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Discrimination and Harassment
Effective: May 1, 2006
Updated/Revised: October 15, 2019
Contact: Office of Equal Opportunity (OEO)
Policy Statement
1. Discrimination and Harassment Defined
1.1. Sexual Harassment
1.1.1. Consensual Relationships
1.2. Racial and Ethnic Harassment
1.3. Harassment Based on Religion, Disability, Pregnancy, Age, Marital Status, Sexual Orientation, U.S. Veteran Status, or Other Protected Status
1.4. Retaliation
2. Complaint Resolution
2.1. Informal Resolution
2.2. Formal Resolution
2.2.1. Complaints Against Faculty Members
2.2.2. Complaints Against Others
2.3. Office of Equal Opportunity Information Advisors
2.4. Other Internal Grievances
2.5. Title IX Coordinator
3. Enforcement
3.1. Responsibilities of the University, Administrators, and Supervisors
3.2. Confidentiality
3.3. Sanctions
3.4. Academic Freedom and Freedom of Speech
3.5. Direct Institutional Action
4. External Actions
Respect is the foundation for interchange of ideas, for learning and for working toward common goals. Consequently, Iowa State University is committed to assuring that its programs are free from prohibited discrimination and harassment based upon race, ethnicity, sex, pregnancy, color, religion, national origin, physical or mental disability, age (40 and over), marital status, sexual orientation, gender identity, genetic information, status as a U.S. veteran (disabled, Vietnam, or other), or any other status protected by university policy or local, state, or federal law. Discrimination and harassment impede the realization of the university's mission of distinction in education, scholarship, and service, and diminish the whole community.
Iowa State University reaffirms and emphasizes its commitment to provide a professional working and learning environment that is fair and responsible; that supports, nurtures, and rewards educational and employment growth on the basis of relevant factors such as ability and performance; and that is free of discriminatory conduct or communication.
For these reasons, the university will not tolerate discrimination or harassment, as defined below, and is committed to preventing it or stopping it whenever it may occur at the university or in its programs. The policy presented here applies to employees, students, visitors, applicants, or program participants at Iowa State University. Students, however, should see the policy on Sexual Misconduct, Sexual Assault, and Sexual Harassment Involving Students for specific information regarding their unique rights and responsibilities, including resources and complaint resolution (see Resources below).
Policy Statement
1. Discrimination and Harassment Defined
Iowa State University prohibits discrimination, which can include disparate treatment directed toward an individual or group of individuals based on race, ethnicity, sex, pregnancy, color, religion, national origin, physical or mental disability, age (40 and over), marital status, sexual orientation, gender identity, genetic information, status as a U.S veteran (disabled, Vietnam, or other), or other protected class, that adversely affects their employment or education. For religion or disability, the law allows employees and students to request reasonable accommodations to continue their work or studies.
Iowa State University also prohibits harassment, which can be a form of discrimination if it is unwelcome and is sufficiently severe or pervasive and objectively offensive so as to substantially interfere with a person's work or education. Harassment may include, but is not limited to, threats, physical contact or violence, pranks, jokes, bullying, epithets, derogatory comments, vandalism, or verbal, graphic, or written conduct directed at an individual or individuals because of their race, ethnicity, sex, pregnancy, color, religion, national origin, physical or mental disability, age, marital status, sexual orientation, gender identity, genetic information, or U.S. veteran status. Even if actions are not directed at specific persons, a hostile environment may be created when the conduct is sufficiently severe or pervasive and objectively offensive so as to substantially interfere with or limit the ability of an individual to work, study, or otherwise to participate in activities of the university.
It is the university's goal to prevent the occurrence of discriminatory and harassing activity and to promptly stop such conduct. A determination as to whether discrimination or harassment has occurred will be based upon the context in which the alleged conduct occurs. For further discussion, see Section 3.4.
1.1. Sexual Harassment
Sexual harassment, in its legal definition, includes unwelcome sexual advances, requests to engage in sexual conduct, and other physical and expressive behavior of a sexual nature where (1) submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or education; (2) submission to or rejection of such conduct by an individual is used, or threatened or suggested to be used, as the basis for academic or employment decisions affecting the individual; or (3) such conduct creates a hostile, intimidating or demeaning environment that is sufficiently severe, pervasive and objectively offensive to substantially interfere with an individual's academic or professional performance. Determination as to whether the alleged conduct constitutes sexual harassment should take into consideration the totality of the circumstances, including the context in which the alleged incidents occurred.
Under this policy, sexual harassment can be verbal, visual, or physical. It can be overt, as in the suggestion that a person could get a higher grade or a raise in salary by submitting to sexual advances. The suggestion or the advance need not be direct or explicit--it can be implied from the conduct, circumstances, and relationships of the persons involved. Sexual harassment can also consist of persistent, unwelcome attempts to change a professional or academic relationship to a romantic or sexual one. It can range from unwelcome sexual expressions directed at individual persons or classes of people to serious physical abuses such as sexual assault. Examples could include, but are not limited to, unwelcome sexual advances; repeated and unwelcome sexually-oriented bullying, teasing, joking, or flirting; verbal abuse of a sexual nature; commentary about an individual's body, sexual prowess, or sexual deficiencies; leering, touching, pinching, or brushing against another's body; or displaying objects or pictures, including electronic images, which are sexual in nature and which create a hostile or offensive work, education, or living environment.
1.1.1. Consensual Relationships
Sexual, romantic, or intimate relationships between persons in an unequal power relationship that appear to be voluntary and welcome may nonetheless constitute sexual harassment under this definition. Relationships between faculty and subordinate faculty or staff, between a supervisor and those employees whom he or she supervises, or between a faculty member or teaching assistant and his or her student may give rise to legal and ethical concerns or to conflict between personal and professional interests. Although such a relationship may be viewed by the parties involved as consensual, that fact alone does not mean that no sexual harassment exists.
In addition, such relationships can result in discrimination or harassment where (1) third parties are adversely affected in academic or employment matters because of a consensual relationship between others; (2) where a consensual relationship creates a hostile and intimidating work or learning environment for third parties; or (3) when a consensual relationship ends, and one of the parties continues behavior which the other party has made clear is now unwelcome.
Supervisors, instructors, or mentors involved in such relationships have the obligation to remove themselves from the supervisory or mentoring relationship (see Faculty Handbook, §22.214.171.124.1.).
1.2. Racial and Ethnic Harassment
Harassment that is directed at a person or group of persons because of race, color, ethnicity, or national origin is covered under this policy. Even if actions are not directed at specific persons, a hostile environment can be created when the conduct is sufficiently severe or pervasive and objectively offensive so as to substantially interfere with the person's work, education, or activities on campus.
1.3. Harassment Based on Religion, Disability, Pregnancy, Age, Marital Status, Sexual Orientation, U.S. Veteran Status, or Other Protected Status
Harassment that is directed at a person or group of persons because of any characteristic protected by this policy or local, state or federal law is also covered under this policy.
1.4. Retaliation
Retaliation against an individual for making a complaint of discrimination or harassment, for resisting discrimination or harassment, or for otherwise using or participating in the informal or formal complaint resolution process, is a violation of university policy, and any such action is itself cause for disciplinary action.
2. Complaint Resolution
In an effort to prevent or stop discriminatory or harassing behavior, the university has adopted specific avenues through which an individual can make his or her complaint known. With issues of discrimination and harassment, it is important to identify and remedy the situation as soon as possible. For this reason, the university has adopted two complaint resolution mechanisms that employees may use to raise discrimination and harassment concerns - informal and formal resolution. Claims of discrimination and harassment must be brought either as an informal complaint or a formal complaint to ensure that appropriate action can be taken right away. An informal complaint may, but need not be made before filing a formal complaint; however, once a formal complaint has reached resolution, the same complaint cannot be brought as an informal complaint.
Complaints by or against students, on the other hand, are handled differently. All complaints of discrimination or harassment by or against a student should be brought to the dean of students office. The policy on Sexual Misconduct, Sexual Assault, and Sexual Harassment Involving Students (see Resources below) contains information on support services for students during any complaint resolution process.
To best remedy a situation, complainants are urged to promptly share concerns or complaints rather than risking their wellbeing or negatively affecting the university's ability to investigate their case due to the passage of time and potential departure of witnesses. If a formal complaint contains incomplete information, the Office of Equal Opportunity (OEO) will promptly seek to gather the needed information from the complainant. In the event that such information is not furnished to the OEO within 30 days from the date of the request, the case may be closed. Consistent with federal regulations governing the filing of complaints, the OEO may decline to investigate claims in which none of the alleged discrimination or harassing action occurred within the preceding 300 days.
Any employee, student, visitor, applicant, or program participant of Iowa State University may file a complaint alleging discrimination or harassment in violation of the university's policy prohibiting such conduct. In most cases, complaints against affiliates or contractors of Iowa State University must first proceed through the affiliate or contractor before Iowa State University may intervene. Information about the university's policy and resolution procedures may be found in several offices, including the dean of students office, the student counseling service, the women's center, the senior vice president and provost, the employee assistance program, and the OEO. As described below, the university has designated and trained certain individuals, called discrimination and harassment assistors, to assist a potentially injured person in deciding if and how to proceed and in carrying out that decision.
2.1. Informal Resolution
Iowa State University has adopted an informal process through which non-student harassment and discrimination complaints may be resolved promptly and discreetly, often through communication, education, and/or mutual agreement. If informal resolution fails to resolve the matter either party may file a formal complaint with, or seek the assistance of the university's Office of Equal Opportunity (OEO). The implementation of this informal process is the responsibility of all central administrators, deans, directors, department chairs, supervisors, and managers - hereinafter referred to collectively as "supervisors" for purposes of this policy.
Under the informal process, the complainant must bring the complaint, either verbally or in writing, to a supervisor with authority over the person against whom the complaint is directed. Because it is often more efficient to resolve matters locally, bringing the informal complaint to a supervisor with immediate authority over the person is useful, but not required. If a complainant is not comfortable speaking with a supervisor, informal complaints may also be raised with the OEO. To ensure responsiveness and consistent application of this policy, the supervisor must notify the OEO when he or she receives an informal complaint. If the allegations reveal conduct of a severe or repetitive nature, the supervisor or the OEO may deem a formal investigation under section 2.2 to be warranted. The supervisor is expected to review the complaint and explore avenues for resolution with the complainant. With the complainant's consent, the supervisor may contact the accused person.
Because the OEO can provide assistance through this process, the supervisor is encouraged to consult with the OEO regarding alternatives for resolution. Options for informal resolution may include advising the complainant about methods to resolve the concern, arranging educational programs for individuals or departments, helping modify a work or study situation, mediating between the parties, or intervening or arranging for a third party to intervene. The informal process is not a formal investigation. A supervisor shall not impose discipline against an accused person as a result of the informal process without first consulting with the OEO, or in the case of a complaint against a faculty member, the office of the senior vice president and provost (SVPP).
Supervisors should attempt to resolve complaints expeditiously, but consistent with the severity or complexity of the matter. As a guideline, supervisors should attempt to complete the informal resolution process within three weeks after receipt of the complaint. To ensure responsiveness and consistent application of this policy, the supervisor must notify the OEO as to the resolution of the complaint.
