text:
of the State Normal School
By Holice, Pam, and Deb
Extra special thanks to Holice B. Young for transcribing book. The excellent work she does continues to help many researchers! Thanks also, to Pam Rietsch, for sharing her books with genealogists!
Exercises in vocal music, rhetoricals, orthography, calisthenics, penmanship, and drawing throughout the entire course of study.
The legislature of 1895 amended the Normal School Act of 1893 so that no diplomas could be granted to a student who finished the elementary course. But it was provided that an elementary certificate, valid for two years, might be issued. This certificate, if the holder thereof taught nine months subsequent to the time of his certification, might be renewed for three years. The amendment also required the registration of diplomas and certificates in the county where the holders thereof were teaching.
Chapter CL., Session Laws, 1895, also amended the law which enumerated the powers and duties of the state board of education, as follows: State certificates could be granted by the board--
of education had been created. The territorial board consisted of three members (one from each judicial district), appointed by the governor, together with the territorial superintendent. The membership of the board was
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increased one in 1886 because another judicial district had been formed. This board, among other duties, was authorized to "have greater supervision of the territorial normal schools whenever the same shall be established by law."
The legislature, in 1890, created a state board of education similar to that of territorial days. The state board consisted of four members, appointed by the governor, at least two of whom were to be actively engaged in public school education, and the state superintendent was ex-officio a member of the board.
In 1897 the legislature created a new educational board, known as the state board of higher education, consisting of the members of the state board of education and, in addition, the president of the University of Washington, the president of the Agricultural College, and the president of the normal schools. The board was empowered to adopt courses of study for the normal schools and to fix preparatory requirements to adopt courses of study for the normal schools and the Agricultural College. "The board shall arrange such courses and adopt and enforce such regulations as will place the state institutions into harmonious relations with the common schools and with each other."
Amendments tot he school code were also enacted by the legislature of 1897, making it mandatory for the state board of higher education to provide courses for the normal schools in accordance with the following specifications: (1) Teaching in training school to be made compulsory; (2) An elementary course of two years, completion of which would entitle one to an elementary certificate valid for five years; (3) An advanced course of four years, completion of which would entitle one to a diploma, which, after two tears of teaching, would mature into a life diploma; (4) Courses for graduates of colleges and accredited high schools--a one-year course leafing to the same diploma as that granted those who completed the regular advanced course, and a two-year course, completion of which would entitle one to a life diploma to teach in the common schools. A general provision of the law prohibited he issuance of a certificate or a diploma short of forty weeks in actual residence, with at least twenty weeks of practice teaching in the training school.
In accordance with the provisions of the foregoing law, the State Normal School at Cheney in 1898-1899 announced the following course:
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The elementary course consisted of the first two years of the advanced course. One and two-year course for college and high school graduates were outlined as follows:
First Year--Primary and advanced methods, forty weeks; psychology, elementary and advanced, forty weeks; studies in education, forty weeks; history of education, twenty weeks; methods in elementary science, ten weeks; methods in English, ten weeks; methods and review in United States history, ten weeks; methods and review in geography, ten weeks; methods and review in drawing, ten weeks; methods and review in arithmetic, ten weeks.
Second Year--Methods, thirty weeks; history of education, twenty weeks; philosophy of education, forty weeks; psychology, forty weeks; organization and management of elementary school, ten weeks; school supervision, ten weeks; teaching, twenty weeks.
Entrance requirements to the State Normal School at Cheney in 1898 were as follows: "Before being admitted to the normal department of the Stet Normal School students shall pass a final examination in all of the subjects required for a second-grade county teachers' certificate, except theory and art of teaching, civil government and school law. A second grade county teacher's certificate, which has not been in force more than two years, will be accepted in lieu of said examination, but, if students are found deficient in any of these branches, the faculty reserves the eight to have such students complete them in the subnormal department"
Further changes in the course of study for normal schools were made by the legislature in 1899, as follows: "The board of higher education shall prescribe the following course of study, which shall be uniform for all state normal schools of the state: (1) An elementary course of three years; (2) An advanced course of two years for those who have completed the elementary course; (3) An advanced course of two years for graduates from a four-year high school accredited by the board of higher education; (4) An advanced course of one year for graduates from colleges and universities. A student who completes any advanced course shall receive a diploma which shall entitle him to teach in the common schools of the state for a period of five years, and, upon satisfactory evidence of having taught successfully for two years during the time for which the diploma was issued, shall receive a life diploma issued by the state board of education. Graduates from accredited high schools shall
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receive an elementary certificate after completing one year's work of the advanced course: Provided, that no one shall receive a diploma or certificate who has not been in attendance one school year of forty weeks, and who has not given evidence of ability to teach and govern a school by not less then twenty weeks' practice teaching in the training school; Provided further, that any of the foregoing certificate or diplomas may be revoked by the state board of high education for incompentency, immorality, or unprofessional conduct. The board of higher education shall also prescribe uniform rules and regulations for admission to and graduation from the state normal schools; Provided, That a student shall pass the examination required for the third-grade teacher's certificate before entering the second year of the elementary course, and shall pass the examination required for a second-grade teacher's certificate before entering the third year of the elementary course."
Course were prescribed by the Board of Higher Education as follows:
First Year--Grammar and composition, thirty weeks; English classics, ten weeks; reading, twenty weeks; vocal music, twenty weeks; physical culture, ten weeks; elementary algebra, twenty weeks; arithmetic, twenty weeks; botany, twenty weeks; physiology, ten weeks; drawing, twenty weeks; school economy and school law, twenty weeks.
Second Year--Rhetoric and literature, forty weeks; history, twenty weeks; vocal music, twenty weeks; elementary algebra, twenty weeks; plane geometry, twenty weeks; physical geography, twenty weeks; penmanship and bookkeeping, twenty weeks; drawing, twenty weeks; theory and observation of teaching, twenty weeks.
Third Year--History, forty weeks; voice culture and physical culture, twenty weeks; zoology, twenty weeks; physics, forty weeks; methods, forty weeks; elementary psychology and logic, twenty weeks; practice teaching, twenty weeks.
Fourth Year--Advanced algebra, twenty weeks; solid geometry, twenty weeks; Latin, forty weeks; biology, twenty weeks; physiological psychology, twenty weeks; chemistry, forty weeks.
Fifth Year--Civics and history methods, twenty weeks; masterpieces of literature, twenty weeks; geology, twenty weeks; history of education, twenty weeks; philosophy of education, twenty weeks; sociology, twenty weeks; practice teaching, forty weeks.
"High school graduates, or graduates of colleges and universities," says the Normal School announcement for 1899, "will elect from these courses. They will be expected to take mainly the professional work unless they can show acceptable grades in these branches from other institutions. In that event they will elect such other studies as they may most require.
"The clause in the law already quoted, requiring any one to have spent a full year of forty weeks here, and to have taught at least twenty weeks in the training school, will be broadly construed to cover the entire normal school system of the state. So that, if otherwise deemed competent, any one who has partially completed a year's work in one of the other normal schools of the state may Finnish it in this school and thus receive due credit for the entire year in working for a certificate or diploma."
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At the beginning of the school year 1903, four courses of study were definitely outlined or student of the Normal School. The first, a three-year elementary course, gave on completion a certificate entitling the holder to teach elementary school for five yeas. Completion of the eighth grade would admit one to this course. Another course, known as Advanced Course A, was designed for graduates of the elementary course. It consisted of two years. On completing it a graduate was granted a diploma that became a life diploma after he had acquired two years of successful teaching experience. A third course, designated Advanced Course B, consisted of two years and was designed for graduates of four-year high schools. The diploma granted on completion of this course was the equivalent of that granted a graduate of the Advanced Course A. A five-year supplementary course was planned for those who entered after completing the elementary school with the intention of taking a course leading directly to a life diploma. Completion of this course entitled one to a certificate equivalent to that offered the graduates of Advanced Courses A and B. The college graduate course, consisting of one year, was not definitely outlines, students being permitted to elect their work in this course.
The department of manual and physical training was organized in 1903, Miss Myra H. butler was employed to take charge of this department. An English department, with Nicholas E. Hinch in charge, was also organized in 1903.
Efforts were being put forth in 1903 to raise the requirements for entrance to the Normal School. The catalogue of that year gives the following entrance requirements: (1) Diploma from an accredited high school, academy or institution of higher learning; (2) A certificate of ninth or higher grade standings; (3) A teacher's certificate; (4) By passing an examination in common-school subjects; (5) For the ensuing year, an eighth-grade certificate.
High schools were being established generally throughout the state in 1903, and the need for the normal school to maintain preparatory departments was diminishing. There were one hundred and five high schools in Washington in 1903, and that year five hundred and seventy-six pupils were graduated. Ten years earlier there were fourteen high schools in the state, and that year they graduated eighty pupils.
Recognition by the University of Washington of the courses of study offered by the state normal schools of Washington was made about this time. In the Normal School catalogue for 1904 the following announcement is made: "The authorities of the State University have passed the following by-laws regarding the admission of graduates from the advanced courses of the state normal schools into that institution: 'Graduates of the advanced courses of the state normal schools shall be admitted to nominal junior rank and required to carry eighteen hours a term for the two remaining years of the course. They shall be required to complete in the university two years of some one language, one year of some one science, one year of political science, one year of philosophy, a major study of twenty-seven term hours, and collateral of twenty-seven terms hours.'"
