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Fragile Families and Child Wellbeing Study Public Use Data
This national study used a stratified random sample with 4,700 families (3,600 unwed couples and 1,100 married couples) across 21 cities. Baseline data were obtained from the biological mother and father, with follow-up interviews with both parents when the child was 1, 3, 5 and 9 years old. Data on child health and development were obtained from coded on-site interviews, cognitive assessment tests, as well as a face-to-face interviews. Assessments of child well-being were carried out at 30 and 48 months.
Please see the Princeton University Office of Population Research data archive for more information. Users must register before downloading data (see instructions). Files are packaged in WinZip archives containing SAS, SPSS and Stata data sets. Please visit here for information on downloading, unzipping and using data sets. In order to protect the confidentiality of survey respondents, geographic (i.e., city) identifiers are not released on the public use data files. Medical records data are also not included on the public data files. Researchers can apply for these data sets via restricted use contract.
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Evaluating Programs
© 2021 Fatherhood Research & Practice Network. All Rights Reserved. The Fatherhood Research and Practice Network was created with support from grant #90PR0006 (2013-2019) from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the Fatherhood Research and Practice Network, Temple University and the Center for Policy Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families or the U.S. Department of Health and Human Services.


~1110 $ [990 €] per pers.
7 days riding in Provence starting and ending by the Mediterranean sea in Fréjus. Using secundary roads to avoid the busy traffic of the area, we will make you discover one of the most beatiful protected park that France has to offer: the Verdon.
The region is hilly but you will stop before entering the Alps. No big climbs but still a challenging ride with an average distance of 80 kilometers per day (50 miles).
The guide is in charge of all the logistics (check-in, luggage transfer, picnics...) all you have to do is cycle and enjoy!
Meet the guide in the morning in Fréjus. After a quick briefing, start riding to Draguignan, crossing the famous Sainte-Maxime and many beautiful villages of the South of Var.
To reach the "Parc Naturel Régional du Verdon" you will climb more than descend today. As it is only the second day of the tour, we make it easy. With a very nice loop through Sillians-la-Cascade, Barjol, Regusse, we avoid the steep direct route and reach Aups keeping strength for the next days.
This third day starts with a 6km climb and a long descent which will take you to the south border of the famous "Lac de Sainte-Croix". After enjoying the amazing views, you'll keep riding and cross a completely forgotten area with typical villages. This roads lead to the "Lac d'Esparon" and the town of Greoux-les-Bains, famous for its Spas.
From Gréoux-les-Bains to the "Lac de Sainte-Croix"
Again not a meter of flat on this fourth day. You will keep riding to the north to reach the amazing village of Moustiers Sainte-Marie located at the base of majestic cliffs, a great place for a coffee stop! The second part of the stage will lead you to the other side of the Lac de Sainte-Croix where you will spend the night.
78km ; +1300m (can be 15km shorter).
Certainly one of the most beautiful ride that can be done in the South of France. Starting with a 13 kilometers long climb it is also the toughest day of the trip. When you will reach the top, you will understand why the majesty of the Gorges du Verdon attracts and seduces people from all over the world. The rest of the stage, crossing Comps-sur-Artuby to reach Castellane is also very nice for cycling.
From Castillon to the "Haut-Var"
Again a challenging day starting softly along the "Lac de Castillon" before turning right for a short but steep climb to reach a wonderful viewpoint on the area of Castellane and the "Lac de Chaudanne" that you will follow in the descent. You will then take the Route Napoléon for a few kilometers crossing 3 departments: Alpes de Haute-Provence, Alpes-Maritime and Var. The last kilometers of the day will make you discover a very nice area called "Haut-Var" and you will spend the night in Seillans, ranked in the classification of the most beautiful villages of the country.
Last but not least stage of the tour. After a 6 kilometers climb and a long descent you leave the Haut-Var in the direction of the French Riviera. Once again the nature has a lot to show and you will enjoy riding in the "Gorges du Blavet" and ending the week on the coastal road between Saint-Aigulf and Fréjus.
This great adventure ends at your hotel in Fréjus, after breakfast.
In Fréjus on day 1, in the morning.
Nights in 2- and 3-star hotels (double or twin bedrooms).
7 night in hotel, breakfasts from day 2 to day 8, picnics lunches from day 1 to day 7, luggage transfers, local assistance, accommodation, information package with maps and road-books, 7 nights in 2- and 3-star hotels.
Transport options to the meeting point and from the point of dispersal, transfers which are not included in the tour, diners, personal travel insurance, beverages, visits of tourist sites, optional activities which are not included in the tour, personal expenses.


That experimentalists select only their 'good data' and eventually accept only one of several discordant experimental results have been central to the claim that physics and other sciences are socially constructed. In this impressive book, Allan Franklin tackles these two problems head on, demonstrating persuasively that physics is at root a rationally constructed science.
By means of detailed case studies of episodes from the history of modern physics, Franklin shows how these problems can be—and are—solved in the normal practice of science and, therefore, that experimental results may be legitimately used as a basis for scientific knowledge.
Accessible to anyone with a college-level education in physics, this lucid and persuasive book collects Franklin's previously published investigations on the epistemology of experiment and is a 'must read' for either students or professionals with an interest in the history and philosophy of science.


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Walt Disney Animation Studios returns to the Hundred Acre Wood with "Winnie the Pooh." Featuring the timeless charm, wit and whimsy of the original featurettes, this all-new movie reunites audiences with the philosophical "bear of very little brain" and friends Tigger, Rabbit, Piglet, Owl, Kangs, Roo...and last, but certainly not least, Eeyore. Winnie the Pooh not only features characters parents love to share with their children, but values and simple joys of life. Inspired by three stories from A.A. Milne's books in Disney classic, hand-drawn art style, the film features the voice talents of John Cleese, who serves as the narrator along with Jim Cummings, who voices Winnie the Pooh and Tigger, Travis Oates who provides the voice of Piglet, Bud Luckey serves as the voice of Eeyore, Craig Ferguson voices Owl and Tom Kenny is the voice of Rabbit. The film is directed by Stephen Anderson and Don Hall and is executive-produced by John Lasseter.
amazon.com WINNIE THE POOH (2011) Soundtrack
apple.com WINNIE THE POOH (2011) iTunes Movie Trailers
disneyanimation.com WINNIE THE POOH (2011)
facebook.com WINNIE THE POOH (2011)
imdb.com WINNIE THE POOH (2011)
movieposterdb.com WINNIE THE POOH (2011) Posters
rottentomatoes.com WINNIE THE POOH (2011)
wikipedia.org WINNIE THE POOH (2011)
yahoo.com WINNIE THE POOH (2011)
youtube.com WINNIE THE POOH (2011)

