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Learn About Wine Class at Eat Drink Americano, Downtown, LA
I am often perplexed when it comes to the subject of wine. In restaurants, it's usually an "eeny meeny miney mo" type of situation and I end up blindly guessing, hoping that I'll like what I order.
What if there was a class that aided in taking all the guess work out of drinking wine? What if there was a way to learn more and
get drunk have fun at the same time?? I think you know where I'm going with this… cue, Learn About Wine.
Lucky for me, stop #2 on my Eventbrite tour of LA was an Intro to Wine class through Learn About Wine downtown at Eat Drink Americano, in the old Cafe Metropol location.
I had so many questions. What is the proper way to taste wine? Do I smell then swirl? Or swirl then smell? Why must I aerate and for how long? How does one go about picking out a nice bottle for oneself or for a birthday gift perhaps? How important does region or origin play in the taste? Does a newer year = cheap wine? Do my purple lips = cheap wine??
Our Instructor, Ian Blackburn was chock full of information about wine and was equally quite entertaining, providing interesting facts and even a few bits of light comedy.
Every bottle we sampled truly had a story of its own, and the two hour long seminar flew by like a good movie.
I was really into it… as you can tell from all notes I took!
Although I wrote a lot down, I never once felt like I was overwhelmed with information. Ian does a good job of getting into the specifics about each of the wines' origin, grape size and taste difference. He gives you a detailed history about the grower and how long they've been around.
We sampled a nice variety of six California wines and one crisp and delicate French Burgundy. We discussed everything from the color (hold a white napkin behind it to see more clearly!) to the aroma, to the mouthfeel, and we compared a few side by side.
Did you ever notice how you can tell a wine's alcoholic content just by smelling it? Basically the stronger the wine, the bolder the aroma will be. If you can get your whole nose in there and the smell is still very light, (like the Chardonnay Bourgogne Blanc Burgundy we sampled – below left), you can almost bet there is less alcohol content in it. (Ah, so THAT's how the French are able to drink every day and not be wasted all the time…).
You now know le' secret!
Then we observed the Duckhorn, Merlot from Napa Valley. It's very dark in color, it's made from grapes with thicker skins and has a HEAVY tannin. In other words, make sure you get a lyft after drinking this one cause it is quite strong. Bold, good, and STRONG. It's also a $45 dollar bottle so you're probably not drinking this one every day. (below – right)
Of our 15 or so person class, there was a good mix to the group; some teachers, filmmakers, wine novices and repeat students. There were couples on dates and one young lady came with her mom. It was a casual and fun afternoon and as we listened, we leisurely snacked on dried cherries, apricots, chocolate and gourmet cheeses which paired nicely with the wines.
I completely recommend this course for anyone wine-curious. It's a great way to spend an afternoon and is a most definately a great date idea!
Although this was an "Intro to Wine" class I felt I got a lot more from it than just the basics of wine. Plus, by the end of the class, I was happily sauced, a bunch more wine savvy, and I left eager to return again and learn more.
Lucky for me I have the LA Wine Festival this weekend as the next stop on my Eventbrite blogger tour!
Thanks for a great afternoon Ian!
This post is part of an ongoing partnership with Eventbrite LA. Eventbrite enables people all over the world to plan, promote, and sell out any event. It's also a destination for people to discover awesome events going on in THEIR city! Whatever your desires, hobbies, or interests – from photography workshops and wine classes to food festivals and industry conferences, there's an event on Eventbrite waiting for you to attend! Keep up on the goings-on in LA by following Eventbrite LA on Twitter, liking them on Facebook, or signing up for their monthly newsletter! Planning an event? Go ahead and create an account to get started.


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Apply at https://ngcareers.com/job/2016-09/vacancy-at-mtn-nigeria-gm-commercial-legal-904/
Vacancy at MTN Nigeria: GM, Commercial Legal
MTN Nigeria is the leader in telecommunications in Nigeria, and a part of a diverse community in Africa and the Middle East, our brand is instantly recognisable. It is through our compelling brand that we are able to attract the right talents who we carefully nurture by continuously improving our employment offerings even beyond reward and recognition. MTN Nigeria is part of the MTN Group, Africa's leading cellular telecommunications company. On May 16, 2001, MTN became the first GSM network to make a call following the globally lauded Nigerian GSM auction conducted by the Nigerian Communications Commission earlier in the year. Thereafter the company launched full commercial operations beginning with Lagos, Abuja and Port Harcourt.Job Title: GM, Commercial LegalJob Description To Ensure The Legal Protection Of MTNN's Business Interests. Extract Value From What We Already Have Through Cross-Functional/And Or Regionally Focused Activities Such As: Multi-Functional Business Optimisation, Contracts Review And Negotiation, Cross-Functional Capital/Budget Efficiency Projects Etc.Innovation – Identifying And Taking Advantage Of New Cross-Functional Business Opportunities, E.G., Through Nurturing New Business Opportunities, Products Launched, Product/Process Innovation, Structural Changes, Etc. Maintain Leadership In The ICT/Digital Industry By Influencing State Legislations & Policies, Participating In State Level Industry Think-Tanks, Building & Extending National B-2-B And Similar Relationships, Etc.Enhance/Expand MTN's Role In The Larger National And Ecosystem Through Participation As Thought Leader, Executing Regional/Local CSR Projects, Involvement In (Inter)Industry Non-ICT Policy & Think-Tank Activities, Data Analysis, Reviews, Etc.Cross-Functional People Leadership Activities: Coaching, Staff Development And Motivation, Employee Networks Mentorship/Support, Cross-Division Employee Engagement Projects, Faculty Roles, Talent Mentorship, Etc.Generic Activities Necessary For Positive Business Outcomes Such As: Supporting Recruitment, Thought Leadership/Execution As Internal (Interview/Disciplinary) Panel Member, Influencing Next Level Leaders (E.G., At ExCom) Etc.Formulate And Actively Contribute To The Development Of Legal Services Strategies In Line With The Mandate Of, And In Line With The Vision And Mission Of MTNNDevelop, Execute And Manage Legal Services Approved Plans, Programs And Activities In Support Of MTNN's OperationsOversee Drafting Of Legal Agreements And Review All Relevant Documentation Supporting Contracts For Authenticity And Validity.Review And Validate Developed And Structured Contractual Framework, Validating Legal Framework Negotiated With Other Parties.Manage Litigations And Disputes, Providing General Legal Advice To The Company.Provide Technical Leadership/Advice In The Formulation And Development Of Framework, Policies And Guidelines And Ensure Compliance Of Operations With MTNN Policies And Procedures. Job Condition Standard MTNN Working ConditionTravel – Local And International

subset: commoncrawl


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Pro-choicers go to great lengths not to use the term "babies" when it comes to unborn children. Which is what makes it ironic that a University of North Georgia pro-abortion group decide to feature cookies in the shape of said babies to promote keeping abortion legal.
Worse than just featuring the cookies, the group chose to break them in half, which can only be a reference to what happens to infants when they are torn apart in the womb during an abortion. They were reportedly chomping off the heads and laughing about it as well.
God help us.
The group's table included papers that read "Abortion should remain legal because . . ." with room for students to fill in the blank with things like "My vagina is too pretty to let a fetus crawl out," and, "A woman controls her own body."
Never mind that the very representation of the cookies is a fully distinct & unique second human body that exists inside a pregnant woman. But, ya know, details.
One person noted that abortion should remain legal because it's "constitutionally protected." Sure, it's legal thanks to Roe v. Wade, but abortion isn't mentioned in the Constitution and I'm guessing the right to kill one's own child wasn't what the framers had in mind.
Speaking of historical documents, what about the Declaration of Independence? We have a right to life, liberty and the pursuit of happiness. That's right — but ALL human beings clearly do not have access to this right to life.
A Students for Life group came to promote their stance on Georgia's campus, chalking pro-life messages on a nearby sidewalk and offering prayers and educational materials for passersby.
As the Georgia Right to Life Facebook page put it: "Pro-abortion activists: 4 white guys with baby shaped cookies and protest signs. Pro-life activists: 8 girls with free education materials and praying with students who are grieving after abortion. The contrast is so distinct it's almost funny."
Pro-abortion activists: 4 white guys with baby shaped cookies and protest signs. Pro-life activists: 8 girls with free…
Posted by Georgia Right to Life on Thursday, April 14, 2016
The cookie visual reminds people that abortion is the literal dismemberment of human child. So thanks for making our point even more clear, guys.


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California deathcore outfit So This Is Suffering say they want to leave their mark on extreme music. They're giving it their best on the first single, "Dreameater," from their Unique Leader Records debut, Palace Of The Pessimist.
