text:
Helping students understand and respect boundaries
Filed Under "At-risk" students, Behaviour Management, motivating students, Special Education, The way I see it, underachieving students
Some of my students think it's OK to interact with teachers the same way they interact with their friends or peers. These kids get into all kinds of trouble at school because of it. I try to teach my students there are boundaries that exist between students and teachers that need to be respected, and there are thing students can do at home that they can't do in school. This week I was given that opportunity to teach those lessons again.
We're two weeks into the new semester, and my students are really engaged by our class blog and have taken to it like those proverbial ducks to water. Even the most reluctant readers and writers enjoy being able to contribute to the blog and see their work published.
Students had lots of fun choosing and creating avatars to represent themselves. A few students chose avatars inappropriate for the school blog, and those students, after some discussion, got to choose another more appropriate avatar. Those were the same students who when they were creating Vokis to introduce themselves to the others in the class had their Vokis say inappropriate things. Once again, after some discussion, they got to create Vokis more appropriate for the classroom.
Last Thursday, my students were working on an assignment about multiple intelligences. They really liked taking the on-line quiz to determine their own multiple intelligence profile and then seeing the results displayed in a colourful pie chart. (I think this is the best site that I've come across for students.) My students wanted to post their results on the class blog so they could compare. No one objected having their results posted. Why? The results showed they were smart in lots of ways, and they needed to hear that. Most of the students in the class have been identified as having learning disablilities. It was wonderful for them to see that they had all these strengths.
We ran out of time in class, and I told my students that I would post their multiple intelligence profiles after school so that we could see them on the blog the next morning. While they were leaving, some of the students were talking about Valentines Day which was on Saturday. I didn't think anymore about Valentine's Day until I opened a student's file to preview it before I posted it and saw that a student had left me a message. (I always preview before a student's work before it gets posted) The message would have been be most appropriate for a sweet Valentine's Day card, but not at all appropriate for me, the student's teacher.
I was stunned by what the student had written. When I finally became "unstunned", I decided I needed to talk to the student about student/teacher boundaries and what was appropriate and what wasn't. If the student had been just joking, that wasn't appropriate. If the student hadn't been just joking, that wasn't appropriate either. Either way the message the student wrote to me, a teacher wasn't appropriate. The student needed to hear this.
I met with the student the next day and talked about the appropriate boundaries within a student/teacher relationship and that the message the student sent wasn't appropriate. I told the student it was necessary that we both respect the boundaries that needed to exist between a student and a teacher. I hope the student understood.
(Sorry, I don't have the name of the person who took the photo. It was a creative commons copyright photo. If you know the name of the person please tell me, and I'll post it.)
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24 Responses to "Helping students understand and respect boundaries"
Beth on
February 14th, 2009 8:38 pm
I notice my students who have the hardest time figuring out the student/teacher appropriate boundaries behaviors are the same students who often have to act like the adult in their house because their parents don't or can't. That makes it harder for them to see the distinction between adults and children at school. Just my observations 🙂
Teresa on
February 14th, 2009 9:16 pm
I've seen the same thing in my fifth grade classroom of boys. One little guy is the "man of the house" and though he acts like a real ten-year-old boy a fair bit of the time, he goes into "protector" mode if he feels that another of the boys is out of line with me. I'm trying really hard to help him understand where the line is for him–as he gets older, he may turn into the creepy boyfriend type, and I'd hate to see that happen. He's a good kid, with a good heart. He just needs to learn where those boundaries are and what's appropriate and what isn't. Unfortunately, his family has been less than great at teaching him this at home 🙁
Elona Hartjes on
February 15th, 2009 7:08 am
Beth and Teresa,
Thanks for your insights. What you both say makes sense to me when I think about it.
Dr. Sanford Aranoff on
February 15th, 2009 9:15 am
My website is http://www.analysis-knowledge.com/msgTeaching.htm
The goal of a student should be to understand the material. This is what I tell my students. The goal of the teacher is to help students understand. Your discussion was on how students interact with teachers. My point is that we teachers have to reiterate our mutual goals. It may be that rude behavior is due to frustration in not understanding. My point is that this lack of understanding must be explicit. "You are acting this way because you do not get it. How do you understand the point? I'll explain again, in a different way."
Teachers must understand how students think and build from there. See "Teaching and Helping Students Think and Do Better" on amazon.
Elona Hartjes on
February 15th, 2009 10:27 am
Dr. Aranoff,
I understand the behaviour when kids are frustrated because they don't get it. That's not the behaviour that I am talking about here. I'm talking about behaviour where kids want to treat adults and teachers like they treat their peers. They don't see that this is not appropriate. They're not aware that certain boundaries must be respected.
Wilfred on
February 16th, 2009 8:18 am
Personally I think that the problem is not with the child but with the system and overprotective adults.
If a student wants to show his affection for a teacher there's nothing wrong with that. It's this system of perceived inappropriateness that will teach our children that it is not right to show affection (or any other emotion) in school, at work or more often than not even at home.
Elona Hartjes on
February 16th, 2009 1:20 pm
Thanks for sharing your thoughts. I think that it's more complicated than if a child wants to show his affection for a teacher there's nothing wrong with it. I think we can't generalize either way. Sometimes it is;sometimes it isn't. Just when is it OK, though? Is it OK for a seven year old to show affection to a teacher and vice-versa? Is it OK for a seventeen year old to show affection to a teacher and vice-versa? How much affection is OK to show? How much affection is it OK for a 17 year old high school student to show his teacher. I believe out of respect for students and teachers, there need to be boundaries.
Denise on
February 17th, 2009 10:24 am
I can appreciate your response to material you felt was 'inappropriate' – and since you have wisely not shared details, perhaps others may have that same sense if we have read the post as well.
However, you have generalized your sense of teacher-student boundary appropriateness to all teachers when it is quite possible your views of appropriateness in adult-child relatedness in just that – your own views.
While there are some behaviors clearly out of bounds for any/all adult-child interaction, the level of friendliness, familiarity, etc., (what you refer to as 'peer' relatedness) that each teacher may see as appropriate or inappropriate may be impacted by their own backgrounds,and child-adult relatedness as much as a socially accepted 'normative' idea of appropriate student-teacher interaction.
This, of course, makes it more difficult for students. Which is why it may be better to speak to them in specifics (this is what I see as appropriate in our relationship) rather than in generalized terms (this is how you should treat all teachers)- because they often have other teachers who relate to them in more casual ways due to their own personalities, backgrounds, etc. is 'appropriate.'
Though difficult, it may be an exceptional opportunity to 'teach' students that there are different ways to relate to different people based on the impact of their behavior on that specific person. A great chance to discuss cultural diversity and sensitivity. In this case, the culture may be you and your values/norms that the student may need to understand more fully in order to respond more sensitively. What does the 'casualness' of your interaction communicate to you? Communicate that to the student and real learning may take place.
Elona Hartjes on
February 17th, 2009 6:44 pm
I hear what you're saying. Let me share with you what the ETFO has outlined as unacceptable behaviours for teachers.
In general, activities which take a teacher beyond the expectations of the employer could easily qualify as boundary violations. These include:
* becoming too personally involved with students – friend, confident, surrogate parent;
* seeing students in private or non-school settings;
* writing or exchanging notes, letters or emails;
* serving as a confidant with regard to a student's decision about his/her personal issues;
* giving gifts or money to students;
* inviting students to one's home or cottage;
* having students stay overnight in one's home/cottage;
* driving individual students to or from school;
* giving one student undue attention;
* being alone with a student with the exception of an emergency situation;
* sharing your personal problems with students;
* sharing personal information about a student with a third party; and
* initiating physical contact.
