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During breeding season, the geese breed and lay about four to eight eggs at one time. It takes approximately thirty days to incubate under the watchful eye of the mom and dad. A mother goose in her lifetime will hatch up to fifty geese. Geese are abundance and it is easy to realize why.
They can be quite a nuisance however. If there is a water source, there will be geese. Parks, airports, golf courses and many planned communities are in constant battle with the pest geese. Geese love freshly manicured lawns. They will graze on the plants, weeds and grass. They will easily destroy the grassy area, and will leave in their wake a lot of droppings. Goose droppings and most other bird droppings are known to carry over 60 transmittable diseases, and some of them are airborne.
Goose repellents should be installed where geese are rampant. Geese droppings can pose a hazard to domestic animals as well as humans. Cats can maneuver around the droppings on the grass naturally, but the dogs love to roll around in it and even eat it. There was a study done by the CDC on a resident flock of Canada Geese in Georgia and North Carolina. There was proof that antibiotic resistant E coli were carried by the geese. It is obvious how one can be affected when the dog comes charging inside after rolling around on the grass laden with goose poop after what appears to be a safe time at the park.
There are many goose repellents that are humane and safe. Liquid goose repellent is highly effective and very cost effective as well. Liquid goose repellent is a non-toxic liquid that can be sprayed on the grass area and any shrubs. The ingredient in the liquid goose repellent is a grape extract, Methyl Anthranilate. This causes the mucous membranes and trigeminal nerves to be irritated, and they will not like it at all. It will keep the geese off the grass, yet the area will still be safe for any domestic animals.
There are many choices of goose repellents. There is also sound deterrents, motion activated sprinklers and coyote decoys to get rid of geese from your property.

subset: commoncrawl


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GREENVILLE, Ill. – The Panthers manufactured eight runs in the seventh inning to overcome a three-run deficit on there way to their sixth consecutive SLIAC victory on Saturday. With the win over Principia, the Greenville club moved to 13-5 in conference and sits comfortably in third place in the SLIAC standings.
In the 15 run display Greenville got help from a number of hitters. Senior David Massengill remained hot, as he turned in a season high five RBI on the day while going 3-for-5 with three runs scored. Freshman catcher Alex Quirin and sophomore outfielder Cole Lawson also added run support for the Panthers in the win. Quirin went 3-for-4 with two RBI and two runs scored, and Lawson batted 3-for-5 with two runs scored respectively.
On the mound Clint Lustig picked up the win for GC in relief of starter Michael Wittmer, and bullpen arm Wes Letizia. Lustig went one-and-two-thirds inning with no hits, no runs, and no earned, with a strikeout.
GC found themselves down early at Robert E. Smith Field, as Principia held a 9-2 lead heading into the fifth. However, David Massengill's three-run homer in the bottom of the fifth helped GC put five runs on the board in the inning and reduce the margin to 9-7. Principia added anther run in the top of the seventh, before Greenville exploded offensively for eight runs in the bottom of the inning.
Baseball will return to action Monday, May 2, as they battle MacMurray College in Jacksonville, Ill. at 4:00 pm.
Baseball will return to action Monday, May 2, as they battle MacMurray College in Jacksonville, Ill. at 4:00 pm.


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Did you feel like nursing at night in the hospital was harder than during the day? If you did, there are probably some good reasons for that, and they're not all about your biology.
Of course, the mismatch between your baby's circadian rhythms and yours can make night feedings tough in the early days. Newborns are more wakeful and often feed a lot at night, and of course that's when you're expecting to get some rest after your birth. So the best time for your baby to work on breastfeeding may feel like your worst time.
But it's also possible that the way hospitals are organized exacerbates the problem. It's not insignificant, as one study found, that during the hospital stay "the highest risk time of day for an infant to receive a supplement is between 7 PM and 9 AM."
Here are some reasons why hospital routines and staffing may make night feedings harder:
Lactation consultants are generally not available at night. While learning to breastfeed is a 24/7 job, lactation consultants generally work day shifts. So if you have a breastfeeding problem at 2:00 am, you may end up waiting for quite a while to see one.
Night nurses may not have had the same training opportunities. Night nurses are heroes, of course. They need to be as alert and ready to go as any day time nurse, through the night. It's a hard job which can involve physical and psychological sacrifices.
But night nurses may miss out on professional development on breastfeeding, which often occurs during the day. And they don't benefit from the collaboration and learning opportunities that occur with a lactation consultant on shift.
Night nurses can feel – and be – marginalized. Abbott Nutrition, maker of the Similac formula, know this dynamic well, and it's the basis for their Night Nurse Nation website, which markets formula and supplementation to night nurses in a collegial ("we know you deserve a break") manner, and provides some questionable breastfeeding information. For more on this, see Amy West's blog post: Similac: Fox in the Nurse's Hen House
"You seem so tired. Why don't I take her to the nursery so you can sleep?"
In one study, "maternal fatigue" was cited as a key reason nurses reported for babies being supplemented. Some of this comes from moms, certainly, but some results from well intentioned statements like the one above. Suggesting to an exhausted mom that she might be able to get some rest by any means at all isn't really playing fair. And unless your hospital has a strict no-supplementation-without-maternal-consent policy, or you know in advance to give strict instructions not to supplement, sending your baby to the nursery may mean that she comes back to you with a new experience under her belt.
Constant interruptions during the day may make nighttime the only time to work on breastfeeding. As I've written before, most hospital rooms are Grand Central Station, with an average of 54 interruptions in the daytime hours. This means that we have precious little time to really focus on breastfeeding during the day, and by the time we have the chance we're exhausted. Add in a cluster feeding and a latch problem, and you have a nighttime train wreck.
So if you feel like night time feedings in the hospital were harder than day time feedings, you probably weren't imagining it, and it doesn't have to be this way.
Did you have a tough time with night feedings in the hospital? Did you get good help from night nurses? How did it affect your breastfeeding experience?


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SANDY, Utah – Real Salt Lake defender Carlos Salcedo's recent call-up to the Mexican Under-21 national team is a special moment for the player himself, it's nothing new for his family.
After all, he will be the fourth Salcedo to be called upon to represent his country on the soccer field – but only the second to represent Mexico.
Salcedo's father, also named Carlos, played for Guadalajara-based Club Atlas until his career was cut short by a knee injury. And three other members of his family have played for national teams, two north of the border and one in Mexico.
"Yeah, that's right," Salcedo told MLSsoccer.com with a smile on Tuesday. "My family has played for both countries. Two of my [relatives], they played for the US. And my great grandfather, he played for Mexico."
Salcedo always knew he wanted to play for a national team, he just wasn't sure which one.
"But I'm very, very happy about this opportunity," he said.
In addition to his great grandfather, Salcedo's great uncle, Hugo Salcedo, played for the American team at the 1972 Mexico City Olympics.
His cousin, Jorge Salcedo, played professionally in Mexico and the United States, including in MLS from 1996 to 2000 with the LA Galaxy, Columbus Crew, Chicago Fire and Tampa Bay Mutiny. He also captained the US Under-17 national team in 1987, the U-20 team in 1990, had three caps with the USMNT, and is now the head soccer coach at UCLA.
"And now I'm playing for Mexico," said the normally stoic Carlos, breaking into another smile. "It's fantastic. At the end of the day, I'm happy for this. Whatever team wants me, I'm going to go for it."
Salcedo has been called in for Mexico's April 20-23 camp in Mexico City to prepare for the 2016 Olympics. Mexico are the defending gold medalists, having won the top prize at the 2012 Games in London.
"It's a fantastic opportunity for Carlos to show the Mexican Federation how much he's progressed since coming to us," RSL coach Jeff Cassar told reporters. "So I couldn't be more excited for him."
This is the first time that Salcedo, who is also in the early stages of applying for US citizenship, has been called up for national duty. He said he had some talks with the team's coaching staff but was caught at least somewhat by surprise when they called.
"They never said when they were going to call me," Salcedo said. "So I just kept working and trying to do my best with the team and show I have what it takes."
Salcedo is the fourth RSL player to be called for duty on a youth national team in the past month. Defender/midfielder Jordan Allen and forward Benji Lopez were called to the US U-20 team last week, while recent signee Justen Glad – a product of RSL's Arizona Academy – recently joined the US U-18s. Glad was joined at the U-18 camp by two other RSL-Arizona Academy players, goalkeeper Christian Herrera and forward Sebastián Saucedo.
"It means we're doing something right here," Cassar said. "Our players are committed on and off the field. I think our recruiting process is going really well. And, obviously, the players coming from the academy are doing a great job."


