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I am sure by now you have read parts one and two of this series. If not, you might consider reading those before moving on to this post. Go on, we'll wait for you (we are knitters & crocheters…we always have something to keep our hands busy while waiting).
In today's post we are going to talk about the part of gauge swatching that confuses the best of us – how to adjust your needle/hook size to get your required gauge.
For the first example, I am going to talk about what to do if your gauge is too small. Let's say you are working with a pattern using Kumara and it calls for 4.5 stitches to an inch. However, your swatch is telling you that you are getting 5 stitches to an inch. In this case you will want to make your stitches bigger, so you will want to use a bigger needle/hook.
On the other hand if you are working the same pattern and instead on 4.5 stitches you are getting 4 stitches per inch, you will want to make your stitches smaller. And therefore use a smaller needle/hook.
When adjusting your gauge and trying different size needles, keep in mind that a small change will make a big difference. In this instance, I would go up only one needle size when working the next gauge swatch. If for some reason you are really off (at least a stitch or more per inch), you might try jumping up/down a few needle/hook sizes.
Also keep in mind that you will want to repeat the whole process outlined in the second post in this series. I know knitters who work several swatches before washing them, so they can figure out which needle to use in one swoop. If you do this, PLEASE make sure to tag each swatch as you work it. How angry at yourself would you be if you had to repeat the process because you lost track of which swatch you made with the US 7s and which one you made with the US 8s? One good way to do that is to tie knots onto the tail of your cast on the correlates with your needle size. Another way is to work some YO, K2tog on the first row of your swatch - so if you are using a size 7, you will have 7 holes on the bottom of the swatch.
I know that this process can seem really bothersome...believe me I know. I personally am a product knitter and have been known to rip apart sweaters that I had not only finished knitting, but had also sewn together, because it didn't fit me right. Nine times out of ten it is because I didn't take the time in the beginning to do a proper gauge swatch. I had no one to blame but myself and I hope I can save you some of the same frustration.
Now that you finally have a proper gauge…
Knit on!


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Harris also has a fairly thorough, if fairly typical, overview of Vipassana meditation (the link is below). The two guided meditations are in the Vipassana (mindfulness) style, and appropriately, Sam focusses on the the arising and passing away of the self. While that may sound a little odd to some, he seems to be a very down to earth guy.
The meditations can be found here: The Mirror of Mindfulness.
I wrote an article on meditation two years ago, and since then many readers have asked for further guidance on how to practice. As I said in my original post, I generally recommend a method called vipassana in which one cultivates a form of attention widely known as "mindfulness." There is nothing spooky or irrational about mindfulness, and the literature on its psychological benefits is now substantial. Mindfulness is simply a state of clear, nonjudgmental, and nondiscursive attention to the contents of consciousness, whether pleasant or unpleasant. Developing this quality of mind has been shown to reduce pain, anxiety, and depression; improve cognitive function; and even produce changes in gray matter density in regions of the brain related to learning and memory, emotional regulation, and self-awareness. I will cover the relevant philosophy and science in my next book Waking Up: A Guide to Spirituality Without Religion, but in the meantime, I have produced two guided meditations (9 minutes and 26 minutes) for those of you who would like to get started with the practice. Please feel free to share them.

subset: commoncrawl


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|Sherman Parks Jr. was more than just a fine local athlete, he was a member of the board of Topeka Public Schools from 1988 to 1995, serving as its president during 1992-93. His leadership is credited with bringing interscholastic baseball back to the Topeka Public Schools after the programs had disappeared in the late 50s.
|Topeka High School grads from the 1920s to the 1960s are quite familiar with "Buck" Weaver and D.L. "Heavy" Erwin – famed educators and coaches who left indelible marks on their students. The two were contemporaries, first as coach and athlete, later as administrator and coach. They were good friends and their names will be forever linked as two of the greatest influences on Topeka sports.
|As soccer gains popularity, Hummer Sports Park has hosted the North Carolina Women's season opener, the Kansas High School Boys' & Girls' State Championships and the National Junior College Athletic Association national and regional soccer championships. Hummer's state-of-the-sport soccer complex with seating for 2,000, AstroPlay surface and press box is the perfect place to enjoy your next match.
|When it comes to the best amateur softball, Topeka has historically ranked as one of the leading centers for the sport in the Midwest. Hummer Sports Park continues to prove there's nothing soft about these able competitors. Fast pitch, fast paced and always a spectator favorite - Hummer's softball season is the best there is. Come on out!
|The Capitol Federal Natatorium swimming facility is our crown jewel. A heated, 50-meter Olympic-size pool with a movable bulkhead (2 pools in one with a dual scoreboard) and seating for 1,000 avid swim fans – it doesn't get any better than this. Add an exercise facility, a 4-lane warm-up/cool-down pool, 2 restroom/changing rooms and a competitive scoring/timing area and you have it all. Jump in!
|Hummer Sports Park has everything on an Olympic hopefuls' dream list including an 8-lane polyurethane track with Lynx timing, steeple chase, shot put, discuss, javelin, hammer, pole vault and long, high and triple jump facilities. (Whew!) Seating for 6000 cheering fans, dual team locker rooms with showers, training rooms and coach offices – there is no better place to experience track & field. Come on out and enjoy!
• Click here for more info!
• Click here for the swim calendar!
Click here for swim lesson Brochure
Due to Covid-19 restrictions and for the safety of our patrons, the Natatorium will not be running swim lessons for the 2020 summer.


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Inspired by some of the coolest football shirts in World Cup history. Campo continues to focus on iconic style and the Spain shirt as part of the Brasil 14 collection is no exception.
Think Mexico '70 and the debut of those Iconic Mesh shirts originally designed to help players cope with intense mid day heat. The result was an Iconic style that broke the mould. For the first time not only did players and their shirts look cool, they were cool. Campo has adopted the Iconic Mesh for their Brasil 14 collection.
A Hand Crafted Victory Crest exclusively designed by Campo combining influences from the Jules Rimet Trophy, World Cup winners medals and Christ The Redeemer,Rio De Janeiro, specifically created to uniquely embellish this very special shirt. The Victory Crest is beautifully embroidered in a gold thread to reflect past tournament victories and adorns the left chest of the shirt that is completed with a tonal Campo brand logo carefully positioned on the right chest.