In cases of complaints against members of the faculty, the faculty conduct policy provides for mediation by a third party to resolve the complaint when all parties agree. For more information, see the Faculty Handbook, Faculty Conduct Policy, Mediated Process (§7.2.4).
For purposes of annual reporting, the supervisor shall maintain a written record of the complaint and of the informal resolution process undertaken, taking care to preserve the privacy rights of both the complainant and the alleged offender.
2.2. Formal Resolution
A person who wishes to file a formal complaint must do so in writing as described below. Students should see the policy on Sexual Misconduct, Sexual Assault, and Sexual Harassment Involving Students (see Resources below)
2.2.1. Complaints Against Faculty Members
When a person chooses to file a formal complaint against a member of the faculty, he or she may file the written complaint with either the SVPP office or the OEO (see details in 2.2.2. below). In cases where the complainant files a complaint with the OEO, that office will notify the SVPP of the complaint within one business day and coordinate with the faculty review board, as required by the faculty conduct policy. The faculty review board will conduct its own investigation or work in conjunction with an investigator and make recommendations to the SVPP.
2.2.2. Complaints Against Others
A person who believes that she or he has been subjected to harassment or discrimination may file a formal complaint with the university's Office of Equal Opportunity (OEO). A formal complaint with the OEO involves completing an intake form and submitting a written, signed statement describing the incident or incidents as completely as possible. Specific guidelines for the submission of a complaint may be obtained from the OEO, and the complainant may visit with a staff member of that office prior to filing a formal complaint.
Once a complaint is filed with the Office of Equal Opportunity, it will be assessed and, if an investigation is warranted, the case will be assigned for investigation to a staff member or designee. A complaint against the president will be referred to the board of regents for investigation and disposition. The person against whom the complaint is filed will be notified. Each investigation will necessarily be different depending on the facts, circumstances, and witnesses. Generally, an investigation will include interviews with the complainant or complainants, with the person against whom the complaint has been brought, and with anyone else who might have information that would be helpful. Based on this investigation, the Office of Equal Opportunity and/or designated investigator will meet with the supervisor of the accused person to share findings and discuss appropriate action to resolve the complaint.
The supervisor to whom the Office of Equal Opportunity reported must notify that office as to whether he or she accepts the findings as well as what action, if any, has been or will be taken. If the unit administrator does not accept the findings of the Office of Equal Opportunity, then the Office of Equal Opportunity shall submit a written summary of the findings and recommendation to the appropriate vice president or SVPP, who shall in turn take whatever action he or she believes to be necessary to remedy the situation. Any disciplinary action shall be handled under the appropriate employee handbook.
The investigation by the Office of Equal Opportunity or designated investigator will be conducted expeditiously, but in a manner consistent with the complexity and severity of the matter and availability of witnesses. The Office of Equal Opportunity will attempt to complete its investigation and recommendation within forty-five days of initiation of the formal complaint if possible.
The Office of Equal Opportunity shall notify the complainant in writing of the result of the investigation. Any subsequent complaints or appeals external to the university shall be at the discretion of the complainant in accordance with the rules and timelines of the entity receiving the complaint or appeal (e.g., board of regents, Iowa civil rights commission).
2.3.Office of Equal Opportunity Information Advisors
Because sexual harassment can be difficult to identify and understand, the university has designated persons on campus as information advisors to help anyone who believes she or he may have been subjected to discrimination and harassment including sexual harassment or who wishes to make an inquiry. Office of Equal Opportunity (OEO) information advisors are members of the university community who have received extensive discrimination and harassment training to act as information advisors on topics pertaining to discrimination and harassment, have general knowledge about applicable laws, university policies and procedures, options available for resolution of complaints, confidentiality requirements, act as educators and trainers, and assist students, faculty, and staff with concerns about discrimination and harassment. OEO information advisors are designated by the president, provost, senior vice presidents, deans, and/or other University administrators to serve as OEO information advisors representing their respective areas. Information advisors are a resource for information but are not responsible for investigating or resolving complaints. A list of designated discrimination and harassment assistors are available from the Office of Equal Opportunity.
2.4. Other Internal Grievances
Students and employees may have concerns or complaints about their academic or work settings that may not directly involve discrimination or harassment (e.g., grades, office assignment). As described below, the university has established internal grievance procedures to address concerns other than discrimination and harassment.
For Students
- Academic matters. Complaints related to academic matters may be filed in accordance with the policy on appeal of academic grievances found in the university catalog (see Resources below). Such complaints should be brought to the attention of the instructor or the department chair.
- Complaints against students. Complaints regarding misconduct by a student may be directed to the office of student conduct (OSC) in accordance with the student conduct code, published in the student disciplinary regulations.
- Student employee grievances. Undergraduate student-employees may bring a grievance in accordance with the policy on undergraduate student-employee grievances (see Resources below).
- Student accommodation process. Students with disabilities who have concerns as to academic accommodations may also proceed informally by notifying Student Accessibility Services.
For Faculty and Staff
- Merit staff grievances. Complaints regarding terms of employment or working conditions may be brought by Merit staff in accordance with the grievance appeal procedure for the Merit system.
- Faculty and P&S grievances. Grievances of faculty and P&S employees may be brought in accordance with the provisions of the applicable employee handbook.
2.5. Title IX Coordinator
The university has designated Margo Foreman, director of equal opportunity, as the Title IX coordinator to handle inquiries regarding non-discrimination and harassment policies and complaints. Questions or concerns may be directed to the Office of Equal Opportunity at 515-294-7612, firstname.lastname@example.com, or in person at 3410 Beardshear Hall, Ames, IA 50011.
Deputy Title IX coordinators are:
Adrienne Lyles, Senior Deputy Title IX Coordinator
Associate Director of Equal Opportunity
3410 Beardshear Hall, Ames, IA 50011
Phone: 515-294-0044
Email: email@example.com
Charles Small, Deputy Title IX Coordinator for Athletics
Senior Associate Director of Athletics
2157G Hixson Lied, Ames, IA 50011
Phone: 515-294-3662
Email: firstname.lastname@example.com
Dawn Bratsch-Prince, Deputy Title IX Coordinator for Academic Affairs
Associate Provost
1550 Beardshear Hall , Ames, IA 50011
Phone: 515-294-6410
Email: firstname.lastname@example.com
Monica Howard-Martin, Deputy Title IX Coordinator for Veterinary Medicine
Director of Student Programs
2270B Vet Med, Ames, IA 50011
Phone: 515-294-0391
Email: email@example.com
Sara Kellogg, Deputy Title IX Coordinator for Student Affairs
Assistant Dean and Director of Student Conduct
1010 Student Services Building, Ames, IA 50011
Phone: 515-294-1021
Email: firstname.lastname@example.com
Judith Strand, Deputy Title IX Coordinator for the Graduate College
Program Coordinator II
1137 Pearson Building, Ames, IA 50011
Phone: 515-294-5285
Email: email@example.com
Laura Bestler, Deputy Title IX Coordinator for Staff
CELT Program Coordinator II
3024 Morrill Hall, Ames IA 50011
Phone: 515-294-4533
Email: email@example.com
3. Enforcement
3.1. Responsibilities of the University, Administrators, and Supervisors
Iowa State University--including its officers and its employees--is committed to maintaining a working and learning environment free from discrimination and harassment. The administration will make widely known that discrimination and harassment are prohibited both legally and by this policy, and that appropriate procedures for dealing with allegations of discrimination or harassment are available. Students, staff, faculty, and administrators should know that the university is concerned about such behavior and is prepared to take preventive and corrective action.
University administrators and supervisors who do not respond to discrimination or harassment complaints brought to their attention are in violation of this policy. This policy identifies what an administrator/supervisor should do in the event he or she learns of a discrimination or harassment complaint. In addition, administrators and supervisors are strongly encouraged to seek assistance in the event they feel unequipped to address such a concern by contacting the Office of Equal Opportunity.
3.2. Confidentiality
Persons seeking general information or guidance about harassment or discrimination may be concerned about whether the information they share with another person will be confidential. Legal obligations may require the university to take some action once it is informed that harassment or discrimination may be occurring. Because of their positions of authority, certain university personnel--i.e., central administrators, deans, directors, department chairs, supervisors, and managers--are particularly obligated to take action when they receive a complaint of harassment or discrimination. Although the confidentiality of the information received and the privacy of the individuals involved cannot be guaranteed, they will be protected to as great an extent as is legally possible. The expressed wishes of the complainant regarding confidentiality will be considered in the context of the university's legal obligation to act upon the charge and the right of the charged party to be informed concerning the charge.
3.3. Sanctions
Employees found to have engaged in discrimination or harassment in violation of this policy are subject to appropriate discipline up to and including termination of employment. Students found to have engaged in discrimination or harassment in violation of this policy are subject to appropriate discipline up to and including dismissal. In cases where complaints are found to be baseless or frivolous, and where the accused individual consents, the university will take affirmative steps to restore the reputation of a person believed to be wrongly accused. Appropriateness of such action shall be based upon the nature of the investigation, the findings, and the reputational damage which may have occurred.
3.4. Academic Freedom and Freedom of Speech
Enforcement of this policy must respect the principles of academic freedom and the right of free speech. Therefore, in evaluating whether speech has become harassment as defined above, the following factors will be considered:
- Whether the speech is accompanied by gestures or other behavior that would cause a reasonable person to fear for his or her safety or that of another;
- Whether there is conduct or speech which indicates a discriminatory purpose;
- Whether the speech is made in a context where the recipient is in a position to avoid the speaker;
- Whether the speech is germane to an academic exercise and recognized as having pedagogical purpose;
- Whether the speech is made in a public forum on a matter of public concern, or otherwise in a context in which free debate is encouraged;
- Whether the speech is directed toward specific individuals or a specific group of individuals;
- Whether the speech is so severe as to amount to a crime under Iowa law; and
- Whether the speaker did or could anticipate that the speech would interfere with an individual's ability to continue to participate in university activities.
Findings about any one or more of these factors, however, will not result in a determination that an individual has engaged in "harassment" where the definitions in Section 1 are not otherwise met. When investigating conduct which includes scholarly discourse, the Office of Equal Opportunity will be cognizant of the provisions of the Faculty Handbook on scholarly discourse and germaneness.
3.5. Direct Institutional Action
Even in the absence of a complaint, if university administrators, including the president, the SVPP, senior vice presidents, vice presidents, deans, department chairs, or directors, become aware of allegations of discrimination or harassment, they should inquire into, or seek assistance in inquiring into, allegations or behaviors that may be discriminatory or harassing in order to determine what action(s) are warranted. Appropriate procedures may include initiating an investigation. Supervisors needing assistance should consult with the Office of Equal Opportunity.
4. External Actions
In addition to the university's channels, a person who believes that she or he has been subjected to discrimination or harassment may file a charge under the various jurisdictions of the Iowa Civil Rights Commission, the Equal Employment Opportunity Commission, or the U.S. Office of Civil Rights. Information on filing charges with any of these agencies, including deadlines for doing so, may be obtained from each agency's website. (see links on the Office of Equal Opportunity website)
- Discrimination and Harassment website
- Religious Accommodation Statement
- Student Accessibility Services (SAS) - Accommodations
- Sexual Misconduct, Sexual Assault, and Sexual Harassment Involving Students
- Student Disciplinary Regulations §4.2.5 Prohibited Conduct
- Conduct Policy - Faculty (FHB 7)
- University Catalog - Appeal of Academic Grievances
- Grievance Procedures, Faculty (FHB 9)
- Grievance Policy, Undergraduate Student-Employees
- Non-Retaliation Policy
- Dean of Students Office
- Student Counseling Service
- Office of Equal Opportunity
- Office of Equal Opportunity Information Advisors
- Employee and Family Resources; Employee Assistance Program
- University Human Resources [UHR]
- Women's Center


