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The growing trend towards product individualization is giving rise to a flood of new surface technology processes and solutions. These include everything from sanding, brushing, pressing, rollering, spraying and polishing to 3D and digital printing. Digital printing is perhaps a special case among these technologies because it provides a cost-effective means of responding swiftly and flexibly to short-term fashions and trends.
We asked our exhibitors from this sector for their thoughts and views. Read on to find out how Wemhöner Surface Technologies GmbH & Co. KG, of Herford, Germany, is dealing with the challenges currently facing the surface technology sector.
1. Is digital printing on wood and panel products something your company does? If it is, then what are the challenges involved?
Heiner Wemhöner, managing partner in Wemhöner Surface Technologies GmbH & Co. KG: Digital printing is a key focus of innovation in our organization. We started our initial development work in this area back in the mid-2000s. Apart from our own in-house developments, we were at the mercy of whatever the printhead manufacturers and the electronics industry were developing in terms of printhead and process control systems. Nowadays there is an industry standard that functions well both for printing on wood panel materials and on sheet substrates.
One remaining challenge is getting the innovation cycles right. Printhead resolution is getting constantly higher and the data files for photographic and decorative motifs are getting bigger and bigger. This creates constant pressure for ever more powerful server technology to run it all. The challenge is that these innovation cycles are much shorter than you normally get in classic plant and machinery settings. Another challenge is that digital printing machines require very different skills on the part of our employees, meaning we need to invest in training and education.
Then there are challenges around what combinations of technologies and systems to deploy for the mix of materials being used. For example, not every ink is suitable for every type of wood panel or paper. That calls for considerable expertise on all of the materials that make up the final print product.
2. What aspects of digitization or Industry 4.0 are important in surface technology, and what is the role of automation?
As the various items of plant – and hence the processes they perform – become more interlinked, and as output capacity and batch size flexibility get higher, you need control systems with a level of intelligence that is almost impossible to achieve without digitization. These increases in surface treatment plant performance and flexibility also mean that humans are playing a very different role in the overall process. Increasingly, their work relates to process-defined inspection and oversight functions. In other words, the process itself relies not on human intelligence for its stability, but on the intelligence of the systems. With today's systems, each panel carries its own digital order and production data, which are used to initiate machine set-up processes and maintain quality parameters.
3. In what ways can digital printing functionality be integrated into the process flows of furniture manufacturing plants?
We don't have any digital printing applications for direct integration into furniture manufacturing. Rather, our machines are used upstream in the surface finishing of wood panel products for use in furniture manufacturing. Our digital printers can print decorative layers directly onto suitably prepared wood panels. Once printed, the decorative layers can then be sealed either with a pressed-on overlay or a transparent lacquer coating applied in a coating line. The panels are then further processed into furniture components.
Alternatively, the decorative elements can be printed onto paper, which is then resin impregnated and pressed onto the panel in a press line. Impregnation and pressing are classic surface treatment processes which, in this case, are used in conjunction with digital printing. This technology involves printing with water-based inks, and water-based inks have been a key focus of our development work right from the outset.
4. Has digital printing opened up endless creative possibilities for wood surfaces?
It certainly pushes back the limits of what is possible, but it's never long before those limits are reached again. For instance, where it was once a challenge to print a non-repeating decorative motif as large as 2.8 meters, we can now easily do motifs four times that length. That's largely a function of improvements in computing power. I am sure this limit will be pushed back ever further as the computers we use become more powerful. But that's only part of the equation. Of even greater interest is the question as to what can be printed, by which I mean the design possibilities, certainly, but also the efficiency with which small and mid-sized batches can be produced. Machine users today can print exactly as much – or as little – as they need, which makes smaller batch sizes economical. With digital printing, it is also quicker for users to get new product developments onto the market because they can print directly from the digital data set. Other types of printing processes require preliminary printing stages, which costs more time. Moreover, it is quicker to transmit digital print data online than it is to transport impression cylinders and paper rolls by conventional means.
Thank you for talking to us today.


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"I'm still driving along on the pop freeway of life. Thinking even further into the future, I definitely want to make an acoustic record. I want to try lots of different things."
"To stand up on a stage alone with an acoustic guitar requires bravery bordering on heroism. Bordering on insanity."
"I suppose I am a frustrated musician so I annoy my family by playing guitar in the house. I used to be into acoustic stuff but my son Joseph is learning drums, so now I have an electric guitar and we play Metallica. We have an amp and a PA in the garage with his drum kit."
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subset: commoncrawl


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Spanish use and enjoyment rules
Member states can introduce another exception to the B2B rule according to the place where the services have been used and enjoyed. This exception may be introduced to avoid double taxation (positive use and enjoyment rules) or avoid non-taxation (negative use and enjoyment rules) or both.
Spain has introduced the negative use and enjoyment, hence attracting the place of supply to Spain if the customer is established outside the EU but the actual use of the service is connected to Spain. The following services are in scope: transfer of copyrights and similar services, supply of staff, financial and banking services, data processing, consultancy services, advertising services, hiring of moveable property and access to electricity and gas.
Spain has not introduced the positive use and enjoyment rules which deviate the place of supply to a non-EU country where the services are used and enjoyed in that EU country. In these scenarios, there is indeed a risk of double taxation in Spain.


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Undergraduate Teaching Office
Location, opening hours, and who to talk to
Opening hours
Monday-Friday, 09:00 - 09:30, 09:45 - 13:00 and 14:00 - 17:00
Dugald Stewart Building, Room G.06
firstname.lastname@example.com (for Philosophy enquiries)
firstname.lastname@example.com (for Psychology enquiries)
email@example.com (for Linguistics and English Language and Cognitive Science enquiries)
+44 (0)131 650 3961/3602 for general enquiries
Who to talk to
|Queries about...
|Philosophy (Years 1 & 2)
|TBA (email@example.com)
|Philosophy (Years 3 & 4)
|Ann-Marie Cowe (firstname.lastname@example.com)
|Psychology (Years 1 & 4)
|Stephanie Fong (email@example.com)
|Psychology (Years 2 & 3)
|Alex MacAndrew (firstname.lastname@example.com)
|Linguistics and English Language (Years 1 & 2)
|Susan Hermiston (email@example.com)
|Linguistics and English Language (Years 3 & 4)
|TBA (email@example.com)
|Cognitive Science (All Years)
|Susan Hermiston (email@example.com)
Head of Undergraduate Administration: Moira Avraam
Moira Avraam is responsible for the provision of support and guidance for all undergraduate teaching administration.
What we do
The Undergraduate Teaching Office deals with all undergraduate assessed work from years 1 - 4.
It provides administrative and clerical support for staff and for students on all undergraduate courses and programmes. It deals with the handling of student materials such as course and programme handbooks and guidelines; timetabling of classes and room allocation; recording of assessment results; managing coursework extension requests; co-ordination of exam boards and external examiners.


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Visit Cardiogolf.com to download the FREE Cardiogolf Pre-Round Warm Up Routine E-Book.
For many of us, we used to be able to hop out of the car, go straight to the first tee and rip a drive down the middle of the fairway. Now by skipping a warm-up before a round of golf may mean it takes us 4 or 5 holes before you loosen up and gain your form and by that time your score may already be ruined.
Here is a quick and easy pre-round warm-up routine to help you avoid those big numbers on the scorecard. The point of a warm up is to elevate your heart rate to get your blood flowing to warm muscles so they are loose and supple to make it is easier to swing.
You can do this warm-up at your house before your round of golf, if you don't have a long drive to the golf course or on the driving range. Don't be embarrassed to do the routine, it couldn't more humiliating than topping your drive off the first tee.
Watch Karen Palacios-Jansen and Christina Ricci, LPGA Teaching Professionals, demonstrate the warm-up exercises.
There are many ways to warm-up like jogging, doing jumping jacks or even taking practice swings. In this routine, that only takes 5 to 10 minutes, I have chosen 5 exercises that target golf-specific muscles.
Visit Cardiogolf.com to get your own 'Shortee' Club.
Practice something about your game everyday. #CardioGolfChallenge
Click here to see my favorite training aide.
Karen Palacios-Jansenis a LPGAClass A Teaching Professional and a Certified Personal Trainer specializing in Golf Fitness. Karen serves as the National Vice President of the LPGA Teaching And Club Professionals Membership and has been voted as one of America's "Top 50 Golf-Fitness Professionals"by Golf Digest Magazine and "Top 50 Instructor"by LPGA. Karen received the prestigious LPGA National Teacher of the Year awardin 2008.
KarenPalacios-Jansen is the creator of Cardiogolf, a golf-fitness program available at Cardiogolf.com. Karen's website at www.kpjgolf.comis a 'must-see' resource for golf and fitness instruction. Follow Karen online on Twitterand Facebook.
Follow my blog at Cardiogolf
Follow my Instagram at Cardiogolf
Like my Facebook page at Cardiogolf
For more information visit Cardiogolf.com


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Informed by the current turbulent state of our country while also excavating from Americas past, Valerie Hegarty often turns the gallery into a dramatic place of change. Her large-scale installation work incorporates a process she calls reverse archeology in which layers of painted paper are adhered to the walls and floors of the gallery and then scraped back to create a material memory of a space. She also constructs canvases and sculptures that replicate paintings and antiques from early American art history from canvas, Foamcore, paint and papier-mâché only to falsify their ruination by devices associated with their historical significance.
Valerie Hegarty is a visual artist based in Brooklyn who creates paintings, sculptures, and installations that often address themes of memory, place and history. Hegartys solo exhibitions include Nicelle Beauchene, NY; Marlborough Gallery Chelsea; Locust Projects, Miami; Museum 52, London; The MCA in Chicago; and Guild & Greyshkul, NY, among others including a commission for a public sculpture on the High Line, NY and her most recent show of site-specific installations in The Brooklyn Museums period rooms. Selected group exhibitions in NY include Artists Space, The Drawing Center, DAmelio Terras Gallery, Derek Eller, White Columns and MoMA PS1. Hegarty has been awarded numerous grants through foundations such as the Pollock Krasner Foundation, The New York Foundation for the Arts, the Rema Hort Mann Foundation, the Tiffany Foundation, and Campari NY. Residencies include LMCC, Marie Walsh Sharpe, PS 122, MacDowell, Yaddo and Smack Mellon. Hegarty received an MFA from The School of the Art Institute of Chicago, a BFA from San Franciscos Academy of Art College and a BA from Middlebury College, VT. Hegarty was the first Andrew W. Mellon Arts and the Common Good Artist-in-Residence at Drew University in Madison, New Jersey from 2014-2015.


