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Urban Decay Anarchy Face Case
Urban Decay Anarchy Face Case
Urban Decay Anarchy Face Case ($44.00 for 0.43 oz.) includes five eyeshadows, one lip color, one eyeliner, two blushes, and one highlighter. Each eyeshadow is 0.03 oz., each blush is 0.05 oz., the highlighter is 0.05 oz., Super-Saturated High Gloss Lip Color is 0.10 oz., and the 24/7 Glide-On Eye Pencil is 0.03 oz. There is $54 worth of eyeshadows, $9 worth of blush (Urban Decay doesn't currently sell powder blushes, so I took the price-per-ounce for the Naked Flush palette, which is the most comparable product I could think of), $19 worth of lip color, and $14 worth of eyeliner. The kit is at least $96 in value (the blush/highlighter could make the value higher if they were actually sold separately).
Two of the eyeshadows are quite glittery, so if you don't like glitter eyeshadows, you may want to stay away. A third eyeshadow is sparkly but not as glittery as the other two. Provocateur hurts me on the inside, because it's not just a glittery mess, but it's poorly pigmented and gets everywhere and then some. It's actually worse than it was last year. Scandal is amazing, and it's a total bummer that the rest of the palette isn't as good as the lip color. I hope Urban Decay will add Scandal to its permanent line-up of Super Saturated pencils in the future.
I also wish this palette was slimmer. It's bulky to hold and handle; it just seems unnecessarily large. I just don't see myself taking this to travel. I feel Urban Decay does everything bulky–it is rare that anything feels rightly-sized.
Scandal is described as a "bright metallic raspberry shimmer." It's a rich, vibrant pinky-red with metallic ruby shimmer and a glossy finish. This color knocked my socks off from the MOMENT I applied it to my lips. It is utterly spectacular in the coverage, consistency, and wear–it glides on with rich, even color that lasts five hours, plus a residual stain for another hour and a half or so. Milani Photo Flash is similar, not as red. Guerlain Pour Troubler is more muted. See comparison swatches.
Fetish is described as a "mauve-pink." It's a pinky-plum with a mostly matte finish. It had good color payoff, but it was a little stiff/dry, so it wasn't as easy to blend as I would have liked to see. It wore well for seven and a half hours, and then it started looking faded after eight hours of wear. NARS Realm of the Senses #2 is darker. MAC Sweet Samba is more shimmery. NARS Oasis is more plum. Illamasqua Allure is bolder, deeper. See comparison swatches.
Quickie is described as a "bright pink." It's a bright, blue-based, light-medium pink with a matte finish. This had excellent color payoff with a soft, silky texture that was so soft that it was somewhat powdery. It did not look powdery on the skin, though, and it wore well for just under eight hours and started looking somewhat faded after eight and a half hours of wear. MAC Peony Petal is cooler-toned. MAC I'm the One is similar. Bobbi Brown Pastel Pink is similar. See comparison swatches.
Craze is described as a "pale gold shimmer." It's a pale, yellow-y beige with a frosted finish. It had good color payoff, but it can be sheered out or built up, depending on your desired intensity and finish. It slightly emphasized pores when applied with about medium coverage; if I blended it out a lot and went for a lighter coverage, it did not, but there's some give and take there. It wore well for eight hours and looked slightly faded after nine hours of wear. Becca Moonstone is slightly yellower. theBalm Solid Gold is also a bit yellower. theBalm Mary Lou-manizer is also yellower. Illamasqua Aurora is similar but a cream product. See comparison swatches.
Redemption is described as a "deep gunmetal satin." It's a dark gray with cool undertones and a soft, frosted finish. It had good color payoff, and the texture was fairly soft and smooth. LORAC Slate is a touch lighter. Disney Jetsam is less blue. Disney Flotsam is less shimmery. theBalm Matt McDonald is lighter. Urban Decay Ace is less shimmery. Make Up For Ever #1 is a cream product. Bobbi Brown Gunmetal is similar. See comparison swatches.
Fray is described as a "warm mauve matte." It's a neutral, pink-beige with a matte finish. It was soft, finely-milled, and just a tiny bit powdery. The color payoff was good, though, and it was easy to blend on the lid. Urban Decay Freestyle is warmer. Urban Decay Laced is a touch darker. MAC Bloom On is similar. Chanel Rose de Mai is darker, pinker. Inglot #341 is darker, warmer. See comparison swatches.
Vaporize is described as a "deep metallic gray-taupe shimmer." It's a neutral-cool taupe–a mix of gray and brown–with a sparkly, almost glittery, finish. I had issues with fall out with this one, even though it was fairly pigmented. Marc Jacobs The Starlet #7 is similar, less glittery. Disney Kill Joy is lighter. theBalm Selfish is less sparkly. Urban Decay Armor is darker, grayer. NARS Grand Palais #1 is lighter. MAC Satin Taupe is darker, less sparkly. See comparison swatches.
Provocateur is described as a "light metallic mauve shimmer with multidimensional micro-glitter." It's a muted, rosy pink with darker pink glitter. This shade had really poor color payoff and really chunky, loose glitter that just got everywhere. It was fall out during application but throughout the wear. I ended up needing to re-test the shades in this without using this, because it was impossible to tell if any others were responsible! It's actually worse than it was in last year's Vice palette. Tom Ford Enchanted is similar but less glittery. MAC Heirloom is less pink, cream. Giorgio Armani #29 is pinker, less glittery. Bobbi Brown Pink Rose is similar. See comparison swatches.
Revolt is described as a "bright metallic silver shimmer with silver micro-glitter." It's a bright silver with silver micro-glitter. It had so-so pigmentation and was incredibly glittery–not as bad asd Provocateur but still frustrating to work with. Urban Decay Shellshock is more pigmented and less glittery. Giorgio Armani Silver Chafer is more metallic, less glittery. Marc Jacobs The Starlet #6 is less glittery. NARS Silver Factory is a cream product. MAC Extra Silver is more metallic, less glittery. See comparison swatches.
Perversion is described as a "blackest black matte." It's a deep, dark black with a matte finish. This is part of the permanent range, and if you tend to buy Urban Decay products, you probably have this already. It wears long and well for at least eight hours and then starts to thin out for me after nine to ten hours of wear, but it doesn't migrate or smudge. See comparison swatches.
Limited Edition


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Stories are listed roughly in reverse chronological order.
Can the Huskers hold onto their division on the road? Here's your game-day press from Grand Island, Lincoln (1, 2, 3, 4, 5, 6, 7), Omaha (1, 2, 3), Des Moines and Ames (1, 2), plus info from Huskers.com.
Bill Busch was the guest on Friday at the Big Red Breakfast.
Iowa native Kellen Huston was never a Cyclone fan.
Trev's take, Thursday's practice report and Friday NU notes.
The Cyclones could represent the Big 12 North in December and six teams are still in the running.
Saturday's game could be a battle of the defenses.
The Huskers are looking to regain some of the swagger and pizzazz.
Cory Ross says his toe injury won't stop him.
Barrett Ruud and Chad Sievers missed Wednesday's practice.
There are several Nebraskans on the Cyclone roster.
Chad Sievers is stepping up into a leadership role.
The Cyclones are stingy against the rush.
Thursday ISU and recruiting notes.
With Matt Herian out for the season, tight ends must step up.
Dan McCarney and Bill Callahan have some history together.
Nebraska is not doing well in third-down conversions.
Coach Callahan has his weekly press conference and admits making a warm-up decision mistake.
Iowa State and Nebraska are focused on the Big 12 North.
Cory Ross is nursing his turf toe.
A walk-on kicker is making a difference at Iowa State.
Coach Callahan is happy being in the driver's seat.
Jay Norvell and Dan McCarney have a lot of history.
The offense is still struggling with the passing game.
ISU and NU are playing for first place in the Big 12 North.
Up next are the Iowa State Cyclones, who defeated Kansas 13-7. See how NU and ISU match up statistically, and get the Iowa State wallpaper.

subset: commoncrawl


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Bangladesh vs Sri Lanka both teams will be going to played his next 2nd Twenty twenty game on 14th, February, 2014. Here is the best place where you can check easily Bangladesh vs Sri Lanka 2nd T20 Live Score match toss reports and match ball by ball results so dont forget about this big game. Ban vs Sl mach will be start on as per fixture 17:00 local | 11:00 GMT | 16:00 PKT and both teams are face to face at Chittagong cricket stadium Bangladesh. This is the big game in between these two team both teams played first test matches now they will be going to played the t20 matches.
As per fixture today is the second twenty twenty game, first match is will be played recently on 12th, Feb, 2014 at Zahur Ahmed Chowdhury Stadium, Chittagong. In first t20 game Sri Lanka team played first his opening batsman MDKJ Perera again looking well he made 64 on 44 balls with the help of 7 fours and 1 six, but then suddenly on 90 they lost his four wickets one by one. At the KMDN Kulasekara hit the every ball and he will be able to good score for the sl team and Sl team gave 168 socre target in 20 overs on 7 wickets lost.
On the other hand they have ability to chase the target, Ban team take a good start New batsman Anamul Haque played well and made 58 score but at the end of match situation is different Ban team loss the game very near the victory, bangladesh team all out on 166 so Sri Lanka team won by only 4 runs this is not very big victory for the SL team, in below we will provide the both teams squads list which will be performed in today game.
Bangladesh vs Sri Lanka 2nd T20 Live Score 14, Feb, 2014
- Match: Bangladesh vs Sri Lanka
- Date: 14, Feb, 2014
- Time: 17:00 local | 11:00 GMT
- Venue: Zahur Ahmed Chowdhury Stadium, Chittagong
Bangladesh Squad
Tamim Iqbal, Shamsur Rahman, Shakib Al Hasan, Mominul Haque, Mithun Ali (wk), Nasir Hossain, Mahmudullah/Sabbir Rahman, Farhad Reza, Sohag Gazi, Mashrafe Mortaza (capt), Arafat Sunny
Sri Lanka Squad
Dimuth Karunaratne, Kaushal Silva, Kumar Sangakkara, Mahela Jayawardene, Dinesh Chandimal (wk), Angelo Mathews (capt), Kithuruwan Vithanage, Dilruwan Perera, Ajantha Mendis, Suranga Lakmal, Nuwan Pradeep


