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Grimro17 Titan Time Conquers All Monday 12/11/2012, 21:05
Please rate or comment..hopefully both
I need to know what to change if im going to play with this in suviror elo or should i just stick to elo with this deck..
Hihihilalala Hero Tuesday 13/11/2012, 13:36
I personally think that it would fair okay in survivor elo. However, you may want to consider switching out Praxie for maybe Muze? Reason being that since the Skeelz bonus doesn't really help in winning, you may want to consider having a 5/3 or 6/2 split. Otherwise, the only flaw I see is that the damage may be too low.
mahawirasd Imperator Immortality Wednesday 14/11/2012, 22:19
Praxie's -life does mean you can still overcome DRs. Lots of 8 power cards mean atk manip clans could be handled, nevertheless without michael and diana (if you get a low star pick) you kinda proper gap-makers.
Personally i like praxie more than muze, since ppl can easily see muze coming and defeat her 7 power. Nevertheless, having that poison option does help with gap-making a bit... in which case perhaps changing andy LD to muze could be a good idea (since chiara is better than andy LD most of the time anyway)
UM_AaaBattery Eternal Harbingers of Ares Saturday 17/11/2012, 13:35
Interesting deck. I would personally change praxie to Lorna because i like copy opp bonus.
CardGuruGamin Colossus E X C A L I B U R Monday 19/11/2012, 19:38
Maybe praxie to cley for more 2HKO risky but can help


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Cashmere sweaters (or scarves) are bound to be on your shopping list this holiday season. In stores, you'll see lots of sales, but if an item won't wear well or worse, isn't even cashmere, it's not much of a deal. Here are my tips on what to look for to make sure you're really getting a bargain.
Read the label and tag If you want cashmere, make sure it's genuine - the label must say 100% cashmere.
Read them again Look to see that the product is marked 2 ply, which means there are 2 strands twisted together within the thread or yarn. Cashmere is fragile and 2 ply yarn helps to boost its strength and durability.
Do the hand test Slip your hand underneath the cashmere. If you can see your hand through the fabric, it isn't made with enough cashmere and will rip or tear easily.
Avoid the fuzzies If it starts out looking fuzzy, pretty soon pills (little bumps) will appear.
Turn it inside out If thearmholes, collars, cuffs, and wrist ribbing are knit into the body of the sweater, not sewn on, the sweater's a lot less likely to tear at the seams.
Check out our picks for the best in cashmere sweatersat
Looking for other holiday gift ideas? Check out our holiday gift guide.

subset: commoncrawl


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This package is non-refundable.
In the event that it is an option, if another person is found to take your spot (by you or GreenLegion.com), a change penalty may be assessed. GreenLegion.com is NOT responsible for finding a replacement in the event that you cancel this trip. Any change fees are designated by our bus & hotel suppliers and the time you are making the change. All change fees will be passed back to the person canceling.
If you have any questions, please contact us at email@example.com or firstname.lastname@example.com. We promise to work as closely as we can with you in the event you need to cancel the trip and keep change fees to as much of a minimum as we can. Thank you.
212 Brown St. #10A
Philadelphia, PA 19123
Email: firstname.lastname@example.com
Phone: 215-666-5940
Fax: 267-285-4496


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U.S. Equal Employment Opportunity Commission (EEOC)
Youth@Work Video, Classroom Guides and Updated Web Page Part of National Outreach Effort to Teach Teens About Their Rights at Work
WASHINGTON - The U.S. Equal Employment Opportunity Commission (EEOC) today released a video and accompanying classroom guides to educate working-age students about sexual harassment and other forms of employment discrimination. These tools were developed as part of EEOC's Youth@Work, an effort to educate America's youth about their employment rights and responsibilities and help employers create positive work experiences for young adults. The tools are free to the public and will be posted online at www.youth.eeoc.gov under "free downloads." In addition, educators may request the video and classroom guides by e-mailing firstname.lastname@example.com.
The video and the classroom guides provide a series of vignettes to help teenagers entering the work force understand some of the issues they may face. The vignettes show typical workplace settings for teens, such as a retail store and a fast food restaurant. The classroom guides help teachers and students identify illegal discrimination and harassment. EEOC will provide one copy of the video and one set of classroom guides per person, while supplies last.
"As young people enter the workforce, it is important that they understand their rights and know how to respond if they experience or witness unlawful discrimination or harassment," said EEOC Chair Jacqueline A. Berrien. "The EEOC is committed to ensuring that the promise of equal employment opportunity is meaningful for everyone, including members of the labor force who are especially vulnerable to discrimination and harassment."
The EEOC also updated its Youth@Work web page, which includes information about different types of job discrimination that young workers may encounter and suggests strategies they can use to prevent, and, if necessary, respond to such discrimination. The web page also includes an interactive tool called "Challenge Yourself!" that provides an opportunity for teens to test their knowledge by analyzing sample job discrimination scenarios.
The EEOC developed Youth@Work in 2004 to help educate teens about their rights and responsibilities at work and to help employers create positive work experiences for young adults. Since then, the federal agency has hosted nearly 6,600 Youth@Work events nationwide, reaching over 400,000 students, education professionals, and employers. Further information about Youth@Work is available online at http://www.youth.eeoc.gov/.
The EEOC enforces federal laws prohibiting employment discrimination. Further information about the EEOC is available on its web site at www.eeoc.gov.


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How to have a harmonious home life
From ArticleWorld
To Have a Harmonious Home Life is a goal that most people aspire to and are willing to make sacrifices for. During times of stress and difficulty, homes become very important in creating a sense of well-being. We look to our homes to provide relief and reprieve so that we can unburden the stresses of the outside world. However, creating a calming home isn't as easy as it seems, rather it takes a lot of determination and hard work from all the inmates. Here are some helpful suggestions.
A few helpful tips
- First and foremost create a home that is visually restful. Keep windows and curtains open so as to see open spaces, paint the walls with calming earth type colors (browns, yellows, and greens) put landscapes on walls that offer perspective and depth.
- Be tolerant towards your loved ones; you put up with much more from your friends and colleagues.
- Keep communication channels clear. Problems in families primarily arise due to lack of communication.
- Give your family members benefit of the doubt and a patient hearing. Patience will serve you well in most cases.
- Keep memories alive. Don't forget how and why you fell in love and the qualities that attracted you to your partner in the first place. Those qualities are still there, you just need to open your eyes and view them.
- Do your bit of the housework; cleaning up after a meal, vacuuming the carpet or even doing a part of your partner's share of the work goes a long way in keeping relationships alive.
- Take short vacations together, if you cannot afford more than the weekend off, then do that; even an afternoon off, playing hooky with your partner is worth the extra work later.
- Don't make mountains out of mole hills. Arguing about insignificant things will give birth to major issues
- Don't go to sleep without making up after a fight. Going to bed with unresolved issues means a stressful night and a lousy day.


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Question description
We guarantee 100% satisfaction
July 31, 2018
This discussion assesses your ability to clarify the role of each legally mandated attendee on the Individualized Education Program team. This assessment also supports your achievement of Course Learning Outcome….
n 100 words or more, describe the performance of "Salt Peanuts" provided in your Module 3 Playlist. Being a live performance, there are certain characteristics that we don't have in….
The purpose of this milestone is for students to explore the various costs their firm faces and to describe their firm's market. Using the concepts and tools developed in Modules….


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Tips for Protecting a Home from the Ravages of Winter
As temperatures across the nation reaching dangerous levels, now is the time to make sure that your home is prepared to deal with the icy conditions. Fremont Insurance, a Michigan-exclusive property and casualty insurance carrier, offers a few tips to help homeowners protect their homes against two of the most significant winter risks: ice dams and frozen pipes.
Ice Dams occur when heavy snow buildup melts during the day then refreezes as temperatures drop overnight. After several days of this cycle, the melted water and ice work up under the shingles entering the attic and damaging ceilings, walls and contents. To help prevent dams from forming:
Frozen Water Pipes cause extensive damage to many homes and businesses every winter. If you think turning the heat down while you're away or on vacation will save you money, think again. If your water pipes freeze and burst, it could cause thousands of dollars in damage. Homeowners can take some simple preventive measures:
If you do discover frozen pipes:
Source: www.fmic.com
Today's Top Stories


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|Stayin' Cool: Cantaloupe-Tomato Gazpacho
A slightly fruity gazpacho, sweetened naturally with a ripe melon, but still a 'vegetable' gazpacho. Just fifteen minutes to the table! Let's beat this heat! (Says Alanna, who's so looking forward to today's forecast of 95F in a place without air conditioning! Yikes.)
Call me surprised about the happy marriage of cantaloupe and tomatoes in this easy, adaptable recipe for gazpacho. Three reasons:
COLOR A cantaloupe-only gazpacho looks pale and watery. Combined, cantaloupe and tomato reveal a color akin to our 'idea' of the lovely melon-orange of summer-ripe cantaloupe.
SWEET & SAVORY The cantaloupe adds a fruity sweetness even while the tomato keeps the gazpacho decidedly savory. Together, the two fruits – yes, a tomato is a fruit – yield something that's both sweet and savory.
CALORIES Tomatoes have many fewer calories than cantaloupe.
Time to table: 15 minutes or 12 hours
Makes 8 cups
- 1 cup tomato juice
- 1/4 cup red wine vinegar
- 2 tablespoons good olive oil, optional (see TIPS)
- Zest & juice of a lime
- 1 teaspoon sugar
- 2 tablespoons fresh parsley
- 1 very ripe cantaloupe, peeled, seeded and chopped
- 1 large very ripe tomato, chopped
- 1 large cucumber, peeled, seeded and chopped
- 2 ribs celery, chopped
- 1 orange bell pepper, chopped
- 1/2 a red onion, chopped
- To taste, Tabasco, optional
LIQUIDS In a blender, whiz the Liquids, transfer about half to a glass.
FRUIT & VEGETABLES Add half the Fruits & Vegetables and process to the desired texture, then transfer to a large bowl. Processing the remaining Liquids and Fruits & Vegetables.
SERVING TIPS Serve immediately for a "fruity" gazpacho, let rest for a few hours for a more "vegetably" gazpacho. Serve cold as a first course, a soup or even a light dessert. If you like, stir in a spoonful of cream, Greek yogurt or sour cream. Savor!
This Week, Years Past
Tomato Soup Vegetable Salad Berry Baby Backs Two Quick Refrigerator Pickles Beef Tacos with Avocado, Cucumber, Mango Salsa Blueberry Salsa Easy-Easy Marinated Flank Steak Cold-Brewed Coffee
This Week, Elsewhere
St. Louis Post-Dispatch
Zodiac Three-Bean Salad from the Zodiac at Neiman Marcus
A Veggie Venture
Easy-Easy Roasted Zucchini
More Gazpacho Recipes
(and the story how gazpacho turned me into a seasonal eater!)
Kitchen Parade
~ Tomato Gazpacho ~
~ Tomato Cherry Gazpacho ~
A Veggie Venture
More Cold Soup Recipes
Kitchen Parade
Cool-as-a-Cucumber Avocado Soup
Raw Corn Chowder
Summer Borscht
~ more cold soup recipes ~
A Veggie Venture
Seven Soups Served Hot or Cold
from my friend Lydia at "Soup Chick"
Shop Your Pantry First
~ tomato recipes ~
~ cucumber recipes ~
~ bell pepper recipes ~
~ lime recipes ~
~ All Recipes, By Ingredient ~
~ How to Save Money on Groceries ~
© Copyright 2011 Kitchen Parade


