text:
Protein Engineering for Improved Functionality
Researchers use large libraries, focused libraries and rational design to engineer protein function. Success is largely a matter of trying over and over again. Typically, the process illustrated below is repeated until significant improvements are obtained.
Read more:
Nature Methods 2011. 8: 623. Protein engineering: navigating between chance and reason. Monya Baker.
Genetic Engineering & Biotechnology News 2013. 33(8):18. Library Format for Bioengineering. Maximizing Screening Efficiency through Good Design. Levay-Young et al.
Designing a Library
It is important when designing protein variant libraries to carefully evaluate the number of unique sequences thoretically contained in the library. For most applications the transformation frequency provides a practical upper limit on the number of sequences that can be assessed. The methods used to measure protein function may further reduce this number.
How to calculate and assess library size.
Use the Library Designer to start your library today.
|Research Question
How can I test BioBrick modules or genetic elements?
How can I increase the affinity or specificity of my antibody?
What effect do changes at a single site have on function?
Single Site Saturation Library
How can individual changes be combined to improve function?
Additional Libraries
Alanine Scanning
I. Antibody Libraries:
The antigen-binding site of an antibody is composed of six complementarity determining regions (CDRs) or hypervariable regions—three within the light-chain variable domain (VL) and three within the heavy chain variable domain (VH). Harness the power of synthetic biology to create antibody libraries with diversity in one or more CDRs. Libraries with diversity up to 1010 can be created. Precisely control diversity and choose frameworks with favorable properties.
Synthetic antibody libraries are constructed using oligonucleotides to introduce complete or tailored degeneracy into CDRs of one or more V genes. Synthetic diversity bypasses natural biases and redundancies of antibody repertoires created in vivo and allows control over the genetic makeup of V genes and the introduction of diversity.
IA. Deep Mutational Scanning of Erbitux Antibody CDR
DNA2.0 synthesized ∼2,000 unique Erbitux mAb genes for researchers at AbbVie Biotherapeutics Corp, encompassing 59 individual CDR positions, each with every possible single amino acid degeneracy. The resulting sequence-function correlation method can be used to engineer antibody functionality (specificity, immunogenicity, stability, aggregation, etc.) with high resolution and predictability.
mAbs 2013, 5(4):523-32. Forsyth et al. AbbVie Biotherapeutics Corporation.
IB. Adimab Antibody Libraries
DNA2.0 has made several antibody libraries for Adimab, Inc, a pioneer in the integration of antibody discovery, maturation and bio-manufacturing. Adimab uses libraries that recreate the diversity contained within the natural human pre-immune repertoire by accounting for the recombination of the human immunoglobulin gene segments (i.e., V, D, and J).The result is a unique antibody library that can be readily screened to identify large numbers of IgGs specific to a particular target, with very broad sequence diversity and epitopic coverage. Visit Adimab to learn more.
Learn more about DNA2.0 Antibody Libraries.
II. Synthetic Circular Permutation Library:
Together with Stefan Lutz and Ashley Daugherty of Emory University, DNA2.0 applied novel library construction methods to engineer improved activity in Old Yellow Enzyme. Using a Circular Permutation (CP) library design, they were able to significantly enhance the function of the flavin-dependent oxidoreductase Old Yellow Enzyme (OYE1) from Saccharomyces pastorianus. OYEs are found in a variety of Biotech and Pharmaceutical applications, and are thus attractive candidates for increased catalytic properties. DNA2.0 synthesized a cpOYE library exhaustively creating 240 circular permutants that were screened rapidly and reliably against three substrates. Experimental analysis of the permutants identified 70 functional OYE1 variants with improved catalytic activity. The data revealed the importance of four distinct regions near the active site for improved enzyme performance. The use of a synthetic CP library "dramatically accelerated the process of identifying catalytically improved cpOYE variants for any substrate of choice."Learn More: JACS 2013, 135(38):14425-32. Daugherty et al.
III. Improving Protein Yield using a Combinatorial Library:
The Bowman-Birk protease inhibitors (BBI) are plant protein scaffolds to present binding peptides selected by established methods (e.g. phage display). Scientists at Genencor, generated site-saturation libraries to improve protein yield by 5 fold.
Replacing the chymotrypsin inhibitory loop of soybean Bowman-Birk inhibitor (sBBI) with a VEGF binding peptide (BBI-AV) significantly reduced the overall purification yield. To improve production yields, scientists at Genencor, generated site-saturation libraries at 39 out of 66 amino acid residues of BBI-AV. Libraries were screened to select desired variants. Productive amino acid substitutions were found and combined to select for the variant with the best overall yield after purification. An octuple variant with greater than five- fold increase in final purification yield over the parent, was obtained. Several variants were obtained with higher purification yields than even sBBI. Protein Expr Purif 2009 Collier, et al.
Learn more about DNA2.0 Combinatorial Libraries.
ACS Synthetic Biology 2013. Using Synthetic Biological Parts and Microbioreactors to Explore the Protein Expression Characteristics of Escherichia coli. Gorochowski et al.
J Am Chem Soc 2013. Improved biocatalysts from a synthetic circular permutation library of the flavin-dependent oxidoreductase Old Yellow Enzyme. Daugherty et al.
mAbs 2013. 5(4):523. Deep mutational scanning of an antibody against epidermal growth factor receptor using mammalian cell display and massively parallel pyrosequencing. Forsyth et al.
J Mol Biol 2011 412:55-71. Synthetic Antibodies Designed on Natural Sequence Landscapes. Zhai et al.
Nature Methods 2011. 8: 623. Protein engineering: navigating between chance and reason. Monya Baker.
PLoS One 2011, 6:e21398. Machupo Virus Glycoprotein Determinants for Human Transferrin Receptor 1 Binding and Cell Entry. Radoshitzky et al.
FEBS Letters 2010 584:4351–4356. Solution structure of the carboxy-terminal Tudor domain from human Coilin. Shanbhag, et al.
PNAS 2009 106(14):5610-5. A family of thermostable fungal cellulases created by structure-guided recombination. Heinzelman, P. et al
Protein Expr Purif 2009 68:146–160. Generation and identification of variants with improved purification yield of Bowman-Birk protease inhibitors carrying protein binding loops. Collier, et al.
Webinar: Design of Protein Variant Libraries to Examine Sequence Diversity
Protein variant libraries can allow exploration of "sequence space" over modest to very large areas. We discuss the basic library types, their strengths and possible uses. Use of single site saturation and combinatorial libraries to improve enzyme properties and Antibody libraries to increase antibody affinity are specific examples. Basic information required for DNA2.0 to provide useful Quotes for library synthesis is also discussed. April 5, 2012
View a pdf of the webinar slides.
DNA2.0 Presentations and White Papers:
Contact DNA2.0 at +1 877 362 8646 or firstname.lastname@example.com to determine the best possible option for your research project.Use the DNA2.0 Library Designer to start your library today. If your variant project is less complex than a library, just a few synthetic gene variants, see Variant Synthesis for how DNA2.0 can create the ideal strategy to move your research forward quickly and affordably.
When screening a large library becomes impractical, a rational, design of experiment (DoE) methodology can be used to create variant sets that thoroughly sample a defined set of substitutions in a minimal number of test genes. Learn more.


text:
Need Help1-877-848-2228
Current PromotionCR685SAVINGS
Health Herbal
Detox Herbs
A-Z Brand
A-Z Healthy
Remedy Personal
Care Organic
Formula Baby
Kids Massager
& Vibrator
Rollover Image To MagnifyView Larger
Lavender Hand & Body Lotion, Enriched with Beta Glucan, 12 oz. From Avalon
Regular: $11.95You Save: 40%Online Sale Price: $7.20
Buy With Confidence
Moisture Maximization
Nourishing Lavender, protective plant lipids and the rich, oat nutrition of Beta Glucan deliver sumptuous skin hydration.
Our Commitment to safe, effective, organic body care without harsh preservatives, synthetic fragrances or artificial colors.
Lavender Hand & Body Lotion
A triple dose of rich lipid sources - certified organic Sunflower, Flaxseed and Coconut Oils - restores the skin's lipid balance for long-lasting, easily absorbed moisturization and silky, supple skin. Enriched with Beta Glucan for cellular rejuvenation.
Consciousness In Cosmetics
Avalon Organics creates Consciousness in Cosmetics, an awareness of intention, responsibility, efficacy and the value of life.
Our science-based body care products are not tested on animals and do not contain parabens glycol, artificial colors, synthetic fragrances or petroleum-based ingredients to assure these chemicals will not be absorbed into the body through the skin.
Avalon Organic supports sustainable agriculture and relentlessly seeks out organic ingredients. Our products are vegetarian and hypo-allergenic.
Consciousness in Cosmetics is the source of our vision that encompasses us all. We welcome you to join us.