These are the protective strategies we are to take.
As a teacher, do you protect yourself by:
* learning about the law and your liability as a teacher?
* teaching with your classroom door open?
* having another adult present when attending to the personal needs of special needs students?
* complimenting or commending students without "hugging or touching" them?
* reporting any reasonable suspicion of child abuse to proper authorities?
* clarifying procedures with your principal regarding potentially threatening situations?
* getting parents' and principals' approval regarding all activities off school property?
* letting students know when they are overstepping your personal boundaries?
* seeking input from colleagues or other professionals if unsure of the appropriateness of your actions or plans?
Remember … a caring professional relationship always helps a student to learn. But this relationship has boundaries of time, place, purpose and activity.
Denise on
February 18th, 2009 8:30 am
I understood the conversation related to your article to be about 'appropriate student behaviour and boundaries' – not about appropriate teacher behaviour and boundaries. It is interesting that you switched from one to another (from the article to your response to me. I assumed your behavior, as a teacher, was appropriate. I believe we were discussing what was appropriate in a student's behavior toward teachers (i.e. 'peer' style relatedness).
Elona on
February 18th, 2009 11:29 am
It is interesting that I switched one to the other. I guess I was using the same criteria for appropriate behaviour for teachers and students. It is inappropriate for me as a teacher do x,y or z; it is inappropriate for a student to do the same x, y or z. I guess maybe it's because I always try to treat students with the same respect that I would want them to treat me with.
Denise on
February 18th, 2009 6:39 pm
Since I agree with your perspective that teachers and students are not 'peers' – I would say my expectation of teachers' behavior and boundaries is quite different than my expectation of students' behavior. It would (unfortunately) be too easy to give students the responsibility of acting like adults without the authority that goes with that adulthood.
I hold teachers to a different standard than students, therefore I do not agree with the generalization that 'what is inappropriate for me as a teacher to do x, y or z is also the standard that I hold students responsible for. They will be held to that standard when they are adults. In the meantime, they are in a learning process (a transitional stage from childhoold to adulthood) and have developmental differences that must be factored into the equation.
This, however, does not mean that we do not take the opportunity to teach students how others may view or respond to their behaviors that may be seen as boundary concerns. All of these situations become excellent teaching tools in the greatest classroom of all – life.
Elona Hartjes on
February 18th, 2009 6:48 pm
"It would (unfortunately) be too easy to give students the responsibility of acting like adults without the authority that goes with that adulthood."
I'm not sure what you mean here given our conversation. ? Could you expand on this, please.
Denise on
February 19th, 2009 7:56 am
Just that teachers should not treat students like their peers any more than students should treat teachers as theirs. By having the same expectations of students, it is in essence treating them like 'peers.'
Students do not have the same responsibility to maintain boundaries and to model appropriate behaviors as a teacher does as the adult. Certainly, we would like to see their behavior moving toward those goals, but we also understand they are 'in process' and should expect a continuum of growth toward adulthood thinking and behaving.
(Example: a child may express that he/she does not like someone's clothing without the sensitivity of the impact of that comment on another's feelings – that is a developmental skill still developing. If an adult made the same comment, it would seem 'inappropriate' because there is an expectation of socialization at a later age).
Your example of a student's boundary issue may be similiar. What seems obvious to an adult is still a developing cognition in a student – the ability to apply different relational dynamics to a variety of circumstances 'appropriately.' (i.e. what is appropriate in peer relationships is not always appropriate in relationships of authority – teachers, bosses, etc.)
Thanks for the dialogue.
Elona Hartjes on
February 19th, 2009 5:30 pm
ou're welcome and thanks for clarifying what you meant.
Rosemary Schmid on
March 6th, 2009 12:13 pm
In this discussion, I don't see any reference to the cultural (language?) background of the student whose Valentine greeting was seen as inappropriate.
As a teacher of English to 18-35-year-old speakers of other languages who are in the United States, I've often noticed that when my hackles go up, there's a cultural mis-understanding going on, or the student talking to me or classmates inappropriately doesn't have the cultural and language knowledge that is needed.
If the teachers have guidelines for appropriate behavior, then I think that overt discussion with the students of their "äppropriate behaviors" would be beneficial, and would take the attention away from an individual (save face). In my classroom, just this term,for example, I've dealt with the touch/don't touch another in public issue, with distance from another while in conversation, and with means of class participation.
While my students are college age, the same kind of thinking is appropriate from nursery school on, in my opinion.
(I'm thankful to Larry Ferazzo for bringing me to your blog, Elona.)
jenny on
April 22nd, 2009 11:51 pm
i believe what you are saying in true, but in some cases, i believe that its healthy to become quite close to a teacher. because one off my girlfriends, became quite attached to her teacher, infact this teacher was a female, she didnt want a intimate relationship, but she saw her as a mum, she felt like she understood her, the wayy her mum should understand her, i remember her telling me, she went to her house one night! she said it was the most perfect memory!
i 100% aggrree on what your saying, but love is never wrong, no matter what the circumstances are. thank you for your time, it would be great to hear from you. 🙂
Elona Hartjes on
April 24th, 2009 8:05 pm
What a wonderful story. I'm so happy for your friend. It is amazing what a positive effect we as teachers can have on other people's lives. I try to treat my students with the same care and respect that I do for my own kids. I love being a mom, and I love being a teacher and for many of the same reasons.
Anonymous on
July 19th, 2010 6:32 pm
I respect everyone's opinion however on the other side of the coin, back in my high school days I befriended a lot of my teachers who still to this day keep in touch. There was nothing innapropriate about the friendship, I was just simply inspired and had a passion for volunteer work… to this day I'm still a workaholic. I also left my name on the honour role after graduating… so must boundaries still be in place even if the issue here is pure inspiration as opposed to innapropriate misconduct?
Mikau on
August 3rd, 2010 7:10 pm
Hiya! I myself believe that if the culture accepts it and finds it perfectly normal, why not? One example of this is that in Latino culture, hugging is widely accepted, encouraged, and viewed as normal. So if the student decides that they have a particular teacher they have a liking to and want to express that in a "normal" way to that culture, I find it perfectly fine. Would you feel that you have to change that or would it be normal? I was raised in the Rio Grande Valley (Texas) and there about 3/4 of people are Mexican, of Mexican descent, or have Mexican ties through marriage or adoption or something. Would you reprimand a student for acting upon an idea that has been cultivated since childhood? You could cause the student to become confused with what is and what is not appropriate. I myself was/am very friendly with my teachers, but there was nothing inappropriate about it, that was just the way we were. Just saying and anyone and everyone else is entitled to their opinion. "Cheers"
Elona Hartjes on
August 3rd, 2010 7:33 pm
I guess I think certain boundaries need to be defined so that students or teachers will not be venerable to being exploited. My thinking on this springs from my respect for persons. In an earlier comment, I outlined the guidelines that the Elementary Teacher Federation of Ontario recommend. I think that these guidelines protect both teachers and students.
Martino on
January 26th, 2011 8:46 am
Your story was very interesting. But couldn't you tell us what the student actually wrote in his (I assume it was a HE) valentine message to you? We are all dying to know….. 🙂
Successful Social Media Disengagement for Teachers on
March 14th, 2013 7:01 am
[…] 7. Adhere to the boundaries you create, reminding students that it isn't personal, but that you are allowed to have a life of your own too. Sometimes adolescents forget that the world doesn't revolve around them. […]
Helpful hints for maintaining boundaries with students on SM part 2 | Starr Sackstein, MJE, NBCT on
March 23rd, 2013 6:13 am
[…] Adhere to the boundaries you create reminding students that it isn't personal, but that you are allowed to have a life of your own too. Sometimes adolescents forget that the world doesn't revolve around them. Elona Hartjes discusses helping students understand these boundaries […]
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right now I have crankset, bars, front wheel, rear rim, bb, and saddle for the track bike so I'd have to buy the frame, stem, seatpost, and rear hub. The road bike I'd get for completely new with a little bit of a discount. I have neither a road bike nor a full track bike right now. What do you think I should go for??