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Man Arrested for Having Himself Shot in the Leg
LEGAL NEWS OF THE WEIRD — Darren Hieber, 33, became the most recent person to choose drastic means to reconcile with an ex. Twice Hieber, of Onawa, Iowa, arranged to have himself shot in order to win his ex-wife's sympathy. The first hit man shot Hieber in the leg, but the wife still ignored him, and a second job was arranged in March, with two different shooters, but that failed, also. Adding to his frustration, Hieber was sentenced to 10 years in prison in August because it is illegal in Iowa to have yourself shot. [Associated Press via KCCI-TV(Des Moines), 8-23-2012]


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To all those that want to participate....
I have planned a "back road" tour of NOVA that ends up on 211. The tour will take us through some REALLY fun roads, and we'll finish it off at Cooter's on 211. Then if anyone wants to continue up 211, they're welcome. THis will start at the Old Hechingers commuter lot on the corner of 123 and Old Bridge road in Woodbridge, VA. IT's just off the 123 exit on 95.
I have the route/directions written out and I will post them soon. Now...What day? I'm thinking Sunday, September 29th.
Trust me, you'll LOVE these roads. So who's in?
There's more info on the I-Club.


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Summer Crochet - Online Collection is taken from the Rowan archive, from the brochure Summer Crochet. Rowan's first brochure solely dedicated to the craft of crochet. A historical and richly atmospheric fishing harbour provides a stunning backdrop to this ultimately feminine collection of 6 modern and easy-to-wear garments by Marie Wallin using Cotton Glace - all available as a free download pattern.
To view this collection as a look book click here


