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26 Apr 2016
The Badgemore khaki jacket is the perfect antidote to Georgette lace dresses, and will ward off the evening chill
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Vegetarian Meals Recipes
View All | View Summaries
08.03.11 by Jackie
Panna cotta is probably the easiest vegetarian appetizer to prepare once you've figured out how to deal with agar agar. It's all about the liquid to powder ratio. In case you don't know, agar agar is a seaweed substitute for gelatin. I've created several savory and sweet panna cottas in the past using it.
Like other gelatin-based products, panna cotta can be be formed in any shape you want. I shaped the ones I made today in verrine glasses. I layered this panna cotta with red hummus, broccoli florets, baby spinach leaves, morel mushrooms and sugar plum tomatoes. Assembling them is very simple and they can be prepared in advance. Serve this panna cotta with a large salad and a baguette and you've got yourself a delicious, light meal.
Full Recipe...

subset: commoncrawl


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Psychology (2002-2003)
Admission | Courses | Program | Requirements
Department Chairperson: James E. Ackil
Graduate Faculty
Associate Graduate Faculty
The Department of Psychology offers work leading to the Specialist in School Psychology degree and the Master of Science degree in psychology in the areas of clinical/community mental health and general experimental psychology. The school psychology program leads to certification as a school psychologist in the State of Illinois. Detailed descriptions of each of the programs may be obtained from the departmental office. Information about the graduate program in gerontology, which is affiliated with the Psychology Department, can be found in the gerontology section of this catalog.
The graduate programs in psychology are designed to serve: a) students interested in becoming practitioners in the field of school psychology or in community mental health; b) students interested in eventually pursuing a doctoral degree at other institutions; and c) students wishing to function as teachers, researchers, or in other related capacities in settings not requiring the doctorate.
A minimum of 15 semester hours in psychology from an accredited institution is the basic prerequisite for admission. Each incoming student is expected to have successfully completed course work in each of the following three areas: general psychology, statistics/experimental, and learning/cognitive. In addition, students entering the clinical/community mental health program are expected to have successfully completed courses in abnormal psychology and personality. Persons lacking one or more of these courses will be required either to pass proficiency examinations or to pass the appropriate undergraduate course(s) before being admitted to candidacy for a graduate degree in psychology. Courses taken to make up undergraduate deficiencies cannot be applied to the credit requirements for graduate degrees.
Each applicant for admission to graduate study in psychology must submit:
official transcripts from all undergraduate institutions attended, three
letters of recommendation, Graduate Record Examination scores (the General
Test), and a biographical statement emphasizing academic, nonacademic,
and employment experiences relevant to the degree program selected. Applicants
At the time of application, potential graduate students must indicate whether they intend to concentrate in clinical/community mental health, general experimental psychology, or school psychology. Admission is into a specific degree option or program.
A minimum of 32 semester hours of course work is required to complete the master's program in general experimental psychology; a minimum of 65 semester hours is required in clinical/community mental health; 60 semester hours are required in the School Psychology program. Students in clinical/community mental health and school psychology are required to pass comprehensive examinations.
General Experimental Psychology Option
In addition, students in the general experimental psychology option are required to pass an oral examination based on their thesis research.
Of the 32 semester hours, no more than six semester hours can be taken at the 400G level. Elective course work can be taken in departments other than psychology to allow flexibility in ailoring a program for a student. As an example, graduate courses in management and human resource management from the College of Business and Technology might be electives for a student interested in industrial/organizational psychology.
Clinical/Community Mental Health Option
School Psychology Program
Students in the school psychology program are required to successfully complete a minimum of 60 graduate semester hours of course work and field experiences. If a student meets all course requirements in fewer than 60 semester hours, additional graduate-level course work in related areas (e.g., elementary education, special education, counselor education, educational administration) must be taken to fulfill the 60 semester hour requirement. Such additional course work must meet the approval of the student's academic adviser.
Courses that are also required for the school psychology program, unless equivalent undergraduate courses have been successfully completed, are:
Degree Requirements
422G Adolescent Development. (3) A study of adolescence from the standpoint of growth and adjustment, emphasizing the areas of physical, intellectual, social, and emotional development. Prerequisite: PSY 221 or EIS 201, or graduate standing, or permission of the instructor.
423G Psychology of Adulthood and Aging. (3) A survey of the adult years from early childhood to old age and the dying process. Emphasis will be placed on psychological theories and research related to aging and its implications. Prerequisites: Nine semester hours in psychology or graduate standing, or permission of the instructor.
424G Abnormal Psychology. (3) A consideration of the psychological factors in behavior disorders. The problems of recognizing, understanding, treating, and preventing these disorders are surveyed. Prerequisite: PSY 251, and six additional hours in psychology, or graduate standing, or permission of the instructor.
425G Psychology of Exceptional Children. (3) A psychological approach to children with exceptional learning and behavior characteristics. Examines assessment techniques, diagnostic categories, methods of remediation or enhancement, and relevant federal and state legislation. Prerequisite: PSY 221 or EIS 201, or graduate standing, or permission of the instructor.
430G History and Systems of Psychology. (3) A study of the important historical and contemporary schools of psychology. The systems are presented in an historical setting leading to an evaluation of trends in psychology. Prerequisite: Nine semester hours in psychology or graduate standing, or permission of the instructor.
433G Sex Differences in Behavior. (3) This course examines the social and biological bases for societal-defined sex roles. The knowledge of these factors will be applied to behaviors on which there are known sex differences. Prerequisite: Nine semester hours of psychology, or graduate standing, or permission of the instructor.
442G Principles of Behavior Modification. (3) An application of learning principles to modification of human behavior emphasizing operant and respondent principles. Topical areas include autistic behavior, academic learning, rehabilitation, token economies. Prerequisite: Nine semester hours in psychology, or graduate standing, or permission of the instructor.
444G Biopsychology of Drugs and Addiction. (3) A systematic study of the relationships between drugs and psychological processes (i.e., psychopharmacology) with emphasis on the roles of the central nervous system, individual experience, and the environment in determining the outcome of drug use. Prerequisites: PSY 343, or BIOL 103, or HE 123, or HE 442, or graduate standing, or permission of the instructor.
451G Personality. (3) An advanced treatment of the major research, concepts, and theoretical formations of personality, emphasizing integration of personality concepts with concepts from other areas such as learning and social psychology. Prerequisite: PSY 251 and six additional hours of psychology, or graduate standing, or permission of the instructor.
452G Advanced Social Psychology. (3) A systematic and critical treatment of current topics in the field of social psychology with emphasis on research design and problems in conducting social psychological research. Prerequisites: PSY 323 or graduate standing, or permission of the instructor.
454G Psychological Tests and Measurements. (3) This course relates the basic concepts of psychological measurement to commonly used psychological tests. Relevant social and ethical issues related to testing are discussed. Prerequisite: Nine semester hours of psychology to include PSY 323 or equivalent, or graduate standing, or permission of the instructor.
456G Cognitive Processes. (3) A survey of topical areas related to complex thought processes. Areas covered include: human conceptual behavior, psychology of language, thinking and problem solving, creativity and originality. Prerequisite: PSY 323 or graduate standing, or permission of the instructor.
457G Industrial/Organizational Psychology. (3) Examines the theory and application of psychological principles to business and other organizational settings. Topics include employee selection and evaluation, work motivation, work attitudes, leadership, and organizational change. Prerequisites: Introductory psychology or HRM 353 and one course in statistics, or with permission of the instructor.
500 Techniques in Research and Program Evaluation. (3) A course in research methodology. Topics include evaluation of laboratory, field, and clinical research. Each student must write a research proposal and several critiques. Prerequisite: Graduate standing, or permission of the instructor.
501 Advanced Psychological Statistics. (4) A consideration of advanced statistical methods and experimental designs that are applicable to psychological research. Particular attention is given to correlation and analysis of variance. Prerequisite: PSY 223, or equivalent.
520 Advanced Child Psychology. (3) A systematic presentation of research and theories concerning the development of children. The student will design a research project related to the study of children. Prerequisite: An undergraduate course in development or child psychology, or permission of the instructor.