subset: commoncrawl


text:
The browser you are using is out of date and is no longer supported. To view and use this site correctly, please update your browser to the latest version.
12 March 2009As Scots we are right to be proud of our country and its outstandingly rich and diverse culture. From the earliest examples of human hand to the iconic landmarks of Scotland's great industrial heritage, our historic environment is second to none.
For further information


text:
Home > Watches & Accessories > Watch Winders > Triple Watch Winders > Orbita Futura Three Watchwinder
Orbita Futura Three Watchwinder
Simplicity of programming with a modern case design of black lacquer and acrylic lid
The FUTURA 3 Watchwinder employs truly innovative technology whereby an iron-less core Swiss micro motor is concealed within one of two ball-bearing fitted stainless steel support rollers. Seated on those tubular rollers is a rotating stainless steel hollow cylinder into which the watch is mounted on elastomeric self-conforming cushions.
Simplicity of programming for winding turns per day (TPD) is a special feature of the FUTURA Watchwinder. On/Off and Hi/Lo switches are provided on the base plate of the unit with the Hi setting providing 1300 TPD and the Lo setting 800 TPD. Clockwise or counter-clockwise watch rotation is easily achieved by reversing the base plate 180°.
Powered by 12 "C" cell batteries, a blinking LED light signals when batteries need to be replaced. Alternately, the supplied AC/DC adapter may be used. Made in the USA by ORBITA Corporation.
Orbita Futura Three Watchwinder
Orbita Futura Three Watchwinder
Our innovative products will provide you and your family with years of enjoyment. And with the Brookstone Protection Plus service and replacement plans, you'll have the added peace of mind knowing that if the unexpected does happen, we will simply repair or replace your covered product. Our enhanced coverage goes above and beyond the manufacturer's warranty, saving you time and money.
- 2-Year Service Plan $209.99
- 3-Year Service Plan $289.99
Orbita Futura Three Watchwinder
Orbita Futura Three Watchwinder
Shopping Cart


text:
Friday, November 14, 2003JOHNSON CITY, Tenn. (November 14, 2003) - East Tennessee State University men's basketball coach Murry Bartow announced on Friday that Port Richey, Fla., native Andrew Reed has signed a national letter of intent to play for the Buccaneers. Reed, a 6-foot-7, 200-pound forward, will be a four-year letterwinner for Ridgewood High School where he plays under head coach Gary Anders. The all-conference, all-county, and honorable mention all-state player averaged 15 points, 12 rebounds and 2.3 blocks per game during his junior season at Ridgewood. "We're excited that Andrew has chosen East Tennessee State," said Bartow, whose team will open its 2003-04 season next Friday at Houston. "He's a great fit in terms of what we look for in this program. He's a talented player with a tremendous up side, he's a great person, and a phenomenal student. He's the kind of player we want at ETSU." The son of Penelope Reed and the late Robert Reed, Andrew was a member of the Pasco Schools Leadership Council and played for Nike Team Florida in 2003. He plans to major in engineering in college. Bartow said Reed provides the skills the Bucs desire in this year's recruiting class. "He's very athletic, very bouncing, and has great instincts," Bartow said. "And he fits what we need from a standpoint of getting help inside."
|Copyright ©2015 East Tennessee State Athletics. All Rights Reserved.


text:
Description:StorageWorks 146.8GB 10K Fibre Channel40 pin 2GB/s HotSwap FCAL Hard DriveGenuine HP serial number and firmwarePart Number(s):Option Part# 293556-B21or 293556-B22 or 293556-B23Spare Part# 300590-001 or 300590-002Assembly Part# 293555-003 or 325370-003 or 359438-003 or 359438-006 or 359438-009 or 359461-002 or 359461-0062-5-2 Part# FE-23518-01Model# BD14655B2A or BD14656ABC or BD14658225 or BD14658225 or BD1465822C or BD1465822C
Overview:The 146 GB 10 000 RPM FC Hard Drive (HDD) represents the next generation high capacity drive offered with the HP StorageWorks Enterprise Virtual Array. The Enterprise Virtual Array now supports a combination of different drives sizes including 36 GB 72 GB and 146 GB capacities. The 146 GB drive is specifically for use with the Enterprise Virtual Array version 2. The target customer base for the 146 GB drive can be characterized by sophisticated data center users who want maximum capacity for their Enterprise Virtual Array at a reasonable price. Application areas seen as potential markets include OLTP ERP and any applications requiring large amounts of online storage.
CategoryStorageworks HDD
GenerationFibre Channel
Part Number293556-B23
Products ID15242
Capacity146.8 GB
Drive Dimensions3.5" x 1/3H (Low Profile)
Spindle Speed10000RPM
External Data Transfer Rate200 MBps
Seek Time4.9 ms
Average Latency3 ms
Package Qty.1
Dimensions (HxW).99 in x 4.02 in


text:
Build your skills with anytime learning and expert-led courses designed to help you achieve the clinical outcomes you expect.
Get practice marketing resources to help you grow your practice.
Find out why Invisalign can be a valued addition to your practice and register for an upcoming course.
Ready for your smile to take the spotlight? Find out if Invisalign can help you straighten your teeth and show off a better smile every day.


text:
The great chronicler of early America, Alexis de Tocqueville, speculated, "The American Republic will endure until the day Congress discovers that it can bribe the public with the public's money." Alexander Hamilton (an infantryman and economist I greatly admire) called debt a "natural disease of all governments." Given the long observation of these problems, it would be surprising if we could not today identify a good many folks who rely on government largesse in lieu of hard work. Gov. Mitt Romney even went so far as to claim this as a source of electoral defeat. I am no political strategist, so I don't know if making these sorts of statements is wise politics, but I am afraid that the folks getting the "gifts" he spoke of are not really who he thinks they are. There is adequate data on the matter, which is in need of parsing on these pages.
In mentioning "Scooby Snacks" last week, I was referring to people or groups who get something from the government for nothing. There may be plenty of people who get too much for what they do for government, but that is for another column. Here, we'll focus on the "something for nothing" crowd. These include households, business and unions, which I will discuss in order.
Total direct federal spending on the poor was $927 billion last year, with states kicking in a roughly equal amount. More than half of this amount is health care costs (Medicaid). There are other, smaller programs tucked away in other federal agencies. We've been winterizing homes and subsidizing poor (and rich) people's telephone service for a long time. It must be admitted that the patchwork of anti-poverty programs is inefficient, prone to fraud and populated by many who are bilking the system. I don't know how big the problem is, but if we were, for example, to end all pure welfare payments (Temporary Assistance to Needy Families), we could balance the budget for six weeks each year. There is more to our problems.
The federal government also provides Scooby Snacks to business. The home construction industry, whose customers buy their goods tax-free and deduct the cost of local taxes from their federal income, reap about $100 billion a year through the home-mortgage deduction. Then there's the farm subsidy of more than $35 billion a year, and more than $70 billion on all other forms of direct business subsidies. All of this is long before the TARP and stimulus, which was a one-time gift of several hundred billion dollars to businesses. Unions, too, receive huge subsidies, most especially through federal efforts to stabilize pension funds. Moreover, state and local governments are far larger culprits, and tax abatements in many communities represent half their annual budget.
There are plenty of folks who get "something for nothing" from other taxpayers. The truth is, it is ultimately most of us. Soon we must have a serious, honest and fact-laden talk about government distribution of taxpayer money. We cannot afford to do otherwise.


text:
In 2002, rockers The Dreamscapes Project recorded their first live album, "A Lot More Colors in my World," at Jammin Java. The five-piece band returns to play the Vienna club on Saturday and make some major announcements about the band's future.
"We have a big show we're going to announce on the 11th and big news in other areas as well," said Keith Center, the band's lead vocalist and acoustic guitar player.
Though Center wouldn't reveal anything further, the musician did say The Dreamscape Project has always focused on quality over quantity when it comes to their shows.
"We've done more larger shows and festivals in the last year or two," Center said. "We did Jiffy Lube Live with Dave Matthews Band and Maroon 5 this summer and opened for Third Eye Blind two years ago."
Named Best Musician in Northern Virginia Magazine's 2010 Best of NOVA Awards, The Dreamscapes Project first formed in 1997 when Center and bassist Jeremy Rodgers started writing music together while they were students at George Mason University. Since then, the band has seen several personnel changes. According to Center, the current incarnation of The Dreamscapes Project has been together for 5 to 7 years.
"We've been blessed that we've been able to stay together," Center said.
The Dreamscapes Project has evolved since their days of playing local venues in college.
"In college, we wanted to play as often as possible but could never find places ..." Center said. "There was the drive of wanting to do it and not knowing how."
As the years passed, The Dreamscapes Project began to make a name for themselves, headlining the 9:30 Club and sharing the bill with bands such as Blues Traveler, OK Go and Good Charlotte, all while remaining an independent band.
Despite the band's success, performing has never been a full-time gig for the guys of The Dreamscapes Project.
"It's always been a part-time job, essentially," Center said. "We're kind of blessed because we've gotten to straddle it more than a lot of people I know. We got to headline the 9:30 Club and still be schlubs who go to work during the week."
Hardly a schlub, Center works several jobs. A web developer by trade, he is working on an app to help small music venues with booking. He also consults with younger bands trying to get their start and manages a Facebook group for musicians in the Maryland, Washington, D.C., and Virginia area.
"It's a place for them to talk shop," Center said of the group, which boasts about 1,100 members. "It's a place where musicians can ask questions."
Though he said the members of The Dreamscapes Project once dreamed of making it big, Center said the band had to adjust its expectations as the years went on.
"You keep pushing it off but there's a part of you that knows as the days go by, the people on the charts that you thought you were going to be on, are younger than you," Center said. "There's a piece of you that wishes you could drop everything and tour 24/7 but you have to evaluate ... We kind of had to switch at one point ... to determine what [our] priorities are."
As members of The Dreamscapes Project started settling down, those priorities shifted from music to family.
"There were marriages and there were adjustments ... but the first time a child entered into the picture, that was when there was the biggest shift," Center said. "Our cellist Ben [Guy] had his daughter [four years ago] and I would say that was the most drastic change ... As each child comes in, it becomes exponentially different."
Even Saturday's 6:30 p.m. show reflects the evolution of The Dreamscapes Project from college students to family men.
"This particular show is earlier; some of our fans can bring their kids," Center said. "High school kids can come out."
Ultimately, reaching an audience, however old they may be, remains most important to the guys of The Dreamscapes Project.
"Parents sharing music with their kids or an album getting someone through a breakup, that's what keeps us going," Center said.


