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Top Tips For Swift Programs In Top Betting Websites
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Program Overview
Topics Covered:
- History of Leadership Theories
- Exploring Core Values
- Personality Profile
- Effective Communication
- Goal Setting
- Building a Team
- Creating a Common Purpose
- Diversity in Leadership
- Servant Leadership (with Service Project)
- Ethical Leadership
- Consensus Building
Each student is assigned to a Mentor Group. Each Mentor Group is led by a peer mentor, who is an alum of the Emerging Leader Institute. The purpose of these groups is to provide students with an intimate setting to further discuss class topics, personal leadership philosophies, and project design and plans.
Application and Selection Process
Instructors of the course accept applications each semester from students with 60 or less credit hours (freshman and sophomore classification). With assessment and consideration of involvement, grade point average and application question responses, 20-25 students are selected for each semester. More information about applications and registration for the 2017-2018 academic year will be available in Summer 2017.

subset: commoncrawl


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Candace Vogler is the David B. and Clara E. Stern Professor of Philosophy and Professor in the College at the University of Chicago, and Principal Investigator on "Virtue, Happiness, and the Meaning of Life," a project funded by the John Templeton Foundation. She has authored two books, John Stuart Mill's Deliberative Landscape: An essay in moral psychology (Routledge, 2001) and Reasonably Vicious (Harvard University Press, 2002), and essays in ethics, social and political philosophy, philosophy and literature, cinema, psychoanalysis, gender studies, sexuality studies, and other areas. Her research interests are in practical philosophy (particularly the strand of work in moral philosophy indebted to Elizabeth Anscombe), practical reason, Kant's ethics, Marx, and neo-Aristotelian naturalism.
Candace Vogler's Recorded Interviews and Lectures
office: Wieboldt Hall 401
office hours: Spring Quarter, Tuesdays: 11:30 am - 1:30 pm and by appointment. Sign up here
The best way to be in touch with me is to sign up for office hours using the sign-up link above.
office phone: 773/702-9745
email: firstname.lastname@example.com
Please see my CV (PDF) for a complete list of publications.
Candace Vogler's recorded interviews and lectures
PHIL 21000. Introduction to Ethics. (=HIPS 21000, FNDL 23107) In this course, we will read, write, and think about philosophical work meant to provide a systematic and foundational account of ethics. We will focus on close reading of two books, Immanuel Kant's Groundwork of the Metaphysics of Morals and John Stuart Mill's Utilitarianism, along with a handful of more recent essays. Throughout, our aim will be to engage in serious thought about good and bad in our lives. (A) Winter 2019
PHIL 51225. Sources of Critical Theory. (=ENGL 51225) This course is designed to give students a broad and rapid introduction to the philosophical and other sources that inform contemporary literary and critical theory. We will cover a lot of ground very quickly. The variety of humanism at issue in our work will be the sort that informs common sense or, as one of our authors might put it, ordinary understanding of the things that strike many of us as obvious about ourselves and other people. The critique will not make anything stop seeming obvious. But it will provide some tools for thinking differently about contemporary commonsense understandings of human life. We will conclude by seeing the way this material shapes work by two prominent recent critics, Slavoj Žižek and Lauren Berlant. Autumn 2018
PHIL 24098/34098. Character and Commerce: Practical Wisdom in Economic Life. Most of us seek to be reasonably good people leading what we take to be successful and satisfying lives. There is a mountain of evidence suggesting that most of us fail to live up to our own standards. Worse, we often fail to mark our own failures in ways that could help us improve ourselves. The context in which we try to live good lives is shaped by the vicissitudes of the global economy. The global economy is obviously of interest to those of us studying economics or planning on careers in business. Aspiring entrepreneurs or corporate leaders have clear stakes in understanding practical wisdom in the economic sphere. But anyone who relies upon her pay - or someone else's - to cover her living expenses has some interest in economic life.
In this course, we will bring work in neo-Aristotelian ethics and neo-classical economics into conversation with empirical work from behavioral economics and behavioral ethics, to read, write, talk, and think about cultivating wisdom in our economic dealings. While our focus will be on business, the kinds of problems we will consider, and the ways of addressing these, occur in ordinary life more generally - at home, in academic settings, and in our efforts to participate in the daily production and reproduction of sound modes of social interaction. (A) Autumn 2018
PHIL 21504/31504. The Nature of Practical Reason. Practical reason can be distinguished from theoretical or speculative reason in many ways. Traditionally, some philosophers have distinguished the two by urging that speculative or theoretical reason aims at truth, whereas practical aims at good. More recently, some have urged that the two are best known by their fruits. The theoretical exercise of reason yields beliefs, or knowledge, or understanding whereas the practical exercise of reason yields action, or an intention to do something, or a decision about which action to choose or which policy to adopt. In this course, we will focus on practical reason, looking at dominant accounts of practical reason, discussions of the distinction between practical and theoretical reasons, accounts of rationality in general and with respect to practical reason, and related topics. At least one course in philosophy. Spring 2018. With A. Mueller
PHIL 21000. Introduction to Ethics. (=HIPS 21000, FNDL 23107) In this course, we will read, write, and think about philosophical work meant to provide a systematic and foundational account of ethics. We will focus on close reading of two books, Immanuel Kant's Groundwork of the Metaphysics of Morals and John Stuart Mill's Utilitarianism, along with a handful of more recent essays. Throughout, our aim will be to engage in serious thought about good and bad in our lives. (A) Winter 2018
PHIL 41001. Neo-Aristotelian Philosophical Anthropology. Neo-Aristotelian practical philosophy encompasses one of the three most important strands of work in contemporary ethics (the other two are neo-Kantian and neo-Humean lines of thought). Aristotelian approaches in practical philosophy generally treat humanity - human nature - as providing a foundation or framework for systematic work in practical philosophy. In this sense, philosophical anthropology is crucial to neo-Aristotelian ethics. In this seminar we will read, write, and think about work in philosophical anthropology meant to provide a framework for neo-Aristotelian practical philosophy. (I) Autumn 2017
PHIL 25101/35101. Aquinas on Human nature. Spring 2017. With S. Brock
PHIL 20212/30212. Ethics with Anscombe.
Elizabeth Anscombe has deeply influenced moral philosophy ever since the publication of her book Intention and the article "Modern Moral
Philosophy". The rise of contemporary Virtue Ethics is only one indication of this influence; and the important themes addressed in those writings are only
some among a great many topics raised and absorbingly discussed in Anscombe's work on ethics and matters moral.
This class is intended to track and discuss the most central issues she brings to our attention in her uniquely original and searching way. It is to cover both question in the area of "meta-ethics" and the discussion of basic moral standards, including such topics as: Teleological and psychological foundations; Kinds and sources of practical necessity; The importance of truth; Practical reasoning; Morally relevant action descriptions; Intention and consequence; "linguistically created" institutions; Knowledge and certainty in moral matters; Upbringing versus conscience; Sex and marriage; War and murder; Man's spiritual nature. (I) and (A) Spring 2017. With A. Mueller
PHIL 43001. Bernard William's Practical Philosophy. Course on William's that could be useful to PHIL graduate and MAPH students. (I) Winter 2017.
PHIL 21000. Introduction to Ethics. (=HIPS 21000, FNDL 23107) In this course, we will read, write, and think about central issues in moral philosophy. This survey course is designed to give a rapid introduction to philosophical ethics (largely in the Anglo-North American tradition (although not entirely as a product of Anglo-North American philosophers). We will begin with work by Immanuel Kant and Henry Sidgwick and conclude with important twentieth century work in metaethics and normative ethics (one thing that we will consider is the distinctions between metaethics, normative ethics, and the various fields united under the rubric 'applied ethics'). This course is intended as an introductory course in moral philosophy. Some prior work in philosophy is helpful, but not required. (A) Winter 2017.
PHIL 20210/30210. Kant's Ethics. In this course we will read, write, and think about Kant's ethics. After giving careful attention to the arguments in the Second Critique, portions of the Third Critique, the Groundwork of the Metaphysics of Morals, the Metaphysics of Morals, and several other primary texts, we will conclude by working through some contemporary neo-Kantian moral philosophy, paying close attention to work by Christine Korsgaard, David Velleman, Stephen Engstrom, and others. (I) (A) Winter 2016.
PHIL 21301/31213. Moral Theory. Why be moral? Is there any principled distinction between matters of fact and matters of value? What is the character of obligation? What is a virtue? In this course we will read, think, and write about twentieth century Anglo-North American philosophical attempts to give a systematic account of morality. (I) (A) Spring 2016.
PHIL 20214/30214. Final Ends. By a "final end" we mean any purpose, pursued by a human being, whose attainment is not viewed as instrumental to any further purpose. In the philosophical tradition there have been controversies about a set of issues surrounding that notion, and this class is going to introduce you to the most important ones. 1) Is the pursuit of a final end inevitably determined by your desire and nothing else (as Humeans and preference utilitarians think), or are final ends determined / imposed on us by any objective standard / requirement (as assumed by Kantians and classical utilitarians as well as ancient and medieval philosophers)? 2) Does the teleological structure of human agency imply that there must be a final end, and precisely one? 3) If - as many philosophers, including Plato, Aristotle, Aquinas, Kant and Mill, assume - a single overall end is imposed on us by an objective determinant, what is this determinant? Is it represented by a conception of human nature (rationality?), of well-being, happiness, of moral or some other type of perfection? Is it individual or social? Is it state or activity? 4) How can the answer to such questions be known? 5) In what sense can an objective end be "imposed on us", or "binding"? 6) Does the existence of a final end - whether determined by desire or independently of it - imply that all practical reasoning should, at least implicitly, start from a conception of it? Or should you pursue such ends obliquely (Kierkegaard: The door to happiness opens outward)? - The lectures will be complemented by preparatory readings from classical and contemporary texts as well as by your own contributions to the discussion of that vital question: Can we say what we live for? With A. Mueller. Spring 2016.
21225/31225. Critique of Humanism. (=ENGL 12002/34407) This course will provide a rapid-fire survey of the philosophical sources of contemporary literary and critical theory. We will begin with a brief discussion of the sort of humanism at issue in the critique—accounts of human life and thought that treat the individual human being as the primary unit for work in the humanities and the humanistic social sciences. This kind of humanism is at the core of contemporary common sense. It is, to that extent, indispensable in our understanding of how to move around in the world and get along with one another. That is why we will conduct critique, rather than plain criticism, in this course: in critique, one remains indebted to the system under critical scrutiny, even while working to understand its failings and limitations. Our tour of thought produced in the service of critique will involve work by Hegel, Marx, Gramsci, Freud, Fanon, Lacan, and Althusser. We will conclude with a couple of pieces of recent work that draws from these sources. The aim of the course is to provide students with an opportunity to engage with some extraordinarily influential work that continues to inform humanistic inquiry. Spring 2014.
21301. Moral Theory. Why be moral? Is there any principled distinction between matters of fact and matters of value? What is the character of obligation? What is a virtue? In this course we will read, think, and write about twentieth century Anglo-North American philosophical attempts to give a systematic account of morality. (A) Winter 2014.