521 Advanced Cognitive Processes. (3) Perception, attention, memory, language, proglem solving, decision-making, and intelligence will be covered with an emphasis on the integration of these systems in a conceptual model to facilitate professional applicaiton of knowledge and theory in cognitive psychology. Prerequisite: Undergraduate course work in cognitive psychology or permission of instructor.
523 Psychology of Aging. (3) An examination of the phenomenon of aging and how it relates to the motivations, satisfactions, needs, and perceptions of people in their advanced years. Prerequisites: Graduate standing or permission of the instructor.
550 Current Research in Psychology Seminar. (1, repeatable in consecutive semesters to 2) A survey of contemporary theoretical and methodological issues associated with areas of inquiry traditionally covered under general experimental psychology, including biopsychology, cognitive, developmental, industrial/organizational, learning, perception/sensation, personality, and social psychology. Prerequisites: Graduate standing.
560 Individual Research in Psychology. (1—2, repeatable to 4) The student will design, carry out, and write up an original experiment. Graded S/U. Prerequisites: Psychology 500 and permission of the instructor.
563 Individual Readings in Psychology. (1—2, repeatable to 4) The student will read extensively on topics chosen in consultation with a psychology instructor and prepare a written report on the topic(s). Prerequisites: Graduate standing and permission of the instructor.
570 Systems of Psychotherapy. (3) This course is intended to review various systems of psychotherapy and to introduce the student to professional considerations in the practice of psychotherapy. Prerequisite: Graduate standing, or permission of the instructor.
571 Group Processes and Group Psychotherapy. (3) An examination of theories of group and family psychotherapy emphasizing how basic group processes such as cohesiveness, norm formation, communication skills, and leadership are used in therapeutic groups. Prerequisite: Graduate standing or permission of the instructor.
572 Clinical Classification and Decision Processes. (3) Examination of the practice of psychological diagnoses with emphasis upon informational bases and decision-making processes involved in and theoretical assumptions underlying these practices. Prerequisite: Graduate standing; PSY 424 and 570, or permission of the instructor.
573 Crisis Intervention and Community Mental Health. (3) An introduction to the principles of community mental health emphasizing organization of community mental health services, mental health education, consultation, program evaluation, and crisis intervention. Prerequisite: Graduate standing, or permission of the instructor.
574 Professional Issues in Clinical/Community Mental Health. (3) An in-depth examination of the ethical, legal, and professional issues involved in the provision of mental health services primarily in public settings. Illinois laws governing confidentiality, mandated reporting, and professional licensure will be discussed. Prerequisite: Graduate standing and permission of the instructor.
577 Pre-Practicum in Clinical/Community Mental Health. (1) A practical introduction to the assessment and treatment of psychological disorders. Students will observe case presentations and selected treatment sessions as a way of developing familiarity with the procedures used in the delivery of mental health services. Graded S/U. Prerequisites: Enrollment limited to students in the school psychology or clinical/community mental health program.
581 Individual Psychological Evaluation: Intellectual Assessment. (3) Examines the administration, uses and interpretations of measures of ability and achievement, emphasizing cultural sensitivity in the application of these instruments. Includes supervised practice in the use of the Stanford Binet and Wechsler Scales. Enrollment limited to students in school psychology or clinical/community mental health program or permission of the instructor.
582 Clinical Assessment I. (2) Examines the administration, uses of, and interpretation of measures of intellectual and neuropsychological functioning. Students will receive supervised instruction in the use of standardized tests of intelligence and neuropsychological screening devices, with special attention devoted to cultural and demographic issues that bear on the use of these measures. Prerequisites: Enrollment is limited to students in the clinical/community mental health program or those with permission of the instructor.
583 Clinical Assessment II. (3) A review of contemporary objective and projective measures of personality. Emphasis is on development of applied skills in assembling a test battery, administrating and interpreting test results, and integrative report writing. Prerequisites: Enrollment is limited to students in the clinical/community mental health program who have successfully completed PSY 582 or those with permission of the instructor.
584 Individual Psychological Evaluation: Personality and Behavioral Assessment. (3) Develops technical evaluation and applied skills in personality assessment. Reviews representative objective, projective, and behavioral techniques and procedures. Enrollment limited to students in school psychology or clinical/community mental health program or permission of the instructor.
585 Psychological Problems of the Child. (3) Intensive study of the causes, evaluation, and treatment of social, emotional, and behavioral problems of children. Prerequisite: PSY 581, or permission of the instructor.
586 Practicum in School Psychology. (1—2, repeatable to 7) Supervised experience in diagnosis of and consultation for the psychological problems of children in either the local school system or the University Psychology Clinic. Prerequisites: Graduate standing, and permission of the instructor.
587 Practicum: Basic Interviewing Skills. (3) Classroom and supervised clinical experience in the conduct of clinical interviews with an emphasis upon communication skills and the development of the therapeutic relationship. Clinical work is done in the University Psychology Clinic. Prerequisites: PSY 577. Enrollment limited to students in the school psychology or clinical/community mental health program.
588 Practicum: Interpersonal Processes in Therapy. (3) Provides a review of theory and research on, and supervised experience in, contemporary interpersonal processes as they relate to the client-therapist relationship. Attending to overt and covert communication styles, using the client-therapist interpersonal relationship diagnostically and as a means for intervention, and integrating the interpersonal approach with other theoretical orientations in working with clients of the University Psychology Clinic will be emphasized. Consultation with and referral to other agencies may be included. Prerequisites: Enrollment is limited to students in the Clinical/ Community Mental Health Option who have successfully completed PSY 577 and PSY 587.
589 Practicum: Differential Treatment Selection. (3) Provides a review of current research on and supervised experience in selecting and conducting disorder-appropriate treatments for children, adolescents, and adults in the University Psychology Clinic. Consultation with and referral to other agencies may be included. Prerequisites: Enrollment is limited to students in the clinical/community mental health program who have successfully completed PSY 577, PSY 587, and PSY 588.
590 Introduction to School Psychology. (3) A survey of historical and current topics, issues, and professional problems in school psychology emphasizing the school psychologist's role and function, problems of professional practice, and legal and ethical considerations. Prerequisite: Graduate standing, or permission of the instructor.
591 Behavioral Consultation. (1) Students will be exposed to various consultation theories used in educational settings to facilitate problem solving. Specific techniques used in behavioral consultation will be taught and practiced. Prerequisites: 3 s.h. of PSY 586 or permission of instructor.
592 Child Neuropsychology. (2) Provide an awareness and understanding of the complexities of brain behavior relationships in children; enhance students' skills regarding neuropsychological issues. Prerequisites: PSY 581 or permission of instructor.
593 Intervention with Children and Adolescents. (3) Students will learn to plan, implement, and evaluate interventions appropriate for children and adolescents exhibiting a variety of behavioral, cognitive, educational, medical, and emotional difficulties. Prerequisite: 3 s.h. of PSY 586 or permission of instructor.
600 Seminar. (1—3) May be repeated up to twelve hours.
601 Thesis. (3) Graded S/U.
602 Professional Experience. (1—3, repeatable to 5) Practicum work at an advanced level in a setting appropriate to the student's professional goals, i.e., a school system, community mental health center, etc. Graded S/U. Prerequisites: Graduate standing and permission of the instructor.
603 School Psychology Internship. (6, repeatable to 12) A one-year full-time supervised professional psychological experience with children of school age in a public school setting under supervision of an individual qualified as a supervising psychologist. Graded S/U. Prerequisite: Open only to those students endorsed for intern approval by WIU School Psychology Program Director. Students enroll during each semester of their internship experience.
604 Internship in Clinical/Community Mental Health. (4, repeatable to 12) A full-time placement in an approved mental health facility providing advanced graduate students in clinical/community mental health with supervised experience in diagnosis, treatment, community education and program planning, and/or evaluation. Graded S/U. Incompletes will be given until the internship is completed. Prerequisite: Open only to those students endorsed for internship by the WIU Clinical/Community Health Program Director. Students enroll during each semester of their internship experience.
605 Comprehensive Examination in Clinical/Community Mental Health. (0) Graded S/U. Prerequisites: Graduate standing in the clinical/community mental health program and satisfactory completion of 52 semester hours of required course work in this option.