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Academic Standards and Regulations - All
Students are personally responsible to review the academic rules and regulations. If students have questions about particular regulations, they should contact their advisor in either the Office of University Advising or their academic dean's office for clarification.
Communication from Academic Deans
Official notices may be presented to students through the deans' bulletin boards, website, or via Loyola e-mail. Students are individually responsible for this information and should check their college's board and e-mail regularly.
Students with Disabilities
At times, students with disabilities may wish to avail themselves of the University's ancillary services. Students who would like accommodations at the University need to contact the Coordinator of Services for Students with Disabilities. Contact information is available at www.luc.edu/depts/lac/disabilities.
Final Examinations
Final examinations are given during the scheduled examination period in each session. Students are expected to take no more than three final examinations in one day. Tests or examinations may be given during the semester or summer sessions as often as deemed advisable by the instructor. Students who miss a final examination should contact their instructor.
The Grading System
Credit Hour Defined
The credit hour, sometimes called the semester hour, is the standard for computing the amount of a student's scholastic work. A credit hour is normally defined as one lecture, recitation, or other class exercise of 50 minutes per week per semester. Two 50 minute periods of laboratory or studio work are frequently equivalent to one credit hour. Three or four 50-minute periods of clinical or fieldwork in some areas are equivalent to one credit hour.
Earned credit hours are those that a student receives by successfully passing a course. Attempted credit hours indicate the amount of work the student attempted without reference to grades received. The hours for any course with a final grade other than "W" (withdrawal) or "AU" (audit) are included in attempted credit hours. Attempted credit hours (with the exception of pass no pass courses) are used in computing a student's scholastic average or standing.
Grades and Credit Points
Letter grades and plus/minus indicators (suffixes) are used by instructors to indicate a student's quality of achievement in a given academic course. The letter grades A, A-, B+, B, B-, C+, C, C-, D+, D, F, WF are assigned the following credit points for purposes of grade point average (GPA) calculations: A = 4.0; A- = 3.67; B+ = 3.33; B = 3.00; B- = 2.67; C+ = 2.33; C = 2.00; C- = 1.67; D+ = 1.33; D = 1.00; F = 0; WF = 0.
A student taking an elective course "pass/no pass" must receive a grade of C- or higher in order to earn a passing grade (P) for the course. Credit hours for which the student earns a grade of "P" will count toward graduation, but there is no grade computed in the grade point average. A student who receives a grade of D+ or lower in a course taken on the Pass-No Pass Option (see below) will receive a non-passing grade of "NP." Credit hours for which the student earns a grade of "NP" will not count toward graduation, and the grade will not be computed in the grade point average.
A grade of "W" indicates official withdrawal from a course with permission of the student's dean through the allowed withdrawal period (see academic calendar for dates). The grade "W" is not counted in computation of academic standing as either attempted or earned credit hours, nor calculated in the grade point average. A grade of "WF" indicates withdrawal from a class without proper authorization at any time and is also assigned for withdrawal after the approval deadline (see academic calendar for dates). A course with "WF" is counted as attempted credit hours in the computation of academic standing and is calculated as "F" (0 credit points) in the grade point average.
A grade of "I" indicates the course is still incomplete. "I" grades are assigned by the student's instructor and must be removed within six weeks of the start of the subsequent term; otherwise the incomplete is converted into a "F" grade.
NR: The notation of "NR" is assigned in instances where the student is registered at Loyola but never attended the course in question and never completed any work for the course.
Quality Points Defined
Quality points are determined by multiplying letter grade credit point value by the credit hours of a course. If a student earns the grade of "A" in a 3-credit hour course, he or she has earned a total of 12 quality points for the course (4 credit points for the "A" multiplied by 3 credit hours for the course). A student who earns a "B+" for a three credit-hour course, therefore, earns a total of 9.99 quality points for the course. Courses in which "F" or "WF" is earned are counted in the total attempted credit hours and receive zero quality hours.
Pass No-Pass Option
The primary objective of the pass no-pass option is to encourage students in good standing to explore and experiment in academic areas outside their major or minor field. Students should be aware that the appearance of "P" and "NP" grades on their transcripts may have an adverse effect on changing their major or minor curriculum, transferring to other schools, and acceptance by graduate or professional schools. The following conditions govern this option:
- This option is available to a junior or senior student in good standing who has satisfied the course prerequisites (or has the written permission of the course instructor). First year students and sophomores may take certain physical education and military science courses under the pass-fail option with permission of their academic dean or the Director of University Advising.
- A maximum of twelve credit hours may be taken under the pass fail option during a student's undergraduate career; the credits will be included in the total number of hours earned toward graduation, but will not enter into the computation of cumulative grade point average. A student may take a maximum of two courses under this option in any academic term. Grades of "P" for advanced placement courses that are accepted as transfer credit are not included in the 12-credit-hour total.
- Only electives can be taken under the pass no-pass option. Permission will not be given for core, major or minor course requirements.
- The grades of "P" and "NP" will appear on the official record of the student's work taken at Loyola University, and may not be converted to any other grade. In the case of a change in a major or minor, the utilization of a course in which the student has already received a grade of "P" toward the requirements of the new major or minor will be at the discretion of the department concerned.
- The pass no-pass option may be selected by a student only during the first two weeks of the semester or the first week of a summer session. Once this option is chosen, a return to the regular grading system can only be accomplished during the first two weeks of the semester or the first week of a summer session.
- Credit hours earned under this option will not be included in the minimum of 64 graded Loyola hours that must be completed to be eligible for academic honors at graduation.
Auditing Classes
Students wishing to take a course without receiving credit may audit the course, for which applicable tuition will be charged. Class attendance is required of auditors. If they do not attend class, the final grade of "W" will be assigned. Assignments, including examinations and term papers, are not required, but auditors have the right to participate in class discussion. A course which is audited does not count as hours attempted. A course may not be converted to audit status after the first two weeks of the semester or the first week of a summer session.
Computation of Academic Grade Point Averages
The academic grade point average (GPA) at the end of a term is determined by dividing the total number of quality points earned by the total number of attempted graded credit hours carried in the term. Courses taken under the Pass - No Pass Option are not counted in computing academic averages. For example, consider a student taking 15 credit hours for a semester:
|Credit Hrs
|Credit Points
|Quality Points
|3 hrs
|3 hrs
|3 hrs
|3 hrs
|3 hrs
This student has 12 graded hours. The total Quality Points are 33.99. To compute the semester average, quality points are divided by total graded hours. The average here is 2.83. The cumulative grade point average is figured by adding each semester's quality points and dividing by the total number of graded credit hours.
Courses with the grade of "I" are not counted in the total credit hours until they have been replaced by a permanent final grade. If the grade of "I" is not replaced with a permanent final grade within six weeks of the following semester, the "I" will be replaced automatically at the end of that period with a grade of "WF" and this grade will be computed into the academic average.
No grades earned by a student for courses taken at a college other than Loyola or at a program or college not formally affiliated with Loyola shall be computed into Loyola's term or cumulative grade point averages. Transfer credit will count toward the number of hours required for graduation from Loyola, but will not be reflected on grade reports under cumulative average.
Academic Standing
Loyola University Chicago understands education to be a process of academic development and growth; therefore academic progress is an important element in an individual's life at the university. The university has instituted formal procedures for warning and ultimately dismissing those who are not progressing as required. Academic probationary status and even academic dismissal should be understood as necessary, although unfortunate, consequences for those students directly involved. During the period of academic probation no student will be allowed to represent the university publicly. Any exception to this restriction must come explicitly from the student's academic dean. The student's academic dean determines when a student is placed on academic probation or dismissed for academic reasons.
Generally, academic standing is determined using a basic grade point average (GPA) criteria. Students must maintain a grade point average of at least 2.00 to be in good academic standing. Graduation from the university requires at least a 2.00 average for all coursework attempted and a minimum of a least a 2.00 average in a student's major.
Note - some majors have additional GPA requirements. Students must check with their major department to learn of the minimum grade point guidelines.
There are 2 types of academic probation - Academic Standing and Progress Toward a Degree.
Any student whose cumulative GPA falls below 2.00 and who has a Quality Point Deficit of between 1 and 14 points will be placed on probation. Quality Point Deficit refers to the number of Quality Points below a 2.00 GPA on a student's record. For example, a student who has completed 34 semester hours with a 2.00 GPA has 68 Quality Points. A Quality Point Deficit refers to the number of quality points below 68. This formula is the same for any number of semester hours completed - 2.00 times the number of semester hours equals the minimum Quality Point Standard.
Students may also be placed on probation for not making progress toward degree completion. Any student whose cumulative GPA is 2.00 or better but who fails to show timely progression toward completion of his/her degree requirements may, at the discretion of his/her dean, be placed on probation. In such cases, the dean may require a contract defining the terms under which the student can remove him/herself from probation.
Continued on Probation
Any student who achieves a term GPA of at least 2.33 during the probationary semester, while not yet achieving a cumulative GPA of 2.00, will be continued on probation.
Multiple Probations
Any student who is placed on probationary status more than one time will be allowed only one semester in which to return to good standing. If the student does not return to good standing at the end of that probationary semester, he/she may be dismissed for poor scholarship.
Dismissal for Poor Scholarship
Any student who has a quality point deficit of 15 or more points, even if he/she has not had a previous semester of probationary status, may be dismissed for poor scholarship. Any student who fails to achieve a term GPA of at least 2.33 for the probationary semester (unless he/she restores his/her cumulative GPA to a minimum of 2.00 at the end of that semester) will be dismissed for poor scholarship.
Academic Integrity
The basic commitment of a university is to search for and to communicate the truth as it is honestly perceived. The university could not accomplish its purpose in the absence of this demanding standard. To the extent that this standard is respected, a genuine learning community can exist. Students of this university are called upon to know, to respect, and to practice this standard of personal honesty.
Plagiarism is a serious form of violation of this standard. Plagiarism is the appropriation for gain of ideas, language, or work of another without sufficient public acknowledgement and appropriate citation that the material is not one's own. It is true that every thought probably has been influenced to some degree by the thoughts and actions of others. Such influences can be thought of as affecting the ways we see things and express all thoughts. Plagiarism, however, involves the deliberate taking and use of specific words and ideas of others without proper acknowledgement of the sources.
The faculty and administration of Loyola University Chicago wish to make it clear that the following acts are regarded as serious violations of personal honesty and the academic ideal that binds the university into a learning community:Submitting as one's own:
- Material copied from a published source: print, internet, CD-ROM, audio, video, etc.
- Another person's unpublished work or examination material.
- Allowing another or paying another to write or research a paper for one's own benefit.
- Purchasing, acquiring, and using for course credit a pre-written paper.
The critical issue is to give proper recognition to other sources. To do so is both an act of personal, professional courtesy and of intellectual honesty.
Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct.
Academic cheating is another serious act that violates academic integrity. Obtaining, distributing, or communicating examination materials prior to the scheduled examination without the consent of the teacher; providing information to or obtaining information from another student during the examination; attempting to change answers after the examination has been submitted; and falsifying medical or other documents to petition for excused absences all are violations of the integrity and honesty standards of the examination process.
In the case of multiple instances of academic dishonesty across departments, the academic dean of the student's college may convene a hearing board. Students retain the right to appeal the decision of the hearing board to the academic dean of the college in which they are registered. The decision of the dean is final in all cases except expulsion. The sanction of expulsion for academic dishonesty may be imposed only by the Provost upon recommendation of the dean.
Academic Grievance Procedure
In order to provide a forum for the fair resolution of academic disputes involving individual student complaints of the appropriateness of course grades and accusations of academic dishonesty, the following procedure has been developed and will be applied to all cases involving Loyola undergraduate students.Students should be aware that in cases in which a grade is disputed, the grade will be changed by the dean only if the grading:
- is found to be in significant violation of clearly established written college policies or
- is a result of improper procedures or
- is found to be capricious. Capricious grading is the assignment of a grade to a student which is based partially or entirely on criteria other than the student's performance in the course; based on standards different from those standards of grading applied to other students registered in the same course; or based on a substantial departure from the announced grading standards for the course.
Pre Hearing Procedure
- In all cases, a sincere attempt should be made by the student to resolve the problem by discussion with his/her professor.
