poverty urban, rural, and tribal communities. According to grantee estimates, the center will help create 50 new jobs and save 175 jobs.
"Ensuring that our communities and regions have the tools needed to support businesses and create jobs is critical to our country's competitiveness," said EDA's Assistant Secretary Williams. "I applaud the Russell family and the city of Atlanta for their strong commitment in support of local entrepreneurs and for helping to build a brighter future for the people of this great city."
Since 2008, EDA has invested nearly $68 million to support 152 projects/applicants in the state of Georgia. These projects have helped to create/save an estimated 13,798 jobs and generate about $3.7 billion in private investment.
U.S. Department of Commerce's Minority Business Development Agency (MBDA) has also worked closely with RCIE to share the agency's expertise on developing programs and initiatives to support minority business enterprises such as the Inclusive Innovation Initiative (I3).
"The opening of this center is a significant step in not only growing the pipeline of innovation-driven entrepreneurs, but also in developing strategic partnerships that will benefit our minority business communities," said Alejandra Y. Castillo, MBDA National Director. "We need even more of these centers across the nation to help prepare the next generation of minority entrepreneurs and innovators for success in the 21st century economy."
RCIE was founded by the family of the late Herman J. Russell, an Atlanta entrepreneur and philanthropist, to honor his legacy. The center will serve as a collaborative, co-working ecosystem connecting Atlanta's top entrepreneurs from communities of color and other underrepresented communities to business resources, access to capital and corporate partners. RCIE is also located near several of Atlanta's Historically Black Colleges and Universities.
"We envision the Russell Center for Innovation and Entrepreneurship becoming a supportive community – one that will serve as a visible and inclusive avenue for all individuals to receive the mentoring, investment, and inspiration they need to launch a thriving business," said H. Jerome Russell, RCIE Founder and Board Member. "We want to eliminate barriers to all, from college students with a brilliant business idea to the retired person launching their next passion in life. We believe RCIE will equalize the playing field in Atlanta and beyond by helping minority entrepreneurs in particular, overcome barriers to entering the marketplace."
Once completed, the newly designed and renovated space will support long-term disaster recovery efforts by adding economic resiliency to the city of Atlanta through increased economic diversification.
"With the help of the $3 million matching grant from the U.S. Department of Commerce, we are one step closer to being able to create a unique entrepreneur ecosystem that works in synergy with the diversity of Atlanta," said Donata Russell Ross, founder, board member, RCIE.
About the Economic Development Administration
The mission of the U.S. Economic Development Administration (EDA) is to lead the federal economic development agenda by promoting competitiveness and preparing the nation's regions for growth and success in the worldwide economy. An agency within the U.S. Department of Commerce, EDA makes investments in economically distressed communities in order to create jobs for U.S. workers, promote American innovation, and accelerate long-term sustainable economic growth. To learn more about EDA, visit www.eda.gov.
About the Minority Business Development Agency
MBDA, www.mbda.gov, is the only Federal agency dedicated to the growth and global competitiveness of U.S. minority-owned businesses. Our programs and services better equip minority-owned firms to create jobs, build scale and capacity, increase revenues and expand regionally, nationally and internationally. Services are provided through a network of MBDA Business Centers. After 47 years of service, MBDA continues to be a dedicated strategic partner to all U.S. minority-owned businesses, committed to providing programs and services that build size, scale and capacity through access to capital, contracts and markets. Follow us on Twitter @usmbda.
About the Russell Center for Innovation and Entrepreneurship
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Note: Dear valuable customers this suit is made to order.
Processing time 10-12 working days.
For emergency dispatch please contact us via email.
Thank you for your patience
Posted by Stephen Peat on 21st Mar 2020
Fantastic new suit made to my measurements which fits perfect !
Delivered in very short space of time
Posted by Steve A on 24th Feb 2017
Excellent suit again from Sam. Fully lined and with excellent detail at a great price. Cheers Sam.
Posted by steve gower on 14th Feb 2017
Very pleased with this suit and everything else i've ordered from Sam. Very helpful service, quality suit and only about 3 weeks to wait.....excellent
Posted by Unknown on 9th Feb 2017
Ordered for upcoming wedding - hugely pleased with the quality and it is so true to the description and colour.
Would definitely recommend - speedy delivery too from the time the order was placed.
Many thanks modshopping!