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This project addresses the seismic hazard, the vulnerability it poses to old masonry structures (especially to Pombalino buildings) and possible retrofitting solutions.
A main concern will be the development of fragility curves based on the definition of classes of constructions for Lisbon´s old masonry buildings. The development of such curves is essential as input for any loss estimation model currently being developed for the site. For such aim, analytical models will be developed of the representative construction of each class based on state of the art modelling approaches appropriate for masonry structures. Non-linear behaviour of masonry will be taken into account by running both non-linear static and dynamic analyses.
Experimental testing on relevant structural elements is also proposed given the relatively scarce knowledge and data existing on the seismic behaviour of the typical masonry constructions existing in Lisbon. Wall and pier specimens will be tested under static cyclic and monotonic horizontal loading, the obtained results will enable structural characterization of the specimens, the identification of expected failure modes and the calibration of the developed analytical models. Furthermore, retrofitting schemes will be discussed with the most interesting ones being incorporated into the analytical models.
The project is counting with the advice of known national and international experts on the field of earthquake engineering: Sergio Lagomarsino (from Genoa University), Andreas Kappos (from Aristotle Technical University of Tessaloniki), Carlos Sousa Oliveira (from IST) and Artur Vieira Pinto (from JRC and with a background on experimental activities).
22/05/2013 - Training Course
10/10/2011 - Seminar
09/09/2011 - Research Grant
All rights reserved © ICIST 2010


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Animated SnowFlakes Screensaver 2.9.8 - Detailed description page
Animated SnowFlakes Screensaver is an integral part of winter or Christmas holiday's celebration. This screen-saver brings quiet atmosphere of tranquil winter forest right on your desktop! Snowflakes are slowly coming down in a mysterious and snowy forest...
There are several beautiful scenery of a winter forest sliding one by one. Background music creates an appropriate tranquil mood for this amazing performance. A calendar, analog or digital clock are also displayed on the screen.
The screen-saver allows to use various background modes: forest scenery, your desktop's wallpaper, color gradients, blank screen or your very own photo as a background image. The screen-saver works on 4:3 and 16:9 HD monitors.
For more information please visit Animated SnowFlakes Screensaver's homepage at [url removed] Amaze your friends and co-workers with animated falling snowflakes! Thanks for downloading Animated SnowFlakes Screensaver!
Keywords: snowflake, snow, screensaver, screen-saver, screen, saver, desktop, winter, forest, seasonal, nature, christmas, scenery
Recent Changes: - Exit screen-saver on Sleep option
- Several minor bug-fixes
Install Support: Install and Uninstall
Supported Languages: English
Additional Requirements: DirectX 7.0 or higher, 3D Video Card
Home | Featured | Submit | Link To Us | Contact Us | FAQ | About Us | Advertise
Copyright © 2006-2020, by Software Download, All rights reserved. Privacy statement | Terms of use


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Saint Anselm College offers one of the most selective and respected nursing programs in New England, preparing its graduates to join the fast evolving world of nursing as compassionate caregivers and leaders in their profession.
We prepare nurses of the future with a Bachelor of Science nursing curriculum that not only offers hands on experience, but develops critical thinking, ethical decision making and effective communication skills.
With its foundation in the liberal arts and sciences, the program offers a humanistic approach to patient care. It provides the latest in simulation technology, as well as clinical experiences and preceptorship at leading hospitals in the region and the country.
When students graduate they are prepared to provide quality care to patients across the lifespan and in all health care settings. They are also prepared to adapt to advances in technology and health care, as well as help lead those changes as their careers develop.
At the completion of the program, the College holds a special event where senior nursing majors receive their Saint Anselm College nurse's pin. The pinning ceremony celebrates the seniors' completion of the highly respected and rigorous nursing program. The pin symbolizes our nurses' preparedness to serve as a compassionate caregiver.
Saint Anselm has 85-90 seats in the freshmen nursing class and receives more than 600 applications per year.


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There was to be no joy for Dunbarton bowlers in the NIPGL Championship Finals, played last weekend at Forth River Bowling Club.
In the Youth Singles (Under 18's), Oran Breen was beaten 21-10 by Aaron Coleman of Ballymena at the semi-final stage.
Kieran Trainor, James Kelly and Sean Trainor battled all the way in their triples semi final against Ballymena's David Duncan, Mark Torrington and Andi Duncan, eventually losing out by 25-15.
2013 winners David Copeland, Conor McCartan and Derick Wilson did reach the final again, after an impressive Monday evening performance.
In their semi-final they dominated the Larne challenge of Darren Witherspoon, Simon Bell and Alan McLean, winning 23-6 in a game that finished after 14 ends.
However, on Saturday afternoon, the local trio were unable to match that display against Andi Duncan's Ballymena triple, and had to settle for runners-up after a 18-8 defeat.
Brothers Sean and Martin Trainor where in semi-final action on the Thursday evening, against young Mossley duo Adam McKeown and Ryan Bell.
It was the Under 25 Internationals who raced into an early lead, but the Trainor brothers chipped away at the scoreline and with two ends left trailed 18-15.
A single on the twentieth end left them two behind, and skip Martin duly delivered and forced the game into a tie end, which the Gilford men won on a measure (19-18).
Like their clubmates in the triples, the Trainor brothers could not get into their rhythm on the Saturday afternoon.
In the final they faced Old Bleach pair Michael Nutt and Stephen Kirkwood.
The writing was on the wall for the local pair as early as the second end when they lost a count of seven.
Despite getting back to 1 shot behind (12-13) by twelve ends, the Old Bleach pair soon regained the upper hand and won the title by 25-15.


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Happy Monday, friends! We spent the weekend helping a certain friend of ours build some walls in his office space. More accurately, Matt spent the weekend doing that and I spent it a little under the weather. New day, though.
I hope to get a ton done this week, but I wanted to pop in today to share a little more about The Chapel Market coming up October 19th. I have not had time to even think much about it until this last week, and I've started planning and preparing what we'll bring and what our space will look like.
Even though I know it's going to be something extra to do while writing the book, I know it'll be a TON of fun and we will have a blast working with our friends! I'm sure as time goes by I'll share more specific items I'm bringing to the market, but for now, here's a sampling…
I'll be bringing our beautiful vintage quilt collection…we have more on the way and I cannot wait for you to see them in person!
I'm bringing a big stack of grain sacks and vintage linens. Some grain sack pillows might make their way, too.
I'm bringing several pieces of vintage furniture, painted and in its original state. We'll have lots of old windows and doors and furniture made from reclaimed wood like farm tables and entry benches.
Then we'll bring lots of small vintage-inspired items like these spools and loads more items like them. Plus, I'll throw in some PI t-shirts and be bringing Chalk Paint® and MMS Milk Paint with me…I've thought about having a "play with paint" bar there for you to try it all out, too!
Anyway, the event should be a lot of fun and you'll find something special, I'm sure! Layla is blogging all about what the rest of the vendors are bringing, so you can head to The Lettered Cottage to check that out.
Have a good one today!


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Uber has laid off its self-driving car operators in Pittsburgh, months after suspending its testing in all cities following an accident in Arizona that killed a pedestrian, as Quartz first reported and Uber confirmed to Axios.
Why it matters: The accident in Arizona raised questions about the future of Uber's self-driving car program. The company says it still hopes to get back on the road in Pittsburgh this summer, and has been in regular contact with Pennsylvania and Pittsburgh regulators.


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films that make a difference
£ 15.00
Kate Blewett and Brian Woods, the team that made The Dying Rooms, have filmed children around Britain, to hear from them what it is like to be poor, how they live their lives from day to day, and what it is like to live without hope for the future. Their plea in Eyes of a Child is that someone will do something to change their lives.
Children born into poverty, many into unemployed and broken families, are instantly disadvantaged. Living in run-down areas they quickly become socially excluded, and a high percentage will be excluded from school, too. Uneducated, bored and often miserable it is not uncommon for them to turn to crime. It's often for kicks, but for many it becomes a way of life.
In Bradford, Leicester, Sheffield, Bristol and Portsmouth, children talk with disarming honesty and amazing insight about their plight. Many are troubled and troublesome. A family of twelve live together in grandmother's three-bedroomed council house - 8-year old twins Kayley and Becky don't go to school, they stay up watching cartoons and get up at mid-day. In another household, five children of school age are at home watching television on a normal school day. David is 11 - he has been expelled from school nineteen times. Anney is also 11 - he too is excluded from school, his parents are addicted to heroin. Joelene is fifteen - she has violent tendencies and likes "to fight until I see blood." Matthew is 10, expelled from school for stealing. He misses his mum and brother who are in prison on drugs charges. Marcus is thirteen and has spent four months in a secure unit for stabbing a friend. A Bradford grandmother says: "I've lived in council housing for 40-odd years, but I've never had to go through this before."
Tony Blair delivered the annual Beveridge lecture in March that year, stating that the government's aim was to lift 700,000 children out of poverty by the next election. His voice punctuates the bleak portrait of children in poverty painted in Eyes of A Child.