redpajama_set_name: RedPajamaCommonCrawl


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Tag: Francisco Rios
C's Recap – Pearson, Reid-Foley, Burns & Adams Highlight 27 Vancouver Canadians in Grapefruit League Action for Toronto Blue Jays in 2020
May 19, 2020 Niall O'Donohoe
There were 48 former Vancouver Canadians who saw spring training action in 2020.
C's Alumni Update – Prime Beef From Cobi Johnson In First Pro Start, Stadler Gets First MWL Win
April 8, 2019 Niall O'Donohoe
The Lansing Lugnuts got a strong start and finish from a pair of 2018 Vancouver Canadians Monday.
C's Alumni Update – Biggio & Palacios Power Up, Logue & Dillon Chillin' Opposing Bats & Capra Shines In Double-A Debut
A lot of notable performances from a number of former Vancouver Canadians during the opening weekend of minor league baseball.
C's Recap – The Most Likely No-Shows At The Nat In 2019
A clearer picture of who will not be in a Vancouver Canadians uniform in 2019 has emerged. The Lansing Lugnuts—the team just above the C's in the Toronto Blue Jays minor league food chain—revealed its roster for the upcoming season.
C's Alumni Update – Former Vancouver Canadians Provide Boost To New Hampshire Fisher Cats 2018 Eastern League Championship
September 24, 2018 Niall O'Donohoe
Josh Palacios was one of the many former Vancouver Canadians who helped the New Hampshire Fisher Cats win the Eastern League championship in 2018. The
C's Alumni Update – Pearson, Warmoth & Adams To Begin 2018 In Dunedin
Nate Pearson will need to stay hydrated in 2018 as he will be pitching in Dunedin to begin the season. The three 2017 Vancouver Canadians
C's Recap – Dust Devils Avoid The Broom From The C's
July 31, 2017 Niall O'Donohoe
The Vancouver Canadians were unable to complete a three-game sweep of the Tri-City Dust Devils as they lost 7-3 at Nat Bailey Stadium Sunday afternoon.
Warmoth, Pearson & Adams Make MLB.com Top 30 Blue Jays Prospect List
Three members of the 2017 Vancouver Canadians and 15 others with C's ties have made MLB.com's Top 30 Toronto Blue Jays prospect list.
C's Recap – Hops Get Jump On C's With Big 1st Inning
The Hillsboro Hops scored four times and made four errors but it was enough to give them the opening game of this five-game set as they prevailed over the Vancouver Canadians 4-3 at Nat Bailey Stadium Saturday.
C's Alumni Update – 17 Former C's Among Baseball America's Top 30 Blue Jays 2017 Prospects
April 21, 2017 Niall O'Donohoe
Baseball America finally got around to releasing the e-book version of its 2017 Prospect Handbook this week. There are plenty of Vancouver Canadians connections in the
C's Alumni Update – McBroom & Company Help New Hampshire Sweep Hartford
Ryan McBroom drew the first-ever walk and scored the first run in Hartford's Dunkin' Donuts Park. A number of former Vancouver Canadians contributed to the
C's Alumni Update – Who's Going to Buffalo, New Hampshire, Dunedin and Lansing in 2017?
Ryan McBroom and Rowdy Tellez – seen in the dugout before the 2014 Northwest League playoffs – will man first base for New Hampshire and


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use yii\web\AssetBundle;

class MarkedAsset extends AssetBundle
{
    public $sourcePath = '@bower/marked/lib';
    public $js = [
        'marked.js',
    ];
}

redpajama_set_name: RedPajamaGithub


Tiny (real) datasets for giving examples in class?
When teaching an introductory level class, the teachers I know tend to invent some numbers and a story in order to exemplify the method they are teaching.
What I would prefer is to tell a real story with real numbers. However, these stories needs to relate to a very tiny dataset, which enables manual calculations.
Any suggestions for such datasets will be very welcomed.
The data and story library is an " online library of datafiles and stories that illustrate the use of basic statistics methods".
This site seems to have what you need, and you can search it for particular data sets.
There's a book called "A Handbook of Small Datasets" by D.J. Hand, F. Daly, A.D. Lunn, K.J. McConway and E. Ostrowski. The Statistics department at NCSU have electronically posted the datasets from this book here.
The website above gives only the data; you would need to read the book to get the story behind the numbers, that is, any story beyond what you can glean from the data set's title. But, they are small, and they are real.
With this data, one can discuss things like the chi-square test for independence and measure of assocation, such as the relative rate and the odds ratio. For example, female passengers were ~4 times more likely to survive than male passengers. At the same time, male passengers were ~2.5 times more likely to die than female passengers. The odds ratio for survival/dying is always 10 though.
The Journal of Statistical Education has an archive of educational data sets.
CAUSEweb has data sets as well as lots of other teaching resources.
See http://www.causeweb.org/resources/datasets/ for the datasets.
CAUSE stands for Consortium for the Advancement of Undergraduate Statistics Education.
Probably such an obvious answer that it does not really need to be mentioned, but for correlation or linear regression Anscombe's quartet is a logical choice. Although it is not a real story with real data I think it is such a simple example it would reasonably fit into your criteria.
StatSci.org is a nice source for datasets.
A nice article entitled Resource Discovery for Teaching Statistics has shed light on this this topic.
I am sure you have found what you were looking for long back, but for anyone else who come across thread - TuvaLabs is nice source for the datasets for Classrooms. It curates datasets, story, description, small exercise and visualization capability also you can requests datasets on it.
Not the answer you're looking for? Browse other questions tagged dataset references teaching or ask your own question.
Real data examples for the Neyman-Pearson lemma?
What is the best syllabus for an under-grad class in Statistics for engineer students?
Simple real world examples for teaching Bayesian statistics?


This week I am taking inventory of zero waste shopping bags. I realized I am missing produce bags and having enough shopping bags. They are not easy to find unless looking on Pinterest or Amazon. I see a lot of canvas bags out there but, no small produce bags. While scouring the internet I came across this really cool starter kit. I am getting one for myself and one for my college student who walks a short distance to the grocery store.
Once I get my bag challenge taken care of I will be moving on to storage. One part of the journey is setting up a budget. A budget is necessary because this can be a costly endeavor.
This page contains affiliate links. If you make a purchase from one of these links we make a small commission.


The HPE 1820 Switch Series features an intuitive Web management interface with an enhanced navigation pane for easy management of devices by non-technical users. The HPE 1820 Switch Series is ideal for organizations that require simplicity.The series gives you flexibility and choice with a complete portfolio. You get six rack-mountable models including three non-Power over Ethernet (PoE) models. Some models include SFP ports for fiber connectivity.Customizable features include VLANs, Spanning Tree, Link aggregation trunking, and IGMP Snooping. All models include Rapid Spanning Tree Protocol (RSTP) and DSCP QoS policies.These switches support flexible installation options, including mounting on walls, under tables or on desk tops.Some models are of a fan-less design, making them quiet for office deployments.
The HPE 1820 Switch Series include the latest energy-savings capabilities, including Energy Efficient Ethernet (IEEE), idle-port power down and PoE Port Scheduler.The 8-port Gigabit Ethernet model can be powered by an upstream PoE switch for environments where no line power is available.All switches are covered by a Limited Lifetime Warranty.
The HPE 1820 Switch Series traffic prioritization provides time sensitive packets (like VoIP and video) with priority over other traffic based on DSCP or IEEE 802.1p classification. Packets are mapped to eight hardware queues for more effective throughput.Broadcast control allows limiting of broadcast traffic rate, to reduce unwanted network broadcast traffic.IEEE 802.11p/Q delivers data to devices based on the priority and type of traffic.


My Name is Del. I'm an online professional who helps businesses and brands achieve their specific goals using the most effective Internet marketing solutions.
I dance with the web for a living and mostly dwell on the cloud. I enjoy jobs related to SEO, WordPress, social media, content writing, paid traffic, content marketing, reputation management, email marketing, market research, affiliate marketing, link building and everything in between.
I am definitely an optimistic online entrepreneur with a millionaire mindset while I remain a student who adapts to the ever changing market conditions. I continuously seek what truly works both in SEO and Internet marketing as a whole.
I'm not gonna blabber about me being a master, expert, guru, ninja, and all those stuff because trust me, with all those years I've spent in this industry, nobody ever really is... at least all the time. This is a dynamic industry with numerous variables based on educated guess!
But if your so called EXPERT doesn't know half what I can offer, START DOING THE MATH.


