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Brussels, 1 July 2010
Patents: Commission proposes translation arrangements for the EU patent – Frequently Asked Questions
Why does Europe need an EU patent?
The EU patent would provide for a single patent title covering all EU Member States. Once granted, there would be no need to validate the patent in different countries. Discussions on the EU patent have a long history, but the patent has never been agreed by Member States.
An EU patent would make the existing European system much simpler – much less burdensome and expensive for inventors. It would end the complex validation requirements, and in particular the very expensive full translation requirements which exist in many Member States. An EU patent would thus stimulate research, development and investment in innovation helping to boost growth in the EU. An EU patent would also protect inventions better as under the current system, because of the prohibitive costs involved in the national validation of European patents, many inventors only patent their inventions in a handful of countries. This means inventions are less valuable and they are not protected in other countries allowing them to be copied easily, and diminishing the economic value of European inventions.
What is a patent?
A patent protects new inventions. It can cover how things work, what they do, what they are made of, and how they are made. It gives the owner the right to prevent others from making, using or selling the invention without permission.
An inventor - an individual or a company or an institution - can apply for a patent. To qualify as new, it is important that the invention is not already in use, nor in the public domain before the date on which the patent application is filed.
Patents encourage companies to make the necessary investment for innovation. There would be little incentive otherwise for individuals and companies to devote the necessary resources to research and development.
In general, the exclusive rights of a patent owner to exploit the invention commercially last for a maximum of 20 years, subject to the payment of regular renewal fees. Anyone else wishing to use the invention while it is still patented must request authorisation from the patent holder and may have to pay a licence fee. In return for this exclusive right, the details of how it works are published. In this way, the scientific or technical know-how that made the invention possible is made public allowing others to further their own research. As a general rule the patent renewal fees increase over time. This means that only the most commercially viable patents are maintained for the full period. At the end of the 20 years, the patent lapses.
As a hypothetical example, a company may patent a new chemical that acts as better lubricant than existing products on the market. The patent could include claims about the molecule or composition of the lubricant, how it can be made, and examples of where the lubricant can be applied, for example, in the engine of a car. Anyone wanting to reproduce the chemical would have to ask the company for a licence, normally in return for payment. However, researchers in the field would benefit from the technological knowledge disclosed, for example the process involved to make the chemical in the patent. This could bring about further research leading to more advanced lubricants which themselves could be patented.
How do you currently apply for a patent in Europe?
Today, inventions can be protected in Europe either by national patents or European patents granted centrally by the European Patent Office (EPO).
Member States have their own patent offices which deal with applications for national patents. The protection conferred by a national patent is limited to the territory of the State concerned.
If the applicant chooses to apply for a European patent, the application will be dealt with by the EPO, based in Munich. The EPO provides a single procedure for granting patents in Europe. It is an intergovernmental organisation comprising 37 members (27 EU Member States + 10 other European countries). It was established in 1973 following the signature of the European Patent Convention (EPC). On the basis of one single patent application processed in one of the three official languages of the EPO (English, French and German), inventors and businesses can obtain a European patent.
If the EPO grants a European patent, the full text of the patent, known as the specification, is published in the official language of the EPO chosen by the applicant as the language of the proceedings. At this stage, the applicant must also provide a translation of the part of the patent that defines the scope of protection - the claims – into the other two official EPO languages.
However, this is not enough for the European patent to take effect in most Contracting States to the EPC. The patent proprietor must choose the countries in which he/she wishes to have protection and validate his/her European patent in these states. A number of different validation requirements may apply. For example, the patent proprietor may have to pay a fee to the national patent office, to comply with various formal requirements and to provide a translation of the patent into the official language of the State.
What are the current costs involved to obtain a patent?
At present, for a patent to be effective in a Member State, it needs to be validated in that Member State (cf above). These validations are very expensive. The translation of patents is particularly costly, on average amounting to € 75 to € 85 per page. With a typical length of a patent being 20 pages, the costs for a single translation of a patent may be more than € 1500. Further costs are incurred by hiring local representatives acting as intermediaries between the patent proprietor and the national patent office in order to comply with all the requirements in a specific Member State and/or to certify the translation. Various official charges must also be paid to the national patent offices.
In total, the national validation costs can add up to about 40% of the overall costs of patenting in Europe. These costs particularly affect SMEs, young innovative companies (YICs), start-up companies and public research organisations, and they discourage access to the patent system.
What is the London Agreement?
The London Agreement is an intergovernmental and optional agreement aimed at reducing the translation costs of European patents. It entered into force on 1 May 2008. 141 EPC Contracting States have agreed to dispense entirely or partly with translation requirements. There are two situations for Member States having signed up to the London agreement: for countries which use one of the EPO languages as their own official language have completely dispensed with translation requirements. Once the EPO publishes the patent, no further validation or translation is necessary. For other countries, they designate one of the EPO languages and can require that the whole patent is translated into that language for national validation. They maintain the option of translating the claims into their own official language(s). However, the London Agreement does not apply in 172 EU Member States. These countries continue to require a translation of the entire patent into their official language(s). Although the London Agreement has reduced costs, it does not always or fully address the issue of validation requirements.
What is the history of the EU patent?
Efforts to create a common patent applicable across all European countries have been made since the 1960s but for a number of reasons have never been successful.
In 2000, the European Commission made a proposal to create a Community Patent through a Regulation [now EU patent under the Lisbon Treaty]. The aim was to provide for a single patent title applicable in all Member States. In 2003, Member States agreed a common political approach but failed to reach a final agreement, including over the details of the translation regime. Following a wide-scale consultation in 2006, the Commission produced a Communication in April 2007 which confirmed the commitment to the Community patent and re-launched negotiations in Member States.
Another element of the package on patent reforms discussed by Member States is the creation of a new patent court for current European patents and the future EU patent. In June 2009, the Council referred this issue to the European Court of Justice to check the compatibility of the envisaged new system with the EU Treaties. The judgment on this case is pending and expected before the end of the year.
In December 2009, Member States unanimously agreed on Conclusions for an enhanced patent system, including the main features of a future European patent court and provisions for the EU patent. The Conclusions pave the way for the creation of a single EU patent, via a Regulation, which would remove all validation requirements at national level.
But the conclusions excluded the translation regime. Instead, they affirmed the need for a new Regulation to cover the translation arrangements, which should come into force together with the Regulation on the EU patent. The translation arrangements are the last missing element needed for the final agreement on the creation of the single EU-wide patent.
What is the aim of today's proposal?
Applicants could file their patent application in any language. The EU patent would then be granted in one of the three official languages of the EPO (English, French or German). The applicant would be required to provide a translation of the claims [which define the scope of the invention] into the other two official EPO languages for the EU patent to be valid throughout the EU.
The translation of a full patent specification would only be required in the case of a legal dispute at the request and the choice of the alleged infringer into an official language of the Member State in which either the alleged infringement took place or in which the alleged infringer is domiciled. The patent proprietor would also need to provide a full translation of the EU patent into the language of proceedings at the request of a court. It is estimated that approximately only 1% of all patents are disputed.
How would the costs change with today's proposal on EU patent translations?
The creation of a single EU patent would remove all validation requirements. The EU patent would take effect in all EU Member States without any further translation once the EU patent was granted. Today, a patent validated in 13 Member States costs on average 20 000 euro, compared to around 1 850 euro in the United-States. The EU patent would cost on average 6 200 euro.
The EU patent would therefore bring significant cost reduction and simplification compared to the existing system. Translation costs which currently stand at 14 000 euro would be reduced to approximately 680 euro per patent.
Why is this particular solution proposed? Why not English only? Why not translations into all European languages?
The proposed language regime builds on the existing system of three EPO languages. Since the EU patents will effectively be European patents covering the whole territory of the EU, it makes sense for the same rules to apply as those in the European Patent Convention.
Other options have also been discussed and evaluated. In preparing this proposal, the Commission carried out an impact assessment that identified all major solutions and provided their cost-benefit analysis.
At first glance, the English-only option could appear more attractive. But it would result in difficulties for users accustomed to working in either German or French under the existing long-standing EPO regime. In 2009, 48% of patent applicants at the EPO from Europe applied for patents in German and French, and the patents were granted in those languages. By removing the flexibility of the current system for EU businesses, it could impact on the global competitiveness of European industry, especially for SMEs. The English-only option would also not be in line with the current working practices at the EPO.
All other options would result in higher costs for the users. If two further languages were added to the existing three, and translations were required not for the whole patent but only the claims, the costs for users would still double (to 1 360 euro per patent). Finally, the requirement to translate the claims of the EU patent into all EU official languages would put considerable financial costs on the users of the system, amounting to approximately 6 800 euro per patent for translations only.