Chunky breakdowns merge with melodic leads and a crushing rhythm section on the single. Vocalist Rudy Flores matches the song's low end with an equally brutal vocal performance.
The accompanying video features the band performing the new song as well as a fire dancer to heat things up.
"We're excited to be working with one of the top leading labels in extreme music," the band says. "It's been a long journey and we want to thank our fans, friends and family for their endless support along the way, we thank you. This album is everything we all wanted, bone crushing, in your face, obese breakdowns, with some finger licking riffs and a bit of melodies for the soft listening. Can't wait for you all to hear, it's an exciting time for us and the future of So This Is Suffering!"
Palace Of The Pessimist will hit the streets through Unique Leader on February 24. Preorders for the record are coming soon.


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Excited this is on PH! (I wrote AirSonos) This was a fun little experiment I worked on earlier this year, and have been using ~daily with my own Sonos setup. Would love to hear any feedback, here or email@example.com!
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@stephencwan using it in our office right now, well done Stephen :)
Fantastic @stephencwan. Been hoping for something like this. Thanks for your work to put it together. For those who may not know this is great because: * Now I don't have to use the clumsy Sonos app for regular playing * Now I can play from apps not supported by Sonos * Now I can use all of my apps features (e.g. Spotify discover) * Now I can adjust the volume while phone is locked (with Sonos app works only with app open)
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Discovered this through a recommended reading on Medium (link above). I love Sonos, especially all of the open source stuff out there around it. This would be awesome to bypass the need for an AppleTV or Airport Express.
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I wish Sonos would support this officially. A note of warning to those on Yosemite: it doesn't work anymore on OS X 10.10 and the developer doesn't seem to know how to address it yet. Yay beta life :(
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Psy.D. in Clinical Psychology
APU's Doctor of Psychology (Psy.D.) in Clinical Psychology is a professional doctorate that identifies as a practitioner-scholar program. The curriculum provides the courses and training necessary to meet the educational requirements in the state of California for licensure as a psychologist.
Mission Statement
The Doctor of Psychology in Clinical Psychology program educates, prepares, and trains students to become practitioner-scholars in clinical psychology with professional competencies in relationship, research, assessment, intervention, diversity, consultation, supervision, integration of faith/spirituality and practice, and systems thinking (family psychology).
Program Goal
The Psy.D. program at Azusa Pacific University has developed a unifying goal to guide the mission of the program: Cultivate culturally competent practitioner-scholars who are equipped to serve a wide range of clients with a special emphasis in systems thinking, diversity, and the integration of faith/spirituality and practice.
APU's Psy.D. program utilizes a competency-based training model consistent with the 2009 revision of the APA Commission on Accreditation's Guidelines and Principles for Accreditation of Programs in Professional Psychology. The National Council of Schools and Programs of Professional Psychology (NCSPP) has identified seven core objectives/competencies:
- Relationship
- Assessment
- Intervention
- Research
- Diversity
- Consultation
- Supervision
The Seven Core Objectives/Competencies of the Psy.D. Program1
The curriculum for the Psy.D. program is competency based. Such a curriculum recognizes that it is essential to identify core competency areas in psychology as the primary organizing principle for a professional degree. Successful degree completion requires the achievement of the competencies necessary to function well in the field of psychology. The curriculum reflects concern for the development of seven core competencies in psychology: research and evaluation, relationship, assessment, intervention, diversity, consultation and education, and management and supervision. The seven professional competency areas are defined briefly:
Objective 1: Develop the capacity to maintain a constructive working alliance with clients. Relationship is informed by psychological knowledge of self and others. In the development of the relationship objective/competencies, special attention should be given to the diversity of persons encountered in clinical practice. Curriculum design includes education and training in attitudes essential for the development of the relationship competency, such as intellectual curiosity and flexibility, open-mindedness, belief in the capacity to change, appreciation of individual and cultural diversity, personal integrity and honesty, and a value of self-awareness. Experiential learning with self-reflection, direct observation, and feedback by peers and experts is essential in the development of the relationship objective/competencies.
- Competency/student learning objective 1a: Ability to form therapeutic relationships with client
- Competency/student learning objective 1b: Ability to demonstrate empathy, genuineness, and nonpossessive warmth
- Competency/student learning objective 1c: Ability to maintain appropriate boundaries and awareness of countertransference
Objective 2: Acquire the knowledge, skills, and attitudes necessary to conduct effective psychological assessments. Assessment is an ongoing, interactive, and inclusive process that serves to describe, conceptualize, and predict relevant aspects of a client. Assessment is a fundamental process that is interwoven with all other aspects of professional practice. As currently defined, assessment involves a comprehensive approach addressing a wide range of client functions. Assessment takes into account sociocultural context and focuses not only on limitations and dysfunctions but also on competencies, strengths, and effectiveness. Assessment increasingly addresses the relationship between the individual and his or her systemic context. The assessment curriculum is not limited to courses but involves a pattern of experiences covering general principles as well as specific techniques. Supervised skill training is an essential component of the assessment curriculum.
- Competency/student learning objective 2a: Knowledge of standardized psychological tests
- Competency/student learning outcome 2b: Knowledge of legal and ethical principles and guidelines involved in assessment and knowledge of potential courses of action
- Competency/student learning outcome 2c: Ability to write an integrated report and give feedback
Objective 3: Acquire the knowledge, skills, and attitudes necessary to conduct effective psychotherapy. Intervention involves activities that promote, restore, sustain, or enhance positive functioning and a sense of well-being in clients through preventive, developmental, or remedial services. The intervention competency is based on the knowledge of theories of individual and systemic change, theories of intervention, methods of evaluation, quality assurance, professional ethical principles, and standards of practice. Effective training for intervention includes knowledge of a broad diversity of clients and teaching materials, practicum client populations, teachers, and supervisors. Service systems reflect diversity. The issues of power and authority are particularly relevant to this competency.
- Competency/student learning outcome 3a: Knowledge of theory and its application in personality, psychopathology, change processes, and the interaction and influences of social, environmental, cultural, and physiological factors
- Competency/student learning outcome 3b: Awareness of and compliance with legal requirements of practice (e.g., mandated reporting, confidentiality rules) and the APA Ethical Principles of Psychologists and Code of Conduct
- Competency/student learning outcome 3c: Ability to use diagnostic nomenclature in diagnosis and formulation of treatment plans
- Competency/student learning outcome 3d: Ability to relate to clients of different ethnic, racial, cultural, religious, or sexual orientations from him/herself
- Competency/student learning outcome 3e: Understanding of the therapeutic process within a given theoretical orientation
- Competency/student learning outcome 3f: Flexibility in the use of intervention techniques appropriate to needs of client
Objective 4: Demonstrate the ability to critically evaluate research and conduct research in applied settings. Research and evaluation comprise a systematic mode of inquiry involving problem identification and the acquisition, organization, and interpretation of information pertaining to psychological phenomena. Psychologists have learned to think critically and engage in rigorous, careful, and disciplined scientific inquiry. Education and training in the epistemological foundations of research, the design and use of qualitative and quantitative methods, the analysis of data, the application of research conclusions, and sensitivity to philosophical and ethical concerns is needed for psychologists to develop in this area.
- Competency/student learning objective 4a: Ability to critically evaluate clinical research
- Competency/student learning objective 4b: Evaluate, conduct, and use clinical research in compliance with ethics guidelines
Objective 5: Provide psychological services that integrate a deep understanding of individual and cultural differences and issues of power, privilege, and oppression. Diversity refers to an affirmation of the richness of human differences, ideas, and beliefs. An inclusive definition of diversity includes but is not limited to age, color, disability and health, ethnicity, gender, language, national origin, race, religion/spirituality, sexual orientation, and socioeconomic status, as well as the intersection of these multiple identities and multiple statuses. Exploration of power differentials, power dynamics, and privilege is at the core of understanding diversity issues and their impact on social structures and institutionalized forms of discrimination. Training of psychologists includes opportunities to develop understanding, respect, and value for cultural and individual differences. A strong commitment to the development of knowledge, skills, and attitudes that support high regard for human diversity is integrated throughout the professional psychology training program and its organizational culture.
- Competency/student learning outcome 5a: Knowledge of theory and its application of the following concepts: multiple identities; power, oppression and privilege; and individual and cultural differences
- Competency/student learning outcome 5b: Provide culturally competent services, and understand and implement ethical issues pertinent to individual and cultural differences
- Competency/student learning outcome 5c: Knowledge and awareness of self with respect to personal cultural identity and impact of this on clinical practice
Objective 6: Demonstrate the knowledge and abilities necessary to engage in consultation and education services. Consultation is a planned, collaborative interaction that is an explicit intervention process based on principles and procedures found within psychology and related disciplines in which the professional psychologist does not have direct control of the actual change process. Education is the directed facilitation by the professional psychologist for the growth of knowledge, skills, and attitudes in the learner. Students are required to complete experiential tasks in consultation and education as part of their coursework or internship.