Posted by paul on 28th Sep 2016
Have been looking for a good 3 button suit for a long time and thought I'd take a chance at ordering this over the internet. Couldn't be more pleased - service was great and the suit is lovely. So difficult to get a suit like this these days - well worth trying.
Posted by kevin Tait on 2nd Jun 2016
Smart well made suit love the way it feels on will buy more from Modshopping
Posted by Martin from Germany on 13th Jan 2015
I bought several items from Modshopping (actually a lot). I can praise the quality, the cuts, the service, the delivery speed - simply: everything. Sam is highly repsonsive, supportive, nice person. I love Modshopping.
Posted by little j on 20th Sep 2014
i can not speak highly enough of this company or its products my suit is a perfect fit and was with me within a week of ordering from now on my suits will all be from mod shopping i can not thank you all enough
Posted by Jason on 18th Sep 2014
hello mod shopping team
I just thought i would let you all know that my suit arived the day before yesterday and is as near perfect as can be expected it fits like a glove and the pocket square was a realy nice touch the value for money is fantastic and without a doubt i will be buying from you again
Many thanks
Posted by Paul Evans on 20th Jun 2014
Hello Sam ,
My suit arrived today and I am really HAPPY with it . I will definitely order more clothes from you and also recommend you to my friends .
I am thinking about a boating blazer next so I will be in touch in about three weeks . Thank you Sam ,
All the best Paul Evans ..


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We are just getting started with that since our school finally added stable Wi-Fi across the campus this year, so I have been doing some "experimental" audio webcasts. One issue I'm running into is that the school district has an exclusivity agreement for video broadcasting with the local cable company, so I am prohibited from streaming live video. So instead, I've been doing something similar to what you suggested which is to use a live screen grab of the iScore Scorecast as the video and my voice as the audio. As you mentioned, they don't sync quite perfectly, but it's better than nothing, and for those in the car, they can just listen. For those who do have a screen, it saves them from loading the scorecast in one window and the audio feed in a different one, although they lose the interactivity. I still offer a plain scorecast link for that reason.OhioTex wrote:I assume you already have an audio broadcast - do you? if so what product do you use? ( our high school uses "mixlr", reasonably affordable and user friendly enough) - "livestream" has been discussed for video but not gone there yet for multiple reasons). for the user, they can have the iscorecast visible in a active browser and the audio feed in the background on mixer. Of course there is time sync lag as they are not integrated.
The simplest and most obvious choice for RTMP streaming is Adobe Flash Live Media Encoder, which is free, but I have not been able to get it to play nicely with my video card. I also tried Telestream WireCast, which I absolutely adore, but it is frankly overkill for what I am currently able to do with it, and with a starting price of $450 even after discount, I can't justify buying it. I am looking into vMix, which is promising. The free version may do just enough to get me by.
As for where I send it, I'm really liking The Cube. Your users have to sit through a 30-second ad before the stream starts, but other than that, it's free. (They do have paid options if you want to get rid of the ads and/or make your archived streams permanently available instead of just 30 days.) But any RTMP software can just as easily broadcast to YouTube Live, Facebook Live, or any number of other destinations.
Like I said, I'm still in the exploratory phase here...unfortunately there's not a great way to discreetly test these options in any kind of realistic way without just trying it on a real live event. Hopefully before long this will all be second nature.


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Aim-listed Bushveld Minerals has increased its indirect beneficial interest in Vametco Alloys to 75%, from 59.1%, through the acquisition of Sojitz Noble Alloys' 21.22% interest in Vametco's intermediate holding company Strategic Minerals Corporation (SMC), for $20-million.
Following completion of the transaction, Bushveld will, through wholly owned Bushveld Vametco Limited, own 100% of SMC and, therefore, have an indirect beneficial interest of 75% in Vametco.
The acquisition is further aligned with Bushveld's plans in the global energy storage space in that it provides capacity for potential electrolyte manufacturing.
The acquisition is a significant achievement, says Bushveld CEO Fortune Mojapelo, who elaborated that the achievement fulfills the company's undertaking to simplify its corporate structure in order to increase exposure to the underlying cash flows at Vametco.
Vametco's strong cash generation capabilities, he says, are demonstrated by the revenue and earnings before interest, taxes, depreciation and amortisation generated in the first half of this year, which amounted to just over R1-billion and R521-million, respectively.
"The transaction is in line with our priorities laid our earlier this year as part of the $22-million placing and sets the company in an advantageous position to deliver on its strategy to grow into a significant, low-cost vertically integrated vanadium platform," Mojapelo points out.