text:
Εκδρομές και πακέτα
- Αγροτουρισμός/Οικολογικά ταξίδια
- Γάμοι και ταξίδια του μέλιτος
- Γκολφ
- Διαλογισμός
- Δραστηριότητες εκμάθησης
- Ενοικίαση αυτοκινήτων
- Ιατρικός τουρισμός
- Ιστιοπλοΐα και κρουαζιέρες
- Πολιτισμικές εξορμήσεις
- Σπα και ευεξία
- Υπαίθριες δραστηριότητες και δραστηριότητες περιπέτειας - Δραστηριότητες στη στεριά
- Υπαίθριες δραστηριότητες και δραστηριότητες περιπέτειας - Εναέριες δραστηριότητες
- Υπαίθριες δραστηριότητες και δραστηριότητες περιπέτειας - Υδάτινες δραστηριότητες
- Ψώνια
Tour Overview :
Thailand offers variety of package tours, the Amphawa Floating Market is one of the most exciting and colorful places to visit in Thailand today. Your trip to Thailand will be worthwhile. It is just an hour and a half away from Bangkok.
Anything that one could possibly want to buy is available at this market; food, souvenirs, decorative items for the house, desserts, refreshments and so much more.
Unfortunately, this market is only open 3 days a week -- Friday, Saturday and Sunday evening.
If you have a chance to visit Bangkok, don't miss this tour! You will never forget the fantastic atmosphere and the remarkable scenery around the market. The boat ride along the Maeklong River, and the small canal along the floating market, will become an unforgettable memory of your trip to Thailand.
Amphawa is one of the farming districts to the southeast of Bangkok. It is rich in the beautiful scenery of fruit plantations, orchards, and a traditional way of life surrounded by man-made canals. The floating market actually developed in order to support the economic activities of the farmers.
Our program begins in the afternoon, taking a fascinating trip to explore a new floating market. It is a great opportunity to observe the actual way of life that has evolved from earlier ways of living to today.
Upon our arrival at the Amphawa Floating Market, we board a small, traditional vessel and explore the local lifestyle of the people along the Meklong River, as well as the floating market, where vendors are selling fresh fruits, vegetables, souvenirs, decorative items and food along narrow canals and waterways. When the boat ride ends, you will have some time to continue your explorations on your own.
Walking along the canal and through the marketplace, which has an enormous variety of locally-made products, will be a fascinating experience, creating unforgettable memories.
One can add even more color to this trip by taking a short walk further into the fruit plantation area, or by taking an optional boat ride along the canals.
επισημάνετε :
Enjoy plenty of thai foods, fruit, desserts, etc.
Departure Date :
Every Friday, Saturday and Sunday
Tour Inclusion :
* Private tour and transfers as mentioned by private air-conditioned vehicle
* English speaking guide
* 1 bottle of water and cold towel
Tour Exclusion :
* Other services than mentioned
* Gratuities, personal expenses, drinks, and other items
Terms and Conditions :
A deposit of 50% of the tour price per person by credit card or bank transfer plus bank charges (processing fees) is required upon confirmation of your booking, or at least three weeks prior to clients' arrival or any option date given in our reply facsimile of e-mail at the time of booking. Once a deposit is received it is understood that you have read, understood and accepted all our Terms and Conditions.
The remaining balance of the tour price (50%) is due upon your arrival in Thailand, payable at our Essence of Asia-Travel office in Bangkok. Cash is preferred to reduce any processing fees that may affect your cost.
Payment can be by bank draft or Swift transfer pay-in to our bank account.
Any payment for tours, hotels, air tickets or other services will be made after the clients agree to the price. To confirm any booking the payments must be made in advance before your arrival in Bangkok or others city as stated on the program. That means we can guarantee all arrangements.
If payments made by bank transfer, to confirm those payments the clients must fax to us the bank slip to the fax number (++66 2 628 6812) and our accountant can follow monies.
We accept MASTER, VISA and AMERICAN EXPRESS, DISCOVERY for credit cards payment by PAYPAL. If you prefer to pay by credit card online, please click here to pay PAYPAL and full fill your credit card, secure online authorization guaranteed. We must have express permission to charge your credit card for the amount of services on the mentioned dates.
Note: When you pay by Credit Card, please add 3% of bank commission (see payment guide).....
REMARK: All bank service charges will be born by the payee.
1. If payment is by credit card, an additional 3 – 5 % will be added on to our rates given.
2. Name of bank and account number Essence of Asia-Travel
3. Bank draft or cashier's cheque to be mailed to Essence of Asia-Travel
4. Company cheques or personal cheques are not acceptable.
All cancellations must be received in writing, sent to us via fax or email. The following rules apply for cancellations:
1. Deposits are fully refundable if our office in Bangkok receives the amendment or collation not less than 60 days in advance.
2. More than fourteen (14) days and less than Twenty one (21) days prior to departure: The total deposit paid to us (20% or US$ 200) less the administrative fee in accordance with canceling advanced arrangements, will be valid for o¬ne (1) year from the date the deposit was received. During this time (365 days) the amount can be applied to other tours and services. After o¬ne (1) year the deposit amount is forfeited.
3. Less than fourteen (14) days prior to departure: Complete forfeiture of deposit, due to hotel charges for no-shows and organizing fees.
Cancellation fees will be levied according to the time cancellation is made.
4. No refund or reduction will be made to any member of GROUP / FIT who breaks the journey from the itinerary or any part of the itinerary in Thailand, Myanmar or Indochina.
5. Once the trip has commenced, no refund can be given for any unused portion of the trip.
Any additional charges for second amendment, a nominal fee for our communication and services will be added.
No refunds or exchanges can be made with respect to accommodation, meals, sightseeing tours, transport or any other services, included in the tour price, but not utilized by the tour members.
Travel documents will be compiled after the deposit has been received and are sent two or three weeks prior to departure. These documents will be sent via email, and should be printed out by participants and retained as a receipt.
During the tourist high season in Thailand from November until April all hotels will add a high-season supplement charge to the annual contract room rates. Full payment should be made before guests arrive, plus the cost of the compulsory Gala Dinners on Christmas and New Year's Eve. These surcharges will be added to our contract rate to you when your booking is confirmed.
Other local carrier in each country is included as mentioned in the itinerary. Air schedules are subject to change and ESSENCE OF ASIA-TRAVEL cannot be held responsible for any problems caused by such changes for delays.
All rates are quoted in US Dollars (USD) or Thai Baht (THB) net and rates descriptions are based on our own contract rates. We reserve the right to change rates given without prior notice.
This information is valid at the time of publication but is subject to change without prior notice. However, should any changes occur, they will be posted o¬n the website immediately. However, should the Terms and Conditions change after the deposit is paid, the Terms and Conditions under which the deposit was paid shall apply.
Day by Day Itinerary :
Date 1 : 14.00 - 20.30
14.00 Depart from the hotel by private car to Samutsongkram Province which is located southwest of Bangkok. During our approximately one hour drive, you will enjoy the beautiful scenery and some interesting areas along the roadside; for example, areas for salt production, as well as shops and stalls selling dried seafood products and salt.
15.00 Begin our walking tour through an amazing local market located on a train track, known among the foreigners as the "train track market". We learn how people make a living by selling various kinds of fruits, seafood, sweets, and vegetables, as well as local products, on the train track.
There will also be an opportunity to observe how the local vendors move their products off the train track when the train comes.
15.30 Continue by private car from the market to the Ampawa district. Upon our arrival, we take a walking tour around the Ampawa Floating Market. The market is lively, colorful and very popular among the local population. Most significantly, it has retained its original, unique and typical characteristics, unspoiled by outside marketing influences. You will enjoy your opportunity to observe the fascinating activities, and to sample all kinds of food that the vendors sell; seafood, fruits, drinks, refreshments, as well as souvenirs. Time will also be available to sit down and enjoy the variety of things going on along the canal, just like the locals do!
17.30 We continue our adventure at the Ampawa Floating Market by boarding a small traditional vessel at the market pier, and riding along the Meklong River to explore the local lifestyle. During our 45-minute journey, we enjoy the breeze along the river as we allow the authentic feelings of the local way of life to surround us. We cruise into the canals of the market area and shop around from boat to boat. After the boat ride is over, we walk around the market and continue our explorations among the vendors on land. Time will also be made available to visit the fruit plantation behind the market area.
18.15 Arrive back at the market pier with some free time on your own to shop or dine.
19.00 Drive back to Bangkok.


text:
The Community of Disc Golfers and About All Things Disc Golf
Ann Arbor Area Disc Indeuced Sports Club
Website: http://www.a3disc.org
Location: Ann Arbor Area, Michigan
Members: 102
Latest Activity: Feb 19, 2014
A3 is assisting in a Girls Night Out at the lakeshore course "the Ponds of Lakeshore" see the event posting on this site for more information.
This is a free clinic just for the women hosted by 2012 World Champion Sarah Hodom.
The event is free to all the ladies
Here is a link to the website with more information about it
Started by Brad Maynes. Last reply by Matt Jan 1, 2010.
Started by Paul Novak. Last reply by Paul Novak Aug 7, 2009.
Started by Brad Maynes. Last reply by Paul Novak Jul 2, 2009.
Hey A3 Disc - we are having an autumn olive removal work day at Hudson Mills Metropark next Saturday, September 15th from 10 am to 1 pm. We are removing autumn olive from both disc golf courses and would love to see some of your familiar faces out there helping us! All tools and beverages will be provided. Please wear long pants and bring a pair of work gloves. If you would like to volunteer to help us out or if you would just like more information, please call the park office at 734-426-8211.
sundays there is a league at rolling hills in ypsilanti with costs associated with it. also there is a free league at hudson mills league which is free. there is a league at kensington metro park in wixom as well with costs involved. i sometimes play at the hudson league but usually i am working on the new course at brighton recreation area. there are 12 courses in washtenaw county currently. some good some bad.
this sunday the continuing work at the new brighton recreation course continues.
10AM till 2PM
contact me via phone if you have questions
734 649 8220
We need people to bring rakes, shovels and saws to cut root stumps (smaller one) below group to level the playing area.
hope to see you there
william gilbert
The sunday work day has been cancelled by the park as people or persons are cutting trees down without approval.
To be resumed once we work out who and how to prevent this.
Will we be able to re-order our memberships online this year? When you go to the A3 store, it spits back a bunch of HTML code :)
A3disc will be working with the State of Michigan to bring yet another course into our area.
Brighton Recreation Area! we have been given 200 acres a lot of which is in lakes but more then enough for a 24 hole course.
The first work day will be March 10, 2012 weather permitting. if you are willing to help with ground clearing on that date please respond to William Gilbert with your name and phone number please. The reason for requesting your phone number is in case the first work day is postponed.
We have been approved at the moment to use hand tools and they will be bringing the brush hog and/or bulldozer for the heavy clearing.
We will probably be approved to use power tools but not as of this moment.
We are really looking for a really good size crew to help make a good impression at the park.
The park is looking for at least 9 holes to be playable by June 1st but if we can get enough workers we will get all 24 + holes ready to play by June 1st. There will actually be 30 holes in total plus a practice basket as well. They have to supply a certain % of holes to be handicap accessable so they are planning 6 extra short holes for that purpose.
Thanks everyone.
William Gilbert
or call 734 649 8220
The Michigan State Championships are almost here.
Don't burn your berth. You must pre-register by this Friday, 8-26-2011, or your berth expires.
Official information is at:
© 2015 Created by Terry "the Pirate" Calhoun.