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The recognition on the part of the University of Washington meant much for the state normal schools of Washington. It meant that graduates of high schools, desirous of obtaining a university education, but lacking the means, might attend a normal school and then teach for a few years in order to earn money to pay for two additional years of study in the university. Afterwards, if they desired to continue in the teaching profession, they would have the advantage of both normal school and university training. Since 1903 the Normal School has argued in behalf of the "normal-college" training.
Changes in the course of study for normal schools were made by the legislature of 1905 as follows:
"The board of higher education shall prescribe course of study for the normal schools of the state as follows: (1) An elementary course of two years, (2) A secondary course of two years, (3) Advanced courses of two years, (4) A complete course of five years, (5) An advanced course of one year for graduates from colleges and universities."
Under the provisions of this law a graduate of the elementary course was entitled to an elementary certificate, valid for two years in the common schools. A certificate from the secondary course was valid for five years. Completion of any advanced course entitled a student to a normal-school diploma that was valid for five years, and, upon the presentation of evidence of having taught satisfactorily for two years during the time for which the diploma was valid, the holder received a life diploma. Any student who completed the junior year, by vote of the faculty, might be awarded a secondary certificate. But no student was to be awarded a secondary certificate unless he was nineteen years of age, and had attended the same state normal school for one year of thirty-six weeks. Secondary certificates and normal-school diplomas could not be granted to students who had not taught successfully in the Training School, for eighteen weeks.
Requirements for entrance to the elementary course prescribed by this act were little, if any, more than eighth-grade graduation. In other words, a graduate of the course, two years above the eighth grade, if eighteen years of age, might be awarded a certificate to teach for two years. Completion of the elementary course, or of two years of high school work, would admit a student to the secondary course. Advanced courses of two years for high-school graduates and for those who had completed the secondary course led to a normal-school diploma. The five-year course, offering the same diploma as the two-year advanced course, was open to any person who had completed the ninth grade.
Regulations adopted b y the state board of higher education in 1905 defined "credit" to mean one hour per week for one semester, with only half credit given or laboratory or gymnasium work. The range of credits established for completion of the various courses was fixed as follows:
Elementary courses, eighty to eighty-eight credits; secondary course, eighty to eighty-eight credits; advanced course, seventy-five to eighty-five credits; complete courses, one hundred and ninety to two hundred and twenty credits; graduate course, thirty to forty credits.
In June, 1907, the state board of higher education designated the following as elective subjects in the normal schools: Practice teaching, ten credits; school administration, five credits; education, five credits; primary methods, four credits; mathematics, five credits; biological science, eight credits; physical
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Science, eight credits; agriculture, eight credits; astronomy, five credits; geology and mineralogy, five credits; domestic science, five credits; domestic economy, five credits; manual training, eight credits; art, eight credits; music, eight credits; political and social science, eight credits; history, eight credits; English, twelve credits; foreign languages, sixteen credits. The principal of the normal school was authorized to organize classes in any of the foregoing subjects, provided at least five students made application for the work.
Authority to offer extension work in connection with the regular work of the normal schools was given by the state board of education in 1907, but nothing was done toward developing it at the State Normal School at Cheney, until several years later. A very important change in the course of study at this time, however, was the establishment of a rural department in 1908. N. D. Showalter, now president of the Normal School, took charge of this department in 1909.
Provision for a commission to revise and recodify the code of public instruction of Washington was made by the legislature of 1907. This commission was composed of the state superintendent of public instruction, the attorney general, and three members appointed by the governor--one a county superintendent, one a member of the school board of a city containing 10,000 or more population, and one a head of one of the institution of high learning.
Two years later the code was changed materially, with results that were almost epochal so far as the future of the normal schools of Washington was concerned. Tuition fees for students who did not sign the pledge to teach were abolished, the state board of higher education and the state board of education were consolidated, and provision was made whereby the holders of certificates obtained by examination might renew their certificates by attending an institution of higher learning.
When the state board of higher education was abolished in 1909, virtually all of its powers were transferred to the newly-created state board of education, which was composed of the state superintendent of public instruction, the president of the University of Washington, the president of the State College of Washington, the principal of one of the normal schools, chosen by the principals, and three persons holding Washington life diplomas, one a superintendent of a school district of the first class, one a county superintendent, and one a principal of a four-year accredited high school. Appointed members were to serve for two years.
Among the powers and duties prescribed by law for the board were: approving courses of study for normal schools, approving preparatory requirements for entrance to normal school, and placing the state institutions in harmonious relations with the common schools and with each other, and unifying the work of the public school system.
The first real impetus given to normal-school attendance was the amendment to the certification law, passed in 1909. According to the provisions of
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this law as amended, a person holding a third-grade certificate, by attending an accredited institution for a year, might obtain a second-grade certificate; one holding a second-grade certificate, by attending an accredited institution of higher learning for one semester during the life of the certificate, or by attending a summer session of six weeks and doing satisfactory work in three subjects, might obtain a renewal; one holding a first-grade primary, a first-grade or a professional certificate might obtain a renewal by attending an institution of higher learning for one year during the life of the certificate and doing satisfactory work in three subjects.
Changes in the normal-school curriculum at this time required that advanced courses of two and three years be established, and that the secondary certificate should be valid for three years only rather then for five years. It was also provided that the holder of a normal-school diploma should not receive a life diploma until three years of successful teaching had been completed, but t was decreed that this teaching might be done either before or after receiving the diploma.
These changes in the school code furnished the basis for many rulings by the state board of education during the next two years. In June, 1909, the board passed the following resolutions: "That no normal school shall issue an elementary certificate to any student until such student has completed three quarters of work in the regular classes of the institution; that the principals of the state normal schools be allowed the privilege of outlining for the coming year such three-year advanced courses as they find necessary to accommodate the students of their respective institutions under the conditions outlined at the meeting of the state board of education, April 17, 1909."
On February 21, 1910, the following resolutions were passed by the state board of education: "That the elementary certificates shall not be renewable; that one year of high-school work, or a teacher's certificate, shall be required for admission to the elementary course during the school year 1910-11; that two years of high-school work shall be required for admission to the elementary course of study after September 1, 1911; that the following outline be adopted for the elementary course for the school year 1910-11: Tenth year--English, ten credits; mathematics, ten credits; science, five credits; history, five credits; electives, eight credits; physical training, two credits. Eleventh year--Education, five credits; music, four credits; agriculture, four credits; manual arts, five credits; English, five credits; American History, five credits; arithmetic, five credits; geography, three credits; physiology, three credits; reading and orthography, five credits; physical training, two credits.
"That, after September 1, 1910, no state normal school of Washington shall admit any student from a district maintaining a high school who has not completed the high-school course of his home district, unless: (1) He has a teacher's certificate; (2) he is more than nineteen years of age; (3) He has been promoted from the training department of a state normal school; (4) He beings a written request from the principal of the high school of his home district with satisfactory reason that he should be admitted to a normal school.
"On motion of Superintendent Cooper, seconded by Dr. Kane, it was expressed as the sense of the state board of education that it would be advisable
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for the state normal schools to maintain summer sessions of nine weeks in length."
The foregoing resolutions were passed, undoubtedly, with a two-fold purpose in view: first, to raise the requirements for completion of a normal-school course; secondly, to encourage the growth of high schools, to the end that high school graduation might eventually be made the sole requirement for entrance to a normal-school course of study. Justification for such action is seen by observing the rapid growth of the high schools. In 1907-08 there were two hundred and seventeen high schools in Washington, and that year one thousand three hundred and seventeen pupils were graduated by high schools. Two years later there were three hundred and seven high schools in Washington, and two thousand seven hundred and eleven pupils were graduated from high school. Work was offered at the State Normal School at Cheney in the ninth and tenth grades after 1911 only for the benefit of those who came from communities where high schools had not been established.
Few changes were made in the course of study of the Normal School between 1911 and 1917. The rural work was extended, and some effort was made to do extension work, which had been authorized several years before by the ruling of the state board of higher education. But no great change in normal-school organization came until after the report of the legislative commission in 1916. On the basis of that report legislation was enacted in 1917 that started the normal schools of Washington on the road to teachers colleges. Provision was made that year for extensive normal-school extension work in the state, secondary certificates were abolished, third and fourth year courses of collegiate grade in normal schools were authorized, and a new certification law was passed, which required at least nine weeks of attendance at a normal-school, in addition to high-school graduation, as a prerequisite to the teachers' examination. This last provision has aided in building up of a large attendance at the summer sessions since 1918.
