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In her sparkly blue shoes (as sparkly as Judy Garland's red ones), violinist Nadja Salerno-Sonnenberg is leading her New Century Chamber Orchestra through its latest program, which repeats through the weekend. With a batch of works that twinkle and shiver like the season — Vivaldi's "The Four Seasons" closes it — this program pleases. It challenges. It is excellent.
It's hard to understand why New Century doesn't pack the house whenever it performs; year after year, this is one of the Bay Area's prime ensembles. Yet there were too many empty seats Wednesday at Menlo-Atherton High School's Center for Performing Arts, where the string orchestra began with a celebratory blast: Handel's "Entrance of the Queen of Sheba" from the oratorio "Solomon."
With driving rhythms and crisp-and-bright textures (as bright as those blue high heels), it paired the ensemble with the braided solo voices of two violins. These belonged to Salerno-Sonnenberg (the orchestra's music director) and Candace Guirao (its principal second violin). They helped set the evening's tone: a dozen or so of the orchestra's fine players would be spot-lit at one time or another during the two-hour program, titled "Soloists of New Century."
Most notable was what followed: Sogno di Stabat Mater ("Dream of Stabat Mater") for violin, viola, vibraphone and string orchestra, by Russian-born Lera Auerbach, the orchestra's featured composer this season. Here the audience encountered some of those seasonal "shivers": Auerbach's work refashions Pergolesi's Stabat Mater, floating in and out of that mournful song, which is meant to embody the Virgin Mary's loss of her crucified son.
Most famously adapted by J.S. Bach, the theme is delicate and direct. In Auerbach's hands, it centers a work that seems to travel through consciousness: opening and closing, thickening and growing transparent, moving from darkness to light, and then back again. Its darkest outbursts throbbed and thrusted — piercing screams, shocking as punk rock and led by the cellos, exceptional throughout the program.
Its most transparent moments were given to ghostly string effects, and especially to the floaty vibraphone, played by Galen Lemmon, a superb percussionist. His interludes unexpectedly were reminiscent of the Modern Jazz Quartet at its most meditative. Strangely, the piece as a whole brought to mind (at least for this listener) a mollusk; something about that repeated opening and closing, that inevitable motion, fading into a death march led by the two other soloists, Salerno-Sonnenberg and violist Jenny Douglass. And then it vanished.
The program's first half closed with the Suite for Lower Strings based on themes by Bach, by Brazilian-born Clarice Assad, who was New Century's featured composer during its 2008-09 season. It's an inventive and lively piece, grabbing fragments of melodies from the master, splicing and dovetailing them, creating something shimmery and festive — again, seasonal.
Assad "gives some love" to the low strings: the violas, cellos and basses, who for once handle all the melodies, which go ping-ponging through their ranks, while the violins perform in accompaniment. It's fun charting the recombinations of familiar songs: a snippet of the Prelude from the first solo cello suite; then the Air on the G string; and "Sheep May Safely Graze." Toward the end, tempos lagged some, and Assad skated along the edge of cornball; she has Hallmark tendencies.
Still, this is an artful piece, easy to enjoy.
After intermission, the orchestra performed "The Four Seasons," with a different violin soloist for nearly each movement of these four concertos, which chart the birdsongs of spring, the storms of summer and the like. There were occasional ensemble slips, and some instances when a soloist dove in too quickly, then had to swim extra-hard to keep up. But overall this performance was shapely in its phrasing, rising and falling through subtle dynamics, teeming through those summer storms and trembling through the winter cold.
And with all those soloists, it became extravagantly expressive, a pleasure. Most gripping was the concluding "Winter" concerto, featuring the spotless and snowy cascades of soloist Robin Mayforth in the opening movement. In the slow second movement, Iris Stone's long-noted melodies conjured the warmth of fireside conversations on rainy days. Led by soloist Salerno-Sonnenberg, the finale raised the roof. You could feel the winter winds.
Contact Richard Scheinin at 408-920-5069, read his stories and reviews at www.mercurynews.com/richard-scheinin and follow him on Twitter at www.twitter.com/richardscheinin
New Century Chamber Orchestra
Nadja Salerno-Sonnenberg, music director
Through: Sunday
Where: 8 p.m. Thursday, First Congregational Church, 2345 Channing Way, Berkeley; 8 p.m. Saturday, Herbst Theatre, 401 Van Ness Ave., San Francisco; and 5 p.m. Sunday, Osher Marin JCC, 200 N. San Pedro Road, San Rafael
Tickets: $29-$59, 415-392-4400, www.ncco.org


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Publishing Workflow
Editorial Assignment/Management
From John:
There needs to be a way to funnel articles on submission, based on the author's selection of a journal Section to a rotating list of appropriate section editors, so that the article is automatically assigned to a section editor. That assigned section editor can override the assignment, using the current system for Editors under the article Summary.
a) Journal Management >Journal Sections
[ ] Section Editors are assigned submissions automatically on a rotating basis.
There needs to be the option of cascading or the nesting of editors in a hierarchy, which is key to scalability as it allows section editors to appoint any number of subsection editors whose work they oversee, with the potential for this growing division of responsibility and oversight.
- Allow for nested editor hierarchy
- Consider the case of PLoS, which has 50 editors and 5000+ section editors.
From INASP:
- Paper review – making second round of review possible before first round is complete: It would be useful if the 2nd round of review could be active and available before the 1st round is totally completed. Currently Round 1 needs to be completed by all reviewers before the editor can request a reviewer in Round 2 to begin their reviews – this poses a problem if one of the reviewers from a previous round is unable to complete their review for whatever reason and the system is then pending an update from that reviewer before anything else can proceed.
- Making previous reviews from previous rounds available all through the system: This was brought to our attention by a journal using the full OJS online peer-review system. All previous reviews are apparently lost from round 1 when that reviewer moves into round 2 of the review so how does one ensure that changes are not lost in between rounds of review? If possible to keep the previous round of reviews available that would be useful.
- Reactivating a reviewer who has declined to do a review: If a reviewer declines to take on a review for whatever reason there is no way for the editor or the reviewer themselves to make that person available for review on that paper again unless moving into the second round of review. Is it possible to have the option to reinstate a reviewer immediately if their availability changes, rather than waiting for the next round?
- Dates for reviewer availability – highlighted for editors: Often a reviewer is unavailable at a certain time and says 'contact me after "insert date" as I will then be available'. It would be useful to have an option where an editor can then note a reviewer's availability or unavailability down within the system – for example, with their profile can be grayed out if unavailable and then reverts back to normal display once the date associated with that availability is reached. That way, at a glance, an editor can see when a reviewer is unavailable and not send them review requests, and can also immediately see when they are free to assist once again.
- Editor decision at end of review: If an author withdraws a paper there is no way for this to be noted within the system for that specific paper. Naturally it would be archived, so it would be great if a "Withdrawn" (as opposed to "rejected") option could be made available for editors to select in their final decision.
From John:
In Setup 4.5 add a third item to "Select one": ( ) A copyediting stage will not be employed in this journal.
From James:
Presumably also add the same as above, but for Layout Editing and Proofreading.
Some journals, incl. Coaction, don't use OJS for editing at all, and really just need to be able to work directly with an external typesetter after the review process is complete. So maybe add an option to "send to external typesetter" for copy/layout/proofing, at which point the Review process is marked complete, and the Editing process is triggered, but with only an option to upload final galleys and schedule for publication.
From INASP:
- The Editing page in the review process: Maybe the Layout, Copyediting and Proofreading sections could all be placed before the scheduling process as opposed to after. Often the current layout causes confusion particularly when showing someone the system for the first time. A common question is "Why is the scheduling in the middle of the page?"
From INASP:
- Papers that have been archived – better identification as to reason for archiving: It would be helpful if, as with papers that have been published and the issue is stipulated in the 'status' column, if papers that have been archived for other reasons can have a specific status such as 'rejected' or 'withdrawn' or 'awaiting author updates' so that an editor can see archived papers and the reason for their archiving in the first place. In some cases there are too many papers awaiting updates and the editor then archives these that have been waiting for longer than 3 months (for example) simply to clear them from the list of pending papers however, these papers may be reinstated at a later date and the editor/journal secretary can see this clearly from the archive 'status' column. This is also helpful for clarity when there are multiple 'editors' working on a single journal.

subset: commoncrawl


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The Adobe® Version Cue™ CS 1.0.1 update addresses several issues that were identified in Version Cue CS. For a list of resolved issues, please see the Version Cue CS 1.0.1 Read Me file.
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As you know, Jimmy Neal, longtime State House representative, will be retiring and his seat is up for election this November.
I made the decision in November 2011 to run for the District 44 State House seat and would like to share a bit of information about who I am and what my intentions are.
I am a Heath Springs resident and owner of Coy's Woodworking and J.A.C Drywall. I am married to my wife, Erika, and have three sons, John, Justin and Dustin.