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Wide circulation email as just sent:
MY recent attempted comment on this article - I was certainly NOT 'ignoring' it as suggested by the Bob Sorensen henchman Curtis Long might be the case - has been censored and ignored (another YEC, David Bump who does not behave like Sorensen and co or CMI or AiG) did make several comments via email which I responded to and which I would be happy to forward to those who missed them) by Creation Ministries International whereas a supportive query to Jonathan Sarfati HAS been published. And look at the comment by Long at the CMI Facebook page after he saw this Sarfati article - Long is referring to ME and my comments at the second link below:
"I read someone claiming that interstellar asteroid Oumuamua drstroys all of young earth creation science, but ignores so many things like this that wreck deep time philosophies."
Despite its misleading title, Sarfati's article on that comet discovery did NOT 'wreck' deep time, Curtis. And would CMI care to post an article explaining asteroid Oumuamua in a 6,000 year old universe? (Their YEC colleagues/competitors have admitted that Oumuamua must be interstellar. Sorensen tried to shrug it off as 'no big deal'.)
This is the comment I submitted on that CMI article (and which they have censored and ignored): "
'Oxygen in comet atmosphere undermines billions of years.'
How exactly would a 6,000 year old solar system explain this unusual molecular oxygen within one comet? (Unusual since according to Wikipedia: "Molecular oxygen has never before been detected in cometary comas"; the Abstract of the paper at your footnote 2 also confirms this.) Presumably the explanation is that God decided to put it there?
"How this enigmatic discovery of primordial oxygen in a comet is further evidence that we can't rule out primordial oxygen on Earth either." It's just one comet that we know of (which was never part of Earth - neither by known science nor according to Genesis)."
Maybe Curtis Long would care to respond to it?
And indeed to my BCSE thread about Oumuamua (likewise his colleague Alexander Gordons who regularly has a go at me on the BCSE forum, most recently accusing me there of 'lying' about how YECs at AiG do indeed refer to neanderthals and erectus individuals as having been members of OUR species ie the ONLY human or Homo species that has 'ever' existed (just as Genesis 1 appears to imply).