The changes in the course of study for the institutions of higher learning which were made by the legislature in 1917, also gave to the normal schools a monopoly of the training of teachers for the elementary schools, and, at the same time, precluded the training of high school teachers in the state normal schools.
The fourth year of work for normal school authorized by the state board of education on March 17, 1920, and on august 27 of that year the
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four-year courses of study for the State Normal Schools at Cheney and at Bellingham were approved by the state board.
Special diplomas are awarded those who completed the third and fourth year course. These diplomas are valid for five years, and may be converted into life diplomas, after the required amount of teaching (twenty-four months) has been completed.
High-school work as a part of the normal-school course of study was abolished by Section IX., Chapter X, Session Laws, 1917, which read as follows: "Requirements for entrance to the University of Washington, the State College of Washington, and the state normal schools of Washington shall not be less than graduation from a four-year accredited high-school except for persons twenty-one years of age or over and except for students in the elementary science departments of the State college of Washington. This requirement may be waived as to summer school, short courses or extension work." By that act the goal toward which the State Normal School at Cheney had been striving for twenty-seven years was brought measurably nearer. The "high-school idea" had triumphed in Washington. At eh close of the school year 1916-17 there were four hundred and eighteen high schools in Washington, one thousand nine hundred and fifty-nine high school teachers and four thousand seven hundred and fifty pupils were that year graduated by high schools. It was no longer necessary for the teacher-training institutions to give high-school course.
Third-grade certificates were also abolished by the law of 1917, and new requirements were set forth for obtaining other certificates by examinations. Second-grade certificates, under the new act, became valid for a period of two year and could be renewed twice if, during the life of the certificate or a renewal thereof, the holder attended an "accredited institution of high learning for nine weeks, in which elementary teachers are trained, and did satisfactory work in three subjects." First-grade certificates, valid for five years, might be renewed if, during the life of the certificate, the holder attended for eight weeks "an accredited institution in which elementary teachers are trained and did satisfactory work in three subjects."
Abolishing the secondary course and making provision for new elementary courses, as well as for the three and four-year course, all of collegiate grade, necessitated the writing of new courses of study. In 1922-23 five two-year courses were outlined, primary, intermediate and grammar, rural, home economics, and manual arts, each leading tot he elementary normal-school diploma. An elementary course of one year entitled the student who completed it satisfactorily to an elementary certificate, valid for two years and non-renewable. For the completion of the one-year elementary course, a minimum of forty-eight quarter hours was required, and for the completion of any two-year elementary course ninety-six hours were required. Eighteen quarter hours constitute the maximum student load.
Requirements of the one-year elementary course in 1922-23 were as follows: English I and II, five credits; rural administration, three credits; Educational hygiene, three credits; mathematics, five credits; geography, five credits; primary or upper-grade methods, five credits; agriculture and biological science, five credits; observation and method, five credits; teaching, two and one-half
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credits; penmanship, no credit; library methods, no credit; electives, nine and one-half credits.
Requirements for the completion of the four-year course were as follows: Education--psychology, five credits; observation and practice, ten credits; rural education, six credits; methods, five credits; principles of education, five credits; health education, three credits; physical training, three credits. Other requirements--English, ten credits; expression, three credits; mathematics, five credits; history and social science, ten credits; science and geography, ten credits; music and art, six credits. Electives: preferred departments, thirty-five credits; secondary department, thirty-five credits; free electives, forty-one credits. Total, one hundred and ninety-two credits.
Looking back over a period of thirty years, one is impressed not with the slowness of change in the curriculum of the State Normal School at Cheney, but with the rapidity with which the transformation has taken place. If one were looking for a "climax" or the breaking point of the period, one would perhaps give serious consideration to the year 1909. In that year tuition for all normal school students was abolished; provision was made for raising or renewing teachers' certificates by attending the Normal School; and resolutions of far-reaching importance were passed by the state board of education, resolutions which eventually removed from the Normal Schools course of study the first to-years of high-school work. Thereafter the Normal School began to set new attendance records and to break them almost as soon as they were established. The summer school took on a new importance, and the institutions began to develop a personality. The year 1909 might properly be designated the beginning of the "modern" period.
Almost equally important with the year 1909 was the year 1917. The institution had recovered from the fire of 1912, bigger and better in every way. A survey of the institutions of higher learning in the state has been made by a commission of experts, and the recommendations of that survey commission laid the foundation of a teachers college. New laws governing the course of study were passed, to which attention has already been called, preparatory work was abolished, extension work was authorized, advanced courses loomed up in the offing, and the campus of the Normal School was widened to include virtually all of the Inland Empire. Through the extension department the influence of the Normal School has gone directly into the schools and the homes of Eastern Washington, and by establishing courses the Normal School has had more to offer those who have come to take courses in residence.
The present year, 1923, has brought another great influence to bear upon the life of the Normal School. In 1927, as a result of the passage of a new certification law, teachers' examinations will be virtually abolished, and all who wish to enter the teaching profession in Washington will be obliged to attend professional schools. When the readjustments which will be necessitated by the operation of this law are complete, or nearly complete, it will be comparatively easy to require two years of professional work for an elementary certificate, and four years of such training before a normal diploma can be converted into a life diploma. When such legislation is enacted the State Normal School at Cheney will enter into a wider field of usefulness, and the teaching profession in Washington will take on a new dignity.
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When psychologist Johan Lundstrom decided to test whether there really was an "old people smell" he got good news and bad news. Unfortunately, he found, people can tell the difference between young, middle-aged and old peoples' body odors. The good news is people aren't very good at telling which odors came from which age group – they could only tell they were different. Also in the bright side: women smell no worse as they age and men get nicer smelling after 75.
Lundstrom, who works at the University of Pennsylvania and the Monell Chemical Senses Center, said he decided to investigate this matter when giving a recent talk at a retirement home near Philadelphia. He smelled something familiar that took him back to his childhood. "As soon as I stepped in the home I recognized an odor that I'd smelled in Sweden when my mother was working as a nurse in a retirement home," he said. How, he wondered, could you have the same odor in two different populations on two different continents?
At first, he did what most of the rest of us do – he used Google. That turned up some anecdotal reports about old-age smell, and the fact that the Japanese even have a word for it – kareishu.
Then he set up his own body-odor experiment in collaboration with colleagues at Penn, Monell and the Karolinska Institute in Sweden. The results were published in Friday's issue of the journal Public Library of Science One.
He recruited a group of "donors" and a group of 41 volunteers willing to sniff them. The donors were chosen to fit into three discreet groups: young(20-30), middle aged(45-55), and old(75-95). To keep the sniffers blind to the actual ages of the participants, he collected the odors of the "donors" using t-shirts with special pads sown into the armpits. Some studies involve donors that run on treadmills, he said, but the smell of exercise-induced sweat is different from ordinary body odor. The odors originate from different glands and contain different chemicals.
He asked the donors to wear the shirts to bed after showering and washing with a non-perfumed soap. Then they slept in the shirts for five nights in a row – enough to catch some genuine body odors.
The sniffers had to perform several different tasks. First they had to figure out which odors were similar to each other and place all the similar ones in groups. This they did quite well, said Lundstrom. They did a particularly good job of grouping all the odors from the old people, and were slightly less adept at distinguishing middle-aged b.o. from youthful b.o.
So we humans seem to be able to distinguish odors from different aged donors as different, but a second task showed we're not so good at tying those differences to age categories. For that task, the sniffers were asked to try to categorize the different odors by age after Lundstrom pooled the odoriferous pads from each group. The sniffers performed better than chance when it came to identifying the pooled donors in the 75-95 category, said Lundstrom, but not much better. They weren't able to tell which of the other two pooled odors came from young or middle-aged donors.
Lundstrom said several studies have shown that mice and other mammals can use scent to estimate age among members of their own species. One study he came across showed that people could distinguish the ages of other animals.
One possible explanation, he said, is that animals are tuned to sniff out age because they benefit from mating with older individuals. In many animals, the older ones have proven survival ability, and so potential mates can benefit from recognizing this as attractive. Old animal smell is a sign of good genes.
Humans are unusual because we have menopause and older women lose fertility, but this is not the case in many other animals. In chimps, for example, females continue to reproduce until they die, and they get more attractive to males the older they get. Anthropologists studying wild chimpanzees in Uganda report that males find the grandma females the sexiest of all.
The other possibility, Lundstrom said, was that the sniffers were detecting the smell of inflammation and creeping illness. Change inside the body might be altering the odor outside. One possibility he raised in the paper was that a type of white blood cell called polymorphonuclear leukocytes change as we age and could also alter our body odors. But that's still not known.
If the smell changes are from decay, at least they weren't rated as unpleasant. In men it was quite the opposite, said Lundstrom. "Young guys are stinky, middle aged guys are even more stinky, and when they got old it goes away."
This, he sees as a sort of second childhood of body odor. The concentration of odor-producing chemicals declines back to pre-pubescent levels as men get old. "They return to childhood levels by age 80."
Contact Faye Flam at firstname.lastname@example.com;/[URL or @fayeflam on Twitter. Read her blog at philly.com/evolution.