Vanadium, Bushveld explains, is robust and is in growing demand from steel manufacturers, as well as in the energy storage sector.
There is also a significant structural supply deficit owing to concentrated and constrained primary production and limited new global vanadium production on the horizon.
Edited by: Chanel de Bruyn
Creamer Media Senior Deputy Editor Online
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You guys probably know by now that I am ALL about that quick and easy cooking! I haven't had much extra time lately to make fancy and elaborate, time-consuming meals. I love this chicken & cheese stuffed pasta shells dish because it's a great snack to have laying around at a party – or – you can just adjust the servings to make enough for a nice family dinner. I think next time, I'll add some ricotta and parmesan. Yum!!
- 7 oz. jumbo pasta shells
- 8 oz. chicken breast, grilled (I used a pinch of garlic pepper for seasoning)
- 2 C spinach, chopped
- 2 C shredded mozzarella cheese, reduced fat
- Cook pasta shells according to package instructions. Drain and set aside. Cooking tip: I do like to undercook mine by just a few minutes so they don't get overcooked later in the oven.
- Chop spinach and dice chicken into small cubes (small enough to be able to "stuff" the shells),
- Spread pasta shells along the bottom of a lightly greased 9×9 casserole dish and stuff with chicken, spinach and cheese. I chose to do this after laying the shells, because if some of it overflowed I wasn't too concerned about it 😉
- Bake at 350 degrees for 20-30 minutes or until cheese is nice and bubbly. Mmmm….
Note: This is more of a "snack" serving size; adjust ingredients/servings accordingly to make this an entree
Servings: 4 (about 5 shells)
Macros: 408 calories | 12g fat | 39g carbs | 36g protein


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SECTOR ASSESSMENT (SUMMARY): EDUCATION. 1. Sector Performance, Problems, and Opportunities
- Dominick Marsh
- 4 years ago
- Views:
1 Higher Education Reform Project (RRP PRC 43007) SECTOR ASSESSMENT (SUMMARY): EDUCATION Sector Road Map 1. Sector Performance, Problems, and Opportunities a. Vision and Strategy 1. The Government of Mongolia s overall vision for the education sector is to ensure the sustainable development, national sovereignty, and security of Mongolia through the education of civil society. The government's policies and strategies for national and human development are further elaborated in its Comprehensive National Strategy, based on the Millennium Development Goals 1 and the government action plan for , namely: (i) (ii) to increase employment opportunities, reduce poverty and social inequality, eliminate the rural and urban divide, and close gender disparity through further expansion of education services in rural areas and for vulnerable groups regardless of location; and to reform and upgrade educational services in compliance with social and cultural values and needs, improve education structure and content in line with international standards, and establish the education system that provides lifelong and relevant learning opportunities for learners to be competitive in society and the labor market The above vision, policies, and strategies depend on a well-functioning, efficient, and effective education sector. To address this challenge and to set out the framework for education reform in the country, the government developed its Education Sector Master Plan (ESMP), a rolling plan recently updated for b. Structure of Education 3. The new 12-year education structure was introduced into schools in September 2008 with the aim of bringing Mongolia closer to international standards and norms. Tertiary education is offered in three general types of institutions: (i) universities with full 4-year degree and postgraduate programs, (ii) colleges with 4-year degree programs only, and (iii) technical and vocational schools with 2-year training programs. The structure of Mongolia's formal education system is shown in Figure In school year (SY) , there were 755 general education schools in Mongolia with a total of about 522,100 full-time students. 3 There were about 26,100 full-time teachers employed in general education schools, giving a national average student teacher ratio of 20:1. The gross enrollment ratio (GER) 4 has been increasing steadily in recent years: the GER in general education increased from 93.7% in SY , to 94.7% in SY For primary 1 Millennium Development Goals-based Comprehensive National Development Strategy, approved by the Parliament of Mongolia in Government of Mongolia, Ministry of Education, Culture, and Science Education Sector Master Plan of Mongolia ( ). 3 Government of Mongolia, National Statistical Office of Mongolia Mongolian Statistical Yearbook, GER, as defined in the Mongolian Statistical Yearbook, 2009, is the "proportion of number of pupils enrolled in a specific level of education, regardless of age, and the eligible official school-age population corresponding to the same level of education in a given school year".