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One of the best �toy� cameras
The Blackbird, Fly is in short a Twin-Reflex 35mm Plastic Camera. It is unique for several reasons.
1) It�s a successor to a classic! It seems the Blackbird, Fly is considered the Twin Lens Reflex (TLR) version of the classic Holga, which is in turn a successor to the Diana, both of which have a real cult following. Some call the Holga a �toy� camera, which is of course a bit of a misnomer. Many have relied on it to take beautiful photographs. Yet the Holga is also known for its unpredictability, as every one is just a little different. Most have light leaks, and those leaks are not going to be the same between any two Holgas. This unpredictability contributes to much of their charm, and was taken to the extreme by some photographers as it became a popular camera for �shooting from the hip�. Many Holga mods have also become very popular.
2) It�s a TLR! The Blackbird, Fly, is a Twin Lens Reflex (TLR) camera, meaning that there are two objective lenses: One for taking the photograph, and one for the waist-level viewfinder. Behind the viewfinder lens is a mirror at a 45-degree angle (hence the term �reflex�), which reflects upwards through a matter focusing screen surrounded by a hood/enclosure used to block some light and reduce reflection on the screen. This creates an image on the screen identical to what will be captured on film through the photographic lens.
3) It uses 35mm film! Most TLR cameras use 120 format film. Although 120 film is very cool, it can be much harder to find and even harder to get developed. With 35mm film you can just drop it off at the nearest 1-hour photo!
4) 3 formats! You can shoot in 3 formats (using provided masks): normal 35mm (24mm x 36mm), square format (24mm x 24mm), and large square format (36mm x 36mm).
5) It�s VERY reasonable! Many TLRs are hundreds of dollars, and although some of them are worth it, the Blackbird, Fly is incredibly affordable! It�s an amazing TLR for hobbyists to creative professionals to everyone in between.
6) Colors, colors, colors! Seriously, how many cameras have multiple color options?
Check out the photos below that were taken with the Blackbird, Fly.
Apertures: f/7 (cloudy) and f/11 (sun)
Shutter speeds: 1/125 and B (Bulb mode � to let in as much light as you want)
Lens: Wide-angle 33mm lens
Focus: Visual distance estimates 0.8, 1.5, 2, 2.5, 3, 4, 5, 10,
Additional features: Yes, you can take multiple exposures!, attach optional flash


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Need more reasons to join?
We have even more money and time-saving benefits such as free identity theft protection, trip planning services, and member discounts on vehicle repairs. Become a AAA member today to start enjoying a variety of benefits that can more than pay for the cost of your membership.


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About Me:
I'm so happy! so funny! My favorite beatle is Mr.Starkey! My nickname is "molly" (for O-bla-di O-bla-da) I love the beatles!!! :3 is a pleasure to meet you! :3
Favourite Track:
Something (Abbey)
Tell us why:
My boyfriend and I met on a beatlechat. I remember when I dedicate ... I always whispered in his ear ".. somewhere in her smile she knows, that i don't need no other lover .."
Favourite Album:
A Hard Day's Night
Tell us why:
I had fun, I cried and I enjoyed this album and this film to the end ... by learning to love the beatles really do not consider them as a "passing fancy" in my life. (besides, i love sarcasm john in the movie :3)


