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Native American Partnerships
Supportive Services
Montana State University offers a variety of programs and partnerships that highlight the cooperative efforts of Montana State University and Montana's Native American community. From encouraging young Native American students to pursue careers in science and engineering and supporting them in their educational efforts, to partnering in economic development and healthcare programs on reservations, MSU embraces Native American traditions and is committed to improving and expanding opportunities for American Indians.
Respect for Culture
Montana State University is committed to Indian Education for All and respects the diversity, identity, traditions, and history of each of the 12 unique tribal nations in Montana. Native American history and culture enrich Montana and MSU hosts several annual events, including Native American Heritage Day in the fall and the Pow Wow in the spring to celebrate Native American culture.
Collaboration with Native American Communities
Through partnerships and collaboration, critical work is being done to help address disparities in health, environmental quality and educational opportunities. Engaging the community and collaborating with local leaders is pertinent to the success of all partnerships.
MSU's Admissions and New Student Services Office houses a minority representative
who can assist Native American students interested in attending MSU. Contact 1-888-MSU-CATS.
Affirmative Action
This MSU office is responsible for compliance with state and federal civil rights
laws and assists with many human resources tasks for faculty and professional employees.
The office develops and monitor MSU's non-discrimination and affirmative action policies
working closely with academic and University administrators to develop and implement
effective equal opportunity policies and practices. (406) 994-2042.
American Indian Council
A non- profit student run and student led organization that serves the American Indian
student population of MSU- Bozeman. Since 1975, MSU's American Indian Council has
hosted one of the state's largest pow wows, with free admission for all. Over the
years, various events connected to the Pow Wow have included a crafts fair, buffalo
chili feed, basketball tournament, educational presentations and Native American alumni
brunch. The event is held in mid-April.
American Indian Research Opportunities (AIRO)
This consortium of Montana's seven Tribal Colleges and MSU provides opportunities
for American Indian students in career fields where they are significantly underrepresented.
The AIRO advisory board consists of representatives from each tribal college and MSU.
(See also IMSD, Explorations in Biomedicine, IMSD and Leadership Alliance.)
Phyllis Berger Memorial Lecture
Annual free public lecture featuring American Indians who speak on contemporary Native
issues. Sponsored by the MSU Department of Native American Studies. Contact (406)
Bridging Tribal Colleges to MSU (BRIDGES)
This partnership between MSU and Chief Dull Knife College, Fort Belknap College, Fort
Peck Community College, Little Big Horn College and Stone Child College strives to
build a seamless educational experience between reservation-based colleges and MSU
and, in the process, increase the number of underrepresented Native American students
successfully transferring from the two-year tribal colleges to MSU and pursuing academic
studies in the biomedical and other
health-related sciences.
Center Native American Health Partnerships
The center's goal is to improve the health of Native Americans in Montana through
community-based health projects that are conducted in partnership between community
members and health researchers. This goal is met through a research approach called
community-based participatory research (CBPR) in which researchers and community partners
work in partnership. Research is an essential component in eliminating health disparities,
however many groups who experience health disparities have had negative experiences
with researchers and with research processes. Traditionally, research has been conducted
on or to, rather than with, tribal communities. Understandably, these experiences
have led many communities and community members to distrust both the process of research
and the people involved in research. The Center aims to change this history by bringing
together community members and researchers to establish trust, share power, foster
co-learning, enhance strengths and resources, build capacity, and examine and address
community-identified health needs.
Center for Learning and Teaching in the West (CLTW)
This five-university consortium (MSU, UM, Colorado State, Northern Colorado, Portland
State) collaborates with tribal colleges and public schools to improve student achievement
in science and math from middle school through college. The goal is to develop and
support a new generation of national educational leaders who will use knowledge of
math, science and pedagogy to better serve teachers and students in high needs schools,
especially those isolated by rural or inner city
locations. Work includes fundamental research and related activities focused on serving high needs populations. The Center supports an interdisciplinary research agenda, a doctoral graduate curriculum and in service professional development, much of it through distance technology.
Connected to the Earth
Connected to the Earth is a self-guided and confidential home environmental risk assessment
folder and fact sheets for native families. It contains 11 fact sheet assessments
with topics including indoor air quality, water quality, management of household chemicals
and septic systems. Partnership with USDACSREES. Contact Dr. Michael Vogel (406) 994-3451
Council of Elders
In 2004, Montana State University established a Council of Elders to advise the President in regard to the University's educational commitments and activities in relation to the descendants of the continent's first peoples, particularly the tribes of the State of Montana, as mandated in the Constitution of the State of Montana. The Council advises the President in regards to the University's recognition and implementation of Constitutionally declared policy regarding the distinct cultural heritage of the state's American Indian peoples, its commitment of resources to the provision of services and programs to Native peoples, and institutional strategies for improving the education, recruitment, retention, and graduation of Native students. The Council also provides counsel to the President to:
- Promote respect for Native American cultures throughout the University community.
- Fulfill the University's land grand commitments to teaching, research, and service/outreach to Native peoples in culturally appropriate ways.
- Work with tribes, tribal governments, tribal schools and colleges, and other organizations of Native peoples.
- Foster basic literacy in American Indian history, cultural values, and contemporary issues.
- Ensure the curriculum is respectful of the cultural values and rights of self- government of tribal peoples and evolves to meet the changing needs of Native peoples.
- Provide a mechanism for on-going cooperation with tribes on the development, delivery and evaluation of the University's educational programs and activities
The members of the Council of Elders are appointed by the President from nominations
made by faculty, staff, students, and other interested parties. Membership includes
12 tribal members, six honored members, and six ex officio members.
Contact Shari McCoy, (406) 994-2341.
Cultural Preservation and Pollution Prevention Tribal College Curriculum
Tribal College curriculum to support natural resource courses. Curriculum includes
a teaching guide and PowerPoints, student study guide, and evaluation materials dealing
with these tribal related topics: What is Pollution Prevention, Preventing Solid Waste,
Preventing Hazardous Waste, Preventing Air Pollution, Water Quality, Energy Conservation,
Pollution Prevention in Agriculture and Pollution Prevention in Business. Contact
Dr. Michael Vogel (406) 994-3451.
Department of Native American Studies
This MSU department was established to provide and advance quality education for and
about American Indians of Montana, the region and the nation. In fulfilling this mission,
the Department is committed to meet the changing needs of Montana's Indian tribes
and all Montana citizens through excellence in teaching, research, and service. In
its academic program, the Department provides concentrated study through a minor and
a Master of Arts degree in Native American
Studies. Students in any major can also gain a multicultural perspective through NAS offerings in the University's core curriculum. The Department, through its research and other creative efforts, actively pursues interdisciplinary scholarship in the field of Native American Studies. Contact (406) 994-3881.
Designing Our Community (DOC)
This program in MSU's College of Engineering is designed to increase the motivation
and pre-entry academic preparation of Native American students; help shape the engineering,
engineering technology, and computer science workforce by increasing the number of
Native American students graduating from the College of Engineering; and improve access
to quality engineering and technology to rural and underserved populations by returning
highly educated professionals to these communities. Contact (406) 994-6723.
Disability, Re-Entry & Veterans Services
This MSU office assists students who have served in the military, students who are
disabled and students who entering or re-entering college outside the traditional
age range. Contact (406) 994-2824; TTY: (406) 994-6701
Diversity Awareness Office
This office works to expose all MSU students to diversity issues in the form of cultural events and workshops, and encourages understanding between all members of this campus community. Contact (406) 994-5801. www.montana.edu/diversity
Early Childhood Education
This partnership program is designed to address the needs of Head Start and related
Early Childhood Educators in Tribal Communities to complete four-year degrees. The
program was developed in response to a National Head Start initiative that mandated
Head Start teachers further develop their educational competencies by completing an
Associate and/or Bachelor's Degree in Early Childhood Education. Tribal colleges in
several of Montana's reservation communities offer Associate's Degrees in early childhood
education. However, until now, a Bachelor's degree has been out of reach for many
Head Start educators due to distance from Montana State University.
Enhancing Access Scholarships in Engineering and Computer Science
The College of Engineering at Montana State University received funding from NSF's
S-STEM program for $368,645 over 5 years. The EASE program's overall goal is to help
diminish financial and academic barriers to tribal college transfer student's success
in engineering and computer science degree programs. EASE Scholars can receive up
to $10,000 for school per year for up to four years depending upon financial aid eligibility
and academic success. EASE scholarship recipients attend a Bridge program prior to
their first semester at MSU and supplemental instruction in math, science and engineering
courses. Scholarship recipients will be required to attend study groups and monthly
networking and mentoring events to further build their attachment to the College of
Engineering and engineering/computer science as a career choice. Contact (406) 994-6723.
Engineering Minority Program (EMPower)
