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Product Information
The QuickTime MPEG-2 Playback Component provides QuickTime users with the ability to import and play back MPEG-2 content, including both multiplexed (also known as muxed, where the audio and video tracks are interleaved together into one track) and non-multiplexed (also known as elementary) streams.
Frequently Asked Questions about this product:
Do I need QuickTime 7 Pro for the MPEG-2 Playback Component to work?No, QuickTime 7 Pro is not necessary for playback of MPEG-2 content with the MPEG-2 Playback Component. You need only QuickTime Player and the MPEG-2 Playback Component to view MPEG-2 content.
Can I create MPEG-2 content with the QuickTime MPEG-2 Playback Component?
No, the QuickTime MPEG-2 Playback Component does not contain an MPEG-2 encoder; therefore, encoding or creating MPEG-2 content is not supported. The component is only a decoder, enabling playback of MPEG-2 content.
What types of streams can be played back with the QuickTime MPEG-2 Playback Component?
The MPEG-2 Playback Component can play back both elementary audio and video streams, as well as multiplexed program streams.
What file types can be played back with the QuickTime MPEG-2 Playback Component?
There are a number of MPEG-2 file types that the QuickTime MPEG-2 Playback Component can play back, including .mpg, .mpeg, .vob, .vro, .m2v, .m2a, and .m2s files.
Can the QuickTime MPEG-2 Playback Component play back DVDs?
The MPEG-2 Playback Component can play back MPEG-2 files on non-encrypted DVDs. Professionally produced, commercial DVDs (such as Hollywood movies) are usually encrypted with special anti-piracy software, called Content Scramble System (CSS). In order to view these DVDs, decryption software is required and is included in DVD players. But decryption software is not included in QuickTime or the QuickTime MPEG-2 Playback Component.
Can transport streams be played?
The MPEG-2 specification defines two forms of data streams, program streams and transport streams. While the QuickTime MPEG-2 Playback Component will play program streams, playback of transport streams is not supported.
Can the QuickTime MPEG-2 Playback Component play back AC3 audio?
No, MPEG-2 files containing AC3 audio cannot be played back with the QuickTime MPEG-2 Playback Component.
What audio formats does the QuickTime MPEG-2 playback component support?
The QuickTime MPEG-2 Playback Component supports the playback of MPEG-2 files (.mpg, .mpeg, .vob, .vro, .m2v, .m2a, and .m2s) that contain MPEG audio layers I or II. The MPEG-2 Playback Component does not support audio playback for MPEG-2 files containing PCM, DTS, or AC3 audio.
System Requirements
- Windows XP (Service Pack 2 or later), Windows Vista or Windows 7
- A Pentium III processor-based PC 1GHz or faster, with a hardware-accelerated video card
- At least 128MB of RAM
- QuickTime 7.6 or later (Pro not required)
Manufacturer Information
- This playback component requires QuickTime 7 or QuickTime 7 Pro.
- A more powerful computer will deliver improved performance.
Ratings & Reviews
Megar MPEG 2
Apple have really gone and done it this time with an out of this world experience to boot.
Nice One Mac............- Written by Michael M
5680 of 6391 people found this useful
Converter is not good for Sony MPEG-2
MPEG-2 files created with Sony digital camera export only the video. The muxed sound track is dropped in conversion, contrary to a dvertising on this site. Apple support claims that there are many MPEG-2 formats. Apparently Sony's is not compliant. (Or could it be that Apple's isn't?) I do not recommend this converter. Find something else to convert your MPEG-2 files. …
- Written by Kepler N from Hagerstown
2736 of 3119 people found this useful
Good program and very useful. I give it a A+
- Written by Mary L from Virginia Beach
2571 of 2986 people found this useful
disappointing ...
I have to play a bunch of HDV (which is a set of MPEG-2 specifications) files for a movie project.
Before this plugin they woul dn't play ...
After installing the plugin they still not play ... and 20 bucks gone for nothing.
That's very disappointing for an Apple product, the quality expectations are not met. …- Written by William H from MARSEILLE
200 of 228 people found this useful
Read the description
Many people are complaining that this does not export their movies, well of course not, it is a decoder not an encoder, this means it can play the format, not convert from or to it. As far as playing the format it does fall slightly short. Sadly there are many versions and data types of MPEG-2 and none of them store the data the same. This is an add on to help quicktime read the data and play it, but it does not support every and all verision of mpeg-2's. There are many other options out there that both encode and decode these files better, they just do not integrate with quicktime as well.
So please before you buy this understand what it is you are buying. If you want to convert your files then buy QuickTime pro, if you want to just watch your files, buy this, though check the support mpeg-2 file versions first. …- Written by James S from Vienna
361 of 401 people found this useful
WONT FIX -2048 on my PC
I should have heeded the reviews. I'm a film composer and sometimes get quicktime files that wont open. I get the message Error-20 48 when trying to open quick times.
It doesn't. I just wasted my money. Thanks Apple! …- Written by Chris R from Glendale
326 of 366 people found this useful


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The Virgin Spring (Jungfrukällan) [DVD]
Director : Ingmar Bergman
Screenplay : Ulla Isaksson (based on the fol ballad "Töres dotter I Vänge")
MPAA Rating : NR
Year of Release : 1960
Stars : Max von Sydow (Töre), Birgitta Valberg (Märeta), Gunnel Lindblom (Ingeri), Birgitta Pettersson (Karin), Axel Düberg (Thin Herdsman), Tor Isedal (Mute Herdsman), Allan Edwall (Beggar), Ove Porath (Boy), Axel Slangus (Bridge Keeper), Gudrun Brost (Frida), Oscar Ljung (Simon)
Ingmar Bergman's The Virgin Spring (Jungfrukällan) takes place at a historical crossroads between the decline of pagan worship and the spread of Christianity in medieval Sweden, and similarly the film itself stands at a crossroads in Bergman's career. Having achieved cinematic renown with his 1955 comedy Smiles of a Summer Night and his late-'50s masterpieces The Seventh Seal (1957) and Wild Strawberries (1957), Bergman was set to solidify his international standing. The Virgin Spring did just that, winning the International Critics Prize at the 1960 Cannes Film Festival and also the Oscar for Best Foreign Film. It is also a crucial film because it was the first to be shot entirely by Sven Nykvist, who would become Bergman's longtime cinematographer and would be largely responsible for shaping the visual aesthetic of his later works.
In many ways, The Virgin Spring is a slight, almost rudimentary film--a sparse narrative of vengeance and atonement--but its very simplicity is what strikes chords. The narrative's source is a 14th-century ballad "Töres dotter I Vänge," which Bergman had read as a student and had captivated him enough to cause him to entertain thoughts of turning it into either a ballet or a stage play. Once he saw its possibilities as cinema, he worked with novelist Ulla Isaksson to flesh out the characters and the historical details, but without diverging from the general narrative thrust of the sad ballad.
The story takes place in medieval Sweden and opens in the household of Töre (Max von Sydow) and Märeta (Birgitta Valberg), who are deeply religious Christians. That morning they send their favored daughter, Karin (Birgitta Pettersson), who is all blonde locks and girlish enthusiasm, on a daylong ride to the nearest church to offer votive candles to the Virgin Mary. Along with her is Ingeri (Gunnel Lindblom), Karin's foster sister who is in every way her opposite. While Karin is bright, cheerful, and blissfully unaware of the realities of the world, Ingeri is dark, brooding, and all too cognizant of how the world works. Ingeri's pregnant belly, conceived out of wedlock, is a constant and inescapable reminder of her shame. For this reason, she resents Karin, and early in the film she prays to the Nordic god Odin and puts a curse on her.
On the way to the church, Karin comes across three goat herders (Axel Düberg, Tor Isedal, and Ove Porath), with whom she offers to share her lunch. The two older herders, clearly aroused by her beauty and innocence, rape her and then kill her by striking her on the back of the head with a club. Ingeri, having separated from Karin, watches from a distance, as does the youngest of the herders, who is little more than a boy and has no power to stop his brothers' violent actions.
After stripping Karin of her clothing, the herders move on, eventually ending up at the home of Karin's parents. Unaware of where they are, they attempt to sell Karin's bloodstained clothes to Märeta, who takes it as a clear sign that her daughter is dead. Once she tells Töre, he goes into a frighteningly controlled rage that erupts into unrestrained violence against the herders, including the young boy whose guilt lies in little more than his not having been strong enough to stop the others.
Much has been made about the nature of religion in The Virgin Spring, about the way Bergman contrasts the dark, heathen pagan worship, which is associated primarily with a troll-like bridge keeper (Axel Slangus), and the devout, repentant nature of Christianity. Although Töre forgets the Christian principles of forgiveness when he learns of his daughter's untimely death, thus allowing his darker inner core to take over, he realizes in the end the error of his ways and, in one of the film's most moving moments, begs God for forgiveness. It is a moment of divine atonement, yet it remains vaguely ambiguous because the cathartic jolt of seeing Töre dispense human justice to the herdsman is in no way absolved by his quest for forgiveness.