How is this proposal different from the Commission proposal of 2000? What will the role of machine translations be?
Since 2000 when the Commission first proposed translation arrangements for the single EU-wide patent, this issue has been extensively debated. The current proposal builds on those discussions by foreseeing several accompanying measures to be established together with the creation of the EU patent.
Necessary arrangements would be made between the EU and the EPO to make high quality machine translations of patent applications and patent specifications available in all official languages of the EU without additional costs for the applicants. Such translations should be available on demand, online and free of charge on publication of the patent application. They would build on the existing machine translation programme of the EPO, which currently covers a limited number of EU languages and which would have to be rolled out in order to cover all official languages of the EU. This is important as it would allow the information in the patent to be disseminated widely across the EU – and would stimulate further research.
European patent applications can currently be filed in any language. Where the language of filing is not an official EPO language, a translation of the application into one of the official languages of the EPO must be provided, within a prescribed time period, so that the application can be processed by the EPO. Applicants filing in a language not in common with the official languages of the EPO are eligible for a partial reimbursement of the translation by way of a fee reduction. This would also apply to EU patents. However, with respect to applicants for EU patents based in EU Member States, necessary arrangements should be made to provide not only for a partial, but for a full reimbursement, of the translation costs up to fixed ceilings. This is important as it would mean inventors could deposit their patent in their own language and not face any significant translation costs.
How will the EU patent be enforced? What will be the role of the new European Patent Court?
Another important element in the overall reform of the patent system in Europe is the creation of the single European Patent Court. The current system entails multi-forum litigation since companies may have to litigate in parallel in all countries where the European patent is validated. This results in considerable costs, complexity and legal insecurity. With the single EU title, a common court is necessary. The Commission believes a common court should have jurisdiction both for existing European patents and for future EU patents.
It is envisaged that the Court would be established by the conclusion of an international agreement involving the EU, its Member States and other states of the EPC. The Council has referred the question on whether such an agreement is compatible with the EU Treaties to the Court of Justice of the European Union. The opinion of the Court is pending.
How many patents are granted a year? Which countries patent the most? And in what languages?
In 2009, the EPO granted 134 542 patents, of which 68 597 came from EPC countries and 65 945 from other parts of the world.
Last year, Germany filed the most applications to the EPO (25 107), followed by France (8929), the Netherlands (6 738), the UK (4 821) and Italy (3 881). For the full list, please consult the EPO's 2009 annual report.
What happens next?
The proposal is now transmitted to the Council and the European Parliament for adoption. In order for this proposal to be adopted, the Council must act unanimously after consulting the European Parliament.
More information is available at:
For further details about the European Patent Office and the London Agreement, see http://www.epo.org/
Croatia, Denmark, France, Germany, Iceland, Latvia, Lithuania, Luxembourg, Monaco, the Netherlands, Slovenia, Sweden, Switzerland, and the United Kingdom
Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Estonia, Finland, Greece, Hungary, Ireland, Italy, Malta, Poland, Portugal, Romania, Slovakia and Spain. Hungary is expected to accede to the London Agreement on 1 January 2011. Ireland and Malta accept patents in English, not requiring translations into Irish or Maltese.
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For long scholars have only looked at retrofitting all available evidence and some fictional ones to prove an Aryan invasion of India. The AIT is a very unidimensional approach which has been disproved on all counts. This article is to question AIT proponents what proof have they found elsewhere especially in Central Asia the supposed original homeland of the Aryans or in Western Europe where some of the Aryan tribes supposed to have migrated and settled.
In a very positive development last week respected and acknowledged historians and scientists from numerous fields like astronomy, archaeology and anthropology gathered for a seminar to confirm India's rich past. Led by Institute of Scientific Research on Vedas (www.serveveda.org) and Indian Archeological Society they together reaffirmed the now widely held theory that there was no Aryan race or Aryan Invasion of India and the history books of India and the world have to be re-written to correct a gargantuan blunder.
One can read the entire article here www.dailypioneer.com/357607/The-India-we-have-never-known.html
The purpose of this post is not to go into what is already known and acknowledged world over about the non-existent Aryan invasion theory and a mountain of evidence has been provided as proof. The purpose of this post is to put the ball on the other side of the court starting with a few comments and questions.
1. If the Aryan invasion happened around 1500 BC starting from central Asia, one group moved West i.e. towards Europe and the other group south finally into India then what evidence is there of the group which went West and populated Europe?
2. If for a moment we believe that there was a migration of a body of people from central Asia, looking at human evolution and early migration patterns most communities settled around perennial sources of water in tropical or sub tropical areas where the sunshine and water is abundant and weather moderate. One would wonder why would anyone travel west into heavily wooded areas affording less pastures for their grazing animals and extreme cold weather for majority of the year allowing very small window for growing crops. If we look at recent history, Mongols the masters of the steppes only went where their horses could get grazing pastures and avoided heavily wooded areas. If nomadic horse riding Aryan herdsmen were anything like the nomadic Mongol herdsmen then they would probably do the same more so if they were chariot drivers. So my point being that even if there was a migration which is highly unlikely there was no migration west thus Europe never received any people from central Asian at that point in time. So Europeans should stop associating themselves with Aryans or any such race.
3. Has there been any archeological evidence of chariots from Bronze Age or from the period corresponding to Aryan invasion unearthed in Europe?
4. With the last Ice Age in the northern hemisphere early human population would naturally gravitate towards warmer climes, i.e. the Middle East and India. At the end of the Ice Age approximately 10,000 years BC with more lands available for occupation in the north precipitated by population pressure on existing land people would have been pushed northwards which probably explains why a lot of European languages have similar words or sounds to Sanskrit and not because of migration the other way around.
5. If the Vedas were created by the Aryans decidedly in an oral tradition then where are the traces howsoever faint of the Vedas in western civilisation. Has this proof been provided by the other side?
6. In Bronze Age or later age settlements unearthed in Europe has there been any discovery of the fire altar as per the Vedic tradition. Please bear in mind that the Vedic fire altar is a mathematically precise construction with each brick shaped on precise mathematical calculations?
7. If the primary Gods of the Aryans were Indra, Varuna and others, coincidence of similar Gods in Norse or Germanic mythology notwithstanding has there been any direct references to these Gods by same name in Europe?
8. What would inspire continental dwellers to have a name for the God of Sea, Varuna as they live thousands of miles away from the sea?
9. The word OM is a oft mentioned in the the Vedas, has there been any evidence of the word OM or its symbolism in Europe ?
9. The word OM is a oft mentioned in the the Vedas, has there been any evidence of the word OM or its symbolism in Europe ?
10. Lack of horse in Indian sites seems to have been a major point for the invasion theorist, which was proved to be patently false as horse remain have been found all over India since the Pleistocene, approximately 2.5 million years from the current era. Has the other side provided presence of horse in Europe for the period we are discussing? How come Roman and Greek records written starting 8th century BC i.e. 800 years before Christ and Roman war records written starting 5th century BC i.e. 500 years before Christ record battle engagements with northern barbarians i.e. present day Switzerland and Germany etc on foot. Even much after towards the day of the Roman Empire the northern tribes always fought on foot. Popular movies based on accurate historical research depict northern barbarians to be dressed in animal fur fighting on foot. So where is the evidence of horse in Europe during this period.
This brings us to recorded history of travellers of antiquity. One such travelogue which has survived the ravages of time is the Indika by Megasthenes which became a reference guide even to later day travellers such as Arrian and Strabo. Megasthenes was the ambassador of Seleucus Nikator, Satrap (Governor) of Alexander the Great for middle east and Asia minor (Turkey) to the court of Indian Emperor Chandragupta Maurya and travelled extensively around India from 250 BC to 298 BC. In his book Indika Megasthenes minutely describes the people, customs, traditions, attire, food religion, laws, geography, fauna, flora and all other possible details that he ecounters while travelling around India from Pentapotamia (Greek for land of the five rivers present day Punjab) to Patalibotra (Patliputra, present day Patna) to Kanyakumari in the south to Serendib (Lanka).
In his description of the people of India he clearly states that they are tall but lightly built (lean) dark skinned with black long hair which they tie in a bun on top of their head and wear turbans with twisted cloth. All men have beards and shaving is not known among the Indians. Nowhere in his entire narration has he alluded to fair skinned Indians either in the North west, North or in the South lording over dark skinned people.
In fact in Megasthenes description of Chandragupta Maurya he notes the Emperors dark skin, medium build and pock marked face. He also goes into great detail about the Brahmanae caste (Brahmins) and their customs and traditions but does not make a remark on their skin colour as being lighter than the others and they lording over the others. In fact he mentions various instances where the Brahmins have been out casted for having broken a vow, law or tradition.
This description of India goes counter to the AIT theory of large, blue eyed, blonde haired white skinned Aryans lording over dark skinned natives. The description of the people of India by Megasthenes is around 1250 years after the supposed arrival of the Aryans i.e. 1500 BC and given that in the intervening period there may have been some intermingling of the people causing some of these racial attributes to be diluted but at any rate fair skinned people should have been present in some numbers and complete absence of any such mention in the text is a clear indicator that no such fair skinned invasion or migration of Aryans occurred.
Thus we should allow the pro Aryan invasion theorist to prove the Aryan invasion of Europe conclusively first rather than prove the invasion of India through retrofitting evidence and sometimes concocted ones.