21301/31311. Moral Theory. PQ: one course in ethics or moral philosophy. Twentieth century Anglophone philosophy took a decisive turn with the development of distinctively analytic approaches to philosophical issues. This turn had a profound impact on moral philosophy. The study of thought, logic, language, and the like was intended to carry forward a study of reason as it took shape in the work of Immanuel Kant. Such efforts coincided nicely with philosophical work on knowledge and objects of knowledge, on facts, and so on—topics belonging to so-called theoretical reason. Ethics, however, was somehow about value. How could that subject belong to a study of reason? In what sense was ethics objective rather than subjective? More generally, given widespread dissatisfaction with going accounts of practical (rather than theoretical) reason, what was the connection between reason and morality? The problem was made especially acute by three aspects of distinctively moral philosophy carried forward under the new analytical regime:
The first and second aspects look promising for analytical ethics. The focus on morality in particular, rather than on more general questions about how one should live, looked to undercut the apparent subjective taint of work on value and action. The focus on reasons likewise looked to draw philosophers toward publicly accessible aspects of their topics, because it isn't at all clear that any strictly subjective consideration could ever serve as a reason for acting or for belief. Reasons are inherently communicable and open to public assessment. The third aspect, however—an aspect that seems to belong to any study of matters pertaining to intentional action (for reasons we'll discuss) —looks to force a distinctively "subjective" focus onto moral theory. We will examine a series of philosophical forays into the perilous terrain of making room for moral philosophy in the larger, analytically-inflected field of work on thought, knowledge, and, more generally, reason, in light of these three aspects of moral philosophy. (A) (I) Autumn 2011.
58200. Ethics and Psychoanalysis. Admission requires consent of instructors. This research seminar begins from a point about the power of moral and ethical considerations in our lives: if you convince people that they are unethical or otherwise morally bad, you have done them a kind of damage much worse than you do if you take their money or break their bones, and much worse than if you convince them that they are ugly, or dim, or irrational. People can adjust to being unattractive. They can adjust to being less than reasonable or smart. But once they think that they are bad, it becomes very difficult for them to so much as take in any positive messages you have to give them about themselves. They can grow mean. They can become so abject that they lack even capacity to want more for themselves than what they have got so far. This in turn suggests that the varieties of personal inadequacy marked by winding up on the wrong side of a good/bad divide in the assessment of human beings, human action, and human life more generally are crucial to understanding human flourishing. In this seminar, we will turn to psychoanalytic work to account for this aspect of the place of ethical or moral assessment in human life. Although Sigmund Freud notoriously distanced psychoanalytic work from specific concern with morality, in working from and against Freud, both Jacques Lacan and Melanie Klein developed accounts of mental life that turn on how the mind copes with anxiety triggered in brushes against the good/bad divide. We will explore psychoanalytic work with an eye toward developing a philosophical moral psychology centered on the role of ethical or moral assessment of human beings, human life, and human conduct in mental functioning. We hope thereby to provide theoretical underpinnings for our starting observation about the power of moral and ethical considerations. With J. Lear. Spring 2012.
57501. Ethics and Literature: The Strange Case of Edgar A. Poe. (=ENGL 57501) Edgar A. Poe is an improbable moralist. Poe's fiction takes no interest in character, for example. "In the tale proper," he noted, "there is no space for development of character." That's why he wrote tales. If there is no space for character-development, then there is no space for character at all. Instead, his households crumble around masculine figures notable for groundless, but still goal-directed surges of volition, affection and thought. Strange and beautiful women, when in evidence, only come into their own post-mortem. Unsurprisingly, there are almost no children, except a nameless daughter gradually overtaken by whatever is left of her dead mother, Morella. And when we turn from individual and household to civil society, things are no better. Poe's cities—most notably, a London and several Parises that bear striking resemblances to antebellum New York—are scenes of crimes. And so the twin pillars of most morality tales—character and society—will not support the weight of ethical narrative in Poe. Nevertheless, Poe writes morality tales. In this course, we will read, write, and think about those tales with an eye toward understanding what ethics comes to in Poe's corpus, what kind of work the tales do in setting our problems for ethics, and how working on Poe illuminates crucial issues at the intersection of philosophy and literature. With J. Schleusener. Spring 2011.
21000. Introduction to Ethics Open to college students. In this course, we will read, write, and think about central issues in moral philosophy. This survey course is designed to give a rapid introduction to philosophical ethics (largely in the Anglo-North American tradition (although not entirely as a product of Anglo-North American philosophers). We will begin with work by Immanuel Kant and Henry Sidgwick and conclude with important twentieth century work in metaethics and normative ethics (one thing that we will consider is the distinctions between metaethics, normative ethics, and the various fields united under the rubric 'applied ethics'). This course is intended as an introductory course in moral philosophy. Some prior work in philosophy is helpful, but not required. (A) Spring 2005, Spring 2007.
21010/31010. Metaethics Open to college and grad students. Prerequisites: PQ: one course in ethics. Why be moral? What sort of account can we give of the bases of ethical judgments? In this course we will read, write and think about foundational accounts of ethics. We will consider arguments to the effect that anyone who acts unethically thereby sins against reason, that a proper understanding of the human being as such shows that ethical life belongs to our nature, that rational agents or reasonable people will be bound by ethical or moral principles as those guides for conduct that might inform a social contract, and that anyone with his wits about him will be drawn toward ethical conduct as a matter of basic temperament. Over the course of our work, we will also encounter many arguments that none of these approaches suffices to provide a substantive foundation for ethics. Spring 2006.
21301. Moral Theory Open to college students. Why be moral? Is there any principled distinction between matters of fact and matters of value? What is the character of obligation? What is a virtue? In this course we will read, think, and write about twentieth century Anglo-North American philosophical attempts to give a systematic account of morality. Winter 2004.
26209. Sex and Ethics. (=BPRO 28200, ENGL 28500, GNDR 28502) PQ: Third- or fourth-year standing. Sex is a big problem. How do we think about sex in proximity to considering the ethics of risk, the ethics of harm, the potential for good? Developing an account specifically of an ethics of sex requires thinking about the place of sex and sexual vulnerability in social life with an eye toward understanding what's good and what might count as abuses, violations, disruptions, or deprivations of specifically good things about sex. In this course, we read, write, and think about sex and ethics in relation to a variety of the rubrics (e.g., act, harm, fantasy, a good, technology, health, disability, love). Probable syllabus contents involve philosophy, cinema, literature, and social science. Co-taught with L. Berlant. Winter 2010.
29600. Intensive Track Seminar. PQ: Open only to students in the Intensive Track. Topics for this small, discussion-oriented seminar vary. Autumn 2009.
31000. Marx Open to grad students and college students with consent of instructor. Prerequisites: A course in ethics or political philosophy. In this course, we read, write, and think about Marx's social and political philosophy with special emphasis on his materialism, his work on value, his account of forms of social life, and his sporadic treatment of the place of colonization in the development of capitalism. Throughout, we pay attention to accounts of the place of consciousness in Marx's explanations of social life. We consider some twentieth-century Marxist work at the conclusion of the term. Spring 2003.
314. Introduction to Theories of Sex/Gender (=GendSt 214, GS Hum 303, MAPH 365). Feminism and sexuality studies have contributed to work in many different regions of humanistic and social scientific inquiry. Some of the most interesting contributions have involved the development of new theoretical frames in which to formulate questions for disciplinary work. This course is intended as both a survey of some theoretical work on sex and gender, and a sweeping introduction to some of the philosophical roots of feminist and queer theory. We give special attention to nineteenth- and twentieth-century European critiques of humanism.
38209. Psychoanalysis and Philosophy. (=HIPS 28101) PQ: Open to students who are majoring in philosophy with advanced standing. We work with Freud and Lacan, and pay special attention to questions about the status of the unconscious, the role of fantasy in lending shape to some aspects of life, material on the interpretation of dreams and on the senses in which questions about human life and normative authority inform neuroses. Co-taught with J. Lear. (A) Spring 2010.
Agents, Actions, Ends (=GS Hum 308). In this course we read, write, and think about the nature and force of reasons for action. Topics discussed include the peculiarities of agency; the claim that action is only intelligible insofar as it can be made out to aim at the good; the role of pleasure or happiness in understanding human action; the role of conceptions of practical reason in philosophical accounts of the nature of mental states; and the relationship between general principles or practices and particular actions.
41800. Philosophy and Literature. PQ: at least one upper-division or graduate course in literary theory, ethics, or political philosophy. Undergraduates require permission from the instructor to register. Contemporary scholars and theorists of literature are becoming increasingly interested in traditional philosophical questions about ethics, agency, and value. They are joined on the other side of a traditional disciplinary divide by contemporary Anglo-North American philosophers who turn to literature in their work on some of these same questions. In this course, we read and discuss several works of literature (predominantly works of fiction), and both philosophical and literary treatments of those works. We are aided in our efforts by distinguished guest faculty with ongoing interest in the intersections of philosophy and literature.
49700. Preliminary Essay Workshop. Autumn 2009, Spring 2010, Autumn 2010, Spring 2011.
51600. Topics in Contemporary Ethics: Agency & Practical Reason
Open to grad students. In this seminar we will read and discuss two manuscripts, both of which address questions of practical reason, rational agency, and ethics: Christine Korsgaard's Locke Lectures and Michael Thompson's book on practical reason, ethics, and agency. Thompson will pay a visit to discuss his work with us. Spring 2003.
51600. Topics in Contemporary Ethics Open to grad students. Prerequisites: Consent of instructor. Spring 2004.
51601. Topics in Ethics: Action-based work in ethics I Open to grad students. This seminar will be conducted as two courses, focused on recent work in ethics, but grounded in work by Elizabeth Anscombe. In Winter, we will read several of Anscombe's essays and the whole of Intention. We will then turn to more recent work by Philippa Foot, Tom Pink, and Michael Thompson. In Spring, we will consider work by David Velleman, John McDowell, Iris Murdoch, Warren Quinn, Doug Lavin and Rosalind Hursthouse. Throughout, we will be concerned with the fate of one strand of neo-Aristotelian as a foundationalist project in moral philosophy. The Winter term course will serve as a prerequisite for the Spring term course. Winter 2007.
51602. Topics in Ethics: Action-based work in ethics II Open to grad students. This seminar will be conducted as two courses, focused on recent work in ethics, but grounded in work by Elizabeth Anscombe. In Winter, we will read several of Anscombe's essays and the whole of Intention. We will then turn to more recent work by Philippa Foot, Tom Pink, and Michael Thompson. In Spring, we will consider work by David Velleman, John McDowell, Iris Murdoch, Warren Quinn, Doug Lavin and Rosalind Hursthouse. Throughout, we will be concerned with the fate of one strand of neo-Aristotelian as a foundationalist project in moral philosophy. The Winter term course will serve as a prerequisite for the Spring term course. Spring 2007.
51806. Philosophical Literature Open to grad students. Some literary texts are, in an important sense, philosophical - not because they provide examples or otherwise illustrate philosophical themes, but because they engage in a particular kind of philosophical work. We will read, write and think about texts of this kind by Geoffrey Chaucer, Edgar Allen Poe and Flannery O'Connor. We are specifically concerned with the way these writers engage the ethical, since for each of them it is at least a question what might characterize the ethical in the first place. Weekly writing and daily conversation will be essential to the success of the seminar. Permission of the instructors required - contact firstname.lastname@example.com or email@example.com. Co-taught with Jay Schleusener, Dept. of English, and M. Miller . Winter 2005.
59900. Contemporary Philosophy Workshop Open to grad students. This course meets bi-weekly over three quarters. Autumn 2003.


