text:
Course Descriptions
Nonprofit Studies
Department of Social Work
|NPS 300. Introduction to Nonprofits.
3 credits. Offered fall and/or spring.
|An introduction to the development of the nonprofit sector in the American context exploring history, theories, legal issues, governance and ethical considerations. Global nonprofits are also explored. Provides a foundation for subsequent work in the nonprofit studies minor. Prerequisite: Sophomore standing with a declared major.
|NPS 320. Nonprofit Management.
3 credits. Offered fall and/or spring.
|A study of organizational and management functions in the nonprofit sector. Examination of the unique role of volunteers, boards and public relations in the nonprofit environment. Prerequisites: NPS 300 and junior status.
|NPS/FAM/GERN/SOWK 375. Grant Writing for Agencies.
3 credits. Offered on a rotating basis.
|Emphasizing active learning, this course teaches the basics of grant and proposal writing. Efficient research, persuasive prose and the importance of relationships are stressed. Private and corporate philanthropy are examined with guest speakers providing current insights. Students research, write and complete a funding proposal.
|NPS 400. Internship/Practicum in Nonprofit Studies.
4 credits. (225 hours in agency), 6 credits (400 hours in agency). Offered fall, spring and summer.
|Supervised internship/practicum experience in a nonprofit organization setting that allows experimental learning and practice experiences. A research or applied paper, learning journal and presentation based on the experience are required. Prerequisites: NPS 300, NPS 320 and the discipline specific elective.
|NPS 450. Nonprofit Studies Capstone Seminar.
3 credits. Offered spring.
|The capstone seminar is designed to integrate and apply knowledge from the student's major and the nonprofit studies minor. A substantial, individualized project will strengthen the student's capabilities in research and/or applied knowledge, information access, and self-directed learning. Prerequisites: NPS 300, NPS 320,
NPS 400 and discipline elective. Related elective may be taken concurrently.
|NPS 487. Special Topics in Nonprofit Studies.
3 credits. Offered when needed.
|Examination of selected topics in nonprofit studies that are of current importance in the nonprofit arena. Course may be repeated for credit. Prerequisites: NPS 300 or permission of the instructor.
|NPS 490. Special Studies in Nonprofit Studies.
1-3 credits.
|This course is designed to provide capable nonprofit studies minors an opportunity to complete independent study under faculty supervision. Course may be repeated for credit. Prerequisites: NPS 300, NPS 320 and one additional course in the minor or permission of the instructor.
Department of Nursing
|NSG 270. Nursing Practicum: Nursing Fundamentals.
3 credits. Offered fall, spring and summer.
|This first course in the nursing curriculum focuses on the foundation of nursing practice. Through didactic learning, students are introduced to basic nursing theory and knowledge that will be applied throughout the student's nursing education. In the laboratory, students learn the cognitive and affective processes and the psychomotor skills necessary for basic clinical practice. The clinical component of the course is a culmination of didactic and hands-on learning where students apply and practice what they have learned through the course.
|NSG 310. Helping Persons in Pain.
2 credits. Offered spring.
|This course, open to students from all majors, is an examination of pain, its impact on people, causes, treatments and the role of health professionals. Emphasis is placed on understanding how people experience pain and its effect on quality of life.
1 credit. Offered spring.
|Classroom-based exploration of the care of people at the end of life from a multi-disciplinary, holistic perspective. Learning activities include guest speakers, critique of assigned readings, essay and case studies. Students from any related health care major, first year students through seniors are welcome.
|NSG 312. Understanding Cancer.
1 credit.
|This elective course, open to students from all majors, is a non-technical and practical examination for cancer and its causes, prevention, treatments and impact on people. Emphasis is placed on understanding how people experience and survive cancer. This course is tailored to include cancer-related topics that are of interest to students.
|NSG 313. Issues and Applications of Family Caregiving.
1-2 credits. Offered fall, spring and summer.
|Students from any major engage in service learning with clients and staff of Caregivers' Community Network, a program of information, companion care and support for family caregivers. Hours are flexible and activities are tailored to student interests.
|NSG/HTH/HHS/SOWK 314. Rural Health: An Interdisciplinary Approach.
3 credits. Offered May.
|Students study, observe and participate in interdisciplinary assessment, planning and delivery of community-based primary health care in partnership with residents and agencies of a host rural county. Learning activities will emphasize rural culture, rural health care and interdisciplinary practice.
|NSG 317. History of Nursing.
1 credit.
|An elective nursing course that explores fundamental aspects of nursing history including pertinent nursing founders and leaders as well as examination of the many influences that have shaped the nursing profession. Review of nursing within its historical context provides an opportunity to consider changes for the future.
|NSG 318. Prenatal care: Caring for Mom from Conception to Delivery.
1 credit.
|This course is designed to develop an understanding of the need for prenatal care. Prenatal care helps reduce the incidence of the perinatal illness, disability and death by providing health advice and identifying and managing medical and psychosocial conditions and risk factors that can affect the health of the pregnant woman and her child. The course will focus on a healthy lifestyle for the pregnant woman and the knowledge base she will need to implement that healthy life style. Emphasis is placed on nutrition, exercise, diet and antenatal testing that is a part of prenatal care.
|NSG 319. Infants, Children and Adolescents.
1 credit.
|This elective course, open to students from all majors, explores select contemporary topics about infants, children and adolescents. This course is tailored to include topics which are of interest to the students and have a significant impact on the infant, child or adolescent. Topics will be studied from varied viewpoints and how the topic impacts the infant, child, and/or adolescent and their family.
|NSG 320. Innovative Diabetes Health Education.
1 credit. Offered once a year..
|Based on the chronic illness model component of patient self-management, this course focuses on the use of an innovative teaching strategy for diabetic education. Working in teams students will utilize conversation maps to learn about Diabetes Mellitus Type II, gestational diabetes and patient education.
|NSG 321. Introduction to Client Education.
2 credits. Offered once a year.
|The student will explore and apply learning theory and teaching strategies to improve health care education. Factors are analyzed to design and develop client education materials using available technologies to teach clients to maintain optimal health, prevent acute or chronic disease and disability. Student-developed materials will assist clients to increase independence and improve their quality of life. Students will explore evaluation strategies to measure teaching effectiveness.
|NSG 330. The Professional Nurse.
2 credits.
|This course provides an overview of the concepts, definitions and character of professional nursing practice within the context of ethical and legal realities of the current healthcare delivery system and of professional nursing practice. The course explores the historical development of nursing as a profession. It promotes self-analysis and socialization as a professional nurse and an understanding of the role and processes for professional nursing practice. It also begins to prepare the student in the nursing program and NCLEX testing. The beginning phases of career management are examined.
|NSG 331. Adult Health I.
6 credits.
|This course focuses on the integration of pathophysiologic and pharmacologic concepts and principles of nursing process, health promotion, risk reduction, clinical decision making and collaborative management of care for adults across the life span experiencing moderate to severe health alterations. Prerequisite: NSG 270.
|NSG 332. Psychiatric Mental Health Nursing.
3 credits.
|This course examines the pathophysiology and psychosocial manifestations and the psychopharmacological and psychiatric health nursing treatment of selected mental illness. Analysis of the role and practice of psychiatric mental health nursing both as a nursing specialty and as an integral facet of general nursing are emphasized.
|NSG 333. Health Assessment.
3 credits.
|The health assessment course is designed to develop knowledge and skills necessary to gather, organize and present relevant health data. Emphasis is placed on systematic strategies, frameworks and skills used to conduct both comprehensive and need-specific health assessments for individuals in the context of their family and community.
|NSG 340. The Nurse Researcher.
3 credits.
|This course explores the research process and utilization of research and theory in evidence-based professional practice. It also explores the dissemination and utilization of research in nursing practice. Students learn to critique the nurse and healthcare literature in order to answer a research question that would impact nursing practice.
|NSG 341. Nursing Care of Children and Their Families.
3 credits.
|This course applies the nursing process to the care of well, acutely and chronically ill, and special needs children and their families within the context of their environment. Emphasis is on anatomical, physiological and developmental differences among neonates, infants, children and adolescents that influence care. Theory, research, evidenced-based practice and critical thinking are foundations.
|NSG 370. NSG Practicum: Gerontology.
1 credit.
|Through interactions with older adults, students develop health and developmental assessment skills, and the nursing intervention skills of teaching and therapeutic communication. Emphasis is on holistic developmental assessment of individuals in a family and community context.
|NSG 380. Advanced Skills Lab.
2 credits.
|In this laboratory course, students learn additional psychomotor, cognitive and affective skills that are foundational to nursing practice. Focuses of the course include acute care skills, strategies to manage stress, alternative health techniques and therapeutic group processes.
|NSG 381. NSG Practicum: Acute Adult Health I.
3 credits.
|Students apply concepts, principles, theories and skills in the nursing care of adults experiencing moderate to severe challenges to health. In hospital settings, students are exposed to a wide variety of clinical skills gaining beginning practice in planning and facilitating nursing care for clients and their families.
|NSG 382. NSG Practicum: Nursing Care of Children and Their Families.
2 credits.
|Students apply concepts, principles, theories and skills in the nursing care of children experiencing moderate to severe challenges to health. In hospital settings, students are exposed to a wide variety of clinical skills gaining beginning practice in planning and facilitating nursing care for children and their families.
|NSG 383. NSG Practicum: Psychiatric Mental Health Nursing.
1 credit.
|In this practicum students apply knowledge of pathophysiology and psychosocial manifestations, and the psychopharmacological and psychiatric mental health nursing treatment of selected mental illnesses through psychosocial nursing care of persons diagnosed with psychiatric disorders in the clinical treatment setting. Analysis of the role and practice of psychiatric mental health nursing both as a nursing specialty and as an integral facet of general nursing are emphasized.
|NSG 390. Impact of Chronic Illness.
3 credits. Offered fall and spring.
|This course will explore core concepts of chronic illness across the lifespan from an interdisciplinary perspective. Epidemiology, economics, ethics, culture, family and policy will be emphasized. These topics and concepts will be related to model(s) of chronic care.
|NSG 391. Living Successfully with Chronic Illness.
3 credits. Offered fall and spring.
|This course will examine models and strategies that aid individuals to live successfully with chronic illness. An interdisciplinary evidence-based approach will be used to investigate how outcomes may be improved through the individual's integration of lifestyle changes within the context of culture and family.
|NSG 430. The Nurse Leader.
2 credits.
|This course examines leadership in the context of professional nursing practice including leadership theory, interdisciplinary collaboration, conflict management, change theory, and delegation of client care. Areas of focus include the US healthcare system, healthcare delivery, health policy and political advocacy, ethics in nursing practice, and career development.
|NSG 431. Adult Health II.
6 credits.
|This course is a continuation of Adult Health I and focuses on the integration of pathophysiologic and pharmacologic concepts and principles of nursing process, health promotion, risk reduction, clinical decision making and collaborative management of care for adults across the life span experiencing moderate to severe and complex health alterations.
|NSG 432. Women's Health.
3 credits.
|This course focuses on synthesis of concepts and principles utilized in health promotion, risk reduction, clinical decision-making, and management of women's health care. Focuses include women's health issues, perinatal care of mothers and infants and gynecological health.
|NSG 433. Community Health: Health Assessment of Vulnerable Populations in the Community.
2 credits.
|In Part I of this course, students develop the knowledge, skills and ability to conduct and interpret systematic assessments of vulnerable aggregates in community settings. The impact of increasing societal changes and cultural diversity of vulnerability across the life span will be emphasized. Theoretical concepts of health promotion and disease prevention of vulnerable populations will be presented emphasizing Health People 2010 objectives. Part II of the course will develop the knowledge and skills necessary to gather, organize and present relevant data on target populations and entire community assessments. The influence of political, socio-economic and ecological issues on the health of populations is examined.
|NSG 440. Transition to Practice.
3 credits.
|This course explores current factors that impact the transition from student to the licensed professional nurse. Content includes NCLEX preparation, simulation, career planning, and trends/opportunities in healthcare. Theories related to organizational management, risk management, nursing care delivery and quality and safety are examined.
|NSG/HHS 460. Healthcare Informatics.