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Tampa Bay Trane Associates and their families are involved up and down the West Coast of Florida giving back to their churches, their industry and the community at large. We are members and leaders of organizations such as Leadership Tampa, The Tampa Connection, Building Owners and Managers Association (BOMA), U.S. Communities, United States Green Building Council (USGBC), American Society of Heating, Refrigeration and Air Conditioning Engineers (ASHRAE), Florida Educational Facilities Planners Association (FEFPA), The Hillsborough Community College Foundation, Rotary International, The Tampa Museum of Art, The University of South Florida College of Engineering Foundation and The Dali Museum to name just a few.
Tampa Bay Trane is proud to partner with U.S. Communities here in our local area.
U.S. Communities is the leading national cooperative purchasing program, providing world class government procurement resources and solutions to local and state government agencies, school districts (K-12), higher education institutions, and nonprofits looking for the best overall supplier government pricing.
- No User Fees – no costs or fees to participate.
- Best Overall Supplier Government Pricing – by combining the potential cooperative purchasing power of up to 90,000 public agencies, you are able to access the best overall supplier government pricing.
- Oversight by Public Purchasing Professionals – our third party audits on contracts ensure that program pricing commitments are met, with benchmark analyses against other suppliers and retailers to guarantee participants the best overall value.


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This year's highly popular event - Captain's Day - took place in bright and fine conditions, with little sign of the inclement weather that has dogged these occasions in the past.
To the relief of the "Committee in Charge" Captain Nigel had decided on a more orthodox competition format this year. The contrived and convoluted methods used by his predecessors to determine which pair of competitors had managed to propel the little white object around the course in the least number of shots were a thing of the past, as a MEDALFORD format was chosen for this year's event. As in a popular TV quiz show, the object of the exercise is to score as few points as possible, by taking the total of the better-ball nett MEDAL scores made on the front nine holes and subtracting from it the total of the better-ball StableFORD points made on the back nine - hence the title "MEDALFORD"!
He also (possibly in anticipation of future plans) introduced a novel water hazard on the 10th - with a bonus available to those who attempted and succeeded in producing a slam-dunk. This inspired challenge proved quite difficult for most competitors, especially after they had gorged themselves on the excellent roasts and beverages supplied at the Half-Way Hut by a bevvy of dedicated chefs and helpers.
Congratulations to all the prize winners, including:-
- Captain's Prize - Lewis & John Kingsley who scored 12 points.
- Division 1 - John Land & Malcolm Bagguley who scored 14 points
- Division 2 - Don Sharp & Barry Whittingham who scored 14 points.
The Ladies 9 hole Stableford was won by Sarah Hernon with a brilliant score of 22 points.
(Doubtlessly finely tuned for the occasion by Pro hubby Nick!)
Thanks to everyone who participated in the day's events, especially to those who donated a prize to the raffle.
In excess of £1100 was raised for the Captains' charity Dove Cottage - a superb achievement.
The gallery below - most of it courtesy of Gavin Brand - reflects the success of the day and the obvious enjoyment of all concerned - a testament to those who worked tirelessly behind the scenes and helped everything run so smoothly.
The tongue-in-cheek reminiscences of the evening disco party in the last group of pictures, together with the captions, are just that - no offence to anyone intended.


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We certainly are wonderfully made, and this is abundantly clear when recognizing the intricacies of how our tendons and ligaments are formed around bone and joint for protection. However, this does not always serve to protect against ankle sprains, which may occur from simply stepping off a curb. Typically, strains or sprains often happen as a result of a fall, a sudden twist or rolling of the ankle or forcing the joint out of place.
For some, the realization of injury does not rise to awareness until an attempt to bear weight on the injured tarsus produces pain. To help clarify and offer the best method of response ankle injury, these will be discussed here with suggestions on how to best look out for the long term healing.
The Three Levels of Sprains
Ankle sprains are classified by the level of injury:
- A mild sprain results in the stretching of ligaments without injury to the ankle joint.
- A moderate sprain produces joint instability due to partial ligament tears
- A severe sprain is the result of the tearing of ligaments that may actually separate from the bone causing a loosening of the joint.
All sprains are associated with pain and swelling with bruising that may eventually appear.
The joint functions poorly when it is loose and unstable. The stretched ligaments are unable to provide the support they did before sustaining the trauma. We rely on our ankles to continue to perform well whether simply walking or making the demands of more prolonged, repetitive motion such as in sports or professional dancing. However, without the proper rest and care in spite of intensive training, chronic strains from the overuse of muscles and tendons sets the stage for repeated sprains that lead to further tendon injury from a loose ankle or worse, ankle arthritis.
In the immediacy of a sprain, the first best remedy is to follow the acronym RICE:
➔ R = Rest – Limiting the demands of use on the injured ankle may not be a choice, depending upon the level of pain. However, the absence or minimal degree of pain should not be perceived as the green light to march on.
➔ I = Ice – Inflammation is the body's first response to trauma. To help reduce swelling and promote quicker healing, apply ice wrapped in a towel for about 20-minutes three or four times a day. Icing also reduces pain.
➔ C = Compression – A pressure bandage not only helps to limit swelling, it doubles for the work of the ligaments providing support as they heal. A durable mesh and elastic support such as the ProCare Double Strap Ankle Support uses a figure-eight closure for medial, lateral and arch support without being bulky.
➔ E = Elevation – Elevating the injured ankle above the heart reduces throbbing pain by reducing the amount of blood that rushes to the site of injury.
Performing all four techniques together helps the healing process tremendously. Using the elastic support wrap not only provides stability when moving, it controls edema whether resting or getting around. If more serious injury is suspected, it is best to consult a physician.
Reduce the risk of injury by adopting stretching exercises, warming up before activities and wearing proper gear. A muscle conditioning program is as much a help as a nutritious and balanced diet.


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To make the understatement of the millennium, there are a lot of writers in the world and promoting yourself on the internet is not easy. When you're just starting out, it can seem overwhelming. It is; making a dent on the internet, let alone promoting your work, is not a walk in the park smelling flowers. It's more like a marathon through thousands of acres with bricks glued to the bottom of your shoes and sewage scented mutant flowers that bite you when you trip over them.
Okay, it's not really that bad. But it is tough.
The following are four easy ways you can begin promoting your writing, blog, e-book etc instantly, on the internet and beyond.
- Don't have Twitter? Get Twitter. Got Twitter? Good. Now start making the best of it. Sometimes you will see accounts where the owner is only following 200 people, but she herself will have thousands of followers. He or she has either been very lucky, or is Justin Bieber; it's often unrealistic and not what you should be aiming for. To get followers, you have to follow a lot of people. Twitter will usually have a list of suggestions of people to follow on the home page. Follow them. Follow publishing houses, follow blogs, follow book promotion services, follow other writers, follow, follow, FOLLOW. It may take some time, but people WILL follow you back. Eventually you will find people following you without you having to do anything at all.Well, not nothing at all. Whilst you follow and get followers, tweet. Tweet your behind off. Tweet every time you make a blog post – some services will even link Twitter with your blog account to post automatically. Tweet intriguing sentences from your new book – just that, hook people with them – and provide a link to where they can buy it from. Every spare moment, tweet about what you do. Be witty. Be endearing. Don't worry about being a nuisance – you can never tweet too much. For a small fee you can even find companies who will automatically post tweets for you several times a day.
- Be social – make friends with other writers. Whether this is through Twitter or not, support them and promote them and they will do the same for you. Read their work and write them a review. They'll appreciate it and often return the favour. They know how hard it is just as well as you do.
- Whilst the internet might seem to be the best place to promote yourself, actually it's not always. Never underestimate the power of word of mouth when it comes to promoting your writing. No, really – don't. Tell people what you do – friends, family, the postman, it doesn't matter. Get people interested. My father, a car painter, once told one of his clients about my e-books. He googled me there and then. And don't forget people tell their friends and family too; I sold a few books that way. A recent university project involved a group of friends and me putting together a collection of spoof fan-mail, which we promoted by sticking posters everywhere around campus we could get away with and telling absolutely everybody about. The result? A number of people at the course's launch event, just to see us, and a local radio interview. Small steps lead to big victories.
- Make a Facebook 'Like' page for your blog, your book, or even for yourself as a writer. Fill in all the information and make sure you have a decent picture. Invite everybody on your friends list, regardless if you haven't spoken to them in many years. Many people will see your name and 'like' it out of a sense of duty as your friend or acquaintance; others will show more genuine interest, or will have friends who will. The point is to get yourself out there. Get seen. Link with Twitter. Tweet about your page or blog about it. Go have fun.
These are just four solid, simple and very useful ways to get started. It takes work and it takes time – but be committed and patient and you'll find it goes a long way.


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Henry's Freedom Box written by Ellen Levine, illustrated by Kadir Nelson
fictionalized account of how in 1849 a Virginia slave, Henry "Box"
Brown, escapes to freedom by shipping himself in a wooden crate from
Richmond to Philadelphia.
Henry's Freedom Box is a 2012 California Young Reader Award medal winner, and a 2008 Caldecott Honor Award winner!
Click here for more books written by Ellen Levine.
Click here for more books illustrated by Kadir Nelson.