subset: commoncrawl


text:
Boyd Gaming Properties to Offer Special Mothers Day Menus
Boyd Gaming restaurants across the Las Vegas Valley will offer special
Mothers Day menus on Sunday, May 13. A wide variety of delicious holiday options will be available. Restaurants, locations and menu items include:
200 Fremont Street, Las Vegas, NV 89101
Paradise Buffet
Mothers Day Champagne Buffet Menu --7 a.m. to 3 p.m.
$15.99 for B Connected members; $16.99 for non-members
Carving Station: Prime Rib, Roasted Turkey and Baked Virginia Ham
Omelet and Egg Station
Buffet selections include: Lamb Chop Seville; Chicken Coq au Vin; Crab Claws; Eggs Benedict; Lox & Bagels; Salmon Florentine
Paradise Café
Mothers Day Menu -- 11 a.m. to 10:30 p.m.
$12.99 per person
Choice of:
Salmon Florentine with Rice Pilaf
New Zealand Lamb Chops
Served with Chefs Dressing, Mashed Potatoes, Pan Gravy and Mint Jell
Ribeye Steak
Served with your Choice of Potatoes
Choice of Featured Dessert:
Coconut Custard Pie; Pumpkin Pie; Cherry Pie and Key Lime Pie
All dinners include one trip to the Soup and Salad Bar; Buttered New Peas and Rolls with Butter
4000 West Flamingo Road, Las Vegas, NV 89103
Cortez Room
Mothers Day Menu -- 3 to 9 p.m.
$31.00 per person
Choice of Appetizer:
Fresh Corn Chowder with Smoked Bacon and Oysters
Vegetable and Assorted Cheese Platter with Apple Slaw
Choice of Entree:
Seared Sword Fish
Served with Orange Fennel Salad, Mango Salsa and a Mushroom Risotto Cake
Mixed Grill
Petite Filet Mignon, Lamb Chop and Marinated Chicken Breast, served with Pappardelle Pasta and Roasted Tomatoes
Zabaglione Custard with Fresh Berries
Also serving from regular menu. Reservations are suggested.
Ports O Call Buffet
Mothers Day Champagne Buffet Menu
Brunch -- 8 a.m. to 3 p.m.; Dinner -- 4 to 9 p.m.
$13.99 for B Connected members; $15.99 for non-members
Buffet Items Include:
Chicken ala Reine soup; Pepper Crusted Prime Rib; Teriyaki Glazed Pork Loin; Chicken Cordon Bleu; Marmalade Duck; Hunter Style Pork Chops; Trout Almondine; Maple Glazed Ham; Steak au Oivre; Mussels Marinara; Peel and Eat Shrimp; Sushi; and Anti-Pasto, Florentine and Cacciatore Pizzas
Several specialty desserts will be offered.
200 North Main Street, Las Vegas, NV 89101
Garden Court Buffet
Mothers Day Menu
Brunch -- 7 to 10:30 a.m.; Holiday Menu -- 11 a.m. to 10 p.m.
$15.99 for B Connected members; $16.99 for non-members
From the Carver:
Oven Roasted Prime Rib and Honey Glazed Ham
Other Items Include:
Roasted Tom Turkey with Giblet Gravy; Rosemary Crusted Pork Loin with Madeira Sauce; Fried Shrimp; Broiled Lamb Chops; Buttered Corn OBrien; Trout Francaise; Sage Stuffing; Candied Yams; Grilled Salmon Dill Sauce; Mashed Potatoes; Broccoli Spears; Green Bean Almondine; Tamales; Beef Fajitas; Oxtail Stew and Vegetable Lasagna
Chicken a la Reine with Wild Rice and French Onion
Salad Bar:
Ambrosia Salad; Three Bean Salad; Seafood Salad; Waldorf Salad; Carrot Salad and Mixed Greens
Pumpkin, Pecan, Cherry, Blueberry and Apple Pies; Assorted Regular and Sugar Free Choices; Cakes and Brownies
5111 Boulder Highway, Las Vegas, NV 89122
Billy Bobs Steak House and Saloon
Mothers Day Menu 4 p.m. to close
$25.00 per person
Choice of Entrée:
Petite Filet Mignon; Blackened Ahi Tuna and Steak with Crab Cakes
Select One Dessert:
Blueberry Cheesecake; Chocolate Mousse Torte and Red Velvet Cake
Includes: House Soup or Salad; Baked Potato or Rice and Billys Bread Basket
Firelight Buffet
Mothers Day Menu -- 9 a.m. to 9 p.m.
$13.99 for B Connected members; $16.99 for non-members
From the Carver:
Breast of Turkey, Baked Glazed Ham and Prime Rib of Beef
Also Offering:
Seafood Penne Pasta; Grilled Salmon Filet; Stuffed Pork Loin; and Chinese, Mexican, Soup and Salad Stations
Dessert Selections:
Holiday Chocolate Fountain; Flavors of Hand Scooped Ice Cream; Strawberry Short Cake; and Special Holiday Cakes, Pies, Cookies and Pastries
All Brunch/Breakfast items served until 3 p.m.
Willy & Joses
Mothers Day Menu- 4 p.m. to close
Choice of Entrée:
Grilled Shrimp Tacos-$16
Sweet Gulf Shrimp, grilled and stuffed into flour or corn tortillas and topped with crisp Cabbage, Pico de Gallo and Mixed Cheeses. Served with Refried Beans and Chips and Salsa
Chicken & Pork Burrito-$15
Citrus Cured Chicken Breast in a Tomatillo Sauce and a Pork & Avocado Burrito, covered in Chili Verde and White Cheese. Served with Refried Beans and Chips and Salsa
9090 Alta Drive, Las Vegas, NV 89144
Café Siena
Mothers Day Menu --11 a.m. to 11 p.m.
$16.95 per person
Choice of Soup or Salad
Choice of Entree:
Blackened NY Steak & Shrimp
Blackened Petite Filet with Coconut Shrimp, served with Rosemary Pressed Potatoes and Vegetable Du Jour
Beijing Beef
Thinly Sliced Beef mixed with Vegetable Stir Fry, tossed in Special Beijing Sauce and served with a Spring Roll with a choice of Steamed or Fried Rice
Layers of Chocolate Sponge Cake soaked in Vanilla, filled with Chocolate Cream and topped with Praline Hazelnuts
Also serving regular and Chinese menus.
Salvatores Ristorante Italiano
Mothers Day Menu -- 2 to 9 p.m.
Choice of Entree:
Lobster Dainties-$45.95
Dainty Tails with Asparagus and Citrus Risotto, served with a delicate Lime Butter
Pappardelle with Crab-$27.95
Pasta tossed with Jumbo Lump Crab in a rich Brie-Alfredo Sauce, finished with Toasted Parmesan Chips
Osso Bucco-$37.95
A generous portion of Veal Shank, braised tender in a Tomato-Chianti Reduction, with Roasted Garlic and Gremolata, served over Pasta
Salvatores Special Prime Ribs of Beef-$28.95
Slow Roasted Prime Grade Beef, served with a choice of Potatoes and a Fresh Vegetable
Australian Sea Bass-$26.95
Fresh Pan Seared Sea Bass, served over a Peppercorn and Onion Hash with Roasted Red Pepper Sauce
Also serving from regular menu.
SC Prime
Mothers Day Menu -- 2 to 9 p.m.
Choice of Appetizer:
Shrimp and Asparagus Salad or Sunshine Spinach Salad
Choice of Entree:
Grilled Filet Mignon-$38
Petite stuffed Baked Potato, Wild Mushroom Gratinee and fresh Seasonal Vegetables
Pan Roasted Chicken Breast-$28
Grilled Shrimp, Duchess Potatoes and fresh seasonal Vegetables in a Creamy Boursin Cheese Sauce
Grilled Chilean Seabass-$42
Julienne Vegetables, Grilled Shrimps, Lemon Beurre Blanc and Chipotle Barbecue Drizzle
Black Forest Chocolate Cake with Raspberry Chambord Drizzle
Also serving from regular menu.
4500 West Tropicana Avenue, Las Vegas, NV 89103
Big Als Oyster Bar
Mothers Day Menu -- 4:30 to 9 p.m.
$19.99 per person
Lobster Bisque Soup
Choice of Entree:
Pacific Halibut
Served in a Roasted Pepper Cream Sauce with Garlic Mashed Potatoes and Vegetable Du Jour
Jumbo Scallops
Sauteed Jumbo Scallops wrapped with Bacon and served with Garlic Mashed Potatoes and Vegetable Du Jour
Four Seasons Fresh Fruit Cake
Canal Street
Mothers Day Menu--5 to 10 p.m.
Choice of: House Salad or Madreline Soup, Zesty Cream of Chicken and Cheese Soup
Asian Chicken Lettuce Wrap
Marinated Chicken with Oriental Style Vegetables and Sesame Ginger-soy Sauce, wrapped in Sweet Chili Sauce Iceberg Lettuce
Choice of Entrée:
Stuffed Twin Filets
Two Tenderloins stuffed with Crabmeat and seared in a Cajun Cream Sauce, served with Seasoned Vegetables and Garlic Mashed Potatoes
Seafood Grill
Seared Scallops, sauteed Shrimp and Crab Legs, accompanied with Lobster Risotto and steamed Broccoli, topped with a Lemon Butter Cream Sauce
Dessert: Chocolate Sampler Plate
Also serving from regular menu.
Coasta Cantina
Mothers Day Menu -- 4 to 10 p.m.
$15.99 per person
Lemon and Lime Marinated Shrimp
Served with Avocado, Cilantro, Marinated Onions and Diced Tomatoes
Choice of Appetizer:
Sopa de Camaron (Shrimp Soup) or House Salad
Choice of Entree:
Enchiladas Nortenas
One Carne Asada and one Grilled Chicken Enchilada, topped with Verde and White Cream Sauces, garnished with Tomato, Lime, Cilantro and Avocado. Served with Mexicano Rice and Refried or Charro Beans
Ribeye El Patron
Bone-in Ribeye Steak marinated with Mexican herbs and spices and topped with sautéed Pico de Gallo, Verde Sauce and melted Asadero Cheese. Served with Mexicano Rice and Refried or Charro Beans
Dessert: Margarita Cheese Cake
Also serving from regular menu.
Courtyard Café
Mothers Day Menu --11 a.m. to 10 p.m.
$12.99 per person
Choice of Soup or Salad
Choice of Entree:
Land and Sea Duet
Broiled Flat Iron Steak and Fried Jumbo Shrimp served with a Twice Baked Potato and Seasonal Vegetables
Stuffed Salmon
Crab Stuffed Atlantic Salmon served over Rice Pilaf and seasonal Vegetables with Citrus Beurre Blanc Sauce
Roast Prime Rib of Beef
Slow Roasted and served with Au Jus, a Baked Potato and seasonal Vegetables
Also serving from regular menu.
French Market Buffet
Mothers Day Champagne Buffet Menu
$14.99 for B Connected members; $15.99 for non-members
Champagne Brunch -- 8 a.m. to 3 p.m.
From the Carver:
Baked Ham, Beef Ribs, Rotisserie Chicken, Roast Steamship Round of Beef
Egg and Omelet Stations, Cooked to Order; Eggs Benedict Florentine; Cheese Blintzes; Chocolate Waffles and Blueberry or Sweet Potato Pancakes
Other Items Include:
Crab Stuffed Roasted Salmon Sides; Steamed Mussels; Crab Cakes; Kung Pao Shrimp; Stuffed Scallop Shells; Seafood Enchiladas; Smoked Duck Legs and Thighs; Nova Scotia Lox; Imported and Domestic Cheeses; Caprese Salad; Roasted Asparagus Salad; and Seafood Salad
Dinner Menu -- 4 to 9 p.m.
From the Carver:
Baked Virginia Ham; Beef Ribs; Rotisserie Chicken and Roast Steamship Round of Beef
Italian, Mexican, Chinese, and American foods; Mongolian Grill items; BBQ Grill items; Soup and Salad bar and Fresh Fruits
Pastry Stations; Ice Cream and Sorbet Selections and Soft Serve Ice Cream
The Prime Rib Loft
Mothers Day Menu
Brunch Menu -- 10:30 a.m. to 2:30 p.m.
Sparkling Wine; Mimosas and Bloody Marys
Choice of Specialty Entree:
Bananas Foster French Toast-$22
Thick Brioche dipped in Cinnamon and Vanilla Egg, served with Bananas Foster Syrup and Pecans
Lobster Benedict-$29
Sautéed Lobster Meat in Shallots and White Wine, layered on a grilled Garlic Baguette and topped with Poached Eggs and a Lobster Infused Basil Hollandaise
Country Potato
Breakfast Feast-$22
Apple Smoked Bacon, Aidells Chicken Sausage, Two Eggs and Seasoned Country Potatoes and a Mini Pancake Tower
Parmesan Crusted Orange Roughy-$24
Yukon Gold Potato Pancakes, Sun-dried Tomato Basil Beurre Blanc and fresh Asparagus
Louisiana Crab Cakes and Poached Eggs-$28
Big Als Crab Cakes, Country potatoes served with a Creole Mustard Sauce, topped with Poached Eggs and Hollandaise Sauce
Filet and Golden Potato cakes-$30
Coffee Rubbed Filet Mignon with Ancho Wild Mushroom Sauce, Yukon gold Potato Pancakes and Seasoned Vegetables
Grilled Free Range Chicken Breast Paillarde-$24
Served on crisp Arugula Salad with Bruschetta
Asparagus and wild Mushroom Frittata-$22
Served with fresh Tomato Basil Concassee and Country Potatoes
Specialty Entrees Include Buffet/Dessert Items:
Spicy Thai Seafood Salad; Calypso Fruit Salad; Chinese Chicken Salad; Salad bar; Grilled Vegetable Platter; Caprese Platter; Smoked Salmon Platter; Seafood Spectacular with Jumbo Shrimp and Assorted Sushi; Chocolate Fondue; Mixed Berry Cake; Chocolate Ganache Cheesecake; Cream Brulee; Cannolis; Apple Streudel; Sliced Fresh Fruit and Breakfast Pastries
Mothers Day Dinner Menu
Dinner Menu -- 2:30 p.m. to ¬¬¬¬¬close
Starter: Fried Green Tomato with Cajun Shrimp Remoulade
Choice of Soup or Salad:
Cream of Broccoli and Cheddar Soup with Wild Rice
Strawberry Romaine Salad with Poppy Seed Vinaigrette
Choice of Entree:
Ship and Shore-$30
Blackened Shrimp over a New York Steak with Sweet Potato Hash and Chefs Vegetables
Grilled Salmon-$24
Broiled Atlantic Salmon over Rice Pilaf with Chipotle Cream and Grilled Vegetables
Dessert: Espresso Fudge Pie
Also serving from regular menu.