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Wednesday, 21 August 2013
Writing and Editing - the exciting life of a crime writer
6 comments:
I looks like you are having a lot of fun with all those murders (wow that sounds indecent.)ReplyDelete
Keep the good writing up!Replies
Linda I am definitely in a murderous mood :-)Delete
Love it that you're a writer who actually loves reading; so many of today's wannabees seem to think that reading is unnecessary as a way to hone their craft. Like you, I enjoy the editing; not quite as much as the initial creating, but still I do love to find that exact phrase, that precise word to describe and convey my ideas.ReplyDelete
Interesting piece, Wendy. Thanks for sharing it.Replies
To write one must first read. Such a solid truth!Delete
Thank you Stuart. I am glad you enjoyed it.ReplyDelete
I read your post on the facebook writing group and decided to come and see you. I too tend to write about the criminal element. Sometimes I get ideas from the headlines, but I want to ask you do you ever get creeped out by the details of infamous cases? I know I do, that mess in Cleveland is a prime example. Ladies hiding in plain sight, and could not get help.


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I'm cutting it close, but I think I've got time to squeeze in one last Christmas tutorial! Can you believe that Christmas is just a little over two days away? This year has gone by so fast!
This tutorial is for my Winter Wonderland design that I posted a couple of days ago. It's actually quite easy, just a little time consuming.
Keep reading for the tutorial!
- Base and top coat
- Three shades of blue creme polish: dark, medium and light
- White creme polish
- Makeup sponge
- Black dotting tool (you could use a toothpick if you don't own dotting tools)
- Small nail art brush
Step 1:
Apply your base coat.
Step 2:
Paint all of your nails with your lightest shade of blue.
Step 3:
After allowing your light blue polish to dry, follow the steps in my gradient tutorial to create a smooth gradient using the three shades of blue. The darkest shade should be near your cuticle and work down to the lightest shade at the tip.
Step 4:
Using your nail art brush and the white polish, create snowy mounds at the tips. Don't worry about the shapes being perfect because they should be irregular - just like fallen snow!
Step 5:
To create the trees, first start with a small vertical line. Add an arrow shape at the top. Then, working your way down the length of the tree, draw horizontal lines to create branches. As you work your way down to the base of the tree, the horizontal lines should continue to get longer. If you wish, you can curve your branches slightly upwards like I did, but you might find it easier to just create straight lines, which is also fine.
Step 6:
Using your small dotting tool or toothpick, add some dots in the empty space around the trees to simulate falling snow.
Step 7:
After allowing your design to dry, add a layer of your favorite top coat. This will make your new mani last longer, it will smooth out any bumps and ridges that have been created during the process, and it will also give your nails a nice shine.
I hope this tutorial was helpful! And if you try this design out for yourself, be sure to share it with me on the Nails by Kayla Shevonne Facebook page! Or, share in on Instagram and tag me (@kaylashevonne) in your post!
Thanks for looking!