2 2 education, the GER increased from 93.5% in SY2006/07 to 99.2% in SY 2009/10, giving an indication of the country's progress towards Education for All. Mongolia Figure 1: Structure of Mongolia's Formal Education System Ages General Secondary Education 5B 5B 5B 5B A 2A 2A 3A 3A 3A 5A 5A 5A 5A 5A B 3B 3B Pre-primary education 4 Vocational schools 1 Primary education 5B Colleges with 4 years degree programmes 2A Lower secondary education 3A Upper secondary education 6 Doctorate 5A Univ ersity Degree Programmes : Bachelor's/Master's Degree 3B Upper secondary education with v ocational track Source: Government of Mongolia, Ministry of Education, Culture, and Science Education Sector Master Plan of Mongolia ( ). c. Challenges in the Education Sector 5. Despite progress in increasing enrollment, Mongolia continues to face challenges across all levels in providing quality education and equitable access, upgrading the quality of teachers and staff, reforming curricula, rationalizing education facilities, and reducing financial barriers, particularly for vulnerable and disadvantaged groups. Dealing with growing internal migration from rural to urban areas has become a major challenge for efficient planning and management of education resources. 6. In addition to Mongolia's challenges in basic education, there is a need to ensure that the higher education and technical and vocational education and training (TVET) subsectors produce a sustainable and competitive workforce in terms of the creative and analytical skills required in Mongolia's move towards a knowledge-based economy as well as in global and regional markets. 7. The Ministry of Education, Culture, and Science (MECS) provides effective leadership, including through the Education Donors Consultative Mechanism, and has obtained support for development of education from a range of multilateral and bilateral aid agencies. d. The Higher Education Subsector 8. For higher education, the government's overarching objective as stated in the National Education Program 5 is to accelerate higher education reform, increase Mongolia s global competitiveness, and develop an education system that meets international standards. The ESMP describes the priority objectives for higher education as (i) access: improve the regulation of enrollment in higher education; (ii) quality: provide enabling conditions to ensure the guaranteed quality of higher education; and (iii) management: rationalize the management and financial system of higher education. 5 Government of Mongolia National Education Program ( ). Resolution No. 31. (3 February).
3 3 9. At the start of transition from the socialist system, there were only 14 state-owned (public) higher education institutions (HEIs) when the government authorized the establishment of private HEIs. By the end of 2009, there were a total of 146 HEIs, including 42 public and 99 private HEIs, and five branches of foreign universities. Over the same period, the number of students increased from about 20,000 to about 164,700. In SY2009/20, about two thirds of higher education students were enrolled in public HEIs. There were about 7,200 teachers in SY2009/10, indicating an overall average student teacher ratio of about 23:1. Over the last decade, the number of HEIs offering doctoral (and lower) degrees has remained static, the number offering master's (and lower) degrees increased, and the number offering only bachelor's degrees declined. The number of students enrolling in private HEIs has been rising compared to enrollment in public HEIs. 10. MECS is the highest administrative agency in charge of higher education while, at the HEI level, a governing board is the highest authority for each HEI. The minister of MECS appoints the presidents of public HEIs. The State Professional Inspection Agency is responsible for implementing regulatory requirements for the provision of higher education and for enforcing the norms and related standards as stipulated by law. The main mechanisms for quality assurance and control are the National Education Accreditation Council, an independent audit body chaired by the minister, and MECS, when performing the attestation function. Private HEIs are established and granted a license for conducting academic education by the minister of MECS if they satisfy the requirements for the establishment of educational institutions. e. Key Issues in Higher Education 11. Governance and management. The rapid increase in the number of public and private HEIs since 1991 was fueled by high demand for higher education and was largely uncontrolled. Only about half of private HEIs have been accredited, and governance, management, and financing of higher education have not kept pace with the rapid growth. This led the government in January 2010 to begin consolidating public HEIs (from 42 to 16), with the aim of concentrating educational resources in fewer, higher-quality and better-managed public HEIs. Issues relating to governance and management include (i) an inadequate legal framework for guiding operations of HEIs, (ii) ineffective HEI governing boards, (iii) lack of autonomy and accountability in HEI operations, (iv) an environment that does not encourage strong leadership in HEIs, and (v) a lack of competition between HEIs. Governance and management cut across the entire higher education subsector and strongly influence the setting under which other aspects such as quality, relevance, equity, access, and financing may be improved. 12. Quality and relevance. While student enrollment in all degree programs (doctoral, master's, and bachelor's) has been constantly increasing, there is no evidence that the quality of the programs has improved. Rising demand for higher education apparently is not driven by quality considerations, and does not serve as an incentive for HEIs to improve the quality of their programs. Mongolian HEIs suffer in comparison with foreign universities, using commonly accepted quantitative indicators of quality. Issues relating to quality of higher education include (i) proliferation of small private HEIs without quality control; (ii) weak overall system of quality assurance and accreditation; (iii) inadequate recruitment practices and supply of teaching staff; (iv) irregular application of norms for workload, contact hours, and research time; (v) inadequate monitoring of the performance of staff; (vi) lack of a national study credit and levels framework; (vii) inadequate curricula, learning materials, facilities, and equipment; (viii) low research capability and inadequate research facilities; and (ix) weak networks and partnerships with regional and international universities.
