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Many, many things. Included with this article is a partial list of "General Job Areas for Graduates with a BA Degree." Under each job area one could go on to list several different jobs. For some job areas, the number of different jobs listed could run into the hundreds. Each of these general job areas are ones in which graduates with a BA in psychology find jobs.
How could a major in psychology help a person qualify for so many different jobs? How can you use your knowledge of the realities of job placement for psychology graduates to your advantage?
To answer these questions there are some important things you should know. First, the basic requirement for a wide variety of jobs in the world of business, government, and many other public and private work domains is a college degree. So, from the standpoint of the minimum requirement for most jobs, a BA degree with a major in psychology is as good as a BA degree with a major in almost any other area. Second, however, with regard to many jobs, a major in psychology is not just another major. Psychology is a better major. This is true because for these jobs psychology can provide you with better preparation for the tasks that you will be asked to do. Third, if you make the choice to take advantage of the many additional options available to you as a psychology major, you could be especially well prepared for one or more career choices when you receive your BA degree.
Finally, it should be noted that no general job area for the graduate with a BA degree includes the job title "psychologist." You can find a job in which you are called a "counselor," but you will not find a job in which you are called a psychologist. This is because psychology has decided that one minimum requirement in order to be called a psychologist is an advanced degree (usually a PhD, or a PsyD, but sometimes an MA). You can go on to become a psychologist, and getting your BA in psychology is a big step in the right direction, but you will have to continue your education in graduate school.Let us consider some of these issues in a little more detail.
A college degree means something positive to a prospective employer. In addition to the statement that your college degree appears to make about your intellectual and learning abilities, it also suggests that you have the ability to set a goal, carry out a plan, and manage resources, and, perhaps most significant of all, it means that you did not give up or quit (Carroll, Shmidt, and Sorensen, 1992). While all college graduates, regardless of major, may have these characteristics, you, as a psychology major, can bring several other valuable characteristics to your new job.
Success in many jobs depends largely upon you, the worker, being successful in understanding, relating to, and working with, people. Psychology majors are often persons who start out with an above-average interest in people. And all psychology majors take many courses in which they are encouraged to understand and appreciate people from a wide variety of perspectives. After all, the understanding of human behavior has been one of the major goals of psychology for a long time. As a psychology major you know something about people and you know how to interact with them. These are characteristics that employers value.
But being able to understand and relate to people is not the only special strength of psychology students. The scientific study of human behavior by psychology turned out to be one of the most complex tasks in the history of science. In order to do this task well, psychology decided that all students of psychology must have solid preparation in the techniques of scientific research and statistical analysis. As a result, a typical student with a BA in psychology has had more training in doing, analyzing, and writing up scientific research than a typical BA-level student in almost any other science or discipline. As a psychology major you have important research and writing skills. You can use these important skills to benefit your employer.
In addition to these general strengths, there are other choices that you as an individual can make to help you become a better job candidate. The most obvious may be your choices regarding courses you take to complete your psychology major. If, for example, your career goal centers on "working with children in an educational setting," you will want to take courses in developmental and child psychology, and perhaps a course on the psychology of exceptional children. In addition to these courses, however, you could also choose to select courses that provide related information, insights, and skills that may prove useful to you—and to your employer. For this example, courses like behavior analysis, perception, tests and measurement, and theories of personality, among others, might be included. Get advice from someone who knows something about both your career area and the courses taught in psychology. From an academic standpoint, you will be even better prepared for a job in your area when the time comes.
Want to be especially well prepared for a particular job or a career? Here are two additional options that you can choose to do.
The first option is a variation of the "course choice" suggestion just noted. In addition to looking for courses within psychology that can provide you with information, insights, and skills useful in a chosen job or career field, look for courses outside of psychology as well. For example, if you are considering a career in a particular area of business, you might choose to take one or more courses in accounting, marketing, and/or personnel management. Don't overlook courses that can help you develop useful general abilities and skills as well. Examples of choices like these include courses in computer science, public speaking, and Spanish. While you are thinking about it, have you ever considered a minor in an important related area to go along with your psychology major? What about a second major? Once again, advice from someone who knows something about your chosen career field can be very important. Do you know the people in your college's career services office? You should. Someone in that office may be just the right person for you to talk with. Taking these courses will expand your knowledge and abilities beyond what you have attained in your general education courses and in your major area, psychology. You may even be a much more attractive candidate for a job as a result.
The second option is to take advantage of opportunities to develop important skills and abilities outside of class. Being a member of a team—working with others to accomplish a common goal, teaching a self-help skill to a frustrated child, actually doing psychological research, being a leader who defines goals and then helps people to reach them—all of these might be best learned by experience rather than "out of a book." Look for opportunities to nurture and develop these skills and abilities in yourself.
On campus for example, you can choose to belong to (or start!)—and take a leadership position in—the Psychology Club or the Psi Chi chapter at your school. You can also become involved in other worthwhile organizations on campus as well. You can find a professor to work with you on an independent research project. Put a lot of genuine effort into each of these tasks and you will learn a great deal. Your skills and your confidence will grow too.
Off campus, for example, you can choose to be a volunteer at the suicide hotline or at a nursing home. You can arrange for an "internship" at a children's center or at the courthouse. You might even be able to get a summer job at a bank, a consumer market research firm, or a state social services facility. If you think you already know the kind of work you are interested in, try, if possible, to get positions that are close to that kind of work. With each experience you will help yourself formulate a clearer idea of what you want to do, and what you don't want to do, in your job—in your career. When a potential future employer asks you why you want the job you are applying for, you will be able to answer with greater conviction—and with an answer that is based upon personal experience. You will also have some job experience to report on your job applications and on your resume.
Both on campus and off campus, outside-of-class experiences often result in yet another powerful advantage, more and better personal contacts. By choosing to make this time commitment, you create opportunities that allow others to get to know you—not only what you have learned in class, but your personal qualities as well: your positive attitude, your responsibility, your willingness to work hard, etc. See the list of "Student Characteristics Valued by Professors and Employers" included with this article. And you get to know other people too, people you otherwise might not have an opportunity to know: professors, bosses, advisors, professionals, etc. This can be very important when it comes time for you to get good letters of recommendation. This can be even more important if, as a result of the working relationships you have established, you are offered a good job.
Look at the listing of "General Job Areas for Graduates with a BA Degree" again. Select three or four of the general job areas that might be of most interest to you. Consider how good your application for a job in each of those areas might be if you took just basic psychology courses and made no effort to take special courses or to get involved in outside experiences. Now consider how good your job prospects might be if—in addition to your basic psychology courses—you had chosen to take several special courses, had shown evidence of "getting involved" and "being a leader," had done independent research (maybe with a professor's help), had participated in two or three off-campus work experiences that were somewhat related to the job area, and you had two or three good letters of recommendation! As a student of psychology, what would your evaluation be of the advantages of choosing to take on additional opportunities?
It is important to understand that even if you have done all of these things, you will not receive full benefit from them until you can effectively communicate what you know and what you can do to your prospective employer. What if, as a psychology major, you are a person who is interested in people? You are good at relating to people and interacting with them. What if, as a psychology major, you have learned to do research studies? You have learned to analyze differences to see whether or not they are statistically significant. What if, as a psychology major who has chosen to be especially well prepared, you have learned more in related areas by taking special courses? You have developed interpersonal, leadership, and professional skills by actually being involved in making things happen on and off campus. Should you assume that your prospective employer will somehow know that psychology majors, that you, have these skills? The answer is no. To be sure of getting the benefit you deserve for the qualities and abilities you have, you must also learn to communicate effectively in your applications, on your resume, and during interviews. This, too, is an important ability.
Of course not all of the options to be considered when asking the question "what can you do with a BA in psychology?" are suggested by the list of "General Job Areas for Graduates with a BA Degree." An entirely new category of possibilities could be subsumed under the heading "postgraduate education." Besides going to graduate school in psychology or some other discipline and working toward a MA, PhD, or PsyD, postgraduate education also includes options such as going to medical school or law school. Have you ever considered the possibility of continuing on in school?
Are you really interested in some area of psychology (medicine or law, etc.)? Are you a hard worker and do you earn good grades? Do you want to be a "psychologist" (doctor, lawyer, or someone with a similar professional standing)? Are you willing to commit two, three, four, or more years of your life—after receiving your BA degree—to study and train in order to reach that goal?
If you have answered yes to just about all of these questions, then postgraduate study might be something you should consider. Postgraduate education is not for everyone, and there is certainly nothing wrong with deciding not to continue your formal education after completing your BA degree. But if you think that postgraduate education might be a possibility for you, then you need to seek out information and advice about that prospect as soon as possible. In addition to talking with someone in the psychology department and/or in your career services office, several good resources on this topic are noted within this article. Fortunately, if you have chosen to utilize several of the additional options to help you become a better candidate for a job with a BA in psychology, you have already started doing most of the things that you need to do to get accepted for postgraduate studies as well.
Of course there is more to know about actually getting a job with a BA in psychology or actually getting into a postgraduate program than can be addressed in a short article like this one. How do you choose what area to go into? What are the most effective ways to search for a job? How should you choose the right graduate programs to apply to? What are the most effective ways to convince an employer or a graduate school to select you? What can you do to be successful on the job, or in graduate school, once you get there?
Fortunately, some experienced people have taken the time to try to answer many of these questions. Their answers can be found in the resources listed in the bibliography at the end of this article. Two of the best and most complete sources of help are the short books by Appleby (1997) and by Morgan and Korschgen (1998b). If you can, get a copy of both books and read them.
Asking what you can do with your BA in psychology is a very important question. Your answer to that question--along with the actions you take to help ensure a favorable outcome--could have an important effect on your future. Hopefully, some of the concepts introduced in this article will prove helpful to you as you begin to plan what to do next. Much of what may happen in your future may well be up to you. Carpe diem!
General Job Areas for Graduates with a BA DegreeEach of these areas include several jobs that students with a BA in psychology can obtain.Admissions/Financial AidAdvertisingBank ManagementChild/Youth/Elder CareCommunity ServicesConsulting ServicesCourt/Juvenile ServicesCustomer ServicesEducational ServicesEmployee RelationsEmployment ServicesFinancial ServicesGovernment/Legislative ServicesHotel ManagementHuman ResourcesHuman ServicesInsurance Claims/UnderwriterInsurance SalesLaw Enforcement/PoliceManufacturing/ProductionMarket ResearchMilitary ServiceMuseum ProgramsNews ReportingPersonnel/Human ResourcesPrivate/Nonprofit ManagementProduction/Quality ControlProperty ManagementPublic Relations/Media ServicesPurchasingReal Estate SalesResidential ServicesRestaurant ManagementRetail ManagementRetail/Wholesale SalesSocial ServicesSpecial Populations ServicesStocks/Bonds SalesStudent/Alumni ServicesSubstance Abuse ServicesSupply ManagementTeachingTechnical WritingTravel ServicesVolunteer ServicesYouth Services
Student Characteristics Valued by Professors and EmployersHere is a partial list of characteristics adapted from many sources. These characteristics, when judged to be "high" or "good," are generally considered favorable by potential employers and by professors—including those serving on graduate school admissions committees. Which characteristics would you now consider among your strengths? Which two or three characteristics would you choose that could be significantly improved over the next year—if you decided to make the effort to do so?Intellectual AbilityScholastic AbilityMotivationCreativityCharacterEmotional MaturityPositive/Optimistic AttitudeEmpathetic UnderstandingAdaptability/FlexibilityAbility to Handle StressInterpersonal SkillsGroup Work SkillsCross-Cultural Interaction SkillsIndependent Work SkillsWritten Communication SkillsOral Communication SkillsForeign Language SkillsAnalytical Thinking SkillsResearch SkillsStatistical SkillsComputer SkillsTechnology/Equipment/Material SkillsTeaching SkillsCounseling SkillsOrganization SkillsLeadership Skills
ReferencesAppleby, D. (1997). The handbook of psychology. New York: Longman.
Appleby, D. (1999, Spring). Choosing a mentor. Eye on Psi Chi, 3, 38-39.
Appleby, D., Keenan, J., & Mauer, B. (1999, Spring). Applicant characteristics valued by graduate programs in psychology. Eye on Psi Chi, 3, 39.
Carroll, J. L., Shmidt, J. L., & Sorensen, R. (1992). Careers in psychology: Or what can I do with a bachelor's degree. Psychological Reports, 71, 1151-1154.
DeGalan, J., & Lambert, S. (1995). Great jobs for psychology majors. Lincolnwood, IL: VGM Career Horizons.
Morgan, B. L., & Korschgen, A. J. (1998a, Fall). How do I maximize my chances of getting a good job with an undergraduate psychology degree? Eye on Psi Chi, 3, 27-28.
Morgan, B. L., & Korschgen, A. J. (1998b). Majoring in psych? Career options for psychology undergraduates. Boston: Allyn and Bacon.
Copyright 2001 (Volume 5, Issue 2) by Psi Chi, the
International Honor Society in Psychology
Eye on Psi Chi is a magazine designed to keep members
and alumni up-to-date with all the latest information about Psi Chi's programs,
awards, and chapter activities. It features informative articles about careers,
graduate school admission, chapter ideas, personal development, the various
fields of psychology, and important issues related to our discipline.
Eye on Psi Chi is published quarterly:Spring (February)Summer (April)Fall
(September)Winter (November)
Remember Me
11/1/2018 » 12/15/2018Call for Society Nominations Opens
12/3/2018APA Submissions Deadline
12/5/2018Unrestricted Travel Grants--Winter
12/15/2018Spring Eye on Psi Chi Alumni in the News Deadline


