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Every year, the Broadcast Education Association (BEA) holds
a festival to recognize the best videos produced by university students and
faculty from around the country. The BEA Festival of Media Arts is one of the
most prominent video events in higher education, and last year, saw more than 1200
entries into the competition. This year, two NAU students and University
Marketing employees, Jenna Lyter and Javeon Butler, took home the prestigious
first prize—the BEA Best of Festival Award, Student Non-fiction—for their work
on The Campaign for NAU video.
Their video entry was designed to encompass The Campaign for NAU, one of the most important and comprehensive fundraising initiatives in
Northern Arizona University's history. The video serves as introspection on how
NAU continues to stay true to its roots as an institution prioritizing student
success, and includes footage dating back to 1951.
"When we were asked to create the video we were excited, but
definitely nervous," says Lyter, a 2014 Advertising and Electronic Media and
Film dual major. "We needed to include so many facets regarding the
university—everything from donor impact to student success—and we didn't really
have any of the footage we needed to that point."
Butler, a 2013 Electronic Media and Film major, explains that the experience was challenging and rewarding.
"First, we made edits to the existing script, then developed
a list of 50 to 60 shots to match the revised messaging," Butler says. "One of
us would go out and shoot footage—everything from sunrises to aerials
overlooking the campus—and then send it to the other, who would immediately
take that footage and edit it into the video. It required a lot of
communication between the two of us, but definitely brought us together as a
Thankfully, Butler and Lyter didn't have to do it all on
their own—Kurt Lancaster, Associate Professor of Digital Media at NAU, served
as faculty advisor on the project, and was instrumental in the video's success.
Butler and Lyter say Lancaster's mentorship and guidance, both during the
Campaign video and throughout their time at the university, has been
"Kurt has always gone above and beyond for us, and for his
students," Lyter says. "He's really good at challenging us to do our best. We
can go to him with anything, and he always has time to help us. He'll be in a
meeting, and he'll still take my phone calls. He just wants us to be
successful, and we wouldn't have gotten where we are without him."
In the end, their hard work paid off. On October 18, 2013,
the team's video headlined The Campaign for NAU launch event, a gala dedicated
to the initiative that saw NAU donors and friends gathered together to
celebrate this new chapter in the university's history. When Lyter and Butler's
video finished playing, they were met with enthusiastic applause from the
audience, some of whom were moved to tears.
The response, Butler explains, made everything worth it.
"Watching the video at the launch event, and waiting to see
how the audience would respond, was really nerve-wracking," Butler says. "As
the creator, you're just studying the audience the whole time to find any
little hint that will show what they feel about your video. Once they stood up
and gave us that ovation, it felt amazing. It was the culmination of a lot of
really hard work."
Recognizing how well their video was received, entering it
into the BEA festival competition was the natural next step, and on February 11,
Butler and Lyter were declared the winners, a huge honor and prolific building
block on their resumes.
"A week before the festival, we scrambled to submit it, and
then forgot about it," Butler says. "To even be in the running is a blessing,
and shows how much a little hard work can pay off. There's definitely a certain
amount of prestige that comes with the award, and it's an opportunity a lot of
people don't have.
Lyter reflects what receiving the award has meant to her on
a personal level.
"It's one thing for your boss or the audience to like it,
but to be recognized for your work on a national level is another thing
entirely," Lyter says. "It's intimidating, but really exciting."
With this new honor under their belts and anchoring their
portfolios, Lyter and Butler have set their sights to plans after graduation.
Both are so grateful for the experiences they been able to receive, both at the
university and through the marketing department, that have prepared them for their careers.
"Right now, I'm focusing on building my portfolio and
continuing to learn more about the craft," says Butler, who graduated in
December. "Working on the video, and my time at University Marketing, have
solidified my passion for video production. The experience really has been a
huge instrument in my success."
Lyter, who plans to graduate in May, expresses how much
working on the video has defined her experience at Northern Arizona University.
"The experience with this video is probably one of the
highlights of my time at NAU," Lyter says. "We built the video from the ground
up, and I don't think anyone expected it to turn out like it did, which is
really special. Now I have that experience and awards that I've earned. I'm
where I wanted to be before graduation."


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Hornby is a household name and is famous as the UK brand leader for model railways. The Hornby range is immense. They have everything that you could possibly need to start your own model railway. Everything from electric locomotives, passenger coaches and freight wagons, even the model buildings, people, trees and grasses! With such a choice of products you really can create a perfect town for your trains to around.
Hornby founder Frank Hornby didn't start by making trains. In 1901 he invented something called 'Mechanics Made Easy' which eventually became Meccano Ltd and one of the most classic toys of all time. It wasn't until 1920 that Hornby first introduced toy trains. The trains were an instant success and the company quickly introduced more engines and accessories. Hornby produced its first electric train in 1925. In the years since the Second World War, Hornby has had some ups and downs; increasing pressure from competitors, take-overs, name changes.
It was in the 1970s that they became a true market leader and began making their range more attractive to the adult enthusiast. They launched a product range more for children in 1985, Thomas the Tank Engine and Friends, based on the TV series. Now with a product range of more than 650 current items Hornby justifiably retains the position it has held for more than 50 years as Britain's leading model railway manufacturer.
Here in the Toy Shop at WWSM we stock a large range of Hornby products. On the Train Sets shelf there is the exciting and varied range of Hornby train sets which has been further enhanced with the introduction of four new train sets from the 'Caledonian Belle' and the 'Flying Scotsman' to the 'Virgin Pendolino' and the 'London 2012' train set. On the DCC Sets, Power and Control shelf there is the future of model railway control with arguably the most straightforward and simple to operate digital controllers in the model railway world. The Digital Train Sets range from the 'Somerset Belle' to the 'East Coast Pullman'. There is also a good selection of digital trains like the 'Duchess of Montrose'.
If you need some coaches then we might have what you want on the Rolling Stock shelf. The Train Sets shelf has a selection of models that are a simple and cost effective way of adding to a train set or for those who wish to experiment and try their hands at developing their modelling techniques.
On the Skaledale and Lyddle End shelves you can find an amazing range of buildings and accessories to complement your model railway. To create a model railway takes much more than just trains and tracks… with the simple addition of trees, hedges, fields, grasses and rocks your railway will be transformed. You can also add lighting so your Skaledale town can appear to "come alive" as night falls. You can even add scale cars, vans and lorries for the inhabitants of Skaledale.
The Thomas the Tank Engine Sets shelf features many of Thomas' friends including Toby, Gordon, Murdoch and one of his very latest friends, Dart. You can choose from a Train Set, the locomotives, rolling stock and many buildings and accessories.
We hope you enjoy looking at all the Hornby products we have to offer here in the Toy Shop at WWSM.

subset: commoncrawl


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by Michael H. Popkin, Ph.D.
Offer this set of 6 videos to the parents you serve online! Using the Online Video Library (OVL), you can easily provide high-quality parenting videos. Parents can watch these videos any time, anywhere...all they need is an Internet connection — and an access code from you.
See Program Description for more information about program content, including sample video. Video was dubbed in Spanish by professional actors in Mexico
Videos in the series:
Note: A discount is available on the Online Video Library if you already own the Paternidad Activa de Adolescentes Program Kit, Lunch & Learn Kit, or Video Library on DVD.