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The hadbm command and its many subcommands and options are provided for administering the high-availability database (HADB). The hadbm command is located in the install_dir/SUNWhadb/4/bin directory.
Refer to the chapter on Configuring the High Availability Database in the Sun Java System Application Server Administrator's Guide for a full explanation of this command. Specifics on the various hadbm subcommands are explained in the hadbm man pages.
The following problems are addressed in this section:
The command fails with the error:
The agents <url\> could not be reached.
The hosts in the URL could be unreachable either because the hosts are down, because the communication pathway has not been established, because the port number in the URL is wrong, or because the management agents are down.
Verify that the URL is correct. If the URL is correct, verify that the hosts are up and running and are ready to accept communications; for example:
ping hostname1ping hostname2...
The hadbm command can be run from the current directory, or you can set the search PATH to access the hadb commands from anywhere, which is much more convenient. The error, "hadbm: Command not found," indicates that neither of these conditions has been met.
cd to the directory that contains the hadbm command and run it from there:
cd install_dir/SUNWhadb/4/bin/ ./hadbm
Use the full path to invoke the hadbm command:
You can use the hadbm command from anywhere by setting the PATH variable. Instructions for setting the PATH variable are contained in the "Preparing for HADB Setup" chapter of the Sun Java System Application Server 8.1 Installation Guide.
To verify that the PATH settings are correct, run the following commands:
which asadmin which hadbm
These commands should echo the paths to the utilities.
The message "hadbm: <path\>: Invalid Java home location" indicates that the JAVA_HOME environment variable has not been set properly.
If multiple Java versions are installed on the system, ensure that the JAVA_HOME environment variable points to the correct Java version (1.4.1_03 or above for Enterprise Edition).
Instructions for setting the PATH variable are contained in the "Preparing for HADB Setup" chapter of the Sun Java System Application Server 8.1 Installation Guide.
If running the HADB management agent on a host with multiple network interfaces, the createdomain command may fail if not all network interfaces are on the same subnet:
hadbm:Error 22020: The management agents could not establish a domain, please check that the hosts can communicate with UDP multicast.
By default, the management agents use the "first" interface for UDP multicasts ("first" as returned by java.net.NetworkInterface.getNetworkInterfaces()).
The best solution is to tell the management agent which subnet to use by setting ma.server.mainternal.interfaces in the configuration file; for example:
Alternatively, one may configure the router between the subnets to route multicast packets. By default, the management agent uses multicast address 126.96.36.199.
After issuing the hadbm create command, an error similar to the following appears on the console:
./hadbm create ... ... hadbm: Error 22022: Path path does not exist on host host
This error message can also appear when new nodes are added without the specified paths do not exist on the machines.
Log in to the host and create paths for the HADB devices and HADB history files. Run hadbm create and specify the --devicepath and --historypath options to the paths created. Also make sure that the user running the management agent on the host has read and write access to these directories.
HADB executables cannot be installed on different paths on different hosts.
The create or start command fails with the console error message:
hadbm: Error 22095: Database could not be started...
Consider the following possibilities:
Start may fail if the resources (shared memory, disk space) allocated for that node are taken by some other processes, after the node is stopped.
Refer to Problems Related to Shared Memory for suggestions on resolving this issue.
If the problem still persists, inspect the HADB history files. Some of the more likely error messages to look for are:
Could not verify node address
This message occurs when another process is using the port that an HADB server is trying to process. It can occur in several situations:
The portBase is used by another process running on this host machine.
Set the PortBase attribute to another value using the following command:
hadbm set portbase=value
An attempt to stop the HADB node for maintenance failed.
Try again to stop the node with the hadbm command. If that fails, kill the OS process clu_nsup_srv for this node without the -9 option. The nsup process should then stop its hadb child process. If the parent process nsup does not exist, kill all the child processes using kill -9.
The HADB node was stopped for maintenance and an inetd process restarted the HADB node before you intended to start it.
Make sure that inetd does not start the HADB node before stopping it.
hadbm command fails with internal error:"The database could not be started"
Check the following:
Shared memory is all correct on all machines in the HADB configuration.
No other HADB databases are running on the machines, or any other processes that could be using the same port numbers.
All necessary directories exist and have write permissions.
There is enough space in directory where devices are going to be written.
After verifying that none of the above errors have occurred, try the following remedies, in order:
Delete the database and retry.
Delete the database, reboot, and retry.
Delete database, reinstall the HADB software, and retry.
For more information, refer to the Error Message Reference.
The clear command reinitializes the database device files residing on disks. This may fail due to problems with disk or disk access. Check whether any error message from hadbm indicates this. If not, look into the ma.log files and check whether devinit has generated any error messages.
The asadmin create-session-store command could fail for one of these reasons:
This error occurs when the --dbsystempassword supplied to the create-session-store command is not the same password as the one given at the time of database creation.
Try the command again with the correct password.
If you cannot remember the dbsystem password, you need to clear the database using hadbm clear and provide a new dbsystem system password.
The create-session-store produces the error: SessionStoreException: java.sql.SQLException: No suitable driver.
This error can occur when asadmin is not able to find hadbjdbc4.jar from the AS_HADB path defined in asenv.conf in the Application Server config directory.
The solution is to change AS_HADB to point to the location of the HADB installation.
Here is a sample AS_HADB entry from an asenv.conf file:
This error can also occur if you provide the incorrect value for --storeUrl. To solve this problem, obtain the correct URL using hadbm get jdbcURL.
If the management agent with which the hadbm communicates dies before the operation finishes, then the hadbm process may hang. Check whether the all the agents are running.
HADB restart does not work after a double node failure. Additional recovery actions are needed before HADB can be restarted.
Symptoms of a double node failure include:
hadbm status shows that the HADB status is non-operational.
The node status shows that the nodes are in Starting or Recovering state. Even after stopping and then restarting each of the nodes, they remain in the Starting state. Eventually, the node status changes to Stopped.
This problem occurs when mirror HADB host machines have failed or been rebooted, typically after a power outage, or when a machine is rebooted without first stopping the HADB (in a single-machine installation), or when a pair of mirror machines from both Data Redundancy Units (DRUs) are rebooted.
HADB cannot heal itself automatically in such "double failure" situations because the part of the data that resided on the pair nodes is lost. In such cases, the hadbm start command does not succeed, and the hadbm status command shows that HADB is in a non-operational state.
For more information on the DRUs and HADB confutation, see "Administering the High Availability Database" in the Administration Guide, and the Deployment Guide.
If the HADB exhibits strange behavior (for example consistent timeout problems), and you want to check whether a restart cures the problem, use the hadbm restart command.
When the HADB is restarted in this manner, HADB services remain available. Conversely, if HADB is started and stopped in separate operations using hadbm stop and hadbm start, HADB services are unavailable while HADB is stopped.
Verify that the node states show Starting/Recovering, then reset the database. Follow the instructions under "Recovering from Session Data Corruption" in the "Administering the High Availability Database" chapter of the Administration Guide.


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Hot or Not? Finn Lounger Daybed from CB2
Part of CB2's new fall collection is the Danish-Modern-inspired Finn Lounger — a sofa with a deep twin-mattress seat just waiting to be filled with pillows...
The brown wood frame is ash and the feather and foam cushion is covered in a blend of cotton/jute which is removable for dry cleaning.
Finn Lounger measures 79" x 48" x 28.75" and is available from CB2 for $1099.


