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Students will test various materials to determine if any can shield their "magnetometer" (compass) from an external magnetic field using their own experimental design. If no suitable material is available, they will devise another method to protect... (View More) their instrument. Includes background science for the teacher, worksheets, adaptations and extensions. Next Generation Science Standards (NGSS) are also identified. (View Less)
Materials Cost: $10 - $20 per group of students
Students read and analyze two different articles about medical imaging using X-rays. This activity is from the NuSTAR Educators Guide: X-Rays on Earth and from Space, which focuses on the science and engineering design of NASA's NuSTAR mission. The... (View More) guide includes a standards matrix, assessment rubrics, instructor background materials, and student handouts. (View Less)
Materials Cost: Free
NuSTAR has a 10-meter rigid mast that separates the optics from the detector. Inspired by this, students will design, test, and build a lightweight mast 1 meter tall that can fully support the weight of a typical hardcover textbook (~2 kg). The... (View More) footprint of the mast must be no larger than 11" x 14". This activity is from the NuSTAR Educators Guide: X-Rays on Earth and from Space, which focuses on the science and engineering design of NASA's NuSTAR mission. The guide includes a standards matrix, assessment rubrics, instructor background materials, and student handouts. (View Less)
Materials Cost: $1 - $5 per group of students
This is the first module in the Solar Dynamic Observatory (SDO) Project Suite curriculum. Activities are self-directed by students or student teams using online videos and data from the SDO satellite to explore, research and build knowledge about... (View More) features of the Sun. Students build vocabulary, apply or demonstrate learning through real world connections, and creating resources to use in their investigations. Each activity comes with both a teacher and student guide with sequential instructions and embedded links to the needed videos and internet resources. Activity 1A: Structure of the Earth's Star takes students through the features and function of the Sun's structures using online videos, completing a "Sun Primer" data sheet using information from the videos, and creating a 3D origami model of the Sun. Students use a KWL chart to track what they have learned. Activity 1B: Observing the Sun has students capture real solar images from SDO data to find and record sunspots and track their movement across the surface of the Sun. Activity 1C has students create a pin-hole camera to use in calculating the actual diameter of the Sun, and then calculate scales to create a Earth-Sun scale model. Students reflect on their learning and results at the end of the module. An internet connection and access to computers 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: $1 - $5
This collection of math problems is based on a weekly series of space and Earth science problems distributed to teachers during the 2013-2014 school year. The problems were intended for students looking for additional challenges in the math and... (View More) physical science curriculum and were created to be authentic glimpses of modern science and engineering issues, often involving actual research data. Includes information for teachers and answer key. (View Less)
Materials Cost: Free
This unit investigates asteroids, comets, and meteoroids, focusing on Vesta, a prominent asteroid in the asteroid belt. The unit of eleven lessons culminates in having students use engineering practices to design, build, and test devices that will... (View More) land on Vesta, collect and separate natural resources found there, and deliver a payload to a target. Teachers and students are also introduced to the Asteroid Mappers-Vesta Edition citizen science project that is part of the CosmoQuest online community. Lessons include background information for educators, reviews and assessments, and links to supplemental videos and websites. Next Generation Science Standards (NGSS) and Common Core Standards are listed. (View Less)
Materials Cost: $10 - $20 per group of students
This collection of activities is based on a weekly series of space science mathematics problems distributed during the 2012-2013 school year. They were intended for students looking for additional challenges in the math and physical science... (View More) curriculum in grades 5 through 12. The problems were created to be authentic glimpses of modern science and engineering issues, often involving actual research data. The problems were designed to be one-pagers with a Teacher's Guide and Answer Key as a second page. (View Less)
In this lesson, students will think about their experiences with hurricanes and severe storms, and then learn the basics of what causes hurricanes to form. Students will learn how hurricane prediction has progressed, and how satellite technology is... (View More) used to see inside storms to get improved data for enhancing computer-based mathematical models. To share what they've learned, students will create a news report (script or comic strip) to tell others about hurricanes and hurricane prediction. This lesson uses the 5E instructional model. TRMM is Tropical Rainfall Measuring Mission. (View Less)
Materials Cost: Free
In this kinesthetic activity, students will demonstrate how two spacecraft are able to document a space weather event across the Van Allen radiation belts better than one spacecraft can. Students will graph the data collected by one spacecraft and... (View More) by two spacecraft during a space weather event; compare and contrast the graphical data from one spacecraft and from two spacecraft collected during a space weather event; and explain that space weather events can change from time-to-time and place-to-place across the Van Allen radiation belts, which is why it is helpful to observe them from two spacecraft simultaneously. Includes background science information, student handouts and data collection sheets, teacher answer key, and suggested extensions and adaptations for students with vision or hearing impairments. (View Less)
Materials Cost: 1 cent - $1 per group of students
Students will learn about the technology of cryogenics where engineers and scientists work with very cold gases and liquids. They will use a simple equation to convert from the Fahrenheit to the Celsius temperature scales and to the Kelvin scale... (View More) which is used in cryogenics. They will also view a NASA eClips™ video and read a press release dealing with very cold gases and liquids. Common Core State Standards for Mathematics and English Language Arts are identified. This activity is part of the Space Math multi-media modules that integrate NASA press releases, NASA archival video, and mathematics problems targeted at specific math standards commonly encountered in middle school textbooks. The modules cover specific math topics at multiple levels of difficulty with real-world data and use the 5E instructional sequence. (View Less)
Materials Cost: Free


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The Defense Language Institute Foreign Language Center and members of the Air Force's 517th Training Group said goodbye to one commanding officer and welcomed a new one during a formal change-of-command ceremony at the Presidio of Monterey June 26.
The institute bid farewell to Assistant Commandant and Commander of the 517th Training Group, Air Force Col. Laura Ryan, and welcomed Air Force Col. Ginger Wallace during the event at Soldier Field.
Air Force Col. Kimberlee Joos, Commander of the 17th Training Wing, Goodfellow Air Force Base, Texas, who presided over the ceremony, said she had served with Ryan at McConnell Air Force Base, Kan. at the beginning of their officer careers and "knew she was destined for great things."
Ryan was awarded the Legion of Merit for her outstanding service as commander of the 517th Training Group and assistant commandant of DLIFLC. The citation stated that her "work on linguist reclassification and discharge processes assured the retention of the best Airmen and saved the Air Force over $24 million dollars."
"Colonel Laura "Cricket" Ryan has been the exact right commander … She has superbly led over 130 permanent party staff and over 3,100 Air Force students during her two-year command, driving graduation rates 15 percent higher than the institute average," said Joos, referring to Air Force service members who either attended or served on staff at DLIFLC, attended by all four branches of the service.
In a letter sent by Congressman Sam Farr, and presented by his representative, Alec Arago, Ryan was praised for her work at the institute saying, "Col. Ryan has performed exemplary work in helping to improve the internal management of the Institute's faculty and staff. It's a job that goes largely unnoticed from the outside, but one that is vitally important for the future of DLI in particular, and military language training in general."
"Thank you for a wonderful experience," said Ryan, to an audience of nearly all DLIFLC leadership, community leaders, faculty and staff. "My family and I will miss Monterey, but I leave you in capable hands," she said. Ryan's next assignment will be at the Air Force Intelligence, Surveillance, and Reconnaissance Agency at Lackland Air Force Base, Texas.
The incoming assistant commandant comes to DLIFLC from Afghanistan where she spent a year deployed as an Afghanistan/Pakistan Hand, a program that requires language and culture training and is designed to build partnerships and strengthen ties between International Security Force members and Afghan nationals.
"Col. (Danial) Pick, Dr. (Betty) Leaver and the Defense Language Institute faculty, I look forward to being part of this incredible organization to ensure we provide the best possible academic and learning environment for the Department of Defense," said Wallace, addressing the institute commandant and provost.
As the assistant commandant, Wallace will be in charge of overseeing the institute's 24 academic foreign language programs, 31 sites worldwide, testing development and administration, and more than 2,600 faculty and staff.
Story and Photo Credits
Story by Natela Cutter, DLIFLC PAO
Photo 1: Outgoing DLIFLC Assistant Commandant, Col. Laura Ryan, receives a gift from DLIFLC Commandant Col. Daniel Pick during a change of command ceremony on Soldier Field June 26. (Photo by Natela Cutter/released)
Photo 2: Col. Ginger L. Wallace became the third commander of the Air Force's 517th Training Group, relieving Col. Laura M. Ryan in a Change of Command Ceremony held at Soldier Field on June 26. Photo by Steven Shepard / released)
Posted Date: 26 June 2013

subset: commoncrawl


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A Mighty Fine Monday
****Picture Links Below****
February 7th wasn't a normal Monday for me. When bourbon awaits, not even a steady, bone chilling rain (that soon turned into two inch flakes of snow) can mess up your mood. By 9:30 a.m. I was sitting out front of Four Roses' aging and warehousing facility in Cox's Creek, KY. What a great place to take in the views of twenty aging warehouses holding barrel after barrel of Kentucky Straight Bourbon Whiskey. It may have been a mental thing, but you could almost smell bourbon in the air.
Shortly after arriving, I was joined by Master Distiller, Jim Rutledge. A month or so earlier, Jim had extended an invite to come check out the facilities. Obviously, I jumped at the chance. Jim is responsible for the end quality of amber nectar that bears the Four Roses emblem. As you will see in posts that will follow, he's responsible for a lot more than just that.
Jim had just returned from a week-long trip to California. As Four Roses' most prominent brand ambassador, Jim doesn't pass up a chance to talk about Four Roses Bourbon to anyone that will listen. He quickly tells a story about an event the previous week. "Last week I was asked by event organizers how long I had prepared to speak", he starts out. "I told them as long as anyone will listen…….. I was serious."
That point wasn't lost on me as the day continued. Nearly seven hours later I was still talking whiskey, bourbon, and Four Roses with Jim Rutledge. Two inches of snow and falling temperatures might have been the only reason the conversation ended when it did. It was a hell of a day.
The Week Ahead
Over the next week, Sour Mash Manifesto will be posting content from the visit with Four Roses and Jim Rutledge. With nearly 2 hours of video footage and hundreds of pictures, it's a tough task to consolidate. Rather than smash things together in 1-2 posts, I've broken them down into 4-5 segments for easier viewing.
This was a lot of fun. I truly hope you enjoy it as well.
Four Roses Distillery and Aging/Bottling Facility
Today's post is focused on a tour of the distillery in Lawrenceburg, KY and the Aging/Bottling facility in Cox's Creek, KY. I've divided them into two Flickr photo sets. Each picture has a caption with a good bit of detail. If you have the time, please take a moment to read the captions. They will help give more context and background on Four Roses operations, the history of the distillery, and the uniqueness and philosophies behind the product.
Click on the "red" link below to check 'em out!