2 credits.
|This course focuses on the nature and functions of present and future application of health care informatics. Emphasis is on preparing current and future health care professionals to plan, design, collaborate with other health care disciplines, and utilize healthcare informatics for effective health care delivery, health organizational management and improved client outcomes. Prerequisite: Minimum of sophomore standing.
|NSG 461. Pathophysiology and Pharmacology.
4 credits.
|This course, offered for RN-BSN program students, provides an examination of complex physiologic responses and clinical sequel in major body systems in relation to pathologic processes. Emphasis is placed upon physiologic compensation and defense responses. Pharmacologic management of pathology is investigated. Prerequisite: Admission to RN-BSN program.
|NSG 462. Issues in Contemporary Nursing Practice.
3 credits.
|This course, offered for RN-BSN program students, examines issues and trends of greatest concern to professional nursing practice today. Historical, societal, political, and economic influence and future trends will be explored. Legal and ethical dimensions of nursing will be discussed. A seminar format will be used emphasizing professional presentation of issues. Prerequisite: Admission to RN-BSN program.
|NSG 463. Professional Role Transition.
3 credits.
|This course, offered for RN-BSN program students, expands the students' current knowledge of concepts related to nursing theory, nursing image and professional role development at the BSN level. Emphasis will be placed upon leadership and management skill development at the personal level. Seminar format will be used. Prerequisite: Admission to RN-BSN program.
|NSG 464. Introduction to Nursing Research.
3 credits.
|This course, designed for RN-BSN students, will focus on the study of research methods that generate quantitative and qualitative data. Students will examine the research process with an emphasis on critique of research methodologies and application of research findings to nursing practice. Prerequisite: Admission to RN-BSN program.
|NSG 465. Specialty Clinical Practicum.
1-5 variable credits.
|This course facilitates the RN-BSN student's transition into a professional nursing role through a BSN/faculty mentored practicum experience in a student-selected clinical specialty area. The student will articulate individual objectives. An individual plan to meet the course and student's objectives will be developed by the student and approved by the faculty. Open to SNAPP scholars as well. Prerequisites: Completion of NSG 333 and NSG 463.
|NSG 466. Community Health Practicum.
1 credit.
|This practicum, for RN-BSN students, transitions practice into the BSN role through mentored clinical experiences at selected community sites. Emphasis is on collaborative nursing care with individuals, families and groups within the community. Experiences include concepts of health promotion and disease prevention and management of acute or chronic illness. Prerequisite: Admission to RN-BSN program.
|NSG 467. School Nursing Practice: Addressing the Health Needs of Vulnerable Populations within the Context of Schools.
3 credits.
|This course focuses on school health services for students with low-incidence disabilities. Content emphasizes the guiding principles of collaborative, comprehensive, coordinated, culturally competent, developmentally appropriate, family-centered and inclusive health and educational service provision. This is a Blackboard course that will be available for students enrolled in the SNAPP program.
|NSG 468. Collaborative Teaming: Working Together to Improve Outcomes for Students with Low-Incidence Disabilities.
4 credits.
|This course focuses on collaborative teaming as an approach to delivering inclusive services to students with low-incidence disabilities. Information on models of teamwork, group decision making, team process, leadership and effective communication will be included. Discussion will focus on the roles of various disciplines and parents and team members. This course is part of the SNAPP Scholars program. Prerequisite: NSG 467.
|NSG 469. Caring for the Public's Health: Community Health Nursing.
3 credits.
|This course provides RN to BSN students a perspective of professional nursing at the community level of practice. Course content will provide an overview of specific issues and societal concerns that affect community health nursing practice including historical impact of public health, epidemiology, health promotion and disease prevention; vulnerable populations; communicable disease risk and prevention; and diversity of the role of the community health nurse. Prerequisite: Admission to RN-BSN program.
|NSG 470. NSG Practicum: Community as Client.
2 credits.
|This practicum provides a framework for identifying, analyzing and planning for health care needs of vulnerable populations based on the objectives of Health People 2010. The concepts of community as client and population-focused practice are presented with an emphasis on understanding the relationship between individual, family and community needs. Students will use the nursing process to perform community-focused assessment and service learning interventions while applying concepts of health promotion, disease prevention and health education to the care of vulnerable groups.
|NSG 471. Leadership and Management in Health Care.
3 credits.
|This course, offered for the RN to BSN program, focuses on healthcare organizations, leadership theories and management style, organizational change, quality management, fiscal and economic issues, personnel management, and accreditation standards. Prerequisite: NSG 463.
|NSG 480. NSG Practicum: Capstone.
6 credits.
|An in-depth focused practicum experience for JMU senior nursing students. The purpose of the capstone experience is to help students gain confidence in time management, critical thinking, diagnostic reasoning, documentation and psychomotor skills under the direct supervision of clinical preceptors.
|NSG 481. NSG Practicum: The Nurse Leader.
1 credit.
|This course provides the student with the opportunity to apply leadership and management principles in acute and chronic healthcare settings with a focus on safe and efficient, quality patient care. A team-based approach will be used by students to oversee the care coordination of a group of patients and provide direct patient care as a member of an interdisciplinary healthcare team.
|NSG 482. NSG Practicum: Home Health Case Management.
1 credit.
|In this setting, students are provided an opportunity to learn and apply case management concepts. Students provide nursing care in the home for persons and families experiencing chronic illness. Using a case management theoretical framework, students coordinate and deliver services through visits with agency nurse case managers with direct care giving responsibilities. Issues of chronic illness, coping and extended care are explored.
|NSG 483. NSG Practicum: Women's Health.
1 credit.
|Working in teams, students coordinate and provide nursing care for women and their families experiencing childbirth or gynecological treatment. Students observe and experience a variety of nursing roles, engage in peer performance appraisal, and promote staff and peer professional development. The application of research findings to practice is emphasized.
Department of Health Sciences
|NUTR 280. Nutrition for Wellness.
3 credits. Offered fall and spring.
|Students will study the impact of nutrition on wellness by learning nutrients, their functions in the human body, food sources and appropriate intake levels. Controversies surrounding use of various nutrients for improvement of health and well-being will be discussed.
|NUTR 295. Foundations of Nutrition Practice.
2 credits. Offered spring.
|An introduction to the profession of dietetics, credentialing processes in nutrition/dietetics, careers available in the field and some basic skills needed for the profession.
|NUTR 340. Science of Food Preparation.
3 credits. Offered fall and spring.
|This course explores the chemical composition of food, physical and chemical changes in food associated with household and industrial preparation techniques, definition of standard products, and appropriate assessment techniques for judging food quality. Laboratory component provides opportunity to judge foods prepared by different techniques. Prerequisites: CHEM 131 or equivalent.
|NUTR 360. Management in Dietetics.
3 credits. Offered fall.
|Application of management concepts, theories and principles to dietetics with a focus on the work environments (clinical and foodservice) in which registered dietitians must effectively practice. Prerequisites: Dietetics majors only. NUTR 280, NUTR 295 or permission of instructor.
|NUTR 362. Food Service Systems.
3 credits. Offered spring.
|An integration of menu planning, food procurement, equipment selection and layout to provide quality food service in a variety of food systems. Prerequisite: NUTR 280 or equivalent.
|NUTR 363. Quantity Food Production (1, 6).
3 credits. Offered fall and spring.
|The principles of quantity food production and service are studied. Prerequisites: NUTR 280, NUTR 340 and prior arrangement with the instructor.
|NUTR 380. Global Nutrition.
3 credits. Offered fall and spring.
|A study of food habits from around the world and their contributions to nutritional adequacy. Factors affecting global food consumption behaviors including sociocultural practices, religion, health beliefs, agricultural practices, economics, politics and education are explored.
|NUTR 382. Sports Nutrition.
3 credits. Offered fall.
|A study of the relationship of nutrition and athletic performance. Identification of the effects of age, sex, body build, environment and state of health on energy needs and energy sources during physical activity. Prerequisite: NUTR 280.
|NUTR 384. Clinical Nutrition I.
3 credits. Offered spring.
|This course introduces nutrition as a disease therapy and the role of the clinical dietitian as a member of the health care team. Topics covered include nutrition screening and assessment, medical records documentation, basic dietary modifications and patient/family counseling. Prerequisites: NUTR 280, NUTR 340 and NUTR 395.
|NUTR 385. Nutrition Throughout the Life Cycle.
3 credits. Offered fall.
|A study of the nutritional needs throughout the life cycle and the development of food habits. Nutrition assessment and nutrition education from prenatal health through infancy, childhood, adolescence, adulthood and old age are emphasized. Prerequisite: NUTR 280.
|NUTR 386. Community Nutrition.
3 credits. Offered spring.
|A study of human nutrition and health problems from a community perspective, programs and policies related to nutrition at local, state and federal levels including preventive nutrition or wellness and approaches and techniques for effective application and dissemination of nutrition knowledge in the community. Prerequisite: NUTR 280.
|NUTR 395. Introduction to Patient Care in Dietetics.
2 credits. Offered fall.
|A study of the concepts of patient care in dietetics, skills needed for medical nutrition therapy and the dietitian's role on the health care team. Prerequisite: Must be dietetics major, NUTR 280.
|NUTR 446. Experimental Foods (1, 4).
3 credits. Offered fall.
|An introduction to research in foods. Different techniques of food preparation are studied and evaluated for the most acceptable methods to obtain standard food products. Prerequisites: NUTR 340, organic chemistry and statistics.
|NUTR 455/KIN 424. Theories and Practices of Weight Management.
3 credits. Offered spring.
|An examination of the physiological, psychological and environmental theories of obesity. Current trends in obesity research are emphasized. A case study and laboratories are used to provide students with practical experience in constructing a weight management program. Prerequisite: BIO 270, BIO 290, NUTR 280 or permission of the instructor.
|NUTR 460. Computer Systems for Foods and Nutrition.
3 credits. Offered spring.
|Introduction to food and nutrition computer systems. Emphasis is placed on the role of computers in nutritional assessment, food service administration, nutrition education and food technology. Prerequisites: NUTR 360 and successful completion of the Tech Level I test.
|NUTR 482. Nutrition and Metabolism (2, 2).
3 credits. Offered fall.
|A study of the nutrients, their roles in intermediary metabolism, the effects of genetic errors in metabolism, nutritional deficiencies and means of assessing nutritional status. Agencies and programs concerned with nutrition and health and current trends in nutrition research are emphasized. Prerequisites: NUTR 280, physiology, biochemistry, statistics, and previous or concurrent anatomy.
|NUTR 484. Clinical Nutrition II (2, 2).
3 credits. Offered spring.
|A study of the use of diet in preventing illness and as a means of treating disease. Emphasis is given to patient education. Prerequisites: NUTR 384 and NUTR 482.
|NUTR 490. Field Experience in Dietetics.
3 credits. Offered summer.
|Students participate in field experience relating to their major area of dietetics and their career goals under the coordination of a dietetics faculty member. On-the-job supervision will be provided by the participating hospital dietitians. Prerequisites: NUTR 384, NUTR 395. Application for enrollment must be completed through the course instructor in the fall semester prior to the summer in which it will be taken. Cumulative GPA of 2.0 required.
|NUTR 495. Senior Seminar in Dietetics.
2 credits. Offered fall.
|Students will be introduced to research in dietetics and conduct a senior research project. The Code of Ethics and Standards of Practice of the American Dietetic Association will be investigated, and students will prepare for their postgraduate dietetic internship.
|NUTR 496. Special Studies in Nutrition/Dietetics.
1-3 credits. Offered fall and spring.
|This course is designed to give the student in dietetics an opportunity to complete independent study, professional conference participation and/or research under faculty supervision. Prerequisite: Permission of the coordinator of the dietetics program.
|NUTR 499. Honors.
3 credits. Offered fall and spring.
|Year course.
Following most course titles and credit hours is the anticipated semester offering, indicating whether a course may be scheduled in the fall, spring or summer semester. This information is provided to help students plan their course schedules. The anticipated semester offering is not the same as the schedule of classes, and the semesters listed are indicative of when the courses may be offered, not a guarantee that the course will be available every semester listed.
A G in bold and italics or an asterisk (*) preceding the course prefix and number indicates a course which potentially meets general education requirements. (If the course is part of a course sequence, the asterisk appears after the appropriate course's prefix and number.) See General Education information.
If a course has a separate laboratory period, the number of lecture hours and the number of laboratory hours per week will be shown in parentheses immediately following the course title.