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Undergoing a "Culture" Change
May 15, 2001
FEATURE ARTICLE | Management, Close-Ups
Gienow Building Products enjoys a reputation for manufacturing innovation. Just-in-time or JIT manufacturing is a goal at window and door industry companies across North America, but few are probably at the stage reached by the Canadian manufacturer, where most products literally come off the line and are loaded onto a truck.
Window & Door recently traveled to Calgary, AB, to visit the company, and gather some insight into how it has achieved its enviable reputation, and learn about where it is going now. We sat down with David Munro, Gienow's president, to learn about the challenges the company faced to become "fully-integrated" and its next phase of development, bringing its integrated system to the Internet for customers to access.
Dave Munro, president, stands by windows ready to be
loaded onto trucks at the Gienow plant in Calgary, AB.
A little bit of history first. Gienow was started in 1947 by Bernard Gienow, a Calgary homebuilder. The wood window manufacturing company grew and was purchased by Redpath Industries in 1972. A group of Calgary businessmen, including Munro, then acquired the company in 1983. Under its new ownership, Gienow adopted the Japanese philosophy of JIT manufacturing. Another major change came in 1993, when it worked with Veka, Inc., the Fombell, PA, based extruder, to add vinyl window products to its line. In 1999, the company moved into its current 360,000-square-foot facility. Today, it sells products throughout Western Canada, as well as the Western U.S. and overseas.
Window & Door: You have a reputation as a leader in our industry in window and door manufacturing innovation. How did you get started?
Dave Munro: We've always been a technologically driven company, from the day we first bought it. And our goal then was to have a fully-integrated manufacturing system from front to back. We described it in '85. We bought the company in 1983 and came up with the manufacturing philosophy in '85. And that's when PCs were just starting and network PCs weren't available. We've been working on it since that time-to have a fully-integrated manufacturing system.
WD: Why did you see fully-integrated manufacturing as such an important goal?
DM: Because we felt that long-term, down the road, you'll have to be able to produce a customized product at the price of a standard product. And you have to be able to make a product consistently without a high skill level and that's what we tried to achieve from day one. Fully-integrated, in our theory, means the order-from the customer all the way through the system-never gets touched and we've worked real hard to develop that.
In about 1992, we came up with a configurator that we thought was quite unique. The customer puts the order in, and the configurator knows whether you can make it or not. In 1992, we didn't know how the Internet would work, or how it would all work, but the Internet is the answer now. We said we could get a configurator that could have all the engineering knowledge built into it, be mathematically scalable, and it would be able to be used for any window. And basically, we have just put that up in our system in the last six months, and it does work.
It went up last September along with our ERP system and it's fully integrated. The next phase is to take it out to all our customers. We have some customers already on the Internet putting in orders, and all our salesmen are on the Internet putting in orders. But now we have to build the firewall and the security systems. Then just about all our customers will be able to put their orders in. The configurator knows if we can build it. It knows all the engineering constraints of every component we use. Down the road, and I'm not sure we'll go this far, we'll have the ability to have a virtual window. A customer can literally draw his own window on the Internet and be able to know if we can build it, and he can price it.
Building an Infrastructure
WD: What were some of the important steps you had to take to get where you are today?
DM: We were growing. We had four buildings, and we said we have to come up with a master plan, because we're not going to be able to go to the next step without a master plan. And we said we can't go there with the buildings we're in, so that's when we decided to go buy a 40-acre site. Subsequently, after we bought that land, we found this site. This was much better for us, because we had much smaller buildings that were not electronically capable of being upgraded to a Level Five, high-tech building. We needed a facility where we could get all our people back under one roof. We needed the ability to implement all the software we were working on.
WD: What do you mean by a Level Five building?
DM: It's very, very high speed. Throughout the building, we have something like 10 miles of fiberoptic cables in here and 165 miles of Ethernet cable. So we have very high speed. I think our slowest connection here is about 200 times faster than our fastest connection in our previous buildings. And everyone's on that level. So it delivers very high speeds and it really makes a difference. There are some really big wins there, but it's a very expensive thing to do-make your building a Level Five building. But you have so much data in the manufacturing business. You have to be able to handle it.
Gienow manufactures vinyl windows using extrusions from Veka.
WD: Where are you now as far as just-in-time?
DM: The theory is no inventory. We have a shipping dock that says you bar code it off the line, you put it on the truck. We have a small staging area in the middle to get enough product to make it worth loading. There should be very few windows sitting on our docks at any given time. The moment I go out there and see carts full everywhere, I know we have a problem. It's a JIT system. The products are made in exactly the order they're going on the truck. If we're going to make a house package and it's got 27 windows in all different sizes, they're made exactly in order down the line, put on the truck, biggest to smallest. They come out in the order they're going on the truck. I don't think anyone else can do that kind of stuff. We've been working on it about 15 years.
WD: What are some of the benefits to being fully integrated?
DM: As a manager, when I complete a window, I want to know what my efficiency on the floor is, and I want to know what my quality is. If I'm doing quality inspections or if I'm doing audits under an ISO-type configuration, we want that all to be live through the system we're putting in. And that was our vision, and we've now evolved, and, in all cases, we know it works. We don't have it all rolled out, but we know all the risk is out. Or at least we're 90 percent sure all the risk is out. We can actually go out on the floor...we can talk to one of my guys. He can dial up, he can tell you what his production is today, how many windows he has to do, how many he's done, how many he's doing per minute, what his efficiency is. Every time it updates a window, it updates his efficiency and throughput; you know how many hours you have on the line, fully integrated. Our guys can dial up from home if we're running a second shift. If a foreman has a second shift running and wants to check and see how they're doing, if there's a mechanical problem or whatever, he can check the status. The JIT we do is key. We make that window in the order it's going on the truck. I don't think there's many guys doing that out there. Basically, the only time we ever batch is to get optimization efficiencies.
WD: In moving to JIT, has it been difficult to coordinate all different production lines?
DM: Platform scheduling becomes a bigger and bigger issue. It really is. To make sure every line's got the product out at the same time. We've been pretty successful at that. And that's where you have to get fairly sophisticated with your platform. And, very sophisticated in terms of how you apply standards to that platform. The biggest win for all of us when you go to these ERP systems is going to be your data. Your database is going to be one of your biggest assets. It might be your biggest asset.
If a customer phones and tells us, "I bought my house in 1992. I can give you my address or a phone number." We can bring up his order. We can even tell the size of the sealed unit in his master bedroom, and the grille that's in there. By having that ability, we don't have go out to the site to measure anything. We capture all that data and keep it. We can tell you every house since 1990 that we put a product in. That database is very important to you down the road, and tie that in with the Internet and your web page for service, and I think you really get something. What you'll be able to do with that data. You'll determine where your efficiencies and your inefficiencies are and how you load your plant. How can you do certain things to meet certain rules to better refine schedules. Even create opportunities for efficiencies by running models. A good example would be our sealed units. We can optimize our butterfly table. You can put two units on if they are less than half (the length of the table), less an inch. By optimizing the units going through there, we can minimize the number of butterfly actions we have and we can increase our capacity. That's the kind of stuff we can improve on. And down the road, we think that will be very effective.
We're just starting to see some of the benefits now out of our data. A lot of the data is phenomenal. I don't think the industry realizes this yet. We haven't seen the real benefits yet. We're now just going to go forward with the benefits. We've always worked in a JIT system since 1985, but it was always constrained by the computer technologies. It was constrained by the networks. It was constrained by the PCs. It was constrained by the processing power. Every time we wrote a new program, we needed more processing power and more RAM and more storage. And we needed a method to communicate. High-speed Internet is the answer. We spent a lot of money. But I think what we have now is a stable platform for the next 10 or 15 years.
Culture. Pure Culture
WD: What's been the biggest challenge so far to getting where you are now?
DM: Culture. Pure culture. It's a change of the old manufacturing culture. I think the biggest challenge is still ahead of us and that's the transfer to an electronic culture. How do your people deal with it? How do your salesmen deal with it? How do your customers deal with it? You know you'll have salesmen who will never deal with it. You know you'll have customers who will never deal with it. We even have people in-house who won't deal with it. Change is great as long it affects you and you, but it doesn't affect me. And it's continual change. That's one of the biggest challenges to it. Just as soon as you get stabilized, you want to make another change to it. I think we're through. We've been through this for the last three years big time. We're now in a stable format and now we just take sort of a Kaisan approach to it-continuous improvement. The biggest hurdle is to go from a paper society to an electronic society. I feel real comfortable, at my age, reading pieces of paper. Teaching your people to access databases. How to work in an Oracle database. That's a major change. How do you do all that? How is the Internet going to affect how we do business? It's going to affect us dramatically. I really believe that.
Gienow's complete line is on display in its factory showroom.
WD: Have suppliers been able to support your efforts to be JIT?
DM: We run JIT with our suppliers too. And our inventory turns are great. You go down here and you won't see any inventory. We can double our volume and increase our inventory only by a very small amount. You just don't have to have more inventory to do more volume. We have suppliers that ship product every day. They ship in every morning at 7:00 and we ship those products out on the truck in the afternoon. We have suppliers that do that and we have suppliers of special products. It might be a special grille, or something like that; it will arrive here the day of production. It's a culture change. The first six months, my guys were ready to fly the coop. But today, you can talk to them about it. The culture change is there. And maybe that will change the way you do business in some cases to make it worth it. But it's so logical. It really is. I think trucking, tied to master plan scheduling, is where it's going to go. I really do. You'll have quantum bottom line improvements, because you'll cut all that overhead.
WD: With the JIT approach, do you get in situations where you deliver a product and the customer's not ready or they didn't tell you they wanted to reschedule?
DM: Yes. And that's a culture change. That's a big one. But there are ways you can make them want to go JIT. They know they want to schedule. They want to know it's going to arrive Thursday morning between 8:00 and 12:00, and the framer's going to be there at that time and they can put them in the holes. I think all those things are culture changes that you'll have to sell. But I think there are big wins.
WD: Can you describe the changes Gienow's bringing in now?
DM: I want to upgrade the system so I can tell the customer over the Internet where his window is. I want to be able to tell them it's on the truck. I want to be able to tell them it's been delivered at the site...And we're really getting close to all that. Down the road, your customer's going to be totally live. He's going to be able to schedule his own delivery date. If a customer has an order, we ask him to put it in 10 days before he needs it. If he wants to re-schedule...we'll let him re-schedule that order to any delivery date he wants within four days of the original delivery date. If he gets a rain storm or a snow storm or the roads get closed, we just re-schedule that order to the next available truck going to that particular market. If you're in Calgary, and you're a close customer doing new construction, for example, you have the ability to re-schedule to the next day if you want, the next morning, or the next afternoon. Two days out, three days out, depending on whether your framers didn't show up or someone got sick, we have the ability to re-schedule all those orders. And there's no inventory.
Going Online
WD: How are you bringing the system to the Internet?
DM: We started out with our salesmen taking the role (of the customer)...and that was a big challenge. First we said, "now you're all going to use a computer, guys. The first step is you are going to input your orders just like you hand write them now....No one's going to check those orders for you and the system has to do all the checking." We've set up the system, Internet-compatible, so the salesman will take exactly the same position as the customer. So when a customer has a question, he's got to know how to handle it. When a customer has to return product, how's he going to handle it. When he orders a house package, how's he going to handle it. We deal with a lot of tract builders. For example, if a builder orders a house package with the garage on one side and the windows on the other and then he wants to reverse it, how do you deal with that. All that stuff is in the system now. We're going to the salesman as the customer now and we'll move to the real customer live in the fall.
WD: What do your customers think of this concept?
DM: The progressive ones are all over it. My phone rings every day. We're giving demos on it and my phone rings every day, with guys saying, "When can we go live? How are we going to do it?" It's just unbelievable with the progressive types. You have some guys, who are old-time builders, that have always been the craftsman type, they're going to struggle. But in theory, if you take a builder that's building a house-and a lot of our builders, and you see it all the time-they're building just a modification of something. If I take that guy, I go pick the young guy in his company that I'm going to deal with. And I go put a template in his machine, in our order entry system, and I say to him, "Every time you want to order, you know, a reasonable modification of this template, you can just bring it up and make the changes and send it to us. It's in our system immediately." We're at 10-day lead time now, with a four-day change. We'll be eight and three. That's where it will go, and maybe shorter. Your customer's live. For example, he has the ability to go into the Internet and check his production if he wants. He has the ability to know what the status of his order is. He has the ability to put those service calls in. He'll have the ability to change his delivery. So he'll go on the Internet at night, after he's been on the job site all day. In the old days, first, he'd have to find time to get the phone. Then he'd have to find a salesman or a sales desk guy. In most cases, our superintendents are busy in the field all day. They get home at night, that's when they do that kind of stuff. They'll just get on the Internet and do the changes. And then there will be an automatic confirmation sent to them. That's where it's going. We have customers up live now. We're selective where we go, because we don't have the firewalls up yet. We have one renovation customer that goes out now, he takes our order entry system in and a printer, and he closes 80 percent of his orders in the house with the printer there. He says it's the best tool he's ever had. He walks in there. Quotes a renovation. All non-standard size windows. All the special installations. He can do it right there on site. He can quote it right there. It used to take three or four days before a salesman could get back.
Adapting to Change
WD: Do you expect to lose customers? Will there be customers that won't adapt to the online approach?
DM: Yes, you don't want to lose them, but you'll redefine your cost of dealing with them. That's what you're going to do. I don't think we all realize what our true profit margins are on certain customers. Let's say you take 20 of your biggest builders or 50 of your biggest customers and put them on the Internet. You'll have no trouble picking 50 to do it. Then you'll have another 300 or 600 or 1,000 customers you only deal with once in awhile. They're going to start and you'll have to migrate them through it. Then you'll have to have training seminars. We have a training group now. We'll teach them how to do it. Look at what happened when they put notebooks out. Nobody had a notebook. If you had one you were a rebel. Now you've got to have one. You have to work on a computer. It's going to be a migration. There's no doubt about it. You're not going to go into a company, a big builder, and say give me that 50-year-old guy I've been dealing with for 25 years. I don't want to deal with him anymore. I want to deal with the young guy with the computer knowledge, who understands where it's going. I don't know how you're going to say that to someone. And then you're going to have your group of sales guys. They're going to go out, take a plan, do the take-off, and basically put the order in just like we do it today. You can't walk away from that market, you just have to handle it differently. We'll find true costs that way. This is the culture change we're talking about. And I don't know how it will all work. But it's going to change big time.
WD: What are some of the opportunities you see in moving your customers onto the Internet?
DM: There are a lot of profit opportunities in the electronic interface. I think a lot of stuff you give away. You don't realize you're giving it away. In the future, I think that will be one of the biggest opportunities and we're just starting on that one too; using the electronic price book and the pricing capabilities has all kinds of margin opportunities. For example, if you want a three-day lead time, that's obviously worth a lot more money than an eight-day lead time. You're going to pay for that. Maybe you don't want that capability. Maybe you're so organized you can order in every time with an eight-day lead time. There's a profit opportunity. So that's a culture change, and I don't know what it's going to look like. We're brainstorming that. The ability to use the Internet to price your customers properly. And the controls you're going to be able to put on. And that's your database again. Your database is going to give you the control. Down the road, I see our customer's customer ordering product. For example, if I'm out selling a tract home, and I'm the builder, I don't want to confuse the customer with all the options he can buy. I think down the road, and I'm not talking long-term here, I'm talking 12 months, we'll have the ability for the customer's customer to access our site and actually be able to order all his options. His low-E glasses. His doorlites. All the specialty stuff he's not getting today. And it will be subject to builder by project as to what constraints will be there. That's where it's going to go and that will be a high margin add-on for us.
WD: Do you see the customer's customer using the system on the replacement and remodeling side?
DM: I don't know how that will all work yet, but the dealer is going to be better equipped. Once you go wireless, you'll be able to go on the Internet eventually and you'll be able access a renovation program to do renderings online. I looked at a rendering program the other day...unbelievable. You can go and take a picture of your house digitally, and actually bring it up and do a rendering in 10 minutes with all the changes. You can have vinyl windows. You can have wood windows and all that. And we'll tie into that. It's not difficult, and down the road it's going to get simpler and simpler and simpler.
WD: Gienow has been working to expand its business beyond Calgary and Western Canada. How is JIT and online ordering going to help you in serving those markets further away?
DM: JIT's not as big a factor going to markets where you're shipping truckloads, but I think down the road, the Internet is going to be key to that builder in Minnesota. They're going to be on the Internet ordering their products, scheduling their products. They're going to reduce their own inventory. They're going to be able get the product they want on a regular cycle.
With all the things we've talked about here, the next step is to expand our markets and double our size in the next three years. And I think we can do it easily. The customers are just so receptive to it; if you can make it easy to deal with you. It's real easy and it makes their life easy and they take the accountability and now the role of your salesman changes. He becomes a service type guy.
It's not like it's high risk to go there. The high risk is putting the infrastructure in. And that's where we will go forward now. We know our customers like it and the version we have today is the worse it's ever going to be.
The Internet opens the world up to you. It really does, if you do it right. How it'll all look, I don't know, but that's where it's going.


