text:
Gateway Technical College marine biology classes
Think about what career is best suited for you, and where you want to study. Request more information now.
Think about what career is best suited for you, and where you want to study. Request more information now.
Think about what career is best suited for you, and where you want to study. Request more information now.
Find information about Gateway Technical College marine biology classes, and registering for elective lectures. Which college degrees give you the best chances of finding employment after graduation? There are accredited nursing certificate programs that can help launch your career, performing a variety of medical services within a hospital setting. Concentrating on Gateway Technical College marine biology classes, for example, you may gain an advantage in job recruiting on-campus. Check with the marine biology department for course registration deadlines, and oceanography program requirements. Please use the form above to request admissions info for Gateway Technical College.
Biology is one of the original natural sciences, even reaching back as far as the study of anatomy in ancient Egypt, where evidence has been found of surgery, forensics, and anatomical knowledge of both organ structure and function. Biology in general is the study of life and living organisms, with specific attention to function, growth, evolution, identification and taxonomy. Modern biology is becoming an interdisciplinary field, overlapping with biomedical engineering, molecular chemistry, and genetics. The biological sciences recognize the cell as the basic unit of life, and DNA as the basic unit of heredity. Moreover, all organisms survive by consuming and transforming energy via respiration or photosynthesis, and by regulating their internal environment via homeostasis.
The life sciences are defined by the scale at which organisms are studied, in that biochemistry focuses on chemical processes of life while molecular biology involves molecules and protein synthesis. Cellular biology may be broken down further into a structural analysis of cell organelles and lipid membrane boundries, such as in skin tissue or alveolar sacs in the lungs. In the field of genetic engineering, DNA (deoxyribonucleic acid) may be spliced together from different organisms, in an attempt to transfer hereditary traits that may increase crop yields, create a supply of stem-cells, or even clone sheep. Beyond major requirements within the marine biology department, you may consider Tuskegee University clinical trials as a complementary elective to your primary course of study.
Compliance Coordinator for Home Health Office
Premier Healthcare Services
Premier Healthcare Services provides in home nursing care to patients throughout California. Serious candidates are encouraged to respond via email with their..
5 hours ago Registered Nurse LPG Telehealth
Lee Memorial Health System
Certification in Ambulatory Nursing preferred. Graduate of an accredited nursing program. Completion of Certification in Ambulatory Nursing when eligible.
8 hours ago RN, NEWBORN NURSERY
Assess, plan, evaluates, documents total nursing process. Previous Newborn Nursery, NICU Staff RN nursing experience required.
8 hours ago Laundry Aide - Full time 3-11
Opis Senior Services Group
The Laundry Aide will be responsible for a variety of laundry duties in maintaining the Nursing Center. Opis has grown to include ten skilled nursing centers.
1 hour ago Registered Nurses to perform assessments PRN Very Flexible Schedule!
Ascend, A MAXIMUS Company
Have a minimum of 2 years of medical nursing experience. Be free of any affiliation with nursing facilities, home health care agencies, State of TN., BCBS..
7 hours ago DDD EPSDT/MCH COORDINATOR
State of Arizona
General nursing theories/practices and those specifically related to nursing care for individuals with developmental disabilities..
3 hours ago


text:
On Mon, 3 Mar 2008 13:53:02 +0100 "Andreas 'ads' Scherbaum" <ads(at)pgug(dot)de> wrote: > Hello all, > > On Mon, Mar 03, 2008 at 11:32:33AM +0100, Susanne Ebrecht wrote: > > > > are you really sure the rollup is in German? > > I remember that I ordered it in English only because bilingual was > > too much text. > > Please look onto the rollup, it should be English not German. > > the text is in english, yes. The website is in german. > > My idea was, that we could order antother Rollup, if we already have > to order a new bag. Will save shipping cost, but of course, we have > to pay the Rollup. BTW: It is possible to get free standing signage (5/6') for ~1k USD. I assume the price would be similar in the EU. The signage collapses all the way down to a smalls size and fits in a bag. This is what FreeBSD uses at the US events and what PostgreSQL will be using as well. Something to look into. Sincerely, Joshua D. Drake -- The PostgreSQL Company since 1997: http://www.commandprompt.com/ PostgreSQL Community Conference: http://www.postgresqlconference.org/ Donate to the PostgreSQL Project: http://www.postgresql.org/about/donate PostgreSQL SPI Liaison | SPI Director | PostgreSQL political pundit
Next: From: Joshua D. Drake Date: 2008-03-05 17:24:09 Subject: Re: Missing stuff Previous: From: Bernd Helmle Date: 2008-03-05 16:52:15 Subject: Re: WHAT to push to internet

subset: commoncrawl


text:
WTA Shenzhen Open: Top seed Li Na booked her place in the last eight
Li Na eased into the quarter-finals of the Shenzhen Open with a 6-1 6-4 victory over Nadiya Kichenok of Ukraine.
Last Updated: 01/01/14 2:47pm
The 31-year-old top seed required an hour and 23 minutes to see off her unheralded opponent at the Longgang Tennis Centre.
But while the top ranked player made it through, other seeds fell by the wayside.
American Vania King shocked second seed Sara Errani of Italy 2-6 7-6 6-3, while Patricia Mayr-Achleitner of Austria upset third seed Klara Zakopalova of the Czech Republic 7-6 6-4.
Elsewhere, Romania's Monica Niculescu came back from a set down to beat Taiwan's Chan Yung-jan 2-6 6-3 6-0, while Annika Beck saw off Viktorija Golubic 6-3 5-7 6-3.
Jana Cepelova was also a winner on the day, 6-4 6-1 over Anna-Lena Friedsam, while Barbora Zahlavova Strycova knocked out local player Jie Zheng 6-0 7-6 (8/6).


text:
One of my favourite food and beverage combinations is a glass of Manzanilla accompanied by shrimp sautéed in olive oil and garlic, dusted with Pimentón de la Vera, and finished with a shot of Oloroso. The bracingly dry sea-breeze crispness is the perfect foil to the smoky richness of the shrimp. Manzanilla comes from Sanlúcar, a coastal town in Andalucía situated not far from the inland focal point of sherry production, Jerez de la Frontera. Could it be Sanlúcar's location, buffeted by Mediterranean breezes, that accounts for the salinity of these delicate Manzanillas?
When it comes to other wines that both pair with a wide variety of foods and are perfectly drinkable on their own, I can't think of too many wines better than a Riesling from the Mosel or Rheingau regions of Germany. Acidity balances sweetness, and the stone fruit aromas and flavours are offset by a refreshing minerality. Touring the villages along the sleepy Mosel River, it's difficult not to be struck by all the slate roofs. Perhaps this abundance of slate in the area has contributed something to that refreshing mineral quality of a fine Riesling.
In all of these cases and in many more I could enumerate, who can deny the influence of place, geography, climate, location, and – dare I say – terroir?
But as Kevin Goldberg's recent guest article for Tempest makes clear, terroir is a problematic notion charged with emotive sentiment – as much an article of faith as it is a product of soil, water, and other environmental factors.
If terroir is a tattered term in the world of wine, it arrives at the door of the craft beer world even worse for wear. Not many brewers in North America have the luxury of sourcing their own ingredients within a hundred kilometers of their brewery. And once even they set to work on the grain, hops, and water that eventually become beer, so many human interventions along the way turn the finished product into something that we can't really call, in good faith, an "expression of terroir."
Goldberg's insightful critique of terroir in wine may well have put paid to the notion of terroir and craft beer; even so, the association of beer and "place" seems to be an idea that more of us craft beer enthusiasts are prepared to entertain. I consider myself one of these people. But I still have my reservations about the notion of beer as an "expression of place" or a "sense of place." What's more, I'm wary about how hastily some of us rush to substitute "place" for "terroir" without reflecting on how prickly the notion of place itself can be.
On the surface of it, place is simple enough, commonplace, as it were. Something we talk about all the time. Where are you right now? Where are you going later? But not unlike Augustine's meditation on time in his Confessions, place, too, becomes increasingly complex the more we consider it. Place evokes the hearth, the safety of time spent among kith and kin. We become attached to places, even long for them nostalgically. Like its counterpart, space, place is something to which humans attach meaning. And meaning-making can take on ideological hues. Space is infinity, a limitless horizon. But it also marks the limit of our sense of place. The frontier. The other. He or she who is not of my locale, my place. As geographer Yi-Fu Tuan puts it: "Spaces are marked off and defended against intruders. Places are centers of felt value." There's no place like home, said Dorothy when she returned from Oz.
But what is it that lends a particular locality its aura? In pondering the question, Tuan recounts an anecdote about the physicists Niels Bohr and Werner Heisenberg's visit to Kronborg Castle in Denmark. "Isn't it strange how this castle changes as soon as one imagines that Hamlet lived here?" remarked Bohr to Heisenberg. "As scientists, we believe that a castle consists only of stones, and admire the way the architect put them together. The stones, the green roof with its patina, the wood carvings in the church, constitute the whole castle. None of this should be changed by the fact that Hamlet lived here, and yet it is changed completely. Suddenly the walls and the ramparts speak a quite different language."
To drink, or not to drink. Does a beer's provenance matter? Where is this beer made? Does it, too, exude an aura? Where were the hops grown? Is the raw grain from Germany, the U.K., or Canada? What of the malt? Is the beer local, authentically so? What do we mean when we say "authentically local"? Who and what do we exclude with these invocations of place?
What started out as a collection of thoughts for a longish comment to Goldberg's critique of terroir has turned into an essay of sorts, one that I'll post on Tempest in three parts. Part I, which you have just read, attempts to frame the complexity of place. Part II subjects the notion of place to critical scrutiny. Part III steps back from critique and offers suggestions for how we can make "place" a meaningful part of the craft beer discussion – and not merely another marketing term. I start from the assumption that, save for the possible exception of cases having to do with wild fermentation, we can't "taste place" in our beer. Rather than understanding beer as an "expression" or even a "sense" of place, I propose, instead, something more modest: that we consider beer as a reflection of the environment, circumstances, and processes surrounding its production – in short, that we consider beer as a reflection of place, but dimly.
Yi-Fu Tuan, Space and Place: The Perspective of Experience (Minneapolis: University of Minnesota Press, 1977).
Image Sources:
Kronborg Castle: Wikipedia
Weyermann Malt: www.weyermann.de