subset: commoncrawl


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Home > Jewelries & Watches > Jewelries > Beads > Gemstone Beads > 6mm Violet Jade Round Gemstone Loose Beads Strand 15.5 Inch
Product Details
- Material: Violet Jade
- Shape: Round
- Bead Size (Approx.): 6mm
- Length (Approx.): 15.5 inch / strand
- Condition: Brand new
Note: Please be reminded that due lighting effects,monitor's brightness/contrast settings etc, there could be some slight differences in the colour tone of the website's photo and the actual item.Bead photos are enlarged to show detail- please note actual sizes.
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[70.9, 65.5] is a rare world boss located at the Rumbling Terrace in the Valley of the Four Winds. A number of saurok ride atop his back, firing cannons very close to the Silken Fields. They periodically dismount the giant mushan to engage those foolhardy enough to take them on, under the command of Chief Salyis.Galleon
- [Fire Shot]ω ϖ—Saurok Skirmishers riding on Galleon's back fire flaming crossbow bolts at random players, inflicting 15000 Fire damage.
- [Stomp]ω ϖ—Galleon stomps the ground, inflicting 92500 to 107500 Physical damage to players within 100 yards and knocking them down for 3 sec.
- [Cannon Barrage]ω ϖ—Chief Salyis orders his minions to fire off eight powerful cannon blasts. Each blast inflicts 600000 Fire damage to players within 10 yards and knocks them back.
- [Impaling Pull]ω ϖ—The Warmonger uses an Impaling Pull to bring a distant target towards them and inflict 13875 to 16125 Physical damage. Used by Salyis Warmongers.
Patch changes
- β Patch 5.0.3 (PTR/Beta): Added
External links
Community content is available under CC-BY-SA unless otherwise noted.


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This holiday season is much different than previous ones. This past Thanksgiving that was very clear! This year we are traveling a lot! When you travel you have to remember everything, everytime! All moms know that you do your best to remember everything for everyone but it is almost certain that you will forget something. Usually it is something of MINE that I forget. At Thanksgiving I forgot my brush and warm clothes. AHHH! But worse than that, I forgot to refill my medication before I left. That is when I realized just how much I depend on and love the Walgreens Mobile App!
When I moved and switchwd over my prescriptions the pharmacist told me about the Walgreens Mobile App for both iPhone and Android Phones. I found the Walgreens Android App in the Google Play Store and quickly realized this was made JUST FOR ME! Ok, so maybe not just for ME, but I sure needed it!
I have medications that I take daily. I have done this for over a decade. You would think I would be a pro at remembering to take my medicines and on top of my refills after doing it for so long. But something happened during those 10 years, I had kids! The little memory I have left I use remembering everything for them!
I set up my pill reminders. I heard a little hallelujah ring out! This has saved my life so many days since then. Every morning around 7:30 while going through the morning rush I get a notice on my phone. It reminds me to STOP and take my medicine. I can not tell you how many mornings I forgot before the Walgreens Android App.
That is just the beginning! The App stores all of my medication information. I was able to use the refill feature while I was home for the holidays. I opened the bottle and realized AHHH I was out!
But not to worry, I remembered the App! I quickly pulled out the App and clicked refill. I was able to choose the closest Walgreens that I needed to pick it up at. That was it! I was done! Then about 30 minutes later I received a text that my medicine was ready! WOW!
You do not need to be a tech pro to use this App. It is so easy! If you do not have the App set up you can still request a refill. You can simply scan your bottle and choose a location as well.
TAH-DAH! See how easy that is? AND there is more! Using the Walgreens Mobile App you can earn Balance Rewards! If you have not signed up for Balance Rewards, you should! When I transferred my prescriptions to Walgreens a while back I received EXTRA rewards! I love being rewarded for something I have to do anyway! You can check your Rewards balance from the App!
The Walgreens Mobile App helped me relax during the Holidays! It is wonderful to have one less thing to worry about! That means I can sit back and enjoy Hallmark movies and eat popcorn instead of worrying over the small AND big things. There is an App to worry for me! Now if I could get an APP to help me with all the other things I forget.


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Quantum Dot Spectra, Absorption, and State Symmetry: an Exercise
Published on
The tutorial questions based on the Quantum Dot Lab v1.0 available online at Quantum Dot Lab. Students are asked to explore the various different quantum dot shapes, optimize the intra-band absorption through geometry variations, and consider the concepts of state symmetry and eigenstates.
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Up against the wire, a quilt for a very special person is finished just in time. It sits squashed in a bag in rather rumpled folds for a day or so. I roll it up and tie on a bow.
|Pretty picture
Oops - I remember just in time that I must take a photo. The camera batteries are flat, clouds are threatening, gales blowing (why does the wind always get up when I go outside to take a photo?).
The Head Chef is also an amateur at this game.
|Beware of the quilt monster
Try and hold it straight, I say, as he steps back into the flowerbed.
Your slippers are going to get muddy, he said. And worse, I think, as I realize that I am standing just where the henhouse was until a couple of days ago. I don't have a coat on, and my hands are cold.
I promise you that it is a very pretty quilt. It has a quaintly antique air, and is not really as crinkled as it looks. And I will come back after the official presentation with some better pictures and some profound musings, or not, as the case may be.


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Penn State Blue Squad Topples White, 37-0 in Front of 72,000
Chiappialle runs for 63 yards, two scores as Blue defeats White on 70 degree day in Beaver Stadium
UNIVERSITY PARK, Pa.; April, 12, 2014 – Spring arrived in Happy Valley in full force for the annual Penn State Blue-White Game presented by AAA, as an estimated 72,000 fans watched the Blue squad defeat the White squad, 37-0, inside a sun-drenched Beaver Stadium on Saturday afternoon.
The crowd of 72,000 was third-largest in Blue-White Game history, trailing only 76,500 in 2009 and 73,000 in 2008. The temperature hit 70 degrees as the huge crowd took in Coach James Franklin's first Blue-White Game.
After the return of the players' pre-game autograph session opened the day, the team took to the field and made what Franklin called "great progress" in the locker room after the contest. The first-year Nittany Lion mentor expressed that he was pleased with the strides the squad made during the 15-practice spring session, but made a point that there was still ample of work to do before the team opens fall camp in August to begin on-field preparations for the Aug. 30 opener vs. UCF in the Croke Park Classic.
After Sam Ficken's (Valparaiso, Ind.) 26-yard field goal opened the scoring for the Blue team with 9:26 left in the first quarter, sophomore running back Cole Chiappialle (Beaver Falls) piled up some points late in the second quarter.
Chiappialle carried the ball five times for 32 yards and two scores over the final three minutes of the half. After a punt, Chiappialle covered the final nine yards to paydirt to push the Blue team ahead, 10-0, and following Ryan Keiser's (Selinsgrove) interception of D.J. Crook (West Barnstable, Mass.), he jolted 23 yards over the left side to make it 17-0 heading to the locker room. Chiappialle finished with nine carries for a game-high 63 rushing yards and added two catches for 17 yards.
The defense was on point for the Blue team, as well, recording four of the five turnovers in the game (3 INT, 1 Fumble). Keiser, Trevor Williams (Baltimore, Md.) and Matthew Baney (State College) all grabbed interceptions, while Keiser forced a fumble that Jesse Della Valle (Pittsburgh, Pa.) recovered. Adam Cole (Belle Vernon) recovered a fumble to account for the only turnover forced for the White squad.
Baney's interception opened the scoring in the second half, as the junior rumbled for 28 yards to cross the goal line and push the Blue team ahead, 23-0.
A bit of trickery caught the White squad's defense off guard late in the third quarter when wideout Eugene Lewis (Wilkes-Barre) found Matt Zanellato (Burke, Va.) down the right side line for a 56-yard touchdown pass. Lewis came in motion and freshman quarterback Michael O'Connor (Ottawa, Ontario) pitched the ball to the speedy receiver. After a few steps, Lewis stopped and connected with Zanellato, who was wide open behind the defense for a 56-yard scoring strike. Akeel Lynch (Toronto, Ontario) capped the scoring with a three-yard touchdown run with 25 seconds late in the game to account for the 37-0 final score.
All four quarterbacks on the roster completed passes in the game, led by O'Connor's 81 yards on 11-of-16 passing for the Blue team. Crook completed 10-of-17 passes for 68 yards for the White team. Eight different receivers caught passes for the Blue Team and 10 White squad receivers grabbed catches. Kyle Carter (Bear, Del.) led the Blue side with four grabs and DeShawn Baker (Philadelphia) grabbed a pair of catches for eight yards to pace the White contingent. Zanellato's 68 yards on two catches led all receivers.
On defense, the Blue's C.J. Olaniyan (Warren, Mich.) led all players with five tackles, including 2.5 sacks and three tackles for loss. Keiser forced a fumble, intercepted a pass and came away with three stops, as well. Cornberbacks Da'Quan Davis (Baltimore, Md.) and Devin Pryor (San Bernardino, Calif.) each had four stops to lead the White, with Davis recording four solo stops.
Four Nittany Lions were recognized for their spring practice efforts at halftime. Junior defensive tackle Anthony Zettel (West Branch, Mich.) was presented the Jim O'Hora Award, as the redshirt junior switched from defensive end to defensive tackle during the spring. Redshirt sophomore Brian Gaia (Pasadena, Md.) transitioned from defensive line to offensive guard and earned the Red Worrell Award. Junior defensive end Deion Barnes (Philadelphia) was selected by the coaching staff as the recipient of the Frank Patrick Memorial Award.
Franklin and his staff added a fourth award, Coaches Special Team Award, which was presented to Ficken.
The Worrell Award is presented to the offensive player whose spring contribution is most worthy of special tribute. The prize was first presented in 1958 and is named in the honor of the late Red Worrell, a high school All-American from Centerville HS who was tragically electrocuted in an accident after an exceptional season on the 1957 Nittany Lion freshman team. Past Worrell Award winners include former offensive coordinator Fran Ganter, Lydell Mitchell, Mickey Shuler, Steve Smith, Kyle Brady, Bryant Johnson, Rodney Kinlaw, Graham Zug, Matt Stankiewitch and Ty Howle, the 2013 recipient.
The defensive award is named in honor of Jim O'Hora, a long-time Penn State assistant coach who was a member of the coaching staff for 31 years. Loyalty and attitude especially characterized Jim O'Hora and has typified many of the previous winners, including Walker Lee Ashley, Andre Collins, Michael Haynes, Anthony Adams, Tim Shaw, Michael Mauti, Jordan Hill and Stephon Morris, along with Jordan Lucas and C.J. Olaniyan in 2013. The O'Hora Award was first presented in 1977.
The Frank Patrick Memorial "Total Commitment" Award goes to junior class squad members who consistently follow through with their responsibilities in all facets of the football program and do so in exemplary manner. This includes academic pursuits, off-season preparation, in-season commitment, demeanor and community service. Jeff Hartings, Wally Richardson, Justin Kurpeikis, Bryan Scott, Robbie Gould, Josh Hull, John Urschel and the 2013 duo of Miles Dieffenbach and Mike Hull are among the previous recipients. Patrick was a member of the Lions' coaching staff from 1949-73.
Urschel, who won the James E. Sullivan Award Friday night in Orlando as the nation's top amateur athlete, presented the Patrick Award to Barnes.
Franklin and nine other head coaches will be participating in the 17-stop Penn State Coaches Caravan, starting May 1 at the Pegula Ice Arena on the University Park campus and ending May 22 in Erie. Franklin is scheduled to appear at all 17 events. More than 4,500 Penn State alumni and fans have registered during the initial three weeks. For all the Coaches Caravan event dates and locations, go to alumni.psu.edu/events/
Penn State returns 41 letterwinners and 15 starters (7 offense, 7 defense, 1 specialist) and will host Rose Bowl Champion Michigan State (Nov. 29), Ohio State (Oct. 25), Northwestern (Sept. 27-Homecoming) and Maryland (Nov. 1) during its 2014 Big Ten home schedule. The Nittany Lions will play a trio of 2013 Top 10 teams this fall.