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Q: How to write a jacobian Matrix and a function with n variable with Sympy? how to write a function f(x1,x2,....xn) with n variable with Sympy
how to write a jcobian Matrix of this function with Sympy in implicit and explicit form

redpajama_set_name: RedPajamaStackExchange


Full disclosure of patient safety events (PSE) is desired by patients and their families, is required by the Joint Commission and many state laws, and is vital to improving patient outcomes. A key barrier to consistent disclosure of patient safety events is a self-reported lack of proper training. Physicians must be trained to recognize when a PSE has occurred and effectively carry out disclosure, all while caring for a patient who is actively experiencing the consequences of an unintended outcome. Immersive simulation provides the opportunity to practice this complex skill.
To develop and evaluate a simulation-based workshop for pediatric residents on the disclosure of patient safety events.
A workshop in PSE disclosure was developed according to literature review, expert consultation, and feedback from hospital administration. The three-hour workshop included a simulated PSE with a subsequent standardized debriefing, interactive didactic session, and additional simulation-based hands-on practice in disclosure. Participants completed an anonymous survey at one-week and three-months post workshop, assessing workshop satisfaction, subsequent clinical experience, and perceived change to their practice.
During the one-year study period, 27/31 (87.0%) second year residents completed the workshop. At the one-week follow-up, all study participants reported increased confidence and preparedness in their ability to lead the initial disclosure conversation. All study participants felt that the simulated scenarios were realistic and relevant to their current clinical duties and 33.3% (n=9) stated that they would like to repeat this workshop prior to completion of their training. At the three-month follow-up, 29.6% (N=8) of study participants reported involvement in the disclosure of a patient safety event since the workshop with all eight reporting feeling adequately prepared by the workshop for this experience. Study participants indicated that post training they were more likely to engage the attending physician, risk management and patient relations in the disclosure conversation (p <=0.05). The estimated cost of this simulation training for 27 residents was $6,993, not accounting for the 39 hours per clinician facilitator.
Immersive simulation is uniquely suited for teaching difficult conversation skills that are encountered during acute care, including the disclosure of patient safety events. While hands-on practice is critical, faculty and simulation resources required for continued implementation may not be sustainable long-term. Future training curricula should leverage creative and innovative adult-learning techniques to reach a wide range of members of the care team with less resource utilization.
Since 2001, the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) has required hospitals to disclose all unexpected outcomes, a practice that has been written into many states' laws . Physicians have an ethical duty to disclose patient safety events (PSE) to patients and families [2,3], providing the patient and family with an explanation of what happened and the assurance that steps are being taken to prevent a similar occurrence in the future. Moreover, full disclosure of PSE is desired by patients and their families and is vital to improving overall patient satisfaction [4-6]. When a safety event occurs in clinical practice, pediatricians support complete transparency . Yet surveys suggest that few PSE are disclosed to patients, and disclosure conversations often fail to meet patient expectations. Failure to disclose PSE promptly and properly can disrupt patient-clinician relationships and may increase the chance of malpractice lawsuits . Good communication is essential to providers and patients and their families alike, particularly in the face of unanticipated events.
There are many potential barriers to the consistent and transparent disclosure of PSE by physicians, including fear of malpractice litigation, concern for implications to their professional reputation, and lack of proper training [9-11]. Physicians must be adequately trained to recognize when a PSE has occurred and to effectively carry out disclosure consistent with institutional policies . This notion is further supported in a study of pediatric attending and resident physicians, which concluded that training programs should include formal instruction on disclosure and offer the opportunity to both practice these skills and receive feedback . Many institutional-specific policies exist to guide the process of disclosure. According to the Ann & Robert H. Lurie Children's Hospital of Chicago Administrative Policy on Communication of Patient Outcomes and Unanticipated Events, "the Attending Physician or his/her designee" is charged with the task of disclosure . Our institution currently addresses this training need with an online module, which includes vignettes with examples of PSE but does not provide instruction on how to initiate and conduct the disclosure in its entirety .
Simulation is a powerful tool in medical education because it offers trainees an opportunity to explore new skills and make mistakes in a safe learning environment and receive corrective feedback as a guide for future practice . Another main benefit of simulation is that structured debriefing allows trainees an opportunity for reflection leading to formation of ideas to improve their performance in future simulations and/or clinical practice. In addition, facilitators have a unique opportunity to hone in on areas for improvement in the participants' communication style and teamwork. A simulation-based workshop in disclosure of PSE has the potential to complement the current practice of didactic education, providing physicians with the opportunity for hands-on practice of this complex skill. Lastly, a disclosure workshop for resident physicians would address several of the core competencies mandated in the Graduate Medical Education guidelines , including communication skills and professionalism.
The aims of this study were as follows: (1) to describe the efforts to design and implement a simulation-based workshop for pediatrics residents; (2) to investigate its impact by collecting data on participant experience, impressions, and feedback; and (3) to assess feasibility of program sustainability.
A workshop on the disclosure of patient safety events was developed by the authors according to Kern's Six Steps of Curriculum development . As previously mentioned, it is known that PSE relating to human factors and systematic biases prevail throughout our health care systems, despite efforts to minimize them. Current practices and curricula at our institution lacked dedicated and targeted instruction regarding disclosure, especially for residents. Background and support for the need of a disclosure curriculum included a literature review, incorporation of previous workshop experience, consultation with experts in the field, and feedback from hospital administration. The objectives of the workshop were as follows: (1) to recognize when a PSE has occurred, (2) develop a clear understanding of legal considerations and institutional policies, (3) understand the value of disclosure, (4) review best practices for disclosure, and (5) gain practical experience in disclosure. We then used a blended-learning educational strategy to disseminate our curriculum, which consisted of didactics, high-fidelity simulation cases, and interactive small-group discussions. The program was implemented after residency leadership and institutional support was obtained. Barriers to implementation included both faculty and learner time, and simulation center availability. Post-session questionnaires and program evaluations were obtained.
Based on a comprehensive review of the literature, the SPIKES protocol was chosen as a framework for the disclosure conversation. The SPIKES protocol was developed for oncology patients and used to help with disclosing unfavorable information—"breaking bad news"—to cancer patients about their illness , and as such is well-suited for the difficult PSE disclosure conversation. The SPIKES protocol is simple and straightforward and consists of six steps (Figure 1). The goal is to enable the clinician to fulfill the four most important objectives while disclosing difficult news, which include (1) gathering information from the patient; (2) transmitting the medical information; (3) providing support to the patient; (4) eliciting the patient's collaboration in developing a strategy or treatment plan for the future.
Our three-hour disclosure workshop begins with a simulated PSE as part of a critically ill patient scenario, requiring the participant to provide medical care while simultaneously dealing with complex emotions experienced by the simulated patient's parent and bedside nurse. Participants then engage in standardized debriefing and an interactive didactic session. The workshop concludes with three additional simulation-based scenarios, each followed by a structured debriefing. The workshop outline and flow are detailed in Figure 2. The workshop was designed to accommodate two-to-three participants per session and requires one lead facilitator, two confederates (nurse, parent), and one behind-the-scenes simulation technician to provide a comprehensive experience. A total of 11 second-year pediatrics residents participated in five pilot sessions during the 2013-2014 academic year at Ann & Robert H. Lurie Children's Hospital of Chicago. Feedback from these pilot sessions helped to further refine the workshop prior to the start of this study.
During the 2014-2015 academic year, all second-year residents in the pediatrics residency training program at Ann & Robert H. Lurie Children's Hospital of Chicago/Northwestern Feinberg School of Medicine were approached to participate in this study. This workshop was included as part of the Community Medicine and Advocacy rotation during the second year of pediatrics residency. Prior to the start of the workshop, all study participants were able to review and complete an informed consent document that outlined the study goals and the workshop objectives and included resources to contact if any of the workshop content was distressing to participants. Residents were informed that participation in this study was voluntary and would not impact their training education or evaluation. All study participants were able to opt out from enrolling in the study but could still participate in the educational experience. Study participants who were unable to attend their scheduled session were provided with dates for make-up sessions. This study was approved by the Institutional Review Board at Ann & Robert H. Lurie Children's Hospital of Chicago.
One week following workshop completion, participants received an internet-based questionnaire assessing their satisfaction with the overall workshop, simulation components, as well as how the workshop has or will change their practice. A similar electronic follow-up questionnaire was sent to participants three months following completion of the workshop in order to assess practice patterns and residents' experiences with error disclosure. When applicable, questions used a 4-point Likert scale (Strongly Agree to Strongly Disagree). T-tests were used to assess for statistically significant differences between participant responses pre-post workshop. Study statistics were computed using Microsoft Excel.
We also performed a cost analysis for this educational program. We collected the number of hours and cost associated with the efforts described above and reported an overall per participant time and cost estimate to undertake this simulation-based training workshop in medical error disclosure.
Over the course of the one-year study period, a total of 27 out of a class of 31 (87.0%) pediatric level 2 (PL2) residents completed the workshop. Twenty-three of the participants (85.2%) were female. No additional demographic data were collected on study participants. All study participants completed both follow-up surveys.