text:
Herpes zoster (shingles) on the back
Herpes zoster (shingles) on the back
This photograph shows clusters of blisters (vesicles) and redness (erythema) caused by herpes zoster (shingles). The pattern follows a "dermatome" (see the dermatome picture). The area may burn or sting before the appearance of these vesicles. Early treatment with acyclovir (within 24 hours of the appearance of the vesicles) may prevent progression or reduce the time the infection is active (duration).
A.D.A.M. content is best viewed in IE9 or above, Fire Fox and chrome browser.

subset: commoncrawl


text:
City Seeks Public Input on Shopping Bag Ordinance
Community concerns led Fort Collins City Council to ask staff to re-examine options in limiting the bags after a vote to adopt a $0.10 fee on bags was narrowly defeated in 2013. That proposed ordinance would have evenly split revenue between grocers and the City.
City staff is now proposing a Merchant Regulation ordinance that prohibits grocers from giving disposable shopping bags to customers free-of-charge. The proposal requires grocers to apply a minimum fee of $0.05/bag for "single-use" plastic and paper bags. All revenue would be retained by merchants.
The public is encouraged to comment online at www.fcgov.com/plasticbags and attend the open house. The open house will be held at on Thursday, April 3 from 11:30 am to 1:30 pm in the Community Room in the City Office Building, located at 215 N. Mason Street.


text:
As we all know, tomorrow is gay pride day - so I think it's a fitting time to address this particular subject.
Now - I want to reaffirm/disclaim my opinion on gays - I have no problem with gay people being gay. Each to their own, it's only a single facet of their character, which consists, as a whole, of much more than their sexual preferences; and I would never judge someone purely on that.
But I train with this gay guy - wrestling.
He's a nice bloke, but sometimes he gets a bit too touchy/feely, if you know what I mean.
Like, I wouldn't touch the girls we train with the way he touches me sometimes - and I'm not gay. I think it would be inappropriate even if I was gay, cause I didn't give him permission, but I"m not - which makes it even more awkward.
I don't wanna tell the guy straight up, would he mind not putting his hand in my ass crack, or fondling my thighs mid take down - but at the same time, I wanna let him know that it's not really acceptable.
What I've been doing is, when he "gets in the mood", seemingly, I've been trying to take him down real hard - let him know he should show me a bit more respect - cause it's like he's trying to dominate me or something.
I can't help but get the feeling he'd like to make me his bitch - have me be submissive to him - and I think I need to show him who's boss a bit more.
Now, he's a pretty strong guy as well, and when he takes me down - you know, I fight it as much as I can - but if he gets the better of me, I'll go down like a man, and accept that he got the better of me.
Anyway, I know he's aware that his fondling is making me uncomfortable, but he doesn't seem to be able to help himself - which I can understand somewhat - as I am a very attractive guy (not egotistical, just fact), though I still wouldn't accept it as an excuse.
Anyone have experience of a similar situation - and how did you deal with it??