text:
The Lady Dutch took advantage of timely hitting and a starting pitching performance that was at times overpowering in a 10-2 win Friday in the first round of the Elk County Softball Tournament.
St. Marys sent Rachel Ginther to the pitcher's circle and she responded to the challenge by striking out eight batters in three innings of work. Ginther allowed two hits, both infield singles, and another baserunner on an error, en route to the victory.
By the time Ginther was pulled, St. Marys already had an 8-0 lead after three innings.
After a walk and a strikeout to open up the bottom of the first inning, Ginther helped her own cause with a run-scoring single to plate leadoff hitter Erica Sorg for the game's first run. After another walk and infield single to load the bases, Savanah Krivonyak hit a groundout as courtesy runner Kristen Huff was out on the force play at home plate. But the Lady Dutch were not done there as Cassie Wonderling stroked a two-out single to score courtesy runner Cortney Bankovich and Mandy Gerarge for the 3-0 lead. Krivonyak was tagged out at third base for the inning's final out.
Ginther allowed a baserunner in the top of the second after Brittany Watts reached on a throwing error by Krivonyak; unfazed, Ginther sandwiched strikeouts around an infield single from Paige DeCecchis to escape the top of the second inning.
DeCecchis set down the batters in order in the home half of the second frame and a Tommi Wildnauer bunt single was the only damage to Ginther in the top of the third inning. Wildnauer was later gunned down at second base on a steal attempt.
The Lady Dutch broke open the game in the bottom of the third inning as they sent nine batters to the plate in the five-run inning. After back-to-back singles by Kali Quagliani and Ginther, and a walk to Hayley McGowan loaded the bases, Gerarge tapped a single to score Quagliani and courtesy runner Huff for the 5-0 advantage.
Krivonyak followed up with a popup in foul territory that was gloved by DeCecchis. With one out on the board, Wonderling plated the team's sixth run with a single to score courtesy runner Bankovich. Gerarge was out at third on the play as Wonderling advanced to second base on the throw. An error by Kassa Kocjancic at third base allowed Taylor Bellina to reach safely; the runners would later move to second and third on a passed ball.
With two runners in scoring position, Raelyn Cunningham connected for a bloop single to center field to bring in Wonderling and Bellina for the 8-0 lead. Sorg would end the inning with a 1-3 groundout.
The Ramettes barely had an answer for relief pitcher Kelsey Fritz who allowed a leadoff walk in the top of the fourth inning to Kiana Myers who was later caught stealing. Fritz retired the side in the top of the fifth inning before the Lady Dutch tacked on another run in the home half of the fifth inning.
Krivonyak connected for a leadoff single before Wonderling hit a double to deep center field for the 9-0 lead. Wonderling advanced to third base on the throw to home plate but was stranded after DeCecchis retired the next three batters to prevent the 10-run rule from taking effect.
Morgan Levenduski and Amber Gerarge both connected for harmless popups, both to the shortstop, before Sorg hit a deep flyout to center.
Johnsonburg tried to take advantage of the extension as Kocjancic legged out an infield single and subsequent sacrifice bunt by Wildauer. After Dani Jo Dwyer struck out swinging, Kiana Myers tagged a two-out offering over the center field fence for a two-run home run to cut the lead to 9-2. Justis Myers followed up with an apparent solo shot to straightaway centerf ield but on an appeal from the St. Marys coaching staff, she was called out for allegedly failing to touch home plate. The miscue negated the home run and ended the inning.
A leadoff double from Quagliani set up another run for the Lady Dutch in the bottom of the sixth inning as she eventually trotted home on an RBI-groundout from McGowan for the 10-2 lead.
Watts led off the top of the seventh inning with a double but Fritz retired the next three batters to secure the 10-2 win.
Individual statistics:
Johnsonburg AB R H BI
Tommi Wildnauer 2 0 1 0
Dani Jo Dwyer 3 0 0 0
Kiana Myers 2 1 1 2
Justis Myers 3 0 0 0
Brittany Watts 2 0 1 0
Taylor Harvey 3 0 0 0
Paige DeCecchis 3 0 1 0
Cassie Biondi 3 0 0 0
Kassa Kocjancic 2 1 1 0
Totals 23 2 5 2
2B: Watts. HR: K.Myers. SAC BUNT: Wildnauer.
St. Marys AB R H BI
Erica Sorg 1 1 0 0
Kali Quagliani 4 2 2 0
Rachel Ginther 2 0 2 1
Hayley McGowan 1 0 0 1
Mandy Gerarge 4 1 3 2
Savanah Krivonyak 4 1 1 0
Cassie Wonderling 3 1 3 4
Taylor Bellina 1 1 0 0
Raelyn Cunningham 2 0 1 2
Morgan Levenduski 1 0 0 0
Mia Kenner 2 0 0 0
Cortney Bankovich 0 2 0 0
Kristen Huff 0 1 0 0
Totals 25 10 12 10
2B: Quagliani, Wonderling.
Johnsonburg 000 002 0 - 2 5 1
St. Marys 305 011 x - 10 12 1
Johnsonburg IP H R BB K
Paige DeCecchis 6 12 10 4 3
St. Marys IP H R BB K
Rachel Ginther 3 2 0 0 8
Kelsey Fritz 4 3 2 1 3
[1] http://www.ridgwayrecord.com/sites/default/files/KristenHuffKassaKocjancicCOLOR.jpg
[2] mailto:firstname.lastname@example.com