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In the February 2014 issue, writer Eric Pohl takes readers to La King's Confectionery in Galveston, where saltwater taffy flies off the shelves year-round. Most fans of saltwater taffy have memories of making it (or trying to make it) at home; taffy-pulling is a time-honored group activity that has the added benefit of providing a decent upper-body workout. Don't attempt a taffy-pull on a rainy or humid day; wait for a dry day and be patient. Here's a recipe to try.
Vanilla Saltwater Taffy
- 2 cups sugar
- 2 tablespoons cornstarch
- 1 cup light corn syrup
- ¾ cup water
- 2 tablespoons butter, plus more for pulling
- 1.5 teaspoons salt
- 2 teaspoon vanilla
- 1 large saucepan (3-4 quart)
- wooden spoon
- candy thermometer
- waxed paper
- cookie sheet
In the saucepan, combine sugar and cornstarch. Turn the heat to medium, and add the corn syrup, water, butter, and salt. Stir constantly with the wooden spoon until the sugar dissolves.
Continue stirring until the mixture begins to boil, then let it boil until the bubbles are versy small and close together, and the candy thermometer registers 270 degrees—the "soft-crack" stage. (You can test the mixture to see if it's been cooked enough by dropping a thin stream of candy into a glass of cold water. If it makes a strand that is hard but still pliable, you've reached the soft-crack stage.)
Remove the saucepan from the heat and add the vanilla. Stir, then pour the mixture onto a greased cookie sheet.
When the taffy is cool enough to handle, grease your hands with butter and pull the taffy until it's white and satiny. Pull the taffy into several ropes, roughly ½ inch in diameter, and use a greased butter knife or greased scissors to cut the taffy into pieces. Wrap in waxed paper.

subset: commoncrawl


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MPD, HIDTA Find Hidden Cash, Drugs
December 4th, 2012 by milwaukeepolice
On September 30, 2012, Milwaukee Police Officers Matthew Davis and Jonathan Caya conducted a traffic stop of a drug suspect. PO Caya searched the vehicle and observed a large bag containing 11 smaller plastic baggies containing cocaine. The cocaine was recovered.
On October 1, 2012, Milwaukee Police Officers Ryan Bergemann, Miguel Correa, Detective Abner Valcarcel and FBI Special Agent Travis Homer assigned to the Milwaukee HIDTA Drug Gang Task Force responded to the 2600 block of W. Legion which is the drug suspect's residence and observed his vehicle there. Detective Eugene Nagler, a K-9 handler, responded to this location with K-9 Officer Duke. K-9 Duke alerted to the presence of controlled substances on the outside of the suspect's vehicle, and subsequently a warrant was obtained for the vehicle. Inside a hidden compartment was four kilos of cocaine along with $36,500 in cash. An additional $1,000 was located under a cover on the driver's seat and an additional $6,600 was located in the engine compartment of the vehicle.
A search warrant was obtained for the suspect's residence in the 2600 block of W. Legion where $65,000 was recovered in a shoebox in the kitchen of the residence. A search warrant was obtained for an additional related residence in the 1600 block of W. Lincoln where $35,305 was recovered.
On October 1, 2012 Milwaukee HIDTA Officers conducted an interview at a home in the 2200 block of S. 21st street, which is another residence that the drug suspect is associated with. Officers located and recovered a 2002 Ford Harley-Davidson pick-up truck and a receipt for the truck, which belongs to the suspect.
The team effort by all members resulted in the seizure of:
- $146,840.00 in US Currency
- more than four kilos of cocaine with a street value of $804,600
- Seizure of 3 vehicles
- 3 federal arrests for Conspiracy to Distribute cocaine
An excellent job by District 2 and the MPD personnel assigned to HIDTA!