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Sustainability initiatives… sustainability plans…are your eyes glazing over yet? If so, that's not an unexpected reaction. The term 'sustainability plan' often leads to skepticism or indifference because people don't know what it means for them. We're hoping to change that through our Sustainable Cities Institute (SCI) City Program.
We've selected two cities – Charleston, SC and Fayetteville, AR – to participate in a three-year, $1 million initiative to demonstrate the challenges and successes of implementing lasting sustainability programs at the local level. And these are not pie-in-the-sky programs…the initiatives that each city will be implementing are "sticks and bricks" projects and related policies that will produce tangible, long-lasting results. Each project is designed to provide immediate cost savings for these cities and their residents and also to be easily replicable in other communities.
We're also making this a fully transparent effort. During this three-year initiative, the results of both cities – both the successes and the challenges – will be shared on a weekly basis at www.sustainablecitiesinstitute.org/city_program.
While the SCI City Program is focused on two cities right now, the SCI website is a treasure trove of information and resources for other cities who are trying to implement cost saving programs that will make their cities healthier and more livable. We know that cities are budget-strapped and continue to see their resources shrinking, so we are providing a forum where city staff can access vetted best practices, downloadable guides, communication tools and interactive forums to get everything they need to quickly move forward with sustainability planning and implementation in a budget-friendly way.
We can't wait to see the great things that Charleston and Fayetteville are going to do through this program…and we hope that all cities will visit the SCI website to join in the discussion about building healthy communities for the long term. For more details about today's announcement, read the press release. And to learn more about the Sustainable Cities Institute and access the free resources, visit the SCI website.


text:
According to a source close to Split/Second and Pure developer Black Rock Studios, 100 staff members are to be laid off. Speaking to Eurogamer, a trusted source says that roughly 100 Black rock employees will face a "voluntary" layoff, leaving about 40 to continue working on current projects. The wholly owned Disney studio has been unable to successfully pitch new project ideas to its parent company, according to the source:
"It seems Disney have been unable to provide us with a project to work on, and our concept pitches clearly haven't gone down well (despite there being many of them)," the inside source said. "The inactive portion of the studio has been expecting redundancies for months, so this doesn't come as a surprise to anyone. It's sad that it's come to this of course, but for many people they'll be quite happy to take the money and go, as they've been sitting around doing nothing for months."
The source goes on to say that what remains of the team is working on a "promising" but "new and risky" title. Sequels to racers Pure and Split/Second are not in the works, according to the source.
Source: GI.biz


text:
Selfie fever grips US Pre...
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Vijay Mallya ready to ret...
52 killed in Baghdad mark...
TOP Stories Of The Day – ...
Sonam goes chic in black ...
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Ash sizzles on Filmfare c...
Celebs at airport
First Look: Ok Jaanu
Workout Divas!
Cannes 2016
Preity Zinta's wedding reception
Celebs' hush-hush weddings
Celebs dine out
Celeb babies social media reveals
Celebs Honeymoon Pictures
Hottest Squash Players
Hottest celebrity lip-locks!
On the sets
Sexy Movie Characters
Celebs in news
Bipasha and Karan's wedding
Celebs favourite holiday spots
B-town celebs' candid pics
Celebrity photoshoots
Pregnant hotties
Celebrity Instagram pics
Celebs' 'Twitpics'
Bold acts in B'wood!
Movies' first look
Amy Jackson
Celebrity FB Pics
Interest Network


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Digestive process fascinating
Q: Can you describe how food makes its way through our body, from the mouth to the other end?
A: This question is fun to answer, because the gut is a marvel of nature's engineering. First, it works as a food processor, breaking down food and liquids into chemical components that the body can absorb as nutrients. Then, what's left - the garbage - is expelled by an efficient disposal system.
The food you eat is of no value to you unless it is broken up into microscopically small pieces, and those pieces get absorbed from the gut into the bloodstream. Those tiny pieces become the building blocks for everything your body needs to function.
The gastrointestinal, or digestive, tract is a series of hollow organs. They're linked to form a long tube that runs from mouth to anus. First comes the throat and esophagus, then the stomach, small intestine and colon. The walls of the tube contain muscles that perform different functions.
(1) Digestion begins in the mouth, where food is chewed until it's small enough to be swallowed. The teeth chop the food up into small pieces - but pieces you can see. Chemicals called enzymes in saliva begin to digest these pieces further.
(2) Once food is swallowed, it enters the throat and then the esophagus. Food does not simply drop down the esophagus; it is pushed by contractions of the esophageal muscles. These muscles squeeze in a coordinated way to move food from the top to the bottom of the tube, always pushing it downward.
At the bottom of the esophagus, where it meets the stomach, is a muscular sphincter. When it's working properly, this sphincter remains shut except when you're swallowing, to prevent stomach acid from irritating the esophagus.
(3) Once the food moves into the stomach, muscles mix it into a soft mush. Saliva, hydrochloric acid and the enzyme pepsin help to further break down the food into a thick liquid called chyme. The stomach delivers chyme to the small intestine.
(4) The main work of digestion takes place in the small intestine. That's where the fats, starches and proteins in your food are turned into the tiniest pieces - fatty acids, simple sugars and amino acids. These nutrients are absorbed by the intestine's thin lining and then transported in the blood to cells throughout the body.
(5) Finally, what's left of the food arrives in the large intestine, the colon. The walls of this muscular tube soak up most of the remaining water. Bacteria in the colon feast on the little nutrition left in your food. What's left is propelled further down the colon. It settles in the rectum, until you release it during a bowel movement.
The garbage disposal has made room for the next shipment from the food processor!
DR. ANTHONY KOMAROFF is a physician and professor at Harvard Medical School. Go to his website to send questions and get additional information: www.askdoctork.com.
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text:
@Inproceedings {export:132422, abstract = {
Location-based computing (LBC) is becoming increasingly important in both industry and academia. A key challenge is the pervasive deployment of LBC technologies; to be effective they must run on a wide variety of client platforms, including laptops, PDAs, and mobile phones, so that location data can be acquired anywhere and accessed by any application. Moreover, as a nascent area, LBC is experiencing rapid innovation in sensing technologies, the positioning algorithms themselves, and the applications they support. Lastly, as a newcomer, LBC must integrate with existing communications and application technologies, including web browsers and location data interchange standards.}, author = {Timothy Sohn and William G. Griswold and James Scott and Anthony LaMarca and Yatin Chawathe and Ian Smith and Mike Y. Chen}, booktitle = {Proceedings of the 28th International Conference on Software Engineering (ICSE 2006)}, publisher = {Association for Computing Machinery, Inc.}, title = {Experiences with Place Lab: An Open Source Tookit for Location-Aware Computing}, url = {http://research.microsoft.com/apps/pubs/default.aspx?id=132422}, year = {2006}, }


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Duffel Bag
Detail information
Large duffel bag with adjustable strap, 50% recycled polyester, 50% polyester, Brand: Liberty Bags
Country of Production
One size
Printing Techniques
Flex Print (smooth), Flock Print (velvety)
Print Area
Front: 7.0 inch x 4.9 inch
Back: 7.0 inch x 4.9 inch
Right: 6.5 inch x 4.0 inch
Left: 6.5 inch x 4.0 inch
Back: 7.0 inch x 4.9 inch
Right: 6.5 inch x 4.0 inch
Left: 6.5 inch x 4.0 inch
This large, square-shaped duffle bag is perfect for travel, a trip to the gym, or as a home for your sports equipment. Complete with shoulder strap and reinforced bottom, this bag is built to last.
- 50% recycled polyester / 50% polyester | Fabric weight: 600 denier
- Measures 22"x 11" x 10"
- Protective rain cover over main zipper opening
- Detachable/adjustable shoulder strap
- Color-matched hardware and reinforced bottom
- Imported; processed and printed in the U.S.A.


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Since I enjoy all those other first race reports, I thought I would share my story here as well...
Sugar Cycles and NW Cycling Club in Houston has a weekly Wednesday night crit series running May 2-30. It runs on a flat 0.8 mile loop. The 4/5, Juniors and Women all ride together, with the 4/5 group and women going 45 minutes and the juniors going 30 minutes. I literally just got a license last week and went to this crit with my 30-day "you can race" printout from USA Cycling.
I have put in about 2K miles thus far this year. Hard to do more with young kids and a demanding job...I figured I was in decent shape, and hoped I could hang with the pack. I consistently can average 21mph on solo 60 mile rides and had done the MS150 from Houston to Austin a few weeks ago averaging 22.5 mph over the 160 miles (granted, with a tailwind).
There were some hard lessons to be learned - more on this in a bit.
Get there early, sign in and throw down a gel about 20 minutes before the race. I head out to the loop and start doing some warm up. Legs feel ok (must have been the pre-race adrenaline). I had done a easy 10 mile ride when I woke up earlier in the day just to get the legs awake for the race. It looks like a little more than half the loop will be into a 15 or so mph headwind. I make a mental note to myself to stay attached to the group as best I can with this wind or I will be dead. I get in about 5 miles of warm-up, head to the line a bit late, and end up in the back. Bad sign.
Roll call....ready, set, go. I clip in and the group heads from 20 to 25 to 28-30 in a matter of what seems like seconds (though in reality was probably a bit longer). I figure no big deal, I can hang with this pace for a few laps. The pack looks pretty cohesive. One lap in and I'm more or less where I started...near the back. I'm really starting to feel the burn but hang on up until the 3rd lap. The pace is relentless. The peloton is completely strung out. We're still at the same pace. Headwinds make no difference. I want to puke. I start to find myself falling off the back with a few other riders (most of the women, and the weaker 4/5's (like me)). A few more laps in, most of the women fall off and I start finding myself struggling to hang onto the tail end of the 4/5's. I drop off the wheel of the guys I was with. Bad news. I look around and I am in no man's land all by myself. I struggle to recover and find a pace. It hurts like hell, but I keep going. I solo for about 3 laps and find myself bridging up to the weaker 4/5's and one woman. I finally catch them and get to rest and draft. After a couple more laps like this we lose a few more riders in our group. I hang with this group and we work together taking turns pulling on the front for a number of laps.
About 35 minutes in, the first rider laps us...he must have won by a sizable margin because it took another lap and a half (I think) for the rest of the fast riders to catch and lap us. I hang with the larger group for about a lap and then drop back in with the few, the proud, the weak. The lap counter ticks down. One lap to go and I am with 3 other riders who have been lapped and one other that has dropped off. I have no idea where the rest of the riders are who dropped off earlier. I'm on the front. It's a race not to finish DFL (of those who remain). One of the riders behind me goes. I hop onto his wheel. The third rider who was with us does not follow. I get my speed up to 32 and ride with the other rider across the line at least knowing I am not last.
I probably ended up somewhere either 3rd or 4th to last place out of 20? riders.
Here are the lessons I have learned...
1) I need to increase my ability to get to and stay at anaerobic levels for longer times.
2) I need to do a lot more interval training (see number 1) (truth be told, I just started intervals last week when I finally decided to race)
3) I need to start closer to the front of the pack
4) I need to hang onto the wheel(s) in front of me no matter how much it hurts
5) I need to work on right hand cornering. Much of my morning rides where I have started practicing fast corners are left hand corners...time to switch directions
6) I need to do more crits!
7) I need a time machine to go back about 15 years so I can start doing this when younger
Final stats (rounded since I do not have my computer in front of me, and includes recovery), I have no fancy powertap:
23 mph ave.
49 minutes
about 16 miles total...
Just dropped the bike off at the shop, and hit the computer to check:
22.5 ave.
49 min
More like 19.5 miles total
A humbling experience and I look forward to many more races. Thanks for reading.