All participants felt that the workshop included simulated cases there were relevant to training (agree: n=11, 40.7%; strongly agree: n=16, 59.3%), were relevant to current clinical duties (agree: n=10, 37.0%; strongly agree: n=17, 63.0%), and were realistic (agree: n=11, 40.7%; strongly agree: n=16, 59.3%), and that this workshop was a valuable addition to his/her training (agree: n=18, 66.7%; strongly agree: n=9, 33.3%). The majority of participants felt that this workshop was presented at an appropriate time during training (agree: n=20, 74.1%; strongly agree: n=6, 22.2%) and 33.3% (n=9) of study participants stated that they would like to repeat this workshop prior to completion of their training.
All participants felt that workshop participation increased his/her confidence to recognize that a PSE has occurred (agree: n=13, 48.1%; strongly agree: n=14, 51.9%) and felt that workshop participation improved their ability to carry out the disclosure conversation (agree: n=18, 66.7%; strongly agree: n=9, 33.3%).
After participating in this workshop, residents self-reported changes in decision-making in the event of a PSE (Table 1). Notably, study participants indicated that after receiving the training they were more likely to engage the attending physician, risk management, and patient relations in the disclosure conversation (p <=0.05).
At three-month follow-up, nine study participants (9/27=33.3%) reported involvement in disclosure of a PSE since workshop participation, with four of these nine study participants reporting personally disclosing to the patient/family. All study participants who reported involvement in disclosure of a PSE felt the workshop adequately prepared them for this experience (agree: n=6, 66.7%; strongly agree: n=3, 33.3%).
From the comment sections in both follow-up surveys, a total of 27 comments were made. Common themes in the comments included improved confidence and preparedness with information sharing and decision-making in the setting of a PSE, improved understanding of resources available to clinicians when a PSE occurs, and desire for more practice with difficult conversations. Selected comments are highlighted in Figure 3.
Our interprofessional team consisted of six core faculty members, comprising both physicians and nurses. All faculty members held active clinical roles at our institution, had prior experience and formal training in simulation education, and had previously participated in a formal simulation debriefing course. In general, cost categories in simulation-based education include equipment and materials, personnel, facility costs, required client (or learner) inputs and resources, and other unaccounted for program inputs, such as technologies, etc. According to a systematic review looking into the costs of simulation-based medical education, a simulated scenario with a high-fidelity simulator costs $259 per resident, when compared to $5 per resident for a traditional lecture . This cost is inclusive of simulation center time and personnel resources. Using this framework, we can estimate that this workshop costs $6,993 for one residency class per year. We must also consider the time-cost for the physician and nurse facilitators, who each spent 39 hours teaching over the course of the year.
This small, single-center study found that all study participants reported increased confidence and preparedness in their ability to lead the initial disclosure conversation after completing the workshop. In addition to reporting that they were more likely to engage their attending physician, risk management, and patient relations in the disclosure conversation, the workshop was shown to be relevant to actual clinical practice given that nine (one-third of) study participants reported involvement in the disclosure of a PSE in the three months after participation. All nine felt that the workshop content helped them with this experience. More notably, four of those nine study participants reported disclosing to the patient/family themselves. While the sample size is small, these data are encouraging and suggest a sustained impact that focused, immersive, and simulation-based educational sessions can have on trainees.
This curriculum addresses an educational need within pediatric training and supports prior literature on barriers to disclosure to the pediatric patient. A prior study on pediatrician attitudes toward disclosure found that most believed that PSE could be disclosed to developmentally appropriate pediatric patients (mean age 12 years) and believe that physicians and parents should jointly decide whether to disclose to pediatric patients . However, they also believe that the training programs in disclosure should include formal instruction on disclosure and offer the opportunity to both practice these skills and receive feedback .
The release of the Institute of Medicine (IOM) report "To Err Is Human" was a key driver for the development and implementation of initiatives, policies, programs, and laws to address medical safety . While some organizations have opted to use dedicated disclosure teams, many physicians and professional groups believe that all health care practitioners should receive training, education, and practice with this complex skill. In fact, a recent statement from the American Academy of Pediatrics Committee on Medical Liability and Risk Management states that full disclosure of PSE is an ethical obligation for pediatricians . As the patient's advocate, the physician plays a key role in the disclosure of a PSE, providing the patient and family with an explanation of what happened and the assurance that steps are being taken to prevent a similar occurrence in the future. A successful training session in error disclosure must stimulate individual reflection, group discussion, and provide a framework for clinicians and educators to approach this challenging discussion. The overarching goal of our workshop is to prepare pediatric residents to handle disclosing a PSE in the immediate setting, to deal with a patient and/or parent's emotional reaction, to respond to questions regarding how the error occurred, to recognize their own emotions when discussing medical errors, and to provide them with the skills to help them carry out these conversations for the remainder of their residency and in their future careers.
Simulation-based training is uniquely suited for this type of training in that it offers participants an opportunity to push past the boundaries of their comfort, make mistakes in a safe learning environment, and receive corrective feedback for future practice . A simulation-based workshop in disclosure of PSE provides physicians with the opportunity for hands-on practice of this complex skill. One main barrier is the cost of simulation training, which may be prohibitive to the sustainability of an immersive simulation-based training program in the absence of high level institutional commitment and support. However, cost-effectiveness in medical education often cannot be linked to actual outcomes but rather is tied to improved patient safety and intangible long-term societal benefits. Additionally, the disclosure training cost may not reflect its value given that the failure to disclose PSE promptly and properly can disrupt patient-clinician relationships, thereby increasing the chance of malpractice lawsuits . The possibility of even one lawsuit avoided due to good communication may make an investment into a resource-intensive training program worthwhile.
There are a number of limitations to our study. This workshop was implemented at a single center, and participants surveyed may be influenced by local or institutional beliefs and therefore results may not be generalizable to other institutions. In addition, we only enrolled second-year pediatric residents and cannot directly comment how physicians at other levels of training or practice or other health care providers would benefit from such training programs. A principal critique of studies involving an educational intervention is that an improvement in participant confidence is expected and therefore not a noteworthy result; however, in this case we are teaching a psychosocial skill rather than a psychomotor one, and we do believe that improved learner confidence is a more powerful indicator of training success. Additionally, the fact that pediatrics residents participated – and even led – the error disclosure conversation following their participation in our workshop speaks to this. One final limitation is that although our study shows promise as an effective, interactive method for teaching error disclosure to trainees, it is relatively expensive and may not be affordable to all institutions. However, we believe that the traditional lecture format incompletely addresses learner needs in this emotionally and psychologically complex task; we suggest partnering with local experts in medical education to develop a multimodal training curriculum in disclosure, taking into account local resources in order to maximize educational efficacy for your learners.
Our study suggests that while hands-on practice is critical, the faculty and simulation resources needed for implementation of such workshops may not be sustainable long-term. Future training curricula should integrate didactic presentations with ample opportunity for hands-on practice of this critical communication skill. Future work on this subject should explore the long-term retention of skills by participants, impact on clinical practice, and implementation of similar curricula to include other health care providers.
Health care providers need to be equipped to manage the immediate aftermath of a patient safety event. This small, single-center study found that immersive simulation is uniquely suited for teaching the difficult conversation skills required for disclosure of patient safety events. Hands-on practice is vital to becoming facile with this complex skill. Through our innovative workshop, providers gain practical knowledge, experience, and confidence in disclosure. In addition, the workshop was shown to be helpful in actual clinical practice, which may offset its cost. The sustainability of a comprehensive immersive training curriculum in disclosure ultimately requires institutional commitment to support clinicians in best practices related to patient safety and communication.
Joint Commission on Accreditation of Healthcare Organizations: Comprehensive Accreditation Manual for Hospitals 2005: The Official Handbook (CAMH). Joint Commission Resources, Oakbrook Terrace, IL; 2005.
American Medical Association Council on Ethical and Judicial Affairs: AMA Code of Medical Ethics' Opinions on Patient Safety. Virtual Mentor. 2011, 13:626-628.
Hingorani M, Wong T, Vafidis G: Patients and doctors' attitudes to amount of information given after unintended injury during treatment: cross-sectional, questionnaire survey. BMJ. 1999, 318:640-1.
ELM exchange. (2014). Accessed: February 1, 2014: http://www.elmexchange.com.
ACGME program requirements for graduate medical education in pediatrics. (2017). Accessed: August 1, 2018: https://www.acgme.org/Specialties/Program-Requirements-and-FAQs-and-Applications/pfcatid/16/Pediatrics.
Kern DE: Curriculum Development for Medical Education: A Six Step Approach. Thomas PA (ed): Johns Hopkins University Press, Baltimore, MD; 1998.
Institute of Medicine Committee on Quality of Health Care in America: To Err is Human: Building a Safer Health System. National Academy Press, Washington, DC; 2000.
Human subjects: Consent was obtained by all participants in this study. Ann & Robert H. Lurie Children's Hospital of Chicago Institutional Review Board issued approval 2013-15438. The Office of Research Integrity and Compliance, (ORIC), Institutional Review Board has reviewed the above-named study and has determined that it is exempt from IRB review. The above IRB number has been assigned to this study for tracking purposes only. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work.
Schinasi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 3.0., which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.