Note: Online Video Libraries are intended for home use only. Use of the Online Video Libraries requires a signed agreement. Ordering the OVL initiates the process but does not provide instant access. Click here for more details about how the Online Video Library works.
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It's a familiar story—A new innovation gets introduced to great fanfare. Excitement builds, press coverage proliferates, and the warning sounds: get on board now or be left in the dust.
Companies rush to adopt the innovation, often with a heavy investment—and then, when the promised bounty doesn't appear as quickly as anticipated, there's an equivalent rush to bail out. Down the road—sometimes years later—widespread acceptance of the innovation's true value takes hold, and it becomes a part of everyday business.
In Mastering the Hype Cycle, Jackie Fenn and Mark Raskino explain what drives this pattern—and how your company can avoid its potential dangers. By understanding the hype cycle, you can ride it more skillfully—timing your investment decisions so the innovations you adopt stand the best chance of succeeding in the long-term.
- Building IT's reputation
through innovation
- "By demonstrating that IT could be imaginative and flexible at the leading edge of innovation, the entire IT department gained credibility in the eyes of the business."
- Read the full blog entry


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Variable Documentation
- AJCC Stage 3rd Edition
- Adjusted AJCC 6th ed., T, N, M, and Stage
- Collaborative Stage Site-Specific Factors (CS SSF)
- Lymphomas - Ann Arbor Staging (1983+)
For Derived AJCC 6th and 7th Editions, refer to the Collaborative Stage (CS) web site links below by data submission year:
- SEER November 2014 and Later Data Submissions
- SEER November 2013 and 2012 Data Submissions
- SEER November 2011 Data Submission
All of the CS data have been converted to CS v0203 on the November 2011 submission, but they may not have actually been coded under the codes and rules for CS v0203. For example, new codes are not documented as to when they were implemented.
- SEER November 2010 Data Submission
SEER Requirements for all versions of CSv2 can be found in the Collaborative Stage Requirements Status Database


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Physical Therapy Courses
670-20200 Rehabilitation for Older Adults NLA
Strategies aimed toward maximizing the functioning of older adults. A team approach is emphasized, drawing on disciplines such as physical, occupational, and recreational therapy, speech-language pathology and audiology, and rehabilitation nursing. Legal and ethical issues that pertain to the rehabilitation of this population are also addressed. Prerequisites: Sophomore standing. 1 credit. (F,Y)
670-30000 Preclinical Conference I NLA
Series of sessions to explain clinical education policies and procedures and choose sites for clinical affiliations. Prerequisites: Junior standing in clinical science major. Pass/fail only. 0 credits. (F,Y)
670-30100 Preclinical Conference II NLA
Series of sessions to explain clinical education policies and procedures, and choose sites for clinical affiliations. Prerequisites: 670-30000. Pass/fail only. 0 credits. (F,Y)
670-31000 Human Anatomy NS LA
Study of the gross anatomical components of the human body through the use of lecture and cadaver dissection. Emphasis is placed on the musculoskeletal and neurovascular systems found in the extremities, trunk, chest, and abdominal walls, and in the head and neck. Prerequisites: 303-20600. 6 credits. (Sum,Y)
670-31100 Massage and Surface Anatomy NLA
This predominantly laboratory-based course includes a presentation of theory, principles, and techniques of various forms of therapeutic massage. Regional palpation and surface anatomy are emphasized as they are presented in 670-31000 Human Anatomy. Corequisites: 670-31000. 1 credit. (Sum,Y)
670-31200 Mobility Training NLA
Principles and skills involved in ambulation training with and without assistive devices, transfer training, wheelchair management, safety in patient handling, and proper body mechanics. Corequisites: 670-31000. 1 credit. (Sum,Y)
670-31300 Clinical Physiology NLA
The study of human physiology from a clinical perspective, addressing normal function in the primary physiologic systems and how therapeutic interventions influence system functions. Introduces pathophysiologic syndromes common to patients receiving therapy. Describes physiologic responses in patients receiving specific physical or occupational therapy interventions. Prerequisites: 304-11000, or 304-11100 and 304-11200; 670-31000; nonmajors must have permission of instructor. 3 credits. (F,Y)
670-31400 Musculoskeletal Examination and Evaluation NLA
Introduction to the patient/client management model with emphasis on examination, evaluation, and diagnosis of musculoskeletal problems of the extremities. Emphasis is placed on the following skills: patient history, range of motion, goniometry, muscle performance testing, flexibility testing, ligament testing, special orthopedic tests, and posture as it relates to the extremities. Prerequisites: 315-10100; 315-10200; 670-31000; 670-31100. 3 credits. (F,Y)
670-31500 Electrotherapeutic Modalities and Physical Agents NLA
The study of the biophysical, physiological, and clinical principles and procedures associated with the application of electromagnetic and acoustic energy in the prevention and treatment of pathological conditions. Prerequisites: 315-10100; 315-10200; 670-31000; 670-31100. 4 credits. (S,Y)
670-32200 Professional Development I NLA
Introduction to the Practice Act, Code of Ethics, roles of paraprofessionals, professional and ethical behavior, and effective communication styles. Instruction in clinical education teams, models of clinical education, and assessment of clinical performance. Prerequisites: 670-32300; 670-32500. 1 credit. (S,Y)
670-32300 Teaching and Learning in the Clinical Setting NLA
Preparation to teach in a variety of settings and formats for academic, clinical, and professional purposes. Content is applicable to community presentations, group inservices, presentations, as well as patient/family and other individualized teaching. Includes teaching/learning theories and styles, impact of age, culture, environment, and motivation, domains of learning, instructional objectives, teaching methods, and instructional technology. Evaluation, feedback, and outcome measurements are included. Prerequisites: 670-31100; 670-31200. 1 credit. (F,Y)
670-32500 Profession of Physical Therapy NLA
Description of physical therapy as a profession in the United States including history, professional organization, roles of the physical therapist and related personnel, and scope of practice. Prerequisites: Junior standing. 0.5 credit. (F,Y)
670-32600 Introduction to Health Care Systems NLA
Constructs of the U.S. health care system, with emphasis on how system components influence patient referrals, delivery of care, and reimbursement. The course focuses on the health care system's influence on rehabilitation services with emphasis on allied health. Prerequisites: 670-32500. 1 credit. (S,Y)
670-39000 Biostatistics NS LA
Discussion of descriptive and inferential statistics. Particular emphasis is placed on the statistical interpretation of basic science and clinical research studies. The course involves use of calculators and computers. A student cannot receive credit for this course and 313-24300 or 313-24400. Prerequisites: Math placement in Group 1 or 2. 3 credits. (S,Y)
670-39900-670-39999 Selected Topics in Physical Therapy LA/NLA
Clinical and professional topics of current interest to faculty and students. This course may be repeated for credit for different selected topics. Prerequisites: As appropriate to topics. Pass/fail only. 1-3 credits. (IRR)
670-40100 Biomechanics NS LA
Application of mechanical principles to human movement. Particular attention to the effect of forces in producing normal movement. Students are required to apply their knowledge of anatomy toward understanding individual joint function as well as the integrated function of several joints during complex activities such as normal gait. Prerequisites: 315-10100; 315-10200; 670-31000; 670-31100. 3 credits. (F,Y)
670-40200 Therapeutic Exercise NLA