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GLOSSARY : Irritated skin
Your face skin
Is there a term from the field of dermatology and cosmetics that you do not understand? Would you like to know what it means? View the full definition from the La Roche-Posay glossary.
Your face skin
Your skin in the sun
Your scalp
Make-up for sensitive skin
Corneal layer
The corneal layer or stratum corneum is located at the surface of the epidermis. It actually is the outer layer of the epidermis. It is therefore in direct contact with the surrounding environment. It is essentially made up of dead cells known as corneocytes that are the result of epidermic differentiation.
This word also belongs to the categories Sensitive, dehydrated skin, Extremely dry, irritated and atopic skin, For sensitive or sun allergy-prone skin, Sun for everyone, Dry and uncomfortable skin, Dry to very dry skin, Intolerant skin, Dry and rough skin, Children's skin and the sun, Skin prone to redness, Oily skin with imperfections, Signs of age, wrinkles, firmness, Pigmentation problems, Sebaceous scaly patches, Skin sensitive to shaving.


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Welcome! Please pardon the dust as we work to set the site up again
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The Job of a Preserver of Culture
Started by The Downloader, May 13, 2016, 12:47:06 amPrevious topic - Next topic
The Archie character names and likenesses are covered by the registered trademarks/copyrights of Archie Comic Publications, Inc. and are used with permission by this site. The Official Archie Comics website can be visited at www.archiecomics.com.


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Knapp Family Correspondence
Knapp Family Correspondence
Born in Pierrepont, New York, in 1839, Orlando Knapp moved to Indiana, sometime around 1859, where he met and married Armina Cordelia Edmonds. They had two children before she died in 1862. At this point Orlando enlisted in the 12th Regiment Indiana Volunteer Infantry. While away from home he wrote to his sister, Charlotte, who lived in Pierrepont. After the war Orlando became a traveling salesman, working in Indiana, New Hampshire eventually settling in Howard City, Michigan. In the mid 1870's he ran a grocery store with his son James. He died in Howard City in 1917.
Charlotte Knapp was born in Westport, New York, in 1831. Charlotte, her two older siblings, and their parents moved to Pierrepont, New York, in 1832 or 1834. She married Thomas Edmonds, of Angola Indiana, Charlotte and her husband returned to Pierrepont where she gave birth to four children. In 1862 her husband enlisted in the 12th Indiana Volunteers with her brother Orlando. In 1863 Charlotte lost all of her children to diphtheria. During the war she corresponded often with her brother Orlando, and also with Thomas until he died. In 1870 she married again, this time to a farmer named Richard Bell. They had two children while she was in her early forties. Then in 1875 she died and was buried in a cemetery west of Pierrepont.
Collection consists of 93 letters, 51 envelopes, 4 photographs, 3 postcards. Many letters are from Orlando Knapp to his sister Charlotte, and also some are from him to his parents. There are some from Thomas Edmonds, and Mary Olmsted to Charlotte.


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Ordnance Survey has completed a three year project, compiling data from 700 million laser beams and creating a highly-detailed map of the town. The laser data was combined with 2D maps and with photos taken from the air. The final result can be seen in the video below:
With this map, Bournemouth claims to be "the best mapped place on the planet". That may be partially true, but a map via YouTube can only do so much. If they can push this data to Google Earth, or at provide some kind of viewing software, it'll be a different story.
The service will be rolled out to the rest of Britain eventually, but likely not for at least five years while they perfect the new method.


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Ruby Tuesday, Inc. Announces Commencement of Offering of Senior Notes
MARYVILLE, Tenn., May 01, 2012 (BUSINESS WIRE) --Ruby Tuesday, Inc. (the "Company") announced today that it had commenced a private offering to eligible purchasers of Senior Notes due 2020 (the "Notes"). The proceeds from the sale of the Notes will be used to repay all outstanding indebtedness under the Company's revolving credit facility, to redeem all of its outstanding Series B senior notes, to pay off certain of its outstanding mortgage loan obligations and for general corporate purposes, including without limitation to opportunistically repurchase shares of its outstanding common stock and to pursue potential strategic acquisitions.
The Notes have not been registered under the Securities Act of 1933 or applicable state securities laws and may not be offered or sold in the United States absent registration or an applicable exemption from the registration requirements of the Securities Act and applicable state laws. The Company plans to offer and issue the Notes only to qualified institutional buyers pursuant to Rule 144A under the Securities Act and to non-U.S. persons outside the United States pursuant to Regulation S.
This press release is being issued pursuant to Rule 135c under the Securities Act of 1933, and is neither an offer to sell nor a solicitation of an offer to buy the notes or any other securities and shall not constitute an offer to sell or a solicitation of an offer to buy, or a sale of, the Notes or any other securities in any jurisdiction in which such offer, solicitation or sale is unlawful.
SOURCE: Ruby Tuesday, Inc.
Ruby Tuesday, Inc.
Greg Ashley, 865-379-5700


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The Doctor's Orders present a brand new night
Strictly for the Older Generation
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New York (Reuters Health) - Young basketball and volleyball players' chances of developing a painful condition called jumper's knee may hinge on how far they can flex their ankles, say Swedish researchers.
Teenagers at a junior elite basketball camp who were less able to flex their feet upward at the start of the study had up to a 30 percent risk of developing patellar tendinopathy — pain below the kneecap — over the next year, compared to a two percent risk in young players with more flexible ankles.
The notion that ankle stiffness might lead to knee pain "makes perfect sense" physiologically, said Dr. Rachel Coel, co-director of the sports medicine program at Children's Hospital Colorado, in Aurora, who was not involved in the study. "If we don't have the right flexibility, we are changing the mechanics we're supposed to have," she told Reuters Health.
Ludvig Backman and his colleagues at Umea University in Sweden, who published the new findings in the American Journal of Sports Medicine, conclude that identifying kids at risk at the beginning of a sports season and giving them preventive stretching exercises could save many young knees from damage.
So-called jumper's knee is poorly understood, but believed to stem from damage to the tendon connecting the kneecap to the shin. The condition is most common in sports like volleyball and basketball, where jumping is a frequent part of the play.
The study included 75 Swedish junior elite basketball players, both girls and boys, ages 14 to 20, who were attending a training camp. At the outset, the researchers measured each player's range of dorsiflexion — the ability to flex the foot toward the shin. Mobility in that direction basically reflects the stiffness of calf muscles and Achilles tendons. A year later, they evaluated the players for knee pain.
A dozen athletes (16 percent) developed jumper's knee within the year; eight were male and four were female, although the sex difference was not statistically meaningful. Players who developed knee problems were found to have about five degrees less ankle mobility than those who did not experience the condition.
In players whose dorsiflexion range was under 36.5 degrees, the risk of developing jumper's knee was between 18.5 and 29.4 percent. Those with flexibility of more than 36.5 degrees had a risk of just 1.8 to 2.1 percent.
Within the ranges, researchers found that players' non-dominant legs tended to have lower degrees of dorsiflexion and significantly higher risks of jumper's knee. A history of two or more ankle sprains was also linked to poorer dorsiflexion in the affected ankle.
Inflexible ankles are not a permanent curse, however. Stretching the calf muscles and mobility training of the ankle itself can improve the joint's range of motion, as can physical therapy, according to the researchers.
Screening young athletes who can't flex their ankles as much as 36.5 degrees at the start of a sports season and working to make the joint more mobile could spare them from knee pain in the future, they say.
Doctors typically treat jumper's knee with rest and physical therapy, as well as anti-inflammatory drugs and, for more severe cases, injections of corticosteroids. Surgery is a last resort of people with persistent problems.
"The nice thing about this study is that this is a potentially fixable problem," agreed Dr. C. David Geier, Jr., director of sports medicine at the Medical University of South Carolina, in Charleston, and a spokesman for the American Orthopaedic Society for Sports Medicine. "This would be a really straightforward thing to address and might prevent some cases of patellar tendinopathy."
Source: bit.ly/pOWJLN American Journal of Sports Medicine, online September 14, 2011.


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WASHINGTON — Fired up as once-unimaginable spending cuts start to slice the federal budget, Republicans are launching a new phase in their austerity campaign — resurrecting the party's cost-cutting plan to turn Medicare into a voucher-like system for future seniors.
Despite public uncertainty Saturday about the $85 billion in so-called sequester cuts, Republicans now believe they have momentum to ask Americans to make tough choices on Medicare, as rising healthcare costs combine with an aging population to form a growing part of future deficits.
That effort will form the backdrop as the White House and congressional Republicans enter their next round in the budget wars — keeping the government funded through Sept. 30. Unless they make a deal by March 27, the government could run out of money and be forced to shutter offices and curtail services.
President Obama and Republican leaders have signaled that they are eager to avoid another bruising battle and federal shutdown as both sides position themselves for the next major pressure point, in late spring or early summer, when the government faces a potential debt default.