- If that attempt fails the student should make a written request for a hearing to the chairperson of the department within one month after the beginning of the following semester (excluding the summer sessions). The request for a hearing must specify the nature of the dispute and the attempts to resolve the matter.
- When a student is accused of plagiarism or dishonest examination behavior, the chairperson of the department may constitute a hearing board to review the evidence of academic dishonesty in those cases where the student denies that dishonesty occurred as well as to consider the imposition of additional sanctions beyond failure in the course.
Hearing Board
- Each department shall have either a standing hearing board or have the means to constitute a hearing board for each dispute. Such boards will be chosen by the chairperson of the department and will consist of between three and five faculty members other than the involved faculty member or chairperson of the department. In smaller departments, board members may be members of different departments, and the board members may be chosen by the dean of the appropriate school.
- The chairperson of each hearing board shall be selected by the person who appoints the hearing board. The chairperson of the hearing board receives all requests for hearings from the department, sets the calendar, notifies all board members and involved parties of the dates and times of hearings and informs students by written notice of the recommendations of the board.
Hearing Procedure
- After receiving a request for a hearing, the chairperson of the hearing board shall establish a date and time for the hearing and notify the student and faculty involved and the other members of the board in writing. The student will receive written notice of any charges of academic dishonesty to be considered.
- The hearing will be held within two weeks of the receipt of the request for a hearing if practicable.
- The hearing will be private and all persons present at the hearing will consider all information presented to be confidential. If, however, the student disseminates information disclosed during the hearing, the student's interest in the confidentiality of the hearing will be deemed waived.
- Both the student and the faculty member involved may request assistance in presenting his/her case at the hearing by any member of the university community other than an attorney. The individual must inform the chairperson of the hearing board of the names of his/her representatives and any witnesses before the hearing date.
- Individuals appearing before the hearing board have the responsibility of presenting truthful information, and the board in reaching its decision will evaluate the credibility of the witnesses.
- Presentation of evidence will only be made during the hearing. The board may address questions to any party or witness. Any party may present witnesses or other evidence. The conduct of the hearing is informal, and the board is not bound by rules of evidence or court procedures. Matters of procedure will be decided by the chairperson of the hearing board.
- All decisions of the board will be determined by a majority vote of the members present. The student and faculty member involved will be informed in writing by the chairperson of the hearing board of the board's decision within two weeks of the hearing.
The student may appeal the decision of the hearing board in writing to the dean of the appropriate school, or the dean's designee, within thirty days of notice of the hearing board's decision. The dean or dean's designee may approve, modify, or reverse the decision of the board and will notify the student of his/ her decision within two weeks of receiving the appeal if practicable. In those cases where the appeal was heard by the dean's designee, the student may have a final appeal to the dean if a request in writing is made within 30 days of the designee's decision. The decision of the dean is final in all cases except expulsion. The sanction of expulsion for academic dishonesty may be imposed only by the Provost upon recommendation of the dean.
Credit Hour Limitation
Students may not carry more than 18 credit hours in one semester without approval of their dean the Director of University Advising.
First year students and sophomores ordinarily are not given permission to carry excess hours.
Students on academic probation may be required to reduce their number of semester hours.
Students with outside employment are urged to carry reduced programs of study so as to ensure sufficient time for the academic preparation needed in obtaining their education.
Students who carry excess credit hours without the requisite permission may be denied the application of these credits toward their degree.
Repetition Of Courses
Students may repeat a course in which they previously received a passing grade only with the specific authorization of their academic dean or the Provost's Representative for Student Advising. Such repetition may be required if students received a "D+" or lower grade in a course in the major or minor field (e.g., biology courses only for biology majors), or if specific departmental regulations so require. Authorization to repeat courses merely to improve the grade will rarely be given. The grade in a repeated course does not replace the original grade earned. The grades in both courses are averaged together. For example, if a student received a D+ in a 3 hour course and a B- in the repeat, the quality points are added together (12.00) are divided by the total hours of both courses (6.00). This provides the course grade point (2.00). In an authorized repetition of a course the student will not receive credit hours toward graduation for both courses. The student will only receive credit hours toward graduation for equivalent to one of the courses (3 hours) since credit hours in the course have already been earned. The repeated course, however, is counted for attempted hours and quality points for the accurate computation of grade point average for the term in which it is taken. A student who repeats a course without permission of the dean earns neither credit hours nor quality points for the repeated course.
Enrollment in Courses
While academic advising is available the Office of University Advising and in each school and college, each student is responsible for developing an accurate and appropriate schedule of classes each term. Students are allowed to change their registrations in conformity with the guidelines established by the Office of Registration and Records and the Bursar's office. Students are responsible for maintaining the accuracy of their enrollment and understanding the academic and financial consequences of adding or withdrawing courses.
No one is permitted to attend any class without first officially registering for that class. Students may not register for classes after the late registration period. A fee is charged for late registration.
Registration at Loyola University Chicago is done through the LOCUS on-line registration system. For specific information on registration, please refer to www.luc.edu/regrec.
Registering for Courses at Another University or College
A degree candidate at Loyola University Chicago may not register for a course at another university or college during any term including summer except with the previous written consent of the appropriate dean, the Director of University Advising, or the Office of the Core Curriculum for core courses. Course work completed elsewhere without prior written permission will not be accepted for transfer credit. Transfer credit will not be accepted for courses taken elsewhere while the student is simultaneously enrolled at Loyola.
Students who are granted written permission to enroll in a course at another university will be issued a statement of good standing if the other institution requires it. This statement is not a transcript of record.
Transcripts of College Records
All official transcripts of Loyola University academic records are issued by the Office of Registration and Records. For specific instructions to obtain a transcript, please refer to www.luc.edu/regrec.
Withdrawal from the University
An enrolled student who wishes to withdraw from the university during any semester must notify the dean of his/her school either in person or in writing. A student is considered to be in attendance until such notice has been received by the dean the Director of University Advising. All financial refunds or obligations are dated from the date of the formal notice of withdrawal and not from the date of the last class attended (see Schedule of Classes for tuition refund policy). It is the student's obligation to inform the dean promptly of the intention to withdraw. Telephone messages and/or non attendance in class are not official notification.
A student may be required to withdraw from the university because of academic deficiency, lack of sufficient progress toward completion of degree requirements, failure to adhere to university requirements and/or degree requirements, failure to adhere to university requirements and regulations for conduct, or failure to meet financial obligations to the university.
Withdrawal from a Class
After the official late and change of registration period ends, official withdrawals from class are made only with the permission of the appropriate dean and according to the procedure for change in registration.
Students who withdraw from class because they stop attending class will receive the final grade of "WF," which is a penalty grade and equivalent to a grade of "F". Students will incur full financial obligation to the university. Voluntary and repeated unofficial withdrawals from class may result in the student being barred from further attendance in the university. Students may withdraw from class with the final grade of "W" through the first ten weeks of the semester or first four weeks of a summer term.
Students contemplating official withdrawal from a class and receiving or expecting to receive financial assistance should consult with the Office of Student Financial Assistance.
Military Service
Students who have been called into the armed services of the United States and who are consequently withdrawing from the university before the end of the withdrawal period will receive a refund of all tuition and fees paid for the period in question but no academic credit. If they withdraw after the end of the withdrawal period, they will receive full academic credit for the semester with grades as of the date of withdrawal but no refund of tuition.
General University Academic Policies
University Core Curriculum
Every Loyola Undergraduate, regardless of college or school, will complete the University Core Curriculum. The Core Curriculum consists of 15 courses (45 credit hours) distributed over 10 Core Knowledge areas. Students will complete coursework in:
- Artistic Knowledge and Experience (1 course)
- Historical Knowledge (2 courses)
- Literary Knowledge and Experience (2 courses)
- Quantitative Analysis (1 courses)
- Scientific Literacy (2 courses)
- Societal and Cultural Knowledge (2 courses)
- Philosophical Knowledge (2 courses)
- Theological and Religious Studies Knowledge (2 courses)
- Ethics (1 course from the Philosophical or
- Theological areas)
- College Writing Seminar (1 course)
Each course that has been approved for the University Core Curriculum will reinforce one or more of the following skills: critical thinking; ethical awareness; oral, visual, and written communications; information literacy; quantitative or qualitative analysis and methods; and technological literacy.
Students' majors and minor can fulfill one or more areas of the Core Knowledge component. See www.luc.edu/core for specifics.
In addition to the Core Knowledge Areas, students must complete one course in each of 4 Values Across the Curriculum. Students will complete coursework in:
- Promoting Civic Engagement and Leadership
- Understanding Diversity in the United States or the World
- Understanding and Promoting Justice
- Understanding Spirituality or Faith in Action in the World
Students may complete the Values areas with an approved core courses (which complete both a Core area and a Values Across the Curriculum areas), an approved course from their major or minor; or an approved elective course.
For more information on the University Core Curriculum and to see the list of approved core courses by Core Knowledge and Values Across the Curriculum go to www.luc.edu/core.
University Core Curriculum Grade Requirements
Students must get a minimum of C- (1.67) in an approved University Core course to have that course count for Core credit. Students must have an overall average of 2.00 in all their core courses.
Required Hours and Grade Point Average for Graduation
Students must complete 128 hours to graduate. Student must have a minimum cumulative 2.00 GPA. They must also have a minimum cumulative 2.00 GPA in their Core Curriculum.
Most departments require a minimum 2.00 GPA in their major(s) and minor(s). Students must check with their department(s) for policy on the minimum GPA in the major and/or minor.
Double Majors
Students may complete two Bachelor of Arts degrees or two Bachelor of Science degrees within 128 hours. To do this, students must complete the Core requirements and the requirements of both academic majors.
Completing 2 Baccalaureate Degrees
Students may complete 2 Baccalaureate degrees within 128 hours. To do this, students must complete the Core requirements and the requirements of both baccalaureate degree programs.
Students who complete the requirements for a major leading to a Bachelor of Arts and a major leading to a Bachelor of Science in the College of Arts and Sciences will be awarded both a Bachelor of Arts and a Bachelor of Science.
Students can complete 2 Baccalaureate degrees between Colleges and Schools within 128 hours. This includes but is not limited to: BS/BSW; BS/BBA; BS/BBA; BA or BS/B.Ed; BSW/BBA; BA/BSN
In affiliation with various accredited engineering schools, Loyola University Chicago offers a Dual-Degree Program in Physics and Engineering, which enables a student to receive within five years, a B.S. degree in Physics from Loyola and a B.S. degree in Engineering from one of the affiliated schools. Students typically attend Loyola for three years of study in the physical sciences and liberal arts, and then complete the program with two more years at the engineering school. For more information see www.luc.edu/depts/physics/currp1.html
Dual Degree Programs
Loyola University offers undergraduate students the opportunity to complete a Baccalaureate degree and a Masters degree within 5 years. These include, but are not limited to: BBA/MSA in Accountancy; BBA/MBA; BBA/MS in Information Systems Management; B.B.A./M.S.I.M.C. Integrated Marketing Communications; B.S. in Biology/MBA; BS/MS in Criminal Justice; BS in Environmental Studies/MBA; BS/MS in Mathematics; BS in Mathematics/MS in Computer Science; BA/MA in Political Science; BS/MA in Applied Social Psychology; BA/MA in Sociology; BSW/MSW.
The Loyola School of Law, in conjunction with the College of Arts and Sciences, offers a 6 year Baccalaureate/Juris Doctor that provides an opportunity for a limited number of exceptionally well qualified Loyola students to enter the School of Law after completing their junior year of undergraduate study and taking the LSAT (the Law School Admission Test). Students participating in this accelerated admission program attain their bachelor's degree following successful completion of the first year of law school and their law degree (Juris Doctor) after completing all of their law school studies. Careful and early planning is needed to achieve accelerated admission. Students should see the pre-law advisor during their freshman year to plan accordingly.
Graduation Honors
(Laudatory Status)
A student who earns a cumulative Loyola GPA of at least 3.50 will be graduated cum laude (with honors); of at least 3.70, magna cum laude (with high honors); of at least 3.90, summa cum laude (with highest honors). For the purpose of calculating the grade point average (GPA), averages are NOT rounded, i.e., 3.49 is not rounded to 3.50. Laudatory status requires exactly 3.50 or better. Transfer students must complete a minimum of 64 graded Loyola hours (excluding pass-no pass) to be eligible for academic honors. Work completed at a program or college not formally affiliated with Loyola will not be counted. The computation is based on the student's entire academic career at Loyola.
Laudatory status for the degree will be based on certification of all requirements and may differ from the status announced at graduation ceremonies if degree requirements are not certified at the time of the ceremony.
For academic honors conferred by individual schools or departments within schools, consult appropriate sections of this catalog.