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Accommodation definition biology
As a land-grant university, MSU-Bozeman is charged, through the Morrill Act of 1862, with providing "liberal and practical education...in the several pursuits and professions of life." In addition, as a member of the Montana University System, MSU is charged with providing programs that "stimulate critical analysis, clear and effective communication, and the creative process." Students should also "broaden their cultural horizons by contact with the creative arts, sciences and the humanities, and achieve an understanding of the political, social, economic and ethical problems of the contemporary world and the relation of their studies to these problems."
To this end, the faculty of MSU have developed a common core curriculum, called Core 2.0, for all undergraduate students in an effort to enable students to reach their intellectual potential, to become contributing members of society, and to compete more successfully in our rapidly changing and increasingly complex world.
The purpose of the Core 2.0 curriculum is to ensure a wide-ranging general education of consistent and high quality to all Montana State University students regardless of their major or area of study. Core courses allow students to reaffirm their common experiences, redefine their common goals, and confront their common problems. Core courses emphasize communication and techniques of creative inquiry in a variety of disciplines.
One of the goals of Core is to provide students with the opportunity to develop their creative and intellectual potential. Therefore, Core courses will require students to do the following:
- Think, speak, and write effectively, and evaluate the oral and written expression of others.
- Develop learning objectives and the means to reach them, thus developing lifelong patterns of behavior which increase the potential to adapt to and create change.
- Exercise and expand intellectual curiosity.
- Think across areas of specialization and integrate ideas from a variety of academic disciplines and applied fields.
- Use complex knowledge in making decisions and judgments.
- Make discriminating moral and ethical choices with an awareness of the immediate and long-term effects on our world.
- Develop a critical appreciation of the ways in which we gain and apply knowledge and understanding of the universe, of society, and of ourselves.
- Understand the experimental methods of the sciences as well as the creative approaches of the arts.
- Develop an appreciation of other cultures as well as an understanding of global issues.
The Core 2.0 curriculum at Montana State University is designed to enhance students' intellectual experience in all realms of academia, with the express goal of providing students with a broad exposure to and knowledge of multiple and varied methods of scholarship. The Core curriculum consists of required classes that focus on clear verbal and written expression(s) of critical analysis and evaluation of academic fields of study at the heart of human intellectual and artistic inquiry and achievement. Completion of the Core curriculum requirements will introduce students to the theories, methods, and foundations of these academic fields, enable them to critically evaluate information in these subjects, and teach them to present their knowledge clearly in both verbal and written form.
Core 2.0 has two broad categories: Foundation Courses and Ways of Knowing (Inquiry and Research & Creative Experience) Courses. Courses that apply to specific areas in either of these categories are indicated with a "letter attribute" after the course number which corresponds to the specific Core area. For example, courses that fulfill the Core 2.0 writing requirement are indicated with a "W" (WRIT 101W). A current list of Core 2.0 course offerings can be found in the schedule of Core 2.0 classes.
Students must complete the equivalent of one course in each of the Foundation Course areas: University Seminar (US), College Writing (W), Quantitative Reasoning (Q), Diversity (D), and Contemporary Issues in Science (CS).
Students must complete at least one 3 credit course in each of the Ways of Knowing Course areas: Arts (IA or RA), Humanities (IH or RH), Natural Sciences (IN or RN), and Social Sciences (IS or RS). All students must take at least one 3 credit course in an approved Research & Creative Experience course. Students may take an approved Research & Creative Experience course in one of the four areas mentioned above (indicated with an R) or they may take a separate Research & Creative Experience course in any discipline, including Undergraduate Scholars Program (USP 490R).
- Total number of credits: 27 if the Research and Creative Experience requirement is completed as part of the requirements in Arts, Humanities, Natural Sciences or Social Sciences; otherwise 30.
- A grade of C- or better is required in all Core 2.0 courses.
- Completion of at least two approved Natural Science courses with a grade of C- or better satisfies both the Contemporary Issues in Science and the Natural Science Inquiry requirements. Individual substitutions for one requirement of the other are not permissible.
University Seminar (US)
Courses with the University Seminar (US) core designation are primarily intended for first-year students throughout all curricula to provide a platform for collegiate level discourse. Activities that hone written and oral communication skills are universally incorporated, but the themes represented in individual US core courses vary considerably to reflect the department or program from which the course originates. All US core courses are small in size and rely heavily on seminar-style teaching where course content is delivered by discussion and interaction rather than by lecture. This learning environment promotes vibrant interactions between first-year students, a faculty member, and in many courses, a more experienced student fellow. US core courses provide a venue where students can enjoy rigorous academic discussions that promote critical thinking, learning, and understanding in a supportive and truly collegiate manner.
Student Learning Outcomes
Through completion of the US Core students will:
- Demonstrate critical thinking abilities
- Prepare and deliver an effective oral presentation
- Demonstrate analytical, critical, and creative thinking in written communication.
College Writing (W)
WRIT 101W is a multi-section, three-credit course with an enrollment cap of 25. Classes consist largely of first and second-year students. The course fulfills the written communication requirement of the current core and is taught by adjunct instructors, teaching assistants, and tenure-track faculty. The departmental course design focuses on expository (vs. creative or personal) writing, requires at least four graded paper assignments per term, and calls for sections to be organized around topics/themes of the instructor's choosing. With some variation, typical sections of 101W incorporate a wide range of learning components in support of major paper assignments: reading of essays, study of writing instruction texts, short compositions in response to reading, in-class writing, small group workshops, peer review of writing, draft conferences, and class discussion.
Student Learning Outcomes
It is intended that students who complete WRIT 101W will have been significantly aided in their ability to:
- Demonstrate themselves to be reflective writers
- Show willingness to take risks in new writing situations
- Collaborate with other writers
- Demonstrate ability to read rhetorical situations
- Demonstrate control of situation-appropriate conventions of writing
- Integrate source material in their writing
Students whose scores meet or exceed any one of the following are exempt from the College Writing requirement:
- ACT English score of 28
- SAT Critical Reading score of 650
- ACT/SAT essay/ writing sub-score of 11
The credits will have to be made up in other coursework in order to meet the minimum graduation requirements.
Quantitative Reasoning (Q)
The ability to reason quantitatively is essential for citizenship in the 21st Century world. An understanding of data and quantity, and how they are presented and interpreted by the press and on the Internet, is invaluable. Mathematics and logic are used throughout the world as essential tools in many fields, including natural science, engineering, medicine, and the social sciences. In the words of John Allen Paulos,
"…. There are three reasons or, more accurately, three broad classes of reasons to study mathematics. Only the first and most basic class is practical. It pertains to job skills and the needs of science and technology. The second concerns the understandings that are essential to an informed and effective citizenry. The last class or reasons involves considerations of curiosity, beauty, playfulness, and perhaps even transcendence and wisdom."
In a Q course, the student will be exposed to the methods employed in the mathematical sciences. This will include the application of mathematical or statistical models to complex problems which can then lead to potential solutions of these problems. There are two types of Q courses: foundation and terminal. The type of course taken is dependent on a student's program of study.
- A foundation Q course (e.g. calculus or introductory statistics) provides the mathematical foundation prerequisite for successful completion of courses contained in a student's program of study. Thus, a core goal of the foundation course is to provide the quantitative and logical tools required in subsequent courses that demand a high level of mathematical sophistication and preparedness.
- A terminal Q course stresses mathematical and related foundational methods and concepts over a broad array of topics, and, in particular, mathematical and statistical foundational methods. Mathematical-foundation methods include the understanding of numerical or foundational concepts and the proper expression, proof, and refutation of arguments in the language of mathematics. Statistical-foundation methods include the understanding of quantitative and statistical concepts, the analysis of data, and the critical interpretation of statistical information.
- Mathematical and statistical foundational concepts include properties of numbers (integers, fractions, real numbers, complex numbers,...), problems in higher dimensions, shapes (classical geometric, topological equivalence,...), measures (distance, angles, area, volume, data-based statistics), random variables (distributions, expectations,...), functions of these concepts and their interplay, as well as methods of formal proof in the language of mathematics.
- Q courses enable students to develop those skills that lead to an understanding of quantitatively-based problems related to contemporary society. They provide practical applications that relate to their current daily and future professional lives as consumers of quantitative information. Ultimately, after having developed certain Q skills, they can apply them to make informed decisions in their personal and professional lives.
Student Learning Outcomes
Students completing a Core 2.0 Quantitative Reasoning (Q) course should demonstrate an ability to:
- Interpret and draw inferences from mathematical models such as formulas, graphs, diagrams or tables.
- Represent mathematical information numerically, symbolically and visually.
- Employ quantitative methods in symbolic systems such as, arithmetic, algebra, or geometry to solve problems.
Diversity (D)
Graduates of Montana State University face an ever-changing and increasingly complex world. A carefully informed understanding of multiple identities and cultures, both within the United States and beyond, helps create a campus community that is committed to intellectual inquiry and prepares students to be members of a diverse global community.
Diversity courses focus on identity (race, ethnicity, class, gender, sexuality, nationality, ability, etc.); the study of languages other than English; and/or traditionally marginalized or less frequently studied societies, nations, and/or cultures.
The course must focus in in-depth analytical and critical attention to difference and to historical, cultural, and/or social contexts, with an emphasis on class discussion and active student engagement.
In addition to this primary criterion, the course will meet one of the following criteria listed below:
- The course examines identity in relation to race, ethnicity, gender, sexuality, class, nationality, ability, and/or other axes of difference.
- The course teaches a language other than English and includes the examination of the culture(s) that speak(s) the language.
- The course examines the historical, political, cultural, and/or social forces that foster systemic disparities based on difference, and critically examines concepts of difference within these systems.
Student Learning Outcomes
Students who successfully complete a Diversity-designated course will demonstrate one or more of the following:
- An analytical and critical understanding of diversity within societies, nations, and cultures.
- Knowledge of a language other than English and the culture(s) that speak(s) that language.
- An analytical and critical understanding of particular, traditionally marginalized, or less frequently studied societies, nations, and/or cultures and an understanding of cultural difference in relation to those societies, nations, and/or cultures.
Contemporary Issues in Science (CS)
Contemporary Issues in Science (CS) is a course focused on natural science or technology that examines the ways in which science contributes to the study of significant problems in the contemporary world, and can help individuals and society make informed decisions about these issues.
CS courses explore how knowledge is created in the natural sciences. They have a central goal of providing an understanding of the methods used to discover and create factual and theoretical scientific knowledge. These courses will examine particular scientific or technological issues and at the same time explore the methodological and theoretical foundations of scientific inquiry.
CS courses, for example, might devote some time to examining the history of particular contemporary scientific issues and the ways in which truths or assumptions about these issues have changed over time. They might examine the social and political consequences of scientific and technological discoveries, or ethical issues arising from their use, or how science and scientific methods can aid public, personal, and professional decision-making.
CS, like Inquiry courses, will build on the critical thinking and communication skills developed in other core courses, particularly those of the University Seminar and College Writing courses. By enhancing students' understanding of the process of scientific inquiry, they will enrich students' experience of the core Research and Creative Experience and may incorporate non-traditional teaching methods, including small group learning activities and guided research projects.
To receive a CS designation, a course should:
- Have a clearly defined science and/or technology focus, and explore a contemporary science or technology issue.
- Examine ways in which science and/or technology can contribute to the study of a significant problem in the contemporary world, and can help individuals and society make informed decisions about such issues.
- Explore how knowledge is created in science and/or technology (at least one-third of the course should be devoted to this goal).
- Include at least one major, discovery-based learning activity.
- Emphasize critical thinking, writing and oral communication skills.
- Ask students to independently analyze information from multiple sources.
- Develop students' abilities to work effectively in small groups.
Student Learning Outcomes
After completing a Contemporary Issues in Science course, students will:
- Explain how science contributes to analyzing complex problems in the contemporary world.
- Describe the scientific method, the kinds of questions asked by scientists and the methods used to explore those questions.
- Demonstrate critical thinking, writing and oral communication skills.
- Work effectively in small groups.
Students may substitute courses for this requirement. See the Permitted Substitutions near the end of this section.
All Ways of Knowing Courses emphasize the methods used to discover and create the factual and theoretical knowledge of the discipline. Inquiry courses (indicated with an I) do this primarily through classroom instruction and require at least one major learning activity based on methods of inquiry appropriate to the discipline. Research courses (indicated with an R) require students to have autonomous experience in the research and creative process and to generate a scholarly product. Lower-division R courses are intended to introduce students to the discipline and thus also satisfy a Ways of Knowing area (RA, RI, RN, or RS). Upper-division R course are often intended for majors and do not have a Ways of Knowing designation. These courses are listed separately with an R following the number.
All students must take at least one (1) Inquiry or one (1) Research & Creative Experience course in each of the following areas:
Inquiry (I)
The central goal of every Inquiry course is to provide students with an understanding of the methods used to discover and create the factual and theoretical knowledge of the discipline. Each course will examine particular issues in the discipline while exploring its methodological and theoretical foundations.
Inquiry courses, for example, might devote some time to examining the history of the discipline and the ways in which its truths or assumptions have changed over time. They might focus on major paradigm shifts or on contested ethical and interpretive issues within the discipline.
Inquiry courses will build on the critical thinking and communication skills developed in other core courses, particularly those of the University Seminar and College Writing courses. By enhancing students' understanding of the process of academic inquiry, they will enrich students' experience of the core Research and Creative Experience.
Inquiry courses are encouraged to incorporate non-traditional teaching methods, including small group learning activities and guided research projects.
- A substantial proportion of the course will be devoted to exploring ways in which the discipline creates knowledge.
- The course must include at least one major learning activity based on methods of inquiry appropriate to the discipline.
Student Learning Outcomes
Inquiry courses are intended to improve students'
- Understanding of disciplinary methods, including the kinds of questions asked in the discipline and the methods that practitioners use to explore those questions
- Demonstrate critical thinking skills within the field.
- Demonstrate communication skills.
All students must take at least three credits in each of the following areas:
- Arts (IA or RA)
- Humanities (IH or RH)
- Natural Sciences (IN or RN)
- Social Sciences (IS or RS)
All students must take at least one (1) approved Research & Creative Experience course. Students may take an approved Research & Creative Experience course in one of these four areas OR they may take a separate Research & Creative Experience course in any discipline, including the Undergraduate Scholars Program (USP 490R).
- Total number of courses: 9, if the Research and Creative Experience requirement is completed as part of the requirements in Arts, Humanities, Natural Sciences or Social Sciences; otherwise 10.
- A grade of C- or better is required in all Core courses.
- Completion of at least two approved natural sciences courses with a grade of C- or better satisfies both the Contemporary Issues in Science and the Natural Science Inquiry requirements. Individual substitutions for one requirement or the other are not permissible.
- Completion of UH 202 with a grade of C- or better satisfies the Humanities Inquiry requirement.
Research & Creative Experience (R)
The Research & Creative Experience builds on the competencies students have developed in the foundation courses. These experiences will not be limited to a student's major field of study and will incorporate a range of authentic experiences from traditional one-on-one mentoring to group Research and Creative Experience courses. Because research and creative projects vary from one discipline to the next, some general guidelines have been developed to determine what constitutes a Research and Creative Experience.
- Students experience the process of research and creative experience as a unique intellectual activity and generate a scholarly product.
- Student autonomy directs the research and creative experience, while faculty and staff provide the framing concepts and contexts.
- Research and Creative Experience courses provide frequent and early benchmarks for student progress to encourage early engagement in the research and creative process.
- The research and creative experience component done individually or in small groups constitutes at least 1/3 of the course. The remaining part of the course should provide sufficient information about the subject to enable the student to formulate a project as well as provide the student with the tools to do a research and creative project.
- Courses geared toward sophomore level students are particularly encouraged, but Research & Creative Experience courses can be at any level. Research & Creative Experience courses may have prerequisites.
- Course must address the responsible conduct of research.
Student Learning Outcomes
Through the Research and Creative Experience students will:
- Locate relevant information from broad and diverse sources
- Apply critical and creative thinking to synthesize information
- Produce a scholarly product based on both existing information and student effort (e.g., analysis, synthesis, design, etc.)
- Demonstrate the ability to successfully collaborate as a member of a team (when applicable).
- Demonstrate an understanding of the responsible conduct of research.
Permitted Substitutions
Completion of at least two of the following courses with a grade of C- or better satisfies the Contemporary Issues in Science (CS) and the Inquiry Natural Science (IN) requirements. Individual substitutions for one requirement or the other are not permissible.
|Introduction to Biotechnology
|Introduction to Plant Biology
|Principles of Living Systems
|Principles of Biological Diversity
|Cellular and Molecular Biology
|Human Anatomy and Physiology I
|Human Anatomy and Physiology II
|Environmental Health Science
|Microbiology for Health Sciences: Infectious Diseases
|General Botany
|Introduction to General Chemistry
|Introduction to Organic Chemistry and Biochemistry
|College Chemistry I
|College Chemistry II
|Honors College Chemistry I
|Honors College Chemistry II
|Elements of Organic Chemistry
|Earth System Sciences
|Honors Earth System Science
|Intro to Envrmntl Geology
|Earth History and Evolution
|Natural Resource Ecology
|College Physics I
|College Physics II
|Physics I (w/ calculus)
|Physics II (w/ calculus)
|Physics III
|Honors Gen & Mod Phys I
|Honors Gen & Mod Phys II
- University Core requirements cannot be satisfied by the CLEP procedure.
- Advanced Placement credits (AP), if equivalent to MSU Core courses, can be used to fulfill Core requirements.
- Credit earned in repeatable Core courses may be applied only once to University Core requirements.
- Some study abroad programs, upon approval, may satisfy the Diversity requirement.
- Students in good standing in the University Honors Program may fulfill part of their University Core curriculum requirements with designated honors courses. Specific information is available in the Honors Program Office, Quad D.
- College-level competence in all areas of the Core curriculum is necessary for adequate performance in the Core and beyond. A grade of C- or better is required in all University core courses.
- No University Core course may be taken on a pass/fail basis.
Unusual circumstances that warrant an appeal of the established policies and procedures must be initiated by the student and sent through his/her adviser to the Core Equivalency Review Committee (CERC) via the Registrar's Office.
Accommodation to the Quantitative Reasoning (Q) Core Curriculum Requirement may be made for students with Math learning problems caused by disabilities. Accommodations, when permitted, apply only to the Core Curriculum Requirement; they do not change requirements in majors, minors, or certificates.
MSU recognizes that some students with specific learning disabilities may experience difficulty completing the Core Quantitative Reasoning requirement. Students with learning disabilities who believe that they need an accommodation to meet the Quantitative Reasoning requirement should contact the office of Disabled Student Services (DSS) to begin the process to certify the disability. Learning Disability documentation must meet established MSU requirements as developed by DSS. This documentation is available from:
Disabled Student Service
P.O. Box 173960
Strand Union, Room 155
Montana State University
Bozeman, MT 59717-3960
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text:
A 35-year-old Indiana man was killed when someone fired into a South Side home after a party late Saturday night, police said.
The man, from Gary, had been attending a party in the 2000 block of West 67th Street in the West Englewood neighborhood when a fight broke out involving several people, Chicago Police Department News Affairs Officer Hector Alfaro said.
A male suspect left the home after the fight and returned soon after, firing a gun through a window into the home about 11:20 p.m., according to police. The 35-year-old, identified as Michael Stewart, of Gary, was struck in the head and was pronounced dead on the scene at 11:45 p.m. He died from a gunshot wound to the head, the medical examiner's office determined following an autopsy Sunday.
No suspects were in custody early this morning as detectives investigated.
In other overnight shootings:
• About 3:15 a.m., a 48-year-old man was shot as he stood on the sidewalk in the 4300 block of West Cermak Road in the Lawndale neighborhood on the West Side, police said. After hearing gunfire and realizing he was shot, the man ran into a nearby nightclub; the shooter or shooters meanwhile continued firing at the nightclub door, without hitting him again or hitting anyone else, police said.
The man was taken to Mount Sinai Hospital with a gunshot wound to the thigh, police said. His condition was stabilized.
• About 8:55 p.m. Saturday night, a 27-year-old man was dropped off at Rush University Medical Center with a superficial gunshot wound to the back.
The man, described by police as "extremely uncooperative," said that he had heard gunfire in the 300 block of South Cicero Avenue in the South Austin neighborhood on the West Sideand realized he was shot. The man said he did not know the person who dropped him off at the hospital.
He was transferred to John H. Stroger, Jr. Hospital of Cook County, where he was treated and released. Police did not find a crime scene on the block where the man said the shooting happened.
email@example.com | Twitter: @ChicagoBreaking