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Taking just a second to say two (I think?) things about Cassandra Clare's City of Bones.
- One, while I totally get the logic in using Stephenie Meyer's name to hawk a product (sell, baby, sell!) I'm still a little disturbed by how the cover designers actually worked the cover so Meyer's endorsement of the book featured more visibly than the author's name, and possibly even the title of the book. And me, being the girl with an obstinate rebellious streak, almost did NOT buy the book just because I thought that was pretty freakin' tacky.
- Two, at first I didn't really enjoy the book. I don't know if my 'editor' pants where stuck around my ankles or what, but I just couldn't stop nit-picking, but then I took myself by the collar and told myself to stop being a hag about it and really started enjoying the book. It's not my favorite, but it's one I'll likely reread in future, and I don't regret buying the first two in one purchase. In fact, Clare even has one particular character I'm a bit envious of, because she's developed him beautifully and he is sharp. His name is Jace, if you're curious and want to check out City of Bones, though I do suggest you try Wal-Mart instead, because I got it there for a buck cheaper and obviously sans postage.
So, there's that. Also, the fact that it's another almost-500-pager worries me. In comparison Silver's anorexic. I think I have word-count issues.
Amethyst out!


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Bold prints
Roger Shimomura, an internationally renowned artist known for his prints, paintings and performance works, talks at the University of Illinois Springfield Oct. 11 at 5:30 p.m. Following the lecture, there will be an exhibit reception from 6:30-8 p.m. in the UIS Visual Arts Gallery. Shimomura's collection of prints, America Behind Barbed Wire, colors a Pop Art-flavored yet serious commentary on American and Asian-American cultures and stereotypes imbued with his own experience as a child during WWII when his family was displaced from their home in Seattle to a Japanese-American internment camp in Idaho. Shimomura's work is in more than 85 permanent museum collections nationwide including New York City and The Smithsonian Institution. The exhibit runs through Dec. 1. Gallery hours are Monday through Thursday, 11 a.m. to 6 p.m. Visit www.uis.edu/visualarts/gallery for more information.
Roger Shimomura
Thursday, Oct. 11, 5:30pm
UIS Public Affairs Center, Room F
Thursday, Oct. 11, 6:30-8pm
UIS Visual Arts Gallery
Health and Science Building, Room 201


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I do not see any advantage. There would be twice the operating costs and also costs associated with restructuring the new company. It would just consume cash without bringing any benefits. Sorry
Quote:rear wing
As I follow Toyota closer than any other F1 team, then I have got such kind of an impression about them that if they leave F1, then they'll leave altogether. I don't see much point of becoming an engine supplier as the development is frozen and any advantage can't be found there anyway. Toyota's engine chief Marmorini has left and the team itself has been critical about the engine rules, having threatened to leave F1 for Le Mans, where they would have more freedom. And I suspect that if not after 2009, then at latest after 2010 they'll indeed make that switch.
For Williams the most probable engine choice from 2010 onwards is Cosworth, so I guess 2009 will be the last year for Nakajima in F1 too.
It wouldn't really cost them much to keep supply engines that don't have to be developed. Furthermore, though Marmoni is credited with all the engine wok, a lot of it is done at the Fuji Technical Center in Japan. So I really don't see why they wouldn't take advantage of something they already have to keep their name in (or introduce Lexus' into) the sport.
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Search our database of handpicked sites
Looking for a great physics site? We've tracked down the very best and checked them for accuracy. Just fill out the fields below and we'll do the rest.
You searched for "electromagnetism"
We found 3 results on physics.org and 8 results in our database of sites
(of which 8 are Websites, 0 are Videos, and 0 are Experiments)
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This site gives an overview of the physics of electromagnetism through a series of links to relevant articles.
Magnetism and Electromagnetism
A good revision guide to magnetism and electromagnetism aimed at UK GCSE level. Simply explained and well presented with animated diagrams.
Gallery of Electromagnetic Personalities
Brief biographies of 41 scientists connected with the study of electromagnetism. This site also contains links to a brief history of Optics and Electronics
Why Was Michelson Surprised?
Maxwell's theory of electromagnetism, first published in 1865, suggests that light propagates as a wave with a fixed characteristic speed.
Magnetism and Electromagnetism
Good revision summary for UK A Level standard. Covers topics such as magnetic fields, Fleming's left hand rule, Hall Effect etc.
This is a site from the Thinkquest competition with good explanations on the magnetic effect of a current, the motor effect and magnetic field strength.
Maxwell Equations
The Maxwell equations are the set of four fundamental equations governing electromagnetism (i.e. the behaviour of electric and magnetic fields).
Joseph Henry
Joseph Henry (1797-1878) chief scientific contributions were in the field of electromagnetism, where he discovered the phenomenon of self-inductance. The unit of inductance, called "the henry,'' ...
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Radiator Renovator the home of Cast iron radiators in North Yorkshire
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Have an issue with a site that is spread over three buildings at one address, I don't wish to generate three separate asset lists for my client. What I've tried to do is prefix each location with a letter code to indicate which building it's in.
For example;
Garden House (building name), I have GH Reception, GH Kitchen, GH Lounge GH Library
Main House (building name) MH Reception, MH Kitchen etc
Silver Dale (building name) SD Reception, SD Kitchen etc
What I would like to achieve is an Asset List that lists all the Garden House locations and the Assets each location has, followed by all the Main House locations and then Silver Dale, despite all the tricks I've tried, PATGuard seems to spit the Asset List out in a random order- anyone got any suggestions?