EMPower encourages the involvement of women and minorities in the field of engineering.
EMPower offers scholarships; tutoring; guidance in arranging summer internships; activities
to ease transition to life at MSU for freshmen and transfer minority students; guidance
and financial support for minority student organizations; retention awards, seminars
and opportunities to interact with women and minority role models; and enrichment
programs for elementary through high school students. Every year, EMPower exposes
pre-college students to the campus environment. Contact (406) 994-2272.
Indian Education for All
Under the director of education professor Jioanna Carjuzaa, Indian Education for All at MSU has built bridges between MSU, American Indian educators and cultural experts throughout Montana. IEFA at MSU has provided professional development opportunities for faculty and staff at MSU and gained special involvement by Native American students and faculty members from tribal colleges and schools across Montana. http://www.montana.edu/ehhd/educ/iefa/
Indian Leadership Education and Development (I LEAD) Project
ILEAD, funded by the US Department of Education, is a joint project of Montana State
University, Fort Peck Community College, and the Poplar Public Schools. The primary
goal is to develop Native American
teachers, and teachers wanting to work in Native American communities, into high-quality principals and school leaders. Project leaders have designed a course of study for aspiring school administrators that will help them deal with everything from budgeting, to hiring, to student discipline, to motivating staff and designing curricula while improving a schools' effectiveness as they learn. The first participants started in the spring of 2007, and the program runs for three years.
MSU Extension
MSU Extension outreach programs are available in all 56 counties and all seven Montana
reservations. Programs are based on local needs, and include agriculture and natural
resources; family and human development; youth; and community development.
The national 4-H youth development program, administered through MSU Extension, is
available in every Montana reservation and county. Projects emphasize "learning by
doing" and range from livestock to leadership and fishing to photography. Contact
(406) 994-3451.
Grandparents Raising Grandchildren
Available to all Montanans, this MSU Extension program offers moral support, training,
parent education and reference materials for this fast growing demographic. Support
groups are operating on the Blackfeet and Rocky Boy's reservations and in other Montana
communities. Contact 406) 994-5099.
The Montana INBRE Program (IDeA Network of Biomedical Research Excellence)
This program focuses on increasing the biomedical research capacity of Montana by
building research infrastructure, supporting faculty and student research, and fostering
a statewide collaborative network. INBRE supports Montana's tribal colleges in hiring
science education faculty. Contact (406) 994-5214.
Initiative for Maximizing Student Diversity (IMSD)
This academic enhancement program is for undergraduate and graduate students majoring
in a biomedical/health science or environmental science field. The program provides
IMSD students with earnings for participation in program activities including work
in a research laboratory and academic enhancement sessions. Support for travel to
one national scientific meeting each year is also provided. In addition, the graduate
student position receives funding for tuition and books.
Contact AIRO, (406) 994-5567.
Learning Engineering by Application (LEAP)
LEAP offers hands-on activities in math and science, such as building LEGO robots, designing Web pages and viewing how engineering applies to everything from building an iPod to dealing with pollution. LEAP is available to students attending a GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) school. Montana communities with GEAR UP program schools are: Arlee, Box Elder, Browning, Charlo, Dixon, Dodson, Dutton/Brady, Kalispell, Hardin, Harlem, Hays, Heart Butte, Lame Deer, Lincoln, Lodge Grass, Marion, Nashua, Pryor, Rocky Boy, St. Ignatius, St. Regis, Trout Creek, Vaughn and Winnett. Contact Sheree Watson, (406) 994-6723, firstname.lastname@example.com
Messengers for Health
The Messengers for Health program educates Crow women about cervical cancer in a manner that is both comforting and traditional. Crow women trained in cancer outreach call on friends and relatives to dispense the most contemporary information and offer encouragement, the same way Crow women have learned about health and life for centuries - through women that they trust and respect. http://www.montana.edu/cpa/news/nwview.php?article=2287
Meth in Tribal Communities
Comprehensive self-guided, self-contained, tribal-specific resource toolkit to assist
native communities implement methamphetamine prevention, treatment and awareness campaign.
Funding partnership with the National Congress of American Indians.
Montana Apprenticeship Program (MAP)
A six-week, hands on summer research experience for students and teachers under the
direction of active science research mentors. The goal is to increase the number of
Native American and disadvantaged high school students who want to pursue careers
in science, technology, engineering and math career fields. (406) 994-5567.
Montana Indian Technology and Cultural Heritage (TeCH) Learning Centers
These learning centers use technology to capture and preserve the history, stories
and other cultural resources of Montana's tribes. Community residents and visitors
can access the kiosks, and youth teach elders technology skills. TeCH Centers are
located at Chief Dull Knife College, Fort Belknap College and Stone Child College;
at senior centers on the Northern Cheyenne and Rocky Boy Reservations and in Lodgepole,
Fort Belknap Agency and Hays on the Fort Belknap
Reservation; and at Pretty Eagle Catholic School in St. Xavier on the Crow Reservation. http://btc.montana.edu/tech/TeCH.htm
Native AIR (Asthma Intervention and Reduction) Program
Native asthma incidence is three times the national norm. The MSU Extension Native
AIR program provides native families with culturally appropriate asthma assessment,
reduction and mitigation educational and assistance services. Funding partnership
with U.S. Housing and Urban Development and the U.S. Environmental Protection Agency.
Native American Nurses: Caring for Our Own (CO-OP)
This cooperative program is designed to: increase enrollment of American Indian nursing students in the College of Nursing; develop a supportive network that will continue to nurture and support more American Indian nursing students through graduation; and rebuild the shrinking pool of American Indian nurses who are prepared through education for practice, management, leadership and graduate programs. Services in the program include:
- Funding available for qualified students
- Summer Bridge Program prior to fall semester
- One- to four-credit seminar
- Learning community study sessions
- Internship and scholarship opportunities
- Support network for American Indian students in pursuit of professional nursing practice.
Native American Housing Technical Assistance Institute
Provides training and technical assistance to Montana and regional tribal housing and environmental health programs to create and maintain the energy, safety, structural and environmental integrity of native homes. Contact Dr. Michael Vogel, (406) 994-3451.
Native American Peer Advisors
An offshoot of the American Indian Club, this group was started by students, continues
to be run by students, and is based on students helping other students. NAPA offers
fun, affordable social activities that are open both to families and single students
and academic support through a weekly study group. Contact (406) 994-3881.
NTEN: The National Teachers Enhancement Network
Created by MSU and funded by the National Science Foundation, NTEN delivers quality
teaching resources and professional development opportunities through the Internet
directly to K-12 science teachers. N TEN also enhances professional networking nationwide
among science teachers and active research scientists. One focus of NTEN-Elementary
is to bring the science behind elementary science kits to teachers of Native American
students. NTEN worked
with many Native tribes to add a cultural component to the elementary courses. NTEN was created and is managed by Extended University, Burns Technology Center at MSU.
Service in Engineering for Reservations via Education (SERVE)
The Designing Our Community (DOC) program in the College of Engineering received funding
from the Minority Science & Engineering Improvement Program (MSEIP), Department of
Education to continue to recruit, retain, and provide professional development for
graduating American Indian students in the engineering, computer science and engineering
technology fields. The SERVE project is funded over three years at $199,192 to develop
and implement a service learning experience (course) for American Indian engineering
students. Service learning reaches beyond textbook "solutions" and requires engineering
and computer science teams to become proficient in project design and implementation
specific to the client; to exercise professional judgment and practice; and to incorporate
cultural themes, objects, and concepts. Funding provided by SERVE will allow DOC students
to participate in projects in reservation communities.
Tribal College Librarians Professional Development Institute (TCLI)
TCLI was created to provide professional development to Montana's Tribal College Library
staff and now offers a yearly Institute to Tribal Libraries internationally. Hosted
by the MSU Library, the event includes educational and cultural programming relevant
to indigenous peoples, tribal colleges and tribal college libraries. In addition to
learning library
issues and skills, participants share stories and support and educate each other. Contact (406) 994-3162.
Tribal Healthy Homes Assessment, Mitigation, and Training
Dr. Michael Vogel, extension housing and environmental health specialist, and Barb Allen, extension housing associate, received a three-year, $873,963 grant from the U.S. Department of Housing and Urban Development to create the national Tribal Healthy Homes Assessment, Mitigation, and Training Center at MSU. The grant is specifically for Native American tribes to assess whether their homes are healthy places to live. The goals of the Healthy Homes grant are to build capacity in Native American communities to work with housing and health agencies on how to do assessments, outreach, and education—more of a holistic look at their home environments. Vogel plans to provide training opportunities to tribes in nine regions of the United States on how to do an audit or assessment of homes. http://www.montana.edu/cpa/news/nwview.php?article=7984
Tribal Pollution Prevention Web Site
Web-based portal to connect tribes throughout the U.S. to waste minimization and pollution
prevention resources and access to successful case studies. Funding partnership with
the U.S. Environmental Protection Agency.
Western Transportation Institute
WTI, a research center within MSU's College of Engineering, hosts a number of K-12 outreach opportunities for Native American students. WTI provides hands-on workshops to second and third grade classrooms to introduce youngsters to careers in engineering and the annual Summer Transportation Institute allows high school students to live on campus, experience college life, and learn about MSU academic programs and careers in transportation. Contact: firstname.lastname@example.com, (406) 994-6559.