text:
Gather your tools and materials
In this article we'll show you the basic steps for installing a wide trim around a door and window, complete with mitered corners. We'll also show you how to put in a built-up baseboard made from a combination of three types of moldings.
You'll need several key tools to do a first class job. Use a power miter SAW for clean angle cuts. A power miter saw (Photo 2) vastly simplifies the job because it allows you to make incredibly accurate cuts in a matter of seconds. Even professionals admit they couldn't do the same quality of work without one. If you don't have a power miter saw, you can rent one.
TIP: If you're renting a miter saw, cut several scrap pieces to get the feel of the tool before cutting your trim.
Buy a good-quality blade for your miter saw. The more teeth a blade has, the crisper the cut. Choose a blade with a minimum of 40 teeth, although I prefer a blade with 80 teeth. It leaves a cut that's as smooth as glass, making it well worth the investment.
You'll also need a coping saw. This saw (Photo 18) has a narrow blade and tiny teeth that allow you to cut tight curves; it's available at any hardware store.
TIP: Avoid that annoying trip to the hardware store in the middle of your project—pick up a couple of spare blades in case you break one.
The only other tools you'll need are basic carpentry tools: a sharp pencil, a tape measure and a combination square. A wood file also is a must for fine-tuning joints (Photo 20). Use a round file, called a rattail file, for fitting tight curved profiles, and a combination flat/half round for all other trim (Photo 19). In this project, we predrilled our nail holes. If you have more than one room to trim, consider using an air-powered finish nailer to speed up the process.
If sawdust isn't a problem, cut your trim in the room where you plan to install it (Photo). This will reduce legwork and save a lot of time. Set up the miter saw in the middle of the floor with plenty of room on either side. Cover the floor with a tarp to prevent scuff marks and scratches. Use blocks the same height as the miter saw table to support long lengths of trim.Prefinishing saves a ton of time
Once you get your trim home, sand and stain or paint the trim before you install it. To be perfectly honest, this part of the project isn't much fun. But it's a lot easier to finish trim before installation, working on sawhorses, than afterward, lying on the floor with sandpaper and a staining rag. Plus you can do a better job of sanding and finishing the pieces. After you've installed the pieces, be prepared to touch them up a bit. Do all the finish work in a well-ventilated area.
We applied a Salem maple stain to our trim and three coats of low-sheen varnish to protect it. Dispose of any staining rags carefully to avoid spontaneous combustion: Open up the oil-soaked rags and hang them up until they're completely dry. Then dispose of them in the trash.
Figure A: Trim Terms
Technical terms can be confusing. Here's a guide to trim carpenter lingo
A miter saw is powerful and loud. Be sure to keep your hands well away from the blade and wear hearing protection and safety glasses when using it.
Video: How to Trim a Door
Travis Larson, senior editor at The Family Handyman, will show you how to trim a door in about 10 minutes per side. The first time you do it, it will take a longer but once you get the hang of it, you'll be trimming out doors like a pro. If you are already a pro, you can still pick up some tips.
Project 1: Case a door
Step 1: Fit one side casing
Photo 3: Check the miter
Hold the test pieces on the reveal marks to check the fit of the miter in the corner. If the joint is even slightly open at the top or bottom of the miter, adjust the angle on the miter saw slightly, recut both pieces and check the fit again. Take your time—you may be surprised how tight you can get the joint to fit.
Start with the casing around the doors and windows. The first few times you install casing, we suggest drawing light lines (called "reveal lines") 3/16 in. from the edge of the jamb to align the casing to the door jamb and windows (Photo 1). With experience, you'll skip this step and simply "eyeball" the reveal when you put up the trim.
Check the miters at the corners with two 12-in. sections of casing cut at exactly 45 degrees (Photo 3). Even though the corners should be a perfect 90 degrees, often they're not. In addition, if the jamb sticks out or is set back slightly from the wall, a 45-degree miter cut won't fit tight. By holding the test pieces at the corner you can see exactly how your casings will fit. If you see a gap, adjust the saw slightly and cut both pieces at the new angle (Photo 3).
TIP: Make small adjustments. Even one-quarter of a degree makes a big difference.
If the angle of the miter is accurate but a gap still appears along the face, the pieces are probably tipping back against the wall. Cut or file the backside of the miter (back cut). This allows the joint to fit tight on the face of the miter. Don't worry about taking too much off the back; it won't be visible. Mark and cut the first side casing at the angle you established with your test pieces (Photo 4). Always cut the pieces a little long and check the fit; the power miter saw gives you the ability to cut very slight amounts off with a high degree of accuracy. When the inside angle of the miter lines up with the reveal mark on the top of the jamb, tack the casing in place.
Don't split that perfect miter—predrill nail holes. With maple, oak and other dense wood, predrilling your nail holes in the casing is a must (Photo 5). Even with a softwood like pine, I prefer to predrill to avoid splitting a perfectly fit piece. Use a 1/16-in. bit for 4d nails, 3/32-in. for 6d nails and 1/8-in. for 8d nails.
TIP: Use a nail with the head snipped off as a substitute for a drill bit. The same size nail you're driving works best.
Tack the casing into the jamb first, then to the wall. Wait until you've fit all the casings before you drive the nails in completely in case something doesn't fit right and you have to remove the trim to recut it. We used 4d nails for the jamb and 6d nails for walls. If you're using thicker casing, increase your nail size one increment, using 6d nails in the jamb and 8d nails in he wall. Your nails should penetrate the studs and the jamb at least 3/4 in.
TIP On wood with a strong grain pattern, place your nails in the dark portion of the grain to make them less noticeable.
Project 1: Case a door
Step 2: Install the top and second side
Photo 6: Miter and mark the top casing
Cut the corresponding angle on the top casing, leaving the opposite side at least 1 in. overlong. Check your miter at the second corner with your test pieces, and adjust if necessary to fit tight. Then mark the opposite corner on the top casing, cut it and tack it up.
Photo 7: Mark the second side casing
Cut the second side casing about 1 in. overlong. Then hold the casing backward and parallel to the door jamb. Make a mark where the edge of the side casing intersects the upper edge of the top casing. Cut the side casing about 1/32 in. overlong. Slide the casing into place. Check your fit, and then trim it to its final length. Once the miter fits, nail the casing in place.
With your first corner fit perfectly, set the top casing aside and check the second corner with your test pieces the same way you did the first. Once you have established the angle of the miter, hold your top casing in place and transfer the reveal mark from the side jamb to your top casing (Photo 6). Cut the miter, check your fit and tack in place.
TIP: Match your pieces of wood so the grain pattern and color are similar at the joints.
Then mark and cut the second side casing, leaving an extra 1/32 in. for fitting purposes (Photo 7). Slide the casing into place parallel to your reveal marks and check your fit. If the miter is tight and the length is a little long, trim a hair off the bottom at a 90-degree angle until you get a perfect fit.
When your miters fit perfectly, "pin" the corners (Photos 8 and 9) to help align the two casings and keep the joint tight. Use your finger to press the casings flush with each other. You may have to slip a small shim behind one of the casings to align them. Next predrill the corners for 3d finishing nails, one from the top and one from the side (Photo 8). If your casing is less than 1/2 in. thick, you'll have to predrill the corners before tacking the casing up. Finally, work around the door, driving the nailheads slightly below the surface with a hammer and a nail set (Photo 10). Nail sets are sold in various sizes; choose one that matches the size of the nailhead you're using. Set the nails deep enough to hold nail putty: A good rule of thumb is half the diameter of the nailhead.
Project 2: Case a window
There are two basic ways to trim a window. One way is to "picture frame" the window, so that all four corners are mitered to 90 degrees. This method is common on most newer homes, especially with casement windows. The second way is to install a stool and apron. Basically, this is a small ledge (a stool) at the bottom of the window with a piece of casing (an apron) under it. This method is normally found in older homes and is more often used on double-hung windows.
Trim a window using the same techniques as with a door. Mark your reveal lines, use test pieces to check your corners, and transfer the reveal lines to the casings for cutting and nailing. When you "picture frame" a window, however, install the top casing first (Photo 11), then the two sides, and finally, the bottom. Fitting the bottom is the toughest part, because you have to fit both corners at once (Photo 12). But if you use your test pieces and always cut the casing a little long, you shouldn't have any problem. Cutting the piece long allows you to adjust the miters if you have to. Once the miters are tight, gradually trim a small amount off with your miter saw until you have the proper length.
Trim out a window with a stool in the same order as you would a door, but with a few added steps. Install the stool first, then one side, the top and the other side. Install the apron under the stool last.
Project 3: Install baseboard
Step 1: Nail up the large base
Photo 13: Cut all the base extra long
Rough-cut all the baseboards about 2 in. overlong and lay them in place around the perimeter of the floor. Start with the longest wall, cut the first piece to length and nail it into the studs with 6d finishing nails. Remember to predrill your holes. Continue around the room, cutting the inside corners off at 90 degrees and butting them together.
Close-up of Photo 13
If you have to splice two pieces on a wall, use a "scarf joint." Cut a 30-degree angle on each piece; if the joint opens slightly, this angle will hide the crack. Select pieces with similar grain color and pattern so the joint is less visible. Always locate a splice over a wall stud.
Begin by using a stud finder to locate the studs, and mark their location on the wall with a narrow piece of painter's tape (Photo 13). You can pull the tape off without leaving a mark. Rough-cut the baseboard about 2 in. overlong and lay the pieces along the wall. Install the longest section first and work away from the ends until you reach an opening or door. This ensures that the last cut will be a simple 90-degree cut.
In general, measure and cut each piece about 1/16 in. overlong to ensure a tight fit. If you don't have a piece of baseboard long enough to cover the entire wall, splice two pieces with a "scarf joint" (see Close-up of photo13). Bow the casing slightly to fit between the walls and press it into place. This ensures a nice, tight fit. But don't force the piece in. Trim a bit off and try the fit again. Continue around the room butting the inside corners at 90 degrees. When you come to an outside corner, use test pieces to find exact angles (Photo 14).
TIP: If you're adding a base cap, as we are, overcut the miter slightly, leaving the backside slightly open (Photo 16). The front side will be tight and the cap will cover the gap.
Nail the pieces in place using 6d finishing nails. You can also put a small amount of glue at the miters and cross-nail them with 4d finishing nails. But remember to predrill to avoid splitting the ends (Photo 16).
Corner Fitting Trick
If the drywall tapers in at the bottom of the wall or stops short of the floor, simply drive a screw at the bottom of the wall and turn it in until the head of the screw is at the same plane as the main wall. The head will prevent the baseboard from tipping in.
Project 3: Install baseboard
Step 2: Nail the cap and shoe
Install the base cap pieces in the same order as the baseboard. However, because base cap has a curved profile, you can't butt the inside corners. Instead, make a "coped joint" by cutting off one piece square and cutting the adjoining piece to match the profile of the molding (Photo 19). Just follow the steps in Photos 17 – 20 and you'll find it's easier than it looks. (Actually, coping is kind of fun once you get the hang of it.) Practice a few times on scrap pieces to get used to it.
Install the base shoe last. Base shoe is usually used on hard-surface floors to conceal any irregularities or gaps between the floor and the baseboard. Even if your baseboards fit perfectly tight to the floor, you can install the shoe to add another dimension to your trim. Install the shoe the same as the cap, mitering outside corners and coping inside corners (Photo 21). Be sure to nail the shoe into the baseboard, not the floor, so it won't pull away from the baseboard when the flooring expands and contracts. Finally, set all your nails and fill them with putty. We couldn't find a putty color to exactly match the stain we chose, so we mixed two shades together (Photo 22).
TIP: With light-colored wood, always mix the color on the light side; darker putty stands out.
How to Shop for Trim
Stock trim is available in a wide range of styles from most lumberyards and home centers. We chose a relatively wide (3-1/4 in.) beaded casing to go around our doors and windows. It's 11/16 in. thick. We used three components to create the base: a 1/2-in. x 3-1/4 in. "hook strip," a 9/16-in. x 1-3/8 in. base cap, and a 7/16-in. x 3/4-in. base shoe (see "Trim Terms," above). Combine other standard trim types to create wider and more detailed shapes.
If you don't find a trim style you like or you're trying to match a molding in an older house, look in the Yellow Pages under "Millwork." Millwork shops can custom-produce almost any type of trim from most species of wood. Custom work, however, comes at a price; be prepared to pay as much as three times the cost of stock moldings, plus setup charges. In addition, you may have to wait four to eight weeks.
Most trim is made of solid wood or medium density fiberboard with a wood veneer. Oak, pine, birch, maple and poplar are the most common types available. We chose maple for our project.
Sometimes you can find trim made of various types of plastic, most often prefinished in white, brown or simulated wood. This trim is far more stable than wood but cuts much the same, if not easier. What it lacks, however, is the warmth and varied grain pattern you can only find in real wood.
Purchase your trim in lengths long enough to cover each wall. If you can't purchase the trim in long enough lengths, don't worry. In the Close-up of Photo 13 above we show you how to splice two pieces to cover the length of a long wall.
Stock trim is available in a wide range of styles from most lumberyards and home centers. We chose a relatively wide (3-1/4 in.) beaded casing to go around our doors and windows. It's 11/16 in. thick. We used three components to create the base: a 1/2-in. x 3-1/4 in. "hook strip," a 9/16-in. x 1-3/8 in. base cap, and a 7/16-in. x 3/4-in. base shoe (see "Trim Terms," above). Combine other standard trim types to create wider and more detailed shapes.
If you don't find a trim style you like or you're trying to match a molding in an older house, look in the Yellow Pages under "Millwork." Millwork shops can custom-produce almost any type of trim from most species of wood. Custom work, however, comes at a price; be prepared to pay as much as three times the cost of stock moldings, plus setup charges. In addition, you may have to wait four to eight weeks.
Most trim is made of solid wood or medium density fiberboard with a wood veneer. Oak, pine, birch, maple and poplar are the most common types available. We chose maple for our project.
Sometimes you can find trim made of various types of plastic, most often prefinished in white, brown or simulated wood. This trim is far more stable than wood but cuts much the same, if not easier. What it lacks, however, is the warmth and varied grain pattern you can only find in real wood.
Purchase your trim in lengths long enough to cover each wall. If you can't purchase the trim in long enough lengths, don't worry. In the Close-up of Photo 13 above we show you how to splice two pieces to cover the length of a long wall.