text:
zaterdag 12 mei 2012
interview with Belgian Radio 1 - Live
2 opmerkingen:
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After purchasing Office you need to visit www.office.com/setup to install and we ... one for you. Msoffice365setup.com is a UK Based MS Office tools support.... Call us this 24X7 toll free no 1800-214-7583 and our Microsoft Office...Call us this 24X7 toll free no 1800-214-7583 and our Microsoft Office...www.msoffice365setup.com is www.office.com/setup support for you to enhance ... Call us this 24X7 toll free no 1800-214-7583 and our Microsoft Office setup...Call us this 24X7 toll free no 1800-214-7583 and our Microsoft Office setup assistant will call you and ask the issue right now. www.msoffice365setup.com is MS...MS Office Helpline number AUS, UK Website: www.msoffice365setup.com MS Office Product Key Support Website: www.msoffice365setup.com Toll free Number 1800-214-7583….BeantwoordenVerwijderen
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text:
NEW YORK (MarketWatch) — Investors are intently watching two separate stories in the bond market Monday that could have rippling effects, challenging the traditional notions of how bonds are paid.
Argentina is expected to enter technical default for the second time in less than 15 years as the pariah of the debt markets negotiates with creditors in the wake of a Supreme Court ruling mandating payouts to a group of hedge funds. The South American nation's negotiations are already rewriting the rules of sovereign debt restructuring.
Separately, a Puerto Rican agency is on watch for a potential default Tuesday after the U.S. commonwealth passed a law allowing its public corporations to restructure their municipal bond debt last week. Puerto Rico's bonds are held in a wide array of municipal bond funds because of their exemption from federal, state, and local taxes, which means a default could portend broader pain in the market for local government bonds.
Cry for me, Argentina
Argentina has for years been locked in a legal battle with a group of hedge funds that refused to take an earlier restructuring deal on bonds that defaulted in 2001. Investors, led by Paul Singer's NML Capital, have demanded to be paid in full due to a clause in Argentine bond documents that says the country can't pay some bondholders without paying the others, called pari passu.
The country's leadership has called these investors "vulture funds," a reference to the tactic of buying up distressed debt at low prices and taking steps to enhance the payout. The country has sought to forego payments to the holdouts while paying the rest of the creditors — and it has generated a lot of publicity in the process. The nation has said it cannot afford to pay the vultures while also paying the investors who accepted the restructuring deal years ago.
The case has been making its way through U.S. courts for years, but the Supreme Court handed the hedge funds a major victory earlier this month when it declined to take up the case. That left in place a lower court ruling mandating Argentina must pony up the money to Singer & Co.
Argentina has a payment due on its restructured debt on June 30, but if it can't work out a deal to pay the holdouts, it must miss the Monday deadline to pay the restructured bonds. That triggers a technical default, setting in motion a 30-day grace period before it becomes a full-fledged nonpayment.
The government tried to deposit money in a fund to pay on the restructured bonds last week, but a federal judge rebuffed that action, saying that it can't pay on the restructured bonds without making good on the money owed to the holdouts. If those creditors manage to get full payment from Argentina, it may impact the willingness of other sovereign debt bondholders to accept a restructuring in the future.
Investors remain hopeful that a deal will be reached. The Argentina Merval stock index MERV, -2.99% dropped sharply in the wake of the Supreme court decision, though it has since rebounded. The index is on track to gain 2.5% this month. Argentine bond prices were stable Monday, according to Dow Jones newswires.
Puerto Rico surprise
The economically beleaguered commonwealth of Puerto Rico took municipal bond investors by surprise last week when it passed legislation that allows the island's public corporations to negotiate a debt restructuring. These corporations, in particular the Puerto Rico Electric Power Authority, the Puerto Rico Aqueduct & Sewer Authority and the Puerto Rico Highway & Transportation Authority, issued nearly a third of the approximately $73 billion of the island's outstanding bonds.
"This legislation is a reaction to the very real economic and fiscal stress experienced by all Puerto Rico entities since 2006," wrote Barclays analysts, led by Thomas Weyl, in a report late last week.
Puerto Rico is a major issuer in the municipal bond market, selling debt in recent years to increase cash flow and aid in its budget deficit, even amid deteriorating fiscal conditions and population flight. Because many mutual funds hold the island's junk-rated debt to generate tax-exempt yield, mom-and-pop investors in the muni market have a big stake in Puerto Rico.
Read: Puerto Rico's travails hit muni bond firm that bet big
Two money management firms that hold a substantial chunk of Puerto Rico debt — Franklin Templeton Investments and OppenheimerFunds Inc. — both tried to block the law. Ratings analysts who dropped the agency debt ratings last week, said the law elevates other creditors like pensioners and public employees above bondholders.
Puerto Rico must make debt payments on its PREPA bonds on July 1. The island insists that it is willing and has the ability to pay on its debt, but investors are on edge.
"The law is potentially most imminently applicable to PREPA, which faces significant liquidity needs with near-term maturities of large bank borrowings," said analysts at Moody's Investors Service, led by Emily Raimes.
One tranche of PREPA debt maturing in 2028 dropped in price to 45 cents on the dollar after the law's passage, from 53 cents before. The debt yielded nearly 15% on Friday.
More must-reads from MarketWatch:
10 biggest S&P 500 winners and losers for 2014
Hobby Lobby ruling could have deep effect on business
10 states where drunk drivers kill the most people
Providing critical information for the U.S. trading day. Subscribe to MarketWatch's free Need to Know newsletter. Sign up here.