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Servicing a fluorescent light
Photo 1: Pull the bulb
Unplug the light and twist the bulb 90 degrees with both hands. Pull one end straight down to free it from the socket and then lower the entire bulb.
Photo 2: Remove the end cover
Unscrew the fixture end cover. Screw locations will vary, but double-bulb units typically have a screw on each side, and four-bulb units typically have an additional screw on the top center edge. Remove all screws and pull off the cover.
Photo 3: Remove the socket
Slide out the socket to expose the wiring. It's very important to keep the wiring order straight, so cut one side of the old socket wiring loose at a time. Strip the wiring back 1/2 in., then press the bare wire ends into the terminal slots on the new socket. The terminal slot works like a barbed fishhook; once a wire is pushed in, it cannot be pulled out. Repeat the process for the remaining wires and then replace the socket.
Close up
Push the stripped wire into the new terminal, being careful to insert the correct wire into each terminal.
Fluorescent light fixtures are durable and virtually maintenance free, but occasionally service and repair are required. If you've got a fluorescent fixture that doesn't light up, flickers on and off, or won't hold a bulb, we'll show you how to troubleshoot the problem. Replacement parts are easy to install and can be found at home centers and hardware stores.
If the fixture won't light up at all, it may not be getting power. Check the circuit breaker or fuse box, and reset or replace the necessary equipment.
Fluorescent light bulbs typically last many years, but when one flickers on and off, or the end turns light gray to black in color, it needs to be replaced. Photo 1 shows a bad bulb and how to replace it. Replace the bulb with the same size bulb.
Another common problem is cracked sockets, caused by bumps from other objects or stress from removing a bulb. Shut down power to the light, remove the bulbs and then open up the fixture to gain access to the broken socket (Photo 2). There will be two or four wires coming into the socket. Keep the wiring straight by swapping wires from one side of the socket at a time as shown in Photo 3.
If the fixture still doesn't work, then the ballast is probably shot. The ballast boosts the incoming voltage to start the tubes, and then regulates the current to provide continuous light. Ballast replacement can cost as much as a new fixture, so buying a new fixture may be a better investment.
Unplug the light before making repairs, or turn off the circuit at the main panel.
Required Tools for this Project
Have the necessary tools for this DIY project lined up before you start—you'll save time and frustration.
- 4-in-1 screwdriver
- Wire stripper/cutter
Required Materials for this Project
Avoid last-minute shopping trips by having all your materials ready ahead of time. Here's a list.
- Bulb socket
- Replacement bulb


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Today, I started the morning with one of my favorite (non-traditional) workouts…a full hour of bouldering!
Bouldering is a version of rock climbing that brings you across the wall, instead of higher up. As a result, you don't need a rope or a belayer and it involves a lot of flexibility and strategy (spark!)…also, you don't get that fluttery feeling of being far away from solid ground! Its a great workout for forearms, shoulders, biceps, abs, legs…you name it!
When my hands became raw and gripping was no longer an option, I headed home for a delicious post-workout salad.
AIR for today: CHECK.
SPARK for today: CHECK.
FUEL for today: CHECK.
It's going to be a good day.