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Top-ranked Alabama rested at home as four other undefeated top-10 teams from the Southeastern Conference jumped straight to 2014 and staged their own four-team playoff.
It's always pre-Copernicus down South, where the sun revolves around the SEC.
Highlights from other games — West Virginia at Texas, Miami at Notre Dame, Nebraska at Ohio State — could be revisited on TV wrap-up shows.
Geno who?
Notre what?
Florida State was where?
The question we wanted answered Saturday was "Who is No. 2?"
Not in the country — how important could that be? We wanted to know: "What's the second-best team in the SEC?"


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August 17 -
September 29
in the Footsteps
Our Ancestors:
An Exhibition of
Contemporary Art
August 17 -
September 29
Far North:
Prints and Drawings
from Cape Dorset
October 6 -
November 3
Cloth Only
Wears to Shreds:
Yoruba Textiles and Photographs
Drawings by Chika Okeke-Agulu
and Marcia Kure
St. Lawrence
Fine Arts Faculty Exhibition
Amy Hauber: Recent Work
November 10 -
December 10
Untold Stories of My Present,
Past, and Dreamtime:
Prints by Melanie Yazzie
Rick Hill (Tuscarora)
Tree of Life, 2004
Acrylic on canvas
exhibition is the result of collaborative efforts among the Salmon
River Central School District and the Akwesasne
Cultural Center on the Akwesasne Mohawk Nation in northern New
York and St. Lawrence University—partners in Teaching American
History Through Hotinonshonni Eyes, a three-year program funded
by the U.S. Department of Education. "Hotinonshonni" is
an Onondaga term that refers to the Six Nations Iroquois Confederacy.
The program allows teachers in New York State schools with significant
Hotinonshonni populations to explore the ways in which the Hotinonshonni
have influenced and been influenced by American history, and
how they envision their hopes for the future.
According to Katsitsionni Fox and Sue Ellen Herne, two of the program
leaders and curators of this exhibition, Hotinonshonni students
are often disaffected by the teaching of American history because
traditional Native history is not respected in the classroom.
Most schoolteachers are not familiar with Native American history,
knowledge that students have learned through their families' oral
histories is often discounted, rather than used to spark classroom
discussions. The American History Through Hotinonshonni Eyes program
will help teachers develop lesson plans and materials with which
to teach Native and non-Native students.
The Hotinonshonni artists in the exhibition were asked to submit
works that examine and critique history using the language
of contemporary art, and to reflect on how they were able to
true to the path
of their ancestors. How did the artists find ways to reinforce
Hotinonshonni teachings, history, and culture while attending
institutions that were built by what is essentially a colonizing
culture? For
some, the answer is that they did not receive support and were
forced to look elsewhere. Though the artists address difficult
questions and topics, the grant program and exhibition are
at heart filled with hope and passion.
Edward J. Burnam, Jr., (Mohawk)
When did we meet? 2005
Mezzotint, drypoint, and sugarlift etching
Katsitsionni Fox teaches Native Studies and Native
Film at Salmon River Central School, and her work invigorates the
lives of many Hotinonshonni students. As the program coordinator
at the Akwesasne Cultural Center, Sue Ellen Herne works to promote
respect for the diversity within and outside the Native community.
Katsitsionni Fox (Mohawk)
The Education of the Haudenosaunee, 2005
Digital print
top of page
Far North:
Inuit Prints and Drawings
from Cape Dorset
Kananginak Pootoogook
Intrepid Caribou, 2002
As a youngster reading the books of Arctic explorer Peter
Freuchen and leafing through old National Geographic magazines
in my grandparents' library, I was fascinated by the
far North, and a trip to that part of North America had always
been high on my list of places to visit. Over the years,
I've acquired a few carvings by Alaskan natives, but
lately I've been exposed to the stone carvings, drawings
and prints of Cape Dorset and Baker Lake.
With the gentle prodding of friends and through their contacts,
I made plans to travel to Baffin Island in the summer of
2004. As I flew from Ottawa north to Iqaluit, the land became
treeless. Small floes of sea ice and remnants of deep snowdrifts
from the previous winter were still evident.
My aim was to meet Inuit artists and
to get out on the land with guides to learn more about the
region and its inhabitants.
I especially wanted to understand how the environment influenced
the people and their art. During the Vietnam war, I had been
stationed in the Aleutian Islands, a treeless area, but I
was not prepared for the endless expanse of barren ground
that I encountered first by plane, then on the ground and
from the sea.
Life in Cape Dorset is basic and isolated. Everyone in
the North lives according to nature, and there are no exceptions.
Away from the settlement, a walk to the old campsites makes
clear what life was like only a half century ago: wooden
tent frames, stone food caches and fox traps, inuksuit or
stone cairns, the justice circle, and bleached caribou antlers
are revealed in the landscape. Light and darkness, rock and
gravel, land animals, sea creatures and birds, fire, water
and ice—all mark life in the North.
The art from the West Baffin Eskimo Co-op and by individual
artists I met incorporated these fundamental ingredients.
The homes of stone carvers are obvious with rock chips and
stone dust piled by the base of their large wooden utility
spool tables. A visit to the co-op's print shops and
a stonecut print demonstration taught this neophyte some
of the technical aspects of the printing process. I've
always considered indigenous people to be natural artists
due to their relationship to the land, and my experience
in Cape Dorset reinforced this.
In the settlement, sharp juxtapositions are created between
the old and the modern: young mothers carrying their babies
in the hoods of light summer parkas or amautiks, and kids
in hip-hop clothing listening to iPods; sledges and snowmobiles;
dog teams kept on small islands offshore for the summer;
square-sterned, motor-powered canoes for weekend trips
to outlying camps; and the constant presence of discarded
bags and soda cans from the general stores set against
the pristine wilderness. An elemental starkness in the
from Cape Dorset may be derived from sharply honed strategies
of survival devised over many centuries. And yet, in addition
to traditional representations of the natural environment,
other facets of modern daily life, such as airplanes and
snowmobiles, are now incorporated in prints, drawings,
and stone carvings.
P. Newell
Hammond, New York
Napachie Pootoogook
Lost in the Storm, 2001
Special thanks to Allan P. Newell, St. Lawrence
University trustee, and Dorset Fine Arts,Toronto, Ontario.
top of page
Cloth Only Wears to
Yoruba Textiles and Photographs from the Beier Collection
In Yoruba culture and religion, the significance
of cloth goes beyond body covering to express a rich and
profound belief system. In its creation, the color, weave
and design of cloth reflect the aesthetic sensibilities and
character of the artist and of the future owner. Extensive
use of opulent materials in a garment conveys the power and
authority of the wearer. Cloth not only defines the identity
of the individual and family, but also evokes the ancestors,
thus creating a metaphorical link between the living and
the dead. Fabric, which the Yoruba believe outlives its owner,
can disintegrate but cannot disappear from the material world. "Cloth
only wears to shreds"—a refrain from an Ifa divination
verse—refers to this deathless, eternal quality.
The textiles and garments, which elucidate the artistry,
technology and ideas behind their creation, were selected
for this exhibition from a vast and unique body of Yoruba
material, some 160 textiles and ritual objects produced in
the late 19th and 20th centuries. Examples of resist-dyed,
hand-woven, silkscreened and machine-printed textiles are
presented, including women's adire cloth—dark
indigo cotton with bold or subtle patterns in light blue.
The vivid spectacle of color, texture and movement represented
in the exhibition is the result of the life's work
of Uli Beier, who first recognized and promoted textiles
as a major form of Yoruba artistry and cultural expression.
The accompanying black-and-white photographs feature Beier's
compelling portraits of Yoruba chiefs, dancers, and others.
essays by Jill Meredith and John Pemberton III
in the exhibition
The exhibition Cloth Only Wears to Shreds:
Yoruba Textiles and Photographs from the Beier Collection was
organized by the Mead Art Museum at Amherst College with
guest curators Rowland O. Abiodun and John Pemberton III.
The lecture is funded
by the Jeanne Scribner Cashin Endowment for Fine Arts; special
thanks to Obiora Udechukwu, Dana professor
and chair of fine arts.
of page
Drawings by Chika Okeke-Agulu and Marcia Kure
Marcia Kure
Left to right: The Elder, 2004; Soldier with
2004; Taj Mahal Walking, 2004
Kola nut pigment, ink, watercolor, and pencil on paper
My poems reflect upon events in both Nigeria
(Homeland) and the United States (Wonderland). As might become
obvious, many of the artworks—Marcia's and mine—are
meditations or statements on specific social and political
experiences and phenomena, particularly those associated
with war and military dictatorship. As such, the poems speak