text:
IDF Druze Battalion emblem: unit badge belonging to "Gdud Kherev" ('Sword Battalion') of Druze and Circassian soldiers in the Israeli Army; weight: 3.7g; not maker-marked.
Druze (Bedouin and Circassians) have served in the IDF since 1948 and are conscripted for national service like Jews. Like religious Jews, the Druze and Circassians (and Bedouin) serve in homogenous ethnic units. Originally these existed as anonymous "ethnic units" within the IDF, but from 1951 the Druze and Circassians served in "Battalion 300", a force which earned the stature of a special force given the paratroop and additional training afforded to the unit. In 1974 all the "ethnic units" in the Army were amalgamated together into larger units, and the Druze-Circassian battalion become known as the 299th "Sword Battalion".
מילות מפתח: מיליטריה מיליטאריה סיכות סיכה יחידות יחידה שירות חולצה חולצות דרגה דרגות תג תגיות צה"ל צה"לי צבא


text:
Glen Perkins and Joe Nathan didn't get much of a chance to visit when the Texas Rangers were in town recently.
Even with a four-game series at Target Field, the current Twins closer had limited interaction with the former Twins all-star he apprenticed under for several highly educational seasons.
Their longest conversation was probably the night when Perkins drove Nathan back to the Rangers' hotel, and even that was a five-minute talk mostly about family and other non-baseball subjects.
"We talk and text and keep in contact," Perkins says. "When I see him, there's not a whole lot of, 'Hey, you're doing great, man.' "
That doesn't change the fact that Perkins is, indeed, doing great or that Nathan is proud of him.
Six weeks into this surprisingly solid Twins season, Perkins entered the weekend series against the Baltimore Orioles perfect in eight save opportunities.
He has blown just one save in 21 chances since taking over for Matt Capps last July. That came in the 2012 season finale against Toronto.
"Our closer gets it done pretty much every time," Twins starter Kevin Correia said. "I'm not taking it for granted at all. I've been on teams where that wasn't the case."
Ten major league closers have eight or more saves this season without blowing a game. Some may be surprised that Perkins is among them, or that he has become so reliable in a role it took him parts of seven professional seasons to inherit.
Nathan isn't among them.
"He's always had it," Nathan said. "The stuff is there. Not many guys throw 95 (mph) from the left side. Not many guys locate inside as well as he does to right-handers. I think that's what makes him so effective."
Raw stuff aside, Perkins has displayed the mental toughness it takes to record the toughest three outs any pitcher must get: the final ones of the night.
"The stuff between the ears, I think you just have to have it," Nathan said. "He's one of those guys that has that. He's always had that mind-set to be able to put things behind him when things don't go right. The poise during tough, heated situations, he's always had that."
To get to that point, of course, is a process. It's different for every successful closer, but there has to be some trusted routine that precedes the sound and the fury.
"Just preparing and getting your mind right," Nathan said. "It's getting your mind to that spot where you're like, 'OK, I'm ready to go.' "
As he bounced all those years between the rotation and the bullpen, Perkins paid close attention to Nathan, who piled up 260 saves with a 2.16 earned-run average from 2004-11 with the Twins.
Ask Perkins how he learned what it took to handle the role, and he doesn't hesitate.
"Watching Joe Nathan," he said. "Seeing how he would be in the bullpen. We'd get down there in the fourth or fifth inning, and he'd be joking around for an inning or two and having fun. Then he'd start stretching. He'd sit on the bench and he'd do hip stretches, and that's when you knew, 'Don't talk to Joe.' Joe was done. That's when he would focus."
Similarly, Perkins lets his outsized personality flow in the clubhouse and in the bullpen until Bobby Cuellar's phone starts to ring and winning time approaches.
"I do spend a lot of time goofing around," Perkins said. "It's a game, and I like to have fun. I'm always playing jokes on people. When it's time to get ready, though, I get ready, especially when I go out on that field. Once I get the ball in my hand on the mound, I'm a different person."
That's when the goofy little brother gives way to a cold-eyed assassin.
Perkins, 30, has been remarkably efficient this season. He has retired the side in order in seven of his 13 appearances. Three other times he has allowed just one baserunner while recording three outs.
Clearly, those years spent watching Nathan paid off.
"We hung out quite a bit the last year I was there" in 2011, said Nathan, 38, who is coming off a 37-save debut season with the Rangers. "I don't know what he took from it. I think it was more just being around each other than talks about it. It was never talks about, 'What is the difference?' "
There's a good reason for that.
Neither man believes in treating the ninth inning with an unnecessary (and unhealthy) reverence.
"The thing I always say is, 'There is no difference,' " Nathan said. "Let everybody else treat that ninth inning differently, but for yourself, it's still about going out and getting those three, four, five, six outs — whatever you need that night.
"It's not putting it in your head that this is a bigger situation than it has to be. Sure, those last three outs can be tough, absolutely. We've seen guys go into that role and struggle. But for your own mental preparation, you can't treat it any differently. You're trying to go out and pitch."
Perkins agrees.
"I guess I just take it as a job," he said. "I just pitch in a different inning. I'm still in the bullpen, just like everyone else. You just go out there, and when the phone rings and they call you and tell you to pitch, you pitch."
Perkins has only been the Twins' closer for the equivalent of four baseball months. Yet for those in the Twins' clubhouse, it feels as if he's held the post for much longer.
That's how comfortable he seems to be in a closer's skin.
"He's very composed on the mound, which is what you want to see out of your closer," Twins first baseman Justin Morneau says. "He's got a good demeanor on the mound."
Morneau, who has ruined plenty of closers' nights over the years, can appreciate more than most what the Twins have discovered in Perkins.
"It takes something special to be a closer," Morneau said. "It's not easy to be out there and hone your adrenaline, use it for you instead of against you. He had the benefit of learning from Joe Nathan, who, when you look at his numbers, is probably one of the best closers of all time."
Nathan, for his part, credits Tim Worrell and Robb Nen in San Francisco with teaching him the ins and outs of short relief.
"That's a craft that's sort of been passed along," Morneau said. "(Perkins) was lucky to have had that guy to learn from."
The least he could do was give his mentor a ride back to the team hotel.


text:
THE Prime Minister has given the green light for a review into the contract to build and maintain Portsmouth's Queen Alexandra Hospital.
Portsmouth North MP Penny Mordaunt asked David Cameron in Parliament yesterday if the hospital's 'contract from hell' – which paid for the £256m QA rebuild and covers maintenance and running costs of the site for the next 31 years – could be renegotiated.
Mr Cameron, who referred to private finance initiatives as a 'shambles' inherited from the former government, said all deals should be reviewed.
This paves the way for cash-strapped QA's deal to be renegotiated which could mean smaller repayments in the future and even rebates on the money already paid.
Ms Mordaunt said: 'The Prime Minister's answer is really good news. What this means is the QA could have more financial flexibility. Each contract renegotiation will be different but it could mean QA getting a rebate and getting a reduction in what it makes in repayments in the future.
'This is all about getting flexibility for the hospital to spend its money better and provide best care. At the moment it's restricted by massive annual repayments and restricted procurement practices.'
As part of the QA deal, Portsmouth Hospitals NHS Trust, which runs the hospital, has to pay back £44m a year for 31 years.
It leaves the hospital – which recently had to take out a £13m loan to pay its bills – with little flexibility.
The PFI contract for Queen's Hospital in Romford, Essex, is currently being reviewed by the Treasury.
Ms Mordaunt is now keen to ensure QA is next on the list for 'PFI surgery'.
But she said any savings should go back into the Portsmouth health economy and not into Treasury coffers.


text:
Posting to Autocat
"Mark K. Ehlert" wrote:
LC is now offering some comparative sample bib records constructed under AACR2 and RDA rules: http://www.loc.gov/catdir/cpso/RDAtest/rdaexamples.html
Linked to from LC's RDA Test documentation site: http://www.loc.gov/catdir/cpso/RDAtest/rdatest.html
These are interesting examples that show how little RDA is changing anything of substance. If the general public thought catalogers were weird before because we were obsessed over our semicolons and dashes, this new focus on abbreviations and capitalization will not make us look much better. Of course, with the exception of eliminating the rule of three-which has both definitely positive and definitely negative points-none of this has to do with access, but simply how records display.
This reminds me of a debate I saw many years ago on the MacNeil-Lehrer news show, where one man had "translated" Shakespeare into modern English, while there was another man who didn't like the translation. It turned out that the second man had no problem in general with translating Shakespeare, but it was important to translate the work to make it more understandable to people today. They focused on Juliet's famous line, "Romeo, Romeo! Wherefore art thou Romeo?"
This had been translated as "Romeo, Romeo! Wherefore are you Romeo?" and the second fellow said this was wrong. People don't really have much trouble understanding "are you" for "art thou". The problem in this line lies with another word: wherefore. Most people assume it's just another way of saying "where" but it really means "why". If you think Juliet is just wondering where Romeo was at that moment, the later soliloquy makes little sense, but when you realize she is saying "why are you Romeo?" things become clearer:
"Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet."
And she continues on to,
"What's in a name? That which we call a rose
By any other word would smell as sweet."
So, a better translation would have been something like "Romeo, Romeo! Why are you named Romeo?" or even "Romeo, Romeo! Why art thou named Romeo?"
The second fellow convinced me!
LC's RDA examples illustrate a similar dilemma, in my opinion. Because of changes in technology from the last 20 years or so, people have lots of problems understanding and using both our catalogs and catalog records, both of which are based on an earlier time. But the changes in RDA will not lead to a better understanding among the public of how our catalogs function or how to use the catalog records to do things you can't do in Google. We need to concentrate on the real problems facing our patrons and not just deal with the display.