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GPSC Travel Grants
An Important Note:
As we move into the 2018-19 academic year, GPSC is looking critically at our grant programs and working to improve both the application and judging processes. This includes moving the applications to a third-party platform! As a result, the dates, links, and information below are subject to change and clarification. We will continue to provide up-to-date information right here, so check back often as the academic year begins. You can also follow our facebook page to get reminders about dates and deadlines. Thank you for your patience!
The GPSC Travel Grants Program has four rounds per fiscal year (with deadlines of October 01, TBD, February 01, and April 01). All four rounds cover travel dates July 01 - June 30 of the same fiscal year.
To ensure your application receives full consideration, please check the Selection Criteria section and Instructional Videos below and fill out your application accordingly. All applications filed according to the previously used Selection Criteria will be given a score of zero. Additionally, paper submissions of expense reports and/or walk-ins will not be accepted. Only electronic submissions to firstname.lastname@example.com will be accepted.
The GPSC awards grants for graduate and professional student travel for professional development purposes. Event types covered by the grant include but are not limited to:
- Travel to attend/present at academic or professional conferences
- Travel to conduct field work or research
- Travel to participate in summer schools or workshops
- Travel to participate in practicums, internships, or other types of experiential learning
- Travel for a job interview or campus visit
- Travel for study abroad or international study
Online applications will soon be available.
It is suggested that all applicants save their text and responses on a separate document (Word or Google doc) in case an error occurs to ensure nothing is lost. If an error does occur, please contact GPSC at email@example.com as soon as possible.
Last updated: 7/18/18
Range of support and items coveredClick or enter to reveal information below
- Applications for domestic travel may receive up to $750
- Applications for international travel may receive up to $1000
- You may submit one application for one event for each round. You can only be awarded once per fiscal year.
- Awards cover airfare, hotel/lodging, per diem, local transportation, event registration fees, and other types of expenses
- Awards cover a maximum of three (3) nights' hotel stay and four (4) days per diem (per diem estimates calculated by FSO)
EligibilityClick or enter to reveal information below
Students must be enrolled in a graduate or professional degree program in good standing at the University of Arizona at the time of application (i.e. must pay student service fees). This applies even if the applicant plans to graduate in the current or subsequent term.
Applicants are eligible to receive one travel grant per fiscal year (July 01-June 30). A student may apply as many times as desired each year as long as the travel dates are applicable.
Group applications are not allowed. Each student must apply separately for funding. Identical applications will be automatically disqualified from that round of funding.
Submission DeadlinesClick or enter to reveal information below
- Program rounds cover travel dates falling within the same fiscal year (July 1-June 30).The application rounds are as follows:
- Round 1: Application open September 1 – October 1
- Round 2: Official Dates TBD
- Round 3: Application open January 1 – February 1
- Round 4: Application open March 1 – April 1
- All required materials and sections must be submitted to the online portal by 11:59 PM Arizona time on the day of the deadline. No exceptions will be made.
- An automated submission confirmation email is generated once an online application is submitted. If you do not receive a confirmation email, please contact firstname.lastname@example.com.
Selection CriteriaClick or enter to reveal information below
- The number of awards per round is contingent upon the availability of funds and the number of applications received
- Applications are reviewed by graduate students from various disciplines. Each application will be reviewed by three judges. Each judge will give a total score out of 40 points. The top two highest overall judges scores will be combined to give a composite score out of 80 points for each application. After the judges submit their evaluation scores, a cutoff score is generated based on the number of applications and the amount of funds available.
- For more information regarding the criteria used by the travel grant judges to evaluate the travel grant applications, please refer to the GPSC Travel Grant Evaluation Rubric
Travel Grants JudgesClick or enter to reveal information below
- Awardees will be automatically assigned as judges for the next round. In the event you are unable to serve as a judge for the round subsequent to your award, please contact firstname.lastname@example.com.
- Graduate and professional student volunteers may also serve as judges. Serving as a Travel Grants Judge allows would-be applicants to obtain an insider's perspective on the evaluation process. Other reasons to be a judge include:
- Formulating a more competitive application by reviewing actual applications
- Additional service or volunteer experience for the relevant section of your CV or resume
- Obtaining an insider's perspective on an evaluation process similar to how major granting agencies (lNSF/NIH/NEH) award research grants
- Being involved in a central part of student governance
- The evaluation process should take no more than 2-3 hours, including review of the guidelines. If you are interested in serving as a Travel Grants Judge for the upcoming round, please email firstname.lastname@example.com.
PLEASE NOTE: You MAY NOT serve as a Judge for the same grant round in which you apply.
Notification of AwardsClick or enter to reveal information below
- The GPSC Travel Grant is not a guaranteed source of funding. Awardees are not guaranteed to receive funding before their travel begins.
- Applicants will be notified via email when an application status changes. Applicants may check your online application portal for updates on your status and judges scores and comments. Please do not contact GPSC and request judges comments and scores, as they can be accessed through the same page used to submit an application.
- Award determination generally takes four to six weeks. If awarded a travel grant, the amount requested in the application will be distributed through the applicant's Bursar's account within five to eight weeks of the application deadline (two to three weeks after award notification). Appeals Process (new section)If the application did not save or a similar website issue caused your application to be rejected, you may be eligible for an appeal. If so, please contact firstname.lastname@example.com for more information. If the Travel Grants Team determines that you are eligible for an appeal, we will contact you within five business days. Appeals requests as well as all outstanding materials necessary for a full review must be submitted to the Travel Grants Team at email@example.com within ten business days of receiving the Award Notification email. Please note you will receive a response only if your application is eligible for an appeal.
Award Refund PolicyClick or enter to reveal information below
- If you are awarded a Travel Grant but are unable to attend or would like to decline your award, please notify the Grants Director at email@example.com immediately. If notified in time, your award will be retracted.
- If less than 90% of an award is spent, you may be required to reimburse the University of Arizona. If necessary, your Bursar's account may be automatically adjusted for the amount in question.
Travel Expense ReportClick or enter to reveal information below
- Travel Grant awardees are required to submit a Travel Expense Report within TEN(10) business days after completing travel or receiving an award announcement (if travel has already been completed). Please include all items of expenses incurred during your trip. Keep the original receipts of all expenses incurred during your travel.
- Awardees must spend at least 90% of their award. If a student's travel expenses are less than 90% of the original award, then that student will be required to reimburse the University of Arizona for the unspent funds.
IMPORTANT: Please do not submit a Travel Expense Report until AFTER you are awarded a Grant.
How to Submit Your Travel Expense Report
- All materials must be submitted electronically to firstname.lastname@example.com. Please sign both pages with an electronic signature. You will receive an email from us either with further questions/requests, or notifying you that your expense report is complete.
NOTE: Paper submissions/walk-ins will not be accepted. Only electronic submissions will be accepted.
IMPORTANT: Failure to submit the required travel expense documentation may result in the withdrawal of a GPSC travel grant award. Failure to submit an expense report will make an awardee ineligible for future GPSC Travel Grants.
Frequently Asked QuestionsClick or enter to reveal information below
Range of Support
Can I submit one application for two events?
No, due to the nature of the budget form, our current application process does not allow for submissions for more than one event per application. Our Program rule is one event per application.
What if I am applying for professional development related travel with my student group?
The GPSC Travel Grants program does not permit group applications. Individuals must submit individual applications, which are evaluated separately. Groups seeking funding should apply for GPSC Professional Opportunities Development funding (insert link: http://gpsc.arizona.edu/pod).
What if the cost of my event exceeds the amount provided by the GPSC Travel Grant?
The GPSC Travel Grant is not designed to fully cover the costs associated with your travel. As part of your application, you are required to show efforts to obtain funding other than the GPSC Travel Grant. External funding that is pending (not yet received) should also be included.
I am a student at a different university. Am I eligible for a GPSC Travel Grant?
Unfortunately, no; only registered graduate and professional students at the University of Arizona are eligible. As the Program's funding comes primarily from the Student Service Fee, only students currently listed in UAccess as graduate and professional students who pay Student Service Fees as part of their tuition and fees may apply.
I am an undergraduate enrolled in a dual or accelerated B.A./M.A. program. Am I eligible?
If you are not technically enrolled as a graduate or professional student (which may be verified by looking at the Student view on UAccess), you are not yet eligible for a GPSC Travel Grant. Once you are registered as a graduate student and pay the applicable fees each semester, you will be eligible for a Travel Grant. If you attempt to apply, you will receive an error message.
I am graduating this semester. Can I still apply?
Yes, as long as you are enrolled in classes at the time of application AND when you intend to use the funds.
Submission Deadlines/Application Submission
My travel dates are in December. For which rounds can I apply?
You can apply for all four rounds. All rounds cover travel dates July 01 through June 30, which would cover travel dates in December.
I am having trouble submitting my application online. Can I submit my application materials via email?
No, we can only accept application materials via the online application. Judges can only view materials submitted through the online system/portal, and as such, we cannot accept materials in an alternate format. If you are experiencing issues with the online application, please contact the Travel Grants Program team at email@example.com.
Before beginning the application, applicants should save their text and responses on a separate document (Word or Google doc) in case an error occurs to ensure nothing is lost. If an error does occur, please contact GPSC at firstname.lastname@example.com as soon as possible.
My application is not saving. What should I do?
Please attempt to save the application one more time. If you continue to receive an error or the application continues not to save, please contact email@example.com for assistance. Please note applicants have up to 48 hours after the deadline of a given round to email the Travel Grants Team (firstname.lastname@example.com) and notify the team of an application error.
I tried to submit an application, but I received a message that applications are not being accepted. How can I submit an application?
If you receive this error message, you have attempted to submit an application outside of a current GPSC Travel Grants round. Please check the information provided on this website for deadlines and dates of round openings and closures.
Selection Criteria
How many awards will be given per round? What are my chances of receiving an award?
The number of awards varies by round and according to the availability of funding from our sponsors. Awards are determined by sorting the applicants (names removed) according to the top two of three judges scores.
How do I determine what to include in my application? How do I formulate a competitive application?
The best way to increase your changes of receiving an award is to formulate your application according to the Rubric posted above under Selection Criteria. Please note that if you contact the Travel Grants Team asking for this information, you will be redirected to the website.
I wasn't awarded a Travel Grant for the last round. Can I appeal the judges' decision?
Due to the limited amount of funding available for the Travel Grants Program, only individuals whose negative award determination was a result of a website issue are eligible for an appeal.
Travel Grants Judges
Who will review my application?
Both past Travel Grants awardees and graduate and professional student volunteers will evaluate your application. Peer evaluation is an important part of the mission to provide opportunities for professional development for graduate and professional students. Please note the process has changed, and focuses more so on your ability to present a case for why your event should be funded to a general audience. Please keep this in mind when formulating your application.
How can I sign up to be a judge?
Please register using the link to the registration form above.
Travel grants are made possible by funds provided by the GPSC, the Graduate College, Student Fees, the Confluencenter, and the UA Alumni Association. Thank you to all of our partners for their contributions to this great program and Graduate & Professional Students.