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Dr. Mary Wolfe gives a talk on women's suffrage at Bucknell. She suggests the slogan, "Every man at Bucknell for Suffrage," patterned after the Swarthmore College motto. After talking to the Bucknell women, a suffrage club is founded on campus to "promote equal suffrage sentiment among college men and women." Dagmar James, Class of 1918, is elected to be the first president. The
Bucknell Women's Journal, May 1916
|Anti-Wilson billboard (1916)The Woman's Party campaigned against Democratic candidates in those states which had already granted women the right to vote because of the party's refusal to support the Nineteenth Amendment.
Mrs. Emma Matlack gives an address to the fiftieth reunion of the members of the Female Institute Class of 1869. She says, "Women of our land will be full citizens of the United States, and now whatever a woman proves herself able to do, society will be thankful to see her do it, just as if she were a man. If she is scientific, science will welcome her. If capable of political thought and action, women will obtain even that." Her prediction came true, in part, when the 19th amendment was passed the following year and women obtained the right to vote.
The Elocution department was established at Bucknell University twenty-five years ago with Miss Edith Hedges as the first instructor. The aim of the department is to develop grace and ease, a pleasing voice, clear articulation, and correct enunciation. Selections from our standard authors are studied and recitals are held twice a month in which the students appear before the class and an invited audience. This work is designed to test the progress of the student in the regular class work and afford opportunities for platform practice.
1919 L'Agenda
A Few Items of Extreme Interest To New Men.
1.Freshmen must attend all mass meeting and cheering practices.
2.All Freshmen must wear blue skull caps with green buttons, black ties and socks, every week day for the college year, except to the Junior Prom and College Girl's Reception. They shall not wear derbies during the college year. Underclassmen will not at any time appear without headwear.
3.Freshmen must at all times salute members of the faculty and must show due respect to upperclassmen.
4.Freshmen must not smoke cigarettes in public and must not smoke at all in the halls or on the campus.
5.Underclassmen must not loiter around class memorials and steps, and the entrance to main college.
6.Freshmen, except in company of an upperclassman must not be seen on the streets with a young lady before Washington's Birthday. (Wives and sisters excepted) "Fussing" was allowed at college functions*, including athletic contests, but calling at the Seminary or in town was forbidden before Washington's Birthday.
7. Freshmen must not cut across the campus or athletic field.
8. Freshmen must speak to everybody at all times.
9. Mustaches are a Senior privilege.
10. Freshmen are not allowed to fuss before Washington's Birthday without upperclassmen, except to frat dances and dinner parties. Caps however at all times must be worn.
11. Freshmen are not allowed to wear sweaters during class hours, 8-4:30. Hikes, skating and canoeing excepted.
12. Freshmen are not allowed to wear any Prep. or High School insignia.
13. All new students not having full Sophomore standing, who have not served at least one year under Freshmen Rules at some college, will be governed by these rules.
14. These rules and college customs will be rigidly enforced and any person violating them will be dealt with according to the regulations of the Senior Council .
15. All Upperclassmen and Sophomores are urged to make a specific report of all violations of the above rules to members of the Senior Council.
By Order of Senior Council.
Bucknellian, September 30, 1919
*image scanned from L'Agenda 1923
* fussing refers to the act of 'going steady'
Since 1919, the social Greek-letter sororities have increased in number from three to eight, of which seven are nationals. Bucknell has Alpha Chapter of Sigma Sigma Delta, which has become a national organization with open membership as its fundamental principle.
This image was scanned from the 1923 L'Agenda
Memorials of Bucknell University, 1919-1931
"On looking over the L'Agenda of the Class of 1905 one finds a picture of a Girls' Glee Club of Bucknell University. Whether this organization has been lost, forgotten or deliberatley exterminated we cannot say, however, in October 1919, under the leadership of Miss Schultz, it was again organized and at the present time is doing very credible work. We ask your support that the Glee Club of the girls, by the girls, but not for the girls, shall not again perish from Bucknell."
Text and image are from the 1921 L'Agenda
Bucknell opened with a record enrollment of 850. Following World War I, there was an influx of students, returning soldiers, and children of the newly rich. Tuition and room rent for men was advanced to $110 a semester. The charge for women, which included board, was raised to $225 a semester. As pressure for admission continued, homes on Sixth Street - Bower House, Wolfe House, and others - were purchased or rented to accommodate women students.
The sentiment of the time is evident in the board of trustees meeting minutes for June 15: "RESOLVED, That the Board of Trustees looks to the Faculty of the University to govern and maintain order among the undergraduates, in attendance upon the School, and that the Board of Trustees does not favor the present attempts at student self-government either amongst the men or amongst the women in attendance upon the Institution; and that the Board requests the Faculty at once to promulgate proper restrictions for the women in attendance upon the Institution and under its care, including restriction of the hours during which men and women, students of the University, may mingle socially; and a restriction which prohibits its College women from leaving the College Campus and buildings after seven o'clock in the evening, except for business (with permission of the Dean of College Women), and to attend social gatherings held with the sanction of the College authorities, and then only when properly chaperoned."
At the same meeting, the board unanimously votes to install steam heating in Wolfe House at a cost of approximately $1000 and to build one fire escape to the house for $800. This same fire escape will become infamous for its use by seminary women sneaking out after the afore said curfew.
Trustee Meeting Minutes, 6/15/20
|Suffrage Victory (August 26, 1920) Alice Paul unfurls the "Ratification Flag" with 36 stars, celebrating the victory of the Nineteenth Amendment granting full voting rights to women throughout the United States.
Junior Prom is held on Friday evening, April 28, from 8 p.m.-1 a.m. It will no doubt be of interest to all dyed-in-the-wool fussers to know that "Sem" girls will be allowed to attend the prom for the first time. President Hunt and Dean Carey have graciously consented to permit "Sem" girls to attend, but under certain conditions. And the conditions that they have named are fair. It is up to each and every person who attends to take it upon themselves to see that these conditions are carried out. Future proms will be either made or broken on the record of this one. In other words, this prom will be "on trial" for future proms. The committee promises that they will engage Waring's, the Mason-Dixon Seven, or some other orchestra of equal grade.
Bucknellian, 1921
In an interview conducted by her grandson, Assistant Professor John Rickard of the Bucknell English Department, Ada Thomas Rickard '21 recalls, "There was a whole women's college. The Women's Seminary was the name. I don't know whether it's still the women's department, still a separate place. It was a lovely place to be. Because there was no dormitory for the women in the music department, I lived in Wolfe House. There were many more men than women at Bucknell. But I lived in Wolfe House which was right across from the Sem, and I've forgotten what they called that, but it was very nice. This is nothing that would be of interest to anybody else -- but our boyfriends used to be very nice because we lived on the first floor. And, they'd come around and knock on our windows and say 'would you like anything from up at the deli?' and they would go up and get sandwiches. We had a good deal. " Ada remembers one night she and two friends went out and made fudge in the graveyard. "I had read somewhere about some girl that had done it, I think, and I thought, 'Well, that would be fun!' And, this one night, I don't know how we got over there, but we went out, and all of a sudden it seemed like a good idea. So we said, 'Let's go back and get some things for fudge.' So we got the things for fudge, and went and made the fudge in the mausoleum. We took the sterno, and it was quite a blaze we had. There were three of us. If I was scared, I don't remember. I thought it was a great idea, great fun. I think I was a little . . . not frightened, but I was aware that this was a very strange place and I shouldn't be there. We didn't hurt anything, and I think we took all of the sterno things away." "We got back to our room, and it was the night of the freshman/sophomore Phi Bowl. Well, the boys came around to our window and asked us if we would make a flag. They didn't have a flag, so we made a flag, and I remember the freshman won. We were freshman. We gave them the flag, and they raised it, and the freshman won."
Interviewed by John Rickard
This image is from the 1914 L'Agenda
The Women's Athletics Association, so long a fancy of our campus activity, has proved itself a reality in the past season. The new spirit for athletics which has been built up among the girls is largely due to the persistent efforts of the new physical director, Miss Agonies MacCann, who received her preparation for gymnastic work in New Haven and was but lately a director at Ursinus College.
Hockey is one of her innovations which has met with distinct favor among the co-eds and bids fair for inter-collegiate matches in the fall. The men students laughed, the unathletically inclined jeered and whispered, the towns-folk smiled and wondered but the populace soon learned that sticks and shin guards were here to stay. Now, most any fall afternoon one may hear shouts of "Play ball!" or "Sticks on Q!" in the near vicinity of the proposed stadium.
Basketball teams are being whipped into action representing the dormitory divisions of the Women's College and enthusiasm is strongly in favor of inter-sorority matches. The girls have hitherto frowned on basketball as played under girls' rules but this year with the ban removed they have developed into some swift forwards and accurate foul shooters which might stump even the Varsity Quintette.
Tennis is by no means a minor sport in girls' athletics. The annual spring tournament is placed on a competitive basis, each contestant playing in the preliminaries according to the schedule which is made out by those in authority. This method of elimination has proved to be very effective in ascertaining the personnel of the finals.
Last season the tournament was watched with great interest as each contestant was chalked up, and the only certain thing about it was that "Kate" Owens would win the Junior championship and Alice Stokes the Sophomore honors unless something very unexpected happened. And in addition to this prophecy proving true Alice Davis came our victorious as the Freshman champion.
In view of this banner year in women's athletics the girls are voicing unstinted praise where it is surely best merited upon our enthusiastic physical director. The plans and efforts of the department culminate in the annual May Day celebration which is especially looked forward to as disclosing the "fairest of the fair" to be crowned by an adoring circle of spring revelers.
L'Agenda 1923
"After a prolonged illness, Professor William E. Martin died on May 20, 1922 and his daughter, Eliza J. Martin succeeded him as librarian without any teaching obligation. except for Isaac N. Hill, who had served ade facto for a few months, she thus became the first full-time librarian of Bucknell University. Like all her predecessors, she was not fully trained in librarianship, and she had acquired little experience of the work of a librarian, but she set herself with great enthusiasm and with considerable understanding to the prodigious task of making the library serve the needs of the University in a time of its hitherto unprecedented growth.
"During the year 1922-23 the central library was open daily (Monday through Friday) to all students from 8:00 am to 5:30 pm, but to men only from 7:00 pm to 10:00 pm. [Eliza J. Martin, Report May 31, 1923, p2.] It was closed from Saturday noon until Monday morning. Apparently this schedule was maintained throughout the year 1929-30. On March 5, 1930, the faculty voted that the library should be open on Saturday afternoons for the same number of hours that it was open on other afternoons, and at the same time, it requested that the library be open on Sunday afternoons "as soon as arrangements. . .[could] be made" to give such service. The response of the librarian to this request, a response made in June, 1930, was that, thus far, no demand from students for such a concession had been made, but she was persuaded, nevertheless, that such service could not be much deferred. The deferment was indeed short, for a year later she reported to the President a the Board of Trustees that the library had been opened for two hours on Sunday afternoon "with gratifying results."
|Frosh Girls To Wear Green Bibs
Katherine Lucille Owens becomes the first woman to graduate from Bucknell with an engineering degree. Daughter of Professor Owens, an 1880 graduate, Kate majors in Chemical Engineering, a program her father helped to develop here. She serves as secretary and treasurer of the Chemical Engineering Society and is also an active athlete, playing on the tennis and basketball teams. As a pioneering woman in a traditionally male field, Kate endured instructors pulling pranks on her, male classmates brewing beer in the lab during Prohibition, and a professor banning her from a mechanical engineering class.
Public Relations, The Lewisburg Daily Journal, 2/18/94
"Kate" "K"
We're mightly glad that "Kate" decided that her own home college was good enough for her and that she came back from Denison to join the class of '23. She's a regular all-round girl, and brings credit to us in many ways, but it's in athletics especially that she shines. Not many can equal her in tennis or basketball, and as for swimming, skating, hiking, and all the out-doors - boy, she's there!
It's quite unusual for a girl to take the Chemical Engineering Course but that's what "Kate" is doing, and making good at it, too. She is as fond of a good time as any other co-ed. We feel sure that in her career as a chemist "K" will win out as she always does, and we wish her the best of luck.
L'Agenda 1923
The Belle Hop, a humorous magazine by Bucknell students, begins publishing seven times during the college year. Since its founding "it has steadily increased its circulation and has taken its place among the leading humorous magazines of the East. It is a member of the Eastern Association of College Comics. Staff positions are on a competitive basis." Among the writers are Miss Phoebe Reinhart, and Mrs. Yolanda, and Frank Meador. Many of the jokes contained seem to make the college co-ed the target of humor. In the Depression, the student publication goes into debt and the last edition of The Belle Hop was in 1933. That year a publications Board is formed to control student journalism and supervise financial operations of student publications.
L'Agenda1931, Theiss
Anna Marie Fisher
We don't need to guess a second time who is talking when we hear this. It is our "Ann." "Ann" came to old Bucknell from Reading, and nearly deserted us once to go back there. We are mighty glad that she changed her mind and returned. Everyone in school knows "Ann" for her cheery voice and pleasant smile. There are few things this little girl from Reading can't do; she can sing, play, dance, and of course, get good marks in her studies. Is she kind-hearted? Yes indeed, for when a certain "Wolfe" knocks at her door, she always lets him in. You will always see "Ann" in the midst of all the fun and gaiety at the "SEM", where she is a prominent member of the "Klu Klux Klan" of first floor New.
L'Agenda 1923
Athletics at Women's College
The Women's Athletic Association, so long a fancy of our campus activity, has proved itself a reality in the past season. The new spirit for athletics which has been built up among the girls is largely due to the persistent efforts of teh new physical director, Miss Agnes MacCann, who received her preparation for gymnastic work in New Haven and was but lately a director at Ursinus College.
Helen Fairfax, Class of 1924, is one of the first black women to graduate from Bucknell. Bucknell records are unclear about who may have been the first African-American alumna. In an interview with WRC Intern, Tameka Brooks, she recalled being the only black student on campus when she first came to Bucknell. Everyone was very nice to her. She didn't think there were any other black women before her, but there were a couple a few years later. Helen commuted to Bucknell from Williamsport. The 1924 L'Agenda describes Helen as "a friendly girl, a jolly companion, an excellent student, a commuter who is always on time--that's Helen. She carried off second honor in her class in high school and is keeping up her good record here at B.U. She is preparing to do Y.W.C.A. work in the south."
L'Agenda 1925, WRC Interview
With the rapid growth of the University, and the coming of many new teachers, it became increasingly difficult for faculty members to know one another. It was even more difficult for faculty wives to become acquainted with one another. The faculty receptions, given annually by the President and Mrs. Emory W. Hunt, for the introduction of new teachers and their wives, helped to break the ice; but the feeling arose that some more intimate avenue of acquaintanceship was needed. This resulted in the formation, in 1924, of an organization for faculty wives and women, called the Campus Club. Mrs. Hunt became and continued its president.
Memorials of Bucknell University, 1919-1931
Girls' Athletic Awards
The Women's Athletic Association has devised a point system whereby those especially inclined towards athletic enterprises may be justly rewarded for their industry. The summary of points states that one hundred points shall merit the class numerals and five hundred points shall win the highly prized "B".
The requirement for hiking numerals is sixty-eight miles a semester, this amount to be taken in hikes of not less than five miles each. A place on either the class basketball or class hockey teams merits one hundred points and sub position fifty points. Tennis champions are awarded one hundred points and track positions a like amount.
The following is a compiled list of numeral awards for the past semester:
A Coed's Reflections of Bucknell in "The Twenties"
Freshmen were assigned sophomore big sisters by the Dean of Women. They wrote to us before we entered in September and took us to help register with the dean on the hill. My big sister was Caryl Dutton Slifer '27, who remained my good friend near my home in New Jersey. Random memories of my college years, 1924-1928, include clothing and hair styles, foods, social life and friends. Girls' apparel was surely different in the '20s: no jeans or slacks, long coats to keep knees warm, long cotton lisle stockings often designed with various patterns, hair worm straight or pushed in finger waves, very few permanents. NO cars were allowed until our senior year, and there were very few on campus. Girls would often walk downtown in the evenings but were required to be back on campus by 9 p.m. Between classes on the hill we could buy chocolate pie or large cinnamon buns made by Mrs. Guy Payne in the College Inn up on the quadrangle.
Many social functions in the '20s provided excitement: breakfast on Red Rock along the Susquehanna, banquets held in Lewisburg Inn as well as in hotels in nearby Milton, a debutante ball in Germantown, a wedding in Chestnut Hill, engagement parties in Wilmington and Pottstown, and dances, dances, dances. There was the Freshman Hop, Sophomore Cotillion, Junior Prom, Senior Ball, fraternity and sorority dances, the Engineering Ball up on the hill and dances at other colleges with bands, decorations, dance programs, dates and knee length fancy dresses with fringes and ostrich feathers. The Charleston was the new rage.
I had four wonderful years at Bucknell and after graduation friendships continued through correspondences and gatherings. Although there were fewer of us each passing year, a number of my Bucknell friends attended our 50th wedding anniversary party in 1981 and my 80th birthday luncheon in 1986. I've been retired for 23 years and a widow for six, but my family tells me that in my heart I never quite left Bucknell.
Bucknell World, 10/5/94
Miss Amelia E. Clark received her A.B. degree from Elmira College in 1914, and the following year, her M.A. degree from Columbia. As Assistant Professor of French she taught at Elmira College from 1916 until 1924, when she came to Bucknell. Miss Clark first served as a French teacher before she was made Acting Dean of Women in 1925, and became Dean of the Department of Women the following year. On leave of absence from 1932-33, she studied at New York University. In the fall of 1935, she gave up her duties as a teacher to devote herself entirely to her responsibilities as Dean. In 1936, however, Miss Clark left Bucknell to become dean of a women's college, and was succeeded by Mrs. Dorothy Tunell Dyer.
L'Agenda 1935
Every year since 1925, the women students by unanimous consent observed Golden Rule Sunday by substituting for the usual Sunday dinner such a limited meal as the children in the orphanages of the Near East were obliged to eat daily--stew, cocoa, dark bread with no butter, and stewed apricots. The difference in cost of the two meals was contributed during the first years to the work of the Near East Relief, and for the past three years to the educational work of Mr. and Mrs. Loren M. Reno, in Brazil.
Memorials of Bucknell University, 1919-1931


