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Journey through the colossal ice castles of the American Southwest
- 1
Ashley Hefnawy is an editorial assistant and a content producer for Shutterstock's blog. This post was originally published on the Shutterstock blog and has been adapted with permission.
Natural wonders of the world can be truly mind-boggling. Man-made objects are only so powerful, until they meet their eventual maker: nature itself.
"This event was off the charts"
Gary Vaynerchuk was so impressed with TNW Conference 2016 he paused mid-talk to applaud us.
In parts of Utah, Colorado, and New Hampshire, the perfect juxtaposition of man-made and nature exists in the form of massive ice sculptures. These formations were actually part of a larger project called Ice Castles—made from 20,000,000 pounds of ice, these magnificent creations were built by people and widely explored.
The structures are comprised of a combination of icicles and freezing water, modified by wind and varying temperatures. Creator Brent Christensen had the idea for the project after putting together an elaborate ice-skating rink in his backyard for his family, complete with a slide, cave, and ice castle. The result is a strange and magical phenomenon.
Arina P Habich, Silverthorne Colorado
Ice castles of Silverthorne, Colorado | Arina P Habich
Ice castles of Silverthorne, Colorado
Ice castles of Silverthorne, Colorado
Ice castles of Silverthorne, Colorado
Ice castles of Silverthorne, Colorado
Ice castles of Silverthorne, Colorado
Johnny Adolphson, Utah
Frozen ice walls in rural Utah, USA | Johnny Adolphson
Read next: Meet Goccia, a penny-sized activity tracker that ditches Bluetooth for LED syncing


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Dr. William N. Levine, M.D.
Dr. Levine joined the department in 1998 and is the Residency Program Director. He serves as the Director of Sports Medicine, Assistant Director for the Center for Shoulder, Elbow and Sports Medicine, and is the Head Team Physician for Columbia University. At Columbia, he specializes in shoulder and elbow surgery, sports medicine and arthroscopy of all joints, and arthroscopic and reconstructive knee surgery. He is a former tennis professional and high school state champion. He lives with his wife and two daughters in New York.
In 2006, Dr. Levine was just named Deputy Editor of the Shoulder and Elbow section of the Journal of the American Academy of Orthopaedic Surgeons (JAAOS).
1982 – 1986
Bachelor of Arts, Human Biology, Stanford University
Stanford, CA
1986 – 1990
Doctor of Medicine
Case Western Reserve University School of Medicine
Cleveland, OH
1995 –1996
Fellowship in Shoulder Surgery, Columbia Shoulder Service
Columbia Presbyterian Medical Center
New York, NY
Director: Louis U. Bigliani, MD
1997 – 1998
Fellowship in Sports Medicine, University of Maryland, Sports Medicine Department
Baltimore, MD
Director: Claude T. Moorman III, MD
1991 –1994
Residency in Orthpedic Surgery, New England Medical Center / Tufts University Medical School
Boston, MA
Director: Michael J. Goldberg, MD
1994 –1995
Chief Resident in Orthopedic Surgery
New England Medical Center
Boston, MA
1990 –1991
Internship in General Surgery, Beth Israel Hospital / Harvard
Medical School
Boston, MA
Director: William Silen, MD
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- Even a Little Exercise Confers Benefits
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- Exercises You Can Do at Your Office
- One Simple Solution to Neck Pain: Good Posture
- Physiotherapy Shows Benefits Following Knee Replacement
- Reduce Heart Failure Risk by Getting Fit in Middle Age
- Worried Sick? There Might Be Some Truth There

subset: commoncrawl


text:
Find your new home in Lupton, MIYou are viewing homes 1 to 2 of 2 homes for sale
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{"ListingID":"0x8A4BABB5B4437B6897C7EDE4CD06DF58","StreetAddress":"5212 Rose City Road","StreetAddressFull":"5212 Rose City Road, Lupton, MI","Price":"$124,900","PriceDisplay":"$124,900","PriceForMap":"$124,900","Bedrooms":"3","Bathrooms":"1","Prop_BedsBaths":"3 beds 1 bath ","HalfBathrooms":"0","PropertyType":"Single Family","Latitude":null,"Longitude":null,"Distance":0,"Thumbnail":"http:\/\/propertyimage.leadingre.com\/2543\/0x8A4BABB5B4437B6897C7EDE4CD06DF58\/1_thumb.jpg","Href":"\/listingdetails\/usa\/mi\/lupton\/5212-rose-city-road-48635_0x8a4babb5b4437b6897c7ede4cd06df58\/"}
Learn more about homes in Lupton, MI
Lupton Home inventory breakdown by property type
Of the 2 homes for sale in Lupton, the breakdown of property types
is as follows:
100% Single Family.
100% Single Family
Area details, home facts and figures
Homes for sale 2
Average Home Size 1,375 ft² / 128 m²
Price Range ($124,900 - $182,900)
Information from in and around Lupton...
You are Viewing 1 to 2 of 2 homes for sale in Lupton. These homes are comprised of Single Family. The average list price of these property results is 153,900. Prices are displayed as US Dollar. For more information on these homes for sale in Lupton please contact our member brokerages to schedule a showing or view an open house.
The 2 homes for sale in Lupton, MI are represented by 2 member brokerages serving the Lupton area. Member brokerages representing the 2 homes include Real Estate One, Inc. and Ayre/Rhinehart Bay Realtors.


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All habitual drug-takers have fallen for a clever con trick. A drug attacks the senses, rendering the user unaware of the bad effects until it is wearing off. This creates the illusion that the drug provides pleasure. The truth is that the only reason anybody feels the need to take a drug is to relieve the symptoms that drug itself causes. Users develop increasing tolerance so they need more and more to create the same effect.
A great problem with all drugs is the misconception that they help some people and destroy others. Whether they kid themselves they are in control or not, occasional users are suffering from an earlier stage of the same disease as the "addict".
- More about:
- Belfast
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Don't mistake Sunday's (May 6) episode of "Mad Men" for a slow-ish episode in which not much happened because — even though the show didn't have the visual impact of Sally Draper getting an X-rated education — a lot happened. In fact, everything changed.
Megan (Jessica Par�), our Lady Lazarus, rose from the dead. Which, for Megan, means she's finally screwed up her courage to admit to Don (Jon Hamm) that she doesn't want to be in advertising but instead wants to revive her fledgling acting career. And just like that, Don suddenly became everything Megan wanted while poor Megan is suddenly no longer enough for Don. It took Megan's exit from SCDP for him, and us, to understand that the reason Don's marriage to Megan works — or worked — so well is because he needs someone who doesn't wait at home and greet him with "Honey, how was your day?" because she already knows — she was there.
But now she's not. And despite Megan's surprise at Don's acceptance of her decision, he's rattled to his core. It's just that instead of reacting to or at Megan, he has a proxy fight with Peggy (Elisabeth Moss) and accuses her of being too hard, too cynical and scaring Megan away. He knows none of this is true, but he's looking for someone to blame. That moment also gave Peggy the opportunity to deliver her second truly great tongue-lashing of the season, this time to Don.
So is this the beginning of the end for Don and Megan? Share your thoughts below.
But first, a few more thoughts on "Lady Lazarus":
>> Anyone looking for yet more signs of an impending death at SCDP surely noted the empty elevator shaft that opens yawning in front of Don when he calls an elevator after Megan leaves work. He considers it, then goes back to his office for a drink. Aside from the fact that it was portentous, let's talk practicality: Did the guy think to call facilities and alert anyone? I mean, we don't want Pete Campbell (Vincent Kartheiser) stepping off into thin air.
>> Speaking of Pete, things continue to look bleak for the guy. For the second time this season he's grasped at a woman in an attempt to give his life some meaning. (The first was the 18-year-old in his driving class.) This latest rejection — by "Gilmore Girls" alumna Alexis Bledel, playing the wife of one of his train buddies — was even more bitter.
>> Though the fact that Pete goes to the trouble of mentioning that his life insurance policy even covers suicide is enough to convince our team of conspiracy theorists that he's actually NOT the one in danger of meeting an untimely end that involves falling from a great height. It's just too obvious.
>> At the end of the episode, Megan heads off to an acting class leaving Don alone in his apartment (that's right — not only does he not have Megan at work anymore, but she's spending her evenings on the stage floor of some crummy theater rather than with Don) and recommends he listen to a cut from the Beatles' "Revolver." The album was released in August 1966, though we're pretty sure this episode's action unfolds in October since Halloween decorations were spotted on both Joan's and Peggy's office doors.
Anyhow, the song she suggested was "Tomorrow Never Knows," an eerie Indian-inspired experimental piece in which John Lennon's voice was put through a Leslie speaker cabinet to give it an eerie, otherworldliness. John Lennon, per Wikipedia, wrote the song with lyrics adapted from a Timothy Leary book, "The Psychedelic Experience: A Manual Based on the Tibetan Book of the Dead" — specifically the opening words, "When in doubt, relax, turn off your mind, float downstream." The book holds that the "ego death" is similar to the dying process.