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Due to the good network system of transportation in Mumbai, traveling is quite easier in this pulsating metropolis. To travel in Mumbai, the public transport system is the best option. Taxis, local trains and auto rickshaws are the most accessible Mumbai local transport. You will find several auto rickshaws plying from Vashi to New Mumbai, Dahisar to Church gate, Bandra to Borivalli and Sion to Mulund. The fare for auto rickshaws comes around to Rs. 7. 50.
The cheapest way to travel within Mumbai is to board a local train of the city. It is the most economic Mumbai local transport available to the public. The local trains are the best and economic way of transportation in Mumbai. The Mumbai local trains have special coaches for women and men. The local trains ply from
- Mumbai V.T. to Andheri and back
- Mumbai V.T to Vashi/Panvel and back
- Churchgate to Borivali/Virar and back
- Mumbai V.T. to Karjat/Kasara and back
Last Updated on 23 March 2011


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Job For a Cowboy Debut "Tarnished Gluttony" Music Video
Today, Job For a Cowboy posted a new music video for "Tarnished Gluttony." You can check it out below.
The disturbing nine-and-a-half-minute clip was directed by Michael Panduro (Saint Vitus, Cephalic Carnage) and comes off the band's Demonocracy album, which came out earlier this year through Metal Blade Records.
"'Tarnished Gluttony' originally runs off the idea of blind faith into our government and monetary system," said founding frontman Jonny Davey. "The director ran with the idea and spliced it with a H.P. Lovecraftian twist. The video streams the fascination of religion and the actions people justify in the name of religion, and this video is a spin on the old biblical tale of Abraham and Isaac, however, set in the world of Lovecraftian mythology. The point is, acting blindly in faith to a Christian deity is just as absurd as worshiping squid like monsters from space who live under the sea."
Adds Panduro: "As a commercial director, I'm a complete failure. The band asked for just one thing and I couldn't deliver. Indeed, this video has no boobs."
JOB FOR A COWBOY – Summer Slaughter Festival 2012
w/ Cannibal Corpse, Between The Buried and Me, The Faceless, Periphery, Veil of Maya, Goatwhore, Exhumed, Cerebral Bore
8/08/2012 Irving Plaza – New York, NY
8/09/2012 Northern Lights – Albany, NY
8/10/2012 The Palladium – Worcester, MA
8/11/2012 Heavy Montreal – Montreal, QC
8/12/2012 Heavy Toronto – Toronto, ON
8/14/2012 House of Blues – Cleveland, OH
8/15/2012 St. Andrew's – Detroit, MI
8/16/2012 House Blues – Chicago, IL
8/17/2012 The Rave – Milwaukee, WI
8/18/2012 Expo Five – Louisville, KY * No Cannibal Corpse
8/20/2012 Summit Music Hall – Denver, CO
8/22/2012 The Showbox Sodo – Seattle, WA
8/23/2012 Roseland Theater – Portland, OR
8/24/2012 The Fillmore – San Francisco, CA
8/25/2012 The Grove – Anaheim, CA
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Cars > Events > Gateway to the west car show
Contact Information and Links
- Duane
- 402-630-4907
Files 1 – 1 of 1
- Gateway to the west car show
- Car show information see attached flyer
- Added: Jun 9, 2009
Comments on this Event 1 – 1 of 1
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Read comments on this event (1)
- Jun 9, 2009 at 10:57 pm
- Everyone here that can make it come out because a portion of what you spend to register is going to a good cause weather permitting, it should be a great turn-out
About Gateway to the west car show
Car show / carnival / craft fair
Near 17th and Colfax..Blair, Ne 68006
Registration for all vehicles participating in this show are
$20--starting at 8:30 am to 9 am sharp !
----------------Come early and register-------------------
FREE to all spectators
all car / trucks / bikes / foreign cars are welcome to this show
All individual corvettes will be judged separately
The Specialty classes include....
---Best chevy ---Best Mopar ---Best Ford ---Best Engine
--Best Paint ---Mayor's Pick --Police chief's Pick
--Best Restored --Best Local --Best of Show --Best Kustom ---Best Motorcycle
---Chamber Pick
Contacts: for registration and question about this show
150-200 + expected
Date and Time
Sat Jun 13, 2009 from 8:00 am – 11:30 am (CDT)
Location and MapOutside the Washington County Courthouse
17th and Colfax
Blair, Nebraska 68008
United States


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TOWLE MOZART CRYSTAL SALT and PEPPER SHAKERS NEW
- Sold for: Start Free Trial or Sign In to see what it's worth.
- Item Category: Furniture & Furnishings
- Source: eBay
- Sold Date: Jan 26, 2007
- Channel: Auction House
NEW TOWLE pattern-MOZART 24% LEAD CRYSTAL SALT AND PEPPER SHAKERS. 2 3/4" Tall. See PhotoPayPal and Money Orders preferred and shipped immediately, Personal Checks accepted but item held for 10 business days for check to clear. Payment is due within 10 days from close of auction. Comes from a smoke free environment. Thanks for stopping by any questions email me. Please check out my other auctions currently running on Ebay.


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condition: has mank scratches but shoots great only battel scars nothing else.
color:gloss black with a gloss red grip frame
upgrades:profeceny kit, pillow bolt w/QD,laser 4c eyes,cp reg, cp asa, plant eclipse mini rail, vp trigger,marq'd for death flat panel grips, proto 2 pc barrel.
known problems:none
asking price:700 i will not go lower
shipping options: ill pay shipping but its basic, i will not ship first on trades!
trades or intrest:dm7's, nice egos, nice older timmys+cash,vices,and proteges if up'd +cash(no stock proteges),tresholds with ups + lots of cash,rev-i's,any other trades that are in your favor ill add as much as 100 dallors or some gear.
includes:lpr tester/hpr tester.
i do not have pay pal and dont want checks.plz only money orders if you send me a check im gunna send it right back in shreads.
this pic shows all the worst "battel scars".
in all the pics the gun is dirty it will be clean'd and lube's before shipping. NOT UP FOR SALE ANY MORE MOD PLZ CLOSE THREAD.!
Edited by RealtorTommy, 23 July 2009 - 07:35 PM.


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With Havana trip, Obama seeks to make history, lock in Cuba opening
By Matt Spetalnick, Jeff Mason and Patricia Zengerle
WASHINGTON, March 15 (Reuters) - Barack Obama's historic visit to Havana next week may be the closest he comes to a Nixon-goes-to-China moment, but he also has another more practical goal: to make his opening to Cuba irreversible for the next U.S. president.
The Obama administration hopes that getting more U.S. companies invested in Cuba and loosening up travel to the island will make it almost impossible for traditionally pro-business Republicans to halt or even roll back the thaw in relations if they win the White House in November.
Ahead of his March 20-22 trip to Havana, the stage is set for a further easing of trade restrictions and a string of business announcements from the hotel and telecommunications industries and possibly even Major League Baseball.
"The administration wants to do as much as it can unilaterally before the clock runs out," said a person who has been briefed on Obama's strategy.
What remains to be seen, however, is whether Obama can prod Cuba's prickly Communist government to reciprocate at least with modest economic reforms that would help ensure his policy sticks.
Cuba's leaders have been slow to loosen their grip on the island's state-run economy. That plus strict limits that remain under the U.S. economic embargo against Cuba has made many American firms wary.
Obama's critics accuse him of giving up too much in return for too little from Cuban President Raul Castro and now taking a premature "victory lap."
But administration officials says deeper U.S. engagement should not be contingent on concessions from the former Cold War foe, such as improving its human rights record. Continuación...