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Emerging AdulthoodPage address: http://www.mnsu.edu/counseling/facultyemergingadulthood.html
At different stages of life, people face different tasks: a toddler needs to learn to walk; a four-year old must learn to play cooperatively with other children; a new parent must learn to care for a helpless infant; and a retiree must find a new role and purpose in life. During the college and graduate school years (roughly ages 18 to 28), individuals also have a set of developmental tasks to accomplish as they separate from their families and establish their own identities and lives. Psychologists refer to this period of life as emerging adulthood.
Jeffrey Arnett, author of Emerging Adulthood: The Winding Road from the Late Teens through the Twenties, has written that "emerging adulthood is neither adolescence nor young adulthood, but is distinct from them both." Emerging adulthood is a time of transition, a developmental bridge between adolescence and adulthood. Psychologist Daniel Levinson describes transitions as times in our life when one "ends the existing life structure and creates the possibility of a new one." College students are all in the construction business, as it were, as they gradually design and start to build the adult structure of their lives, using both material from the past and newly found material.
However, most don't start out this construction project with a blueprint in hand. Instead, Arnett stresses, the key characteristic of emerging adulthood is that it's a period of exploration and change: students explore possible directions in life and often experiment with different roles, trying them on until finding one that feels like the right "fit." It is during the college years that we first explore in earnest the various possibilities in love, work and worldviews and begin to make important first adult choices about career, lifestyle, love, leisure, morals, values, politics, and religion. Patterns established at this time of life often persist long into adulthood.
College is also a period of semi-autonomy; Arnett notes that "college students take on some of the responsibilities of independent living, but leave others to parents, and often live at home with parents some of time, and away some of the time." As students move through the twenties they gradually become increasingly independent. It is useful to think of this process as a family task andtransition as much as an individual one, as the family tries to "launch" the child out of the nest and out into the wider world on his or her own wings. This emancipation does not mean students need become emotionally distant from parents – Kenny (1990) stated that emotional closeness to parents "should not be perceived as synonymous with dependency or as the antithesis of independence." Quite the contrary -- maintaining close relationships with parents during college is positively correlated with psychosocial adjustment, academic functioning, career maturity and autonomy.
However, psychological development is not inevitable. It is not merely maturation which will happen no matter what, in the same way physical maturation inevitably occurs. Rather, psychological development is either facilitated or inhibited by the relationships in which an individual is embedded. In other words, adult guidance matters; development is fostered when the student's environment provides a balance of challenge and support. As Mitchell puts it more poetically, "the upward potential of youth is given wings by the encouragement, the wisdom and the leadership of adults far more than by any stirrings inherent in the adolescent's nature." College students still need parental involvement and guidance, which sensitive parents gradually taper as their child matures.
In summary, the goal of emerging adulthood is to emerge from the chrysalis of adolescence and transform into an adult. But what is an adult? In Necessary Losses Judith Viorst states that being an adult means being responsible and being responsible means making and keeping commitments. Adulthood involves taking responsibility for what you do and who you are and not blaming others. Research suggests that what makes individuals feel like adults is, in fact, accepting responsibility for one's self, making independent decisions, and being financially independent. Career, marriage and parenthood are, counter-intuitively, consistently ranked at the bottom of the list. In short, being adult means having the freedom to choose. This, Viorst says is the "burden and the gift of adulthood." It is this burden and gift that college bestows.
Vectors of Development During the College Years
In his classic book on college students, Education and Identity, psychologist and educator Arthur Chickering identified seven "vectors" of development during the college years. Each vector is a core developmental task of emerging adulthood. As you read them, keep in mind that even though these vectors are all interrelated and mutually influence one another, development doesn't necessarily proceed at the same pace in all seven areas at once. For example, someone may be further along on developing a sense of identity and purpose than on managing emotions, or vice-versa. Also, development is seldom a straight line – more often, students take a step forward, a step back, two steps forward, another step back, etc. Finally, not all students proceed at the same pace. There are marked distinctions in how "mature" students of the same chronological age are, and significant differences between under- and upperclassmen.
1. Developing intellectual, social and physical competence.
Intellectual competence means acquiring knowledge and learning to think critically. Social competence refers to "people skills," i.e. learning to communicate, cooperate and resolve conflict. Physical competence refers to gaining "strength, fitness, and self-discipline." Competence leads to sense of confidence that one can handle a range of tasks, manage a range of social situations, and cope with what life throws at you.
2. Learning to manage emotions.
The task of managing emotions has two sub-tasks: First, awareness of one's feelings: being open to the range of impulses pushing from within. Second, learning ways to appropriately channel and release those feelings, to delay gratification, and to tolerate some level of anxiety. Chickering states: "Some students come with the faucets of emotional expression wide open, and their task is to develop flexible controls. Others have yet to open the tap. Their challenge is to get in touch with the full range and variety of feelings and to learn to exercise self-regulation rather than repression" (p. 46).
3. Moving through autonomy toward interdependence.
In college, students take significant strides toward becoming self-sufficient and less dependent on others. They become less constrained by others opinions, and able to take and accept responsibility for their own actions. The development of autonomy also has two sub-tasks: Emotional independence entails becoming free of oppressive needs for approval and reassurance (be it from parents, peers, or others), a diminishing need for external supports, and a willingness to risk loss of support in order to be true to your values and/or pursue an important life interest. Instrumental independence entails the ability to set realistic goals and develop and implement plans to reach them; it is "the ability to organize activities and to solve problems in a self-directed way." But independence is merely a way station en route to a further developmental milestone: the recognition and acceptance of interdependence. At first the pendulum swings away from teen-age dependence on peers towards independence; eventually, the pendulum comes to rest in a more middle position between the two extremes. Chickering notes that "the need to be independent and the longing for inclusion become better balanced" and integrated, rather than in conflict with each other.
4. Developing mature interpersonal relationships.
The task here is to develop the capacity for healthy and positive relationships characterized by tolerance and reciprocity. Students develop increasing appreciation of differences, acceptance of flaws in both self and others, and a deepening capacity for empathy and mutuality. Emerging adults become more selective about friends and romantic partners, increasingly choosing others who are nurturing and bolster their self-esteem, who blend support and constructive criticism, who have their best interests at heart, and who share their values. There is a concomitant growing ability to make lasting commitments, resolve conflict and make compromises as part of such commitments, and to be patient with the inevitable ups and downs which occur in all relationships.
5. Establishing identity.
Identity has many facets: vocational, personal, social. Chickering likens this task to "assembling a jigsaw puzzle" -- the task here is to integrate different facets of oneself and one's experiences and forge a self-image that is realistic, stable and has temporal continuity (i.e., extends backwards in time, moves through the present and into the future, there is a sense that it is the same "me" that was back there-and-then, is now, and will be in the future.) Establishing identity entails knowing the kinds of experiences and people one prefers and who is a "good fit" with one's self. During emerging adulthood, students gradually bring into focus their vocational plans and hopes, avocational and personal interests, and interpersonal and family commitments. They begin to forge a sense of the balance they wish to strike among the three major life areas of work, self, and friends & family.
6. Developing purpose.
It is not by chance that Victor Frankl's book Man's Search for Meaning remains popular and relevant for generation after generation of college students, for a major developmental task of emerging adults is just such a search for meaning. Chickering observes that "many college students are all dressed up but do not know where they want to go. They have energy, but no destination. While they may have clarified who they are and where they came from, they have only the vaguest notion of who they want to be." A major task of emerging adulthood is to develop a core sense that one's life has a meaningful purpose. Students begin to clarify the kind and degree of impact they want to have on the larger world. Chickering states that emerging adults become increasingly able "to be intentional, to assess interests and options, to clarify goals, to make plans, and to persist despite obstacles."
7. Developing integrity.
Integrity means "adherence to moral or ethical principals." To have integrity is to have congruence between your values and your actions: in popular parlance, to walk the walk, not just talk the talk. A task of emerging adulthood is to clarify one's values and uses them to guide one's actions. During the college years students question and examine inherited values, retaining and/or revising some, discarding others, and adding new ones. By the end of emerging adulthood, this bag of values is both more consciously understood and intentionally created. Typically, values first become more humanized – that is, less rigid and absolutist and more relativistic and contextual. Second, values become more personalized, the person develops a personal code of conduct reflecting one's own assessment of moral and ethical issues, rather merely incorporating the values of earlier parental and authority figures. Correspondingly, implicit values become explicit as the young adult becomes more conscious of their own values while at the same time respecting others who have different values. Finally, person develops congruence between belief and behavior, between values and actions, and is willing to pay a price for such congruence if need be – i.e., the young adult behaves and lives with increasing integrity.


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Hello. Glad to respond to your friend request, a person can always use more friends! What a great site you have here. Everyone should hear this stuff, and I want to do my part to help reseed, but I seem to be having difficulties. How do I get the items to seed more. Once they finish downloading, the uploading to reseed stops. What am I doing wrong? Is there something I can do to help with this issue? Anyway, I have been a huge fan since day one for me; bought Are You Experienced as a first record at age 15 in 1977. Not really old enough to have actually experienced the man, but then I've always had "old" musical tastes. Remember, I grew up under the cloud of disco. By the way, record purchases numbers 2 and 3 were Led Zep II and then Dark Side Of The Moon, so...