text:
|Thread Tools
Title says it all :) I had wanted to use Singapore Math with my rising Kindergartener but I'm not sure about our long term homeschooling plans. Will it be hard for him to transfer into a traditional public school math program in the elementary years?
Also, has anyone had any experience with Math Buddies? http://www.mconline.us/LEAD/Login/content/ps_mb_1.html It's supposed to be a virtual math program using Singapore Math.
No, IMO. Math is math, and Singapore is more similar to what's taught in schools than many competing curricula. Further, there's a "US Standards Edition" which is aligned with California's (and other states'?) standards. You could opt for that. I'm Canadian, so don't claim first-hand knowledge, but I'm pretty sure Singapore Primary is within spitting distance of US school curricula. It gets a bit accelerated by 6th grade, so the pace is slightly faster, but the scope and sequence are hardly different.
No experience with Math Buddies.
Mountain mama to one great kid and three great grown-ups
A lot of public schools are going to Singapore math. I know here in Mississippi they are, as well as where my MIL taught in south carolina, so I think it is a good way to go if future PS is a concern.My MIL was a math teacher and she loves the singapore math, much more concept based rather than rote memorization and algorithms.
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This is a lesson about passive cooling methods. Learners will construct a simple device to measure how effective different materials are for protecting against sunlight, explain how heat relates to the motion of atoms and molecules, describe how... (View More) heat can be transmitted from one place to another, explain how sunlight arriving on Earth interacts with matter, and describe how MESSENGER is protected by a simple sunshade in the hot Mercurian environment. Materials required to do this activity include several commonly-found items (e.g., coffee cans, ice cubes, tape, ruler, calculators, stopwatch, and scale). This is lesson 3 of 4 at the Grade 9-12 range of "Staying Cool." (View Less)
This is a lesson about the energy output of the Sun. Learners will consider the essential question, "How much energy does sunlight provide to the Earth and what is its role in the Earth's energy resources?" Activities include building a device to... (View More) measure the solar constant - the amount of energy in sunlight - calculating the amount of energy arriving at the Earth from the Sun, and describing the differences in solar radiation at Mercury compared to Earth. This is activity 1 of 4 in the module, Staying Cool. Note: the student guide starts on p. 21 of the PDF. (View Less)
This is an activity about planetary sizes and distances. Learners will construct a scale model of the Earth, Earth's Moon and Mars in relation to each other using balloons. They will use this model to predict distances and reflect on how... (View More) scientists use models to construct explanations through the scientific process. The lesson models scientific inquiry using the 5E instructional model and includes teacher notesand vocabulary. (View Less)
Materials Cost: 1 cent - $1 per group of students
Water supply in the Southwestern United States depends on snow. Students discover its importance through analysis and evaluation of data, satellite images, space shuttle photos, and ground-based observations, and then apply their findings in a... (View More) role-play. Working in seven groups representing the states in the Colorado River watershed, students assume the roles of U.S. senators to propose and defend their stand on the allocation of Colorado River water by state and by usage. The URL opens to the investigation directory, with links to teacher and student materials, lesson extensions, resources, teaching tips, and assessment strategies. This is Investigation 4 of four found in the Grades 9-12 Module 1 of Mission Geography. The Mission Geography curriculum integrates data and images from NASA missions with the National Geography Standards. Each of the four investigations in Module 1, while related, can be done independently. (View Less)
Students confront the challenge of improving global agricultural production in order to feed increasingly larger populations. Students evaluate tables, maps, graphs, photos and satellite images detailing global population growth patterns and... (View More) agricultural production levels in order to formulate recommendations. The role of technology is examined throughout. This investigation includes two activities: 1. Students form six teams representing major world regions to consider the need for increasing agricultural production; 2. Students conduct a case study of Mozambique and conclude by distributing and defending monetary investments for possible agricultural production increases. The URL opens to the investigation directory, with links to teacher and student materials, lesson extensions, resources, teaching tips, and assessment strategies. This is Investigation 3 of three found in the Grades 9-12 Module 2 of Mission Geography. The Mission Geography curriculum integrates data and images from NASA missions with the National Geography Standards. Each of the three investigations in Module 2, while related, can be done independently. (View Less)
This activity is about planetary distances. Learners will create a model of the solar system using beads and string, and compare planetary sizes using common types of fruit and seeds. The lesson models scientific inquiry using the 5E instructional... (View More) model and includes teacher notes and vocabulary. (View Less)
This activity is about the discovery of water ice on Mars. Learners will record and graph temperature data and use a model of an ice-rich and ice-free surface on Mars to examine how ice content in the martian soil would impact the temperature of a... (View More) Mars microbe after impact. A student information sheet introducing the subject of ice and the search for water on Mars is provided. The activity requires access to a freezer the night before the activity. Note: Find the latest information and updates on Mars missions at the NASA Mars Exploration website (see Related & Supplemental Resources to the right). (View Less)
Materials Cost: $1 - $5 per group of students
This is a lesson about gathering information, applying scientific identification processes, and identifying unknown rocks. Learners will conduct an investigation, observe and record the physical characteristics of an unknown rock (meteorite),... (View More) determine the mass of the unknown rock using math skills, determine the density of the rock, describe and classify a meteorite, apply observations and knowledge to the process of a scientific investigation, present evidence to verify classification decisions, and explore concepts of spatial relationships. Completion of all parts of the lesson is necessary to identify the unknown. Advanced preparation and procedural tips are included. This is lesson 13 of 19 in Exploring Meteorite Mysteries. (View Less)
This is a lesson about the path meteorites take to get from the asteroid belt to Earth and how rare it is for the Earth to be hit by a large asteroid. Three activities comprise the lesson. Learners will draw circles and ellipses to illustrate basic... (View More) shapes of orbits in the solar system (Activity A); construct a scale-model of the inner solar system, observe relative distances and sizes, plot paths meteoroids might take and manipulate models to demonstrate the ecliptic plane (Activity B); and graph the locations of Earth and a near-earth asteroid, observe the significance of time and space, and estimate when the asteroid might cross the orbit of Earth (Activity C). Activities, vocabulary words, and experimental extensions are included. This is Lesson 4 of 19 in Exploring Meteorite Mysteries. (View Less)
This is a lesson about impact craters; the relationships between crater size, projectile size and projectile velocity; and the transfer of energy in the cratering process. Learners will create plaster of Paris or layered dry impact craters and... (View More) conduct controlled experiments using mass and velocity as the independent variables. Energy calculations for advanced classes, and vocabulary words are included. This is lesson 6 of 19 in Exploring Meteorite Mysteries. (View Less)
Materials Cost: $1 - $5 per group of students


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Watch The Last Emperor
A sweeping biopic based on the life of the last Chinese Emperor, Aisin-Gioro Pu Yi. Told mainly in flashback after Pu Yi (John Lone) becomes a prisoner of the newly established People's Republic of China, the movie tells the story of his troubled reign starting as a two year old child. Appointed Emperor in 1908 by the Empress Dowager Cixi (Lisa Lu) when he was still a toddler, Pu Yi grows up isolated from his family . As the outside world goes through political upheavals Pu Yi remains a virtual prisoner within the Forbidden City. He is kept ignorant and frequently used as a pawn by several conflicting factions jockeying for power.
Directed by Bernardo Bertolucci, the movie has the rare distinction of having obtained permission from the Chinese government to film on location within the Forbidden City, a first for a Western production. It went on to win nine Academy Awards including Best Picture and Best Director.
- Cast
- John Lone, Joan Chen, Peter O'Toole, Ying Ruocheng, Victor Wong
- Studio
- Columbia Pictures
- Director
- Bernardo Bertolucci
- Language
- English