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Table of Contents
Preparation of Educational Multimedia Projects Under the Guidelines
Permitted Educational Uses for Multimedia Projects Under the Guidelines
Examples of When Permission is Required
These guidelines were developed during the CONFU process. For a full explanation of their status, see CONFU: The Conference on Fair Use: The Final Report.
1. Introduction
These Guidelines shall not be read to supersede other preexisting education fair use guidelines that deal with the Copyright Act of 1976.
1.1 Preamble
Fair use is a legal principle that defines the limitations on the exclusive rights1 of copyright holders. The purpose of these guidelines is to provide guidance on the application of fair use principles by educators, scholars, and students who develop multimedia projects using portions of copyrighted works under fair use rather than by seeking authorization for non-commercial educational uses. These guidelines apply only to fair use in the context of copyright and to no other rights.
There is no simple test to determine what is fair use. Section 107 of the Copyright Act2 sets for the four fair use factors which should be considered in each instance, based on particular facts of a given case, to determine whether a use is a "fair use": (1) the purpose and character of use, including whether such use is of a commercial nature or is for nonprofit educational purposes, (2) the nature of the copyrighted work, (3) the amount and substantially of the portion used in relation to the copyrighted work as a whole, and (4) the effect of the use upon the potential market for or value of the copyrighted work.
While only the courts can authoritatively determine whether a particular use is fair use, these guidelines represent the participants3 consensus of conditions under which fair use should generally apply and examples of when permission is required. Uses that exceed these guidelines may or may not be fair use. The participants also agree that the more one exceeds these guidelines, the greater the risk that fair use does not apply.
The limitations and conditions set forth in these guidelines do no apply to works in the public domain - such as U.S. government works or works on which copyright has expired for which there are no copyright restrictions - or to works for which the individual or institution has obtained permission for the particular use. Also, license agreements may govern the uses of some works and users should refer to the applicable license terms for guidance.
The participants who developed and support these guidelines met for an extended period of time and the result represents their collective understanding in this complex area. Because digital technology is in a dynamic phase, there may come a time when it is necessary to review the guidelines. Nothing in these guidelines shall be construed to apply to the fair use privilege in any context outside of educational and scholarly uses of educational multimedia projects.
This Preamble is an integral part of these guidelines and should be included whenever the guidelines are reprinted or adopted by organizations and educational institutions. Users are encouraged to reproduce and distribute these guidelines freely without permission; no copyright protection of these guidelines is claimed by any person or entity.
1 See section 106 of the Copyright Act
2 The Copyright Act of 1976, as amended, is codified at 17 U.S.C. Sec. 101 et seq.
3 The names of the various organizations participating in this dialog appear at the end of these guidelines and clearly indicate the variety of interest groups involved, both from the standpoint of the users of copyrighted material and also from the standpoint of the copyright owners.
1.2 Background
These guidelines clarify the application of fair use of copyrighted works as teaching methods that are adapted to new learning environments. Educators have traditionally brought copyrighted books, videos, slides, sound recordings, and other media into the classroom, along with accompanying projection and playback equipment. Multimedia creators integrated these individual instructional resources with their own original works in a meaningful way, providing compact educational tools that allow great flexibility in teaching and learning. Material is stored so that it may be retrieved in a nonlinear fashion, depending on the needs or interests of learners. Educators can use multimedia projects to respond spontaneously to students' questions by referring quickly to relevant portions. In addition, students can use multimedia projects to pursue independent study according to their needs or at a pace appropriate to their capabilities. Educators and students want guidance about the application of fair use principles when creating their own multimedia projects to meet specific instructional objectives.
1.3 Applicability of These Guidelines
(Certain terms used throughout these guidelines are identified in bold and defined in this section.)
These guidelines apply to the use, without permission, of portions of lawfully acquired copyrighted works in educational multimedia projects which are created by educators or students as part of a systematic learning activity by non print educational institutions.
Educational multimedia projects created under these guidelines incorporate students' or educators' original material, such as course notes or commentary, together with various copyrighted media formats including but not limited to, motion media, music, text material, graphics, illustrations, photographs and digital software which are combined into an integrated presentation. Educational institutions are defined as nonprofit organizations whose primary focus is supporting research and instructional activities of educators and students for noncommercial purposes.
For the purposes of guidelines, educators include faculty, teachers, instructors, and others who engage in scholarly, research, and instructional activities for educational institutions. The copyrighted works used under these guidelines are lawfully acquired if obtained by the institution or individual through lawful means such as purchase, gift, or license agreement but not pirated copies. Educational multimedia projects which incorporate portions of copyrighted works under these guidelines may be used only educational purposes in systematic learning activities including use in connection with non-commercial curriculum-based learning and teaching activities by educators to students enrolled in courses at nonprofit educational institutions or otherwise permitted under Section 3. While these guidelines refer to the creation and use of educational multimedia projects, readers are advised that in some instances other fair use guidelines such as those for off-air taping may be relevant.
2. Preparation of Educational Multimedia Projects Using Portions of Copyrighted Works
These uses are subject to the Portion Limitations listed in Section 4. They should include proper attribution and citation as defined in Sections 6.2.
2.1 By students
Students may incorporate portions of lawfully acquired copyrighted works when producing their own educational multimedia projects for a specific course.
2.2 By educators for curriculum-based instruction
Educators may incorporate portions of lawfully acquired copyrighted works when producing their own educational multimedia programs for their own teaching tools in support of curriculum-based instructional activities at educational institutions.
3. Permitted Uses of Educational Multimedia Programs Created Under These Guidelines
Uses of educational multimedia projects created under these guidelines are subject to the time portion, copying, and distribution limitations listed in Section 4.
3.1 Student use
Students may perform and display their own educational multimedia projects created under Section 2 of these guidelines for educational uses in the course for which they were created and may use them in their own portfolios as examples of their academic work for later personal uses such as job and graduate school interviews.
3.2 Educator use for curriculum-base instruction
Educators may perform and display their own educational multimedia projects created under Section 2 for curriculum-based instruction to students in the following situations:
3.2.1 For face-to-face instruction,
3.2.2 Assigned to students for directed self-study,
3.2.3 For remote instruction to students enrolled in curriculum-based courses and located at remote sites, provided over the educational institution's secure electronic network in real-time, or for after class review or directed self-study, provided there are technological limitations on access to the network and the educational multimedia project (such as password or PIN) and provided further that the technology prevents the making of copies of copyrighted material.
If the educational institution's network or technology used to access the educational multimedia project created under Section 2 of these guidelines cannot prevent duplication of copyrighted material, students or educators may use the multimedia educational projects over an otherwise secure network for a period of only 15 days after its initial real-time remote use in the course of instruction or 15 days after its assignment for directed self-study. After that period, one of the two use copies of the educational multimedia project may be placed on reserve in a learning resource center, library or similar facility for on-site use by students enrolled in the course. Students shall be advised that they are not permitted to make their own copies of the multimedia project.
3.3 Educator use for peer conferences
Educators may perform or display their own multimedia projects created under Section 2 of these guidelines in presentations to their peers, for example, at workshops and conferences.
3.4 Educator use for professional portfolio
Educators may retrain educational multimedia projects created under Section 2 of these guidelines in their personal portfolios for later personal uses such as tenure review or job interviews.
4. Limitations - Time, Portion, Copying, and Distribution
The preparation of educational multimedia projects incorporating copyrighted works under Section 2, and the use of such projects under Section 3, are subject to the limitations noted below.
4.1 Time limitations
Educators may use their educational multimedia projects created for educational purposes under Section 2 of these guidelines for teaching courses, for a period of up to two years after the first instructional use with a class. Use beyond that time period, even for educational purposes requires permission for each copyrighted portion incorporated in the production. Students may use their educational multimedia projects as noted in Section 3.1.
4.2 Portion limitations
Portion limitations mean the amount of copyrighted work that can be reasonably used in educational multimedia projects under these guidelines regardless of the original medium from which the copyrighted works are taken. In the aggregate means the total amount of copyrighted material from a single copyrighted work that is permitted to be used in an educational multimedia project without permission under these guidelines. These limits apply cumulatively to each educator's or student's multimedia project(s) for the same academic semester, cycle or term. All students should be instructed about the reasons for copyright protection and the need to follow these guidelines. It is understood, however, that students in kindergarten through grade six may not be be able to adhere rigidly to the portion limitations in this section in their independent developement of educational multimedia projects. In any event, each such project retained under Section 3.1 and 4.3 should comply with the portion limitations in this section.
4.2.1 Motion media
Up to 10% or 3 minutes, whichever is less, in the aggregate of a copyrighted motion media work may be reproduced or otherwise incorporated as part of a multimedia project created under section 2 of these guidelines.
4.2.2 Text material
Up to 10% or 1000 words, whichever is less, in the aggregate of a copyrighted work consisting of text material may be reproduced or otherwise incorporated as part of a multimedia project created under Section 2 of these guidelines. An entire poem of less than 250 words may be used, but no more than three poems by one poet, or five poems by different poets from any anthology may be used. For poems of greater length, 250 words may be used but no more than three excerpts by a poet, or five excerpts by different poets from a single anthology may be used.
4.2.3 Music, lyrics, and music video
Up to 10%, but in no event more than 30 seconds, of the music and lyrics from an individual musical work (or in the aggregate of extracts from an individual work), whether the musical work is embodied in copies, or audio or audiovisual works, may be reproduced or otherwise incorporated as part of a multimedia project created under Section 2. Any alterations to a musical work shall not change the basic melody or fundamental character of the work.
4.2.4 Illustrations and photographs
The reproduction or incorporaton of photographs and illustrations is more difficult to define with regard to fair use because fair use usually precludes the use of an entire work. Under these guidelines a photograph or illustration may be used in its entirety but no more than five images by an artist or photographer may be reproduced or otherwise incorporated as part of an educational multimedia project created under Section 2. When using photographs and illustrations from a published collective work, not more than 10% or 15 images, whichever is less, may be reproduced or otherwise incorporated as part of an educational multimedia project created under Section 2.
4.2.5 Numerical data sets
Up to 10% or 2500 fields or cell entries, whichever is less, from a copyrighted database or data table may be reproduced or otherwise incorporated as part of an educational multimedia project created under Section 2 of these guidelines. A field entry is defined as a specific item of information, such as a name or Social Security number, in a record of a database file. A cell entry is defined as the intersection where a row and a column meet on a spreadsheet.
4.3 Copying and distribution limitations
Only a limited number of copies, including the original, may be made of an educator's educational multimedia project. For all of the uses permitted by Section 3, there may be no more than two use copies only one of which may be placed on reserve as described in Section 3.2.3.
An additional copy may be made for preservation purposes but may only be used or copied to replace a use copy that has been lost, stolen, or damaged. In the case of a jointly created educational multimedia project, each principal creator may retain one copy but only for the purposes described in Sections 3.3 and 3.4 for educators and Section 3.1 for students.
5. Examples of When Permission is Required
5.1 Using multimedia projects for non-educational or commercial purposes
Educators and students must seek individual permissions (licenses) before using copyrighted works in educational multimedia projects for commercial reproduction and distribution.
5.2 Duplication of multimedia projects beyond limitations listed in these guidelines
Even for educational uses, educators and students must seek individual permissions for all copyrighted works incorporated into their personally created educational multimedia projects before replicating or distributing beyond the limitations listed in Section 4.3.
5.3 Distribution of multimedia projects beyond limitations listed in these guidelines
Educators and students may not use their personally created educational multimedia projects over electronic networks, except for uses as described in Section 3.2.3, without obtaining permissions for all copyrighted works incorporated into the program.
6. Important Reminders
6.1 Caution in downloading material from the Internet
Educators and students are advised to exercise caution in using digital material downloaded from the Internet in producing their own multimedia projects, because there is a mix of works protected by copyright and works in the public domain on the network. Access to works on the Internet does not automatically mean that these can be reproduced and reused without permission or royalty payment and, furthermore, some copyrighted works may have been posted to the Internet without authorization of the copyright holder.
6.2 Attribution and acknowledgment
Educators and students are reminded to credit the sources and display the copyright notice © and copyright ownership information if this is known in the original source, for all works incorporated as part of the educational multimedia projects prepared by educators and students, including those prepared under fair use. Crediting the source must adequately identify the source of the work, giving a full bibliographic description where available (including author, title, publisher, and place and date of publication). The copyright ownership information includes the copyright notice (©, year of first publication, and name of the copyright holder).
The credit and copyright notice information may be combined and shown in a separate section of the educational multimedia project (e.g., credit section) except for images incorporated into the project for the uses described in Section 3.2.3. In such cases, the copyright notice and the name of the creator of the image must be incorporated into the image when, and to the extent, such information is reasonably available; credit and copyright notice information is considered "incorporated" if it is attached to the image file and appears on the screen when the image is viewed. In those cases when displaying source credits and copyright ownership information on the screen with the image would be mutually exclusive with an instructional objective (e.g. during examinations in which the source credits and/or copyright information would be relevant to the examination questions), those images may be displayed without such information being simultaneously displayed on the screen. In such cases, this information should be linked to the image in a manner compatible with such instructional objectives.
6.3 Notice of use restrictions
Educators and students are advised that they must include on the opening screen of their multimedia program and any accompanying print material a notice that certain materials are included under the fair use exemption of the U.S. Copyright Law and have been prepared according to the multimedia fair use guidelines and are restricted from further use.
6.4 Future uses beyond fair use
Educators and students are advised to note that if there is a possibility that their own educational multimedia project incorporating copyrighted works under fair use could later result in broader dissemination, whether or not as commercial product, it is strongly recommended that they take steps to obtain permissions during the development process for all copyrighted portions rather than waiting until after completion of the project.
6.5 Integrity of copyrighted works: Alterations
Educators and students may make alterations in the portions of the copyrighted works they incorporate as part of an educational multimedia project only if the alterations support specific instructional objectives. Educators and students are advised to note that alterations have been made.
6.6 Reproduction or decompilation of copyrighted computer programs
Educators and students should be aware that reproduction or decompilation of copyrighted computer programs and portions thereof, for example the transfer of underlying code or control mechanisms, even for educational uses, are outside the scope of these guidelines.
6.7 Licenses and contracts
Educators and students should determine whether specific copyrighted works, or other data or information are subject to a license or contract. Fair use and these guidelines shall not preempt or supersede licenses and contractual obligations.
Organizations Endorsing Fair Use Guidelines
1. Organizations endorsing fair use guidelines
(as of December 12, 1996)
Agency for Instructional Technology (AIT)
American Association for Community Colleges (AACC)
American Society for Journalists and Authors (ASJA)
American Society of Media Photographers, Inc. (ASMP)
American Society of Composers, Authors and Publishers (ASCAP)
Association for Educational Communications and Technology (AECT)
Association for Information Media Equipment (AIME)
Association of American Publishers (AAP)
Association of American Colleges and Universities (AAC&U)
Association of American University Presses, Inc. (AAUP)
Broadcast Music, Inc. (BMI)
Consortium of College and University Media Centers (CCUMC)
Creative Incentive Coalition (CIC)
Iowa Association for Communications Technology (IACT)
Information Industry Association (IIA)
Instructional Telecommunications Council (ITC)
Maricopa Community Colleges/Phoenix
Motion Picture Association of America (MPAA)
Music Publishers' Association of the United States (MPA)
Recording Industry Association of America (RIAA)
Software Publishers Association (SPA)
2. U.S. government agencies supporting these guidelines
U.S. Nathional Endowment for the Arts (NEA)
U.S. Copyright Office
U.S. Patent and Trademark Office
3. Individual companies and institutions endorsing these guidelines
John Wiley & Sons, Inc.
Time Warner, Inc.
Organizations Participating in Guideline Development
Organizations particpating in guideline development
Being a participant does not necessarily mean that the organization has or will endorse these guidelines.
Agency for Instructional Technology (AIT)
American Association of Community Colleges (AACC)
American Association of Higher Education (AAHE)
American Library Association (ALA)
American Society of Journal Authors, Inc. ((ASJA)
American Society of Media Photographers (ASMP)
Artists Rights Foundations
Association of American Colleges and Universities (AAC&U)
Association of American Publishers (AAP)
--Harvard University Press
--Houghton Mifflin
--Simon and Schuster
--Worth Publishers
Association of College Research Libraries (ACRL)
Association for Educational Communications and Technology (AECT)
Association for Information Media and Equipment (AIME)
Association of Research Libraries (ARL)
Authors Guild, Inc.
Broadcast Music, Inc. (BMI)
Consortium of College and University Media Centers (CCUMC)
Copyright Clearance Center (CCC)
Creative Incentive Coalition (CIC)
Directors Guild of America (DGA)
European American Music Distributors Corp.
Educational institutions represented
--American University
--Carnegie Mellon University
--City College/City University of New York
--Kent State University
--Maricopa Community Colleges/Phoenix
--Penn State University
--University of Delaware
Information Industry Association (IIA)
InstructionaaL Telecommunications Council (ITC)
International Association of Scientific, Technical and Medical Publishers
Motion Picture Association of America (MPAA)
Music Publishers Association (MPA)
National Association of State Universities and Land-Grant Colleges (NASULGC)
National Educational Association (NEA)
National Music Publishers Association (NMPA)
National School Boards Association (NSBA)
Nathional Science Teachers Association (NSTA)
National Video Resources (NVR)
Public Broadcasting System (PBS)
Recording Industry Association of America (RIAA)
Software Publishers Association (SPA)
Time-Warner, Inc.
U.S. Copyright Office
U.S. National Endowment for the Arts (NEA)
Viacom, Inc.
Prepared by the Educational Multimedia Fair Use Guidelines Development Committee, July 17, 1996.