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|How to obtain copies of Kansas vital records, such as Kansas birth certificates, Kansas death records, Kansas marriage licenses & Kansas divorce decrees. See the guidelines for general information on how to order vital records. Check the related links for additional vital records and genealogical information on Kansas.
Kansas State Vital Records Office Information
Make check or money order payable to Kansas Vital Statistics. There is an additional $8.00 processing fee when you pay by Credit Card. For earlier records, write to County Clerk in county where event occurred.
Note: Certified copies of vital records are released to the person named on the record, immediate family, a legal representative, or anyone who can prove a direct interest, such as a named beneficiary or someone who jointly owns property with the person whose record is requested. The record must be necessary for the determination of personal or property rights. Proof of legal representation, direct interest, or written authorization is required if the requestor is not named on the record or an immediate family member.
Index to Kansas County Vital Records Offices
Marriages were recorded by the probate judge, and most of these records date from the county's inception date.
Follow this link to Rootsweb to determine what county a city or town is in.
Allen . Anderson . Atchison . Barber . Barton . Bourbon . Brown . Butler . Chase . Chautauqua . Cherokee . Cheyenne . Clark . Clay . Cloud . Coffey . Comanche . Cowley . Crawford . Decatur . Dickinson . Doniphan . Douglas . Edwards . Elk . Ellis . Ellsworth . Finney . Ford . Franklin . Geary . Gove . Graham . Grant . Gray . Greeley . Greenwood . Hamilton . Harper . Harvey . Haskell . Hodgeman . Jackson . Jefferson . Jewell . Johnson . Kearney . Kingman . Kiowa . Labette . Lane . Leavenworth . Lincoln . Linn . Logan . Lyon . Marion . Marshall . McPherson . Meade . Miami . Mitchell . Montgomery . Morris . Morton . Nemaha . Neosho . Ness . Norton . Osage . Osborne . Ottawa . Pawnee . Phillips . Pottawatomie . Pratt . Rawlins . Reno . Republic . Rice . Riley . Rooks . Rush . Russell . Saline . Scott . Sedgwick . Seward . Shawnee . Sheridan . Sherman . Smith . Stafford . Stanton . Stevens . Sumner . Thomas . Trego . Wabaunsee . Wallace . Washington . Wichita . Wilson . Woodson . Wyandotte .
Using Kansas Vital Records as an Invaluable Research Tool
Preparing Your Research
A writer must prepare when research is involved. A good outline to your paper is essential. Knowing the point you want to make strengthens the argument in your research paper. Like all types of writing, a project that involves investigative research must have a beginning, middle, and end. Family tree organizers should be advised to write down dates of birth and dates of death of immediate family members before moving on to ancestors from years ago. A good plan or rough draft can make the research portion of your large project an easier task.
Accessing Birth and Death Details
If you�ve prepared well, the research part of your project will be a breeze. Perusing the Kansas vital records should not be daunting if you know what you�re looking for. Birth certificates and death records are the basic documents of the Kansas vital records; this data enriches any research project. Where can the experienced writer and history buff access notices of birth and death? The Sunflower State offers this evidence to the public in one easy location. Finding this on the internet is much easier these days.
Of course, going into this research requires you to find out as much as possible about the people you are discovering. If you know the first and last name, spouse�s name, and any other vital information, your research will be more readily available. Being unprepared before you unlock the Kansas vital records will make you feel frustrated. Be sure you have organized your work before doing the advanced research that will reveal the birth and death dates of people who lived and worked in Kansas hundreds of years ago.
Composing a research paper or organizing a family tree can be fun if you know how to do the research. The tools are there for you to use: you just need to know how to use them. Websites and forums that deal with genealogy and research are all over the internet. Perhaps you even have advice to share with others from your research experience. Teachers have given better grades to the research paper that has evidence from primary sources, like birth certificates and death records. Communities have benefited from local history buffs who take the time to do the extra research. Generations from now, your family will appreciate the work you have done to document the family history.
Searchable Databases and other Helpful Links
Please send web site additions and corrections to the webmaster.


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Aarti Shyamsunder, PhD, Research Manager, and Amelia Costigan, Associate Librarian, lead a panel discussion on getting women access to "hot jobs" to accelerate their career advancement while exploring whether well-intentioned talent development efforts can be barriers to women's advancement, using Catalyst research on High Potentials. This event is hosted by Shell India Markets Private Limited in Bangalore. Contact [email protected] for more information.
Career Advancement for High Potentials Workshop: Bangalore
In Person
Invite Required
Catalyst Event
Date & Time
29 May 2013
29 May 2013
1:30 p.m. - 5:00 p.m. IST
Bangalore, India
Price: Free


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The Duddon Valley is a valley in the Lake District National Park in Cumbria, England. The River Duddon flows through the valley, rising in the mountains between Eskdale and Langdale, before flowing into the Irish Sea near Broughton in Furness. In its lower reaches it is bounded by the Furness Fells and Harter Fell.
The part of the valley near the village of Ulpha is marked as "Dunnerdale" on Ordnance Survey maps, and upstream towards the village of Seathwaite is Hall Dunnerdale. The name "Dunnerdale" is often used as a synonym for "Duddon Valley", but many people, including Alfred Wainwright, prefer the name "Duddon Valley" and consider that Dunnerdale as a valley is properly the small valley above Broughton Mills that contains Dunnerdale Beck. It is this tributary valley that has given its name to the "Dunnerdale Fells", which are between Broughton Mills and the main Duddon Valley, and to the civil parish of "Dunnerdale with Seathwaite", which includes the valley of Dunnerdale Beck as well as the main length of the River Duddon.
Shot on a day out in November with the famous
Pentax K10D 18-55mm


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Shineyfirefly on Family Tree Circles
view: full | list
Journals and Posts
The real parents of Sarah Ann Francis Hill (born in Tasmania Australia)
I would like some assistance in working out who the real parents of Sarah Ann Francis Hill are, as I have two options! My Sarah Ann Francis Hill married Robert James Jones Aug 23 1858 at The Mance of St John's, Hobart, Tasmania, Australia.
Option 1. Parents are Father: Thomas HILL and Mother: Louisa THOMPSON I have not been able to find any further information about this option.
Option 2. Parents are Father: Solomon HILL and Mother: Sarah Griffiths.
Sarah Griffiths is a convict transported to Tasmania in 1838 on the Nautalis at the age of about 32 (for 14 years). In 1842 she supposedly married Solomon Hill, although I can find no record of this in the convict requests to marry. I was able to find two previous requests to marry by Sarah Griffiths to a fellow convict (James Shorten transported on the Waterloo) in 1939 and 1840. In this scenario Sarah Griffiths dies in childbirth on 17 September 1843. This would make Sarah Ann Francis Hill 14 years old when she married Robert Jones.
Any additional information would be greatly appreciated.
- Displaying 1-1 of 1 Journals
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Thermolab Nano Silencer Review
Are you working on your next computer build, or possibly thinking about replacing your CPU's original heatsink? Maybe you're working with a case that has very little clearance for one of the massive CPU coolers that have flooded today's market, or you're planning to build yourself a Home Theater PC, and are putting a premium on silent operation. Thermolab may have a solution that fits your needs - the Thermolab Nano Silencer CPU cooler. The Nano Silencer is an extremely small heatsink/fan, and has a somewhat peculiar appearance. Let's have a look!
Closer Look:
The Thermolab Nano Silencer's packaging is a very simple brown box, with black print on two sides. The front and the back of the packaging are completely blank, while the two sides let you know what is in the box - a Nano Silencer for Intel Socket 775 CPU's that was made in Korea.
On the top of the box, Thermolab's logo is displayed, with the slogan "Effective Thermal Management Solution" underneath. When you open the package, you're able to take your first look at the Thermolab Nano Silencer; you can see two copper heatpipes that are going through many cooling fins, which are covered by a fan.
Now, let's take the Thermolab Nano Silencer out of its packaging and see how it has been put together.


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Looking to get a race board as cheap as possible, and have been offered an 09 north race ltd for about half the price of the 2010.
But, have also been advised that its too far out of date now to be competetive.
Just wondering if there are any opinions - am i going to get seriously burnt by going for the older version. Don't want to be the dude coming in last in every race! But can't really afford the 2010 either
weight is 95 kg by the way.


