text:
K. Smith, Chairperson
Studying the past helps people understand their experiences: love and hate, oppression and reform, hope and despair, prosperity and deprivation. History helps prepare people for everyday life and helps them to solve problems of the present and the future.
Students with degrees in history can pursue graduate degrees or careers in law, teaching, government, business, industry, libraries and archives, museums and art galleries, research, writing, and editing.
See College of Sciences and Humanities for information about the teacher education programs in social studies.
See the Interdepartmental Programs listing for information about minors in African-American studies, African studies, American studies, ancient studies, Asian studies, Medieval and Renaissance studies, Native American studies, peace studies and conflict resolution, and minor in Latin-American studies.
MAJOR IN HISTORY, 34-45 hours
3 additional hours in non-European
World history (Asia, Middle East,
Africa, Latin America)
3 additional hours in European
3 additional hours in United States
12 hours from electives in HIST
Sr Res Prjct
World Civ 1
World Civ 2
US 1877-Pres
Intr Pub His
Lab American
Hist Historn
Internship (3-12)
Paid Intern (3-12)
At least 6 of these 12 hours must be in courses numbered HIST 301 and above (in addition to HIST 320 and 445).
Admission and retention standards for option 2:
World Civ 1
World Civ 2
US 1877-Pres
Lab American
Hist Historn
3 additional hours from United
States history
9 hours from electives in HIST
MINOR IN HISTORY, 18 hours
9 hours from World history
(Europe, Asia, Middle East,
Africa, Latin America)
9 hours from United States history
TEACHING MAJOR IN SOCIAL STUDIES, 66 hours
US 1945-Pres (3)
New South (3)
Amer Pop Cul (3)
US Diplomatc (3)
Am Life 1865 (3)
Black His US (3)
Women Amer H (3)
US Vietnam (3)
Int Hist Bus (3)
US Urban Hst (3)
Slct Top Mil (3-6)
Indiana (3)
Indians U S (3)
US Hist Film (3)
Wom Mod Eur (3)
Era WW 1 (3)
Era WW 2 (3)
Cold War (3)
Eur Strt Dip (3)
Jews Eu ME (3)
Dvl Greek Cv (3)
Dvl Roman Cv (3)
Medieval Civ (3)
Byzantin Civ (3)
Renais Refrm (3)
France (3)
Fr 1461-1715 (3)
Fr 1715-1815 (3)
Br 1485-1714 (3)
Br 1714-Pres (3)
Eng Constitu (3)
Modn Germany (3)
Celtic Hist (3)
Irish Hist (3)
Russian Civ (3)
Sov Post-Sov (3)
World Civ 1
World Civ 2
US 1877-Pres
100 Introduction to American History. (3)
Overview of the major themes in the American historical experience from its origins to the present, with emphasis on turning points and recurring issues. Especially recommended for students pursuing a major in Elementary Education.
Not open to students majoring in history.
101 Introduction to American Studies. (3)
Survey of American studies as a field and as an interdisciplinary approach to the study of American civilization. Methods and theories of American Studies will be discussed, along with major themes and topics of American life and thought.
Not open to students who have credit in AMSTU 101.
150 The West in the World. (3)
A survey of the development of Western Civilization since its origins emphasizing key problems, turning points, and recurring themes, especially in the past two centuries. Focuses also on the way peoples around the globe helped to shape Western Civilization and felt its influence.
151 World Civilization 1. (3)
A survey of the development of world civilization from the dawn of civilization in Southwestern Asia and North Africa to the early modern world.
152 World Civilization 2. (3)
A survey of the development of world civilization from the early modern world to the present.
198 Studies in Non-Western Civilizations. (3)
Examination of a broad range of patterns and problems found in the Middle East, Asia, Africa, and Latin America with emphasis on recent and contemporary development. Topics vary among political, economic, and social issues of major importance.
201 American History, 1492-1876. (3)
Survey of the political, diplomatic, economic, cultural, and sociological forces and adjustments that have affected the history of the United States to 1876.
202 American History, 1877 to the Present. (3)
Survey of the political, diplomatic, economic, cultural, and sociological forces and adjustments that have affected the history of the United States since 1877.
204 American Environmental History. (3)
Designed to give students knowledge of resource use in the United States. Government policies and private enterprise practices of exploitation and conservation from settlement to the present are treated in historical perspective. Emphasizes the way resource use has shaped society.