- Competency/student learning outcome 6a: Knowledge of evidence-based theories, models, and interventions related to consultation and education
- Competency/student learning outcome 6b: Ability to develop consultative and educational relationships
Objective 7: Acquire the knowledge, skills, and attitudes necessary to engage in management and supervision. Management consists of those activities that direct, organize, or control the services of psychologists and others as offered or rendered to the public. Supervision is a form of management blended with teaching in the context of relationship directed toward the enhancement of competence in the supervisee. This competency is informed by the knowledge of professional ethics and standards, theories of individual and systemic functioning and change, dysfunctional behavior and psychopathology, cultural bases of behavior, theoretical models of supervision, and awareness of diversity. Self-management processes and structures are provided for students. Demonstrated competence in supervision includes the development of receptivity to supervision and the acquisition of skills in providing supervision.
Adapted from Bent, R. (1992). The professional core competency areas. In R.L. Peterson, et al. (Eds.) The Core Curriculum in Professional Psychology (pp. 77-81). Washington, DC: American Psychological Association.
Psy.D. Program's Special Emphases
In addition to the seven core objectives/competencies developed by NCSPP, the Psy.D. program at APU has identified three areas of special emphasis:
- Diversity
- Systems Thinking (Family Psychology)
- Integration of Faith/Spirituality and Practice
The Psy.D. program has a strong commitment to individual and cultural diversity and is committed to creating an inclusive and positive environment for diverse students and faculty, and the development of competency in serving diverse populations. Diversity competence is interwoven throughout every course; additionally, there are specific courses that focus on developing diversity competency. In addition to coursework, the Psy.D. program sponsors a student-run diversity committee that is focused on addressing diversity issues in the program through forums, guest speakers, and trainings.
Systems Thinking: The Discipline of Family Psychology
Based on systems theory, the discipline of family psychology recognizes the dynamic interaction between persons and environments without detracting from an awareness of individual, intrapsychic issues. The Psy.D. program's emphasis in family psychology incorporates numerous elements from several disciplines within psychology (e.g., clinical psychology, developmental psychology, personality theory, environmental psychology, neuropsychology, psychobiology, and social psychology). All the disciplines are related by the theoretical understanding of the dynamic, reciprocal relationship between these factors as they impact human behavior. This theoretical foundation undergirds the program courses at APU. In courses that have traditionally had an individual focus, systemic aspects relevant to the content area are incorporated. The Psy.D. program strives to equip students to think systemically and apply systemic analysis to clinical situations.
Integration of Faith/Spirituality and Practice: Interdisciplinary Integration
Azusa Pacific University has a strong Christian heritage and commitment to integrating evangelical Christian thought into university programs. The Psy.D. expresses this heritage and commitment through an emphasis on the integration of psychology with ethics, theology, and spiritual formation. Students are encouraged to explore the role and importance of moral and spiritual identity formation in the process of psychotherapy. The Psy.D. program also has a strong commitment to open enrollment. As such, individuals from any religious or nonreligious tradition may be admitted to the Psy.D. program. However, it is important for prospective students to recognize that coursework and training are structured using Christian values and principles. Students are asked to learn and thoughtfully interact with the content of courses, as well as to reflect on their own beliefs and values as they relate to preparation for professional practice. In addition to providing students with an interdisciplinary framework from which to understand psychological theory and practice, the emphasis also facilitates and enhances the development of competency with respect to addressing religious and spiritual diversity in clinical practice.
University graduate admission and program-specific requirements must be met before an application is complete (see Admission to the University). Program-specific application requirements are available online.
International students should contact Graduate and Professional Admissions for application procedures.
Application Deadline
The application deadline is January 15. Students who apply prior to this date will be given priority consideration for admission.
Interview Process, Acceptance, and Deposit
Upon invitation, Psy.D. applicants complete an interview with at least one member of the Psy.D. faculty. The purpose of the interview is to determine the applicant's potential for success in the Psy.D. program. Applicants who are accepted into the Psy.D. program are notified after the interview process. Upon notification of admission, applicants must confirm intent to attend in writing to the department by April 15. A $500 deposit is also required by April 15. Please note that 100 percent of the deposit is applied toward tuition.
Psy.D. Doctoral Assistantships (TRAs)
Funds are allocated to provide teaching-research assistantships (TRAs) for each academic cohort. Recipients of the assistantships receive $9,000 tuition remission per year for the first four years of the program for a scholarship total of $36,000. TRAs provide 8 hours of service per week in the Department of Clinical Psychology during September through June of the academic year. The department chair (or designee) determines the roles and responsibilities of the TRAs. Students may apply for the assistantship during the first year of their Psy.D. program. Preference is given to applicants who evidence strong academic credentials (e.g., high GPA and GRE scores) and financial need. Cultural knowledge and language skills that facilitate the provision of psychological services in an underserved community and commitment to provide psychological services in an underserved community following graduation are also taken into consideration. Applications for the assistantships and criteria for evaluation of applications are available in the department.
TRAs will be reviewed annually and must meet minimum standards to continue the assistantship. This review is intended to guarantee that persons awarded an assistantship will continue to evidence the qualities that led to their original selection. Minimum standards for continuation include maintaining good standing throughout all aspects of the program, including maintenance of a 3.5 GPA, sufficient progress on dissertation, positive evaluations from clinical training sites, willingness to receive constructive criticism regarding performance of tasks, demonstrated remediation of performance deficits that have been formally identified to the student by the directors of the Psy.D. program and M.A. program, department chair, and/or the designated supervisor, and continued ability to be available on a schedule that meets the needs of the department.
Any student who has been awarded an assistantship and who has received tuition remission is responsible to repay the amount equal to the tuition remission if the student withdraws from the Psy.D. program prior to graduation. Such students may work with Student Financial Services to arrange a repayment plan for the loan balance. The annual stipend is exempt from this repayment requirement (it is considered remuneration for service).
The Psy.D. curriculum is designed to meet the requirements of the APA for professional education in psychology. Courses stress the importance of critical thinking in the discipline of psychology, and the curriculum provides a breadth of knowledge regarding scientific psychology. Since this is a professional degree, clinical education and application of scientific knowledge to clinical domains are stressed throughout the curriculum, as well as in the clinical practicum experience. Cultural and individual diversity perspectives are woven into courses across the curriculum. In addition, all of the courses incorporate a systemic perspective on psychology. The coursework also includes interdisciplinary courses that integrate ethics, theology, and psychology—issues relevant to Christian faith—where appropriate.
The Psy.D. curriculum is composed of 125 units of required courses plus 8 units of elective courses for a total of 133 units. Psy.D. students may apply for a Master of Arts in Clinical Psychology en route to the Psy.D., after completing 57 units in the Psy.D. and attendance at a child abuse workshop. Note: The Master of Arts in Clinical Psychology is a nonlicensable degree.
Certain courses or mandatory seminars may be scheduled for Saturdays. Attendance at these courses or seminars is required to fulfill degree requirements.