A comprehensive analysis of the scientific principles of exercise commonly used in physical therapy practice. Specific exercise programs address muscle performance, endurance, mobility, and balance impairments. Adaptations of tissue on activity and immobilization are also discussed. Prerequisites: 670-31300; 670-31400; 670-40100. 3 credits. (S,Y)
670-40300 Pathology for Physical Therapists LA
Examination of the components of general disease and injury processes and specific components of selected diseases likely to be encountered in physical therapy practice. General pathology topics described include cell and tissue injury, inflammation, and the healing and repair process. Specific focus on diseases of the musculoskeletal, cardiovascular, pulmonary, integumentary, and nerve systems. Emphasis is placed on understanding the underlying mechanisms of structural and functional disruptions for adults, with secondary comparisons to pathology across the life span. This course provides background information necessary for performing differential diagnosis and patient treatments. Prerequisites: 670-31000; 670-31300. 3 credits. (S,Y)
670-41000 Clinical Education I NLA
The initial assignment to one of a variety of health care facilities for six weeks. The student is assigned to specified clinical tasks under the close supervision of the clinical instructor. Professional conduct and appearance, basic musculoskeletal assessment and treatment, and application of physical agents are emphasized. Prerequisites: 670-30100; 670-31500; 670-39000; 670-40200; 670-40300. Pass/fail only. 3 credits. (Sum,Y)
670-43600 Professional Development II NLA
Provides the tools for personal career development. Includes professional behavior and generic abilities, résumé writing, professional portfolios, effectiveness as an individual and team player, and professional development during clinical affiliation. Prerequisites: 670-32200. 0.5 credit. (S,Y)
670-44100 Foundations of Clinical Administration I: Health Care Services NLA
First of a two-part course series on effective and efficient administration of rehabilitation services. It focuses on department organization and planning, reimbursement, foundations of control, management information systems, fiscal planning, risk management, quality assurance, external regulatory mechanisms, marketing and public relations, and assessment of service outcomes. Prerequisites: 640-20500 or 670-32600; 670-41000 or 672-35000. 3 credits. (F,Y)
670-44200 Clinical Administration II: Personnel Management NLA
Second in a two-part series on clinical administration. Personnel issues in the clinical environment are examined. Basic personnel management concepts affecting the new graduate are covered. Included are concepts and theories of human behavior in organizations, motivation, leadership, supervision, power, organizational climate and behavior, effective teamwork, performance rewards and appraisal, conflict management, and coping with personal stress in the work environment. Emphasis is placed on the management and organization needed to become a dynamic employee. Prerequisites: 670-44100. 1 credit. (S,Y)
670-45100 Neuroanatomy NS LA
Comprehensive study of the structural features and connectivity of the human central and peripheral nervous systems. Prerequisites: 670-31000; senior standing. Corequisites: 670-45200. 3 credits. (F,Y)
670-45200 Neurophysiology NS LA
Study of the concepts, terms, and methods of investigating the physiology of the human nervous system. Prerequisites: 670-31300; 670-40200; and senior standing. Corequisites: 670-45100. 3 credits. (F,Y)
670-46200 Pharmacology NS LA
Presents the basic drug classes and the physiological basis of their action. Drugs are grouped according to their general effects and the type of disorders they are routinely used to treat. Special emphasis is placed on drugs commonly used to treat disorders frequently seen in patients receiving physical therapy. Prerequisites: 670-45200; nonmajors must have permission of instructor. 2 credits. (S,Y)
670-46300 Normal Motor Development NLA
Normal motor developmental processes from the embryo to old age. Review of research and theory; evaluation of gross motor and fine motor development; and the influence of perception, visualization and auditory, kinesthetic, and cognitive input on the acquisition of motor skills. Prerequisites: 670-40100; 670-45100; 670-45200. 3 credits. (S,Y)
670-46400 Electrophysiological Examination and Evaluation NLA
Current and historical perspectives in the electrophysiological evaluation of neuromuscular disease and disorders. Students perform fundamental electrodiagnostic tests, including electromyography and measurement of nerve conduction velocity. Prerequisites: 670-45200. 2 credits. (S,Y)
670-46500 Soft Tissue and Peripheral Joint Examination and Mobilization NLA
This lecture and lab course is an introduction to the physical therapy methods of stretching, soft tissue treatment techniques, and mobilization of peripheral joints. It is designed to expose the student to the broad spectrum of techniques while teaching the skills of the most current methods. Prerequisites: 670-31400; 670-40100. 3 credits. (F,Y)
670-46600 Spine Examination and Rehabilitation NLA
Examination of and interventions for patients with neuromusculoskeletal conditions affecting the spine. Students learn objective measurements of spinal posture, mobility, and function to differentiate among various spinal conditions. Selected interventions are presented and practiced. Prerequisites: 670-31400; 670-40100. 3 credits. (F,Y)
670-47000 Mechanical Diagnosis and Therapy of the Lumbar Spine NLA
Introduction to mechanical diagnosis and treatment of the lumbar spine. Develops understanding of basic theories and thought processes in mechanical diagnosis. Exposes students to basic treatment interventions and skills in performing them. Prerequisites: 670-41000. Pass/fail only. 2 credits. (S,Y)
670-47100 Psychosocial Aspects of Patient Care NLA
A review of psychological and social issues affecting patients and therapists in the clinic, home, and community environments. Addresses special topics relevant to assessing a patient's and a clinician's response to illness. These topics include terminal illness, sexuality and illness or disability, psychosomatic illness, and selected psychiatric disorders. Prerequisites: 670-41000. 2 credits. (S,Y)
670-49000 Clinical Education II NLA
The second placement for the student in a clinical environment where he or she has the close supervision of a clinical instructor. This experience provides an opportunity to practice and develop skills in analyzing motor performance and evaluating and treating joint and soft tissue pathologies. The student should also exhibit an understanding of the administration of a physical therapy department. Six weeks in length. Prerequisites: 670-41100; 670-44100; 670-45100; 670-45200; 670-46500; 670-46600. Pass/fail only. 3 credits. (S,Y)
670-49900-670-49999 Independent Study NLA
This course allows students to complete an in-depth study or project in an area of their interest and related to physical therapy. Includes a final presentation. Requires a faculty sponsor. Prerequisites: Permission of faculty sponsor, academic adviser, department chair, and dean. May be repeated for a total of 6 credits. 1-6 credits. (F-S,Y)
670-59800 Honors Seminar in Physical Therapy NLA
For students in the honors program. Research proposals completed in 670-59900 are presented and critiqued. In addition, examples of good and poor published journal articles are discussed and analyzed. Prerequisites: 670-59900. Note: All undergraduates taking this course for graduate credit must satisfy the conditions listed under "Course Levels," p. 569. 1 credit. (S,Y)
670-59900 Honors Project NLA
For the exceptional student who wishes to pursue graduate research. Results in a research proposal, which is a preliminary step for a graduate thesis. Prerequisites: 670-41000; permission of department chair. Note: All undergraduates taking this course for graduate credit must satisfy the conditions listed under "Course Levels," p. 569. 3 credits. (F,Y)
Presents specific pathological conditions (primarily organized according to anatomical regions) that result in disorders of posture, movement, and locomotion. The presentations and analyses of these pathokinesiological conditions include neurological, neuromotor, and musculoskeletal aspects with respect to the causes of dysfunction. Laboratory exercises require the student to use movement analysis equipment to demonstrate pathomechanics and abnormal movement patterns. 3 credits. (F,Y)
671-60300 Cardiac Testing and Management