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GE Security Distributor
Missouri, Kansas, and Southern Illinois
GE Security 1078CW-M - 34 DIA. RECESSED STL DRCLOS
About GE Security
GE has one of industry's most complete lines of non-contact and mechanical safety interlock switch products for machine safety. GE's safety interlock switches are used to detect the opening of guards, including doors, gates or removable covers, that prevent access to dangerous parts of a machine and to deter tampering with the guards or the internal machine controls. GE also has wide variety of non-contact interlock switches for position sensing in harsh environments.


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TUSCALOOSA | Starting next year, smoking and all use of tobacco will be banned at all DCH Health System properties, which includes DCH Regional Medical Center in Tuscaloosa and Northport Medical Center.
TUSCALOOSA | Starting next year, smoking and all use of tobacco will be banned at all DCH Health System properties, which includes DCH Regional Medical Center in Tuscaloosa and Northport Medical Center.
On Thursday, the DCH Health System board of directors approved the tobacco ban, which will go into effect on Jan. 1, 2014. While the system has banned smoking inside its properties for several years, the Thursday decision extends the ban to sidewalks and parking lots. The new policy will apply to all staff, patients, visitors, vendors, volunteers and the general public, and also be in effect at Fayette Medical Center and the DCH SpineCare Center.
"Our mission is to improve the health of the people and communities we serve," said Bryan Kindred, president/CEO of the DCH Health System. "Making our campuses tobacco-free is an important way to provide leadership in this effort."
The move is part of a national trend that many hospitals are taking to ensure the health of patients and employees, said Janet Teer, vice president and chairwoman of the tobacco-free task force at DCH.
"It's been a movement in the health-care arena for quite some time, and several Alabama hospitals have already made this move," Teer said, adding that St. Vincent's in Birmingham, UAB Hospital and Jackson Hospital in Montgomery are all tobacco-free.
"The bottom line is that DCH is about health and we've been smoke-free in our building for quite some time and this is just the next logical step," Teer said.
The DCH Health system has been smoke-free inside its buildings for at least 10 or 15 years, Teer said.
Until a few years ago, smokers congregated on the sidewalk of the main, south entrance, but many visitors and patients complained because they had to walk through the smoke to get to the entrance of the hospital.
In 2010, as part of a $246,000 face lift to improve the hospital's main entrance, a new smoking pavilion with a separate entrance was constructed northwest of the hospital's main entrance.
The pavilion features a walled, covered area to keep smoke away from the public.
Still, starting next year, tobacco will be banned there as well.
"I think as a general rule, the (tobacco ban) won't be a problem," Teer said.
Although DCH is not forcing anyone to quit smoking, it has and will continue to offer smoking cessation classes for its employees.
"We have a responsibility to eliminate health hazards and promote healthy lifestyle choices," Kindred said. "Going tobacco-free helps protect the community, staff, patients, families and guests from the harmful effects of tobacco use."


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California's $500 million rice industry has had to make at least three fundamental changes in the way the crop has been grown in recent years, and more are in store for the state's 2,500 producers, according to Tim Johnson, president and chief executive officer of the California Rice Commission (CRC).
"We will have to change the way we grow rice — just as fundamentally as when we began water seeding in California, started rice straw decomposition, and began water holding periods that became the backbone of our water quality programs," he said.
Johnson laid out his take on the current California rice industry to rice researchers, Extension personnel, farmers, and others from around the world at the 32nd annual Rice Technical Working Group meeting in San Diego, Calif.
Like much of California agriculture, Johnson said rice growers face significant competition — not from markets but from available resources like quality air and water.
"I believe air quality challenges will literally change the way we farm rice and the way agriculture is conducted in the San Joaquin and Sacramento valleys," Johnson said.
Already on the books is air quality legislation sponsored four years ago by California Sen. Dean Florez, D-Shafter, to improve air quality in the San Joaquin Valley (SJV). Today regulations require farm permits for air quality emissions, phased down agricultural burning in the entire SJV, mandated farm management plans, and mandatory best available control measures.
Beyond the Florez agenda, additional state and federal air quality standards through state and federal implementation plans will place air quality basins under the microscope to determine compliance and shore up non-compliance.
"Previous ozone standards in California required compliance one hour per day. New state ozone standards will require compliance eight hours a day," Johnson said.
Currently 18 percent of California's rice acreage is located in ozone non-attainment areas. The new regulations could push that number to 50 percent in five years.
"This is a whole new era of regulations for ozone precursors," Johnson said. "For rice and the rest of agriculture, you're looking at volatile organic compounds (VOCs), pesticides, and equipment emissions," Johnson said.
"I believe rice will lose pesticides to new VOC requirements. Manufacturers will have to reformulate pesticides to meet the VOC standards. At a minimum, high VOC materials will require the development and implementation of best management practices for continued VOC use."
A second major regulation for rice growers is reductions in allowable particulate matter (PM) sizing down to 2.5 microns. The California Air Resources Board has developed exposure limits that will impact about 50 percent of California rice acres, Johnson said. Currently, rice acres are not impacted by PM standards.
The most significant impact will be on engines, dust, pumps, trucks, and tractors. Already affected by the regulations is the construction industry which Johnson said faces replacing older equipment by 2010 at an estimated cost of $3 billion.
"The Air Resources Board is looking at measures that would require farmers to either replace trucks, or rebuild the engines and possibly retrofit the emission controls, not once but twice in the next nine years to meet the standards," Johnson said.
Water quality
A second level of regulation deals with the competition for clean water. Three years ago the Irrigated Lands Regulatory Program, developed by the Central Valley Regional Water Quality Control Board, was imposed on the seven million acres of irrigated agriculture in the Central Valley.
According to Johnson, the scope of the unprecedented move was to manage all surface water for all constituents that may impact water quality, those added by current farmers, those added by farmers who preceded the current farm operators, and discharges from the farm.
"For the first time, agriculture including rice had to monitor all surface water for pesticides, nutrients, metals, biological materials, and sediment coming off the fields," Johnson said. "If found, best management practices were required along with measuring until the problems were solved."
In the next few years, farmers can expect groundwater to join the regulation portfolio. "The rice industry knows very little on its impact on groundwater. That means it will take a lot of monitoring, money, and science to identify and solve the issues that will eventually arise," Johnson said.
Future of California rice
Johnson offered bottom line perspectives on how air and water quality regulations will impact the California rice industry's future.
His predictions:
Air quality regulations in the next five years will demand dust reductions during fieldwork. If growers can't manage the dust, no tillage days will become reality.
Reduced diesel emissions - Farmers will be required to replace their tractors and pumps or the engines. Retrofitted engines must meet California standards.
Rice growers will lose pesticides, requiring the development of lower VOC pesticides. Best management practices on pesticides will be directed. No spray days will take place on bad quality air days in the San Joaquin and Sacramento valleys.
Rice straw burning - Growers will have fewer opportunities to burn fields. "Probably the biggest slap in the industry's face will be the reduced opportunity to decompose rice straw due to methane emissions from the decomposition process," Johnson said.
Water quality - Growers will reduce or no flow water from rice fields to meet tighter water quality regulations. Water coming off the end of the field is a management and monitoring nightmare. "Growers will have to find a way to not discharge certain constituents to groundwater. I have no idea how growers will be able to achieve that," Johnson said.
Seeds of optimism
Despite the regulatory duress, Johnson offered several rays of hope for the rice industry — cashing in on agriculture's low greenhouse gas emissions status plus the biofuels boom.
Agriculture contributes about 8 percent of the total greenhouse gasses in California with rice accounting for about .15 percent of the emissions, Johnson noted.
"Public utilities and making concrete are two major contributors of greenhouse gas. I think the smaller contributors such as rice will have an opportunity in the system of cap and trade to generate some savings, and sell them to the big guys who will need cheaper offsets compared to what they can generate."
To that end, the CRC has partnered with the Environmental Defense Fund on a $1.2 million grant from the Natural Resources Conservation Service to quantify rice's greenhouse emissions, develop management practices, and create a gold standard model for trading emissions credits - all voluntary, Johnson said.
California must reduce its greenhouse emissions by 30 percent by 2020. In the event efforts fall short, Johnson thinks agriculture could benefit.
The second positive on the horizon for rice growers is the swelling biofuels industry and the longer-term emphasis toward cellulose (plant-based) ethanol. Rice straw could be a perfect ingredient.
"The rice straw decomposing in the field or in the bale on the side of the field could have greater use," Johnson said. "If you add the greenhouse gas credits created from cellulosic ethanol, I think the benefits to rice growers could be significant."