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Posted by Holger Kisker on May 10, 2012
SaaS vendors must collect customer insights for innovation and compliance.
As of the end of last year, about 30% of companies from our Forrsights Software Survey, Q4 2011, were using some software-as-a-service (SaaS) solution; that number will grow to 45% by the end of 2012 and 60% by the end of 2013. The public cloud market for SaaS is the biggest and fastest-growing of all of the cloud markets ($33 billion in 2012, growing to $78 billion by the end of 2015).
However, most of this growth is based on the cannibalization of the on-premises software market; software companies need to build their cloud strategy or risk getting stuck in the much slower-growing traditional application market and falling behind the competition. This is no easy task, however. Implementing a cloud strategy involves a lot of changes for a software company in terms of products, processes, and people.
A successful SaaS strategy requires an open architecture (note: multitenancy is not a prerequisite for a SaaS solution from a definition point of view but is highly recommended for vendors for better scale) and a flexible business model that includes the appropriate sales incentive structure that will bring the momentum to the street. For the purposes of this post, I'd like to highlight the challenge that software vendors need to solve for sustainable growth in the SaaS market: maintaining and increasing customer insights.

subset: commoncrawl


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Wayne Law Director of Career Services joins Michigan Unemployment Insurance Project Board
DETROIT (Dec. 16, 2010) – Wayne State University Law School congratulates Diane H. Fears, director of Career Services, on her appointment to the Board of Directors for the Michigan Unemployment Insurance Project (MiUI). Fears, who serves as the office's principal public interest and government adviser as well as the Law School's Student Voluntary Pro Bono Program coordinator, accepted the invitation to join the board on Dec. 5 and attended her first MiUI meeting Dec. 10.
The MiUI is an initiative of the National Employment Law Project in which law students provide legal services to unemployment insurance claimants. Fears will join clinical law professors, public interest attorneys, labor attorneys and other representatives of organized labor and the nonprofit community on MiUI's board.
"I'm honored and excited to join an enthusiastic group of law students and legal professionals advocating for jobless workers in Michigan," Fears said. "The need is great given that Michigan is struggling with the second highest unemployment rate in the nation. I'm gratified that, once again, Wayne Law is reaching out to the community."
According to Krystal Gardner, assistant dean of Career Services, Fears' board membership will benefit Wayne Law students participating in MiUI and the Wayne Law Student Voluntary Pro Bono Program. In addition, the Career Services Office will enjoy new and enhanced relationships with public interest and public sector employers.
Robert M. Ackerman, dean, Wayne Law, added, "Wayne Law's increasing national reputation as a leading public interest law school is a result of the many remarkable opportunities available to our students and alumni. Ms. Fears' involvement on this board further strengthens Law School ties within and outside of our community, providing greater opportunities for our students to gain experience in this important area of law."
Fears, a lifelong Detroit resident, attended Cass Technical High School and earned a bachelor of arts from the University of Detroit, now known as University of Detroit Mercy. A 1989 Wayne Law graduate, she practiced labor and employment law for 12 years with a major Michigan law firm. Fears is a member of the State Bar of Michigan, the ABA, the Wolverine Bar Association, the D. Augustus Straker Bar Association and Delta Sigma Theta, a national public service sorority.
Visit the Career Services Office at http://law.wayne.edu/career-services/index.php. For more information regarding Wayne Law's Student Voluntary Pro Bono Program, please call the Career Services Office at (313) 577-8039 or e-mail firstname.lastname@example.com.
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Wayne State University is a premier urban research university offering more than 400 academic programs through 13 schools and colleges to nearly 32,000 students.
For more information about Wayne State University Law School, visit law.wayne.edu.


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I keep thinking a saw mill would be an excellent investment given the price of hardwoods. I still haven't figured out exactly why people (lumbermen) claim it's not economical to mill your own Walnut, Oak, or Cherry trees given the prices I see at the lumber yards.
Oh come on.... A walnut bee hive would be awesome.