Leather Skirt: New Look | Denim Shirt: Forever 21 | Coat: Miss Selfridge | Bag: Zara | Boots: Mango | Tights: Primark On Sunday, after a pretty stressful week of work and uni deadlines, Sean and I decided to have a little day out and wandered around Bath. I finally got to try out my new camera properly with some outdoor outfit posts and I'm pretty happy with the results. They're not as fantastic as Carrie or Livs photography, but hey I'm learning! (slowly) Before Christmas, I fell in love with a Topshop quilted leather skirt but I couldn't find it in any of my local stores and my size had sold out online. Luckily I found this pretty good copy in New Look for half the price. Bargain. Annoyingly on our little trip to Bath after quickly stopping in Topshop I found the leather skirt in the sale...and in my size. Very annoying but whats a girl to do aye. Has anyone else had this happen to them?
So today is #bluemonday (I've personally never heard of this, do they make these days up?) so what better way to cheer yourself up than planning a little DIY for the weekend ahead. I've been admiring these cat ear headbands for a while but never had the guts to go out and buy one thinking I would never wear it. After pinning some rather cute images of them on Pinterest, it got me thinking how easy they are to make myself and with a few clicks on eBay I had purchased all the bits and bobs I needed for less than £5. I was quite proud of the outcome and heres how I did it... All you need is Plain silver headband 20g silver wire Pearl beads Flat nosed pliers and Wire cutters Step One Begin by using your pliers to wrap the wire around the headband 3 times approximately half way up the headband. This will give you the beginning of your ear. Step Two Next, manipulate the wire into a cat ear however big or small you want it. Now you have your shape you can thread the beads on, covering the whole ear. Finish the ear by wrapping the wire around the headband once. Step Three Now its totally up to you you can finish the ear here by cutting the wire. But I wanted to jazz mine up a little so added some different coloured beads going across the head. To do this thread one or two beads onto the wire according to your pattern and secure it in place by wrapping the wire around the headband. Continue doing this until you reach the point where you want to begin your next ear. Step Four Repeat step two to form the second ear. To finish the ear off and secure all the beads in place wrap the wire around the headband three times. Cut the end of the wire and use your pliers to make sure there are no ends pointing out. That would hurt! You're finished! How easy was that? I hope you enjoyed this little DIY, remember to send me pictures if you make your very own cat ear headband I'd love to see! P.s. please excuse my very chipped nail varnish in these pictures, sometimes theres not enough hours in the day!
Whilst wandering up and down the make-up isles of Boots the other day I noticed that Maybelline had released another product from their successful 'baby' line and thought I'd give it a go. After the hugely successful release of Maybellines Baby Lips I was really interested to see if this product could live up to the hype and so far it hasn't disappointed. Maybelline Baby Skin Instant Pore Eraser is a silicone based product that does exactly what it says on the tin. It smooths your pores out to give you that almost photoshopped look. Now it doesn't work miracles but there is a definite decrease in pores when I apply this product and my skin is instantly smoother making applying my foundation feel really nice. Pretty impressive for a product that is only £7.99. The product comes in cute little packaging that is really handy to throw in a bag (if needed) and also features a nozzle for applying to direct areas. Although overall I really like this product I have found that when applied it does make my skin feel ever so slightly greasy which isn't a big issue for me, but for people with oily skin it may be something to be aware of. I've also found it keeps my foundation on well, with a good 8 hours before it starts to show sign of wear. I don't know about you but I'm looking forward to seeing what other additions will come to the 'baby' line soon!
Blazer: Topshop | Top: Mango | Jeans: Topshop | Trainers: New Balance via ASOS | Bag: Zara I don't think I have worn a pair of trainers for anything other than exercising since I was about 16. I seemed to skip past the Nike Blazer/Converse trend in favour of cute ankle boots. But in spite of this, New Balance trainers really began to catch my eye and when the january sales started I snapped up a pair for a bargain (it would be rude not to really). Now some people might say that a blazer and trainers don't really fit in together. Well I totally disagree. I love how the blazer makes me feel dressed up but the trainers give the outfit a laid back edge. I don't know, maybe I'm just in love with how comfortable and practical they are (yes I am getting old). What do you think about mixing trainers and blazers?
Before Christmas, Sean was asking me the same question that millions of men ask their girlfriends/wives each and every year. What do you want for Christmas? For some reason he has this trouble every year which I can never understand as I'm always blabbering on about new things I like or want to buy. I guess it's in one ear and out the other haha. Anyway, when we were in Berlin we took a trip to their equivalent to our Harrods called KaDeWe looking for a new handbag. I must admit I was being very stubborn and trying not to like anything because I really wanted a surprise for Christmas but I couldn't help fall in love with the Michael Kors Selma bags, they just seemed to sit so perfectly on my arm and it was love. Alas we decided against buying the Selma bag and I'm so glad we didn't. When we came home we took a trip to Bristol for some last minute (2 days before Christmas is cutting it fine in my book) shopping and came across this Zara Mini Office City Bag. We were both surprised how similar it looked to the Selma bag and at a tenth of the price we purchased it straight away and I couldn't be happier with it! In my eyes its the perfect dupe and it's only left my arm once since Christmas. What do you guys think?
I've had this skirt in my wardrobe for quite some time now and I can't think for the life of me why I haven't worn it more often. Embellished with little gold beaded crosses, this Topshop number is a classic black skirt with a twist and it has hidden pockets! What more could you ask for?! Anyway I'm about to go a brave the weather and do a little bit of shopping in Bath with my parents. Wish me luck! Enjoy the rest of your weekend everyone!