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By Kiki Keane
Rachel is still MIA. She has moved into her new place, but is without internet until tomorrow. I have been busy shopping for the trip and trying not to die in this terrible heat. I am sitting in my Papasan trying to protect my cup of coffee from my caffeine loving cat, Alia Atreides (Alia or Ollie for short) and studiously avoiding reading my book club book, Istanbul Passage. I want to read it. I do. I just … I'm a champion procrastinator. And lazy. (I think we have more than established that fact on this blog.) In fact, I am writing this post not because I have anything to say, but because I am avoiding the 133 pages I have to read today. If the procrastination goes as planned, I will have 266 pages to read tomorrow or the entirety of the book to read on Saturday.
I finished my orientation, or onboarding as the folks at Toonari call it, on Tuesday, which means that I can/should start turning out stories. I might try to get that War Tax piece we mentioned a few months back published on Toonari before I go. No one else seems particularly interested in it.
Besides shopping and studiously avoiding the things I should be doing, I have also seriously considered and decided to get rid of my Facebook account. I really love social media. I love being able to connect with all kinds of people all over the world. However, Facebook has been making me claustrophobic lately. Also, it's a time suck. I sometimes feel that way about Twitter, but Twitter has been more useful than Facebook. Twitter has allowed me to connect with journalists, activists and others around the world, most of whom seem willing to help each other with their various pursuits. That does not mean that I won't be purging some accounts that I follow. I will be sticking to a few friends, the news, activists and journos. That may only get rid of 100 or so accounts, but probably a 1000 or more tweets a day. I love Scott Baio, but I don't care about his, or any of his fans, junk drawers.
And the news:
1) Here, here and here are Richard Engel's latest on Syria. And here is a piece by CNN's Ben Wedeman. Also, Assad has picked a new PM. This article is from NBC News (formerly MSNBC) and includes a few other pieces on Syria. And Algerian diplomat Lakhdar Brahimi is expected to replace Kofi Annan as the UN-Arab League envoy for Syria.
2) Libya has picked Magarief to be president.
3) The murder trial of Gu Kailai started and ended today.
4) Here you will find the hottest places on Earth.
5) In Mali militias train to oust Islamists.
6) This isn't news, but it's an interesting article written by Douglas Preston about the time he spent in Italy trying to solve a string of 14 murders committed by a serial killer dubbed "The Monster of Florence." He wrote a book about it called The Monster of Florence.


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There's never been a better time
to apply to Otterbein University.
Apply online today!
The Department of Physics and Astronomy is home to a 16 processor Beowulf cluster, which serves as a resource for teaching and research in all disciplines with an interest in computational science. The system was acquired initially via a grant from the Ohio Supercomputer Center, as part of its Cluster Ohio program. This OSC initiative seeks to develop distributed computing resources in support of teaching and research throughout the state.
The original system was installed in June 2003, and was a distributed-shared-memory parallel computer. It had eight nodes, each containing a pair of 733 MHz Intel Itanium (IA64) processors and 4Gb of main memory. The system is currently being reconstructed by students with 16 single-processor nodes, each with a 2.4 GHz P4 CPU and 2Mb of memory. Total system memory is 32Gb. Each node also contains a 17Gb SCSI hard drive for use as temporary storage. Inter-node communication (for message passing) is handled via Myrinet.
The software environment is Linux, with Intel C, C++ and Fortran compilers, the Etnus Totalview debugger, and various libraries and other tools. The MPI and OpenMP parallel programming standards are supported, and batch requests are handled by PBS with the Maui scheduler.
Peak performance will be more than 150 billion floating-point calculations per second (150 GFLOPs).
Otterbein University's observatory and planetarium were donated in 1955 by Alfred Henry Weitkamp '04 in memory of Mary Geeding Weitkamp '09, and rededicated in honor of both in 1982. The Arch B. Tripler, Jr. Solar Observing Facility was donated in 1990. Professor Dr. Uwe Trittmann is the director of the Weitkamp Observatory.
Facilities include 14 and 8 inch Celestron Schmidt-Cassegrain telescopes, a Meade CCD camera and guidance system, and a Spitz planetarium projector.
The Observatory is located on the fifth floor of the McFadden-Schear science building at Otterbein University, 155 W. Main St., Westerville, Ohio (building 37 on the campus map). Use the stairwell with the planetarium signs (north side of the building, second from the eastern end).
Observing Opportunities
Apart from the Astronomy Lecture Series, visitors and students may come to Weitkamp Observatory throughout the semester to observe the night sky. Check back continuously for dates, times and weather related cancellations. Please contact the department at 614-823-1517 for more details.
The Department of Physics is home to a newly renovated machine shop. The shop includes a vertical mill, lathe, bandsaw, sheet metal brake, drill press, and significant hand tools and measurement tools. Students may be trained in the use of the shop for use in coursework or in research projects.
Donna RhodebackAdministrative Assistant
Science Building 236
p / 614.823.1517
e / email@example.com
Otterbein University, 1 South Grove Street, Westerville, OH 43081 614.890.3000
Otterbein University is a private, non-profit, United Methodist affiliated, regionally-accredited institution.
© 2019 Otterbein University. Otterbein University is an affirmative-action, equal-opportunity employer