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Hi everyone,
I was wondering if any of you climbing experts have any suggestions for me, besides climb more (I already know that ).
Here is my issue. I climb at a pretty high cadence, in a relatively low gear. It seems like I am going pretty fast (based on passing other riders). It seems as if it is easier for me to go fast and rest for a minute after going for a bit, while other riders can just keep going slow-and-steady at a lower cadence.
It's like my legs don't like the low cadence. My bike is geared low-enough (lowest gear = 30/25), so it's not related to my machinery, it's physiological.
I guess what I am saying is I have plenty of power to fly up a hill at a pretty good speed for up to 10 min, but I cannot maintain a slower speed for a longer period of time. It's like my body want to do "all or nothing"
What is the best way to work on this? I want to train the smartest way possible, and thought that some of you would have an idea.


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GMC challenge 1
Well the time has arrived to announce the theme:
Water splash effects
Generic rules for each challenge:
- Must be working in either GM8, GM8.1 or GM:HTML5
- Must be of file format .gmk, .gm81, .gmz, .gml, .gmres
- Has to be entirely written in gamemaker (either using scripts or drag and drop)
- Only indicated public extensions can be used
Judging will be done in 2 criteria:
Technical capability of the entry
How well does it fulfill the task?
How fast is the entry?
Are there any extra features?
Is the entry intuitive to use?
Can the entry interfere with other parts of a program? (How much?)
Is the entry code easy to read, and extendable?
Is -if necessary- a documentation present?
As with each competition or challenge, there can only be 1 the best. After judging is done, I'll declare the winner. The winning entry will be added to a hall-of-fame in the scripts section. Also the winner can recommend (and hopefully will) a following theme.


text:
May 24, 2016
ASHBURN, Va. (AP) -- The Washington Redskins traded for defensive end Jason Taylor on Sunday, sending two draft picks to the Miami Dolphins.
The Redskins gave the Dolphins a second-round pick in 2009 and a sixth-round pick in 2010.
Washington executive vice president Vinny Cerrato said Taylor is expected to report to Redskins training camp on Monday.
The deal came only hours after the Redskins lost starting defensive end Phillip Daniels to a season-ending knee injury.
Click Here to access the online Public Inspection File
Viewers with disabilities can get assistance accessing this station's FCC Public Inspection File by contacting the station with the information listed below. Questions or concerns relating to the accessibility of the FCC's online public file system should be directed to the FCC at 888-225-5322, 888-835-5322 (TTY), or email@example.com.


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How to induce labor at home?
I'm almost 37 weeks pregnant and very uncomfortable and ready to give birth. Does anyone have any tips on at home induction?
Posted: 11/20/2012 by aubreysophiasmommy
Mom Answers
Sort by: best answers | most recent answers
1 - 2 of 5 answers
Bounceing on an excersize ball 100 times in the morning and jumping jacks right after, then go for a power walk,...drink red rasberry leaf tea 4 times a day clean house, if you have too take a break in between and reapet process i garentee labour will happen:)posted 11/23/2012 by ilovealyssa2012
Well, I had a sister that wanted to "get the baby out." She was about 37/38 wks at the time. So, I took her on my daily route walk/jogging (monitoring her of course). The first day, we did 5 1/2 miles. The second day, she only made it to maybe 3 miles, which is extremely well. By the 3rd mile, she said it feels a little like she "peed" on herself and her stomach hurted. I smiled on the inside because I knew what that meant. In the middle of the night, her water BROKE in my son's bed and her baby was here within 12hr. I got to help delivery since I had just graduated RN school and it was such a pleasure. Also, with my 1st. We had MORE sex closer to time and our son was a WEEK early. The sperm helps to induce contractions. GOOD LUCK...ask your doctorposted 11/21/2012 by rose0913
Answer this question


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This article provides links to information on the upgrade process to SafeGuard Enterprise version 6.10
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text:
ACHICA > Christmas Candlelight > Noel Flower Pot Candle
Click image to zoom -- or click here to enlarge
Noel Flower Pot Candle
This product is not available
|Sale closed
|Product Information
Metal pot dimensions: H9 x D8cm
Burn time: approx. 40 hours.
Product Code STG3568
|Delivery & Returns
We hope you will be thrilled with your purchases but in the unlikely event that you want to return something, you can find full return instructions on the back of your delivery note or click here


text:
A common misconception is that heritage places can only be kept as 'mini-museums', to be looked at but not used. This is not the case. Adaptive re-use is encouraged.
In general, changes are permitted as long as they do not damage or irreversibly alter the fabric of a place.
The Heritage Act makes it clear that there are three categories of work:
If you are considering carrying out work to your heritage-listed property, you should contact the Heritage Branch for advice. An application form for carrying out work can be downloaded here. Works Application Form (word version) | (pdf version).
Exempt work is set out in the Heritage Regulations.
The Burra Charter is an important reference document, and it is expected that you will follow the procedures and principles set out in the Burra Charter when you are considering carrying out work to your heritage-listed property. The Burra Charter supports a cautious approach, and says that you should "do as much as is necessary but as little as possible."
The Department decides whether work is minor or major. There is no foolproof definition, but if the Department considers that a decision in relation to proposed work to a heritage place is likely to generate any controversy or concern, on behalf of the owner or another legitimate stakeholder, or in the eyes of the public – then the work application will be dealt with by the Minister.
A range of incentives is in place to encourage the conservation of privately-owned heritage places.
View further information about the NT Heritage Grants Program.
If you live in a heritage-listed property that is used for residential purposes, you may apply to be reimbursed for 75% of rates paid; for properties used for non-residential purposes, the figure is 25%. For more detail, view the Rates Relief Policy.
You may also be eligible to receive free professional advice from a conservation expert. For further information, contact the Heritage Branch on (08) 8999 5039.


text:
Actually I've (probably) a "simple" problem. So I don't know how to cast a signed integer to an unsigned integer.
My code :
signed int entry = 0;
printf("Decimal Number : ");
scanf("%d", &entry);
unsigned int uEntry= (unsigned int) entry;
printf("Unsigned : %d\n", uEntry);
If I send the unsigned value to the console (see my last code line), I always get back an signed integer.
Can you help me?
Thanks a lot!
Kind regards, pro


text:
It's back to school at the Bayview Retirement Community in Seattle.
"Our goal is to help you connect with your friends and your loved ones," one volunteer tells her senior citizen students.
Volunteers are bridging the gap between the wisdom of age and the age of Facebook with a class in social media. The training session was put on by the Bonsai Media Group.
One of the main reasons these older folk want to learn about Facebook is actually a sad reality of modern life.
"Fact is, grandkids are almost never going to pick the phone and call anymore," says training volunteer Staci Smith. "We all know they are probably going to text you before they are going to call."
But often a text or social media greeting doesn't get through.
"Sometimes it's very frustrating when you get a message, and you don't know how to reply to it," says Joanna Farmer, who is learning social media in the class.
One of those giving their time was KOMO's own Kelly Koopmans. The class also taught Internet security to help ease the fears of social media.
"The unfortunate reality is that scammers are going to target seniors," says Smith. "One of the real big topics today was figuring out how to set your account settings and privacy settings."
"When I go to my computer I just get right into it," says Farmer.
Instructors say these new kids on the Facebook block are fast learners - and now able to stay in constant touch with family through Facebook or Twitter.
"A lot of them are on Facebook, and that way I can keep track of them," says Farmer. "I can keep track of what they are doing - and put my two bits in."
One hashtag at a time.


text:
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|Why Does This Site Discourage Photography? posted Tue Apr 26 2005 08:43:43 by Billsville
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|Pictures From Airliners.net At This Site. posted Wed Aug 17 2005 23:12:08 by Nlspot2004
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|Found This Site... Some A.net Pics Being Used! posted Sun Feb 15 2004 21:50:12 by Jkw777
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|The Extremely High Quality Photos On This Site! posted Thu Feb 27 2003 10:13:46 by B737-112


text:
Images: Coast Guard conducts rescue training at San Luis Pass [Image 6 of 6]
Photo by Petty Officer 3rd Class Ivan Barnes
A Coast Guard aircrew pauses while conducting rescue training in San Luis Pass, Texas, April 22, 2014. Coast Guard crew members and senior leadership from Air Station Houston conducted the training to sharpen skills and to gain the prospective of rescuees in what is historically a hazardous waterway. (U.S. Coast Guard photo by Petty Officer 3rd Class Ivan Barnes)
This work, Coast Guard conducts rescue training at San Luis Pass [Image 1 of 6], by PO3 Ivan Barnes, identified by DVIDS, is free of known copyright restrictions under U.S. copyright law.
Date Taken:04.22.2014
Date Posted:05.02.2014 15:07
Photo ID:1310067
Size:6.51 MB
Location:SAN LUIS PASS, TX, US