to the concerns and themes of most of my own work and some
of Marcia's. Of course, poetry may not always be the
best medium for explaining visual art, but it adds a new
layer of reading and understanding to the images.
-Chika Okeke-Agulu
Chika Okeke-Agulu
Nsukka 1996, 1999
Charcoal and graphite on paper
Another victory
Beyond the din of war and
horizons of baking sand
and afterimages of
echoes silent voices
counting tick-tocks
of your heartbeat
Away from thundering howitzers
and sulking spitfires throwing
homeland dreams into the sun's eyes
a camouflaged voice calls forth
dancing pennants of another victory -Chika
Jos (September 12)
These wide eyes
Make us remember . . .
Two babies among rubble
Left in the trail
Of tanks
In the land of Ezekiel
Starring unblinking
Eyes wide shut . . .
Two babies washed in blood
Of a mother trampled
By martial boots
In the Sea of Galilee
In the din of Alahu Akbar!
And frothing Dobermans seeking
The night's jugular
A newborn mourns
The world's placenta. -Chika
Another victory
Beyond the din of war and
horizons of baking sand
and afterimages of
echoes silent voices
counting tick-tocks
of your heartbeat
Away from thundering howitzers
and sulking spitfires throwing
homeland dreams into the sun's eyes
a camouflaged voice calls forth
dancing pennants of another victory -Chika
Jos (September 12)
These wide eyes
Make us remember . . .
Two babies among rubble
Left in the trail
Of tanks
In the land of Ezekiel
Starring unblinking
Eyes wide shut . . .
Two babies washed in blood
Of a mother trampled
By martial boots
In the Sea of Galilee
In the din of Alahu Akbar!
And frothing Dobermans seeking
The night's jugular
A newborn mourns
The world's placenta. -Chika
The artists'
lecture is partially funded by the Jeanne Scribner Cashin
Endowment for Fine Arts; special thanks to Obiora Udechukwu,
Dana professor and chair of fine arts at St. Lawrence University.
top of page
St. Lawrence University
Fine Arts Faculty Exhibition
Jamel Craig, Independence Is Awesome, oil and spray paint
on canvas
[1350-1400; Middle English faculte < from Anglo-French,
Middle French < Latin facultat- (s. of facultas) ability,
power, equiv. to facil(is) easy.] Any of the powers or capacities
possessed by the human mind.
Melissa Schulenberg, untitled graphite drawing, 2005
We are a diverse group
of individuals connected by our desire and need to express
ourselves. We are from different parts
of the world and have traveled around the globe. We have
reared families, worked for social justice, volunteered
at homeless shelters, worked at awful summer jobs, and raised
adorable pets (mostly cats). We write poetry, sail, hunt,
cook, listen to music, hike, read 20 books a year, watch
bad TV, drive 80 miles for a cup of good coffee, eat organic
food (and even an occasional Oreo), go to museums, spend
too much time on the Internet, and try to make sense of
indicators and global warming—just like you.
Faye Serio, Grass
Cutters, Sarnath, India, digital photograph
We make sense of this crazy, beautiful world
through art. We paint, draw, print, collage, photograph,
morph, videotape,
cut, paste, sew, change, adapt, and start over. And over.
When we think we get it right, we start the process again.
And again. The finished product is not what motivates
(my) artwork. The process of creation is what drives my
and artistic production (Craig). We find inspiration in things
big and small, organic and man-made, and in political and
social issues. We create works that are literal or
that manifest
themselves into new realities, different from their sources,
yet still maintaining an essence of their origins (Schulenberg).
This quest for visual thrills and beautiful mysteries
is an evolving scavenger hunt, a constant adventure (Strauss).
We find beauty in the varied colors of skin, fabrics,
and landscapes of different countries (Serio) and strive
to develop clarity of vision accompanied inevitably by
a certain
of expression (Udechukwu).
Lindy Strauss, untitled intaglio print
Obiora Udechukwu, The Face Behind
the Mask,
2004, graphite
on paper
top of page
Amy Hauber: Recent Work
carroty and carroty detail, 2005
digital photographs
I was born in 1984. It has been a short but
exciting life. Sometimes when I was touring with my post-punk
band, Amy and the Angry Inch (now defunct), I would think
back to the painful experience that my mother had to endure,
giving birth to a daughter who was bigger than herself. My
own body, from that first day that I entered the world, has
been filled with nothing but heart-shaped Mexican jumping
beans, and for that reason I feel fortunate that my best
friends Cherry Rabbit, Speed Racer, Penny the Pug, and numerous
imaginary artists were there to help me as I was growing
up and trying to understand the world.
Often plagued by a sense that I am walking through a
dream, here but not really here, I have always been
prone to imagination
for comfort. When flying a kite in Chicago with my father
and brother, I remember feeling like the kite against the
blue sky and like the car door I sat next to as we drove
away, and like the wind, and then I knew that I could remove
myself from any experience.
Soon enough I realized that beautiful cakes
had a special aesthetic significance in my life and that
if I focused
on the colorful flowers and sugary sweet memories they
soon hold, then I could also be walking a tightrope from
my bedroom window to the neighbor's bedroom window.
In that bedroom, I could be an entirely different floaty
somebody. From there, I could tightrope-walk to another
room down the street and watch television with the family
I never found a way to enjoy the TV dinners they ate,
but marveled at the compartmentalized packaging, wishing
my bed
was a huge aluminum, form-fitted compartment just for
my Mexican jumping bean body. When my heart filled my
then I could shut the shiny aluminum lid and push my
heart back down to where it should be.
seven video stills from untitled (cake hole), 2005
Amy Hauber is an artist and educator residing
in Canton, N.Y., where she is an assistant professor of fine
arts at St. Lawrence University. She teaches sculpture, ceramic
sculpture and foundations, with an emphasis on cross-disciplinary/inter-media
studies in all three areas.
in Chicago and transplanted many times before landing at
the age of twelve in her parents' hometown of Pittsburgh,
Pa., Hauber studied information science, English writing,
and fine arts at the University of Pittsburgh and Carnegie
Mellon University before receiving her MFA from the University
of Wisconsin-Madison. She has also taught at the University
of Wisconsin-Madison, the Milwaukee Institute of Art and
Design and Carnegie Mellon University.
Working across media disciplines, her research interests
include collaboration; digital, material and sex culture;
and the construction of morality, identity and aesthetics
in contemporary society.
Hauber has twice been a resident
artist in the John Michael Kohler Arts Center's ARTS/Industry program
and was awarded an honorary fellowship from the University
of Wisconsin-Madison.
She has exhibited her work nationally and is represented
in Chicago by Western Exhibitions. Hauber's ceramic-based
objects were featured in American Craft Magazine:
Portfolio Amy Hauber, December/January 2002.
Untold Stories of My
Present, Past, and Dreamtime:
Prints by Melanie Yazzie
Melanie Yazzie, History?, 1996, screen print
I am Navajo/Dine of the Salt and Bitter
Water clans. I grew up on a Navajo reservation in northeastern
Arizona and began traveling at an early age with my family.
At various times in my childhood, we traveled across the
United States and into Mexico, which helped me look past
the boundaries of the reservation and become curious about
what was happening beyond the sacred mountains.
The process or medium I use in my work depends
on the statement or idea I am exploring. Lately, the images
are about transformation,
womanhood, and the role of animals in my life. These symbols/images
are linked to my travels. Since 1995, I have formed strong
relations with Maori artists in New Zealand, and completed
my sixth visit there last January. I have also collaborated
for over eight years with Siberian artists from the Amur
River region of Russia, but they speak very little English,
which makes communication difficult. In the summer of 1999,
I taught printmaking at the Pont-Aven School of Contemporary
Art in France, and returned in 2004 to keep connections open
with the Bretons I met there. I am able to use all of these
experiences to tell stories in my artwork.
Much of the history of other nations overlaps
with my people's
history. Meeting people from different cultures has grown
to be a major part of my life. I am currently working with
an artist from Lebanon on a printmaking project that will
travel to the Middle East. Other prints are currently in
Northern Ireland, South Africa and Bulgaria.
I was brought up as a traditional Navajo,
and respect for self and others has always been important
to my people. Western
influences have also made me who I am today. I am proud
to be Navajo/Dine. I hold only my story and by no means speak
for all Native peoples.
Melanie Yazzie, Buffy the Fairy,
2004, monotype
The exhibition and lecture are funded in
part by the Barnes Endowment Fund and the Jeanne Scribner
Cashin Endowment Fund. Special thanks to Melissa Schulenberg,
assistant professor of fine arts.
Gallery Hours
Monday-Thursday 12-8 p.m.
Friday-Saturday 12-5 p.m.
All exhibitions and related educational programs
are free and open to the public. The
Gallery welcomes individuals and groups for guided tours; please
call (315) 229-5174 for information.