text:
Grilled Bacon, Chocolate, and Hazelnut Sandwich
It's the middle of the night and you're hungry. What do you make? A bacon, chocolate and hazelnut sandwich!
- Ingredients
- step-by-step directions
Grilled Bacon, Chocolate, and Hazelnut Sandwich
- 1 loaf Pullman bread or Pain de Mie
- 1/2 cup Hazelnut-Chocolate Spread
- 2 bananas
- 1/2 pound Bacon
- Butter
- Preheat a skillet and fry bacon until crisp. When ready, transfer bacon to a paper-towel lined plate to cool.
- Slice Pullman loaf into 8 1/2-inch slices, and spread a tablespoon, give or take, of the hazelnut-chocolate spread onto each of the slices. Slice the bananas lengthwise and then in half and add two slices to each sandwich. Arrange 3 slices of bacon onto four of the slices, and banana slices and make a sandwich. Generously butter each side of sandwich.
- In a non-stick skillet pre-heated to medium, grill sandwiches on either side until golden-brown, and serve.
Similar categories: Ingredients Chocolate Courses & Meals Breakfast & Brunch Sandwiches
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text:
LANGUAGE ASSESSMENT SOFTWARE for TEACHING LAB
- Status Closed
- Budget $2000 - $10000 USD
- Total Bids 37
Project Description
Need to construct English Language Assessment software. All content is written. Plus all voice overs (sound) will be provided. We need a reliable, experienced team to construct the Assessment software for us for the education /school market in teaching labs.
Assessment software will contain about 1,100 Activities. Each Activity includes 2-8 questions on average, depending on the activity. It is an interactive assessment software for teaching lab.
These interactive activities (tests) involve the following type of activities:
- Listening Comprehension questions
- Multiple Questions
- Dictation
- Jumbled sentences
- True or false
- writing answers
- Drag and drop
All text will be provided in word document format. Audio files will also be provided.
You will be responsible for the entire project and deliverables. (You need to design the interface, layout, programming )
Please only bid for this job if you have done complex assessment software (online or offline) for teaching labs. Only experienced people /companies need to bid.
Project is made from 2 components:
1) Language Lab Manager (admin function / teacher console)
2a) Teacher Assessment Tests - (teachers test students)
2b) Student Assessment Tests - (student test themselves)
Please see attached documents for details
1) DETAILED JOB BRIEF explain the requirements.
Please provide information about your past experience and send us a detailed proposal.
COMPLETION TIME: 60 days maximumGet free quotes for a project like this
Skills Required
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- Set your budget and the timeframe
- Outline your proposal
- Get paid for your work
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- Forbes
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- Times Online


text:
Invaluable cannot guarantee the accuracy of translations through Google Translate and disclaims any responsibility for inaccurate translations.
Lot 12: ARRAH LEE GAUL, American (1883-1980), Courtyard with Blue Door, oil on canvas, signed lower right., 24 x 30 inches
American and European Fine Art Sale
by Shannon's
27 October 2016
Milford, CT, USALive Auction
Arrah Lee Gaul (1883-1980) Please Register/Login to access your Invaluable Alerts
American (1883-1980)
Courtyard with Blue Door
oil on canvas, signed lower right.
24 x 30 inches
Provenance: Estate of the artist; Private Collection, Massachusetts.
Other Notes: Tags: American Impressionism / Impressionist, Contemporary, 20th Century
Condition Report:
Canvas: Unlined
Condition: Very Good
Restoration: Very Minor
Frame: Superior Quality Reproduction
In response to your inquiry, we are pleased to provide you with a general report of the condition of the property described above. Since we are not professional conservators or restorers, we urge you to consult with a restorer or conservator of your choice who will be better able to provide a detailed, professional report. Prospective buyers should inspect each lot to satisfy themselves as to condition and must understand that any statement made by Shannon's is merely a subjective qualified opinion. Frames on all paintings are sold "As Is". Frames may need some conservation.


text:
The process of buying a new Lincoln car or truck can seem overwhelming if you don't know where to begin. Edmunds.com can get you started on the right track with a convenient directory of Lincoln car dealerships in and around Felicity, Ohio. Compare online price quotes on the new or used car, truck, SUV, minivan, or wagon of your choice to locate the best deals. Edmunds.com makes it easy to find trusted Lincoln car dealers in Felicity, saving car buyers time and money on what will be an important purchase.
Non Display Review Name "In March 2015, I decided I wanted a larger vehicle so I returned to Northgate Ford. My salesman was Vance and he did a great job helping us and answer"... Read more Review by: ryanwilliams


text:
Article writing project (14 in total), all of a very high standard
This project was awarded to Trixxie for £70 GBP.Get free quotes for a project like this
Project Budget£70 GBP
Total Bids19
Project Description
We need articles writing for the following titles please (one each):
26 Visiting Aberfeldy in Scotland? Things That You Should Do And See!
26 Always Go Abroad On Holiday? Consider Perthshire Instead
2 What Is A Wide Format Plotter?
4 Reasons You Should Consider Fuerteventura For You Next Holiday
5 Factors To Consider About Artwork Insurance
5 Business Insurance For Small To Medium Companies
20 Bordeaux 2013 Harvest Update In Relation To Fine Wines Investment
24 Why Have Pound Line Wholesalers Become So Popular?
13 How To Ensure You Have A Successful Conference
6 Metal Cutting Bandsaw Engineering Plants, Fabrication Workshops & Garages
14 Top 10 Trends In Vintage Furniture
7 What Are Galvanised Malleable Fittings
8 Frequently Asked Questions About Biomass Boiler Installation
9 Frequently Asked Questions About AV Faceplates
ALL articles MUST be written with an introduction, multiple subheadings and a conclusion.
Articles MUST be written in UK English (no American spellings), must be completely unique and not published anywhere else. Content similarity percentage must be less than 15% (which will be checked upon submission).
Payment of £5 will be made for each relevant submission of sufficient quality.
Articles are required to follow all guidelines as stated by Footsteps:
1. Payment will be made for each 500-550 word article of sufficient relevance and quality (publishable standard – high quality grammar, punctuation, spelling and flow)
2. Any article which isn't of satisfactory quality will not be accepted and payment will consequently be forfeited
3. Footsteps reserve the right to reject any article which, in our opinion, is not of publishable standard
4. Articles MUST be completely unique and not published anywhere else.
5. Statements of fact and opinion included in articles are those of the respective authors and contributors. However, all opinions reflect Footsteps and our clientele, thus require necessary judgement. Opinions must project positivity towards our clients
6. It is agreed that all articles once exchanged, are the property of Footsteps to use at our sole discretion
7. It is agreed that the exchanged articles will not be re-used anywhere else, by anyone
8. Articles are required to follow all guidelines as stated above, by choosing to work on behalf of Footsteps you accept all of the above terms.
Thank you!
Awarded to:
Skills Required
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- Set your budget and the timeframe
- Outline your proposal
- Get paid for your work
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- Time
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text:
Choose the feature-packed Sony Cyber-shot DSC-HX400VB Bridge Camera in black and take a step up from compact digital photography. Advanced image sensor and lens A responsive Exmor R CMOS 20.4 megapixel sensor allows the Cyber-shot HX400 to capture high resolution images with lifelike detail and colour reproduction. This back-illuminated sensor keeps noise levels lower for enhanced photographic beauty. The first-class Carl Zeiss Vario-Sonnar T lens provides you with stunning photographic power, giving you the freedom to capture between wide-angle 24 mm and 1200 mm telephoto focal lengths. Its 50x optical zoom lets you get even closer to distant or out-of-the-way subjects, maintaining superb quality for compelling, natural-looking results. When combined with 2x Clear Image Zoom, the lens can reach levels of 100x digital zoom for breathtakingly close shooting. Steadier focus The Sony Cyber-shot HX400 features Optical SteadyShot image stabilisation technology that keeps your images clear and sharp by detecting even the smallest movements and rapidly compensating to uphold a pristine resolution - even if you're zooming close or shooting in low-light conditions. While new Intelligent Active Mode cleverly analyses backward and forward frames to correct any camera shake blur for exceptionally smooth footage. Its Intelligent Active Mode works to intelligently correct movement-related blur in your movies and photos. Premier processing All of these great features are driven by the BIONZ X image processing engine, delivering three times the speed of previous BIONZ models for jaw-dropping realism in your images. Image resolution remains reliably high, while both photographs and videos benefit from accurate texture reproduction. Every shot will look more natural as detail reproduction technology cuts down emphasised outlines and increases detail emphasis. Smart noise reduction ensures images remain clear, even when you're shooting in dim conditions. Blurring is diminished with diffraction-reducing technology, maintaining excellent levels of detail even while you're shooting at deep focus levels. Wireless bridge camera features Take the shot, get creative and share what you've made with the Sony HX400 Bridge Camera, equipped with built-in WiFi and one-touch NFC capabilities. Share new photos and movies you've captured either on your favourite websites or by email as you pair the camera with your mobile devices. It's possible to access extra functions and connectivity options when you download apps from the PlayMemories Camera Apps service. Explore the possibilities of Time-lapse, Photo Retouch, Portrait Lighting, synch to smartphone, and much more. The black Sony Cyber-shot DSCHX400VB Bridge Camera offers cutting-edge features and high-grade imaging power to give your photography a real lift.
Delivery charge
Item type
Delivery charge
Delivery timeline
Small items (such as sat navs, cameras, laptops etc.)
€4.99 for entire order
3-5 working days
Large items (such as large TV, washing machines etc.)
€19.99 for entire order
Up to 5 working days
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Small items – such as cameras, TVs under
39-inches, printers, software, data storage, tablets and laptops – are
delivered by our courier partner, DPD.
DPD's standard delivery times are between 9am
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Get an overview of this hotel3-star condo with indoor pool and fitness center
Located in the heart of Ruidoso, this condo is 3.1 mi (4.9 km) from Free Spirits at Noisy Water and 3.1 mi (4.9 km) from Museum of the Horse. Pillow's Funtrackers and Billy the Kid Scenic Byways Visitors Center are also within 6 mi (10 km).
Property Features
This condo features an indoor pool, a fitness center, and an outdoor tennis court. Free WiFi in public areas and free self parking are also provided. Additionally, a spa tub, a sauna, and a computer station are onsite.
Room Amenities
All 60 condos feature kitchens with refrigerators and microwaves, plus balconies or patios and flat-screen TVs with cable channels. Other amenities available to guests include sofa beds, living rooms, and dining areas. Limited housekeeping is available.Information missing or incorrect? Tell us!Opens in a new window
Crown Point Condominiums, a VRI resort
Condo Amenities
Condo Amenities
In addition to an indoor pool, Crown Point Condominiums, a VRI resort provides an outdoor tennis court, a spa tub, and a sauna. A computer station is located on site and high-speed wireless Internet access is complimentary. This Ruidoso condo also offers a fitness center, a terrace, and barbecue grills. Onsite self parking is complimentary.
- Total number of rooms - 60
- Number of floors - 3
- Barbecue grill(s)
- Fitness facilities
- Front desk (limited hours)
- Billiards or pool table
- Free WiFi
- Computer station
- Terrace
- Free self parking
- Outdoor tennis court
- Parking onsite
- Sauna
- Number of buildings/towers - 8
- Spa tub
- Indoor pool
Family Friendly Amenities
- Family Hotel
- Indoor pool
- Separate living room
- Free Wi-Fi
- Outdoor tennis court
- Kitchen
- Separate dining area
- Sofa bed
- Refrigerator
- Microwave
- Cribs/infant beds (complimentary)
Available in some public areas: Free WiFi
Free self parking
Room Amenities
- Balcony or patio
- Phone
- Refrigerator
- Coffee/tea maker
- Kitchen
- Microwave
- Limited housekeeping
- Iron/ironing board
- Sofa bed
- Separate dining area
- Cable TV service
- Flat-panel TV
- Separate living room
- Free cribs/infant beds
- Internet access
- Wheelchair accessible
Nearby Things to Do
An indoor pool and a spa tub are on site. Other recreational amenities include an outdoor tennis court, a sauna, and a fitness center.
The recreational activities listed below are available either on site or nearby; fees may apply.
- Downhill skiing nearby
- Racquetball/squash on site
- Tennis on site
Condo Policies
Check-in time starts at 4 PM
Check-in time ends at 9 PM
Minimum check-in age is 21
Special check-in instructions:
Check-out time is 10 AM
Payment types
Children and extra beds
- Children are welcome.
- Kids stay free! Up to 7 children 17 years old and younger stay free when using existing bedding.
- Free cribs (infant beds)!
- Pets not allowed (service animals welcome)
You need to know
Extra-person charges may apply and vary depending on property policy.
Government-issued photo identification and a credit card or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
Only service animals are allowed
No rollaway/extra beds available
No elevators
Condo Name
- Crown Point Owners Association Hotel Ruidoso
- Crown Point Condominiums Condo Ruidoso
- Crown Point Condominiums Ruidoso
- Crown Point Condominiums VRI resort Ruidoso
- Crown Point Condominiums VRI resort
- Crown Point Condominiums VRI Ruidoso
- Crown Point Condominiums VRI
- Crown Point Condominiums
- Crown Point Condominiums a VRI resort
We should mention
Up to 7 children 17 years old and younger stay free when occupying the parent or guardian's room, using existing bedding.