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Rested Internationals To Return For Leinster
23rd April 2013 14:28
The Leinster squad trained in UCD today as the province build up for Saturday afternoon's Amlin Challenge Cup semi-final against Biarritz Olympique at the RDS (kick-off 2.30pm).
Richardt Strauss received a stamp on his left hand during last Sunday's bonus point victory away to Zebre, but the Ireland hooker will be fine by Saturday.
The province will be in a position to welcome back a number of internationals who were rested for trip to Italy, including Sean Cronin, Gordon D'Arcy, Cian Healy, Jamie Heaslip, Ian Madigan, Sean O'Brien and Mike Ross, as well as skipper Leo Cullen.
Fergus McFadden and Jonathan Sexton both successfully came through their respective comeback games at the weekend, but David Kearney has yet to return to on-field training, so he is unlikely to be considered for selection.
Meanwhile, Leinster Academy out-half Cathal Marsh, who made his debut as a second half replacement for Sexton in Italy, became the 52nd player to feature for the province's senior squad so far this term.
Saturday's semi-final showdown with Biarritz will be the sixth meeting between the two sides, with Leinster shading the contests to date by three to two.
There are now over 17,600 tickets sold and with the Amlin Challenge Cup semi-final set to be a sell-out, supporters are advised that tickets are still available online here – they can also purchased from the Leinster Rugby Store (Donnybrook), Spar (Donnybrook) and Ticketmaster outlets nationwide.
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Book Blitz – Eyes of the Tiger
April 20, 2018 August 9, 2018 by admin . Leave a comment
Eyes of the Tiger
by Patricia Rosemoor
Purchase From: Amazon | Barnes & Noble | Kobo | iBooks
Jewelry designer Gemma Hewitt has a gift. Gems and jewelry speak to her, which inspires her designs, and also sends her on dark adventures across the globe as she seeks out historic pieces. After her mother is brutally murdered, Gemma inherits her famed jeweled collar, which she hopes will lead her to see the face of her mother's killer and bring him to justice. Instead, she's thrown back to 1901 India where she sees the young woman about to be married with a pendant that matches her jeweled collar. When she's hired to find the entire bridal suite, she hopes she can use the jewels to save her family's fortune. Can she trust the handsome, enigmatic man who promises to help her on her quest, or is he the one she should be running from?
British reporter/photographer Raj Sinclair wants the bridal suite for his own reasons. Attracted to Gemma, he senses a connection with her as if he's known her for a very long time. When danger stalks her, he will do anything to protect her.
The treasure hunt takes them to cities from the US to Britain to France, ending in India where the bridal suite is finally rejoined… and three reincarnated souls get another chance to make things right.
Finished with breakfast at a nearby café, Raj decided to return to the suite to freshen up and decide what else he could do before Gemma made that call to meet at the museum. He was surprised to learn she had gotten back to the hotel before him.
More surprised to hear her agonized wail as he opened the suite door.
"Gemma, what's…"
His question died on his lips as he entered the living area, swinging the door shut behind him. Gemma was in the middle of the room, not standing, but crouching, arms up, as if trying to hold onto something invisible. Sobbing as if her heart would break.
He moved to her side, softly saying, "Hey, Gemma."
She didn't seem to hear him. Didn't seem to know he was there. Words tore from her between sobs. Foreign. Hindi. He recognized the language from his childhood, even if he no longer understood what she was saying.
What in the world was happening to her?
She was wearing the hathphool…
He wanted to pull her up into his arms, but he feared that might panic her. So he crouched next to her, murmuring, "It's okay, Gemma. I'm here now. You can talk to me, tell me what's wrong."
Somewhere in the middle of his coaxing, her sobs quieted and she seemed to regain presence. Looking at him through tear-swollen eyes, she focused and appeared a bit shocked to see him.
"Raj?"
Nodding, he stood. "C'mon, let me help you up."
Taking the hand he offered, she wobbled to her feet but couldn't look at him. He could almost hear her mind flying, searching for the one explanation he would believe. He led her to an upholstered chair, found a box of tissues and offered them to her. She grabbed a handful and mopped her face.
"Do you want to tell me what that was about?"
She didn't hesitate. "No."
"You weren't yourself."
She sat frozen, again not looking at him.
"You were very distressed. Not only crying but saying something that sounded like your heart was breaking."
Finally, she asked, "What did I say?"
"Beats me. I've long forgotten much of the Hindi my grandfather taught me. You have no idea?"
"Not that I was speaking Hindi."
"Tell me, Gemma. What's going on with you?" He flicked a look at her hand. "Was it the hathphool? Does it have some mysterious power, as legend claims? Did it make you see something that upset you so?"
He didn't think she was going to answer him. She removed the jewels from around her wrist, pulled off the ring, then looked around the room until her gaze settled on a table bearing a sandalwood box similar to the one that housed the jeweled collar. She started to pull herself from the chair, but he put a hand out to stop her.
"Let me."
He fetched the box from the table and gave it to her. Her hands shook as she replaced the hathphool on the velvet interior before snapping it closed. Without a word, she passed it back to him. Setting it where he'd found it, Raj took the chair next to hers and reached out to cover her hand with his.
"Tell me, Gemma," he said again. "Whatever happened to you… not good. If I'm going to protect you, I need to know from what."
"Not this. You can't protect me from this."
"From what?"
Her jaw clenched and unclenched. She couldn't avoid his question any longer. Her eyes held a mixture of fear and defiance. "The past. You can't protect me from the past."
Raj kept himself from visibly reacting. "What past?"
"What Shardul Nair's magic has shown me."
Her words made him tense.
She went on. "The life of a woman who lived during the British Raj."
He somehow kept his voice even when he asked, "What woman?"
"A maharaja's daughter named Mayura."
Mayura! Raj started. He should have known. Maybe he had on some level. But he still had to process it as she opened up to him, the words pouring out of her without hesitation. Each piece of the bridal suite had warned Gemma of danger awaiting her. Yet each had let her enter Mayura's world.
A world he lived in every time he lost himself in Harry's journal. What the hell? Everything she told him synched with what he'd read. How was this possible without some kind of supernatural force being involved?
"I don't know how I can keep doing this—finding the other jewels and testing them for more information—but I have to," she said. "For my mother."
"I don't understand."
"Don't you see? It's all coming together. It's clear the murderer wants the jewels." Gemma retreated as if she was seeing another reality. "The jewels keep giving me glimpses… I don't know how to describe it… maybe into his dark soul. Madam Cybil said she saw me through the eyes of the tiger, that the jewels would help me do the same so that I would know how to use my power. I didn't believe it at the time, but now… maybe it's possible. And somehow, this Mayura is part of the equation. I saw her with the mangalsutra that bore the jewels of the Navagraha."
Raj's pulse thumped, the rhythm speeding up. The mangalsutra his grandfather had passed on to him along with Harry's journal when he'd become obsessed with it. Should he tell her now?
"I don't know how much more I can take."
He took a deep breath. No, not now. When she was on a more even keel.
He couldn't think of a way to explain without Gemma's thinking the worst of him. He hadn't told her up front because he'd begun the treasure hunt well before she had, and he'd been determined that nothing would stop him from seeing it through.
But then the connection with Gemma… the feeling he'd known her his whole life… had thrown him.
His goal hadn't changed, no matter how strongly he was drawn to her. But Gemma intended to sell the collection to an entertainer! How could he resolve that? Seeing the collection put back together was not only an obsession, but a matter of family honor for him. That was his priority. Somehow, he had to make this go the way it was meant to. Hopefully, he would find a time… find a way to tell her everything.
But not now.
Later, when he was certain he could make her understand.
New York Times and USA Today bestselling Author Patricia Rosemoor has written 100 novels for 8 publishers, has more than seven million books in print, and is fascinated with watching, reading and writing about "dangerous love." Patricia won a Golden Heart from Romance Writers of America and two Reviewers Choice and two Career Achievement Awards from RT BOOKreviews, and in her other life, she taught Popular Fiction and Suspense-Thriller Writing, credit courses at Columbia College Chicago.
Author links: Website | Facebook | Goodreads | Twitter | BookBub | Amazon | Newsletter
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Fox Johnston have designed the Queen's Park House in Sydney, Australia.
The existing federation house is situated in Queens Park and benefits from a large north-east facing site.
The clients required a large family home for their growing family that would best utilise the expansive nature of the block as well as respect the integrity of the existing house. The project response involves grafting a two storey folded volume onto the rear of the existing shell – a parents retreat and study on the upper level, with a generous living area below. A central courtyard inserted between old and new provides relief and allows light and breezes to permeate. Living areas open onto a lush rear garden.