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Progressive Professor: Wittenberg's Rick Incorvati Connects Classroom and Community
Springfield, Ohio –For Associate Professor of English Rick Incorvati, sustainability, human rights, community engagement and equality are not words just tossed around; they embody him and provide the compass through which he directs his life.
"I've always been taken by the Quaker notion that each person has a concern – that is, some issue that gets you out of bed in the morning and organizes your thinking and your energy. Part of living a satisfying life, for me as for a lot of people, is discerning what your concern is at any given point," Incorvati explained.
"I think we all have such concerns. We all look out into the world, see some things and wish that some of those things could be different. How we respond to that wish that things could be different helps shape our identities – and if we're lucky it can lead to some change that will make life a little better for future generations."
Incorvati's perspective, coupled with his on-going efforts to make his community better, recently caught the attention of the State of Ohio, which awarded him ProgressOhio's first-ever Barbara Klass Sokol Progessive Hero Activist Award. Presented by former Ohio Secretary of State Jennifer Brunner, the award serves as a reminder that one person can make a difference.
In Incorvati's case, the difference is clearly visible in his work at Wittenberg, with Christ Episcopal Church, with young people and in his Springfield community.
"At Christ Church, Rick has worked to raise awareness of ways to be a more 'green' church, largely centering around the way we host social events," said The Rev. Charlotte Collins Reed, rector. "He organizes a breakfast each year that produces only the tiniest amount of trash (maybe a quart), and we are now a composting church. He has also been instrumental in further developing our Neighborhood Fair.
"Christ Church sits on the edge of one of the poorest neighborhoods in Springfield, and each summer we have a free fair with food, games, prizes, and booths from various social services in Springfield; Rick personally invented the 'Great Rummage Giveaway' – like a rummage sale, but it's all free.
"In the past he has been an organizer of Interfaith Hospitality Network at Christ Church, chaired the outreach committee, led the youth in a fundraiser to turn old slate into lovely commemorative pieces for our 175th anniversary to raise funds for the Habitat for Humanity Apostles' Build, and he has worked by his actions and simply by his presence to make Christ Church a place that can host Equality Springfield every other Thursday night, as well as host the Dayton Gay Men's Chorus for their Christmas concert."
At Wittenberg, Incorvati serves as faculty advisor for PoWER (Parliament of the Wittenberg Environmental Revolution) and the Gay/Straight Alliance. He has also been involved in several issues on campus sustainability.
According to Director of Plant, Safety and Environment John Paulsen, Incorvati was named co-chair of Wittenberg's new Sustainability Task Force by President Mark H. Erickson in February 2009 following several years of work on campus and in the greater community to promote sustainability efforts. In the years since, he has been responsible for the expansion of the university's recycling program, conducted waste and energy audits, and he was pivotal in establishing an environmental sustainability award, which he received the first year.
"He was also at forefront at getting the president to sign and commit to the American College and University Presidents' Climate Commitment (ACUPCC)," Paulson said. "Wittenberg President Mark Erickson is currently one of 674 signatories of the organization, and he was instrumental in having the university establish a substantial ($125,000) revolving loan fund that promotes and funds sustainability projects on campus such as lighting retrofits and lowering water usage. Additionally, Incorvati efforts led to the development of a complete carbon footprint of campus with the subsequent result of making the university carbon neutral."
On yet another front, Incorvati wrote an editorial for the Springfield News-Sun, which aimed to draw attention to the lack of a visible gay, lesbian and transgender community in Springfield and suggested that this lack of visibility may be an indication of some work that needed to be done on tolerance.
"The most important gesture the city could make to help in that effort would be to include 'sexual orientation' among its protected categories in its nondiscrimination ordinance," Incorvati said. "It's not there now, so it is legal to fire, evict or deny services to anyone on the basis of his or her sexual orientation. The editorial led to a second editorial by a mother explaining what it was like to raise a gay son in Springfield."
Following the articles, Incorvati and a group of interested citizens started Equality Springfield in August 2010 to advocate for lesbians, gays, and bisexual and transgendered (LGBT) individuals.
"Since then we've been sponsoring film showings at the State Theatre, co-sponsoring speakers and performers, providing a visible presence at Springfield cultural events such as Culture Fest, the Springfield Farmer's Market and the Hollandia Bulb Festival, in addition to pushing the City Commission to include 'sexual orientation' among the city's protected categories," Incorvati explained.
"When Equality Springfield showed the film For the Bible Tells Me So last spring, a group of people approached me about trying to do something to support young people in town who may be struggling with their sexual identities," Incorvati said. "So for weeks and months and more months, we planned, we talked, we visited support groups in Dayton to see how they worked, and we made more connections.
"The result is a group called Youth First, which is now directed by Rev. Dwight McCormick from Northminster Presbyterian Church. Every Wednesday between 7 and 9 p.m., the church opens its doors to LGBT teens and their allies. It engages them in conversation, it offers a bit of food supported by community donations, and it provides trained advisors, complete with background checks. It has been a fantastic addition to our community offerings – we have troubled kids in town, and too many churches are sending them self-defeating messages."
Incorvati says that dealing with the frustrations of bringing about change gets easier with time.
"A year ago, I would have been more likely to be offended by what some people are capable of saying and what some politicians are capable of doing. It's harder to surprise me now, and I'm less likely to get riled because I've learned a bit more about what's to be expected."
Identifying with the poet Gary Snyder, an ardent environmental activist since the 1960s, Incorvati said that "many people are prone to ask him why he continues to undertake his work seeing that so little by way of positive development has happened over the years he's been drawing attention to environmental problems.
"He responds that he doesn't do what he does because he's convinced he can change things. Rather he does what he does because he couldn't know what he knows, not respond, and still be the kind of person that he is."
Written By: Phyllis Eberts
Photo By: Erin Pence


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Lacrosse news straight to your inbox.
Monday December 9th, 2013 11:12am
The 2013 Hofstra women's lacrosse team, under new leadership in first time head coach Shannon Smith, posted an 11-8 record and made an appearance in the CAA tournament final, where they fell to Towson and ended their season. It was an impressive run for the young squad and an even more impressive coaching debut from Smith, a former Northwestern standout.
Shannon Smith is only a year or two older than some of her players, but she maintains that her age isn't a factor in her coaching ability.
"Everyone always brings up age!" she says. "But if anything, being close in age helps with understanding and comfort level with the girls, where they can really tell me what's going on."
Being so young would probably be a factor for anyone but Smith, though, whose storied playing career for the Wildcats saw her named the 2011 Tewaaraton Award and Honda Sports Award winner, a three time first-team IWLCA All-American, a two-time NCAA Championship MVP, and still has her sitting atop Northwestern's all-time leading goal-scorer list, all en route to taking home three national championships.
Northwestern also provided Smith with the perfect mentor to start her coaching career. Kelly Amonte-Hiller's coaching tree is something of a legend at this point in women's lacrosse, and she is an obvious mentor for Smith.
"You learn a lot from Kelly in your four years in that program. I've definitely learned a lot from her."
Smith also has some help closer to Hofstra. "Seth Tierney, the men's coach here at Hofstra, has been a great role model," Smith says. "I also look to my coaching staff as a whole — they're a little older, with some more experience, and I've been able to learn a lot."
"It's been an interesting transition into coaching," Smith notes. "I want to focus on developing each individual player to their potential, and it ends up being hard not to turn them into versions of yourself."
Smith and her staff, which includes former Towson captain Katie Mollot, and new addition Michael Bedford, did a formidable job of motivating their team last season. With a lot more experience returning to the field as well as the sidelines this year, Hofstra could very easily turn into a team to watch.
"Last year's senior class bought into our program and the tradition that we're trying to bring to Hofstra and this year our returners have a taste from getting to that title game of what it's like," Smith says of her squad. "We learned how to win last year and getting there was good, but this year we have to learn how to win more so we can get back to that title game and have a different outcome." In last year's CAA final, Hofstra lost to Towson 9-4. Hofstra only trailed by one goal at halftime, but Towson used a five goal scoring run to put the game away in the second half.
Returning players to watch during Hofstra's 2014 season include April Iannetta, a junior who was last year's co-CAA Defender of the Year and whose consistent play anchored a solid defense for the Pride all season, and Brittain Altomare, a junior attacker and 2013 All-CAA first team selection. A pair of sophomore attackers, Emily Considine and Becky Conto, were all-CAA Rookie selections, with Conto taking home Rookie of the Year, and they should use their experience to help lead the Hofstra attack moving into the 2014 season.
Looking forward, Shannon Smith cites the New York Marathon as a factor in developing one of her main coaching philosophies.
"The marathon was something I've always wanted to do," she says. "It was unbelievable, probably the best thing I've done in my athletic career. It was incredibly humbling, and I was hurting for a few days after I finished! But my takeaway is definitely mental, that anything you put your mind to, you can do. Usually when you tell someone, 'I'm gonna run 26.2 miles' they laugh, but I one hundred percent believe that when you put your mind to it and do a little training, it's possible."
This attitude will help boost Hofstra through a much tougher 2014 schedule than they faced in 2013. The Pride's slate includes tilts against perennial power Maryland as well as Ivy League contender Dartmouth and an up and coming Albany squad in addition to the always competitive CAA schedule.