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Wabash Remembers Dr. Bill Haines '40by Jim Amidon • February 11, 2010 Share:
Wabash College mourns the loss of Dr. William J. "Bill" Haines '40, who passed away Wednesday morning.
A funeral service will be held at 11:00 a.m. on Saturday, February 20 at Thompson Memorial Presbyterian Church in New Hope, Pennsylvania. Calling will be held on Friday, February 19 at Leaver Cable Funeral Home in Buckingham, Pennsylvania.
Bill served the Board of Trustees faithfully from 1972 through 1993, and had served the College as Emeritus Trustee over the last two decades.
"He was the epitome of a Wabash gentleman in the various communities in which he lived, and he was the model of a liberally educated scientist and business leader," said Wabash President Patrick E. White.
He was preceded in death by his wife, Wilma "Shorty," who passed away in 1998.
Bill left his mark at Wabash as an undergraduate, to be sure. He was an Honor Scholar who was born and raised in the shadow of the campus on Russell Street. He was president of the freshman and senior classes at Wabash, vice president of Senior Council, and directed the Wabash concert band. He had few peers as a scholar. He majored in chemistry and double-minored in mathematics and zoology. Elected to Phi Beta Kappa in his junior year, Bill received the John Maurice Butler Prize, was valedictorian of the Class of 1940, and was the Commencement speaker.
He enrolled at the University of Illinois for graduate school and became the first Wabash graduate ever to earn a Ph.D. in biochemistry. Just over half a century later, Bill endowed the William J. and Wilma M. Haines Professor in Biochemistry at Wabash — a position now held by Wabash's first biochemistry professor, Ann Taylor.
"I was deeply saddened to hear of Bill's passing," said Professor Taylor. "His vision of supporting student work in biochemistry and bringing cutting edge research to campus through a speakers series has enhanced Wabash in wonderful ways. Whenever I have talked to him, he wanted to know what was up in the lab and how the students were doing. He was always glad to hear of graduate school placement and other successes of our students."
Bill began his career as a biochemist at the Upjohn Company in Kalamazoo, Michigan, where he was a researcher, group leader, and director of the Endocrinology Department. In 1954, he moved to Armour Labs, where he spent five years as technical director before beginning his career at Johnson & Johnson.
Bill rose quickly through the ranks at Johnson & Johnson, serving as Vice President of Research and Executive Vice President of the Ortho Pharmaceutical Corporation, a division of J&J, for 13 years. He was named Vice Chairman of Johnson & Johnson International in 1967, and two years later became a member of the J&J board of directors and executive committee. He was responsible for McNeil Laboratories and Pitman-Moore, Inc. in both the United States and Canada and developed and acquired a number of European companies, including seven Cilag-Chemi companies, five Janssen companies, and the Molter Company. Prior to his retirement in 1982, he served Johnson & Johnson as Corporate Vice President of Science and Technology.
Wabash honored Dr. Haines with an honorary degree in 1970, and he received an Alumni Award of Merit from the National Association of Wabash Men in 1973. In addition to his service to Wabash, Bill served on the Hood College Board of Trustees and was a trustee of the Joslin Diabetes Foundation.
He was active throughout his life in the American Chemical Society, the Presbyterian Church, as well as numerous service clubs, school boards, and non-profit organizations. He was chairman of the Research and Development Section of the Pharmaceutical Manufacturers Association and was Chairman of the Society of Chemical Industry. He was a Fellow in the American Academy for the Advancement of Science and the American Institute of Chemists, and was a charter member of the International Society for Research in the Biology of Reproduction.
"Bill was also a true Little Giant," added Professor Taylor. "His leadership and forethought in endowing biochemistry at Wabash will have lasting impact on the department — and college — for years to come.