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DeKALB – Former DeKalb City Clerk Steve Kapitan said he lied to the City Council and quit his elected office last year under the threat of legal action while he was coping with a new diagnosis of attention deficit disorder.
Kapitan, who is among four write-in candidates registered to run for city clerk in April, on Monday recounted the events that led to his resignation in February 2012.
Since his resignation, Kapitan has received treatment, and aldermen reduced the pay and the intended responsibilities of the elected position, so Kapitan said he is confident he can do the job.
"I didn't have the courage to publicly reveal my condition [last year]," Kapitan said. "I've had a year to address the issue and have the confidence to say it."
Kapitan said he was diagnosed with ADD in August 2011 as he failed to create minutes for many of the City Council's closed session meetings, which are strictly regulated by the Open Meetings Act. Kapitan said he would often find himself putting off more important tasks to do less meaningful busy work.
"The psychology of why one does that – it's sort of avoiding a responsibility when it's there. But it's not due to a lack of time," Kapitan said. "It's that you allow other things to come up to distract your attention from something that's a priority."
DeKalb City Attorney Dean Frieders said City Council members spent months discussing the issue. DeKalb Mayor Kris Povlsen said the council was doing its best to help Kapitan.
"He didn't get his work done," Povlsen said. "We were supportive as long as we felt we could be."
Both Povlsen and Kapitan said city leaders mentioned getting another person to help with the minutes, but it was not seriously considered.
At a closed meeting in January 2012, Kapitan held up a stack of papers before the council and city staff and said that he had completed all of the minutes. It was a lie that was revealed a couple of days later.
"I misled them," Kapitan said. "I was hoping to get caught up with them before the next meeting."
At that point, Frieders said the council directed the city attorney to discuss possible solutions with the state's attorney's office, whose attorneys believed Kapitan was violating the Open Meetings Act. Frieders said both city staff and council were worried.
"We were concerned that the City Council knew of the violation, and if they knew about it, could have created potential criminal liability to the elected and appointed members of the city,"
Frieders said.
As this was happening, Kapitan said he first sought counseling for his new diagnosis and soon discovered that wasn't enough to address his symptoms. He was prescribed medication, but the dosage was gradually increased, so he wasn't feeling effects of his medicine yet in the middle of January 2012.
The day he started his full dosage was the day after he resigned.
During the week of Jan. 30, 2012, Kapitan was given an ultimatum – quit, or the state's attorney would file charges for violating the Open Meetings Act on Monday. At the time, Kapitan didn't know that a violation was a Class C misdemeanor – punishable up to 30 days in jail and a $1,500 fine.
Until that meeting with City Manager Mark Biernacki and Frieders, Kapitan said no one had ever suggested – and he had not considered – resigning. But, city staff had a resignation letter prepared for him at that meeting, which he initially declined to sign.
Biernacki said the city administrator nor the city attorney typically should not dictate to an elected official how to do the job, but they needed to protect the city from the legal liability.
"Regardless of the circumstances that led to the inability to complete the closed session minutes, we knew a legal liability was going to be placed on us Monday morning, and we had to act," Biernacki said.
Kapitan offered to cover any costs for the city attorney's time and indemnify the city for any losses his actions caused. On Feb. 3, 2012, Biernacki told Kapitan a majority of the aldermen declined Kapitan's offer. So, Kapitan signed a letter announcing he was resigning voluntarily, and he received two months' severance pay.
After Kapitan's exit, aldermen asked local voters to make the city clerk an appointed position, rather than an elected office, through a referendum in November. When the referendum failed, aldermen voted to reduce the clerk's salary to $5,000 a year. A deputy clerk position will become a full-time job with benefits and likely will be assigned to handle most of the clerk's duties not prescribed by law.
No one filed candidate petitions seeking the clerk's seat, but Kapitan and three others – Lynn Fazekas, Liz Cliffe Peerboom and Leonard LeGrand – have registered as write-in candidates. Fazekas discusses DeKalb issues on her blog, City Barbs, while Peerboom is the village clerk of Maple Park. LeGrand worked in different departments within the DeKalb government from 1991 to 2010.
Kapitan, who also works part-time at Jewel-Osco, said he takes responsibility for his actions. He acknowledged that some might see the ADD diagnosis as an excuse, but said people know he is a hard worker.
"People that observed me at city hall when I was there as a clerk for three years – they saw I put in time after hours," Kapitan said. "They knew I wasn't a slacker."