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In 2014 most Maryland public schools had some students who participated in MSA and some students who participated in the PARCC field test. PARCC performance data is not reported because test items are being field tested. Therefore, reading and/or mathematics proficiency data is not reported for those schools that field tested in those contents. The participation rate data is reported for both MSA and for PARCC on School Progress.
The table below will look familiar as the former AYP Status graph which identified whether all students and the 10 subgroups met or did not meet the AMOs. However, with the new accountability program approved under Maryland's Elementary and Secondary Education Act (ESEA) Waiver Application, AYP status will no longer be used or reported for accountability. Student achievement on reading and mathematics, and other academic indicators of attendance rate and graduation rate are measured under School Progress. The AMOs have been changed to reflect school specific new baseline data (in 2011) and a new target year (2017). More information is available about the new AMOs here. The data in this graph of the progress of each school toward meeting their own unique targets provides valuable information on the effectiveness of instructional strategies.
|2014 School Progress on AMO Targets
|View Trends »
Percent Proficient »
Participation Rate »
Mathematics ‡
Percent Proficient »
Participation Rate »
|Attendance »
|All Students
|Not Met
|American Indian or Alaska Native
|Black or African American
|Not Met
|Hispanic/Latino of any race
|Native Hawaiian or Other Pacific Islander
|Not Met
|Two or more races
|Not Met
|Free/Reduced Meals
|Not Met
|Special Education
|Not Met
|Limited English Proficient
‡ 2014 Mathematics Proficiency data was not measured due to the PARCC field test.
Each school is measured at the all students and each subgroup for proficiency in reading/language arts and mathematics. The other academic indicators are attendance rate for elementary and middle schools and cohort graduation rate for high schools. Attendance rate is measured for All Students. The Cohort Graduation Rate and Participation Rate are measured for the all student group and each subgroup.
The Annual Measurable Objectives are a trajectory toward 2017, the time by which each individual school is expected to reduce its percent of non-proficient students for each of its subgroups and overall by half. The progress of each school toward meeting their own unique targets provide valuable information over time on the effectiveness of instructional strategies, the inherent needs of the students and the extent to which the school is fulfilling those needs.
Annual Measurable Objectives (AMOs) are state established performance targets that assess the progress of student subgroups, schools, and each LEA.
The percentage of students present in school for at least half the average school day during the school year. The statewide standard for attendance rate for School Progress is 94% and remains the same as the measurement under former AYP. All schools, school systems and the state will utilize the same standard for attendance rate.
All students are tested and all of their scores are included in the scores that are reported at the school, system, and state levels. Not all student scores count for School Progress.
If the minimum subgroup size (N) is not met then it is not checked for School Progress. For reading and math performance, N=5 students. For participation, N=30 students for schools with one grade tested, 60 for schools with two or more grades tested, and 60 for local school systems.
Statistical procedures will be used in all tests of School Progress determinations to ensure that decisions take into account inherent measurement error present in all accountability systems. The confidence interval is a statistical tool used in Maryland School Progress determinations to ensure accurate and reliable accountability decisions. Because the accuracy of scores depends on the number of students in each group, the state uses a statistical test to help ensure that they make fair and valid School Progress decisions for groups with different numbers of students.
Under School Progress, a school, school system, or the State is held accountable for the student performance of students who have been enrolled in the respective school, system, or state from September 30 through the dates of testing.
School Progress Graduation Rate Calculations
In 2008, the U. S. Department of Education directed each state to use a cohort graduation rate for reporting purposes beginning in 2011 and for accountability purposes in 2012. Maryland law requires the state to use the cohort graduation rate for School Progress determination in 2011.
The Maryland State Board of Education approved standards for the cohort graduation rate in 2011. Graduation rate is the "other academic indicator" used to determine School Progress for high schools. The standards adopted are:
In 2012, the cohort graduation rate is measured for the all students group and each subgroup for School Progress at the state, school system, and school level. Maryland calculated targets utilizing the four-year and five-year cohort graduation rate by setting annual equal increments toward the goal (2020 95%) of reducing by half the percentage of non-graduate students in each subgroup. The targets are uniquely defined for each school, school system and the state depending upon the 2011 baseline for the four-year and five-year graduation rates.
The graduation rate AMO for 2012 can be achieved by following the progress of the cohort of students entering grade nine for the first time in fall 2007. The graduation rate AMO can be met using the following two-question process:
For further information on the calculation of the four and five year cohort graduation rate please see the Four-Year Adjusted Cohort Graduation Rate definition.
School progress requires schools to show improvement in one other academic indicator in addition to test scores. This academic measure, determined by the state, is measured separately in the School Progress calculation. The academic indicator is graduation rate for high schools that is measured for all subgroups. The attendance rate is measured for the all students subgroup for elementary and middle schools.
A 95% participation rate is required. The participation rate calculation is based on the number of students enrolled during the testing window. Beginning with the baseline year of 2010-2011, Maryland's new accountability program ensures 100% participation by including all enrolled students, even absent students, in School Progress calculations. This was achieved by assigning a "basic" performance level to any student absent for the primary and makeup test administrations. Maryland's method for checking and ensuring a 95% participation rate remains unchanged. Participation rate is computed for each subgroup, and in the aggregate, for each of the reading and mathematics assessments by dividing the number of enrolled students in each testing group by the number of enrolled students in that group. The participation rate is calculated for each subgroup and for the aggregate separately in each of reading and mathematics assessments where a group includes at least:
Groups not meeting the minimum criteria listed are not checked for participation rate. (Please note the minimum group size (N) for checking performance has not changed; it remains 5.)
Standards are measures of performance against which yearly results are compared. Standards help to examine critical aspects of instructional programs; help to ensure that all students receive quality instruction; hold educators accountable for quality instruction; and help to guide efforts toward school improvement.
Maryland School Performance Program (MSPP) performance standards were determined through deliberative processes by educators with involvement of critical stakeholders such as the legislators and members of the business community. The State Board of Education adopted all standards.
The purpose of the MSPP standards is to:
Maryland MSA standards are divided into three levels of achievement:
MSA Performance Level Descriptors
Reading 3 • 4 • 5 • 6 • 7 • 8
Mathematics 3 • 4 • 5 • 6 • 7 • 8
Algebra / Data Analysis
Science 5 • 8
Other Performance Level Standards
Performance Level Standards for ALT-MSA
Performance Level Standards for MOD-MSA
Standards for the MFTs, Attendance Rate, and Dropout Rate were adopted in 1990.
Grade level scores for the MSA will be reported and disaggregated for all students who took the test. For purposes of School Progress, the grade level scores of students who count for School Progress will be combined to create one subject score for the school. The average will be weighted according to the number of students in each grade. For example, in a school with 25 third-graders and 50 fifth-graders, the third grade reading score would count for one-third of the school reading score, the fifth grade would count for two-thirds.
The English Language Arts (ELA) is part of the MCAP suite of assessments. Students read passages from real texts (fiction and nonfiction) and sometimes watch video or listen to audio. They respond to prompts in writing, using what they've learned from the passages and multi-media to support their arguments. Students are measured in writing at every grade because it is key to showing readiness for the next level of academic work and, in high school, readiness for college and career.
MCAP Mathematics
The MCAP Math is part of the suite of assessments. Students solve multi-step math problems that require reasoning and address real-world situations. This requires students to reason mathematically, make sense of quantities and their relationships to solve real-world problems, and show their understanding.
Release 20.00 | Last Updated 05/22/2018 | Copyright 1998–2018