In fact, if The Virgin Spring has a central organizing theme, it is the nature of guilt. Several characters each want to claim guilt for Karin's death, including her mother and, most importantly, Ingeri, who realizes that Karin's rape and murder represent the fulfillment of her darkest wishes. Töre never feels explicit guilt for the loss of his daughter, but he does feel it for his actions against the herdsmen, especially when he viciously slaughters the boy even though we get the sense that he realizes the child had little or no complicity. Yet, at that point, his rage has taken over and is, in a word, uncontrollable. In the pagan/Christian divide, it is the moment when the darkest recesses of Töre's psyche, the part that would be fed by the mysteries and sexuality of heathen practice, bursts through the serenity of his Christian resilience. Even in our most genuine quest for God, Bergman seems to be saying, we remain forever and resolutely human.
The Virgin Spring Director-Approved Criterion Collection DVD | ||
Aspect Ratio | 1.33:1 | |
Anamorphic | No | |
Audio | | |
Subtitles | English | |
Supplements | | |
Distributor | The Criterion Collection | |
Release Date | January 24, 2006 | |
Criterion went back to the source with The Virgin Spring, striking its new high-definition transfer from the original camera negative. Digital restoration has given the image a nearly flawless surface, with virtually no dirt or scratches anywhere. Detail in the image is extremely high, with great contrast and a smooth gradation of grays that does full justice to Sven Nykvist's realistic cinematography. As they did with their transfer of Forbidden Games, Criterion has added a black border around the image, which I can only assume is intended to correct for overscan on most televisions and ensure that viewers see a noncropped image, albeit one with less pixels. | ||
The disc comes with both the original Swedish monaural soundtrack and an optional dubbed English track. Both are clean and well-balanced, sounding quite good for their age. | ||
The new audio commentary is by Swedish-born Birgitta Steene, a professor of film and Scandinavian studies at the University of Washington and author of Ingmar Bergman: A Reference Guide. Steene offers a great deal of lucid insight into both the making of the film and Bergman's history as a filmmaker, as well as some intriguing information about Swedish history and culture that enriches the film's medieval setting. Other supplements on the disc include a short introduction by Brokeback Mountain director Ang Lee, who discusses the impact The Virgin Spring, his first "art-house movie" viewing experience, had on him. There is also 20 minutes of new video interviews with actresses Gunnel Lindblom (who played Ingeri) and Birgitta Pettersson (who played Karin), both of whom reminisce about their experiences making the film and working with Bergman. Bergman himself is largely absent from the disc, even though the DVD was director-approved, but he does appear in 40 minutes of audio recording from a 1975 seminar at the American Film Institute. Lastly, the 28-page insert booklet contains essays by film scholar Peter Cowie (which is a slightly revised and expanded version of the essay he wrote for the Criterion laser disc edition) and screenwriter Ulla Isaksson, the text of the medieval ballad on which the film is based, and a letter from Bergman about the film's rape scene |
Copyright ©2005 James Kendrick
Thoughts? E-mail James Kendrick
All images copyright © The Criterion Collection


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Event | Date & Location | |
Westword Music Showcase: Dada Life & Trampled by Turtles | Saturday, June 22, 2013 at 12:00 PM Dazzle Restaurant And Lounge | View Tickets |
Lollapalooza - 3 Day Pass | Friday, August 2, 2013 at [time TBA] Hutchinson Field Grant Park | View Tickets |
Lollapalooza: Eric Church & The Postal Service | Saturday, August 3, 2013 at 11:00 AM Hutchinson Field Grant Park | View Tickets |
Dada | Saturday, October 26, 2013 at 7:00 PM Park West | View Tickets |
Dada Chicago - Park West |
Dada Concert Tickets |
Are you ready to see some authentic rock? You don't want to miss seeing a Dada concert in person. And we have the Dada tickets that give you access to one of the hottest acts on the alternative music scene. You can't beat live music, especially if the performer is Dada! You can buy Dada concert tickets from Ticket Liquidator for all the biggest Dada tour dates on the calendar. So what are you waiting for? Dada is coming to your town and Dada tickets are available now!


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2012-2013 Calendar- Revised 4/10/13
Kindergarten Registration 2013-2014
HPS Activity Calendar
District Goals
Antibullying Information
Hudson Wellness
Educator Evaluation
School Budget
1:1 Initiative
Elem Summer Reading
Adolescent Health Survey
School Listserv Sign-Up
School Choice
School Closings Info
Student Transportation
Substitute Information
Job Opportunities
Schools of Character
2012 MCAS Results
CORI Form
Participate in the Strategic Priorities Survey
JFK Surplus Equipment Yard Sale - Tuesday, June 25
School Choice 2013-2014 Hudson High School and Quinn Middle School
2013-2014 School Calendar Approved 4/9/13 First Day for Students is September 3, 2013
2012-2013 Calendar
June 24th Is Last Day of School The June 6th Early Release Day Has Been Moved to June 13th The Last Day of School Is An Early Release Day The Calendar Was Revised To Meet 180 Day Requirement
Update on 2013-2014 K-7 Performing Arts Programs
Kindergarten Full Day Lottery Results for 2013-2014
Elementary Transition Committee Site
Special Olympics - 2013
HPS Food Services Link - Whitsons
HPS 1:1 BYOD Update
Change in Food Services Management FAQ on School Lunch Program Changes
This year Hudson High School had the pleasure of entering both of our Musicals (The 25th Annual Putnam County Spelling Bee and Footloose) into a regional musical theatre competition called The TAMY Awards. These awards recognize exceptional accomplishments in production and performance of musical theatre in area high schools. The TAMYs publicly acknowledges the outstanding effort all of our schools make to strive for excellence in the performing arts. The program recognizes the amount of work, creativity, and devotion that students AND faculty pour into their high school productions. They recognize that musicals do not "just happen," but that they take countless hours of planning: from pre-production meetings in May, to production design in the fall. From audition workshops in November, endless rehearsals in the winter months, to the adrenalin rush of performance, and the emotional release of strike, the TAMYs celebrate the entire art of musical theatre: cast, crews, directors, and designers.
This year 23 schools participated in the TAMYs. Each of these shows had cast sizes that were roughly 60 or more. That means that over 1300 students alone participated in this wonderful competition. Of the 1300 that were eligible for nomination, only 144 were nominated for awards. From these 144 nominations, fifteen Hudson High School students and faculty members were honored with TAMY nominations!
Under the category of Best Actress, Laura Girard (winner of the 2012 TAMY for Best Supporting Actress) was nominated for her role of Olive in Spelling Bee.
For their roles as Rev. Shaw and Willard in Footloose, Edward Andrews and Jack Colaianni were nominated for Best Supporting Actor.
For the second year in a row, Carly Usherwood was nominated for Best Featured Actress in her role as Urleen in Footloose.
Buren Andrews was singled out as Not-Your-Average Chorus member for the work that he put into Footloose.
Mr. Caron and the members of the pit in Footloose (which include Taylor Benson, Shannon Nugent, Andrew Doherty Munro, Emily McLaughlin, Katie Benson, Andrew Ducey, Kevin Ducey, and Matt Snow ) were nominated for Best Student Orchestra.
It was a fantastic day for athletes, families, friends, and volunteers at Bowditch Field in Framingham on April 26th. 18 Hudson athletes participated in the day's events hosted by Framingham State University. 200 MetroWest athletes participated in the track and field events. Thank you to everyone for making this a great day - the look on the athletes' faces was inspiring and the Hudson community should be very proud of everyone who participated!
Click to see an album of photos.
Joshua Chase, a fourth grader at Farley Elementary School is one of the winners in a Today Show contest that highlights gifted and talented children age 10 and younger, nationwide. Joshua's mother entered him in the contest by submitting a photo of a painting he did, which was a rendition of an oil painting by Mr. Ray Ellis entitled "Moonlight Sail".
Four students from Hudson High School attended the Worcester Regional Science and Engineering Fair on Saturday, March 9, 2013. Kayla Penniman and Savera Mohammed placed fourth with their project " Discerning Human Emotion" They looked at facial and whole body language at determining winning or losing expression in sports athletes. They won a spot to further compete in the State Science Fair on May 3. Stephanie Kall and Erica Davis also competed with their project called " Shine a light on skin protection. SPF 30?" This project looked at the which product SPF in lotions, sunscreens or makeup worked better at protecting yeast cells from harmful uvA rays. They got an honorable mention for their project and they can also go further to compete at the State Science Fair. All four students will continue their efforts by further testing and preparing for the State Science Fair.
Several Hudson High School students recently received Boston Globe Scholastic Art Awards. There were over 17,000 images entered this year from across the commonwealth. Three students were awarded gold key. Student work is on display at the Boston Transportation Building.