text:
Washington – Heading into what looks like an all-but-certain confirmation for a Supreme Court seat, one of the few remaining mysteries in the Samuel Alito saga is how Colorado's moderate-leaning Democratic senator will vote.
Sen. Ken Salazar hasn't said yea or nay and won't talk about what factors he's weighing or what he thought about Alito's 18 hours of testimony. He won't say when he'll reveal his vote, though observers predict it won't be soon, now that the Judiciary Committee's vote on Alito has been postponed.
That vote, previously scheduled for Tuesday, won't happen until at least after a Wednesday meeting by committee Democrats.
In deciding how to vote, Salazar is likely to evaluate a mix of conflicting factors, including the state's Republican leanings, its abortion-rights inclination, his interest in civil-rights issues, his law enforcement background and his concern about unchecked presidential power.
No matter what he does, he'll make some of the people who voted for him angry. But probably not irreversibly so, one analyst said.
"He is one of the most popular statewide politicians in all the surveys we conduct," said Colorado pollster Floyd Ciruli. "At least partially it is because he does act independent and gets some criticism from both sides."
Calls to Salazar's office from constituents were running about evenly pro- and anti-Alito, said spokesman Cody Wertz. Salazar, through his spokesman, declined to discuss his pending vote.
Radio advertisements targeting Salazar, sponsored by the political arm of religious group Focus on the Family, ran throughout the week of the hearings. The group also targeted five other senators, including Nebraska Democrat Sen. Ben Nelson.
Like Salazar, Nelson – who is leaning toward voting for Alito's confirmation – is a moderate Democrat in a Republican-leaning state.
"You have to take into consideration what your constituents want," Nelson said. "But I think ultimately you have to balance it out with what you think is right."
In running for the Senate in 2004, Salazar said he did not believe in filibusters for court nominees. He then joined a bipartisan group of 14 senators that pledged only to filibuster nominees under "extraordinary circumstances." Other members of the "Gang of 14" have said there is no justification for blocking the vote, making a filibuster unlikely.
During the hearing, Alito refused repeatedly to say whether he thought the Constitution protected the right to an abortion.
Ciruli said Salazar must weigh knowing that despite Colorado's Republican leanings, 60 percent to 65 percent of voters believe the right to abortion should be constitutionally protected. However, there's no polling data revealing whether those voters believe it should be an issue that should keep a nominee off the Supreme Court.
Given his role in helping block renewal of the USA Patriot Act, Salazar also is likely to consider the issue of presidential power. Salazar believes the Patriot Act lacks sufficient civil-liberties protections.
In the end, it might not matter how much Salazar disagrees with Alito if he makes his decision similarly to fellow red state Democrat Nelson.
"You don't have to agree 100 percent with Judge Alito on any one or more of these issues," Nelson said. "The question is whether there's anything that's disqualifying. I'm just not aware of anything at the present time that would rise to that level."
Prognosticators split on what he'll do and which vote is safest. Ciruli believes Salazar will vote against Alito, saying the senator "laid a considerable amount of groundwork for voting against."
Political science professor Bob Loevy of Colorado College in Colorado Springs believes Salazar will vote for Alito.
"Salazar will want to stay in the middle," Loevy said.