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With the help of our members, Just Move Havendale is raising the bar for fitness in the region. Through the design of top-notch facilities and unprecedented programming, we have witnessed communities inside our club flourish. The beauty of Just Move is that it embraces the idea that every person can get one step closer to feeling fit by just moving forward. We have consciously created a space that offers a variety of custom fitness experiences. From functional training to Silver Sneakers and heart-rate monitored workouts, every person can find a community that helps him or her move toward individual goals.
Join us. It's the beginning of a power movement.
Power up your workout. Power on your life.
Indoor courts help you hit the hoops rain or shine
Zone that pushes the boundaries on building muscle
Female focused workout zone with built-in privacy
Suspension training powered by your own body weight
High energy workouts sure to throw some punches
Fitness with friends helps you sweat through Les Mills, Yoga and more
Training designed to stabilize your core
Full body 30-minute circuit that burns calories and builds strength
3 – 15 person training teams anchored in accountability
Cable-driven training with a focus on functional movement
Workouts where the upswing is agility, speed and endurance
Exercise adapted to move naturally with your body
Training can feel overwhelming at times. We understand. Let us help you get started on the right foot. Whether you're a beginner looking to lose weight or a competitive athlete wanting to train up, we'll pair you with a trainer and create a customized workout plan to meet your individual need.
With over 30 group fitness classes per week, Just Move has created a dynamic schedule that has something for everyone. Classes run seven days a week and cover everything from Les Mills BodyPump and Zumba to Silver Sneakers. Lace up and start sweating with friends.