text:
- Scott Taylor
- Highland Park, NJ
- United States
Superintendent , Kenilworth Public School District
This conversation is closed.
Educational leadership
The Battle of Shiloh is considered by American historians as one of the bloodiest wartime fights of the modern era. General Ulysses S. Grant led his troops to Union victory and, as biographer Jean Edward Smith accounts in his highly respected, well researched 2001 book titled "Grant," showed a leadership trait that should be emulated by anyone who strives to win a "battle."
"A general imparts attitude to an army. It is not simply a matter of issuing orders, but infusing spirit and initiative. An inchoate bond develops between a successful commander and the army. His will becomes theirs...The men fought because they knew that Grant expected them to, and they trusted his judgment that they could do so."
The key to the relationship Grant forged with his troops was the success he showed in battle. The general is known to have lost as many battles as he won, but the "wins" he scored in the fighting were significant and game-changing.
Grant's soldiers followed him through thick and thin. I recognize, as an educational leader, that I will have to show successes before I can expect my "troops" to follow my vision. I realize the leaders, teachers, and parents in my schools will not support my work whole-heartedly unless I can prove that their adherence to my plans for student achievement will pay off in the end.
Jun 20 2013: Hi Scott,
- +1
It is really nice that you, as the superintendent of schools in Kenilworth, came on here with this idea.
Do you have intranet in your school district?
I'm almost certain that you are able to email all the educators (faculty and school administrators)?
Perhaps doing so, will give you an idea of what the teachers and administrators in your own distrect need, and what sort of leader they will ralley around?
How about getting to know the administrators and teachers personally?
Encourage them to watch (hopefully it comes on tv, or it is taped so anyone can then access it) a school board meeting, or attend one, help them to see what your job entails.
From my personal experience as an educator, I never ran across teachers who watched or listened to the school board meetings, they always got the information second hand. Many lacked knowledge of the effort it takes to run a school district.
I hope these simple ideas of mine helps you somehow.
Educator, Life learner
Spencer Hill
Jun 19 2013: A few years ago, I was fortunate to hear then future Lions International President Sid Scruggs speak on leadership. He is a former Annapolis graduate and summed three types of leaders:
- +1
1) I am the boss because I have title
2) I am the leader because I have built the concensus among everyone
3) Like your Grant example is the Ranger 2nd Lt. on the Normandy beachhead who says, " Follow me, I will get you off this beach!" and you follow because you trust him.
Most leaders in education are of the 1st variety. They do not have their teacher's backs when troublesome parents come in, they play favorites, and they don't try to build rapport with their teachers. Some seem to to be looking for retirement the moment they reach that pinnacle and just don't care anymore--path of least resistant.
Most don't realize the rubber hits the road in the classroom and the teacher is the contact point for improvement. For education to make the necessary future changes it's leaders have to build trust with all their subordinates. If someone complains that the district IT department are not performing up to par or the janitorial staff isn't getting all the garbage--the real leaders will listen, check into it, then make an informed decision with Solomon's wisdom. If you get the same report from more than 1 person, it probably is true.
If you want your district to follow your vision, you need everyone to buy in to it. If you are a type 1 leader you will not get very far. Type 2 you will get more people to work with you but not all. You have to invest the time, build the relationships and build trust going both ways.
I wish you luck in your endeavors, but you have a tough row to hoe in education because no one is very adaptable to change.
Brett Tipton
Jun 18 2013: Scott--the emotional tie to accomplishing a mission is so vital. The number of complaints I've had from students has been extremely low. The problem is it's impossible to please everyone and the people that love you don't beat down your supervisor's door. I've had student complaints and seen my other students rise up to defend me.
- +1
Most classroom conflicts come from three different objectives that exist in the classroom. There is the teacher's objective which is to have people learn. The student's objective isn't always to learn. What they often want is easy answers or a step-by-step process so they can garner a certain grade. They often crave a paint-by-numbers approach, because it gives them a sense of security. But, those approaches are often least effective in teaching them the skills they need. They have been conditioned to crave certain things that thwart the learning process. Then, there is the objective of the bureaucratic boss, who often just wants to make sure things run smoothly.
Some of it comes from a flawed leadership paradigm that administrators sometimes possess. They sometimes lead through control. Control is an illusion. Often the most controlling people are the ones that have least control of a situation. There is a huge difference between being in control and being controlling. It's the difference between influence and coercion. I much prefer the influence paradigm.
An instructor is often the middle man between grade grubbers and pencil jockeys. Unfortunately, the system has often been set up by the pencil jockey. So, the system rewards conformity and squashes creativity. Teaching is an incredible art form, but the system treats it like something that can be boiled down to a cook book recipe. Teachers are often forces to be intellectual line-order cooks as opposed to mental Mozarts!
Jun 18 2013: Wouldn't you equate "control" with "insecurity?" My experiences tell me the leaders who work in a top-down manner are the least confident.Jun 17 2013: Scott, When I was in school in the 40's ... teachers rules with a iron fist .. Principals were the "force" ... and I never heard of anyone going to or even talking with a Superintendent .... PTA was a power .... and my parents still had a fear of my teacher was she had taught them and the sins of the parent rained down on me ... I got swats from the teacher, principal, and really caught it when I got home.
I bring all of this up as a difference of what we have now. My current picture is that the school has mandates from the federal government, state government, and the locals are left out. Superintendents are busy writing and searching for grants to keep the school afloat, principals are busy reading and complying with federal and local mandates and hoping that no one will sue (that is the national past time). The teachers have had most of their options taken away by the real educational power houses the textbook writers and the test developers. They follow the guides and plans given to them to cover the high stakes testing to follow ... in essence they now teach the test.
As a superintendent or even a principal, or teacher .. you never see the parents of at risk kids. You see good kids and good parents ... and sometime those who want to burn you in effigy or sue you or their lawyers.
Your plan is important ... how many parents or members of the community were involved in devising or implementing this plan? Budgets, STEM, high stakes testing, and community apathy are the real issues and the fight at hand.
I am retired and very active in the school. Most of the time I am alone in my efforts and try to understand the position the administrators are in and work with them. I ask others to come help and they say why ..... what good would it do.
Superintendents, principals, and teachers are getting a bad rap due to federal, state, and union interference and mandates. The dollar rules in education ... not the learning.
Jun 17 2013: Ah...a pessimist! I am a hopeless optimist and work hard (like I believe man of my colleagues do) to stay visible. I blogged about this for Edutopia. Below is an excerpt I hope you will read:
"Be a presence in schools each day. I make a point to start my morning in the hallways and then conduct my walks before the day gets ahead of me. Start the day in the office, and you're likely to end the day in the office (save for that weekly administration team meeting). An educational leader's work clock runs at least seven hours. How much time can one possibly spend in meetings and doing office paperwork? Just by cutting one to two hours out of my office day to spend a few minutes in each classroom and hallway of my small school district, I've learned more about the little (but often very important) things going on than I would have learned from email, phone calls or hearsay. Besides learning about the evolving culture of my schools, walking the hallways every day and being highly accessible has been key to showing everyone that I care about the school district at every level."Jun 17 2013: Hi Robert,
You said, "The dollar rules in education ... not the learning."
During my first year teaching, I had an incredible mentor. She said, "Everyone has been to school so everyone thinks he is an expert in the field."
This statement is so true.
So, yes the dollars do rule when it comes to policy.
However, the dollars do not rule the teachers who are doing the job every day, made more and more difficult with every new piece of legislation.
I suspect this is why the corporate reformers (with money) and teachers (without the money) have had such a rough time communicating. Those in the corporate world equate money and success. Teachers equate learning and success.
Hopefully, for the sake of students and progress, us adults will learn to communicate effectively.
Jun 18 2013: Your right. The most common means of evaluating a school or a school system is to calculate the amount of money spent per child. The theory being if I spend a bucket full all the kids will be much smarter. This has been going on for years and is still used and is still wrong. The worst schools in the USA by the educational rating system is Washington DC and the BIA system. The big "F" for each of them is cost per child and the drop out rate which are the two key evaluation factors.
This year the teachers evaluations are being basd on the student scores on the high stakes tests. This almost kills any teacher wanting to go to a innercity school .... the rating will follow you forever. Who thunked this up?
I think we adults communicate well we just are not talking about the same thing.
Thanks for the reply. I wish you well. Bob.
Brett Tipton
Jun 17 2013: The bond between teacher and student is a huge component of teaching and learning. Unfortunately, the system works against it--at least from what I've seen teaching college. Political correctness poisons the whole process. If you offend someone you're in trouble. I know. It's happened to me. I was told I offended someone by a previous supervisor. However, I was never told what I said or did. So, I became timid in the classroom--not knowing what I could say or do! I was also told by this same supervisor that I was too much of a friend to my students and had to maintain professional distance.
- +1
Now, how can one develop trust with others without open and honest discussions? How can you not develop relationships with people you deal with on a regular basis? How can you find out what makes people tick and how to motivate them unless you foster an emotional bond? How can you develop critical thinking skills unless you have intense discussions about issues that affect people and that they really care about?
There is an assumption made in academia that removing our emotions from our ideas strengthens them--that we maintain an "objective" tone that is prevalent in academic research, writing, textbooks and most college lectures. It's a sham. No one is objective. And, logic and emotions are not separate, but intimately intertwined. The whole idea of bifurcating logic and emotion is a farce. I'm calling it's bluff.
Deep education begins with emotional connections. It begins by forming personal bonds and creating community. The most important component of education is love--love between teachers and students, and love for the topic at hand. Our education system has become a sterile environment devoid of passion and human connection. Once those components are gone people are just going through the motions!
Jun 17 2013: One of the challenges for college instructors is that they don't receive any teacher training or typically any supervision/coaching once in the classroom. Teaching issues get attention from supervisors only if there is serious complaint. Lower ed teachers do get such training.
In my experience, the culture surrounding college teaching is very different from the culture within k12 teaching.
One of the notes of guidance I remember from my training on how to be an effective k12 teacher was "bring your heart to school." Teacher training makes clear that the effectiveness of learning is closely connected to the relationship of teacher and student.
This does not mean, though, that the teacher's personal needs or wants and the students' should be on an equal footing. So whether you are effective just being your authentic emotional self depends on what that authentic emotional self is like. There is a power differential between teacher and students. Also you are there for the benefit of students more than to meet your emotional needs.
Teachers need to develop judgment as to which of their life events are appropriate to share and which do not benefit the students to hear about, for example.Jun 17 2013: You and I are completely on the same page. I just had a direct and brutally honest discussion with one of my administrators about the need to harness the power of relationships in order to "get the vision done." Heck, Lyndon Johnson was a pro at realizing this:
Scott Taylor
Jun 16 2013: Of course an educational leader must get buy-in! I took a cue from Bill Gates on this topic. Check it out:
- +1
"There's a basic philosophy here that by empowering...workers you'll make their jobs far more interesting, and they'll be able to work at a higher level."
The resources you shared below are wonderful! Stephanek's work in Maryland is truly inspiring!
Fritzie -
Jun 16 2013: People are also more likely to buy into a plan if they are part of developing that plan. Particularly in an organization of professionals, the staff may not think in terms of the military model of a leader and troops that you have in mind as you conceptualize leadership of the school district.Jul 16 2013: Grant may not be the best example of a leader to follow based on personal choices. That being said, if he hadn't been involved in the Civil War, would the north have won? Just like criticizing Bush, not always a great person, but he helped heal the country after 9/11. Separating personal and professional choices is prudent here. And we will avoid politics.
- +1
That being said, if you wish to lead, you must gain the trust of the people you will be leading. You must also have a clear vision of what it is that you wish to accomplish. To often, I have heard the mantra's of "all children will succeed", "no child left behind", "improve all test scores", etc ad naseum. They are all worthless if you don't actually know what you want. Grant had a battle plan that ended with him winning. Educational leadership often has a plan of "well here is the goal, I hope we make it" with no clear plan on how to get there.
Building capacity in the school(s), enabling educators to lead and be innovative, expecting excellence, setting a clear path to success rather than a nebulous goal, and gaining staff buy in are all required to be successful. If you can do those things you will be on the right path to be successful.
People need to see their part in the plan. That they have a critical role to play. That they are valued and respected and that you know that. That the students are important and come first.
Sometimes that means praise, and sometimes, that means counseling students and teachers to find other places that they will be successful.
Scott Taylor
Jul 16 2013: Good points all around Everett. In the name of helping "people [see] their part in the plan," I have established a Superintendent's Community Advisory Committee. I already received notes about five interested parties in just one day of "advertising!"Jul 6 2013: An educator taking leadership advice from a general? A 150 year old leadership model?
- +1
What exactly was the troops response when he told them to put away their cell phones?
There are better models out there. Look them up. Pick one with less "command and control." That style does not facilitate student learning.
Fritzie -
Jul 6 2013: What a pleasure to see you back, Linda. It has been too long.Jun 20 2013: I cannot really believe this conversation got this much attention.
- +1
Grant was a drunk.
Soldiers were illiterate by today's standards.
Deserters were shot.
Wars and Hero's are made by the media.
Political office is made and filled by the media.
Media is controlled by political advertising revenue sources.
The Moon is not made of cheese.
There is no Man in the Moon.
The cow does not jump over the Moon.
Reality is hard to like, but it remains what it is.
I like ghost stories.
Jun 20 2013: Frank- I do not believe anyone here is suggesting Grant was an effective person, general, or president. It's hard to doubt scholarly research that pulls good leadership traits from flawed historical characters. Why can't we learn from the failures and successes of previous leaders?
Jun 20 2013: Scott, thank you, you wrote.
"Why can't we learn from the failures and successes of previous leaders?"
I want to answer with this. --
As time passes, new generations without the historical experiences of their
elders, accept most flaws in character that more experienced persons would
find hazardous.
US Grant, a Drunk was followed 150+ years later by GW Bush.
These two national leaders exhibited behavioral flaws, and selfish traits,
built upon acceptance by voters led by an overly well paid media.
Their drunkenness's were careful hidden by their political caretakers,
their families, and friends.
Grant was a public success and Bush was not. In both cases the
voters were deceived. Nothing new.
Voters are deceived by our political circus 24/7/365.
As long as the media can be paid to sway public opinion, those
who pay to play, are our dictators. The really funny thing is that the
US Dictators are always unseen shadows. Pulling the puppet's
In summary, having a drunk, or a moral infant become the voters pied-piper
is no big deal. Turn on your radio, television, or website, see a movie.
You can be sure of the truth when told by any of them and Hollywood.
Can't you?Jun 19 2013: Spencer- I am so thankful for you sharing this! I can see the need for educational leaders to volley between leadership styles 2 and 3, depending on the circumstances and the culture of the school district.
I like to think there has been a shift in leadership attitude over the years. I have noted the pessimism from posters on this threaded discussion and would surely like to see data that supports the notion that "most leaders in education are of the [first] variety." New Jersey has placed a cap on Superintendent's salaries and the result has been the retirement of many who belonged to the "old boys club." My hope (and theory) is that a new generation of educational leaders will (and is) rising up and recognizing the research on effective leadership (think Roland Barth, Sergiovanni, etc.).Jun 18 2013: Scott--I would agree that control and insecurity are intertwined. Insecure bosses tend towards one of two extremes. They either are skeeter bosses, constantly buzzing around like some mosquito trying to micromanage everything. Or, they are completely hands off, because they want to avoid any kind of confrontation. The hands off ones usually won't last long. There is a third type, which is a hybrid of the two I call the Jeckyl-Hyde. These bosses are non confrontational marshmallows until the big boss is around. Then they become control freaks.Jun 18 2013: Scott,
I would recommend you take the time to read the short (320 pages) but apt book by Chip and Dan Heath entitled Switch: How to Change Things When Change is Hard. I do not want to ruin the book for you, but to give you a short preview of the theory it contains. It suggests there are three aspects of change management leaders need to consider while trying to create change against all odds:
- Get buy in at the emotional level
- Once emotional buy-in exists, back it up with rational thought and by focusing on the bright spots within your organization by pointing to the destination and scripting the critical moves you need to get through to get to your destination
- Shape the path / culture: Build habits that support your change and rally, in your case, your teachers.
The book goes much more in-depth with some specifics and examples. These examples, generally speaking, are instances where individuals have no organizational power behind them to help push the change. These include amazing systematic changes such as saving endangered animals while working against the home country's dominate culture. This reminds me, in a very real way, of the kind of change that needs to occur in our school districts - often times against the prevailing culture to ensure real progress towards educational objectives. I also suspect that you are the type of leader that does not want to ineffectively strong-arm change. This book may give you at least some insight on how you might go about this. Scott, I would love to hear how you choose to tackle this very relatable problem and the resulting change in your schools. I am interested in a position in educational leadership myself (mostly on the finance side – I am an accounting and Computer Information Systems major at university hoping to find my way into school finance) and suspect I will find myself in a similar position in the future.
Best of luck,
Comment deleted
Jun 18 2013: Fair point LaMar, although I see no harm in "borrowing" bits and pieces of various leaders' failures and successes and applying these things (with adaptations of course) in the educational leadership setting.Jun 17 2013: One of my problems is I care too much for my students--at least for how the system is set up. Being wired to teach, I constantly give myself emotionally to my students. They do respond to this, but it wears me out. The problem isn't that teachers shouldn't give, but that they get little to no support in giving. In class I need to set the stage and create a positive environment. That is draining to one's emotional batteries. But, there is little in place in the system to help instructors recharge those batteries. Too often administrators don't nurture teachers. Instead they become another huge drain on the instructor. Those instructors that don't care just come to work, do what they're told and don't worry about fighting the system. Those that do care are constantly giving themselves to their students and instead of being supported by the system are constantly fighting the system on behalf of their students. I'm at the point I'm just tired of fighting the system.
Jun 17 2013: I agree this is a problem Brett. So, what are YOU doing to solve this problem if others cannot solve it for you? Do you have an outlet after work? Do you have colleagues with whom you connect on a regular basis who, like you, need a recharge?
Jun 17 2013: Scott--I do a ton of writing. I've written several books connected to education. One is called, "Learning is Fun, but Education Stinks". A second is geared towards the Christian community called, "Go Ye Therefore and Teach". The basic premise of both those books deals with the fact that how we are teaching is incongruent with how people learn. I've written another book called "Theater of the Mind" which explains how the conscious and subconscious mind work together in the creative process. If you check out my website there are other books, but those three have direct applications to education.Jun 17 2013: George- I think it's all in the delivery. I just got a promotion to Superintendent in my district that I think was largely based on my careful communication of the message that "we're all in this together." I pulled a Lyndon Johnson series of maneuvers (check out this blog post to understand my meaning- http://successfulschools.blogspot.com/2013/05/lyndon-johnsons-handshake-and-leading.html) and leveraged my relationships to communicate the power of shared ownership- http://successfulschools.blogspot.com/2013/05/four-suggestions-to-help-you-lead-by.html
It's all (in my opinion) in the delivery!
Jun 17 2013: I love number 3. "You want to make it absolutely clear that your vision is all about children." Keep students and learning front and center in your vision.
(And my biggest piece of advice is to make sure to include students, teachers and parents at the stakeholder table. Listening is a critical skill in leading.)Jun 17 2013: So does anyone else really want this? Really? I was talking to a friend who was hired by a rural district here in Texas to really straighten things up.... He did.... The school board called him on the carpet to talk about this. Well I did what you wanted he told them. True they said............ and then theyfired him.Jun 16 2013: I love your point and strongly agree with your concern about use of the term "product" to describe learning outcomes. Do you think parents can value process over product? I hope non-educators have the capacity (and guts) to look beyond policymaker rhetoric and recognize the extreme importance the evolution of knowledge acquisition is (as opposed to the focus on the end-"product").
Jun 17 2013: Thanks for the kind words.
Yes, I absolutely believe parents can value process over product and I have a concrete example. I taught in a Title 1 public school for eight years. About half way through my time in the classroom, the district decided to do away with letter grades and go to entirely standards-based reporting. This was before technology was anywhere near ready for processing data coming from so many (too many) state and district mandated assessments. Frankly, in doing away with letter grades, assessing students became a lot more complicated and the new report cards lost all meaning to the parents. Parents just began to view 4's as A's and 3's as B's etc. even though they were not the same.
It was around this time I turned to portfolios to bring back some relevance to reporting and I pieced together a portfolio system involving the student, the parent and the teacher. The worth of the portfolio relied on a student-led conference. When students are enabled to explain learning outcomes to parents, parents become engaged and accountable in the process.Jun 16 2013: Stakeholders are critical to educational progress. My children attend school in a district where the vision is to be "the top producer of successful students in the nation." Producer? My children are not products. So, I wrote a letter expressing my feelings on the matter to the superintendent and school board a year and a half ago. I was pleasantly surprised to get a positive response to my letter, and it started a critical dialogue. One of my main questions was, "Who wrote this vision?" And, it came as no surprise to me that the most critical stakeholders, the students, were not involved in the process.
Education reform isn't pressing to me because I fear we will lose some battle of the minds with another nation. I feel a sense of urgency in education reform because, as of next year, I will have a kindergartner and first grader in public schools, and public schools are not meeting my expectations. (I have no intention of placing them in a private school nor will I play lotto for a slot in a charter school. ) (Because, shhh, don't tell anyone but most schools really aren't all that different.) So, that leaves us with a system that could use some work, and I'm in!
I'm going to submit another analogy for leadership. There are leaders who lead because others are afraid of something. This has more to do with submission and self preservation. Others lead with inspiration, bringing out creativity and solutions in those around them. (Leadership, in my experience, has less to do with the singular leader and more to do with the group. It has everything to do with what the leader(s) sees and inspires in those around.
I see that you are an assistant superintendent and I am a HUGE believer in bringing peace into the conversation in schools. Check out...
http://your4state.com/fulltext?nxd_id=312062 and possibly look into becoming a "Peace Certified Community" through the Mattie J.T. Stepanek Foundation. http://www.mattieonline.com/Jun 16 2013: It sounds like you are referring to only Leadership by Example . That's only one of many ways of influencing people by a leader. Another way is creating a compelling vision for which team will be inspired to go for even seemingly impossible goals. Another one is as described by Fritzie in his post here. Creating trust among followers is key to win people to make them follow, best way of achieving that is " walking the way one is talking" . And so on , actually in leadership there is no single cook book solution that will be successful in all cases, that's what I feel.