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Metropolitan Division Nationals Qualifiers are scheduled for March 29.
Sunday, March 29: Epee – NY Fencing Academy – info & registration >
Sunday, March 29: Foil – Brooklyn Fencing – info & registration >
Sunday, March 29: Saber – Manhattan Fencing – info & registration >
The Nationals and July Challenge will be held in Louisville, KY June 28 – July 7.
Further information on qualifying paths, venue, and more at USFencing.org >
Going to Qualifiers? READ THIS!
- You absolutely, positively, must be a Metropolitan division member in order to compete in these qualifying events. You should bring your USA Fencing card to the event with you (we will be verifying, on-site, against the latest national membership listing). If you are listed on USA Fencing's national membership list as belonging to another division, we absolutely, positively, will not let you compete. Who you contacted, what they said, and/or what mistakes were made by you or USA Fencing do not matter. Your having missed your own division's qualifying event, or failed to qualify through it, does not entitle you to attend the Metropolitan division's qualifiers. If there is a legitimate issue, make sure the National Office fixes it beforehand or notifies the Metropolitan officers DIRECTLY.
- Foreign fencers are not allowed to fence as they may not compete at Nationals! Any fencer who is a citizen or permanent resident who has represented another country in the last three years is NOT eligible for any USA FENCING National Championship competition, individual or team, including corresponding Division qualifying competitions. A foreign fencer who is in the US on a visa is NOT eligible to fence in any National Championships or the Division qualifying competition. Otherwise, permanent residents are eligible; please bring your proof of residency along with your USA Fencing membership card. Your Membership card should say Metropolitan Division, not Egypt, Ukraine, France, or anywhere else!
- Every event requires registration by a specific date via AskFRED. To register, click "Register" next to the event you want to register for and you will be taken to the AskFRED registration system. After you register, confirm that your name appears under the correct events in the "Who is Pre-registered" list in AskFRED.
- You must show up for any events you register for, even if the number of registered competitors is less than the number of available qualifying spots. Fencers, even those that have registered, who do not appear in time for their events will be scratched and will not be submitted as a qualified competitor to the national office. The number of entered competitors, their placements in the event and/or the number of available qualifying spots will not be taken into consideration.
- BE THERE and BE ON TIME. If you have any problems registering, please immediately contact the host for that qualifier via the event page on Fred. As outlined by the National Office, attendance at an out of town school is not a valid excuse. We will be highly unsympathetic towards any excuses short of natural disaster, war and/or death (and for those at war, you technically belong to the National Division, so even that won't work!).
- Ok, ok, but how do I know if I qualified? Visit the USA Fencing event page for the guidelines of qualification paths. Generally speaking the host of your qualifier should let you know, and we'll post the qualifying fencers here within a week or so after the qualifiers are held; feel free to email the division to check your qualification status if it's not posted within a week of the qualifying event. If you email right away, we may not have the answer! Sometimes there are membership issues or other questions to track down with the National Office that can affect the number of qualifiers, so please be patient.


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February 23, 2011, 12:58 pm
Colorado is ranked No. 23 in the first Golf World Division I women's coaches poll of the spring, released Wednesday.
The Buffaloes slipped two spots after being ranked No. 21 in the final poll of the fall season.
Led by juniors Emily Talley and Jess Wallace, this CU team is regarded as the best in the program's history.
Next Post »
« Previous Post


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2 Pair - Hot Pink Paisley Socks
Stanley Lewis designer socks are Made in Italy of the highest quality cotton blend; 80% mercerized cotton & 20% polyamide. Available in mid calf and a One Size Fits Most sizing, each pack contains 2 pairs of Stanley Lewis designer socks. A dramatic black paisley design is highlighted on the hot pink base color.
Should you wish to 'Pick-a-Pack' and select a sock combination of your own choice, simply use our Contact Form for your request.
Made in Italy
Presented In


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Restaurant Review
Thai Cuisine
So very special
The fact that I don't love the specialty is not a negative reflection on the restaurant—quite the contrary, it shows how daring the kitchen is, a quality that results in unexpected new dishes. When you take chances with bold flavors, you aren't going to please everyone all the time. And surely there's a contingent among Thai Cuisine's loyal clientele who keep coming back for this sweet, weird-tasting soup.
All of the rice-accompanied dishes at Thai Cuisine allow you to upgrade from jasmine to brown. You may think this is a nod to health-food junkies, but in Thailand it's possible to get rice in many colors.
I prefer the restaurant's lineup of simpler Thai noodle soups, despite the fact that they don't contain my beloved wide noodles. I like these noodles so much that my first time at Thai Cuisine, before I even looked at the menu, I asked, "You have wide noodles?"
"Yes. What you want them with?"
"How hot?"
"Hot, but not Thai-hot," I said, giving my default answer reserved for the first time I try a place. If "hot" isn't hot enough, then next time I'll go Thai-hot. On the rare occasion that hot is too hot, I'll downgrade to medium next time.
Fat chance. But the flavor was such that it was hard to stop eating. The wide noodles were joined by mussels, squid, shrimp, tomatoes, lemongrass, scrambled egg and some spices I couldn't place.
The kitchen door is always open at Thai Cuisine, allowing your eyes and ears full access to the restaurant's inner workings. The interior is a good example of the art—well honed in Albuquerque—of turning strip mall spaces into restaurant sanctuaries. A pagoda roof is framed into the ceiling. Tea comes in mismatched ceramic cups, all of which are cute. The walls are decorated with Asian knickknacks, as well as photos of dishes—a move that may at first seem cheap, but since you probably haven't heard of most of them, it's useful.
Another unusual spice in use at Thai Cuisine is krachai rhizome, a relative of galangal root. Krachai has a very strong, earthy and aromatic taste that's used in pad cha, a brothy dish wherein veggies and your choice of proteins are stir-fried.
The curries I sampled were tasty enough and generous with veggies. But they didn't have the aromatic complexity of others that can be found around town. Another dish that scored a "meh" was the papaya salad. Usually a favorite, this one had a distracting level of peanut flavor—as if it was tossed in peanut butter. A better bet was the chicken salad, a mountain of tomatoes, cabbage, cucumber, carrots, red bell peppers and boiled chicken. Even more interesting was the seafood salad. Tastefully presented alongside a pile of plain shredded cabbage, a trio of shrimp, squid and mussels were tossed with onions, scallions and tomato in a strong lime dressing. Though cooked, it was as refreshing as ceviche.
Perhaps my favorite thing on the menu was a mango salad special. Our waitress described it as "the bomb," and I had to agree. A piece of crispy-fried salmon was topped with a small salad of shredded mango, carrot and citrus-chile sauce. While the specialty of the house may not be my favorite, this special was indeed special. It demonstrated the creativity that both this restaurant and its chosen cuisine are capable of.
Mango salad special
Stir-fried wide noodles
Seafood salad
6200 Coors NW, Suites E3 and E4
890-3406, thaicuisinenm.com
Hours: 11 a.m. to 3 p.m. (lunch) and 5 to 9 p.m. (dinner) Monday through Saturday; 4 to 8 p.m. Sunday
Price range: $3 (egg rolls) to $12 (seafood dishes)
Vibe: Relaxed but busy
Vegetarian options: Almost any dish can be made meat-free
Booze: Beer and wine
Credit: Accepted
Spice: "Management accepts no responsibility for side effects on any spice level," says the menu.


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Welcome to the Fitchburg State football recruiting webpage. Here you will find all the materials you will need to become a Fitchburg State Falcon. The links below provide access to our Recruiting "To Do" List, a Recruting Video, our Recruiting Guide and our Recruit Me form.
The Recruit Me form is for current and prospective athletes who
are interested in starting the recruiting process for the Fitchburg
State football team. Please make sure the form is filled out
Our coaching staff will be in contact with you after receiving your completed questionnaire. Thank you for your interest in Falcon Athletics!
|Recruiting "To Do" List
|Recruiting Video
|Recruiting Guide
|Recruit Me
Thinking about transferring to Fitchburg State? If you are currently participating or have already participated in a sport at another four year institution, you may need to fill out a release form before you can speak with one of our coaches. You can find the self-release form here.
Student-athletes at two year institutions do not need permission to contact our coaches and may do so at any time.