Not open to students who have credit in NREM 204.
205 Introduction to Sport in American Life. (3)
A thorough examination of the various historical, sociological, and psychological features of sports in our society. Not sport-appreciation oriented, but rather an examination of what occurs to both competitors and spectators as they become involved with a sport activity.
Open to all undergraduate students except students who have credit in PEP 205.
210 Black History—The United States. (3)
A survey of blacks in America from the sixteenth century to the present. Emphasizes the effects of blacks on American culture and vice versa.
215 Women in American History. (3)
An introduction to the study of women in American history; considers the social and economic status of women at various times, changing conceptions of their roles, attitudes toward women, women's ideas about themselves, and the women's rights movement.
240 Introduction to Public History. (3)
An overview of opportunities for nonteaching history-related careers in preservation, archival work, records management, museology, historical editing, living history and public parks programs, corporate history, and others. Students make a concentrated study of at least one field of public history and have contact with working professionals.
Open to all students.
299X Experimental/Developmental Topics. (3-6)
Topics relevant to the discipline. Course titles will be announced before each semester.
A total of 6 hours of credit may be earned.
300 Internship. (3-12)
Students undertake supervised internships in careers related to history. Internships may be with historical museums and research institutions; public agencies like the National Park Service, historic preservation offices, and archives; or private institutions like historical galleries and business firms.
Prerequisite: permission of the department chairperson.
A total of 12 hours of credit may be earned.
301 The United States and the Vietnam War. (3)
Historical analysis of American involvement in Vietnam from 1945 to 1975, with discussions of the military, political, diplomatic, and social effects of the war. Includes background information on Vietnamese history as well as its continuing legacy.
310 Introduction to the History of Business in the United States. (3)
Surveys the function of business in United States history from colonial times to the modern day. Focuses on the role of individual business people as decision makers and innovators with primary emphasis on the twentieth century.
320 A Laboratory Course in American History. (3)
Uses documents and manuscripts to teach the nature of history and historical research. Students learn through their own research how the historian defines topics of research; selects sources, both primary and secondary; evaluates materials; and describes the findings.
324 Early Latin America. (3)
The discovery and exploration of America by the Spanish, the conquest of Mexico and Peru, the colonization of Spanish America and Brazil, and the civilization of Latin America from 1492 to 1810.
325 Modern Latin America. (3)
History of major institutions in South America since independence with emphasis on Mexico, Chile, Cuba, and Central America.
338 United States Urban History. (3)
Examines the inner dynamics of American cities and their place in the history of the United States. Gives students an historical perspective and acquaints them with historical methods of examining cities.
360 Selected Topics in Military History. (3-6)
Survey and investigation of a particular period, topic, or issue in military history with emphasis on materials not covered in established courses. Exact content will be announced in advance of each offering.
A total of 6 hours of credit may be earned.
369 Paid Internship. (3-12)
Students undertake supervised internships in careers related to history. Internships may be with historical museums and research institutions; public agencies like the National Park Service, historic preservation offices, and archives; or private institutions like historical galleries and business firms. This course is designed for paid work and learning experience on- or off-campus.
Prerequisite: permission of the department chairperson.
A total of 12 hours of credit may be earned.
370 Foundations of Asian Civilization. (3)
Survey of South, Southeast, and East Asian history from earliest times to roughly a.d. 1600, with special focus on the development of Asian societies and cultures before any significant European presence.
371 Tradition, Conflict, and Change in Modern Asia. (3)
Survey of South, Southeast, and East Asian history from roughly a.d. 1600 to the present, with concentration on the problems, leaders, and issues that resulted from Western presence, nationalism, independence, and modernization as well as contemporary issues.
372 Africa Since 1500. (3)
Stresses the emergence of modern African civilization from roughly 1500 to the present, with particular emphasis on regions south of the Sahara.
373 History of the Middle East. (3)
Provides in-depth knowledge and understanding of the Middle East—today's Egypt, Iran, Iraq, Israel, Lebanon, Turkey, and other states—since Muhammed. Stresses indigenous societies and how they have dealt with Islam, imperialism, nationalism, development, and wars.
390 Honors Colloquium in History. (1-3)
Exploration of selected issues, themes, problems, or interpretations with emphasis on individualized study and reporting.
Restricted to honors students; others may enroll by permission of the department chairperson.
A total of 3 hours of credit may be earned.