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MIAMI, Feb. 25 (UPI) -- Canadian pop star Justin Bieber has reportedly rejected a plea deal offered by Miami prosecutors regarding his DUI case.
Sources close to the case told TMZ that the 19-year-old singer has refused to strike a deal in which he'd have to plead no contest to the charges from his January arrest and agree to several probation terms, including completing 40 hours of community service, attending an alcohol ed course, installing an ignition interlock device for three months, random drug testing for the next 6 to 9 months, and attending a "victim impact panel."
According to insiders, Bieber is wary of the drug testing clause, and law enforcement officials will withdraw their offer if the "Boyfriend" singer does not agree to all the terms in the deal.
If both parties fail to reach an agreement, Bieber will likely go to trial for his Jan. 23 arrest for which he was charged with driving under the influence, drag racing, driving with an expired license and resisting arrest without violence.
While it has been brought up that the officers involved in the case face credibility problems -- Officer Steven Cosner has been accused of misconduct 15 times -- prosecutors are allegedly still willing to try the case. Meanwhile, Bieber's attorney, Roy Black, is reportedly getting ready for trial.
If convicted, the Canadian singer could face up to two-and-a-half years in prison.


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From the very beginning of the application process, WMed uses a holistic review that incorporates the breadth and depth of life experiences and skills, personal attributes and characteristics, and academic metrics. Our program is focused on teamwork and our selection process helps build student teams with life experiences, diversity, and attributes that will enable all of our students to fulfill their full potential.
Our process uses the Experience-Attributes-Metrics (E-A-M) Model to screen, interview, and select applicants who fit our institution.
Tell us your story. You bring a unique set of premedical experiences and passions, and we want to know about them. We're looking for students who bring broad personal interests and experiences in:
- Extracurricular activities
- Medical settings
- Community and volunteer settings
- Team settings demonstrating leadership and collaboration
- Working with a diversity of individuals and cultures
We're seeking leaders with the personal attributes and characteristics to excel as physicians, and who:
- Are team players
- Can problem solve
- Demonstrate compassion and empathy
- Are committed to serving others
- Have strong oral and written communication skills
- Make decisions with integrity
A strong academic foundation is required for success in medical school and in a career in medicine. We look at both your GPA and MCAT score to assess your academic readiness for medical school.
- A minimum overall GPA of 3.0 is required.
- We will review applications with an upward trend.
- A minimum MCAT of 497 is required.
- The oldest MCAT considered for 2020 Matriculation is January 2017.
- If you have taken the MCAT more than one time, the most recent score will be used for consideration.
In order to be considered for admission to WMed, applicants must go through the following steps:
Step 1: AMCAS Application
WMed participates in the American Medical College Application Service (AMCAS). To submit an application, visit AMCAS to complete your primary application.
- Recommended Coursework
WMed no longer has specific prerequisite courses. To be well prepared, we recommend applicants complete upper division hard science coursework in:
- Biochemistry
- Genetics
- Human Anatomy
- Human Physiology
- Statistics
It is anticipated that applicants will have completed the foundational science coursework that is required by their undergraduate institution to enroll in these upper division courses. Additional undergraduate-level coursework is recommended to prepare the applicant with breadth and depth of knowledge and skills. While selecting a major in the sciences is not required, we encourage significant experience in upper-division coursework in rigorous academic settings.
- Applicant Requirements
Applicants are encouraged to gain a strong pre-medical foundation to be best prepared for medical school and throughout their careers. To be considered for admission at WMed, applicants must have:
- A minimum overall GPA of 3.0.
- We will review applications with an upward trend.
- A minimum MCAT of 497, within the last three years.
- If you've taken the MCAT multiple times, the most recent of the scores will be considered.
- Earned, or anticipate earning before matriculation, a bachelor's degree from an institution accredited by a regional accreditor that is recognized by both the U.S. Department of Education and the Council for Higher Education Accreditation.
- At least 90 hours of course work for the bachelor's degree must be at an institution accredited by a regional accreditor that is recognized by both the U.S. Department of Education and the Council for Higher Education Accreditation.
- U.S. citizenship or permanent residency status.
- Taken the Medical College Admission Test (MCAT) within three years (the oldest MCAT accepted for 2020 matriculation is January 1, 2017).
- Proficiency in keyboarding, and in written and spoken English.
- A minimum overall GPA of 3.0.
- Letters of Reference
Applicants must submit a minimum of three and no more than four letters of reference through the AMCAS Letters Service. Letters must come from individuals with firsthand knowledge of the applicant's qualifications, skills, attributes and values by direct observation and who can comment on academic achievement as well as personal qualities including work ethic and motivation for a medical career. Two of the letters are recommended to be from faculty members who have been the applicant's undergraduate or graduate instructors or mentors, or employment supervisors in the case of non-traditional applicants. If students apply from a university that provides a composite letter from a premedical advisory program, the composite letter will be accepted in lieu of the two letters recommended from faculty. WMed expects that students will waive their right to view these letters.
You should follow the instructions for letters of reference that is provided by AMCAS. The Letters of Evaluation Working Group has released Letters of Evaluation Guidelines that aim to improve the letter writing process in order to benefit both letter writers and admissions committees. The guidelines are organized into two sections that describe (1) tips about how to write a letter and (2) key areas of interest to medical schools.
The WMed Admissions Committee evaluates letters of reference for the following elements. It is not expected that any applicant will excel in each of these elements, but most applicants will demonstrate strengths in many of these elements. The first six elements ask for evidence, the writer should use examples that they have observed or have personal knowledge of what you have accomplished. The last five elements address attributes, the writer should address your personal qualities based on their observations or personal knowledge of you.
- Evidence of cognitive readiness
- Evidence of integrity and ethics
- Evidence of teamwork and collaboration skills
- Evidence of leadership skills
- Evidence of initiative and drive to be extraordinary
- Evidence of commitment to excellence
- Commitment to the profession of medicine
- Degree of enthusiasm of referee reference
- Teamwork
- Leadership
- Problem-solving
We strongly advise that you provide this list to the individuals who are writing your letters of reference to WMed so that they can address all of your strengths as reflected in this list.
- Technical Standards
Essential Abilities for Completion of the Medical Curriculum
WMed refers to our technical standards as the Essential Abilities for Completion of the Medical Curriculum.
Medical education requires the acquisition of knowledge, skills, attitudes, behaviors, and values to provide highly effective patient care. Graduates of the medical school must have the broad base of knowledge and the skills and competencies that are essential to be a skilled and effective practitioner of medicine or serve in another professional capacity. Our graduates are prepared to excel in any chosen specialty field. Accordingly, every medical student must complete all aspects of the curriculum and achieve all of the competencies as determined by the faculty. Our graduates must have the ability to function effectively in a variety of clinical situations and provide a wide spectrum of clinical care. Medical students must possess the essential abilities necessary to undertake and complete the curriculum in a reasonably independent manner and must demonstrate an ability to personally perform activities and achieve competencies required by the curriculum.
The essential abilities for completion of the medical curriculum of the medical school define the essential cognitive, physical, emotional, interpersonal, and behavioral abilities that are necessary to participate and progress satisfactorily in our MD program curriculum and to meet the graduation requirements. An applicant/student must be able to perform each of these abilities as prerequisites for medical school admission, continuation, and advancement through our program of study, and graduation.
The medical school does not discriminate against students with disabilities and strives to provide equal opportunity for all students. The buildings and facilities of the medical school are accessible to persons with physical challenges. The medical school complies with the Americans with Disabilities Act and provides equal access through reasonable accommodations for qualified students with documented disabilities but may not be reasonably able to provide every accommodation requested by students.
The medical school has determined the essential abilities that must be met by all medical students and the process for providing reasonable accommodations for persons with qualified disabilities. The Medical Student Admissions Committee considers any applicant who meets the academic and other application requirements and also demonstrates these essential intellectual, physical, and behavioral abilities with or without reasonable accommodations. Acceptance as a medical student into the medical school does not depend on merely meeting these essential abilities for completion of the medical curriculum and the minimum admission requirements.
The medical school helps students with disabilities identify the necessary resources, if available, to facilitate the student's development. The student is responsible for expenses resulting from diagnosis and treatment of disabilities, including expenses for optional resources selected by the student.
Medical students must possess the essential abilities necessary to undertake and complete the curriculum in a reasonably independent manner and must demonstrate an ability to personally perform activities and achieve competencies required by the curriculum. Reliance on an intermediary, such as another person or assistant, normally creates a substantial risk that the intermediary could impose external power or influence of selection and observation on the student's independent judgment and behavior. As a result, use of an intermediary generally fundamentally alters the nature of the educational program and is not a reasonable accommodation that can be made available.