text:
Please note: This is NOT the most current catalog.
Chair, 2013-14: Mary Titus, American literature, American studies
Faculty, 2013-14: Mark Allister, American literature, environmental literature, American studies; Karen Cherewatuk, Anglo Saxon, medieval literature; Jennifer Kwon Dobbs, creative writing; Carlos Gallego, 20th-century American literature, Chicano/Chicana literature; Joan Hepburn, African American literature, drama (on leave Interim and spring); Jan C. Hill, writing, journalism; Carol Holly, American literature; Karen Marsalek, medieval literature and linguistics, Renaissance drama; Joseph Mbele, post-Colonial literature; Jonathan Naito, 20th-century British and Post-colonial literature; Juliet Patterson, creative writing; Benjamin Percy, creative writing; Thomas Pope, screenwriting; Diana Postlethwaite, 19th-century British literature, literature and film; Rebecca Richards, writing, rhetoric, composition, and the teaching of English; Kaethe Schwehn, creative writing; Sarah Stein, writing, literature and gender; Mary Trull, 16th- and 17th-century literature; Rob Vork, writing; Colin Wells, 18th-century British and American literature
Literature is one of the most compelling ways in which humans have recorded and reflected on their lives, imagined different worlds, and communicated one with another. It offers the pleasures of artistic expression combined with the rewards of empathy and insight, knowledge and inspiration.
Drawing on 1500 years of literature from Geoffrey Chaucer and John Milton to Emily Dickinson, Chinua Achebe and Toni Morrison, the English major encourages students to dig deeply and to range widely, crossing borders and exploring diversity both in content (authors, literary genres, and historical periods) and in form (critical and creative approaches).
Students are exposed to a variety of conceptual approaches to literary study. The traditional methodologies of literary history and genre studies remain. But students also learn the cross-disciplinary and cross-cultural methods that are redefining literary canons and strongly influencing scholarship as we move into the 21st century.
As they discuss and write about what they have read, students develop an informed understanding of the force of literary language and improve their powers of communication, analysis, and persuasion. In the department's creative writing courses, students can nourish their own verbal creativity while working with literary forms from the inside.
The English major is easily and frequently combined with other majors, and is compatible with off-campus study. Most courses taken elsewhere can count toward the major as electives.
Some English majors may be headed for graduate programs in literature; some plan to teach; some are creative writers. Others may be preparing for careers in fields such as publishing, law, business, or community service that reward strong communication skills. Within a framework requiring them to experience multiple approaches to literature, students have flexibility in shaping their course of study to their individual interests and aspirations.
Organized around four categories (literary history, cross-cultural, cross-disciplinary, and genre), the English major requires ten courses: English 185, three level II courses in specified categories, and six electives, two of which must be from level III. Among the level II courses, one must be in literature before 1800, and one in literature after 1800.
Many English courses carry general education credit in ALS-L, ORC, and WRI. Some carry HWC, MCG, MCD, or EIN credit.
FYW is a prerequisite for all other courses in the department except specified level I courses. While a few courses have additional prerequisites, most level I and level II courses are open to all — majors and non-majors alike — after FYW. Level III courses (numbered 300 or higher) are primarily for English majors and ordinarily build upon prior work. All level III courses require as a prerequisite English 185 and at least one level II course in an area of relevant background as confirmed by the instructor or the department.
Requirements for the Graduation Major
Level I: English 185 (Literary Studies)
Level II: 3 courses: one from cross-cultural studies, one from literary history, and one from either cross-disciplinary studies or genre.
1800 requirement: Among all courses taken at level II (category-specific and elective), one must be in literature before 1800; one must be in literature after 1800.
Six electives, two of which must be at level III. At least one level III course must be a literature course.
Requirements for the Graduation Major Plus Communication Arts/Literature (CAL) Teaching Licensure
Eight English courses: English 150, 185, 205, 242, 250, 256, one literary history course, one cross-disciplinary or genre course, and one level III literature elective. Additional requirements: FYW, Theater 100, Theater 120, Media Studies 160. Further courses required in Education Department.
Requirements for the Communication Arts/Literature (CAL) Teaching Licensure
English 150, 185, 205, 242, 250, 256, and one English literature elective. Additional requirements: FYW, Theater 100, Theater 120, Media Studies 160. Further courses required in Education Department.
The English Department awards distinction on the basis of a student's overall record in the department and on the quality of a written project – critical or creative – submitted by the candidate in his or her senior year. To be a candidate for departmental distinction, a student must have completed a minimum of seven graded courses in the major, six of which must have been taught by St. Olaf College faculty. The combined GPA of all graded courses in the major taught by St. Olaf faculty must be 3.5 or higher. Such students may apply in the fall semester of their senior year. Students interested in distinction should obtain guidelines from the Department Distinction Coordinator and find a supervisor in the English Department before applying.
Special programs include semester and full-year study in England at Oxford, Lancaster, and East Anglia; study in Scotland at Aberdeen; semester and full-year study in Ireland at Trinity College, University College Dublin and University College Galway; Interim study in the Caribbean; semester and Interim study at the Newberry Library in Chicago; Urban Teaching semester in Chicago; Interim theater study in London; internships in writing. (See INTERNATIONAL AND OFF-CAMPUS STUDIES for further information.)
Students planning on graduate study in English should take the graduation major and additional courses for a total not to exceed 14. Specific programs should be planned with the student's academic advisor. At least two foreign languages should be included, one of which should be French or German. In recent years, English majors have been accepted for graduate study in literature (at Berkeley, Chicago, Princeton, Toronto, Minnesota, Washington, and Wisconsin) and in writing (at Boston University, George Mason, Iowa, and New School University).
Most level II courses (numbered in the 200s) are open to all students (with some class-year limits) without prerequisite beyond FYW. Level III courses (numbered in the 300s) are primarily confined to the major, demand control of methods and of basic factual and theoretical knowledge appropriate to English studies, require more advanced work, assume more preparation, and pursue subjects in greater depth than do Level II courses. Level III courses are open to students with the stated prerequisites.
Courses in writing provide the opportunity for students, whether beginning or experienced writers, to develop their own work in a variety of modes including poetry, journalism, creative nonfiction, drama, and fiction for both beginning and experienced writers.
108 The Hero and the Trickster in Post-Colonial Literature
Students examine various heroic and trickster figures as manifested in post-colonial literature from Africa, Asia, and the Caribbean, both oral and written, and seek to understand what basic human needs and realities these figures express and fulfill. Counts toward race and ethnic studies major and concentration and Africa and the Americas concentration.
This course introduces students to poetry from a range of perspectives including, but not limited to the poet's life; the application of categories of analysis such as race, gender, and nationality; poetry as literary craft; and the aesthetic appreciation of poems. To experience the literary medium of poetry in the fullest sense, students are required to write about, memorize, orally interpret/recite, and compose their own poetry.
This course introduces students to literary analysis through dramatic texts and performances. Activities may include trips to see local productions, student in-class performances, staged readings, and viewing filmed productions. Plays are drawn from varied genres, two or more historical periods, and both traditional and experimental approaches.
As they read a variety of mostly contemporary literature from English-speaking countries around the world, students learn strategies of critical analysis and interpretation. They also practice and develop skills in writing and oral communication. This course is required of those beginning the English major. It is not recommended for general education students. Prerequisite: FYW.
200 Topics in Cross-Cultural Literature
Focusing on global literatures in English and/or multicultural literatures within a single nation, this topics course examines literature as a human expression that embraces both commonality and difference within and across cultures. This course also employs critical approaches specifically designed to address cross-cultural literary issues. It may be repeated if topics are different. Prerequisite: FYW. Click on course title in the class and lab for more information about the course for that term.
201 Transatlantic Anglophone Literature
This course considers Anglophone writing from Africa and the Caribbean. Linked by the slave trade and colonization, the drive for national independence, and the challenges of globalization, African and Caribbean writers have long been in dialogue. In order to provide a historical understanding of transatlantic Anglophone literature and an appreciation for its ongoing transformation, readings encompass influential works by established writers and contemporary works by emerging voices. Prerequisite: FYW. Offered in alternate years.
202 Literary Representations of the Racial Subject
This course explores representations of racial identity as portrayed in twentieth-century American literature. Students use Enlightenment and modern theories of subjectivity (i.e., a person's sense of agency and/or "self") to explore the ways in which racial identity functions as both a social construction that can be mobilized for various purposes, as well as a material reality with lived consequences. Balancing well-known with less familiar literary texts, students examine different theories of subjectivity and how they are challenged or reinforced when addressed through the interpretive lens of race. Although the readings in this course focus specifically on twentieth-century American literature, the theoretical texts are comparative and include non-American authors. Prerequisite: FYW. Offered alternate years.
Since the 19th century, immigrants from Asia and the Pacific Islands have formed communities whose writing has expressed their shifting role as Asian Americans in the culture and economy of the United States. This course provides a multi-genre overview of Asian-American literary traditions in socio-historical context and pays attention to current concerns such as diasporic displacement, gender, intergenerational conflicts, sexuality, transnationalism, and U.S. militarism. Prerequisite: FYW. Offered alternate years.
Exciting writing in English is coming from South Asia: India, Pakistan, Bangladesh, and Sri Lanka. An area once shaped by British colonization, South Asia is changing rapidly now with globalization. Students explore this area's history, culture, and religion by reading literature that tells compelling stories about individuals and groups that seem far different and far away from 21st-century Minnesota. Prerequisite: FYW. Offered alternate years.
205 American Racial and Multicultural Literatures
Students explore the histories, cultural patterns, religious practices, key institutions, gender issues, narrative styles, and significant contributions to our nation of an array of racial and multicultural groups. Such diverse writers as Leslie Silko, Chaim Potok, Amy Tan, and Toni Morrison raise questions about voice and identity, both individual and collective. Prerequisite: FYW. Counts toward race and ethnic studies major and concentration, American studies major, and Africa and the Americas concentration.
Students explore African literature as it has evolved from oral traditions like folktales and epics into fiction, poetry, and drama in written form. Topics studied might include literature of particular geographical areas, such as East Africa, a genre such as poetry, or the influence of western literature on that of Africa. Authors studied may include Chinua Achebe, J. M. Coetzee, Nadine Gordimer, Arthur Nortje, Wole Soyinka, Ngugi wa Thiong'o, and Alex La Guma. Prerequisite: FYW.
207 Women of the African Diaspora
This course examines the life cycle of black women in Africa, Canada, the Caribbean, and the United States. Romance, marriage, family, interracial relations, mothers and daughters, urban environments, gender politics and sexual violence, relations among females, intergenerational depictions, historical experiences, public expression and private reflections, individual and communal identities, class considerations--all of these and more images and themes arise in the selection of fictional readings required for this course. Students read such writers as Mariama Ba, Gordimer, Hurston, and Naylor. Ticket/transportation fee required. Prerequisite: FYW. Offered occasionally in Interim.
208 Black and Asian British Literatures
After the Second World War, Britain experienced a surge in immigration from the Caribbean, South Asia, and Africa, a crucial step in the transformation of Britain into a multiracial, multicultural nation. Over the past several decades, these immigrants and their descendants have crafted distinct bodies of work in literature, film, music, and visual art. This course is a broad, multi-genre introduction to their work with particular emphasis on its historical and cultural context. Prerequisite: FYW. Offered alternate years.
Students encounter literature from former British colonies and from other countries of Africa, Asia, and Latin America. Primary attention is given to literatures in English, but the readings may include some translations. The course examines diverse cultural expressions and the historical and cultural contexts of the works read, including the relationship between oral and written literature and between indigenous and foreign elements. Prerequisite: FYW. Counts towards Africa & the Americas concentration.
Students explore a little known dimension of Hemingway--his life-long fascination with Africa--by traveling where he traveled and reading his writings about those places. Readings include Hemingway's Green Hills of Africa, "The Snows of Kilimanjaro," "The Short Happy Life of Francis Macomber," and Under Kilimanjaro. Through folklore and additional readings by western and East African authors, students experience and learn about the cultures Hemingway encountered and wrote about. Prerequisite: FYW. Offered alternate years during Interim.
212 Literature of the Eastern Caribbean (abroad)
Students study selected writers of the Eastern Caribbean islands of Barbados, Trinidad, Saint Lucia and others. The study of literature is supplemented by guest lectures and speakers, as well as field trips to sites of cultural and environmental interest. Accommodation includes stays in private homes. Prerequisite: FYW. Offered in alternate years during Interim.
220 Topics in Literary History
These courses trace the process of literary change during a selected period of approximately one hundred years, providing an experience of chronological breadth and textual variety. Students examine the development of styles, conventions, and forms within a particular national literature or across two or more national literatures. Examples of possible topics include Declarations of Independence in American Literature; Literature of the Atlantic Triangle, 1650-1800, 20th-Century British and Irish Modernism. May be repeated if topics are different. Prerequisite: FYW. Click on course title in the class and lab for more information about the course for that term.
221 Literatures in English to 1650
Students explore poetry and prose from the earliest periods in the development of the English language and literature -- by Caedmon, the Beowulf poet, Chaucer, Julian of Norwich, Malory, Spenser, Shakespeare, Lady Mary Wroth, Donne, Milton -- and investigate how literary conventions and social history interact. From sermons to sonnets, students examine 1000 years of literary history and ultimately follow the voyage of English from Britain to the Americas. Prerequisite: FYW.
222 Literatures in English 1650 to 1850
Students study literary developments from the mid-17th to the mid-19th centuries. Topics examined include the influence of the Puritan Revolution on literature; satiric modes practiced by Dryden, Pope and Swift; the rise of the novel; the Romantic movement; Transcendentalism; and the development of American identity as seen in writers such as Franklin, Fuller, and Douglass. Prerequisite: FYW.
223 Old and Middle English Literature: The Weird and the Wonderful
Two themes persist in early British literature: the role of fate (Old English wyrd) versus free will and the power of wonders--from the miraculous to the magical. These themes are traced in the Old English period in sermons, charms and riddles, biblical epics and Christian texts, and the heroic epic Beowulf. Readings from the Middle English period include lyric and ballad, romance from the Arthurian and non-Arthurian traditions, drama, allegory, mystical treatises, and Chaucer's Canterbury Tales. Prerequisite: FYW. Offered alternate years.
225 Neoclassical and Romantic Literatures
This course examines the process of literary development in English during two consecutive and contrasting movements: the Neoclassical (1660-1780) and Romantic (1780-1840) periods. Students read the works of representative and important writers from both periods, including Pope, Swift, Austen, Wordsworth, Blake, Shelley, Emerson, Douglass, and others, and examine the development of styles, conventions, and forms in English, Irish, and American literatures. Prerequisite: FYW. Offered periodically.
227 English Renaissance Literature
This course is an introduction to English literature from 1500-1700, including a range of genres: lyric poetry, epic poetry, prose fiction, essays, and drama. Students learn about characteristic literary forms and styles of this period as well as historical contexts for literature. Authors include William Shakespeare, John Donne, Christopher Marlowe, Thomas More, John Milton, Edmund Spenser, and Queen Elizabeth, as well as lesser-known figures. Prerequisite: FYW. Offered annually.
228 Romantic/Victorian/Modern British Literature
This course explores British literature of three eras, from Wordsworth to Woolf. Students begin with the romantic revolution of late 18th century, traverse the wide 19th-century span of Queen Victoria's reign, and cross into the modernist era following the cataclysm of World War I. Within each era, students examine a literary manifesto, a revolutionary event, an epic poem, a novel, and the aesthetics of the period. The course emphasizes conversations across eras and striking moments of "making it new." Prerequisite: FYW. Offered periodically.
229 Twentieth-Century British and Irish Literature
The 20th century was a period of great achievement in British and Irish literature, as demonstrated by the work of James Joyce, Virginia Woolf, W. B. Yeats, T. S. Eliot, and Samuel Beckett. This course examines the famously innovative work of poets, playwrights, and novelists active during the first half of the century. It then considers postwar writing and the challenges that this literature offered to the ideas and practices associated with modernism. Prerequisite: FYW. Offered annually.
241 King Arthur Through the Ages
A study of the Arthurian legend, from its Celtic origins through the classic medieval romances of Chrétien and Malory, to the Victorian adaptations of Tennyson and the Pre-Raphaëlites, to contemporary novels and film. The course focuses on the myth's characteristic forms and ideas: the errant knight's adventures, the grail quest, and triangulating desire and adulterous love. Prerequisite: FYW. Offered periodically. Counts towards medieval studies major.
242 Children's and Young Adult Literature
Students read and discuss children's literature from a variety of cultures and time periods. Beginning with world folklore and children's classics as background, students explore an array of picture books, poetry, fiction, and nonfiction that exemplifies the best in fantasy, science fiction, and realism for children and young adults. Special emphasis is given to two relatively new subgenres: multicultural literature and the contemporary problem novel. Prerequisite: FYW. Counts toward women's and gender studies major and concentration.