text:
Echoing conservative trade group, Hyman urged repeal of Davis-Bacon Act
Research ››› ››› GABE WILDAU
On the January 12 edition of "The Point," Sinclair Broadcast Group vice president Mark Hyman urged the repeal of the Davis-Bacon Act -- a 1931 law requiring that government construction contracts be awarded only to firms that pay a "prevailing wage" -- with a one-sided presentation of the views of conservatives who oppose the law.
Hyman's arguments against Davis-Bacon closely echoed the views of Associated Builders and Contractors, a trade group that has led opposition to Davis-Bacon as well as other laws and regulations intended to protect workers and promote unionization. Some 98 percent of donations from the group's political action committee went to Republicans, according to Federal Election Committee data compiled by the Center for Responsive Politics.
Hyman claimed that the act's original sponsors were motivated by racism, declaring that Representative Robert Bacon, who sponsored the act, did so because he "was appalled that an Alabama contractor was building a new veterans hospital in his district [in New York], using black workers." But the Congressional Research Service (CRS) has dismissed this pseudo-historical account. A group of Democratic senators quoted from a CRS report, which has not been made public, in the "additional views" section of a Senate report on the National Highway System (Senate Rpt.104-086):
Based upon the evidence presented by the advocates of 'the racial thesis,' there seems little justification for an assertion of racial motivation on the part of the Congress. Even were some Members motivated by racism (which has not been proved), it is painting with a very broad brush to infer, from two brief quotations and a few words selected out of context, that any significant number of Members of Congress, either then or now, were inspired by a racial intent.
Defenders of Davis-Bacon argue that the law was intended to ensure that local communities reap the economic benefits of construction projects in their area by discouraging "fly-by-night" contractors who underbid local companies by paying lower than prevailing wages to workers brought in from other areas, regardless of their race.
Hyman noted that "critics ... allege that minority-owned businesses are less likely to be unionized and unable to pay the prevailing wage and are therefore shut out of federal projects," but he didn't note that prominent African-American advocacy groups, including the National Association for the Advancement of Colored People (NAACP) and the Congressional Black Caucus, have endorsed the law, according to congressional testimony given June 20, 1996, by Terry G. Bumpers of the Contractors Coalition For Davis-Bacon.
Hyman added that "[c]ritics claim that the construction unions are underrepresented by blacks." But Building and Construction Trades Department (BCTD), a group of affiliated construction unions, disputes this, claiming that "minorities are heavily employed in the construction industry -- especially in the unionized sector, where union apprenticeship programs graduate a greater number of minorities than non-union apprenticeship programs." A separate BCTD report expands on this claim. "Records from some 36 states obtained from the Department of Labor reveals that since 1989 union apprentice programs have enrolled almost three times as many minorities and over four times as many women as non-union programs," the report found.
Finally, Hyman argued that repealing Davis-Bacon "would end what is effectively a government subsidy of union construction firms over independent firms." But the U.S. Labor Department sets the "prevailing wage" for Davis-Bacon by surveying all wages in a geographic area, not just union wages. BCTD notes: "According to the Department of Labor, a whopping 72 percent of wage determinations issued in 2000 were based upon non-union scales of labor. A union wage only prevails if the DOL wage survey process determines the local union wage to be the prevailing wage."
Apart from responses to critics of Davis-Bacon, defenders of the law argue that it ensures the growth of a high-skill, high-wage labor force. They also argue that better-paid workers tend to be better trained, better equipped, and better managed, and are therefore more able to do high-quality construction that will last longer and cost less to maintain, citing a host of studies to support this claim. BCTD argues:
But when local wage rates are artificially depressed, as advocated by critics of the Davis-Bacon Act, there is now a substantial body of evidence that indicates worker skills, experience and motivation also fall off. Contractors no longer compete on the basis of who can best train, best equip and best manage a construction crew. Instead, they compete on the basis of who can find the cheapest workers either locally or through importing labor from elsewhere. This puts the quality of construction at risk. It may also lead to substantial cost overruns.
- Posted In
- Economy, Jobs, Wages, & Unemployment, Government, Ethics
- Network/Outlet
- Sinclair Broadcast Group Inc.
- Person
- Mark Hyman
Instructions for signing up and claiming your comment history are located here.
Updated rules for commenting are here.


text:
WATCH: Simon Cowell's first interview on baby Eric
Simon Cowell says he "was born to be a dad" in his first interview since welcoming son Eric with Lauren Silverman last month.
The music mogul confesses to "Extra" pal Terri Seymour, "I actually said to Lauren beforehand, 'What if I like the dogs more than him?'"
"And she said, 'You're gonna be absolutely fine,' and then literally within seconds of him being born, I got it," reveals Cowell.
The first-time father, who admits he cried at Eric's birth, says he "wouldn't rule out" having more kids.
"Well, I got [dogs] Squiddly and Diddly, and I couldn't imagine Squiddly or just Diddly," he says.
Cowell adds, "I had a brother when I was younger, so I kind of think it's cool to have two… or three… two."
Check out the video below!


text:
While there is no evidence that Sharpton participated in any of these pre-election activities, he was a leader in the Beatty army.
"Beatty showed up with Sharpton at the first debate and they almost started a brawl," said Owens.
Beatty recommended her to the head of the William Morris Agency in Paris who signed her tout suite.
Doctor Beatty was talking to her earnestly, in low tones, and she was serious and sober, listening intently.
And as he did so, his temper softened and warmed toward Beatty's mother.
Suddenly it came to him that Beatty was the city boss, who had been eulogized by Mr. Plimpton!
He rarely passed an evening without going to kiss Beatty in her cot.
Traffic was carried on between them, and in this way Mr. Beatty's interpreter became somewhat acquainted with the Welsh tongue.
Beatty was dead—in spite of all that love and science could do.
When he came to ask me for certain things which had belonged to Beatty.


text:
Lasting Legacy Of Drake Football's 2011 Trip To Tanzania
When the Drake football team returned from its two-week trip to Tanzania last May, the most lasting impression for most on the journey was the impact of the service work they performed. Defeating an all-star team from Mexico in the first game of American football played in Africa was surely monumental. Climbing Mt. Kilimanjaro was a conquest none will ever forget. But the work they did to build classrooms and construct additions to orphanages was most significant.
Even more gratifying is to see the lasting legacy of that service, and the way their contributions continue to grow into something of which they are quite proud.
Del Christensen, executive director of the Ames-based Iowa Resource for International Service (IRIS), which coordinated many of the team's Tanzania service projects, recently provided images from the TEMA Village that show the finished classroom building started by the Bulldogs' players and coaches.
Thanks to Del and IRIS for their tremendous service, and for being terrific partners in making Drake's May 2011 journey to Africa so impactful!
IRIS Facebook Page, with additional photos
Relive the service projects of Drake Football's May 2011 trip to Tanzania
To learn more about IRIS, please click here


text:
The Modular and the Distance-Learning MBAs – Specifics
An Interview with Katia Hillal, Participant in OUBS, Distance-learning MBA Program
An Interview with Slike Drechsler, Participant in ESSEC & MANNHEIM, Modular EMBA Class, Project and Portal Manager
An interview with Katia Hillal, Participant in OUBS. Distance-learning MBA Program
Why did you decide to study for a "distance-learning" version of the MBA?
I work full-time and didn't want to interrupt my career. Distance learning was a good compromise. The OUBS' three accreditations reassured me on the level of the MBA. The face-to-face classes, residential sessions and Internet conferences meant I would not be studying alone.
Katia Hillal
How easy was it to find a way to balance work, family and study?
I acquired useful habits, like using public transport or business travel time for reading, making mind maps and notes, reducing my TV watching time, etc. It was intensive, but manageable if seriously done.
What was it about the OU distance-learning MBA that helped you handle this form of studying?
The OUBS sends an introductory book with advice on how to prioritize one's studies, manage time, and keep the pace. A detailed schedule is also supplied, showing the weekly study program. Finally, the classes and the assignments are timed to get the student in sync with the programme.
An interview with Slike Drechsler, Participant in ESSEC & MANNHEIM. Modular EMBA Class, Project and Portal Manager
Slike Drechsler
How can one balance personal life, full-time job and Modular MBA?
The most important thing is, that whatever you do, you do it with passion. If you do something with passion, you have high self-motivation and you do not care how much time it takes. At the same time, if you enjoy what you are doing and if you are interested in the topic you are dealing with, you are highly stress-resistant.
How easy was it to find a way to balance work, family and study?
Of course, I have little time for myself at the moment but the spare time I have I try to make something special out of it. It is important for me to find a balance between job, MBA, and private life, as my batteries have to be "recharged" from time to time.
What was it about the ESSEC & MANNHEIM Modular EMBA that helped you handle this form of studying?
The knowledge I gained from the ESSEC & MANNHEIM Modular EMBA is that one manages to differentiate between important and less important issues. And by setting priorities, you can deal with anyworkload coming from the job and from the MBA.