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If severe weather happens near you, we want to hear your story. Share your photos and videos with CNN iReport, but please be careful.
See more coverage from CNN affiliate WAPT and WTVD.
(CNN) -- A violent rash of fast-moving storms churned north Saturday, ripping off roofs, toppling trees and pushing the three-day death toll to 26 as possible tornadoes moved into the mid-Atlantic states.
More than 100 twisters were spotted across the region, according to the National Weather Service, which reported seven casualties in North Carolina.
Three people in Raleigh were killed in mobile homes that were destroyed, the weather service said. It reported two people died near Ammon, North Carolina. One person was killed in the Bladenboro area and another in the Benson and Black Creek area, the weather service said.
North Carolina State Rep. Mike Stone reported two additional deaths in Lee County.
Julia Jarema, a spokeswoman for the North Carolina Division of Emergency Management, said the state suffered multiple fatalities but declined to give a specific number.
The "destructive" and "extremely dangerous" tornado had barreled into North Carolina early Saturday evening, prompting emergency warnings for much of the central part of the state.
Two rotating storms triggered tornado watches and warnings up through the Richmond, Virginia, Washington and Baltimore areas, according to the National Weather Service.
CNN affiliate WTVD broadcast images of damaged homes and vehicles in Smithfield, North Carolina, as local residents and emergency workers surveyed the damage.
In South Carolina, a tornado cut through Berkeley County, destroying a church and injuring six people, the weather service said.
"We're expecting large violent tornadoes that are going to stay on the ground for a long period of time," said CNN meteorologist Jacqui Jeras. "This is a high-risk day," she added. "We only get a handful of days like this every year."
Meanwhile, emergency crews in Georgia, Mississippi and Alabama worked to assess the damage as the storm system moved north through the Carolinas and up into southern Virginia.
On Friday, Alabama Gov. Robert Bentley declared a state of emergency after reports of tornado touchdowns in at least six counties.
Multiple injuries were reported in Sumter and Marengo counties, with at least one fatality in the latter, he said.
Three people were also killed in Autauga County after fallen trees crashed into mobile homes in the area, police said.
Three additional deaths were reported in Washington County, said Yasamie August, spokeswoman for the Alabama Emergency Management Agency.
Two other deaths were previously reported in Oklahoma and seven in Arkansas.
In Greene County, Mississippi, one death and six injuries were reported, officials said.
Flood warnings were issued across portions of western Alabama Saturday, as earlier rains raised water levels along the Tombigbee River, the weather service said.
Mississippi Lt. Gov. Phil Bryant and Oklahoma Gov. Mary Fallin also declared states of emergency Friday for 14 Mississippi counties and 26 Oklahoma counties, respectively.
But by Saturday, hazardous weather warnings were taken down across the states, the weather service reported.
The city of Clinton, Mississippi, suffered "extensive damage" when a tornado touched down, according to Mississippi's Emergency Management Agency.
The city's mayor said no one was injured in the storm, which tore the roof from a hotel and caused major damage to a bank and numerous homes. It narrowly missed an elementary school and a church daycare center packed with about 650 children between them, she added.
"We have a lot to be grateful for," Mayor Rosemary Aultman said. "It could have been a lot worse."
The storm also tossed cars on Interstate 20, Aultman said.
The tornado in Clinton was one of several reported Friday in Mississippi and Alabama that cut a wide path of destruction.
CNN affiliate WAPT in Jackson, Mississippi, showed video of the destroyed home of a teacher at Hinds Community College.
Several of her students were at the house, helping to clean and salvage what they could from the wreckage.
"I've never seen anything like this," said one student. "My heart dropped because it hurt me to see my teacher's home like this. ... I know it's hurting her, but she's being strong about it."
Numerous power poles were snapped in Jackson along the storm's path, leaving more than 23,400 customers without power, utility company Entergy Mississippi said.
In Alabama, tens of thousands of fans gathered for a weekend of races at the Talladega Superspeedway, which had been under a tornado watch until 9 p.m. Friday
Some 30,000 people camped out, some in tents, on the infield of the speedway, said Steve Dover, spokesman for the Talladega County Emergency Management Agency. Thousands more were seated in the grandstands, he said.
By Saturday, the severe weather had relented, allowing the Superspeedway to open its gates to waiting fans, according to Talladega spokeswoman Hannah Kinderknechd.
A tornado watch remained in effect until 9 p.m. Saturday for eastern North Carolina.
The storms were the latest in a round of severe weather that has hit parts of the Midwest and South since Thursday.
They left a trail of downed trees and power lines, scattered cars and crushed homes as it moved east.
CNN's Ed Payne, Rick Martin and Leslie Tripp contributed to this report


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In at least one little corner of the world, the fight for green taxis is over. In the environmental mecca of San Francisco, 85 percent of all taxis are hybrids, seven to eight percent run on compressed natural gas, and another eight percent are conventional vans that offer wheelchair accessibility.
Paul Gillespie founded LowCarbonTaxis.org and the California Clean Cab Partnership, and served as president of San Francisco's taxi commission until 2009. A taxi driver himself, it's safe to say he knows green cabs. Gillespie says his experiences during the 1973 oil embargo are what led him to the pursuit of more environmentally friendly options for the taxi fleet.
"My main focus is cutting greenhouse gas emissions in half by replacing all the gas-guzzling Ford Crown Victorias with efficient hybrids," he told me.
That work is well underway. The cleaner taxis alone have already reduced San Francisco's greenhouse gas emissions by more than 20 percent below 1990 levels and more than 50 percent below 2005 levels in three years, Gillespie says. That's a cut of more than 50,000 tons of carbon dioxide, which is actually greater than the 40,000 tons saved by the city's other efforts, which include a high-efficiency lighting program, solar panels on the Moscone Center and weatherization efforts.
The climate progress isn't just a fringe benefit, it's the law. As an unpaid taxi commissioner in 2008, Gillespie wrote the law that required greenhouse reductions of 20 percent below 1990 levels by this year. "This is more significant than it sounds since our fleet size has more than doubled since 2008," he said.
Look at those numbers! The taxi fleet emitted 70,000 tons in 1990, and 110,000 tons in 2008. But it's only 41,000 tons in 2012. "We've doubled the size of the fleet and cut emissions in half, putting thousands of dollars in the pockets of hard-working cab drivers," Gillespie says. San Francisco's hybrid taxis weren't built with fare service in mind—they're regular cars, including the Toyota Prius, Ford Escape and Nissan Altima.
Gillespie says that Ford and Toyota were originally not convinced their cars would make good taxis. "Our fleet of Escape taxis, put into service in November of 2004, weeks after the vehicle appeared, took many at Ford by surprise," Gillespie says. "It wasn't until over a year later when Mayor Bloomberg went on the Today show with Bill Ford and said he was going to convert the fleet to hybrid that some credibility was established."
What's happening in San Francisco is quite a contrast to New York City, which has a large hybrid taxi fleet now (thanks to the enthusiastic support of Mayor Michael Bloomberg) but because of lawsuits is switching to Nissan's non-hybrid "Taxi of Tomorrow" (at right, in Manhattan).
As Gillespie points out, the NV200 isn't a hybrid, and there's only vague talk of an electric version appearing sometime down the road. Bloomberg is an enthusiastic hybrid backer, but his hand was forced by a series of unfortunate lawsuits that challenged the city's right to switch to an all-green fleet.
As the Harvard Law Review described it, the city lost a lawsuit contending that its right to set taxi policy was pre-empted by the federal Energy Policy and Conservation Act (ECA), which authorized the federal Corporate Average Fuel Economy (CAFE) rules. Those now require auto fleets to reach 54.5 mpg by 2025, but they don't let municipalities like New York set their own fuel economy rules. The same argument has been used—unsuccessfully—to challenge California's global warming law.
California won on something of a technicality, because it set climate emission rules, not fuel economy standards. The two have pretty much the same result (your fuel economy determines your CO2 emissions), but not legally. There haven't been any challenges to Gillespie's 2007 mandate, at least so far. Visitors to Boston, New York (left), Vancouver, Philadelphia and many other cities can see that hybrids are winning the battle for the streets, even in the absence of specific mandates. In the form of the Prius, they're also a mainstay in Tokyo.
Taxi drivers, and owners usually, just like saving all that fuel. And the cars have proven very dependable on the road, too, with some San Francisco cars hitting 300,000 miles on a single set of batteries. The hybrid taxi is here to stay.
Just for the hell of it, I've added this wild animated police car chase through the streets of San Francisco. And, yes, that is a taxi they're following (not a hybrid, I don't think):


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Danny DeVito is a 66-year-old Hollywood legend having a blast at Coachella this weekend. Is that so wrong? He's there every year! He should have his own stage. Not just any celebrity could turn so many tweeting hipsters into giddy paparazzi (well, that's not true), but still it's nice to see this particular icon embraced. Lots of Matilda-heads over in Indio. Like last year Devito's sporting an It's Always Sunny In Philadelphia cap and taking photos of his feet (it's a thing, look it up). There he is onstage with the Aquabats! Backstage with the Kills! In the photo pit for the Black Keys. Chilling with Har Mar Superstar/Robyn/Big Audio Dynamite. (Where's the love, Odd Future?) Check out our gallery of DeVito pics from the weekend, and stay tuned for more non-Devito Coachella coverage.
Last year:


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During this past Christmas season, I was shopping in a Florida music store. As I made my way to the exit with my bag-o-gift purchases, I heard an angry male voice from the back cut through the sound of general holiday cheer. "Your articles SUCK, man!" Really? It was the most joyous time of the year, yet those were the words that this gentleman chose to offer me. At first, I snickered as I walked out onto the sidewalk. "At least they're reading my stuff," I said to myself. As a published author, I'm certainly no stranger to criticism and I've developed thick skin since my first book arrived in stores in 2010. However, that particular comment offered me considerable food for thought.
What I find particularly disturbing in our country these days is that we're no longer able to share, respect, appreciate or even tolerate opposing points of view. From supporting our favorite professional sports teams to voicing our political perspectives to expressing personal faith, Americans now only seem to respond to those who have differing beliefs from their own with nastiness, name-calling and sometimes even violence. Hey, remember the "peace and love" rhetoric from the 1960s? Where's the kindness today? Where's the compassion, the connection, the understanding? Libs, conservatives, believers, non-believers, NFC, AFC, Gators, 'Noles, young, old, even Lady Gaga fans — I'm talking to everybody!
Simply put, I genuinely love people — even the guy who cut me off in the Starbucks parking lot the other day. I also respect opinions and beliefs that are different from mine. Since the inception of these political-based posts a few months ago, I've remained steadfast in my conviction NEVER to resort to mudslinging. And I'll further continue to encourage others to take the high road as well — although my pleas are certain to fall on many deaf ears.
I'd wager a bet that President Obama is actually a swell guy. He clearly loves his family and he is likely a blast to hang out with during the "big game." Hey, Barack — pass the guacamole, dude! However, given the political context of many of my recent posts, I will comment when I take issue with his job performance — which is quite often. But be sure that my insightful, lighthearted and (always) spot-on observations are never intended to be taken as personal, malicious or hurtful. This is, after all, an entertainment-based blog.
Yes, through my various recent writing endeavors, I've found even myself to be the target of name-calling and hate-speak — derisive comments to which I simply will not respond. But holy cow kids, if we can't all come together on some of this stuff, we won't have to fear Commies, boogiemen, or even another Bret Michaels reality show — we will simply destroy ourselves. In a wildly popular book that came out a few years ago, a very wise young man named Jesus was quoted as saying, "Every kingdom divided against itself will be ruined." Hmm. Food for thought indeed.
Now, go in peace. Go in love. Extend kindness and compassion to all. God bless America and remember… VOTE BACHMANN IN 2016!
-Christopher Long
(February 2012)


text:
Description of Course:
A study of selected themes in world literature. This course will serve as a prerequisite for all upper-division literature courses.
Required Texts:
Course Requirements/Evaluation Criteria:
© The University of
Texas at Dallas School of Arts and Humanities.
No part of this
website can be copied or reproduced without permisssion.