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Follow RFF News on your cell phone. Text follow rff to 40404 you will receive txt messages with RFF News
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All of Phnom Penh's streets are numbered, although some major thoroughfares have names as well. The scheme is simple: odd-numbered streets run north-south, the numbers increasing as you head west from the river, and even numbers run west-east, increasing as you head south (with some exceptions, e.g. the west side of the Boeung Kak lake). House numbers, however, are quite haphazard. Don't expect houses to be numbered sequentially in a street; you might even find two completely unrelated houses with the same number in the same street.
College's been relentless, so I'm falling behind on the maps! Here's last week's for Ho Chi Minh City...
Location of Gold Centre I found on the Dubai Tourism website, but is it accurate? Looks like a hike from the abra stop!
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All Slammer, No Glamour: The Reluctant North Korean Film Star
As far as strange and unusual punishment goes, being forced to be a film star rates highly.
On January 4th, 1965, a confused young sergeant in the US military named Charles Jenkins drank ten beers before setting off on his nightly patrol duty along the demilitarised zone between North and South Korea, where he had been serving for the past year. Having previously been shuffled back and forth between South Korea and US outposts across Europe, he feared his next deployment would be in war-torn Vietnam. Replaying in his mind the horror stories he'd heard of the battles going on in south-east Asia and afraid of dying in the jungle, in his boozy haze he made a snap decision. Drunkenly he stumbled over the border into North Korea with his hands in the air, giving himself up to his communist enemies. He would remain there for forty years before escaping.
And what would you do to pass the time if you were in North Korea for forty years? That's right, you'd grab socialist realism cinema by the balls and become its bad ass movie star, garnering a nation of adoring fans in the process, who will love you as much as their dictatorial despot leader will let them get away with.
Tracking down the fugitive Sgt. Jenkins, who finally escaped in 2004, isn't as hard as I expected it to be. It turns out that he has traded in his celebrity status on the communist frontier for a quiet life selling rice cakes in a gift shop on the small island of Sado, a three-hour ferry ride off the north coast of Japan. But that's an open secret.
So, to Sado I did go. It took me a whole day of snooping around and asking questions in the island's remarkably large number of gift shops before I found out exactly where he would be. Eventually I found myself at the Sado Island History Museum, which, at the back, contains its own little souvenir shop. Inside that shop was an aged Sgt. Jenkins, pottering about with the few old Japanese lady co-workers on a souvenir display stand.
At 79 years old, Jenkins is, like most other old people, a wrinkled husk of a chap. Depressingly, his bright blue eyes emit a boyish sense of distress and longing. I guess being a movie star isn't so fun when you're being forced into it by a totalitarian government threatening you with prison. Oh, and if you are wondering why they forced him – I guess someone has to play the evil American imperialist leader in every North Korean anti-US Sunday afternoon propaganda movie, don't they? It's better than whiting up.
I didn't have any kind of official meeting set up with the guy – he doesn't really do interviews – so I had to be careful in how I approached him and what I asked. Never educated and from humble roots, he still speaks in a thick Southern American drawl, which, through his aged jaw-line, is particularly hard to make sense of. "Ma Korean's betta than ma English, I tell yer," he says as we get chatting by a biscuit display case he'd been tending to.
I tell him, sincerely, that I came out to the island specially to meet him as I was interested in his story and wanted to try and add a human element to my understanding of North Korea. A look of despair comes across his face. People like me, I am informed, turn up semi-regularly, all hoping to hear stories from his life he'd rather not recount daily. He starts with a disclaimer, which amazingly manages to sound part gung-ho soldier talk and part automated response mechanism at the same time.
"I know a whole load of things I could never tell anyone... things that would get the US into more trouble with the rest of the world than you can imagine. But I can't tell you, and I will never tell anyone, because that was the part of the deal. That's why they let me off the hook, because I promised not to tell anyone the things I know"
So I ask him about life on Sado Island instead. "My whole family is here now," he tells me. My daughters have settled here too. One is 26 and works in the elementary school. My wife was trained as a nurse, but the North Koreans kidnapped her from Japan to teach Japanese to Koreans but she was no good at it because she wasn't trained properly. Now she works in the old person's home here. I'm not welcome in America any more because I'm a traitor, which is why I've come to live here, as it's where my wife's from."
When I ask him about what he does to pass the time on Sado Island, he proudly reaches behind the cashier's desk and pulls out a tattered copy of Mr. Bike magazine, which has a huge picture of him on the cover, sitting on a Harley the size of a baby whale. "Now I just like biking. Every day for me living on this island is like a holiday. It's just a peaceful place where I can live without having to think about the past."
Jenkins escaped North Korea after being allowed to travel to Indonesia for medical treatment. With the support of the Japanese government, they enabled him to flee to Japan. However, after the U.S. government refused to grant him a pardon, Jenkins decided to clear his conscience by standing trial for his betrayal all those years before. But from what he tells me about the trial – something he speaks about far more freely than anything that actually happened to him inside North Korea – he seems to have enjoyed it. A smile breaks across his face as he tells me. "A lawyer from South Korea came over to Japan and did everything for me for free. My time in prison was like a vacation! Remember, I was still technically a sergeant when I left North Korea, so they still had to pay me... I was in prison getting paid! Every day I was in there I was working with intelligence anyway – it was all a big set-up for the outside world so it looked like justice was done. After all, I betrayed my country and people wanted to see me get punished for that – but I was just helping the government with what I knew. They just gave me the shortest sentence possible with a week off for good behaviour so it didn't seem like I was let off the hook."
Jenkins wrote a book about his experience in North Korea that was a best-seller in Japan and has subsequently been translated into English. Having put it out there, he's not keen to speak much more about his past. When I ask him about a particularly cruel and unproductive interview he did for US current affairs show 60 Minutes he says, "Yeah, he was pretty tough on me but maybe I deserved it." He then turns to a young Japanese man, working inconspicuously on a stall beside him, and asks the guy to clarify a few trivial details of when that interview was and how he had travelled there.
The Japanese man answers back in perfect American English. Why would this guy be working here? Surely a well-built bi-lingual dude with a chiselled jawline can get a better job than selling cakes on an island in the middle of nowhere? My guess is that he's some kind of government bodyguard or spy, stationed both to protect Jenkins and make sure he keeps certain secrets secret.
As we walked around the shop a little longer, Jenkins talked about North Korea and how he never had any freedom to do what he wanted, how there was never enough food, how he hated it but mostly he's unspecific about his experiences. I don't push him.
He shows me some pictures of his family when they were back in North Korea before they escaped, and soon comes to one of a small girl called Megumi, photographed with his own daughter. "Megumi is still in North Korea now," he tells me sadly. "She was the daughter of one of the other Japanese women the North Koreans kidnapped. I don't know if she'll ever be able to leave. It's a tragedy. Yup."
I mention I'd heard of his A-list movie star past, to which he responds with a sarcastic snort. "If the North Koreans made one big mistake with me," he says, "it's that they made me a goddamn movie star. I had to play the American bad guy in all their movies. It was terrible. I can't act! But by doing that, it's true, I became a bit of a celebrity. It meant I got to socialise in higher circles. When foreign diplomats, normally from other Soviet states, came to visit on business I usually got to meet them. I was wheeled out like a trophy."
"Even though these people I met were from socialist countries, they often weren't as bad as the North Koreans and their societies were comparatively freer. They were the ones who took pity on me and would secretly gave me books and movies from abroad; they were the only ones with the power to do so. This is how I learnt pretty much everything I knew at the time about the outside world."
He leans into me, out of earshot of the guy I suspect is his bodyguard. "Sometimes they'd also smuggle me other things too, but I'm not at liberty to say anything more about that for now."
And at that, a group of ten Japanese pensioners with massive neon sun visors and expensive SLR cameras appear at the entrance. Politely but abruptly Jenkins excuses himself. "Sorry, I have customers," he says, and then heads off to tend to them.


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Shoe Game: Fat Joe Shows & Speaks About His New K-Mart / Sears Protege Sneaker Line For $34.99!
ShoeGame reports ": Fat Joe talks to us about his K-Mart and Sears Protege Sneaker Line. "
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If manual cleanup is necessary because the uninstaller left behind files or processes, perform the following procedure to remove packages from your system.
Determine which packages you want to remove.
Compare the packages on your system with the Communications Suite packages listed in Chapter 5, List of Installable Packages, in Sun Java Enterprise System 5 Installation Reference for UNIX. You can use the Solaris pkginfo or prodreg utility or the Linux rpm command to determine which packages are installed. (See Installation Fails Due to Leftover Files During Uninstallation
Stop all running processes for Communications Suite product components.
Brief instructions for stopping processes are contained in Chapter 6, Completing Communications Suite Postinstallation Configuration product component documentation.
Back up all custom configuration and user data you plan to use in subsequent installations.
Reviewing Uninstallation Behavior for Communications Suite Product Components provides some information on configuration and user data that should be backed up. For more information, refer to the product component documentation for each product component.
Use the pkgrm, rpm -e, or swremove command to remove Communications Suite component packages.
Remove any remaining product component directories and their content that you do not plan to use in subsequent installations. If you do plan to use these directories later, move them elsewhere.
Update the product registry file, which is located here:
Solaris OS: /var/sadm/install/productregistry
Linux: /var/opt/sun/install/productregistry
The uninstaller uses this registry to determine which product components are installed on a host. Both the installer and uninstaller update the product registry upon completion of an installation or uninstallation.
If you manually remove packages rather than using the uninstaller, then you must edit the product registry so it correctly reflects the software installed on your system.
Clean up the log files for your system, which are located here:
Solaris OS: /var/sadm/install/logs
Linux: /var/opt/sun/install/logs
The log files might not correctly reflect the state of your system after you manually remove packages.


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In the previous roundup I covered the DirectCU II models from Asus featuring NVIDIA based chips. These boards included the GTX 580, 570, and 560 products. All of these were DirectCU II based with all the updated features that are included as compared to the original DirectCU products. With the AMD parts Asus has split the top four products into two categories; DirectCU II and the original DirectCU. When we start looking at thermal properties and price points, we will see why Asus took this route.
AMD has had a strong couple of years with their graphics chips. While they were not able to take the single GPU performance crown in this previous generation, their products were very capable and competitive across the board and at every price point. In fact, there are some features that these cards have at particular price points that make them very desirable in quite a few applications. In particular are the 2 GB of memory on the HD 6900 series cards where the competition from NVIDIA at those price points features 1 GB and 1.25 GB. In titles such as Skyrim, with the HD texture DLC enabled, these cards start to limit performance at 1920x1080 and above due to the memory requirements needed for these higher resolution textures.