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Jean-Honoré Fragonard (French, Grasse 1732 - 1806 Paris)
View of a Park, ca. 1760-67
10 13/16 x 15 1/2 in. (27.5 x 39.4 cm)
Black chalk and grey wash on white laid paper
R. T. Miller, Jr. Fund, 1951
This delightfully rococo view is based on Fragonard's experience of Italian parks during his sojourn in Rome in 1756-61. Lush vegetation swallows up the architecture and tiny figures in a complex, somewhat irrational composition. The white of the paper imbues the leafy space with light, which is intensified by the crisp graphic marks in black chalk that ripple playfully over the surface of the drawing.
The Italian park or garden is an essential element in Fragonard's paintings, etchings, and drawings. The gardens of the Villa d'Este at Tivoli, which had been constructed in the late sixteenth century, were overgrown and neglected (and hence more "picturesque" than any contemporary French gardens) when Fragonard spent the summer of 1760 there as the guest of the amateur artist and collector, the Abbé de Saint-Non (1727-1791). 1 Fragonard produced many red-chalk sketches in situ that summer, 2 and repeatedly referred to the gardens' crumbling architecture and overgrown shrubbery in his later landscapes and pastoral scenes. Indeed the sheer abundance of such elements in Fragonard's drawings makes the precise dating of these works extremely difficult.
Although the Oberlin drawing presents an imagined garden, several of its architectural elements have been observed in other drawings from the Rome and Tivoli period: the circular temple, the fountain with lions, and the stairways and arbors with urns. 3 The drawing also reveals Fragonard's Roman relationships with Saint-Non as well as Hubert Robert (1733-1808). Two works by Saint-Non have been compared to the Oberlin drawing: 4 an etching inscribed "Fragonard del Roma" after a lost drawing by Fragonard, and a landscape drawing, which includes the two lions and the leafy arcade and is inscribed "Rac[c]olta di vedute...Roma 1760." 5 More generally the complex composition of the Oberlin work reflects the work of Robert, with whom Fragonard spent much time drawing the environs of Rome. 6
Although Tivoli, Saint-Non, and Robert are accepted as essential elements in the genesis of the Oberlin drawing, the dating of the work itself is controversial. Writing in 1951, before the publication of the Ananoff catalogue raisonné and before Williams's chronology of Fragonard's techniques and media, Johnson dates the drawing to the 1770s. 7 Eunice Williams rejects this late date when, in her view, Fragonard would have been more apt to describe the foliage with the point of his brush rather than with black chalk as in the Oberlin drawing. 8
Williams links the Oberlin drawing to its putative pendant, the View of a Park (New York, The Metropolitan Museum of Art), a drawing of similar size, media, subject, and composition, and in the same private collection until 1951 (see Provenance). The Metropolitan drawing was done, she posits, shortly after Fragonard's return to Paris in 1761, 9 whereas the Oberlin drawing, which exhibits a more skillful use of wash and greater precision and delicacy in the details, was done several years later. Williams finds in the Oberlin drawing the graphic equivalents of The Swing (1766-77, London, Wallace Collection), and she dates it similarly.10
Jean Massengale considers the drawing to have been done during the fall or winter of 1760-61, following Fragonard's summer at Tivoli, and before his trip around Italy with Saint-Non and subsequent return to Paris. 11 She compares Fragonard's use of black chalk and wash, a new technique for the artist, to his reworking in wash of counterproofs of several red-chalk drawings done at Tivoli. 12 She also cites another Fragonard drawing of this period, which includes figures similar to the couple in the background of the Oberlin drawing. 13 Finally, she relates the drawing to Fragonard's Le Petit Parc in the Wallace Collection, London, an imaginary garden landscape probably painted shortly after the artist's return to Paris in 1761. 14
Rosenberg accepts Williams's grouping of the Oberlin and Metropolitan drawings, but tentatively assigns them Massengale's date of 1760-61. He concludes: "If these works postdate the red-chalk drawings of Tivoli, but predate the copies of old masters that were also made for the Abbé de Saint-Non, then they would be proof of Fragonard's versatility and talent, and of his ability to change styles rapidly." 15
The technique in the Oberlin drawing does not seem that different from the Tivoli counterproofs or even the red-chalk drawings. In the counterproofs, Fragonard reworked hatched areas with wash; in the Oberlin and Metropolitan drawings he substituted wash for hatched tone. He began by freely sketching in a black chalk underdrawing, as he did in the red-chalk drawings; these faint lines can still be seen in the sky, in the fountain, and in the recesses of the temple. He then added tonal washes, in a range from palest greys to near black, but leaving much of the paper untouched. He finally drew the dark and spirited foliage, similar in style and technique to that found in the Tivoli drawings.
J. S. Wilker
Fragonard, the only child of tradesmen, was born in the south of France and moved with his family to Paris when he was six. He studied briefly with Chardin and from about 1749 with François Boucher, whom he assisted on decorative commissions and tapestry designs. After winning the Prix de Rome in 1752, he prepared for his trip at the École des Élèves Protégés and then traveled to Italy in late 1756. He remained in Italy through 1761. A pensionnaire at the French Academy in Rome, he copied Italian paintings and sketched en plein air in the Roman campagna with his friend and fellow student Hubert Robert (1733-1808). During the summer of 1760 Fragonard was the guest of the Abbé de Saint-Non (1727-1791) at the Villa d'Este, near Tivoli, and made numerous drawings of the overgrown park and gardens. In 1761 he traveled around Italy with the Abbé, copying recent Italian paintings, and drawing architectural views and landscapes.
Fragonard returned to Paris in 1761 and was accepted as an agréé by the Académie Royale in 1765 for his painting of Coresus and Callirrhoë. Although this painting was a great success at the Salon of that year, Fragonard did not pursue further a career as a history painter within the official salon system. Instead he exploited his talent for rapidly brushed easel paintings and decorative works for private collectors. He worked up several of his Italian sketches into oil paintings and painted and drew genre scenes, amorous pastorales, mythological subjects, and portraits de fantaisie. He made a second extended trip to Italy in 1773-74 with the collector Bergeret de Grancourt (1715-1785). Back in Paris he continued to produce easel paintings and drawings, decorative landscapes, scenes of family life, and portraits of his wife, Marie-Anne Gérard, and his children. The family moved to Grasse in 1789, but returned to Paris in 1792. During the last decade of his life, Fragonard served as the head of the new museum at the Louvre and oversaw the establishment of another at Versailles.
An intuitive and highly original draftsman, Fragonard produced nearly three thousand drawings, autonomous works which were collected by friends and patrons. His drawn oeuvre includes all the subjects of his paintings, plus several series of drawings for book illustrations. The two Italian trips resulted in many sketches done in situ and inspired many more souvenirs de mémoire done back in Paris. The influence of these picturesque scenes of Italy is felt throughout his varied oeuvre, from 1761 until the end of his career.
General References
Ananoff, A. L'Oeuvre dessiné de Jean-Honoré Fragonard. 4 vols. Paris, 1963.
Williams, Eunice. Drawings by Fragonard in North American Collections. Exh. cat., National Gallery of Art, Washington, D.C., 1978.
Rosenberg, Pierre. Fragonard. Exh. cat., The Metropolitan Museum of Art, New York, 1988.
Collection Comte de Montesquiou (not in sales Montesquiou-Fézensac, Paris, 29 - 31 January 1872, or 19 March 1897)
With M. Knoedler & Company, Inc., New York, from whom purchased in 1951 16
Palm Beach, Fla., Society of the Four Arts, 1952-53. Eighteenth Century Masterpieces. 12 December - 4 January. No cat.
New York, M. Knoedler & Company, Inc., 1954. Paintings and Drawings from Five Centuries: Collection Allen Memorial Art Museum. 3 - 21 February. Cat. no. 53.
Richmond, Virginia Museum of Fine Arts, 1956. Les Fêtes Galantes. 20 January - 5 March. No cat.
Ann Arbor, The University of Michigan Museum of Art, 1956. Drawings and Watercolors from the Oberlin Collection. 11 March - 1 April. No cat.
Minneapolis, University Gallery, University of Minnesota, 1961. The Eighteenth Century. 24 January - 7 March. Cat. no. 24.
The Minneapolis Institute of Arts, 1966. Treasures from the Allen Memorial Art Museum. 21 July - 11 September. No cat.
London, Royal Academy of Arts, 1968. France in the Eighteenth Century. 6 January - 3 March. Cat. no. 272.
Cambridge, Mass., Fogg Art Museum, Harvard University, 1979. Fragonard Drawings in North American Collections. 15 February - 1 April (also shown at Washington, D.C., National Gallery of Art; and New York, The Frick Collection). Cat. no. 20.
Richmond, Virginia Museum of Fine Arts, 1981. Three Masters of Landscape, Fragonard,Robert, and Boucher. 10 November - 27 December. Cat. no. 7.
Johnson, Ellen H. "A Fragonard Drawing." Allen Memorial Art Museum Bulletin 9, no. 3 (1950-51), pp. 71-80.
Hamilton, Chloe. "Catalogue of R. T. Miller, Jr. Fund Acquisitions." Allen Memorial Art Museum Bulletin 16, no. 2 (Winter 1959), cat. no. 53; no. 3 (Spring 1959), ill. p. 254.
Ananoff, A. L'Oeuvre dessiné de Jean-Honoré Fragonard. Vol. 2. Paris, 1963, no. 949.
Stechow, Wolfgang. "Varieties of Landscape." Apollo 103, no. 168 (1976), p. 116, fig. 10.
Stechow, Wolfgang. Catalogue of Drawings and Watercolors in the Allen Memorial Art Museum, Oberlin College. Oberlin, 1967, p. 27, fig. 16.
Williams, Eunice. Drawings by Fragonard in North American Collections. Exh. cat., National Gallery of Art, Washington, D.C., 1978-79, pp. 68-69, ill.
Massengale, Jean Montague. "Review of Eunice Williams's Drawings by Fragonard in NorthAmerican Collections." The Burlington Magazine 121 (April 1979), pp. 271, 273, fig. 101, p. 274, fig. 106.
Near, Pinkney L. Three Masters of Landscape, Fragonard, Robert, and Boucher. Exh. cat., Virginia Museum of Fine Arts, Richmond, 1981, p. 21, cat. no. 7.
Rosenberg, Pierre. Fragonard. Exh. cat., The Metropolitan Museum of Art, New York, 1988, pp. 116-17.
Massengale, Jean Montague. Jean-Honoré Fragonard. New York, 1993, p. 26, ill.
Technical Data
This drawing is executed in black chalk and grey wash on white laid paper. Over a lightly sketched underdrawing in black chalk, the work is delicately drawn with many small strokes, building to a complicated, detailed, and vigorous composition. The drawing was done on the screen side of the sheet and a distinct fine laid pattern is apparent in the chalk marks. The washes provide tonal variation, and there is also some point-of-brush work in the figures and foliage.
The watermark is a Crown with Posthorn, similar to Churchill 323, a Dutch paper made by the L. V. Gerrevink mill (active 1690-1819). 17 Stamped on the old mat was the letter "G," the sign of Jean-Baptiste Glomy, who mounted and framed works in the second half of the eighteenth century. He signed the work he did for Fragonard and Boucher.
In 1977 the drawing was removed from the mounting board, washed, and repaired. It is in good condition albeit with moderate planar distortions overall.
1. On Fragonard and the garden, see Kimerly Rorschach, "French Art and the Eighteenth-Century Garden," in Claude to Corot: The Development of Landscape Painting in France (exh. cat., Colnaghi, New York, 1990), pp. 114-16. See also David Coffin, The Villa d'Este at Tivoli (Princeton, 1960), and Dora Wiebenson, The Picturesque Garden in France (Princeton, 1978).
2. Most of Fragonard's Tivoli drawings are now at the Musée des Beaux-Arts, Besançon.
3. Eunice Williams (Drawings by Fragonard in North American Collections [exh. cat., National Gallery of Art, Washington, D.C., 1979], cat. no. 4, with comparison on p. 68) compares the temple in the Oberlin drawing to the Doric temple in a black chalk and grey and brown wash drawing at the Baltimore Museum of Art, which she dates to about 1760. Ellen H. Johnson ("A Fragonard Drawing," Allen Memorial Art Museum Bulletin 9, no. 3 [1950-51], p. 75) discovered similar architectural details in the Vue du temple de Vesta à Tivoli, Les Jardins de la Villa d'Este à Tivoli, and Les Pins parasols de la Villa d'Este, all reproduced in Maurice Feuillet, Les Dessins d'Honoré Fragonard et de Hubert Robert au Musée de Besançon (Paris, 1926), cat. nos. 37, 35, and 28 respectively (A. Ananoff, L'Oeuvre dessiné de Jean-Honoré Fragonard [Paris, 1961-70], cat. nos. 864, 919, and 2389).
4. Jean Massengale, "Review of Eunice Williams' Drawings by Fragonard in North American Collections," The Burlington Magazine 121 (April 1979), p. 271; and idem. Jean-Honoré Fragonard (New York, 1993), p. 26.
5. The etching: Jardins et murs de la Villa d'Este, 1761, Paris, Bibliothèque Nationale; reproduced in Pierre Rosenberg, Fragonard (exh. cat., The Metropolitan Museum of Art, New York, 1988), p. 117. The drawing: ca. 1760, graphite and wash, 21 x 13 cm, Houghton Library, Harvard University, where it is described as possibly by Fragonard or by Saint-Non.
6. Eunice Williams, Drawings by Fragonard in North American Collections (exh. cat., National Gallery of Art, Washington, D.C., 1978-79), p. 68.
7. Ellen H. Johnson, "A Fragonard Drawing," Allen Memorial Art Museum Bulletin 9, no. 3 (1950-51), pp. 71-80. Her dating is maintained by Wolfgang Stechow, Catalogue of Drawings and Watercolors in the Allen Memorial Art Museum, Oberlin College (Oberlin, 1967), p. 27; and by H. Thomas, in The Eighteenth Century (exh. cat., University of Minnesota, University Gallery, Minneapolis, 1961), cat. no. 24.
8. Eunice Williams, Drawings by Fragonard in North American Collections (exh. cat., National Gallery of Art, Washington, D.C., 1978-79), cat. no. 20. See also her discussion of Fragonard's technical development, op. cit., pp. 21ff.
9. Grey and bister wash on paper, over an underdrawing in black chalk, 27.8 x 39.7 cm, New York, The Metropolitan Museum of Art, inv. 52.14; A. Ananoff, L'Oeuvre dessiné de Jean-Honoré Fragonard [Paris, 1961-70], no. 2215; and Eunice Williams, Drawings by Fragonard in North American Collections (exh. cat., National Gallery of Art, Washington, D.C., 1978-79), cat. no. 6. Williams also mentions a third drawing, View of a Park with a Fountain (Paris, private collection), Ananoff, no. 944.
10. Eunice Williams, Drawings by Fragonard in North American Collections (exh. cat., National Gallery of Art, Washington, D.C., 1978-79), cat. no. 20.
11. This view is first expressed in a review of Eunice Williams's Drawings by Fragonard in North American Collections, in The Burlington Magazine 121 (April 1979), p. 271. The opinion is restated in Massengale's recent Jean-Honoré Fragonard (New York, 1993), p. 26.
12. For examples of the reworked counterproofs, Massengale cites Villa Aldobrandini (A. Ananoff, L'Oeuvre dessiné de Jean-Honoré Fragonard [Paris, 1961-70], no. 910) and Le Petit Parc (Ananoff, no. 2148).
13. Via Appia; see A. Ananoff, L'Oeuvre dessiné de Jean-Honoré Fragonard (Paris, 1961-70), no. 883, not illustrated. The reproduction of this work that appears in Saint-Non, Panopticon Italiano: Un diario di viaggio ritrovato, 1759-1761 (Rome, 1986), cat. no. 120, does not particularly support Massengale's suggestion.
14. Oil on canvas, 37 x 46 cm, London, Wallace Collection, inv. P379.
15. Pierre Rosenberg, Fragonard (exh. cat., The Metropolitan Museum of Art, New York, 1988), pp. 116-17.
16. The Oberlin drawing and that at the Metropolitan Museum of Art (see Main Text) were offered for sale as pendants at Knoedler's in 1951, with the information that they had been in the Montesquiou family for over one hundred years. According to Williams (Drawings by Fragonard in North American Collections [exh. cat., National Gallery of Art, Washington, D.C., 1978-79], cat. no. 20), the New York drawing had been offered for sale earlier in the year by Otto Wertheimer, Paris; it was purchased by the Metropolitan from Knoedler's in 1952.
17. W. A. Churchill, Watermarks in Paper in Holland, England, France, etc., in the XVII and XVIII Centuries and their Interconnection (Amsterdam, 1935).