Students study individual texts as well as the development of women's literary tradition(s). How do women writers conform to and/or challenge the dominant paradigm for female identity, women's social roles, and women's literary practice? Topics may include women's autobiographies, women writers and the land, contemporary women's fiction, and major women writers. Prerequisite: FYW. Counts toward women's and gender studies major and concentration.
250 English Language and Linguistics
Students learn about and analyze the English language, beginning with the building blocks of language: morphology, syntax, semantics, and phonetics/phonology. Students also explore the ways humans acquire language, social and geographical influences on English, and major changes during the history of the English language. The course serves as an introduction to the linguistics concentration, and fulfills the linguistics requirement of the Communication Arts and Literature license. Prerequisite: FYW.
Chicano/a identity is perhaps one of the most misunderstood racial/ethnic identities in the United States. It encompasses many possible identities--such as Latino, Hispanic, and Mexican-American--while remaining politically and culturally distinct in its intended meaning. Students explore the history behind constructions of Chicano/a identity as expressed through Civil Rights Movement (post-1964) literature and politics, with the intention of demystifying the contentious sterotypes surrounding this community. Students read works by 3-4 major Chicano/a authors. Prerequisite: FYW. Offered alternate years. Counts toward race and ethnic studies and Latin American studies concentrations.
Students explore the works of major authors writing in English from around the globe, as well as their historical, social, and geographic contexts. Prerequisite: FYW. Click on course title in the class and lab for more information about the course for that term.
255 Backgrounds to Lit in English:Allusion, Influence, and Intertextuality
This course introduces students to canonical texts (for example, the epics of Homer, Virgil, Ovid, Dante, and medieval romance) and explores their influence on various authors writing in English (for example, William Shakespeare, John Milton, Aphra Behn, T.S. Eliot, H.D., William Faulkner, Flannery O'Connor, and Sam Selvon). Rather than study classic works as isolated masterpieces, students explore how and why later writers and artists use these texts to shape their vision of the human experience. Prerequisite: FYW. Offered alternate years. Course not open to students who are taking or have completed the Great Conversation.
256 Shakespeare and His Contemporaries
Students examine a limited number of plays (eight or nine) in order to concentrate on how to read the plays well and how to respond fully to both text and performance. Students attend live performances when possible and view productions on video. The course, designed especially for non-majors, includes some consideration of historical context and background as well as practice in how to write about the plays. Prerequisite: FYW.
This course focuses on verbal folklore: narratives, songs, and shorter forms such as proverbs. It explores their intrinsic qualities as literary creations and also the ways in which they operate together in combination or in dialogue. The folktale and the epic, for example, incorporate a variety of these forms, such as the proverb, the song, or the riddle, to form a complex whole. Prerequisite: FYW.
Interdisciplinary 258 Theater in London (Abroad)
Students study drama and theater through the reading of dramatic criticism and plays, attendance at approximately 20 performances, group discussions, guest lectures, and tours. London, the theatrical center of the English-speaking world, enables students to experience a wide variety of theatrical performances ranging from traditional to modern. Excursions to Stratford-upon-Avon, Oxford, and Canterbury offer additional perspectives. Offered during Interim.
260 Topics in Cross-Disciplinary Literary Study
In addition to the traditional practices of literary study, cross-disciplinary courses include materials from at least one other academic discipline, requiring students to compare and combine disciplinary perspectives in literary analysis. Examples of courses taught under this heading might include Literature and Politics; Religion and the Novel; Philosophical Approaches to Literature. May be repeated if topics are different. Prerequisite: FYW. Click on course title in the class and lab for more information about the course for that term.
This course examines the Beat movement in American literature and culture from its emergence in the 1950s to its various literary, musical, and social outgrowths in the 1960s and after. Students read works by Kerouac, Ginsberg, Ferlinghetti, Snyder, DiPrima, and others; trace connections between the literature and such topics as the Cold War and gay rights; and examine the influence of the Beats on popular music, visual art, and film. Prerequisite: FYW. Offered periodically.
262 Topics: Literature and History
Students examine literary works, forms, and movements as part of a larger cultural history. Each offering of this course emphasizes a different historical issue or period. Students consider the extent to which literary texts are produced by common cultural and historical conditions and how literature shapes the historical accounts we inherit. Recent offerings include "Romanticism," "'50s Beat Literature," and "Writing America: 1620-1800." Prerequisite: FYW. Click on course title in the class and lab for more information about the course for that term.
263 Narratives of Social Protest
In this course, students consider the intersections of art and politics in their dynamic historical frameworks, testing the positions of various artists and cultural commentators who claim that art accomplishes nothing in the "real world" or that politics ruin art. The course is interdisciplinary, comparing literature to other artistic forms such as music or film. Representative texts may include Ellison's Invisible Man, Dylan's songs, and Van Sant's film Milk. Prerequisite: FYW or equivalent. Offered periodically
264 Topics in Gender and Literature
This course investigates how literature--broadly writ--represents both gender diversity and conformity, and the issues associated with gender, such as family, power dynamics, oppression, activism, domesticity, hierarchies, and inequalities. The texts focus on a diversity of gendered identities by complicating the gender binary of "man" and "woman." A consideration of gender separated from other identities is limiting; therefore, this course examines how gender intersects with race, class, ability, sexual orientation, technology, religion, and/or nationality. May be repeated if topics are different. Prerequisite: FYW. Offered alternate years. Click on course title in the class and lab for more information about the course for that term.
266 Romanticism and Rock Music
British Romantic and American Transcendentalist literatures emphasize youth, celebrate the body and energy, and extol intuition, creativity, and individuality. Rock music has been derided by some commentators as extreme Romanticism. Students in the course examine this artistic line of influence and debate its merits. Writers and musicians may include Blake, Wordsworth, Byron, Emerson, Whitman, Springsteen, Cloud Cult, and Arcade Fire. Prerequisite: FYW. Offered alternate years.
267 Monster: Myths and Movies from the 19th to 21st Centuries
This course is centered around three 19th-century British novels: Mary Shelley's Frankenstein, R. L. Stevenson's Dr. Jekyll and Mr. Hyde, and Bram Stoker's Dracula. Students explore the influence of these texts on mythical monsters from the 20th to 21st centuries in the form of classic black and white films of the 1930s,as well as more recent fictional and filmic incarnations. What do monsters tell readers about themselves? Assignments include both critical and creative writing. Prerequisite: FYW. Offered occasionally during Interim.
268 Literature and Modern Philosophy
This course introduces students to the complicated relationship between philosophy and literature from any period between the 16th-century to the present day. Students learn about the intersection of ideas that fall under the general category of "modernity" and explore how selected philosophical views influence American and/or English literary works from the Renaissance to the contemporary period. Students gain an understanding of modern philosophies by learning how to incorporate interdisciplinary theories when engaging in literary analysis. Prerequisite: FYW. Offered alternate years.
Students explore the complex relationships between literature and film. How do we translate the verbal into the visual? What can novels do that films cannot and vice versa? Subject matter includes both classic and contemporary fiction and film. Prerequisite: FYW. Counts toward film studies concentration.
276 Literature and the Environment
Through nonfiction, fiction, and poetry, students explore the complex relations between humans and the "natural" world. Students consider questions such as the following: What does it mean to be connected to a landscape? What is a sense of place? Students also reflect on how they and the writers they read put landscape into language. Prerequisite: FYW. Counts toward American studies major and environmental studies major (all tracks) and concentration.
These courses emphasize the study of literature united by specific formal elements rather than by theme, topic, historical period, or national origin. The genre studied may be broad, such as narrative fiction, or narrowly defined, such as the elegy. The course focuses on the study of literature through a critical exploration of form. May be repeated if topics are different. Prerequisite: FYW. Click on course title in the class and lab for more information about the course for that term.
285 Digital Rhetorics and New Media Literacies
Students explore what it means to be literate in an age of new media by reading critical scholarship and comparing the ways they read, interpret, and learn from digital texts, such as fan fiction websites, social media, and video games, to ways they read, interpret, and learn from printed media (e.g., books, poems, or plays). In their final, digital project, students critically examine the use of new media to make humanities scholarship more "public." Prerequisite: FYW. Offered alternate years. Counts toward media studies concentration.
287 Professional and Business Writing
This course gives students a hands-on opportunity to develop their use of writing strategies and technologies appropriate to workplaces. Course themes include workplace practices, professional ethics, technology resources, promotional resources, and writing on behalf of an organization. Students create individual and collaborative projects including employment documents, proposals, brochures, memos, and other professional genres. Through case studies, readings, and/or client-based projects, students analyze writing practices in a range of professional settings. Course fee for document production. Prerequisite: FYW. Offered annually.
330 Advanced Studies in Literary Eras: British
Students explore specific periods in British literature and examine the relationship between literary texts and movements and their particular cultural, political, and historical contexts. Each offering of this course examines a different literary era and emphasizes specific literary and historical issues. Prerequisites: English 185 plus at least two English courses at level II, or permission of the instructor. Click on course title in the class and lab for more information about the course for that term.
340 Advanced Studies in Literary Eras: American
Students explore specific periods in American literature and examine the relationship between literary texts and movements and their particular cultural, political, and historical contexts. Each offering of this course examines a different literary era and emphasizes specific literary and historical issues. Prerequisites: English 185 plus at least two English courses at level II, or permission of the instructor. Click on course title in the class and lab for more information about the course for that term. Counts toward American studies major.
345 Topics in American Racial and Multicultural Literatures
This course focuses on important issues, images, authors, and modes in an intensive study of racial and multicultural literature in the U.S. The scope of the course can include racial portraiture, sexual politics, field and factory experience, color and class status, and church and family institutions. Authors include such writers as Frederick Douglass and Maxine Hong Kingston. Prerequisites: English 185 plus at least two English courses at level II, or permission of the instructor. Click on course title in the class and lab for more information about the course for that term. Counts toward race and ethnic studies and American studies majors and race and ethnic studies concentration.
347 Topics in Post-Colonial Literatures
Students study individuals or groups of authors, looking at themes such as the individual as cultural hybrid, the place of politics in literature, ethnocentrism and imperialism. They examine the formation of literature from the clashes of culture, and the relationship between non- traditional literary forms and traditional European aesthetics. Prerequisites: English 185 plus at least two English courses at level II, or permission of the instructor. Click on course title in the class and lab for more information about the course for that term.
360 Literary Criticism and Theory
This class focuses on defining, classifying, analyzing, interpreting, evaluating, and understanding literature. Students study both practical criticism (discussion of particular works or writers) and theoretical criticism (principles and criteria appropriate to literature generally). The course introduces a broad range of critical theories and provides an historical overview of the subject. Prerequisites: English 185 plus at least two English courses at level II, or permission of the instructor.
Students consider in depth some of Shakespeare's most popular plays and also explore some of the less-frequently studied classics. Students examine a wide range of genres and types of plays, view recorded productions, and attend performances when available. Prerequisites: English 185 plus at least two English courses at level II, or permission of the instructor.
Students examine the work of a major British author. Through attention to life experiences, cultural contexts, and the impact of history, the course offers students a complex understanding of a major author's literary achievement. Recent authors have included Milton, Dickens, George Eliot, Joyce, and Woolf. Because such study is intensive and requires background, students should have prior exposure to the author studied. May be repeated if topics are different. Prerequisites: English 185 plus at least two English courses at level II, or permission of the instructor. Click on course title in the class and lab for more information about the course for that term.
In the first part of this seminar, students examine, on the basis of common readings, some broad literary topic. In the second, they undertake individual research projects, share and respond to each other's work-in-progress, and present their completed project to the seminar. May be repeated if topics are different. Prerequisites: English 185 plus at least two English courses at level II, or permission of the instructor. Click on course title in the class and lab for information about the course for that term. Counts toward American studies major.
395 Chaucer from an Ethical Perspective
Students analyze from a broadly cultural view the political, religious, and intellectual debates of Chaucer's day as reflected in his greatest work, the Canterbury Tales. Students examine the Canterbury Tales through the lens of ethics, using readings in ethical theory to better understand moral questions, Chaucer's poetry, and ourselves -- as interpreters of literature and moral agents. Prerequisites: English 185 plus at least two English courses at level II; completion of BTS-T; or permission of the instructor. Counts toward medieval studies major.
In this seminar, students learn about a range of methods for literary research by exploring literature in the context of critical, theoretical, cultural, or historical materials. For each student, the centerpiece of the course is the research and writing of a long essay that represents his or her individual research interests. Students share and respond to each other's work-in-progress and present their completed projects to the seminar. May be repeated if topics are different. Prerequisites: Open to rising juniors and seniors who have completed English 185 and at least two level II English courses or by permission of the instructor.
150 Fundamentals of Creative Writing
How do we create poetry, fiction and nonfiction that engages the reader and effectively communicates deeper meaning? In this course students develop a broad foundation of strategies underlying good creative writing. Risk taking and experimentation are encouraged. Students practice "the practice" of creative writing through extensive exercises. Students also read examples of contemporary poetry, fiction and nonfiction. Prerequisite: prior or concurrent enrollment in FYW.
288 Reading and Writing the Personal Essay
The personal essay may contain rumination, memoir, anecdote, diatribe, scholarship, fantasy, and moral philosophy. Students read and write about the personal essay from its origins to the present day as well as craft their own personal essays. Readings range from founding father Montaigne to classic practitioners Charles Lamb and Virginia Woolf; students also explore international essayists such as Wole Soyinka and American voices from Thoreau to Annie Dillard. Prerequisites: FYW and at least sophomore status. Offered during Interim.
Students critically examine a variety of national, metro, and local media. Students then learn to write their own news copy, including hard news, features, editorials, arts and entertainment reviews, sports, business, and travel stories. Students also learn UPI/AP style copy editing and proofreading, important skills for students applying for internships and print media jobs. Prerequisites: FYW and at least sophomore status.
291 Intermediate Creative Nonfiction Writing
From the intimate personal essay to more externally driven literary journalism, creative nonfiction covers a range of forms. Students learn to combine fictional techniques, personal recollections, and direct exposition in assignments that might include memoir, personal essay, cultural criticism, nature writing, book and film reviewing, and "new journalism." Contemporary nonfiction writers such as Annie Dillard, Scott Russell Sanders, Judith Ortiz Cofer, and John McPhee provide models and inspiration for writing in the course. Prerequisites: FYW and at least sophomore status.
292 Intermediate Poetry Writing
In this course students read and write contemporary poetry intensively and explore the writer's craft. Students peer-edit each others' writing. Prerequisites: FYW and at least sophomore status.
293 Intermediate Fiction Writing
In this course students read and write contemporary fiction intensively and explore the writer's craft. Students peer-edit each others' writing. Prerequisites: FYW and at least sophomore status.
Students learn the techniques of screenwriting, including how to write a treatment, to create backstories, and to break down scenes. Each student produces and revises a narrative screenplay. Prerequisites: FYW and at least sophomore status. Counts toward film studies concentration.
371 Advanced Poetry Writing Workshop
Students focus on poetry, deepening their understanding of the form and completing a substantial portfolio of polished work. Class sessions include discussion of models in contemporary poetry, exploration of various options within the form, and workshopping of student writing. Prerequisites: English 292 or permission of the instructor.
372 Advanced Fiction Writing Workshop
Students develop and complete individual projects in fiction, deepening and polishing their work. Class sessions are devoted to discussion of craft, examination of literary models, and workshopping of student writing. Prerequisites: Completion of English 293 or permission of the instructor.
373 Advanced Creative Nonfiction Writing Workshop
Students deepen and strengthen their work in creative nonfiction. Class sessions are devoted to development of writing strategies and analysis of professional and student writing. Prerequisites: English 291 or permission of the instructor.
294 Internship
298 Independent Study
394 Internship
396 Directed Undergraduate Research: "Topic Description"
This course provides a comprehensive research opportunity, including an introduction to relevant background material, technical instruction, identification of a meaningful project, and data collection. The topic is determined by the faculty member in charge of the course and may relate to his/her research interests. Prerequisites: Determined by individual instructor. Offered based on department decision. May be offered as a 1.00 credit course or .50 credit course.
398 Independent Research