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Meet the Team USA basketball players who will suit up against the UConn women in Hartford
8 new Connecticut legislators to watch for in 2021
With Jalen Adams Back, UConn Will Be At Full Strength To Face Stony Brook
By Dom Amore
UConn will have Jalen Adams and David Onuorah back for it second game of the season, against Stony Brook at the XL Center on Tuesday night.
STORRS — UConn will be complete, whole, when the Huskies set out to play Stony Brook in the second game of the season.
"When we're at full power, I think our team is one of the top teams in America," said Jalen Adams, whose suspension was lifted after one game. "I'm looking forward to all of us being out there and getting after it."
The Huskies won their season opener with a self-inflicted disadvantage – Adams sitting in street clothes as a result of an off-the-court incident. Coach Kevin Ollie, after a sit-down with Adams and his parents, lifted the suspension Monday. Adams will play Tuesday at the XL Center (7 p.m., SNY).
"We had a good talk, everybody sat down," Ollie said, "and hopefully, like he said, he's learned his lesson and hopefully he's able to make better decisions. I think he will, going forward."
Adams was issued a summons by UConn police last week for "evading responsibility" after allegedly crashing his scooter on a road near campus and leaving the scene. He watched UConn's 70-58 victory over Colgate in street clothes, but helped get back in good graces by staying engaged in the game.
"He was an assistant coach on the court," Ollie said.
As Adams watched and pointed out favorable matchups, Terry Larrier took control of the game in big spots and finished with 27 points. Now Adams, who led UConn in scoring and assists last season, and Larrier, will be together in a regular season game for the first time since Larrier tore his ACL, nearly a year ago.
Once me and Terry [Larrier] get out there, he can probably get up to 40 some games, because I feel like me and him have a great connection.
Jalen Adams
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"Once me and Terry get out there, he can probably get up to 40 some games," Adams said, "because I feel like me and him have a great connection. When I get on the court, me and him are always in sync, he knows where I'm at, I know where he's at. Once I get on the court with him, his scoring will go up."
[UConn Men] Dan Hurley, 'Captain Brutality,' keeping UConn men edgy, in the moment, as they face St. John's pressure »
Fifth-year transfer David Onuorah, from Cornell, who has been held back by a hip injury the past several weeks, practiced on Monday and appears ready to give it a go. That will give the Huskies 12 scholarship players available, with only freshman Sidney Wilson, who has applied to the NCAA for a waiver to the transfer rules, ineligible.
"It'll be great to see everybody a full go," Ollie said. "it will add some [depth] to our team, having David back and Jalen. … I want to see us execute better in our man-to-man sets. I thought we did execute against zone [defense] better, but in our man-to-man sets we kind of lost that second and third option and I want us to do a better job executing."
Stony Brook, which lost its opening game to Maryland, was built into a perennial America East contender by Steve Pikiell, the former Husky who left to coach Rutgers in 2016. Coach Jeff Boals begins his second season with senior strength in Tyrell Sturdivant, Junior Saintel and UC Iroegbu and redshirt sophomore Akwasi Yeboah, all threats to pick and pop and shoot the 3-pointer. Freshman point guard Jordan McKenzie is a key to the Seawolves, and UConn, which scored 26 points off turnovers against Colgate, is likely to press more Tuesday night.
"I want that pressure to be turned up," Ollie said. "I don't like the pressure, I didn't like having only five steals, but I did like the 26 points off turnovers. We want to make them uncomfortable. We did that [against Colgate] to a point, but it wasn't a 'level five,' I'd say it was a 'level three.' … I don't want our pressure just to be token pressure, I want our pressure to be pressure."
Jalen Adams and Terry Larrier will be playing together in a regular season game for the first time in nearly a year. (Brad Horrigan / Hartford Courant)
As the Huskies look at different combinations in the early going, freshmen Tyler Polley, Isaiah Whaley and Josh Carlton have all shown the potential to contribute and newcomer Eric Cobb has shown he can rebound. Antwoine Anderson, another fifth-year transfer, stepped into the backcourt for Adams and had 12 points and six assists.
To that mix, the Huskies try to get Christian Vital, who went 1-for-6, and Gilbert, who was 2-for-13, into shooting and scoring rhythm.
"I saw how good we could be," Adams said. "We showed spurts of how good we could be. We just got to keep it up consistently. When I get out there, my job is to make sure we keep it up and even make those spurts longer as we grow through the early parts of the season."
Terry Larrier
America East Conference


Adhesive-bonded joints are extensively used in aircraft components and assemblies where structural integrity is critical. This article addresses the problem of how to inspect bonded assemblies so that all discrepancies are identified. It describes several inspection techniques and presents drawbacks and limitations of these techniques. Generic flaw types and flaw-producing mechanisms are listed in a table. The article discusses metal-to-metal defects, adherend defects, honeycomb sandwich defects, repair defects, and in-service defects. It reviews the methods applicable to the inspection of bonded structures, including visual inspection, ultrasonic inspection, X-ray radiography, and neutron radiography. The evaluation and correlation of inspection results are also discussed. The article concludes with information on the effects of ultrasonic wave interference in the ultrasonic inspection of adhesive-bonded joints.


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Q: Load a file a Lift boot? I have a CSV file I want to load at boot of my Lift app, but I can't figure out where to place this file. I've tried putting it under src\main\resources and then using LiftRules.getResource/doWithResource, but no dice (I get a MalformedURLException).
What's the standard way to do this in Lift?

A: Answered on the Lift mailing list. Turns out that sbt does not copy resources over when issuing compile or container:start commands, but only when executing the package command. This may be an sbt bug.