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Amazon to Publish 'James Bond' Titles
Amazon.com (AMZN) this afternoon announced it will republish all of Ian Fleming's "James Bond" books under its imprint, Thomas & Mercer, beginning this summer, after having obtained the rights for a 10-year license after negotiations with Curtis Brown.
The agreement covers print and e-book editions, Amazon said.
The current print run is published by Penguin....


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I'm going to Haven, yep, it's my third year! I hope to attend every year. It's so much fun and very informative. I really enjoy seeing old friends, making new friends and talking to sponsors.
Are you going? It's hard for me to keep up with who is and isn't going. So, IF you're going, be sure to catch up to me sometime during the weekend.
I will be spending a little time with Jamie, Andy and Lucy on my way to Atlanta.
I'm lucky to have friends and family to hold down the fort while I'm gone. It's not easy taking care of things around here, plus minding all the critters. I owe a big thanks to those folks because I couldn't do it without them!


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by: SuperFanU, Inc • 6
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by: SuperFanU, Inc • 6
ULSuperFan is a geo-location app that rewards you for attending University of Louisville games and events! As you support the Cards with your attendance, simply check-in to this app to accrue points for prizes and unlock awards.
+ Stay up-to-date with a consolidated schedule listing games, events, banquets, etc.
+ A check-in system that rewards you for attending U of L events
+ Earn points for prizes, awards, and UL game-time events
+ Receive exclusive offers and coupons
+ Share to facebook and compete with friends
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Mike Minter Spring Update | @CampbellFB
BUIES CREEK, N.C. – The 2013 Campbell Spring Game is set for Monday night, April 8 at 7 p.m. under the lights at Barker-Lane Stadium / Ed Gore Field. The Camels will split into two teams for the contest, with a traditional scoring format.
Monday's game format will feature two 20 minute halves with a running clock.
The day will kick off with the fifth annual Earl Smith Golf Tournament at Campbell's Keith Hills Country Club. Registration begins at 8:15 a.m. with a shotgun start at 10 a.m. For more information, or to register, please contact the Campbell football office at 910-893-1974.
Campbell announced Mike Minter as its second head modern era football coach on November 27. Minter officially announced his first coaching staff on Dec. 20.
The 2013 season will begin on Aug. 31 at Charlotte. The team's six-game home schedule will start with UVa.-Wise on Sept. 7 at 6 p.m.


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Joliet Area Historical Museum and Route 66 Welcome Center
The Joliet Area Historical Museum and Route 66 Welcome Center offer interactive exhibits for all ages. They also offer a unique gift shop which sells not only keepsakes but games and toys as well.
Located on the corner of Historic Route 66 and the Lincoln Highway, this is one of only two places in the nation that thoose two famous roads cross. Both are now National Scenic Byways.
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We welcome your Route 66 news, stories, photos and events for publication in our newsletter or on our web site!