The essential abilities for completion of the medical curriculum of the medical school are adapted from: AAMC Special Advisory Panel on Technical Standards for Medical School Admission (AAMC, Memorandum #79-4, approved by the AAMC Executive Council on January 18, 1979).
Areas of Essential Abilities
The following abilities and skills are deemed essential and necessary throughout our program of study and required for admission, continuation, advancement, and graduation.
Sensory Abilities: The applicant/student must be able to: observe and participate in demonstrations and experiments in the basic and clinical sciences including microscopic studies; observe a patient accurately at a distance and close by; perform all elements of a complete physical examination; observe electrocardiographs, radiographs and other visual results; and deliver patient care. Obtaining a medical history, observation, examination and patient care necessitate the functional sensory abilities of vision, hearing and touch, and are enhanced by the functional sensory ability of smell.
Communication Abilities: The applicant/student must be able to listen, speak and observe patients in order to: listen effectively; elicit and synthesize information; explain medical information in a patient- and family-focused manner; recognize, acknowledge and describe changes in mood, activity, and posture; recognize, acknowledge and respond appropriately to emotions; and perceive nonverbal communications. The applicant/student must be able to communicate effectively and sensitively with patients, families, peers, staff and faculty of both genders and across a diversity of ages, disabilities, ethnicities, socioeconomic and cultural backgrounds, sexual orientation, and religious beliefs. Communication includes speech, reading, writing and keyboarding and the ability to maintain comprehensive, timely and legible records. The applicant/student must be able to communicate effectively and efficiently in oral, written, and electronic forms with physicians and all healthcare professionals.
Motor Skills: The applicant/student must have sufficient motor function and physical dexterity to master technical and procedural aspects of patient care including the ability to elicit information from patients by palpitation, auscultation, percussion and other diagnostic maneuvers. The applicant/student must be able to perform basic laboratory tests, perform physical diagnostic procedures, and read and interpret electrocardiograms, x-rays, and other graphical data. The applicant/student must be able to execute motor movements reasonably required to provide general care and emergency treatment to patients. Such actions require coordination of both gross and fine muscular movements, equilibrium and functional use of the senses of touch and vision. The applicant/student must have sufficient strength to perform the essential duties and the adequate physical stamina and energy to perform taxing duties over long hours.
Intellectual, Conceptual, Integrative and Quantitative Abilities: These abilities include measurement, calculation, reasoning, analysis and synthesis. Problem solving, the critical skill demanded of physicians, requires all of these intellectual abilities. The applicant/student must be able to comprehend and learn factual knowledge from readings and didactic presentations, gather and assimilate information independently, analyze and synthesize material, and apply information to specific clinical situations. The applicant/student must be able to comprehend three‑dimensional relationships and to understand spatial relationships. The applicant/student must be able to independently access and interpret medical information and patient records; identify significant findings from history, physical examination and laboratory data; synthesize a reasoned explanation of probable diagnoses; develop appropriate plans of therapies and medications; and retain and recall information in an efficient manner. The applicant/student must be able to incorporate new information from peers, teachers and the medical and scientific literature. The applicant/student must demonstrate sound judgment in patient assessment, diagnosis, and therapeutic planning.
Behavioral, Social and Professional Abilities: The applicant/student must demonstrate: the emotional health required for full utilization of his/her intellectual abilities; the exercise of sound judgment; the prompt completion of all responsibilities attendant to the diagnosis and care of patients; the development of mature, sensitive and effective relationships with patients that respect patient privacy and autonomy; accountability to patients, society and the medical profession; the ability to work effectively as a member or leader of a healthcare team; and the emotional maturity and stability to tolerate taxing workloads and to function effectively under stress. The applicant/student must be able to adapt to circumstances that are unpredictable or that change rapidly, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of many patients. The applicant/student must be able to work effectively as a member or leader of a healthcare team or other professional group. The applicant/student must consistently exhibit the personal qualities of integrity, ethics, responsibility, accountability, compassion, empathy, altruism, tolerance, and responsiveness to patient needs that supersedes self-interest, respect for others, commitment to excellence, interest, initiative, motivation and the exercise of the requisite judgment for the practice of medicine. These personal qualities and interpersonal skills are assessed throughout the admission and education processes.
Hearing Enhancement Headsets
Hearing enhancement is available for activities in the two TBL Halls and in the auditorium using systems that transmit audio wirelessly from the room microphones to individual headsets. The hearing enhancement headsets are available to borrow upon request from the Information Technology help desk. Headsets are available upon request to students and others for short‑term needs, and may be assigned to students with long‑term needs without the need to request accommodations. There is no charge for use of the hearing enhancement devices if the devices are returned as agreed and undamaged.
Applicants with disabilities are evaluated for admission according to the same standards and selection criteria that are used for all applicants. The review of each application for students with or without disabilities takes into account the necessity of meeting the essential abilities for completion of the medical curriculum with or without reasonable accommodations.
All applicants admitted to the medical school are required to submit a completed Student History and Physical Examination form prior to matriculation. This includes a complete health history, physical examination by a licensed health care provider, record of immunizations, record of tuberculosis testing, and additional laboratory testing. The physical examination form also includes a copy of the Essential Abilities for Completion of the Medical Curriculum for the examiner to review. Both the applicant and the licensed health care provider must attest to the student's capability to consistently comply with all elements of the Essential Abilities for Completion of the Medical Curriculum. All forms should be completed within two months prior to matriculation, and must be completed, signed, and dated by the applicant and their licensed healthcare provider.
Applicants with disabilities should begin discussion with the director of Admissions as soon as the offer of admission is accepted. Upon request following the offer of admission, applicants must submit the signed form "Essential Abilities for Completion of the Medical Curriculum Attestation." Failure to provide a signed form could result in rescinding the offer of admission. Falsification of the form is a violation of the Code of Professional Conduct.
Annually each student must submit the signed form "Essential Abilities for Completion of the Medical Curriculum Attestation." Failure to provide a signed form could delay or preclude advancement or graduation. Falsification of information on the form is a violation of the Code of Professional Conduct.
- Students with Disabilities
The medical school adheres to Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA) in prohibiting discrimination against any qualified person with a disability within the context that medical students must possess the essential abilities necessary to undertake and complete the curriculum in a reasonably independent manner without having to rely on intermediaries.
Matriculating and enrolled students with specific questions regarding medical school policies governing students with disabilities should contact Student Affairs at 269.337.6100.
- Transfer Students and Transfer Credit
Our highly integrated curriculum blends the basic sciences with clinical sciences throughout all four years. The differences in curricula do not enable advanced placement of medical students from other medical schools. WMed does not consider transfer requests.
Step 2: Supplemental Application
After an initial review, candidates who meet our minimum academic requirements are notified via email and invited to complete our supplemental application. A unique username and password are provided to each applicant. The supplemental application has three required components and is completed online. The deadline for submission of all components of the supplemental application is January 10, 2020.
- Essay Questions
The supplemental application includes three essay questions. Each question has a 2,000 character limit. The questions are:
- Describe why you wish to enroll at WMed. You should describe any connection that you have to Southwest Michigan.
- Describe what you bring to the practice of medicine - your values, skills, talents, and life experiences - and how you add to the cultural, ethnic, and socioeconomic diversity of the medical profession.
- WMed Re-Applicants Only: Describe the changes to your application from previous cycles - include academics, experiences, and/or personal attributes.
This section of the supplemental application is not timed. You can work on your responses offline and then submit your essay responses when you are ready.
- Online Assessment
The online assessment is unique to WMed. We use this assessment to give us more information about your personal attributes. It includes approximately 50 multiple choice questions and you have 30 seconds to respond to each question. The questions are straight-forward and no preparation is needed or recommended. Your supplemental application is not considered complete until both the essays and online assessment are submitted.
- Application Fee
The fee for the supplemental application is $100.00. The fee is submitted prior to completing the other components of the supplemental application.
Step 3: Experiences Review
Select candidates move next to the experiences review where we review your pre-medical experiences, essays, and application materials.
Step 4: Phone Interview