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It will be no surprise to this reviewer if Kaylens Rain's Found becomes the find of the year for many a contemporary country music enthusiast.
It is without doubt one of the classiest debut albums I have had the good fortune to hear ... period. In fact, I'm hard-pressed to think of another maiden musical voyage that's so complete.
On show is 11 stellar tracks presented by a brother and sister obviously gifted with an abundance of natural talent.
Hailing from Schofields in Sydney's west, Glen and Kaylee Harrison have been working up to this moment over the last few years. They've certainly come a long way since their time as The Harrisons playing guest spots at the likes of Riverstone Bowling Club and other such venues.
What they have created is a sound that's not only akin but on par with the likes of Lady A and yet still manages to retain its own distinct identity.
In Australian terms, I am at a loss to offer a comparative act, and while not wanting to cast aspersions over their peers, I must say, the quality on offer here is truly a cut above the pack.
In what could easily be described as a sea of young chick singers, lead vocalist Kaylee boasts a real ''something more'' factor. As I listen to this release I don't get the vibe that I've heard it all before, which unfortunately can often be the case when listening to many of today's contemporary lasses.
How much of this is to do with the backing vocals of brother Glen in the mix I'm not certain, but whatever the case it's a definite win for the collective.
On all but the album closer - the title track Found - Kaylee serves as lead vocalist.
Her performance throughout is faultless. She truly provides a sonic sweet that kisses the ears and leaves you wanting more.
Same can be said for Glen, who adds a richness to each track he backs, and when given the chance to soar, adds a new dimension to the act.
Another sensational aspect of Found, and one which sets apart the truly great albums, is the fact that despite the strength of the two debut singles, Is That All There Is and Outta Here [for both videos, click the above picture], there are greater gems to be found within.
Tracks like Catch Me, Don't Even Go There and Used To Be Somebody are definite proof of the above, to say nothing about the title track.
Special note must be made of the selection of material on Found - it's all a perfect fit for the duo - tales of life and love, fresh and extremely relevant.
A sign of wisdom and restraint beyond their years, only two of the tracks come from their pen [cowrites with Jay Collie and Jasper Somerville-Collie, and Mike Carr]. The rest of the tracks come from a who's who of country writers, including Brian D. Maher [Taylor Swift, Emerson Drive], Steve McEwan [Kenny Chesney, Carrie Underwood, Faith Hill], Hillary Lindsey [Martina McBride, Faith Hill] and Scott Stepakoff [Tim McGraw and Adam Brand] to name a few.
The album's roster of players is also extremely impressive. It features contributions from drummer Brian Fullen [SheDaisy, Shania Twain], banjo, pedal steel and dobro from Travis Toy [touring member of Rascal Flatts], and fiddle from Tim Lorsch [Kenny Chesney, Keith Urban].
Something of a rarity, Glen's guitar playing - lead and acoustic - can also be heard throughout the release.
Found was produced and mixed in Brisbane by Andrew Cochrane, who also plays keys and acoustic guitar on the album. His efforts will no doubt see him much in demand as word spreads.
Found is as close to perfection as you will hear in 2012.
It will be released on October 19.
Tracklist: 1. Outta Here; 2. Catch Me; 3. She's A Wildflower; 4. Is That All There Is; 5. The Foolish Kind; 6. Don't Even Go There; 7. Waiting On A Bus; 8. Don't Come Over (Til I'm Over You); 9. Used To Be Somebody; 10. I'm, Not Gonna Follow You Home; 11. Found
Visit the official Kaylens Rain site here.