|Introduction to Clinical Practice: Basic Skills
|Legal and Ethical Competence for Psychologists
|Research Design I
|Advanced Developmental Psychology I: Infancy through Adolescence
|Cognitive and Affective Bases of Behavior
|Research Design II
|Introduction to Clinical Skills: Advanced Skills
|Diversity I: Multiculturally Responsive Attitudes and Knowledge
|Psychology and Systems Theory
|Dissertation Development
|Advanced Developmental Psychology II: Early Adulthood through Late Adulthood
|Social Psychology
|History and Systems of Psychology
|Integration I: Traditioning and Contextualizing the Self [Proposed]
|Assessment I
|Child and Adolescent Psychology
|Introduction to Clinical Practicum and Professional Practice
|Psychological Theories: Psychoanalytic/Psychodynamic
|Dissertation I
|Integration II: Christian Spiritual Formation and Psychotherapy [Proposed]
|Clinical Practicum and Professional Practice
|Assessment II: Personality
|Diversity II: Historical and Current Causes of Systemic Differences and Oppression
|Systems II: Family Therapy
|Dissertation II
|Integration III: World Religions/Spirituality and Psychotherapy [Proposed]
|Cognitive Assessment Lab
|Psychological Theories: Cognitive and Behavioral
|Dissertation III
|Psychological Theories: Group
|Assessment III: Cognitive Assessment
|Diversity III: Responsiveness in Clinical Practice
|Consultation in Clinical Psychology
|Clinical Consultation
|Dissertation IV
Elective, if needed (see below)
|Family Psychology
|Integration IV: Vocation and Social Action as a Psychologist [Proposed]
|Clinical Consultation
|Dissertation V
|Assessment IV: Integrated Report Writing
|Must complete 2 of the 4 Clinical Interventions courses:
|Clinical Interventions: Psychodynamic
|Clinical Interventions: Cognitive Behavioral Therapy
|Clinical Interventions: Group
Elective (if needed)
|Psychological Theories: Postmodern
|Dissertation VI
|Clinical Consultation
Elective (if needed)
|Diversity IV: Global Psychology
|Integrated Health Psychology
|Clinical Consultation
|Clinical Interventions: Postmodern (Must complete 2 of the 4 Clinical Interventions courses)
|Dissertation Continuation 1
|Systems IV: Couples Theory and Therapy
|Supervision in Clinical Psychology
|Clinical Consultation
|Dissertation Continuation 1
|Must complete 2 of the 4 Clinical Interventions courses
|Clinical Interventions: Psychodynamic
|Clinical Interventions: Cognitive Behavioral Therapy
|Clinical Interventions: Group
|Dissertation Continuation 1
|Clinical Consultation
Elective (if needed)
|Predoctoral Internship (required to take 3 times)
|Dissertation Continuation 1
|Predoctoral Internship
|Dissertation Continuation 1
|Predoctoral Internship
|Dissertation Continuation 1
|Elective Courses 2
|Choose 8 units from the following:
|Forensic Psychology Concentration
|Introduction to Forensic Psychology
|Forensic Assessment
|Family Forensic Psychology I
|Family Forensic Psychology II
|Consulting Concentration
|Consultation II: Systemic and Organizational Context
|Consultation III: Leadership and Organizational Assessment
|Consultation IV: Interventional Strategies
|Psychodynamic Systems Concentration
|Psychodynamic Systems of Psychotherapy I
|Psychodynamic Systems of Psychotherapy II
|Psychodynamic Systems of Psychotherapy III
|Other Elective Courses
|Adolescent Psychology
|Interpersonal Theory and Psychotherapy
|Global Psychology
|Special Topics
PPSY 787 is required if a student has not successfully defended their dissertation by the beginning of their fourth year in the program (and after having enrolled in Dissertation I-VI during their first three years in the program). Continuous enrollment is required from that point until the student has successfully defended their dissertation.
All students must take 8 units of electives. Students may choose to take electives grouped in the listed concentrations; students need to complete only 4 units within a concentration to complete it, but may choose to take more if desired.
See below for more information regarding the five-year academic plan versus the six-year academic plan.
Academic Probation and Disqualification
Students must maintain a minimum cumulative GPA of 3.0 throughout the period of their enrollment. Students will be placed on academic probation if a cumulative 3.0 GPA is not maintained, or when they obtain a grade below a B- in their coursework. Students may be disqualified from further graduate work if a cumulative 3.0 GPA is not maintained or if they obtain a total of two grades below a B- in their coursework.
Students are required to take four elective courses in residency. Students may take miscellaneous electives in psychotherapy, integration, or assessment; other courses related to clinical psychology; or they may complete one of the elective concentrations described below.
Psychodynamic Systems of Psychotherapy Concentration
The psychodynamic systems of psychotherapy elective concentration provides an opportunity for students to learn a comprehensive model of personality, psychopathology, and psychotherapy that reflects the systemic epistemology of the doctoral program. This course sequence provides a historical overview of major psychodynamic systems of theory and therapy (from origins to the present). Each course focuses on key theorists, theoretical constructs, conceptualization and treatment planning, supporting research, and clinical demonstration and application. Students seeking a Certificate of Proficiency in Psychodynamic Systems of Psychotherapy must complete a three-course sequence of electives and a yearlong clinical practicum placement in which students are permitted to provide psychodynamic psychotherapy to clients:
|Psychodynamic Systems of Psychotherapy I
|Psychodynamic Systems of Psychotherapy II
|Psychodynamic Systems of Psychotherapy III
For more information, contact Theresa Clement Tisdale, Ph.D., at email@example.com.
Family Forensic Psychology Concentration
The family forensic psychology elective concentration provides an opportunity for students to pursue more-focused training in the specialty area of forensic psychology. This concentration strives to prepare graduate students for competitive forensic psychology internships and postdoctoral training experiences. While completion of the certificate program does not guarantee placement in supervised training sites, it enhances the student's educational foundation in preparation for advanced training in forensic psychology. Students seeking the Certificate of Proficiency in Family Forensic Psychology must complete the following four-course sequence of electives:
|Introduction to Forensic Psychology
|Forensic Assessment
|Family Forensic Psychology I
|Family Forensic Psychology II
For more information, contact Marjorie Graham-Howard, Ph.D., chair of the Department of Clinical Psychology, at firstname.lastname@example.com.
Consulting Psychology Concentration
The consulting psychology elective concentration provides an opportunity for students to pursue an interest in organizational and consulting psychology. Students gain critical and fundamental knowledge in the consultation competencies necessary for the scholar-practitioner who chooses to work in assessment and interventional venues within organizations. Completion of this concentration adds significantly to the student's overall educational experience and depth of understanding systemic and organizational contexts. This concentration emphasizes the knowledge and competencies that increase the student's scope of practice within the field as a scholar-practitioner. Students seeking a Certificate of Proficiency in Consulting Psychology must complete a four-course sequence that includes required course PPSY 740 Consultation in Clinical Psychology and three elective courses: PPSY 766, PPSY 767, and PPSY 768.
For more information, contact Marv Erisman, Ph.D., at firstname.lastname@example.com.
Computer and Email Access Required
Students are required to own or have ready access to a computer during their tenure in the Psy.D. program, and required to maintain and utilize a student email address. Students are also responsible for the information sent to them by the program or department via email, and for responding to email in a consistent and timely manner.
Academic Advising
In addition to the advisement by the program director and the directors of clinical training, each student selects a dissertation committee chair during their first year in the program who also serves as the student's academic advisor.
Progress Review and Annual Evaluation
Department faculty review the progress of all students in the Psy.D. program each semester in order to encourage professional development and successful completion of the program. Since personal characteristics are important to competency in clinical psychology, students are evaluated regularly on categories determined to be professional standards in the field of clinical psychology. The evaluation form, noting the dimensions for evaluation, is provided to students upon entrance to the program (or earlier by request). Student behavior that does not reflect the professional standards in the field of clinical psychology will be documented on the evaluations form and the student will receive a written notice; furthermore, the Psy.D. student will be required to meet with their faculty advisor, the program director, and/or the Clinical Training Committee to determine a personal development plan. Students who fail to improve according to their development plan may be dismissed from the program. Students who receive more than one written notice during a semester may be dismissed from the program. Students who receive more than three written notices while in the program may be dismissed from the program.
An annual student progress evaluation is conducted in July, following the summer term. All aspects of student progress in the program are reviewed and a letter is sent to students informing them of the results of the review, noting strengths or completion of particular requirements and areas for improvement or remediation needed in order to remain current in the program.
The program evaluates multiple domains of student training beyond that of academic success. Other areas of evaluation that are expected competencies of professional psychologists include intrapersonal, interpersonal, and professional development and functioning as articulated in the Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs, produced by the Student Competence Task Force of the Council of Chairs of Training Councils (CCTC). In addition to policies outlined in the catalog, other sources of program policy include the clinical training manual, the program manual, and the dissertation manual.
Student Grievance and Due Process Procedures
Students' rights to due process are clearly outlined in the Academic Policies and Procedures section of this catalog. Additional information may be found in the program manual and the clinical training manual.
Five- and Six-Year Academic Plans and Time to Degree Completion
Five-Year Program
Participation in the full-time plan requires attending classes during the day or evening at least two days per week, plus occasional Saturday courses (usually four Saturdays in a year). An additional 15-20 hours per week minimum for practicum is required throughout the program.
Six-Year Program
Participation in the reduced-load-per-semester, six-year plan requires attending classes during the day or evening at least two days per week plus occasional Saturday courses (usually four Saturdays in a year). An additional 15-20 hours per week minimum for practicum is required in the first three years of the program or more, depending upon student progress.
Time to Degree Completion
Psy.D. students are permitted 8 years from the date of initial enrollment to complete all requirements. Extensions beyond the 8-year limit may be granted for students experiencing unusual circumstances, at the discretion of the department with approval from the dean of the School of Behavioral and Applied Sciences.