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HH Com 78
After moving in with his new foster father, a mad professor who dabbles in the world of the occult, Jack discovers he has been sold into servitude in the land of the dead.
Jack is thrust into a macabre world where the dead are in limbo and live in the Purgatory Forest. Under the evil eye of the Amazing Mussini, Jack becomes a member of a traveling vaudeville act and with a motley gang of lost kids travels around the towns of Purgatory entertaining the dead.
Having no thespian-like skills, Jacks only act is to perform the tricks of Houdini, namely the handcuff and straightjacket escapes. Jack and his new friends must escape the evil clutches of Mussini and the minotaur-like Death Wranglers that patrol the forest in order to return to the land of the living.
Jack is forced to escape a custom pair of handcuffs that Mussini designed to trap Jack in Purgatory forever, the Devils Handcuffs. To satisfy the dead, who desire increasingly dangerous tricks, Jack is forced to attempt the dangerous Chinese Water Torture Cell in an all or nothing escape plan.
Slipped between the chapters are one-page bits on the life of Houdini and his spectacular tricks. From handcuffs to straightjackets to underwater torture and death wranglers what better escapism for the kiddies and the kiddies at heart.
Like Houdini all I want to do is escape here.
Start with Jack's problem, not a description of him. Then tell us who created the problem. Then pose some questions arising from his predicament.
You've got the dog's breakfast of plot points here. Cleanup on Aisle 78
9 comments:
- Elektra said...
I kinda like this one...
- 12/16/2006
kiddies? really?
- 12/16/2006
"the kiddies"?!?!
- 12/16/2006
It may be chaos, but I would love to read this book. It sounds like something original, or rather, combining two old things into something original, and your writing reads like you could makt it into a great story as well. *applauds*
word verification: sfmaoepd = "SF, my Old English Police Department" ... my head's clearly fried, it's late here.
- 12/16/2006
- acd said...
I liked this when it was on EE's Lottery Losers, and I like it now. Why are you still messing around with this on blogs? Give it to me or somebody else for a last beta and get to sending this out!
- 12/16/2006
- HawkOwl said...
What I just said about 77. Fourteen-year-old foster kid with rap sheet, I'm all about it. Anything magical to do with it, hell no.
Although, you know who would do a great job of combining at-risk kids with magic and yet keeping it real? Ben Okri, that's who.
- 12/16/2006
- Sonarbabe said...
Keep it about the misfit kid and his adoration for Houdini and I'm there. That alone, though a bit over done, can be good. What I'm kinda tired of is why everything has to be magical, demon-oriented, or about finding God.
And this is why I am not an agent.
- 12/16/2006
The premise sounds really interesting, but I have to agree that I don't see much plot progression from the hook.
- 12/17/2006
The hook is a mess, but I love the premise.
- 12/17/2006


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Faithful mark Easter at Jones Beach service
Long Island worshippers still coming to grips with the lingering devastation from superstorm Sandy sought solace in their faith during an Easter sunrise service at Jones Beach Sunday.
The celebration of Christ's resurrection brought renewed strength and inspiration to Derwood Fish, 65, who has been living with relatives since his Seaford home of 40 years flooded in the October storm.
"It shows you that the Lord has the power to do anything he wants and if people don't straighten up, we might see more of it," he said.
During his brief sermon before 200 people, the Rev. Thomas A. Goodhue, an ordained United Methodist clergyman, addressed Jones Beach and communities hit hard by Sandy.
"Have you ever felt hopeless and in despair?" Goodhue asked the crowd in the sermon titled "Hanging on for Dear Life or Leaping toward New Life."
"Didn't you want to get your possessions and life back?" he continued. "But maybe God wanted for us something new -- to do something on this island."
Samantha Siegler, 22, of Bellmore quietly listened.
"It's a lot to think about, but we're standing on a beach that was underwater a few months ago," she said.
Fish, who isn't sure when he will return home, said he doesn't blame anyone for his situation, but will heavily lean on his faith."It's a choice we make to live on the water," he said.
Attendees gathered on the beach at Field 6 for the 30-minute nondenominational service, held by the Long Island Council of Churches, one of several worship groups at the beach Sunday morning.
Away from the service, dozens of people stood along the water silently watching the sunrise and waves move back and forth.
"We're very blessed to be able to worship on the beach," said Bellmore resident Nancy Schneider, 52.
Michael Riccuiti, 73, of Bellmore, said he annually visits the beach on Easter morning. "I like to start Easter days with bright sunshine the Lord provided us," he said.
During his sermon, Goodhue, who has led the council of churches since 1999, spoke of how Jesus could have passed for an average working man or a gardener while on Earth.
"It's the thought that a resurrected life is different from life before," he said after the service. "We can rebuild the Island, stronger and bigger, rather than clinging on to the past."


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DB9 to DB25 Serial Cable Adapter - F/F
Convert a DB9 male port to a DB25 female port
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The AT925FF DB9F to DB25F cable adapter converts a 9-pin serial port into a 25-pin female port. Backed by StarTech.com's lifetime warranty.
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A straight-through serial cable is the most common type of serial cable, used to connect a Data Terminal Equipment (DTE) device (for example, a computer) to a Data Communications Equipment (DCE) device (for example, a modem). The pinout of the serial connectors on both sides of the cable are exactly the same with a straight-through serial cable.
A null modem serial cable (frequently called a crossover cable) is used to connect two DTE devices together without the use of a DCE device in between. For this to happen, the Transmit (TXD) and Receive (RXD) pins on one of the serial connectors are flipped.
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In David Conroy's "Motivation and Emotion in Movement" class, undergraduate students get a unique perspective on research by being participants in their own experiments. Conroy, an associate professor of kinesiology at Penn State, is in charge of what he calls a kinesiology lab that focuses on psychology, where he studies the intersection of emotion, motivation and physical activity levels. He studies people of all ages and physical activity levels, which not only means that students are suitable research subjects, but that his research is accessible -- and interesting -- to many of his classes, particularly for students who want to pursue a career in wellness or fitness.
Conroy's KINES 428 class takes a multi-angled approach to understanding the connection between motivation and exercise, and this turns out to be a very "eye-opening" experience, according to Katie Balcerzak, a kinesiology student. "It was a very insightful class," she said. "We learned about ourselves and our classmates, and how to better motivate ourselves and others."
Students wear pedometers during their waking hours for four weeks straight and also log the daily motivations and emotions they experienced through an online questionnaire. Additionally, students gain insight into their automatic inclinations toward exercise by taking a timed reaction test that Conroy and his colleagues developed. In this test, students are presented with a word on a computer screen (for example, "running") and respond as quickly as possible with whether they think the word is good or bad. Their response times will provide a fairly good indicator of how they unconsciously feel toward physical activity.
Rather than using a textbook, Conroy's students read peer-reviewed journal articles on the variety of topics covered in class, from anger, happiness and sadness to different theories of motivation. This gives students a chance to see what other current research exists in these areas and a chance to test the validity of existing theories against data they've collected in class.
Students are able to see how their physical activity levels compared to the standards or expectations; many organizations and clinicians recommend that a person get 10,000 steps in a given day, but students in class -- who thought they were generally very active -- averaged only 7,000. They also had the opportunity to see how the class' motivations rise and fall throughout the semester; for example, students saw a sharp drop in intention to exercise right before spring break followed by a quick rise the week after.
"Dr. Conroy really made it known how important this research is," said Balcerzak. "If you don't know why someone is motivated, there is no way you can focus in on that to motivate others."
The perspective gained on this type of research is something that will stick with students whether or not they plan on being scientists one day. Tatiana Grezeszak, another kinesiology student in Conroy's class, said that learning about motivation and emotions and how they tie in to physical activity is something that will benefit her down the line.
"I don't know what field I'll be going into yet, but I know that I'll be able to apply what I learned in this class," she said.