subset: commoncrawl


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looks strong on its face, and the offenses alleged are serious ones. However, Libby is innocent until Fitzgerald proves otherwise, and we have not yet heard Libby's side of the story.
The impression one gets from reading the indictment is that there was massive cooperation on the part of administration employees and officials. This looks like the anti-Watergate — a president ordering everyone to cooperate and the absence of any organized cover-up.
Unless Karl Rove is indicted later on, the political fall-out is likely to be almost non-existent.
UPDATE: The sense I got from the portions of Fitzgerald's press conference I saw is that, more likely than not, there will be no additional indictments.
FURTHER UPDATE: Here is the statement of Scooter Libby's lawyer.
Via NRO's Corner


text:
An atmospheric and inspirational musical journey loop (2 min. 35 seconds).
Very good for visualizations, meditation, flash animations, podcasts, news, film, video, media, gallery, web, homepage, jingle, ... .
Would fit into the down tempo and electronic genre. perfect as background loop in any project.
check it out, and don't miss more of my items and songs.
enjoy the family modern groove of 2010
greetings from austria, markus – the dreamweaver


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Azamara Club Cruises offers a destination-immersive experience for sophisticated travelers who don't just want to see the destination, they want to live it. Azamara's two 694-guest ships offer an intimate European hotel ambience with extraordinary service, fine cuisine, and rare wines. Visiting Europe, Asia, South America, and the West Indies, Azamara offers more overnight and late-night stays so you can linger longer ashore.
Carnival Cruise Lines®
For a great vacation value, choose the be-yourself ease of a Carnival cruise. Do what you want for three to eight days or longer. Relax in the sun. Work out in the gym. Play in the casino. Enjoy lavish shows. And explore new destinations. There's something for everyone, including Camp Carnival® for kids and Club 02(SM) for teens. This is your time to enjoy a million moments of fun, one right after another with Carnival Cruise Lines.
Celebrity Cruises® - Designed for You
Enjoy being treated famously with Celebrity Cruises on one of the most elegant fleets afloat. You won't be disappointed with the sumptuous amenities, impeccable service, and comfortable accommodations. Set sail on an adults-only cruise, or treat your kids to special supervised activities. Enjoy gourmet dishes, or pamper yourself from head to toe in the AquaSpa.
Disney Cruise Line® - The Ultimate in Family Fun
For families, friends, and groups of all sizes, there is something special for everyone on a Disney cruise. From swimming at Goofy's Pool and parties on deck to world-class entertainment, and from onboard activities to exhilarating shore excursions, Disney Cruise Line is all about sharing moments together.
Holland America Line® - Signature of Excellence®
Rest and relaxation await discriminating guests on this cruise line. Excellent service, stellar ports, and refined elegance set Holland America Line apart from the pack. Plus, as part of its Signature of Excellence, the cruise line has recently invested $225 million dollars in onboard enhancements. Spend your days at sea participating in the Culinary Arts Program or attending an enriching lecture series. By night, practice your dance steps or try your luck in the casino.
Italian Culture and Elegance
A truly cosmopolitan experience awaits those who sail with MSC Cruises. The Italian staff is known for its special blend of warm hospitality and personalized attention, and the Italian cuisine promises to please the palate of anyone in search of fresh ingredients and authentic recipes. Italian language lessons, dance classes, and enrichment programs round out a varied list of at-sea offerings as do diverse and exciting theme-cruise sailings.
Norwegian Cruise Line® - Freestyle Cruising®
When you have thousands of choices and all of them are right, that's Freestyle Cruising on Norwegian Cruise Line. Enjoy your vacation on your terms-it's all up to you. Take in some never-before-seen entertainment at sea or eat somewhere different every day, on your own schedule. No matter what you choose, you can't go wrong. Even when you lose track of time, you won't miss a thing. That's the freedom of Freestyle Cruising.
Oceania Cruises® - Your World, Your Way®
Operating mid-size ships sailing to extraordinary ports around the globe, Oceania Cruises promises an atmosphere of casual country club elegance. Passengers onboard enjoy five-star dining and open-seating restaurants, as well as a stimulating lecture series, dance classes, a full-service spa, and Balinese sun beds by the pool. And, for additional comfort, all staterooms feature the luxurious Tranquility Bed(SM) and high-quality linens.
Escape Completely with Princess Cruises
A recognized leader in worldwide cruising, Princess Cruises has been awarded "Best Cruise Line Itineraries" by Recommend magazine for eight consecutive years and "Best Cruise Line in Alaska" by the readers of Travel Weekly magazine. Each Princess ship is a relaxed, rejuvenating retreat at sea, offering an endless array of entertainment and activities.
Regent Seven Seas Cruises® - 6-Star Ships
Voted the "Best Small Cruise Line" by Travel + Leisure readers (2001, 1999), Regent Seven Seas Cruises recently completed a $20 million fleet-wide refurbishment. The cruise line offers personal service, luxury accommodations, and exotic ports to its discriminating clientele. Complimentary select wines and spirits at dinner, in-suite bar setup in Butler suites, and a no-tipping policy set this line apart from the rest. Seven Seas Mariner and Seven Seas Voyager are the world's only all-balcony suite vessels.
Royal Caribbean® - Get Out There®
Want to go rock climbing 200 feet above the sea? How about ice skating while you're miles from land? The newest Royal Caribbean ships offer a mind-boggling array of activities and amenities, designed to keep the most land-locked traveler completely content at sea. Attend an art auction, shop for souvenirs, or go wine tasting while your kids enjoy the awesome Adventure Ocean program. And do it all at sea!
The stories you can't wait to retell.
Aboard The Yachts of Seabourn, you'll experience ports of call from an insider's vantage point – closer to cultures, legends, and shorelines. You'll enjoy the stories and friendship of no more than 450 guests. You'll sail deep into capital cities, as well as to hidden harbors where larger vessels cannot follow. Best of all, you'll wake up every day to new adventures, played out before the luxurious backdrop of Seabourn Yachting Life.SM