Other Degree Requirements for the Psy.D. program
Clinical Training
Clinical training is central to the practitioner-scholar (Psy.D.) model for educating clinical psychologists. Azusa Pacific's program is committed to assisting students in developing the essential knowledge base, attitudes, and therapeutic skills necessary to function as clinical psychologists. In their clinical placements, students gain experience in a variety of clinical settings including inpatient/residential, child, outpatient, brief/managed care, and settings utilizing psychological assessment. Supervision is provided by the field placement sites as well as psychologists on the APU faculty. Students entering the program with existing clinical training or licensure must still complete the program's clinical training sequence. Clinical training involves three years of practicum and a full-time, yearlong predoctoral internship (a limited number of two-year, half-time internships are available in some settings).
Practicum training is taken along with coursework as a means of enriching the academic experience, and is designed to provide the student with exposure to assessment and clinical treatment. A minimum of 1,500 practicum hours are required. Some students may elect to obtain an additional year of practicum experience in their fifth year and complete their internship during a sixth year. Concurrent with their supervised external practicum, students are required to participate in a 1-unit clinical consultation course (PPSY 720) that provides input from faculty on the student's clinical and professional development. Students are also required to document their practicum hours using the program Time2Track.
The predoctoral internship is required at the end of the program when coursework and the 1,500 hours (three years) of practicum experience are complete. Internship provides the student with a more in-depth training experience. A minimum of 1,800 hours are required for internship training, though some sites may require 2,000 hours. It is highly recommended that the internship be APA/APPIC-approved, but alternative internships are provided by CAPIC. All placements must be an APA-, APPIC-, or CAPIC-approved site; this is a state law for California licensure. Permission to not seek an APA/APPIC internship must be requested from the director of clinical training and/or the Clinical Training Committee.
For those students who are licensed or registered in mental health professions other than psychology, the Department of Clinical Psychology requires that all practicum training in the Psy.D. program be entirely separate from any practice under such existing license or registration. For purposes of clinical training in professional psychology, all students are to be identified exclusively as psychology trainees, psychology students, or psychology interns. Practicum students are not allowed to make known in any manner any other status they may hold in other mental health professions. Practicum hours from training in psychology may not be "double counted" toward training required for other mental health professions. If a student conducts a clinical practice or performs mental health services under an existing nonpsychology mental health license while he or she is a student in the Psy.D. program, the Department of Clinical Psychology officially recommends that these students consider the impact of their education and training in psychology on such practice and that they seek supervision for any services that may be deemed to be part of the profession of psychology.
To facilitate the identification of students with the profession of psychology, all students are required to join the American Psychological Association as student members upon acceptance into the program. APA membership provides many benefits, including subscriptions to the Monitor on Psychology and American Psychologist. Students are also required to maintain liability insurance while in the program.
Clinical Training Manual
Every fall semester, a clinical training manual is released to students, who are responsible for understanding its contents and being aware of any changes required by the department.
Quality Assurance in Clinical Placements
The director of clinical training (DCT) and the Clinical Training Committee have an ongoing responsibility to ensure that the program's clinical training standards meet all state licensing and APA requirements. All clinical training is intended to be consistent with the requirements stated in the California Board of Psychology Laws and Regulations. Modifications in state law shall be reflected in program changes to ensure training consistent with the current practice of psychology. Additionally, the clinical training required by the Psy.D. program is consistent with APA ethical and professional standards and training guidelines.
Evaluation of Clinical Training
The clinical training goals and objectives are integrated into the clinical practicum sequence and coordinated with the clinical courses in the program. Outcomes in the clinical sequence are measured throughout the program and include regular presentations of audio- or videotaped work of students, classroom demonstrations and role plays, assessment reports presented in class, minicompetency exams, supervisor evaluations, integration paper, Clinical Competency Exam, intern acceptance and level, and licensure acquisition.
Formative Evaluation
Formative evaluation consists of feedback given to students by their clinical supervisors, the directors of clinical training and program director, and the faculty. Although primarily verbal and situational, this kind of evaluation is of great importance due to its immediacy to clinical interventions and the issues arising during the students' clinical placements.
Summative Evaluation
Summative evaluation occurs at the end of each semester of clinical placement. Students are evaluated by their field site supervisor as well as by all faculty members. The site supervisor evaluation is discussed with students prior to its being sent to the DCT and becoming part of the students' clinical files. Students receiving inadequate evaluations are placed on probation, counseled by their faculty advisor, and, should their clinical performance fail to meet expected standards, dismissed from the program. The Clinical Training Committee (CTC) may require students to complete remediation assignments to meet competency standards. As noted above, students are evaluated at the end of each semester for the achievement of competency in key clinical areas. This helps prepare the student for the Clinical Competency Exam, a cumulative evaluation of readiness for the predoctoral internship.
Students also evaluate their site experience and site supervisor at the end of each semester. These evaluations are submitted to the DCT and are used to ensure the quality of placement sites and on-campus supervision groups.
Clinical Competency Examination
As a final evaluation measure, each student must pass a Clinical Competency Exam (CCE) after completing required coursework and clinical training.
For the CCE, a student submits a sample of his or her clinical work (case presentation, psychological assessment, and a videotape of a psychotherapy session), along with his or her clinical portfolio (including supervisor evaluation, verification of practicum hours, list of assessments performed, curriculum vita, and conference presentations or published works), to a two-member faculty committee. In addition, the student must respond to case vignettes illustrating various clinical issues. The purpose of this exam is to ensure that the student has developed the clinical competencies and requisite skills to begin an internship. Therefore, successful completion of the exam is required before applying to internship.
The Psy.D. program requires the successful proposing, conducting, and defending of a dissertation. Further details are provided in the Psy.D. Dissertation Handbook. Students are required to take the following courses as part of the dissertation process: PPSY 722 Research Design I; PPSY 723 Research Design II; PPSY 731 Dissertation Development, and six 1-unit dissertation courses (PPSY 745, PPSY 746, PPSY 747, PPSY 748, PPSY 755, PPSY 756). If, upon completion of these dissertation courses, a student has not yet defended their dissertation, they must enroll in PPSY 787 Dissertation Continuation every semester until they successfully defend their dissertation and submit it to the APU Libraries for binding and publication. Please note that even though PPSY 787 Dissertation Continuation is 0 units, the student will be charged 1 unit per semester until the dissertation process is complete.
Students are required to consult the APU Doctoral Programs Handbook for Style and Format Requirements for the year of their dissertation defense to determine specific deadlines for May graduation.
Minimum Levels of Acceptable Achievement (MLAs)
In order to successfully complete the Psy.D. program, the following minimum levels of acceptable achievement are required:
- Obtaining a grade of B- or better in all coursework (see academic probation policy for process if a grade below a B- is obtained in any class)
- Completing a minimum of three years of clinical practicum (see clinical training manual for details) and obtaining an overall score of 3 or better on summative supervision evaluations (see clinical training manual for process if the overall score on summative evaluations is below a 3)
- Successfully passing Parts I-IV of the Clinical Competency Exam (CCE)
- Successfully proposing a dissertation (see dissertation manual for process if the dissertation is not successfully proposed)
- Successfully defending a dissertation and submitting it for binding and/or publication through APU Libraries (see dissertation manual for process if the dissertation is not successfully defended)
- Completing a minimum of 1,800 hours of a predoctoral internship (see clinical training manual for further details)
Personal Psychotherapy Required
All Psy.D. students must complete 30 hours of psychotherapy with a licensed psychologist of their choice. Additional individual psychotherapy may be recommended or required by the program as part of the degree requirements if deemed necessary by department faculty.
Degree Posting
The doctoral degree is posted after the student has met all program requirements, including verification of the following:
- Completion of all required coursework (prior to commencing internship)
- Passing of Clinical Competency Exam
- Successful dissertation defense
- Submission of dissertation for binding
- Verification of completion of personal psychotherapy hours (see above)
- Verification of completion of the predoctoral internship
Note: Doctoral degree posting dates conform to those published in the catalog.
Academic Psychology Licensure
The APU Psy.D. program fulfills the graduate education requirements in the state of California for licensure as a psychologist. Students seeking licensure in California may obtain information regarding requirements by contacting:
California Board of Psychology
1625 N. Market Blvd., Ste. N-215
Sacramento, CA 95834
(916) 574-7720
Students seeking licensure in another state should contact the appropriate examining board in that state.
Program Learning OutcomesStudents who successfully complete this program shall be able to:
- Develop a constructive working alliance with clients (NCSPP Relationship Competency).
- Acquire the knowledge, skills and attitudes necessary to conduct effective psychological assessments (NCSPP Assessment Competency).
- Acquire the knowledge, skills, and attitudes necessary to conduct effective psychotherapy (NCSPP Intervention Competency).
- Critically evaluate research and conduct research in applied settings (NCSPP Research and Evaluation Competency).