text:
Leonid Grinberg wrote:
Are you sure? I was able to run a KDE session after disabling gdm and running startx.If your friend is using Gnome in Etch (testing), my previous post may help: http://lists.debian.org/debian-user/2006/04/msg04086.htmlAlthough GNOME is the display environment being used, it is not the one that's crashing. It's definitely X.


text:
will chevy's have the edge over honda like they did at indy?? 7 out of top 10
will wilson duplicate last years miracle?? he's having a damn solid yr (7th in the points) and let's not forget his 5th at indy...certainly would like to see a fat number number on him pre-qualifying
marco doesn't really have great numbers here, but i truly believe this new and improved version makes most of the past not so important, or maybe i should say not as important
kanaan has ten top ten finishes here out of 13 efforts with an avg finish of 5.92...hello
total of 18 different winners in 24 previous races....certainly can think out of the box on this one
helio avg finish 7.0, dixon 6.38 and franchitti 7.4
pagenaud quietly having a good yr (5th in points) and placed 6th here last yr (8th at indy this yr) maybe another solid darkhorse??
i am not sure who has worse luck, power or tags, but power does have 3 top tens here in 5 trips and tags has 2 poles here in 5 trips
let's see what shakes out
pageneaud, vautier and de silvestro all with 10 spot penalties for engine changes...my darkhorse quailfied poorly, but was 8th fastest in the final practice
kanaan qualified poorly (considering his practice session ) but regained form and was fastest in the last practice...+875 is tempting
power put on a damn show in qualifying, let's see how if that translates to a long oval race
there are only two no brainer plays that i see, one units as always:
sato -115 vs rahal (was tempted to big stick this one)
kanaan +125 vs marco
this is one of those races where it's not hard to get hurt, looking for a safe race for everyone...good luck on whatever you play i'll check the matchups mid afternoon to see if anything else surfaces
gl fellas


text:
Related Posts
Share This
Degrees: Can't Walk Thru This Alone
Hey music junkie! First time here? Click over to http://insomniaradio.net/subscribe/ and get all of our content (tons of music) delivered for free. Enjoy your time here, and keep it loud!
Some 80's tinged electro-pop on the Daily Dose today. Taken from the EP "Pt.III" released May 10th on af-music as a limited edition CD or Download
|In the darkest woods in Sweden there's a small town named Tranås and behind all fur coats, gossip girls and dramas stands Degrees a timorous two-man band featuring Mikael Jacobson & Rickard Folke. M.J. and Rickard met in the year 2001 and has been friends ever since. With the same love for music and both stuck in a crazy small town they decided to put their hearts and brains together – in September 2008 to form the band "Degrees". [af-music]
Download | Subscribe | Subscribe in iTunes | Subscribe to All
- Degrees MySpace
- Degrees Web Site
- Degrees Bandcamp
- Degrees Last.fm
- af-music
- "Degrees – Can't Walk Thru This Alone" by afmusic is licensed under a Creative Commons License


text:
Warren faces Chamber summit
Appearing at a U.S. Chamber of Commerce summit Wednesday, Elizabeth Warren — veteran consumer advocate and an architect of a federal agency to protect consumers from fraud — acknowledged that a roomful of business people and lobbyists seemed an unlikely place for her.
"I've been teased about this more than anything else … you know, the 'Nixon in China,' 'Daniel in the lion's den'" kind of analogies, Warren said. "But I actually think those analogies are wrong."
Story Continued Below
Warren told the audience that she is seeking "common ground" with the Chamber and declared that the agency she assembles will be fair.
"The Chamber and I don't always agree on everything … but I don't consider myself to be in hostile territory right now," she said. "I don't want to minimize where we have differences, but I think it's important to begin with common ground, and our common ground is reducible to a single word: competition — competition in the marketplace of ideas and competition in the economic marketplace."
But Warren's charm offensive was countered by detractors who echoed the widespread concern in the financial world — and among Republicans in Washington — about what they see as the agency's broad regulatory agenda.
"I can tell you that I'm anxious, and I'm somewhat angry," said Alabama Rep. Spencer Bachus, chairman of the House Financial Services Committee. Bachus, who participated in a Chamber-sponsored session just ahead of Warren's appearance, said the sweeping financial regulatory bill that mandated the new Consumer Financial Protection Bureau will hamper job creation through burdensome regulations on the banks and financial institutions that lend money for new and small businesses.
"This is a sad day for America," Bachus said. "That we have chosen to abandon what makes us great … what makes us successful."
Last September, President Barack Obama tapped Warren, a Harvard law professor and high-profile consumer advocate, to set up the bureau but stopped short of selecting her as its first director. Whomever the president nominates will have to face Senate confirmation, and Warren — who monitored the Wall Street bailout and is a fierce critic of risky lending practices by big banks — has few allies on the right.
As part of continuing White House outreach to business, Warren spoke at the Chamber's annual Capital Markets Summit, a daylong conference of national business leaders. She spoke for about 20 minutes, then took two questions before a polite but obviously skeptical audience.