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You have selected
Apple iPhone SE - iOS 11
Switch device
All the tutorials
Problem solving
Battery and power
Calls and contacts
Device frozen and crashes
E-mail and messaging
Internet and network coverage
Sound and volume
Touchscreen and buttons
WiFi and Bluetooth
Setting up the application store
Installing applications
How to check for app-updates
How to uninstall an app
Connecting devices
Manual configuration
manual configuration
manual configuration
manual configuration
032a. Email wizard - Gmail
032b. Email wizard - Yahoo
032c. Email wizard - Outlook
Getting started
Personalising your Start screen
Internet and data roaming
Manual configuration
Using the Internet
Disabling data roaming
How to check if data-connectivity is enabled
Download manual
Manual configuration
Mobile phone
Resetting to factory settings
How to perform a soft reset
Manual network selection
Installing PC synchronisation software
Installing software updates
How to make a backup of your device
WiFi configuration
iPhone SE - iOS 11
Mobile phone
How to perform a soft reset
Many problems may be resolved by performing a socalled 'soft reset'. No data will be lost by doing this.
During a soft reset, all active applications will be closed, and the cache memory will be emptied. To finish, the Apple iPhone SE will automatically reboot.
To reboot the Apple iPhone SE, press and hold the power button on top and the home key until the screen turns off.
The Apple iPhone SE will automatically reboot.
If this screen appears, press the home key.
If this screen does not appear, go to the next step.
The Apple iPhone SE has been rebooted.
Step 1 of 5


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Israel News - Stay Informed, Pray Informed
For the past few years, Canada and its prime minister, Stephen Harper, have been
Israel's most supportive ally on the international stage, leading many to wonder
when the Canadian leader would visit the Jewish state.
Well, he is here now, and on Monday he delivered a speech before the Knesset
that many feel is the example to follow for any national leader claiming
friendship with Israel.
For Harper, "the story of Israel is a great example to the world."
He explained that contrary to what many others have done, Israel's is the story "of a people whose response to suffering has been to move beyond resentment and build a most extraordinary society, a vibrant democracy, a freedom-loving country with an independent and rights-affirming judiciary, an innovative, world-leading 'start-up' nation."
But, more than anything, it is Israel's commitment to life that so impresses
Harper and Canada.
"You have taken the collective memory of death and persecution to build an
optimistic, forward-looking society, one that so values life you will sometimes release a thousand criminals and terrorists to save one of your own," he said.
It is because Israel so embodies the founding principles of his own nation that
Harper pledged that "through fire and water, Canada will stand with you."
The prime minister went on to note that Canada's 350,000 Jews, as well as Harper and his wife themselves, are "immensely proud" of Israel's "courage in war, of your generosity in peace, and of the bloom that the desert has yielded under your stewardship."
Some have questioned why Canada is taking such a blatant pro-Israel position on
the international stage when it stands to gain so little from doing so. Harper's
response to them was that "Canada supports Israel fundamentally because it is
right to do so," pointing out that it is "a very Canadian trait to do something
for no reason other than it is right."
Later in the speech, Harper was indignant that "some in the international
community still question the legitimacy of the existence of the State of Israel," stating adamantly that Canada's view is that "Israel's right to exist as a Jewish state is absolute and non-negotiable."
Harper went on to lecture not only those in attendance, but the world community
at large that those who threaten the West's shared democratic (and
Judeo-Christian) values more often than not "begin by hating the Jews. But, history shows us, [they] end up hating anyone who is not like them."
As such, the West must "either stand up for our values and our interests here in Israel...or the retreat of our values and our interests in the world will begin."
But the battle is becoming more difficult and less clear for those involved.
Moral relativism has given rise to a new breed of anti-Semitism, warned Harper,
and the West must become increasingly vigilant.
"People who would never say they hate and blame the Jews for their own failings
or the problems of the world, instead declare their hatred of Israel and blame
the only Jewish state for the problems of the Middle East," noted Harper. "As once Jewish businesses were boycotted, some civil-society leaders today call for a boycott of Israel."
"Most disgracefully of all, some openly call Israel an apartheid state," he
continued. "That is nothing short of sickening. But, this is the face of the new anti-Semitism. It targets the Jewish people by targeting Israel and attempts to make the old bigotry acceptable to a new generation."
Harper agreed that criticism of Israel was and is legitimate, like criticism of
any nation. But, when Israel is selectively condemned and specifically and
repeatedly targeted by the United Nations to the extent that is has become a
permanent agenda item, something is amiss.
Harper also gave a nod to the Palestinians, reiterating that Canada continues to
support the goal of a "viable, democratic Palestinian state, committed to living
peacefully alongside the Jewish State of Israel," but lamenting that "sadly" the
situation is not ripe to birth such a state.
During a meeting with Palestinian leader Mahmoud Abbas in Ramallah on Monday,
Harper announced a new $66 million aid package to the Palestinian Authority.
Canada has provided the Palestinians with over $650 million in aid since the
signing of the "Oslo Accords" in 1993.
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Reacting to my aching back and the fact I announced I was about to carry some loads of laundry to the basement, the conversation went like this:
Me: I'm gonna take down some laundry in a little while.
Devoted Spouse: No, you're not.
Me: Oh, yeah, I am.
Devoted Spouse: No! You can't carry down; you can't carry up…but…you can karaoke.
Seriously, this is my life…sigh…


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venice carnival
Posted by rocksea on 25 Jan 2011 | Category: italy, photography
During our 2 year stay in Italy, we made several visits to Venice, but this (14 Feb 2010) was the most colorful, and beyond our imagination. The train trip from Bologna where we stayed, to Venice was totally packed. It is rare to travel standing in a train in Italy, but this time it was different. It was a Sunday – it was February 14th the Valentine's day – and above all, it was the final day of the Venice carnival! Bologna was the starting station for the train, but before we carried our baby, his pram and ourselves on to the train, it was crammed upto the door. Fortunately, we got a foldable-door-seat next to the toilet, and on that I sat, with sarah on my lap, and pratya on sarah's lap.
Regardless of the rush and push, everyone was jovial – some of them already wearing the masks and gowns for the carnival, and we reached Venice in 1:30 hours. Venice is a string of islands linked by bridges and boats. The islands were packed, and we moved along with the flowing crowd, from boat to island to boat to island… We were rewarded with all the colors you see below 🙂 Don't miss the last one!