text:
You have reached iGreens.org.uk. In December 2006 we moved to iGreens.org with faster servers and discussion boards. Click here to follow us.
The following article first appeared in the Mar. 21, 2001 issue of The PERC Report, published by the Bozeman, Montana-based Political Economy Research Center.
The Pros and Cons of Modern Farming
By Indur M. Goklany
Technology, and in particular agricultural technology, is the environmentalists' bête noire. Agricultural technology, more than anything else, raises the dreaded specter of a silent spring.
Worldwide, agriculture accounts for 38 percent of land use, 66 percent of water withdrawals, and 85 percent of water consumption (Food and Agriculture Organization [FAO] 2001; Shiklomanov 2000). It is responsible for most of the habitat loss and fragmentation that threaten the world's forests, biodiversity, and terrestrial carbon stores and sinks. Water diversions for agriculture combined with agriculture-related water quality problems - oxygen depletion, pesticide and fertilizer runoff, and soil erosion - are the major threats to aquatic and avian species not only inland but, possibly, also in coastal and nearshore areas. In addition, land clearance and other agricultural practices contribute to greenhouse gas emissions.
But, paradoxically, agricultural technology is also responsible for forestalling any silent springs - at least, so far. Had technology - and therefore yields - been frozen at 1961 levels, then producing as much food as was actually produced in 1998 would have required more than a doubling of land devoted to agriculture. Such land would have increased from 12.2 billion acres to at least 26.3 billion acres, that is, from 38 to 82 percent of global land area. (And this optimistically assumes that productivity in the added acreage would be as high as in the other areas). Cropland alone would have had to more than double, from 3.7 to 7.9 billion acres.(1) An additional area the size of South America minus Chile would have to be plowed under.
Those figures assume that this much unused cropland would be available. Potential cropland is estimated at about 8.5 billion acres worldwide.(2) But since the best agricultural land is probably already being cultivated, new cropland is unlikely to be as productive. Moreover, at least 45 percent of this cultivable-but-uncultivated area is forested, and 12 percent is protected. In sum, there simply isn't enough productive land worldwide to support today's world population using yesterday's technology.
Imagine the devastation that would have occurred had agricultural technology been frozen at 1961 levels, while mortality rates continued to drop, pushing up population. Massive deforestation, soil erosion, greenhouse gas emissions, and losses of biodiversity would occur with the more-than-doubling of land and water diverted to agriculture, but hunger and starvation would not decline. The additional pressure on the land would have increased land prices, making it more difficult to reserve land for conservation (except, possibly, in the deserts, the frozen polar regions, and the peaks of mountain ranges).
Such tragic results did not happen, thanks to improvements in productivity at each step of the food and agricultural system. To begin with, science-based varieties of seeds helped increase global yields for all cereals, the grains that are grown on 45 percent of the world's cropland. Cereal yields went up by 126 percent between 1961 and 1998 (FAO 2001). To more fully exploit these high-yielding crop varieties, farmers implemented a set of complementary technologies. Yes, these caused environmental problems. Yet they also increased productivity, reducing the amount of land devoted to agriculture.
Other factors also contributed to farm productivity. These include (a) innovations in animal husbandry, (b) technologies for storage, handling and processing (e.g., plastic bags, refrigeration, canning and preservation), and (c) a wider - largely fossil fuel driven - global infrastructure for the efficient transportation, storage, distribution and trade of agricultural inputs and outputs (which also helped reduce wastage and spoilage) (Goklany and Sprague 1991).
Recognizing the benefits of these technologies does not mean that we should ignore the tendency to overuse inputs such as water, fertilizers, pesticides and energy, in part because of subsidies and, in the case of water, lack of property rights. So although total benefits of various technologies probably exceed total costs, marginal costs may not always exceed marginal benefits.
To put a long-term focus on the environmental pros and cons of agricultural technologies, many effects of agricultural pollutants seem reversible, although not always rapidly and sometimes at substantial cost. In the richer nations, new laws and large investments in new and clean technologies have helped many freshwater systems and aquatic and avian species recover from decades, if not generations, of abuse (Goklany 1996).
Soil erosion has declined; the Rhine, Thames, and Hudson Rivers are cleaner - and support more species - now than in past decades; and DDT and other pesticide residues in freshwater fish and human adipose tissue have dropped by an order of magnitude or more in North America and Europe. Thus, the direct effects of agricultural pollutants seem no more long-lived or irreversible than the indirect ecological and biodiversity effects of additional land clearance that would have occurred without those technologies.
Some have argued that agricultural technology, by making more food available, merely postponed the Malthusian day of reckoning, leading to a larger population which, in turn, increased net conversion of wildlife habitat. In response to this claim, I would first argue that agricultural technology, by reducing starvation and hunger, helped reduce maternal and infant mortality rates. Not only has this reduced misery worldwide, but it has also directly improved human well-being.
Second, failure to produce enough food would not necessarily have led to protection of habitat for the rest of nature. Consider the statistics about India. In 1961, daily food supplies per capita in India were 2,073 Calories (2,073 kilocalories, more accurately). At that time, 398 million acres of India's total land area of 734 million acres (or 54 percent) was devoted to crop production.
Between 1961 and 1998, population increased by 117 percent, food supplies per capita grew 19 percent, and India became, at least temporarily, a net grain exporter. Yet cropland increased by only 5 percent (to 420 million acres). Forest and woodland area expanded 21 percent between 1961 and 1994 (from 141 to 170 million acres) (FAO 2001).
Assuming no improvement in agricultural production since 1961 or any change in the 1998 population level, available daily food supplies per capita would have slid to 955 Calories - well below even the minimum energy an adult needs to keep basic metabolic activities functioning at rest in a supine position! The Food and Agricultural Organization (1996) estimates that minimal level of existence as requiring 1,300 to 1,700 Calories/day. Mass starvation and death would have been inevitable.
Would that have translated into more wildlife habitat? Not likely. Faced with such hunger, it seems unlikely that India's population and policy makers would have been more willing to set land aside for conservation. India would have been fortunate not to have lost much of its remaining forests, let alone "reserve" as much as the 35 million acres currently in partially or fully protected areas (World Resources Institute 2000).
By reducing hunger, agricultural technology has not only improved human welfare and reduced habitat loss but has made it easier to view the rest of nature as a source of wonder and not merely as one's next meal or the fire to cook it with. It also decreased the socioeconomic cost of conservation.
These factors helped create the conditions necessary for support of conservation within the body politic. Finally, in the absence of technological progress, would the World Conservation Union's Red List, which classifies about a quarter of all mammalian species as threatened (World Conservation Union 2000), been larger, because more species would be threatened - or smaller, because more species were extinct?
1. These calculations assume that the increase in food production between 1961 and 1998 is equivalent to the increase in global population times the increase in globally averaged food supplies per capita, using data from FAO (2001).
2. Goklany (1998). Assumes 0.3 billion acres of potential cropland in China.
Food and Agriculture Organization. 1996. Assessment of Feasible Progress in Food Security. Technical Background Documents 12-15, vol. 3. Rome, Italy.
_______. 2001. FAOSTAT database. Available http://apps.fao.org. Cited February 9, 2001.
Goklany, Indur M. 1996. Factors Affecting Environmental Impacts: The Effects of Technology on Long-Term Trends in Cropland, Air Pollution and Water-related Diseases. Ambio 25, 497–503.
_______.1998. Saving Habitat and Conserving Biodiversity on a Crowded Planet. BioScience 48: 941–53.
Goklany, Indur M., and Merritt W. Sprague. 1991. A Different Approach to Sustainable Development: Conserving Forests, Habitat, and Biological Diversity by Increasing the Efficiency and Productivity of Land Utilization. Washington, DC: Office of Program Analysis, Department of the Interior, December.
Oerke E.-C., A. Weber, H.-W. Dehne, F. Schonbeck. 1994. Conclusion and Perspectives. In Crop Production and Crop Protection: Estimated Losses in Food and Cash Crops, ed. E.-C. Oerke, H.-W. Dehne, F. Schonbeck, A. Weber. Amsterdam: Elsevier, 742–70.
Pimentel, D., and A. Greiner. 1997. Economic and Socio-Economic Costs of Pesticide Use. In Techniques for Reducing Pesticide Use: Economic and Environmental Benefits, ed. D. Pimentel. Chichester, UK: John Wiley, 51–78.
Pimentel, D., ed. 1997. Techniques for Reducing Pesticide Use Economic and Environmental Benefits. Chichester, UK: John Wiley.
Shiklomanov, Igor A. 2000. Appraisal and Assessment of World Water Resources. Water International 25(1): 11–32.
World Conservation Union. 2000. 2000 IUCN Red List of Threatened Species—Confirming the Global Extinction Crisis. Available http://www.iucn.org/redlist/2000/news.html. Cited February 13, 2001.
World Resources Institute. 2000. World Resources 2000–2001. Washington, DC.
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@Inproceedings {export:193773, abstract = {
This paper describes a cross-version compiler validator and measures its effectiveness on the CLR JIT compiler. The validator checks for semantically equivalent assembly language output from various versions of the compiler, including versions across a seven-month time period, across two architectures (x86 and ARM), across two compilation scenarios (JIT and MDIL), and across optimizations levels. For month-to-month comparisons, the validator achieves a false alarm rate of just 2.2{\%}. To help understand reported semantic differences, the validator performs a root-cause analysis on the counterexample traces generated by the underlying automated theorem proving tools. This root-cause analysis groups most of the counterexamples into a small number of buckets, reducing the number of counterexamples analyzed by hand by anywhere from 53{\%} to 96{\%}. The validator ran on over 500,000 methods across a large suite of test programs,finding 12 previously unknown correctness and performance bugs in the CLR compiler.}, author = {Chris Hawblitzel and Shuvendu Lahiri and Kshama Pawar and Hammad Hashmi and Sedar Gokbulut and Lakshan Fernando and Dave Detlefs and Scott Wadsworth}, booktitle = {Foundations of Software Engineering (FSE'13)}, month = {August}, publisher = {ACM}, title = {Will You Still Compile Me Tomorrow? Static Cross-Version Compiler Validation}, url = {http://research.microsoft.com/apps/pubs/default.aspx?id=193773}, year = {2013}, }


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Home » Under Secretary for Economic Growth, Energy, and the Environment » Bureau of Economic and Business Affairs » Remarks and Releases » Other Releases » Telecommunication Documents » Transmittal Letter for Submission of the U.S. Contributions to the World Conference on International Telecommunications (WCIT-12)
United States Department of State
Washington, D.C. 20520
2 August 2012
The Honorable Hamadoun I. Toure
International Telecommunication Union
Place des Nations
CH 1211 Geneva 20
Dear Dr. Toure;
In response to your Circular Letter No. 64 of 6 December 2011, on behalf of the United States of America, I have the pleasure to present the 1st set of proposals of the United States to the World Conference on International Telecommunications (WCIT-12).
The United States is still actively engaged in its preparatory process and will provide additional contributions in the upcoming months.
Sincerely yours,
Philip L. Verveer
United States Coordinator
International Communications and Information Policy
The Office of Website Management, Bureau of Public Affairs, manages this site as a portal for information from the U.S. State Department.
External links to other Internet sites should not be construed as an endorsement of the views or privacy policies contained therein.