- Provide psychological services that integrate a deep understanding of individual and cultural differences and issues of power, privilege, and oppression (NCSPP Diversity Competency; DCP special emphasis).
- Acquire the knowledge and skills to engage in consultation and education services (NCSPP Consultation and Education Competency).
- Acquire the knowledge and skills to engage in management and supervision (NCSPP Management and Supervision Competency).
- Apply systems thinking to professional work (DCP special emphasis).
- Acquire the knowledge, skills, and attitudes necessary to integrate the discipline of psychology with the disciplines of ethics, theology, and spiritual formation (DCP special emphasis).


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Clothes have long been visual shorthand for netas to communicate their politics. So, if Prime Minister Narendra Modi's half-sleeved kurtas and well-groomed appearance give the impression of a man who knows his mind and likes order in everything he does, his primary political opponent, Congress president Rahul Gandhi, portrays a youthful image in his kurta-pyjama and sneakers.
Sister Priyanka evokes the image of her grandmother, Indira Gandhi, with her short, wavy hair and brightly coloured cotton handloom saris. Matching her sari for sari is textiles minister Smriti Irani. West Bengal Mamata Banerjee, on the other hand, is a picture of austerity in a white sari with coloured borders, a dress code she stuck to even at the recent wedding in the Ambani household.
BSP supremo Mayawati eschews the sari altogether, opting instead for the casual salwar-kameez, in her favorite colour, pink. In the south, politicians keep it simple: white shirt with white veshti.
No one knows the import of power dressing better than Prime Minister Narendra Modi. From successfully co-opting the Nehru jacket and making it the Modi vest', as South Korean president Moon Jaei-in called it in a tweet, to launching the half-sleeved Modi kurta', the prime minister has given the world of political fashion much to talk about.
He carries the same aesthetic to the campaign trail, opting for muted, pastel-shaded kurtas, and teaming them up with elaborate headgear or colourful scarves, following in the tradition of political leaders wearing the attire of the places they visit. If he wore the japi hat while campaigning in Odisha, in Pune, he traded it for an elaborate pagdi.
He has also been known to sport
Bvlgari spectacle frames, Movado watches and Mont Blanc pens. The last may have been replaced with a lotus cutout. With no place for the Nehruvian pocket rose, the PM chose to carry it in his hand in Saharanpur in Uttar Pradesh.
At Chennai's Stella Maris College in March, Rahul was seen wearing a grey polo T-shirt, jeans and sneakers, a look that would easily resonate with the young millennial audience that he was addressing. Gone also is the scruffy, unshaved look he was sporting a while back. It's as if the 48-year-old leader of the Congress has realised the importance of a well-groomed look to take on rivals.
A few days before she was assassinated, Indira Gandhi, while walking on the lawns of the Nehru guest house in Srinagar, reportedly told a close aide that she saw herself in Priyanka. It's a likeness her grand-daughter uses to good effect on the campaign trail. Priyanka, says Nandita Abraham, CEO, Pearl Academy of Fashion, Delhi, understands the psychology of clothing. Be it a crisp white shirt with black trousers that resonate with Delhi's cosmopolitan crowd, or a handloom saree when she's with the people she is serving, the look is carefully crafted. The handloom sarees are reminders both of her Indianness and of her likeness to her grandmother. It's not unusual then to find the 47-year-old Priyanka draped in colour-blocked cotton sarees with contrast borders, whether accompanying mum Sonia in Rae Bareli, brother Rahul in Amethi or while campaigning in Ghaziabad. In Varanasi, she accessorised a striped cotton handloom with rudraksh beads.
Mayawati's purse is an inalienable part of her personality, refusing to leave her side even in her statues. It is more than a mere accessory, it is a statement of power, assertion, an appropriation of a privilege that was once the preserve of the elite.
Ditto for the memsaab' bob cut and the diamond earrings. The conspicuous markers of privilege and comfort are arguably regarded as emblems of collective pride by her Dalit following.
The Mayawati handbag has gone missing this election campaign. What hasn't is the 63-year-old BSP supremo's love of pink or of masculine watches. Seen here at an election rally in Greater Noida, Uttar Pradesh, on April 8, in a salmon-coloured salwar-kameez.
Like the aam aadmi he represents, Arvind Kejriwal dresses mostly in polyester shirts and trousers. According to Delhi-based celebrity fashion designer Rajesh Pratap Singh, it is a non-threatening look. Compare it to the white kurta pyjama which, like the white Ambassador, has become a symbol of corruption more than honesty. AAP has famously resurrected the upturned boat-shaped Gandhi topi and made it a marker of its identity with the AAP name and poll symbol, a broom, printed on it. Both cap and the men it fits best made an appearance at a poll rally in Delhi Cantonment on April 1.
Simplicity is the hallmark of the south Indian politician. A white shirt with a white veshti is good for most occasions. Even kasavu, or gold, is forsaken, lest it show the politician as an elitist. When the 66-year-old DMK chief strayed from the sartorial scriptwearing shirts in pastel coloursit was frowned upon. Back it was to white shirt and veshti, as during this stopover at Thiruvarur in March.
Didi shuns ostentation as though it were a disease. The white cotton saree with a blue border she's wearing in this April 10 rally is almost Mother Teresa-esque in its impression of selflessness and austerity. The colours of the border change, but not the stark whiteness of Mamata's saree, or the rubber chappals. There's a rare concession she has made in this picture, though. She is wearing the party coloursyellow and green in a gamcha. All else remains the same.
The BJP leader has been consistent in her espousal of the cause of the sari, launching, as the Union minister for textiles, a social media campaign hashtagged #Iwearhandloom in 2016. Seen here in a green and purple weave while campaigning for NDA candidates in Chennai on April 14.
Seen mostly in trousers and shirt combinations in white, yellow or cream, Naidu broke with tradition this February when he and his cabinet colleagues wore black shirts to the legislature in protest against the Centre's refusal to grant Andhra special category status. The aberration apart, Naidu was back in functional attire while campaigning for the JD(S) in Mandya, Karnataka, on April 15.
The 45-year-old SP leader is pretty conservative in his choice of campaign clothes, opting mostly for short kurtas and pyjamas in white, coupled with a sleeveless black jacket. However, even as he fights the election in alliance with a former enemy, the BSP, he has chosen to retain the old socialist symbol of the red khadi Lohia topi. He did give it a trendy, sporty, youthful twist in 2012, signalling a shift from the party's Luddite image, but has since gone back to the original, as is evident in this appearance at the gathbandhan rally in Deoband, Uttar Pradesh, on April 7.


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Sadara Starts Commercial Production of Butyl Glycol Ether
Sadara Starts Commercial Production of Butyl Glycol Ether
PUdaily, Shanghai- Sadara Chemical Company (Sadara) announced the production of commercial quantities of butyl glycol ether (BGE), which will be refined into several specialty chemicals that Sadara will be producing in Saudi Arabia for the first time.
Sadara's BGE plant is one of the largest of its kind in the world. The single‐train plant, one of the 26 plants located in the company's chemical complex in Jubail Industrial City II, will enable new manufacturing facilities to be established in Saudi Arabia, which will create new job opportunities for Saudis.
Commenting on the announcement, Ziad Al‐Labban, CEO, Sadara, said: "This is yet another major milestone for Sadara made possible thanks to the dedication and hard work of Sadara's highly‐talented workforce. Over the next couple of months, we expect to start up our remaining manufacturing plants, steadily moving towards the realisation of full operations."
The Sadara BGE plant produces multiple grades of liquid derivatives, including butoxy glycol ether, butoxy diglycol ether, butoxy tri glycol ether and butoxy poly glycol ether. These derivatives have a wide range of commercial and industrial applications, including the production of industrial solvents, stain removers, plasticisers as well as agricultural crop protection applications.
Sadara is the largest chemical complex ever built in a single phase.


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Detailed view
Cognition and Aging in the USA (CogUSA) 2007-2009
- McArdle, John (University of Southern California)
- Rodgers, Willard (University of Michigan)
- Willis, Robert (University of Michigan)
- Version 1 (Subtitle)
- United States Department of Health and Human Services. National Institutes of Health. National Institute on Aging
AbstractCognition and Aging in the USA (CogUSA) is a national longitudinal study of cognition, focused on the age-related changes in cognition across cohorts and on the impact of cognition on key health and economic outcomes. The aim of the CogUSA Study was to evaluate the effectiveness of a variety of tests in assessing cognitive skills on a sample mirroring the Health and Retirement Survey (HRS) (ICPSR 6854). Data were derived in three waves, with each wave utilizing a variety of measures. In Waves 1 and 3, these measures included an adaptive number series test. The Woodcock-Johnson (WJ-III) number series test and the Wechsler Abbreviated Scale of Intelligence (WASI) were used in Wave 2. Waves 1 and 3 were conducted as telephone interviews, while Wave 2 was conducted as an in-person interview. This collection includes indicators of cognitive abilities and functioning as well as a variety of demographic, health, and economic variables. Dataset 1 presents participant demographic information, and Dataset 2 presents scores calculated for the cognitive tests administered to the respondents in each of the three waves.