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Dear Lucy,
I have to submit a lesson plan for my TEFL course, I'd appreciate it if you could check it out before I submit it. Pls confirm if its a realistic lesson plan for the time allotted. Here are the details:
Level Elementary (Adults)
Lesson Length 45 minutes
Objective For students to practice Past Simple interrogative forms - closed question forms - and short answers relating to action at a specific time in the past.
Target Language
1. Question form: Did + subject + verb in base form? (Did she eat in a restaurant last night? / Did you eat in a restaurant last night?)
2. Answer form: Yes + subject + did / No + subject + didn't (Yes, I did) / (No, I didn't).
3. Meaning: Asking about a past action.
Assumed Knowledge Students should have learned the Past Simple regular / irregular verbs, and should know the negative form – follows from previous lesson and will continue tomorrow.
Anticipated Problems
1. Students might get confused about using the base verb in the question form, and might use the past form – Did she ate in a restaurant last night?
2. Students might ask the question in a positive form – You / she eat in a restaurant last night?
3. Pronunciation of 'Did you' sounds like 'didgu' – students might place too much gap between 'did' and 'you'.
4. Incorrect Stress.
1. During Presentation, draw attention to the fact that in question form, the verb used is the base verb, and not the past tense verb via CCQ.
2. Drilling.
3. Demonstrate model pronunciation –Stress on 'yes', 'no', and intonation.
Preparation & Aids Flash cards of people of different nationalities; 'Find Someone Who' worksheets (warmer); White Board; markers; Worksheet of Past Tense Matching exercise; Past Tense Board Game; counters for each player; dice.
Lesson Plan
Stage Activity Interaction Timing
1 Warmer: Find Someone Who Milling Activity using Past Simple (FSW went to a party last week, bought a new CD yesterday, etc).
Aim: Reinforce and practice using past simple words; energize students
Seating: Students move in space in front of desks, asking each other questions. S-S 3 mins
2 Introduction: Board Stage:
T pins word prompts from first flash card on white board (WB). Elicit or present necessary question and answer forms:
T: What's her name? S: Barbara!
T: Did Barbara eat in a restaurant last night?
(T shakes head.) S: No. T: No, she didn't.
T: Did she watch a film last week? S: Yes. T: Yes, she did.
Drill each question and answer with class, first choral (3-4x), then individual spot drills (2x).
CCQ: Is the verb in the question a base verb?
Is the verb in the answer a base verb or past tense verb?
Aim: For students to recognize tense of verb in question & answer form; for students to practice speaking questions & answers in correct tense.
Seating: Students sit in seats. T-S 8 min
3 Model Exchange: T nominates a confident student and models exchange activity. Give student one card. T asks questions on card, student answers.
Aim: To demo the upcoming controlled practice. T-S 1 min
4 Controlled Exchange (Practice): Organize students into pairs. T gives 2 cards to each pair, one of a man, one of a woman. Student A asks questions, Student B answers. Then Student B asks, Student A answers. T monitors.
Aim: Students practice using target language.
Seating: Students sit in seats. PW 4 mins
5 Practice: Worksheet: Speaking activity: Ask your partner about activities below: (same q's as on flashcards). Students exchange personal info, write down partner's answer in table on worksheet. Teacher has strong pair demo first question. T monitors. (Students write only key words, not full answers, as this is speaking exercise).
Did you eat in a restaurant last night?
Aim: Grammar reinforcement / check understanding; usage of 'you' instead of 'she/he'. Exercise becomes more personal, therefore more interesting. PW 5 min
6 Class Feedback: nominate 2-3 students to tell what they learned about their partner.
Aim: To confirm correct usage. T-S 2 mins
7 Free Practice (Production): T divides students into groups of 3 or 4. Students play Past Simple Board Game. Each group gets 1 dice, each player a counter. Students place counters on START, throw dice to decide who starts. Student A throws dice, moves that # of squares. Student B asks student A the question on that square. If student A answers with correct form, and group agrees it is correct, student A's counter remains where it is. If answer is incorrect, student A goes back to former position. Play continues until someone gets to FINISH and wins. T monitors.
Aim: for students to practice Past Simple tense and develop fluency and confidence using it.
Seating: Students sit in Groups with a table in between for board. GW 20 mins
8 Feedback: T asks S how they enjoyed the game. (T has noticed the errors made in Speaking, will address in next lesson.)
H.W.: Q&A match – Where Were You Last Week?
Students match past tense questions with right answers. Eg: Where were you last week? I went to my aunt's ranch.
Aim: Practice Past Simple tense at home. T- S 2 mins


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Browsing Pharmaceutical Sciences by Subject "Angiotensin II--Antagonists."
Now showing items 1-1 of 1
[2011-07-02] Comparison of monotherapy with angiotensin-converting enzyme inhibitors or angtiotensin receptor blockers in improving health outcomes among veteran patients with type 2 diabetes Diabetes is a world-wide epidemic; 90-95% of diabetes cases are type 2 in nature. Albuminuria and hypertension are risk factors of diabetes complications, specifically nephropathy and cardiovascular disease. Angiotensi ...


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NOTE: The Central Library parking lot will be closed Friday, June 23 through Sunday, June 25 for repairs. We appreciate your patience.
Log in
When some library directors were asked that question, the response from many was "the rapid pace of change!" I'd add to that, especially changes in technology.
It's hard to keep up knowledge-wise, let alone have the financial resources to implement it in the library.
Some interesting numbers that make the point:
2003: 43.7 million websites2013: 785.3 million websites
2003: 650 million cell phones2013: 1.8 billion cell phones, including 1 billion smartphones
2003: 280,590 available ebook titles2013: 4.1 million available ebook titles
2003: 8.8 million global mobile broadband users2013: 2.1 billion global mobile broadband users
I'm not sure it does any good to lose sleep over this! What keeps you awake at night?
Posted by Ann Rohrbaugh at 02/06/2014 08:13:16 AM |
Books for: Kids, Teens & Tweens


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Durham, NC, USA < change city >
Ceremony Sites (103)
Reception Sites (81)
Photographers (41)
Cakes (24)
Florists (23)
Bands (20)
Caterers (18)
DJs (16)
Wedding Day Beauty (10)
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Rentals (7)
Wedding Fashion (7)
Limos (6)
Officiants (6)
Videographers (5)
Jewelry (5)
Invitations (5)
Ceremony Musicians (4)
See All Vendors >
Catering Works
905-106 Tryon Hill Dr
Raleigh, NC, United States
3 ratings, 3 reviews, 3 weddings
I had a great experience with EW at Catering Works. This was the only catering se...
The Square Rabbit
19 E Martin St
Raleigh, NC, United States
Cakes/Candies, Caterers
2 ratings, 2 reviews, 2 weddings
Same as our caterer, and the did a wonderful job! Our cake was beautiful and even...
Cafe Luna
136 E Hargett St
Raleigh, NC, United States
Caterers, Ceremony & Reception
2 ratings, 1 review, 3 weddings
Cafe Luna provided excellent service and fantastic food! I received numerous com...
Beau Catering
500 Valley Forge Rd.
Hillsborough, North Carolina 27278, United States
1 rating, 1 review, 2 weddings
Organic and local and tasted amazing. The crabcakes with red pepper aioli sauce w...
Vimala's Curryblossom Cafe
431 W Franklin St
Chapel Hill, NC, United States
Caterers, Restaurants
1 rating, 1 review, 2 weddings
Guests keep telling us, "That's the best food I ever had at a wedding!" We agree!
Cake Delicioso
Chapel Hill, NC 27514
Cakes/Candies, Caterers
1 rating, 1 review, 1 wedding
Cheyenne Brewington is just getting her company started, but makes the tastiest c...
Ksi Catering
Raleigh, NC, USA
1 rating, 1 review, 1 wedding
We knew before we even began planning that food & drink would be one of, if not t...
Side Street Restaurant
225 North Bloodworth Street
Raleigh, NC, USA
1 rating, 1 review, 1 wedding
Everything was delicious! We received tons of compliments from the guests how muc...
Durham Catering
3438 Hillsborough Road
Durham, NC, United States
1 rating, 1 review, 1 wedding
We are sort of food snobs, so having good food at our wedding was super important...
Mebane, NC, USA
1 rating, 1 review, 1 wedding
These guys were so fun and professional! Great food...chicken wings were especia...


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Rating: 1.5/5 (Total votes: 2)
Another feature of the Fruit Muscle game is the REFRESH and the FIND buttons. When you feel that you are falling behind press the FIND button and the game will automatically connect two of the clipart cards and when you hit the REFRESH button your clipart cards will shuffle. You can use these buttons 3 times each.
.This game is made from an indie game company located in Greece called CUCUVAYAGAMES.
.The paid version is add free.
Have fun!!!
Ps: And please write a review about the game.
» show all
FreewareAndroid - Free Downloads Android Market Apps, Applications, Games, APK, WiFi, Sync, GPS for Google Android OS


text:
- Phone
- 434-823-7800
King Family Vineyards is a family owned and operated vineyard and winery located in Crozet, Virginia, 15 minutes west of Charlottesville, at the foot of the Blue Ridge Mountains. We are conveniently located to Rt. 250, the Blue Ridge Parkway, Skyline Drive and only minutes from I-64. Our 31 acres of vines have produced award winning wines including Merlot, Cabernet Franc, Petit Verdot, Malbec, Chardonnay, Viognier, and Petit Manseng.
We are open daily from 10am to 5:30pm. Our last tasting is at 5pm. The Tasting Room is closed Thanksgiving, Christmas Eve and Day. Tastings are $10 per person. Tours of our winery are $15 and are available by reservation only on Saturdays and Sundays
The covered veranda, expansive lawn, and brick patio are perfect for outdoor picnics while the Tasting Room and warm stone fireplace are inviting on cooler days. A selection of gourmet cheeses, salamis, spreads and hot french bread are available in our Tasting Room. Visit on Sundays in May through October for Roseland Polo matches. Please call for private tastings, tours or group rates. Buses are welcome by appointment.
The King Family - David & Ellen, Carrington & Corie, Stuart & Ali and James & Kelly invite you to come and enjoy a special part of Virginia wine country.
Price Information
- 10.00
Last Updated: 01/08/2016
What's Nearby
Lanetown Rd and Jarmans Gap Rd
Crozet, VA 229320.4 MI
5494 Golf Drive
Crozet, VA 229320.42 MI
Call the property for directions
Crozet, VA 229320.84 MI
1015 Heathercroft Circle
Crozet, VA 229320.88 MI
6135 Rockfish Gap Tnpk
Crozet, VA 229321.1 MI