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- Stephen Aron: Ph.D., University of California, Berkeley, 1990.
North American Frontiers; Borderlands; American West
310-825-4389; email@example.com
- Eric Avila: Ph.D., University of California, Berkeley, 1997.
20th-century U.S. – urban, cultural, race and ethnicity
310-825-9106; firstname.lastname@example.com
- Scot Brown: Ph.D., Cornell University, 1999.
20th-century U.S.; African American studies
310-267-5460; email@example.com
- Ellen Carol DuBois: Ph.D. Northwestern University, 1975.
19th-century U.S.; Gender, Sexuality and Women; Transnational U.S. history
310-825-1846; firstname.lastname@example.com
- Juan Gomez-Quinones: Ph.D., UCLA, 1972.
U.S. political and labor history; Social change, nationalism and ethnicity
310-825-4362; firstname.lastname@example.com
- Kelly Lytle Hernandez: Ph.D., UCLA, 2002.
20th-century U.S. history; Race, migration, and police and prison systems in the American West and U.S.-Mexico borderlands
310-825-3884; firstname.lastname@example.com
- Frank Tobias Higbie: Ph.D., University of Illinois, Urbana-Champaign, 2000.
U.S. social history; Labor and working class history; Digital humanities and public history
310-794-9331; firstname.lastname@example.com
- Peter James Hudson: Ph.D., American Studies, New York University, 2007.
20th-century U.S. political-economic, business, and cultural history; History of Capitalism; Imperialism and anti-Imperialism; Caribbean; Pan-Africanism and African Diaspora
310-825-2347; email@example.com
- Sanford M. Jacoby: Ph.D., University of California, Berkeley, 1981.
Comparative and U.S. labor history; Business history; Economic history
310-206-6550; email@example.com
- Robin D.G. Kelley: Ph.D., UCLA, 1987.
U.S. social movements; African-American history; African Diaspora
310-825-3469; firstname.lastname@example.com
- Benjamin L. Madley: Ph.D., Yale University, 2009.
Native American; American West; Genocide in world history
310-825-4601; firstname.lastname@example.com
- Valerie Matsumoto: Ph.D., Stanford University, 1985.
Asian American history; U.S. 20th Century; Women's history; Oral history
310-825-4508; email@example.com
- Michael Meranze: Ph.D. University of California, Berkeley, 1987.
Early America; U.S. intellectual and legal history
310-825-2671; firstname.lastname@example.com
- Carla G. Pestana: Ph.D., UCLA, 1987.
Early American history; history of American religion; history of the early modern world
(310) 206-5221; firstname.lastname@example.com
- Janice L. Reiff: Ph.D., University of Washington, 1981.
U.S. 20th-century social and urban history; Digital humanities; Historical methods
310-825-5029; email@example.com
- Michael Salman: Ph.D. Stanford University, 1993.
U.S. history; South and Southeast Asia; Philippines; Colonialism and post-colonialism
310-825-0893; email@example.com
- Brenda Stevenson: Ph.D., Yale University, 1990.
U.S. history; African American history; Southern history; U.S. women and family
310-825-9420; email@example.com
- Joan Waugh: Ph.D., UCLA, 1992.
19th-century America; Civil War, Reconstruction, and Gilded Age eras
310-825-1865; firstname.lastname@example.com
- Mary A. Yeager: Ph.D., The Johns Hopkins University, 1973.
American economic history
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U.S. history; Early modern British Atlantic; Church-state relations in colonial America
310-825-3078; firstname.lastname@example.com
With more than twenty-five distinguished faculty members in the field of U.S. history, the UCLA Department of History offers one of the country's broadest, most diverse, and successful graduate programs in the subject. Faculty expertise ranges from the pre-colonial history of the Americas to the present. The faculty believes that students in our field should receive a common core education in U.S. history as well as having the opportunity to expand and rethink the field through further training and research that is individualized, specialized, and creative. We encourage interdisciplinary, transnational, and comparative study to take advantage of UCLA's renowned strengths, not just in the History Department, which is the largest and perhaps most comprehensive in the country, but also across the humanities, social sciences, arts, and, where appropriate, the sciences.
Resources for graduate study at UCLA are exceedingly rich. The Young Research Library is one of the five largest in the nation, and there are additional superb rare book collections in all periods of American history at the nearby Huntington and Clark libraries. Furthermore, UCLA is home to an array of interdisciplinary research centers and programs, many of which run lecture series, hold conferences, sponsor research programs, offer classes, and provide fellowships to graduate students in corresponding fields of study. US history graduate students have been especially active in the Center for the Study of Women, the Institute of Industrial Relations, and the four research centers for American ethnic studies (the Chicano Studies Research Center, Bunche Center for African American Studies, American Indian Studies Center, and Asian-American Studies Center). Students have also interacted with Area Studies research centers (Centers for African Studies, Southeast Asian Studies, Japanese Studies, etc), Environmental Studies, Seventeenth and Eighteenth Century Studies, and more that could not be listed comprehensively. These centers and their programs offer excellent opportunities for inter-disciplinary research and discussion.
Requirements for the Doctorate in U.S. History
As a candidate for the M.A. and Ph.D. degrees, a student must meet (a) the general requirements set forth by the Graduate Division and (b) the specific requirements of the field that follow here. We confer M.A. degrees along the way to the Ph.D. We do not offer a separate M.A. program or admit students only for the purpose of obtaining an M.A.
In accord with university regulations set forth by the Graduate Division, a minimum of nine courses must be completed to be eligible for the M.A. degree and Ph.D. degree. Courses taken to fulfill M.A. degree requirements may also be used to satisfy Ph.D. requirements. These courses should be completed in the first two years of graduate study.The U.S. history program maintains the following particular requirements:
Core seminar series
Students are required to take History 246 A, B, and C, the core seminar series for first-year students in the U.S. field. The 246 series is intended to provide a broad core survey of U.S. history and historiography, as well as an opportunity to develop critical skills in historical interpretation, analysis, and a wide discussion of methodologies in historical scholarship. The 246 series should prepare you to begin study for the written comprehensive exams (see below), help you to develop sufficiently broad knowledge to teach undergraduate survey courses in U.S. history, and acquaint you with a wide body of historiography and a range of methodologies within which (or from which) they will later be able to define and distinguish their own original research.
The content of the 246 series is always meant to be comprehensive, but it can never be totally encompassing of all that is or might become part of U.S. history. The syllabi change each year, depending upon the faculty teaching in the series and developments in the historical literature. Keeping this in mind will help you to learn how scholarly knowledge is organized, evaluated, and changed, as well as how certain traditions, interpretations, and scholarly practices are created and conserved. Construed this way, the 246 series is an opportunity to learn about history as a scholarly discipline that itself has a complex history of change, continuity, and connections to other scholarly disciplines and other historical events and processes.
Two-quarter research seminars
Students are required to complete TWO two-quarter graduate research seminars, in which they write substantial papers based on original research. Several two-quarter research seminars are offered every year in U.S. history and more are offered in other fields within the History Department. When appropriate to specific research interests and scheduling exigencies, one of these required research seminars may, upon successful petition to the department's Graduate Affairs Committee, be effectively completed by a continuing sequence of two graduate courses resulting in an original research paper of equivalent magnitude. This alternative route toward completing a required research seminar typically entails a one-quarter graduate seminar followed by a graded directed studies course (History 596) with the same professor.
Students who enter the program with an M.A. degree in History or a related discipline are required to complete only one two-quarter research seminar in the History Department. However, although only one research seminar is required in such cases, it may be wise and your faculty advisor may suggest that you should take a second two-quarter research seminar or a continuing sequence of two graduate courses to write another research paper for the experience of working in a particular sub-field or with a particular professor.
Research seminars are intended to give you a chance to experiment in researching and writing on different topics, or utilizing different methodologies. Sometimes these research papers become pilot studies for a dissertation or even a chapter of the dissertation, but they are also important when they do not lead directly to a dissertation topic. Learning that a particular topic is not feasible or attractive for a dissertation can be quite valuable. So, too, is the experience of conducting research on a topic different from that which will become the subject of your dissertation. Research seminar papers should approximate the size and style of published journal articles, and occasionally the best papers are indeed publishable.
Breadth Requirements
All students in the U.S. field must take ONE graduate level seminar in History outside the U.S. field and ONE graduate level course offered in an outside department. Knowing a field and a discipline requires some sense of its boundaries, and this is best done by learning something of other fields and disciplines. Studying even briefly in another field and discipline can also provide access to diverse methodologies, knowledge about other societies linked in common historical processes, opportunities for comparison, and/or a deeper knowledge of the culture(s) of communities you might be studying. On a practical level, the committee of faculty you must assemble for your oral Ph.D. qualifying exam (see below) must include one member from outside the U.S. field in the History Department and one member from outside the History Department. Taking courses outside the field is thus also an opportunity to develop relationships and knowledge that you will need to select these committee members.
The ability to perform research in one language other than English must be demonstrated by passing a departmentally-administered reading examination, successfully completing the third-year level of university language instruction, or by satisfying the departmental examiner(s) that it is one's native language.
Doctoral Written and Oral Examinations
- Written Comprehensive Examination
The written comprehensive examination must be passed to earn the M.A. degree and to continue to the oral qualifying examination for admission to candidacy for the Ph.D. degree. Students must take the written comprehensive examination after 12 months in residence. The written comprehensive examination is administered once a year at the beginning of the Fall Quarter. Students who fail the examination may retake it the following year. The examination may be retaken only once. Students failing the exam a second time will not continue in the program.
The examination committee consists of the three faculty members who taught the History 246 series in the previous year. If any of these faculty members are unavailable, preference is given, in replacing such members, to faculty members who have taught History 246 in recent years. The written examination is intended to test a broad understanding of American history both before and after the independence of the U.S. All facets of history (political, social, diplomatic, etc.) are included. An ability to synthesize factual information, sometimes across long chronological periods, is essential. Knowledge of the scholarly literature and of the principal historiographical controversies arising out of it is tested along with the student's interpretive capabilities. Passing the examination implies that the student is qualified, in the judgment of the U.S. field, to teach courses in U.S. history at the college level. Questions related to the planning of such courses may appear on the examination.
Note on M.A. Degree
The M.A. degree will be conferred when a student has met all requirements established by the Graduate Division and successfully completed all course requirements, the language requirement, and passed the written comprehensive exam. All requirements for the M.A. degree should normally be completed before the end of a student's second year in residence. In exceptional cases, the faculty of the field may decide that the M.A. degree will be terminal and that a student may not be allowed to continue in the program. Such a decision requires a 2/3 vote of the field's faculty present at a meeting to consider the case, and must then be approved by the department's Graduate Affairs Committee.
- Oral Qualifying Examination and Dissertation Proposal
Before admission to candidacy for the Ph.D., students must write a dissertation proposal and pass a two-hour oral qualifying examination. Students must have completed all prior requirements before taking the oral exam. Students with any outstanding incompletes will not be permitted to sit for these exams. The oral qualifying exam is normally taken during a student's third year.
The dissertation proposal must be written in consultation with your faculty advisor and other members of your oral examination committee. The proposal should contain:
(a) a statement of the dissertation topic;
(b) a historiographical discussion of the major literature bearing on the topic;
(c) a statement of the methodology to be employed; and
(d) a research plan and survey of the sources sufficient to demonstrate the viability of the topic.
The proposal must be approved by the dissertation advisor prior to the oral examination and copies must be given to each member of the examining committee in sufficient time before the exam.
Students select the composition of the oral examination committee in consultation with their advisor and with the agreement of the faculty they ask to serve on the committee. The committee must include four faculty members, including the student's advisor. Normally, two committee members come from the U.S. field. One must come from a field in the History Department other than the U.S. field, and one must be a faculty member in another department. Students must receive the Department's approval of their committee at least three months before the oral qualifying examination is taken. For more information on how to form a doctoral committee, please consult the Graduate Student Intranet. To obtain this approval and file to take the oral qualifying exam, students must obtain a copy of the "Field and Committee Approval Form for Orals" from the History Graduate Office and then submit the completed form.
In the oral examination, you will be questioned about your dissertation proposal and, in connection with your proposal and your preparation with the members of your examination committee; you may also be questioned on related fields of study. Three major outcomes are possible:
(1) The exam is passed, in which case the student continues on to write a dissertation.
(2) When the exam is not passed, by majority vote of the committee the student may be allowed to continue in the program with the requirement of a second oral examination or a dissertation defense.
(3) The exam can be failed outright, in which case the student will not be allowed to continue in the program.
Dissertations, Advisors, and Dissertation Certifying Committees
To obtain the Ph.D. degree, you must meet all of the requirements stipulated by Graduate Division and your dissertation must be approved by your Dissertation Committee. Normally the committee is derived from the oral examining committee, though changes are possible and not uncommon. Dissertations are original and highly individualized research projects, overseen by the faculty advisor and committee, though principally the responsibility of the student herself. You should maintain contact with your advisor and other members of your Certifying Committee when researching and writing your dissertations.


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Some Bunnies Watching Me
John and I are visiting my parents this week, and each night after they go to bed we work online for a while downstairs. There are only two problems with this:
1) My dad collects old clocks, so we are surrounded by multiple sources of nonstop tic. tic. ticking. Which can be soothing, but when you're facing down a cruel bout of writer's block, it's surprisingly unhelpful. All I hear is, "Aren't. You. Done. Yet. Aren't. You. Done. Yet."
2) One of my parents' two dogs - an old, fat, yippy little thing named Princess - not only appears to be demon possessed, she also sounds and acts it. Meaning at 1:30 in the morning she'll shuffle over to the doorway of the living room where we're working, sit, and stare at us. And because she's mildly asthmatic, she'll be making the most ungodly snuffling gurgly wheezy noises while she's staring at us. Then two or three clocks will all start ominously chiming the hour, and Princess will be staring and wheezing at us there in the shadows, and I'm gamely doing my best to ignore it all and not run screaming for the car when I open the latest batch of submissions and see this:
She's watching you. Aaaalwaaaays waaaaatching.
And this:
I never imagined an egghead with a Tom Selleck 'stache could be so terrifying.
And then this:
"Ooh, I hated the Colonel, with his wee beany eyes!"
[+10 geek points if you can ID that quote.]
Hey, you know what this collection of scary bunny cakes needs?
Scary bunny clowns.
Excellent. Now my nightmares can be extra colorful.
I figured it couldn't get much worse, but just now Princess started gurgle-growling in her sleep (I don't dare look to see if her eyes are open), and I see the Easter Bunny's tiny snaggle-toothed minions have arrived to torment me:
Great. And just when I thought I'd successfully blocked out that scene from Young Sherlock Holmes, too.
"Can't sleep. Cupcakes will force-feed themselves to me."
Tina N., C. H., Katrina S., Kay S., & Amanda A., as a special thanks for today's nightmare fuel, I'd like to share a message from Princess, who just twitched and growled herself awake:
Sweet dreams.