Nichole Beaulieu - Design and Ceramics & Glass Katie Beaulieu - Digital Art Jack Cannistraro - Ceramics & Glass Ryan Chaulk - Digital Art Adam Chaves - Design Lorena De Sousa - Digital Art Colin Deane - Architecture Taylor Kentel - Digital Art Ashlie Landry - Digital Art Emily Lavoie - Digital Art Cassia Monteiro - Digital Art Madison Peck - Printmaking
On March 2-4, 2013, the Hudson High School Chapter of the Business Professionals of America attended the State Leadership Conference in Framingham, Massachusetts. We had 13 students participate in a variety of competitions over two days. It was a very successful competition and over all, most students came back with a win in one of their events. Christina Butler won first place in the Desktop Publishing Event and the Global Marketing Team of Steven Rivela, Dan Bothwell & Andrew Wienen took second place. Also, Connor Bentley brought home a first place win in the Project Management Concepts Event. It was awesome. In two of the individual events, Natalie Monteiro won fifth place in the Graphic Design Promotion and Marisa Duplisea won fifth place for her Interviewing Skills Event. The Broadcast New Team of Shayna Diedrich & Kayla Davis placed fifth, and the Presentation Management Team of Alyssa Dalton, Renae Barry and Marisa Duplisea came in sixth. We are very proud of the work these students did and the way they conducted themselves over the entire weekend was outstanding. The list of students that attended were: Leslie Barnett, Renae Barry, Connor Bentley, Daniel Bothwell, Christina Butler, Alyssa Dalton, Kayla Davis, Shayna Diedrich, Marisa Duplisea, Ryan Leahy, Natalie Monteiro, Steven Rivela, and Andrew Wienen. The two BPA advisors from Hudson High School that attended with them are Mr. Kristopher Langan and Mrs. Christine Williamson. Students that won first and second in their events are hoping to attend the National Leadership Conference in May in Orlando, Florida. Wish them good luck.
Instead of dodging chipmunks, herons and other predators in the wild, four young Blanding's turtles safely wade in the shallow waters of two tanks at JFK Middle School.
In recent years, Blanding's turtles have become a threatened species in Massachusetts because of the continued loss of their habitat, which are sandy marshes, and various predators in the wild. Blanding's turtles - like many types of turtles - also are killed crossing busy roads.
Jeannie Graffeo was recently named Physical Education Teacher of the Year by the Massachusetts Association of Health, Physical Education, Recreation, and Dance (MAHPERD). Congratulations to Ms. Graffeo for the honor that this award brings to her and to the Hudson Public Schools. Read the Hudson Sun/Wicked Local story by Dan Jalonski.
February 15, 2012 The Hudson School Committee unanimously approved a proposal to rename the Kennedy Middle School, scheduled to open in September 2013, the David J. Quinn Middle School.
Read Hudson Sun Article about Mr. Quinn
Copyright © Hudson Public Schools, Hudson, MA, 2009. Copyright in this website is owned by Hudson Public Schools, Hudson, MA. All rights are reserved. No part of this website may be reproduced without written consent from the Superintendent of Schools.The information contained in this website is made available without warranty of any kind. Pages may be updated, altered, expanded, or removed at any time.
Hudson Public Schools
6/2 - HHS Graduation
6/4 - 6/5 - MCAS STE Tests G10-11
6/11 - 6/12 - Half-Day HHS High School Exams
6/13 - Half Day Professional Day
6/24 - Last day of School Half Day


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THE HISTORY OF HALLUCINOGENSA diverse group of drugs, which can change the mood, thinking, and opinion of the user is referred to as hallucinogens. Hallucinogens are a varied group where the substances have dissimilar negative effects, dissimilar mechanism of actions and dissimilar chemical structures. Regardless of the name, the majority of the hallucinogens do not make the users experience hallucinations (fake or artificial thinking or opinion that is not real). Hallucinogens alters the thinking and mood of the users most of the time rather than causing hallucinations for real.
Hallucinogens have a rich history or past. These drugs were used for religious or supernatural rituals by different cultures. In the Rig Veda (the Hindu Holy Book), soma was mentioned. Soma refers to a holy substance, which was used to stimulate higher levels of consciousness, and it was thought to be derived from Amanita muscaria, a hallucinogenic mushroom. In the Pre-Columbian Mexico, the Aztecs used teotlaqualli in rituals. Teotlaqualli is a paste made from Ololiuqui, a hallucinogenic flower. When the paste was applied on the skin of the Aztec priests and soldiers, terror was eradicated and the user's mental condition was altered in order to serve the Aztec God properly. Peyote (a hallucinogen that has mescaline) has been used by the Mexican Indians in sacred rituals for a long period. These drugs were considered as the cause of the wicked and dishonest deeds of the alleged witches in Salem, Massachusetts witch trials or assessment.
drugs are cool Reply to this Comment do drugs and ur cool it is as simple as that trust me the best thing you can ever do is meth yumm it made me look ten years yunger im serious. no Reply to this Comment Thats messed up my sister almost died from Meth and now you have the guts to sit here and tell people to do it thats just messed up. my best friend was into meth for a long time and with the fact he is trying to stop you have no right to sit here where people are trying to get help and say this stuff... it just plain out wrong and i have no respect for it.. so why dont you take ur ass and go to another website where you can sit there and gloat about your drug addictions instead of sitting here where people need help. This breif and flawed description Reply to this Comment On behalf of all hallucinogenic substances, people should stop referring to narcotics like meth and cocaine,etc. as anything remotely similar to hallucinogens. Rather than being opinionated by your past experiences, which is closing your mind... maybe try opening yourself up to the reality that the substances in these hallucinogenic plants have been used for millenia with the human species and when used appropriately, gives profound insight to the truth of existence. Try using the term entheogen instead... hallucinogen bares a lot of inaccuracy for anyone who has had a spiritual experience with them. oh yea Reply to this Comment and another thing... i really hope whoever wrote that up realizes how bias they are being when they suggest that the experience is specifically negative and not real... how real is anything we experience in life? When it comes down to it, this is all an experience. I dont even know why these are on this website... hallucinogens are rarely and i would say absolutely not addictive. your retarded Reply to this Comment you'r a fucking dumbass, meth is fucked, it ruins lives. stick with the natural shit. ur an idiot Reply to this Comment Ur a fool for saying something like that. unbelievable.. people like you deserve to be slapped, or at least muzzled. Should be ashamed of ur self, thick headed, runty little niptwat hallucigens Reply to this Comment you go man. thank u 4 tellin that guy off. that guy was way outa line. HA! Reply to this Comment Your "religous" experiances are an effect of the drug you idiots. I wish you children would grow up! AND the person who said they were being close mnded they ARENT because they had experiance.. they at one point had an open mind about it and actually LEARNED something. ALSO Reply to this Comment Drugs do not make you cool you idiot they can ruin lives, ruining your life is real cool *note the sarcasm* UR ALL FUCKIN DUMB Reply to this Comment BLOW ME BITCHES ..... NATURAL DRUGS R GOOD STICK TO THE SHIT CREATED BY GOD AND ALL THAT INCLUDES IS WEED AND MUSHROOMS.... TO ME UR ALL LIL BITCHES ^^ Reply to this Comment I agree, stick w tha natural shit. But that meth comment, u deserve to b shot or kickd in tha dick. ahaaa, n u got it backwards hun, it makes u look ten yrs older w rotting teeth n a crackhead look. i assume that was a joke tho.. so its watevr. ur jus a fukn retard that obviously knos jack shit abt nething.. No good Reply to this Comment Any type of drugs are and you shoudn't be taking them at all you retards HAHAHA Reply to this Comment okay yeah people have problems with drugs and have abused them like crazy im not saying what u guys are saying is cool but it is kinda funni no offence people how are trying to get help. But u guys just gotta chill and the best way to take care of it is to just say NOOOOO peer pressure my azz. now if they forced u dats another story this is like a SOAP OPERA! oh yeah I forgot Reply to this Comment Drugs r kick ass specially the ones that make u like see crap jkjkjkjkjk i dont do drugs i am 100% above the influence im just doing reasearch for college ??? Reply to this Comment om you guys are sooo gay!! we're tryin to write a paper and ya'lls little "soap opra" here just threw us all of track. but either way drugs are gay!!!!!-becca yeah my sis has done drugs over and over and to tell you the truth in the long run it doesnt help you except the few hours or days your high! you start to look like shit and get kicked outta school! its a stupid thing to do and you need to stop. if you gay guys who are trying to encourage to do drugs need to shut their fucking mouths and stop. ahahahah Reply to this Comment You guys are retarded. Im pretty sure drugs dont make you look younger dumbass. MEOW. I LOVE YOU Fuckin Idiot Reply to this Comment You are such a fucking idiot. Its people like you who make this country worse than what it should be. METH-HEAD. Everyone knows weed is the best drug out there. PERIOD | ||||||||


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22 May 2012
Why: In today's times of financial crisis, the public is right to expect the most efficient and effective use of public funds ensuring the future security, availability and affordability of the essential infrastructure systems. To help infrastructure planners, policy makers and regulators grasp the big picture, researchers are creating a new generation of modeling and simulation tools. A specific obstacle to be tackled in making these new models work is their data intensity. As data exchange between public and private players, within and between different infrastructure systems, is not easily accomplished.
This workshop will present state of the art methods and tools for modeling and simulation of infrastructure systems, including smart strategies for making sense of open data and converting them into actionable insights.