text:
I'll be answering ten questions each month...
and if your question is chosen, I'll post a personalized response!
Submit Your Question
- from Grove City, OH
You can easily make a diamond shaped cake by baking in a diamond shaped pan. These pans are available online or at craft retailers. It's a really easy way to achieve perfectly shaped cakes.
Return to all questions


text:
This antique crystal chandelier hung in my mom Nadine's house for many years.
When we cleaned out her house no one else wanted it. There were even under the breath mumblings of "It's ugly."
I pleaded its case "It's an art deco chandelier. With real crystals."
No takers.
Lucky me. :)
It arrived safely in a box in November (Thanks Sharalyn!). I knew it would be a bit of a project. Possible rewiring, installation, the silver support bands really needed polishing and the crystals had not been cleaned in years.
I was SO eager to get it cleaned and hung as I had the perfect place in mind for it. The lavender guestroom.
Because this was the fixture that was in the room. (It came with the house.)
A lacquered Victorian ceiling fan. Any takers?
Given the chandeliers age and delicate condition I researched various cleaning methods before settling on what I felt was the best and safest way.
Note: You can also use this method on newer glass crystal chandeliers too.
For those of you who are old school and prefer photos, here is the layout. I used jewelry pliers to remove the crystals from the chandelier.
Lay the dirty crystals on a soft towel to protect the delicate glass.
Line a double sink or two plastic basins or pots each with a towel.
Fill one side with HOT water and mild detergent to clean the crystals.
Fill the other side with HOT water and 1/4 cup of ammonia to rinse the crystals in. The hot water helps prevent water spots. The ammonia provides a bit of extra cleaning and sparkle.
It should be noted that while the addition of the ammonia does provide unmatched sparkle, over the years it also darkens the pinnings (the wire hardware) on the crystals.
If this is something you wish to avoid then don't add the ammonia to the hot rinse water.
As the pinnings on this chandelier were already dark I went for the extra dazzle!
Once you have washed and rinsed the crystals, dry them with a soft linen or cotton cloth. Do not use terry cloth to dry as the pinnings could get caught in the terry cloth loops and stretch out the wire.
Lay the crystal on a soft towel (terry cloth is ok) to protect it while you wash the rest of the crystals.
Here you can see the cleaned crystal on the left and the dirty crystal on the right. A truly big and bright improvement!
Safety tip: With old chandeliers it is a good idea to get the wiring checked by a lighting professional or electrician before installation. I am lucky that Mr. Décor possesses such skills.
Once the chandelier was hung I began attaching the clean crystals back on to the metal tiered hoops.
Ta Da!
A close up of the lovely Art Deco design. Much of the silver plating has worn away but I still love it.
At dusk.
Now for your Monday viewing pleasure, a few bloopers.
Two right hands.
Rudi decides to bark in the backyard. Loudly. Continuously.
I am tongue tied.
Happy Monday!
Linking to:
The Charm of Home, Common Ground, StoneGable, Shabby Nest, Tatertots and Jello, Positively Splendid, The 36th Avenue,Jennifer Rizzo, BNOTP, ASTL, Someday Crafts


text:
14th Annual Sugar Bowl Classic ~ January 1, 1948
Harry Gilmer completed his first two passes, meaning after four years and two Sugar Bowls, he was 10-for-10 in the game.
But, like the Justice-Trippi matchup of the year before, the anticipated Gilmer-Bobby Layne aerial display didn't materialize.
After his start, Gilmer misfired. After those two completions, Alabama's offense was virtually finished for the day. And the Crimson Tide was its own worst enemy, committing three critical errors: having a punt blocked, an interception, and a fumble near its end zone. All three resulted in Texas touchdowns.
The combination of Texas' alert defense and the swashbuckling Layne served Alabama its worst defeat in 10 bowl appearances.
Nine minutes and forty seconds after the opening kickoff, Texas scored. Layne drove the Longhorns 85 yards, a drive which included a 44-yard pass to Billy Pyle. The touchdown came on a five-yard pass to Ralph "Peppy" Blount, who was a 21-year-old war veteran and Texas legislator.
"Don't get the idea this was a picnic, despite the score," Blount said. "I made one catch and was knocked out-of-bounds into a pile of photographers on the sidelines. It was the softest landing I had all day."
Playing with its back to the wall almost all day. 'Bama went into the half with a tie after driving to the Texas 8 where Gilmer hit end Ed White. Longhorn Jim Canady almost intercepted as the ball crossed the goal, but White wrestled it away for the touchdown.
But the Longhorns got the winning points when Alabama's Norman "Monk" Mosley attempted a punt from near the Tide goal. George Petrovich broke through to block it, and his roommate Victor Vasicek beat a heard of other Longhorns to the ball in the end zone.
The worst was yet to come for Gilmer, Lew Holder anticipated a Gilmer pass from behind the goal line, intercepted at the 20 and returned it for a touchdown. On the next possession, Gilmer, trying to throw from his 20, was tossed for a 10-yard loss and fumbled. Holder recovered at the 5. Layne scored the game's last points on a dive.
"Thing about it," said Gilmer of Layne's 10-of-24 day for 183 yards, "Bobby hit about everything he put up."
Gilmer ended his own sterling college career with his worst statistical performance, three completions on 11 attempts and five yards rushing.
"That was the first year they gave out the MVP award," Blount said, "and I seem to recall walking into Pat O'Brien's (a famed French Quarter night spot) and seeing ol' Bobby drinking Hurricanes out of that trophy." Layne said, "I don't remember that...but I guess it's possible."
Jill Jackson found there was something sacred in the press box after all. It was the passageway to the little room she was allowed to visit, but only after every last man had filed the last word of every story. "Needless to say," she said, "after several hours in that booth, on a cold, cold day, I was a stretcher case when I made it to the other side of the press box. I almost died. It wasn't long after that I relinquished my role as America's only female sports commentator. It has been much easier that way."
Recap excerpted from the book "Sugar Bowl Classic: A History" by Marty Mulé, who covered the game and the organization for decades for the New Orleans Times-Picayune.
Tulane Stadium
Att: 73,000
Texas 7 0 7 13 - 27
Alabama 0 7 0 0 - 7
Texas: Blount 5-yard pass from Layne (Guess kick)
Ala: White 8-yard pass from Gilmer (Morrow kick)
Texas: Vasicek fumble recovery in the end zone (Guess kick)
Texas: Holder 18-yard interception return (Guess kick)
Texas: Layne 1-yard run (Kick failed)
Ala.: Noonan 5-20; Tew 7-17
Texas: Layne 12-51; Canady 14-24; Pyle 10-22
Ala.: Gilmer 3-11, 45 yards
Texas: Layne 10-24, 183 yards
Ala.: Davis 1-27, White 1-19, 1 TD.
Texas: Pyle 2-79; Bumgardner 2-52.
Miller Award recipient: Bobby Layne, Texas quarterback


text:
I'm looking for a new supplier for gloves, shin guards, boxing gloves etc on a trade account with decent trade discount for my gym. Must be in the UK and supply the top brands.
Also looking to move my own club kit to a new shorts supplier.
Can anyone hook me up with some good contacts?


text:
3 indicted in Oxycodone ring
(Cleveland) - Three men were indicted Thursday for their roles in a conspiracy to distribute nearly 3,000 pills of Oxycodone.
Indicted are: Myron Black, age 44, of Mansfield, Ohio; Chauncey Ransom, age 49, of Inglewood, California, and Victor Hageman, age 45, of Euclid, Ohio.
"Prescription pill abuse is a major problem in Ohio," said Steven M. Dettelbach, United States Attorney for the Northern District of Ohio. "Whether it is a doctor selling prescriptions or people using the mail to ship pills across the country, we are committed to stopping the flow of illegal drugs."
According to the indictment, Ransom obtained a total of 2,989 pills (30 mg each) of Oxycodone, a Schedule II controlled substance, in California and mailed them to Black, Hageman and others in Ohio via the United States Postal Service Express Mail
Ransom often packaged the pills in video movie disc covers, plastic bubble mailing envelopes and other packaging to conceal the contents, according to the indictment.
Black and Hageman made arrangements with other individuals to receive the package from Ransom in return for money, usually $200, according to the indictment.
The conspiracy took place between at least August 2012 through April 2013, with Ransom mailing packages to addresses in Lakewood, Seven Hills, Akron and Mansfield containing shipments of between 200 and 600 pills, according to the indictment.
The indictment results from an investigation conducted by the United States Postal Inspection Service, in Cleveland, with the assistance of Metro-Richland County (Ohio) Enforcement Unit, and the Akron, Police Department, as well as the United States Postal Inspection Service, in Los Angeles, and the Los Angeles Police Department.
Get breaking news sent to your mobile phone. Text "news" to 21095.
(Copyright © 2013 by Clear Channel, all rights reserved. Photo by Getty Images.)


text:
Hypertufa What? Make a Fun Garden Project! 11:00 a.m. - 12:30 p.m.
UF/IFAS Manatee County Agriculture & Extension Service - Urban Horticulture
Saturday, March 9, 2013 from 11:00 AM to 12:30 PM (EST)
Event Details
Make your own garden containers, fake rocks, stepping stones and decorative garden acents. This lightweight artificial stone is easy to make and has many uses. You will take home the items you create in class along with the recipe to make hypertufa at home. All materials provided. This class fills up fast. Advance payment of $10 (per person) for materials fee guarantees spot in class and is due BEFORE the day of the workshop. Cash or check only, make checks payable to Manatee County Friends of Extension. Please send materials fee to:
Manatee County Agriculture and Extension
Attention: C. Mozeleski
1303 17th Street West
Palmetto, Florida 34221
Bring your own rubber or latex gloves, face mask, and small trowel. Presented by Beth Komyati, Master Gardener 2012.
Programs of the Extension Service are available to all without discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions, or affiliations.
The Manatee County Agriculture and Extension Service provides the educational resources of the University of Florida through materials and training to the citizens of Manatee County. Topics relate to gardening, landscaping, water conservation and more. It is cooperatively funded by Manatee County Government, the University of Florida Institute of Food and Agricultural Sciences (I.F.A.S.) and the United States Department of Agriculture (U.S.D.A.).
When & Where
Horticulture Learning Center (HLC)
Manatee County Agriculture and Extension Service
1303 17th Street West
Saturday, March 9, 2013 from 11:00 AM to 12:30 PM (EST)
Add to my calendar
UF/IFAS Manatee County Agriculture & Extension Service - Urban Horticulture
The mission of Manatee County Agriculture and Extension Service is to serve the citizens of Manatee County with the best information and educational programming available, thus enabling citizens to solve problems, capitalize on opportunities, and enhance the quality of their lives. This could mean increased agricultural production, energy or water conservation, responding to environmental issues, providing information for families or addressing youth development.


text:
Last month HT produced its 10th annual Hotel Technology Forum. Ten years is a long time in technology. A decade ago Facebook had just been founded on Harvard's campus and the newsfeed wasn't even a glimmer. In 2004 we were still three years shy of the iPhone launch and the commercial price of a high-end 42" LCD could approach $5,000 (ouch). In 2014, television prices have dropped drastically and the iPhone is in its gazillionth iteration. But I wondered… just how much have hotels' technology priorities evolved since then?
In prepping for this year's event, I flipped, literally, through some old files on the first annual HTF (hard copies because the electronic versions weren't even on the current server). Here were some of the featured sessions: Understanding the Next Generation of Guests; Integrating Property Technologies; Differentiating the In-Room Experience; Transforming Your Networks to Meet Demand. Wait -- these topics are 10 years old? Yes. And they still resonate today. The delivery solutions may have changed, but the core objective of providing great service and catering to the needs of guests hasn't.
Case in point: as a part of celebrating this year's 10th annual, we also opted to take a look ahead, 10 years into the future, through a new part of the HTF program dubbed "Hotel of the Future: Top Tech Challenge." Teams were challenged to create a tech-powered service concept for hotels in the year 2024. After an hour of brainstorming, the teams presented their ideas to a panel of judges. Interestingly, all of the concepts addressed one common theme: how technology could be used to provide a more personalized experience for guests. All of the concepts would predict guests' needs, and all involved intriguing uses for geo-location, predictive analytics and dynamic packaging. But one concept stood out because that team applied an additional layer: they would also ask the guest, in the moment, what they would like to have in order to better enjoy their stay.
This refocuses the predictive bells and whistles that technology can provide. It reminds us that, even in the year 2024 when your ambassador is a hologram — which theirs was — it still comes down to reaching out and asking the guest how you can best be of service.