A review of normal cardiac physiology and the response of this system to exercise and disease. Cardiac pathologies are discussed including a review of the medical and surgical management of specific disease groups. Evaluation procedures utilized to determine the status of the cardiac system's performance are studied and performed in the laboratory. Clinical management procedures used by all members of the rehabilitation team are reviewed with emphasis on specific physical therapy procedures. 2 credits. (S,Y)
671-60500 Pulmonary Testing and Management
A review of normal pulmonary physiology and the response of the pulmonary system to exercise and disease. Pulmonary pathologies are discussed including a review of the medical and surgical management of specific disease groups. Evaluation procedures utilized to determine the status of the pulmonary system's performance are studied and performed in the laboratory. Clinical management procedures used by all members of the rehabilitation team are reviewed with emphasis on specific physical therapy procedures utilized in treating patients with pulmonary disease. 2 credits. (S,Y)
671-60600 Orthotics/Prosthetics
An in-depth review of the principles and practices of orthotics and prosthetics as applied by a physical therapist. This includes a survey of the basic biomechanical principles used in applying orthotic and prosthetic appliances as well as principles of patient application, training, and management of complications. 2 credits. (S,Y)
671-60700 Research I
Principles and methods of scholarly inquiry. Topics include formulation of research problems, literature review, hypothesis testing, techniques of data collection, and analysis of results. Historical and philosophical methods are introduced, but the course focuses on descriptive and experimental methods. Culminates in a written preliminary research outline. 2 credits. (F,Y)
671-60800 Research II
Application of research theory to interpretation, analysis, and synthesis of scientific literature. Through group projects, the student is required to perform a literature review and define methodologies including sampling, instrumentation, design analysis of data, and issues concerning reliability and validity. Culminates in a project presentation. Prerequisites: 671-60700. 2 credits. (S,Y)
671-61000 Clinical Education III
The third placement for a student in a clinical environment, giving the opportunity to apply more advanced theories and treatment procedures to a selected patient caseload with guidance from a clinical instructor. Six weeks in length. Prerequisites: Satisfactory completion of all prior required coursework. Pass/fail only. 3 credits. (F,Y)
671-61100, 671-61200 Clinical Education IV, V
Clinical Education IV and V are the final placements of the student in a clinical environment. Two six-week sessions. Prerequisites: Satisfactory completion of all prior required coursework. Pass/fail only. 3 credits per course. (Sum,Y)
671-61300 Clinical Science: Orthopedics
Covers pathogenesis, clinical presentation, medical and surgical management, and rehabilitation of orthopedic disorders. 3 credits. (S,Y)
671-61400 Clinical Science: Medicine
Survey of the most common diseases found in the practice of general medicine. Presentations emphasize medical management procedures and include discussion of physical therapy procedures that may be applied to this varied patient population. 2 credits. (F,Y)
671-61500 Clinical Science: Neurology I
Provides foundation for examination, evaluation, and interventions for individuals with movement-related impairments, functional limitations, and disabilities resulting from neurological disease. A systematic clinical decision-making approach is used to integrate findings from a patient's medical history and reports from rehabilitation team members with results of standardized neurological examinations, observations of movement, and analysis of functional tasks. The neurological diagnosis of stroke and its related movement deficits are covered in detail. 3 credits. (F,Y)
671-61600 Clinical Science: Surgery
A survey of the most common forms of general surgery encountered in the practice of physical therapy. Emphasis is placed on general surgical techniques, including indications, expected outcomes, and complications, as well as the pre- and postoperative role of the physical therapist. An in-depth review of decubitus ulcer and burn management is presented. 3 credits. (S,Y)
671-61700 Clinical Science: Neurology II
Examination, evaluation, and physical therapy interventions for individuals with progressive and non-progressive neurological disease resulting from upper and lower motor neuron disorders. A systematic clinical decision-making model is used to integrate findings from a patient's medical history and reports from other rehabilitation team members with results of standardized neurological examinations, observations of movement, and analysis of functional tasks. Prerequisites: 671-61500. 4 credits. (S,Y)
671-61800 Clinical Science: Pediatrics
The etiology, pathology, diagnosis, medical, surgical, clinical examination, evaluation, and physical therapy management of pediatric disorders of the neuromuscular system. The physiological basis and therapeutic techniques of neurophysiological approaches to intervention are examined. 3 credits. (F,Y)
671-61900 Geriatrics in Physical Therapy
A study of the special needs of the older adult. It prepares the student to plan effective physical therapy management of the problems of older individuals through consideration of age-related changes, psychosocial characteristics, and the continuum of services available for this population. Adaptations of evaluation and treatment methods for older persons are also discussed. 1 credit. (S,Y)
671-62100 Clinical Education VI
The final placement for students in a clinical environment. One 12-week session. Prerequisites: Satisfactory completion of all prior coursework. Students must register for this course or 671-61100 and 671-61200. Pass/fail only. 6 credits. (Sum,Y)
671-62200 Pre-Clinical Conference III
Series of sessions to explain the policies and procedures for graduate clinical education and choose sites for graduate clinical affiliations. Pass/fail only. 0 credits. (F,Y)
671-62400 Professional Development III
Prepares students for their terminal clinical experiences. Students create a professional development plan. Strategies for time management, stress management, and adaptability in the clinical setting are presented. Clinical cases allow the students to explore ethical decision making, patient advocacy, and application of professionalism. Prerequisites: 670-43600. 1 credit. (F,Y)
671-62500 Wellness and Prevention
Role of physical therapy in wellness and prevention for individuals, groups, and communities. The physiological rationale behind designing comprehensive wellness programs is presented. Topics include the development and implementation of general fitness and prevention programs for a variety of clients including those with chronic disabilities. Prerequisites: 671-60300. Corequisites: 671-60500. 1 credit. (S,Y)
671-62600 Professional Development IV
Prepares the student to enter the profession. Topics include current issues in physical therapy, direction of the profession, postgraduate development and specialization, and professional employment skills. Prerequisites: 671-62400; 671-61000. 0.5 credit. (S,Y).
671-63000-671-63100 Thesis I-II
Independent research that is theoretically sound and relevant to furthering the knowledge base of physical therapy. The courses are geared to prepare students to perform independent research and/or to prepare students for pursuit of a doctoral degree. The courses are conducted over the entire year of graduate study (671-63000 in the fall, 671-63100 in the spring) and culminate in a written thesis that must be approved by the department and the graduate office. Open only to students with a 3.30 undergraduate GPA or higher who successfully pass a faculty review. Elective. 2 credits per course.
A. Ozolins, Office of Publications, 21. October, 2002


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The long standing Mancos tradition of The Millwood Follies is happening again. Mark March 2 on your calendar for the 30th annual showcase of local area musical talent and comedy acts which is sure to be another night of laughter and great entertainment. The Follies have been dusting off the winter blues for thirty years now with some new and always a few favorite acts returning each year.