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a place for zinesters - writers and readers
June 6, 2009 at 10am to August 29, 2009 at 2pm – Monument Square NEW WEEKLY OUTDOOR MARKET SHOWCASING HANDMADE, HEARTMADE WARES IN DOWNTOWN TROY THIS SUMMER. EVENT KICKS OFF SATURDAY, JUNE 6TH AND CONTINUES EACH SATURDAY THROUGH AUGUST 29TH, 10AM TO 2PM. FOR MOR… Organized by zhenelle | Type: open, air, craft, market
July 1, 2009 to July 31, 2009 – All over planet earth! July is the designated month to celebrate all things zine related! Attend a zine event! Go to a zine reading! Take part in the 24 hour zine thing! Zine events happen all over the world and July is I… Organized by Alex Wrekk | Type: celebration


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@4thIDvet, LOL! that dunkin donuts card cracked me up!
Printable View
@4thIDvet, LOL! that dunkin donuts card cracked me up!
I haven't figured out any rhyme or reason yet to the process times of Form 1's and 4's. I usually check a thread dedicated to process times for NFA paperwork at another large firearms web site to see what the latest trends are and compare the dates people are getting approved - to my submission date. That usually gives me a heads up, not counting errors and returned paperwork.
My first Form 1 (2008) took 88 days, my second (2009) 137 days. I'm gearing up for #3 shortly, and this one will be via a Trust for the fist time. My examiner has moved on from what I understand (Ted Cutter), so I don't know how this one will work out.


text:
Guiding smarter interactions with Cincom Synchrony
daryl_pereira 270002AW8D Visits (2485)
Randy Sanders, Program Director of Synchrony explains how Cincom helps its clients work in a multi-channel selling environment. The solution ties in neatly with the IBM Smarter Commerce solutions. Where IBM Unica can track across personalized offers, web channels and email, Cincom Synchrony pulls in other channels such as face-to-face, the call center or self-serve environment.
Given their inclusion of the IBM stack into their solutions, Cincom is one of the partners that has been enabled on IBM Puresystems.


text:
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Description: Interior of Kendall Des Jardin's drugstore on Broad Street. Two men are talking with a young boy inside the store.
Date: ca.
Description: Group of children boarding school bus.
Date: 1940
Description: A man cleans a residential street with an International I-14 tractor with a Hough sweeper attached.
Date: 1938 ca.
Description: Young children reading at the library. A librarian works near the circulation desk in the background. When it opened in 1938, the Library had a seating cap...
Date: 1955-05-28
Description: The Riesen family, John, Jeanne, Linda and Jon, play in their home.
Description: There were several businesses in Greendale, including a Co-op grocery store, variety store, post office, movie theater and a doctor and dentist office. The...
Description: Three men operate an International I-14 industrial tractor and a 300-gallon beam sprayer in an apple orchard. One man sits on the tractor while the other t...
Date: 1942-08-15
Description: Slightly elevated view of crowd gathered at a Civilian Defense Rally. Booths are in the background, including a game booth where you can "Deflate The Axis,...
Description: Students gathered closely around their teachers in the kindergarten room on the south end of the school. The open hearth, fireplace, high ceilings and wind...
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Date: 1940 ca.
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Description: Two men operate an International I-14 tractor and a beam sprayer. One man sits on the tractor while the other stands and operates the sprayer.
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Pinnacle Speakers
Do you worry about being a public speaker? We understand. It's scary! Instead, you should buy some of these speakers and let them do the job for you. And you can just hide under a blanket with a microphone in your hand. It could be your gimmick!
Ends on April 9 at 9AM CT


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Innovation Task Force Feedback
The Innovation Task Force will identify, explore, and help develop programs, initiatives, and campus improvements that are both consistent with Wittenberg University's mission and likely to provide enhanced revenue toward the fulfillment of that mission.
All ideas are welcome. Simply fill out the form, and your idea(s) will go directly to the Task Force co-chairs.


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'The Buffalo Sabres haven't had a waiting list for season tickets for close to 25 years. They may be creating one this summer. Buoyed by brisk sales, Sabres officials now expect to cap their season-ticket total at 14,000 to 14,500 seats.'
Sabres tickets going out of season?
August 23, 2006 Submitted by
Via: Buffalo News