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Broward County Fair at new location
This year's Broward County Fair is all new. Besides 50 midway rides, concerts and entertainment, the fair will feature the world famous Wallendas thrill show, Kazoobie Kazoo Show with Rick Hubbard, daily contests, a sports bar tent and student, agriculture and animal exhibits.
This year, the fair has moved to a 115-acre new location at 10300 Pines Blvd., Pembroke Pines, and will run from Nov. 24 through Dec. 5. One highlight is bound to be a ride known as the Sky Flyer, which will make its Florida debut. Fair officials say there is no other ride like it in existence.
The Sky Flyer consists of a 110-foot-tall tower with vertically moving arms that have swinging bench-type seating at the bottom, something like a porch swing. The ride starts out with the seats swinging in a circle, then they rise to the top of the tower, still swinging. The seats then go down the tower about a third of the way, then back up to the top, and down all the way to the bottom, swinging in a circle the whole time.
The Wallenda family will perform several high-wire shows daily, including a special high-wire performance by 74-year old Carla Wallenda at 2 p.m. Friday, Nov. 26.
The fair will also feature a full line-up of concerts, with acts such as Amber Leigh, Yo Mama's Big Fat Booty Band, Blues Brothers Soul Band, Bill "Sauce Boss" Wharton and the Hep Cat Boo Daddies.
Rounding out the entertainment will be a step competition, the Miss Broward County Fair pageant, student and adult talent competitions, a cheerleading competition, a bike show, a drumline competition, a Millers Miami Heat Watch party, a boomer and senior lifestyle expo and a classic car show.
Fair goers will be able to purchase all of the traditional fairgrounds foods such as corn on the cob, cotton candy and giant turkey legs. Dieters beware, as fair desserts will include the "Deep Fried Oreo," served by the originator, Rene Piche, who celebrates his 50th year providing a variety of food to fairs across the country.
The fair will also continue its tradition of showcasing local agriculture. Strawberry the Pig (a 500-lb. porker), cows, rabbits, cavies (guinea pigs) and chickens will be on display. Horticulture displays created by South Florida students will also be exhibited.
Special agriculture events will include Everglades Sugar Cane Growers' grinding machine demonstrations, 1 p.m. Nov. 27 and Dec. 4; Beef Cattle Show, noon, Nov. 28; beekeeper John Getzel with live bees and fresh honey, noon, Dec. 4); Market Lamb Show, 1 p.m., Dec. 4; and Market Steer Futurity Show, 1 p.m., Dec. 5.
WHAT: The Broward County Fair
WHEN: Nov. 24 – Dec. 5. Check www.BrowardFair.org for hours of operation.
WHERE: Pembroke Pines City Center, 10300 Pines Blvd., Pembroke Pines
COST: General admission, excluding the cost of rides, is $10 for ages 12 and older and $5 for ages 3-11; free for ages 2 and younger.
CONTACT: Call 954-922-2224 or visit www.BrowardFair.org.
Photo Courtesy of Coran Conway. New Ride: The Sky Flyer will make its Florida debut.
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Home Latest News Why Did Tobi Pearce And Kayla Itsines Split? News About Divorce And...
Why Did Tobi Pearce And Kayla Itsines Split? News About Divorce And Being Pregnant With The Newborn Daddy
The multimillionaire well-being guru Kayla Itsines made the announcement of her engagement to Jae Woodroffe on Instagram on Monday. "YES #engagement @jaewoodroffe @itsjlahhere," she captioned the image of her wearing the diamond ring that she got from Woodroffe's.
The 31-year-old well-being film star has a long-standing relationship with Tobi Pearce. Her recent announcement that she is engaged has stirred online curiosity. Keep reading how to know the complete tale of her modern beginnings as well as her divorce from the past!
Is Kayla Itsines also have a child?
Kayla Itsines has no intention of having the arrival of a child. Along with her ex-partner Tobi she's the mother of one daughter.
Today, on the 19th of July 2022, the fitness trainer announced the engagement of Jae Woodroffe, on Instagram. Her new partner was announced on social media. They're recognized to have been dating in January 2022.
Kayla wrote: "Hello everybody and welcome to Jae! My longtime pal and now friend, "subsequent to a stunning image of the couple holding hands.
What caused Tobi Pearce and Kayla Itsines to break up?
Kayla Itsines and Tobi Pearce welcomed their first child in the year 2020, one year after the birth of their first child. After nearly 8 years together The Australian announced their breakup on Instagram. Everyone was stunned at their split, however, they didn't offer their fans an accurate explanation.
The Australian girl said the pair of Pearce is likely to "stay excellent friends" whereas they are raising their baby girl after establishing a health empire the BBG education program.
In the event that she separated from Tobi separated, Kayla, who was 29 at the time, told her more than 13 million Instagram fans that her bond with Pearce "remains strong" as they raise their child together and also co-own "SWEAT."
She made her announcement via Instagram to all her followers, writing "Tobi and I made the decision to divorce after 8 years together. We have always been and will continue to be Arna's loving parents close family and friends."
"Thank you for your compassion and support during this tough time," she wrote in her Instagram post. But, one year after she divorced her ex-husband and business companion the health professional admitted to having found it difficult being a single mom.
The lengthy rant by the trainer for well-being started "After 8 years together, Tobi and I've made the hard decision of separating. We will always be Arna's devoted mom and dad, family, and expensive friends.
Who Is Baby Daddy for Fitness Trainer Kayla? Daughter Arna Information
Tobi Pearce Kayla's ex-husband is the father of the baby. Arna Leia, the beautiful ex-couple's daughter. Kayla hasn't provided food to the new child.
After a meeting in a gym back in the year 2012 Kayla, as well as Tobi, went to discover the most popular online educational apps from the past. After they were newlyweds, the couple welcomed their daughter Arna who was born a year earlier and a member of their family.
The two are considered to be the most beautiful couple, yet they met with a tragic end. The well-being agency of the couple was sold to a US software program company for about $400 million following their divorce. The Australian Financial Review experiences that in the year 2020 the SWEAT app in its entirety came out with $99.5 million dollars in revenue.
A staggering 15 million of us follow Kayla on Instagram where she posts pictures that show her little girl Arna.
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First it went viral in Kerala. Then it spread to Tamil Nadu, and then right up to Delhi. And a few days later, it caught the attention of Jimmy Kimmel, and thereafter got the global population grooving to the beats of the kanjira.
But the Jimmiki Kammal song didn't stop there. It spread to the natural world, made Mithun-disco-dancer-Chakraborty break into a jig, and then forced Chiranjeevi to shake his booty!
Velipadinte Pusthakam is the Malayalam movie starring Mohanlal and since this soundtrack dropped of the song of Jimikki Kammal it has gone viral all over! Here's the video and lyrics!
As part of Onam celebrations this song was performed by a group of teachers and students which went viral and now everyone is in search of Jimikki Kammal song all over the internet. If you are one of them you are in the correct corner of the (h)Internet. Scroll down for Jimikki Kammal lyrics below.


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De FAI First Division is het tweede niveau van het voetbal in Ierland.

De competitie werd voor het eerst gespeeld in 1985 nadat de League of Ireland in tweeën gedeeld werd. Zo ontstond ook de League of Ireland Premier Division. In 2009 weigerde de Ierse voetbalbond om de oude structuur te herstellen na een verzoek van enkele clubs. Het laagst geplaatste team speelde van 2008 tot 2011 promotie-degradatiewedstrijden tegen een club uit het A Championship.

Kampioenen
 1985–86 Bray Wanderers
 1986–87 Derry City
 1987–88 Athlone Town
 1988–89 Drogheda United
 1989–90 Waterford United
 1990–91 Drogheda United
 1991–92 Limerick City
 1992–93 Galway United
 1993–94 Sligo Rovers
 1994–95 UCD
 1995–96 Bray Wanderers
 1996–97 Kilkenny City
 1997–98 Waterford United
 1998–99 Drogheda United
 1999–2000 Bray Wanderers
 2000–01 Dundalk
 2001–02 Drogheda United
 2002–03 Waterford United
 2003 Dublin City
 2004 Finn Harps
 2005 Sligo Rovers
 2006 Shamrock Rovers
 2007 Cobh Ramblers
 2008 Dundalk
 2009 UCD
 2010 Derry City
 2011 Cork City
 2012 Limerick
 2013 Athlone Town
 2014 Longford Town
 2015 Wexford Youths
 2016 Limerick FC
 2017 Waterford
 2018 UCD
 2019 Shelbourne FC
 2020 Drogheda United
 2021 Shelbourne FC

Deelnemers

Ierse voetbalcompetitie

redpajama_set_name: RedPajamaWikipedia


Yaya Alfa Soumahoro is a professional footballer from Côte d'Ivoire.
Issife Soumahoro is a French-born Côte d'Ivoirean basketball player currently playing for Strasbourg Illkirch Graffenstaden Basket.
Soumahoro Johnson is an Ivorian footballer who is currently without a team.


DESCRIPTION: If you're a savvy eLearning creator, you already know professional-quality voiceovers can greatly enhance the learner's experience for many topics. In this hands-on session, we'll start by reviewing one-slide samples contributed by all of you, then SIG co-chair Andrew Sellon will reveal the ABCs of crafting a compelling script designed to be heard, rather than read onscreen. Working together, we'll do some rewriting exercises, then revisit some of the contributed samples, enhance the wording, and learn what choices make the voiceovers more compelling and engaging. At the end, all attendees will receive Andrew's PowerPoint slide with his list of the ABCs (and DEFs!) of writing great voiceover scripts.
SIMPLE PRE-WORK: By 5/15 at 12pm, please send Andrew (andrewsellon@gmail.com) one PowerPoint slide, with onscreen content, and your voiceover script in the Notes section of the slide. That's it! It can be something you've already created (remember to replace any proprietary content), or something you're working on now. Andrew will compile all slides for the meeting, and invite you to share yours during the session.
Registration Deadline and Requirements: Register by 12pm on Tuesday, 5/15. We must have the list of registrants to send to CUNY security before 5pm on 5/15.