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2013 EICMA: 2014 Honda CBR300R — Official Specs Released
More 2013 EICMA News >> As we exclusively revealed last week, the 2014 Honda CBR300R gains power and torque thanks to its longer ... Read more >>
More 2013 EICMA News >> As we exclusively revealed last week, the 2014 Honda CBR300R gains power and torque thanks to its longer ... Read more >>
"The Ninja 300 will smoke a CB500F and out-handle it as well," wrote commenter Darin last week. The 2014 Kawasaki Ninja 300 has ... Read more >>
Kate started riding bikes a couple years ago, only to take a forced absence for a while due to injury and the subsequent lake of ... Read more >>
Update : the official mini-site just dropped. Here's the first pictures of the new Kawasaki Z250 , courtesy Indonesia's TMCBlog , ... Read more >>
While we here in North America get a larger, Ninja 300 , the rest of the world gets an updated 2013 Kawasaki Ninja 250 ; the smaller ... Read more >>
It's official, this new Kawasaki Ninja 300 looks just like the new Ninja 250, but has one huge change under its newly-faired skin: an ... Read more >>
An EPA document listing motorcycle emission data for 2013 has revealed details of the new, American market-oriented Kawasaki Ninja ... Read more >>
Is this the most significant new bike this year? Kawasaki is replacing the 5th best selling motorcycle in America with a heavily ... Read more >>
For years the maker of custom all-wheel drive conversions, Christini is launching its own brand of production bikes. Two models will ... Read more >>
A year after launching the MP3 Hybrid 125, the world's first hybrid motorcycle, Piaggio have sold (drumroll) almost none! It's simply ... Read more >>
Photo: Clay EnosPhotographer Clay Enos is riding a Vespa 300 GTS Super from New York to Vancouver on the small, forgotten, ... Read more >>
Featuring a host of upgrades that run from visual—anodized lightweight parts and carbon everything else—to the mechanical—lightweight ... Read more >>
The biggest model in Vespa's GTS range, the new 300 Super is actually 278cc and makes only slightly more power than the GTS 250 (less ... Read more >>


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On Monday, January 17, 2011, beginning at 9:30AM, in an effort to keep participants safe during the commemorative service for Reverend C.K. Steele and the Martin Luther King, Jr. March, the Tallahassee Police Department will limit vehicle traffic along West Tennessee Street and Adams Street. Motorists not attending these events are encouraged to seek alternate routes in an effort to avoid delays.
The following streets will be closed:
Adams Street between Tennessee Street and Call Street will be closed from
Adams Street between Call Street and Jefferson Street will be closed from
Duval Street between Gaines Street and Pensacola Street will be closed from
The commemorative service for Reverend C.K. Steele at C.K. Steele Plaza is scheduled to begin 10:00AM. The Martin Luther King, Jr. March is scheduled to begin at 10:40AM, with the roadways returning to normal traffic flow at approximately 1:00PM.


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Diffusion-limited aggregation - Wikipedia, the free encyclopedia
Just wondering if anyone's done anything with this. It seems like DLA might be a good model for water working its way through rock, and it also looks a little like drainage patterns in mountain ranges. It's very tree-like, but if several could intersect it might make a reasonable basis for a cave system.


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I ran into some problems with my iPod, and am trying to restore a backup following this link -> http://support.apple.com/kb/HT1414
I tried following the section under "Restoring your iPhone or iPod touch". When it gets to step 9, it simply doesn't show up - the restore happens, the iPod restarts, but I DO NOT get an option to set it up as a new device, or restore a backup. A backup does exist (checked the location).
Any ideas on how I can restore the backup?


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50 lbs 4 months-=.4lbs day=1400cal/d "deficit"
Pretty dramatic weight loss-if it was just fat.
Most folks would be absolutely STARVING with that sort of energy shortage.
Maybe the suggestion that the thyroid problem caused some fluid retention-makes sense-or maybe normal thyroid after abnormal -low-thyroid-her weight goes back to "her normal" quickly-50 lbs lotta weight loss from just "diet"
Probably mentioned my dad went on a low carb higher fat protein diet in the 1970's-it worked.
It was contrary to what current medical thought was-which was calories and energy counted-and high fat was "bad"
It was called the "steak and eggs diet" or the "drinking mans diet" (not sure the why of drinking man's diet.-maybe steak and hard liquor?)
ethanol is betwixt and between carbs and fats -guessing its metabolism is closer to fats than sugars
Probably works-seems safe
I do love carbs)bread oatmeal sugar ice cream cookies-so not for me


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I recently had the opportunity to work with Green Day for an album cover that will be released this Saturday for Record Store Day. It was such a fun, quick, back-and-forth collaboration that I thought I'd write a quick process blog about how it came to be.
So, I got a call from Mike Dirnt on a Wednesday morning while I was driving to the comic shop. We were talking about comics and stuff (he's a fan of Henry & Glenn!), and then he mentioned that they have a record coming out for Record Store Day and "We don't have a cover yet. Do you wanna do it?"
"Uh… HELL YEAH!"
"Okay, cool… I'll get you more info tomorrow."
Thursday Mike calls back and we start chatting about ideas for the artwork and then he mentions: "…and we need it by Monday. Is that possible?"
"Uhhhh… suuuurrrrre?" 3 days… YIKES… "I mean – YES!"
Side-note: I apologize for the low quality of the pictures below – they were all taken from my phone to send to Mike via text…
So, I quickly dashed off three EXTREMELY rough thumb-nail sketches and texted them to Mike. The first was based on Mike's original idea of a skeleton chomping on a record going with the title "Demolicious." The second variation is a skeletal version of the band chomping on records. The third option, I took a different take on "Demolicious" thinking of how it sounds like "Demolish Us" and did a quick sketch of a mess of bones, guitars, records, garbage… like a Green Day hoarder house exploded. I knew that would be the most complicated one to draw, but it might also be the most fun… but with 3 days, I hoped they'd pick the easiest: option #1.
They picked the most complicated one. Time to buy some coffee and go into the drawing cave…
I started with just a skull and a pile of guitars and records, but I immediately made it more complicated for myself by getting more elaborate and soon spread the cover to the back cover in one giant junkyard scene… Mike and the GD crew, who were still in the studio assembling their part of the record release, gave their approvals via texting back and forth with me.
At this point, I asked Mike if there were any specific things that I could throw into the pile of junk. He mentioned maybe a reference to E.B.P.M. and a "fucked up teddy bear…" but otherwise just "keep doin' what you're doin'!" So, I mined the lyrics for other things to add and added more details…
Pencils complete. Time for my favorite part – INK!
For art-geeks: People often ask me what brushes I use. I used to be precious about that and I really liked Isabey series 6228 #3 and 4 watercolor brushes. But these days I tend to find different tools for different projects. The majority of this drawing was done with these fairly cheap Royal "Soft Grip" liner and watercolor brushes. I like the rubber grip. And the bristles get kinda crappy after a while and that's when I really start to like the lines they produce. And if ink nerds are reading, I use Dr. Ph. Martin's Black Star Matte india ink. And This is on Strathmore 300 series cold press watercolor paper. And that's coffee to keep me going for the next 2 days…
So, sometime around Saturday afternoon, with the deadline on Monday, I start inking…
All the while texting back and forth with Mike for approvals… "Awesome… Keep going…!"
Phone rings… record scratch… "Um… So, Billie was wondering if it's too late to change the guitar you drew on the cover. Is that possible?"
Whoops! Google fail! I did google Billie-Joe's guitar, but I guess I didn't find the right one. Mike sent over some pics of the correct guitars. Pro-tip – Don't rely on google for your references, kids! It's always better to work from life.
Thanks to trusty old liquid paper (actually I used some white gouache) I fixed the guitar and Billie-Joe approved!
ONWARD- It's Saturday at 2:48 pm and you've got to finish inking and coloring and laying out the package design…
On Sunday at 5:21 pm I am DONE with the inking!
I scanned it into my computer and began blocking in the rough colors until my eyes were too blurry to keep going. Kristina Collantes, whom I have been collaborating with on many projects lately, volunteered to help me so I could get some sleep. She finished the preliminary color schemes while I took a nap.
By Monday morning, with the help of the band's feedback, we decided on this final color scheme and the all that was left was the layout of the track list and credits:
The whole process was a race, but it was a great challenge. The back-and-forth collaboration with Mike over the phone was a fun experience. And knowing that they were also in the studio rushing to finish the mastering for the record fueled me along the way. They are great guys and I hope to work with them again. I'm extremely proud of this record cover.
So, please head out to your local record store for Record Store Day and pick up Green Day : Demolicious! I'll likely be hanging out at my neighborhood shop Vacation Vinyl and they might have a few copies signed by me.
And while you're at it, you should also pick up another record I did the cover for that coincidentally was released this week: The Groovie Ghoulies "Flying Saucer Rock-n-Roll!"