More information
Preliminary programme (all speakers confirmed):
09:00 – 09.30 registration
09:30 – 09.40 welcome and opening speech, Prof. Margot Weijnen
09.40 – 10.20 Prof. Jim Hall, Simulating long term performance of national infrastructure at a national scale: modelling architecture and data challenges
10.20 – 11.00 Prof. Peter van Oosterom, Open data and its societal, legal, organizational, monitoring & technology aspects - based on the Alliander case study
11.00 – 11.20 Coffee break
11.20 – 12.00 Chris Davis, Making sense of open data – from raw data to actionable insight
12.00 – 12.40 Aad Correljé, Making sense of splintered transactions: Refining the crude material…
12.40 - 13.40 Lunch (and model demonstrations)
13.40 – 14.20 Prof. Pascal Perez, title to be confirmed
14.20 – 15.00 Prof. Eswaran Subrahmanian, Designing infrastructures, open data and data collection in emerging economies: the case of India
15.00 – 15.20 Tea break
15.20 – 15.50 Plenary discussion
15.50 – 16.00 Conclusions and closing remarks
Dr.ir. Aad Correljé, TU Delft, Faculty of Technology, Policy and Management
Christopher B. Davis, TU Delft, Faculty of Technology, Policy and Management
Prof. Jim Hall, University of Oxford/ Infrastructure Transitions Research Consortium, UK
Prof. Peter van Oosterom, TU Delft, OTB Research Institute for the Built Environment
Prof. Pascal Perez, University of Wollongong/SMART Infrastructure Facility, Australia
Dr. Eswaran Subrahmanian, Carnegie Mellon University, Pittsburgh, USA
Registration is free of charge, but obligatory. To register please send an e-mail to Connie van Dop: firstname.lastname@example.com


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Please Sign Up for our "Playbill" mailing
Summer Musical Theater Camp
Summer Musical Theater Camp - June 10th to June 21st
Mark your calendars! The Flagler Playhouse announces that it's very popular Summer Musical Theater Camp will once again be offered in 2013 for budding performers between the ages of 8 and 16! The program will be directed by Ann Paris and will insure a magical summer for all participants.
Has your young performer been bitten by the acting bug? Would they like to develop their voice or stage presence or just want to explore the wonderful world of theater? Flagler Playhouse's Summer Musical Theater Camp has it all...voice, dance and acting instruction!
The camp will be held daily from 9:00 AM to 2:00 PM for the two weeks of June 10th to June 21st at the Flagler Playhouse at 301 E. Moody Boulevard, Bunnell, FL. A fee of $200.00 will be charged to each participant.
A "review" of the skills learned will be held for parents, grandparents and families in a performance on the last day of camp on June 21st at 1:00 PM.
To sign up for this program please complete the Registration Form and return to the Flagler Playhouse.
Fees may be paid online by clicking here . . .
Review and Print Registration Form . . .


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Average Customer Review: based on 1 reviews. Rating: Liquid Image 1080 video/ 12 megapixel mask Reviewer: Wendell Sharp, I purchased a Liquid Image mask that takes 12MP pictures and 1080 video, to take on vacation. I made 3 different saltwater dives at 30-40 feet using it. It is pretty impressive! There is a toggle switch at the top right for switching between video and still pictures. There are 2 choices of video quality. Lights appear in your peripheral vision, red for still pictures, green for moderate quality video, and blue for 1080 video. After each dive, just remove the micro SD card, put it into an SD adapter, and pop it into a computer. Ive received numerous comments about how clear the images and video are. There was no water leakage through the seals. The lens is tinted glass, and the surrounding rubber is soft, comfortable, and seals well, It comes in a simple, plastic carrying case that is small and easy to pack in a suitcase, with lubricant for the seals, rechargable batteries and charger, USB cord, RCA A/V and audio cords, and an 8 GB micro SD card. I took about an hour of pictures and video, and didnt exhaust the batteries or the memory card. I very happy with my purchase! Did this Review help? Yes No 53 out of 81 people found this review helpful.
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Ashwin out again
17 Apr 2006
Springbok wing Ashwin Willemse is in another race against time to be fit to make Jake White's World Cup squad for France. He looks unlikely to play any more rugby in 2006.
Arguably the unluckiest rugby player in the country, Willemse tore posterior cruciate ligaments in his left knee near the end of the defeat to the Sharks at Ellis Park on Saturday.
The result of a scan revealed the seriousness of the latest injury and Willemse will be out of action again for between six and 12 months.
It is likely he will have to undergo another operation to repair the damage. Willemse missed most of the 2005 season after having surgery on his ankle. He returned to the Cats squad earlier this year, but missed out on the overseas tour with a hamstring injury.
Saturday's match was his first Super Rugby game in more than a year. The wisdom of leaving Willemse on the field for the full 80 minutes will surely be questioned. He sustained the injury in the 77th minute of a match that was already well and truly lost. And for those 77 minutes, the former SA rugby Player of the Year had looked a class above the rest on the field.
Willemse had played for the Young Lions in a Vodacom Cup match the previous weekend, but asking the player to last 80 minutes in his comeback match at Super 14 level was too much. He should have played no more than 50 or 60 minutes. Now his entire rugby career hangs in the balance again.
By Andrew Hollely
65 Comments
18 Apr 2006, 10:57 amThank God!!!! I hope he is not coming back
18 Apr 2006, 11:57 amJeez Marauding give it a rest. Stop trying to give every single sentence another meaning.
Look a *** in this way.
If you need three quota players in your team and ashwin is there with thow other players of color then th equote is filled. correct, thus Ashwin is a Quota player. Most of these forced selections back fire, look at Eddie Andrews battle week after week, yet he stays there because of quotas.
Not all quota are bad. Habana is an excellent player and i will choose him if he was green, pink, yellow whatever. But he does take the place of an Quota player in the team. -
18 Apr 2006, 11:58 am"Look at it" seems better than "Look a ***" pardon
18 Apr 2006, 12:19 pmHow can you say Ashwin was a quota…He was one of our outstanding players at the 2003 world cup and every time he played for the boks he shon. Could yoy think of a better winger than Ashwin at the time when he was playing?
18 Apr 2006, 12:45 pmTackles:
I'm afraid Marud3 has got you pegged. I am delighted to see that some one taken the time and late night effort to put you back in your pram. Jy is 'n kakmaker en 'n lafaard. Dwelling on this site 24/7 is a poor substitute for having friends or a life for that matter. You are a short sighted wanker and hope that the burn of the buttfuck that Marud3 has given you makes you think twice before stirring again (yeah right)
18 Apr 2006, 13:46 pmHey Madie
If 54 is aimed at me please allow me to explain.
Ashwin was a very good player and you are correct to say he shone for the boks most of the time. I would have picked a fit Ashwin for my team any day. Him and Habana on wings. Can you imagine. get the ball to the wings and you can turn back . Tri guaranteed.
Officially they both are players of color, hence if i need to have three players of color in my team i only need to choose one more.That is the only reason why i call them quota players. Or would you prefer "bloodyGoodPlayersThatCanBeUsedAsQuota" players? Last one is probably more correct but one bloody long name.
Lastly. If you looked at players that messed up their knees as Ashwin they don't return. Speed is gone, Sidestep is something of the past. Chester was a damn good player until his knees packed up. bob skinstad was never the same after his knee bust up.
18 Apr 2006, 22:21 pmRommel (re: post 52):
Actually, we completely agree, if you read my posts.
Tackler is the one who is claiming that quota cannot equal merit, and therefore Ashwin cannot be there on merit.
I am telling him that this logic is flawed. Funnily enough, I gave exactly the same reasoning as you did. I quote myself here:
"You see, [Tackler,] I explained to you months ago how it works. A player gets into the team by merit (best in his position). That player is non-white. That player fills a quota position. You see how simple it is for quota to equal merit?"
The point is that Tackler FIRST claimed that quota is necessarily bad, and then he tried to backtrack and tell us that quota is simply quota (see post 35). But even when BACKTRACKING he had the gall to tell us that quota could never mean merit.
The reason I don't "give it a rest" is because Tackler is all air and no argument. He needs to be shown up for the weak troll he really is.
That, and I'm swotting, so I've got plenty of time to kill. hahahaha
19 Apr 2006, 00:23 amNope. Got me wrong. I have never ever averred that a "quota" (nonwhite) player cannot be there on merit.
What I have averred is that there is no way on earth that this quota player can even know absolutely 100% for sure whether he is in the team on merit or on quota.
Of course, everyone will TELL him he's there "on merit". That's just being nice and polite and politically-correct, of course.
And the reason for this is that there IS a race quota.
And as long as that race quota exists, for that long it will continue to be impossible for any nonwhite player to know absolutely 100% for certain that he is a merit player rather than a quota one.
My solution is to do away with the race quota and to pick the entire team on merit and nothing but merit. And so what if it's a 100% white team? Tough bikkies. And so what if it's a 100% nonwhite team? Tough bikkies too.
The melanin just doesn't matter.
Merit matters.
19 Apr 2006, 01:42 am"…quota NEVER means merit."
– TheTackler, from post 43 on this thread
From the horse's mouth. Let it be known that Tackler is a liar AND a cheat.
19 Apr 2006, 05:52 amSorry have to agree with tt on this one.
19 Apr 2006, 05:54 amBut having said that me thinks that Mr.Marauding3 has put tt on his place. He he he
19 Apr 2006, 06:00 amSee, the funny thing is, I completely agree with this:
"My solution is to do away with the race quota and to pick the entire team on merit and nothing but merit. And so what if it's a 100% white team? Tough bikkies. And so what if it's a 100% nonwhite team? Tough bikkies too."
But nothing Tackler says can be trusted, because he lies and wriggles his way around his own words. He blatantly contradicts himself at almost every step. And, if Tackler is to be believed, then non-white = quota, and quota cannot = merit, so therefore non-whites cannot get into a team on merit.
So Tackler is not only a douchebag, but also a racist.