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Ideal for entertaining families with kids, this easy classic chilli dish is quick, hassle-free and great to have in the freezer
Nutrition and extra info
- Freezable
- Easily doubled / halved
Nutrition: per serving
- kcal820
- fat34g
- saturates12g
- carbs59g
- sugars21g
- fibre16g
- protein75g
- salt5g
- 2 tbsp olive oil
Olive oilol-iv oyl
Probably the most widely-used oil in cooking, olive oil is pressed from fresh olives. It's…
- 2 large onions, halved and sliced
Onions are endlessly versatile and an essential ingredient in countless recipes. Native to Asia…
- 3 large garlic cloves, chopped
- 2 tbsp mild chilli powder
- 2 tsp ground cumin
An aromatic spice native to eastern Mediteranean countries and Upper Egypt. This warm,…
- 2 tsp dried oregano
Closely related to marjoram, of which it is the wild equivalent, oregano has a coarser, more…
- 1kg pack lean minced beef
- 400g can chopped tomato
A member of the nightshade family (along with aubergines, peppers and chillies), tomatoes are in…
- 2 beef stock cubes (we like Just Bouillon)
- 2 large red peppers, deseeded and cut into chunks
- 10 sundried tomatoes
- 3 x 400g cans red kidney beans, drained
Heat oven to 150C/fan 130C/gas 3. Heat the oil, preferably in a large flameproof casserole, and fry the onions for 8 mins. Add the garlic, spices and oregano and cook for 1 min, then gradually add the mince, stirring well until browned. Stir in the tomatoes, add half a can of water, then crumble in the stock and season.
Cover and cook in the oven for 30 mins. Stir in the peppers and sundried tomatoes, then cook for 30 mins more until the peppers are tender. Stir in the beans.
To serve, reheat on the hob until bubbling. Serve with avocado or a big salad with avocado in it, some basmati rice or tortilla chips and a bowl of soured cream.
If you want to use a slow cooker, fry your onions in a pan for 8 mins, then add your garlic, spices and oregano and cook for a minute. Gradually add the mince until it's brown. Tip into your slow cooker with the tomatoes, peppers, sundried tomatoes and beans, crumble in the stock cubes and season to taste. Cook on Low for 8-10 hours, then serve as above.