We have designed a telephone interview to help us learn more about your personal attributes. This is not an interview you can study for and isn't designed to test your medical or scientific knowledge. This step is unique to WMed and is designed to help us learn more about your personal attributes.
Step 5: On-Campus Interview Day
Approximately 450 applicants will be invited to Kalamazoo to the W.E. Upjohn M.D. Campus, and meet with faculty and students for a campus interview. The interview day includes both a traditional interview and a structured interview.
On-Campus Interview Agenda and Travel Information
If you are invited for a campus interview, prepare carefully. We encourage you to explore our website and become more familiar with our institution. We also encourage you to be prepared to talk about your experiences and goals in medicine.
- Agenda
Throughout the day you will have plenty of opportunities to ask questions and learn more about WMed. You will meet with the Admissions Team, meet with Founding Dean Hal Jenson, M.D., learn about financial aid and get a tour of our state of the art facilities including the Simulation Lab. Interview days will be held on select Fridays from late September through early March.
- The Interview
Our interview day is structured to encourage you to get to know WMed and ask any questions you may have. We utilize both a structured Interview and a traditional open file one-on-one interview.
- Traveling to Kalamazoo
Please secure your interview date before making travel arrangements. Interview invitations are made on a rolling basis and we encourage all applicants to schedule the earliest date available. Parking details will be emailed to candidates. All questions about scheduling should be emailed to firstname.lastname@example.com.
- Kalamazoo/Battle Creek International Airport (AZO)
- Gerald R. Ford International Airport (GRR) – approximately 60 minute drive to Kalamazoo.
- Detroit Metro Wayne County Airport (DTW) – approximately 2.5 hour drive to Kalamazoo.
- Chicago Midway International Airport (MDW) – approximately 2.5 hour drive to Kalamazoo.
- Chicago O'Hare International Airport (ORD) – approximately 3 hour drive to Kalamazoo.
Public Transportation
- Amtrak Kalamazoo (KAL) Station - located at 429 North Burdick Street
- Kalamazoo Greyhound Bus Station - located at 429 North Burdick Street
Hotel Accommodations
There are a variety of hotel options available in the Kalamazoo area. We have arranged for reduced rates at these select hotels if you follow the registration instructions provided.
Hotel Information Registration Instructions
AmericInn Hotel & Suites Kalamazoo
1550 East Kilgore Road
$69.90 plus tax per night
- Call 269.344.7774 to make a reservation.
- Reference Western Michigan University Homer Stryker M.D. School of Medicine when making your reservation.
3443 Retail Place Drive, Kalamazoo
$99 plus tax per night
- Call 269.270.3203 to make a reservation.
- Reference Western Michigan University Homer Stryker M.D. School of Medicine when making your reservation.
2747 South 11th St., Kalamazoo
$99 plus tax per night
- Visit www.holidayinnkz.com.
- Click "Sleep."
- Click "Reserve."
- Input dates and click "Have a Corporate ID?"
- Enter: 100171512
- Select Room
100 West Michigan Ave., Kalamazoo
$139 plus tax per night
- Visit www.radisson.kz.com.
- Input dates and click "Find Rates."
- Enter promotional code: WMUSOM
- Click "Search Again."
- Select Room
1500 East Kilgore Road, Kalamazoo
$114 plus tax per night
- Call 269.349.0855 to make a reservation.
- Reference Western Michigan University Homer Stryker M.D. School of Medicine when making your reservation.
Step 6: Post-Interview Decision
Within four weeks of the completion of an on-campus interview, we will communicate admissions decisions on a rolling basis.
Step 7: Acceptance and Enrollment Commitment
Rather than requiring a monetary seat deposit, WMed utilizes a commitment letter to reserve your seat in each class.
- Matriculation Requirements
All offers of admission are conditional upon satisfactory review of the following prior to matriculation:
- Confirmation of a bachelor's degree from an institution accredited by a regional accreditor that is recognized by both the U.S. Department of Education and the Council for Higher Education Accreditation.
- Criminal background check.
- Evidence of health insurance. Health insurance that provides coverage for preventive, diagnostic and therapeutic health services is required of all students throughout medical school. If a student has no medical coverage, health insurance may be purchased through the medical school.
- Completed health forms and required immunizations.
- Alcohol, tobacco, and controlled substances testing. All applicants are required to undergo testing during orientation for alcohol, tobacco (which screens for cigarettes, cigars, smokeless tobacco, snuff, nicotine patches and nicotine gum), and controlled substances. WMed students are not permitted to use tobacco and nicotine products, controlled substances without a prescription, or abuse alcohol. Learn more in the WMed Student Policy Manual.
- Required Immunizations
Required immunizations and tests are based on CDC guidelines (Centers for Disease Control and Prevention: Immunization of health-care personnel. Recommendations of the Advisory Committee on Immunization Practices (ACIP). MMWR 2011;60(RR-7):1-45). The required immunizations include:
Hepatitis B: All students must have written documentation of three doses of hepatitis B vaccine or laboratory evidence of immunity (e.g., anti-HBs). Laboratory testing is not performed for students who have received three doses but were not tested one to two months after the third dose. These students are tested for anti-HBs following an exposure to blood or body fluids. Students who have not yet completed the series should receive the necessary doses and be tested for anti-HBs to document immunity one to two months after the third dose. Students who are non-immune after the primary vaccination series should be revaccinated with a second complete three-dose series, followed by antibody testing one to two months after the third dose.
Influenza: All students must have annual influenza vaccination, which is administered in the fall of each year during which the student is enrolled.
Measles, Mumps, Rubella: All students must have written documentation of either two doses of MMR vaccine or laboratory evidence of immunity (e.g., measles, mumps and rubella titers). Students who have written documentation of two doses of MMR who are tested and have negative or equivocal serologic results for immunity for MMR are considered to have presumptive evidence of immunity and are not in need of additional MMR doses.
Meningococcus: All students must have written documentation of at least one dose of meningococcus vaccine as proof of vaccination to meningococcal disease.
Tetanus/Pertussis: All students must have written documentation of immunization of a Tdap at any age, and Tdap or Td within 10 years. All students should receive a single dose of Tdap as soon as feasible if they have not previously received Tdap and regardless of the time since their most recent Td vaccination. Students who have received Tdap should receive Td every 10 years as booster vaccinations against tetanus and pertussis.
Tuberculin Testing: Annual PPD (intradermal tuberculin) testing for tuberculosis is required for enrolled students. A two-step PPD test is required for the initial testing, following CDC guidelines. If the most recent documented PPD test was within 12 months, one PPD should be performed within three months prior to matriculation. If it has been greater than 12 months, a two-step PPD test must be completed prior to the first clinical experience. If the PPD test is positive, a chest x-ray or QuantiFERON-TB gold test is required within 12 months of matriculation. All students with a positive PPD test or history of tuberculosis require follow-up consultation with the Occupational Health Office for further management.
Varicella (Chickenpox): All students must have written documentation of two doses of varicella vaccine at least 28 days apart, or laboratory evidence of immunity (e.g., a varicella titer), diagnosis or verification of a history of varicella disease by a health care provider, or diagnosis or verification of a history of herpes zoster by a health care provider. Students without acceptable documentation should receive two doses of varicella vaccine at least 28 days apart.
- Drug Testing
Alcohol, Tobacco, and Controlled Substances
WMed is committed to protecting the health, safety, and welfare of its students, staff, and patients. To carry out this commitment, we seek to assure that a drug-free workplace is maintained and that students perform their duties unimpaired by the effects of alcohol, tobacco, and controlled substances (including cannabis). The medical school does not admit or enroll students who: abuse alcohol, as evidenced by binge drinking, public intoxication, and other signs of excessive use; use tobacco products including cigarettes, cigars, chewing tobacco, smokeless tobacco, snuff, nicotine gum, nicotine patches, e‑cigarettes, and vaporizers; use controlled substances without a prescription; use illegal drugs; use cannabis or cannabinoids in any form, with or without a prescription or registration card; or have a substance dependence. All applicants who accept an offer of admission are required to undergo testing prior to matriculation or during the Transition to Medical School course for alcohol, tobacco (which screens for cigarettes, cigars, chewing tobacco, smokeless tobacco, nicotine gum, nicotine patches, e‑cigarettes, and vaporizers), and controlled substances. Applicants/students who test positive on the initial test may request a second test.
Applicants who refuse to be tested, and applicants whose initial and second test results are positive and who do not have an appropriate prescription, are in violation of this policy, will have their admission rescinded, and will not be permitted to re-apply for admission for one year.
Important Dates
January 1, 2017 to September 2019: We accept MCAT scores within three years preceding the date of the AMCAS application and no later than September of the calendar year prior to matriculation.
May 1, 2019: AMCAS applications become available online at: www.aamc.org/students/amcas.
Early July 2019: Applications are submitted to schools by AMCAS, and WMed begins to review completed applications and schedule interviews.
Fall 2019: Campus Interviews begin and continue through March 2020.
October 15, 2019: First date for sending letters of acceptance. Acceptance letters will continue to be sent on a rolling basis after October 15th.
November 15, 2019: Deadline for completed AMCAS application.
January 10, 2020: Supplemental application deadline, including essays and online assessment.
Late July 2020: First day at WMed.
Things to Remember
Timing Matters - WMed uses rolling admissions and encourages applicants to complete each step of the application process in a timely fashion for best consideration.
Check Your Email - WMed sends all communication via email so keep an eye on your inbox and make sure our emails aren't getting caught by an email filter.
Applicant Portal - Applicants will be sent login information to our secure applicant portal to track their progress in the admissions process.
Admissions Questions - If you have questions, contact the Office of Admissions at email@example.com.