Hello to my first friend here! I've been a Jimi fan since 'Are You' came out! was just 12 then. I wanted to go see him live at the local Stadium but wasn't allowed. My what a regret. I wonder if you know much about demonoid? I tried to join but have not received email confirmation, been ignored. I assume they are full for now. Nice talking to You - take care.
Thanks for reaching out! Tried to get the poster and ticket to show up. Guess Fenders Fingers got that fixed for me. Tough break when you find something then can't locate it later. Saw a news clipping about the June 19,1970 concert should have saved it. Did not know there was still so much going on regarding Jimi's history. Only time I heard him live!
welcome aboard sat1274!
Great Bio Man. Long strange trip indeed!
You don't say how you parted company with that R/T! Envious of you man. Seeing Hendrix live....I joined the party about a decade and a half too late for that unfortunately...Born in 74.
Your pop lived through one hell of an ordeal. The war was bad enough...but the bulge...Unreal.
I reflect on my grandparents lives often and what they lived through. Think about how an entire generation got interuptted had their lives changed forever. So hard to imagine when looking at today's way of life.
Anyway. Have a great 4th of July. we had our big day up here on Monday. Canada day.
Ciao 4 now.
farout bugsenator! Keep the Hendrix volume dial on 11 and wail!
Hi bro just dl Jimi Hendrix ~ Let's Drop Some Ludes And Vomit With Jimi f***ing awesome m8 crankin it.
U got a 10 from the bugsenator
Hey do you know what happened to the gallery here ???
Hi MourningStar,
thanks for kindly offering your friendship. I was rather surprised, cause I rarely provided any information about me, one or two comments beside regularly visiting CT. So what can I say: born 1955 in the region of Cologne, Germany, and still living there, I listened to popmusic since 1964 (Beatles, Stones, Who, and what else was in the sixties charts), digging Hendrix very late, from early 1970 on, maybe because my older brother liked him, while I was more Beatles addicted, I don't know. My brother also saw Hendrix at the Cologne gig 1969, I never did. I started playing guitar and joined some amateur cover bands, and recently still have fun to play loose gigs with friends at some of the many session locations we have in the region. That' it for now, maybe we'll have some good conversations, looking forward it.
Kind regards, HenLenWil
T3 Boy
Senior Member


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Cooking with Wine, with Recipes
Wine provides a subtle background to ingredients and coaxes out their fullest potential
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Southwestern Short Ribs Bourguignon
Portuguese Mussels
Wild Striped Bass with Red Wine Butter Sauce
Coq au Vin with Plums
Black Forest Cake
These are the months when Sunday is my favorite day to cook. Nothing keeps the chill away more than filling the house with the tempting aromas of sumptuous beef bourguignon or coq au vin—the kind of wine-laced, slow-cooked dish to delve into when time is not of the essence.
Wine provides a subtle background to ingredients and coaxes out their fullest potential, infusing a richness to red meats, a buttery finish to chicken, or a vinegary brightness to fish. Choose the right wine for cooking and, ironically, you won't taste it in the finished dish; you'll taste its essential qualities.
On a recent visit to Asheville, North Carolina, to visit the storied Biltmore estate, I got together with Grand Bohemian Hotel executive chef Adam Hayes to cook up a few new renditions of wine-based dishes, using the time-honored techniques of marinating, braising, and reducing. We even did a little baking, using a sugar-intense port.
Choosing wine for cooking has a few basic tenets, the first of which redefines the term "cooking wine."
"Don't cook with wine you wouldn't drink," Hayes says. "Try the wine before you cook with it." Choose an inexpensive bottle from an established label—but don't waste the auction house purchase you've cellared for a special occasion. Serve that with dinner.
For red wine-based dishes, burgundy and pinot noir are excellent in recipes with such herbs as oregano, sage, or thyme. Cabernet sauvignon will bolster heartier dishes such as lamb; zinfandel will add its inherent spiciness. For white wine-based recipes, chardonnay's buttery, oaky notes pair with stews packed with slow-cooked root vegetables. Use sauvignon blanc's acidic, herbal qualities to enhance recipes with basil, tarragon, or fennel. For spicy or peppery chicken, shellfish, or fish, go with fruity, floral gewürztraminer, riesling, or viognier. Use fortified wines such as port, sherry, or Madeira for baking with chocolate.
"Adding a dash of wine, even when the recipe doesn't call for it, can be a game-changer," Hayes says. "As the alcohol cooks off, the base notes of the wine linger." I agree—the result combines the rewards of a favorite comfort food and a glass of wine—a perfect prescription for a cold winter day.
Photography: Squire Fox
The Asheville, North Carolina, Grand Bohemian Hotel is located directly across from the entrance to the Biltmore estate. This is the hotel's cozy Red Stag Grill, headed up by chef Adam Hayes.
Chef Adam Hayes heads up the cozy Red Stag Grill in the Grand Bohemian Hotel.
Southwestern Short Ribs Bourguignon
Red meats soak up flavor when marinated in red wine. The acids in wine help break down tough fibers, so this is a wonderful technique for less tender cuts such as chuck (pot roast) or brisket.
After marinating, use a traditional enamel cast iron round brasier, such as this 3-1/2 quart braiser from Le Creuset to sear the short ribs and cook the dish. Its depth is tall enough to hold most cuts of meat, but shallow enough to provide a larger surface for tenderizing.
- 3 cups red Zinfandel
- 3 to 4 pounds bison or beef short ribs
- 4 to 5 shallots, peeled and sliced
- 2 cloves garlic, minced
- 3 sprigs fresh thyme
- 2 sprigs fresh rosemary
- 1 to 2 jalapeños, seeded and slivered lengthwise or chipotle peppers in adobo sauce, chopped
- 1 teaspoon kosher salt
- 1/4 teaspoon freshly ground black pepper
- 2 tablespoons bacon drippings or olive oil
- 12 ounces Yukon gold potatoes, cubed
- 12 ounces cremini mushrooms, sliced
- 1 carrot, coarsely chopped
Place meat in large Dutch oven or resealable plastic bag set in large bowl. Add wine, shallots, garlic, thyme sprigs, rosemary sprigs, and jalapeño pepper. Stir or turn to coat. Cover pot with plastic wrap or seal bag. Marinate in refrigerator overnight.
Preheat oven to 275°F. Remove meat from marinade; set marinade aside. Pat meat dry with paper towels. Season with salt and pepper. Heat bacon drippings over medium-high heat in 12-inch skillet. Add meat; brown on all sides. Remove meat from skillet; transfer to a 3-1/2 to 4-quart Dutch oven; set aside. Reduce heat to medium.
Add potatoes, mushrooms, and carrot to the hot skillet. Cook and stir 4 minutes (add additional oil to skillet, if necessary). Spoon around meat in Dutch oven. Add marinade to skillet. Bring to boiling. Pour over meat and vegetables in Dutch oven.
Bake meat, partially covered, in preheated oven 2 to 3 hours or until meat is tender. Remove meat and vegetables to serving platter; cover to keep warm.
Bring cooking liquid in Dutch oven to boiling over medium-high heat. Boil gently, uncovered, 12 to 15 minutes or until reduced by half (about 2 cups) and is slightly thickened. Serve sauce with meat and vegetables. Makes 8 servings.
Portuguese Mussels
Sautéing shellfish in white wine creates a flavorful sauce to enhance their briny taste—think of it as a yin-yang of flavor.
A large stainless steel French skillet has higher walls than a traditional sauté or frying pan, making it useful for adding liquid to an already full pan and creating a sauce after sautéing. This 11-inch French skillet from All Clad comes with a domed lid that helps trap moisture.
- 2 pounds fresh mussels in shells
- Salt
- 2 tablespoons extra virgin olive oil
- 4 cloves garlic, peeled
- 1-1/2 cups sauvignon blanc (preferably from Portugal)
- 1-1/2 teaspoons finely shredded orange peel
- 1/4 teaspoon saffron threads
- 2 tablespoons chopped fresh herbs (chives, thyme, tarragon and/or parsley)
- 2 tablespoons butter
- Salt and ground black pepper
- Grilled French Bread
Scrub mussels under cold running water; remove beards and discard. Soak mussels in cold salted water 15 minutes, then drain and rinse. Repeat soaking, draining, and rinsing twice more. Set aside.
Heat large skillet over high heat; add oil. Once pan begins to smoke, add garlic. Cook and stir until cloves begin to brown, about 2 minutes. Add mussels (mixture will sizzle and steam). Cook and stir 1 minute more. Remove from heat.
Add wine, orange peel and saffron. Return skillet to heat. Cook, covered, until shells have opened, about 1 minute. Discard any mussels that have not opened.
Add fresh herbs and butter, stirring gently to melt butter. Season to taste with salt and pepper. Serve in deep bowl with French bread to soak up the juices.
Wild Striped Bass with Red Wine Butter Sauce
One oft-quoted piece of wisdom from Juiia Child was "Reduce! Reduce! Reduce!" The queen of cookery wasn't kidding—to intensify the flavors of a wine sauce, cook it down by at least one-half to two-thirds.