19 Apr 2006, 06:37 amNope. The problem is that as long as what race-quotas exist, NO player "of colour" can ever possibly know for absolute 100% sure that he has been picked on merit and not on quota.
Of course, every player "of colour" would desperately like to believe he's there on merit and not on quota. And nobody in the team camp will ever tell him he's only a "quota" and not a "merit" because such a shattering revelation would undoubtedly cost the tactless revealer his six-figure income job.
And so we all agree to play this cutesy-pie little smoke-and-mirrors game of let's just pretend it's all hunky-dory…
That's the cold hard truth of it, pilgrims!
19 Apr 2006, 12:10 pmTacklers comments (58) is very true (damn did i say that out loud?)
Habana is good. no questions. Now he is on merit the whole says so. Habana has one bad game, which every player is allowed to have. If you're white, hey sorry dude bad game. But if your a bit more sunburned voila, a quota player who doesn't cut it.
I would lioke to think that should quota be scrapped and players only get there on merit that we will have the three colored players there in any way. They feel better and no one can say anything.
20 Apr 2006, 03:52 amBut that's just it. Tackler is the kind of guy who would say that Habana's a quota player who doesn't cut it when he does badly, just like he just called Ashwin Willemse a quota player who didn't cut it. Both these men have been South African Players of the Year.
He's said it before, and he'll say it again. Which is why Tackler is a liar and a racist.
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More than 5,000 were stopped on course when bombs exploded.
Twenty pairs from the now-iconic image donated to shelters.
Races in late August, early September see greatest surge.
B.A.A. asks for "continued patience."
Security assessment five days before Boston Marathon cited race's "vulnerability."
Memorabilia from temporary tribute may become part of permanent memorial.
Show of support for first B.A.A. race since the marathon.
Net proceeds go to One Fund Boston.
Reporter's on-the-run video captures confusion for those on course.
Run The Numbers
An exploration of the data from runners of the Boston 2 Big Sur Challenge.
No indication that running per se was targeted.
Gabriel Gomez is Republican candidate for U.S. Senate from Massachusetts.
Marathon explosions do not intimidate runners.
Other Voices
Physical challenges were nothing compared to the emotional for first time Boston marathoner.
Vermont City, Pittsburgh offer complimentary entries, trips to runners.
In interview with Runner's World, officials express gratitude for running community's support.
Social Studies
Tweets sent this Marathon Monday were the most negative in five years.
Bill Iffrig back in action at the popular 12-K.
The 2013 Boston Marathon took place two weeks ago. What next?
Eleven days after terror struck, race director finishes traditional run.
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text:
Only if you believe a story posted Monday by Yahoo's Jason Cole in which two NFL sources essentially put AEG's downtown Farmers Field project on life support, claiming the numbers involved aren't suitable to the NFL.
In short, according to Cole's sources it's impossible for AEG (as the landlord) and the team (as the tenant) to make sufficient money.
The reality is nothing much has changed since last March when league sources expressed similar concerns about AEG's deal structure in a similar Cole story.
At the time, AEG president Tim Leiweke told me his company recognizes the NFL's misgivings, but he was confident the two sides would eventually hammer out a deal that made sense for everyone involved.
In other words, Leiweke fully understood AEG might have to make some adjustments to facilitate a deal and that his company had the flexibility to accommodate those tweaks.
What has changed since then?
Absolutely nothing.
How can it, with AEG head Phil Anschutz putting the company up for sale in September and the transaction still at least a month away from completion?
Until the new owner is in place, everything is in a holding pattern.
Including the NFL and Farmers Field.
AEG, incidentally, declined comment on the Yahoo story.
In fact, a source with intimate knowledge of the process indicated Tuesday talk is ongoing between AEG and league officials, and as recently as last month a prominent owner was briefed about Farmers Field by the AEG team.
That meeting was described as positive by the source, who expressed surprise by Monday's Yahoo story.
In the meantime, various owners have made their way to downtown to check out the proposed site adjacent to Staples Center, with Patriots owner Robert Kraft taking a tour in February while in town to attend the Grammy Awards.
That doesn't seem like a league ready to walk away.
Truth is, it makes no sense for the NFL to pull the plug at this point, or to kill it off before sitting face to face with the new AEG leadership and hearing their plans.
After all, what Phil Anschutz wants might be far different than what prospective owners like billionaire Patrick Soon-Shiong or Guggenheim Partners are seeking.
The NFL understands this, and with no immediate urgency to put a team in L.A., there is also no motivation to walk away from Farmers Field.
Especially when powerful owners like Kraft or the Cowboys' Jerry Jones - both longtime business partners of AEG - have expressed support for the privately funded project.
Jones told me in September that Los Angeles is as well positioned as ever to add an NFL franchise.
"I'm more optimistic now than I have been in the last 12 years, since I've been on this thing," Jones said. "I now see significant meat on the bones and significant people who can do things and are willing to do things. And it's clearly recognized what a great opportunity (Los Angeles) is for the league."
That followed the league-wide memo from NFL commissioner Roger Goodell in July laying out specific instructions for any team interested in relocating to Los Angeles, making it clear any move would be a cooperative effort between his office and the team.
Hardly the actions of a league prepared to pull the plug.
So why float another story expressing regurgitated misgivings?
My guess is it ties into the impending AEG sale.
Could be the NFL isn't keen on AEG using a not-yet agreed-upon NFL stadium deal to drive up the sale price.
While the league is intrigued by Farmers Field, nothing is official until it's official, so perhaps there is concern the NFL is being used to enhance the deal.
Maybe the NFL is wary Anschutz won't get an offer he likes and will ultimately sit tight. If so, the NFL will again sit face to face with him to hammer out a deal and is preemptively reminding him they remain lukewarm on his initial proposal.
I also wouldn't rule out one of the bidders for AEG putting a story like this out there to drive down the price.
When billions of dollars are exchanging hands, anything is possible.
What I do know is the NFL and AEG are world-class negotiating machines. The longer this drags on, similar stories will emerge as everyone jockeys for position.
It's just part of the process.
But as far as Farmers Field being dead in the eyes of the NFL?
Sorry, I'm just not buying it.


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Hello, babies. Welcome to Earth. It's hot in the summer and cold in the winter. It's round and wet and crowded. At the outside, babies, you've got about a hundred years here. There's only one rule that I know of, babies -- 'God damn it, you've got to be kind.' - Kurt Vonnegut, 1922-2007 Welcome to the message board for tadwilliams.com. All comments are welcome, whether kudos or brickbats. However, please bear in mind that Tad would like this to be a friendly, civil message board, at least in the relations between users. We reserve the right to remove postings, or even ban postings, from anyone who crosses the boundary of reasonable taste. Basically, you can argue vigorously with someone, but watch your language, okay? We have a lot of young readers as well as grown-ups, so please show them some respect. But the main requirement here is: have fun.
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~earflick; tailtwitch~Let's go. ~smirky~
heheheThose are fun.My cat George does fantastic leaps at the wall to get to the little red dot. :)
*watches in amusement while munching on bread*
My mum has a cat that weighs almost as much as my kid. He has to be hoisted up on the dryer to eat his dinner (so he claims, anyway. Loudly)... but he'll all but hit the ceiling after a laser pointer.
heheheIt's the only thing my fat cat will play with. :) Still not overly energetically, but it's pretty good for her.
my dog likes to chase a laser pointer... acts just like a khat when he does it, too.
*paints a red dot all over the room*Catch that!
~watches the red dot(s) frantically~~implodes~
Delightfully Angelic Mooey wrote:my dog likes to chase a laser pointer... acts just like a khat when he does it, too.
Obviously a d*g of discerning taste. ~haughty snif~
Augh!*is being driven mad by her mother**curls up into a ball and whimpers*
~offers services~Can shred her ankles for you! Or devour all her houseplants.[ September 06, 2004: Message edited by: Miiru ]
Well, the only plant in the house is mine, so that won't do! The ankles thing may work though....Really what I need is my own appartment. That would be loverly. Maybe I need to find some rich guy to pay for one for me.... Hmm....
Ah! Paternis Sucrensis, more commonly known as the Sugar Daddy. Not so much rare as reclusive, this fascinating creature is a good but high-maintenance catch for the enterprising young lady, often requiring coddling and unusual quantities of ego-stroking in return for their patronage.[ September 06, 2004: Message edited by: Miiru ]
Heh. Hooray for crap pseudo-Latin. ;)
lolWell, if you know of any good ones, let me know! ;)
~salute~ Aye, cap'n!
heh*hugs Infinity's*This is a nice refuge at least.
~happysigh~ That it is. Although methinks the timbers are starting to creak a bit... It might almost be time for another incarnation.


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Ryan Murray Takes First Place in Antonelli Institute National Photo Competition
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Brian Kirk & The Jirks Performing at Fundraiser to Bring Lights to RBR Fields for September
Encourage an "A" Program Keeps Kids Working Hard All Year Long
RBR Inducts Six Distinguished Alumni into the 2013 Hall of Fame
RBR Dance Major Spring Dance Concert on May 16 and 18
Being a high school Principal is really a great job. Of course you have to love being around kids, which is definitely a prerequisite. Every day is different, that is what makes it exciting. It is rewarding and exhausting at the same time. Schedules can be crazy but my goal is always to make it to as many classrooms as possible. Besides formal observations classroom "walk throughs" are a part of my day. Today I had the privilege of witnessing great teaching and great students. In one day I saw engineering students crafting their designs into reality. From there I walked into a business class where students explained different types of bonds. In our sports medicine class I learned the proper way to tape injuries and in another class within that academy students were learning the risks of placing too much trust in your financial manager. IB psych students were exploring theories of abnormal psych and prepping for their exam.