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I recommend ReadWriteStart which makes book recommendations. ReadWriteStart's Chris Cameron talks about how the website, "has resources and tips for young companies looking to raise funding from venture capitals and angel investors. This week's recommendation for our Weekend Reading series, Money Magnet: How to Attract Investors to Your Business by Jacoline Loewen, is a book aimed at helping entrepreneurs learn how to deal with financing and how to make their businesses attractive to investors."
Book this week: "Author Jacoline Loewen is a Canadian business consultant and strategy writer who has aided companies seeking capital and private equity. In Money Magnet, Loewen provides valuable lessons she has learned from her career on raising capital in a style that is "informative, relaxed and easy to understand."


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SSH.COM is one of the most trusted brands in cyber security. We help enterprises and agencies solve the security challenges of digital transformation with innovative access management solutions.
It is easy to take a previously saved profile into use. Select the Profiles option on the Profiles toolbar, or from File → Profiles, and you will see a menu of previously saved profiles. Click on a profile name, and a connection using the profile settings is started immediately.
Note that this also works when you are already connected to a remote host computer. Clicking the profile name will start a new, separate connection.
Another way to load the settings for a particular connection is to
double-click the settings file name for example in Windows Explorer. When
SSH Tectia ConnectSecure is installed, files with the extension
are associated with the SSH Tectia software. This means that you can start
SSH Tectia ConnectSecure with any settings file loaded by double-clicking the
settings file.
If you regularly connect to several remote host computers, you can create shortcuts to the corresponding settings files for example on the Windows desktop. This way you can quickly open the desired connection with the relevant settings already defined, just by clicking on an icon on the desktop.


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Hey, I know this is probably quite the big shot in the dark because alot of these types threads have a ton of views, and little replies,
but it appears everyone here shares the same passion and some have great talent.
I am looking to start modding again and I was wondering if anyone with strong programming knowledge would be interested in trying to make a mod where you're playing ROTK ( probably 13) and when prompted if you want to fight the battle or not, it will allow you to load in and fight the actual battle dynasty warriors style.
The reason for this mod is because the DW empires games are just not cutting it lately, obviously we all know how much better the tactical side of ROTK is, but then on the flipside the battle mode just seems so un-engaging compared to other titles like shogun 2 . Ontop of that the DW series is getting way to close to 1v1,000,000 instead of 1 v 1,000 and I was thinking we could use the battle system and AI from DW3 or 4.
Let me know if anyone is interested. There is a potential to be paid for your work too.


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Conservation and Environment in Peru: Monthly Updates
Monthly Update - January 2005
It always seemed that each January was a bit slower to get going as I received our first volunteers of a new year but this year we have been incredibly busy and the momentum has not been lost. With the New Year I like to start some new initiatives as well as continue with the old ones and I feel it is time that Taricaya moves into a new type of investigation coupled with the older projects. It is nice to move forward and develop new ideas and this year I am going to dedicate some of our efforts to the fields of herpetology (study of amphibians and reptiles) and entomology (insects).
In general there is very little known, much less published, on the diversity of frogs/toads and butterflies in the Amazonas area and so this year I will start our own investigation into what can be found in our reserve. The aim is to produce a photo guide to the different species in both projects and as we increase our data base I will design further studies to investigate features such as territoriality and breeding behaviour. The new initiative will involve transect studies by day and night and the night walks searching for new specimens are bound to throw up other surprises too. Just last week on a frog hunt one group was fortunate enough to see night monkeys and a kinkajou (see below) whilst hunting for frogs.
The animal release program is as strong as ever with two new additions in January. These were a dusky titi monkey ( Callicebus moloch brunneus ) and a fascinating member of the raccoon family, a kinkajou ( Potos flavus ). Both animals are in excellent health and their prospects are looking very encouraging for a successful release over the next few months. With regards to the macaws and parrots in the release program there was news of mixed success. It was with great joy that the Blue-headed parrot ( Pionus menstruus ) and the Cobalt-winged parakeets ( Brotogeris cyanoptera ) were successfully released in January along with one of the scarlet macaws ( Ara macao ) but unfortunately two of the other scarlet macaws died. When one individual in a pair dies it is not unusual for the other to die shortly after. It was very unfortunate after such a lot of effort in trying to nurse them back to health.
It was sad but the pleasure in seeing the other birds flying free around the area soon puts the program back into perspective where the successes far outweigh the failures. The Red-and-green macaws ( Ara chloroptera ) continue to progress well and their flight feathers are regenerating well and another happy story concerns our solitary Blue-and-yellow macaw ( Ara ararauna ) who was happily united with our latest edition to the project and the two of them are now inseparable in the aviary.
Elsewhere at Taricaya the farm has kept us busy with the transplanting of the mahogany saplings. The plants are far bigger than I imagined for this stage in theproject and now we enter stage three with the transfer of the saplings to different areas, in different densities to finally draw our conclusions on the potential of mahogany plantations in the rainforest. This project has great prospects and we are now entering the final phase where the true benefits for long term plantations can be assessed. On the 24 th January I presented the technical report for the official allocation of the reserve and hopefully in February, or more realistically March, we will be proud owners at last of the Reserva Ecologica Taricaya. February promises more work with the mahogany, the frogs and butterflies, of course the animal release, and making and mapping of trails to mark the borders of the reserve. There is always lots to do and there is no danger of volunteers (or staff) running out of work!!!
Stuart Timson
Conservation Manager
Taricaya Research Centre
03rd February 2005


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LA Fitness, Irvine, CA, has entered into an agreement to acquire Urban Active, Lexington, KY, the companies announced today.
In an email sent to Club Industry this morning, LA Fitness announced that it will acquire assets relating to all of the Urban Active clubs in seven states, subject to various conditions. Terms of the agreement were not disclosed.
"While the parties are hopeful that the transaction will be completed within the next several weeks, there can be no assurance as to when or whether a closing will occur," LA Fitness said in the email.
Last year, LA Fitness reportedly attempted to acquire Urban Active, but that deal fell through.
According to its website, Urban Active has 36 clubs in Ohio (19), Kentucky (10), Tennessee (three), Georgia (one), Nebraska (one), North Carolina (one) and Pennsylvania (one). It ranked No. 9 on Club Industry's Top 100 Clubs list this year with $107.5 million in 2011 revenue.
This is yet another major acquisition for LA Fitness. Last November, LA Fitness acquired 171 Bally Total Fitness clubs, and this summer, it acquired the remaining 32 Lifestyle Family Fitness clubs in the state of Florida.
LA Fitness was No. 2 on Club Industry's Top 100 Clubs list this year with an estimated $1.2 billion in 2011 revenue. It listed 505 clubs open nationwide and in Canada as of Jan. 1, 2012, but with the 32 clubs it acquired from Lifestyle Family Fitness, the expected 36 clubs from Urban Active and other greenfield development this year, that number of clubs is likely to be closer to 600 by the end of 2012.