One favorite is the Celtic bagpipes that signify the starting of the event at 7 p.m. Not only is this annual Mancos tradition a fun-filled evening, it raises awareness and funds for a local organization in town. In the early years, the fundraising efforts went toward the Mancos Opera House, and then the Mancos Valley Chorus. In more recent years, fundraising proceeds have gone toward breast cancer awareness, the Mancos Public Library, Chicken Creek Recreation Area, Mancos Elementary School's Second Graders, and the Centennial Celebration of Mancos High School.
This year's event, "An Adventure to Oz", will benefit the Women's Cancer Coalition, which assists women in Montezuma and Dolores Counties with expenses related to women's cancer treatments. The choice to raise funds for this quality organization comes from a group of local women that have raised funds for the fight against cancer in years past. Cathy Hallam, Dana Weaver, Kelli Yeomans, and Cathy Epps raised funds in 2007 for their venture to San Diego as they took part in the Susan G. Komen 3-Day 60 mile walk for breast cancer awareness. Since then, the local women have wanted another goal of raising money for a philanthropic need. While raising funds for Susan G. Komen was extremely rewarding, the group felt strongly about directing their efforts toward local needs. They have now joined forces with additional Mancos women - Karen Noack, Donna Reitz, Denise Miliken, and Gail Bertram. They have chosen to start with the Follies and the Women's Cancer Coalition with the hopes to expand their support to other organizations in the future. Their mission has officially begun as they have been working diligently in the past few months to create a fun filled, profitable event that will prove to be a highlight of Mancos' 2013 winter months!
The 30th Annual Millwood Follies is a "Wizard of Oz" themed event with a $100 prize for the best "Dorothy" costume. (No "Toto" allowed!) Everyone is encouraged to pull out their ruby red slippers and arrive as festive as they can on March 2! The group has received generous donations from local businesses throughout the Four Corners Region for both silent auction items and door prizes. The silent auction items include weekend getaways, various high quality items from local artists, restaurant gift certificates, and jewelry items, to name just a few. Door prize tickets will be sold and drawn beginning at 5 p.m. and continue throughout the evening, with tickets costing $1 each or 6 for $5. This year there has been an added means to support the Women's Cancer Coalition with Monetary Sponsorship Levels as a donor option. There are five levels ranging from $25-$200+, and can be purchased the night of the event.
The 30th Annual Millwood Follies will be held at the Millwood Junction Restaurant, 101 W. Railroad Avenue, in Mancos on March 2. Dinner will be served beginning at 5 p.m., with entertainment starting at 7. A special dinner menu has been created for the event, and reservations will not be taken that evening. Seating is limited and audience members are encouraged to arrive early for the entertaining evening!
Questions about the Women's Cancer Coalition or silent auction/door prize item donations should be directed to Kelli Yeomans at 946-1843 or Dana Weaver at 533-7113. To book an act for the evening, please contact Karen Noack at 533-9026.


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Earlier this week, I wrote about how much happier I've been since moving back to my beloved Northampton roughly a year ago. While I feared this would be just a temporary boost, I'm pleased to report that it's proven far more satisfying and delightfully sustaining.
At the same time, the past year has (not surprisingly) brought new challenges. Apartment hunting, negotiating a lease, finding movers, packing—these practical tasks amounted to a full-time job that left me little time for worrying about larger and more amorphous questions such as What am I doing with my life? Once I'd landed on the other side, however, they soon reclaimed center stage.
Regardless of where you go for guidance—psychologists, religious leaders, sociologists, friends—pretty much everyone will tell you that purpose is a key ingredient for a satisfying life.
In his celebrated 1946 Holocaust memoir Man's Search for Meaning, Austrian psychiatrist Viktor Frankl went so far as to say that this search is our primary motivation in life. But while the principle may be a simple one, putting it into practice can be far more complicated—and in circumstances far less dire than Frankl's Nazi death camp. Frankl himself recognized this in a preface to the book's 1984 edition, where he glumly concluded: "I do not at all see in the bestseller status of my book so much an achievement and accomplishment on my part as an expression of the misery of our time: if hundreds of thousands of people reach out for a book whose very title promises to deal with the question of a meaning to life, it must be a question that burns under their fingernails."
If anything our hunger for meaning has only grown more desperate since Frankl penned those words. There may be periods of our lives—sometimes long periods—when we don't give it much thought. The big questions are (temporarily) settled. The big decisions are made. What remains is execution, the living out of their implications through the days and years.
At other times, however, the big questions are right in our face—and, more and more that's the case for those of us living in Plan B Nation. More and more, we're drop-kicked into unfamiliar situations, left to make major decisions without meaningful guidance. Our parents' rules for decision-making no longer seem to apply. Friends give conflicting advice. Depending on our spiritual outlook, we may pray or look inward for guidance, but often we still find ourselves completely at a loss—at a loss and anxious.
Perhaps my favorite description of this muddled state comes from a short story by the peerless Lorrie Moore. Describing a baffled protagonist, she writes, "She hadn't been given the proper tools to make a real life with, she decided, that was it. She'd been given a can of gravy and a hairbrush and told, 'There you go.'"
A can of gravy and a hairbrush.
I can so relate.
In the first decade of the new millennium, an evangelical pastor named Rick Warren tapped into this motherlode of anguished confusion with The Purpose Driven Life, now billed as "the bestselling nonfiction hardback book in history." (The Bible, presumably, is entirely factual so not in the running here.)
While I was raised as a Congregationalist I've spent little time in churches in my adulthood—except for a brief foray into Episcopalianism. ("We're Unitarians who like liturgy," our priest once said, describing those drawn to this small and decidedly creative church.) Still, I couldn't help but be curious, so I ordered myself a copy.
The (trademark registered) Purpose Driven Life is described as a "40-day spiritual journey" that "will transform your life." Warren urges us to read no more than one of the 40 chapters each day, but I decided that a single afternoon would have to suffice. After all, I didn't plan to do the program, I just wanted to get a sense of what it's about—and indeed, it took just a few chapters to grasp its appeal.
Warren claims The Purpose Driven Life is not a self-help book, but while his understanding of the genre may differ from mine, it strikes me as exactly that. In fairness, I found much with which to agree. In his anti-materialism, his belief in the paramount importance of relationships over things, Warren's is a counter-cultural voice, exhorting us to care for the planet as well as for each other. To that extent, I'm with him.
This only takes me a short way, though, and I'm soon baffled by Warren's blithe presumption that all we need to do is listen.
Warren's God speaks with unmistakable clarity. The problem isn't that we can't hear God but that we refuse to obey him.
"If God asked you to build a giant boat, don't you think you might have a few questions, objections, or reservations?" Warren asks his readers, contrasting our imagined obstinacy with Noah's eagerness to get right on that ark.
And that's where he loses me.
Because the thing is, if God were speaking to me—and I knew for sure that this was God—I'm pretty sure I'd be fine with building whatever boat he (or she) wanted. And I'm pretty sure the same would be true for most anyone reading the book. (Or at least almost anyone: My friend Jennifer—a law professor—insists she would indeed take issue with this heavenly directive, explaining she's not trained in ark-building, though she'd gladly write a paper.)