Today is 5/21/2013


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Donna Salazar creates scrapbooking items with a unique twist: she's fond of a girlie grunge sort of look, combining things like lace and a dusty wood floor. Mostly working in the realms of papers and stamps, Donna Salazar can add a unique flavor to any scrapbook page.
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Character and Purpose
The Department of Clinical Psychology of Fuller's School of Psychology is a unique venture in higher education. Its purpose is to prepare a distinctive kind of clinical psychologist: women and men whose understandings and actions are deeply informed by both psychology and the Christian faith. It is based on the conviction that the coupling of Christian understanding of women and men with refined clinical and research skills will produce Christian clinical psychologists with a special ability to help persons on their journeys to wholeness and salvation.
Toward these goals, an attempt is made to avoid reducing human beings to the descriptive data of psychology, and theology to a set of propositions about God. Instead, both disciplines are accorded mutual respect in an effort to impart to the student a genuine appreciation for the contributions of each. The models of training which emerge from this perspective have been termed the Scientist/Practitioner/Christian model and the Practitioner/Evaluator/Christian model. This reflects the school's commitment to clinical training grounded in scientific psychology and Christian theology.
At its simplest, theology may be defined as conceptualizing God and Gods relationship with humankind in ways that are relevant to this day. In a sense, everyone is a theologian, holding views about God. But not everyone is a good and profitable theologian. For this higher purpose a serious study of theology is imperative.
The data of theology consist primarily of the self-revealing acts and words of God contained in the prophetic and apostolic Scriptures. Yet it is not enough simply to quote what Scripture itself contains. Theology must encounter and speak to each new generation and situation. Its task is to state the message of the Bible, making clear the relevance of this message to every person's current need.
On the other hand, psychology may be defined as the study of human behavior. It emphasizes the scientific approach, but it does not rule out the several other ways by which we have come to an understanding of human nature. Some of these impressions have come through self-reflective consciousness, creative and artistic expression, religious experience and philosophical thought.
The distinctiveness of the School of Psychology lies in its attempt to integrate these fields in theory, research and practice. Through a series of didactic, experiential and reflective endeavors, theology and psychology are related. Students are encouraged to reflect on their own appropriation of faith (intrapersonal integration) and to determine how the data of both disciplines can be combined (conceptual integration). Further, support is given to research efforts to assess the interconnections of faith and behavior (experimental integration) and to the mutual sharing of insights with others in related vocations such as the ministry (interprofessional integration). Most importantly, students are trained in the melding of psychology and theology in clinical practice (professional integration).
Faculty members hold the view that integration at any level is a profitable endeavor. They communicate a view of people as having been created in the image of God, with an abiding concern for their relationship to Jesus Christ. They convey the conviction that resources exist which transcend their own. They attempt to model in teaching and living the unique combination of sincere faith and clinical excellence which the School espouses.
The needs of contemporary society are creating new and challenging roles for clinical psychologists. The School of Psychology believes it is both the opportunity and the responsibility of the church and society to be involved in this training. Graduates of this program are qualified to serve in both the church and the wider community. As clinical psychologists they serve on hospital staffs, in private practice, in church-sponsored counseling centers, and as faculty members in higher education.
General standards for admission to any of the three schools of Fuller Theological Seminary are described in the Admissions section of this catalog.
Admission to the PhD or PsyD programs in clinical psychology of the School of Psychology requires that a student have earned a bachelor's degree from an accredited institution. Admission to these programs is competitive. The entering student in the fall of 2009 had a median psychology grade point average of 3.70, and the median score on the Graduate Record Examination was 1140 (verbal and quantitative). A psychology grade point average of 3.5 or higher and a combined verbal and quantitative score of 1100 or higher are considered competitive.
The undergraduate major is most useful when it is in the social and behavioral sciences. A minimum of five courses in basic psychology (including subjects such as abnormal, developmental, experimental, physiological and social psychology, tests and measures, learning and motivation, and personality), and one course in statistics taken in a behavioral sciences department within the last five years, is a requirement for entry into either program. Equally important for admission to the program are commitment to the historic Christian faith and life, personal qualities of high integrity, strong motivation for service, empathy for others, ability in relationships, spiritual sensitivity and an abiding love for scholarship. These qualities will be evaluated through letters of recommendation from those who know the candidate well, as well as the applicant's statement of purpose.
Applicants to the Clinical Psychology program must submit the following:
It is also recommended that applicants take the GRE Psychology Subject Test (PGRE). Those who did not major in Psychology are especially encouraged to submit a PGRE score.
In addition to the general test of the Graduate Record Examination, applicants whose native language is not English must submit an official Test of English as a Foreign Language (TOEFL) of at least 600 (paper), 250 (computer), or 100 (internet), taken within the past two years, or the International English Language Testing System (IELTS), Academic Format, with a minimum score of 7.0, taken within the last two years.
Application deadlines and dates for notification of admission decisions can be found at http://www.fuller.edu/admissions/apply/deadlines-advanced.aspx. Applicants should be aware that the GRE must be taken far enough in advance for scores to reach the Office of Admissions by the appropriate deadline.
The Department of Psychology uses an individualized admissions procedure for applicants to the PhD and PsyD programs. All applicants are reviewed by an admissions committee consisting of faculty members and graduate students. Clinical Psychology interviews are offered to selected applicants as part of the decision process. Early application interviews are offered in late January. Regular application interviews are held in mid-February. An invitation to interview is not a guarantee of acceptance to the program. No interview fee is charged, but personal transportation costs are the responsibility of the applicant. In instances of financial hardships, a telephone interview may be substituted for a personal interview. The admissions committee then selects a group of finalists. The names of these persons are submitted to the assembled faculty.
Early Admission. An early admissions process is available. To take advantage of this option, the application and all other required documents (references, GRE scores, etc.) must be postmarked no later than November 30. The GRE should be taken no later than October 15 in order for the score to be reported to Fuller by the November 30 deadline. The application fee is waived. Interviews take place on campus in late January. Applicants will received notice regarding admission and financial aid decisions by February 15. This also allows early consideration for Fuller Housing.
Faculty Advisors
The professor/student relationship is viewed as a mutual commitment. The professor makes a commitment to train each student to the doctoral level and expects a reciprocal commitment from the student to work hard and long enough to reach what is considered to be doctoral quality.
Each PhD student will be assigned individually to a faculty advisor, to facilitate the research mentoring necessary for the master's level research as well as the PhD dissertation.
The PsyD students are assigned to individual faculty advisors, who supervise their PsyD dissertation process.
Once they have entered the program, students are able to change advisors based on common research interests and faculty availability.
The Department of Clinical Psychology has adopted the scientist-practitioner model for its PhD program, and the practitioner/evaluator model for its PsyD program. These models assume that training in clinical psychology includes a broad and up-to-date knowledge of general psychology, experiences and supervision in research, psychological assessment (interviewing, observation, testing), psychological intervention, personal growth and integration, and communication of information. The faculty represent a wide range of clinical approaches, which are represented throughout the curriculum.
The graduate course of study normally spans a period of six years for the PhD program and five years for the PsyD program. Students may select up to but no more than 16 units of course work per quarter, with the core of the curriculum scheduled during Fall, Winter, and Spring Quarters. Each curriculum is divided into four parts: general psychology, research and evaluation, clinical psychology, and theology/integration.
Part I: General Psychology
The core curriculum of general psychology provides the student with a solid grounding in the literature of general psychology, covering the following areas:
Comprehensive Examination. One of the assumptions underlying these programs is that a person earning a doctoral degree in clinical psychology should have a broadly based foundation in the concepts, theories, data, and methods of general psychology. Students are expected to reach a superior level of mastery of general psychology, which is operationally defined by the faculty as a score of 650 (or two consecutive passes at or above the 630 level) on the Psychology Subject Test of the Graduate Record Examination (PGRE). This requirement must be met by the end of the Winter Quarter of the student's third year. After this score os earned, students may substitute clinical psychology seminars for general psychology electives. Students may substitute only clinical seminars actually taken after passing the comprehensive examination requirement.
Students must take the PGRE prior to admission and may submit their previous scores of 650 or higher as long as these are valid to meet this requirement. Transcripts of such scores must be sent directly from the Educational Testing Service to the Office of the Associate Dean. In recognition of the fact that the literature of general psychology changes rapidly, the validity of a 650 score on the PGRE will only be recognized for seven years. Students who have not graduated by that time must retake the PGRE and obtain a score of 650 or higher (or two consecutive passes at 630 or higher).
Students are encouraged to take the PGRE at the earliest possible date after completing their basic general psychology course work. A student may take the examination at any of the national testing centers designated by the Educational Testing Service. All costs of this examination are the responsibility of the student. Although students may take the examination as often as necessary to obtain a passing score, any failing performance will be reviewed by the faculty in order to recommend better strategies of preparation for the exam.