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(Reuters) - Thomson Reuters Corp (TRI.TO) (TRI.N) reported on Friday a 15 percent fall in operating profit because of declining revenue and higher costs at its division that serves the financial industry.
The slip in profit in the third quarter underscored the problems facing some of Thomson Reuters' clients, such as banks and brokerages that are reducing staff and trimming costs to cope with increased regulation and the struggling global economy.
This business climate is leading the global news and information provider to keep a tight grip on costs while at the same time investing in customer service for its flagship financial product Eikon.
Thomson Reuters reaffirmed its 2012 forecast, due in part to stability at its Legal division, which includes WestlawNext. Revenue there rose 1 percent to $830 million on growth in Latin America and products such as legal resource provider FindLaw Elite.
The company's smaller units, meanwhile, showed strong growth. Governance, Risk & Compliance's revenue jumped 17 percent while revenue at the Tax & Accounting division rose 8 percent.
Still, its trading business, which rivals the Legal division as the biggest contributor of revenue, saw an 8 percent decline in revenue to $816 million in the quarter.
The trading performance weighed down the company's operating profit, which fell to $585 million from $690 million. The corresponding margin slipped to 18.5 percent from 21.6 percent in the same period a year ago.
The company said that in the third quarter last year, its underlying profit margin was "the high-water mark" for 2011.
"The big headline is the decline in operating profit," said Claudio Aspesi, senior analyst at Sanford Bernstein & Co. "It's clear they need to be aggressive on costs. There is no way of knowing when the top-line will recover."
Thomson Reuters Chief Executive James Smith said that he does not expect net sales to financial institutions to turn positive in the fourth quarter.
The net sales trend is an important gauge of the company's future performance because subscription-based revenue typically lags sales by about 12 months.
"We're gaining momentum and traction but the down drafts at the big global banks and in Europe (are) still offsetting improved traction and momentum," Smith said, declining to provide net sales figures.
"We have to keep moving faster at removing complexity in the organization. There is too much siloed behavior and too many layers," he said.
The company is attempting to move away from some older legacy products since the 2008 merger of Thomson Corp and Reuters Group Plc, and bring clients products like Eikon, its new desktop for financial professionals.
Thomson Reuters reported that its Eikon desktops totaled 25,600 at the end of the third quarter, up about 35 percent from the end of the second quarter.
"It's a good number," said Doug Arthur, an analyst with Evercore Partners. "It's a positive sign that Eikon is showing steady growth."
Smith said in a memo to employees that last month the company sold 1,000 Eikon terminals a week; two-thirds were upgrades and one-third were new sales.
New York-listed and Toronto-listed shares of Thomson Reuters were down 1.4 percent in afternoon trade at $28.12 and C$28.01, respectively.
The company stood by its full year outlook despite the struggling global economy. Revenue growth is expected to be in the low single-digits and underlying operating profit margin is anticipated in the range of 18 -19 percent.
In the United States, financial companies have announced plans to cut 28,000 jobs through the first nine months of this year, compared with 54,000 jobs during the same period in 2011, according to Challenger, Gray & Christmas.
Swiss bank UBS UBSN.VX said earlier this week that it planned to fire 10,000 employees, or 15 percent of its staff, in an effort to save billions of dollars.
Thomson Reuters is not the only market data provider to feel the reverberations from the cutbacks occurring in the banking sector and persistent economic weakness dogging Europe.
In September, FactSet Research Systems (FDS.N) reported its weakest revenue growth in two years.
Privately held Bloomberg LP, which competes with Thomson Reuters on several fronts, is seeing growth of its terminal sales to financial institutions slowing, according to a recent report in the New York Post. A Bloomberg spokeswoman declined to comment.
Third-quarter revenue from ongoing businesses this year rose 1 percent before currency changes to $3.2 billion. That is in-line with analysts' expectations, according to Thomson Reuters I/B/E/S. Stripping out acquisitions, divestitures and currency changes, revenue fell 1 percent.
"The market for financial professionals is going to pick up," said Ryan Bushell, a portfolio manager with Leon Frazer & Associates, who manages the IA Clarington Canadian Conservative Equity Fund. "We think that Thomson Reuters is going to survive and thrive." Leon Frazer holds 2.7 million Thomson Reuters shares.
For the quarter, Thomson Reuters reported adjusted earnings per share of 54 cents, unchanged from the same period a year ago. Analysts, on average, had forecast earnings per share of 48 cents.
The company recorded a net tax benefit of $140 million in the period, a reversal of a tax expense of $145 million in the same period a year earlier. Negotiations with tax authorities primarily in the United States and Taiwan ended favorably for the company, reducing Thomson Reuters' projected tax rate for the year to 16 to 18 percent from 21 to 23 percent.
Reporting By Jennifer Saba; Editing by Edward Tobin and Toni Reinhold


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An Egyptian father has named his newborn daughter 'Facebook' after the role the site played in the country's recent revolution, according to reports.
Many used the social networking site to raise awareness of the attempts to remove president Hosni Mubarak and organise the widespread protests that gripped the country during the last month.
Now Gamal Ibrahim has commemorated Mark Zuckerberg's multi-billion dollar baby, by naming his own baby girl in the site's honour, reports the Al-Arham newspaper.
The paper says that Ibrahim chose the name "to express his joy at the achievements made by the January 25 youth," the name given to the movement that successfully campaigned to remove Mubarak.
TechCrunch has translated the report which reads: "The girl's family, friends and neighbors in the Ibrahimya region gathered around the newborn to express their continuing support for the revolution that started on Facebook. 'Facebook' received many gifts from the youth, who were overjoyed by her arrival and the new name."
Facebook, Twitter and YouTube were all used as efficient tools to organise the regime change despite a widespread government-enforced internet blackout during the protests.


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Below is in the People Workspace, (the NEW) Tree View where I had selected a person, and Right Clicked on that person.
A summary of the control you have from this screen to get you to what you want to do NEXT or what you want to look at next.
- Close -- This ICON will allow you to Close the Name Index or Left Hand Panel to allow you to see more in the Center Panel
- Close (not hi-lighted) - Just below the text that says Zoom In / Out, is an ICON to Close the Family View, Center Panel, below this screen. More screen space
- Home - To go to the HOME person directly, meaning to change the person you are displaying to the person who is the Home Person in your file. Jump to the Home Person, may be a better way to say that
- Pedigree - In the screen capture above, that is the Pedigree View, but if you are in a different view, you can change what you are looking at to the Pedigree View
- Family View - Change the display, for the selected person to the new Family View
- Include Pictures - The ability to turn the person pictures, or in this case the person ICONs On or Off
- Zoom - Allow you to zoom in or zoom out which will expand or contract the number of generations or people in the display
- View the Ancestry Hints - This will take you directly to the Web Search workspace to look at the Ancestry Hints (shaky leaves)
- Edit Person - The screen that you will see is DIFFERENT from clicking on the People Workspace, Person View. This feature allows you to see a pop-up window where you can look at AND edit that person (more on another blog post)
- View Details - This will take you the the People Workspace, Person View, just as changing the Tab selection on the right
- Delete Person - Remove the person from the database
- Move to Root Person - The screen IS on the "Root" person, so it is greyed out. However, IF you Right Click on someone in the Pedigree View, that option will be active
- Set as Home Person - A quick way to change the Home Person in the file
- Add Bookmark - Allows you to Book Mark this person
- Delete Bookmark - Allows you to remove this person from your Bookmarks
- Export Branch - Another way to allow you to Export a Branch to a new file.
Copyright © 2013 by H R Worthington