4 4 13. With regard to relevance, it is generally acknowledged among HEI administrators, employers, and the higher education graduates themselves that the majority of higher education graduates do not have the knowledge and skills required by the labor market. As a result, many higher education graduates end up unemployed after graduation. 5 Issues relating to the relevance of higher education include (i) lack of mechanisms to monitor labor market demand and the employment performance of new higher education graduates; and (ii) weak partnership among the government, HEIs, and the private sector. 14. Equity and access. Some segments of the population are either facing financial or social barriers to higher education access or are completely excluded from participation in higher education due to their specific circumstances. Issues include (i) a weak information base for capturing key social indicators in higher education, (ii) improper targeting of state support to disadvantaged groups, (iii) limited opportunity for higher education in rural areas, (iv) lack of student cross-mobility opportunities between higher education and TVET systems, (v) gender imbalance in higher education enrollment, and (vi) lack of awareness among stakeholders of social development issues in higher education. 15. Financing. The issues relating to higher education financing include (i) an inadequate funding model and cost-sharing for higher education; (ii) inadequate state grant and tuition loan programs; (iii) limited policy framework and regulations for HEIs to mobilize their own resources; and (iv) weak partnership among HEIs, government, and the private sector. 16. Enabling environment. A favorable enabling policy environment is needed to address many of the issues above. In particular, amendments to the Higher Education Law would be critical to the success of reform in the subsector. 2. Government's Ongoing Initiatives in Higher Education 17. The updated ESMP sets out the framework for education reform in the country, including for higher education (Table 1). Table 1: Education Sector Master Plan Objectives and Strategies for Higher Education Objectives Access: Improve the regulation of enrollment in higher education Quality: Provide enabling conditions to ensure guaranteed quality of higher education Management: Rationalize the management and financial system of higher education Implementation Strategy Expand services provided by higher education institutions (HEIs) and make them more open. Coordinate the activities of HEIs with the national economic structure and labor market demand. Provide support for those studying in engineering, technology, natural sciences, and agriculture. Reform and improve the educational content and standards of higher education. Connect the accreditation of educational programs with international standards. Improve the human resource capacity of educators at the HEIs. Improve the monitoring of the quality of higher education and provide a favorable legal framework to encourage competition. Provide support to reform education, research, and the technical support base in HEIs. Establish an enabling study environment for capable students. Reform the legal framework for management, financing, and structure of state loans for higher education. Strengthen higher education management capacities. Reform the structure of small HEIs to enhance their economic efficiency, academic quality, and curriculum effectiveness. Source: Government of Mongolia, Ministry of Education, Culture, and Science Education Sector Master Plan of Mongolia. 5 It is estimated that only about 40% of higher education graduates during found employment in their respective fields after graduation.