text:
Dog Beds, Blankets & Throws, Furniture, Bowls & Treats
Dog Beds, Blankets & Throws, Furniture, Bowls
Designer Dog Beds, Blankets & Throws, Furniture, Bowls
Our pet boutique has designer pet beds including unique and fancy dog, cat, and puppy beds. We have many soft, personalized, and pink designer dog beds, of all of all shapes and sizes. We also have also have novelty dog beds from race cars to boats and taxis. The Sassy Pup boutique carries luxurious faux fur and fleece blankets, stroller throws, pet stairs, and dog bowls for your boy and girl pets. We also have all types of furniture for your dog, cat, or other pet. Our designer beds allow your dog to sleep comfortably, while adding a touch of style to a room. Buy a pet bed that reflects your dogs personality and shows your devotion to their care. For a small puppy or an older dog, pet stairs help them get around more easily.


text: i will bet a ball that reyes' thyroid issue is due to gh and t3. I said it last year and I'll say it this year. Blow....this....team....up, and start over. Trade everyone not named Wright...yes that includes Reyes. The Royals are in stiff competition with the Mets for "worst-run organization in professional sports", but I think the Royals are winning. Two words, Pittsburgh Pirates.


text:
The value of non-fuel mineral production in Utah fell 25 percent in 2012, slipping to $3.5 billion and making the state's mining industry the nation's seventh largest.
Formerly No. 4 in mineral production, Utah's output came primarily in copper, molybdenum, gold, potash and magnesium, according to the annual report released Thursday by the U.S. Geological Survey.
The survey's National Minerals Information Center reported that the production of 90 minerals essential to the economy rose for the third straight year to $76.5 billion, an increase of $1.7 billion over the preceding year. Leading the nation was Nevada, which produced $11.2 billion in gold, copper, silver and other metals, representing about 15 percent of the nation's mining output.
With three operations in production and a few others proposed, Utah remains a top-three potash producer. Copper production climbed 4 percent, but output dipped in Utah, the nation's No. 2 producer.
While U.S. production and prices increased for most industrial minerals, such as limestone and silica, production of nearly all other metals declined, according to the report.


text:
By Alison Ladman Associated Press
Canapes may sound stuffy, but they actually are the ultimate in ease when it comes to party food. Plus, they look great and can be combined in endless ways to suit any taste.
So we created a simple formula for making canapes, dividing them into four components — bases, spreads, toppings and garnishes. For each canape, select one item from each category, then assemble.
And the easiest way to assemble enough for a party is to set out all of your ingredients (clustered by category), then just start selecting and building.
Each spread recipe makes enough to top 24 canapes. If you opt to use 24 of each canape base (for a total of 96 canapes), supplement the spreads below with purchased spreads such as hummus, tzatziki or flavored cream cheese.
Party canapes
24 multigrain crackers
24 thin slices of seedless cucumber
24 toasted baguette slices
24 purchased phyllo cups (found in the grocer's freezer section)
To assemble the canapes, arrange the bases on a large serving tray. Top each with a small dollop of one of the spreads. Press one of the topping choices into the spread, then finish each with a garnish.
Garlic-herb cream cheese
4 ounces softened cream cheese
2 tablespoons milk
Pinch of salt
1/4 teaspoon ground black pepper
1 tablespoon chopped fresh thyme
1 teaspoon chopped fresh oregano
1 teaspoon minced fresh garlic
In a medium bowl, beat together the cream cheese and milk until smooth. Stir in the salt, pepper, thyme, oregano and garlic.
Zesty barbecue spread
3 tablespoons barbecue sauce
2 tablespoons spicy red pepper jelly
1/4 cup sour cream
Splash of hot sauce
In a small bowl, stir together the barbecue sauce, red pepper jelly, sour cream and hot sauce.
Small cooked and peeled shrimp
Shredded cooked chicken
Halved cherry tomatoes
Crab meat
Small wedges of manchego cheese
Shaved Parmesan cheese
Sliced green and black olives
Sliced hot peppers (such as piri piri or Peppadew)
Sliced scallions


text:
Gabby Douglas gets hair makeover from celebrity stylist
One of the most inane controversies of the London Olympics was about Gabby Douglas' hair. While the 16-year-old was busy competing for gold medals, she was being trashed on social media by some for what they perceived to be an embarrassing hairstyle. Now those critics no longer have ammunition.
Douglas, her agent, and manager got together with celebrity stylist Ted Gibson and asked him to give the gymnast a hair makeover. Gibson, who charges $950 per haircut, happily obliged. He also lashed out at Douglas' critics.
"I couldn't believe it and still can't,'' Gibson said of the criticism, according to The Daily Beast. "You have this young girl doing amazing things, and the conversation becomes about her hair? It was ridiculous and shameful."
Gibson said he wanted to create a hairstyle for Douglas that wouldn't make her look older than her age.
"I hope we can create something that's easy and looks great no matter what she's doing or where she is. I hope to create something that makes her feel good about herself as well," he told The Daily Beast.
Most people would agree that Douglas looks great with the new 'do. Hopefully this will end the chatter about the silly matter.
Photo via Gabby Douglas on Twitter
Bookmark Medal Detector for more on the Olympics from Larry Brown Sports and other Yardbarker bloggers


text: The Standard Hotel in NYC announced yesterday they identified the person who leaked the Solange Knowles and Jay-Z fight and have fired the individual. The official statement from the hotel said in part that the person, who was not named was fired for "breaching the security polices of the hotel and recording the confidential CCTV video." It wasn't too hard to find the person. The pool of suspects was probably limited and when the employee started making it rain with dollar bills everywhere they walked, the hotel put two and two together and fired them. I'm guessing it was probably not a very high paying job so the $250K they received from TMZ probably will keep them going for a bit. The hotel says they will try and prosecute the offender criminally, but I don't know how much luck they will have or if the penalty would be that severe. The person probably won't be getting a good recommendation from the hotel, but the entire gossip reading world is happy they did it.


text:
Recently Viewed:4-Wheel Driving on Lanai 4-Wheel Driving on Lanai
Explore more:
4-Wheel Driving on Lanai
Lanai offers 640 kilometres of road to explore by 4-wheel drive. Fasten your seatbelts as you veer off the smooth concrete of Manele Road and Keomoku Highway to the dirt road of the Munro Trail. Take the winding path up to the 1,027-metre peak of Lanaihale. Under good driving conditions allow two hours of driving time to complete this 20.5-kilometre trail.
North Lanai has the bulk of off-road tracks to explore. The Kanepuu Preserve is 7.7 kilometres and 20 minutes away from Lanai City on a dirt track. Continue down the road for another five minutes and you'll arrive at the lunar landscape of Keahiakawelo (Garden of the Gods). For the truly adventurous, travel about 35 minutes and 7.5 kilometres even further to reach the remote white sands of Polihua Beach.
Or head northeast from Lanai City on another rocky road to explore the isolated shores of Kaiolohia (Shipwreck Beach). It takes about 30 minutes to get to this beach after an exhilarating, bumpy ride. Just avoid driving too far onto the beach — visitors have been known to get their vehicles stuck in the sand. South Lanai offers an off-road adventure to the historic Kaunolu, home to King Kamehameha's favourite summer fishing retreat overlooking Lanai's southern cliffs.
Make reservations for your 4-wheel drive vehicle in advance at the Dollar Rent A Car in Lanai City. Please speak to your concierge about directions before you get started and avoid driving in bad weather.


text:
By monitoring and calling out media sexism, launching petitions, inviting watch-ins, organizing tweet ups, and other activist campaigns, we are holding media accountable for an equal voice and equal participation.
Women Missing From Oscar Nominations
The nominees for the 85th Academy Awards have been released and once again it's women who've been left out of the picture. More »
When Todd Akin Made A Mistake Did Reporters Correct Him?
The initial coverage of Todd Akin's remarks often failed state the obvious, he was flat out wrong. More »
"Boston Herald" vs. Elizabeth Warren: "The Nation" Asks, Will Sexism Win or Lose?
Writing for "The Nation," Greg Mitchell says it's bad enough that "Boston Herald" opinion columnists won't quit the sexist attacks on Senatorial candidate Elizabeth Warren—now the front page, too, is skipping any analysis of her stance on the issues in favor of ad-feminem gender baiting. More »
"You Never Really Hear About Mitt Romney's Ankles:" Gloria Feldt on Female Candidates and the Media
Women's Media Center board member Gloria Feldt was on America's Radio News Network on Friday to discuss media treatment of female political candidates, and what kind of effect that may have on other women considering a run. More »
Conservative Media Misrepresents House Version of VAWA
In the wake of the House passing a version of the Violence Against Women Act reauthorization that excludes immigrants, Native Americans and LGTB women, of course Fox News and others are painting their protection as unnecessary. More »
Katie Roiphe's BDSM Fantasy: Wrong on Female Empowerment and Wrong on Kink
There are as many ways to do kink as a crowded planet full of imaginative sexual beings can conjure—but Roiphe's idea of submission sounds like nothing so much as doing it wrong. More »
CBS New York Uses Baseless Survey to Claim Women Would Choose Bigger Boobs Over Brains
How did a bogus survey from a dubious website earn not only a mention in the New York Post but a feature on a New York local news broadcast? Through sexism, that's how. More »
Limbaugh's Half-Hearted Apology Isn't Enough
Rush Limbaugh's half-hearted apology doesn't fix is misogyny. More »


text:
I'll start off for April! Thanks for your vote of confidence about our March bake-off, Silke. I wasn't able to get to my challenge project then, but luckily it also fits in with April's theme. I wanted to try my hand at the Gateau St. Honor?, which I understand is often used as a presentation piece for bakers and pastry chefs since it involves so many different skills.
The puff pastry base is what qualifies it for our April bake-off. Indeed, the G St.-H originated as a way for bakers to use up good quality puff pastry scraps, perhaps left over after making patty shells, cream horns, sausage rolls or strudel. Choux paste is then used to pipe a "halo" around the outside edge of the puff pastry base and a spiral of choux paste inside that circle. Additional choux paste is baked off as cream puffs, which are attached to the halo later (often with caramel which is what I used). Since I did a 6" St. Honor?, I used two rows of half-inch round choux instead of the usual single row of 1 to 1.5" puffs. I thought it would look more to scale for the smaller cake, which proved to be the case. I did do one larger one that sat atop the filling.
I used Rose's pear Bavarian cream in place of the usual St. Honor? filling. My own home-made liqueur flavoured the cream, made last Fall with BC pears with the idea of making this very cake early in the New Year. Talk about mise en place! I had family visiting this weekend, so I saved it for this month and got to share the calories too!
The St. Honor? has many interpretations. Julia Child did it with a pie pastry base. Other chefs use a sweet short paste, though the result is then more properly called a flan. Sponge cake is sometimes used in place of the inner spiral of choux atop the puff pastry base. The filling can be a mousse or any pastry cream with sufficient density and stability to slice nicely. Rose's Pear Bavarian Cream from TCB is perfect! Having both meringue and gelatine, it has excellent stabillity and the most amazing taste. Her Pie and Pastry Bible has recipes for all the pastry components, a more typical filling and the caramel glue.
I look forward to your April projects. Let the lamination begin!!!