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Malin's Straight Hardwire Helps Solve Toothy Problems
By Capt. Ted Lund
Spin, conventional and fly fishermen looking to solve toothy problems posed by popular gamefish like king mackerel, barracuda, muskie, pike, sharks, and others will want to check out Malin Company's Straight Leader.
Engineered to the highest standards, Straight Leader is the highest quality, straightest leader wire available for today's serious tournament anglers, weekend warriors or world record seekers.
Available in 25-pound through 110-pound strength, Straight Leader is made using a proprietary process that actually makes the wire easier to twist and more kink resistant — second only to Malin's BOA No-Kink Titanium Leader Material.
In addition to making the material more kink-resistant, Malin's straightening process also makes it easier to work with when tying knots like the Albright Special or Haywire Twist. It is also easier to break off the ends making for a safer connection that doesn't threaten to cut anglers or crews when boating big fish.
Straight Leader wire is offered in three different pre-cut lengths.
The 12-inch lengths are perfect for fly fishermen, who are not allowed more than 12 inches of bite tippet according to the angling rules of the International Game Fish Association. For those casting artificial plugs, bucktail or metal vertical jigs, 24 -inch lengths are ideal. The longer 36-inch sections are sure to be popular among tournament anglers chasing big king mackerel using double-hook stinger rigs.
Straight Leader is packaged in clear, rigid plastic tubes to help keep its straightness, and each tube contains 300 feet of leader material, regardless of the length.
Malin Straight Leader is available in both the dark coffee color and the bright finishes. Other sizes and lengths are available upon request.
The world's leading manufacturer of wire products for the fishing, medical and industrial sectors, Malin Co. is the top choice for discriminating anglers around the world.
For more information about or to purchase Malin's Straight Leader, visit www.malinco.com or to order Malin's Straight Leader email email@example.com for more wire rigging tips, check them out on YouTube.
Original Source: Sportsmans Lifestyle.com
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I propose a new page with a comprehensive list of all the new information gleaned off of Pottermore, so that people who missed the early access(such as myself) can easily find the new information in one place. Does anyone else think this is a good idea? —The preceding unsigned comment was added by Red Nova X (talk • contribs).
It is easier to find new information on one site as if you have to read all the articles which were edited. So I would say: "Yes"! Harry granger 22:02, August 26, 2011 (UTC)
Well I can't create the page or edit it because I don't know any of the Pottermore information yet... Red Nova X 01:21, August 27, 2011 (UTC)
- All the articles on this wiki containing information from Pottermore are currently listed in this category. But I don't think a separate article for new information from Pottermore is warranted any more than a separate article for new information from The Tales of Beedle the Bard was warranted. ★ Starstuff (Owl me!) 01:34, August 27, 2011 (UTC)
I don't think a separate article is necessary, though I don't think it would be a bad idea to have a section on the actual pottermore page (titled "New canon added" or something similar) with a paragraph or three explaining what new canon was added —Green Zubat (owl me!). 01:39, August 27, 2011 (UTC)
- Yes, that's a good idea. It could be broken into sections containing the new information revealed with the addition of each book to Pottermore. ★ Starstuff (Owl me!) 01:44, August 27, 2011 (UTC)
- Thank you all for your contributions! I can agree with Starstuff about why the page isn't nessacary, after all we don't have pages about info found in other specific sources. But for the reading pleasure of all of us not allowed into Pottermore yet, I would appreciate it if someone would indeed make a section in the Pottermore article for it. Do we need to ask a moderator's permission, or can someone just make it? Red Nova X 05:17, August 28, 2011 (UTC)
- That's not the kind of thing that would require special permission to create. Anyone interested in starting out the section in the Pottermore article can find links to transcriptions of the Pottermore information in the "Notes and references" sections of articles that currently contain Pottermore information. ★ Starstuff (Owl me!) 05:52, August 28, 2011 (UTC)


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The Tokyo Game Show trailer for Platinum Games' Anarchy Reigns neatly summarizes the game's story before jumping back into footage of people beating each other up.
I'm guessing that's exactly how players will approach the game as well, skimming over the story and getting right on with the kicking and the punching. It's like it's been designed that way.
You can contact Michael Fahey, the author of this post, at firstname.lastname@example.com. You can also find him on Twitter, Facebook, and lurking around our #tips page.


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The undergraduate program in geosciences is designed to help students attain greater understanding of past and present Earth processes. Geoscientists study the minerals, rocks, fluids, and fossils of the Earth and investigate the physical, chemical, and biological processes occurring on and in the Earth. Students also will have the opportunity to study outdoors and conduct hands-on research during field camp.
Professional opportunities in geology abound in the following areas:
- the environmental, energy, and mineral resources industries
- government agencies associated with these fields
- occupations concerned with law, management, economics, and the environment
Specific degree plans will be formulated by the undergraduate advisor in geosciences. Changing circumstances may require changes to the degree plans.
- Updated: January 26, 2015


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Calling all dreamers!
Did you ever build a playhouse when you were a kid? A private place you called your own – just for you and your friends. Maybe it was a tree house in the backyard or a secret hideaway in your bedroom closet. Or maybe you made it all by yourself, with blankets and boxes and anything else you could find.
Saban Brands is excited to introduce The My Julius Jr. Playhouse Contest! – designed to encourage kids to step into the box and out of this world with Julius Jr.! Simply submit a photo of your best fort or playhouse to enter! Click here to enter.
Deadline extended to Dec. 6, 2013!
Watch the video - and check out the graphic below for more details.


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DenturesFor an appointment call our office today at 727-312-5035 or Make an Appointment
Teeth can be lost to gum disease, decay or injury. Dentures are removable appliances that can replace missing teeth and benefit your appearance and your health. They can be made to closely resemble your natural teeth and may even help fill out the appearance of your face and profile. Dentures may even improve the look of your smile.
Traditional Dentures
Traditional dentures are an economical way to replace missing teeth. They are made of a flesh-colored acrylic base that fits over your gums. The base of the upper denture covers the palate (roof of your mouth), and the lower denture is horseshoe shaped to accommodate the tongue. Traditional dentures generally require several appointments for molds, extractions, fittings, and adjustments but cost less than premium dentures.
Premium Dentures
Premium dentures are made from high-quality materials that fit well to the shape and size of the wearer's mouth and can also be adjusted to reflect the natural color of the oral cavity. They are customized according to both the mouth and other defining elements of the face--cheekbones, jawline, etc. Premium dentures are impact-resistant and stain-resistant. The material they're made from is strong and designed to mimic the gradual wear of natural tooth enamel, for less wear and longer tooth life.
If you're considering dentures, call Dental Care at Trinity Lakes at 727-312-5035 for a consultation. We're here to help!
Ball Attachment Dentures
Your oral health is dependent on the health and status of your teeth. Missing teeth create a domino effect of shifting your jaw alignment, creating problems with your speech, atrophy occurring with your bone, and gum tissue and the inability to eat foods that you once enjoyed. Dental Care at Trinity Lakes can replace your teeth using implant retained dentures.
There are two types of implant-supported dentures: bar-retained and ball-retained. In both cases, the denture will be made of an acrylic base that will look like gums. Porcelain or acrylic teeth that look like natural teeth are attached to the base.
The simplest option for implant retained dentures when all of the lower teeth are missing is the ball attachment denture. This system is the placement of two dental implants in your lower jaw that allows you to snap the denture into place. This option is considerably more comfortable than loose dentures and provides a lot of stability. The stability and functionality of the ball attachment denture give patients approximately 60% of what they had with their natural teeth, opposed to 10% of the functionality of loose dentures.
Benefits of Ball Attachment Dentures
- Higher initial retention compared to other systems
- Cost-effective
- Easy to clean
- Replacement components identical so easy to replace in case of failure
Call Dental Care at Trinity Lakes at 727-312-5035 for a consultation about ball attachment dentures for missing lower teeth.
Implant Retained Dentures
When you have lost your natural teeth, a variety of complications can arise that impact your physical and emotional health. You may find it difficult to speak clearly or chew your favorite foods. You may be embarrassed and try to hide your smile from others. You may also experience shifting among your remaining teeth, causing additional discomfort in your mouth and jaw. Implant retained dentures offer a solution that provides comfort and relief. They can replace both upper and lower teeth, giving you a secure, natural-looking option that is not only more comfortable but also more convenient than traditional dentures.Read more about Implant Retained Dentures


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Commission on Rehabilitation Counselor Certification
The Commission on Rehabilitation Counselor Certification (CRCC) sets the standard for quality rehabilitation counseling services in the U.S. and Canada. As an independent, not-for-profit organization, the CRCC has certified more than 30,000 counselors with its widely recognized Certified Rehabilitation Counselor (CRC) and Canadian Certified Rehabilitation Counselor (CCRC) designations.
From time-to-time, however, organizations surface that may not adhere to the same standards as other well-respected organizations such as the CRCC. This is because certification, as opposed to state licensure, is a voluntary process that is not government regulated.
The CRCC requires that individuals renew their certification every five years by documenting the accrual of a minimum of 100 clock hours of continuing education or by passing the examination, which is continually updated based on ongoing research.
Commission on Rehabilitation Counselor Certification
1699 E. Woodfield Road, Suite 300
Schaumburg, Illinois 60173
(847) 944-1325
(847) 944-1346 Fax
firstname.lastname@example.com Email
Consumer Resource & Referral Guide
Directory of State Agencies
Directory of Federal Agencies
Return to DCA Home Page