5 5 18. The higher education subsector is currently undergoing dynamic and important changes. Within the framework of the ESMP, the government has announced or started major initiatives, including: (i) (ii) (iii) Downsizing of public higher education institutions, from 42 to 16. As mandated by Government Resolution No. 15 dated 20 January 2010, MECS has started activities to downsize the public HEIs. The overall objective is to upgrade the quality of public HEIs by rationalizing them so that development resources can be concentrated into fewer, higher-quality HEIs. The HEIs that are not selected would be given the choice to either merge with stronger HEIs, close, or gradually transform themselves into TVET institutions under an incentive scheme. Higher education roadmap. Using the updated ESMP as a basis, the government has articulated its policies, goals, objectives, and plans in the form of a roadmap for higher education reform over The overall objective of the government for the higher education subsector as articulated in the roadmap is to sustainably supply Mongolia with the required human resources, knowledge, and technology for national development through updating of the higher education system, content, and standards and upgrading HEIs to comparable international standards. The roadmap breaks down its strategic initiatives into seven policies covering the following areas: (a) Legal environment. Update and reform the legal environment to promote higher education development. (b) Governance, management, and structure. Increase the government's role and social responsibility to upgrade higher education and bring it closer to international standards. (c) Quality assurance, training, and content. Enhance higher education standards, training content, and research orientation to address social demand and requirements. (d) Enrollment process. Provide students with equal opportunity to obtain high-quality higher education in accordance with their needs. (e) Human resource and teacher development. Comprehensively resolve issues pertaining to the qualifications of teachers and researchers, methodological development, payroll and incentive systems, and social welfare. (f) Teaching and research environment. Upgrade learning facilities, training aids, and textbooks to international standards. (g) Financing. Improve financing of higher education and increase government support. Campus development plan. The government is in the advanced stages of planning the development of several campus enclaves that would serve as "townships of intellect". The main objectives are to (a) rationalize the structure of national universities, which are the primary means of providing higher education to students and researchers; (b) enhance linkages between education, research, production, and business; and (c) increase university standards towards high, international levels. 19. The roadmap explicitly includes the proposed project as a key initiative entitled Strengthening Higher Education Project for , to be funded by ADB.
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Thank you Mr McHugh, but its still not clear to me.Scenarios:Defenders hand makes his body unnaturally bigger (or is above his shoulder level).S1: Ball hits his body (or leg, head etc.). Then the ball deflects and ...Read The Full Q & A
So if I'm wearing grip socks, do they have to match the color of the uniforms socks or can they be white. Most professionals use white grip socks but referees tell me they have to match the color of my uniform socks. ...Read The Full Q & A
Hello,one situation please.Situation:Attacker kicks the ball. This ball touches a defender*s body and then his hand, which is over his shoulder level (or makes his body unnaturally bigger). Q1: Is it o...Read The Full Q & A
Hi There,Does the referee need to keep his hand raised when an offside happens, and the ball played and touched by another player, i had seen some referees do raise their hands to indicate an offside and then drop it. ...Read The Full Q & A
I cant find this in the new rule book. If a player is given permission to leave the field and then wants to re enter during play he can only do so on boundary lines but if ball is out of play then he can enter at anywhere ie goal line. Where is this ...Read The Full Q & A
Well I am not going to ignore the challenge!In this case, the sub goalie clearly "entered the field without permission", even while told not to, so no excuses. He is a sub who has interfered with play, denying an obvious goal scoring opp...Read The Full Q & A
Can you clarify the new handball rule soon receiving the ball from own body or other player close too a outstretched arm unnaturally bigger? Im all for new rule change for football not expecting a goal to be scored from handball even if a...Read The Full Q & A
Goalie down - play continues?I remember the instructor in my ref class many years ago saying there always has to be a goalie, and play you cannot have a game if the goalie cannot play. I have not heard mention of this factor since then.h...Read The Full Q & A
Team A and B,Team A has the control of the ball in their backfield. The ball hit the head of a player from Team B badly. So, the referee stops the play.At restarting, by the rule, the referee gave ball to a player from Team B (last touch)...Read The Full Q & A
If a goalie catches a shot and stumbles and is bumped by a team mate and falls into the goal, is it a goal? The ball crossed the score line....Read The Full Q & A
If you received a response regarding a submitted question enter your question number above to find the answer


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Ray Tschillard is the Executive Director of the Poudre Learning Center. He has over 31 years of educational experience working with students of all age levels and has been active in developing and promoting science curriculum that focuses on inquiry based methods. Ray is passionate about the development of students through outdoor education.
He completed his MA degree in Earth Science at the University of Northern Colorado and received a bachelor's degree in Earth Science from Simpson College. He and his wife Debbie have two adult children and three grandchildren, Hayley, Owen and Scarlett.
Please contact Ray with any questions regarding programming, sponsorships or other opportunities for engagement.
Susan Payne is the Project Manager for the PLC and is able to help you with all your Field Experience scheduling. Susan and her husband, Rick, have three grown children and 6 beautiful grandchildren: Kieran, Rowan, Hazel, Asa, Violet and Archer.
Susan has lived in Greeley since 1986 and loves helping the visitors and volunteers who come in to the PLC. Susan loves the opportunity to contribute to the many different learning experiences that are part of working here.