AbstractThe goals of CogUSA were: (1) to develop efficient methods of assessing well-recognized components of intelligence and personality that can be administered by surveys using either face-to-face or telephone administration; and (2) to collect multivariate information to better understand how various cognitive abilities change with age.
AbstractThe CogUSA Study consists of three survey components. Initial contact was established by telephone calls to selected households, and the study began with a 40-minute telephone interview (Wave 1) that replicated the sections of the HRS questionnaire on demography, health and cognition, and added a few brief cognitive tests. This Wave 1 telephone survey was followed as quickly as possible - ideally, within a week - by a 3 hour face-to-face cognitive assessment (Wave 2) of the cognitive abilities of respondents on a large number of different tasks measuring components of "fluid and crystallized intelligence" (after Horn and McArdle, 2007). Respondents were paid $20 for participation in the Wave 1 interview and $60 for the longer Wave 2 interview. Data collection for Wave 1 took place between May and December, 2007. A second telephone survey (Wave 3) took place at a randomized interval of 1 to 24 months following the personal interview (following the Timelag strategy of McArdle and Woodcock, 1997). Randomizations for the Wave 3 telephone interview were done at the respondent, not household, level. Respondents were randomly assigned to one of eight follow-up target dates. Wave 3 telephone interviews began in February, 2008 and continued through September, 2009.
MethodsThe data are not weighted. However, Dataset 1 includes the weight variable COGWT, which is a respondent-level sample weight based on Wave 2. For more information on weights, please refer to the document entitled "Original P.I. Documentation."
MethodsICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes..
MethodsPresence of Common Scales: Woodcock-Johnson III (WJ-III; Woodcock, McGrew, and Mather, 2001; Woodcock and Mather, 2001) Wechsler Abbreviated Scale of Intelligence (WASI; Wechsler, 1999) Big Five Inventory (BFI; John and Srivastava, 1999)
MethodsResponse Rates: 47 percent; for more information on response rates across the three waves, please refer to the document entitled "Original P.I. Documentation."
Table of Contents
- DS0: Study-Level Files
- DS1: Demographic Data
- DS2: Test Score Data
2007 / 2009Time period: 2007--2009
2007-05 / 2007-12Collection date: 2007-05--2007-12
2007-06 / 2008-01Collection date: 2007-06--2008-01
2008-02 / 2009-09Collection date: 2008-02--2009-09
United States
cognitive assessment test, face-to-face interview, telephone interview
This study is closely related to the Health and Retirement Study (HRS) (ICPSR 6854). Please refer to the file entitled "Original P.I. Documentation" for more details.
The two datasets in this collection can be linked using the variable SAMPID.
- 36053 (Type: ICPSR Study Number)
Update Metadata: 2015-08-06 | Issue Number: 6 | Registration Date: 2015-06-16
McArdle, John; Rodgers, Willard; Willis, Robert (2015): Cognition and Aging in the USA (CogUSA) 2007-2009. Version 1. Version: v1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/ICPSR36053.v1


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Richard James Villegas Sr was born in San Jose Ca. April 10, 1959. He passed away on December 19, 2019 of heart failure at his home in San Francisco Ca. He is survived by his son Richard James Villegas Jr, daughter in law Dawn Villegas and their children Ariana and Ryan.. His daughter Emiko Grace Villegas and her children Malachi, Tearny and Lazarus. He also leaves behind his 6 brothers and 8 sisters along with numerous nieces and nephews cousins and friends. He is preceded in death by his parents whom he loved dearly.
Richard was caring, loyal and had a witty sense of humor. He was a friend to all. He was an avid Giants and 49er fan.and enjoyed collecting his memorabilia. Though his life's journey was marked with many challenges his love for his family was the driving force to persevere and overcome the obstacles that he had faced in life. Richard left a permanent mark on the hearts of all who knew him. He will be remembered, loved and missed.
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Outreach Addiction Counselling approaches problematic substance use issues from a bio-psycho-social perspective, recognizing that each individual sees different benefits and disadvantages to their substance use, and that change is a complex process. Outreach services match people to programming ("work with" rather than "do to"), based on their needs and/or readiness and commitment to change. Our services can address harm reduction, use reduction and/or abstinence goals. Our treatment approach recognizes that effective services require partnership and engagement in the service planning process.
Recent Posts
Cranbrook Drug AlertPosted on: 16-Jun-2020
EKASS is now offering a virtual mindfulness groupPosted on: 22-May-2020
Cranbrook Food ResourcesPosted on: 03-Apr-2020
Cranbrook Drug Alert
Posted on: 16-Jun-2020
Posted by EKASS | on
EKASS is now offering a virtual mindfulness group
Posted on: 22-May-2020
Posted by EKASS | on
Mind full or Mindful?
East Kootenay Addictions Services Society is offering a 4 week Mindfulness Skills Training Group (once a week, for 2 hours on Tuesdays) for anyone who would like to reduce their suffering and learn to live a happier, more peaceful life. For more information and to register for this free series, contact Kari or Eleine at 250-489-4344×
Cranbrook Food Resources
Posted on: 03-Apr-2020
Posted by Theresa Bartraw | on
Cranbrook Food Resources
Upcoming Events
New additions to the COVID-19 resource sectionEvent Date: 31-Mar-2020
Managing the Covid-19 Virus UpdateEvent Date: 25-Mar-2020
Teen Empowerment and Mastery ProgramEvent Date: 4-May-2020
New additions to the COVID-19 resource section
Event Date: 31-Mar-2020
Posted by Theresa Bartraw | on
East Kootenay Addictions Services is building and adding to the COVID-19 Response Resources section of the website. Follow the link here COVID-19 Resources for more information×
Managing the Covid-19 Virus Update
Event Date: 25-Mar-2020
Posted by Theresa Bartraw | on
March 25, 2020
Dear Clients:
As part of our ongoing response to the Covid-19 pandemic, EKASS has followed the recommendations of the Federal and Provincial Governments, and has closed all our offices effective March 18, 2020.
To stay in line with the precautions suggested by the Federal Government of self-distancing, this office will be closed indefinitely. Please check our website www.ekass.com for updated information and links to resources and supports.
We are continuing to provide counselling services to our clients via phone or webbased options.
Clients on the OAT Program will be contacted by the doctors at the Interior Chemical Dependency Office in Kamloops to ensure that they continue to receive scripts.
Harm Reduction supplies continue to be available as we continue to provide supplies to our community partners.
We recognize that these are stressful times. We are here to support you and want people to stay in touch as we navigate this situation together. If you have questions or concerns, or to book an appointment, please call the Cranbrook office at 250-489-4344 for further information. We will be checking the phones messages daily and responding as quickly as we can.×
Teen Empowerment and Mastery Program
Event Date: 4-May-2020
Posted by EKASS | on
Communities throughout the East Kootenay region will be holding the Teen Empowerment and Mastery (TEAM) Program in May and June of 2020. Click here to learn more about TEAM. If you are a young person interested in attending TEAM contact us at 1-877-489-4344 for more information.×


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Kyrgyzstan: Kyrgyzstan: Closure of an NGO Office / Arbitrary arrest
June 29, 2001 | Human Rights Defenders | Urgent Interventions | Kyrgyzstan
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German Aircraft of the Second World War (including Helicopters and Missiles.
(London): Putnam, (2002),
First Printing of this Revised Edition. quarto, bue boards in pictorial dust jacket. 400pp. Putnam, Item #27991
Drawings by E. J. Creek. Extensively illustrated with photographs and line drawings. A very fine, clean copy, jacket not clipped.