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Spring 2012 - Volume IV, Issue 4
In ancient times, it is told, cartographers would write the phrase, "Here, there be dragons" on their maps in order to indicate unknown, unexplored territory beyond the boundaries of what was already discovered. Such a phrase connotes mystique and danger and can raise the specter of fear for those who dare travel into uncharted territory. As an explorer of the intellectual variety, I have had my own encounter with the margins of my known world and have wondered how I might deal with the trouble I met along the way. My journey took me from a comfortable place in the largely realist world of hospital nursing practice and management to a meeting with feminist poststructuralist theory in the form of a doctoral level course. In this article, I examine my encounter with new theory, framing my analysis with work on the pedagogy of theory by both Roger Simon and Laurie Finke in order to consider how I have applied this theory in my work and suggest how my insights might benefit other students and teachers of theory.
Eisner (1988) emphasizes that knowledge is rooted in experience and notes that personal experience requires a method for its representation. In keeping with this, Laslett (1999) claims that "personal narratives can address […] macro and micro linkages; structure, agency and their intersection; [and] social reproduction and social change," offering a new vantage point from which to contribute to social science. The primary purpose of personal writing is to "understand [...] some aspect of a life lived in a cultural context" (Ellis & Bochner, 2000). In considering the often-times difficult experience of learning theory, it is clear that the fear of theory is not something that is an individual attribution, located as an individual problem that must be therapeutically resolved by the student. Rather, we can see the fear of theory as a product of a particular conjunction of human capacities and histories and social forms (Simon, 1992, p. 94).
Thus, personal experience writing is the perfect way to "consider how this struggle is lived in the process of learning" (Simon, 1992, p. 94) at this intersection of individual capacities and social forms. Embarking on an investigation of the processes associated with feminist pedagogy and examining the terms of feminist pedagogical discourse can assist in securing a future for feminist pedagogy within academia (Carillo, 2007).
To frame this discussion, I draw on the work of both Simon and Finke who have each written about the pedagogy of theory based on their teaching experiences. Both of these authors have seen the emotional manifestations of their students' difficult encounters with theory. What makes theory so difficult to assimilate into one's life, according to Simon (1992), is that it implies the "demand to give up […] the knowledges and commitments that people have grown up with and which constitute important resources for coping with everyday life" (p. 86). It also involves the "potential negation of aspects of one's personal and professional identity and the corresponding investments one has in retaining those identity positions" (p. 86). These identities may involve (as they did for me) a predilection for practical action and practice and a liberal, individualist sense of self (Simon, 1992; Finke, 1994). Ultimately, although the fear of theory can have profound emotional and behavioral consequences for students, the hope is that, by considering the challenges of engaging with theory, students can learn to see new possibilities for change (Simon, 1992; Finke, 1994).
I took a feminist poststructuralist theory course immediately after I transferred my doctoral program from nursing to sociology, where I ultimately completed my PhD. My undergraduate education was in nursing, a discipline quite firmly entrenched in rational, scientific, biomedical discourses, especially evident from my perspective as a long-time operating room nurse. At the master's level, I studied in health services administration, also a discipline with a realist and positivist orientation. When I began the feminist poststructuralist theory course, I had had limited exposure to theory or, indeed, any critical theoretical or methodological perspective. As a consequence, the course posed some significant challenges for me, in keeping with observations made by Wallace and Raghavan (2008) about the difficulties inherent in merging incongruent disciplinary epistemologies within a course on feminist theory. I take my data for this paper from weekly writing assignments that were a requirement of the feminist poststructuralist theory course in which I was a student from January to April of 2006.
The short written responses to the weekly readings (from weeks two to thirteen) allowed each of the students in the course to explore unsettling or exciting ideas in the assigned texts and to consider how the readings connected to our personal histories, social locations, or disciplinary situations. Herein, I summarize my learning experience thematically and conclude with an assessment of how I have considered the possibilities inherent in theory, how my insights might benefit other students and teachers of theory, and how this theory has found a place in my work, beyond the requirements of the course.
Although a chronological reading-through of my weekly writings demonstrates the temporal progression of my experience of learning theory, it is most useful to consider my experience thematically, in order to access the insights that abstraction provides. My experiences and some of my coping strategies can be understood according to themes of travel and movement, losing ground and struggling, applying new knowledge to familiar situations, and coming to terms with the content. Each of these themes is illustrated with excerpts from my weekly writings.
At times, as I journeyed through my theory course, I equated my experience to maps, movement, and travel. Finke (1994) uses the analogy of the map, a homogenized, rationalized, disciplined, and surveyed representation of a social space, which is emblematic of the theoretical conceptions of social life that her students bring to her course. My ideas of theory were as she describes. I came from a highly coded space with its corresponding comfort with dichotomies, fixity, and certainty only to find myself exploring terrain that was much more complex, varied, and nuanced than a one-dimensional map can portray. My decision to move from one discipline to another at the time that my theory course began was in the forefront of my mind as I embarked on my exploration of feminist poststructuralism.
In the first of my weekly writings I wrote:
Everything I read lately seems to relate to the decision I have made about changing disciplines for my PhD studies. The move is always in the back of my mind. Now I am quite literally a nomad (mobile in an unmapped space) (St. Pierre, 2000). I am confronting the constraining framework of my past. I am not part of it anymore but it's amazing that I had to be there for so long to find out where I really belonged. I had to be "placed for a time in order to remap my cartography" (St. Pierre, 2000, p. 260). But, I am afraid of that. I am pretty much a representative of the status quo – white, middle class, heterosexual, nurse – standard. What will I find in sociological theory that will challenge me and make me uncomfortable? (Week 2)
As the course continued, I found it most helpful to relate the process of learning theory to travel.
This week I found myself thinking of how my experience with learning about theory parallels my experience as a temporary inhabitant of New Zealand. Years ago, as a young nurse, I traveled to New Zealand to live and work for a year. I wanted to go because my life at home, while comfortable and fine, felt unexciting and stale. A trip like that is risky and frightening but also compelling. I thought it would be good to leave my comfort zone, venture far, and see and learn new things. I arrived in Auckland two days after Christmas; I got to my dorm and cried on my bed… Driving on the left made me feel like I was going to be hit by every vehicle I passed and I had to think very carefully before executing movements in my car that I would have done almost subconsciously in Canada. (Week 3)
In my writings, I also connected my encounter with theory to learning a new language and/ or learning to work across cultural boundaries. I began to see how the theory I was learning provided me with a new language with which to articulate questions that I had had about my professional identity.
Davies (2000) explains how subjectivities are "spoken into existence" through discourses. This idea is central to my experience. As an operating room nurse, hospital manager and researcher interested in the organizational impact on nursing practice, I never felt directly connected to nursing, the central focus of which is "caring in the human health experience" (Newman, Sime & Corcoran-Perry, 2004, p. 317). Yet, despite all of my inner questions about my professional identity over all of my years of practice, nobody else ever gave my situation a moment's thought. It was impossible for me to challenge the discourse that defined me as a nurse. Through the readings of this course, I now see the link between language and subjectivity. I see that it is possible to understand and articulate the argument that I had felt intuitively for years by accessing what has been, until now, a foreign theoretical language. (Week 5)
The appropriation of a new cultural tool is a transformative action, one that alters the entire structure and flow of mental functioning (Lattuca, 2002). Richardson (2000) likens an encounter with a new paradigm to learning a second language. She says that students are enriched by learning a second language because "it gains them entry into a new culture and literature and it leads them to a deepened understanding of their first language…as a language that constructs how they view the world" (p. 936).
I began my adventures with feminist poststructuralist theory with enthusiasm because I saw the potential that traveling to new lands offered. I felt that it could provide me with theoretical and critical thinking skills vital to both my success in sociology and my ability to working across disciplinary boundaries.
Although my tone at the outset of the course was anticipatory and hopeful, I did also express fear about undertaking such an excursion. As the course progressed, I fell into a hopeless state of confusion and despair. I could not discern the landscape. I had to alter my conceptions of subjectivity and power completely. I became frustrated and paralyzed by the complexity and elusiveness of poststructuralist theory and unable to speak for fear of appearing simple. I felt as though the earth was moving beneath my feet. Interestingly, I used a slightly unconventional way of expressing that in my writing, by placing certain words in super- or sub-script, as a way of trying to fit into the culture of the course, in which experimental writing was encouraged. There seems to be no solid ground (for me) to stand on anymore! I'm all for, as Foucault said, "the knower's straying afield of him[/her]self"(Foucault, 1980, p. 8) but I suspect that I am unlikely ever to find my way back again. I'm afraid of being too certain that I understand anything. (Week 9)
Even at a point in time that was well into the course, I felt overwhelmed and wanted to retreat into an ideological place that was previously comfortable to me:
I have to say that I am feeling ready to run (back) over to the liberal humanist camp. They seem to have a much clearer vision of the subject, one that is nice and stable and solid. Over here in poststructuralism, I feel the ground moving under my feet. I was just starting to think that I was getting a handle on the poststructuralist take on subjectivity but lately I feel no sense of intellectual security. (Week 10)
I also felt myself caught in a void where I could no longer feel, think, or act. I have heard that when a bomb goes off, there is a vacuum at the center of the blast. I feel like I'm in that center. There is a lot going on around me but I feel unable to participate. I am frustrated, confused, somewhat intrigued, yet I actually feel nothing. I have ideas swirling in my head all the time but can't think of a word to say. I am not what I thought I was, if I think of myself in poststructuralist terms. The world around me is certainly not what I understood it to be. Words do not mean what I thought they meant. It has all been rearranged and I don't quite know what to do. I feel a bit ridiculous. It's just a course, just theory; it doesn't have to consume me. I am trying not to dwell on my disruption. I will just wait for the air to come rushing back in and I will go from there. (Week 10)
As I analyze these experiences now, I can see that my reactions relate directly to the manifestations of the fear theory of which both Simon and Finke speak. In Finke's teaching experience, students struggle with challenges to "their own ideological commitments to Enlightenment liberal individualism" (1994, p.155). They become disheartened by the elusiveness of feminist poststructuralist theory and the ambivalence that comes with an encounter with a theoretical perspective that portrays the world and the self as fragmented, contingent, and constructed; in short, they become angry and depressed (Finke, 1994). Other behavioral manifestations flow from these unsettling emotions, most notably "the silence of a student who is unable to speak or refuses to speak in class when theory is being discussed" (Simon, 1992, p. 82).