400 Colonial America 1492-1756. (3)
The settlement of North America by the British and the evolution of the distinctive colonial societies that formed the foundation of the United States.
401 The American Revolution, 1756-1789. (3)
Transformation of American society and politics in the era of the American Revolution with emphasis on the origins of the revolution, the development of a democratic society, and the Constitution of the United States.
403 The Rise of Nationalism in the United States, 1789-1824. (3)
An analysis of the foundations of the United States as a new nation with emphasis on the major social, political, economic, and diplomatic events of the period.
405 Nationalism Versus Sectionalism in the United States, 1820-1860. (3)
An analysis of the major social, political, economic, and cultural developments in the United States with emphasis on the major leaders and events involving the sectional conflict leading to the Civil War, 1820-1860.
407 The American Civil War and Reconstruction. (3)
Survey, analysis, and discussion of events, leaders, and movements, with special emphasis on causes, interpretation, and historiography of the period of national crisis and war followed by national reconstruction.
409 Progressivism and Imperialism: The United States, 1878-1918. (3)
America's rise to world significance at home and abroad between 1878 and 1918; the political, social, and economic problems entailed therein; and various efforts at reform.
411 The United States from World War I through World War II. (3)
An examination of the reaction of the American people to a society changing rapidly under the impact of two major wars, the Great Depression, and continuing industrialization and urbanization.
413 Recent United States History: 1945 to the Present. (3)
A study of the role of the United States in the modern world and an examination of the efforts of America to preserve a society that is prosperous and humane while adjusting to technological change and continuing social and intellectual ferment.
415 History of Indiana. (3)
Exploration, colonization, and development of the state from the earliest time to the present.
416 History of the Antebellum South. (3)
History, institutions, political themes, and problems of the antebellum South.
417 History of the New South. (3)
Reconstruction, industrial and agricultural progress, social life, and the new leadership after 1865.
419 The Trans-Mississippi Frontier. (3)
American territorial expansion in the region west of the Mississippi River, with emphasis on the nineteenth century. Focuses on exploration, the movement of settlers, the events that influenced their migration, and the effect of these events and the frontier on national development.
421 Indians in U.S. History. (3)
Survey of Indian and white relations from 1492 to the present, focusing on the Indian wars, treaty making, various types of Indian and white interaction, and the development of federal and state Indian policy.
422 The History of American Popular Culture. (3)
Historical overview of the development of American popular culture. Basic theories, approaches, and topics in popular culture with special attention to amusements, movies, pop music, magazines, pulp novels, and television. Focuses on the relationship of popular culture to American cultural and social history.
428 The Caribbean. (3)
The Central American republics and Cuba, Haiti, Santo Domingo, Venezuela, and Colombia since 1810, with emphasis on the twentieth century and the Cuban revolution.
430 United States Diplomatic History to 1914. (3)
History of United States diplomacy from the late colonial period to the eve of World War I.
432 United States Diplomatic History Since 1914. (3)
Survey of the foreign relations of the United States since the outbreak of World War I.
433 American Life and Thought, 1607-1865. (3)
Survey of American social, intellectual, and cultural history from the colonial period to the Civil War, including such topics as religion, women, the family, ethnic groups, minorities, the arts, thought, popular culture, and everyday life.
434 American Life and Thought, 1865 to the Present. (3)
Survey of American social, intellectual, and cultural history from Reconstruction to the present, including such topics as religion, women, the family, ethnic groups, minorities, the arts, thought, popular culture, and everyday life.
435 American History through Film. (3)
Introduces techniques to analyze films as primary documents in United States history. Focuses on the most significant feature and documentary films of American society. Compares and contrasts filmic and historic reality.
440 Senior Research Project. (1)
An historical inquiry culminating in a capstone project that demonstrates command of historical research methods, prepared under faculty supervision. Required of all Option 1 and Option 3 majors.
Prerequisite: senior standing, permission of the department chairperson and instructor.
Open only to history majors.
441 Comparative Slavery. (3)
Explores the types of bondage, unfree labor systems, and slavery and the slave trade throughout African history as well as in a number of geographical regions for comparison. Includes Africa, the Mediterranean, the Caribbean, and Central and South America.
Prerequisite: HIST 150 or permission of the department chairperson.
445 History and Historians. (3)
Historiography: the major historians and the writing of history from Thucydides to the present.