To do it best, use a copper saucepan—liquids reach a consistent boil and then simmer, allowing reduction at a consistent level of heat. Mauviel sets the standard for copper cookware. A 2.6-quart size is a good basic to have on hand.
- 3 cups merlot
- 3 tablespoons sliced shallots
- 3 fresh thyme sprigs
- 1 tablespoon whole black peppercorns
- 1 bay leaf
- 1 teaspoon salt
- 1/2 teaspoon ground white pepper
- 1 pound unsalted butter, cut into cubes, room temperature
- 1 tablespoon whipping cream
- Salt and ground black pepper
- 6 (6 to 8-ounce) striped bass fillets or other firm-flesh white fish fillets
- 2 tablespoons cooking oil
- Cooked Brussels sprouts (optional)
- Lemon halves (optional)
Preheat oven to 400°F. In medium saucepan combine merlot, shallots, thyme, peppercorns, bay leaf, salt, and white pepper. Bring mixture to boiling over medium heat; reduce heat. Simmer, uncovered, 25 to 30 minutes or until reduced to 1 cup. Strain mixture; discard solids except for bay leaf. Return mixture back to the saucepan. Let stand 5 to 10 minutes or until temperature is about 120°F.
Remove bay leaf if desired. Start whisking in butter. Return saucepan back to heat if butter stops melting, but maintain temperature of 100° to 120°F by moving saucepan back and forth from heat (sauce will break if warmer). Once butter is fully incorporated, whisk in whipping cream. Season to taste with salt and black pepper. Place saucepan on stovetop to keep warm before serving.
Season fish lightly with salt and black pepper. In 12-inch oven-going skillet, heat oil over medium-high heat. Add fish, meaty-side down. Cook until golden; turn. Transfer skillet to oven. Bake, uncovered, for about 12 minutes or until fish flakes easily when tested with fork. Spoon sauce atop fish; serve with Brussels sprouts and lemon halves. Serves 6.
Coq au Vin with Plums
When you braise, you use both dry heat and wet heat for fork-tender results—that means browning the meat in a small amount of fat, then cooking it in a small amount of liquid over low heat.
A pot with a tight-fitting lid is imperative for braising. It gets even better when the lid is fashioned to help the process along. Staub enamel cast-iron cocottes have small "spikes" imbedded in the lid, which allows essential moisture to return to the food as it cooks. A 4-1/2 quart oval cocotte is the perfect size for preparing this dish; Staub USA is an excellent source if you are looking for one.
- 2 (2-1/2 to 3 pound) broiler-fryer chickens, quartered
- Salt and ground black pepper
- 2 teaspoons freshly grated nutmeg
- 5 to 6 slices thick cut bacon, cut into large pieces
- 1 leek, sliced
- 1 medium parsnip, coarsely chopped
- 8 cloves garlic
- 1/4 cup brandy
- 4 fresh thyme sprigs
- 4 bay leaves
- 4 plums, pitted and cut into wedges
- 1-1/2 cups chardonnay
- 1 (14-1/2 ounce) can chicken broth or stock
- 3 tablespoons vegetable oil
- 15 to 20 pearl onions, trimmed and peeled*
- 1 pound mushrooms (chanterelles, cremini, etc.), whole or cut in bite-sized pieces
- 1 teaspoon freshly grated nutmeg
- 2 tablespoons arrowroot
- 2 tablespoons water
- Mashed Potatoes
Preheat oven to 300°F. Season chicken pieces generously with salt, pepper and the 2 teaspoons nutmeg; set aside. In Dutch oven cook bacon over medium heat until crisp. Remove bacon from Dutch oven with slotted spoon. Drain bacon on paper towels. Brown chicken pieces, half at a time, in hot bacon drippings until golden brown. Remove chicken from Dutch oven. Drain all but 1 tablespoon drippings from Dutch oven.
Add leek, parsnip and garlic to Dutch oven; cook 4 minutes over medium heat or until garlic lightly browns. Remove Dutch oven from heat. Carefully add brandy to Dutch oven. Return to heat. Cook and stir to scrape up any browned bits from bottom of Dutch oven and until brandy glazes the bottom of the Dutch oven. Add thyme, bay leaves, and half the plums. Add wine. Bring to a boil. Reduce heat and simmer, uncovered, until mixture is reduced by one-third. Add chicken stock. Bring to boiling. Add chicken pieces to Dutch oven. Cover Dutch oven; place in the oven. Bake 30 minutes or until chicken is no longer pink (180°F).
Remove chicken from liquid and set aside. Strain braising liquid; discard solids. Skim fat from braising liquid. You should have about 2-1/2 cups liquid.
Heat oil in Dutch oven. Add pearl onions; cook 6 minutes or until browned. Add mushrooms and remaining plums; cook 4 minutes more or until tender. Add braising liquid and remaining 1 teaspoon nutmeg. In a small bowl combine arrowroot and water; add to Dutch oven. Cook and stir until mixture is slightly thickened and comes to a boil. Stir in bacon and chicken pieces; heat through. Season to taste with salt and pepper. Serve with Mashed Potatoes. Makes 6 to 8 servings.
*Tip: To peel pearl onions, cook trimmed onions in medium saucepan in enough boiling water to cover 1 minute; drain well. Cool onions slightly; push onion from peel by squeezing root end.
Black Forest Cake
While Black Forest Cake usually calls for kirsch, or cherry-flavor brandy, we decided sweet cherries soaked in port would be an admirable substitute. We also lightened the cake batter, giving it a more airy texture.
To help achieve this, non-stick cake pans make the job easier. We used the Williams-Sonoma Goldtouch nonstick 9-inch round cake pans. The aluminized steel distributes heat evenly and the nonstick surface helps release the cake layers without sticking. For this cake, we still recommend lining the pans with parchment paper to ensure the finished layer doesn't stick to the pan.
Port-Cherry Filling
- 4 cups fresh or frozen pitted sweet cherries
- 1-1/4 cups good-quality port
- 2 8-ounce cartons mascarpone cheese
- 3 tablespoons powdered sugar
Chocolate Cake
- 6 ounces sweet baking chocolate, chopped
- 2-1/4 cups milk
- 3 cups all-purpose flour
- 1-1/2 teaspoons baking soda
- 1 teaspoon baking powder
- 3/4 teaspoon salt
- 4 eggs
- 1 egg yolk
- 2-2/3 cups granulated sugar
- 3 tablespoons port
- 1 teaspoon vanilla
- 1 cup butter, softened
Whipped Cream Topping
- 3 cups whipping cream
- 1-1/2 cups powdered sugar
- 3/4 teaspoon vanilla
- 3/4 teaspoon lemon extract
- Toasted coconut chips (3 cups)*
For Port-Cherry Filling:
Thaw cherries if frozen; drain. In medium bowl combine cherries and 1-1/4 cups port. Cover; let stand 1 hour. Drain cherries, reserving liquid. Transfer well-drained cherries to food processor. Cover; process until nearly smooth. Add mascarpone cheese and the 3 tablespoons powdered sugar to cherries. Cover; process until just combined. Transfer cherry mixture to large bowl. Cover; chill until ready to assemble cake.
For Chocolate Cake:
In medium saucepan combine chocolate and milk. Cook and stir over low heat until melted; set aside to cool. In medium bowl combine flour, baking soda, baking powder, and salt; set aside. Preheat oven to 350ºF. Grease bottoms and sides of three 9x2-inch round cake pans. Line bottoms of pans with parchment paper. Grease parchment paper and generously coat pans with flour.
In large bowl combine eggs, egg yolk and 2 cups granulated sugar. Place bowl over skillet or saucepan of simmering water. Cook and stir until an instant read thermometer reaches 110ºF. Remove from heat.
Using an electric mixer, beat mixture until it becomes very light and thick, about 10 to 15 minutes. Whisk in 3 tablespoons port and 1 teaspoon vanilla until just combined.
In very large bowl beat butter and remaining 2/3 cup granulated sugar until well combined. Alternately add flour and chocolate mixture, beating on low speed after each addition just until combined. Carefully fold in egg mixture just until combined. Divide batter evenly between prepared pans.
Bake in preheated oven 20 to 25 minutes or until wooden toothpick inserted near centers comes out clean. Cool in pans on wire rack for 10 minutes.
Brush tops of cakes with 2 tablespoons of reserved cherry mixture. Remove from pans and cool thoroughly on wire racks. Remove and discard parchment paper.
For Whipped Cream Topping
Combine 3 cups whipping cream, 1-1/2 cups powdered sugar, 3/4 teaspoon vanilla and 3/4 teaspoon lemon extract in large mixing bowl. Beat with electric mixer on high speed until stiff peaks form.
To assemble cake, brush cake layers with another 2 tablespoons reserved cherry liquid (discard remaining cherry liquid). Place one cake layer on serving platter. Spread with half the cherry/mascarpone mixture. Repeat layers ending with final cake layer portion. Spread top and sides of cake with whipped cream mixture. Press toasted coconut shards onto the sides and top of cake. Makes 16 servings.