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In this Instructable you're going to record your own voice and make a personalized childrens' book! It's a really fun project and makes a special keepsake or gift.
In this example I'm using the timeless classic Where the Wild Things Are by Maurice Sendak (HarperCollins Publishers), but of course you can use any book you like.


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Noahsark Hotel
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- Continental Breakfast
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TripAdvisor Reviews Noahsark Hotel Huangshan
Travel Blogs from Huangshan
A walk in the Yellow Mountains
... in two things: 1) it strengthened my conviction that this is dehumanizing, this is why the communist revolution started. 2) I had to pay the porter 10 yuan, because of the 'favor' he did me! Those rascals... Some parts of the stairs were extremely busy. Complete traffic jams, especially where they get very narrow. This reminds me that my Chinese seems to be improving. Occasionally I can have small conversations, and actually understand what people are ...
Yellow Mountain
... areas in the world, primarily because of this mass migration to the urban areas. It seems inevitable, but we don't know the consequences. In the evening we arrive near Huang Shan, but the bus takes another hour, and it is dark when we arrive in the town. Everything in the town is geared to tourists, but to my surprise (and happiness) the first hotel we enter is cheap and decent. We check in, we eat a fried fish with rice and ...
Huangshan Hot Springs
This morning the alarm went at 4.30am to head up the hill to see sunrise. I rolled over and opened the curtain to see low clouds and lots of rain. So we all met in the corridor in our jammies to agree to go back to bed! The beds were very comfortable and after an hour I fell asleep again, solidly until 8 when we got up to get ready for our second day on Mount Huangshan. We got covered in our waterproofs and headed out into ...
Mount Huangshan
... and ticket offices. So we eventually (with the help of Brendon speaking Chinese!) worked out that we bought tickets there and went into what looked like a cable car building to get a bus to the starting temple from which you walked. From the temple it was indeed then clear which staircase to take! The stairs were steep and unrelenting; suddenly the "only 15km" seemed huge. We wandered up, enjoying the views until we were in the cloud and the rain was pouring down. This weather ...
Climbing Everest... Almost... Yellow Mountain!
... the hike was long and winding and Jane and I were a little queasy. We put on our rain ponchos (which included pants that some of us opted out of) and started up the stairs... Wait what!? Stairs?! STAIRS?!!!?!? ON A MOUNTAIN!?!?!? THIS IS NOT HIKING! I wanted to laugh... until I had climbed up 30 VERY steep stairs and realised... oh... This would be IMPOSSIBLE without stairs. haha! Troy was the only one of us who had done the hike before and I asked him if ...


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The consolidation of school loans can be a huge lifesaver. A college education is expensive, and it's also almost impossible to get a degree without using out at least several student loans. However, these refinancing options do not have to rule your finances for years to come. student loan consolidation
Student loans can create a huge debt which hits you from nowhere. It is very easy to forget that you will be accumulating debt while attending school. Most loans are produced on an academic deferment, not requiring any payment at all until your schooling is done. Many of these loans also accumulate interest throughout your schooling, even though no payment is required.
Six months after you graduate, or it could be less, the debt gets to be a reality. Loans taken out at the beginning of your academic career could possibly have terms of just a few years, with 1000s of dollars in interest tacked on the loan amounts, making for large payments. You must start paying on these plans right away, even if you have not yet found employment in your new occupation.
Masters degrees, doctorates, med school and law school are the most expensive types of education. In these areas, you could easily accumulate hundreds of thousands of dollars in loans and interest by the time you graduate and begin working in your chosen field. When it comes to doctors, you will likely be likely to begin payment on your student loans before you finish your residency. Lawyers will also be expected to begin paying on loans whenever they complete law school, even if they have not yet taken the bar examination. To put it differently, you will likely have to start paying this enormous debt a long time before you are truly making enough money for this.
The only way to make this debt manageable is by consolidation. Consolidation of student education loans makes your student loan debt much more manageable. The loan company that consolidates your loans begins by buying all of your educational debt. Essentially, they're paying of the student loans for you. This debts are then handled as one, newer, lump sum loan that you simply repay in reasonable increments.
Not only does loan consolidation make payments more manageable, additionally, it saves you a lot of money. Many loan consolidations carry lower interest than at least some of the original loans. In addition, you avoid multiple finance charges and late charges that can add up quickly. student loan consolidation