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News From the Field
Child's Cremation Site Reveals Domestic Life in Paleoindian Alaska
February 24, 2011
This material is available primarily for archival purposes. Telephone numbers or other contact information may be out of date; please see current contact information at media contacts.Scientists have discovered the cremated skeleton of a Paleoindian child in the remains of an 11,500-year-old house in central Alaska. The finding reveals a slice of domestic life that has been missing from the record of the region's early people, who were among the first to colonize the Americas. The discovery appears in the Feb. 25 issue of the journal Science, which is published by AAAS, the nonprofit science society.Full Story
American Association for the Advancement of Science
See also: NSF News Release
The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering. In fiscal year (FY) 2020, its budget is $8.3 billion. NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions. Each year, NSF receives more than 50,000 competitive proposals for funding and makes about 12,000 new funding awards.
Useful NSF Web Sites:
NSF Home Page: https://www.nsf.gov
NSF News: https://www.nsf.gov/news/
For the News Media: https://www.nsf.gov/news/newsroom.jsp
Science and Engineering Statistics: https://www.nsf.gov/statistics/
Awards Searches: https://www.nsf.gov/awardsearch/


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Environmental Health
The world has always been full of dangers for humans. Early hunters and gathers had to find out by trial and sometimes fatal error which plants and fruits were safe to eat and which were poisonous. In previous centuries, cities were often crowded, dusty places where poor sanitation spread diseases such as cholera, the plague, and tuberculosis. Today, advances in sanitation, health, and nutrition have more than doubled longevity worldwide. Previous causes of death throughout history—smallpox, flu, cholera, tuberculosis, malaria, plagues, and measles—have been virtually eliminated as serious threats in industrialized nations.
Yet, influenza, HIV-AIDS, diarrheal diseases, tuberculosis, measles, and malaria remain primary killers in Africa, Asia, and other developing regions. Of the one million people who die of malaria each year; 90 percent are from Sub-Saharan Africa. Due in part to these rampant infectious diseases, Sub-Saharan Africa is currently one of only two regions in the world in which longevity is declining (the other is Russia).
Many diseases are related to poor land and water use practices. For example, schistosomiasis is believed to have arisen in the last few decades because of irrigation systems in hot climates. Other water contaminants can also cause health problems. Arsenic is a particular problem in Bangladesh, where it has been estimated that 20 percent of wells—originally dug to prevent the spread of infectious diseases—are contaminated with arsenic levels that pose serious health problems.
The ever growing globalization of transportation, trade, and travel also has an impact on environmental health. According to WHO's World Health Report (2007), due in part to the high-mobility of the population, ?Infectious diseases are now spreading geographically much faster than at any time in history—[and] they appear to be emerging more quickly than ever before.? Cholera, for example, once largely eliminated from developed countries, continues to be a major health risk all over the world: in 1991, a pandemic from Africa, Asia, and Europe spread to Peru and, by 1995 more than 1 million cases were reported in the Americas. Moreover, diseases once well-controlled by antibiotics, such as tuberculosis, are developing strains highly resistant to current treatment regimens. There is also increasing concern about non-human animal diseases, including Avian Flu and Mad Cow, developing new human-related variants.
In addition to infectious agents in the environment, there are also hazardous natural and man-made substances that can pose a risk under certain levels of exposure. For example, airborne particulates can cause respiratory distress and some heavy metals can act as neurotoxins at certain levels. Research aims to identify hazards and assess the level of risk at existing or proposed exposure concentrations, so that exposures can be reduced to acceptable levels. In some cases, however, a substance used to reduce exposure to one hazard is later discovered to pose a risk itself. Asbestos is a good example; it was credited with saving many lives by reducing the threat of deadly fires on ships at sea, but was later found to pose a health risk, particularly among those working in close quarters with the substance.
Research is also expanding to understand why individuals vary in their susceptibility to environmental toxins and infectious agents. This is termed gene-environment interaction research. It is known that some populations have developed genetic defenses against certain diseases. Those who carry the sickle cell gene, for example, are less susceptible to malarial infections. Rapidly growing knowledge in the genetic sciences is providing new insight into interactions between genetic characteristics and environmental factors—and giving rise to the field of toxicogenomics.
A world without risk cannot be expected, but it is possible to reduce exposures to a hazard once it is known and understood to pose a risk at existing levels. There is often disagreement, however, about whether a substance poses a risk at low levels of exposure. More precise measurement equipment has permitted researchers to identify exposures to substances at extremely low levels that were previously unknown to be present in humans. It is usually impossible to test empirically using human or animal studies whether trace levels of agents pose a risk. New approaches are often required. Although there has been remarkable progress in health and genetic research, many research challenges lie ahead.
Recommended Resources
The World Health Report
The United Nation's World Health Organization (WHO) publishes yearly reports assessing global health, with statistics on all countries.
National Institute of Environmental Health Sciences
This institute, part of the U.S. National Institute of Health (NIH), focuses on environment-related diseases and risks. Their site includes fact sheets and questions and answers about environmental health topics such as asbestos, electromagnetic fields, dioxin, aflatoxin, asthma, and cancer. Also see Environmental Health Perspectives, their monthly journal of peer-reviewed research and news on the impact of the environment on human health.
U.S. Centers for Disease Control: Environmental Health
This federal agency offers a comprehensive portal to information and resources on environmental health, including case studies in environmental medicine, toxicological profiles, and related statistics. Create an Environmental Health WebMap which displays information by region, state, zip code, or contaminant.
American Council on Science and Health
A non-profit consumer education consortium, this organization discusses environment-related diseases and risks in various publications, including its online newsletter Health Facts and Fears.
Laws & Treaties
Occupational Safety and Health Act (OSHA), 1970
OSHA regulates employee exposure to workplace hazards such as toxic chemicals, unsanitary conditions, and excessive noise.
Safe Drinking Water Act, 1974
This Act set the basic federal standards for water quality to reduce waterborne diseases, chemicals, and heavy metals in the drinking water supply.
Toxic Substances Control Act, 1976
Under the Toxic Substances Control Act, the EPA is required to track and regulate any industrial chemicals produced in or imported to the United States.
Registration, Evaluation, Authorisation, and Restriction of Chemicals (REACH), 2007
The European Union regulates chemicals manufactured or marketed in Europe through the REACH agreement, requiring companies to provide information on how the chemicals they make affect human health and the environment.
For the Classroom
Health Politics with Dr. Mike Magee
This site offers over 100 video programs (6-8 minutes each) on a wide variety of public health and policy topics, including infectious diseases and environmental health. Each video is accompanied by downloadable PowerPoint slides, an annotated transcript, and in-depth discussion questions to facilitate classroom conversation.
The Biology Project—Chemicals and Human Health
University of Arizona Professors Bill Grimes and Rick Hallick share tutorials and quizzes on toxicology, covering what a hazard is, where they can come from, how they affect humans, and methods of control.
National Institute of Environmental Health Sciences (NIEHS): Education page
The NIEHS website includes general information on environmental health and links to materials suggested for classroom use.
Science Education for Public Understanding Program (SEPUP), University of California , Berkeley: Curricular Materials
All SEPUP materials are issue-oriented and hands-on. The collection includes activities on topics in environmental health, in general, and risk assessment, in particular, including probability, acute vs. chronic toxicity, thresholds, and scientists' sampling techniques. [Grades 4-12]
Smith, Allan, Elena O. Lingas, and Mahfuzar Rahman. Contamination of drinking-water by arsenic in Bangladesh: a public health emergency. World Health Organisation, 2000.
World Health Organisation. The World Health Report 2007.


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Browse: Home / Technical Services / In The Field / Page 2
In The Field
The Kinlock Basin
By Robert Johnson on Aug 28
Even though residents of Kinlock may never see the new detention pond the Westmoreland Conservation District helped to create a few miles away, they definitely will notice the big, positive difference it makes in their quality of life. It will reduce flooding – a problem that has plagued this small community near Lower Burrell for […]
Posted in In The Field


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When you enter a game, you must choose a reality check interval. The reality check interval defines the number of minutes until you get a notification within the game that informs you how long you have played, the sum of bets, the sum of your winnings and the overall balance of you game session.
What is the reality check interval?
Modified on: Mon, 16 Oct, 2017 at 3:00 PM


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that's right folks, he bought us tickets to italy!
first stop, ROMA.
from there, we know not where we go but i'm sure it will involve food and beautiful landscapes.
we've never been to europe or anywhere really, so this is pretty exciting.
it's super scary to hit that purchase button isn't it???
ahhhhhhh, so excited.
where will you be on march 25th!?
wanna meet at the colloseum?
and here is a happy friday tune for your cute little booties.
ciao, ciao!


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As an adult returning to education you will have many demands on your time. That is why we offer a range of flexible, part-time and short course programmes. There's something for everyone, from entry-level all the way to postgraduate study at one of our specialist colleges.
Back to basics, we offer maths, English and employability skills to help you get back into training or employment
Professional and trade qualifications and apprenticeships to give your career a boost or allow you to try an new direction.
Access to higher education diplomas, foundation degrees, honours and masters programmes for anyone wanting university study.
And don't forget our wide range of short leisure courses at a venue near you, if you just want to try something new for fun.
We're passionate about learning and we want to share that with you. So whatever you're looking for – whether it's something different or you're one of the thousands of people who already enjoy studying with us – we've got a course for you.
We offer the widest range of professional and trade qualifications, whether you want to boost your career or retrain. If university is your goal, we also provide Return to Study and Access to Higher Education Diplomas that can fast track you to degree study.
If you've not got the qualifications to start a degree, an Access to Higher Education Diploma is a fast-track route. Download our guide here or search 'Access' on our course search.
Be inspired, visit our University Courses section to see degrees available in Cornwall and Devon.


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- Fall 2015
Xenia, Ohio---Honoring the railroad heritage of Xenia and beyond, the 2012 Greene Trails Cycling Classic official jersey design has just been revealed and reflects the transition from trains to trails in the region.
Jerseys can be pre-ordered in the next week by those participating in the Greene Trails Cycling Classic or by those who want to buy a jersey in support of the event.
The four-day cycling events will be held July 19 to 22 and based at the Fairgrounds Recreation Center, Xenia. Hosted by Greene County Parks & Trails, Greene Trails Cycling Classic is sponsored by Miami Valley Hospital, K & G Bike Shop, National Aviation Heritage Institute, and Five Rivers MetroParks with more opportunities for partnering available.
Two new rides---the Geocache ride on the Ohio-to Erie Trail and a self-guided history ride on the Little Miami Scenic Trail have been designed especially for local riders. Riders can choose to sign up for one to four days based on their schedules. The popular 100-mile Century Ride from Xenia to Miamiville will also be held.
"We really want to encourage local riders to participate in our Greene Trails Cycling Classic," says Greene County Parks & Trails Event Manager Andrea Malavich. "We have cyclists return year after year from as far away as California, North Carolina and Mississippi. Our new rides will offer something to local riders they can't experience on a day-to-day basis."
All funds raised by the event benefit the maintenance of the 62 miles of paved, multi-use trails in Greene County.
For more information, call Greene County Parks & Trails at 937.562.6440, email email@example.com or log on www.gcparkstrails.com under the event link


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Top Design 2 concluded Wednesday with Nathan Williams winning the $100,000 prize, defeating Preston Lee and Ondine Karady. The judges said they appreciated Nathan's growth during the competition and were "always dying to see what [Nathan would] come up with next." They didn't specify a runner-up.
Now that its second season is complete, it's quite obvious that Top Design is the new Top Chef, which is the new Project Runway. In other words, Top Design 2 claimed the second-best Bravo reality show title after a makeover that followed a dreadful first season.
It was helped by some extraordinary casting which can be summed up in one word: Wisit! There was also that insufferably bitchy Eddie Ross, who works for Martha Stewart Living and was a perfectly detestable villain. And even Andrea Schroder, who could have come across like stunt casting (her husband, as we were reminded about 72 million times, is Rick Shroeder), was actually a strong core
Having been demoted to mere judge, Jonathan Adler was a lot more tolerable, even when he said crazy shit, and his stupid send-off line wasn't missed. Margaret Russell grew into one of the best Bravo judges, particularly when she challenged other judges, while Kelly Weastler was more coherent while entertaining us with her "fuck it" wardrobe.
There were still some tonal problems; specifically, the elimination segments, from the set to the oddly creepy music, seemed too cold and unforgiving, even for eliminations. But overall, it's a remarkable and surprising recovery.