Part II: Research and Evaluation
The curricula for all tracks include a series of three foundational general psychology courses in research and evaluation, allowing students to develop competency in statistics and research/evaluation methodologies, in consumption of psychological theory and research, and conducting and presenting psychological research.
All students are also exposed to a wide variety of research topics by attending 18 research colloquia (out of 27 offered throughout their first three years of training). This requirement is met by registering for PG856 Research Colloquium (2 units) in the quarter in which the final colloquium will be attended:
In addition, all students participate in team experiences in research and/or evaluation, with teams led by faculty advisors. Thus research training involves three overlapping components: classroom instruction, apprenticeship, and faculty modeling. First, a thorough program of classroom instruction (PG850-PG853) lays a foundation of knowledge. For PhD students, this introduction culminates in the planning and execution of a master's-level research project under the supervision of the faculty advisor. The PsyD student learns to critique research methods and to conduct program evaluations. All students are exposed to research through the Research Colloquia. Second, students are continually involved with research as apprentices, through participation in research teams and close supervision of the master's research project, and the independent research involved with the dissertation. Third, students are expected to benefit from faculty models and colloquium speakers. Each faculty member is engaged in an ongoing program of research and strives through the association with students to communicate the model of the scientist-practitioner or practitioner-evaluator.
Master's Research Project. Each PhD student must complete a master's research project prior to beginning the dissertation. Credit for the master's project is earned by registering for PG857 Individual Research. The amount of credit earned is based directly on the amount of time spent working on the research project. A minimum of 6 units is required, and a maximum total of 8 units may be earned.
Dissertation. Each PhD student earns a minimum of 32 quarter hours of dissertation units (PG900) in completing the dissertation. Each PsyD student earns a minimum of 8 quarter hours of dissertation units (PG902). Dissertations are prepared in accordance with the dissertation guidelines adopted by the faculty and available online.
Research Teams and Research Colloquia. All doctoral students are encouraged to participate in research teams. Psychology research colloquia, involving lectures by distinguished research psychologists, are presented three times each quarter. Each student in the PhD or PsyD programs is required to attend 18 of the 27 colloquia offered during the student's first three years in the program. Students will be asked to sign in at each colloquium, and the student will receive 2 units of credit by registering for PG856 Research Colloquium during the quarter in which the final colloquium is attended.
Part III: Clinical Psychology
The clinical psychology curriculum follows the guidelines set by the Committee on Accreditation of the American Psychological Association, and also makes available courses required for licensure in California. The curriculum introduces each student to a broad sweep of target populations through clinical course work, practicum placements, and supervised field training (clerkship and internship) in various approved settings. Target groups for assessment and intervention include various ethnic groups, non-patients and psychiatric inpatients and outpatients, persons with physical and/or developmental disabilities, those lacking social and/or economic resources, and other populations. Students also gain experience with a wide range of major assessment techniques, including behavioral observation and description, diagnostic interviewing, objective and projective testing, and specialized testing techniques such as neuropsychological assessment.
Clinical Psychology Sequence (PC800-PC819). All doctoral students, regardless of their background, are required to complete the designated clinical sequence. These courses are to be taken in the year and quarter listed (e.g. Spring, second year), with the final quarter to be completed before the student begins a clerkship. The only exception is for students who have been granted advanced standing by the faculty based on an advanced degree in theology or psychology and demonstrated competence.
Eight courses are classified as Clinical Interventions courses. Students in all tracks take the two courses on psychodynamic interventions and cognitive and behavioral interventions during their second year in the program, and the diversity issues course during their third year. Requirements for the remaining intervention courses vary by program and track (see program/track curriculum details below).
Intensive treatments of specific topics are offered in clinical seminars. Specific requirements for clinical seminars vary by program and track.
Field Training. The Fuller Psychological and Family Services clinic of the School of Psychology offers clinical training opportunities to many students in clinical psychology, especially during the early years of training. Students are also placed in other clinical facilities throughout the Los Angeles area for their practicum, clerkships, and internship placements. Internship placements are also made throughout the country, and students who have finished their dissertation research are encouraged to apply in all parts of the nation.
Practicum. Practicum training occurs during the second and third years of the program, and introduces the student to the wide array of professional activities basic to the practice of clinical psychology. PsyD students have one nine-month and one twelve-month placement. PhD students have two nine-month placements. Students spend time each week in client contact, supervision groups, staff meetings, and paperwork (hours vary by program and track).
Clerkship. Students enroll in and contract for 12 hours of clerkship per week for 12 months, for a minimum of 576 hours for the year, to earn 4 units of credit per quarter for a total of 16 units. This usually begins Summer Quarter following the third year. Clerkship requires a one year commitment to one site, with a focus on psychological assessment. Prior to the clerkship, students must have completed 72 quarter units of psychology at the graduate level and must have completed the clinical sequence with no holds.
Pre-Internship. Sixteen units of Pre-Internship are required of PhD students during their fifth year.
Internship. The internship consists of a minimum of 40 hours per week for 12 months, for a total of at least 1,900 hours for the year, earning 12 units per quarter for a total of 48 units. PsyD students take the internship their fifth year. PhD students take the internship during their sixth year.
Before being allowed to apply for an internship, students must have advanced to doctoral candidacy and have completed the dissertation proposal colloquium. Before commencing the internship, a student must have successfully completed the clerkship. It is the student's responsibility to ensure that their field training meets the requirements of the state in which they wish to be licensed.
Clinical Evaluation. The evaluation of a student's clinical competency is a continuing process which extends to the end of the internship year. The evaluation process is designed to ensure that the student is thoroughly prepared to: 1) practice as a skilled clinical psychologist and 2) pass crucial post-doctoral examinations such as those required for licensure and certification. Facility in the integration of psychology and theology and awareness of gender, ethnic and sociocultural issues are to be evaluated in all four phases described below. Further details may be found in the Clinical Psychology Student Handbook. The clinical curriculum is designed so that all clinical evaluation requirements may be met by satisfactory completion of required courses, practica, clerkship, and internship. The student will be provided with a checklist of items to be signed off by course instructors and clinical supervisors.
Phase I: Assessment Evaluation. This phase involves a standardized contract which includes 1) demonstration of competency in administration and interpretation of a list of selected psychological tests; 2) demonstration of the ability to conduct an in-depth mental status examination and arrive at a diagnosis; and 3) submission of written reports demonstrating the student's ability to delineate the client's clinically relevant history and level of current functioning, to integrate clinical interview and psychometric test data, to formulate diagnostic impressions on the five axes of the current Diagnostic and Statistical Manual (DSM), and to develop an appropriate treatment plan. This phase is completed by the end of the clerkship year.
Phase II: Professional Issues Evaluation. This phase is designed to demonstrate that the student is knowledgeable in the professional areas of 1) ethics, 2) law, 3) professional literature, and 4) current professional problems and issues. Competency will be determined by obtaining passing grades in the relevant required course on ethics (PC803 Legal and Ethical Issues) and relevant components of the clinical sequence and field training. This phase should be completed by the end of the clerkship year (prior to commencing the internship).
Phase III: Clinical Intervention Evaluation. In this phase, the student must demonstrate ability to 1) understand presenting problems; 2) gather information regarding personal history, interpersonal relationships, and present functioning; 3) summarize and synthesize psychodiagnostic data; 4) state diagnostic impressions; 5) formulate treatment goals; 6) apply relevant research to treatment planning and therapeutic process; 7) engage in effective interventions; and 8) evaluate the progress made in therapy. These elements are included in the clinical sequence, practicum, and clerkship. This phase is to be completed prior to the internship year.
Phase IV: Final Clinical Examination. In this phase, the student must demonstrate clinical competency appropriate for an entry-level professional. Satisfactory completion of an APA-approved internship satisfies this requirement. A student whose internship is not APA-approved must submit quarterly evaluations from their internship supervisors, and may be required to sustain an oral clinical evaluation. A brief written report of the student's understanding of integration issues is also required.
Personal Growth of Students. Two components of the training program focus on enhancing the sensitivity of the future clinical psychologist. First, there is intensive supervision of all clinical work, which includes a focus on the student's personality as it interacts with the personality of the client. Second, doctoral students are strongly encouraged to participate in individual, marital, group, or family therapy. Students interested in psychotherapy are provided a list of therapists willing to see students at a reduced fee. Psychotherapy may also be recommended by the faculty after its annual review of students.
Part IV: Theology and Integration
The uniqueness of Fuller's doctoral programs in psychology lies in their emphasis on relationships between psychology and theology. Each PhD student must complete a minimum of 72 quarter hours in theology and integration. Each PsyD student must complete a minimum of 64 quarter hours in theology and integration. The following theology units have been determined jointly by the School of Psychology and the School of Theology.
PhD 72-unit minimum requirement:
PsyD 64-unit minimum requirement:
Theology requirements for the PsyD Leadership track are different. Please see the separate section for the track below for details.
Upon completion of the 72-unit requirement, students receive the Master of Arts in Christian Leadership, with a concentration in Integrative Studies, from the School of Theology. Students who choose to take additional courses can earn the Master of Arts in Theology or the Master of Divinity (MDiv) degree. See below for further details regarding the MA in Christian Leadership degree.