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a glance of the planet
October 12, 2010
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Filed under africa, morocco, travel shots
Tagged with africa, canon, canon g9, colorful, foto, fotografia, islam, market, marrakech, morocco, photo, photography, souq, suq, travel
October 1, 2010
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YSL would have been so proud it.
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Tagged with botanical, cacti, cactus, canon, canon eos 40d, canon g10, foto, fotografia, garden, jardin majorelle, marrakech, pattern, photo, photography, travel, ysl, yves saint laurent
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Everything I'd seen since arriving galvanised then… came upon me in a wave of disbelief… as if I could've started speaking in tongues. The whole of America was crawling, teeming with life… life gone wrong, convictions of right and wrong, everybody with their own personal struggles and myths. Riding out of Europe and into China might well have been something, but growing up in Europe and then finding yourself taking in America is a concept far harder to get your head around.
There was religion… religion everywhere… I remember riding past the churches, each one with a small billboard out front, a different slogan for different days, sermons and moods…'God gave his only son to save us – isn't that awesome?' Or else it went stricter… 'The Bible is not a menu – You do not choose only the things you like – Pornography and Homosexuality are sins'. They were not just empty words either, people believed, they believed with fervour. The locals spent Saturday mornings waving Christian placards, working for money during the week and for God on the weekend. They were distributing leaflets outside anonymous buildings with parking spaces on the road marked 'doctor'. The placards were consistent… 'Abortion is murder', 'Every child is a child of God'… always easier to love a foetus than an actual human. If not religion it was politics, death penalty… that toilet door in Washington, a rubber flyswatter and a picture of a squashed fly upon it. In the centre ran the question, 'What do we do with flies?', to the right the words, 'We squash 'em and we kill 'em', and to the left, 'We don't catch 'em and release 'em'.
Down the main street of a town I would walk… past the bar, diner, library full of books, grocer with crate of apples, pet shop with flea-collars and warmers for artificial pooches suspended in the window, past the post office, past the gun store. The gun store… a window with row upon row of firearms lined up, guns the size of children, handguns stacked on shelves like boxes of eggs, rifles to kill from half a mile away, guns that fire 200 bullets a minute. The posters on the walls too… 'There is no such thing as a bad gun, only a bad person'… or else the banner above the doorway, 'The Second Amendment protects all the other amendments'… and this was the Pacific northwest, liberal heartland of the United States. I thought of maps I'd seen, maps showing election results, the blue of Democrats down each seaboard… where they said trade and travel had forced internationalism, a more liberal mindset that sandwiched the Republican red of all the states between. That's what I'd heard, but it's only inside America that you discover all liberals might well be Democrats, but not all Democrats are liberals.
The one about the grocery store, that's a good one: a small hamlet in the USA, European walks into a grocery store. There's a gathering of houses and one store among the forest – non-incorporated – a settlement where the woman who owns the store says becoming a formal village or town just brings taxes and bureaucracy, of which the people want neither and already have too much. She owns the store, a Democrat-voting woman in the liberal heartland of the United States. She tells me that a month ago there was a break-in, in the middle of the night a local boy named Cody had got in through the front door. She'd fired a shot in the air, sprang downstairs with her handgun when she heard the glass shatter.
'He's just a child… ran when he heard me coming. Sad story, really… father cleared out, left Cody and his sister. The mother kept his sister… put Cody up for adoption. Must feel awful…' head shakes. 'Rejected by your own mother. Cody's gone from foster home to foster home, never had a family, always in trouble. Now he's going to jail.' She pauses, thoughtful. 'Best place for him, really… a short, sharp shock in the penitentiary with some real criminals is just what he needs.'


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Train Poznan → Gdansk
Duration 69J 10h -
Poznan, a facinating city to discover Poznan is one of Poland's finest historical cities and the centre, Stary Rynek (the old market square), is alive with people day and night. Visit the glass Palm House and the huge Citadel park and museums, or shop and dine at Stary Browar, a trendy converted brewery. Learn more about Poznan
Gdansk, an amazing polish city on the Baltic sea. Gdansk is the largest port city of Poland. Located on the Baltic sea, it is 455.000 inhabitants city that probably already existed a thousand years ago. Wandering around the old centre and discover the gothic, nordic renaissance and baroque style architecture. Learn more about Gdansk


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How Nurses Can Empower Patients Through Shared Notes
Jan 4, 2013, 12:36 PM, Posted by Pioneer Blog Team
By Jan Walker, RN, MBA, and Suzanne Leveille, RN, PhD, of OpenNotes
As nurses, we've always been focused on the patient. Teaching patients about their health and advocating for patients are both incredibly important parts of the job. That's why we got involved with OpenNotes-an initiative that invites patients to review the visit notes written by their doctors, nurses, or other clinicians.
We tested OpenNotes over a year, recruiting 100 primary care doctors to share their visit notes with 13,500 patients. Visit notes were shared with patients via an online patient Internet portal at three health systems across the country: Beth Israel Deaconess Medical Center in Boston, Geisinger Health System in rural Pennsylvania, and Harborview Medical Center, a safety net hospital in Seattle.
What we found was astounding: Patients reported feeling more in control of their health and having a better understanding of their medical issues. They also said having access to their doctors' visit notes helped them remember their care plan more easily and that they were more likely to take their medications as prescribed.
Doctors involved in the study reported that sharing notes with patients had little impact on their workload -and many said OpenNotes helped strengthen their relationships with patients. Even though the study is officially over, no doctor has elected to stop sharing visit notes with their patients.
OpenNotes is a tremendous opportunity to get patients more engaged in their care. Everybody on the healthcare team should be doing this. Later this year (2013), Beth Israel Deaconess Medical Center will be expanding OpenNotes to nurses and other providers. Nurse practitioners will open up their notes to patients. So will clinical nurses who have consulting calls with patients and nurses who provide patient teaching about management of chronic conditions.
What's more, patients want this. In our study, we found that virtually all patients support the idea of seeing their entire medical record - including visit notes.
If we're serious about patient-centered care and transparency in medicine, then we need to make shared visit notes a standard of care for all of our patients.
Nurses have an important role to play in making this a reality. Not only can nurses advocate for OpenNotes in their institutions, they can educate patients about how to access and use their medical records to improve their care. Patients have a legal right to see their medical records, but most don't ask and doctors rarely offer them the opportunity.
Concrete steps include helping patients sign up to patient Internet portals - where they exist - to access information such as prescription lists and test results. Nurses can also encourage patients to ask their doctors and other clinicians for copies of their visit notes. With the transition to electronic health records, making patients' records readily available to them can be achieved with just a few clicks.
With medical records in hand, nurses can guide patients on how to use the information to better manage chronic conditions, such as asthma or diabetes, and make decisions about their healthcare. If patients spot errors in their medical records, nurses can help them get their records updated.
We've shown that OpenNotes can be incredibly valuable to patients and that it doesn't create a burden on providers. We know patients are overwhelmingly enthusiastic about access to their medical information. As more providers open up their notes to patients, we truly believe that we will see improvements in both health and healthcare.
We hope nurses will join us in spurring broader use and support for OpenNotes and we welcome your thoughts (in the comments section below) about how we can best use shared visit notes to empower patients to take a more active role in their health care.
OpenNotes is supported by the Robert Wood Johnson Foundation.
This commentary originally appeared on the RWJF Pioneering Ideas blog.