text:
Cholesterol and triglyceride tests are blood tests that
measure the total amount of fatty substances (cholesterol and
triglycerides) in the blood.
travels through the blood attached to a
protein. This cholesterol-protein package is called a
lipoprotein. Lipoprotein analysis (lipoprotein profile or lipid profile)
measures blood levels of
total cholesterol,
LDL cholesterol,
HDL cholesterol, and triglycerides.
Health Tools help you make wise health decisions or take action to improve your health.
Cholesterol and triglyceride testing is
Some health organizations recommend that everyone older than
age 20 be checked for
high cholesterol.1 Other organizations recommend cholesterol tests based on age and risk factors for heart disease.2
Talk to your doctor about when you should get a cholesterol test.
For more information, see When to Have a Cholesterol Test.
Preparation depends on the test. Ask
your doctor which test you are having. You may or may not have to fast. For example, you can get a total
cholesterol test or direct LDL test at any time, even if you recently had a
meal or a snack. But if you get a test that
measures LDL and HDL, you will fast for about 9 to 12 hours.
Many medicines may affect the results of this
test. Be sure to tell your doctor about all the nonprescription
and prescription medicines and herbs or natural substances you take.
Tell your doctor if you have had a test such as a thyroid or
bone scan that uses a radioactive substance within the last 7 days.
Talk to your doctor about any concerns you have regarding
the need for the test, its risks, how it will be done, or what the results will
mean. To help you understand the importance of this test, fill out the
medical test information form(What is a PDF document?).
The health professional taking a sample
of your blood will:
The blood sample is taken from a vein in
your arm. An elastic band is wrapped around your upper arm. It may feel tight.
You may feel nothing at all from the needle, or you may feel a quick sting or
There is very little chance of a problem from
having blood sample taken from a vein.
Cholesterol and triglyceride tests are
blood tests that measure the total amount of fatty substances (cholesterol and
triglycerides) in the blood.
Results are
usually available within 24 hours.
The values listed here are for adult cholesterol levels. Desirable cholesterol and triglyceride levels are slightly different for children and teens. For more information, see Cholesterol in Children and Teens.
Total cholesterol
Borderline high:
HDL cholesterol
High (desirable):
Low (undesirable):
LDL cholesterol
Near optimal:
Very high:
VLDL cholesterol
Many conditions can affect cholesterol and triglyceride
levels. Your doctor will talk with you about any abnormal results
that may be related to your other health problems.
Reasons you may not be able to
have the test or why the results may not be helpful include:
CitationsGrundy S, et al. (2002). Third Report of the National Cholesterol Education Program (NCEP) Expert Panel on Detection, Evaluation, and Treatment of High Blood Cholesterol in Adults (Adult Treatment Panel III) (NIH Publication No. 02–5215). Bethesda, MD: National
Institutes of Health. Also available online:
http://www.nhlbi.nih.gov/guidelines/cholesterol/atp3full.pdf.U.S. Preventive Services Task Force (2008). Screening for lipid disorders in adults. Available online: http://www.uspreventiveservicestaskforce.org/uspstf/uspschol.htm.Other Works ConsultedChernecky CC, Berger BJ (2008). Laboratory Tests and Diagnostic Procedures, 5th ed. St. Louis:
Saunders.Fischbach FT, Dunning MB III, eds. (2009).
Manual of Laboratory and Diagnostic Tests, 8th ed.
Philadelphia: Lippincott Williams and Wilkins.Grundy SM, et al. (2004). Implications of recent
clinical trials of the National Cholesterol Education Program Adult Treatment
Panel III Guidelines. Circulation, 110(2): 227–239.
[Erratum in Circulation, 110(6): 763.]Miller M, et al. (2011). Triglycerides and cardiovascular disease: A scientific statement from the American Heart Association. Circulation, 123(20): 2292–2333.
Next Section:
Previous Section:
Last Revised:
February 1, 2012
Healthwise Staff
Medical Review:
Rakesh K. Pai, MD, FACC - Cardiology, Electrophysiology & Carl Orringer, MD - Cardiology, Clinical Lipidology
This information does not replace the advice of a doctor. Healthwise, Incorporated disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use. How this information was developed to help you make better health decisions.
To learn more visit Healthwise.org
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text: Hey! I'm Bryony and welcome to The Cosy Home! I'm a lover of all things interior, food and style related and I'll be sharing my journey as a new homeowner on a mission to create a Pinterest worthy home that is desirable but attainable. Grab a coffee and make yourself comfortable!


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…For the Things God Has Done (con't)
So, here's how it went. I think a bulleted form will be easier to follow.
1. A few months ago, I received an e-mail from a lady (we'll call her "Daddy's Little Girl") looking for some help with researching her biological father's family from the Johnston County, North Carolina area. Apparently, her real father (we'll call him "Mr. C") died in an accidental drowning when she was only three months old.
2. "Daddy's Little Girl" only learned of "Mr. C" when she was in her early teens. Until then, she believed the man who she had always known as her father was her "real" father (we'll call this man "Mr. Saint").
3. After "Mr. C's" tragic death, "Mr. Saint" married "Mr. C's" widow and took in all five (yes, all five) of "Mr. C's" children and raised them as his own. Hence, the name, "Mr. Saint". It was only after the youngest, "Daddy's Little Girl", was old enough to really understand that their mother told them about their real father and his untimely death.
4. "Daddy's Little Girl" never knew any of "Mr. C's" people and wanted to try to find out what she could about them. I agreed to help. I was able to uncover a good little bit of information on the family dating back to the mid 1800's. From what I could gather, "Mr. C" only had one remaining living sibling, a sister, but I had no leads at all on whom she may have married or where she may have gone. I sent everything I found to "Daddy's Little Girl", gave her a few ideas on possible places to check for leads on the sister (her aunt), and wished her luck…promising, of course, to continue searching as well.
5. Last night I received an e-mail from a lady in Charleston, South Carolina. She had just run across wemightbekin the night before and was bowled over with all of the information she was finding there. Anywho, "Charleston" goes on to tell me about an old cemetery she had just visited in Johnston County last month while looking for her great-great-grandmother's grave. The e-mail was rather lengthy and chocked full of great info about her "bonecollecting" and the line she has been researching for years. She was so kind as to include four wonderful photographs she took of headstones in that cemetery that relate to that line.
6. I scanned down the e-mail to the list of attachments and absolutely lost my breath. Lost. My. Breath.
7. Attachment #2 was a fabulous shot of "Mr. C's" headstone! Oh. My. God.
8. I shot up out of my chair and sent it hurtling backwards across the floor as I yelled up to the Heavens, "You did it again, didn't you? I love it when you do this stuff!" There I was…laughing and yelling and goose bumps popping up all over me…I had to be a sight to see. I guess it was a good thing the pups were outside at the time.
9. I immediately sent an e-mail out to "Daddy's Little Girl" asking her to call me at home but not giving her any details. I also tracked down a phone number for her brother in Angier and left a message for her on his voice mail as well. Then, I waited.
10. She called less than an hour later and, let me tell you, God got ALL of the glory! She was so very excited. She remembered her mother taking them all to the little tucked away family cemetery when they were first told about "Mr. C" but he didn't have a headstone then because of financial reasons. She had never been back and did not even know that a stone had since been placed there. "Mr. C" left this world 46 years ago and last night it felt like he was reunited with his little girl.
How cool is that?


text:
Dec. 17, 1942 – June 18, 2013
Samuel R. Jempson, a retired Buffalo News district manager and a former officer with the Buffalo Newspaper Guild, died Tuesday. He was 70.
Born and raised in Buffalo, Mr. Jempson worked as a district manager at the Buffalo Courier-Express before leaving for The News, where he spent 38 years.
While at The News, Mr. Jempson was active in the Newspaper Guild, the union representing district managers, reporters, editors and others. He served on the union's Executive Committee and several bargaining committees and rose to the office of unit chairman.
"Sam was never in it for himself," said Dave Irwin, a close friend and fellow union member. "He was in it for the working people. He didn't care who you were or what job you held. He worked on behalf of everyone."
Mr. Jempson also was a charter member in the mid-1970s of Buffalo Neighbhorhood Housing, a group dedicated to revitalizing the city, and was active in forming the original Taste of Buffalo on Bailey Avenue.
Known for his trademark goodbye, "Have a Happy," and his large adopted family, he was always the first one to offer a helping hand to anyone in need.
"If just one person benefited from what he did, he thought it was worth it all," said Dennis Jempson, one of his many nephews and nieces. "Why does anyone do stuff like that? He just thought it was the right thing to do."
A graduate of Seneca Vocational High School, Mr. Jempson went on to the Simmons School of Embalming and Mortuary Science in Syracuse.
After school, he worked at E.J. Meyer Memorial Hospital in Buffalo and the Sieck and Mast Funeral Home in West Seneca.
A Mass of Christian Burial will be offered at 10 a.m. Saturday in Annunciation Catholic Church, 7580 Clinton St., Elma.