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Pebble Partnership Calls On the EPA To Abandon Flawed, Biased Report
Follow the Established, Scientific Regulatory Review Process for Resource Development Projects
Anchorage, Alaska, April 26, 2013 – Pebble Partnership CEO John Shively issued the following statement in response to the U.S. Environmental Protection Agency (EPA) releasing a second draft Bristol Bay Watershed Assessment evaluating the estimated environmental impacts of a hypothetical mine on the Bristol Bay Watershed:
"While we need to review the document in detail, it seems the EPA has not changed its deeply flawed approach of creating and evaluating a completely hypothetical mine plan, instead of waiting until a real, detailed mine plan is submitted to regulators as part of a complete permit application. By continuing on this course, the EPA is ignoring a chorus of scientific, legal and regulatory criticism, not to mention the legitimate questions that have been raised by at least three different committees of the U.S. Congress.
"We have spent the better part of ten years working on designing a development plan for a mine at the Pebble Deposit utilizing some of the premiere mining engineers and environmental scientists in the world. The EPA has spent two short years on a desktop exercise with little or no input from miners. Anyone can design a mine that fails. We'll design a mine that will operate safely and responsibly and will meet the high regulatory standards for development in Alaska.
"At a time when the entire executive branch is having to cut important program funding because of sequestration, it is stunning that the EPA continues to pursue this matter instead of waiting for a permit application to review through the well-established regulatory process. I think the public and our elected officials have the right to know how much taxpayer money has been spent on this unnecessary effort thus far.
"Even more disturbing is the fact that the EPA's actions are consistent with the demands of those who want to deny the Pebble Partnership the right to submit a permit application. Their threat of a "preemptive veto" is not only unprecedented but also precludes and biases the lengthy, transparent, rigorous, and science-based process set out by the National Environmental Policy Act (NEPA) that has been used to evaluate such proposals for decades.
"EPA has stated that this flawed watershed assessment will inform agency decision making, and that is of great concern. Every year across America, development projects worth roughly $200 billion rely on that process to obtain Section 404 permits; even the threat of a "preemptive veto" will introduce uncertainty into the process that threatens to hurt the entire U.S. economy, not just a proposed mine in Alaska.
"The Pebble Partnership is simply asking for due process: the right to submit a permit application, and to have our plans reviewed, based on the best-available science and the relevant federal, state and local laws. We know this process will last several years and many questions will be asked about whether a large-scale copper and gold mine can safely co-exist with the surrounding environment, and especially the salmon fishery of the Bristol Bay region. As we have consistently stated, if we can't build a mine that co-exists with a healthy fishery, we will not build the mine.
"We will carefully review this new draft before providing more detailed comments. We remain committed to working with the EPA under NEPA when we have submitted a detailed mine plan for state and federal review."
The EPA's assertion that it has the legal authority to preemptively veto development projects and the agency's first version of the Draft Bristol Bay Watershed Assessment (DBBWA) have been roundly criticized.
Alaska Attorney General Michael Geraghty has stated the EPA's actions are "premature and unprecedented" and the agency should be "waiting to evaluate real proposals, as Congress clearly intended" when it passed the Clean Water Act. Alaska's Department of Natural Resources has warned that the DBBWA "provides examples of impacts from mines developed from the late 1800 and early 1900s" and fails to consider "consider current mine technology or regulatory framework and oversight to prevent environmental harm." Nuna Resources Inc., an Alaska Native group that advocates for a sustainable economy in the Bristol Bay region, said the EPA "based its report on a hypothetical mine that was poorly built, poorly run and therefore guaranteed to harm the environment."
Even more criticism of the DBBWA came from the experts who served on the peer-review panel. For example, Charles Slaughter of the University of Idaho used the term "hogwash" to describe the "statistical probabilities that were assigned to various scenarios" in the DBBWA. Panelist Dirk van Zyl of the University of British Columbia said "it is impossible to know whether the hypothetical mine scenario is realistic," and therefore it is "not sufficient for the assessment." Geologist Steve Buckley criticized parts of the DBBWA for containing "no detailed discussion of engineering practices" and "a lack of any detailed research into applicable engineering and mitigation methods" to protect the surrounding environment.
The Brattle Group consulting firm has estimated roughly 60,000 development projects, worth about $220 billion, need Section 404 permits every year. For this reason, the National Mining Association has warned the EPA's actions in Bristol Bay "are premature and will have a stifling effect on investment" across the entire U.S. economy. According to the NMA, the DBBWA raises the following question: "How can companies believe that industry is given a fair chance in the U.S. when the government releases incendiary, one-sided studies based on rocky science and questionable legal authority that effectively stir up public fear and act as a roadblock to project development?"
The chilling effect of the threat of a preemptive veto using a hypothetical scenario developed by the EPA has also prompted criticism and many questions from lawmakers in Washington, and at least three committees are closely examining the circumstances surrounding the DBBWA. In addition to this criticism, Alaska's senior Senator Lisa Murkowski, who leads Republicans on both the Senate Energy and Natural Resources Committee and the Interior and Environment Appropriations Subcommittee, has criticized the agency for choosing to "evaluate a hypothetical mine that was basically designed to violate modern environmental standards" and produce "a work of fiction rather than sound science." U.S. Sen. David Vitter (R-La.), the top Republican on the Senate Environment and Public Works Committee, joined with Sen. Roger Wicker (R-Miss.) to call on the EPA to "disavow this unjustified power grab and instead allow the permitting process designed by Congress to move forward."
In the U.S. House of Representatives, the Oversight and Government Reform Committee has said the EPA is using an "unprecedented and legally questionable interpretation" of the Clean Water Act, and the Science, Space and Technology Committee has said it is "difficult to view [the DBBWA] as anything other than an attempt by EPA to create additional unnecessary regulatory hurdles," and warned that "EPA should not stack the deck in one party's favor."


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The Brittany spaniels belonging to a breeder in Choupic — who was found guilty of animal cruelty, failure to vaccinate and violating the noise ordinance — must be inspected by a parish veterinarian, a Lafourche parish judge decided Thursday.
The Brittany spaniels belonging to a breeder in Choupic — who was found guilty of animal cruelty, failure to vaccinate and violating the noise ordinance — must be inspected by a parish veterinarian, a Lafourche parish judge decided Thursday.
Based on that veterinarian's report, Judge Buddy Larose could order that some or all of the dogs be seized, Assistant District Attorney Kristine Russell said.
Still, even if Larose decides Chris Michot is able to care for his dogs, Michot's probation officer and the parish veterinarian must still inspect his property during his two-year probation, Russell said.
Michot was fined $669.50, Russell said. Larose found him guilty of five counts of violating the parish noise ordinance, 32 counts of failure to vaccinate and one count of cruelty to animals. If he violates his probation, he could go to jail.
The animal advocates present for the verdict, some of whom were present when deputies charged Michot Aug. 22, said their only concern was that his dogs �— an estimated 85 to 100 living just outside his Choupic trailer — be taken care of.
"Once the vet inspects the dogs, we'll have a better picture of if the dogs are very ill, very healthy, well kept," said Cassandra Adams, vice president of the Humane Society's Lafourche chapter. "All we can see is what's over the fence."
Advocates with the Lafourche Chapter of the Louisiana Humane Society and We Stand Bayou Animal Rescue said they told Michot's lawyer they could help him take care of the dogs for free in the future.
"We'll donate food, time, we'll clean," said Dani Morgan, who founded We Stand Bayou. "We'll pass no judgment."
Witnesses testified in trial that Michot keeps some dogs in one of six kennels. Others are chained to posts, and a few roam freely.
The state animal-cruelty law does not specify how many dogs can be on a certain square-footage of property or how many dogs can be in a kennel. However, it does say dogs must have shelter, which Michot did not provide, according to deputies' 2012 report.
The noise ordinance says dogs cannot bark for more than 10 minutes continuously or over 30 minutes intermittently. On the trial's first day, prosecutors played a video of Michot's dogs barking for more than 30 minutes. The trial began March 14 and continued Tuesday through Thursday.
Adams said she is concerned that although the dogs may soon get more care, some of them may still have to be killed if they're seized because they're sick or not socialized.
But the local Humane Society President Pamela George, whose calls to the Lafourche Parish Sheriff's Office partially led to Michot's charges, said she thinks all Michot's Brittany spaniels can be rehabilitated.
"There are a lot of people out there who are willing to help," George said.
George and Adams said they want most of the dogs to find homes, rather than stay with Michot.
"We want them to be healthy. We want them to be seeing a vet. ... I think he needs less dogs because I think it's very, very hard for one man to keep so many dogs," Adams said, citing her own difficulty caring for five.
She also said the parish shelter struggles to keep a similar number of dogs that Michot owns with a staff of six people.
The Lafourche Parish branch of the Humane Society has not yet received permission to assist Michot, but George said it will cost a lot of money to do so if it does. Visit www.humanesocietylc.com for donation and volunteer information.
Staff Writer Katie Urbaszewski can be reached at 448-7617 or firstname.lastname@example.com.