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This iOS app for iPhone, iPad and iTouch, allows families and educators to investigate and learn about the Sun at home, at school, or anywhere. It provides 13 free, easy to use, hands-on activities, plus live images of the Sun from NASA's SDO... (View More) satellite, videos of the Sun, and more. Each activity includes material lists, step-by-step instructions, and detailed explanations. Some of the activities and media pieces are also available on the project website. The activity materials are widely available and inexpensive. (View Less)
Materials Cost: $1 - $5 per group of students
This afterschool curriculum includes six lessons plus supplementary materials (e.g., videos, PowerPoint presentations, and images) that explore how light from the electromagnetic spectrum is used as a tool for learning about the Sun. The curriculum... (View More) is designed to be flexible to meet the needs of afterschool programs and includes recommendations for partial implementation based on time constraints. It was specifically designed to engage girls in science. (View Less)
This is the second module in the Solar Dynamic Observatory (SDO) Project Suite curriculum. Each activity is self-directed by students or student teams and uses online videos, data from the SDO satellite and hands-on activities to explore, research... (View More) and build knowledge about how and why studying the Sun's electromagnetic energy and magnetic fields help scientists better understand the Sun's activity and space weather. Students build knowledge and vocabulary, apply or demonstrate learning through real world connections and create resources to use in investigations. Both a teacher and student guide is included with sequential instructions and embedded links to the needed videos, tutorials and internet resources. In Activity 2A: The Sun and the EM Spectrum students learn how SDO uses key parts of the Sun's electromagnetic spectrum (EMS) to research regions of the Sun, create an interactive foldable to describe the different wavebands of the EMS, then use real-time SDO image data and the Helioviewer online tool to explore the Sun's regional activity. Tutorials for using Helioviewer and making the EMS foldable are included. Activity 2B: Solar activity and Magnetism has students use information in online videos and slide presentations to demonstrate concepts of magnetism and the relationship between the Sun's variable magnetic fields and sunspots. Activity 3B: Solar Research in Action! Build a Spectroscope has students create a spectroscope to observe the different wavebands of visible light, demonstrate how the Sun emits varying EMS energies, and explain how this information helps scientists understand the composition and activity of both our nearest star, and other stars in the universe. A computer for student-teams and a connection to the Internet are needed to complete this module. See related and supplementary resources for link to full curriculum. The appendix includes an alignment to the Next Generation Science Standards (NGSS). (View Less)
Materials Cost: $5 - $10 per group of students
This is a collection of outreach resources about the Sun that are meant to be used in informal education settings. This toolkit was originally designed for NASA Night Sky Network member clubs and the Astronomical Society of the Pacific's Astronomy... (View More) from the Ground Up network of museum and science center educators. The toolkit includes background information about the Sun, magnetic fields of the Earth and Sun, and space weather, activity suggestions, and detailed activity scripts. The themes of this toolkit address both the constant nature of the Sun as a reliable source of energy and the dynamic nature of the Sun due to its changing magnetic fields. The activities and related materials in this collection include The Sun in a Different Light - Observing the Sun, Explore the Sun cards, Magnetic Connection, the Space Weather PowerPoint, Protection from Ultraviolet, and Where Does the Energy Come From cards. These activities can be done separately or as a group as part of an informal education event. Institutions that are not part of the Night Sky Network will need to acquire the various materials required for each activity. (View Less)
This is an activity about auroras and the scientific terminology used to describe them. Learners will read an article that provides an introduction to specific terms and concepts related to auroras and auroral substorms and examine photographs of a... (View More) 2003 aurora and descriptions of an 1859 aurora to identify the various phases of auroral substorms. This is activity 11 from Exploring Magnetism: Magnetic Mysteries of the Aurora. (View Less)
This is a lesson plan for an activity to introduce several terms scientists use to discuss Earth's magnetic field. Learners will explore a website, read about the main features and regions of the Earth's magnetosphere and its functioning within the... (View More) Sun-Earth system, and compile a lab book in which to keep notes about Earth's magnetosphere, space weather, and magnetometer data. This resource is Activity 12 of Exploring Magnetism: Magnetic Mysteries of the Aurora. (View Less)
This is a lesson to introduce the Kp index, a common numerical indicator of magnetic storminess. Learners will access and analyze Kp index plots of magnetic storm strength and determine the relative frequency of stronger versus weaker magnetic... (View More) storms during years of maximum solar activity. This resource is activity 13 from the Magnetic Mysteries of the Aurora teachers guide. Internet access is required for this activity. (View Less)
This is a presentation to be used by educators to teach about the Sun and its effects on Earth's magnetosphere, including characteristics of coronal mass ejections, or CMEs, the aurora, and solar wind. A web link to a PDF or PowerPoint presentation... (View More) is supplied, along with background information for the instructor. After the presentation, learners will read about various aspects of the Sun-Earth connection and write about one aspect that they found interesting from the presentation and the printed information. Internet access is required to obtain the presentation resources. This resource is Activity 14 of the Magnetic Mysteries of the Aurora teachers guide. (View Less)
This is a lesson about how magnetism causes solar flares. Learners will set up an electrical circuit with magnets to examine magnetic fields and their similarities to magnetic fields seen on the Sun. Learners should have a conceptual understanding... (View More) of magnetism prior to exploring this lesson. This activity requires special materials including a galvanometer, copper wire, and sandpaper. This is Activity 2 in the Exploring Magnetism in Solar Flares teachers guide. (View Less)
This is a lesson about magnetism and solar flares. Learners will evaluate real solar data and images in order to calculate the energy and magnetic strength of a solar flare moving away from the Sun as a coronal mass ejection. This is Activity 3 in... (View More) the Exploring Magnetism in Solar Flares teachers guide. (View Less)
Materials Cost: Free
This is a lesson about magnetism in solar flares. Learners will map magnetic fields around bar magnets and investigate how this configuration relates to magnetic fields of sunspots. This activity requires compasses, bar magnets, and a equipment for... (View More) the instructor to project a PowerPoint or pdf lecture presentation. This is Activity 1 in the Exploring Magnetism in Solar Flares teachers guide. (View Less)
This is an activity about sunspots and solar flares. Learners will work collaboratively to create abstracts detailing their knowledge of sunspots and solar flares and then present their work to the entire audience. A background understanding of our... (View More) Sun and its features is needed prior to starting this activity. This is activity 4 in Exploring Magnetism in Solar Flares. (View Less)
Materials Cost: 1 cent - $1 per group of students
This is an activity about magnetic fields. Learners will study magnetic fields at four separate stations: examining magnetic fields generated by everyday items, mapping out a magnetic field using a compass, creating models of Earth's and Jupiter's... (View More) magnetic fields, and observing aurora produced by magnetic fields on both planets. This activity is part of Explore! Jupiter's Family Secrets, a series designed to engage children in space and planetary science in libraries and informal learning environments. (Note: the activity was adapted for informal education from Magnetic Globe, by Sonoma State University, and Exploring Magnetism, by Space Sciences Laboratory, University of California at Berkeley) (View Less)
Materials Cost: Over $20 per group of students
This lesson is an introduction to the use of a magnetic compass. At a specific location, learners will locate an object using a compass, identify its bearing, and others will attempt to locate the object by only knowing the bearing reading and the... (View More) corresponding location where the bearing was obtained. Next, learners will develop a method for determining if a magnetic storm is occurring, and they will test this method using online information and a compass. This activity requires compasses and access to the Internet. This is Activity 5 in the Exploring Magnetism on Earth teachers guide. (View Less)
This is an activity about the Kp index, a quantification of fluctuations in the Earth's magnetic field due to the relative strength of a magnetic storm. Learners will take a reading from a magnetometer site and make a Kp index estimate to predict... (View More) whether or not an aurora display will occur near that site. This resource is designed to support student analysis of THEMIS (Time History of Events and Macroscale Interactions during Substorms) Magnetometer line-plot data. This activity requires the use of a computer with Internet access. This is activity 18 in Exploring Magnetism: Earth's Magnetic Personality. (View Less)
This is an activity about the magnetic fields of the Sun and Earth, and the interplanetary magnetic field, or IMF. Learners will engage in a question and answer dialogue, make connections using bar magnet examples and overhead transparencies, and... (View More) ultimately write an assessment of concepts learned. This is Activity 1 in Session 3 of the Exploring Magnetism in the Solar Wind teachers guide. (View Less)
Materials Cost: $1 - $5 per group of students
This is an activity about measuring the interplanetary magnetic field, or IMF. Learners will utilize cardboard boxes with a magnet inside to design a spacecraft, and experiment with ways to attach a magnetometer that will measure the IMF rather than... (View More) the magnetic field of the spacecraft. This is Activity 2 in Session 3 of the Exploring Magnetism in the Solar Wind teachers guide. (View Less)
Materials Cost: $5 - $10 per group of students
This is an activity about using spectrogram plots as an indicator of magnetic activity on Earth. Learners will analyze spectrogram data and compare it to local Kp indices in an attempt to determine global magnetic storminess. This activity uses real... (View More) data from the THEMIS (Time History of Events and Macroscale Interactions during Substorms) Magnetometer, and requires a computer with Internet access. This is activity 20 in the Exploring Magnetism: Earth's Magnetic Personality teachers guide. (View Less)
This is an activity about the THEMIS (Time History of Events and Macroscale Interactions during Substorms) magnetometer and its ability to reveal many different types of disturbances in the Earth's magnetic field. Learners will work with vector... (View More) data using THEMIS XYZ plots to complete two student worksheets: Activity A analyzes data to determine if the Earth's magnetic field is slowly weakening, and Activity B analyzes data to determine whether the Earth's magnetic pole is moving. This is activity 19 in Exploring Magnetism: Earth's Magnetic Personality. (View Less)
This is an activity about Earth's magnetic field. Learners will construct a soda bottle magnetometer, collect data, and analyze the results to detect magnetic storm events. Ideally, learners should collect data for at least a month. If several... (View More) months are available for data collection, this is ideal. This is the first activity as part of the iMAGiNETICspace: Where Imagination, Magnetism, and Space Collide educator's guide. Instructions for downloading the iBook educator's guide and the associated Transmedia book student guide are available at the resource link. (View Less)
This is an activity about changes in the Earth's magnetic field during magnetic storms. Learners will construct a soda bottle magnetometer, collect data, and analyze the results to detect magnetic storm events. The operation of the student-created... (View More) instrument can be directly related to THEMIS (Time History of Events and Macroscale Interactions during Substorms) display measurements. In this activity, learners should ideally collect data over the course of an entire month. This is activity 17 in Exploring Magnetism: Earth's Magnetic Personality. (View Less)
Materials Cost: $1 - $5 per group of students
This is an activity about magnetism. In this activity, polystyrene spheres and several strong neodymium magnets are used to represent the Sun and Earth and their distinct magnetic fields. Participants construct and use a field detector to predict... (View More) where the magnetic fields are on the Sun and Earth, and use field bits, which is the term used in the lesson plan, made from the closed staples to form loops and trace the invisible magnetic fields of the Sun and Earth. The activity is designed to be used in an informal public outreach setting, for example as a stand-alone station in a family science day event. It can also be modified for use as a simple classroom demonstration. There are background information sheets provided that can be printed to go along with the activity station. This activity requires two polystyrene spheres, 8 neodymium magnets, epoxy adhesive, wire clippers, needle nose pliers, and acrylic paints, along with other easily obtained materials. (View Less)
This is an activity about magnetic fields. Using iron filings, learners will observe magnets in various arrangements to investigate the magnetic field lines of force. This information is then related to magnetic loops on the Sun's surface and the... (View More) magnetic field of the Earth. This is the second activity in the Exploring the Earth's Magnetic Field: An IMAGE Satellite Guide to the Magnetosphere educators guide. (View Less)
This is an activity about Earth's magnetosphere. Learners will use a magnet, simulating Earth's protective magnetosphere, and observe what occurs when iron filings, simulating the solar wind, blow past and encounter the magnet's field. This is the... (View More) third activity in the Exploring the Earth's Magnetic Field: An IMAGE Satellite Guide to the Magnetosphere educators guide. (View Less)


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Write an Android application
Budget €250-750 EUR
-Developing web application that interfaces with the existing database wordpress site
- The website is a showcase for architects with profile and uploaded projects.
The application should display the site's pages and allow through a reserved area (wordpress users) to register, enter the profile data and enter the projects of his studio.
The projects consist of photographs and description (by category and tag).
The insertion should be simple and minimal.
The architects will put both projects through and through application.
The application is simple and graphic provided by us on the basis of the design of the website.
The application must be for IOS and android
now i want to see how are the price for ios and android application.
67 freelancers are bidding on average €920 for this job
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KISSIMMEE, Fla. (AP) - Anyone wanting a Hillary vs. Sarah smackdown might be in for a letdown.
First, Sarah Palin launched her Republican vice presidential campaign with praise for the strides made by Hillary Rodham Clinton in her quest for the Democratic presidential nomination. On Monday, Clinton spoke in kind.
"It is a great accomplishment," Clinton said of Palin's selection as the GOP's first female running mate. Clinton told a rally of 500 that the election will be decided on issues, not the historical significance of the candidates, and Democrat Barack Obama and his running mate Joe Biden bring more to the table than the Republican ticket.
"Women as well as men make their decisions after they weigh the evidence," Clinton said. "As Americans go into that voting booth, what they have to ask themselves is not so much who am I for, as who is for me? And I don't think it's an even close question that we have the ticket that is going to do the best job in restoring the American promise."
About the most she'd say about Palin is that she and Republican presidential candidate John McCain "are not the change that we need."
Former Clinton adviser Howard Wolfson is dismissing any notion the Obama campaign would dispatch Clinton to take on Palin, as much as he thinks some people would revel in seeing the two strong women butt heads.
"Don't hold your breath," he wrote in his New Republic blog. "Clinton-Palin might drive ratings and sell magazines, but it wouldn't be good for the Democratic Party, or the cause of women's rights. Some might enjoy the spectacle, but don't expect Hillary Clinton to play along."
Clinton said: "I didn't run because I was a woman but I was very conscious of the fact that my campaign meant a lot to so many, and I appreciate that. But this election is about the two parties, and the two presidential nominees, where they stand, what they would do, what our country needs right now."
And she said the Democratic ticket is the one that "will fight to revitalize the economy and create jobs and make college affordable and enable hard-working Americans to be able to afford both a gallon of gas and a gallon of milk."
It was Clinton's second campaign swing through Florida since she conceded the Democratic primary to Obama. She told supporters that it will be a critical state in November, and one that has been harder hit than most by unemployment and home foreclosures.
She later addressed nearly 1,600 members of the International Association of Machinists and Aerospace Workers, which endorsed her last year. Clinton asked them to help Obama now.
So far polls have found few signs that women who backed Clinton in the primary would cross over to vote Republican in large numbers. Even so, Palin has been the talk of the presidential campaign for a week and the Obama campaign has seemed unsure what to do about her.
Now commenting from the sidelines, Wolfson said each day the Democrats focus on Palin is a day they are not driving home the message that McCain just represents four more years of President Bush.
He warned against giving in to "an obsession in our popular culture with the 'cat fight,' an offensive term that describes the spectacle of two well-known women fighting with one another."