text:
2010 International Sculpture Conference
What is Sculpture in the 21st Century?
Back to past conferences
Click here to view the London conference webpages.
Watch bronze pour video below:
Click here to watch on Vimeo.
Highlights included keynote addresses by Antony Gormley, Peter Noever, and Lucy Orta; an international roster of 32 presenters featured in eight unique and thought-provoking panel discussions held at the state-of-the-art Kings Place; an opening reception at Tate Modern with free admission to two special exhibitions; free admission to Tate Britain's Henry Moore Exhibition; and daily ArtSlam sessions. Other activities included workshop demonstrations at Chelsea College of Art & Design, featuring two bronze pours, a gallery hop, a private preview of Anthony Caro's new works at the Annely Juda Fine Art Gallery, and pre-conference tours.
Of the 250 attendees, 50% were from Canada and U.S., 31% were from the U.K., and 19% came from other countries around the world. Thanks to generous donations from event sponsors, the ISC was able to offer 54 students discounted admission to the conference, where students comprised an outstanding 20% of the overall attendance.
We want to thank everyone who joined us in London. We also want to give a special thanks to the many sponsors whose contributions enabled us to offer such an inclusive conference, including Chelsea College of Art & Design, Kanter Family Foundation, Nadine Witkin / Estate of Isaac Witkin, Tate, National Gallery, Alan Gibbs, Gallery Kasahara, and Sir Anthony Caro. And many thanks to our collaborating partner, University of the Arts London under the direction of Chris Wainwright and his wonderful staff.
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EFA eigenvalues
Mplus Discussion
Exploratory Factor Analysis
Bill Roberts
posted on Thursday, September 05, 2002 - 10:02 am
I have a question about the eigenvalues for EFA in Mplus. Using maximum likelihood for EFA in Mplus I get 12 eigenvalues GE 1 that are all positive. The eigenvalues ranged from .35 to 6.379 for the 45 Likert-type items in the analysis. I compared these results with the same items and the same analysis using sas. Eigenvalues from sas ranged from -.46 to 9.25 with 6 eigenvalues GE 1. If I use the typical cut-off of for an eigenvalue GE 1 to explore the underlying dimensionality of the items, sas would indicate 6 factors and Mplus would indicate 12. I compared the rotated promax factor pattern matrix between sas and Mplus for six factors and found that they are similar with minor differences that is probably due to rounding. I tried to run EFA in Mplus with 12 factors and ran into a convergence problem. How should I interpret the eigenvalues given by Mplus?
posted on Thursday, September 05, 2002 - 5:37 pm
If SAS and Mplus have eigenvalue differences, I would assume that they are not computed for the same matrix. Assuming that your outcomes are continuous variables, the eigenvalues should all be positive. Perhaps SAS handles any missing data differently in this run, e.g. using pair-wise present data which could lead to negative eigenvalues. Another reason for differences in the matrix used for eigenvalue computation is if an iterated principal factor method has been used in SAS so that the sample matrix is not used, but a sample matrix that has an adjusted diagonal. Mplus consider the eigenvalues for the sample correlation matrix. The Mplus eigenvalues GE 1 can be used to guide in determining the number of factors, but such a guide is a very rough one - a somewhat less rough guide is to use the scree approach.
Bill Roberts
posted on Friday, September 06, 2002 - 8:06 am
Thank you for discussing reasons that could account for differences in the eigenvalues. I am fairly certain that I can rule out pair-wise deletion of missing cases. According to the sas documentation, missing cases are deleted listwise by default. The sample size is the same in both programs. The simple descriptive statistics and correlation matrix look nearly identical. Perhaps sas uses a different matrix to compute the eigenvalues, as you suggested.
posted on Friday, September 06, 2002 - 1:45 pm
Which factor extraction method in SAS is being used?
Bill Roberts
posted on Friday, September 06, 2002 - 2:08 pm
The method for proc factor is set to maximum likelihood and rotation is set to promax.
Bengt O. Muthen
posted on Friday, September 06, 2002 - 2:30 pm
They must be doing something to the correlation matrix otherwise no eigenvalue would be negative because when a correlation matrix is computed from listwise present data the correlation matrix is positive definite.
Bill Roberts
posted on Monday, September 09, 2002 - 2:55 pm
I am finding that by default, SAS sets prior commonalties for each variable to its squared multiple correlation with other variables in the analysis when the method is maximum likelihood. After taking a closer look at the SAS output, I see that the cumulative variance exceeds 100 percent, at which point, the eigenvalues become negative bringing the cumulative variance back to 100 percent. If, however, the priors option is set to one for method = maximum likelihood all eigenvalues are positive. When squared multiple correlations are inserted along the diagonal of the correlation matrix, then the total variance to be decomposed into factors is less than the number of variables. Eigenvalues using principal components as the method of analysis in SAS were identical to what I am finding in the Mplus output using maximum likelihood as the estimator. Is there a way to specify EFA in Mplus using maximum likelihood and insert squared multiple correlations along the diagonal of the correlation matrix using nonsummary data?
posted on Monday, September 09, 2002 - 6:28 pm
The answer is no, and I can't see the need for it in terms of model estimation. The adjustments to the diagonal are connected with either descriptive purposes - getting a picture of relevant eigenvalues to guide in choosing number of factors - or are part of simpler estimation methods such as principal factoring. You can get Mplus to give such eigenvalues if you input an adjusted correlation matrix. But to get maximum-likelihood estimation from a correlation matrix, you don't want to adjust the diagonal of the correlation matrix.
Just a few more words on this. Mplus computes eigenvalues just like in principal component analysis (keeping the diagonal elements as they are - here 1). You can use such eigenvalues to descriptively guide you in choosing the number of factors. The idea of adjusting the diagonal is that this perhaps makes the resulting matrix more closely approximate Lambda*Psi*Lambda' in
Sigma = Lambda*Psi*Lambda' + Theta,
where the eigenvalues shed light on the rank (number of factors) of Lambda*Psi*Lambda'.
Hervé CACI
posted on Thursday, August 07, 2003 - 2:41 am
Bengt & Linda,
I'm using WLSMV with 4-point Likert like item scores (Mplus 2.01). I understand that I can use other estimators as well.
I'm puzzled by the fact that Mplus outputs a different item correlation matrix as the number of factors extracted grows. I would rather assume that the correlation matrix remained unchanged, because the eigenvalues of this matrix are a guide to the number of factors to extract/rotate.
Also, I'd like to know on which correlation matrix are computed the eigenvalues ? The first printed out, or some hidden matrix ?
What am I missing ?
Thank you in advance.
Linda K. Muthen
posted on Thursday, August 07, 2003 - 6:46 am
The correlation matrices printed are model estimated and then after that the residuals are printed. The residuals are the model estimated minus the observed values. As the model changes, that is, as more factors are extracted, the model estimated values will change. The eigenvalues are based on the observed correlation matrix.
posted on Tuesday, August 24, 2004 - 9:53 am
I am wondering how to correctly define an EFA using continuous variables using MPLUS (for write up). Since ones are placed on the diagonal is this analysis really a principal components analysis or a factor analysis with principal component extraction method? To my understanding there should not be residual variances for manifest variables using PCA. Is this correct?
Linda K. Muthen
posted on Tuesday, August 24, 2004 - 10:25 am
It is a factor analysis using a maximum likelihood or unweighted least squares estimator. It does not use the principal components estimator.
posted on Wednesday, October 19, 2005 - 12:02 pm
Hi Linda,
I have a similar question to the one posed above. How would one describe an EFA using categorical variables using MpLUS (for write up)? Would it be correct to write, "a factor analysis using WLSMV estimator and promax rotation?" What would you write about the extraction method?
Linda K. Muthen
posted on Wednesday, October 19, 2005 - 3:04 pm
Mplus does promax and varimax rotations. And the factor extraction method is the estimator, so if you are using WLSMV, it would be weighted least squares.
James J. Prisciandaro
posted on Friday, September 01, 2006 - 12:46 pm
Hi Dr.s Muthen,
In EFA, Mplus outputs eigenvalues from the sample correlation matrix (i.e., with 1's on the diagonal) that can be used to determine the number of factors to retain (e.g., using scree plot, parallel analysis). However, some researchers have argued that when one is conducting an EFA, it may be more accurate to use eigenvalues from the reduced correlation matrix (e.g., with communalities on the diagonal) to determine the number of factors to retain. I was hoping you could explain to me how to obtain these latter eigenvalues in MPlus. In particular, how to do so in the context of my current research situation: EFA with binary data (WLSMV estimation; data are weighted).
Jim Prisciandaro
Bengt O. Muthen
posted on Monday, September 04, 2006 - 4:13 pm
Mplus does not produce eigenvalues for a reduced correlation matrix. I use a scree plot of eigenvalues for the unadjusted sample correlation matrix. Same with binary items and sampling weights.
Julia Diemer
posted on Thursday, May 03, 2007 - 11:37 pm
Just a quick question: Is there a way of doing a parallel analysis (Horn) for determining the number of factors to extract in EFA with Mplus?
Thanks in advance,
Julia Diemer
Linda K. Muthen
posted on Friday, May 04, 2007 - 7:11 am
I am not familiar with this method and it certainly isn't directly implemented in Mplus. I am not sure if it could be done in Mplus using the Monte Carlo simulation features however.
Xuan Huang
posted on Friday, June 08, 2007 - 3:05 pm
Dear professors,
I conducted EFA with eight 7-point scale items. I treated these variables as categorical and used wlsmv as estimator. I got 1 eigenvalue larger than 1 which is 5.419. All other eigenvalues range from .149 to .610. The eigenvalue indicates one-factor model may be good.
Here are my results:
One-factor: �2(14)=109.876, P=0.0000, RMSEA=.154, RMSR=.0469;
Two-factor: �2(10)=47.601, P=0.0000, RMSEA=.114, RMSR=.0280;
Three-factor: �2(6)=21.236, P=0.0017, RMSEA=.094, RMSR=.0165;
Four-factor: �2(2)=4.803, P=.0906, RMSEA=.07, RMSR=.009, one residual variance is negative;
I am confused how to interpret the eigenvalue. It indicates one-factor model but one-factor model has large RMSEA value and significant �2.
Could you give me some hints on the inconsistency between what eigenvalue suggests and what the model fix index suggests?
Thank you very much!
Linda K. Muthen
posted on Friday, June 08, 2007 - 3:17 pm
When these eight items were developed, for how many dimensions were they developed?
Xuan Huang
posted on Friday, June 08, 2007 - 3:40 pm
Thanks for your reply. The eight items were development to measure one dimesnion:
parental warmth.
Linda K. Muthen
posted on Friday, June 08, 2007 - 4:20 pm
In view of that, the eigenvalues, and the RMSR, I would conclude one factor. I would, however, look at the other factor solutions and see which items cross-load and think about if that is what you would expect. Some items may not be behaving properly.
QianLi Xue
posted on Wednesday, September 30, 2009 - 6:31 am
Hi, Linda,
Does MPLUS provide summary statistics for the amount or % of variance explained by each of the factors in EFA?
Bengt O. Muthen
posted on Wednesday, September 30, 2009 - 8:42 am
No, because amount of variance explained is not the focus of factor analysis, but rather of principal component analysis. Also, the percentages are well-defined only for orthogonal rotations such as Varimax, which may not be an optimal rotation method. In the case of orthogonal rotation, you can compute the percentages yourself by summing the squared loadings in a column.
Helen Skerman
posted on Wednesday, September 07, 2011 - 10:11 pm
In an EFA of categroical variables, I have negative eigenvalues for 2 of the 32 variables. Is the solution inadmissable? Can this be ignored or should I make some adjustment such as eliminating some low frequency variables? I tried "LISTWISE=ON", but this made no difference. Any other suggestions would be appreciated.
Bengt O. Muthen
posted on Thursday, September 08, 2011 - 7:20 am
I think this is ignorable. With categorical variables and WLSMV, you work with tetrachoric and polychoric correlations which are computed for pairs of variables at a time and therefore can produce a non-positive definite sample correlation matrix - which has some negative eigenvalues. You can still get a pos-def model-estimated correlation matrix. If the model fits well to this sample correlation matrix, you can view the situation as the non-pos def sample correlation matrix was not "significantly non-pos def." There have been ideas in the literature about deleting the eigenvalues and eigenvectors for the negative eigenvalues and recreating the sample correlation matrix this way, smoothing it, and then fitting the model, but I am not sure that is an important improvement.
If you use ML instead, this issue does not come up because ML does not fit the model to those sample correlations.
Lisa M. Yarnell
posted on Tuesday, November 29, 2011 - 7:40 pm
Hello. When one is choosing among EFA factor solutions using criteria such as the Scree plot and overall model fit, is it true that when you pick a greater number of factors to be extracted, there is necessarily better fit (according to CFI, TLI, and RMSEA)? Or can it sometimes occur that higher numbers of factors extracted can actually result in a more poorly-fitting model than when fewer factors are extracted? Thanks.
Linda K. Muthen
posted on Wednesday, November 30, 2011 - 9:27 am
Chi-square will improve but I don't necessarily think that would hold with CFI, TLI, and RMSEA. Note that there is a maximum number of factors that can be extracted from a set of indicators. Also, you can get negative residual variances which make the solution inadmissible.
Tracy Waasdorp
posted on Thursday, March 01, 2012 - 7:11 am
In an EFA, what is the equation used to calculate the eigenvalues for ML?
Thank you
Linda K. Muthen
posted on Thursday, March 01, 2012 - 8:01 am
It is the regular algorithm of an eigenvalue of a vector. Try Googling eigenvalue.
emmanuel bofah
posted on Monday, September 24, 2012 - 11:48 am
which example in chapter 4 can save the eigenvalues so i can use O�Connor
(2000) macros to generate the random variables eigenvalues. Is a process recommended by the recent paper Hancock, G. R., & Mueller, R. O. (Eds.). (2013). Structural equation modeling: A second
course (2nd ed.). Charlotte, NC: Information Age Publishing, Inc. supplementary.
Linda K. Muthen
posted on Monday, September 24, 2012 - 12:04 pm
The eigenvalues are printed in the output. They are not saved. This test will be in Version 7 using the PARALLEL option.
posted on Tuesday, October 15, 2013 - 11:00 am
I just installed Mplus version 7.11 yesterday. It runs well with regular SEM analyses. I wanted to perform a Parallel Analysis to determine the optimum number of factors in an exploratory factor analysis. I used the syntax below, but it's been running since yesterday evening till now for 15 hours, and it's still running with no output available yet. I am wondering whether I made a mistake in the syntax. Why is it taking so long?
NAMES ARE sex age race y1-y50;
USEVARIABLES ARE y1-y50;
MISSING IS all (-99);
could you please let me know whether this is the correct syntax to run a Parallel Analysis?
Thanks so much!
Linda K. Muthen
posted on Tuesday, October 15, 2013 - 11:13 am
You are asking for 50 factor solutions with 1000 random data sets for each of the 50 solutions. I would imagine that could take some time and you have 50 items. The problem is most likely that you are trying to extract too many factors and are getting negative residual variances which could cause slow convergence. I would choose a range of factors related to the number of factors for which the data were developed. For example, if the fifty items should contain four factors, I would perhaps ask for solutions from 1 to 6 or 2 to 6.
posted on Thursday, January 28, 2016 - 12:13 pm
I ran a categorical EFA and I am finding a mismatch between what the eigenvalues are saying as to the number of factors but am getting poor model fit statistics. For example, I may have 1 or 2 factors above 1 using the eigenvalues and factor loadings look okay, but they have significant chi square and poor or mixed model fit (RMSEA, CFI, TLI). If I go to the factors that have good or better model fit, then I'm choosing the factors with low eigenvalues. Do you have any suggestions as to why this happens and if there is anything I can try to attend to this issue? Should I ignore one set of statistics vs another? This is an EFA of a scale that hadn't been previously validated or had been modified so not tied to any specific number of factors.
Bengt O. Muthen
posted on Thursday, January 28, 2016 - 6:20 pm
Eigenvalues is more of a descriptive device not a model-testing device. It is not uncommon that they disagree with chi-square testing. I would use the usual fit statistics.
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Kitchen Functionality: A Guide to 5 Popular Styles of Kitchen Islands
The dream kitchen of every chef has a U-shaped kitchen island. The three corner walls of cabinetry with its appliances are more than enough to radically improve the efficiency and functionality of any kitchen.Read more
Choosing exterior shutters for your home
Adding shutters to your home is a great way to increase value, security, privacy, and curb appeal. They're stylish and low maintenance, and there are plenty to choose from. The two main types of exterior shutters are plantation shutters and roller shutters.Read more
Building inspection - why do you need one?
What is a Building Inspection? A building inspection is an examination by qualified professionals which identifies faults and hazards in a property. These can include anything from maintenance and safety issues to serious structural faults or damage. Often the problems identified are not immediately visible or apparent to the untrained eye. Special equipment may be used to gather more information. After the inspection, a report is provided which details the issues. This allows home owners and potential buyers to make informed decisions.Read more
Home heating options in a nutshell
There are several options when it comes to heating your home, and the right choice will depend on your individual circumstances. Before you even consider which type of heating system will be right for you, consider how you can make your home more efficient at retaining heat. Overlooking this step could cost you dearly in the long run, resulting in the need for a more powerful heater which perpetually struggles against cold draughts and escaping heat.Read more
Making the most of your pool area
Swimming pools are often the focal points of modern landscape designs. However the areas around them are often overlooked and neglected when it comes to maximising the potential of our backyards.Read more
The Elegance of Glass Pool Fencing
When it comes to pool fencing there is nothing more aesthetically pleasing than glass. A glass pool fence provides an uninterrupted view not only of the pool itself but of the garden, landscaping or view surrounding the pool.Read more