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Build a trivial program
So I thought of a reasonably trivial program I could write which would still be interesting enough and which can be build upon for a while to build some skill in perl GUI programming.
I think it would be nice to be able to build a GUI for linux command line programs, that could have some value in the future. As that could quickly become to complex for my purpose and it would probably drive me to start messing with the code for the utility I want to write a GUI for, I chose instead to start writing a GUI for native built in shell commands. I know this is not the most useful thing to do, but still it may become an interesting learning tool


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The Federation of Genealogical Societies, the National Archives, and the genealogical community have started a project to digitize the War of 1812 pension files—a fitting beginning to the bicentennial commemoration of this important war. Many know how information-rich military pension files can be, with comrades and family members providing service, family, and personal data. A sample of a War of 1812 widow's pension file can be viewed on an FGS associate member website.
With 7.2 million images in 180,000 files, there is much digitization to do. A donation of $25 will digitize 50 images—a donation of $500 will digitize 1000 images.
A Tribute to Marsha Hoffman Rising
As a past president of the Federation, Marsha Hoffman Rising had long supported the preservation of these documents. When informed of the pension digitization project, she remarked on how helpful the pensions had been when she was compiling her book, Opening the Ozarks: First Families of Southwest Missouri (4 volumes published by the American Society of Genealogists). The information in the pension and bounty land files helped her add much family detail and identify places of origin for the settlers.
Friends and colleagues have established a special category of contributions to Preserve the Pensions Fund, titled A Tribute to Marsha Hoffman Rising. Donations received in Marsha's name will go towards making these records available online for interested researchers. The names of donors will appear in FORUM magazine and a notice will be sent to Marsha's family.
To donate to the fund, please go to this page and click the green Donate Now button.


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what is ADD (attention deficit Disorder)?
A: attention deficit Disorder, commonly referred to as ADD, is a neurological disorder that can affect all ages. The major symptoms of the disorder are distractibility, forgetfulness, inability to concentrate, poor attention span and impulsiveness. While the underlying cause of this disorder has not been officially determined, it is presumed to be caused by a chemical imbalance in the brain. Individuals with attention deficit Disorder may lack specific chemicals called neurotransmitters that control certain behavioral responses. attention deficit Disorder may be either inherited or acquired, and research in genetics has...
what Are the Treatments for attention deficit disorder?
A: attention deficit disorder (ADD) affects approximately five percent of children, and the disorder persists into adulthood for approximately 50 percent of the children who have it. ADD can interfere with personal relationships, employment, and the ability to focus on projects or hobbies. Treatments for attention deficit disorder include medication, behavioral therapy, and life coaching. Stimulant medications, such as Ritalin®, designed to reduce impulsiveness and increase focusing ability, have been approved for ADD treatment since the 1960s. More recently, several non-stimulant medications, including Strattera®, were also approved as treatments for
Can attention deficit Disorder Be Conquered Through Sheer Force of Will?
A: If you''ve been doing any research on mental disorders you know that one of the most prominent ones in today''s society, especially when it comes to both children and adults, is attention deficit disorder. You''ve also probably discovered that there are many different treatments and ways to diagnose this particular issue. One thing that some people may be thinking is that it can be cured through sheer force of will. Of course, you''re health practitioner will probably dissuade you from this line of thinking, especially if you yourself are considering several forms of treatment. However, there is something to be said for the human will and what it can do. Consider for a moment that there are people with disabilities,...
ADD(attention deficit disorder) support?
A: ADD is a total 100% fraud.. according to Fred Baughman Jr. MD. See http://www.adhdfraud.com for more information Suffers of attention deficit Disorder (ADD) enjoy many hurdles to overcome on a each day basis. Typically, ADD behavioral problems will stop a sufferers ability to successfully interact contained by social situations. This can lead to problems surrounded by at home, in college, at work, or even in a romantic situation. The frustration that a sufferer can incur from the absence of control over their conduct can be emotionally exhaustive. A common ADD behavioral problem is the inability to focus on a chore. Many sufferers are easily distracted by things which other general public would consider periphery and unimportant. This,...
Is there a link between television and attention deficit disorder in children?
A: According to some, yes: http://www.whitedot.org/issue/iss_story.asp?slug=ADHD%20Toddlers . But, I would also put money on a correlation between the amount of prescription drugs available for ADD and diagnoses of ADD. I never even heard of ADD when I was a child, they just called it "being a child", and I had tv as a child (I''m not THAT old). But nowadays it seems there has to be a name for everything. Everything is a disorder nowadays. I actually saw an article in the newspaper detailing how a guy was being defended on murder charges due to a narcisstic disorder. I mean please people. Take a little responsiblity for yourself here. But, I digress… I think that television is one of the few things that can help an ADHD patient focus. The compulson to watch TV is an attempt...
what is attention-deficit/hyperactivity disorder (ADHD)? Does Ritalin help?
A: Dear Reader, Having attention-deficit/hyperactivity disorder (ADHD) does not mean that you are stupid! Many people with ADHD are smart even gifted and lots of others have special talents that go beyond their skills in school. ADHD, similar to other mental health concerns as well as learning disabilities and other conditions, can affect people`s ability to do as well as they`d like to, or are expected to do, in school and in other areas of their lives. Getting diagnosed and participating in appropriate treatment for ADHD can make a huge difference. The three main symptoms of ADHD difficulty concentrating, hyperactivity, and impulsive behavior play out in different ways in different people. Some people: Mainly have trouble...
what is attention-deficit/hyperactivity disorder (ADHD)? Does Ritalin help?
A: Dear Reader, Having attention-deficit/hyperactivity disorder (ADHD) does not mean that you are stupid! Many people with ADHD are smart ? even gifted ? and lots of others have special talents that go beyond their skills in school. ADHD, similar to other mental health concerns as well as learning disabilities and other conditions, can affect people''s ability to do as well as they''d like to, or are expected to do, in school and in other areas of their lives. Getting diagnosed and participating in appropriate treatment for ADHD can make a huge difference. The three main symptoms of ADHD ? difficulty concentrating, hyperactivity, and impulsive behavior ? play out in different ways in different people. Some people: Mainly have trouble...
what are the Risk Behaviors Associated with attention deficit disorder?
A: Introduction The Centers for Disease Control and Prevention (CDC) explains that as of 2006, doctors diagnosed 4.5 million people between the ages of 5 and 17 with attention deficit disorder. The University of Maryland Medical Center notes that the term attention deficit disorder (ADD) is used interchangeably with attention deficit hyperactivity disorder (ADHD), the term used by the American Psychiatric Association in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Text Revision (DSM-IV-TR). Besides having inattentive, impulsive and hyperactive symptoms, attention
attention deficit Disorder in Girls
A: Missing the Signs For many people, the typical image of a child with attention deficit Hyperactivity Disorder (ADHD) is of a wildly hyperactive boy. This child is a problem at home and in the classroom. He is impossible to control in every setting. He's the kid who bites the Easter Bunny and climbs over and under the pews at church. He's loud. He's easily angered. His parents have been on a first name basis with the school principal since Kindergarten. While this image may be true for many children with ADHD, it is not the whole picture. The flaw in this description is two-fold. Not all boys with ADHD are hyperactive and not all children with ADHD are boys. Studies have shown that girls with ADHD are likely to go undiagnosed for...
Does anyone believe that attention deficit Disorder is a fictitious disorder to prescribe drugs?
A: ADD is a made-up disorder that have no basis within fact and definitely no scientific proof whatsoever. Check out the website of pediatric neurologist, Dr. Fred Baughman who testify before Congress roughly this subject and wrote a book about it at www.adhdfraud.org Also, check out the website for the Citizen''s Commission on Human Rights at www.cchr.org. It is a tragedy that so several children are being given drugs for this untrue "disorder". Its a jokeUmm, what be your question again? Oh yeah, ADD... Well, I see it approaching this. what was your interrogate again?I, personally, wouldn''t stir as far as to say that it is made up. I would however influence that it is way over diagnosed (along near...