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Behind the Screen is the first novel by Mark Stone. And there is no delicate way to put it – it is terrible.
The story concerns John, an IT security specialist at a Palm Desert financial company. He is put in charge of a new project, weeding out spam, viruses, and inappropriate messages within the company's email system. Along the way, John has numerous entanglements: there is the co-worker who wants to just be friends; the other co-worker who could end up "the one"; the online flirtation that turns out to be 17; and a revolving door of mall chicks that fill his coffee breaks.
According to the blurb on the back of the book, John comes across an illicit email between an employee and a Hollywood star. He sells these secrets to the gossip rags to get out of gambling debts, but when he wants out of the deal, the tabloids won't let him. On top of that, John becomes embroiled in a plot to murder that same celebrity.
I got 100 pages into this book before I had to give up. A hundred pages in, and there was no intrigue, no mystery, no thrills. Up to that point, it was a boring run-around with John's day-to-day life. I don't need to know how he spends every day; I don't need such detailed info about the IT department, or inconsequential characters. With so much attention to trivial details (such as a flashback to an almost-threesome that had nothing to do with anything in the story, but comes across as bragging), I had a hunch that this book was semi "autobiographical." Flipping to the author's bio on the back flap, I find that Stone is a vet of the IT industry for twenty years. Stone tries to spice it up with dirty emails, but it doesn't help. In fact, one of the emails alludes to BDSM (this is one of the emails that is "mentioned" but never printed), but the author comes across as being disdainful of the practice. It is just flat-out boring.
Boring I can handle. But the book is horribly written. Stone's prose is simplistic at best, grammatically weak at worst. The character dialogue is atrocious. It is not realistic at all, and embarrassing at some parts. For example, several (Caucasian) characters slip into Ebonics, but bad Ebonics from the early 1990s. While chatting online, John — a man in his late 30s — uses such ridiculous chat shorthand that I feel like I am reading the MySpace page of a 14-year-old girl. It gave me a headache to read.
A hundred pages in, and I decided this book was not worthy of any more of my time.Powered by Sidelines


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SGI and Turbolinux, Inc. Announce Strategic Alliance
Jan 31, 2001, 00:00 ET from Silicon Graphics, Inc.
NEW YORK, LinuxWorld Booth 1523, Jan. 31 /PRNewswire/ -- SGI (NYSE: SGI) today announced a new strategic alliance with Turbolinux, Inc., a leader in high-performance Linux(R) OS-based solutions. The alliance agreement includes an SGI equity investment in Turbolinux. In addition, SGI and Turbolinux will work closely in a number of areas, including engineering, distribution, business development and marketing. "We're especially pleased to be working with Turbolinux," said Jan Silverman, vice president of Advanced Systems, SGI. "By working together in a number of strategic areas, we are confident that we will significantly advance Linux for high-end computing." The two companies are also discussing joint research and development projects, including high-performance computing and management software for high-density computing. "SGI is an important partner for Turbolinux on Intel next-generation computing platforms as well as in the areas of high-performance computing," said Jerry Greenberg, senior vice president of marketing, Turbolinux. "SGI is a technology innovator with proven results in many areas of interest to Turbolinux." During the past year, SGI and Turbolinux have worked cooperatively on the Itanium(TM) for Linux project. At the LinuxWorld Conference & Expo in San Jose in August 2000, the two companies announced an agreement to incorporate breakthrough SGI(TM) Pro64(TM) compiler technology into the upcoming commercial release of Turbolinux(R) for the Itanium, for substantially increased Itanium performance on Linux. Both SGI and Turbolinux have aggressive Itanium roadmaps with proven expertise in this area. About Turbolinux Founded in 1992, Turbolinux develops Linux OS-based software solutions for Internet and enterprise computing infrastructure, including reliable, available and scalable operating systems for workstations and servers and software clustering solutions for computing traffic management and peer-to-peer distributed computing. Backed by more than $95 million in investments from some of the world's leading technology companies, including Compaq, Dell, Fujitsu, Hitachi, IBM, Intel, NEC, Novell, Oracle, SGI and Toshiba, Turbolinux is headquartered near San Francisco with offices around the world. For more information, visit the Turbolinux Web site at www.Turbolinux.com. About SGI SGI is the world's leader in high-performance computing technology, dedicated to unleashing the power of human creativity. The company's systems, ranging from desktop workstations and servers to the most powerful supercomputers in the world, deliver advanced computing and 3D visualization capabilities to scientific, engineering and creative professionals and large enterprises. In addition, SGI creates innovative software for design, Internet and entertainment applications. SGI provides solutions in several key industries, including manufacturing, government, entertainment, communications, energy, the sciences and education. For more information, visit www.sgi.com/linux. NOTE: Silicon Graphics is a registered trademark and SGI, Pro64 and the SGI logo are trademarks of Silicon Graphics, Inc. Turbolinux is a registered trademark of Turbolinux, Inc. Itanium is a trademark of Intel Corporation. Linux is a registered trademark of Linus Torvalds. All other trademarks mentioned herein are the property of their respective owners. CONTACT: Karen Heimbecker, 650-933-1293, or email@example.com, or SGI PR Hotline, 650-933-7777, or SGI PR Fax, 650-932-0737, all of Silicon Graphics, Inc.
SOURCE Silicon Graphics, Inc.


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track list
Album Hills of Berkshire County
Label Us Too
Released August 08, 2005
This site contains content from artists, fans, and writers from around the internet in it's natural form. Such content is not representative of Viacom Media Networks.
©2017 Viacom International Inc. All Rights Reserved. MTV and all related titles and logos are trademarks of Viacom International Inc.


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Anastasia, ID: 3801920
|5' 6'' (167 cm)
|123 lbs (56 kg)
|Marital Status:
|never married
|Languages Spoken:
|English, Russian
|English Proficiency:
I used to dance some modern styles, but gave up because of the back injury. Also I have tried fitness and running. I am trying to keep in shape, but it is not like I am crazy about diets or healthy style of life. For me the main goal is to get as more please for the time being as you can. If I want I do anything, which makes me happier. I like to have fun and appreciate my friends. I really need somebody, who always will be behind me, as a protection and support. I value family, and everything connected with good relationships in it: pastime, outdoor, trips and so on. I adore winter trips, skiing, skating and other winter kinds of sport. My friend has got an event agency, and this what I am really interested in. Hope to find myself in this direction in future.More About Me
I am trying to be a positive and easy-going person, trying to ignore negative energy around. It doesn't mean I am indifferent, just trying to be concentrated on good things. I support a wisdom: " A man is a reservoir. Hurt him- and it sheds what it is filled". I also keep watching and attending different masterclasss on business, leadership, women development. I am very active at my university life: I am a leader of our student organization. I like social events, and always try to help in organization. I like to be in a company, having fun and feel myself in the center of attention. In general, I am an open-minded person, ready to everything new and fun. I want to realize my self in some event organizing direction.Ideal Relationship
I want to find a strong, free, independent personality in my man. I believe that people getting involved with each other to make their life easier, not complicated as it always comes up. I know that people do not change, and I am ready to accept my man as he is, and hope him to do the same. There is a very important thing for me - people fight, but I believe that each conflict need to be discussed and resolved by two. That's why I have a clause: no one should leave an apartment without discussion if there is a conflict. I want a man who is ready to face a problem, but not run away each time we meet difficulty. As every woman I want to be loved, feel care, attention and warmth from my man. I want him to except my problems as his own. I want to feel protected and loved by my man. I am ready to give the same back.Looking For An Age Group
25 - 53


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Never heard of Invisible Illness Awareness Week? You're not alone. Jody Smith sheds a little light to make it more visible
Discuss the article on the Forums.
Dr Vernon and psychiatrists from the Wesselly school as Co -Authors
Discussion in 'General ME/CFS News' started by Gerwyn, Mar 21, 2010.
Page 1 of 2
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SAMPLE : Motion - Live Blanket [jwplayer config="Soca-Revolution" mediaid="9912"] Babbzy Rankin [rating=1] Downsound Records Konshens, Darrio, Delus, Motion DOWNLOAD LINK >> http://www.mediafire.com/?f51utkrvrztsj9f
Dancehall Riddims
VSOP Riddim – Dancehall 2011 : 4 Stars
Summer Whistle Riddim – Trinidad Soca 2013 : 4 Stars
Poolside Riddim – 2012 Dancehall : 4 Stars
Negril Weekend Riddim – 2012 Dancehall : 4 Stars
Sunrise Riddim – Dancehall 2012 4.5 Stars
[jwplayer config="Soca-Revolution" mediaid="3977"] BABBZY RANKIN: [rating=0] Babbzy gives this riddim 5 stars. All of the songs on this riddim are wicked. And they are actually DANCEHALL songs instead of alot of the fusion stuff that has been coming out lately. The Khargo track is my favourite on this riddim. LABEL: SEANIZZLE & CHARLIE
Back To Basics Riddim – Dancehall 2012 : 5 Stars
Knockings Riddim – Dancehall 2012 : 3 Stars
BABBZY RANKIN: [rating=2] Babbzy gives this riddim 3 out of 5 stars. This riddim has a slight hip hop feel in the back. The Chino song on this riddim is the best of the 3 tracks. The Serani track feels somewhat dragged out and like he is "crying" [jwplayer config="Soca-Revolution" mediaid="3840"] LABEL: DASECA