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Almost every mom who's raised kids over the years would want to enhance their appearance after enduring the physical rigors of pregnancy and child bearing which will have taken their toll. Dr. Miguel Delgado can help mothers in Marin County, California and beyond with a mommy makeover breast surgery.
The following video is a patient going through the mommy makeover experience .
A mommy makeover is a thorough, custom cosmetic enhancement procedure that combines several types of treatment methods into one. The procedure can be performed over one meeting or staged into a battery of sessions. With a mommy makeover tummy tuck, Dr. Miguel Delgado can rejuvenate your breasts, remove excess skin and fat, and reduce the formation of wrinkles and fine lines for younger, perky looking breasts and a fine contoured youthful look.
Benefits of a Mommy Makeover Surgery
Every mommy makeover tummy tuck and breast surgery procedure is customized to suit your needs and requirements. Whether you want to rejuvenate signs of ageing and fatigue which appear on the face, or to improve the appearance of your breasts or to re-contour your body and regain that pre-pregnancy shape, a mommy makeover procedure can provide effective solutions. The following are benefits of a mommy makeover procedure:
+Removes excess skin and fat in the breasts that causes a drooping or sagging appearance
- Reduces certain areas of the body which have accumulated excess fat over time.
- Tightens and strengthens abdominal muscles resulting in smooth skin in the midsection area as well as a flatter, fit-looking stomach.
- Reduces signs ageing, fatigue and stress around the face to give you a more refreshed, youthful appearance.
Dr. Miguel A. Delgado, FACS will be happy to meet and give you advice on a mommy makeover as well as discuss different types of procedures, and which will be most ideal for you. You are free to ask any questions and he will always present you with the best options to suit your needs.
Why You Need A Mommy Makeover
After falling pregnant and giving birth, at times no amount of dietary changes and exercise can get your body back in shape, and for that you will need a mommy makeover tummy tuck and or mommy makeover breast surgery. Let's face it: child bearing can be one of the most joyful moments of your life, but at the same time it's probably one of the most difficult experiences that a woman's body can go through. Your body will bulge and your skin will stretch to cover that extra girth—girth such that after the baby is born is no longer there. Breast feeding on the other hand can inflate and deflate your breasts, quite often leaving them out of shape or flat.
Whatever the issue, a mommy makeover plastic surgery can leave you refreshed, restored and looking the best you can ever be. A tummy tuck will remove excess skin around your abdomen, leaving it flat and smooth.


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June's flowering was late.
July was hot and pushed the vintage forward.
August was cold and wet and slowed everything down.
September was rainy and sunny, warm and cool. It made everyone crazy.
Catherine shook her head, "There are too many bunches on the vines. But still, the fruit is really good."
And in fact, the fruit was delicious.
The Clos Roche Blance style of working the vines includes severe pruninig in the spring. There is no green harvesting unless they feel the vintage demands it. There is little dogma at this winery. And the 2006 vintage was a strange one. Being intuitive and avoiding dogma, as winemaker Didier is, can only be a plus.
CRB is not looking for California-style intensity of fruit, fruit, fruit. Their wines are ones of expression. Or, as T.S. Eliot wrote in Burnt Norton, "There would be no dance, and there is only the dance."
And that is the dance of terroir. And, I am sorry for playing the 'terroir' card, but that's the way it is.
The 2006 from CRB will deliver plenty of expression. The grapes were indeed delicious. In between the vine rows, grew mushrooms that looked like umbrellas (and Catherine made an excellent moussseline mushroom omelette). But still, there was lots of rot to cut away on those bunches of grapes. And on the tight- berried gamay, I had to dig deep, as a dentist looking for rot in gums. I know I dropped lots of fruit thinking---that rot ain't getting into my gamay, next to the cot, my favorite of the CRB wines.
That's the rot that ain't getting into my gamay. I was vigilant. Promise.
The vintage will be fascinating, complex and surprising, when in the hands of winemakers like Didier and grape snippers like me! But for wines that are made from machine harvested grapes like most of the Loire wines? Ouch.


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Welcome to Radar Group
Is it better to create, or be exploited? When it comes to cross-media, so far, the game industry has preferred the latter – without measurable success. Why? In large measure, just because a movie is fun to watch doesn't mean it will be fun to play, and visa versa.
That was Game Industry 1.0.
No more.
No more games based on 3rd party licensed Intellectual Properties. No more sweatshop internal development. No more stale titles. Now - fresh properties. Original ideas. Exciting gaming and entertainment concepts. All expertly leveraged with our strategic partners to maximize cross-media IP value into films, TV shows novels and toys.
Game Industry 2.0 has arrived.
Welcome to RADAR. Original Thinking™ at work.


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Tour Of Romeo Millers Studio Full Court Basketball & Game Rooms!
"tour of Romeo Millers studio with Full court basketball court and game rooms and a behind the scenes of how he gets down plus new mix tape coming soon "
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


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e-TALENTA is THE European casting platform for the film and television industry.
For over 10 years, e-TALENTA has been connecting actresses, actors and agencies with casting directors, producers and directors – globally, in Europe and in your country.
We have summarised the most important information for you in English on the following pages.
After the registration and login, all of e-TALENTA's functions, profiles, etc. will be open to you, now available in six languages (English, German, Italian, French, Spanish and Russian).
Casting Directors, Directors and Producers, for example
Pep Armengol, Spain
Stefania de Santis, Italy
Patricia Vasconcelos, Portugal
Timka Grin, Bosnia and Herzegovina
Tusse Lande, Sweden
Corinna Glaus, Switzerland


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Send info about openings and closings to email@example.com.
What's open
•The Maryland State Fair at the Timonium Fairgrounds will re-open Sunday at noon following an inspection of the grounds and rides.
•The Town of Ocean City will reopen to the public Sunday beginning at noon. The beach will be open but access to the surf will be restricted.
•The Baltimore Summer Antiques Show at the convention center in Baltimore will open at 11 a.m. Sunday.
Baltimore-Washington Thurgood Marshall International has remained open throughout the hurricane. Food and...


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Southern Ocean
Just a few decades ago this region was virtually untouched by human exploitation. Today, it is under sustained attack from land, sea and air, putting many species at risk.
The threatsUnsustainable fishing is pushing fish stocks to the brink of collapse, and leaving seabirds and mammals without enough food to survive.
The Southern Ocean has also become a dumping ground for rubbish. Each year thousands of animals ingest or get ensnared on discarded plastic, fishing nets and hooks, causing significant deaths.
But the greatest long-term threat to the region is climate change.
With the ice-shelf melting and glaciers shrinking, the nesting and feeding grounds of the Emperor and Adélie penguins as well as other species are under threat.
Krill, the foundation of the Antarctic food chain, is also facing a huge reduction in numbers, putting the entire marine ecosystem at risk.
The solutions
- a network of marine protected areas is established across 2,000,000km2, or 10% of the Southern Ocean
- the impacts of climate change on Antarctica and in the Southern Ocean are understood and effective adaptation measures are taken
- fishing is sustainably managed, ensuring that fish stocks and ecosystems are not over-exploited
- a moratorium on mineral exploitation in the region remains in place under the Antarctic treaty system
Where is the Southern Ocean region?
View WWF Critical Regions of the World in a larger map


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Mount Vernon Washington Auto Mechanics
Find out about Mount Vernon, WA auto mechanics options. It's a smart idea to compare all available schools in your target area, as well as consider taking some of your courses online. Check with each technical school below for assistance with automobile repair certificate program requirements, degree prerequisites, and class registration. You may request Mount Vernon, Washington auto mechanics information from several different schools below, without making a commitment.
Think about what career is best suited for you, and where you want to study. Request more information now.
Think about what career is best suited for you, and where you want to study. Request more information now.
Think about what career is best suited for you, and where you want to study. Request more information now.
Information about Skagit Valley College auto mechanics, and registering for elective discussion sections and seminars. Which college degrees give you the best chances of finding employment after graduation? Engineering job offers command competitive salaries due to accelerating technical innovation in manufacturing and heavy industry. Concentrating on Skagit Valley College auto mechanics, for example, may give you an advantage in job recruiting on-campus. Check with the department for course registration deadlines, and engineering program requirements. Please use the form above to request admissions info for Skagit Valley College.
Automotive and diesel mechanics inspect, repair, and overhaul cars, buses and trucks. Although service technicians work on traditional mechanical systems, such as engines, transmissions, and drivebelts, they also must be familiar with a growing number of electronic systems. Braking, transmission, and steering systems are increasingly controlled by computer chips. Additionally, fuel injection and engine timing systems rely on microprocessors to maximize fuel efficiency and minimize harmful emissions.
Further, diesel service technicians and mechanics may work on a vehicle's electrical system, make major engine repairs, or retrofit engines with emission control systems to comply with pollution regulations. For example, they may use an oscilloscope to observe the signals produced by electronic components. After identifying malfunctioning equipment, service technicians repair and recalibrate components such as hydraulic pumps and spark plugs. Service technicians use many different tools, including power tools such as pneumatic wrenches, welding torches, and engine hoists. In fact, experienced workers literally may have several thousand dollars invested in their tool collection. Beyond major requirements within the department, you may consider Eastern Kentucky University science fair as a complementary elective.


