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But now your patience will be even more important than before. I expect it may take as long as 30 days before you get an answer to your mail, but I do intend to continue responding to everyone for as long as I can. Thanks for your continued participation and understanding. On Friday, April 11, 1997, just a few hours before the news of the Chapel fire in Turin swept into the headlines, another important announcement was made about the Shroud of Turin. As reported by Dan Rather and Bob Simon on the CBS Evening News, a collaborative work between Professor Avinoam Danin of the Hebrew University in Jerusalem and Dr. Alan Whanger and Mary Whanger, of Duke University, Durham, North Carolina, led to the conclusion that identifiable images of plants specific to Israel were visible on the Shroud.

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During the gymnast's performance, the judges deduct this score only. A fall, on or off the event, is a 1. 00 deduction, in elite level gymnastics. The introduction of the difficulty score is a significant change. The gymnast's difficulty score is based on what elements they perform and is subject to change if they do not perform or complete all the skills, or they do not connect a skill meant to be connected to another. Connection bonuses are where deviation happens most common between the intended and actual difficulty scores, as it can be difficult to connect multiple flight elements. It is very hard to connect skills if the first skill is not performed correctly. The new code of points allows the gymnasts to gain higher scores based on the difficulty of the skills they perform as well as their execution. There is no maximum score for difficulty, as it can keep increasing as the difficulty of the skills increase. In the vaulting events, gymnasts sprint down a Script error: No such module "convert". runway, jump onto a springboard or perform a roundoff or handspring entry onto a springboard, land momentarily inverted on the hands on the vaulting horse or vaulting table pre flight segment, then propel themselves forward or backward off that platform to a two footed landing post flight segment.

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I should add I didn't at the time anyway. My senses of exploration, wonderment, and just down right suspicion, got the best of me. And I asked the old man with excitement to spare, "Where is this Cave of Shadows?" And he pointed to the north, toward a towering type mountain in the crater. And then he stood up, and Joann felt something in her stomach, as I did, and said: "Org, he's not going into that cave. !" Said Org : "He asked me, and I'm going to show him, if he wants to mock it, fine, if he wants to challenge it, fine; he is a man, and a man does what he needs to do!" I felt a bit odd for a moment, a girl sticking up for me, sticking up for something rather silly I felt at first; and so I brushed her care taking aside, and told the old man to show me the cave. And we walked several hundred feet to where it was. It didn't look like much, just kind of a hole in the side of the mountain, that went down; the entrance hidden in back of a huge rock. I looked at Org and Joann, and said simply, "Let me go down a bit and see what is in this silly tomb. " Having said that, I seen Org's eyebrow go up, as if I was to learn that Joann's advice was better than his; he remained quiet and somewhat stopped provoking. As I descended into the pit, crawling at first on my hands and knees, half fearful of the ceiling caving in, more so than what I thought of the so called andShadows,' the cave started to expand, broaden, and I could then stand up. Matter of fact, the farther I walked into the cave the larger it got the broader it became.

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Quantitative, qualitative and theory researchers should feel free to submit their work. In addition, scholars should help advance analytical comparative and global scale methods. Contributions to and applications of other literatures relevant to planners such as urban geography, welfare economics, interest group politics and policy analysis, are also welcome. Instruction Articles: Manuscripts on pedagogical topics include descriptive accounts of innovative approaches to teaching; local analyses of student recruitment, advising, or alumni career successes; or demonstrations of classroom exercises and techniques. Narratives of a specific course or teaching innovation should have a base in pedagogical theories and offer strong evidence of learning outcomes. Instructional articles should include sufficient evidentiary base to support the validity of their conclusions. Typically, more than one instance of curriculum delivery should evaluate the evidentiary base. Articles should not identify individuals. For detailed guidelines on instruction articles, see our Guidelines for Pedagogy Papers at our electronic submission site . Reports: As a publication of ACSP, reports of general importance to ACSP and its membership are welcome and serve as a record of the organizations actions and ideas. Eligible materials might be reports of ACSP study commissions and general addresses given at ACSP conferences.