text:
This post is syndicated (?) from The Whisky Exchange - New Products & News
Glenfarclas 1953 / Queen's Coronation Decanter Miniature / 5cl / 51.1% / Distillery Bottling
A miniature bottle of 1953 Glenfarclas released in 2013 to commemorate the 60th anniversary of Queen Elizabeth II's coronation. This is presented in a delightful decanter and accompanying box. Please note this is limited to 1 bottle per customer.Price: …
Continue read this article at The Whisky Exchange - New Products & News


text:
Achieve with us.®
Home ... Find a Chapter ... Local Chapters
The Arc of Evansville615 West Virginia StreetEvansville, IN 47710
Website: http://www.arcofevansville.org/Facebook: https://www.facebook.com/pages/Evansville-ARC/154195474639399Twitter: Business Phone: (812) 428-4500Chapter Email: email@example.com #: 489
If you have any questions or would like to submit an update to this record, please email email@example.com.
Return to Find a Chapter
The Arc, 1825 K Street, NW, Suite 1200, Washington, DC 20006(800) 433-5255, ©2016 All rights reserved.
View Larger Map
Want to donate physical items? Contact a local chapter.


text:
How do get a busy guys attention?
So my crush (we'll say "Greg") and his twin ("bob") are identical and quite attracive. I like greg a lot but at homecoming he saw me dancing with another boy (not my date but turned out to be one of his friends) and my idiot friend decided to ask him to dance with us a while later and he did but he ran off in another direction shortly into the dance. Flash forward to valentines day and my stupid band director tells his brother bob I like him as some sort of prank I guess -_- and after that Greg would stare at me a lot when he thought I wasn't looking. i was very embarrassed so I avoided him until the end of the year when I got to have a full convo with him for a whole free period and we talked about almost anything we could think of :running, sports bikes, made fun of his brother Bob by calling him lazy and all that jazz. He also may have mentioned he could do sixty push ups and shown me a video of him running in a race XD. His twin brother also tried to call his attention from across the library once when he saw me sit behind him upon entering the room in a teasing manner and Greg said something like" you're so stupid" and it felt like bob was trying to direct the attention towards me.
But I haven't seen greg all summer he liked one of my instagram posts a week before school started again and that's about the only contact 😲he's an IB student so I'll be seeing a lot less of him. How else can I see more of him so he'll notice me?😬
How do get a busy guys attention?
How do get a busy guys attention?
Have an opinion?
What Guys Said 0
Be the first guy to share an opinion
and earn 1 more Xper point!
What Girls Said 1
try to talk to him.00|00|0
Learn more
Select as Most Helpful Opinion?
You cannot undo this action. The opinion owner is going to be notified and earn 7 XPER points.


text:
I cooked dinner on the porch tonight
I was roughing it Girl Scout style tonight, as I finished cooking lobsters, clams, mussels, shrimp, scallops, and a pasta side on my back porch.
You might wonder why I would do such a thing, as cooking outdoors, in December, is rather an odd thing to do. You might also wonder why we had so many dead sea critters for dinner, but I'll address the latter query later.
My wonderful stove, who has been incredibly reliable, decided that it wanted no part of making NYE dinner. It threw a tantrum, and blew the fuse halfway through my cooking adventure.
Upon braving the basement monsters, and attempting to flip the switch, and reset the fuse, I found that my efforts were in vain; it remained tripped, and would not allow me to fix it. I tried everything, including unplugging the stove for a bit. I have decided that I didn't want to add a house fire to my list of NYE problems (the first of which, involved locking my keys in the house earlier, and climbing through a window like a ninja), so I gave up.
DF and I brought out the trusty Coleman stoves, and set them up on the back porch. I managed to cook everything, and we had a great dinner.
Now, on to the pile of seafood for dinner... It is a Pennsylvania Dutch tradition to eat seafood NYE, and pork and sauerkraut New Years Day. I don't question it because it is a delicious tradition.
This story was brought to you by the letter O, as in OMG lobster is delicious nom nom nom.
"What is a man, if chief good, and market of his time be but to sleep and feed? A beast, no more." Hamlet
lol. Well it sounds like you had a good time despite your troubles.
Sorry about the temperamental stove.. your NYE tradition is YUMMY
Quoting Anonymous:
I wanna be Pennsylvania Dutch :/
Growing up, it was great. I was surrounded by delicious food, and a bunch of older family members talking to each other in a language that I like to call, "Bastardized German", which is Pennsylvania Dutch (Deutsch).
I have lots of shrimp left if you want some. I'll send it via carrier pigeon.
"What is a man, if chief good, and market of his time be but to sleep and feed? A beast, no more." Hamlet
Wish I was there. I'd love to enjoy some of those seafood treasures and cooked outdoors is even better. :)
Wishing you and yours a Blessed New year.
I hope the vegetarian neighbors don't mind the smell of delicious, simmering, pig.
It's cool how each area has their own New Years food traditions.


text:
If it works, it doesn't matter how much or how little it costs you.
Am I the only cheap arse S.O.B. that does this?
I've used it on all my phones and its perfect and pretty much free and u get thousands of refills from one roll
If it works, it doesn't matter how much or how little it costs you.
If you feel that you have to correct some of my posts for my capitalization of some of my words, then just bear with it. It's just a discussion forum where some may be limited by time to answer in well-versed and eloquent sentences.
I already got a PHD (Plain High School Diploma) so ignore my style of writing and I'll ignore your ignorance.
Subject: You can read this-trust me!
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. The phaonmneal pweor of the hmuan mnid. Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm.
Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas thought slpeling was ipmorantt!
When asked if I see the glass half empty or half full, I responded I see just a glass of water.
Now you know how I think.
Interesting. What do you use to cut the tape for the exact fit? An X-acto knife or something of the sort?
but if you take it off, wouldn't it leave a lot of residue?
I've done this, crystal clear tape is the best, SO clear.!Originally Posted by CyniKal.Mindset
my sticks speed
Ususally only on the side of the tape but the centre is perfectly clean.Originally Posted by kaotic504
If it does, all you need to do is use another piece of tape to put over it and then peel it off cleanly. I did the same thing when I had to replace the screen protector I put on my T637 last year.Originally Posted by kaotic504
Masking tape is much more user friendly
Wow, great idea!
I do this too!! I cut 3M's magic tape for the key pads - it's a little matte, not shiny like clear tape.
... and much less transparent.Originally Posted by fireblade94
couldn't you use WD-40 on a rag to remove the tape residue??
^^ wd seems kinda harsh? ehhh I guess alcohol would be too....
yeah, except Rubbing Alcohol would remove the paint off the plastic.Originally Posted by Mangudai
I'm thinking WD-40 would only leave the smell of the spray.
Last edited by thePhallex; 01-22-2006 at 10:47 PM.
You know, I keep hearing about using packing tape as a screen protector but I still cannot imagine that it is good for the screen. Especially when taking it off. Sure you might need to use WD40 or goo gone to remove all of the adhesive and each of those products has a distinct smell. I really don't like the idea of this. Just buy martinfields or exim screen protectors.
I've used tape on atleast 10 phones with no problems...I dont see how it could possibly be bad for the phone, i generally get no residue and if u do get residue a lil brake cleaner does in with that...also the tape tends to last a year without starting to look bad


text:
Cagliari and Torino will play behind closed doors this weekend, but why?
Anyone who follows Serie A will know that Cagliari are battling away to try and get further clear from the bottom of the table to ensure their safety.
They are being forced to play behind closed doors this weekend against Torino because their new Is Arenas stadium is in short, not safe.
The stadium requires a safety certificate before every game and the local council have deemed it unsafe which means Cagliari will miss out on the gate receipts that would have been generated by over 16,000 fans.
It's since emerged that the club's president Massimo Cellino along with the Mayor and a public works commissioner, have all been arrested, suspected of fraud during the period the stadium was 'brought up to scratch'.
It's a massive blow to fans of the club because the stadium is currently certified as an illegal structure and it could be destroyed, leaving Cagliari with no ground for their fans to watch games in.
Cagliari moved to the stadium for the start of the season after the local council refused to make guarantees over their previous ground, the Stadio Sant'Elia which has since been closed.
Ground sharing is now an option or the club can fight to try and get games hosted at the Is Arenas stadium by addressing safety concerns.
Either way Cagliari could slide down the table for a variety of reasons, with the most prominent being a lack of support and a loss of cash through gate receipts and various sponsorship and broadcasting deals.
Do you have any bizarre stadium related stories?
images: © Matthew Wilkinson, © currybet, © currybet


text: My name is Cali: I am 6 months old. I am a proud American Pit Bull Terrior. I love hugs and giving kisses. I like being with my sisters and all my neighborhood buddies. I love being chased and just discovered how much fun it is playing with water and mud. My Mom and Dad love me so much they let me sleep in their bed and give me lots of cuddles. I can sit, shake hands and lay down. I am considered a good dog, at least that is what my Mom and Dad keep saying. I want to be a therapy dog when I grow up.Add to Favorites