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* This committee is currently dormant. Please refer to Student Success Team.
To serve as a campus advisory group on basic skills related issues and the Basic Skills Initiative.
To implement recommendations of the Basic Skills Task Force and to make recommendations about basic skills as needed.
California Community College Basic Skills Initiative
Basic Skills Handbook
West Valley College Projects Funded by BSI Funds
Meets 1st Friday,
from 9:00 AM - 11:00 AM


text:
I use mostly linens and cottons in my clothing, made for comfort and ease of wearing. Made for the women who wants to be different and stand out in a crowd. I also make mostly one of a kind jewellery pieces using mixed metals, vintage findings and repurposed pieces. email me at firstname.lastname@example.com if you need any more information.
Sweet Salvaged Designs.
Thank you for visiting my blog, I make many OOAK jewellery pieces using vintage and mixed metals like copper, nickle, brass and steel. I like using rosary beads, MOP pieces, old brooches, medals, lockets and various found objects for whatever I think works best for the particular piece I am working on at the time. You can see me at the Kalamunda markets, held once a month on the first Saturday of each month and various other venues that I will post about. You may email me at email@example.com for any inquiries.
Tuesday, January 13, 2015
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text:
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To read all comments associated with this story, please click here.
Hah, I don't pay too much mind to it. It comes with the territory and I enjoy being sort of an underdog when it comes to these type of threads.
It makes it that much more enjoyable when rational thinking prevails and hey, guess what, Nokia didn't die this quarter, or the last, or the one before that.
People who think that a company who is increasingly more financially stable and shipping higher volumes of phones every quarter is going to die are devoid of all logic. Nokia is in serious shit, but they're not in a casket.
I wonder what this guy, cdude, and others are going to do when a year from now Nokia is still alive and in fact selling an even higher volume of phones?
I understand that them dropping MeeGo shit in a lot of people's cornflakes, but this was like 2011, get over it.


text:
Artist profile
Allen Jones RA studied at Hornsey College of Art from 1955 to 1959 and the Royal College of Art from 1959 to 1960. Between 1961 and 1983 he taught at Croydon College of Art, Chelsea School of Art, University of South Florida, Hochschule für Bildenden Kunst, Hamburg, University of California, Los Angeles, University of California, Irvine and Hochschule der Kunste, Berlin. Jones was appointed a Trustee of the British Museum from 1990 to 1999.
From the early 1960s his international reputation was established as a painter, printmaker and sculptor. Over the past 40 years his work has been exhibited around the world in both solo and group exhibitions. There have been three major retrospectives of his work. The first at the Walker Art Gallery, Liverpool, travelling to the Serpentine Gallery, London and to four venues in Germany. The second at the ICA, London, which travelled to the Fruit Market, Edinburgh and Arnolfini, Bristol, and the third at the Barbican, London, which was subsequently toured worldwide by the British Council.
Jones's designs for stage and television include Oh Calcutta! for Kenneth Tynan, Manner wir kommen (West Deutsche Rundfunk), Understanding Opera (LWT), Satie/Cinema (Baallet Rambert) and Signed in Red (Royal Ballet, London).
Jones lives and works in London and Oxfordshire.
Photo: Eamonn McCabe


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Main → Afghanistan → Velayat Ghazni → Kuhnah Deh
Map of Kuhnah Deh Velayat Ghazni, Afghanistan
Other Names: Kohnehdeh,Kuhnadeh,Kuhnah Deh,Kuhnaḏeh,Kukhnadekh,Кухнадех,قريۀ كهنه,کهنه ده, Kuhnah Deh
Kuhnah Deh
Welcome to the Kuhnah Deh google satellite map! This populated place is situated in Velayat Ghazni, Afghanistan. Original name (with diacritics) of the place is Kuhnah Deh. See Kuhnah Deh photos and images from satellite below, explore the aerial photographs of Kuhnah Deh area. This placemark was added 2010-09-03.
Map of Kuhnah Deh
- Country: Afghanistan
- Province: Velayat Ghazni
- Category: populated place
- Altitude: 0 m
- Population: 0
Asia/Kabul +4.5
- Local Time: 10:38
- Sunrise: 06:31
- Sunset: 16:57
Wiki articles near Kuhnah Deh
Places near Kuhnah Deh
Online Dating
Kuhnah Deh Singles. Date and find singles is the best online singles dating directory of local dating sites and personals for meeting and dating singles in your area.
Kuhnah Deh, Afghanistan, From cheap hotel rooms to luxury hotel deals, discount 5 star hotels. Read reviews & descriptions, see maps & quality photos. Make a booking today. Find hotels in Kuhnah Deh, Afghanistan


text:
In a world where leaders and dominators are determined by how fast the enterprise can gain actionable insights and make knowledge-based decisions, a hybrid network is paramount to arriving first and...
Cableway vs CenturyLink
Compare Cableway vs CenturyLink. Find out whether Cableway or CenturyLink is better for your VoIP business or home needs. The experts at VoipReview have analyzed the strengths and weaknesses of Cableway and CenturyLink and detailed analysis of the comparison can be found below.
User Ratings & Reviews
- 21 Reviews
CABLEWAY S.A. es una nueva empresa argentina de telecomunicaciones habilitada por la Secretaría de Comunicaciones (Res. 53/2004) a operar los servicios de Telefonía Local y Larga Distancia, Telefonía Publica, e Internet en todo el territorio...
CenturyLink is a full-service provider that offers communication solutions for residences as well as small, medium, and enterprise businesses. They can provide customers with solutions for internet, business phone, residential phone, and TV...
Provider Info
- Website:
- Headquater Country:
- Founder Year: 2004
- Website: centurylink.com
- Headquater Country: United States
- Founder Year: 1981
Plans Available*
Users Average Rating
Recent User Reviews
The absolute worst experience I have ever had with a company. I spoke with 10 different people and nobody was able to help me until the 11th person I talked to was able to figure out what was going on. My service was supposed to be set up on July 11th and I was even given a confirmation number and modem. Come to find out my service was not connected the day they said I was to receive service, and whenever I called for help, no one was able to pull up my account. I asked if I needed to be home for service to be set up, and I was told, "No, service will automatically be set up," it wasn't. The first time I called to figure out what the issue was, I called and was on the line for 20 minutes, and was hung up on. When I finally got a hold of someone that was willing and able to help me ( the 11th person), they let me know that they weren't able to send a tech out to install the service for another month.
While waiting for my two year contract to be finished, I moved to an area with free Internet. Yeah Google! I had to change my address for billing purposes which I later found out restarted my two year contract. When I called they said they put a note on my account and then I could call on my original two years was up and they would be no cancellation charge. I think they told me this is just so I'd stop bothering them. I called when my original contract was up and canceled. I confirmed there would be no charge. I week later I got an email for $170 cancellation. I called again and surprise there are no notes and nothing they could do. When I changed my address my two year contract started over . I didn't sign anything agreeing to this I'm not sure how they get away with this. I was a customer for over eight years. When I moved again I would've signed up with them but not now.