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Please note: This is NOT the most current catalog.
Chair, 2010-11: Karen R. Achberger, 20th-century literature, cinema, Austrian literature
Faculty, 2010-11: Karl J. Fink, Goethe, Herder, history of science (on leave fall semester and interim); LaVern J. Rippley, German Romanticism, German-American studies
Learning German can connect students with 120 million native speakers around the globe. As the official language of Austria, Switzerland, Luxembourg, and Liechtenstein as well as Germany, the world's largest exporter, German is the language with the largest number of native speakers in the European Union. It is the native language of a significant portion of the population in northern Italy, eastern Belgium, the Netherlands, Denmark, eastern France, and parts of Poland, the Czech Republic, Russia and Romania. It is the second-most commonly used scientific language and the most widely spoken language in Europe. In a radius of 1000 kilometers (625 miles), Germany lies at the center of a European population of 300 million people, taking a decisive role in the political, economic, and educational dynamics of the continent.
Studying German offers students access to a culture of scientists and innovators, philosophers and theologians, writers, artists and composers. German is the language of Gutenberg and Hertz, Fahrenheit and Einstein, Marx, Nietzsche and Freud, of Luther, Goethe and Kafka, Bach, Mozart, Beethoven, and Mahler.
The German Department offers courses on campus and abroad in German language and culture, including literature, history, and film for both majors and non-majors. A pivotal component of German language study at St. Olaf is study abroad. In keeping with a German tradition dating back to medieval times, German universities today have opened their doors to students from around the world, sharing their research in science and technology, their specialized training in the fine arts, and their rich archival collections in the humanities, with only one requirement: German language proficiency. With adequate proficiency in German, St. Olaf students may study for a semester or a full year at the University of Konstanz or the Humboldt University in Berlin.
Beyond the classroom, students may also participate in the weekly German conversation table (Stammtisch), film series, and events in Deutsches Haus, an honor house where St. Olaf students live together in a German community with an exchange student from Konstanz.
In courses for the major, students gain an understanding of German culture, literature, and civilization as they develop analytical and communication skills in the spoken and written language. All courses for the German major are taught in German.
German majors are strongly encouraged to participate in at least one of a variety of study abroad opportunities offered in semester and full-year programs as well as during the January interim and the summer sessions.
Level II courses beyond the language requirement are divided into two sequences.
In 250-level courses, students focus intensively on development of their language skills while learning to engage in close study of visual and written texts. These courses, targeted primarily at first- and second-year students, provide an introduction to the content areas of the major while sharpening specific critical and linguistic skills. The targeted proficiency level is Intermediate High according to a standard set by American Council of Teachers of Foreign Languages (ACTFL). 250-level courses are not sequential and all have the same level of difficulty; a higher 250-number does not indicate a greater level of difficulty. All 250-level courses count toward the German major and are open to non-majors.
In 270-level courses, students continue to explore new content areas in German culture while at the same time advancing language skills and developing writing strategies for reseach papers. Courses at this level are designed to prepare students for level III research work in German. The targeted proficiency level is ACTFL Intermediate High. 270-level courses are not sequential and all have the same level of difficulty; a higher 270-number does not indicate a greater level of difficulty.
Level III courses build upon students' interpretive skills and the knowledge of the German-speaking world gained in 270-level courses, as well as through study in Germany. Students examine in depth a particular genre, author, or topic through the analysis and interpretation of representative works. The targeted proficiency level is ACTFL Advanced. Most study abroad courses taught in German count toward the 270-level.
Students need not be German majors to take level II and III courses or to study abroad. Most begin their study of German in the 231-232 sequence. They complete this sequence and take at least one writing course on campus at the 250-level or above before spending a semester or a year studying in Germany. Courses taken in Germany may satisfy general education requirements as well as requirements for the German or other majors.
Courses taken abroad in English may count toward a major in other departments with prior approval.
Graduation Major
A student must complete eight courses in German above 232, including two 250-level courses, two 270-level courses, two 370-level courses, and two other courses of the student's choice. One each of the required 250, 270, and 370 courses must be taken on campus.
Requirements for a German major with K-12 Teaching License
A student must complete eight courses in German above 232, including 250 or a semester/year of study in Germany, three 250-level courses, two 270-level courses, and two 370-level courses, plus Education 353 and other courses required for certification.
Study Abroad
The German Department offers January interims for German credit and also sponsors semester- or year-long programs for more advanced students at two German universities: Konstanz and Humboldt University-Berlin. Summer and January internships are arranged through partner universities according to student skills and availability in the German work place.
German 251 or 252 is the required pre-requisite for a semester or year at the University of Konstanz or at Humboldt University-Berlin.
German 233 (January interim abroad) may be taken to fulfill the foreign language requirement (FOL-G) and may be counted toward the major. The pre-semester in Konstanz or Berlin may count as one of the two 250-level courses required for the major. An internship taken abroad at the 294 or 394 level may count as one of the three courses a student may bring back from a semester's study in Germany or of the four courses a student may bring back from a year's study in Germany.
Courses in English for General Education Credit
German courses in English translation (German 147, 245, 246, 247 and 249), carry general education credit and are open to majors and non-majors alike. Examining key aspects of German history and culture, they are taught in English and require no previous knowledge of German. Some are offered with a German FLAC component.
Foreign Language Across the Curriculum (FLAC)
German House
German majors and students motivated to be part of a German living community may apply to live for a semester or a year in Deutsches Haus, a co-educational honor house. Each year a native German student is selected from the University of Konstanz to live in Deutsches Haus to speak German and organize cultural events with the other house residents.
recommendations for graduate study
Students planning on graduate study in German should take the graduation major plus additional courses, such as History 224, to be planned with the student's academic advisor. In recent years, St. Olaf German majors have been accepted for graduate study at the Universities of Michigan, Minnesota, Massachusetts, Iowa, and Wisconsin.
language courses
Students begin to learn German through listening, speaking, reading, and writing about situations familiar to them including their personal biographies, families, daily life, studies, travels, and hobbies. Regular writing assignments are designed to help students learn vocabulary, check spelling, and to form thoughts with German sentence structure. Regular speaking activities aid in acquiring good pronunciation and listening skills. Offered annually in the fall semester.
Students continue to develop basic language skills with emphasis on expanding vocabulary and on writing assignments that aid in the practical application of grammatical concepts. Communicating in German about familiar personal topics, students acquire vocabulary about sports, food, holidays, school, the environment, and life in German speaking cultures. Prerequisite: German 111 or placement by test.
Students explore life in the German-speaking countries through reading, discussing, and retelling narrative texts. The course emphasizes vocabulary building, a thorough review of German grammar, and the composition of short narratives to develop writing skills for paragraph-length discourse. Taught in German with some grammar explanations in English. Prerequisite: German 112 or placement by test.
Students continue to explore life in German-speaking countries, using cultural readings, films, and other authentic materials to develop vocabulary and composition skills. Drafting short reports enables students to practice writing skills for paragraph-length discourse. Selected grammar topics are reviewed as needed. Open to first-year students. Taught in German. Prerequisite: German 231 or placement by test.
233 Language and Culture Studies in Germany (Abroad)
A total immersion experience and capstone course for students completing the language requirement. This course integrates listening, speaking, reading, writing, and cultural competence by exploring the recent history and contemporary aspects of major German cities. Students self-select immersion situations, keep a journal of field experiences, and write short papers on topics from journal notes. Taught in German. May be counted toward the German major. Prerequisite: German 231 or equivalent. Offered during interim. Open to first-year students.
239 Culture and Language Studies in Vienna (Abroad)
A total immersion experience, this course explores Vienna's recent history and present-day society. Students discuss short readings, keep a journal of daily experiences, and write weekly reports on Viennese and Austrian culture. Site visits allow students to explore the city and nearby areas, including the Vienna Woods. For their final project, students work in pairs on an instructor-approved research subject of their choice. Taught in German. Prerequisite: German 231 or equivalent. Offered alternate interims.
250-level courses
This course is designed to teach speaking strategies and bring students to an Intermediate-High level of oral proficiency through practice in everyday communication such as interviews, party games, telling stories, giving reports, and organizing social events. The course focuses on higher-order functions such as paragraph-length narration, presenting opinions, group discussion, and formal presentations, as well as interviews, debates, and regular group conversations with classroom guests and speakers. Taught in German. Prerequisite: German 232 or equivalent.
Students examine narrative texts, such as short stories, novel excerpts, and other fictional works, including film, with respect to plot and characters, relationships and themes, narrative strategies and structures. Weekly writing assignments offer practice in narration, extended description, as well as expressing and supporting an opinion about the texts and the ways they engage their respective times. The course is designed to teach writing strategies and includes basic and advanced grammar review, as needed. The final project is a short paper written in German. Taught in German. Prerequisite: German 232 or equivalent.
Students examine expository texts such as (auto)biographical writings, journalistic articles, and critical essays, with an eye to understanding the strategic organization of the text, the information presented, and the various layers of critical voices in a text. Coursework includes weekly writing assignments on the analysis of structure, style, argumentation, evidence, and perspective in a text. The course is designed to teach students writing strategies and the final project is a short paper written in German. Taught in German. Prerequisite: German 232 or equivalent.
270-level courses
Students examine a variety of texts used in a particular professional or disciplinary field such as economics, the sciences, medicine, art, music, and theology. Coursework enhances listening and reading skills in specialized areas of the work world as well as writing and speaking proficiency in the workplace across the German professions. Recommended for students considering an internship in Germany. Taught in German. It includes strategies for writing letters, resumes, reports, and documented professional work in German. Prerequisite: German 251 or 252.
Students examine the lives and works of writers and/or filmmakers representing a significant minority group rooted in two or more cultural traditions. Students explore how the lives of these authors have been impacted by their dual heritage, how their cultural hybridity manifests itself in their works, and to what extent their voices have affected mainstream German culture. Sample topics include: Jewish-German, Turkish-German, Afro-German, and contemporary immigrant writers and/or filmmakers. The course emphasizes strategies for writing papers in German. Taught in German. Prerequisite: German 251 or 252. May be repeated if topic is different.
272 Turning Points in German History
Students examine a major period of German history and its impact on the institutional, intellectual, and artistic heritage of Europe. This course involves close reading and analysis of primary sources as well as critical evaluations of the period and focus on history as an interpretive reconstruction of the past. Sample periods include: the Reformation, Weimar Classicism, the German revolution of 1848, post-1945 Germany, and post-unification. The course emphasizes strategies for writing papers in German. Taught in German. Prerequisite: German 251 or German 252. May be repeated if topic is different.
This course is designed to teach media literacy in the German context with emphasis on ideological, cultural, aesthetic, and ethical perspectives. Students examine current issues, events, culture, politics, education, entertainment, advertising, and other non-literary topics as treated in contemporary German print and electronic media, including press, television, film, internet, and radio. Students compare and contrast presentations by different German media and by German versus U.S. media. The course emphasizes strategies for writing papers in German. Taught in German. Prerequisite: German 251 or 252.
Students spend four weeks during interim or summer in an individually selected German workplace. Opportunities include work in health care, communications, and manufacturing as well as non-profit organizations, libraries, businesses, laboratories, offices, and churches. Assignment of position varies with availability in host institutions. Prerequisite: at least one 250-level course.
298 Independent Study
370-level courses
Students explore the form, history and theory of a particular genre or medium, including film, the novella, drama, poetry and short story, or the works of a single author or period. Coursework includes close reading, discussion, analysis and interpretation of visual and/or written texts. Taught in German. Prerequisite: at least one 270-level course. May be repeated if topic is different.
Students explore an interdisciplinary topic in language, literature, history, or culture through close reading, discussion, analysis, and interpretation of selected works, including theoretical texts. Sample topics include: the German-American heritage, the German Holocaust, Germany in the European Union, and Germanic myths. Taught in German. Prerequisite: at least one 270-level course. May be repeated if topic is different.
Students spend four weeks during interim or summer in the German workplace. Opportunities include working in health care, communications, and manufacturing as well as non-profit organizations, libraries, businesses, laboratories, offices, and churches. Assignment of position varies with availability of host institutions. Prerequisite: at least one 270-level course.
396 Directed Undergraduate Research: "Topic Description"
This course provides a comprehensive research opportunity, including an introduction to relevant background material, technical instruction, identification of a meaningful project, and data collection. The topic is determined by the faculty member in charge of the course and may relate to his/her research interests. Prerequisite: determined by individual instructor. Offered based on department decision.
398 Independent Research
courses in English translation
147 Fairy Tales, Folktales and Fables (in English)
Reading and discussion of writings that ultimately go back to oral traditions, including folk books such as the Nibelungenlied, Till Eulenspiegel, and Faust, fables created on models from antiquity during the eighteenth century, fairy tales collected by the Brothers Grimm, and Kunstmärchen (literary fairy tales by known writers). The course emphasizes both the literary aspects of the works and their historical contexts.
245 Arts in Vienna (in English abroad)
Students encounter Vienna's rich cultural heritage in museums, theaters, operas, operettas, concerts, and coffeehouses. Coursework focuses on the shift in Vienna from the late-19th-century romanticism of the declining Habsburg Empire to an unprecedented modernism in all the arts. This includes the study of architecture (Loos) and music (Schönberg), as well as psychology (Freud), literature (Schnitzler), philosophy (Wittgenstein), and the cult of death and suicide in fin-de-siècle Vienna. Offered during interim.
246 The Age of Goethe (in English)
Students examine the transformation of German political culture from feudal society to modern institutions of art, science, education and commerce. While the French Revolution (1789) is the historical axis on which this change turned, the life of Goethe (1749-1832) spans the period in which Germany made significant progress toward unity and democracy. Illustrative materials in digital and video form supplement the readings.
247 Mare Balticum (in English abroad)
Starting with Hanseatic and Teutonic traditions of entrepreneurship from the 13th-century, this course focuses on the political and economic history of a region that has transitioned from tribalism to feudalism, then to mercantilism, capitalism, communism, and now EU-style capitalism. The course develops in an itinerant way -- city to city -- starting in Lübeck, Germany, then proceed eastward to the cities of Wismar, Rostock, Stralsund, Greifswald, Wolgast, Szczecin, Koszalin, Danzig, Malbork, Ketrzyn, Vilnius, Kaunas, the Russian enclave of Kaliningrad (formerly Königsberg in Germany's East Prussia), Klaipeda, Riga, Tartu, Tallinn, crossing by ship to Helsinki, Finland, and again by ship to Stockholm, Sweden. Students deliver several oral presentations, including a group project of a business plan for a hypothetical start-up. Offered during interim.
249 German Cinema (in English)
A survey of German films from Caligari (1919) to The Counterfeiters (2008), this course examines 20th-century German history through the lens of Germany's most renowned films. Students develop analytical and critical skills in "reading" films as cultural products and as cinematic works of art. The course focuses on the increasing social and political importance of mass media for understanding the past.