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Documentation 101 Bmh Tele images that posted in this website was uploaded by Wholesalediningchairs.com. Documentation 101 Bmh Teleequipped with aHD resolution 728 x 546.You can save Documentation 101 Bmh Tele for free to your devices.
If you want to Save Documentation 101 Bmh Telewith original size you can click the Download link.
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text: Push Square: "Want to know an oddly specific secret? This author hates painted nails. There's something creepy about the act of colouring your fingers different hues – and don't even mention toe nails. Still, for this particular story, we're making an exception, because this is just too cool to ignore. In order to celebrate the releases of Velocity: Ultra and Coconut Dodge: Revitalised in North America, PlayStation product marketer Sharon K donned these awesome FuturLab-themed digit drawings."


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Soldiers from 151st Regional Support Group, Massachusetts National Guard board an aircraft destined for Fort Hood, Texas here Jan. 23, 2018. The citizen-soldiers are scheduled to deploy to Kuwait in support of Operation Spartan Shield.
The New York Public Library
T&P on Facebook
Enter to win a year's worth of mortgage or rent payments! BBMC's annual "We've Got Your Six Sweepstakes" is now open to veterans, active duty, and spouses. Learn more and enter.


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VALENCIA, Spain, April 19 (UPI) -- Peter Uihlein had three late birdies Friday that lifted him into the lead halfway through the European Tour's Spanish Open.
Uihlein finished the second round with a 4-under-par 68 for a 36-hole total of 6-under 138. He's one stroke ahead of Felipe Aguilar, who turned in a 1-under 71 in the second round.
Windy conditions, particularly for those having early Friday tee times, combined with tougher pin positions to affect scores.
Among those who played later were Raphael Jacquelin, who had the round of the day with a 6-under 66, and Rikard Karlberg, who shot 65 in the second round. That allowed them to jump into a tie with Aguilar for second.
Aguilar was tied with Morten Orum Madsen and Gary Stal for first after the first round. Madsen shot even-par 72 Friday and is 4-under for the tournament. Stal had seven bogeys in the second round and sagged to a 6-over 78, barely making the cut at 2-over after 36 holes.
Uihlein was even after seven holes Friday but got going with birdies at Nos. 8 and 9. He bogeyed the 10th hole but pulled into the lead with three birdies over the span of holes 14-17.


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It's always fun to hear stories about fan encounters with celebrities – especially reality TV stars because they are so much more unfiltered than your typical celebs. Sometimes it pains me to find out a favorite star is a complete diva or jerk (I won't mention any names), but it gives us a twinge of hope when a celeb is cool. One of our readers (user name Desiday) shared her recent Real Housewives of New Jersey encounter with us and gave us permission to post it – along with her great photos! Desiday met up with Caroline Manzo, Jacqueline Laurita, Albie Manzo and Chris Laurita at a blk. water tasting and meet 'n greet this past weekend in L.A. Desiday lucked out and before any crowds arrived, she was able to hang out with the RHONJ crew and get some juicy deets!
"On Saturday a friend and I went to the grand opening of a Walgreen's here in Los Angeles, and Jacqueline Laurita, Caroline Manzo, Chris Laurita, and Albie Manzo showed up for a BLK tasting (Albie's pretty cute in person!). Since there were maybe 5 people there, we got to chat a lot with them and take a ton of pics. "
"Albie told us that ALL of the women are coming back — in fact, the night before we went, they filmed a soft opening for Walgreen's for RHONJ. Caroline told us that "everything is real," and the only producer intervention is when they throw all of the women together for some event. Obviously, I don't believe her and that's the party line, but she got a little miffed when my friend asked! "
"Also, Albie talked to us about the confidentiality clauses of their contracts (I was interested, since I'm *almost* an attorney), and he said that they're not supposed to Tweet about the goings-on while they're filming, but Bravo is pretty lenient about that. The only time Bravo gets upset is when the women Tweet about the reunion. In fact, Albie pointed to Jacqueline and called her "the queen of overshare!" They were all very sweet and open to talking and taking a bunch of pictures. Just wanted to share my fun and juicy experience!!"
Queen of the Overshare! That's definitely our Jacqs. Thanks so much for spillin' the tea, Desiday!
Have you had a chance to meet any of your favorite reality TV stars in person? Was it a good experience?
Photo Credit: Reality Tea Reader "Desiday"


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A Scam Email with the Subject "FROM THE DESK OF DR.ANDY NWAEZE 23/06/2010" was received in one of Scamdex's honeypot email accounts on Wed, 23 Jun 2010 07:02:57 -0700 and has been classified as a Generic Scam. The sender was "Dr.Andy Nwaeze"<firstname.lastname@example.com>, although it may have been spoofed.
FROM THE DESK OF DR.ANDY NWAEZE. PAY MASTER GENERAL OF NIGERIA FOREIGN AFFAIRS UNIT EXECUTIVE DIRECTOR SPECIAL DEPARTMENT INVESTIGATION AND DEBT SETTLEMENT COMMITTEE ZONE 11 FEDERAL SECRETARIAT COMPLEX. LAGOS NIGERIA. Attention: Beneficiary, PRESIDENTIAL DIRECTIVES ON YOUR AWAITING FUND. I am Dr.Andy Nwaeze, Pay Master General of the Federation,I Wish to inform you that we have received authentic approval and instructions directly from the Presidency, Federal Republic of Nigeria to pay you your outstanding Debts Of US$5,600,000.00 (FIVE MILLION SIX HUNDRED THOUSAND UNITED STATES DOLLARS. It has become considerably emergent that we have been directed to take this measures due to the much embarrassment being caused to certain foreign beneficiaries and the federal republic of Nigeria due to questionable occurances with which some greedy Nigerian officials who always request for up front payment from contractors and beneficiaries before their payment is released. All approvals required for this payment has been issued in your favour including the original documents and payment instructions already forwarded to my office to enable you receive your payment within 72hrs that you are to reconfirm the required details below. Your Full Name Your Full Address: Your Cell Phone Number Your Occupation: Upon the receipt of the above information you will send,we will give you the contact information of the IBTC.CHARTERED BANK because they are the paying Bank that will have your Funds Transferred to you via Online Internet Banking. We wait for your urgent response. Yours sincerely, Dr.Andy Nwaeze Chiarman, Investigation and Debt Settlement Committee


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What is Islet Transplantation Research?
In order to use energy (in the form of glucose) from food, the body needs a hormone called insulin. The cells that make insulin are found within the pancreas. These cells are clustered in formations called Islets of Langerhans, so they are often referred to as islet cells or pancreatic beta cells.
Islet Cells and DiabetesType 1 diabetes destroys the body's islet cells, leaving people with the disease unable to produce their own insulin. One of the most promising potential treatments for these people is the possibility of transplanting them with healthy insulin-producing islet cells from donor pancreases to restore their ability to make insulin and cure their diabetes. Currently, these types of transplants are performed in only a very small number of people, but researchers in the Section on Islet Transplantation and Cell Biology (link) are looking for ways to make this treatment practical for all people with type 1 diabetes.
There are several major obstacles that must be overcome first:
- There is a critical shortage of islet cells available for transplant;
- Transplanted islets must be protected from immune attack caused by diabetes;
- Transplantation requires the use of powerful anti-rejection drugs following the procedure and these drugs cause serious long-term side effects;
- Often, transplanted islets lose some of their function several years after transplant.
Joslin Researchers are Searching for Answers
- What are the best sources for insulin producing cells that might be used for transplantation?
- How can researchers make more insulin-producing cells? Can stem cells be reprogrammed to generate new islet cells(link to stem cell section)?
- How are insulin-producing cells affected when they are transplanted into someone with diabetes? Do the cells change?
- How can researchers preserve and protect the islet cells that are available? What strategies prevent transplanted islet cells from being destroyed?
Most Commonly Used TermsAutoimmune disease: disorder of the body's immune system in which the immune system mistakenly attacks and destroys body tissue that it believes to be foreign.
Pancreas: an organ that makes insulin and enzymes for digestion. The pancreas is located behind the lower part of the stomach and is about a hand.
Page last updated: October 28, 2016


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Page Title: ManageDirect® > Assign Rights for Marketables > Summary
What you can do on this page:
This list allows you to select issued marketable securities to give View or Transact rights to another TreasuryDirect account holder. Rights are granted based upon the security's current registration type. Only View rights may be given to Beneficiary and Sole Owner registration types. However, you may grant View or Transact rights to Primary Owner registration types. Transact rights allow the second-named registrant to perform a partial or full transfer of a security and edit the maturity and/or interest payment destination(s).
Primary Actions
- Select a radio button for a security and click "Select" to go to ManageDirect > Assign Rights for Marketables > Detail.
- Click "Cancel" to return to ManageDirect > Assign Rights.