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Office: 302 ten Hoor Hall
PSC 101 Introduction to American Politics. 3 hours.
Survey of the principles, political institutions, and practices of American national, state, and local politics.
PSC 102 America and the World. 3 hours.
Examination of the political factors external to the United States that affect the American political system. Attention is given to the nature of foreign policy, the processes and substance of American foreign policy, and the ways that actions by foreign governments affect the United States.
PSC 103 Introduction to Public Policy. 3 hours.
Survey of problems encountered by American governmental units in fields such as agriculture, welfare, education, health, and business regulation.
PSC 201 The Scope of Political Science. 3 hours.
Survey of the political processes and institutions of contemporary societies and an introduction to the concepts and concerns of political research.
PSC 202 Political Science Methods. 3 hours.
Introduction to the conduct of political inquiry and methods of political research.
PSC 203 Comparative Politics. 3 hours.
Theoretical approaches to the comparative study of national political systems.
PSC 204 International Relations. 3 hours.
Survey of the evolution of the modern state system and the basic forces in international relations.
PSC 205 Political Theory. 3 hours.
Survey of fundamental concepts in political theory such as liberty, equality, and authority.
PSC 206 Public Administration. 3 hours.
Study of the administrative principles and practices in the areas of organization, personnel management, budgeting, government regulation, and democratic controls.
PSC 211 State and Local Government. 3 hours.
Study of the institutions and functions of American state and local governments and their relationship to the political process.
PSC 251 Power, Public Policy, and Technology. 3 hours.
Examination of the basic processes of change shaping post-industrial society, especially the impact of technology in the 20th century.
Unless otherwise stated, the prerequisite for enrollment in 300-level courses is sophomore standing or permission of the instructor.
PSC 311 Political Parties and Elections. 3 hours.
Activities of parties and pressure groups in American politics. Attention is given to the social composition, organization, finance, and nominating processes of parties.
PSC 312 The American Legislative System. 3 hours.
Examination of the constitutional and theoretical foundations of Congress and state legislatures, emphasizing problems of structure, procedure, leadership, and legislative reform.
PSC 313 The American Executive. 3 hours.
Examination of the role of the president, governors, and local executives in the American political system.
PSC 314 The American Judicial System. 3 hours.
Introductory analysis of judicial organization, processes, and behavior, with emphasis on the institutional characteristics of the courts.
PSC 315 Political Psychology. 3 hours.
Bridges the gaps between areas of interest to psychologists and those occupying the center of attention in the fields of political science, sociology, anthropology, and economics.
PSC 316 Southern Politics. 3 hours.
Examination of the party system of the Southern states in terms of its origin, nature, distribution of power, and impact on national politics.
PSC 317 Political Sociology. 3 hours.
Study of political institutions, political movements, political participation, voluntary organizations, and distribution of power, prestige, and wealth in societies.
PSC 318 Constitutional Law: Limits of Government Power. 3 hours.
Prerequisite: PSC 101 and any two courses from those numbered PSC 201–PSC 206 or junior standing.
Study of the constitutional foundations of federalism and the separation of powers, with emphasis on the role of the Supreme Court.
PSC 319 Constitutional Law: Civil Rights and Liberties. 3 hours.
Prerequisites: PSC 101 and two courses from PSC 201-206 or junior standing.
Study of the Constitution's protections for civil rights and civil liberties, and the Supreme Court's interpretations of them.
PSC 320 Special Studies in Political Science. 1 to 3 hours.
Supervised independent reading and research.
PSC 321 Special Topics in Political Science. 3 hours.
Course content varies from offering to offering. May be repeated for a maximum of 6 hours, with permission of the department.
PSC 331 Japanese Sociopolitical Systems. 3 hours.
Study of Japanese politics with emphasis on political culture, parties, and public policy.
PSC 332 Latin American Political Systems. 3 hours.
Analysis of the contemporary distribution of political power in Latin America. Special attention is given to nation-state building, praetorianism, and revolution.
PSC 333 Soviet and Post-Soviet Politics. 3 hours.
Study of institutions and processes in the USSR and the post-Soviet republics, with attention to concepts of authoritarianism, systemic change, and democratization.
PSC 334 Governments and Politics of Western Europe. 3 hours.
Prerequisite: PSC 203 or permission of the instructor.
Analysis of the democracies of Western Europe. Attention is given to participation, societal cleavages, elections, parties, government institutions, policy making, and the European Union.
PSC 341 Chinese Political System. 3 hours.
Study of Chinese politics with emphasis on political culture, parties, and public policy.
PSC 342 Foreign Policies of the Soviet Union and Its Successor States. 3 hours.
Examination of the influence of the Soviet Union in the evolution of the international system as well as the interests and strategies of Russia and other successor states.
PSC 343 U.S. Relations with Latin America. 3 hours. U.S. relations with Latin America since the end of the Cold War— democracy, drug trade, and immigration.
PSC 352 Modern Political Ideologies. 3 hours.
Study of the major liberal, conservative, and authoritarian ideologies of the modern era and their relevance for the political systems of the period.
PSC 353 Modern Political Thought: Machiavelli to Nietzsche. 3 hours.
Prerequisite: PSC 205 or PHL 220.
Key political theorists from the sixteenth to the nineteenth centuries. Assigned texts may vary, but typically include works by Machiavelli, Hobbes, Locke, Rousseau, J. S. Mill, Marx, and Nietzsche. Topics include conceptions of a just society, the state, the value of political participation, liberty, and equality.
PSC 361 Fiscal Policy and Budgeting. 3 hours.
Study of governmental revenue and expenditure policies with emphasis on the budget as a method of administrative and fiscal control.
PSC 362 Organization Theory. 3 hours.
Prerequisite: PSC 206 or permission of the instructor.
An examination of traditional and contemporary organizational theory and its application to public administration.
PSC 364 African Americans and the American Political System. 3 hours.
A historical and contemporary assessment of the political, social, and economic development of blacks in the American system.
PSC 399 Internships in Political Science. 3–6 hours.
Unless otherwise stated, the prerequisite for 400-level courses is junior standing or higher or permission of the instructor.
PSC 411 Public Opinion. 3 hours.
The formation, distribution, structure, properties, and techniques of measuring public opinions in the United States.
PSC 412 Urban and Metropolitan Government. 3 hours.
Examination of the implications of urban growth, the organization of urban and metropolitan areas, and the political forces operating at this level.
PSC 413 American Foreign Policy. 3 hours.
Examination of the forces and processes affecting United States foreign relations. Attention is also given to the content and problems of contemporary American foreign policy.
PSC 414 American Defense Policy. 3 hours.
Investigation of the processes involved in making American defense and security policy and of the substance of that policy.
PSC 421 Research Design. 3 hours.
Prerequisite: PSC 202.
Attention is given to research design, the role of theory, variance control, measurement, reliability, validity, and sampling; includes an introduction to SPSS.
PSC 422 Seminar in Political Science. 3 hours.
May be repeated for a maximum of 6 hours. Selected problems in various areas in political science.
PSC 423 Survey Research Methods. 3 hours.
Examination of the theory and practice of various types of surveys and different parts of the survey research process (e.g., sampling, questionnaire design, interviewing, data reduction).
PSC 432 Peace Resolution in Latin America. 3 hours.
Analysis of resolution of civil wars in Latin America. Compares Nicaragua, El Salvador, Guatemala and Columbia.
PSC 433 Communism in Europe, 1945–89. 3 hours.
Examination of the interaction of Marxist theory and practice in various national settings. Attention is given to the differential evolution of parties and regimes and to reasons for the dissolution of communist systems.
PSC 434 International Political Economy. 3 hours.
Prerequisite: PSC 204, PSC 413, or EC 111.
The course deals with the international trade and finance regimes, foreign economic policy, transnational corporations in the world economy, North/South and East/West relations, and the implications of economic interdependence.
PSC 435 War and Peace. 3 hours.
Prerequisite: PSC 204 or PSC 413.
Study of the causes of war at the individual, societal, and international levels of analysis, with particular emphasis on international relations research using the scientific method.
PSC 436 Non-Communist Eastern Europe. 3 hours.
An examination of the political issues, processes, and institutions, primarily in the formerly communist states of East-Central Europe.
PSC 437 Postcommunism. 3 hours.
Examination of processes of democratization and reversion to authoritarianism in East Central Europe and Eurasia. Political, social, and economic alterations of communist arrangements are discussed.
Explores the definition and dynamics of domestic and international terrorism, terrorist ideas and terrorist organization, and the political problems of suppressing terrorism.
PSC 442 International Conflict. 3 hours.
Examination of the various kinds of violent conflicts in which nation-states become involved.
PSC 443 Comparative Public Policy. 3 hours.
Prerequisite: PSC 203 or PSC 334.
Analysis of domestic policy in advanced industrialized democracies, looking at both policy process and policy substance. Attention will be given to the questions of how and why policies differ across countries, and how one might evaluate policy performance cross-nationally.
PSC 444 International Organizations. 3 hours.
An examination of the essential structures and processes in international organizations, both governmental and nongovernmental, and their roles in the area of global security, economy, and social welfare.
PSC 445 Nationalism and Ethnic Conflict. 3 hours.
An examination of the theoretical aspects of ethnicity, interethnic conflict, conflict management policies, and some examples of ethnic crises. Prepares students for analyzing interethnic conflicts and critically evaluating proposed solutions to ethnic strife.
PSC 446 Political Economy of Security. 3 hours.
Prerequisite: PSC 204.
The course will cover a variety of topics that link security and political economy.
PSC 451 Man and the State. 3 hours.
Survey of contemporary political thought and action in political theory, including liberty, equality, justice, natural law, and the organic state.
PSC 452 American Political Thought. 3 hours.
Prerequisite: PSC 205.
Investigates primary sources and secondary literature covering the origin and direction of the U.S. political ideology. Topics typically include liberalism, civic republicanism, and debates between contemporary scholars concerning American exceptionalism.
PSC 461 Administrative Regulation. 3 hours.
The impact of legal powers and procedures of administrative agencies on public policy. Analysis of regulatory powers in American governments.
PSC 462 Public Personnel Administration. 3 hours.
Study of the American public personnel system at the local, state, and national level. Emphasis is on such areas as the political activity of government employees, the application of the principle of equal opportunity and affirmative action, and the role of collective bargaining in government.
PSC 466 Urban Policy. 3 hours.
Examination of urban political structure and its influence on selected areas of public policy in contemporary urban society.


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Garuda Indonesia Airline was chosen : "Best in Region: Asia and Australasia" , in the Passenger Choice Award 2013, outranking Singapore Airlines, Qantas Airways, Cathay Pacific, Air New Zeland, and Pakistan Airlines, the five other finalists in this category.
Skytrax CEO, Edward Plasteid and Richard Quest of CNN personally handed the Award to the Director of Servicea of Garuda Indonesia inc. Faik Fahmi during the "Airline Passenger Experience Association (APEX) Award Ceremony" in Anaheim, California, U.S.A, on 9th September 2013,
Aside from winning in the Best in Region: Asia and Australasia category, Garuda Indonesia was also among the "Top 5 Best Overall Passenger Experience", "Top 5 Best Ground Experience", and "Top 5 Best In-flight Publication".
In 2012 Garuda Indonesia was named : "The World's Best Regional Airline" and awarded the "World's Best Economy Class" earlier this year.
The winner of each category was decided through a flight experience satisfactory survey conducted on all airlines passengers worldwide. While the survey itself was conducted online via www.passengerchoiceawards.com during the course between mid 2012 to 30th June 2013. The results of the survey were then tabulated by the Nielsen Company Global Survey Institute.
CEO of Garuda Indonesia, Emirsyah Satar, later said that the achievement was the results of the hard work and strong commitment of all Garuda Indonesia staff members and employees in providing the best services to customers in line with the company's vision as a "Global Player". He added that the awards received will also boost the motivation to continue the "Quantum Leap 2011-2015" program in which Garuda Indonesia, which today operates 194 aircrafts, is determined to become a five star airline by 2015.
Now, Jakarta-Ambon direct flights
Meanwhile, in the latest development, Garuda Indonesia announced that the airline now also flies Jakarta-Ambon direct. With this flight Garuda has two flights daily to Ambon from Jakarta, one via Makassar, and the most recent one connecting the two cities direct. GA 646 leaves Jakarta daily at 08.30 hours, arriving Ambon at 14.00 hrs Central Indonesia Time. The return flight (GA 647) leaves Ambon at 14.45 Central Indonesia Time to arrive in Jakarta at 16.15 hrs. West Indonesia Time. The flight uses B737-8i00 NG aircraft with a capacity for 156 passengers, 144 in economy and 12 in business class.
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