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Freshwater Status
- Oceans cover around 70% of the Earth's surface and account for 97% of its water.
- Only 3% of all water on Earth is freshwater.
- Most of this freshwater is locked away in the form of ice caps and glaciers located in the polar regions - though perhaps not for much longer the way climate change is taking hold.
- It won't change the fact that only about 1% of all water found on this planet is easily accessible for human use.
What's at stake
- 780 million people lack access to clean water and 2.5 billion lack adequate sanitation services; most of these people live in the poorest countries.
- An estimated 80% of people without access to an adequate drinking water source live in sub-Saharan Africa, Eastern Asia and Southern Asia.
- About 1.5 million deaths each year are caused by diarrhea.
- It has been estimated that every individual needs between 20 to 50 litres of water free from harmful contaminants each and every day.
- Sanitation coverage in developing countries is only half that of the developed world (49% as compared to 98%).
- The vast majority of freshwater is used in agriculture.
- Agriculture claims 70% of all the freshwater used by humans - with rice, cotton and sugar among the thirstiest crops of all.
- In fact it takes 3,000 to 5,000 litres of water to grow just one kilo of rice
- Population growth alone will push an estimated a further 17 countries, with a projected population of 2.1 billion, into water-short categories within the next 30 years.
- By the year 2025, 48 countries will be affected by water stress or scarcity - affecting around 35% of the projected global population in that year.
What we're losing
- Freshwater species declined 76% between 1970 and 2010, representing a sharper decline than that measured in either terrestrial or marine biomes.
- Since 1900, more than 50% of types of wetlands have disappeared.
- In many parts of the world, 30 to 40% of our fresh water goes unaccounted for due to water leakages in pipes and canals and illegal tapping.
What we're damning
- Dams and other infrastructure have caused the fragmentation of 60% of the large river systems in the world.
- Only 64 of the world's 177 large rivers (1,000km and longer) remain free-flowing, unimpeded by dams or other barriers.
- There are more than 45,000 large dams in over 150 countries.
- About 1,500 are currently under construction.
- Some 40 to 80 million people have been displaced by dams worldwide.
- But not all dams are bad, it depends how and where they are built.
What it's worth
- The average value of a wetland for recreation, flood control and storm buffering is $492 and $464 per ha per year respectively.
- Restoration of the Florida Everglades will cost an estimated $7.8 billion over 38 years.


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We hope this basic crochet information for left-handers helps you in your crochet pursuits. See also Crochet Stitches for Left-Handers, which discusses how to make basic crochet stitches for left-handed crocheters, or check out our Video Lessons for Left-Handers.
There are two common ways to hold a crochet hook.
The first is to hold the hook between your thumb and index finger like a pencil. (D18)
The second is to hold the hook in an overhand manner, like a knife. (D19)
The first step in crochet is to make a slip knot. Making a pretzel shape with the yarn, slip your hook into the pretzel. (D22)
Pull on both ends of the yarn to tighten and adjust the size of the knot and adjust the loop. (D23)
Here's one way to hold the yarn. Feel free, however, to do what feels right for you. Holding the slip knot in your left hand, twine the yarn through the fingers of your right hand.
Moving the slip knot to your right hand, lightly hold the knot between your thumb and middle finger as shown. When you crochet, you will use the section of yarn that runs between the hook and your right index finger. (D24)
Your index finger will move up and down as you work to create an even tension or tightness in the yarn.
Almost every crochet project begins with a foundation chain. The stitches look like a chain, therefore the name. You will build row upon row of stitches on this foundation chain.
First, make a slip knot. Then hold the yarn as shown for a yarn over. With the hook in front, yarn over and bring the hook under and up to catch the yarn. (D27)
Turn the hook so it faces downward, slide it through the original loop, and bring the yarn with it. (D28)
You have just made one chain stitch! Practice this technique until you can make them fluidly and evenly. Count the stitches as shown in the illustration below. Never count the loop around the hook as a stitch. (D30)
When crocheting in rows, you need to chain a certain number of stitches before starting each new row. These chain stitches are called turning chains. They are necessary to keep the edges of your work even.
Each type of stitch has a standard number of turning chains that are equal in height to the height of the stitch. (D66 & D67)
# of Turning Chains
Is Equal To
Triple Crochet
Double Crochet
Half Double Crochet
Single Crochet
Slip Stitch
When crocheting into a foundation chain, you need to skip a certain number of chains before working your first stitch into the foundation. Another way to think of it is making "extra" foundation chains that will serve as the turning chain. For example, if you want to end up with 12 single crochet stitches, you need to start with a foundation chain of 13 (12 plus 1).
And after you have completed your row of stitches, you also need to crochet a certain number of chains for the turning chain. This chart will help you remember how many chains you need in the turning chain for each type of stitch.
This chart also answers these common questions:
Crochet Stitch
Number of Chains to skip at beginning of foundation chain
Number of Chains to make before begin next row (for turning chain)
Count Turning Chain as Stitch?
Work into Turning Chain on row below?
Insert hook at beginning of row:
(insert hook into 1st chain from hook)
In 1st stitch
Single Crochet
(insert hook into 2nd chain from hook)
(insert hook into 3rd chain from hook)
(insert hook into 4th chain from hook)
In 2nd stitch
(insert hook into 5th chain from hook)
Catching the yarn with the hook is part of every crochet stitch. Bring the yarn over the top of the hook, back to front, catching it in the groove of the hook. (D25)
A slip stitch is used to join the first and last chains in a foundation chain to form a ring. This is the first step in making many motifs, including the ever popular granny square. Insert the hook into the first chain, under both the top part of the chain in the front and the back loop. (D90)
Yarn over, and bring the yarn through both the chain and the loop that is on the hook. You have completed one slip stitch, and have formed a ring. (D91)
To work into the ring, insert the hook into the center of the ring and work the crochet stitches as you would normally.
The slip stitch is also used to join rounds, crochet seams, or finish the edge of a project. You would not ordinarily make an entire crocheted item out of only slip stitches.
Work your last crochet stitch until you have two loops remaining. Cut the yarn, leaving at least a 4 inch tail. Draw the yarn through the last two loops. Tighten gently to prevent unravelling. (D101)
After you've fastened off, it's important to weave in the loose ends so that they are secure and will not work free. Two methods of weaving in ends are shown below. (D102A&B)
Crochet Lessons ©1997 Crochet Guild of America, Diagrams ©1990 TNNA
The Crochet Guild of America extends its utmost appreciation to The National Needlework Association, Inc. (TNNA) and the Craft Yarn Council of America (CYCA) for their assistance with this "How to Crochet" section. We are especially grateful to TNNA for the use of their diagrams.


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Included in:
A discounted pack featuring multiple tracks in this style.
Description:Perfect for trailers, chase sequences, action scenes and the like.
This track is a fast pased action cue, with a terrifying string riser that builds to the end. A lot of metallic objects are struck throughout, particularly starting at 0:13 where the build towards the climax of the piece ends.
An ominous bass rumble brings the track to a close.


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