Owing to the fear of making a fool of myself, being ridiculed for my perspectives, or being "found out" as one who is not fully capable of engaging in such a course (Simon, 1992), I was often left in silence, not willing to take the risks entailed in full engagement with the content. Simon further notes that there is an integral connection between knowledge forms (such as theory) and forms of power. When theory is offered in a pedagogical context, it can be "understood as a preferential and absolute imposition of meaning," which leads students to feel that theory is a form of symbolic violence, "something that is being done to them rather than a resource for their own practice" (Simon, 1992, p. 85). Words and ideas that were circulating in our class discussions became instruments of pain. I wanted to fight back from a most basic level by calling the course stupid or out of touch with reality. I felt I was being dragged kicking and screaming into a vortex of relativism, irrationality, and nihilism, characterized by what I saw (and other nurses have seen) as the theorists' tendencies to "overanalyze and deconstruct and yet provide little alternatives for reconstruction …[as if they were] taking pleasure in the bottomless nature of a swamp of ever-inadequate knowledge" (Whall & Hicks, 2002, p. 74). My anguish was visceral. I cried when I was alone at home. I felt sick with anxiety. At my lowest point, I was left emotionally and intellectually paralyzed.
Many of our class discussions involved the topic of sexuality. In my writing, the topics of sex, gay marriage, psychosexual subject formation, and transsexuality are represented and provide some evidence of the emphasis on sexuality in the content of the course. In this the third wave of feminist theorizing, in which poststructuralism is prominent, feminist theory has turned more and more toward an interest in queer theory and sexuality (Stacey, 2006). It was interesting for me to encounter issues in sexuality in the way that this course provided, although it did add a layer of distress because of my lack of exposure to the analysis of these topics. As well, I found it somewhat frustrating because the focus on sexuality detracted from considering other possible applications of feminist poststructuralist theory.
My interest in the sociology of (nursing) work was nearly invisible as a field of application; none of our course readings touched on occupation, organizations, industry, or work in any way, despite the heavily gendered nature of these fields. Nevertheless, my initial enthusiasm about the course helped me to see the potential inherent in feminist poststructuralist theorizing with regard to understanding social constructions and power dynamics in women's/nurses' work. I actively sought to make the connections between the theory and my own research interests through application.
I linked our readings for one week to my interests in nursing knowledge. I wrote:
It seems sensible to me to suggest that gender-based power relations are at work in the experience of nurses but the readings this week, introducing the feminist theoretical perspective, were abundant with discussions about patriarchy that are highly relevant to the context of nurses. Interactions between physicians and nurses seem to operate according to traditional gender assumptions. Like other settings, health care has "excluded alternative forms of knowledge, in particular those produced by women under different social conditions of knowledge production" (Weedon, 1997, p. 13). The social structure of nurses' daily activities generates knowledge of the patient that differs greatly from that of other health professionals yet this knowledge remains invisible and undervalued in the care delivery mechanism. Nurses live under a powerful set of discourses – science, physician superiority, fiscal management. Their participation in these politically strong discursive frameworks is limited or non-existent. Weedon's argument that "we should think in terms of transforming both the social relations of knowledge production and the type of knowledge produced"…by "tackl[ing] the fundamental questions of how and where knowledge is produced and by whom, and of what counts as knowledge" (p. 7) is fundamental for nurses. (Week 4)
I also used the theory I was reading to consider my observations and questions about nursing's struggles for recognition within the prevailing ethos of health care. Foucault's concept of the "episteme" (Mills, 1997), is useful in thinking about the culture within which nurses practice. A number of discourses circulate with authority in the health care setting, constituting a dominant and taken for granted way of thinking about health and health care. Our health care system is really an illness care system, focused on reactive medical intervention. The medical model of care/cure has come to be associated almost exclusively with health. Nurses, on the other hand, have almost always focused on low tech, holistic, proactive, health-enhancing strategies, and have begun to re-assert the value of health promotion and illness prevention strategies.
Amazingly, however, these assertions go remarkably unheeded as health system leaders continue to support an expensive, high tech, illness care system. There is room to adjust the system so that it reflects various perspectives on health. Foucault suggests that there are epistemic breaks – discontinuous developments in discursive structures – and that current epistemes will appear contrived and alien to future generations (Mills, 1997). This makes me wonder where the health care system will be in another generation or two and how much of it will have been influenced by nurses. (Week 6)
During the weeks that I was attempting to apply concepts from the reading to my analyses and understandings of nursing work (which I also did in weeks eight and eleven), I felt self-conscious and I judged myself as unable to move beyond the confines of what I already knew. I saw my situation as being the result of a personal failing rather than a response to what were actually overwhelming contextual/structural factors. Simon (1992) notes that a fear of theory that leads away from a fair engagement with a text can, indeed, be destructively limiting but also suggests that fear can also lead to significant moments of learning in which old investments can be questioned. I now realize that theory should be used to examine a range of questions by people to whom those questions matter and that, by using my application strategy, I found both a coping mechanism that allowed me to contain and manage the directions in which I was pulled during my learning experience and a beginning way to discover the possibilities inherent in the theory in relation to my area of interest.
Simon (1992) insightfully observes that "the countenance of fear and hope are turned toward the same horizon" (p. 79) because, while fear is the anticipation of destruction, hope sees the possibility of effecting positive practical change in the world. There were, indeed, many times during the course in which fear, anger, and hopelessness reigned supreme. However, there were also moments during which I felt motivated to work with the theory and was able to see the possibilities inherent in doing so. As I reflected on the course in the last of my weekly writings, I could identify a few points along the way where my thinking was guided by my professor and shaped through our class discussions toward an understanding of the connection between theory and practice.
Something interesting has happened to me at this point in the course. I realize that I am embracing the notion of complexity and the associated value in lingering on the theoretical before (or at least along with) attending to practicalities. After struggling for so long with the "messiness" of poststructuralist theory, I didn't really see this transition coming. Rather than being confusing and messy, the paradoxes inherent in feminist poststructuralist theory (Butler, 1997) might actually be a helpful way to understand the complexity of personhood. As Gordon says, "it is a fact of great analytic importance that life is complicated" (2004, p. 99). It doesn't work to tidy life up, conceptualize phenomena in dichotomous categories, reduce people to fixed subjects, and function at the level of taken-for-granted obviousness. I have learned a lot about how theory is critical to devoting due attention to the harder, deeper questions that underlie daily experience (Rosenberg, 2005). I can finally see that the complexity revealed in the theory I am learning actually brings possibilities, not the paralysis I first feared and felt. (Week 13)
In order for students' new theoretical insights to become useful, they must "come to see that free play does not constitute some relativistic never-never land in which meaning and truth are self-determined" (Finke, 1994, p. 159). Finke argues that feminist poststructuralist theories can reveal to students how much energy is expended in maintaining the illusion of society and gender as fixed and static and can suggest to them different kinds of strategies for change. Rather than hoping for "a onetime global change," effective political actions come to be seen as particular, personal, and pluralistic, thereby eliminating the "illusion of some massive inertia to overcome" (Finke, 1994, p. 166). By the end of my course, I was coming to this realization and beginning to see the immanence of theory, its uniquely personal meanings, and its usefulness in "making up a map of what the world might be made of" (Zita, 1998, p. 202).
Personal experience methods are meaningful because "there is nothing completely idiosyncratic about a single personality" (Stivers, 1993, p. 413). Because of this, an individual story can be used to elucidate a larger phenomenon, in this case the learning of theory. My experience corroborates many of the observations made by both Simon and Finke in their respective teaching experiences. What is notable about the analysis of my experience is that it represents a rare student perspective. Simon acknowledges that those who study within universities are "not supposed to admit to the experiences of anxiety, intimidation, and even cowardice when confronted with unfamiliar theoretical discourse" (1992, p. 81). Certainly, I was too vulnerable to expose my feelings at the time that I took my theory course. However, time and the opportunity for reflection have made it possible for me to share my observations with others who may have felt the same way at some time. I offer to them the assurance that they are not alone and some strategies for coping in the moment such as imagining the learning experience as travel to new and exciting lands, allowing oneself the time it takes to regain one's footing, and finding ways to apply new theory to familiar situations.
Simon also notes that "expressions of the fear of theory are quite legitimate and worthy of intense scrutiny" (1992, p. 81) because they have the power to transform pedagogical practice. Within institutional constraints, teachers of theory can be the producers of fear for their students and, in the case of feminist poststructuralist theory, can pass on the ambivalence inherent in theorizing that strives to balance never ending contingency with a no-nonsense commitment to social change (Simon, 1992; Finke, 1994). While feminist poststructuralists proclaim social construction and historical contingency for all knowledge claims, it can appear, especially to a naïve and fearful student like me, that there is an ironic and intimidating claim to theoretical superiority embedded in the eloquent critiques of earlier or dominant theoretical discourses (Finke, 1994; Harding, 1986). At times, I perceived such zealousness and struggled with what seemed to me to be a narrow substantive focus (sexuality) during the discussions in my course. However, my professor was aware how difficult the learning of theory can be and was very open to allowing me to approach it from my unique social location. Other teachers of feminist perspectives have noted the importance of acknowledging what students themselves bring to the classroom and providing space for students to relate new theoretical content to something of personal interest (Carillo, 2007; Wallace & Raghavan, 2008). My professor also encouraged respectful dialogue, which Bell Hooks (1994) describes as one of the simplest ways that scholars can cross boundaries erected by a range of differences, including, as in my case, professional worldviews. Based on my experience, I would say that teachers who know that theory is difficult, provide the time that students need to work through it and put their own stamp on it, stretch the content to include a range of applications, and instill the content with a humble attitude will provide the most safe and effective learning environment.
Traveling involves much more than crossing lines on a defined map. Interaction with the foreign lands of new disciplines and their theories allows one to acquire the local culture, not with the aim of denying one's own origins, but for the purpose of gaining respect for others; leaving home does not preclude the possibility of a homecoming (Giri, 2002). In these years since my course-based introduction to feminist theory, I have found a way, as I had hoped I would, to put my own spin on the theoretical discourse presented to me during that awful yet wonderful learning experience. Simon calls for a pedagogic process that "allows students to interrogate the discursive grounds in which various aspects of one's self is positioned and therefore understand how a new theoretical discourse might be 'leaning against' old values" (1992, p. 96). The latitude that each of us was given in our weekly writings to explore the meanings and usefulness of the theoretical concepts we were learning could be described as such a process. For me, it made it possible to Exploring Feminist Theory 16 assess the relevance of the new theoretical discourse for my particular realm of practice, in keeping with Simon's suggestion that students "put their own individual tone, their own signature on their understanding of a given discourse" (1992, p. 96). In this way, a student like I was can find a unique place from which to apply the new theory that is on offer in a course such as mine.