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I am praying for Peace on Earth. Please say a special prayer for our local National Guard soldiers who are leaving home to go to war on our behalf this morning, from Milan, Tennessee. I pray that God will watch over them as they train for the next two months in preparation for their deployment to Iraq in February, 2010. I am overwhelmed with pride and compassion when I think of all our troops do to serve their country, and because I love them so much for what they are doing, I wish they didn't have to go to war.
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Story highlights
- Keep the playroom level: Put toy trucks and tools next to princess dolls
- Girls often feel a loss in sports is their fault: Learn how to promote positivity
- It's great if your little girl looks nice, but it's more important if she is nice
On baseball fields across the country, girls are taking their turns at bat -- on the same teams as boys. Toy labs are creating girl versions of trucks and cars for kids as young as 12 months.
In Washington, women hold more congressional seats than ever. They're flooding into colleges and grad schools, and studying subjects, such as medicine and law, that were almost entirely dominated by guys just a generation or two ago.
Our kids are growing up in an increasingly gender-neutral environment very different from our own. So how do we prepare them for ... well, who knows?
Because these days, a little girl could grow up to be anything from a housewife to the House majority whip and it would be totally acceptable. With a vast universe of opportunities up for grabs, it's important to raise girls who know how to reach for what they want -- without knocking others out of the way. It means promoting not only their confidence but also their kindness, smarts and a sense of sportsmanship.
It's a tall and tricky order for sure, but you can do it. We asked leading experts and real parents what today's girls need to succeed tomorrow. Here's the skinny on how to raise a lady in the 21st century:
Girl Power gotta-have No. 1: Being comfortable playing like (and sometimes with) the boys
If you want to keep the playing field level for your girl, start with her playroom. Do the princess dolls share at least some space with trucks and tools? If she's a little older, is there a skateboard sitting alongside the mani-pedi kit?
Maybe there ought to be: " 'Girl toys' and 'boy toys' are nothing more than a marketing concept," says Rosalind Chait Barnett, senior scientist at the Women's Studies Research Center at Brandeis University and co-author of "The Truth About Girls and Boys: Challenging Toxic Stereotypes About Our Children."
"If you're walking down the toy aisle thinking, 'Maybe I should get Susie that soccer ball,' yet pass it by, stop and ask yourself why that is -- girls need a variety of playthings so they can explore and develop their strengths and preferences," she says.
You might be surprised at the results. Your daughter could spend all her time on a woodworking project at a play workbench -- or ignore the workbench entirely and instead spend hours lovingly combing the mane of a Pepto-Bismol-pink pony. Even if she played with the so-called boy toys, she might do so in all kinds of delightfully unexpected ways.
"My 20-month-old, Abigail, loves playing with her big brother's 'Star Wars' figures but acts out some more nurturing scenarios," says Melissa Pheterson of Rochester, New York. "She always makes sure to put Luke Skywalker on the toilet in her dollhouse before he fights."
Your gal could also come up with her own unique mash-up play style. "My 6-year-old daughter, Roari, loves to put on pink and purple tutus -- then go climb a tree or dig in the dirt for bugs," says Valerie Lopez-Conover of Chino Hills, California.
Different girls, different preferences; the point is to nurture the individual, drawing out her interests and unique talents. And here's a bit of good news if you're stocking a playroom for sons as well as daughters: There are more gender-neutral toys on the market than ever, from building-block sets with both male and female figurines to a new Easy-Bake oven that comes in sleek black and chrome instead of pink or purple (did someone say chocolate-chip cookies? Booyah!)
Speaking of providing variety, it's also a good idea to try out a couple of playdates with boys if there are no brothers or male cousins in your kid's social circle. Don't force it if your daughter's really not into it (and especially as she hits the tween years, she may not be), but at least sometimes ask, "Hey, how about we see if Zack wants to come over?"
The benefits: "Playing with a child who doesn't have her exact same experiences broadens her own," Barnett says. Zack may know a few more rough-and-tumble games than your daughter does. Or who knows, maybe she'll introduce him to tag, and he'll show her the joys of making pictures with sidewalk chalk. Either way, being comfortable around the opposite sex is a big plus these days since we're increasingly a society in which men and women work closely together in school, in the workplace and, maybe soon, on the battlefield, too. (Hopefully not too soon on that one for anyone of either sex.)
Girl Power gotta-have No. 2: Being a terrific team player
The days of girls' sitting on the sidelines, or limiting themselves to a cheerleader role, are long gone (and good riddance to them, we say.) Nowadays they're expected not only to try sports but to be good team players (both on and off the field, in academics as well as athletics.)
How do you instill in your daughter a can-do spirit and these kinds of high standards? Introducing her to a sport at a young age can help her get in the groove. "My 2½-year-old, Kaylin, took ski lessons this winter and was the youngest and only girl in her class who had no fear of going down the bunny hill by herself," says her proud mom, Tara Wilson of Andover, Massachusetts.
It's smart to foster a healthy sense of competition, too: Explain to your girl that you expect her to always play her best, even if she's facing off against pals. That's not to say you should teach her to pursue victory at all costs, but she should know that only one team can win, and it's OK to want it to be hers.
Girls may often feel it's unfriendly to go for the gold (or, in your kid's case, a plastic gold trophy with "Achievements in X Sport" emblazoned on it), thanks to the tradition that they should "play nice."
Our daughters are also more likely than boys to feel that losses, even when they're on a large team, are entirely their own fault.
"Females tend to attribute loss and errors to themselves rather than to external factors," says sports psychologist Caroline Silby. So take extra care to teach your mini-Mia Hamm that she doesn't have to be so hard on herself when things don't go her way. "I tell parents to always say 'Good effort!' after a game, even if their child doesn't win," says Judy Vredenburgh, founder of Girls Inc., an organization that offers programs to empower today's young women.
"Pick out something specific that your child did well, or better than she did the last time she played: 'You did a great job of passing the ball' or 'That was a really nice try you made at the free-throw line.' " And talk about what else was going on that might have ultimately turned the tide against her and her teammates -- "Wow, the other team's new coach seems to have taught them a few extra moves!"
Yet it's not just about helping your child play as enthusiastically and guilt-free as the boys; it's still also about making sure she acts like a modern-day lady on and off the field. Meaning? Let her know that "You are not responsible for the feelings of others, but you certainly can take actions that allow you to be respectful of your teammates, friends, self and rules of the game," Silby says.
You can start setting these standards earlier than you think. "I told my daughter, who's 4, that when a teammate scores you should high-five her, and she should do the same for you," says Teana McDonald of Coral Springs, Florida. "I said that if she's a star, she'll shine on her own and doesn't need to be a ball hog to do it."
Establishing these good habits early on will make your girl a winner both on and off the field. "It builds the kind of social and emotional intelligence women need to excel in teamwork at school and in their careers," Vredenburgh says.
Girl Power gotta-have No. 3: Knowing her true worth lies in her inner beauty
"When you think about it, it's strange to be so focused on externals for our girls, but we often are," says Carol Gilligan, author of the groundbreaking gender-studies book "In a Different Voice."
"And our requirements for how girls have to look, in order to be considered dressed up, are narrow. Why does your girl have to wear a skirt or dress to look extra-nice? And what's even more important is that she is nice. Is she caring, empathetic and sympathetic? Is she a good listener, and if she sees that another child is feeling left out or having a hard time, does she reach out to him? Those are the qualities we need to encourage."
Emphasizing character over cuteness can be hard, especially given today's culture: For Shannon McCormick of Columbus, Ohio, mom of 3-year-old Sophie, the trick lies in mixing inner-beauty compliments in with the usual ones: "I tell Sophie 'You're pretty and you have a big heart!' or 'You look gorgeous and did such a creative job of matching your outfit this morning.' " A beautiful way to help our beautiful girls.
Thinking differently: It's what made Apple so successful -- and it can work magic for your daughter, too. When she grows up, some of the best careers will use skills that are typically more encouraged in guys, in fields such as science and tech. Which means we've got to move away from the old days fast, when girls were called geeks if their interests weren't totally fem-tastic. Here are some ways to help your girl stay confident outside the old-school comfort zones:
She loves: Science
Do this: Give her a magnifying glass and read a few library books about how great worms are for the soil. And let her know it's cool to have that kind of curiosity. Explain that other girls have become famous and won awesome prizes at science fairs. The gals swept Google's first-ever science fair a couple of years ago, in fact, scoring big bucks.
She loves: A traditionally "boy" instrument such as the drums or trumpet
Do this: Help her blow her own horn with a beginner's instrument. Give her a way to handle it if she gets teased: Instead of getting upset, she can say, "Well, I really like the sound. Want to try?" Surf YouTube and find some fun videos of girl drummers to watch together (or go retro and show her a clip of the Go-Go's.)
She loves: Computers
Do this: Talk to her about gals who are making high-profile cyberspace careers, such as Sheryl Sandberg (who heads up Facebook) and Marissa Mayer (Yahoo's CEO.) Even little girls can appreciate hearing about the big girl who's heading up a huge company.