*Tip: To toast coconut chips, preheat oven to 350°F. Spread coconut chips in an even layer in 15x10x1-inch baking pan. Bake 5 to 10 minutes or until lightly golden brown, stirring once. Fresh peeled coconuts are available at some grocery stores and melissas.com. Use a vegetable peeler to peel shards from coconut meat; toast as directed.


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Finally, after a couple of months trying to figure out a clicking noise that happened only under load, I found the culprit — a slightly loose front quick-release. How I found it is revealing.
I put one foot against the left crank arm and pressed on it while holding the bike with both hands at seat and handlebar. Suddenly I heard the tell-tale click, only it was in the front of the bike and not at the bottom bracket as I thought!
I tested the quick-release and sure enough it was just a tad loose. After tightening, I took the bike for a spin. No more clicking. Dissimilar metals (aluminum dropout and steel quick release) don't help matters.
Now I'm not saying all clicks are caused by the quick-release. In my situation the bike is only months old, so it would be odd if something were amiss with parts. Read on for more possibilities.
I had found Jim Langley's treatise on squeaks and creaks, but didn't read it carefully. He mentions the quick-release. Jim should know. He was the technical editor at Bicycling Magazine, 1989-99.
Now what about this occasional annoying bird chirping sound? It's not the chain or tension rollers. I replaced the chain and re-greased the rollers. I'll figure it out…eventually.


text:
- Home
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This document defines Clemson University's policy regarding harassment/discrimination. Clemson University is committed to an educational and work environment in which all individuals are treated with respect and dignity, free from harassment and/or discrimination. Accordingly, it is the policy of Clemson University that harassment/discrimination as defined in this policy, by employees, students or non- employees will not be tolerated. It is also the policy of Clemson University that retaliation against any person who has filed a complaint of harassment/discrimination or who has assisted or participated in any manner in the investigation and resolution of a complaint of harassment/discrimination is prohibited and subject to disciplinary action.
Clemson University will respond promptly to all complaints of harassment, discrimination, and retaliation. Immediate and appropriate corrective action will be taken when it is determined that harassment has occurred. The available complaint resolution processes are described below and differ depending on whether the person allegedly violating the policy is a student or non-student.
Violation of this policy can result in any disciplinary action that the University deems appropriate up to and including termination from employment (employees), dismissal from the University (students) or disassociation/removal from campus (visitors and other non-students). More information about possible sanctions can be found in section V of this policy.
The policy is intended to meet Clemson University's responsibilities under Titles VI and VII of the Civil Rights Act 1964, the Pregnancy Discrimination Act of 1978, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, the Age Discrimination in Employments Act of 1967, the Age Discrimination Act of 1975, the Vietnam Veterans Readjustment Assistance Act of 1974, the Genetic Information Nondiscrimination Act of 2008, the Violence Against Women Act, and applicable provisions of the South Carolina Human Affairs Law.
A. Discrimination
Discrimination is the denial or exclusion of an individual or group of individuals from participation in or receiving the benefits of any program or activity of the University. Discrimination based on race, color, religion, sex, sexual orientation, gender, pregnancy, childbirth or related medical conditions, national origin, age, disability, veteran's status, genetic information or protected activity (e.g. opposition to prohibited discrimination or participation in the statutory complaint process, etc.) is prohibited. Examples may include exclusion from employment, benefits, or access to academic programs and opportunities.
B. Harassment
In general, harassment is unwelcome verbal or physical conduct, based upon race, color, religion, sex, sexual orientation, gender, pregnancy, childbirth or related medical conditions, national origin, age, disability, status as a military veteran, genetic information or protected activity (e.g., opposition to prohibited discrimination or participation in the statutory complaint process), that unreasonably interferes with the person's work or educational performance or creates an intimidating or hostile work or educational environment. Examples may include, but are not limited to, epithets, slurs, jokes or other verbal, graphic or physical conduct.
C. Sexual Harassment
Sexual harassment is unwelcome conduct of a sexual nature. It includes unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature including sexual violence. Sexual violence is defined as sexual acts perpetrated against a person's will or where a person is incapable of giving consent (see definition of consent below). A number of different acts fall into the category of sexual violence and are defined as follows:
1. Sexual Assault and/or Battery: Any attempted or actual act of nonconsensual sexual intercourse, cunnilingus, fellatio, anal intercourse, or any intrusion, however slight, of any part of a person's body or of any other object into the oral, genital or anal openings of another person's body. This includes forcible or non-forcible sex offenses under the uniform crime reporting system of the Federal Bureau of Investigation:
2. Sexual Coercion: The act of using pressure through threats, alcohol or drugs, or force to have sexual contact with someone against his or her will. Persistent attempts to have sexual contact with someone who has already refused is a type of sexual coercion.
3. Sexual Misconduct: Any other nonconsensual conduct of a sexual nature including but not limited to touching, fondling, kissing, groping, indecent exposure, sex-based cyber-harassment, peeping or other voyeurism, forcing others to view sexual activity, and/or the non-consensual photography, video or audio taping of sexual activity.
4. Dating/Relationship Violence: Dating/Relationship Violence is violence committed by a person who is or has been in a social relationship of a romantic or intimate nature with the victim where the existence of such relationship shall be based on a) the length of the relationship, b) the type of the relationship, and c) the frequency of interaction between the persons involved in the relationship. This includes sexual or physical abuse or the threat of such abuse.
5. Domestic Violence: A felony or misdemeanor crime of violence committed by:
Stalking: Stalking is defined as a course of conduct1 directed at a specific person that would cause a reasonable person2 to -
i. fear for the person's safety or the safety of others; or
ii. suffer substantial emotional distress[3].[4]
[1] Course of Conduct means two or more acts, including but not limited to, acts in which a stalker directly, indirectly, or through third parties, by any action, method, device, or means follows, monitors, observes, surveils, threatens, or communicates to or about, a person, or interferes with a person's property.
[2] Reasonable Person means a reasonable person under similar circumstances and with similar identities to the complainant.
[3] Substantial Emotional Distress means significant mental suffering or anguish that may, but does not necessarily, require medical or other professional treatment or counseling.
[4] Stalking is not always directed at someone due to his/her gender/sex. Even if it is not related to sex or gender, it is prohibited and will be addressed through this policy and the appropriate procedures for handling complaints.
D. Consent
Every member of the University community should be aware that all sexual contact or behavior on the campus and/or occurring with a member of the University community must be consensual. Consent requires speech or conduct indicating a freely given, un-coerced agreement to engage in sexual contact.
Consent may not be inferred from silence or passivity alone and a current or previous relationship is not sufficient to constitute consent. Consent may be withdrawn at any time prior to or during a specific sexual act by either person.
To be valid, the person giving consent must be physically and mentally able to:
In the absence of mutually understandable words or actions, it is the responsibility of the initiator, or the person who wants to engage in the specific sexual activity, to make sure that he/she has the consent from his/her partner(s) prior to initiating sexual activity.
Inability to Consent - There are a number of factors which may limit or negate a person's ability to consent to a sexual act. These include but are not limited to age, impairment due to the influence of alcohol or drugs (illegal or prescription), an intellectual or other disability, a person's temporary or permanent mental or physical impairment, unconsciousness, fear and/or coercion. In order to find no consent under one of these circumstances, there must be a finding that the complainant was unable to consent and a finding that the respondent knew or had reason to know the complainant was unable to consent.
Intoxication of the respondent is not an excuse for failure to obtain consent or failure to know of the complainant's inability to consent.
E. Protective Measures
The following Protective Measures may be implemented by the University in Responding to Harassment/Discrimination Complaints:
F. Responsible Employee
A Responsible Employee is an employee who has the authority to take action to address sexual violence on campus under Title IX and who has been given the duty of reporting incidents of sexual violence or any other sexual misconduct to the Title IX Coordinator. At Clemson University, Responsible Employees under Title IX are defined as: Clemson University faculty, staff who work directly with students, Student Affairs staff, advisors to recognized student organizations, community and graduate community directors, resident assistants, athletic coaches, managers, supervisors and administrators. Exceptions to the definition of Responsible Employees are:
G. Retaliation
Retaliation is conduct causing any interference, coercion, restraint or reprisal against a person initiating a complaint of harassment/discrimination or against a person assisting in any way in the investigation and resolution of the complaint. Retaliation is a violation of this policy and will not be tolerated. Appropriate sanctions/disciplinary actions shall be taken against any person found to have participated in any acts of retaliation.
H. Title IX Coordinator
Title IX of the Education Amendments of 1972 is a federal law that states "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subject to discrimination under any education program or activity receiving Federal financial assistance." The Title IX Coordinator is the person(s) designated by Clemson University to oversee its Title IX compliance efforts, carry out the University's responsibilities under Title IX, and investigate any complaints alleging actions prohibited by Title IX. Gender based discrimination is prohibited under Title IX and includes sexual harassment as defined above.
• The Executive Director of Equity Compliance in Access and Equity is the University Title IX Coordinator - (864) 656-3181
Clemson University will respond to and investigate all claims of harassment/discrimination and will take steps to ensure that no retaliation will be taken against any person making a complaint or participating in the investigation process, and that any person against whom an allegation is made is treated fairly. Reports of harassment/discrimination should be made as soon as possible to enable the University to more effectively investigate the allegations.