text:
- New
- Gifts
- Seasonal
- Household
- Organizers
- Kitchen
- Health & Beauty
- Lawn & Garden
- As Seen on TV
- Sale
- More Ways to Shop
- Web Exclusives
- College Living
- Bed & Bath
- Apparel
- Entertainment
- Home Decor
- Pets
- Weekly Specials
- Military Offer
Fleece Earband holds cap on - keeps ears toasty warm! Designed for those who just won't give up that favorite baseball cap, even in the coldest weather. Clever ear band covers your ears and forehead. Cap's visor slips through the special slit for a snug "wind-proof" fit. One size. Polyester fleece. Imported.
Any combination of 2 or more Fleece Ear Bands will be priced at $7.49 each.
Welcome to Harriet Carter - Distinctive Gifts Since 1958. Find a large selection of products for organizing your life, as well as As Seen On TV products, household gadgets and problem solvers, unique gifts and gift ideas. Buying online is the fastest and most convenient way to shop! We have created this website just for you; everything is arranged by product category for quick, easy selection. In addition to our selection of gift ideas, you'll find products for organizing, As Seen On TV items, New Arrivals, Web Exclusive Gifts, Household Gadgets and products for your Pets.
Copyright 2015 Harriet Carter Gifts, Inc.
All Rights Reserved.
Harriet Carter
We are now accepting PayPal as a form of payment. For those of you unfamiliar with PayPal, it is a Web-based service that enables you to pay an online merchant without revealing your financial information. We've added this payment option to better meet your expressed needs for confidence, control, convenience and choice in your payment methods.
Learn more about PayPal and decide if you would like to set up a PayPal account.
Thanks for visiting our Web site - come back soon!