text: Google Music 4 for Android Leaks with a New and Improved InterfaceWhitson Gordon10/07/11 12:00pmFiled to: Android downloadsMusicgoogle musicstreaming musicAndroidDownloadsMP3sGoogleTop672EditPromoteShare to KinjaToggle Conversation toolsGo to permalink Android: If you're using the Google Music Beta to stream music to your phone, you can now check out a leak of the Ice Cream Sandwich version of the app, which features a better-looking, easier to use interface. The new version of Google Music (which is apparently from Ice Cream Sandwich, but works with Gingerbread and Froyo just fine) hasn't added a ton of new features—it's just changed around how the interface works. First off, it's a lot prettier—in fact, it looks just like the iOS webapp version. In addition, the play and skip buttons at the bottom of the library screen have been replaced with an easy-access search button, the album art is much more prominent in the Now Playing screen, and tapping on the album art brings up many more options than in Google Music 3 (see the screenshot above). The only downside with the new version is that the "Available Offline" option is strangely missing, meaning you can't manually select tracks for offline storage. We're not sure why yet, but for now, if that's a feature you use often, you may want to hold off on upgrading. Advertisement Advertisement To install the new Google Music, just uninstall the version on your phone, download the APK below to your device, and then tap it to begin the installation. You may need to head into Settings > Applications > Music and hit Clear Data if your phone doesn't sync your music after installing.Google Music 4 is a free download for Android devices.[Exclusive Download] Google Music 4.0.1 Built For ICS - All New Interface, Better Controls, And More | Android Police You can contact Whitson Gordon, the author of this post, at firstname.lastname@example.com. You can also find him on Twitter, Facebook, and lurking around our #tips page. Reply67 repliesLeave a reply


text:
Click on a thumbnail to go to Google Books.
Old Hat New Hat (1970)
by Stan Berenstain, Jan Berenstain
No current Talk conversations about this book.
A good story considering how few words are needed in order to tell it. Also has a bit of an environmental message, or at least a consumer one: Sometimes there's nothing wrong with what you already have.
The Berenstain Bears are Out shopping, the Bears look at frilly and silly hats, bumpy and lumpy ones. This book presents an opportunity to present the concepts of sizes and shape to children using humor.
A bear with an old hat goes into a store after seeing a shiny new hat. After trying on several hats, he decides that his old hat is "just right". When he says that the store clerk is shocked that he would pick his old, worn hat over a brand new one. He decided's to keep his old hat and not buy a new one.
This book great for beginning readers because it is filled with short, easy, rhyming words. It is about someone looking for a new hat who visits the perfect hat store. He goes in and tries on dozens of hats but none seem to be as good as the old hat he came with.
References to this work on external resources.
Wikipedia in English
Amazon.com Product Description (ISBN 0394806697, Hardcover)Illus. in full color. "Out shopping, the Bears look at frilly and silly hats, bumpy and lumpy ones. Offers slapstick humor and simple concepts of sizes and shape."--School Library Journal.
(retrieved from Amazon Thu, 12 Mar 2015 18:12:41 -0400)
Can the perfect old hat really be replaced by a new one?
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The Game net worth: The Game is an American rapper, producer and actor who has a net worth of $22 million. The Game was born Jayceon Terrell Taylor on November 29, 1979 in Los Angeles, California. The Game grew up in a notoriously dangerous neighborhood that was run by the street gang known as The Crips. The Game, however, swore his allegiance to a rival gang, "The Bloods." In trouble frequently during his teen years, The Game turned to music and, in 2003, signed his first recording contract with 50 Cent's G-Unit record label. Shortly thereafter, he went on to also form his own record label, Black Wall Street Records. The Game scored a knockout hit in 2005 with his debut album, The Documentary. The album opened at Number One on Billboard 200 and a single from that album, "Hate It or Love It" received two Grammy nominations. The Game has become influential in the rap community and is credited with being a driving force in his attempt to resuscitate West Coast Hip-Hop and restore its mainstream status. Between 2005 and 2012, The Game released five studio albums and has sold more than 10 million records worldwide to date. During his career he has also been involved in a number of highly publicized feuds, including one with former mentor 50 Cent.
The Game Net Worth
Jayceon Terrell Taylor
Date of Birth
Nov 29, 1979 (37 years old)
Songwriter, Musician, Actor, Singer, Rapper
United States of America
6 ft 3 in (1.918 m)
More Rappers
All net worths are calculated by applying a proprietary algorithm. The results are then fact checked and confirmed by a team of editors. We scan all publicly available data and resources and work diligently to ensure that our numbers are the most accurate and up to date net worth data you will find anywhere on the internet.