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Cesium Acetate Market provides in depth analysis of the industry overview with market growth analysis, revenue, demand and supply data. Global Cesium Acetate Market report states about the manufacturing process with top key players in this industry. The report sheds light on the production, production plants, their capacities, Global production and revenue with product types & applications.
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Get Sample of Cesium Acetate Market Report @ https://www.absolutereports.com/enquiry/request-sample/10555204
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1.4 Cesium Acetate Industry Chain Structure Analysis
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1.6 Global Cesium Acetate Market Comparison Analysis
1.6.1 Global Import Market Analysis
1.6.2 Global Export Market Analysis
1.6.3 Global Main Region Market Analysis
1.6.4 Global Market Comparison Analysis
1.6.5 Global Market Development Trend Analysis
Chapter 2 Cesium Acetate Up and Down Stream Industry Analysis
2.1 Upstream Raw Materials Analysis of Cesium Acetate Market
2.1.1 Upstream Raw Materials Price Analysis
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2.1.3 Upstream Raw Materials Market Trend
2.2 Down Stream Market Analysis of Cesium Acetate Market
2.1.1 Down Stream Market Analysis
2.2.2 Down Stream Demand Analysis
2.2.3 Down Stream Market Trend Analysis
Inquire for further detailed information about Cesium Acetate Market Report @


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Two years ago, I made the choice to walk away from a career that I, in many ways, loved. The one thing that I did not love about that career is how it seemed to always be a black hole of time. I worked a bit over forty hours a week on average, spent more than an hour commuting each day, would often spend evening and weekend hours working on things, would go into work on weekends to deal with crises, and would travel for the job as well.
I earned a good salary, but when you actually figured in all of the time I was spending on that job, I really wasn't earning all that much per hour and it was eating up most of my time.
The final straw, for me, was when I missed out on my son's first steps while I was on a work trip to San Diego. My wife called me excitedly to tell me about it and, after I hung up, I couldn't help but feel like I was trading this time for money.
My entire focus over the past few years has been to reverse that equation. How can I make as much money as possible from the time in my life's margins? In other words, how can I maximize my earnings while still not missing out on taking my daughter to the park or playing Calvinball with my son?
I've lost some income in the process. A lot of income. I've turned down some pretty amazing opportunities along the way – a radio program, a television show, a syndicated newspaper column, just to name a few. All of these things would earn me quite a bit more money than I earn right now. But they would eat up time.
For me, the perfect balance of time and money is that I spend the minimum amount of time earning money and the maximum amount of time spending time with and taking care of my family while still earning enough for us to survive and thrive a little.
That's my solution. But it might not be your solution.
If I were single, I would be much more focused on my work than I am right now. There are many, many projects I would take on because, frankly, some of the creative challenges really do excite me.
I simply know where my priorities lie and, right now, my priorities lie in the backyard playing Calvinball or in the kitchen making chicken florentine and roasted broccoli.
You have to find your own balance. What's important to you? There is no right or wrong answer here – we're all wired differently. If you spend the time right now determining what the priorities are in your life, an awful lot of "hard decisions" become not so hard after all.
Perhaps your current career is your priority. In that case, you absolutely should throw all your energy into succeeding. Spend your spare time learning new things that can help you – communication skills and the like. Have some down time, of course, but recognize that the down time not only helps recharge you, but can also help you build relationships.
Maybe building a new career is the priority. If that's the case, treat your current job as merely a way to keep a steady paycheck coming in – a financial platform upon which to build what's next.
Maybe your family is the priority. Your focus here should be on minimizing personal costs and maximizing every possible ounce of time spent with your family. Flexible hours are at a huge premium here and are well worth less pay. (I'm writing this article at 5:40 AM, for example, so that I can be finished with a few articles before my children even rise from bed, allowing me to spend the entire day with them.)
What's the real lesson here? It's all about time, not money. That's the real secret of personal finance. We are constantly trading our time for money.
Our priorities come into play when we ask ourselves about where the limits of that trade are. Do we go on another career building business trip (which likely leads to a better exchange rate between money and time), but miss out on valuable time at home? That question isn't really about money at all.
Yes, some money is a requirement, but the lower you make that requirement in your own life through frugal living, the more freedom you have in making time choices. I took a lot less money to get an incredibly flexible working schedule (and more enjoyable work for me, personally), but I was rewarded with a lot more time focused on what matters to me.
Living frugally made this choice possible. The more you can take money – and the need for more of it so you can buy more stuff – out of the equation, the more latitude you have for choosing how you want to spend your time. You can spend more time with your family. You can spend more time on your career. You can spend more time writing that great American novel. You can spend more time going on hikes.
Because time, in the end, is the one limited currency we have in life. We can always earn more money through the sweat on our brow. We can never make more time.
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BlogClick here to go back
Gift Taxation
How the $13,000 Gift-Tax Exemption Works
In the most recent Tax Report column on the new $5 million gift-tax exemption, there wasn't space to discuss a different, but related break that's among the most useful in entire U.S. tax code: the annual $13,000 gift exclusion.
Here is how it works:
Unlike the $5 million exemption, which applies to total gifts made during a persons life, every taxpayer can take advantage of the $13,000 exclusion, every year. A taxpayer may make as many gifts as he or she desires as long as no one person gets more than $13,000 of value in any one year.
Married couples may therefore give $26,000 to each recipient; if they make a special election, the entire $26,000 can come from one partner's property. The annual exclusion doesn't count against the $5 million lifetime exemption, and there is no deduction for a gift. Although many states have estate or inheritance taxes, only two have gift taxes: Connecticut and Tennessee.
The recipient may be anyone not just a relative and the gift may be either cash or a non-cash item such stock or other property. It may even be possible to give a $13,000 interest in a piece of real estate or an item that can't be divided, such as a painting. Such moves are complex and require expert help, however, says estate attorney Ronald Aucutt of McGuireWoods. Gifts don't have to be made outright to a recipient either; they may be made to a trust instead.
Gifts must also be completed. If one is, for example, acting as the agent for someone who may be dying in hours or days, it's best to have $13,000 gifts out of the owner's account before death say by using cashier's checks. If Grandma wants to use her annual exclusion to give a relative an heirloom, the relative should take possession of it, or the IRS could challenge it.
By making gifts over several years and to many people, taxpayers can move substantial assets (and potential appreciation) out of their estates.
Example: Steve and Martha have 3 children and 6 grandchildren. Even if they don't make gifts to the children's spouses, over three years they could shift more than $700,000 without touching their $5 million exemptions.
In considering what to give, taxpayers should be aware that the giver's cost basis in the item carries over to the recipient. So if Jane bought XYZ stock for $1,000 many years ago that now is worth $13,000 and gives it to her niece Anne, Anne's taxable capital gains on a sale will be measured from $1,000, not the value on the date of the gift. By contrast, if Jane dies with the stock in her estate and Anne inherits it, her cost basis jumps to the full market value as of Jane's death and Anne can skip paying tax on prior appreciation.
A final useful twist in the rules is that givers who want to help with college costs may batch up to five years worth of exemptions, or $65,000 per giver, as a contribution to a 529 college savings plan. No other gifts to the recipient are allowed for the period.
Readers, do you take advantage of the $13,000 per person gift tax exemption?