449 American Culture Field Studies. (3-6)
American culture, its art, economic life, educational systems, geography, history, industry, languages, music, and society. Students travel through designated areas in North America. Requires considerable reading before the trip and papers at the conclusion. With departmental approval, secondary social studies teacher-education students with a concentration in United States history may apply 3 hours of credit to category 1, 2, or 3.
A total of 6 hours of credit may be earned.
450 Reading and Special Study. (1-3)
Topics for independent study and research to be chosen and investigated in consultation with an instructor possessing special competence in the area involved.
Prerequisite: permission of the department chairperson.
A total of 3 hours of credit may be earned.
452 Women in Modern European History. (3)
Survey of women's experiences in modern European history. Examines the impact of major socio-cultural, political, and economic developments upon their lives; attitudes toward women's social roles; and their diverse attempts to change their social, political, economic, and sexual status.
453 Modern Western Culture. (3)
Development of cultural and intellectual movements in the fine arts, literature, scholarship, political and economic thought, science, and social reform from the eighteenth century to the present. Emphasizes themes and problems of major significance.
454 The Era of World War I, 1870-1918. (3)
Survey of the background, immediate causes, and the course of the First World War with stress on nationalism, the alliance system, imperialism, militarism, national aspirations, power rivalries, wartime operations, and peace plans.
455 The Era of World War II, 1918-1945. (3)
The origins, immediate causes, and the course of World War II with emphasis on the peace settlement of 1919, revisionism, appeasement, diplomatic conflicts, military campaigns, and the foundations of the postwar world.
456 The Cold War and Europe Since 1945. (3)
European origin of the Cold War and rebirth of a "new" but divided Europe with stress on East-West conflict, power blocs, international relations, and temporary decline of European influence; ideological, political, economic, and social development, including competition between Western and Sovietized Eastern Europe.
458 Strategy and Diplomacy of the European Great Powers Since 1860. (3)
Examines, interprets, and evaluates British, German, Russian, French, Italian, and Austrian strategy and diplomacy—and economic, geographic, ideological, and military foundations of national power—focusing upon the "German Question," Eurocentrism, imperialism, two world wars, renewed multipolarity, the European Community, and the Cold War.
459 The Jews in Europe and the Middle East, 1098 to the Present. (3)
Survey of the Jewish role in European and Middle Eastern history and society. Focus will be on the commonalities and differences between Judaism, Christianity, and Islam, and changing attitudes toward the Jewish community in the nineteenth and twentieth centuries.
461 Development of Greek Civilization. (3)
Examination of Greek political institutions, society, religion, and intellectual life in the Hellenic and Hellenistic periods. Emphasizes the study of Greek forms of democracy and other contributions to Western civilization and culture.
462 Development of Roman Civilization. (3)
Political, social, and intellectual development of Rome from the beginning of the republic to approximately a.d. 500. Emphasizes the development of the characteristics of the Romans during the republic and the effect on them of Greek ideas and world domination.
463 Medieval Civilization. (3)
Political, social, and cultural developments of Europe from the late Roman Empire through the thirteenth century, with special emphasis on the history of medieval thought and art. Material covered in this course is basic for any further work in medieval history.
464 Development of Byzantine Civilization. (3)
Survey of the political, socioeconomic, and intellectual development of the Byzantine Empire from its beginnings to 1453, with special emphasis on Byzantine religious and cultural contributions and relations with the European and Muslim worlds.
467 The Renaissance and Reformation, 1300-1600. (3)
Specialized study of the crises, changes, and cultural achievements of Europe in an age of transition. Emphasizes such major topics as the late medieval crises, Italian and northern Renaissance thought and art, the religious crisis of the sixteenth century, and political, social, and economic problems of Renaissance Europe.
468 Magic, Witchcraft, and Science in the Early Modern World. (3)
Interaction of magic and science from 1492-1859, focusing on church dogma and social control; class tensions between learned elites and witches; and the development of empirical inquiry. Galileo and Newton will be studied alongside European and American magic users.
469 World Civilizations—Field Studies. (6)
Studies in world civilizations—their history, art, economic life, educational systems, geography, industry, languages, music, and society—through varied travel programs. Advance reading and a summary paper complement each year's travel program and are required. With departmental approval, secondary social studies teacher-education students with a concentration in world civilization may apply 3 hours of credit to category 1, 2, or 4.