text:
Archive for the 'PME' Tag
Keeping PME relevant – it's a military problem…
By M. Ittleschmerz
This summer there were two posts here at USNI that grew out of Professor Joan Johnson-Freese's article "Teach Tough, Think Tough: Three Ways to Fix War Colleges". At the time I paid little attention as the subject was tangential to my own interests. Days later the subject became directly relevant to me and I have been able to spend the last five months thinking about the article, posts, and comments and propose that it is neither the faculty (alone) or the administration (alone) who bears review…it is the assignment policies in regards to military faculty AND students that need review. My commentary is geared directly at the Naval War College and should be considered items of discussion and items for improvement. Should none of what I address be accomplished, the school will not suffer. It just won't be as good as I think it could be.
To begin with, Professor Johnson-Freese's criticism of the Navy faculty "retire-in-place" concept is dead on. While some of those retired Navy officers provide interesting viewpoint, many of them are inhibiting the hiring of professors with different viewpoints than the ones provided by 20 to 30 years of naval service. Her comments on hiring practices should be closely reviewed by the War Colleges, and those practices kept in mind when contracts are renewed by the school.
But, aren't those RIP Navy officers qualified? Well, yes. On paper. They have PhDs. They are published. But by and large those PhDs are earned after retirement at local Rhode Island Schools. Publications are done internal to the War College in either faculty papers for student consumption or in the War College Review.
To my knowledge none were published, had doctoral degrees, or any advanced education outside of the Navy prior to attendance, assignment, and retirement at the War College. In and of itself that is not unusual for Naval Officers. But should we be placing "usual" Naval Officers as faculty at the home of Naval thought?
What about active duty faculty? Well, the same problem resides there. Of the Navy officers, most have not published. The one officer who had published prior to assignment at the War College is not a member of the teaching faculty. Wait? Not a member of the teaching faculty? The Naval War College website lists 375 faculty members. 104 are identified as "Military Professor". Of those, 70 teach one of the three core courses. The other 35 are either in the International Law department, Assist and Assess Team Members, or part of the War Gaming Department (there are some other cats and dogs, but these three have the bulk of those 30 officers. Those 30 are also almost all Navy officers and make up almost half of the 67 Navy officers on faculty as "professors".
What kind of officers are those who are assigned to the faculty? The Army sends rockstars who have had both command and possess doctoral degrees. The Navy? Frankly? They are mostly broken careers. At least three are 2xFOSd Commanders coming up on high year tenure. There are more reserve officers on Active Duty for Special Work (ADSW) than there are post-command line officers. Rumor is that the Selective Early Retirement Board hit the College "hard". Unpublished. Non-due course. No longer upwardly mobile.
There is not a single serving Flag Officer who served as faculty on the Naval War College.
Now, none of this makes these individual faculty members bad people, or bad Naval Officers. It just limits their ability to work as peers with the civilian faculty – both while on active duty and RIP.
Wait, the critic argues, those officers are there to provide their operational expertise. Their savvy, their saltiness. Not their academic credentials.
OK. Again. 2xFOSd for Captain. Not upwardly mobile. No command experience. But, discounting those data points there are these.
Almost no DC staff experience. Almost no combatant command or major staff experience outside of DC. When there are officers who have DC experience, they end up teaching in the Joint Military Operations Department (and teach the planning course). Operational planner experienced officers are assigned to the National Security Affairs Department (and teach the national strategy and policy course). The Strategy and Policy Department (think Military History Department) is a mishmash of officers who are hopelessly outclassed academically by their civilian peers and in some cases are ignored in the classroom by those same peers.
But, why does it matter that there be a greater breadth of experience among the faculty? Because, unlike civilian graduate programs, the Naval War College student body had no choice in course work or faculty. You can't wait until next semester to get the "good" professor. The school determines who will teach you. That makes the mix and breadth of experience critical. Or it destroys the credibilty of the faculty in that classroom.
How to fix it? The President of the War College needs to recruit faculty rather than let them just come to him. He needs to partner with the local commands in Newport to find upwardly mobile officers to teach for a year or two and then return to the Fleet. He needs to personally scrutinize every single faculty hire of a retired officer as if that person were to become HIS moderator, instructor, mentor, commander.
If not this, then at the very least end the assignment of billets to the line communities. When an officer applies for a faculty position the President, Provost, or Dean of Academics should review that officer's record, a writing sample, and curriculum vitae and from there make a decision on which department the officer would be best suited to teach in. This alone would go a long way in matching talent to task at the war colleges.
But, the above only addresses the faculty. The assignment of the student body also needs to be addressed. While the Junior (officially "Intermediate") course contains significant numbers of upwardly mobile Navy officers, the Senior course does not. Resplendent with derailed careers, Reserve recalls and staff corps officers, the due-course officers from the line communities are underrepresented. Which, of course, they are in the services as a whole. However this is senior level PME. Why can't Navy get better-qualified officers to the Naval War College?
Well, it does; in the form of Army, Air Force, and Marine Corps officers. Again, it's the assignment processes for Navy officers that is problemmatic. And here geography and biology tend to win out. For Navy officers completing a command tour it is easier to send them to Norfolk to the Joint Forces Staff College for an eight week tour and get them back to staff or operational duty than it is to sacrifice a year of academic study. Failing that, it is easier to send them to National War College in DC for follow on assignment there (or vice versa) and provide stability for the family. Absent Surface Warfare Officer School, there are no large commands in Newport to draw due-course officers from to fill the Senior Course, or likewise to send them to afterwards and given a choice, many choose one of the alternate ways to complete JPME II.
There's no easy fix – and this post is intend to foment discussion, not serve as a blueprint to nirvanah. The Navy only has so many due course officers and can only send them so many places. But, what Navy does with its top performing officers tells everyone where Navy's priorities are. But when less than a third of Flag Officers are Naval War College graduates, and the last Naval War College graduate CNO was Admiral Mike Boorda, there's a definite signal being sent of where the priorty isn't.
Tags: Navy, PME, War College
Does Keeping PME Relevant Mean Fixing the Faculty First?
By SteelJaw
A colleague forwarded my way a discussion thread stemming from a recent online article focusing on the nation's war colleges, the professional education of our war fighters and the faculty of said institutions so engaged. It is a relevant discussion as we find ourselves on the precipice of Draconian cuts in defense and, it seems, nothing is being taken off the table (yet) – including our postgraduate and professional institutions. The author of the article on improving PME that generated the thread, Prof. Joan Johnson-Freese (NSA Dept), takes aim at the current hiring practices of the Service's PME – the Army, Naval and Air War Colleges. Highlighting an increasing trend of PME faculty positions as a jobs program for active duty officers retiring in place, she notes:
The problem snowballs when increasing numbers of retirees — who have little or no experience as educators — are hired as faculty, or, more insidiously, into a burgeoning number of administrative staff positions. The staff positions include assistant deans, associate deans, deans, program directors, special advisors, and "professors" with various titles, whose duties are sometimes — at best — unclear. Often, these jobs are filled without advertising the positions, or as the result of "worldwide" searches that always seem to produce the officer who was sitting down the hall waiting to retire as the only viable candidate. The educational goal of the institutions can be undermined by the desire to use the institutions as a jobs program for retirees. The result: the war colleges increasingly become bureaucracies driven by the bureaucratic goal of self-perpetuation. — Teach Tough, Think Tough: Three Ways to Fix War Colleges
(I would note, that the author's preface reflects the process across the federal government, but especially within the Services and DoD Agency of staffing with position descriptions "tailored" and targeted for a particular individual who will be retiring into that position. Fodder for another time. – SJS)
On the other side of the balance sheet, she asserts that (generally speaking) civilian faculty are often garnered from the ranks of academic "also rans"and walk-on prospects — a few diamonds are found, but for the most part, "stacks of dead wood" would be the order of the day. A third set, the so-called "practitioners" is also identified – notable for the specialized skill sets they bring, but mindful of the "expiration date" this knowledge set carries and its usefulness, absent refresh, as time marches on. Viewed in sum, the mix turns the mission of the PME schools on its head, turning them into holding pens for those marking time to full retirement in comfortable surroundings instead of institutions graduating mid- and senior-level officers armed to critically think, challenge and articulate solution sets in an increasingly complex world. The author does go to some pains to differentiate the Naval War College from the generalized meme and offers a three part solution based on the NWC's experience which I will touch on later.
My observations here are somewhat colored by my experiences with post-graduate education, both at the Naval Postgraduate School (Monterey) and in JPME Phase 1 at NWC, but as a non-resident seminar student. In the case of the former, as a national Security Affairs (Soviet/East European Studies) Master's student I had the opportunity to study in a curriculum that had scholars of national and international repute on staff. Included were the likes of Vernon Aspaturian, Robert Bathurst, Jiri Valenta and Kerry Kartchner among others. In the NSA course of studies, there wasn't any coddling of students and the red pen was definitely wielded – but ultimately, to good effect. We were challenged to set aside orthodoxy and cultural norms, to look at issues from a differing perspective and in turn to press and challenge our professors. My seminar on nuclear weapons and national security certainly epitomized that environment as was the critique of my Master's thesis on theater nuclear forces and strategies. All of which served good purpose in the approach I took in subsequent tours dealing with strategy and policy on the various staffs I served – less so for my operational tours. The non-resident seminar program on the other hand, with the exception of the national security studies phase, could pretty well be slotted under the practitioner side of the ledger, designed and scoped as it was for the student already in the Fleet and engaged in a full time job – and so while the intangibles of a campus delivered PME at NWC were missed, the concept and value are understood and informed by my NPS experience.
Turning then to Prof. Johnson-Freese's three part recommendations, let's examine each in turn:
"PME schools cannot overhaul the military retirement system, but they can limit the number of retirees hired onto war college faculties. One possibility would be to limit such hires to a percentage of the total faculty. This would force consideration of hiring retired officers for specialized talents and future potential, and not just for routine tasks with a nod to past rank taken as immediate qualification for the post."
As a card-carrying member of the retired cohort I would concur – case-by-case, specialty by specialty. it isn't closing the door altogether on that group, but rather raising the bar for admittance. Being a present instructor with the rank of Captain or Colonel should not grant entrée in and of itself, yet those who have demonstrated or show potential as teachers and scholars of a high order who come from a military background would presumably still stand to gain placement. This cohort is important because of the validation it offers the PME – that it isn't just filled with ivory tower dwellers who have not been on the battle line. Conversely, it is also important that the War Colleges do not become another technical trade school – there is a need for diversity in perspective, background and experience that may be shared and imparted to the military students. It was one thing to study, for example, the whys and whereofs of the Czech Prague Spring – it was another matter entirely to study under someone who survived to emigrate and teach about it (and still another matter about filtering those same perspectives). That brings up the next point about the civilian-sourced faculty:
"PME academic faculty need a tenure or tenure-like system that not only gives them a goal to achieve through greater productivity, but allows them to cohere as a stable faculty and participate fully in the life of their colleges. Just as in a civilian institution, faculty should be reviewed after five years for their classroom abilities (considered over the long term, and not just based on sometimes fickle student evaluations), but also as academics serious about their careers, as demonstrated by published, policy-relevant scholarship."