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See all items in Aeronautics, Aviation, Luftwaffe, World War II
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ASUS ZenBook Pro Duo UX581 with ScreenPad Plus provides you with on-the-go computing like you've never experienced before. The 4K secondary touchscreen that works seamlessly with the main 15.6 inch 4K UHD OLED touchscreen, giving you endless how one can optimize and personalize your workflow. A series of handy built-in apps help boost your productivity. Quick Key allows one-tap automation of complex keyboard sequences, and Handwriting permits you to input text intuitively. There are also useful quick controls such as App Switcher, ViewMax and Task Swap for intuitive interactions between the main display and ScreenPad Plus. Task Group permits you to lock into work mode by opening a couple of tasks with a single touch. And now you'll drag apps or in-app toolbars onto ScreenPad Plus to provide you with more room to work on the main display, wherever you are. With ZenBook Pro Duo and the bundled stylus — or active stylus — you'll in reality let your creativity glide. Both multi-touch displays strengthen stylus input, and ScreenPad Plus provides you with a superbly ergonomic and stable platform for writing or drawing. Take notes, sketch out your ideas, or do precision graphical editing in the most intuitive way ever. There's also a separate palm rest in the box, which enhances the ErgoLift tilting keyboard design to provide the most comfortable typing experience ever. ZenBook Pro Duo is powered by up to a 9th Generation Intel Core i9 eight-core processor, the latest gaming-grade NVIDIA GeForce RTX 2060 graphics and blisteringly fast storage. This ultrapowerful combination ensures that ZenBook Pro Duo takes professional-quality tasks in its stride, such as multi-layer photo or video editing, 3D graphics rendering or even game live-streaming. *The actual transfer speed of USB 3.0, 3.1 (Gen 1 and 2), and/or Type-C will vary depending on many factors including the processing speed of the host device, file attributes and other factors related to system configuration and your operating environment.
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|Thomas J. Elpel's
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Five Months on the Missouri River
"The Cascade Courier ran part of your series this summer; the fifth installment was published on August 1 under the headline "Ghosts of the Tower," and it was stupendous... You did your homework. You stopped. You saw. You read. You absorbed. You reflected, as pensive as Meriwether Lewis himself must have been in 1805 when finally reaching the Rockies. You got it, its spirit as well as its significance."
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Have you ever dreamed of adventure?
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Hi Tom,
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Purchase Five Months on the Missouri River (any package below) and receive a free autographed copy of the official bandana of the Missouri River Corps of Rediscovery. We gifted bandanas to river angels and other people we met along the Missouri River. We have a small supply left. We'll send one bandana with each order until we run out.
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Daily Briefinghttp://new.vote29.com/blog/wp-content/uploads/2020/02/coronavirusmgn.jpg
|April 29, 2020 – Daily Update This Daily Update (Monday through Friday) will share important news, information and resources related to how we are battling and getting through the coronavirus pandemic. We are here for you. #SBCountyTogether
|Daily Stats
1,928 Confirmed Cases (up 5.5% from previous day)
89 Deaths (up 4.7% from previous day)
4.6% Fatality Rate
19,449 Tested (up 4.7% from the previous day)
|Testing Locations Week of April 27 and May 4, 2020 Monday through Friday – Arrowhead Regional Medical Center 400 N. Pepper Ave., Colton 8:00 a.m. to 4:00 p.m. Appointment ONLY, call 1-855-422-8029
Monday through Friday – SAC Health Systems (IEHP Members only) 250 South G Street, San Bernardino 9:00 a.m. to 4:00 p.m. Appointment ONLY, call (909) 771-2911
Thursday, April 30 – SAC Health Systems (IEHP Members only) 12353 Mariposa Road., Ste. C2 & C3, Victorville 10:00 a.m. to 3:00 p.m. Appointment ONLY, call (909) 771-2911
Thursday, April 30 – Civic Center Park 14999 Dale Evans Pkwy., Apple Valley 10:00 a.m. to 2:00 p.m. Appointment ONLY, all appointments filled
Friday, May 1 – Hesperia Civic Plaza Park 15833 Smoke Tree St., Hesperia 10:00 a.m. to 2:00 p.m. Appointment ONLY, at http://sbcovid19.com/community-drive-through-events/
Monday, May 4 – Toyota Arena 4000 Ontario Center, Ontario 10:00 a.m. to 2:00 p.m. Appointment ONLY, at http://sbcovid19.com/community-drive-through-events/
Tuesday, May 5 – Needles Administration Building 1111 Bailey Ave., Needles 10:00 a.m. to 2:00 p.m. Appointment ONLY, at http://sbcovid19.com/community-drive-through-events/
Wednesday, May 6 – Barstow Sports Park 2800 Mayor Katy Pkwy., Barstow 10:00 a.m. to 2:00 p.m. Appointment ONLY, at http://sbcovid19.com/community-drive-through-events/
County Public Health is also conducting testing at select nursing facilities for at-risk seniors living at those facilities. County to Open Up Criteria for Testing Beginning tomorrow, April 30, at all testing locations, people age 65 and older as well as healthcare or public safety workers can get tested even if they are not experiencing any symptoms. This is in addition to residents who are experiencing at least one COVID-19 symptom (fever, cough or shortness of breath).
'Food Assistance Strike Force' Launches Coordinated Effort to Feed County Residents in Need Food insecurity has reached unprecedented heights for some of our residents in San Bernardino County because of the coronavirus pandemic and the resulting economic shutdown. To address the skyrocketing demand for food assistance, the County established a Food Assistance Strike Force to coordinate the efforts of the charitable food providers throughout the County that are providing food at no cost to residents in need. The Strike Force will launch a website tomorrow to inform residents on when, where and how they can obtain food to feed themselves and their families. The website will be a "one-stop-shop" for information on the different programs being implemented across the County, including delivery locations and times, and eligibility requirements (if any). The website will be featured prominently on the County's COVID-19 website, sbcovid19.com.
"We are getting requests from thousands of County residents who have never needed help before, but the County and its community partners are committed to do all we can during these challenging times," said CaSonya Thomas, Assistant Executive Officer of San Bernardino County Human Services. "The County is working with cities, food banks, churches, the Salvation Army, American Red Cross and other philanthropies, to compile a database of food providers and publicize these resources broadly." The Strike Force has organized five subgroups, by supervisor districts, to assemble and organize information to share with the public. The goal is to make sure the entire County is covered with programs that are directed to seniors, school children, or the public at large.
All the content featured on the Food Assistance Strike Force website will be shared through the websites and social platforms of all of our food assistance partners. Just a few of the programs available to County residents include "Grab and Go" meals distributed at over 30 sites throughout the county, Home Delivered Meals programs and meals to unsheltered individuals through the Project Room Key program. The County is also working with the state to implement its "Restaurants Deliver — Home Meals for Seniors" program recently announced by Gov. Newsom. Further details on this program will be shared in a future Update Social Distancing and Other Safety Tips While Playing Tennis As County residents continue to enjoy our parks and recreation facilities, it's critical to remember — and practice — the social distancing measures we've been following. Tennis does not require direct person-to-person contact, and it is a great activity for members of the same household to get some valuable exercise. However, it is important to take precautions to ensure everyone stays safe: Do not play if you are exhibiting any symptoms of the coronavirus or if you've been in contact with someone with COVID-19 in the last 14 days. Do not play if you are a vulnerable individual due to your age or preexisting conditions. In addition to washing your hands, clean and wipe down equipment such as your racket and water bottle before going to the court. Do not share rackets or other gear. Bring a full water bottle with you, so you can avoid touching tap or water fountain handles. Use new balls and a new grip, if possible. Avoid touching court gates, fences, benches, etc., whenever possible. Try to stay at least six feet from the other players and do not make physical contact with them (e.g., no handshakes or "high fives"). Immediately wash or sanitize your hands after playing, but do not use the locker room or changing area. Leave the facility immediately after play. Sheriff's Employee Tests Positive An 11th San Bernardino County Sheriff's Department employee has tested positive for the COVID-19 virus. The employee is a maintenance mechanic and has been on vacation since April 6. It is not known where the employee was exposed to the virus. The employee is self-isolating at home. Get COVID-19 Daily Updates in your Email Inbox You can now get daily COVID-19 news updates sent directly to your e-mail. Click the "Get email updates on the latest COVID-19 news" link on the County's homepage, http://www.sbcounty.gov/main/default.aspx, or the County's COVID-19 page, sbcovid19.com, or sign up here.
|For all COVID-19 related information, including case statistics, FAQs, guidelines and resources, visit the County's COVID-19 webpage at http://sbcovid19.com/. Residents of San Bernardino County may also call the COVID-19 helpline at (909) 387-3911 for general information and resources about the virus. The phone line is NOT for medical calls and is available Monday through Friday, from 9 a.m. to 5 p.m. If you have questions about social services, please call 211.


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Acrylic and ink on canvas
Acrylic and ink on canvas
I love this painting. Can you please tell me the price? And would you be able to ship it to Nova Scotia? I will be in NL this summer and can possibly pick it up.
Your work is fantastic. I love all of them. I miss home and this would be an excellent reminder to hang in my living room.
do you sell prints of all your paintings when it says 'sold' – that would be the original I believe……….do you sell prints of all your work
What is price. Udit still sold out?
This one still sold out?