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Featured News - Current News - Archived News - News Categories
Congressman Chris Collins, NY-27, is encouraging local high school students to participate in this year's congressional art competition. The winning artist from New York's 27th Congressional District will travel to Washington, D.C., and have his or her artwork displayed in the U.S. Capitol for one year.
"Each day, members of Congress and hundreds of visitors to the Capitol walk by the award-winning artwork submitted by high school students from around the country," Collins said. "I look forward to great participation from NY-27 schools this year and the opportunity to welcome our wining artist to Washington this summer."
Now in its 31st year, the congressional art competition is open to all high school students in New York's 27th Congressional District. Local submissions are due by April 19, and will be judged by the Genesee-Orleans Regional Arts Council. Collins' office has notified local high schools regarding contest rules and submission guidelines. Interested students should see their art teacher for details or contact Emily Knight from Congressman Collins' office at 585-519-4002.


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IBM's wants to patent a geegaw called the "SYSTEM AND METHOD FOR CONTROLLING VEHICLE ENGINE RUNNING STATE AT BUSY INTERSECTIONS FOR INCREASED FUEL CONSUMPTION EFFICIENCY." In other words, the traffic light is in charge of when you stop and go.
In the mellifluous language of the patent application:
The present disclosure is directed to a method for managing engines in response to a traffic signal. The method may comprise establishing communications with participating vehicles; responding to a stop status indicated by the traffic signal, further comprising: receiving a position data from each participating vehicles; determining a queue of participating vehicles stopped at the traffic signal; determining a remaining duration of the stop status; sending a stop-engine notification to the list of participating vehicles stopped at the traffic signal when the remaining duration is greater than a threshold of time; responding to a proceed status indicated by the traffic signal, further comprising: sending a start-engine notification to a first vehicle in the queue; calculating an optimal time for an engine of a second vehicle in the queue to start; and sending the start-engine notification to the second vehicle at the optimal time.
The device is ostensibly a way to prevent accidents and to deter overzealous drivers from wasting fuel at say, railroad crossings, but c'mon. This a recipe for disaster (or at least a Roland Emmerich flick). Remember Superman III?
[via Inhabitat]


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150th British Open to be staged at St Andrews in 2021
(AP Photo/Peter Morrison, File)
ST. ANDREWS, Scotland (AP) The British Open is returning to the home of golf in 2021.
The Old Course will host the 150th anniversary of the world's oldest major to mark "a true celebration of golf's original championship and its historic ties to St. Andrews," the R&A said Monday.
It will be the 30th time the Open Championship is played on the Old Course, and the first since 2015 when Zach Johnson lifted the claret jug after a three-way playoff.
It ends the cycle of St. Andrews staging the Open every five years since 1990. It first hosted the event in 1873, when an 18-hole course was used in the championship for the first time. Tom Kidd won that year.
Updated February 12, 2018


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*1/2 (out of four)
We're all so busy, says master sommelier candidate Ian Cauble, "How often do you [stop] and smell something?"
Um, there's a reason Ferris Bueller emphasized looking around, not smelling. Who wants more free time so they can appreciate the aroma of the bus?
In "Somm," Cauble--who later claims a wine "had tannins that ripped my face off"--and other wine aficionados study feverishly for a three-part exam that fewer than 200 people in the world have passed in the past 40-some years. Perhaps writer-director Jason Wise could have given us an indication of why these guys—and it's all guys, with no one acknowledging why women don't appear to participate—claim the test is the hardest thing they've ever had to do. There's a lot of information to absorb, and blind tastings must be difficult, but nowhere in "Somm" is there an indication of how these bros hone their senses or how the test wines are selected.
How can you tell the year based on the flavor/scent/appearance? Does anyone ever need a designated driver to take them home from practice? Do you ever drink wine for fun anymore? Wise asks none of these questions, merely observing as candidate DLynn Proctor notes hints of "wet forest floor" and "decaying animal skin," something I'm sure was the winemaker's intent.
The film presents sommeliers as experts of pairing wine with food, yet the film omits that aspect of the training, during which everyone puts their lives and wives aside. Watching people memorize and drink wine just ain't that interesting, and "Somm" ignores that, in general, most people don't really care about the world of sommeliers and probably think they're pretentious. The public wants to drink wine, not hear a lecture about it.
"Jiro Dreams of Sushi" did a much better job of highlighting an unusual obsession. "Somm" has more in common with "Scatter my Ashes at Bergdorf's," a doc that believed high-end fashion was of supreme importance in 2013.
Kudos to those who become masters, and for a little while the personalities are enough to help "Somm" amuse. Still, it's more of a niche amuse bouche than a full-bodied doc.
Watch Matt on "You & Me This Morning," Friday at 6:55 a.m. on WCIU, the U
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Sept. 29, 2007
Official Results in PDF Format
Download Free Acrobat Reader
MINNEAPOLIS, Minn. - The UC Santa Barbara women's cross country squad placed fourth Saturday at the Roy Griak Invitational hosted by the University of Minnesota. Senior Bethany Nickless paced the Gauchos with a seventh-place finish.
Minnesota won the Division I race with 97 points and was followed by Arizona State (90) and Michigan State (109). Santa Barbara was next in fourth place with 156 points.
Nickless, a Huntington Beach native, finished seventh with a time of 21:35 over the 6k course at the Les Bolstad Golf Course. Senior Megan Lewis was 12th with a time of 21:46.
The individual crown was won by Virginia's Emily Harrison, who finished with a time of 20:52. Iowa State took the next two spots with Lisa Koll second (21:09) and Grace Kemmey third (21:18).
Also competing for UCSB were Liza Hitchner (27th, 22:06), Danielle Domenichelli (40th, 22:26), Alyssa Brown (70th, 23:12), Breanne Strenkowski (97th, 23:42), and Ashley Ramirez (124th, 24:11).
UCSB won the Griak in 2006 as Stephanie Rothstein placed first and Lauren Christman was second. Rothstein was the first Gaucho to ever win the prestigious event.
Up next for the Gauchos are the Cal Poly Invitational and Pre-Nationals, which will be held in Terre Haute, Ind. Both events are scheduled for Oct. 13.


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Wembley Cocktail (No. 2)
1/3 Scotch Whisky. (3/4 oz Famous Grouse Scotch)
1/3 French Vermouth (3/4 oz Noilly Prat Dry Vermouth)
1/3 Pineapple Juice. (3/4 oz Pineapple Juice)
Shake well and strain into cocktail glass.
Harry McElhone notes in his 1928 "ABC of Cocktails" that this is a "Recipe by Charlie Forrester, Grafton Club, London."
To be honest, this is just weird.
Being 2/3 mixers, it's kind of watery, and with the not particularly assertive mixing Scotch, like this famous grouse, it tastes mostly like vermouth and pineapple.
Right, well, Wembley, then, from the wikipedia article:
Wembley is an area of northwest London, England, and part of the London Borough of Brent. It is home to the famous Wembley Stadium and Wembley Arena.
Wembley is derived from the Old English proper name "Wemba" and the Old English "Lea" for meadow or clearing. The name was first mentioned in the charter of 825 of King Beornwulf.
Well, I seriously doubt they were juicing pineapples back in 825 AD, but I was just thinking of the arena, amazing that the history of this area goes back that far.
This post is one in a series documenting my ongoing effort to make all of the cocktails in the Savoy Cocktail Book, starting at the first, Abbey, and ending at the last, Zed.