Please contact Susan with your questions about Field Experiences and other events.
Amy Nicholl is the Curriculum Coordinator at the PLC. She taught elementary school for 34 years in Windsor and also at the University of Northern Colorado. Amy has been involved in the Colorado science community for many years serving on state standards committees, providing workshops for teachers throughout the state, and serving as president and on the board of the Colorado Association of Science Teachers. Amy has also served as Conference Chair and Vice President of Colorado Council of the International Reading Association.
At the Poudre Learning Center, Amy gets to share her passion for outdoor education, science, and engineering as the InSTEM Curriculum Coordinator working with teachers all over Northern Colorado. Helping teachers and students as they visit our special facility is another part of the joy Amy finds working at the PLC.
Ivonne Morales was born and raised in Greeley and graduated with degrees in Environmental Studies and Sociology from CU Boulder in 2017. She first got involved with the PLC as a student in high school through Field Experiences and Caring for Our Watersheds. Ivonne started at the PLC as an intern in 2017 and now helps run the Well Watch and Caring for Our Watershed programs. She also assists with secondary school field experiences. Please contact Ivonne to discuss these program opportunities.
Ryan Brennan is originally from Illinois and graduated from Monmouth College in 2016 with a degree in Business and Political Science. He came to Colorado in 2017 as a VISTA volunteer and has been here ever since. Ryan wears a lot of hats at the PLC and focuses on marketing and development. Please contact Ryan for event scheduling or to discuss a sponsorship opportunity.
Jeremiah Sewald manages and maintains all the facilities and grounds on the PLC property. He takes pride in making sure that everything runs smoothly. Please contact Jeremiah if you have facility or grounds questions.
Copyright © 2020 Poudre Learning Center - All Rights Reserved.
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- 1111.January.FridayNo events
- 1212.January.Saturday
Stonington Clubhouse Media Roomhttps://grotonsportsmen.com/event/stonington-clubhouse-media-room/
Media room in use 10:30 am to 1:00 pm. No IDR range closure.
- 1313.January.Sunday
Sunday Morning Open BreakfastStonington Club Househttps://grotonsportsmen.com/event/sunday-morning-open-breakfast/421 Al Harvey Rd, Stonington, CT 06378, USA
Come join us for a great breakfast and then spend the day at the range
- 1414.January.Monday
New London County Pistol League - Matchhttps://grotonsportsmen.com/event/new-london-county-pistol-league-match-7/
IDR Closed 7:00 pm to 9:30 pm


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We'll locate a licensed installer in your area
Finance your system for zero-down and low monthly payments!
Your solar installation tech will schedule a time to come out and install your system!
Energy from the solar array is immediately available to power your home. In some states, owners of solar energy systems can obtain and sell Solar Renewable Energy Credits (SRECs) based on how much energy they produce. That means that in addition to reducing their utility bill, solar owners in these states can earn additional revenue, further increasing their savings from solar.
Because potential buyers also have the incentive of low energy costs, your home will likely have a higher market value. In the case that you want to keep your system when the home is sold, you can simply have it re-installed on your new home.
The solar Investment Tax Credit (ITC) is a federal 30% tax credit of the cost of solar power systems. These credits apply to systems that are installed on residential and commercial properties and further decrease the cost of the system.


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When the Queen of Trivia meets your dirty minds, you never know what will POP UP! 😳 PB&J hosts this one-of-a-kind fundraiser for Chemo Noir, a local non-profit supporting families, friends and fighters in their battle with cancer, with Kerry Speckman asking the questions spelling bee-style until there is one person still, ahem, erect. 21 and up only!
The top three finishers will split hundreds of dollars in prizes, including a $200 gift card to Target and $75 gift card to Volstead. And someone's going to win a Booby Prize.
Tickets are $15 and include one free drink ticket (for house wine or beer) and plenty of laughs. Attendees do not need to participate in the contest (we welcome voyeurs!).
Contestants who miss a question can buy back in to the competition up to three times at $5 per buy-in.
This event is for mature audiences only; you must be at least 21 to attend! And if you are easily offended by sex talk and F-bombs, this is NOT the event for you.
ChemoNoir is a local non-profit whose mission is to host and inspire wine-centric events that raise funds to provide financial support to families, friends and fighters in their battles with cancer. (Visit them at www.chemonoir.com for more information.)