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BASINGSTOKE Town were overpowered by a direct and ruthlessly effective Sutton United side at Gander Green Lane on Saturday.
The visitors were never at the races, going behind after five minutes, trailing by three goals at half-time and going on to lose 4-0, despite Sutton being reduced to 10 men in the second half.
Town welcomed back Wes Daly, Manny Williams and Shaun McAuley following injury. McAuley was left on the bench, while Williams replaced Robbie Matthews in attack and Daly came in for Marcus Johnson-Schuster, with Robbie Rice reverting to right-back.
The formation was 4-4-2, with Daly anchoring the midfield and Andrew Jenkinson playing in a more advanced role.
Sutton also operated 4-4-2. Both Craig Dundas and Michael Spillane sat fairly deep in the centre of midfield, with Damian Scannell given a free role on the left to provide support to the strikers.
Pace up front and a direct style works well for Sutton
Sutton came into the match with a definite gameplan – and it worked a treat.
It wasn't overly complicated, basically involving getting the ball forward as quickly as possible, with either goalkeeper Jason Brown or the back four launching long balls forward.
The hosts did not have much in the way of height up front, but they did have plenty of pace in the form of Jamie Taylor, Gavin McCallum and Scannell. Whenever the ball was thrown forward, at least one of them would look to run into the space in behind the Town defence.
Town struggled to deal with this. McCallum and Taylor won far more headers than they should have done against the visitors' central defenders and the Town defence found themselves facing their own goal far too often.
The knock-on effect was that the visitors were forced to concede a lot of throws in their own half. The hosts sent centre-back Charlie Clough forward almost every time, despite rarely putting long throws straight into the area, but he gave the Town defence a problem.
It was from a throw that the hosts took an early lead. Town switched off, it was taken quickly and the defence never recovered, with Scannell allowed to play two one-twos and slot past Wells.
Out of possession, Sutton worked hard as a unit and were more physical, stopping Town building attacks up patiently by pressing quickly and breaking the play up with minor fouls in midfield. The visitors could get nothing going throughout the first half, failing to trouble Brown at all.
It was one-way traffic, with Town often finding themselves penned deep in their own half.
Scannell was causing problems as well, roaming across the field to find space, and the second goal was scored when he popped up on the right side of the area.
Sutton's direct style came to the fore with their third goal. Having been defending, a long ball forward was misjudged by Rice, who had a torrid afternoon, allowing Taylor to create a goal for strike-partner McCallum.
Half-time changes fail to alter the course of the game
Bristow made a double substitution at half-time, replacing Rice and the ineffective Jenkinson, who was bullied out of the game, with Robbie Matthews and Shaun McAuley. Nathan Smart dropped to right-back in a very attacking Town side, with a front three spearheaded by Matthews and supported by Louie Soares and McAuley from midfield.
McAuley has been a big loss in recent weeks and he made a good impact, popping up in dangerous areas and giving the Sutton defence something to think about.
Town got plenty of men forward but failed to do enough in the final third, while Clough was a rock at the back for Sutton.
With the game won, the hosts relaxed and passed the ball around nicely, showing that they were playing a direct style by instruction rather than necessity in the first half.
The visitors may have sniffed a chance when Dale Binns was harshly dismissed, but his departure made little difference to the game, which Sutton continued to boss despite being a man light.
They even added a fourth when McCallum was given time to cross for Dean Sinclair to break into the box unchecked and head home.
Town's best chance came in injury-time, and ironically, having tried to play football all afternoon, it stemmed from a simple throw down the wing, with two flicks putting Kezie Ibe away.
It was a bad day at the office for a tired-looking Town, who were second best throughout and simply could not deal with Sutton's physical and direct approach.
Paul Doswell's side may not be the best in the league individually but on this evidence they have found a very effective way to score goals and win games. It's easy to knock this approach but it works when done properly and they could yet challenge for the title.


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Interarms and Samuel Cummings
Samuel Cummings was born in Philadelphia in 1927 to wealthy British parents. His father lost a family fortune in mineral water when the US stock market crashed in 1929. He died at age 47 when Samuel was eight and his mother later became a very successful real estate agent in Washington, DC. Sam collected his first gun as a five year old boy. He found an old German Maxim machine gun in the garbage outside an American Legion post and carried it home in his little red wagon. He was drafted right after World War Two and served in the US Army as an infantry sergeant and gun instructor at Fort Lee, Virginia. After discharge he graduated from George Washington University on the GI Bill and briefly attended Oxford. He joined the new Central Intelligence Agency in 1950 as a weapons expert identifying small arms obtained in Korea and he learned the arms trade with them over a period of four years. According to his obituary, he first masqueraded as a Hollywood producer buying guns for his movies while obtaining $100 million worth of cheap German military surplus arms in Europe to sell to the Chinese Nationals.
He sold arms to anyone he could legally sell them to with only a few exceptions. Among his customers were the right-wing Cuban dictator Fulgencio Batista, and the Communist Fidel Castro. In addition to selling to the citizens of the US and Britain, and the clients of their governments, nations such as Singapore, the Philippines, Israel, Malaysia, France, Austria, and countless entities in Latin America and the Middle East were customers. The only people he refused to do business with was Muammar el-Quddafi and Ugandan leader Idi Amin. His biggest arms deals were from Spain. He bought the entire surplus from the Spanish Civil War in the course of two purchases in 1959-60 and 1965-66, amounting to one million weapons and 250 million rounds of ammunition.
Cummings became the export sales agent for many small arms manufacturers, including ArmaLite. He peddled the AR-10 and sold the Nicaraguans on it in 1957. He sold 100 to Batista in 1958 but Castro's forces captured the shipment in Havana the next year. Cummings wrote to Castro and asked him to either pay for the rifles or return them and was invited to visit Cuba. Castro ended up paying for the rifles and wanted more but Cummings couldn't oblige due to the American Arms Embargo. In addition to small arms, he peddled tanks, artillery, and jet aircraft.
In a 1970 article with Sports Illustrated, he made a few interesting comments. He mentioned that the 1968 Gun Control Act wasn't really all about gun control but included an economic measure to stop surplus weapons, but that it was already basically too late. He said the rifle makers of New England didn't get that his customers usually started with a cheap military surplus rifle and then moved up to a nice Winchester or Springfield rifle. He thought that his surplus business would have dried up by 1975 anyhow based on his available sources of WWI and WWII bolt action rifles and that he already couldn't sell the newer automatic rifles. (The stockpiles of Russian weapons, which he estimated at 25 million, were his focus near the end of his life as he related to a reporter in a 1996 newspaper article.) He also spoke poorly of the M-16 and said the Kalashnikov was a substantial weapon with a chrome plated barrel that didn't need cleaning and would not wear out. The M-16 looked like something bought in a toy store. He thought the US should make their own Kalashnikovs but chambered for a round one mm longer, that way they could also use enemy ammo but they couldn't use ours! He also thought the best military handgun since 1936 was the Walther P-38.
Cummings died on 29 April 1998 in his home in Monaco after a series of strokes. His family hid from him the fact that one of his daughters, who were fraternal twins, was facing a murder charge in Virginia after her polo player, Argentinean boyfriend was found murdered in the family mansion. She was eventually convicted of voluntary manslaughter and served 51 days in jail and fined $2,500.
One would think certain things of one of the world's largest arms dealers, but Cummings was known as a genuine and honest man, one who followed the law and stayed on the good side of both the American and British governments, which licensed and approved of every single sale he ever made.
Interarms was a giant in the business of surplus firearms in the heyday. In addition to the main offices in Virginia and Manchester, England, they had at times offices in Panama and Buenos Ares. Their house brands were Whitworth Rifle Company and Farquharson Rifle Company, both based in Manchester. The US distributor company was Hunters Lodge in Alexandria, Virginia. The Alexandria, Virginia complex had ten warehouses holding mostly high quality sporting rifles and pistols that were sold to American dealers and wholesalers. The British warehouse stocked primarily military weapons, which accounted for 70% of Interarms sales.
When Sam Cummings died in 1998 he was the largest private arms dealer in the world with annual sales of $80 to $100 million dollars. His family had no desire to continue his work and the entire company was closed or sold off by 1999. After Interarms folded, Walther joined with Smith & Wesson in 1999 to make Walthers in the USA. Rossi formed Braztech International to import their firearms into North America. Mauser had gone under in 1995 and both Star and Astra went out of business in 1997.
Copyright 2016 by Robert Adair. All rights reserved.


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This is an excerpt from the book "Milan" by Enrico Massetti.
The renowned Galleria Vittorio Emanuele II, one of the first buildings in Europe built in glass and iron, was inaugurated in 1867 by King Vittorio Emanuele II himself.
It is called il salotto di Milano because it is the traditional meeting place of the Milanese; indeed it offers a wide range of cafès, restaurants such the traditional restaurant Savini as well as fashion boutiques and the most essential bookshops in the city.
It is on the plan of a Latin cross with an octagonal center, the famous Ottagono regarded by every single Milanese as the heart of the city and is dominated by a central dome expanding into four branches one of which overlooking Piazza Duomo. The main branch connects Piazza Duomo with Piazza Scala and is the preferred promenade for La Scala amateurs who love strolling around with their fashionable evening dresses before enjoying a performance at La Scala Theatre.
Palazzo Reale
Palazzo Reale, a sizeable Neoclassical building which is a result of the original re-elaboration made by architect Piermarini between 1772 and 1778 of a pre-existing palace, was the seat of Spanish governors in the sixteenth and seventeenth centuries.
The original construction was characterized by a court facing the palace which was afterward replaced by a large area by Piermarini, who wanted it to become a vast square.
The square as we can admire it today has preserved the features according to Piermarini's design.
The bombs of 1943 severely damaged most of the palace, including the splendid Hall of the Caryatids.
Nevertheless, Palazzo Reale is the most important exhibiting space in the city hosting internationally renowned exhibitions of works by outstanding artists such as Monet, Kandinsky, Picasso and presentations on artistic movements which have marked the history of art.
Over the most recent years, reconstruction works have been carried out to reclaim vast and prestigious areas to host more permanent and temporary exhibitions.
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Where to stay in Milan
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