But this doesn't seem to be how God usually speaks, even to those of us desperate for guidance.
Not that we don't wish he did.
I'm reminded of a scene in The Moviegoer, Walker Percy's National Book Award-winning 1960 novel. "Don't you see?" the despairing Kate Cutrer asks her cousin Binx. "What I want is to believe in someone completely and then do what he wants me to do. If God were to tell me: Kate, here is what I want you to do; you get off this train right now and go over there to that corner by the Southern Life and Accident Insurance Company and stand there for the rest of your life and speak kindly to people—you think I would not do it? You think I would not be the happiest girl in Jackson, Mississippi? I would."
For most of us, like Kate, clear direction often proves elusive, however much we long for it. That was certainly the case for renowned writer Dan Wakefield, a novelist, journalist and screenwriter who, after decades of atheism and hard living, rediscovered the religious faith of his youth. Some years later, he reconnected with a childhood friend, a woman from his hometown of Indianapolis (which also happens to be my hometown, but I digress). After years of tumultuous relationships, Wakefield believed he was finally on the right path, on the road to which God had led him. The couple married.
And then, almost immediately, things fell apart.
In his soul-baring spiritual memoir How Do We Known When It's God?, Wakefield reflects back on this painful time, writing: "The hubris of imagining we've 'got it together,' followed by a jolt of reality that plunges us back to earth, is probably one of the most familiar and often-traveled arcs of human experience. And yet we think each time, 'This is different, this time I've really got it right.'"
Wakefield's experience got me to thinking about how we go about pursuing our goals—how we decide what to do next. It's all well and good to say, as the evangelical Warren does, that we should just do what God tells us—or some secular equivalent of this—but what does this really mean? At the most basic, practical level, how do we go about this? And, most immediately, how should I go about it?
The notion that there exists some absolute truth to which we should look for guidance pervades American culture. For Evangelical Christians like Warren, it's God. For those of a more ecumenical bent, it may be Your True Self, Your Inner Voice, or some general force for good.
But not everyone buys such theories. Alongside the widespread view that there exists some pre-existing and essential truth is a less well-traveled but parallel track known as constructivism. As constructivists see it, the self is something that we create, not something that we find. Until we've constructed our self, there isn't a self to consult. Until then, to paraphrase Harvard professor Robert Kegan, we're no more than the collection of beliefs taken on from "important others"—parents, teachers, peers, celebrities, employers, to name just a view. And because these perspectives so often diverge, we often find ourselves in trouble—caught between conflicting demands with no way to choose between them.
Make a lot of money, but don't overvalue material things.
Put yourself first, but also put your family first.
It's important to look your best, but don't think too much about how you look.
Be assertive but modest.
As the old saying goes, you can't please everyone—and yet, without quite noticing, many of us in Plan B Nation can't seem to stop ourselves from trying.
But while the constructivists' theories make a lot of sense to me, they still leave the biggest question unanswered. If we're charged with "constructing" our selves, how do we best proceed?
I've spent much of the past year thinking—and reading—about this question, and more and more, I'm convinced that life in Plan B Nation isn't something that can be planned or neatly charted out.
Rather, we need to "live into" our new lives—to discover our purpose through trying things out, regrouping, then trying again. The process isn't linear. It's often messy. But it's also necessary.
And in fact, the process may not be all that different from how we've always lived. After extensive research into successful mid-life career transitions, organizational behavior expert Herminia Ibarra concluded that the traditional "plan and implement" model is at odds with reality. Facing a major crossroads, would-be career changers often spend countless hours and dollars on counseling and batteries of standardized tests, all in the interests of determining what it is they really want. In other words, first figure out what you want. Then go after it.
This all sounds pretty logical, except that, according to Ibarra, our lives don't work that way. "We learn who we are—in practice, not in theory—by testing reality, not by looking inside," she writes in Working Identity: Unconventional Strategies for Reinventing Your Career. "We discover the true possibilities by doing—trying out new activities, reaching out to new groups, finding new role models, and reworking our story as we tell it to those around us."
Over the past months, I've taken this advice to heart (in part because it appeals to me and in part because I don't really see a whole lot of other options). I still feel pulled in multiple directions—at the time of this writing, I'm taking an introductory social work class, planning to teach a writing workshop, actively seeking full-time and freelance jobs, and contemplating taking the Massachusetts bar exam. (In the dry words of one friend, "Amy, maybe you should consider monetizing your Harvard Law degree.")
If this post seems longer than previous offerings, that's because it is: Much of it was pulled from a book proposal that I may (or may not) be reworking. As with so many other things: Time. Will. Tell. For now, one of the ways I'm finding meaning is through writing this blog. And while I can't say where it's taking me, I'm sure enjoying the ride.


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Aptly named Observation Peak, one of the most remote points in the High Sierra, contains an astounding view of an incredibly wild and rugged region of the range including the Palisades, the Middle Fork Kings River canyon, and the Black Divide. Observation is not a technical ascent, nor is it particularly high summit reaching only 12,362 ft, but its wonderful panorama is one of the finest in the Sierra and makes the long approach well worth the effort. On the way in I decided to utilize mainly trails by running and hiking from South Lake to LeConte Canyon and down the JMT to Deer Meadow, 20 miles of maintained trails just to reach the start of the route up Cataract Creek. On the way back I decided to extend the trip by ascending to Palisade Lakes and returning via a rugged and spectacular section of the Sierra High Route between Palisade Lakes and Dusy Basin passing through Cirque Pass, Potluck Pass, Palisade Basin and Knapsack Pass. The combination of the stellar views from Observation Peak and its namesake lake, and the Sierra High Route underneath the towering Palisades proved to be one of my most favorite routes I have done in the High Sierra. GPS route here.
There are a several ways to access Observation Peak, but I decided to go from South Lake by ascending to Bishop Pass and then descending from Dusy Basin down to LeConte Canyon. The early morning views of the Citadel and Grouse Meadows were spectacular. I followed the John Muir Trail south to Deer Meadow where I crossed Palisade Creek and made an ascending traverse through an old burn scar to reach Cataract Creek. A little ways up Cataract Creek I found remains of old abandoned trail marked on the USGS map and I was able to follow the faint path most of the way up the drainage until it turns slabby below stunning Amphitheater Lake, one of the great gems of the Sierra and also aptly named. The precipitous cliffs of unnamed Peak 12,141 ft rise immediately from the shores of the lake with its clear blue waters. On this drought year, the traverse above Amphitheater Lake to Cataract Creek Pass was straightforward but on snowy years or earlier in the season the snow slopes leading up to the pass can be very steep. The final slopes up to Observation Peak are largely talus blocks with a few sections of scrubby pine trees. I spent nearly an hour on the summit marvelling at the incredible 360 degree views before returning down Cataract Creek the way I came. Near the bottom, I crossed to the south side of Cataract Creek and descended meadows and open forest back to the JMT, where I ascended the Golden Staircase up to Palisade Lakes. From Palisade Lakes I followed Roper's route description through a splendid section of the Sierra High Route passing through a series of passes below the mighty Palisades including Cirque Pass, Potluck Pass and Knapsack Pass. Particularly memorable aspects of this traverse were the deep blue waters of Lake 3559m at the headwaters of Glacier Creek and the lovely Palisade Basin including the beautiful Barrett Lakes.