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Pepper Rasam
I love Rasam. I was introduced to rasam for the first time when I visited Bangalore on an official visit way back in the year 2000. I remember that I was staying at Hotel Woodland's, and I loved the thali I ate there. I was introduced to this soupy, tangy, peppery dish called rasam, which tasted yummy. I remember asking for refills as I loved it so much. Being a North Indian, I had no exposure to rasam till then. Fast forward to after marriage, and my mother-in-law who is brought up in the South taught me how to make rasam. I love the rasam she makes. It is like soul food to my husband, and whenever someone has a cold in the house or is feeling under the weather, I make sure that I make peppery rasam. I almost always make tomato rasam as tamarind is too tart for my taste. Here is my recipe: Ingredients: 5-6 ripe tomatoes – roughly chopped 7-8 cloves garlic – peeled and mashed 1/2 tsp turmeric powder salt to taste Rasam powder 1 tblsp black peppercorns 2 tbsp coriander seeds 2 tsp cumin seeds 2-3 dry red chillies (not spicy ones) Roast all the spices on a griddle till they release their aroma. Powder them. For the rasam: Chop tomatoes and with a little salt, turmeric, garlic and water, boil it till the tomatoes are soft and mushy. Now with the back of a ladle, roughly mash them. Add more water for a thin, soupy consistency. Add rasam powder to taste. Boil for a couple of minutes more. Before serving temper with a tempering of mustard seeds (1 tbsp), cumin seeds (1 tsp), udad dal (1 tsp), methi seeds ( a pinch), asafoetida a pinch, curry leaves a handful, some dry red chillies split in oil. Serve hot garnished with coriander leaves with rice or as I do with khichdi. Enjoy ! Pic courtesy http://www.flickr.com/photos/23301754@N03/


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Place both types sugar and the cream in a heavy saucepan and bring to a boil over medium heat, stirring constantly. When the temperature reaches 228 degrees on candy thermometer, stir in the butter and pecans and continue to cook, stirring constantly, until the mixture reaches 236 degrees. Remove the pan from the heat and allow the mixture to cool for 5 minutes. Beat the mixture with a wooden spoon until the candy coats the pecans but does not lose its gloss. Drop the pralines 1 tablespoon at a time onto a well-greased piece of aluminum foil or a slab of confectioner's marble. Allow the pralines to cool. They can be eaten as is, stored in tins, or crumbled over vanilla ice cream for a New Orleans--style dessert.
Recipe courtesy of Jessica Harris, "The Welcome Table"
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The Main Event!
Organizing and running a successful GiveCamp event involves keeping up with a lot of different aspects of event management:
- Volunteers
- Venue
- Sponsors
- Charities
- Prizes & Giveaways
- Ceremony
- Timeline
- Volunteers
GiveCamp is a fun and exciting event to be part of but does not come for free. As with any large-scale event, running a successful GiveCamp requires a lot of coordination work to bring all the pieces together. Ideally, the leadership team for an event like this would consist of 3 main players:
- Leader: someone, or perhaps a few someones, to serve as spokespersons for the event. They would take on the accountability for making sure that the event actually happens, recruit other leaders, approve spending, etc. Basically ?this person is the central point of contact for the event.
- Participant Coordinator: this person would be responsible for recruiting developers, designers, dba? and other participants for the event. They would be responsible for putting together the communications for this group and work to assign them to charities once collected. An important aspect of this position is making sure that you have enough, b candidates on each team to prevent problems arising from lack of technical skill.
- Charity Coordinator: this person is responsible for identifying and qualifying charities and other non-profits for participation in the event. The big ?otcha?here is making sure that the development teams will have enough information to build something for the charity. The developers should get some 1:1 time with the charity reps at the beginning of the event, but the more pre-qualification can be done before the event the better.
There is no way that one or two people could pull off an event like this of any scale without getting help. There are several other roles (not necessarily separate people) that are critical to the success of the event, and are listed here:
- Analyst: part of the charity pre-qualification involves learning about the charities that have applied and determining if the charity is a good fit for the event. Typical analyst duties include:
- calling the charity to determine initial requirements and scope
- writing up a summary of the charity? requirements for public consumption and team assignments
- Serving as point of contact for that charity in communicating dates, times, and other charity responsibilities
- Venue Coordinator: someone on the team will need to make sure that a venue has been selected that is large enough to support the size of the event, and provides adequate space for the different teams to work. See Venue section below for more information.
Our first event was done at a Microsoft Partner facility that had multiple cubicles and office spaces for each of the teams to work semi-privately. An alternative might be to get one big giant room, like a gymnasium, and have tables for people to work at. It would probably be noisy this way, but would probably feel more like a larger group effort ?like HackFest does when everyone is in the same room. For the first event, our venue coordinator worked with a couple of sponsors to help pay for meals and made sure that they were ordered, delivered and set up on time. Having snacks around and a couple of Xbox 360s also helped people take the occasional breaks as well.
There are a couple of important things to consider when selecting a venue, including:
- Building Access: is it open 24 hours? What's the process for getting entry after hours? In Dallas, we bought a pay-by-the-minute cell phone that could be used across GiveCamp events so that people could call when they were outside for us to come open the door and activate the elevator. That worked out really well as there was only one phone number to rememeber (we put that number on the backs of their ID badges) and we could trade off duties by handing the phone to each other during the event. Also think about air conditioning and heat, depending on the time of year…
- Network: the big challenge here is bandwidth and network availability. Is the network locked by a WEP key? We put the SSID and Key information on their ID badges too, just like the phone number, so it was easy for people to access in case they needed it.
- Refrigeration: lots of caffene means lots of drinks means lots of room for them. Ice chests are good, but refrigerators are better. Ice machines with warm soda is a good backup, but I'm not a big fan because of the extra cups needed and extra mess generated. Plus, if you run out of ice, for cold drinks, developers get cranky…
Sponsorship is another important key to running a successful event. Unless you have a personal benefactor, or are independently wealthy, you'll probably want to try to recruit some local area sponsors to help pay for things. Good items for sponsorship include:
- Venue
- T-Shirts
- Laptop Stickers
- Goodie-bag items for Developers
- Goodie-bag items for Charities
- Meals and Snacks
- ID Badges and Printer Ink
- Drinks (one of our sponsors bought us an Iced Tea maker!)
- Trophies and recognition awards such as certificates, medals, buttons, etc.
Rather than take money, it's always easier to take goods – so unless you're willing to incur the tax implications of receiving money from a company, or set up a Non-Profit of your own to handle it, I suggest getting good as donations. For example – see if Dunkin' Donuts would be willing to sponsor Breakfast one morning, or In-n-Out Burger sponsor dinner…
The whole point of GiveCamp is to make a difference in your local community. That means finding the right charities, getting them signed up and making sure that the teams building applications for them are focused on providing high value in a short timeframe.
Recruiting widely and early will help everyone get the most out of the event. For the 35 charities that responded to our original request, we ended up with 18 going into the competition. The decision to pair them down this far was based on the number of developers we had participating, the size of the venue we would be working in, and the requests of the charities themselves. It was important to us to make sure that the participating charities were actually non-profits and/or charities, and that they had well defined requirements that our teams had a good chance of completing by the end of the weekend.
Based on what we learned from the first of these events, all participating charities should be encouraged to attend as much of the event as possible. Having representatives from the charities on site made a BIG difference not only in the quality of the development products produced, but helped raise the morale of the development teams to have someone with whom they could work closely on their development. The happiest of development teams came from those that got to spend a large amount of time with their charities.
Prizes & Giveaways
For each of the charities, we offered up a ?asket of goodies?containing books and software. This is a *great* place to get Microsoft involved as a sponsor ?sponsoring these baskets. Here? what was in our original basket from January, 2008:
- Visual Studio 2005 (2008 had not yet been released)
- Expression Suite 1.0
- Vista Ultimate
- Office 2007 Ultimate
- Programming SQL Server 2005
- Expression Web Step by Step
- Expression Design Step by Step
Note that over time, we've learned that most charities aren't going to make as much use of the software, so we're probably going to stop donating that to each charity and perhaps raffle off some of them as prizes to developers that attend. It's the developers that would make best use of them anyway.
Ceremony and Parties
We also suggest both a pre-event kick-off meeting, and a post-event demo+awards meeting. The pre-event kickoff meeting is intended to accomplish several goals:
- Get everyone together, face to face, so that we can all meet
- Give the developers a chance to meet charity representatives in a 1:1 environment
- Give the developers a chance to meet their development teams
- Describe the rules of the competition, if there is to be a competition
- Give all sponsors a chance to speak in front of the participants
- Give the charities their goodie bags
- Give the developers their goodie bags
The post-event meeting accomplished the following goals:
- Give each development team the opportunity to demonstrate their solutions to the entire audience
- Award prizes
- Food, Fun and Fellowship after the event
- Put a ?ow?on the event
Technology Considerations
At the end of the day, these events are about providing technology solutions to non-profits and charities. We have several partners that we've been working with that provide some valuable services and software packages for our use. To compliment that list, here is a list of technology considerations we've put together in support of running a b and developer-friendly event:
- Networking: Whether it's wireless or wired connections, you've got to make sure that a solid and reliable fast connection. Especially considering the nature of the hosted web sites and databases… I'd also consider stress testing your environment if you're not sure. Even at off-peak times, 100 developers hitting the web at the same time might overwhelm your network.
- Source control: Our friends at SaaS Made Easy have agreed to host TFS sites for each of the charities participating in GiveCamp. You can always go with another SCC, but why would you want to?
- Web hosting: we've been lucky to get the support of DiscountASP.NET for all our web hosting needs. You can certainly reach out to them as one of our partners, or (as some have done) set up your own hosting. If you're going to self host, think about the variety of applications you'll be supporting such as Web servers and Database servers, or whatever else your application needs.
- CMS installs: we've also got some great partnerships with software providers to provide free licenses of their software, but it doesn't hurt to download those installers early to have around. You can use the Microsoft Web Platform Installer for some of these, or you can download the installers yourself and provide to the teams:
- Graffiti (Telligent)
- Sitefinity (Telerik)
- DotNet Nuke
- WordPress
- Joomla
- mojoPortal
- Drupal
- Power strips and extension cords – always important
- Printers – sometimes you need to print stuff
- Printer paper + extra ink
- Whiteboards
- Paper pads, pens & pencils
- Web cams – these are useful if you want to provide Live Streaming
This list is just a start, as each venue is different, but thinking about thge technology you'll need beforehand can save a lot of trouble.
An important technical aspect of working with the charities is remembering that they are not technical wizards. When building a system for them to use the developers need to keep in mind that semi- to non-technical people will do most of the site maintenance. Using the products of one of our CMS partners is very highly encouraged. The event is not about showing off your mad technical skillz – it's about providing value to the charities. Setting up and customizing one of the popular CMS packages, updaing the theme, outlining the content, adding downloadable plugins, and even developing your own plugin is the best use of your time while at the event.
Then, once the application is developed, make sure it gets deployed before you go home. 90% of the time, it is up to the development team at GiveCamp to coordinate with the hosting provider, configure the domain name, and deploy the application to the web. Your charity will NOT KNOW HOW to do this, so you need to make sure you do it for them. Since you're using a CMS package, the charity should be able to maintain the site after you turn it over, but if it's not deployed, they won't be able to update it.
The Code – Who Owns It?
The main idea here is to build applications for charities as they usually don't have the capacity to build their own sites, and we have the knowledge to get them up and running quickly. Once the code is written, it should get turned over to the charity. GiveCamp.org will hold absolutely no claims to the code that is written at one of our events, and each event organizer needs to make sure that all of the teams, and the charities know that. Some groups have recommended that each of the projects be published as Open Source, and allow anyone to work on and/or contribute to the code. As far as GiveCamp.org is concerned this is perfectly acceptable, as long as the charity (for whom we're doing the work) is OK with that. Many of the charities I have talked to tell a story about how they lost control of their web site source code, and were no longer able to maintain it. As long as the charity understands what Open Source means, and they're OK with it, I think it's fine to proceed that way. Otherwise, the charity should own all rights to the source code that is created for them.
I've broken the timeline down into 2 sections – overall event planning timeline and "day of event" timeline:
Overall Event Timeline
- T-6 Months
- Create non-profit to run the event (optional)
- Secure Location
- Get a web site up
- Recruit sponsors
- Start advertising with Developer Community
- T-5 months
- Recruit charities
- Recruit volunteers and business analysts
- T-4 Months
- Get information from charities about what they want
- T-3 Months
- Select final list of charities
- Advertise Charities on the web site
- Start recruiting developers
- Connect with "interested parties" for PR opportunities
- Produce a PPT slide to hand out to user groups
- Re-advertising with Developer Community
- Finalize sponsorship monies
- Purchase any t-shirts, stickers, badges, signage, etc. for day of event
- T-2 Months
- Finalize Catering/Food
- Assign developers to charities
- T-1 Month
- Connect teams to charities
Day-of Timeline
11:00 AM – Arrive at Venue and begin setting up (put out signs, drop off food, drinks, etc.)
01:00 PM – Begin sign-ins for attendees
02:00 PM – Opening Ceremonies (introduce event, charities, developers, sponsors, partners, etc)
AM – Training for developers & charities, any interviewing or news folks come out to document the event
PM – Training for developers & charities
AM – Continue working, but start to wrap up
01:00 PM – CODE FREEZE (turn in code, finalize deployments, have lunch with everyone)
03:00 PM – Final Ceremonies (developers & charities demonstrate the application)
05:00 PM – Reception
Other Notes
- The suggestion was made at #WAM2010 to post a contact number on the public event web site so that family members can reach the event staff if they're not sure where their loved ones are. With so many people working so late into the night, it is useful for them to have someone to call and ask "when did my husband leave the event tonight?" without wondering if they ran into any problems on the road and are unable to call home.
- Consider creating some type of document that both the charity/non-profit and the developers sign that basically says "what happens at GiveCamp stays at GiveCamp". This document would protect the charity from developers that don't turn over source code or try to charge the charity, and protect the develpers from being forced to maintain the code they developed at the event.
- When organizing your event be sure to contact any PMI (Project Management Institute), IIBA (The International institute of Business Analysis, ISSA (Information Systems Security Association), AITP (Association of Information Technology Professionals) chapters or any other user groups in your area they can be invaluable resources.