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Book Review: Tending the Heart of Virtue by Dr. Vigen Guroian
So much of our current society has given way to the modern notions of tolerance and values, instead of instilling and nurturing concrete virtues in our children, a moral road map to guide them through life's mysterious and sometimes dangerous adventure that will ultimately lead to their becoming the beloved creatures that God intended.
Dr. Vigen Guroian, in Tending the Heart of Virtue ~ How Classic Stories Awaken a Child's Moral Imagination, Oxford University Press, 1998, shares his knowledge "in order to be of some assistance to parents or teachers who desire to learn, as we did, what books and stories to read with children in the midst of a busy life in which time is limited and making the right choices is important." His goal was to fill a void he found in instructional material for parents to introduce and discuss the moral fabric of some of the best loved children's literature, particularly stories and fairy tales.
Guroian asserts that while fairy tales are not a substitute for life lessons, they do have the ability to shape our moral imagination without dogmatic lessons or settling for values-clarification education. Fairy tales remind adults and teach children that virtue and vice are opposites. In Tending the Heart of Virtue, Guroian walks us through the moral lessons and Biblical references that can be found in some of the most popular children's stories. He also compares and contrasts modern interpretations to the classic tales from which they are derived. Reading and sharing these insights with children will help grow morally responsible and virtuous adults, and isn't that our goal?
In "Becoming a Real Human Child," Guroian compares and contrasts the Disney version of Pinocchio to the original tale by Carlo Collodi. While both stories portray the wooden puppets desire to become a real boy, Disney's version of Pinocchio is awarded boyhood for being "brave, truthful and unselfish." Collodi's Pinocchio, however, is rewarded for his conscientious pursuit of morality, even though the task is not yet complete. He strives to abandon his selfishness, laziness and his hard head, not to mention his lack of experience. According to Guroian, Collodi alludes to Christ with the use of the blue-haired fairy, who appears to Pinnochio at critical crossroads in the puppets attempts to return to his father, including the scene where she saves him from death by hanging on a tree. Pinocchio's heart reaches its turning point when he believes the death of the blue fairy is his fault. The theme of the love and respect of a child for a parent is evident when the blue-fairy appears to Pinocchio again, this time as an adult. At first he does not recognize her, but once his eyes are opened because of the love he has for her, he understands. Love, respect and responsibility towards those you love, according to Collodi are essential to becoming a complete human being.
In subsequent chapters, Guroian covers the concepts of love and immortality by discussing The Velveteen Rabbit and The Little Mermaid; friends and mentors by looking at The Wind in the Willows, Charlotte's Web and Bambi; evil and redemption through examination of The Snow Queen and The Lion, the Witch and the Wardrobe, and heroines of faith and courage by reviewing the characters of Princess Irene in The Princess and the Goblin and Lucy in Prince Caspian.
Much of children's literature is filled with stories and illustrations that awaken the moral imagination. As parents, teachers and clergy we can use the lessons portrayed in these adventures to teach our children something that appears to be missing for the greater society - an understanding of the difference between value and virtue. As an Orthodox Christian, parent of two older teenagers and one young adult and home educator, I honestly wish I would have been introduced to Guroian's book and insights when my children were younger.


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New York City Mayor Bill de Blasio caused a ruckus Friday when he was caught eating pizza with a knife and fork in Staten Island.
On "The Daily Show" Monday, Jon Stewart took notice.
"You are supposed to be the champion of middle class," Stewart said. "Two weeks into your term and we catch you eating pizza a la Trump?" Stewart then showed a side-by-side comparison of de Blasio and Trump eating pizza with forks.
U.S. & World
Stewart played a clip of de Blasio saying, "In my ancestral homeland, it is more typical to eat with a fork and knife."
"No, I get it, you're Italian," Stewart said. "You're just respecting your native land's customs. One thing though, were you elected the mayor of Italy? No! Look out the window of the pizzeria, do you see the Sistine Chapel or a Leaning Tower of Pisa? No!"
"You see several junkyards and a tanning salon," Stewart said. "You know why? Cause you're in f**** Staten Island, the island that isn't shaped like a boot, it just smells like one."
Stewart also took on another of de Blasio's reasons for using utensils -- the pizza "had a lot on it."
"You of all people are worried about holding your pizza? You and your Kong hands?" Stewart said of de Blasio, who stands 6 feet, 5 inches tall. "You know that big wood thing they use to slide pizza into the oven? That thing was built off of one of your hands."
Stewart ended his rant by giving de Blasio some credit, saying former Mayor Bloomberg would have an assistant "cut it up, chew it, and then feed it to him like a baby bird."
Jimmy Fallon also weighed in on de Blasio's supposed pizza faux pas.
"People here in New York are still getting to know our new mayor Bill de Blasio, and I don't know if this is helping," Fallon said.
"New Yorkers are really upset about this," Fallon continued, "because everyone knows the correct way to eat pizza is hunched over a trash can on the street after a night of drinking."
The late-night host mimed eating pizza over a trash can and vomiting.
"That's right, Bill de Blasio's first scandal in office is eating pizza with a knife and fork," Fallon said. "When he heard that, Chris Christie was like, 'Wanna trade scandals?'"
You can watch the Stewart and Fallon clips below.


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John B. "Jack" Owens, who had been a principal in the family-owned Owens Yacht Co., the legendary Annapolis boat builder, and later established a real estate firm, died Saturday of heart failure at his Naples, Fla., home.
He was 96.
Mr. Owens was born in Detroit, where his father was a vice president of Westinghouse Electric Corp. and his mother was a homemaker.
After his wife's death in 1918, the elder Mr. Owens moved his children to Spa Creek in Eastport, Annapolis, so relatives could help him raise his daughter and four sons.
He established a custom boat-building business in 1925 on Spa Creek that built about 20 boats a year, and after his death in 1933, the business passed to three of his sons: John B. Owens, Charles Owens Jr. and Norman Owens.
John B. Owens graduated from Annapolis High School in 1933 and earned a pre-law degree from St. John's College four years later.
In 1936, he and his brothers purchased 8 acres on Bear Creek in Dundalk, where they built a state-of-the-art industrial plant.
They adapted the mass-production methods used by the auto industry to boat building.
Mr. Owens was in charge of the company's finances and purchasing while Charles was in charge of advertising and sales and Norman designed the boats.
During its first year in Dundalk, 50 employees built 40 single-design cabin cruisers, and in 1940, 275 workers constructed 150 boats.
Their first major new product was a 32-foot Owens Cruiser that gained the attention of the public and press at the 1937 New York Boat Show.
In a 2007 Style Magazine article, Mary K. Zajac wrote that Owens was known for using top-quality materials in their boats such as "white oak for the stern and framing, copper and brass fastenings, and mahogany imported from the Philippines for planking and finishing work."
With the outbreak of World War II, the company shifted production from pleasure craft to landing craft for the Army when it received a contract to build 2,500 Landing Craft Vehicle Personnel, which Mr. Owens supervised.
He told The Capital in Annapolis in a 1994 interview that he "felt proud his company had played a small part" in the D-Day landings on June 6, 1944, and that the company's workers "realized the importance of doing a good job and as quickly as they could."
After the war, Mr. Owens and his brothers returned to producing the classic 40-foot Owens Cutter, one of the sleekest and fastest sailboats on the Chesapeake Bay and East Coast waters.
They switched from building wooden boats to fiberglass vessels in 1957 and developed a line of Owens Flagship V8 marine engines.
They later expanded to facilities in York, Pa., and a plant in Indianapolis, where they built 800 boats per month, with another 500 constructed in Dundalk.
In 1961, the company was sold to Brunswick Corp., with Mr. Owens staying on as president of Brunswick's Owens Boat Division.
In 1964, Mr. Owens left Brunswick and joined his two brothers in a new business venture, Trident Corp., a family-owned real estate company that managed properties remaining from the sale of Owens Yacht Co.
They purchased additional industrial properties in Maryland and California, and built an industrial park near what is now BWI-Thurgood Marshall International Airport.
Mr. Owens had been a member of the board of the old Church Home and Hospital and had been a consultant to Charles Center Inner Harbor Management Corp.
An expert and competitive yachtsman, Mr. Owens, who was a member of the Gibson Island Club, won many racing trophies through the years. He also wrote two books: "Cruising Fun For the Family" and "Cruising Guide to the Chesapeake Bay."
Mr. Owens, a longtime resident of Hollins Avenue in North Baltimore, who had a second home on Gibson Island, retired in 1978 and moved to a 400-acre pecan farm in Point Clear, Ala.
In 2002, he and his brother Norman purchased the Nomad, a rundown 31-foot Owens Cruiser. They donated the boat to the Chesapeake Bay Maritime Museum for eventual restoration, which they also endowed.
His wife of 64 years, the former Marguerite Martin, died in 2010.
A memorial service will be held at 11 a.m. March 9 at St. James' Church, 5757 Solomons Island Road, Lothian.
Surviving are three sons, David Owens of Ruxton, Peter Owens of Paia, Hawaii, and Andrew Owens of Orlando, Fla.; three daughters, Christine Sands of Paia, Amelia Sullivan of Pacifica, Calif., and Elizabeth "Birdie" Owens of Key West; nine grandchildren; and four great-grandchildren.
John B. "Jack" Owens, who had been a principal in the family-owned Owens Yacht Co., the legendary Annapolis boat builder, and later established a real estate firm, died Saturday of heart failure at his Naples, Fla., home.


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Gout(redirected from gouty arthritis)
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Related to gouty arthritis: rheumatoid arthritis
GOUT, med. jur. contracts. An inflammation of the fibrous and ligamentous
parts of the joints.
2. In cases of insurance on lives, when there is warranty of health, it seems that a man subject to the gout, is a life capable of being, insured, if he has no sickness at the time to make it an unequal contract. 2 Park, Ins. 583.