Annotated panorama of the Palisades from Observation Peak (click for larger version):
Transportation to this adventure run was provided by Buick (General Motors) with a loan of the Verano Turbo model as part of the Buick MapMyFitness Runs Worth the Drive Challenge that continues through the end of August. The Verano Turbo is sporty and sleek but yet compact with a whole lot of power and surprisingly useful bells and whistles. It masterfully handled the curvy mountain roads and I was able to pass the copious number RVs within and outside of Yosemite with ease. It was definitely a fun drive to the mountains to complement and amazing adventure run. This was a "Run Worth The Drive!"


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How to get your website listed into the Yahoo! Directory
There are two ways to get your website listed in the Yahoo! Directory.
The first method is to submit your website for free through the Yahoo! Standard Directory Submission process. The standard directory submission requires that the website be non-commercial and will be reviewed by the Yahoo! Directory staff for inclusion. Some other requirements for inclusion to the directory are:
- Must be in English
- Must support multiple browsers
- Must be up and running 24 hours a day
- Should be no pages under construction
- All links on the site must be working
The directory submission link can be found in any Yahoo! Directory category page at the top right-hand corner that says, "Suggest a Link."
The second method is to pay a fee for inclusion into the Yahoo! Directory. Your site can be commercial at this paid for inclusion level, but will also require some of the above mentioned criteria for proper consideration. This process consists of editorial reviews and checking for proper categorization of your pages for the Yahoo! Directory.
The Yahoo! Directory Submit page is htp://search.Yahoo.com/info/submit.html and is located at the bottom of the page under "Yahoo! Directory Submission." Choose the directory you want your site to be listed in wisely, as it is very difficult to change it. If you need to change your Yahoo! Directory listing for any reason, you can fill out their change form by visiting http://add.Yahoo.com/fast/change. Yahoo! very rarely approves directory listing changes once an entry is created.
There are several advantages and disadvantages of using the Yahoo! Directory. One of the advantages is the exposure of your website to new potential customers. The Yahoo! Directory is one of the biggest directories around and can drive traffic to your website. Another major advantage to being in the Yahoo! Directory is that your web pages may be included in the Yahoo! Search and possibly rank better in the web crawler results. Some disadvantages are that Yahoo! Search will overwrite your webpage title with the directory title from the Yahoo! search engine category results pages. If your category isn't representative enough this may detract from valid customers. It also costs a yearly fee for a directory submission review, with no guarantee of being listed in the Directory.
Being included in the Yahoo! Directory is a good idea for anyone looking to grow in internet marketing. You have to pay a price for this service, but the cost may be worth it in the long run. You may also want to have a search engine optimization company help with this paid directory inclusion, as it is very difficult to make changes to a Yahoo! Directory listing.


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Caltrans kept Bay Bridge leaks from local officials
Caltrans' late leak report prompts local criticism
Local transportation officials are demanding that Caltrans reveal any problems with the new Bay Bridge eastern span after the state agency failed to tell them for nearly two months that potentially corrosive rainwater was leaking into the steel superstructure.
"An oversight committee can't oversee if it is not provided with information from the project staff," said Steve Heminger, executive director of the Metropolitan Transportation Commission. "I have made that clear in no uncertain terms."
In his update on the bridge project last week, which was not publicized, Heminger revealed that Caltrans didn't tell commission staffers of the leak problem - which carries the risk of corrosion over the long term - until late January, though the state knew about it in early December.
"I'm very troubled by it," Heminger said of the delay. "It is disturbing, and it's not the first time it happened."
He added, "We have made a formal request to the department to provide us with an itemized list of every issue like this, so we know what we're getting into."
'Just another issue'
Caltrans' chief deputy director, Richard Land, said he and other officials at the agency learned about the problem the same time Heminger did, when The Chronicle started asking about it in late January.
Until then, Land said, "it was just another issue we were working on addressing."
"I don't think there is a problem with notification," Land said. "We thought it was another issue that was manageable."
The Chronicle first reported Feb. 9 that leaks were allowing rainwater into the hollow steel structure that supports the road deck on the bridge's suspension section. Caltrans said Tuesday it was still assessing the problem and compiling a response to Heminger's demand for an accounting.
The 18-member transportation commission, made up mostly of local elected officials, has a major say in deciding which local road and transit projects receive federal and state grant money. It doubles as the Bay Area Toll Authority, which administers toll money from all the state-run bridges in the Bay Area, including the Bay Bridge.
Heminger noted that the eastern span project is entering a critical phase, as basic construction is complete. Once work is done on the bridge, probably in the summer, state funding will dry up and bridge toll payers will cover the maintenance bill for the life of the span.
It's essential, said Heminger, that Caltrans be open with the commission "so we can handle the bridge as it's turned over" without getting "a bunch of maintenance issues that are going to bite us in the bottom later on."
In a Jan. 31 e-mail to Caltrans, Heminger said the leaks and other bridge problems - including brittle bolts and water seepage onto steel that supports the bike path - is part of a pattern that "smacks of utter carelessness."
'How does this happen?'
He gave Caltrans until March 4 to do a full accounting of "construction defects, flaws or irregularities that have the potential" to increase maintenance costs.
San Francisco Supervisor David Campos, one of the city's representatives on the transportation commission, professed amazement that Caltrans hadn't disclosed the leaks.
"How does that happen?" Campos asked Heminger. "That points to the fact that we still haven't learned lessons about better communication. It's kind of scary."
Caltrans says it is still unsure where the rainwater is leaking into the steel superstructure. Speculation has centered on caulking at the base of the suspension span's steel guardrails.
Officials have also suggested holes made for electrical conduits may be allowing water to seep in, but Land said he now doubts the conduits are to blame.
Andrew Fremier, the transportation commission's deputy director, said he toured the span after heavy rains the weekend of Feb. 8-9 and found areas of pooled water near the bolts that secure the guardrails to the steel superstructure.
In addition, he said, dozens of connection points between the guardrails, maintenance panels and the deck are not watertight, "a problem we need to be resolved."
Fremier said water is even entering in the chambers where the cables are anchored. The chambers are dehumidified to guard against corrosion attacking the exposed cables.
Land said that "my understanding is that the dehumidification system is taking care" of the dampness.
He said about 35 percent of the 2,600 brackets on the suspension span have shown some sign of moisture. "In some locations, it is an occasional drip," he said. "Some are moist, but there is no location where it streaming in."
Fremier said he did not see any corrosion inside the steel superstructure on his walking tour, although a Chronicle photographer took pictures of what one expert identified as signs of corrosion near standing water. Instead, Fremier said he saw "some areas of primer that need to be patched."
'Needs to be fixed'
The caulk at the sides and the base of the guardrails, he said, "will probably always be a problem" and require periodic replacement.
"I don't want to minimize the fact that this needs to be fixed," Fremier said.
Brian Maroney, the chief engineer on the bridge project, said Caltrans will deal with all the bridge's leak issues.
"We are not done yet with the construction - we are not done buttoning up," Maroney said. "We still have some work to do to finish up."