text:
Some people never get welding. And if you force it on them they hate it. You have to build up slow and in some cases beg for guidance. A lot of the tricks of the trade are inbred in experience. I can teach a monkey to weld but I have to supervise like a school marm all day long. And do you think they repay the favor some day? Most likely not.
I hire them young and cheap. I go through a fair share of posers before I get one worth bestowing my experience to. And even then a lot of the time they hire on down the street for a couple of dollars more an hour. That is their biggest mistake because now they are on their own. I see bunches of them giving up a few years later because they get burned out on the production line of greed.
Still I believe it is best to continue school and work welding nights earning minimum wage garnering those golden nuggets of knowlegde working beside a veteran of the industry that knows how to turn a rusty chunk of metal into profit. Then the work will be rewarding in itself, and the money will come.
Results 11 to 18 of 18
Thread: Welder training
08-29-2012, 05:38 PM #11Nothing welded, Nothing gained
Miller Dynasty700DX
3 ea. Miller Dynasty350DX
Miller Dynasty200DX
ThermalArc 400 GTSW
MillerMatic200 with spoolgun
Lincoln SP-170T
Linde UCC305 (sold 2011)
Hypertherm 1250
Hypertherm 800
PlasmaCam CNC cutter
Fadal Toolroom CNC Mill
SiberHegner CNC Mill
2 ea. Bridgeport
LeBlond 15" Lathe
Haberle 18" Cold Saw
Doringer 14" Cold Saw
6 foot x 12 foot Mojave granite
08-29-2012, 06:23 PM #12Junior Member
- Join Date
- Aug 2012
- Posts
- 8
All sound advice. Thanks guys.
09-02-2012, 06:35 AM #13Senior Member
- Join Date
- May 2012
- Posts
- 110
Ignore the asterisk above, guess there is some word monitoring technology in place that replaced the three letters prior to it!
Gaaaaafh! Done it again....should be "m i d d l e s e x county"
09-03-2012, 09:09 AM #14Junior Member
- Join Date
- Aug 2009
- Posts
- 24
i took the welding night classes at the middle*** votech in piscataway a couple yrs ago. it was pretty good. now i have my own welders and just burning away. the teacher there are very helpful and a good guy. i was gonna take the aws class there but budget is prohibiting me now. so i'm taking machine shop and autobody class to learn more stuff. iwill prob take the aws class next yr when i can afford it after my mustang project is complete. good luck ps. better hurry up if u wanna sign up. i think classes start sept 12
09-04-2012, 03:43 AM #15Junior Member
- Join Date
- Sep 2012
- Posts
- 1
I was like you not too long ago. I was looking for an intensive welding training and it took me quite a long time to find the right one for me. What you need to know first is in what specific area is your son interested in then go from there. There are welding schools that provide intensive training to specific area of expertise. You can check this out and see if this is what you are looking for.
11-20-2012, 01:53 PM #16Junior Member
- Join Date
- Aug 2012
- Posts
- 8
Thanks. I'll pass along the info.
I've always heard good things about the Hobart Welding School (HIWT). It may be further than your son may want to travel but they also have online and dvd courses that you can take at the local votech school and still get their diploma's. The key would be having access to a location to practice welding which no matter where you go, your going to have to burn some rods. I get their publications regularly and read a lot of stuff about them in the welding Industry and their supposed to be one of the better schools. They also have accelerated courses.
11-21-2012, 05:44 PM #18Senior Member
- Join Date
- Oct 2006
- Posts
- 642
I'm probably the last to give advice of this nature, or maybe not.
I have a son who is currently in a welding program in a Technical High School.
Just bought him a stick welder so he could burn a lot of rod at home to practice.
The goal at his school is to pass the AWS test in SMAW, I forget which weld they are going for but it's one of the tougher ones.
I guess I'd like to add they they just went on a field trip to a local company, a welding supplier if you will, who also runs a welding school.
Personally I took some courses through the local community college, they were a couple of nights a week for a couple of months. Cost was about $350 and they were very 'informative'.
Maybe before you son launches into one of the more pricey school option he should look for one like at the community college if for no other reason than to get some exposure to welding.
WARNING: The following information is only offered as ideas on where to look. I have had no experience with either of these places and cannot speak to their effectiveness or ineffectiveness.
The school he visited gets around $2,000 per course and you can see their info here ..... http://www.earlbeck.com/training.html
On the other hand one welding supplier in the region ( MD/DE/NJ ) offers two day courses for under $500 ..... http://www.keengas.com/welding-school/