text:
Get DISH TV Programming in Richland
50% of your neighbors choose DISH TV America's Top 120
Call now for the best deals from DISHCall 1-855-708-2934
† Package data gathered via USDISH sales analysis.
DISH TV PACKAGES IN Richland, NY
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Channels Included in America's Top 120™
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*All offers require credit qualification, 2-Year commitment with early termination fee and eAutoPay. Prices include Hopper Duo for qualifying customers. Hopper, Hopper w/Sling or Hopper 3 $5/mo. more. Upfront fees may apply based on credit qualification. Fees apply for additional TVs: Hopper $15/mo., Joey $5/mo., Super Joey $10/mo. Internet not provided by DISH and billed separately. Multi-Sport Package included at no additional cost through 1/3/19 with packages starting at $69.99.


text:
Export file name does not appear in Export dialog box
From DocWiki
Export file name does not appear in Export dialog box
|Problem Summary
|A default export file name does not appear in the Export dialog box.
|Error Message
|Possible Cause
|If you click the Export Report tool in the Report Viewer on a Cisco Unified CCX Historical Reports client computer on which the language is set to Simplified Chinese, the Export dialog box will not contain a default export file name.
|Recommended Action
The name of the report is shown on the header of the report in the Report Viewer. In the Export dialog box, specify a name for the exported report using the report name; for example, you can name your PDF report<ReportName>_<startdatetime>_<enddatetime>.pdf.
|Release 7.0(1)
|Associated CDETS #


text:
The Olympic Cauldron is the structure that is lit by the Olympic Torch at the end of the torch relay and opening ceremony of that particular Olympiad. Its design is up to the discretion of the host country's Olympic committee and often looks quite a bit different than a traditional cauldron. In addition, the process of lighting it is special in its own way as a different method is usually utilized at each Games; some examples being a fiery arrow shot in a arc into the cauldron and the final torch bearer of the relay being lifted up by a harness to the location of the cauldron.
The only requirement placed upon the creation and positioning of the structure is that it is in the open air of the host city, though as demonstrated at the 2010 Winter Olympic Games in Vancouver, a torch can be lit both inside and out. or it must be inside and has a live video feed about the situation like on London 2012.


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Pakistans first conference on Hacking & Security is being organized. It will be the first ever conference of its kind. The conference will be held in Lahore in the mid of December this year. We are currently looking for talented people who would be interested in organizing this event. We are constantly being joined by organizations and individuals, but we believe that there is a world of talent out there. So, if you have been into the computer underworld in any way or have been working in digital security systems, its the right time to join the right force. We are looking for talented organizers as well as good speakers. If you have been using someone elses tools and calling yourself a hacker, please drop the idea of coming to CHASE2006. We, in no way need scrip-kiddies/lamers. Please contact only if you have adequate knowledge of computer underground / security and have been working like a professional team member in the past.
We are looking for sponsors, speakers, web designers, finance managers, set designers, hi-end animators and graphic artists. If you think you can contribute to this event in any way, please fire an email or call us today.
We prefer to have people with blackhat/whitehat hacking experience who have worked in different underground groups. It can include hardware/software hacking. In-depth knowledge of networks, programming and other digital systems will be highly appreciated.
We are online at www.chase.org.pk
Please do not mail to the official chase emails. We are taking regional requests at this time. Following is the contact for Islamabad, Peshawar and Hazara region.
Taufeeq Elahi
University of Engineering & Technology, Taxila
The topics on which your work can be based upon (BUT IS NOT LIMITED TO) are the following :
Trojan development, worms, malware, intelligent agents, protocol exploits, application security, web security, database hacking, privacy issues, criminal law, civil law, international law/treaties, 802.11X, bluetooth, cellular telephony protocols, privacy, identity theft, identity creation, fraud, social implications of technology, media/film presentations, hardware hacking, embedded systems hacking, smartcard technologies, credit card and financial instrument technologies, surveillance, counter-surveillance, *****peer technologies, copyright theft, critical infrastructure issues, physical security, social engineering, DoS attacks and corporate espionage.


text:
Akron zipping along with nation's best win streak
AKRON, Ohio (AP) — Palming a basketball in each hand, Zeke Marshall's arms are outstretched across the entire face of a building next to the bustling student union. Akron's 7-foot center towers above campus.
On a huge billboard overlooking the soccer field now covered in several inches of wind-drifted snow, Marshall's gigantic image — his eyes fixed straight ahead, his face showing a nothing-but-business scowl — is accompanied by the slogan for this year's basketball team: "Think Bigger."
Article continues below ...
The Zips are doing just that.
"As long as we keep working hard and refining our skills, I feel like we should win the national championship," the shot-swatting Marshall said without hesitation after Thursday's morning practice. "We're definitely talented enough."
Riding a 14-game winning streak — the nation's longest active one — and with a roster balanced in size, strength and experience, Akron, which has been resurrected the last decade under coach Keith Dambrot, just might be the next mid-major program to crash the big boys' NCAA tournament party in March.
The Zips haven't lost since Dec. 9. , but they haven't gained much attention outside Ohio and Mid-American Conference circles. That's beginning to change.
"They haven't been playing under my radar," ESPN analyst Jay Bilas said. "I've been watching them all season. They're a really good basketball team. They do a really good job offensive rebounding. They can defend in the post, they've got really good guards and Marshall is only getting better."
This week, Akron received four votes in the AP's Top 25 poll, a sign the streak along with an unbeaten record in the ultra-competitive MAC, haven't gone unnoticed. There's a buzz around the school, which has changed its image in recent years from a commuter's destination with the addition of several new buildings and athletic facilities.
It also doesn't hurt that the NBA's best player calls Akron home.
LeBron James keeps close tabs on the Zips — and one of his high school coaches.
"I'm following them a lot," said James, who won a state title playing for Dambrot at Akron's St. Vincent-St. Mary High School. "They're on top of the MAC and they're playing some really, really good ball right now. I'm extremely happy for them. I wish I could get back home and get to a game soon. But they're doing some good things and I hope it continues."
James is a regular visitor in the summer, often playing pickup games at Rhodes Arena with Akron's players, who embrace him like a teammate.
"It's one of coolest things in the world," said guard Brian Walsh, a transfer from Xavier. "For us, he's the (Michael) Jordan of our generation and he's coming out here in the summer, rolling up in his cars. He knows us by name and he's playing open gym with us as just another guy.
"I don't think too many schools in the country can say that that they're playing with arguably the best player ever to play the game. He brings a lot of attention to our program, and we appreciate everything he does for us."
Dambrot has steadily built Akron, with an enrollment of just under 30,000 students, into a mid-major power that may be able to someday stand shoulder to shoulder with Gonzaga, Butler and Creighton. One of just seven schools to win at least 22 games in each of the past seven seasons, Akron made the NCAA tournament in 2009 and 2011, but the Zips were beaten in the first round.
Akron's on a mission to go further.
Hence, the "Bigger" motto.
"I felt like that `Think Bigger' was kind of a dual slogan in a sense that we're big, our team is big and our goal has been to win in the NCAA tournament," said Dambrot, who signed a 10-year contract extension at his alma mater in July. "The hard part is getting to the tournament, and I think if we can get there. We're built better to win than we ever have been before."
Akron certainly looks as if it can compete with the big boys. With Marshall, his 6-foot-11 freshman backup Pat Forsythe, 6-7 Demetrius "Tree" Treadwell, 6-7 Nick Harney and the 6-5 Walsh, the Zips are an imposing group.
"We're very big in the gym," point guard Alex Abreu said. "Except for me and coach D."
What he may lack in size, Abreu, a 5-foot-10 junior who grew up in Puerto Rico and wasn't sure which state Akron was in before enrolling, makes up in spirit.
For weeks, he's been the one player unafraid to say the spotlight should be trained on he and his teammates, whose four losses all came on the road with two — to Oklahoma State and Coastal Carolina — in overtime and with Harney and Treadwell ineligible because of an NCAA violation.
Abreu, who averages 10.1 points, 6.0 rebounds and 2.3 rebounds, feels Akron's deserving of recognition.
"We deserve more respect than we have gotten," he said. "We have a wonderful coach and a wonderful program. Our fans are finally starting to come through, and I think it's something the world should see."
And the world will, so long as the Zips don't stumble badly on their way to the finish.
The MAC hasn't placed two teams in the NCAA tournament since 1999. The conference tourney winner gets the league's automatic berth, which means the Zips, who have made the championship game in each of the past six years, may have to win the tourney title to get in.
Akron was snubbed of an at-large berth in 2006 despite winning 26 games. They lost the MAC championship by one point that season.
Dambrot knows Akron's margin for error is slim, which is why the fiery coach was all over his players during practice. The way Dambrot was pushing the Zips, you would have thought they had lost 14 in a row.
But he wants more, as do Akron's players who crave to create some madness of their own this March.
Last year, after losing to Ohio by one point in the MAC championship, the Zips watched as the Bobcats advanced to the national quarterfinals before losing to North Carolina.
"I almost cried myself to sleep every night," Abreu said. "I was very proud of them for what they did. They did what we wanted to do and made some real noise. You always look back and say, `that could have been us.' I have no doubt in my mind that this year that we can do it."
And it starts with thinking big.