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This month, CakeSpy (the website, not the author) celebrated its sixth birthday! It seemed like the right time to take stock of where I've been and where I'm going.
It was more than a little emotional for me to go through the archives and relive the CakeSpy adventure--starting the site, thinking of friends I've made, quitting my day job, opening a gallery, traveling the world on cake adventures, releasing two books...like, whoa! It is amazing to think what has happened in my life since I opened this little corner of internet real estate.
So why not come along with me for a stroll down memory lane and revisit the good (and very sweet) times we've had so far? Let's first go way, way back to 2007...
Early 2007: I was the product manager and art director at a refrigerator magnet company (it's true) called iPop. While I loved the people I worked with, I felt like I wanted to break off, do my own thing, have my own company. But what in the world would I do?
June 2007: After reading Purple Cow: Transform Your Business by Being Remarkable by Seth Godin (note: this would later come full circle, when I was mentioned in the updated version of this very book!), I was inspired to look at what I really loved in life, and to start doing it. So, I had a little sit-down with myself in the Olympic Sculpture Park in Seattle and thought "in an ideal world, what would my job include?". The answer came to me right away: writing, illustrating, and baked goods. Now, I had no idea how this could turn into any money, much less success, but I decided to start a blog while I figured it out. Blogs were what people were starting to do, right?
I decided I would write my blog kind of like DailyCandy, a website I was writing for at the time--but on my website, it would be all sweets. Every day (or close to it) I would try to present a sweet find, be it a bakery, service, recipe, or perhaps sweet artwork. And like DailyCandy it would be punctuated by illustrations--of a little cupcake I've been drawing for years.
I wanted a name that reflected me as a seeker of sweetness, but that wouldn't corner me into just one category. Something that would draw in possible readers who would wonder..."What's that?". It came to me after about a day: CakeSpy. I'd start my own dessert detective agency!
August 2007: On a fairly unremarkable day, I made my first posting. It was about a now-defunct (I think) Etsy seller who sold cupcakes baked in jars. I'd never witnessed such a thing at that point so I thought it was the coolest thing ever.
September 2007: I do my first ever interview, with Jennifer Shea of Trophy Cupcakes. It's still a favorite interview of mine. It also alerted me to how interesting the world of commercial baking can be.
November 2007: I write about the history of the Pop-tart, which was one of my most popular posts to date (first time I realized more people than my immediate family were reading my site) and gets me fascinated about the secret lives of other baked goods.
Also, this is the month I open my Etsy store, selling original artwork and notecards. I ultimately change to Big Cartel.
December 2007: My first experiment post: How (not) to Ship a Cupcake, goes my version of "viral"--I get several thousand hits. I really start to think I must be on to something, since up until this point basically just my mom and co-workers are reading my website.
January 2008: My next experiment post, and still a favorite: Rice Krispies treats made with all types of cereal.
March 2008: I had an art opening in Tacoma, and for the first time was "Word of the day".
I begin contributing to Taste of Home Magazine, largely thanks to my friend Sandy Ploy.
April 2008: A unicorn figurine prominently figures into the website for the first time, in a post about madeleines and macarons.
I quit my day job to pursue CakeSpy full time!
June 2008: I took a scooter ride in Queens and ate some cookies with the same name as my friend.
I chase a pie in Brooklyn which may or may not really exist.
July 2008: I was featured in an article about frosting shots.
August 2008: CakeSpy turns 1 year old! Here's the post about the party.
I wrote a still-favorite post about Bonbon cookies.
CakeSpy begins contributing to Serious Eats! I went on to contribute for several years.
September 2008: Bakerella made cake pops that looked like Cuppie!
CakeSpy debuts holiday card designs.
October 2008: I license my artwork to a rubber stamp company.
I meet (and fall in love with) the owners of BAKED.
November 2008: 50 Ways to Kill a Twinkie.
December 2008: The best things I ate in 2008.
January 2009: My famous cupcake street art installation makes people's day sweeter!
February 2009: My artwork is used as part of a marriage proposal!
May 2009: My most popular recipe to date: Cookie Cake Pie.
August 2009: CakeSpy turns two! I celebrate by exploring the edi-mology (get it?) of the word cake.
November 2009: Important life skill: how to make marzipan turkeys.
December 2009: Best of 2009!
February 2010: CakeSpy goes to Paris. I visited one bakery in each arondissement. Here's the roundup.
March 2010: I did a mural in a bathroom in Minneapolis
CakeSpy goes retail! I purchased a gallery in Seattle and for the next two years, ran my own store. Wow!
Spring 2010: My friend Bakerella gets a book deal!
June 2010: I made a very large cinnamon roll.
August 2010: CakeSpy turns three!
CakeSpy featured on CNN!
October 2010: I had an amazing trip to California.
November 2010: I visited every bakery on Broadway in Manhattan, in one day.
December 2010: I sign a book deal for my first book. CakeSpy Presents Sweet Treats for a Sugar-Filled Life is in the works!
Also: Best of 2010!
January 2011: I ate Pumpple!
Ask a Spy: How do I become a Superstar Dessert Blogger?
February 2011: I entered (and later on won a prize--my socks in production!) the Sock it to Me Design a Sock contest.
March 2011: I am working on coloring book pages for Taste of Home magazine!
I was featured on the cover of a magazine.
April 2011: I was featured in a Brazilian newspaper.
May 2011: Did I mention I ate a whoopie pie in Maine for the first time?
June 2011: My book cover is finalized!
I visit the Wilton Headquarters in Illinois.
July 2011: I do a mural in a bathroom in Seattle.
August 2011: CakeSpy turns four! I go to Nanaimo, home of one of my favorite sweets, to celebrate.
September 2011: I take an epic road trip to Chicago and eat pastries all along the way.
Duncan Hines invites me to the Emmy Awards!
October 2011: MY FIRST BOOK COMES OUT!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! CakeSpy Presents Sweet Treats for a Sugar-Filled Life!!!!!!!!!!!!!!!!
For the party, New York Cupcakes made me the best batch of cupcakes...EVER!
Bakerella visited my store and posted about it.
November 2011: Book tour for CakeSpy Presents Sweet Treats for a Sugar-Filled Life. Yes, I do meet Jay and Silent Bob on tour.
December 2011: Best of 2011!
December 2011: I get my second book deal, for The Secret Lives of Baked Goods: Sweet Stories & Recipes for America's Favorite Desserts.
I'm featured on Joy the Baker's podcast!
January 2012: I run the best contest ever: So you Wanna Be a CakeSpy?
March 2012: CakeSpy attends the Pillsbury Bake-off!
Joy the Baker comes to CakeSpy shop!
June 2012: Sneak peek at book two's photo shoot! These are photos that will end up in The Secret Lives of Baked Goods: Sweet Stories & Recipes for America's Favorite Desserts.
July 2012: I bake cake with frosting in it, just to see what will happen.
September 2012: After a couple of awesome years with the store, I have decided to move away from Seattle, so I close the doors. This is bittersweet, but it's time. Miss all my customers!
November 2012: I debut a magical new pin.
December 2012: Most delicious moments of 2012!
January 2013: I educate children about how to steal candy.
February 2013: I do a mural in Lewes, Delaware.
March 2013: I share my favorite buttercream recipe.
I begin contributing to Craftsy.com.
April 2013: I was hired by SILK soymilk to do this fantastic post. Love it!
May-July 2013: My second book comes out! The Secret Lives of Baked Goods: Sweet Stories & Recipes for America's Favorite Desserts! I go on book tour.
August 2013: CakeSpy turns six! I'm hoping to start on a new book project soon. Life is good.
Thank you for making it sweet. I couldn't have done it without you, readers!
- - -
To thank you for your years of readership, howsabout a giveaway? To thank you for your years of readership, I have decided to give away two copies each of both of my books: CakeSpy Presents Sweet Treats for a Sugar-Filled Life and The Secret Lives of Baked Goods: Sweet Stories & Recipes for America's Favorite Desserts. Since I'm feeling very giving, this giveaway is open to US and international entrants.
All you have to do? Tell me your favorite thing about CakeSpy (yes, it's self-serving!). It could be a recipe, an illustration, a product, a post, or one of my books...you name it! Leave it as a comment on this post (it may not show up right away as comment moderation is enabled) and I'll choose winners.
UPDATE! I Decided to extend the contest cos I'm having so much fun with the responses. You now have til MY birthday, August 26 (monday), 5pm PST!
Congratulations to the fantastic and lovely winners! They have all been contacted and had books sent out. Thank you again to everyone who participated! Only first names are used to protect privacy.
Kristin from Pittsburgh! This is actually someone I had done a painting for years ago, so it was nice to catch up (via email!).
Caitlin from Marblehead, MA! Having discovered me via Serious Eats, she's been following CakeSpy for three years!
Madye from England! Sheesh, shipping a book here was pricey but so worth it to ship to a fan in Battenberg cake bliss.
Jill from Lebanon, New Jersey! Not pronounced like the country. It's like "le bannen". Happy to have a fan in my home state!


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I have a 13-year-old son who would love to play in the National Football League someday. He's also a big Tim Tebow fan, both for what he does on the football field and what he represents as a man.
My son is sufficiently astute as a football fan that he also realizes that Peyton Manning, formerly of the Indianapolis Colts, is one of the best quarterbacks of all time. Thus, the news that Manning is coming to the Denver Broncos, and Tebow is leaving for New York City, is a big deal in our house. It also got me to thinking about how we do things in the cattle industry.
The NFL is all about results – winning on the field and winning on the balance sheet. We hear all the time that professional sports is a business, and we talk a lot in this industry about how we need to adopt a more businesslike approach and not let the traditional and lifestyle aspects of our business shape our decisions.
The Indianapolis Colts decided that cutting Manning, one of the greatest quarterbacks in history, was in its best interest. They looked ahead and determined that they were going to have to go in a radically different direction in order to be successful. Whether that turns out to be the right decision will depend upon whether the new quarterback (Andrew Luck) turns out to be the star quarterback of the future or not.
The one thing that is certain is that while it was a bold decision, and a radical departure from the status quo, it wasn't the easy decision. I know that I – and I would wager that many of you also – have opted from time to time to take the easier route of doing things the same old way – with just minor tweaks – rather than implement major changes.
Of course, timing is always the issue. The Colts knew they eventually would have to make these changes if they were to be successful in the future. They also recognize that the tendency of good teams is to wait too long to embrace the change that's inevitable. Offenses (objectives) and defenses (strategies) have to change and modify with the times. Sometimes, incremental improvement is the key; and, sometimes, it is a radical departure from the status quo that's called for.
Denver too, had to make tough decisions. Would Tebow be able to replicate the success he enjoyed last season at other levels in the NFL? Was he the long-term solution?
By all accounts, both Manning and Tebow are high-class individuals – good people who contributed a lot to their communities and franchises. In the end, however, it came down to what was believed to be the right decision for each franchise.
To those of us who identify with individual players, the NFL can appear excessively harsh because people seemingly become nothing more than lines on a balance sheet. But we probably all need to be reminded, from time to time, that our operations are businesses that will require hard decisions and big changes if we hope to improve or even enjoy the same level of success we currently enjoy.
The right players and coaches today may not be the right coaches and players in the future. In fact, we recognize that they will eventually have to be replaced. There is no getting around that. The same can be said for our business practices and models; we always need to be searching to make things better if we are going to remain competitive.
Of course, this week, the New Orleans Saints also received a whole series of punishments from the NFL for their involvement in "Bounty Gate," as it's being called. The level of penalties was astounding, but unethical or immoral behavior will always be punished in the marketplace.