Students who have earned a two-year MA degree in theology from an accredited institution prior to entering a doctoral program in clinical psychology at Fuller will be required to complete 12 units of theology course work at Fuller's Pasadena campus. These courses will be determined in consultation with the student's theology academic advisor. Those who completed an MDiv at an accredited institution prior to entering a doctoral program in the School of Psychology must complete 8 units of theology course work at Fuller. These units are in addition to the required 20 units of integration. Students in the Family Studies track of the PsyD degree who completed the MS degree in marital and family therapy at Fuller may apply up to 20 units of their theology coursework from that degree to the theology curriculum of the PsyD
General Integration Curriculum. All students are required to take 20 units of integration course work, including PI800 Introduction to Integration and PI806 Advanced Integration. Students are encouraged to take additional integration seminars for their theology electives, but may choose electives from the School of Theology curriculum or School of Intercultural Studies courses that are available to the seminary at large.
The integration curriculum includes several types of courses, which frequently involve instruction by faculty from both the School of Psychology and the School of Theology or School of Intercultural Studies.
Integration courses, except PI800, PI806, and family integration courses, are designated as meeting one of the following content areas: Religion and Therapy, Science and Religion, or Elective. See the respective sections for each track below for further information on integration requirements.
Theology Degrees
The Master of Arts in Christian Leadership, with a concentration in Integrative Studies (MACL-IS) is a 76-unit program designed to provide a graduate theological education for women and men called to nonordained leadership roles such as therapists, researchers, and teachers. It includes attention to students' personal and spiritual formation as a dimension of classes generally. A special feature of the program is a set of integration and interdisciplinary courses that combine both theological and psychological perspectives.
The MACL-IS student must be enrolled in the School of Psychology as a PhD or PsyD student. It is a cooperative degree awarded by the School of Theology, but incorporates 20 units of integration classes taught in the School of Psychology and required for all its doctoral degrees. This degree must be completed while the student is still enrolled in the doctoral program in the School of Psychology.
Transfer Credits and Theology Waivers
A maximum of 22 quarter units may be transferred into the MACL-IS from an accredited theological institution. However, because the MACL-IS courses are highly specialized and specific, it is difficult to find courses taken elsewhere that are relevant to the degree and sustain its integrity. Each request for transfer credit is taken on a case-by-case basis by the Academic Advising Office in the School of Theology.
If a student entering a School of Psychology program has already obtained a Master of Arts in Theology, a Master of Arts in Ministry, or a Master of Arts in Christian Studies degree from an accredited theological institution, the student will need to complete three additional courses (12 units) in the School of Theology as well as the required integration courses. If the student has completed a Master of Divinity degree from an accredited institution, the student will need to complete two additional courses (8 units) in the School of Theology as well as the required integration courses. In certain situations, more than 8 or 12 units of theology may be required.
The curriculum of the Master of Arts in Christian Leadership consists of 72 units divided among four basic components:
See the listings in the PhD Program curriculum below for more information on the courses required for the MACL-IS.
General Track (300 units)
General Psychology (32 units):
Research and Evaluation (52 units):
Clinical Psychology (140 units)
Theology/Integration (72 units):
Family Track (300 units)
The family psychology track includes 24 units of required coursework focused on marriage and family studies, taught primarily by faculty of the marriage and family department. It is expected that both the master's level project and the dissertation will also focus on a subject appropriate to the family track.
Transfer or Application of Units. Students already having a master's degree in marriage and family from a regionally accredited program at the time of acceptance into the family psychology track of the PhD may request a transfer of credit toward the required 24 units of family psychology coursework, with approval of the student's advisor and the department chair. This is generally done on a course by course basis.
Persons who have earned their master's degree in marital and family therapy from Fuller's School of Psychology, if admitted to the family psychology track of the PhD, will be able to request that credit be applied toward the PhD for those courses in the 24 units above that they have already taken at the 500 level. In addition, they may apply up to 32 units of biblical studies and theology coursework from their MS degree, and up to 180 hours of practicum from FT550 Practicum 1, waiving PC820 Practicum 1 (2 units).
General Track (258 units)
Research and Evaluation (22 units):
Theology/Integration (64 units):
Family Track (258 units)
The family psychology track includes 28 units of required coursework focused on marriage and family studies, taught primarily by faculty of the marriage and family department.
Transfer or Application of Units. Students already having a master's degree in marriage and family from a regionally accredited program at the time of acceptance into the family psychology track of the PsyD may request a transfer of credit toward the required 28 units of family psychology coursework, with approval of the student's advisor and the department chair. This is generally done on a course by course basis.
Persons who have earned their master's degree in marital and family therapy from Fuller's School of Psychology, if admitted to the family psychology track of the PsyD, will be able to request that credit be applied toward the PsyD for those courses in the 28 units above that they have already taken at the 500 level. In addition, they may apply up to 32 units of biblical studies and theology coursework from their MS degree, and up to 180 hours of practicum from FT550 Practicum 1, waiving PC820 Practicum 1 (6 units).
Leadership Track (258 units)
Registration. Registration is the student's responsibility. If in a given quarter a student fails to register, that student will receive a letter from the department chair. Failure to respond to the letter within two weeks will be understood as the students resignation from the program. Special fees will be assessed for late registration, including late registration for nonclassroom experiences such as internships, dissertation, etc.
Student Handbook. In addition to the information contained in the seminary Student Handbook, essential policies, procedures and information concerning students in the program are contained in the Psychology Student Handbook. This handbook contains not only basic academic policies, but also guidelines for personal and professional behavior and procedures for processing grievances against students and faculty. Students are expected to comply with the policies in both handbooks.
Academic and Clinical Reviews. Students are reviewed formally and informally at least once each year. All students are required to consent to academic and clinical reviews of their performance by faculty and/or appropriate clinical supervisors. The policy and procedures used for these reviews are detailed in the Psychology Student Handbook.
Transfer of Credit. Students who have completed graduate work in psychology at other institutions and desire a reduction in the number of psychology credit hours required to fulfill Fuller's degree requirements should contact the coordinator of academic affairs after admission. Approval of the student's advisor, the instructor of the parallel Fuller course, and the department chair is required. Only courses taken for a letter grade will qualify for transfer. Transfer of credit does not necessarily mean that a course requirement will be waived, and waiver of a course requirement does not necessarily mean that graduate credits are being transferred. Waiver of particular course requirements is a separate matter handled by a petition, also available from the coordinator of academic affairs.
Students who have completed graduate work in theology and desire a reduction in the number of theology credit hours required to earn a Fuller degree should contact the Academic Advising Office. The time limit for all master's degrees in the School of Theology has been set at ten years. This includes all credit earned elsewhere and applied to the degree, as well as all credit earned at Fuller. Where the combined period represented by transfer credit and Fuller courses to be applied to a theology degree exceeds ten years, it is subject to the approval of the Master's Academic Affairs Committee.
The clinical sequence is required for all doctoral students. Due to this requirement, a minimum of four years is required for PsyD students to complete the program, and five years for PhD students. Students entering with graduate-level course work in theology and/or psychology must have a minimum of 48 units of transferable credit to qualify to apply for advanced standing, which involves "collapsing" the third and fourth years of the program. Students with limited clinical psychology course work in the 48 transferable units may be asked to complete certain clinical courses in order to be allowed to collapse the third and fourth years of the program. Application for this advanced standing takes place in the second year, and is subject to faculty approval.
Doctoral Candidacy. A student shall formally be considered a doctoral candidate when the following criteria have been met:
In-Sequence Master's Degree in Psychology
A Master of Arts in Psychology degree will be granted to students en route to the PhD and PsyD degrees. No work is required outside of the regularly required courses and clinical experiences in the normal course of their doctoral work. Students will be eligible for the degree after they have completed the following requirements:
These 88 units of psychology and theology are typically completed by the end of the student's second year in the program.
Students who have been approved for advanced standing must have the equivalent number of psychology units, have not been awarded another psychology degree based on the units transferred in, and have been in residency for at least one year to qualify for this degree.
Graduation and Commencement. A student may graduate at the end of any quarter after all requirements are met. In order to participate in the June Commencement exercises, a student must have 1) completed all course work, 2) completed the clinical evaluation and all dissertation requirements by the dates specified, and 3) contracted to complete the Internship at an APPIC-approved internship site by no later than the fall quarter graduation date of the same year. Participation in Commencement does not constitute graduation, which occurs only at the end of the quarter within which the Registrar's Office has determined that all requirements for the degree have been completed.
An updated schedule of deadlines for each requirement leading to graduation is included in the Clinical Psychology Student Handbook each year.


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Theater Review
Authentic 'Stella & Lou' Makes Case for Second Chances
Northlight's comedy-drama takes us on a masterfully acted, well written tale of two people who have experienced loss but are finding the courage to open their hearts again. It features Rhea Perlman and Francis Guinan.
When life and love have punched you in the heart and left you sprawled on the sidewalk, is it really possible to pick yourself up and expose your tender feelings again to the possibility of new love? Though it's cloaked in comedy, that's the central question in Northlight Theatre's Stella & Lou. This beautifully-constructed play, in which playwright Bruce Graham tempers his musings on loneliness and courage with quick-witted comedy based on human vanities, is a marvel in itself. With Rhea Perlman, formerly of the TV show Cheers, bringing out Stella's warmth, wise-cracking and down-to-earth compassion, and Steppenwolf Theater Company veteran Francis Guinan exploring the nuances of Lou's reticence to leave the past behind, it's clear 10 …
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