Jaxon Van Derbeken is a San Francisco Chronicle staff writer. E-mail: firstname.lastname@example.com


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Dan B. needed a new logo design and created a contest on 99designs.
A winner was selected from 158 designs submitted by 55 freelance designers.
Financial Freedom Funding, Inc.
We are a newly formed financial services co. headquartered in Southern California. Our primary business will be home mortgage lending, initially in CA and then growing East. Our primary segment of business will be through our retail channel which will consist of branch offices, as well as a call center. We are going to utilize state of the systems (technology) to provide high quality service to our customers.
Our main target audience will be the end consumer, or borrower who is looking to purchase or refinance their home. In addition, we will have a wholesale division that will solicit loan brokers to send us the loans that they take applications on so that we can underwrite them, and then ultimate lend the money to their customer/borrower.
We are looking for a logo that will be used to represent our company to the public. In addition, we anticipate being able to use colors as well as design elements from the logo to ultimately develop a style for our web presence which would be accessed by both our retail as well as our wholesale audience.
We are very open to new and creative ideas on structuring the logo; however, here are a few things to think about:
1. We would like the logo to be relatively clean and uncluttered.
2. It should have a professional appearance, i.e. no cartoons, etc.
3. It should have a solid feel to it that depicts the strength of the organization and possibly incorporate our focus on service excellence.
4. Please keep in mind that it will be used on letter head as well as cards, so please consider whether elements of the design should be solid, or allow background colors to come through.
With "Freedom" as part of our name, utilization of the colors red, white and blue might be a easy default, however, please consider other combinations as well.
Please feel free to experiment with unique ideas. Also, please do not slightly alter logos used by other firms, or that you won with in other contests (this happened previously, hence the concern), and finally, please do not use stock images or clip art in the logo.
The files types we require are - .ai (CMYK), .jpg, and layered .psd (RGB)
Find out how a design contest works or learn more about our logo design services.


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Grigore in Blood
- $4.99
- Published By: eXtasy Books
- Author: D. J. Manly
- Page: 108
- Word Count: 27000
- Publication Date: August 12, 2010
- Series: Wolf Saga #3
- Heat Level:
- Available Formats: Adobe Acrobat, Epub, Hiebook, Microsoft Reader, Mobipocket, Mobipocket (.mobi), Palm DOC/iSolo, Rocket, Sony PDF
- Categories: Erotic Romance, Gay, GLBT, Paranormal, Shapeshifter
Qty + -
In the third and final exciting installment of the Saga of the Wolf trilogy, Adam has switched bodies in order to infiltrate Nicolas's home, and preferably get back into his bed. Stanton is calling on the demon Sitri to put a love spell on Anton, and Anton has called on his former lover, the vampire Grigore to bring an army of immortals to battle Lang's military. Grigore has picked up Wade on the way, a damphir hunter who doesn't know whether to kill the gorgeous vampire or bed him. Will Adam and Nicolas finally find love together? And what will happen when Stanton and Anton finally meet up again? Find out in the finale of Saga of The Wolf.
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Why jump from a perfectly good airplane? Well, besides the fact that freefall is the coolest experience on earth, there's another answer: There are no perfectly good airplanes!
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Shamsi Farm House Contact
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Padres club Nationals
San Diego, CA – Will Venable, Kyle Blanks and Yonder Alonso all hit homers and drove in two runs apiece as the San Diego Padres outslugged the Washington Nationals, 13-4, in the finale of a four-game set at Petco Park.
Everth Cabrera collected two hits and two RBI, Alonso scored three runs and had three hits and Jedd Gyorko also drove in two for the Padres, who finished with 15 hits.
Starter Andrew Cashner (3-2) cruised over 6 2/3 frames, allowing three runs on seven hits while fanning six for San Diego, which has won four of its last six.
"Everyone is just doing their part," said Blanks. "Everyone is keeping the line moving, when we're down everyone keeps fighting. It's one of those feelings, regardless of what the score is, you feel like you're going to win."
Ryan Zimmerman hit a two-run homer and had three RBI and Adam LaRoche added an RBI single for the Nationals, who have dropped six of their last nine. Dan Haren (4-5) picked up the loss after yielding seven runs on nine hits over five innings.
Trailing 7-2 in the seventh, Washington added two runs to make it a game. Zimmerman provided a two-out RBI single to right, scoring Denard Span and LaRoche made it 7-4 with a run-scoring single up the middle after Joe Thatcher replaced Tim Stauffer.
That was the closest the Nationals got, however, as San Diego once again took control with five runs, all of which were charged to Washington reliever Ryan Mattheus.
"We didn't pitch very well," said Washington manager Davey Johnson. "We got back in the ball game, but our reliable bullpen just didn't do it. Tough day."
Alonso singled and advanced to second on a balk. Things continued to get worse for Mattheus, who issued consecutive walks to load the bases, and Nick Hundley supplied a sac fly to make it 8-4.
San Diego continued to pound the Nationals' reliever, with the next three batters brining in four runs. Alexi Amarista had an RBI single, Cabrera drove in two with a single and Venable hit a RBI double to make it 12-4.
The Padres struck for three runs in the first off Haren, while their first hitter, Cabrera, single handedly created an issue for the Washington starter.
Cabrera singled up the middle, stole second, and advanced to third on a wild pitch, in between Venable's strike out. Haren issued a walk to Chase Headley and followed by serving up an RBI double to Carlos Quentin to make it 1-0 San Diego. Alonso drove in another run with a sacrifice fly and Gyorko rounded out the scoring with his own run-scoring two-bagger.
Washington finally found the scoreboard in the fourth. Steve Lombardozzi beat out a slow-roller to third for an infield hit and Zimmerman came through with a two-run bomb to left, pulling the Nationals within 3-2.
San Diego broke open the game in the fifth, eventually forcing Haren out of the contest.
Venable opened up the frame with his sixth homer of the year, a moon-shot down the right-field line to make it 4-2. Haren looked to settle down, as he retired the next two batters, though Alonso smacked a double with two down.
Gyorko brought him home with an RBI single to left and Blanks extended the lead to 7-2 with a mammoth shot down the left-field line off of the Western Metal Supply Company brick building.
Game Notes
Haren has faced the Padres 16 times (15 starts) in his career and is 5-4 ... San Diego's 13 runs matched a season-high ... San Diego is 11-3 over its last 14 games at Petco Park ... Haren has dropped three straight starts against the Padres ... LaRoche extended his career-high hitting streak to 16 games.


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Queen Victoria
Sir Joseph Edgar Boehm Bart., R.A. (1834-90)
Bronze, on a red Aberdeen granite base
At the foot of Castle Hill, Windsor
The statue was commissioned for this prominent position as part of the Queen's Golden Jubilee celebrations. It was paid for by public subscription, and unveiled with much pomp and ceremony on 22 June 1887, with the Queen herself in attendance. See here for a contemporary picture of the occasion. A canopy was erected over the statue for the Diamond Jubilee.
Other Views
Photograph and text by Jacqueline Banerjee 2008
[You may use this image without prior permission for any scholarly or educational purpose as long as you (1) credit the photographer and (2) link your document to this URL in a web document or cite it in a print one.]


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