Let me hasten to add that she underscores attainment of tenure is not a guarantee of permanent employment, and that even after tenure is granted, "Being retained permanently should not mean — as it often does now — automatic promotions with accompanying pay raises." High levels of expectations should be established for scholarly, relevant work outside the class. Insofar as the NWC is concerned, I know there has been value found in several venues, some with immediate applicability to my current line of work. The third recommendation is one I find especially helpful and worth pursuing – because it is also the one most tied to "relevance" as viewed by a customer FO/GO or SES:
"More effort should be made to bring practitioners and experts from other specialized fields to the war colleges, such as the highly successful Secretary of the Navy Fellowships from the 1980s, a program that has since been discontinued but should be revived. However, these fellowships should be temporary and terminal. Outside experts and practitioners should come to the PME system, teach in the core curriculum or offer electives in their field, and conduct research and curriculum development — and then return to their regular posts elsewhere. Otherwise, they might well end up spending their time in PME trying to make their visiting positions permanent instead of serving the needs the fellowship was meant to meet."
The challenge here might be in the grey area that exists between the Federally Funded Research and Development Centers (like CNA and RAND) and the War Colleges, and the Navy's own Federal Executive Fellowship program. And herein might be fertile ground for active and retired alike who have gained some standing in particular fields to break out of the detailing/contractual lock-step cycle and further explore and expound on an area of concentration – not necessarily as a PhD candidate, but as a post- practical master's. The flow of such practitioners through the PME institutions would serve to keep the respective faculties up to speed and ensure the curricula maintain relevancy and currency. And perhaps it might just serve as the source of the next maritime strategy.
If we are to keep our PME institutions as viable sources of education for following generations of leaders, relevancy and validity must be ensured, and that starts with the faculty. In the course of the ensuing thread of comments and critique a central theme emerged that a creative tension needs to exist between the two principle factions (active duty and civilian professors) over the focus of effort and that it is incumbent on the senior leaders at these institutions to ensure one side or the other doesn't prevail. A delicate balancing act to be sure, but that is why they (the senior leadership) are in those positions. Prof. Johnson-Freese offers a model for that management and presumably has instituted it within her organizational reach in her time at NWC. I, and many others I think, would be interested in knowing how that model's implementation has fared and the particular challenges in implementing it.
Your thoughts?
Update: Some commentary (provided SEPCOR) on Prof. Johnson-Freese's article in general and the Naval War College in particular is provided below As pointed out by my colleague (who provided the same) "…together with NWC Professor Emeritus Tom Hone's comment on "Teach Tough, Think Tough: Three Ways to Fix War Colleges", by NWC Professor and former DSDM Department Chair Dr. Joan Johnson-Freese, NWC Don Chisholm's commentary on war college faculties is not only a guide for thoughtful management of faculty at PME institutions in general, but a strong bulwark against past and future arguments in favor of closing the Naval War College.":
A Comment on "Teach Tough, Think Tough: Three Ways to Fix War Colleges," by Dr. Joan Johnson-Freese ( by Tom Hone)
Introduction: The Problem
The very interesting essay by Dr. Johnson-Freese touches on the heart of the problem faced by the war colleges in its first sentence, where Dr. Johnson-Freese says that the war colleges are "the country's professional military education institutions." But there is often a great difference between an educational institution such as a well known liberal arts college and a professional school. Indeed, one of the criticisms often leveled against professional schools of law and medicine is that their programs are too narrow, or too technical, and that therefore they really don't prepare tomorrow's doctors and lawyers to learn as they progress through their careers.
In short, there's a tension between "education" considered in its broadest sense and the sort of advanced schooling that prepares professionals for their careers. This tension dogs the faculties of the war colleges, and it inevitably must. On the one hand, they are supposed to "open and enlarge" the intellectual horizons of their students. On the other hand, they are supposed to help their students prepare to win the nation's wars, help set the nation's strategy, and plan and conduct counterinsurgency campaigns.
The Naval War College's Solution
The Naval War College (where I taught in 1985-86 and 2006-2009) deals with this tension in several ways. The first is by making one part of the curriculum (the study of strategy) more "intellectual" while making another part (the mastery of joint operations planning) intellectual but also heavily "practical." You can think of the Naval War College curriculum-and its faculty as well-as spread across a continuum from the highly intellectual to a combination of the intellectual with the art and practice of planning military operations.
Given this continuum, you would expect to see very academically strong instructors, with outstanding publishing records, in the Strategy Department and mostly active and retired military officers with great operational experience in the Joint Military Operations Department-and in fact that is what you do see. At the same time, there are prominent academics even in the Joint Military Operations Department: professors Milan Vego and Donald Chisholm, to name just two.
This illustrates the second way the Naval War College deals with the tension between education (defined broadly) and professional education (which is far more technical and focused): the College "seeds" its operations department with academics, just as the best law and medical schools recruit and retain scholars who bring to their programs the sort of erudition that even professional students need to encounter.
The third way that the Naval War College deals with the continuum that runs from strategy to operations is to encourage and reward cooperation and communication across department boundaries. In my first tour at the Naval War College (1985-86), there was a lot of informal but meaningful contact between my department (then called National Security Decision-Making) and the Strategy Department. Faculty from those two departments even met informally with their colleagues in the operations department to talk about teaching strategies, research, and current issues relevant to the College's program. There was less of this informal contact in my second tour (2006-2009), but that was because the teaching load was greater, and, in my case, because I was trying to do the research and publishing that Dr. Johnson-Freese advocates.
The fourth way that the Naval War College tries to overcome the problems described by Dr. Johnson-Freese is by rewarding research and publication. I benefited from this during both of my tours teaching at Newport. Both times, my department chairs (in two different departments, by the way) encouraged my research and writing and even did their best to find time for me to study and write. In addition, I always had colleagues who were happy to read and comment critically on what I wrote. That's why I went back to the Naval War College a second time-because of an atmosphere that challenged me to think and to learn.
The fifth way that the Naval War College addresses the tension between education broadly defined and education defined narrowly is by allowing faculty to come and go. In my case, I never intended to stay for a long time at Newport. Instead, I wanted to (a) gain experience that I could plow back into the curriculum, (b) "get where the action was" as much as I could, given my skills and background, and (c) show I could both publish and manage-that is, combine intellectual work with practical work.
If you're educating professionals, you can't treat them like regular undergraduates. You can't retreat to your special discipline and take refuge there because your students won't have that option once they leave the war college and go off to make war or prepare for it. Their profession is demanding-intellectually, socially, ethically, and in terms of the demands it makes upon their energy. To be an effective instructor, you need to have had at least some experience like that of your students. That doesn't mean that you should be shot at and survive, but it does mean that you should have found yourself challenged- seriously challenged-as a thinker and as a decision-maker. My experience with the Naval War College is that the College's leaders have liked potential faculty with that background, and I think they have been correct to like them.
The Bottom Line
What it comes down to in the end is leadership, especially from the war college presidents and their department chairs. Dr. Johnson-Freese noted in her essay that when she became a department chair in 2002, she found that most of the active-duty officers in her department at the Naval War College intended to stay as instructors once they retired. Her next act as the new chair should have been to tell every member of her department that this would not be possible and that, in fact, it was not and would not be department policy while she was the chair. Put another way, she faced a severe leadership challenge, and it was her duty to deal with it in such a way as to balance her professional ethics with the need to alter the social atmosphere that existed within her department.
That is never easy to do. I still grit my teeth when I think of some of the management or leadership errors that I made when I was a manager in the Navy and the Defense Department. But it's what senior leaders get paid for. The chairman of a department at the Naval War College usually has under him or her an outstanding faculty. It's up to him or her to lead that faculty-to change expectations, if they need changing, and to institute new standards of professional behavior, if new standards are needed.
I would very much have appreciated Dr. Johnson-Freese explaining to me and to her other readers what precisely she did to move her department toward the model that she describes in her essay. I admire the model. I have attempted to "live it." But it's not an easy model to implement, and those charged with leading the war colleges need to learn from former successful leaders in those institutions how to make them what they should-and can-be. Perhaps Dr. Johnson-Freese will provide that sort of guidance in a subsequent essay. I certainly hope so.
NAVWARCOL Prof. Don Chisholm on managing war college faculties:
"A major difficulty in attracting and retaining competent civilian faculty is to find those who grasp the "otherness" of the JPME institutions and are still willing to come. I think in Newport, as Tom Hone pointed out, the Strategy and Policy Department has consistently done a spectacular job in this. JMO has been more challenged because the nature of what it teaches (I chaired our faculty recruitment committee for a number of years and experienced this first hand) attracted mostly second-tier PhD's. We ultimately decided that it was better to hire retired officers with the requisite active duty bona fides and develop them into builders of curriculum, etc. than to go the other route, based on credentialing rather than potential intellectual contribution. I think we have mostly succeeded with this course of action.
The whine from the Air Force civilian professor that made the rounds recently suggested to me, after looking at his vita, that he probably couldn't get a research university job, "settled" for the Air Force institution and never quite grasped its mission — and for some long time too. More broadly, to some extent this may be explained by the second-tier academic status of some significant number of civilian faculty at JPME institutions, who, at least some of them, evidently could not gain tenured positions in mainstream academia, and yet yearned for some semblance of that life. I viewed (and continue to view) this effort as a subversion of the proper allocation of personnel resources at the JPME institutions.
When I came to Newport more than a decade ago, I understood that I was shifting from one career to another, even though I continued with the title of "Professor." That doesn't mean that I abandoned interest in research and publication, but that I understood that it would take on a secondary complexion to be pursued in the interstices between curriculum development, faculty development, and teaching. And, truth be told, at times I chafe under this priority, but I also recognize that I decided to come to Newport and to remain there.
At the war colleges, there ought to be a continuing friction between active duty faculty and civilian faculty over the proper focus of effort. The leadership of these colleges needs practically to exploit this friction in order to produce better curriculum, not to allow the one or the other to "win," and at the same time not to allow the conflict to become so intense as to drift into a state of anomie. I think for the most part, the Naval War College has succeeded in sustaining this creative friction
To gain a fundamental understanding of the institutional development of American higher education, let me commend Lawrence Veysey's fine book "The Emergence of the American University" (circa 1964, I think). Veysey limns out the origins of the three strands of education that have always existed in uneasy tension with each other from the beginning been part of the university, namely between (1) undergraduate education; (2) PhD teaching and research; and (3) professional education. His description accords with my own experiences over a couple of decades in public research universities."
Tags: Naval War College, PME
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Strong management practices pay off: the M&E LatinFinance Brazil Stars Index outperforms the IBovespa by 53.6%
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