There are two options for reporting Harassment/Discrimination as described below. A criminal complaint and an on-campus complaint through the Office of Access & Equity can be made simultaneously:
A. Criminal Reporting – If the alleged harassment/discrimination is a crime, a report should be made to the Clemson University Police Department or other appropriate law enforcement agency if the incident occurred off campus. Sexual assault, sexual battery, and other forms of sexual violence/misconduct are criminal acts and Clemson University encourages victims to meet with police officers as soon as possible in order to receive prompt medical attention and allow officers to gather information in a timely manner. The sooner law enforcement becomes involved, the greater the likelihood of identifying, arresting, and convicting the perpetrator. If a report is made to the Clemson University Police Department (CUPD), the department will provide an advocate to ensure that medical treatment and counseling services are offered, regardless of the person's decision to pursue the matter criminally.
To make a report on campus, concerned persons should call 911 or (864) 656- 2222 immediately to reach the Clemson University Police Department (CUPD). Away from campus, concerned persons should call 911.
In addition to the criminal process or for harassment/discrimination complaints that are not violations of criminal law, the following on campus reporting options are available:
B. Non-criminal Internal Complaint Process – In addition to the criminal process, the following internal complaint process is available. The process includes a prompt, fair, impartial investigation and resolution. It is conducted by individuals who receive annual training on issues related to sexual assault, domestic violence, dating violence and stalking and how to conduct an investigation and hearing process that protects the safety of victims and promotes accountability. Both the complainant and respondent are entitled to the same opportunity to have an advisor present at institutional disciplinary proceedings and/or related meetings. Both the complainant and respondent will be simultaneously informed in writing of the outcome of the process, any changes to the outcome before it becomes final, and when the outcome is final. In student cases, the complainant and the respondent have the same rights of appeal.
Complaints alleging sexual assault, domestic violence, dating violence and stalking committed by a student (undergraduate or graduate), employee, or someone affiliated with Clemson University should be immediately reported to the Title IX Coordinator, Alesia Smith. Persons found in violation of the university's Anti-Harassment and Non-Discrimination Policy will be subject to appropriate disciplinary action.
A&E is the office of the university's Title IX Coordinator.
Contact information for A & E is 110 Holtzendorff Hall, telephone: 656-3181 (voice) or 656-0899 (TDD).
A & E complaint procedures can be found at: http://www.clemson.edu/campus-life/campus-services/access/procedure.html.
The University recognizes that a complainant may desire confidentiality and may request that the University not investigate or pursue resolution of an allegation of harassment/discrimination. In such cases, the University will maintain confidentiality to the extent permitted by law and other safety and welfare considerations. However, the University may determine that it must investigate and pursue resolution of a report, and take whatever measures it deems necessary in response to an allegation of harassment/discrimination in order to protect the rights, interests and personal safety of the Clemson community. As such, the University may have to disclose the harassment allegation and the identity of the complainant to the accused, other University officials, and others (to implement interim measures) as appropriate. Nevertheless, we will only share information on a limited basis and will keep information confidential to the extent permitted by law.
Confidentiality and Allegations of Sexual Violence
If a complainant alleging sexual violence requests that his/her name not be revealed to the alleged perpetrator or asks that the school not investigate or seek action against the alleged perpetrator, the complainant must understand that honoring this request may severely limit the ability to fully respond to the complaint, including pursuing disciplinary action against the alleged perpetrator. All such requests will be referred to and reviewed by the Title IX Coordinator. A range of factors will be considered in evaluating these requests including by not limited to:
If a complainant wishes to speak to a confidential resource, the following resources are available:
The University provides many other, non-confidential resources to students who have been victims of harassment/discrimination and sexual violence. Although the University encourages all students to seek help by means of speaking to someone, it is important to keep in mind that the University is required by law to review and attempt to resolve any allegation of sexual violence that is reported to any University official with the exception of those receiving parties that are confidential resources.
The University also has a duty to report sexual misconduct to the Clemson University Police Department for federal statistical reporting purposes (as dictated by the Clery Act). All personally identifiable information is kept confidential, but statistical information must be reported regarding the type of incident and its general location (on or off- campus, in the surrounding area, but no addresses are given) for publication in the annual Security and Fire Safety Report. This report helps to provide the community with a clear picture of the extent and nature of campus crime, to ensure greater community safety.
Persons found to be in violation of this policy will be subject to immediate and appropriate disciplinary action, proportional to the seriousness of the offense. In cases involving violations by students, sanctions will be determined in accordance with the Student Code of Conduct. Possible sanctions include but are not limited to reprimand, disciplinary probation, suspension, or dismissal. In cases involving violations by non- students, sanctions may include but are not limited to: oral or written reprimand, reassignment, demotion, suspension or termination of employment, and/or removal from campus.
In addition to, or in lieu of, the procedures outlined above:
A. Students:
B. Employees:
A. Pickens County Advocacy Center: The mission of Pickens County Advocacy Centers is to provide optimum quality direct services to the victims of sexual assault and their families in Pickens County. The Pickens County Advocacy Center aims to provide an advocate that can be there for any victim in their time of need, and to show each victim that someone does believe them and is on their side. 864-442-5500 http://www.pickensrcc.org/
B. Foothills Sexual Trauma Center (Anderson and Oconee Counties): Foothills Alliance is a nonprofit agency that encompasses three programs: Sexual Trauma Center, Child Advocacy Center, and Prevent Child Abuse. The Sexual Trauma Center is a multi-services program responding to the needs of child and adult sexual trauma survivors in Anderson and Oconee counties. The center provides support for survivors, family members and others involved in the survivor's recovery. 1-800-585-8952 http://foothillsalliance.org/
C. MARYS House (Domestic and Relationship Violence): MARYS House provides emergency shelter and services to families fleeing domestic violence. The MARYS House family (staff, volunteers, and Board of Directors) works toward the prevention and cessation of domestic violence through intervention, education, and outreach. 864-859-9191 http://maryshouse.com/
D. Safe Harbor (Domestic and Relationship Violence): Safe Harbor is a organization that provides safe shelter, counseling and advocacy for victims of domestic violence as well as leadership for education and prevention efforts throughout its four-county area of Anderson, Greenville, Oconee and Pickens, South Carolina. Safe Harbor offers a continuum of services, providing safe emergency shelter, counseling, legal advocacy, and transitional housing, as well as community outreach and teen dating violence education. 1-800-291-2139 http://safeharborsc.org/
E. South Carolina Coalition Against Domestic Violence and Sexual Assault: SCCADVASA works to make the community aware of issues, problems, policy and legislation regarding Domestic Violence & Sexual Assault. SCCADVASA supports domestic violence and sexual assault member programs, provides education, and advocates for social reform to eradicate interpersonal violence in South Carolina. 1-803-256-2900 http://www.sccadvasa.org/
F. RAINN: Rape, Abuse & Incest National Network: RAINN is the nation's largest anti-sexual violence organization. RAINN created and operates the National Sexual Assault Hotline (800-656-HOPE and online.rainn.org). RAINN also carries out programs to prevent sexual violence, help victims and ensure that rapists are brought to justice. 1-800-656-4673 http://www.rainn.org/
G. National Coalition Against Domestic Violence: NCADV is comprised of people dealing with the concerns of battered women and their families. They represent both rural and urban areas. The Mission of the National Coalition Against Domestic Violence (NCADV) is to organize for collective power by advancing transformative work, thinking and leadership of communities and individuals working to end the violence in our lives. Anonymous and Confidential Help 24/7 – 1-800-799.Safe (7233), 1-800-787- 3224 (TTY) http://www.ncadv.org/
Pickens County Sheriff's Office
216 C. David Stone Rd.
Oconee County Sheriff's Office
300 S. Church St.
Anderson County Sheriff's Office
305 Camson Rd.
Baptist Easley Hospital
200 Fleetwood Dr.
Oconee Medical Center
298 Memorial Dr.
AnMed Health Medical Center
800 N. Fant St.
Greenville Memorial Hospital
701 Grove Rd.
Battered Women's Shelter
Foothills Rape Crisis Center
216 E. Calhoun St.
Pickens County Family Court
214 E. Main St.
Pickens County Magistrate
216 C. David Stone Rd.
Pickens County Courthouse
214 E. Main St.


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If you pray with sincere desire to hear your Heavenly Father's voice in the messages of his conference, you will discover that he has spoken to you to help you, to strengthen you and to lead you home to his presence. —Elder Robert D. Hales
SALT LAKE CITY — "We have come here to be instructed and inspired," said President Thomas S. Monson, as he opened the 183rd Semiannual General Conference of The Church of Jesus Christ of Latter-day Saints. "Those men and women who will speak to you," he said "have sought heaven's help concerning the messages they will give."