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I'm sure some of you have one of these things, and I even have one myself. I got it sometime ago, but I have only used it a couple of times. I have to say, its very convenient and works as advertised.
Now you may ask why I have only used it a couple times. The reason is, I'm concerned about the way you are forced to treat the replacement water. i.e. Before, during, or after the new water is added to your tank. Maybe I'm worrying about nothing, but it concerns me about how effective your water treatment of choice is when using it this way. It seems to me that the water treatment would be greatly diluted when mixing it with the old and new water at the same time, perhaps reducing its effectiveness.
Maybe I'm all wet here, but what do you think about this? For those who use this product, how do you treat your water during a water change?
I would really like to use this product, but I need some reassurance that its safe to do so.
Haha, I had the exact same worries when I started using my Python water changer. Then I saw my LFS using it to entirely change out their tank water in every tank and only add dechlorinator after they had changed the water in every tank. Depending on your tap water supply, some don't even use dechlorinators in planted tanks (I don't).
There's no doubt that the effect of the dechlorinator is reduced when dilluted into a larger body of water, but on the plus side, the effects of the chlorine are also greatly diluted in the larger body of water in your tank.
Go ahead and do your water change and then add the appropriate amount of dechlorinating agent right to the water afterwards. I think your fish will be fine.
I like to add in AmQuel as I fill up my tank, so it gets sort of mixed in from the water flow from the hose. If you are really concerned, then buy a rubbermaid container(s) about the size of how much water you change. (example--if you have a 55 gallon tank, and change about 25 % of the water, get about a 15 gallon container, or three 5 gallon buckets) Suck the water out, then fill up the container(s)/buckets and add dechlorinator. Then, if using buckets, pick them up, and dump it in. (if you have plants, it might disturb them, and the substrate too much). Or, if using a bigger container, buy a water pump to pump the water to your tank.
Thank you both for your replies.
Actually, I've considered just what you suggested Nfish. I have recently set up a 125 gal tank. Thats why I have become interested in the Python water chager again. As you might imagine, doing water changes by the bucket with such a large tank would be quite a chore.
I have seen these pumps that you mentioned for as little as ten dollars. Getting a rubber maid tub and some tubing would only add another 10 dollars. This method would be almost as easy as using the python alone. Plus I would have peace of mind knowing that the new water is treated before entering my aquarium.
I quess my biggest worry of using the python alone, is the chlorine doing damage to my fish as well as the nitrafying bacteria, before the water treatment had a chance to nutralize it.
I've got the exact same fear as many of you. However, the guys at aquariumfish.net SWEAR that if you change 20% or less of the tank's water at a time, you can put straight tap water in (no treatment before or after) without harm to the fish or the bacteria.
I'll let you read what they have to say yourself. Please, don't take my word for it! :)
I've had the guts to try it once this week. So far, everything is still alive. :)
When I first used my python I had a 75 gal. with around 75 fish/ 40 (PLASTIC) plants/ couple of fake logs etc.
I would change around 20 - 25 gals. a week. I'd clean gravel/remove water with it. I just threw the end out the back door running towards the plants outside. They seemed to like it. Then I'd hook it up to the kitchen faucet, take a floating thermometer and get it as close to the aquarium temp as possible usually a degree or to higher if anything. Then fill the tank slowly. Approx. 20 gph. Add chlorine remover at the start and some more when i was done.
The only fish i recall loosing for about 2 yrs. of that was a Kulli Loach... i came in the room and he was face first in the large tube swimming against the current. He seemed to be enjoying it, BUT, he was dead the mext morning. Sucked up too much chlorine, maybe??? You might wnat to remove the end for cleaning the gravel, to avoid any fish enjoying there self to death?
My mom has an INDOOR POND now. I do the same 'ol, toss the hose out the back door thing with it. But, i have a 30 gal. (plastic) trash can that i fill up first (after placeing it next to the pond) useing a floating thermometer to get it at temp. or above by filling it from the kitchen faucet.
And add chlorine remover right before its full. And use a small pump in the trash can to add the water back to the pond.
This could be used the same way for an aquarium, just need a big enough pump to get it that high is all. :)
I've been using the Python for at least 5 years and I've done masive water changes (30%-50%) in my rift tanks every 7-10 days and I don't add the dechlor until I'm done. I've never had a mysterious fish death that might be related to the change. I don't even measure the temp. I just put my hand under the water and if it feels close I put the water in. I think we have a habit of making things more complicated than they have to be. I know I do it all the time.
I do 25-30% water changes with my pyton every 2 weeks. I don't use a dechlorinator and I don't use a thermometer. I have a thermometer in the tank though. Like Jonah, I just feel the temperature with my hand. Believe it or not, my tank temperature stays exactly the same. If you can't feel any difference between the temp of the water in your tank and the temp of the python you should be dead on. Our sence of touch is a lot more accurate than we give it credit for.
I was pretty accurate with the hand temp thing too, when i put the water straight in the tank through the python. My fish looked at me like whatda?!?!?!!! if someone flushed a toilet though. :P
But sense i'm filling a 30 gal. trash can, I just toss the floating themometer in when i start filling it, then check it with a few gallons to go and adjust it, if needed.
What i read the other night from my Aquarium Atlas vol.1 pg. 905:
"2. Chlorine. Free chlorine is highly toxic. Just 0.1 mg per liter can prove fatal. It attacks the gills, leading to a loss of color and death through oxygen starvation."
Does your atlas say how long it takes, because I've completely forgotten to add dechlor after a 30g water change and didn't kill any fish?
Of course, it was 30g out of 125g. Maybe it watered down a bit, plus I tend to drop the water down in a spray, which also will dissipate some of the chlorine.
its been a while sense i've thought much about aquariums, but its all coming back bits at a time:) but going by what i recall from reading years ago.
it doesn't take very long for chlorine to leave the water. probably a few minutes in an aquarium with all the water movement. Not that we move alot of water around in our planted tanks. These days i think alot, if not most of our water supply has cloramine (something like chlorine/ammonia mix) in it. And its harder to remove from the water.
I look at it kinda like giving the fish a cigarette. It probably won't kill ya right then, but its working on it.
I use seachem's Prime in any new water i treat. It comes with an easy to use dropper, looks more expensive than other's until you read the back and see it only takes 1 milliliter per 10 gallons. With the added plus of removing nitrites.
I read about a person raising percula clowns (saltwater fish) and had this stuff slowly dripping into the tank.
My extent of testing it was putting 1 drop in a vile of high nitrite water one time and testing it a few minutes later. no nitrite showed up.
i'm nothing close to a scientist, but it looked like it worked.
have a nice day!
If its like giving them a cigarette, I should watch for the fish to mate first and then add the chlorine laden water into the tank!! HaHaHa. All this talk about chlorine laden water,,,, oops just lit a cigarette,,, is making me wanna smoke. As I'm writing this I can barely read the screen from all the smoke in the room!!!
Sorry for the sarcasm guys. I just couldn't resist.:P
I was smokin' one (or two) while writing it.
And uhhh, doin' the same now, too.
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|Topic Review (Newest First)
If you feel like your about to go down, whether it's the nose diving, or other things putting us off balance, anything is acceptable to regain our balance... Maintaining fluid movements throughout every turn will help us not get off balance and remove the need for recovery moves.
Couple of things on this. One is that a board that is manufactured with setback also is designed specifically for that and the binding reference points are matched with the flex of the board and the sidecut. There is a huge difference between a board designed to be ridden like this and just moving your bindings back on a board that is designed to have the bindings more centered. Sure, you can ride it and usually ride it just fine but it wont be quite as efficient and there will be some handling issues when you are not in deep powder.
Secondly, the retraction technique also works extremely well on a powder specific board with a lot of setback. It works amazingly well on a regular board too. Today, I was hitting deep (knee to waist deep) powder stashes and I am a 190 pound guy riding a 156 Gnu Billy Goat and never got stuck or took a single tomohawk.....
@ Bear5001, Along with the retraction at edge change, I have also been having great success with using retractions of the front foot like this even when not changing edges but when I feel the nose starting to get "sucked down". Today was a great example of this when I was riding in the great powder off of Vista. From a technical AASi standpoint, I am not sure is this is "correct" but it sure seemed to improve my powder riding and you know how deep some of those areas were (waits deep wind deposits and as I am sure you heard, several of us got first tracks on Cascade when they opened it up at 3:00. I made 3 runs before the 3:45 lineup. Would like to hear your thoughts about doing this the way I was today...
|I usually rock the widest stance available (6'3" on a 157 or 161) so on powder days I just move the front foot back one or two spaces. I find I can put more weight on the front foot and it relieves back leg fatigue. I also find that a slightly more narrow stance makes the board more maneuverable in the deep stuff, since the nose is higher out of the snow.
SnoWolf. Agree with your thinking about sidecut, BUT: (love to talk about this shit) if you look at an extreme pow board say the The Euphoria (or any Noboard)
we have the sidecut opposite of a regular board, or in the case of the Hoverraft for example
the tail is so short and stiff and the board so set back naturally that you will ride in the back no matter what and they are both pow specific sticks.
My point is that when you are riding deep pow at a speed you should float no matter what position your are in. But at slower speed or on lower angle slopes, a set back will keep the nose up and, as I experienced on the JJ board, make it SO much easier and enjoyable. Either on 2 feet of fresh or on the same , later when i't s all trashed. The board on a wheelie trashes trough it instead of you having to lift it every time.
On the other hand I love to carve centered on both ( Arbor and JJ) on more firm and groomer days...to use and engage all of the sidecut the way it was designed to.
Hmm...Maybe Saturday.
Originally Posted by mixie View Post
whoa....I can't believe you put that many words into that one run down dragons back!!!.....Here is my version of that day "there was some pow and I made some turns and then I crashed real hard." sometimes I wish I could be so verbose about riding but i quite enjoyed reading your POV of that run