text:
I know some of you on here mite flame me for this....bit of background first
Ive always been into computers since i was about 8 years old, my interest peaked about 3 mths ago when i came accross backtrack. im steadly going through the different programs, different 'hacks' etc, the ulitmate goal being freelance comp security for home networks (youd be supprised how many WEP ap's there are in the UK still, about 50%)
Ive been doing my reasearch, finding things out for myself, getting hands on with programs etc etc but im not 100% sure what my next project should be.
What ive learnt so far- WEP insecurities and how to get around them, ETTERCAP and all the features, plugins etc, NMAP simple scaning (which is my current project)
Once ive fully explored Nmap, i.e finding open ports, im not sure what my next project should be.
From what ive read so far it would either be Evilgrade, accessing shared files with Samba, or Metasploit (which i think will be next on the list)
Any suggestions where i should go from here or reading guides anybody can give/point me in the direction of would be much apprisiated
Maybe a more accuracte statement would be at least 50% of wireless AP's in UK would be easily cracked open.
Based on WEP, Sky router weakness's etc.
wannabe hacker? lol. Dont project your own hang ups and fears onto me.
I want to help people understand about security. Go to WOLVERHAMPTON, uk, AT LEAST 50% of the buisness ap's are still WEP. where i work for a telecommunication firm, there is a WEP ap, granted i dont know what it is used for, or what info is being passed over it cause i dnt have permition (i really, really, really dont wana risk jail time)
Sorry to be a pain about this... But if you look at my signature, maybe you will understand better... Grammar, spelling and punctuation are very important. More importantly though, is consistency. 50% the time you capitalize AP's and the other half you don't. (sorry, had to do that...lol)
Firstly, I have no idea what you mean in your first sentence... Secondly, As far as WEP security goes... Well, there is no such thing. Wireless security is an oxey-moron. It's basically a deterrent from inexperienced script-kiddies...
Originally Posted by pureh@te
You may think its stupid but when you are posting online sometimes spelling, grammar and thought put into the content of your posts is the only thing people have to measure you by and to determine the level of seriousness they should give you. So with that in mind I'd say "Yes" its pretty important.
hi amlord1
i accept what your saying, i have never been great at english, im more of a maths and science kind of guy (seems more logical to me, something i can follow)
what i was saying in the first statement was that based on my personal observations, i.e bored while in the car and looking for AP's on my N95, id say that yes, 50% of AP's i come accross are still WEP encrypted. Thats just my personal truth
in regards to the dangers, i did read something about documenting/recording everything that is done on the network.
I know ive still got leap and bounds to go as i am just a noob. i want to get a fell for this stuff before i take certified corse's etc as i am currently studying AS level Pychology, Greek as a second language (parents have a place in cyprus) as well as working full time for a telecomunications compnay and looking after my family (1 daughter, 1 son to be born about 12th Jan 2009 and my partner)
-Monkeys are like nature's humans.
Originally Posted by pureh@te
You may think its stupid but when you are posting online sometimes spelling, grammar and thought put into the content of your posts is the only thing people have to measure you by and to determine the level of seriousness they should give you. So with that in mind I'd say "Yes" its pretty important.
Just wondered if anyone had any pointers, didnt want to be spoon fed anything
Think ill just carry doing my thing, learning it all for myself, by myself
Love Backtrack 3 by the way guys, looking forward to seeing what bt4 has to offer


text:
CosplayFu is an online cosplay store with high quality tailor-made cosplay costumes, wigs and cosplay accessories. You can find all popular cosplay stuffs here, like Naruto, Bleach, Axis Powers Hetalia, Vocaloid and so on. New comics will be updated every month. We are the most fashionable cosplay shop! Right? Cosplay commission for cosplay costumes, wigs & accessories is also accepted. You can find whatever you want here.
And now, if you send us your cosplay photos, you will get extra 10% off discount from us!
Now, I will show you some steps as follow:
Step 1: You buy either costumes, wigs, accessories or shoes from CosplayFU;
Step 2: Take your wonderful cosplay photos with our products;
Step 3: Send the photos to our support email: [email protected] with the Subject "I Love CosplayFU". Remember to tell us your order number or any other information about your order;
Step 4: We send you the discount coupon code by email within 24 hours.
Quite simple, right?
But please put in mind that:
1. This discount will not be offered to Reseller program.
2. All the cosplay photos you give us will be shown on our site. In other words, if you send us your cosplay photos, it means that yougive us permission to display your photos in our site.
What are you waiting for? Just come and send us your wonderful cosplay photos!


text:
Always more ready to strike than to speak, Legendre's gesture crushed before he spoke.
Legendre, the great French mathematician, died during this year.
Legendre moved next day that he be heard before the Convention, and if they had heard him, he would still have been master there.
They heard Legendre say, 'I believe his power is wearing itself out.'
After four years of experience Collier and Legendre found the results unsatisfactory.
In one of the notes Legendre gives a proof of the irrationality of π.
But in spite of the denunciations of Lecointre and of Legendre, the Convention refused to proceed against them.
Her tone was as cold and even as if she were reciting a theorem in Legendre.
He is waiting in the first wine-shop to the right as you go up the rue Legendre.
From this moment Legendre appeared to me to be satisfied, and to relent.


text:
Now this is a well run comp i will be attending!!!
Now this is a well run comp i will be attending!!!
can i compete even if i don't do bjj (i train mma and am just looking for some experience)?
Last edited by dave coles; 05-01-2010 at 10:10 PM.
Last edited by dave coles; 13-01-2010 at 07:54 PM.
We have now received entries from the following academies:
Gracie Barra Swansea
SBG Southwest
The Combat Academy
Gracie Barra Mansfield
Carlson Gracie Revolution Team
Manchester Brazilian Jiujitsu Academy
Gracie Barra Cardiff
Team Sukata Warrington
Gracie Barra Essex
Italo Ferriera
I can see a few of the Celtic Pride guys being up for this, I'll get on the case
Celtic Pride Martial Arts, Abertillery, Gwent
Brazilian Jiu Jitsu
Thai Boxing
Mixed Martial Arts
What's the sub 100 kgs looking like Dave? i'll hopefully be registering the end of the month
Hi Ade
got one -100 and one +100 so far


text:
Well here is the first look at the poster for this years Bristol Open, and yes you don't need to rub those eyes folks, as the Bristol Open Winter leg is to be run over two days. of High level competition. with a masters and seniors event for the first time...There will be a lot more news in the next few weeks.... With more exciting news.
But just to state that this years Bristol Open will now be over two days. So start training guys its going to be a good one
date: 28th of feb & 1st of mar
venue: Bristol City Academy, Russell Town Av, Bristol, BS5 9JH


text:
Gettysburg College is a proud participant in the Yellow Ribbon GI Education Enhancement Program (Yellow Ribbon Program), a provision of the Post-9/11 Veterans Educational Assistance Act of 2008. This program encourages institutions to voluntarily enter into an agreement with the Department of Veterans Affairs (VA) to fund a portion of the tuition expenses that exceed the Post-9/11 GI Bill® national cap which is updated annually as mandated by Congress in January of 2011.
Gettysburg College is committed to providing $12,500 per academic year to students who are selected to participate in the Yellow Ribbon Program. The VA will match this contribution.
2016-17 Academic Year Sample Award:
$21,970.46 (Post-9/11 GI Bill® National Cap)
$12,500.00 (Yellow Ribbon Grant- Gettysburg College)
$12,500.00 (Yellow Ribbon match- VA)
$11,880* (Basic Allowance for Housing and a books/supplies stipend)
$58,850.46 total
* paid directly to the student
The Yellow Ribbon Agreement is for a full academic year, which VA defines as August 1 to July 31. The amount the institution chooses to contribute to a student may change with a new agreement for a new academic year. Gettysburg College will fund twelve students through this program for the 2016-17 and 2017-2018 academic years.
The Department of Veterans Affairs determines eligibility for benefits through the Post-9/11 GI Bill® including the Yellow Ribbon Program. Only individuals entitled to the maximum benefit rate (100% level, based on service requirements) may receive Yellow Ribbon Program funding. Your Certificate of Eligibility will advise if your service meets the requirements for the Yellow Ribbon Program. You must submit your Certificate of Eligibility to Gettysburg College. The Registrar's Office will certify your enrollment to the VA.
Contact Leigh-Anne Redfern, Assistant Director of Financial Aid, at email@example.com as soon as possible if you believe you are eligible and interested in participating in the Yellow Ribbon Program. Benefits must be awarded on a first-come first-served basis.
Once a student has been selected to participate in the Yellow Ribbon Program at Gettysburg College, the institution will provide contributions for a maximum of eight semesters as long as the institution continues to participate in the Yellow Ribbon Program. The student must remain eligible through the VA and maintain satisfactory progress, conduct, and attendance.
Other benefits may be available to eligible veterans, dependents, and members of the military. More information can be found on the Department of Veterans Affairs website: www.va.gov.
Gettysburg College is required to notify the VA when a student is placed on academic probation. The Gettysburg College Yellow Ribbon Grant will only be awarded once funding from the VA is confirmed. Students will also be notified separately of their status in terms of Title IV Federal Financial Aid Satisfactory Academic Progress Standards.