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Keen Observation Leads to Bathtub Burglars
August 1st, 2012 by milwaukeepolice
Keen observation led two Milwaukee Police Officers to arrest burglars who were stealing items from a boarded up city property.
On Monday, June 25, District 5 Officers Martin Gonzalez and Ronald Villagomez observed two suspects removing two cast iron bathtubs from a boarded-up vacant building in the 3300 block of North 25th Street and placing them onto an unlicensed flatbed truck. The suspects had entered the property by removing greenboard that covered the door.
The officers arrested the two burglars, and police are working to determine if the pair were involved in other similar burglaries.


text: If you've ever played the lottery, here's your chance to vicariously live through the moment of realizing you're the winner. Store clerk Chris Shaw recently became a $258.5 million Powerball winner of the Missouri lottery, and here's the footage of him arriving at the gas station where he bought it and learning he gets all the marbles. If anything he seems pretty aw shucks and humble about it. [More]


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Great Stair Runner Solutions That Will Inspire You
The end of August seems to be the time people start to think about the INSIDE of their homes again. In the past week, I've fielded a bunch of sourcing questions and noticed the growing press on going back to school. This week, the home element on the rise is the Staircase Runner. Simple or ornate, these central features can really rock your home with a little attention. Let me help you.
Stair Runner Inspiration
>> 8 Ways to Decorate a Staircase
>> Look! Stair Runner Made from Ikea Carpets
Stair Runner Alternatives
>> Ikea Signe Cotton Rugs by Helle Vilén sewn together into a runner
>> Alto Stair Treads by Liza Phillips
Stair Runner Sources
>> Dash & Albert
>> The Textile Trunk
>> Loggia Home
>> Madeline Weinrib Atelier
>> Shaker Workshops


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Constitution-Making in Comparative Perspective
Gabriel L. Negretto
Constitution-making has been a central political activity in the modern era. Enacting a new constitution was an essential ingredient in the foundation of republics, the creation of new states, the inauguration of democratic regimes, and the reequilibration of democracies during or after a political crisis. Constitution writing has also become a crucial part of the process of overcoming a legacy of violent internal conflict and a component of authoritarian regimes that seek to gain legitimacy by emulating the formalities of representative democracies. This article surveys the most important concepts and issues related to the comparative analysis of constitution-making. Although it draws examples from constitutions made in a wide variety of settings, special attention is paid to constitutional texts adopted or implemented under competitive conditions.
Counterfactuals and Foreign Policy Analysis
Richard Ned Lebow
Counterfactuals seek to alter some feature or event of the pass and by means of a chain of causal logic show how the present might, or would, be different. Counterfactual inquiry—or control of counterfactual situations—is essential to any causal claim. More importantly, counterfactual thought experiments are essential, to the construction of analytical frameworks. Policymakers routinely use then by to identify problems, work their way through problems, and select responses. Good foreign-policy analysis must accordingly engage and employ counterfactuals.
There are two generic types of counterfactuals: minimal-rewrite counterfactuals and miracle counterfactuals. They have relevance when formulating propositions and probing contingency and causation. There is also a set of protocols for using both kinds of counterfactuals toward these ends, and it illustrates the uses and protocols with historical examples. Policymakers invoke counterfactuals frequently, especially with regard to foreign policy, to both choose policies and defend them to key constituencies. They use counterfactuals in a haphazard and unscientific manner, and it is important to learn more about how they think about and employ counterfactuals to understand foreign policy.
Diplomacy in Foreign Policy
Kenneth Weisbrode
Diplomacy's role in foreign policy is hampered by multiple understandings of what diplomacy is and does. A broad definition of diplomacy holds that it encompasses more than the promotion of peaceful international relations. Instead, it applies to the sum of those relations—peaceful, hostile, and everything in between. Thus, foreign relations—so long as they involve the interests, direction, and actions of a sovereign power—may be regarded as being synonymous with diplomatic relations, whereby foreign policy relates to the theory and practice of setting diplomatic priorities; planning for contingencies; advancing strategic, operational, and tactical diplomatic aims; and adjusting those aims to domestic and foreign constraints. This conception of diplomacy is functional: it emphasizes the roles of diplomats and recognizes that many other people perform these roles besides official envoys; and it illustrates that diplomatic settings—and the means, methods, and tools of diplomacy—undergo continuous change. The basic mediating purpose of diplomacy, however, has endured, as has much of its institutional apparatus—embassies, ambassadors, treaties, and so on. This is likely to remain the case so long as there are multiple polities in the world, all having to relate to one another.
Foreign Policy Learning
Guy Ziv
An improved understanding of foreign policy learning necessitates a clarification of what foreign policy learning is, who learns, and how such learning occurs. Cognitive and social psychologists, sociologists, and political scientists situated in a variety of subfields have contributed to the understanding of foreign policy learning, a multidisciplinary area of inquiry. Learning theorists seek to show how a change in an actor's beliefs due to experience or observation can lead to changes at other units, such as organizations and within the government. This cognitive dimension is important because actors may pursue a new course of action for politically expedient reasons rather than having genuinely "learned"—a distinction referred to as "complex" vs. "simple" learning.
Foreign policy learning can be internal or external. The former type of learning entails what individuals, governments, or organizations learn from their prior experience. Learning theorists who focus on the individual level of analysis borrow insights from political psychology in an effort to shed light on the personal characteristics, the belief structures, and the cognitive psychological mechanisms of political actors that can better inform policymaking. Leaders whose cognitive structures are described as relatively open and complex—like Soviet leader Mikhail Gorbachev, whose learning brought about the dramatic changes that ultimately led to the demise of the Soviet Union—are more likely to alter their beliefs than their cognitively closed and simple counterparts.
Yet external learning occurs as well. Policy diffusion studies show that learning can result from demonstration effects. Foreign policy learning via diffusion is not instrumental, but instead occurs through osmosis. Privatization in the former communist states, China's Foreign Direct Investment liberalization, and the diffusion of environmental norms in the European Union are examples of learning that is contagious, not chosen. A more conscious mode of learning than diffusion is policy transfer, which entails policymakers' transferring ideas from one country and implementing them in another. Technological innovations, unlike lessons that involve political ideology, are generally easier lessons to transfer—for example, Japan's success in applying lessons from the West to modernize its army in the second half of the 19th century.
The constraints to foreign policy learning are formidable. Decision makers are not always open to reconsidering views that challenge their beliefs. Leaders tend to resort to, and misuse, analogies that prevent learning. Even a change in a decision maker's beliefs may not lead to foreign policy change, given the myriad political pressures, bureaucratic hurdles, and economic realities that often get in the way of implementing new ideas. Indeed, foreign policy learning and foreign policy change are not synonymous.
Scholars face significant obstacles in studying foreign policy learning. There is no consensus on the definition of learning, on what constitutes learning, on how actors learn, when they learn, or on how to assess whether learning has taken place. Despite attempts to make sense of the confusion, scholars face the daunting challenge of improving understanding of how learning is shaped and funneled through the interaction of agents and the structures in which they are situated, as well as the relationship between learning and foreign policy change.
Religion in Foreign Policy
Jeffrey Haynes
Most states' foreign policies are secular in orientation and focus. A few make religion a prominent component of their ideological approach to foreign policy. States whose foreign policies are consistently or irregularly informed by religion include Egypt, Iran, India, Israel, Saudi Arabia, and the United States. In each case, these states' foreign policies feature domestic religious actors seeking to have regular or intermittent involvement in foreign policymaking. The impact and capacity of such religious actors is linked to the ideological and/or national interest priorities of incumbent governments. That is, religious actors may have an input into foreign policymaking, which reflects a concern more generally with the association between material concerns—including national security issues—and religious and ethical ideas, norms, and values.
In addition to states with input from religious actors in foreign policymaking, there are several important nonstate actors whose religious beliefs centrally inform their foreign policies, which often focus on activities in the United Nations, the world's largest and most comprehensive organization with near-universal state membership. The United Nations is a key focal point to pursue such policies, and three such actors are discussed: the Holy See/Vatican (and, more generally, the Roman Catholic Church), the Organisation of Islamic Cooperation (OIC), and the World Council of Churches (WCC), whose religious orientations are, respectively, Roman Catholicism, Islam, and non-Catholic Christianity. The importance of religious actors in foreign policy, in relation to both selected states and nonstate actors, is explored.
The State of Hezbollah? Sovereignty as a Potentiality in Global South Contexts
Imad Mansour
The understanding of the differences in what a state and nonstate actors are and do in the Global South is augmented if we historicize these categories. In particular, the category of the nonstate actor is best understood when contextualized in the project of the state in which such actors operate. Building on established critical approaches, it is necessary to interrogate the a priori assumption that distinctions that frame as exclusively distinct categories of state and nonstate actors hold blanket validity for understanding politics in the Global South.
A meaningful understanding of how an actor's influence—regardless of category—is enhanced when placed in a context, and where analysis addresses strategies and actions and their effects. To this end, an actor is defined as an entity with two characteristics: it is able to develop preferences and goals, and it is able to mobilize individuals and material resources in their pursuit. Presenting the benefits of contextual analysis shows how a focus on actors' "sovereign potentialities" (i.e., attributes such as control over territory, service provision, generation of markers of identity, and the international recognition that an actor has and through which it can impose change on its context and environment) allows for a clearer understanding of what constrains or enables actors qua actors.
One way to explain the analytical purchase of this argument is via a novel reading of Hezbollah and of Lebanon's politics, which is the party's anchoring context. This makes it possible to analyze the profound effects of Hezbollah's actions in Lebanon and regionally through its alliance with Syria (and Iran), its appeal to a wider Arab audience, and its confrontation with Israel. Special attention is given to Hezbollah's actions in Lebanon, its involvement in the 2012–2013 Qusayr battle in support of the Syrian government, and its decision-making during the 2006 Israel War. This discussion will highlight Hezbollah's state-like and non-state-like sovereign potentialities, and the factors that limit or enable its strategies in different contexts.
Strategic Culture Theory: What, Why, and How
Edward Lock
The concept of strategic culture has become widely used in the field of international relations, primarily in the context of efforts to explain the distinctive strategic behaviors of states through reference to their unique strategic properties. Despite this, a great deal of confusion remains regarding what strategic culture is, and how it may be used in the context of academic research. Two problems produce this confusion: much strategic culture literature continues to conflate culture-as-ideas with the behavior and artifacts through which those ideas become manifest, and strategic culture scholars have incorporated within their definitions of this concept overly narrow assumptions about where strategic culture may be said to exist.
To address these weaknesses in the literature, strategic culture is redefined as consisting of common ideas regarding strategy that exist across populations. This definition is narrower than many because it defines culture as common ideas rather than as ideas plus behavior (or as ideas plus artifacts). This matters not because it solves the methodological challenges faced by those who seek to study ideas, but because it forces us to confront these challenges directly in the context of efforts to understand the different ways that patterns of ideas may produce patterned behavior. This definition is also broader than many because it refuses to dismiss the possibility that common ideas related to strategic matters may exist across populations that are not bounded by the borders of existing countries. The rationale for such an approach is simply that one ought to look and see how common ideas are in fact distributed across populations, rather than assume that patterns will conform to taken-for-granted political units.