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Common Mistakes of Home Buyers
Even before the arrival of the first child, most couple dreams of buying their own homes. While it can be daunting to make a home loan or invest your hard earned money for years in a property, having a house to call your own is still one of the best decisions you can have in your life for your family. If you have been meaning to buy your own house, here are some of the biggest home-buying blunders you need to avoid to have the best home for your bucks.
Settle your finances first. Are you able to buy the house in cash or are you relying for a loan? If you are like most people who rely on a loan, make sure that you are pre-approved by the bank or other lending institution before starting to window shop for a home. If you are yet still paying a previous loan, you might want to think twice about the decision. Buying Lake Las Vegas luxury homes is really costly these days. You don't want to compromise yourself too much and end up with large debts you are not able to pay.
Impulse buying. When you see a house you like, do not at any cost buy it impulsively –even if you think you have the money on hand or even if it is the best one for you. A lot of people find out that the house they thought was their dream home ended up being a nightmare due to a bad neighbor or a noisy environment. Take your time when you're deciding for this investment and consider you partner and your children's say about the property.
Trusting the agent too much. While it would be a nice idea to have a realtor onboard, remember that you are in a business deal with them. They may be very nice and accommodating as they do to all their clients just because that is how they make money. Find a real estate agent that is reputable and will really place your needs first. Keep in mind that a realtor's job is to sell the home first before anything else.
Neglecting to check on the neighborhood. Do not neglect to talk to your potential neighbors. These people are important to know as you will be dealing with them often once you live there.
Checking the property in different times of the day. If you have done the open house of a particular property, make sure that the next time you try to visit that house again, it would be in a different time of the day. You'd want to see what it would be like to be in that neighborhood during early mornings or late at night. You should probably ask if you can have another look at the house during a bad weather as well. You don't want to end up buying the house and then find out that the roof is leaking during rainy days.
Primarily looking for houses online. The Internet has brought us quite a few great conveniences such as looking for a home online. However, leave room for other home-hunting options as some listings online are outdated. It is best to ask for more information first before attending the open house of that particular property. It'll save you money and energy as well.
Asking questions to the homeowners. If you can, make a short call to the homeowners or invite them out for a coffee. Ask them why they have decided to put the house for sale and if they have a new home to move into. If their reason for selling the home is to move to another state for a job or to get close to their family, that might be a good indication for you to forgo the purchase. Yet, if the decision is primarily to have money, you are probably being priced too high.
While no home in the market is sold perfect for all your wants and need, avoiding these home-buying mistakes will eventually land you to the best home for your family. After all, isn't it that family together makes a house a home and not the size and price of the house?


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Lamborghini Huracán studio images
Perfection from all angles
In our world of visualization magic, one 3D model has multiple lives. For Lamborghini, we used single source data to produce a wide range of marketing assets, including a point-of-sale model, a technical movie, as well as these stunning studio images for the brochure and technical flyer. You name it, it´s all here: studio images with background, studio interiors, as well as exteriors, realtime interiors, technical shots… 111 of them in total, to be precise. Working with the agency JWT, we let our creative juices flow and imagination run wild. Enjoy the result!


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The Official Music Video For Toby Keith's "Hope On The Rocks."
Toby Keith has been giving fans special sneak peeks of his new video for his single, "Hope On The Rocks," and today is the day you finally get to see it! The official music video is now here! The song comes from Keith's latest album, Hope On The Rocks, which came out a few weeks back.
The video is in black and white (which always gives things a little extra emotion in my opinion), and it shows us some different people and how they are dealing with their problems. Watch the video below to see how everything turns out and if you haven't, get your copy of Hope On The Rocks!
Watch: Toby Keith's "Hope On The Rocks".
Hear the story behind the story from Toby Keith!
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- LISTEN: Toby Keith Hope on the Rocks
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- Toby Keith Hope On The Rocks Details
Find the most current Toby Keith tour dates from our partners at Country Music On Tour, your trusted country concert ticket source!