That sense of "heaven's help" permeated Saturday's sessions as speakers shared poignant personal reflections that matched timeless truths to present-day challenges. Social media lit up as President Dieter F. Uchtdorf of the First Presidency spoke directly to "some of our dear members who struggle" with doubts and Elder Jeffrey R. Holland of the Quorum of the Twelve spoke "to those who suffer from some form of mental illness or emotional disorder."
Unprecedented growth
During brief opening remarks, President Monson announced that total membership of the LDS Church has surpassed 15 million. Among the reasons for that growth, he said, is the "missionary force" that has increased from 58,500 in October 2012, when he announced new, lower minimum age requirements for full-time missionary service in the church, to more than 80,000 today.
"Now is the time for members and missionaries to come together, to work together, to labor in the Lord's vineyard to bring souls unto him," President Monson said.
He urged Latter-day Saints to contribute, as they are able, to the General Missionary Fund of the church to help support "thousands of missionaries whose circumstances do not allow them to support themselves."
"Sleepless nights"
Elder Robert D. Hales set the stage for much of what was to come throughout the conference by emphasizing the deep individual responsibility felt by conference speakers to be in touch with inspired guidance.
"These conferences are always under the direction of the Lord, guided by his spirit," said Elder Hales. "As speakers, we are not assigned specific topics. Over weeks and months, often through sleepless nights, we wait upon the Lord. Through fasting, prayer, study and pondering, we learn the message that he wants us to give."
"This is (the Lord's) general conference," Elder Hales testified. "If you pray with sincere desire to hear your Heavenly Father's voice in the messages of his conference, you will discover that he has spoken to you to help you, to strengthen you and to lead you home to his presence."
"We all need each other"
Also speaking during the session were Elders Ulisses Soares and Edward Dube, of the Seventy, and Sister Carole M. Stephens of the Relief Society General Presidency. Sister Stephens emphasized "there exists today a great need for men and women to cultivate respect for each other as sons and daughters of God and reverence for our Father in Heaven and his priesthood — his power and authority."
"We all need each other," Sister Stephens said. "Sons of God need daughters of God, and daughters of God need sons of God. We have different gifts and strengths. First Corinthians chapter 12 emphasizes the need for sons and daughters of God, each one of us, to fulfill our individual roles and responsibilities according to the Lord's plan 'that all may benefit.'"
Significant but subtle blessings
The other apostle who spoke during the Saturday morning session was Elder David A. Bednar, who shared lessons he has learned about the church's law of tithing.
He said, "as we live the law of tithing, we often receive significant but subtle blessings that are not always what we expect and easily can be overlooked."
"Sometimes we may ask God for success, and he gives us physical and mental stamina. We might plead for prosperity, and we receive enlarged perspective and increased patience, or we petition for growth and are blessed with the gift of grace."
Elder Bednar emphasized the concern with which church tithing funds are disbursed. "As I travel the earth I learn about your hopes and dreams, your varied living conditions and circumstances, and your struggles. . . . . . The leaders of the Lord's restored church feel a tremendous responsibility to care appropriately for the consecrated offerings of church members."
"Join with us"
Saturday morning's session concluded with President Dieter F. Uchtdorf of the First Presidency encouraging those who have left the LDS Church to "come back again. Join with us!"
"My dear friends," he said, "there is yet a place for you here. Come, and add your talents, gifts and energies to ours. We will all become better as a result."
President Uchtdorf acknowledged a variety of reasons why people may choose to leave the faith, including struggles with "unanswered questions about things that have been done or said in the past."
"We openly acknowledge that in nearly 200 years of church history — along with an uninterrupted line of inspired, honorable and divine events — there have been some things said and done that could cause people to question," he said.
"And, to be perfectly frank, there have been times when members or leaders in the church have simply made mistakes," President Uchtdorf continued. "There may have been things said or done that were not in harmony with our values, principles or doctrine. I suppose the church would only be perfect if it were run by perfect beings. God is perfect, and his doctrine is pure. But he works through us — his imperfect children — and imperfect people make mistakes."
"If you expect to find perfect people here, you will be disappointed," President Uchtdorf said. "But if you seek the pure doctrine of Christ, the word of God 'which healeth the wounded soul' and the sanctifying influence of the Holy Ghost, then here you will find them. In this age of waning faith — in this age when so many feel distanced from heaven's embrace — here you will find a people who know and draw closer to their Savior by serving God and fellowmen, just like you. Come, join with us!"
Promises of protection
The afternoon session featured remarks from four apostles. President Boyd K. Packer, president of the Quorum of the Twelve Apostles, offered hope and peace through righteousness for those who may find the challenges and temptations in the world "quite disturbing, even discouraging." For those who wander from the path, he said "there is a way back."
"Just as chalk can be removed from a blackboard with an eraser, with sincere repentance the effects of our transgressions can be erased through the Atonement of Jesus Christ," he said, adding that "Peace can be settled in the heart of each who turns to the scriptures and unlocks the promises of protection and redemption that are taught therein."
Moral force of women
Elder D. Todd Christofferson told women the church relies "on the moral force you bring to the world, to marriage, to family, to the church. We rely on blessings you bring down from heaven by your prayers and faith."
He said, "A woman's moral influence is nowhere more powerfully felt or more beneficially employed than in the home. There is no better setting for rearing the rising generation than the traditional family where a father and a mother work in harmony to provide for, teach and nurture their children. Where this ideal does not exist, people strive to duplicate its benefits as best they can in their particular circumstances. In all events, a mother can exert an influence unequalled by any other person or in any other relationship."
"There is no superior career, and no amount of money, authority or public acclaim that can exceed the ultimate rewards of family. Whatever else a woman may accomplish, her moral influence is no more optimally employed than here."
Striving for peace
Elder Holland's talk on mental illness centered in part on his own experience with what he called a "psychic blow" that gave him a firsthand look at the abyss of depression. He mentioned others — Abraham Lincoln, Winston Churchill and former LDS Church President George Albert Smith — who have struggled with it.
"However bewildering they may be, these afflictions are some of the realities of mortal life, and there should be no more shame in acknowledging them than acknowledging a battle with high blood pressure or the sudden appearance of a malignant tumor."
Elder Holland reminded those who struggle with depression that "hope is never lost," and he urged listeners to, "if things continue to be debilitating, seek the advice of reputable people with certified training, professional skills and good values."
And he reminded those without such challenges to "help by being merciful, non-judgmental and kind."
Reach out with love
Elder M. Russell Ballard encouraged church members to reach "out with love to share the truths of the restored gospel of Jesus Christ."
Elder Ballard challenged every member of the church to reach out to just one person between now and Christmas. If they will do that, he said, "millions will feel the love of the Lord Jesus Christ. What a wonderful gift to the Savior."
Core beliefs
Elder L. Tom Perry of the Quorum of the Twelve opened the general priesthood meeting — the first broadcast live on television and over the Internet — by outlining how the doctrine of the church is summarized in its Articles of Faith and by urging young men to "use your bright minds to study and learn the Articles of Faith and the doctrines they teach."
"They are among the most important and certainly the most concise statement of doctrine in the church," he said. "If you will use them as a guide to direct your studies of the gospel of Jesus Christ, you will find yourself prepared to declare your witness of the restored truth to the world."
'You can do it'
President Uchtdorf expressed sadness at having seen "men filled with potential and grace disengage from the challenging work of building the kingdom of God because they had failed a time or two.
"These were men of promise who could have been exceptional priesthood holders and servants of God," he said. "But because they stumbled and became discouraged they withdrew from their priesthood commitments and pursued easier but less worthy endeavors."
He reminded his listeners "our destiny is not determined by the number of times we stumble but by the number of times we rise up, dust ourselves off, and move forward."
"Even those who set their hearts upon divine goals may still occasionally stumble, but they will not be defeated," President Uchtdorf said. "They trust and rely upon the promises of God. They will rise up again with a bright hope in a righteous God and the inspiring vision of a great future. They know they can do it now."
Help the needy
President Henry B. Eyring of the First Presidency said the parable of the Good Samaritan provides three assurances the Lord gives to priesthood holders. "First," he said, "the Lord will give you, if you ask, the feelings of the compassion he feels for those in need. Second, he will provide others, like the innkeeper, to join with you in your service. And third, the Lord, like the good Samaritan, will more than recompense all who join in giving help to those in need."
President Eyring expressed special concern about ministering to the needs of quorum members who have, for whatever reason, suffered spiritual damage in their lives.
"For instance," he said, "when I have gone to try to help someone wavering in his or her faith about the Prophet Joseph Smith's divine calling, feelings come back to me. It is not only the words from the Book of Mormon. It is a feeling of assurance of truth that comes whenever I read even a few lines from the Book of Mormon. I cannot promise that it will come to every person infected with doubt about the Prophet Joseph Smith or the Book of Mormon. I know that the Book of Mormon is the word of God because I have treasured it."
President Eyring also urged patience and compassion with those who are struggling with their faith. "Our human tendency is to be impatient with the person who cannot see the truth that is so plain to us," he said. "We must be careful that our impatience is not interpreted as condemnation or rejection."
Sacred privilege
President Monson closed the priesthood meeting regarding the "sacred privilege to brighten, to touch, and to save those precious souls entrusted to our care," as he discussed home teaching, the church's program of individualized stewardship for members organized through local priesthood quorums.