text:
Swiss Chard Tart
If you like it, save it!
Save and organize all of the stuff you love in one place.Got it!
If you like something…
Click the heart, it's called favoriting. Favorite the stuff you like.Got it!
Author Notes: When spring began, I was more than content with sauteeing leafy greens with currants and pine nuts, but as the season wore on I needed something a little different. I love quiche, but wanted something lighter, more veggie, less custard. And to make myself feel at least a tiny bit healthier, I threw some cornmeal and herbs into the crust. For a lighter version you could easily use an oil based crust —laurakir
Serves 6-8
- 1 cup flour
- 1/4 cup coarse cornmeal
- 1/2 teaspoon salt
- 8 tablespoons cold unsalted butter, cut into cubes
- 1 tablespoon chopped thyme
- ice water as needed
- Combine flour, cornmeal, salt, thyme and butter either in a food processor fitted with a steel blade, pulsing the processor, or by hand. When ready, the mixture will look like meal, with pieces of butter the size of small peas.
- With the motor running (or your fork mixing), add the ice water in a slow stream, until the dough just barely comes together.
- Turn dough out onto a piece of saran wrap, press into a disk and wrap well. Chill for at least an hour.
- Once dough has chilled, preheat oven to 375.
- Roll out dough on a lightly floured board to a thickness of about 1/4 of an inch. Lay gently, without stretching, into an 11-inch tart pan and press to fit. Trim any excess dough and feel free to eat it while standing alone in your kitchen.
- Put the tart dough in pan in the freezer until oven has preheated.
- Once removed from freezer, drape aluminum foil to fit and then lay dried beans or some other weight on the aluminum foil.
- Bake for 25 minutes.
- Remove weights and foil and bake for another 5 minutes.
- Remove from oven and allow to cool, leaving oven at 375 degrees.
- 2 tablespoons olive oil
- 1 pound swiss chard, rinsed and cut into ribbons, leaves separated from stalks as well as possible
- 1 medium onion, diced
- 1 clove garlic, minced
- 2 large eggs
- 1 cup whole milk
- pinch cayenne pepper
- scant scrape nutmeg
- salt to taste
- Heat olive oil over medium heat and saute onions until just becoming translucent, salting to taste.
- Add garlic and chard stems and cook for a few minutes longer.
- Add greens and toss, salting again to taste. Cover and allow to steam until greens are fully cooked. Set aside and allow to cool.
- In a separate bowl, whisk eggs, milk, cayenne pepper and nutmeg together.
- Spread swiss chard mixture over the prebaked crust, taking care to leave behind as much moisture as possible so as to avoid making the crust soggy.
- Then pour egg and milk mixture over the chard.
- Bake in 375 degree oven until just set, approximately 30 minutes. Serve warm or at room temperature.
- This recipe was entered in the contest for Your Best Way to Cook Greens
More Great Recipes:
Entrees|Vegetables|Pies & Tarts|Swiss Chard


text: In article <38D87FED.A7BE3B4C at flashmail.com>, Jp Calderone <exarkun at flashmail.com> writes: [snip] > Is anyone else getting the source to a python script when following the > link to Vaults of Pernassus from the python page? Nope. 2000-3-22 15:15 PST. -- Robert Kern kern at caltech.edu "In the fields of hell where the grass grows high Are the graves of dreams allowed to die." -- Richard Harter


text:
One year long ago, right after supper in the camp tent, an argument broke out between one of our regular bird camp members and a guest that made the rest of us hunters uncomfortable. Both were writers, and both claimed they had first written "feathered knuckleball" to describe what a woodcock flew like.
Turned out our camp member had indeed written it first, and the guest was something of a jerk and had never actually published the term, but was enjoying jerking our camp member's chain. The interloper was never invited back.
That might be the worst memory I have concerning the hunt for grouse and woodcock, an annual rite for my golden retrievers and I. There have been three dogs over the years, and we started in 1989, just a few years after I started hunting these birds with other guys and their dogs. To me, the hunt is all about that cooperation and teamwork between my canine and I. Together in the clean-smelling, crisp and crunchy fall woods and I couldn't care less if I shoot a bird. Which works out well, since woodcock do fly like a feathered knuckleball and grouse flush like they were shot from a cannon. I don't hit many.
The Upper Peninsula of the state gets the most press for hunting these species in the fall, but there are birds in lots of places around the state. Some of the best shooting I've had has been in the Gaylord area, roughly located in the middle finger's callous area of our mitten-shaped state, and there's great bird hunting north of a horizontal line drawn through Gaylord, in lots of different areas. And I've flushed and shot at birds on public land in counties right on the Indiana line and a little north. Birds are there, and you won't have much competition from other hunters.
I just remembered a worse memory of bird hunting from about 25 years ago. I drove overnight from our home in Union, Michigan, which is by the Indiana line up to the Pigeon River State Forest Area in northern Michigan. After trundling out of the little RV on a dirt road in the middle of nowhere, my first dog Coach needed all of about three minutes afield to tangle with his first and last porcupine. This is something I would not wish on any dog or dog owner. Coach didn't actually bite the big rodent, he slapped at it like he used to do to our cats, and the whole inside of his right front leg looked like a hairbrush, He had a little goatee of quills along with a few in his chest. That dog was so good he let me pluck them out, right there in the dried up bracken.
Some of the coolest things I remember about hunting grouse and woodcock dealt with finding the perfect coverts: seeing just the right kind of flora, stopping the truck, going in and flushing bunches of birds. What you need to find are young aspen slashings, which is one of the reason the Upper Peninsula is so popular—it's full of them on National Forest land as well as on paper company land. Both areas allow hunting and the aspen is there because sections of hardwoods were clear cut a few years prior. Aspen is one of the first things to spring up. You'll know it's aspen by its many roundish yellow (in fall) leaves, and thin gray trunks, close together. Aspen is also one of the reasons that actually killing birds feels like such an accomplishment. Walking through thick aspen slashings means you rarely can swing on a bird, the trees are just too close together. While following the dog, I'm always moving rapidly between the really tight areas, trying to get to areas that offer a little bit of shotgun room.
The best cover for birds includes the brown bracken: thigh-high, dried ferns that give birds an understory to hide in. The very best covers are those with bracken and no grass, grass keeps woodcock from easily probing the soil for worms with their long beaks.
The Michigan DNR believes we might be just over the peak of the 10-year cycle that nobody truly understands. The season opened last month and early reports from the Upper Peninsula said lots of birds, especially in the Western U.P. in Gogebic and Ontonagon counties. Enjoy the fall woods and have some good shooting.
For more information on Michigan hunting go to michigan.org.
First image by Dave Mull, second image by Tom Lounsbury


text:
We are the tow company with high quality equipment such as flatbed, wheel lifts and medium duty, boxes, cars, motorcycle lifts and rv's.
We have a large fleet that make it possible for us to get to the customer fast. Our 24-hour emergency dispatcher - We deliver the best tow trucks to our clients and their vehicles because your safety is #1 on our minds.
Flat tires are more than just inconvenient, they can be dangerous, especially if you are on a busy road and don't know how to properly change a tire. Emergency tire change service is now available 24/7 at Alberta Safe Towing Ltd. in Edmonton and its surrounding areas. Our tire change service is fast and reliable.
When you use our tire change services to fix your flat, our trained and reliable professionals can put on your spare tire, if you have one. No spare? No problem! We can send a tow truck to tow you to the nearest tire shop or garage so you can get your tire repaired or buy and install a new one.
Log nut stuck? Log nuts can be hard to remove and need a special log key from the car manufacturer. If you don't have the key, our towing services can tow your vehicle to the dealership or mechanic that does have the special log key so your flat tire can be repaired and you can be back on the road.
Spare, but no jack? Our services can help. We don't rent tools (big liability issue) but our professional staff can perform the complete tire change for you, safely, quickly, and correctly.


text:
VIDEO: Technology management key to a better future
Rapid advances underway across a range of technologies are changing how people live, work and interact with each other, with both positive and negative impacts.
In a panel at the World Economic Forum's Annual Meeting 2016 on the transformations driven by this Fourth Industrial Revolution, government, business and technology leaders stressed the importance of ensuring that dividends are enhanced and divides bridged.
"Think about the changes in the world happening in terms of hope or fear," said Sheryl Sandberg, COO and Member of the Board of Facebook in the United States. "The question that Davos is trying to answer this year is how hopeful or how fearful the world should be. The challenge needs to be to have the triumph of hope over fear."
Technology can be a great equaliser, noted Paul Kagame, President of the Republic of Rwanda. Even though much of Africa is only starting to reap the benefits of the computer revolution, it is important for the continent to put one foot ahead in this new technological age. "Technology has a huge multiplier effect on finding solutions to many problems by having even the poorest people have access to the technologies that can improve their lives," he said, acknowledging, however, that there will be winners and losers in the Fourth Industrial Revolution. "Our job is to make sure that we narrow the gap and that there are fewer losers and more winners," he explained.
As the Fourth Industrial Revolution gains pace, inclusion is a major concern, says Annual Meeting Co-Chair Satya Nadella, CEO of USA's Microsoft Corporation. "Is there a digital dividend or a digital divide? That is the right debate to have. The emphasis should be on skills. Rather than worry about jobs being lost, we as a society will have to spend the money to educate people so they can find new jobs." The key: improve productivity to drive growth and achieve a surplus.
"The question is how the dividend is going to get spread," Nadella asked. "Is it going to spread out geographically, to all sectors of the economy, to help people of different economic strata?"
Sandberg said: "Connectivity and data access are too important to keep them only to the world's rich."
Taking technology to rural areas will have enormous benefits, stressed Ananda Mahindra, Chairman and Managing Director of Indian company Mahindra & Mahindra. "If we can make our villages smart, there will be huge productivity gains." But technology such as mobile phones and artificial intelligence can make people feel disengaged and remote, he said. "There has to be empathy. But how do we program artificial empathy?"
Technology will drive improvements in governance, said Zachary Bookman, CEO of OpenGov, USA. "One of the things that strikes me about the state of governance in the world is how many broken governments there are," he observed. With technological advances, "governments will connect much more closely with citizens. They should reflect the citizenry. People should know where tax revenues go, what they are getting for their tax dollars. As digitisation of government takes place and new tools reach government, there will be a new governing landscape – much more public, collaborative, integrative and productive."
- Ahsen Ghufran Khan
by Bayut
- Hussein M. Dajani
by Nissan Motor CoAmbareen Musa
by Souqalmal.comHussein Al Sayed
by FXTM