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Figs Events Publication
- Bloomsbury Walking Tour: Medicine in the First World War
- Samuel Daniel, Poet & Historian
- Chile and the Inter-American Human Rights System (IAHRS)
- Cities After Hours
- Collecting the Sea: 1500-2015
- Bonds & Boundaries
- Audiences & Cultural Experiences in the Digital Age
- Discuss: A work-in-progress seminar for Arts and Humanities students
- Humanity and Animality in 20th & 21st Century Culture: Narratives, Theories, Histories. An Interdisciplinary Conference
- The Language of Persuasion: Linguistic Approaches to its Theory and Practice in the Classical World
- Scientific & Technical Metaphor in English and in Translation
- LAHP Launch
- Child & Youth Migrants: Global and Interdisciplinary Perspectives
- Memories Of The Future
- Society for Archaeological Masters Students Annual Conference II
- FLAWS: Medieval Research Conference
- English Grammar Day 2014
- Run Run Run
- Britain, France & Africa: Legacies, Entanglements and Cultural Trajectories of Decolonization and Beyond
- I Was A Slave Labourer
- The Act of Killing
- 2 or 3 Things I Know About Him
- Portraying Perpetrators, The Passenger
- Postgraduate Zooarchaeology Forum (PZAF)
- The Object of Heritage Conservation and Management
- Quantifying Values and Exploring Condition
- Value Typologies and the Nature of Heritage Values
- The Great War and the Idea of Europe
- Disturbing Pasts: Reverberations of the Second World War in Europe after 1945
- Translation and the Digital: new tools for creativity and communication
- Race
- Centre for Comparative Cultural Inquiry - Queer TV
- FIGS Friday Forum: Empathy
- Graduate Open Day 2013
- The London Medieval Graduate Network
- AHRC Romanmodernities network UCL / Warwick
- Post-Classicisms: An Interdisciplinary Graduate Colloquium
- Symposium: The Girl in Global Cinema
- FIGS Friday Forum - Mental Illness
- The Nordic Research Network
- Unity/Disunity: An Interdisciplinary Conference
- The Reception of Herodotus in Antiquity and Beyond
- Stasis in the Medieval World
- "Complex TV": television drama in the twenty-first century
- A Conversation with Lorenza Mazzetti
- Sherlock Holmes: Past and Present
- Documentary Film and Psychoanalysis Conference - UCL Film Studies
- Translation in History Lecture Series – Dr Alison Martin (University of Reading)
- Translation in History Lecture Series – Professor David Hopkins (University of Bristol)
- Translation in History Lecture Series – Professor Theo Hermans (UCL)
- MA and PhD Discussion Seminars
- School of European Languages, Culture and Society (SELCS) Panopticon Research Seminars
- Gender Online - An Interdisciplinary Graduate Symposium
- FIGS Friday Forum - Home
- Political Discourse: Multidisciplinary Approaches
Departments & Centres
Graduate Prospectus
FIGS Friday Forum - Home
Mar 15, 2013 10:00 AM
End: Mar 15, 2013 06:30 PM
'Home' is the subject of the next FIGS Friday Forum which will be held on 15th March 2013.
Our homes shape the courses of our lives to an extent that can hardly be underestimated.
The forum will explore the meaning of home from an interdisciplinary perspective.
Whether or not you want to offer your thoughts in a brief
paper, please make a note of the date and feel free to attend the whole event
or just drop into sections as you have the time available, in order to
participate in what we hope will be a truly stimulating set of discussions!
The forum will be followed by a wine reception, provided by FIGS.
Full details are on the FIGS Friday Forum webpage.
Page last modified on 05 feb 13 16:33


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Victorian Coffee Urn at Harvard
NEW HAVEN, Conn. – In the eyes of the No. 1 Yale women's sailing team, the weather forecast for this weekend in Cambridge, Mass., is looking up. Normally that's not how people describe a forecast that calls for temperature lows in the 30s and possible snow showers; however, for the Bulldogs and the rest of New England's college sailing community, it is simply encouraging to be told that the wind is not supposed to be too light or too heavy.
Both of the past two women's intersectionals, over the past two weekends, have been cancelled due to uncooperative wind. The Yale Women's regatta two weekends ago was cancelled due to an over-abundance of wind while the Stu Nelson Trophy last weekend was unable to complete enough races due to a shortage of wind. In addition, numerous of the previous weekends' regattas lost full days of racing due to adverse wind conditions. Put simply, it has been a dismal fall in terms of weekend sailboat racing conditions. However, this weekend, for the 46th Victorian Coffee Urn Trophy which is to be hosted by Harvard, forecasts call for moderate eight to ten mile-per-hour winds.
The Bulldogs started off their fall season on the Charles River and are now returning for their second to last regatta of the season. At the Toni Deutsch Regatta in the beginning of the season there were 26 races completed and Yale finished in third place overall. Since then the Bulldogs have been ranked No. 1 in the nation and have since yet to have that standing be questioned. Coming off of a win at the last regatta that was officially completed, the Navy Women's three weeks ago, and after being stripped of its leading position in last weekend's regatta, the Yale women's sailing team is looking to come out strong again at this weekend's event, which serves as the qualifier for the Women's Atlantic Coast Championships.
Traveling to Cambridge with the team will be three of Yale's top women's skippers and three of its top women's crews. The skippers include junior Claire Dennis, junior Emily Billing and sophomore Marlena Fauer. The crews include senior captain Margot Benedict, sophomore Eugenia Custo Greig and sophomore Amanda Salvesen. All of these sailors have been vital in getting the No. 1 Bulldogs to the high level that they are all racing at this season. The team's prospects for qualification are in good hands.
You can follow the regatta results on TechScore as the Bulldogs face a cold and competitive weekend on the Charles River. They are racing for the privilege to compete at the Atlantic Coast Championships in two weekends which are to be hosted by the New York Maritime Academy.
Report filed by Chris Segerblom '14, Yale Sports Publicity


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Customer Reviews
All reviews are from people who have redeemed deals with this merchant.
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