Using tender and humorous stories from his own experience (including one from many years ago of a home teacher showing up unannounced at the late President Gordon B. Hinckley's home without an appointment only to find himself having to teach not only President Hinckley, but also the late President Spencer W. Kimball as well as Thomas S. Monson), President Monson instructed how home teaching, done well, can transform lives.
Additional addresses are summarized on Page A5.
Also Saturday, church leaders announced the transition of three members of the First Quorum of the Seventy — Elders John B. Dickson, Paul E. Koelliker and F. Michael Watson — to emeritus status and the release of Elder Kent D. Watson of the Second Quorum of the Seventy.
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Stereogram in Paid Edition? Nope, sorry nope. I have the Pro without video from launch of v3, and it is not in the camera settings that I can see. I've downloaded 4 or 5 photostitchers and didn't get them to work. Has anyone else had luck with finding software for stitching the 6 sided cube?
Hello,Is there a way to convert the 6 images in a kind of qtvr (i am on mac) to see the results, by the i have already submitted the 6 renders, is it ok?thanks
sorry for being an idiot but with fspviewer i can only load one image and not the six renders of the cube setup, did i missed something?


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TAG CLOUDAaron Hyman Acknowledgments aesthetics Alan Tansman Aleksandr Rossman Alexandra Courtois American art Ancient art Andrew Griebeler Andrew Sears Andrew Stewart Anne Wagner Anneka Lenssen anthropology archaeology archives art criticism Art Practice Asian art astrolabes Atreyee Gupta Australian Academy of the Humanities award awards BAMPFA Bancroft Library Beate Fricke Berkeley Art Museum Bonnie Wade British art bronze statuary Byzantium Caravaggio CASVA Catherine Telfair Cecilia Vicuña Chair Charles O'Donnell chartalism Chinese art Chinese art history Chinese painting Chris Hallett Christopher Bollas College Art Association Commencement conference Contemporary Art courses Courtauld Institute curatorial preparedness Darcy Grimaldo Grigsby De Young Museum Delphine Sims digital humanities Diliana Angelova DIstinguished Teacher of Art History Distinguished Teaching Award Dutch art Dutch Studies early globalism Early Modern Ecohistory ecological history economics Elaine Yau Elizabeth McFadden Ellen Feiss Emma Silverman Endowed Chair faculty faculty recruitment fellowships Finbarr Barry Flood Florence folklore Fray Frederick Douglass Freie Universität Fulbright Gabriella Wellons George Lurcy Fellowship Gerhard Wolf Glenn Adamson global art global modern art Grace Harpster graduate graduate student instructor awards Graduate Student Instructors graduate student support graduate students Graduation Greek art Hearst Museum Hellenistic art history of science honors Imogen Hart India Indian Art Islamic art Ittleson Fellowship James Cahill Jason Hosford Jennifer Stager Jessica (Jez) Flores García Jessica Flores Jessy Bell Jordan Rose Jordan Ross Judith Stronach Travel Graduate Seminar Julia Bryan-Wilson Justin Underhill Kailani Polzak Kappy Mintie Katherine Mintie Kathryn Wayne King's College London Kunsthistorisches Institut L. S. Lowry Latin American art history Laure Marest-Caffey Lauren Kroiz Lesdi Goussen Robleto librarians Lisa Trever Louvre major Manet Margaretta Lovell material culture Matilde Andrews Medieval Art Mellon Fellowship Mellon Foundation Methods Micki McCoy Miriam Said modern art money Monuments Men museum New York Nike of Samothrace object-based learning object-oriented histories Oxford University Panorama Patricia Berger Peru Peter Selz photography Post-Culturalist Pre-Columbian psychoanalysis publications Ramon de Santiago Reading and Composition Rebecca Levitan Renaissance Robert Motherwell Book Prize Rosaline Kyo Rumble Lecture Ryan Serpa San Francisco Sarah Cowan Sarah Louise Cowan sculpture Shivani Sud slavery Smithsonian Sojourner Truth South Asia staff Stephanie Pearson Stoddard Lecture Sugata Ray summer sessions Susan Eberhard T.J. Clark Tate Britain teaching team-teaching Thadeus Dowad Theory Tobias Rosen Todd Olson Townsend Center undergraduate undergraduates Verenice Ramirez Visual Resources Center VRA VRC Wenner Gren Foundation Whitney Davis Will Coleman William Ma Wyeth Foundation Yanis Varoufakis Yessica Porras
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Department Welcomes New Faculty, Staff and Students
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SEASIDE, Calif. -- Rick Woodson did not make the cut in his debut in the 45th PGA Professional National Championship Monday night at Bayonet Black Horse. The 48-year-old PGA director of instruction at Woodbridge Golf Club in Wylie, Texas, was a dozen shots off the pace.
Such news would slide gently into a footnote on the pages of a sports section unless you dig a bit deeper on Woodson's journey.
In December 2007, Woodson faced a mountain of an obstacle to dwarf anything he would face on a golf course. He was diagnosed with testicular cancer.
"I can't begin to tell you what it feels like when you hear someone tell you that you have cancer," said Woodson. "Though I had a form that had a high success rate, it is always hard to hear. It is as much an emotional toll as it was a physical toll on my life."
Woodson underwent six weeks of radiation treatment through 2008, a total of 17 treatments that would sap his energy.
"It took me six months to get over that," said Woodson. "I was fortunate to have tremendous support through my family and my friends in golf. Todd Barranger, a friend of mine on the Nationwide Tour, also suffered the same form of cancer, and has gone through several bouts. He came to see me, and gave me the encouragement I needed."
Woodson also contacted Lance Armstrong, and heard from the cycling legend's own physician.
"I heard about my cancer having a 98 percent non-reoccurrence rate. Things like that keep your spirits up. I think about the cancer that Lance had, and how it spread. I also look at him now and how he has become a great inspiration for others suffering."
Woodson's recovery process involved a series of check-ups over the next five years, which ranged from several times a month through the first two years to a monthly check-up the ensuing three years.
A former member of the Nationwide and Canadian tours, Woodson said that his top competitive moment came during the final round of the second stage of the 2000 PGA Tour Qualifying School in Beaumont, Calif.
"The wind was blowing about 40 miles per hour," said Woodson. "I came in with an even-par 72. Instead of being one stroke out, I was three strokes within the cut line."
As good as that felt, Woodson received the news that ranks with winning a lottery before he competed at Dallas Athletic Club in the 2010 Northern Texas PGA Championship. He was declared cancer-free. Was there any surprise that he went on to win that Championship?
"It was a great story, and continues to be a special journey about a fine player, a great teacher, an incredibly hard-working PGA Professional," said Northern Texas PGA Executive Director Mark Harrison. "Rick has a great family, two wonderful kids and does an exceptional job for his facility. He has been able to refocus himself after what he has endured."
Last year, Woodson took advantage of the exemption from capturing his Section Championship.
He competed in the HP Byron Nelson Championship. He walked on to the putting green where he met PGA Tour veteran Billy Mayfair.
"Billy also is a survivor of testicular cancer," said Woodson. "You are amazed at how prevalent it is. It was good for me to talk to Billy, and those moments have helped carry me on."
For the record, Woodson posted rounds of 81 and 75 at Bayonet Black Horse for two days. He was one of 235 players from 42 states and the District of Columbia not playing the final two rounds of the 45th PGA Professional National Championship.
He was not one to use an excuse of a ruptured disk in his back suffered in January. He had played only four competitive rounds prior to arriving in Seaside. Woodson is not good at making excuses.
"I'm not that far off," said Woodson. "I was not good around the greens. I did not hit the ball that bad. When you consider the time spent for the majority of us at our jobs, you understand that we lose a little off our 'touch' shots."
Woodson had time to reflect upon his National Championship debut, and he understandably looked back on where he had come the past few years.
"You find out quickly from what I have been through that the most important things in life are your life, your family, the friends you make," said Woodson. "It allows you to get a better grasp on things. I have had a taste of what it is to play at the top level, and no one is more competitive than I am."


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The Ilsley Public Library was abuzz with an unusual activity last Friday night: middle and high school students were hard at work creating food masterpieces. At the teen after-hours event, some 20 middle school and high school students conjured up a colorful spread of foods ranging from chocolate to fruit pizza.
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Cub Scout Monthly Themes are a part of the annual Cub Scout Program Helps. For each month the Program Helps offers a theme with supporting activities and games. These program helps provide a detailed, easy-to-follow program to assist leaders in planning meetings. Different resources are tailored for Tiger, Wolf, and Bear Cub Scouts. In addition, Pack Meetings ideas help Cubmasters plan pack activiites and games.
NOTE: According to the 2010-2011 Roundtable Planning Guide, Monthly Themes will not be used beginning in 2010. [[1]] This does not neccesarily mean that Program Helps will dissapear, only that they will not incorporate the monthly themes in the same format they did before.
Use the Monthly Thems and Program Helps as-is or as a resource for your own meeting plans.


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