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I do not agree with the negative portrayal of Mayor Stockmann in GANASHATRU.
Ideologically conservative, the mayor was a man of principles and had his own political constraints. He knew that a public outcry would shatter the town's economy and lead to a break-down of the political order. It is quite obvious then that he could not accept his rigidly idealistic brother's idiosyncracies.
Dr. Stockmann wanted the best for his fellow townsmen, but so did the mayor. Only that the mayor, being a politician, wanted to take the lead in whatever he did.
Surely, the character of Nishit Gupta--visualized by Ray--is far removed from that of Mayor Stockmann that Henrik Ibsen conceived. Gupta is shown as part of an evil conservative ruling clique ever ready to take on the Left-leaning doctor and his band of radical supporters. A scheming leader jealous of his brother, Gupta ultimately uses his political clout to outdo the latter.
Director's liberty, in this case at least, borders on distortion. Worse, conservatism has been equated with villainy.
AN ENEMY OF THE PEOPLE is a story of the clash between an honest but hard-headed doctor and a well-meaning, no-nonsense, yet self-seeking mayor.
The Master had vowed at the beginning of his career that he would never limit himself to the mainstream practice of showing characters in black and white. In GANASHATRU, he had failed to keep his word on that count: the doctor is wholly white and his mayor brother fully black. No shade of grey in either.
Under normal circumstances, GANASHATRU could well be regarded as an attempt to misinterpret the text, misrepresent facts, misinform the public, and mislead them ideologically. But GANASHATRU was not made under normal circumstances. The Master was making a feature film after a gap of almost five years, the doctors had asked him to shoot only indoors (which made him choose a play in the first place), and he chose a story in haste. Keeping such things in mind, the factual and ideological digression can well be overlooked.


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Ace of Cakes Gets Lost!
Sunday Sweets are my weekly NON-Wreck features, the better to show how wrecky the Wrecks really are.
I frequently get asked if I've heard of or watch Ace of Cakes. Heh. Guys, I write a cake blog. If it's even remotely cake-related, I've probably heard of it. Safe cupcake amendment in Texas? Check. Cake puppet singing Karen Carpenter? Check. Ace of Cakes? Checkity check. And yes, I do love Duff and the gang. In fact, one of the few reasons I'm happy to have cable again (we went without for a few years) is that I can start catching up on all the episodes I've missed.
Anyway, I've been waiting for just the right Charm City creation to feature here on Sunday Sweets, and I think I've finally found it. Not only is it a cool cake, it also brings together two addictive shows: Ace of Cakes and LOST.
Check out what Duff & Co. created to help the cast of LOST celebrate their 100th episode:
Neat, huh? There's the computer terminal (probably with the famous numbers on it, but I can't quite tell), a suitcase, a gun, the whole cast, and of course my favorite: a four-pack of Dharma beer.
Hey, there's even a little crashed plane on the side! Nice. But, uh, guys? Shouldn't the plane be snapped in two, with the tail section on the other side of the island? Hmmm? ;)
Here's a nice detail shot:
And the big group shot with both casts:
All of these photos are from Jorge Garcia's blog, by the way. Be sure to check there for a few more photos not posted here, and many thanks to Rachel K. for being the first to tell me about it!


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Poarch Creek Indians
The Poarch Creek Indians are descendants of a segment of the original Creek Nation, which once covered almost all of Alabama and Georgia. Unlike many eastern Indian tribes, the Poarch Creeks were not removed from their tribal lands and have lived together for almost 200 years in and around the reservation in Poarch, Alabama. The reservation is located eight miles northwest of Atmore, Alabama in rural Escambia County, and 57 miles east of Mobile.
The Poarch Band of Creek Indians is the only federally recognized Indian Tribe in the state of Alabama, operating as a sovereign nation with its own system of government and bylaws. The Tribe operates a variety of economic enterprises, which employ hundreds of area residents. Poarch Creek Indian Gaming manages three gaming facilities in Alabama, including: the Wind Creek Casino & Hotel in Atmore; Wind Creek Casino & Hotel Wetumpka; and, Wind Creek Casino & Hotel Montgomery. The Poarch Band of Creek Indians is an active partner in the state of Alabama, contributing to economic, educational, social and cultural projects benefiting both tribal members and residents of these local communities and neighboring towns.
To learn more about the Poarch Creek Indians, please visit their website:
To Contact the Poarch Creek Indians:
Poarch Band of Creek Indians
5811 Jack Springs Road
Atmore, AL 36502
(251) 368-9136
PCI Gaming in Wetumpka/ Wind Creek Casino & Hotel Wetumpka:
(800) 826-9121
Copyright 2012, Wetumpka Chamber | Sitemap


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Collierville, Tennessee Legal Malpractice Lawyers
Thomas R Greer
Memphis, TN Legal Malpractice Attorney
(901) 680-9777University of Memphis Cecil C. Humphreys School of LawTennessee Technological University and University of Sunderland, EnglandTennessee, 6th Circuit and 8th CircuitMartindale-Hubbell and The National Trial LawyersNational Police Accountability Project and Lawyers Involved for Tennessee
R. Sadler Bailey
Memphis, TN Legal Malpractice Attorney
(901) 680-9777Emory University and University of Memphis Cecil C. Humphreys School of LawUniversity of Tennessee - Knoxville6th Circuit, Tennessee and United States District Court – Western District of TNThe National Trial Lawyers, American Board of Trial Advocates...
Kyle I. Cannon
MEMPHIS, TN Legal Malpractice Attorney
(901) 527-2157University of Memphis Cecil C. Humphreys School of LawTennesseeSuper LawyersState Bar of Tennessee
Nathan Richard Glassman
Memphis, TN Legal Malpractice Attorney
(901) 527-4673University of California Hastings College of the Law and University of Memphis Cecil C. Humphreys School of LawUniversity of MemphisArkansas, Mississippi and TennesseeTennessee State Bar and Mississippi State Bar
David Owen Day
Cookeville, TN Legal Malpractice Attorney
(931) 528-7002University of Tennessee - KnoxvilleEast Tennessee State UniversityTennesseeTennessee State Bar
David Scott Hagy
Nashville, TN Legal Malpractice Attorney
(855) 233-7029Duke University School of LawDuke University11th Circuit, Georgia Court of Appeals, Georgia Supreme Court, Tennessee Court of Appeals, Tennessee Supreme Court, United States District Court, Middle District of Tennessee, United States District Court, Northern District of Georgia, Georgia and TennesseeSuper Lawyers, Martindale-Hubbell and Super LawyersGeorgia State Bar and Tennessee Association for Justice
Michael Kirby Smith
Brentwood, TN Legal Malpractice Attorney
(615) 620-5833University of Kentucky College of LawTransylvania UniversityTennessee and KentuckyTennessee State Bar and Willliamson Co. Bar Association
Edward M. Graves, Jr.
Cookeville, TN Legal Malpractice Attorney
(865) 599-1974University of Tennessee College of Law and University of Tennessee College of Law6th Circuit, Tennessee, U.S. District Court for the Eastern & Middle Districts of Tennessee and U.S. Supreme CourtTennessee State Bar and American Bar Association
Marisa Lee Combs
Nashville, TN Legal Malpractice Attorney
(615) 259-1366University of Tennessee - KnoxvilleSamford UniversityTennesseeTennessee Bar Association Young Lawyers DivisionTennessee Bar Association and Tennessee Bar Association Young Lawyer's Division
James Robert Embrey
Nashville, TN Legal Malpractice Attorney
(615) 313-9911University of Tennessee College of LawTennessee, Federal Circuit and TennesseeTennessee State Bar
The LII Lawyer Directory contains lawyers who have claimed their profiles and are actively seeking clients. Find more Collierville, Tennessee Legal Malpractice Lawyers in the Justia Legal Services and Lawyers Directory which includes profiles of more than one million lawyers licensed to practice in the United States, in addition to profiles of legal aid, pro bono and legal service organizations.
Researching Attorney Discipline


text: All items are selected pieces from sporting history, or are relics or memorabillia from famous sportsmen and sportswomen! All items are original and/or unique, proven by a certificate of authenticity is provided with each article. Dont forget to visit our virtual AGON-Antique Sporting Shop and our AGON-Auction pages, where you will find further top rare articles!


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NY Giants sign OT Brown to beef up offensive line
EAST RUTHERFORD, N.J. (AP) — The New York Giants have signed offensive tackle Charles Brown.
Brown is the fourth offensive lineman the team has added in free agency. The contract was announced on Tuesday.
The 6-foot-5, 300-pound Brown spent last season with the New Orleans Saints, playing in all 16 games and starting 14 games at left tackle. A 2010 second-round draft choice by the Saints, the former Southern California star spent four seasons overall with New Orleans, playing in 37 games with 22 starts.
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Lilac Bike
Lilac Bike
Italian version of our French lavender bike. La Vitq e Bella = Life is beautiful. Like all of our pillows, the back is made with an indigo striped ticking fabric.
****************************************************************************************Made with our 100% made in America milled cotton fabric. This amazingly neutral cotton works perfectly in a variety of home decors. We love this cotton for its high quality look and feel, & its softness and durability.
Each image is applied with an eco-friendly, non-toxic technique. The image will not crack, far, or bleed. Each image is individually hand applied, please allow for color variations in the colors with the weathering/vintaging pattern.
Please allow 7-10 business days for creation before shipment. Email for rush option, if applicable.
*fits a 20x20" pillow insert/cushion