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Political Science Major
Program Description
The major in Political Science leads to the Bachelor of Arts Degree. Political scientists study government at all stages in their development, the process by which political decisions are made and various matters that affect government behavior. The specific subfields of the discipline include American government and politics, comparative government and politics, international relations, political theory, public law, and public administration. Students majoring in the program have traditionally pursued careers in law, business, teaching, journalism, and government. The study of Political Science is of value in that all persons need an understanding of the political system which governs their lives. More than minimal knowledge of political systems, however is required for those who would be employed by them. The law and public administration, for example are creatures of government and politics. The thirty hour course requirement in the major program permits the students the flexibility to obtain a second major or minor in the other areas of personal and professional interest. Students majoring in Political Science and Legal Assistant Studies are able to gain work experience related to their major through the VSU Co-op Program. Such experience may prove valuable in terms of career exploration, acquisition of new skills, and career development. Students seeking more information should contact their academic advisors or the Office of Cooperative Education at (229) 333-7172.
Degree Planning
To help with Degree Planning students are encouraged to review the Department's Five-Year Course rotation. In addition, for other questions students can contact our advisor Kyle Rudrow. Any other questions can be directed toward the Department of Political Science at (229) 333-5771.
Selected Outcomes
Examples of desired outcomes within the major of Political Science includes the following:
1. Political science majors will possess the requisite knowledge of the American Political System, including an understanding of the structure and process of the federal, state, and local governments, enabling them to become informed and responsible citizens.
2. Political science majors will demonstrate knowledge of computer concepts and terminology, enabling them to use at least two software tools, such as word processors, spread sheets, database management systems, or statistical packages.
3. Political science majors will be skilled in inquiry, logical reasoning, and critical analysis, enabling arguments, synthesize facts and information, and offer logical arguments leading to creative solutions to problems
4. Political science majors will recognize and understand issues in applied ethics. They will understand their own value systems in relation to other value systems.
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Denying the vote
From San Luis Obispo Tribune | 10/24/2006 | Advocates fight for a stamp of approval:
Officials say the California elections code requires people who are unable to write their signature to make a mark in front of a witness.
But . . . members of People First of SLO, a self-advocacy organization for people with disabilities, say their stamps are their personal signatures.
A mark such as an X indicates they are illiterate, they say, and requiring a witness impairs their ability to vote privately and independently, as required by the Help America Vote Act of 2002.
So they are fighting at the state level to see the elections code changed to allow for their disabilities.
Amazing that in 2006 this kind of battle would have to be waged at all.
Read the entire story here.


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Tomorrow night (October 17) brings an American Cancer Society Relay for Life fundraiser to Redlands.
The event will take place from 4 to 9 p.m. at Famous Dave's BBQ, 27500 W. Lugonia Ave.
When you present this flier when you dine during that time, up to 20% of your bill will be donated to the American Cancer Society.
Alcoholic beverages, tip and tax are not included in that total.
Click here for more information.