Maybe I would suck less if I could think about it more? But then again I get out there a lot more then you sorry
Ive decided there's one answer to all of my snowboarding problems.
Get lower. Bend knees more.
Originally Posted by Zombaco View Post
Here's what I was trying to conquer in the knee deep, riding down just about dead center - Dragon's Back at Mammoth
Maybe I would suck less if I could think about it more? But then again I get out there a lot more then you sorry
Ive decided there's one answer to all of my snowboarding problems.
Get lower. Bend knees more.
If you just ride "leaning back" you become very static; you cant really flex and extend as you need to for good turn initiation and completion.
Instead of leaning back to prevent a nose dive, pull the nose of the board up toward you which will cause you to bend your front ankle and knee. This is a retraction. I am sure you guys by now have done at least a few small jumps right? What do we do after take off? We suck our legs up to pull the board up toward us; this is a retraction often referred to as "raising the landing gear".
Now you don`t have to retract or extend both legs as a unit. You can retract just one leg kind of like we do when riding bumps or even doing an Ollie or a Nollie. Stay centered and pull the nose up out of the powder toward you. Granted, this is going to feel weird and it will take you a few tries to feel it but when you do, you will be able to ride powder without either setting your bindings all the way back or getting that intense back leg burn.
You will still get some of that burn but you will with a total set back stance as well. This keeps your board`s functionality at peak where it was designed to be. You don`t want to be dropping a 50 degree pitch even in deep powder with your bindings all of the way back. You are not going to have a great success at initiating your turns and as a result of the delay in doing so, the turn completion is going to go to hell as well.
Now, I am not saying there is not a time to shift aft. There certainly is, just dont stay back there the whole time. When we do these fore-aft shift, we return to neutral which is centered. In powder, shift aft as needed if you see that a front leg retraction will noe be enough to prevent the dive. After the condition passes, return to neutral.
Originally Posted by Bear5001 View Post
What Snowolf was suggesting is a strong retraction at edge change. Meaning ride tall across the hill and suck your legs up to you to enable the edge change.
So a retraction of the front foot while initiating turns will help keep from nose diving, along with the normal dynamic riding is what you guys are telling me? I like the reference of jumping and one leg like an ollie, but instead of popping off like following through with it, I'm initiating my turn? How much is a rockered or a camber-rocker-camber hybrid going to help with this, compared to my current cambered board? I'm going to be demoing a few boards next week, so I'm curious what to expect. Although nature isn't going to help me with any pow.
And thanks for the help fellas
Here's what I was trying to conquer in the knee deep, riding down just about dead center - Dragon's Back at Mammoth
Photo thanks to Mammoth Snowman, and is about 2 weeks after I was there.
When we first learn to turn we do what we call up-unweighting or most extended at edge change. This means we ride across the hill in a flexed stance and extend (or get taller) to unweight the engaged edge enabling us to transfer to our new edge then get lower throughout the turn, to then rise again for the next edge change...
Later we start to play around with down-unweighting or most flexed at edge change. This means we are riding across the hill extended or tall, and we flex (aka bend our knees & ankles aka retract our legs) to unweight the edge enabling us to transfer to our new edge, we then extend through the turn, to flex again. What Snowolf was suggesting is a strong retraction at edge change. Meaning ride tall across the hill and suck your legs up to you to enable the edge change.
Watch some videos on down-unweighting or dynamic turns. This will explain this topic more, as there is a lot more to the timing of it. Such as changing your edge with the board traveling across the fall line, extend your legs laterally or across the hill, so that immediately after the apex (your board is just starting to turn across the hill) your most extended and you can begin flexing for your next turn.
Just some personal info, I ride a proto ctx 158, and I ride in centered in deep cascade concrete.
retraction means take the weight off the front.
or more like retract the foot or lift it up slighty
Personally I never change anything. Sure, it will give you a little more float but you can leave your bindings in the optimal spot to utilize the flex of the board most efficiently and use good riding technique to accomplish the same thing. It's all about front foot retraction way more than leaning back.
Can you (or anyone else) explain what you mean by front foot retraction? I haven't had many powder days in my short time I've been riding (this is my 3rd season, ridden 45 days overall). I did get some knee deep pow first day this season and was struggling through my turns, fore & aft movements, and kept nose diving. I'm on a true twin cambered board with my stance centered. I was going to move my bindings back next pow day, but if there's a different method, I'm all ears.
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Women's Soccer Adds Six For 2012
NEW ROCHELLE, NY - Head coach Mike Barroquiero has announced the addition of seven players to the Iona College women's soccer program for the upcoming 2012 season. Joining the Gaels will be Amanda Cantos (Wantagh, NY), Kara Maguire (Montclair, NJ), Kim Marra (West Sayville, NY), Kelsey Tierney (Galloway, NJ), Mackenzie Stelljes (Charlotte, NC) and Megan Kleeschulte (Vernon, NJ).
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Barroqueiro on Cantos: "Amanda is a technically gifted forward whose vision of the field, on an off the ball, will definitely add some creativity to the way we attack. Coming from a top club environment in Long Island where she has had the chance to compete against some of the best teams in the country should give her the experience and confidence necessary to come in and compete right away. I'm excited to have Amanda join us this fall!"
Forward Kara Maguire is an All-County player for Montclair High School. While at Montclair High, Maguire and team racked up the wins, including two Essex County Championships, a State Sectional Championship, and two S.E.C American Division Titles. Maguire's success carried over to her club team the SDC Lynx, two time New Jersey State Champions and Region 1 Finalists.
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Defender Kim Marra, 2011 Suffolk County Player of the Year, dominated play at Sayville High School. Along with being a captain, Marra received All-League, All-County, All-State, and All-Long Island Awards. Marra, an impact player for HBC Intense 94, helped guide her team to the finals at the Disney Soccer Showcase.
Barroqueiro on Marra: "Kim is going to be a very exciting player to watch grow here at Iona! She has the ability to play anywhere across the back line and possesses an intense competitive spirit that helps her find success in even the toughest of situations. On top of that, she has always maintained an extreme focus on her academics as well. She's a total student-athlete and I can't wait to see her on the field this fall."
Defender Kelsey Tierney a three time All-Conference and All-South Jersey captain for Absegami High School. Tierney also received an All-State award while directing her team to the Group IV Finals and Invitational Coaches Cup Finals. A starter for NJSA 04s, Tierney competed in the top showcases across the country such as PDA, Nationals, and CASL.
Barroqueiro on Tierney: "Kelsey is someone who has all the characteristics to be successful at the collegiate level. She has a wonderful work-rate, high level of mental toughness, and has been consistently exposed to some of the highest quality training environments in NJ. We are excited to have her joining us at Iona!
Goalkeeper Mackenzie Stelljes was the 2010 SW4-A Defensive Player of the Year at Ardrey Kell High School in Charlotte, NC. Widely regarded as the top keeper in North Carolina for the 2012 class, she lead her team to a 25-1 record in 2010 and a Top 15 finish in 3 National Polls. She played her entire club career with Charlotte Soccer Academy, a member of the Elite Clubs National League and helped lead her team to an overall record of 245-51-53 and 2 North Carolina State Championships.
Barroqueiro on Stelljes: "I've known Mack for years now since my days down in Charleston. Over the past 3 years I've seen her grow and develop into one of the top goalkeepers in her age group. We have a wonderful tradition of extremely strong goalkeeping at Iona and Mack is someone who will continue to add to that for us. Her experience of playing day in and day out against the very best competition in the country is going to allow her to make a quick transition to the college game! Mack is going to have a very bright future here at Iona!"
Defender Megan Kleeschulte has spent the last two years playing with TSF Academy in NJ after competing for the previous seven years with the Lafayette Inferno. She lead her team to a championship appearance in the 2011 Baltimore March Madness tournament as well as a first place finish in the Mid-Atlantic Region for the United Soccer League's Super Y-League.
Barroqueiro on Kleeschulte: "Megan is someone who stood out to me after her TSF team played a Super Y-League game on our campus last summer. She has the ability to play both as a center back and center mid, has great size and ability in the air and has great potential to develop into a very good defensive presence within our program. I'm excited to see Megan develop throughout her career here at Iona!"
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Hey all, been reading my way through various threads here, for a while now and have finally signed up.
I'm still fairly new to all this, started trooping last August after joining the 501st here in Australia.
I have a completed TK and I am working on a Shocktrooper clone at the moment.
I'm real keen to do a Jango Fett( love the duel pistols) besides I don't think my garrison needs another Boba. We have 3.
Anyways I'll keep reading and try to work out who is who when it comes to getting all the parts.
If anyone can suggest suppliers of parts I thank you.
Cheers from Oz.....


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What tutorial is the best, simplest to bulid Boba Fett helmet
I saw tutorial created by Dark Side Sith Lord, are the others?
What tutorial is the best, simplest to bulid Boba Fett helmet
I saw tutorial created by Dark Side Sith Lord, are the others?
hey brother, havent followed this one closely, but i have heard great things about his buildup...
hope that helps...
Thanks, it is look very good!
But are the others?
I've made a couple of helmets, but I didn't make a tutorial as comprehensive as Antmans. Since my builds, I've revisited my helmet by way of revising the design to make it more screen accurate.
I'm trying to scratchbuild a lot of my stuff, but I realized the helmet would be too much to attempt and be accurate; If after all you consider purchasing a helmet, for a minimal price I suggest a Fang (I have one)...
I'm not taking away from the great helmet makers here, but I've yet found one at such a low cost, although some trimming/sanding work is necessary more than others...
If you are REALLY serious about scratchbuilding, you should check out the Mandalorian Mercs, they have a GREAT tut section, and a specialized set of templates, called pepakura. It make building REALLY easy, though there are a few extra steps to use them. Just google "Pepakura" and that should help you out, thats what I used for my jet pack and my gauntlets.


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