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Experiments in Interpretation-Guided Segmentation
by Tenenbaum, J. M.; Barrow, H. G.
Technical Note 123
Institution: AI Center, SRI International
Address: 333 Ravenswood Ave, Menlo Park, CA 94025
Mar 1976.
Note: The research reported herein was supported by the National Aeronautics and Space Administration under Contract NASW-2865.Additional Support was furnished by the Advanced Research Projects Agency under contract DAHC04-75-C-0005.
This paper presents a new approach for integrating the segmentation and interpretation phases of scene analysis. Knowledge from a variety of sources is used to make inferences about the interpretations of regions, and regions are merged in accordance with their possible interpretations. The deduction of region interpretations is performed using a generalization of Waltz's filtering algorithm. Deduction proceeds by eliminating possible region interpretations that are not consistent with any possible interpretation of an adjacent region. Different sources of knowledge are expressed uniformly as constraints on the possible interpretations of regions. Multiple sources of knowledge can thus be combined in a straightforward way such that incremental additions of knowledge (or equivalently, human guidance) will effect incremental improvements in performance. Experimental results are reported in three scene domains, landscapes, mechanical equipment, and rooms, using, respectively, a human collaborator, a geometric model and a set of relational constraints as sources of knowledge. These experiments demonstrate that segmentation is much improved when integrated with interpretation. Moreover, the integrated approach incurs only a small computational overhead over unguided segmentation. Applications of the approach in cartography, photointerpretation, vehicle guidance, medicine, and motion picture analysis are suggested.
Adobe PDF
|Tenenbaum, J. M.


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What Is Wrong With The Blackhawks?
Coming into this NHL season, everyone expected a dropoff from the Stanley Cup champion Chicago Blackhawks, but I don't think anyone thought that with 29 games to go on their schedule they would be in 11th place in the Western Conference, three points out of the last playoff spot, fighting for their lives, with every game getting bigger and bigger.
But a team featuring Jonathan Toews, Patrick Sharp, Patrick Kane, Duncan Keith, and Marian Hossa should not be struggling like this. Which begs the question…
What in the hell is wrong with the Blackhawks?
Role Players
Last year on their run to the Stanley Cup, the Blackhawks were buoyed by breakout performances from players you didn't expect. Be it Antti Niemi, or Dustin Byfuglien dominating the San Jose Sharks in the Western Finals. But the salary cap came down hard on the Hawks this year, and out went Byfuglien, Niemi, Andrew Ladd, Kris Versteeg, and John Madden. All of those were key cogs in the Blackhawks attack.
This year they have tried to make due with Jack Skille, Fernando Pisani, and Viktor Stahlberg, those top three replacements have combined for 49 points in 53 games. Ouch. Compare that to the top 3 scorers previously mentioned who were lost: Versteeg, Ladd, and Byfuglien combined for 118 points. Just this year alone Byfuglien by himself has 42 points. But it's more than just the role players not carrying their part.
Struggles On Home Ice
With over 22,000 fans packing into the United Center each night, you would think the Blackhawks would have one of the best home ice advantages in the league. Wrong. The Hawks have limped to a very pedestrian 16-13 mark at The Madhouse on Madison. Compare that to last year, when over the course of an entire 41 game home schedule, when they were only defeated eight times on their home ice.
Defense/Penalty Kill
Last year the Hawks boasted one of the leagues top defensive units, finishing the year fourth in the NHL on the Penalty Kill, and giving up the fewest shots in the league at only 25 per game. What a difference a year makes. This season has seen Chicago fall all the way to 26th on the Penalty Kill, allowing their opponents to score almost 22% of the time on it. The shots haven't dropped that much, only down to seventh, but that is more than three extra shots a game the goalies are facing this year.
Stars Not Playing Like Stars
The Blackhawks leading scores this year are Patrick Sharp, and Jonathan Toews, which should come as no surprise. Both have played very well this year, with Sharp on pace for career highs in goals and points.
But it's the other big names who have not been as good as they should be.
Patrick Kane sits at only 40 points, while Marian Hossa has only 29. Granted both of those players have missed time with injuries, but those are players who should playing at a point per game pace, and are not near that mark.
But the biggest disappointment, maybe in the whole league this year, has to be the play of Duncan Keith. Here was a guy coming off a Norris Trophy winning season, one in which he put up a very strong +21 +/- rating, and a wonderful 69 points. This year? A mind boggling -2, and only 29 points. His play more than any has stood out because of it's tremendous drop off from the previous season.
Why They Will Turn It Around
Read the names that have been mentioned above in this post. Any team that features Kane, Toews, Sharp, Hossa, Keith, and Seabrook has a great foundation in place, and a chance of going out and winning every night. Any team in the league would be happy to have those six players on their team going forward, despite their struggles this season. Plus they appear to have settled their goaltending with the emergence of Corey Crawford this season. And if they can get back into the top eight in the west, their playoff experience from the previous year will be invaluable.
Why They Won't
A tiger doesn't change it's stripes. Maybe after 20 games or so you can wonder about a team having a slow start or not playing up to their expected potential, but after 53 games, you are who you are, and that means right now that the Chicago Blackhawks are a very average team. And because they are still the defending Stanley Cup Champions, that means they are going to get every teams best game, every night. and with only 12 more games on home ice, it is going to be tough sledding for the Hawks to get back into the playoff picture.
All in all, this has not been the year the defending champions had hoped for, with all the star power that remained on this team despite the off-season, they were expected to be one of the top four teams in the west, but have fallen well short of that, and are now just hoping to get back into the playoff picture. They have 29 games to make it happen. Let's see how it goes.


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How'd exams go?
when will your school start sending out acceptances?
how competitive are the students with each other? how approachable are the professors? as a 1L at GW, what is a reasonable expectation for employment that first summer if your preference is a government position?
What do you think about the GW class size compared to other schools that might have only 200-250 students?


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Back burner blogging
BISONS NEWS BEAT: This just in… I've learned the highlight video from the Family Fun Open House is online for your viewing pleasure.
Packing can be summed up in with three letters… ugh. I never get used to it and we've moved enough the US Post Office has a flash card of all our forwarding addresses. My wife and I have gone into overdrive packing as we get ready to move next weekend.
As we move closer to Opening Day, I've gotten questions like, "who cares when you're packing, when are the Bisons unpacking?" A little harsh but I'll answer the question.
The Bisons will break camp and arrive in Buffalo Monday and have preseason workouts on Tuesday and Wednesday. There will be plenty of unpacking just to repack and travel to Norfolk to open the season. Trust me, between the blog and Team Bisons.com, you'll know just about every move the team makes once they're in town.
Taking your questions is something Duke and I enjoy doing during every broadcast. Moving ahead we'll handle your questions in two ways.
- Uno: We'll compile all the questions you send in and answer them each week in our Saturday Mailblog session.
- Dos: Throughout every broadcast we have Q&A sessions. We check the broadcast booth inbox throughout the entire game.
You can send us an email or txt me: email@example.com. Make sure you include your name and hometown when you send us a note so we can thank you for your effort. It's just easier to thank "Mr. Shaw" versus "SweetSammy @ email.com" – trust me!


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As Hebrew College enters its 10th decade, we are building upon the rich legacy of the institution's past with a renewed energy and vision for the future.
Innovation, creativity and bold leadership will characterize our sacred work to bring Jewish education into the global era. We remain fully focused on our dual commitment: the highest-quality community education for youth and adults as well as rigorous graduate-level Jewish education to prepare a new generation of leaders, teachers and scholars.
New programs and educational opportunities will leverage the digital technologies that have revolutionized and expanded learning across the globe. Founded in 1921 to train teachers for a new paradigm in Jewish education, Hebrew College is now a leader for 21st century Jewish education, engaging the complexities of Jewish life and thought with pedagogic sophistication.
This website is your portal into our Jewish learning community. We hope that you'll have an easy time finding answers to your questions about our vast range of educational opportunities, as well as connections to the faculty and staff who can help you find the right match for your particular area of interest.
The website also represents our understanding of the need to leverage technology in service to the global Jewish community. As we expand our range of online degree and certificate programs, courses and new online learning modalities, we hope to make high quality Jewish education accessible to anyone who can tap into the Internet. In that sense, we hope to take Hebrew College's pluralistic legacy to the next level - and welcome a world of students to join our conversation.
B' shalom,
Rabbi Daniel L. Lehmann
Rabbi Daniel Lehmann
Following Nearly a Decade of Distinguished Service, Rabbi Daniel L. Lehmann to Step Down from Hebrew College Presidency. Read the Press Release.