In relation to my research about nursing and work, it is clear that this field has been dominated by liberal and cultural feminist ideas (Bunting & Campbell, 1990). Different disciplinary locations can impact the way that poststructuralist ideas can be incorporated (Clegg, 2006). In the field of sociology devoted to the analysis of health and health care, postmodern ideas have not attracted much interest because the jargon distorts clarity and there is limited empirical applicability (Cockerham, 2007). Conversely, from the perspective of feminist theorizing, some third wave feminist poststructuralists have examined contexts of work but, as mentioned previously, this form of theorizing has turned most of its attention to culture and sexuality (Shalla, 2007; Stacey, 2006). Indeed, poststructuralist feminist theorists illuminate, as earlier feminists failed to do to any significant degree, the mechanisms of oppressive power that marginalize women through their emphasis on the social explanations of individual practices and experiences (Alcoff, 1988). However, the high level of abstraction, the tendency for social over-determinism, and the obtuse language of poststructuralist theory can make it empirically intimidating and conceptually challenging and can shift feminist thought away from agency, action, and practical relevance toward intellectualism (Alcoff, 1988; Clegg, 2006; Cockerham, 2007; Tong, 2007). I certainly had these feelings and, although I have come to a workable understanding of feminist poststructuralist theory, I cannot commit exclusively to it any more than I could to liberal or cultural feminism.
Although I do believe that even the most abstract theory has practical relevance, my work will have the most impact if I consider my audience and speak a theoretical language that they will understand.
Further, there is value in working at the crossroads of various forms of feminist thought. Alcoff (1988) argues that it is possible to talk about the concrete needs of women without embracing idealized discourses or believing that current needs represent the universal or eternal needs of women. The concrete needs of women can be met at the same time that social discourses are being challenged. Because there are different forms of patriarchy with which women must contend, different tactics must be used with each (Bunting ; Campbell, 1990). Since my time in the course, I have endeavoured to work at the intersections of the prevailing feminist theoretical formulations by balancing questions of equality in and access to labour markets, current cultural understandings of femininity, and an awareness of the power of dominant social discourses and the way that these dimensions shape the diverse experiences of women at work. Alcoff (1988) asserts that feminism needs to counter the serious disadvantages of key feminist perspectives by developing alternative theories that transcend essentialism (as in cultural feminism) and nominalism (as in poststructuralism). Similarly, Harding (1986) pointed out that in trying to develop theories that provide the one, true (feminist) story of human experience, feminism risks replicating totalizing assumptions inherent in patriarchal theories. She argued that "feminist analytical categories should be unstable" (1986, p. 649) and suggested that feminists develop a "fruitful ambivalence" (1986, p. 664) toward the various approaches and begin to see the instabilities as a valuable resource that "perfectly expresses what we think at the moment we want to say" (Harding, 1986, p. 649, italics in original). This, she says, is already the creation of a new kind of theorizing. Amazingly, I am comfortable with this highly contingent view of feminist theorizing because it makes it possible for several complex discourses to co-exist in my work. I find this an exciting place to be. I think I'll stay (for now).
Alcoff, L. (1988). Cultural feminism versus post-structuralism: The identity crisis in feminist theory. Signs, 13(3), 405-436.
Bunting, S.; Campbell, J.C. (1990). Feminism and nursing: Historical perspectives. Advances in Nursing Science, 12(4), 11-24.
Butler, J. (1997). The psychic life of power. Stanford, CA: Stanford University Press.
Carillo, E.C. (2007). 'Feminist' teaching/teaching 'feminism'. Feminist Teacher, 18(1), 28-40.
Clegg, S. (2006). The problem of agency in feminism: A critical realist approach. Gender and Education, 18(3), 309-324.
Cockerham, W.C. (2007). A note on the fate of postmodern theory and its failure to meet the basic requirements for success in medical sociology. Social Theory & Health, 5, 285-296.
Davies, B. (2000). a body of writing: 1990-1999. Walnut Creek, CA: Altamira Press.
Eisner, E.W. (1988) The primacy of experience and the politics of method. Educational Researcher, 17(5), 15-20.
Ellis, C. & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 733-768). Thousand Oaks, CA: Sage.
Finke, L.A. (1994). The pedagogy of the depressed: Feminism, post structuralism, and pedagogical practice. In Sadoff & W. Cain (Eds.), Teaching contemporary theory to undergraduates (pp. 154-168). New York: Modern Language Association of America.
Foucault, M. (1980). The history of sexuality, Volume 2. New York: Vintage Books. Giri, A.K. (2002). The calling of a creative transdisciplinarity. Futures, 34, 103-115. Exploring Feminist Theory.
Gordon, A. (2004). Keeping good time: Reflections on knowledge, power and people. Boulder:Paradigm Publishers.
Harding, S. (1986). The instability of the analytical categories of feminist theory. Signs, 11(4), 645-664.
Hooks, Bell. (1994). Teaching to transgress: Education as the practice of freedom. New York:Routledge.
Laslett, B. (1999). Personal narratives as sociology. Contemporary Sociology, 28(4), 391-401.
Lattuca, L.R. (2002). Learning interdisciplinarity. Journal of Higher Education, 73(6), 711-739.
Mills, S. (1997). Discourse. New York and London: Routledge.
Newman, M.A., Sime, A.M. & Corcoran-Perry, S.A. (2004). The focus of the discipline of nursing. In P.G. Reed, N.C. Shearer and L.H. Nicoll (Eds.), Perspectives on nursing theory (pp. 315-320). Philadelphia, PA: Lippincott, Williams and Wilkins.
Richardson, L. (2000). Writing: A method of inquiry. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 923-948). Thousand Oaks, CA: Sage.
Rosenberg, S. (2005). An introduction to feminist poststructural theorizing. In. N. Mandell (Ed.), Feminist issues (pp. 35-57). Toronto: Pearson Educational Press.
Rutty, J.E. (1998). The nature of philosophy of science, theory and knowledge relating to nursing and professionalism. Journal of Advanced Nursing, 28(2), 243-250.
Shalla, V. (2007). Theoretical reflections on work: A quarter-century of critical thinking. In V. Shalla & W. Clement (Eds.), Work in tumultuous times. Montreal and Kingston: McGill-Queen's University Press.
Simon, R.I. (1992). Teaching against the grain: Texts for a pedagogy of possibility. Toronto: Ontario Institute for Studies in Education (OISE) Press.Exploring Feminist Theory
Stacey, J. (2006). Feminism and sociology in 2005: What are we missing? Social Problems, 53(4), 479-482.
Stivers, C. (1993). Reflections on the role of personal narrative in social science. Signs, 18(2), 408-425.
St. Pierre, E. (2000). Nomadic inquiry in the smooth space of the field: A preface. In. E. St. Pierre & W. Pillow (Eds.), Working the ruins: Feminist poststructuralist theory and methods in education (pp. 258-283). London and New York: Routledge.
Tong, R. (2007). Feminist thought in transition: Never a dull moment. The Social Science Journal, 44, 23-39.
Wallace, M.L. & Raghavan, C. (2008). Teaching across the disciplines: Psychology meets feminist theory." thirdspace: a journal of feminist theory and culture, 8(1).
Weedon, C. (1997). Feminist practice and poststructuralist theory. Oxford: Blackwell.
Whall, A.L. & Hicks, F.D. (2002). The unrecognized paradigm shift in nursing: Implications, problems, and possibilities. Nursing Outlook, 50(2): 72-76.
Zita, J. (1998). Body talk. New York: Columbia University Press.
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Originally published 05/06/2015
Historian traces racist origin of Louisiana law allowing 10-2 jury verdicts
Thomas Aiello says the law allowing such verdicts was crafted during the Jim Crow era.
Originally published 12/10/2014
Louisiana plantation tours skittish on slavery history
"There are places that don't want to talk about it," said Aaron Sheehan-Dean, a history professor at LSU.
Originally published 07/31/2013
Ray Smock: Memories of Congresswoman Lindy Boggs
Ray Smock was Historian of the U. S. House of Representatives from 1983 to 1995. Lindy Boggs died this past week at the age of 97. She was my mentor and my dear friend during the years I served as historian of the U.S. House of Representatives and since that time. No one influenced me more and taught me more about the ways of the House and national politics than did Lindy. She literally took me under her wing and welcomed me into her large extended family on the Hill and throughout Washington and even in New Orleans, where I visited her in her Bourbon Street home on several occasions.I had no political connections nor was I the slightest part of Washington society when I got the job as House Historian. I knew nothing of how the institution of the House worked from the inside. I knew about Congress from the news and from textbooks. Lindy opened up that world to me from the inside. She knew I needed this to complete my education if I was to be able to do my job to its fullest extent.She was chairwoman of the House Bicentenary Commission, a special committee appointed by Speaker Tip O'Neill to oversee the 200th anniversary of Congress. My job was to plan for that bicentennial and report to the committee, one of the few in Congress to have an equal number of Democrats and Republicans.
Originally published 07/29/2013
Henry Louis Gates Jr.: What Was the Colfax Massacre?
Henry Louis Gates Jr. is the Alphonse Fletcher University Professor and the director of the W.E.B. Du Bois Institute for African and African-American Research at Harvard University. He is also the editor-in-chief of The Root. Follow him on Twitter and Facebook.
Originally published 07/19/2013
La. voter registration test is mystery for historians
A Philadelphia historian sparked a days-long — and so far fruitless — archival search when she challenged her blog readers to take an "impossible" test purportedly once given to prospective black voters in Louisiana.The test, which asks the taker to "spell backwards, forwards" among other tasks, went viral on the Internet after it posted on a noted civil rights history website. The Tennessee State Archives put a copy in its collections. Teachers are using it in their history lessons. However, history experts in Louisiana do not have a copy of it."I suspected that was a hoax," Andrew Salinas, reference archivist for the Amistad Research Center at Tulane University, said Wednesday.A former civil rights worker who insists the test was given offered another explanation. Jeff Schwartz said Louisiana might have been reluctant to preserve an embarrassing chapter in its history....
Originally published 03/11/2013
Textbook: Hippies worshipped Satan
"Voucher schools in Louisiana and Indiana are using a "U.S. History" textbook in their eighth grade classes that teaches that the "hippies" of the 1960s were draft dodgers who were rude, didn't bathe, and worshipped Satan." [Check out a photo of the section on Satanic hippies here.]The offending hippie textbook, entitled "America: The Land I Love" and published by A Beka Books, a company affiliated with Pensacola Christian College, is only one of a number of textbooks produced by evangelical Christian publishers and used (at taxpayer expense) in voucher school programs in Louisiana (Gov. Bobby Jindal signed legislation last year which implemented one of the most ambitious voucher programs in the country).These headlines summarize the content of the most popular textbooks (most of the examples below come from books published by Bob Jones University Press):
Originally published 02/26/2013
Shards of south Louisiana's ancient history found
An archaeological project arising out of Hurricane Katrina's floods has turned up bits of pottery fired about 1,300 years before the first French colonists slogged into south Louisiana swamps. The project also has turned up artifacts from later Native Americans, Spanish and American fortifications, as well as a hotel and amusement park near the mouth of Bayou St. John, once an important route from Lake Pontchartrain to New Orleans....
- Support grows for Smithsonian museum of women's history
- History Lesson: How the Democrats pushed Obamacare through the Senate
- Oldest women's college in US – Wesleyan College in Macon, Georgia – seeks to atone for Ku Klux Klan's legacy
- Ancient Egyptian Writing: New Symbols Reveal Development Of Hieroglyphics
- Dr. Suess museum chided for failing to address head-on his racist statements during WW2
- Lonnie Bunch says the nooses found at the Smithsonian recently show why black people cannot get over the past
- Andrew Bacevich bemoans the loss of authority of historians
- It's Time for Historians of Slavery to Listen to Economists
- Researcher: "Actually, Yes It Is a Discovery If You Find Something in an Archive That No One Knew Was There."
- The Trump team is obsessing over Thucydides, the ancient historian who wrote a seminal tract on war


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