text:
2010 Hillside Select® Cabernet Sauvignon
Release date: AUGUST 29, 2014
Suggested California retail: $250.00
"… one of the New World's most profound Cabernet Sauvignons …" – Robert M. Parker, Jr., The Wine Advocate
"… one of California's best and most sought-after reds, routinely ranked among Napa's elite." – James Laube, Wine Spectator
We are thrilled to offer 2010 Hillside Select, a 100 percent Cabernet Sauvignon sourced from our rugged hillside vineyards in Napa Valley's Stags Leap District. This release offers classic richness, youthful elegance and texture. The wine introduces itself with alluring, perfumy aromatics followed by flavors of blackberry, cassis, black cherry, dark chocolate, smoke, peppery spice and a touch of vanilla. The tannins are ripe and refined, holding out great promise for decades of cellar age.
Truly a "wine of a place," this Cabernet Sauvignon exemplifies the extraordinary richness and suppleness consistently produced in our little valley within a valley in the heart of Stags Leap District.
Hillside Select is aged a full four years prior to release (three years in Alliers and Tronçais oak barrels and 15 months in the bottle). While enjoyable today, this wine will gain richness and maturity with up to 20 years of careful cellaring.
Growing season
The vintage started with a rainy spring followed by a long, cool summer holding fruit maturation at a slow, even pace. With a bit of extra work, pruning away any less than stellar clusters, we set the stage for a harvest of gorgeous fruit – full of elegant, alluring flavor.
Winemaker's Notes
"The long, cool 2010 vintage has given this wine dark color, high-toned, perfumy aromas and elegant flavors of dark cherry, espresso, sweet vanilla and wet earth with enticing rose petal, cranberry, blueberry, oregano and sage. The mouthfilling complexity and completeness here come together with ripe, smooth-textured tannins and a persistent finish that won't let go."
– Shafer winemaker Elias Fernandez
|2010 Hillside Select Cabernet Sauvignon Fact Sheet
2015 Current Releases
The Hillside Select® Story
Shafer Brochure
|Hillside Select Brochure
Finding Our Wines
Robert M. Parker Jr.'s The Wine Advocate,
October 2014
Hillside Select – A Complete Video Collection
Hillside Select® Tasting Notes
|This is classic Cabernet Sauvignon from our rugged hillsides, exuding dramatic, rich color, high-toned, elegant aromas and full, refined flavors of dark cherry, cassis, espresso, sweet vanilla and wet earth with enticing rose pedal, cranberry, blueberry, oregano and sage. The lush, mouthfilling complexity in your glass is completed with ripe, smooth-textured tannins and a persistent finish that won't let go.
|Drink now – 20 years
|The lengthy cool growing season endowed this wine with inky, midnight color, lively aromas and luxuriant flavors of black fruit that are rich and juicy down to the core, with enticing layers of cocoa, black tea, spice, subtle toast and the kind of mouthfeel you only get with ripe, silky Stags Leap District tannins. A pleasing overall balance keeps the elements together giving the wine a delicious sense of completeness.
|Drink now – 18/20 years
|Aromatic elegance leads to rich, focused flavors of blackberry, black cherry, dark chocolate, cola, cassis, juicy black and red cherry, black tea, with spice and warm toast. Ripe, silken tannins result in a pleasing, lengthy finish, smooth texture, and a refined structure which offers the potential for very long term aging.
|Drink now – 18 years
|Our 25th vintage of Hillside Select offers hallmark Stags Leap District aromas and flavors of black fruit, mocha, black plums, cassis, juicy black and red cherry, black tea, with spice and warm toast. Ripe, silken tannins result in a pleasing, lengthy finish, smooth texture, and a seamless structure which offers the potential for very long term aging.
|Drink now – 17 years.
|The bottle opens to aromatic beauty followed in the mouth with a core of juicy, black fruit, chocolate, black plums, cassis, black and red cherry, black tea, and vanilla and spice. Ripe tannins put together good structure for long term aging.
|Drink now – 15/16 years
|From a year of abundant fruit we selected only the best-of-the-best from our small vineyard blocks. Enticing aromas of blackberry and cassis followed by flavors of black cherry, currant, cassis liqueur, black plum, dark chocolate, spice and tobacco. The juiciness of these flavors comes in a knitting of ripe, round tannins.
|Drink now – 16 years
|This Hillside Select offers a striking balance of dark, lush fruit with the elegance of nearly a decade of age. These are the enduring aromas and flavors of our hillside grapes –blackberry, cassis, dark chocolate, juicy black cherry, black pepper integrated nicely with oak, char and vanilla all tied up in a bow of silky, firm, easy-to-enjoy tannin.
|Drink now – 14 years
|The aromas of blackberry, black cherry and spice combine lushness and perfume while the wine fills the mouth with a rich cassis, blackberry, toasty vanilla, mocha, herbs, and a seamless integration of soft, ripe Stags Leap District tannins. Expansive and juicy in the mouth with flavors that remain long after the glass is empty.
|Drink now – 13 years
|This Hillside Select is archetypal Stags Leap District Cabernet Sauvignon from a justly celebrated Napa Valley vintage. The movement from nose to mouth to supple tannin to lengthy finish is harmonious, offering a round, expansive, silky liquid feast of black cherry, rich plum, black fruit, cassis, and dark chocolate shot through with toasty vanilla, blueberry, and cedar.
|Drink now – 14 years
|From a legendary vintage this Hillside Select offers aromatic, elegant black berry, currant, black cherry, cola, and cassis; rich, stylish dark fruit flavors, with a balanced seasoning of minerals, smoke, vanilla, tobacco, and herbs; a core of sweetness is the prelude to a long finish of chocolate and spice surrounded by the classic silky tannins of the Stags Leap District.
|Drink now – 12/13 years
|Shows a pleasing range of aromatics — black fruit, pepper, mineral, sweet-spicy vanilla, dried herbs and dense purple-midnight color. Beginning to show age characteristics of cedar and tea. A core of sweetness and supple, mature tannins from our small-berried hillside fruit spread a rounded, rich feel in the mouth and a lengthy finish.
|Drink now – 5 years
|Offers aromatic brightness and fullness in the mouth with plenty of raspberry, blackberry, cola and a richness of fruit; showing more mature notes of tobacco, herbs and minerals and a core of sweetness. This generously proportioned wine offers a long, lingering after taste.
|Drink now – 7 years
|We wish we had more of this one in our cellar. It's lovely. Deep color at the core of the glass with soft tannins and luscious fruit typical of our hillside vineyards with a compelling blend of currants, vanilla and mineral in the mouth and a long finish. This was our first vintage to perform berry selection in the vineyard ensuring that the fruit we harvested was the best of the vintage. That work shows here.
|Drink now – 4 years
|After an extended youth, this Hillside Select is moving beautifully past primary fruit with elegant characteristics of cedar, tea and tobacco. Even so, it continues to offer rich mouthfeel, dark color, with flavors of chocolate, spice, and black fruit. A long finish of mocha, vanilla and smoke is tied up with the classic tannins of the Stags Leap District.
|Drink now – 9 years
|With more herbs, cedar, and tea than its '97 sibling, this vintage offers alluring aromatics and elegantly balanced fruit flavors. In the glass you'll find deep color with a ring of brick at the edge, as well as a silky texture and maturing fruit, showing plush black currant and dark spice with a long finish.
|Drink now - 3/4 years
|Shows richness, composure and lovely, dark-fruit complexity. Powerful, ripe and elegant, with velvety brick color and maturing Cabernet flavors. Rich with great depth of flavor and a lingering finish.
|Drink now – 3/4 years
|From one of the watershed years where a great vintage and winemaking experience came together. Showing delicate, complex layers of tea, cedar, tobacco and leather. This is bottle bouquet in a delicious phase.
|Drink now – 2/3 years
|A very complete wine in a more subtle way than 1994; this one almost seems like it belongs in a line-up of our Hillside Selects from the late 1980s. Showing mature color with a brick-red rim; oak toast, plums and nice earth/mineral notes in the nose. Refined, expansive fruit that has pleasing depth and finesse.
|Drink now
|Enjoying the full pleasures of age in its aroma and flavor profile; balanced and structured with tannins that have reconciled with the fruit. Amber at the edges of the glass. A smooth, seamless wine. Long finish. Showing bottle bouquet.
|Drink now
|Deep color in the center of the glass with red/orange at the edges, dense flavors, juicy fruit, great length, and richness. Complexities are still developing.
|Drink now
|Beautiful color with flavors and aromas of tea, herbs, spice, blackberries, cedar and developing mushroom. Mature and balanced with a silky texture and pleasing finish.
|Drink now
|Complex, mature Cabernet aromas that lead to flavors of dried herb, black tea, and cedar. Soft tannins. Still sweet with nice length.
|Drink now
|Medium dark color, floral notes in the nose. Medium bodied, mature Cabernet flavors and moderate tannins.
|Drink now
|Mature, herbal aromas. Complex Cabernet Sauvignon flavors balanced by soft tannins.
|Drink now
|Developed aromas of earth and mature fruit. Complex bottle bouquet.
|Drink now
|Mature color with restrained, mature medium/full-bodied flavors. Still some vibrancy and liveliness.
|Drink now
|Still showing sweetness with lovely color, herbal aromas. The only year that wasn't 100% Cabernet Sauvignon (7% Cabernet Franc added). Medium body, mature flavors.
|Drink now
|Fully mature color and aromas. Nice acidity complements mature flavors and resolved tannins.
|Drink now
2010 Hillside Select® Reviews
"… a mindblowing display of blue, red and black fruits along with licorice and floral notes. The prodigious aromatics are followed by a precise, rich, pure blast of inky black currant, blueberry and mulberry flavors. The oak is virtually undetectable, and the wine, for all its richness and depth, is incredibly light on its feet and ethereal. It should drink well for 3 – 4 decades."
— Robert M. Parker, Jr., The Wine Advocate
"Pure, rich and intense, massive and well-built, with wall-to-wall ripe berry, currant, cedar and spice notes, framed by gutsy, chewy tannins and aided by a long, intense, layered finish."
— James Laube, Wine Spectator
"The Shafer family has made compelling reds for decades this one is a knock-out. Fabulous character of currants, mint, spice and wet earth. Juicy and fruity, with an intense, chewy finish."
— James Suckling, Hong Kong Tatler
"… Cassis, blackberry, blueberry, mocha and minerals on the nose, along with a mounting component of sweet oak. Sappy and silky on entry, then utterly mouthfilling without being heavy. The thick yet suave black cherry and cassis flavors boast outstanding intensity and a surprisingly restrained sweetness, with the sexy oak perfectly integrated. Finishes with utterly seamless, noble tannins and great resounding length. A great vintage for this perennial star--and likely to evolve in bottle for at least 15 to 20 years thanks to its outstanding density and balance."
— Stephen Tanzer, International Wine Cellar
"The 2010 Cabernet Sauvignon Hillside Select tastes like a combination of graphite, smoke, pencil shavings, lavender and blueberry jam. But it is the wine's crystalline precision, nuance and towering structure that elevate the Hillside Select to the ranks of one of the very best wines of the year. A pure, viscerally wine, the 2010 is absolutely stunning. Over the last few months I have had the opportunity to taste and drink several bottles of the 2010 and have never been anything less than thrilled. This is a fabulous showing from Shafer."
— Vinous.com, Antonio Galloni


text:
Campus Information | About the School | Contact
Office of Admissions and Financial Aid
The Student on Campus
Student Housing
Ample, affordable on-campus and off-campus housing is available. Information can be obtained from:
Residential Living (on-campus)
3901 Locust Walk, Philadelphia, PA 19104-6180
Web site: http://www.upenn.edu/housing
Office of Off-Campus Living
4046 Walnut Street, Philadelphia, PA 19104-6177
Web site: http://www.business-services.upenn.edu/offcampusservices/
Recreation Facilities
The athletic facilities of the University are available to all full-time students, faculty, and employees. More complete information is available at
Indoor Recreation Facilities
David Pottruck Health and Fitness Center–17,000 square feet of fitness space, olympic-sized pool and coed sauna, basketball courts, climbing wall, golf simulator, juice bar, pro shop, dance/martial arts studio, locker/shower facilities, and the Department of Recreation administrative offices. Hutchinson Gymnasium–houses a multi-purpose gymnasium, the Penn Fitness Center, a dance studio, the Ringe Squash Courts and locker/shower facilities.
Outdoor Recreation Facilities
Bower Field–a lighted recreational outdoor field space used for informal play, Sport Club practices and competitions and Intramural Sport.
Hill Field–available for informal play, Sports Club practices and Intramural Sport.
Penn Park-24 acres of continuous open space that includes athletic and recreational facilities for softball, tennis, and paths for walking and jogging.
38th Street Outdoor Basketball Court–located on the top of the 38th Street Parking Garage.
Student Health
The Student Health Service, located at 35th and Market Streets, maintains a staff of physicians who treat and advise students. A brochure describing the services provided and explaining student health insurance coverage is available at the Student Health Service. Full-time students are eligible for those benefits through payment of the general fee, subscription to the student health insurance company or the possession of equivalent commercial coverage, and after filing an official medical record with the Student Health Service.
The City of brotherly love
We are proud to call Philadelphia our home since 1765. Learn more about city life here: www.upenn.edu/life-at-penn/philadelphia.php
Page Updated: 14-Aug-2014