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August 20, 2014 08:11 ET
TORONTO, ONTARIO--(Marketwired - Aug. 20, 2014) -
CHC Realty Capital Corp. ("CHC" or the "Company") (TSX VENTURE:CHC) wishes to announce that it has completed the first tranche of its previously announced non-brokered private placement effective August 18, 2014 through the issuance of 53,038,699 subscription receipts for gross proceeds of $5,834,257.
The Company has received conditional approval from the TSX Venture Exchange (the "TSXV") for the issuance of up to 72,727,272 subscription receipts for gross proceeds of $8.0 million under the private placement, and CHC expects to complete a final closing for the balance of the placement on or before August 29, 2014. Closing of the private placement, including this first tranche, is subject to final acceptance from the TSXV. In connection with the closing of this first tranche of the placement, the Company paid a total of $37,604 in finder's fees to certain investment dealers who introduced subscribers to the Company.
As previously disclosed, CHC intends to use the net proceeds of the private placement to complete the Company's proposed acquisitions of student housing properties in Windsor, Ontario and Trois-Rivières, Québec, and for general corporate purposes. As a result of its due diligence investigations in connection with the acquisitions, CHC has determined to proceed with the larger acquisition in Windsor, Ontario (117 beds in 87 student apartments in two buildings having a purchase price of $5.9 million) and has therefore removed its due diligence condition in respect of the acquisition and paid the vendor the additional $200,000 non-refundable (subject to certain exceptions) deposit required to be paid upon such event. CHC has also determined not to proceed with the second, smaller acquisition in Windsor, Ontario (51 beds in 32 student apartments in one building having a purchase price of $1.6 million) and has therefore terminated that transaction. The Company's due diligence period in respect of the Trois-Rivières, Québec acquisition (310 beds in 78 student apartments in six building complexes having a purchase price of $5.5 million) is ongoing. Of the combined $11.4 million purchase price for the two properties, the Company expects to pay approximately $4.65 million in cash (not including closing costs), with the balance to be satisfied through mortgage financing. The acquisitions remain subject to approval by the TSXV.
The proceeds from this first tranche of the private placement, less the finder's fees paid in connection with the closing and the amount of $600,000, which has been retained by CHC to fund the second deposits paid or to be paid to the vendors in connection with the two acquisitions in Windsor and Trois-Rivières, were deposited in escrow on closing. The funds held in escrow will be released to CHC and each subscription receipt will automatically convert into one common share of the Company without payment of additional consideration immediately prior to the completion of the acquisitions. If the escrow release conditions are not satisfied on or before October 31, 2014, the proceeds will be returned to subscribers. In addition, if one of the acquisitions is not to be completed, the funds required for it will be returned to subscribers.
All of the subscription receipts issued in this first tranche of the private placement, as well as the underlying shares issuable upon the exercise thereof, are subject to statutory resale restrictions expiring on December 19, 2014.
The securities described herein have not been registered under the U.S. Securities Act of 1933, as amended, and may not be offered or sold in the United States unless registered under the Act or unless an exemption from registration is available.
About CHC Realty Capital Corp.
CHC Realty Capital Corp. is an owner and operator of student housing properties which is focused on acquiring high quality properties in close proximity to universities and colleges in primary and well understood secondary markets in Canada.
Cautions Regarding Future Plans and Forward-Looking Information
This press release contains forward-looking information within the meaning of Canadian securities laws. Such information includes, without limitation, information regarding the completion of the proposed transaction and the business strategies of CHC. Although CHC believes that such information is reasonable, it can give no assurance that such expectations will prove to be correct. Forward looking information is typically identified by words such as: believe, expect, anticipate, intend, estimate, postulate and similar expressions, or are those, which, by their nature, refer to future events. CHC cautions investors that any forward-looking information provided by CHC is not a guarantee of future results or performance, and that actual results may differ materially from those in forward looking information as a result of various factors, including, but not limited to: CHC's ability to complete the proposed transactions; the state of the real estate sector in the event the proposed transactions are completed; recent market volatility; CHC's ability to secure the necessary mortgage financing or to be fully able to implement its business strategies; and other risks and factors that CHC is unaware of at this time. The reader is referred to CHC's initial public offering prospectus and other continuous disclosure documents for a more complete discussion of risk factors relating to CHC and their potential effects, copies of which may be accessed through CHC's profile on SEDAR at www.sedar.com.
This news release shall not constitute an offer to sell or the solicitation of an offer to buy any securities nor shall there by any sale of securities in any jurisdiction in which such offer, solicitation or sale would be unlawful.
The TSXV has in no way passed upon the merits of the proposed transaction and has neither approved nor disapproved the contents of this press release. Neither the TSXV nor its Regulation Services Provider (as that term is defined in the policies of the TSXV) accepts responsibility for the adequacy or accuracy of this release.
Mark Hansen, President and Chief Executive OfficerCHC Realty Capital Corp.Telephone: (647) 288-9355Email: email@example.com Waxman, Chief Financial OfficerCHC Realty Capital Corp.Telephone: (647) 288-9375Email: firstname.lastname@example.com
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MEC is one of the world's leading media agency networks. Our 5,000 highly talented and motivated people work with category leading advertisers in 90 countries and we are a founding partner of GroupM.
MEC is committed to growth. Growth for our people, our clients and our industry. MEC pushes the boundaries of what's possible in order to thrive in ~ Ad Ops ~ Analytics ~ Brand Partnerships ~ Content Marketing ~ Data ~ Insight ~ Integrated Planning ~ Mobile ~ Multi-cultural ~ Performance Marketing ~ Planning & Buying ~ Programmatic ~ Search ~ Social ~ Sport, Entertainment & Cause Marketing.
To find out more, visit us at www.mecglobal.com #dontjustlivethrive


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AWS services or capabilities described in AWS Documentation may vary by region/location. Click Getting Started with Amazon AWS to see specific differences applicable to the China (Beijing) Region.
Returns a unique endpoint specific to the AWS account making the call.
For .NET Core and PCL this operation is only available in asynchronous form. Please refer to DescribeEndpointAsync.
Namespace: Amazon.IoT
Assembly: AWSSDK.IoT.dll
Version: 3.x.y.z
public virtual DescribeEndpointResponse DescribeEndpoint()
|An unexpected error has occurred.
|The request is not valid.
|The rate exceeds the limit.
|You are not authorized to perform this operation.
.NET Framework:
Supported in: 4.5, 4.0, 3.5
Portable Class Library:
Supported in: Windows Store Apps
Supported in: Windows Phone 8.1
Supported in: Xamarin Android
Supported in: Xamarin iOS (Unified)
Supported in: Xamarin.Forms


text: ATELIER DE GESTE (Studio of Gesture) is based on gesture and body-space concepts extending to form various media: performance, drawing, objects, scent, textiles. Choreography prolonged in form and matter. Rhee's practice connects movements and material objects to create moments of primal connection to body-space, the senses, and thus biology & ecosystem. Collaborative work grounds the studio in social praxis, particularly in production & design.


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Advanced Diploma in Logistics and Supply Management
Course Objective
This course equips students with the strategy of downstream supply chain management for a managerial role in an organisation. The specialised advanced diploma programme covers two knowledge modules and a Management Project module. The two knowledge modules are Logistics Strategy and Supply Chain Strategy. The Management Project will guide students to undertake a project on an emerging trend that will affect the strategy of logistics and supply chain management.
Delivery and Assessment
The advanced diploma in logistics and supply management programme incorporates blended learning mode, where students attend class lectures, as well as undertake self-directed learning through optional online videos. Faculty members are highly experienced practitioners with postgraduate academic and professional qualifications.
The Management Project module requires students to attend regular class sessions so that they can be closely guided to complete the projects within the study period. Students are expected to make use of relevant websites for purposes of learning and research. Upon completion of each knowledge module, students will sit for the examination. As for the module on Management Project, each student is assessed on a major assignment, a minor assignment, and a short presentation.
Course Duration and Frequency
This course can be completed within 6 months. The logistics and supply management course is scheduled to commence in the months of January, April, July and October, but this may subject to changes. Please check with the institute on the actual date of commencement.
The lecture timings for the part-time classes are shown in the table below:
Time : Weekdays evening 7pm to 10pm
Frequency : 1 to 2 times per week
Venue : Singapore Institute of Purchasing and Materials Management
Admission Requirements
An applicant must be at least 21 years old; and has at least 3 years of experience in a related field; and has attained an academic qualification not lower than the SIPMM Diploma; and with a language proficiency in English at GCE 'O' level or equivalent. Matured candidates with the professional or managerial experiences may be considered on a case-by-case basis, subject to approval by the Academic Board.
Academic Award and Recognition
Students must pass all module assessments to complete the course successfully, and be awarded the Advanced Diploma in Logistics and Supply Management (ADLSM). The ADLSM graduate is eligible to apply for the professional credential as a World Certified Professional in Logistics and Supply Management, and this special credential is awarded by World Certification Institute (WCI).
Supply Chain Management (ECSCM)
International Trade Management (ECITM)