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July 27, 2013
Highland Mills, NY - Formerly of Haverstraw, NY
Michael J. Fitzula, Sr., formerly of Haverstraw, passed away in Florida on July 27, 2013, at the age of 93.
He was the father of Michael J. Fitzula, Jr., who predeceased him in October of 2009.
He is survived by his daughter, Donna Fitzula Lee of Pawleys Island, SC; his daughter, Joanne Fitzula Farmer of Prince Frederick, MD; daughter-in-law, Barbara Cardaci Fitzula of Highland Mills, NY; eight grandchildren and 12 great-grandchildren. His wife, Thirza Sheldon Fitzula predeceased him in 1997.
The family will receive friends at the Holt Funeral Home, 50 New Main St., Haverstraw on Sunday, August 4th from 2 to 4 and 7 to 9 p.m. The Funeral Mass will be held at 11 a.m. on Monday, August 5th at St. Peter's Church, Haverstraw, with burial following in St. Peter's Cemetery, Haverstraw.
Arrangements are by George M. Holt Funeral Home, Inc., 50 New Main Street, Haverstraw, NY 10927.


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"Ditch the workout; join the party," says Autumn Michaelis. She is wearing an electric pink top and black tights as she stretches her legs and adjusts a cordless headset microphone.
The 26-year-old Central Point woman is about to begin teaching a Zumba class in the brightly lit aerobics studio of the Rogue Valley Family YMCA in Medford. Zumba is one of the latest fitness crazes to sweep the country, one that combines traditional aerobics with Latin rhythms and dance steps.
"Zumba attracts people with a dance background, but it's not necessary," says Michaelis. "It's an aerobic class based on the music of merengue, cumbia, cha cha, salsa and reggaeton (a new hybrid dance step that combines reggae and hip-hop).
When the wall clock reads 5:30 p.m., Michaelis turns to face the after-work group of six women and two men on this Tuesday evening — a small group. The class averages 10 to 15 students. Michaelis leads her students through five minutes of warm-up stretches, then she strides to a boom box and presses play. An infectious, insistent merengue tune blasts through the speaker.
Michaelis demonstrates the dance steps slowly for the first routine. She thrusts her leg to the side, swivels her hips, and the class does its best to keep up with the fast two-step. After a few times through, most people have it down, and the workout begins.
"It gets easier," says Anne Lindauer, who has been attending these classes at the YMCA for three months. Before moving to the Rogue Valley, the 30-year-old Gold Hill woman took Zumba classes in Los Angeles. She learned about Zumba on an infomercial and purchased a DVD. She was hooked.
"I love all kinds of dancing," Lindauer adds.
Zumba has a specific formula for the one-hour workout, and instructors must be certified. In this formula, the same set of dance steps is repeated for the verse of a song, a different set for the chorus. By alternating the moves, Zumba develops different muscles.
The trademarked Zumba system is the brainchild of Colombian dancer and celebrity fitness trainer Alberto "Beto" Perez and two Miami entrepreneurs. As Perez tells it, he forgot his aerobic music tapes for a class one day in the mid-1990s. All he had in his car was Latin dance music. He used those tapes for his class, and the students loved it. Today, more than 20,000 instructors have been certified to teach Zumba.
After another merengue and two cha-cha numbers, the Medford class takes a one-minute breather and water break.
"(Zumba is) so much more intense than step aerobics," says Cindy Warwick, of Gold Hill. "It took me three weeks to keep up with this class — stamina-wise. I cycle, power walk, ski. Nothing compares to the different muscle groups you use in this class."
Warwick has been attending class for two months. After having participated in dance and cheerleading as a teenager, the 46-year-old again enjoys making dance a part of her life. The Tuesday and Thursday classes also are convenient for her schedule, she says.
"I get off work at 5 o'clock, so it gives me a chance to come over after work," Warwick explains.
At the 55-minute mark, Michaelis punches in a slow tune and begins leading the class through a series of squats, toe-touches and shoulder stretches. The students, in varying degrees of dampness, breathe deeply as they cool down.
"This is good practice for club dancing. When you're out on the town, you'll know Latin dance moves," says Michaelis, chatting with students as they leave the studio.
Randy Leidich couldn't agree more. The 55-year-old Ruch resident has been attending class every Tuesday since September.
"Some of it is difficult; some of it is OK," says Leidich. "If I ever try to dance for real, my feet will know what to do."
For more information, visit www.zumba.com/us/about or call the Rogue Valley Family YMCA at 772-6295.


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Santa Lucia Örnsköldsvik 2005
Sweden© François Lambert, 1999-2005 seen: 28482 - votes: 412
List of pictures
<---- Santa Lucia Örnsköldsvik 2005 <- -> Santa Lucia Örnsköldsvik 2005----> To vote for this pictures, click-here
Santa Lucia Örnsköldsvik 2005
Santa Lucia came from Sicilia with some swedish soldiers a long time ago. At this time, the longest and darkest night (Julius calender) was the Santa Lucia night, and that Santa Lucia brought the sun back.
Now, Santa Lucia comes with a candle crown on her head and sings the Santa Lucia's song. She brings with her pepperkaka and safran cake (Luciakatte).
The ceremony of Sankta Lucia starts with a cortege in the city. It is followed by songs in one of the churches.
At the end, Santa Lucia goes out like on the pictures. During December, she will visit different companies to bring them the Light and to collect money for the Lions.
texte/traduction/Translation/Oversättning : François Lambert
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voir aussi : Sankta Lucia
voir aussi : Sankta Lucia


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Mary Pope Osborne, author of the popular early chapter book series, The Magic Tree House, is making a big difference in the lives of children. After scheduling the fall 2012 debut of the newest Magic Tree House musical, A Night in New Orleans, at the Newark Performing Arts Center, she learned that 62% of Newark, NJ third graders didn't read at grade level. (That's 62% with dismal academic futures.) So, Osborne decided to give generously.
Osborne gave a 28-book Magic Tree House box set to each of the 4,300 third graders in Newark, NJ. Which, if you do the math, is over 120,000 books, delivered to children last week.
"I want kids to use these books to read for fun, read for joy, discover that you can escape the limitations of your surroundings though books," Osborne told me earlier today during our phone call.
(Amen to that!)
Osborne, her husband, Will, and Meredith Vieira rode the special Magic Tree House bus, among boxes of books from distributor, First Book, to personally deliver the books to five Newark elementary schools. "We arrived to signs and balloons and cheering. It was fabulous. I got to literally embrace kids; they all piled on me," she recounts.
I love that Osborne told the teachers, "This is not for a test, and nothing is required. Just have fun reading and learning."
(I didn't whoop into the phone; I restrained myself.)
Along with the gift of books, Osborne provided another gift if any teacher wants to receive it-- free curriculum for the books with grade level appropriate lesson plans and ties to standards. Free. "I want to help educators," Osborne explained.
(Don't you just love her?)
Magic Tree House books inspire kids to read; teachers have been telling Osborne this for the last 20 years. I know it from personal experience. My oldest daughter resisted reading. Undaunted, I let her listen to books them instead of read them . . . The Magic Tree House series were her favorite audio books. Once I turned on the story, my daughter would be mesmerized. She might play quietly with her toys while listening but she was engaged for the entire story, often choosing to play it again. Once she discovered the compelling nature of story, she wanted more and it eventually led to books. All thanks to The Magic Tree House.
Osborne hoped that "if [the gift of books] doesn't get a kid reading because he can't read them yet, maybe, at the very least, it will get him wanting to read. Even if [the joy of reading] just happens for 10 kids, . . . if they just discovered that there this whole way of being in the world that they hadn't know before, that would be a dream come true. That is the goal."
(She had me at free books for kids . . . Sob.)
. . .
Stay tuned because next fall, the Newark third graders will get to see the Magic Tree House musical based on the 42nd book, A Good Night for Ghosts. I bet they'll be big fans by then, don't you think? And, watch for book #49: A Perfect Time for Pandas, coming in July 2012!
Do your kids love the Magic Tree House books as much as mine?