471 France Since 1815. (3)
Political, social, intellectual, and cultural development of modern France throughout the periods of revolution and reaction, imperial growth, and republican reform and stabilization. Emphasizes conflicts of state power and individual freedom, capitalism and socialism, and war and peace.
472 France—The Classical Age, 1461-1715. (3)
Origins and development of French absolutism, classic culture, and society from the Spider King to the Sun King. Focuses on foundations of the ancient regime and its institutions—the monarchy, aristocracy, bourgeoisie, Gallican Catholicism—and France's influence on Europe.
473 French Revolutionary and Napoleonic Era, 1715-1815. (3)
Causes of the French Revolution—the great turning point of modern civilization—and revolutions in general. Stresses the development of nationalism, freedom of the individual, concentration of authority in the state, and the goal of national self-determination.
475 Britain, 1485-1714. (3)
A survey of the political, social, and economic history of England in the Tudor and Stuart periods. Emphasizes the rise of the national state, religious conflicts, the development of the power of Parliament, and overseas exploration and colonization.
476 Britain, 1714 to the Present. (3)
Survey of the many major changes in British life from the Hanoverian period to the present—modernization of political institutions, evolution of the limited monarchy, industrialization and social conflict, effects of imperialism and recent wars, problems of government and society since World War II.
477 Topics in English Constitutional History. (3)
Selected topics concerning the constitutional history of England, such as the development of the kingship, the common law, Parliament, the Tudor and Stuart theories of government, the cabinet system, and political parties.
481 Modern Germany. (3)
Experiences of the German people during the critical periods of national unification under Bismarck, the First World War, changing cultural and intellectual life, the Hitler and Nazi era, World War II, and the recent division of West and East.
482 Cultural History of the Celtic Peoples from Prehistory to the Present. (3)
Surveys the cultural history of the six modern Celtic countries (Brittany, Cornwall, Ireland, Isle of Man, Scotland, and Wales) and their ancient continental forebears, including major political events, literature, social organization, and traditional oral culture.
483 Irish History. (3)
Covers all of Irish history from pre-Christian Celtic times to the present, including political events, literature (both oral and written), the role of language, music, folklore, and other elements of Irish cultural history.
484 Southern Africa. (3)
Explores the arrival of the Europeans in the southern tip of Africa from 1652 and focuses on the subsequent four centuries of colonial domination of much of the southern African continent. Also investigates Black, Indian, and colored resistance.
486 Russian Civilization before 1917: From Kievan Rus to Imperial Russia. (3)
Surveys the political, social, and cultural history of Russian civilization from its origins in the ninth century under the first political organization of the East Slavic tribes, known as Kievan Rus, to the collapse of the Russian Empire in March 1917.
487 Soviet and Post-Soviet History. (3)
Surveys the political, social, and cultural history of the Soviet Union within the broader context of events before and after the breakup of the USSR to the present.
488 History of South Asia. (3)
Descriptive and analytical survey of the subcontinent of South Asia, comprising India, Pakistan, Bangladesh, and Sri Lanka, from early times to the present.
489 History of Southeast Asia. (3)
History of the region from earliest times to the present, with special attention to the formation of the earliest civilizations; the influence of Indian, Chinese, and European cultures upon the people of Southeast Asia; and the processes of synthesis that have taken place within these civilizations through the centuries.
491 Topics in Middle Eastern History. (3)
Selected issues and problems in the Middle Eastern world since Muhammed. Topics may include the expansion of Islam, slavery in the Middle East, the economic and social history and the Ottoman empire, the Arab/Israeli dispute, and recent national and international crises.
492 History of China to 1600. (3)
Descriptive and analytical survey of China's history from earliest times to roughly a.d. 1600, with emphasis on the development of the dynastic tradition, Confucian-based society and culture, and China's focal point status in the pre-1600 world order.
493 History of Pre-modern Japan. (3)
Analytical survey of pre-modern Japanese history to circa 1600, focusing on the ideological, political, social, economic, and cultural developments that build a foundation for the understanding of modern Japan.
494 Selected Topics in Non-Western History. (3-6)
Survey and investigation of a particular topic, problem, or issue in non-Western history with emphasis on topics, specialties, and materials not covered in other courses. Topics will be announced before each semester.
A total of 6 hours of credit may be earned.
495 Modern China, 1600 to the Present. (3)
Descriptive and analytical survey with emphasis on China's changing role as a member of the world community, its response to increased Western contacts, disintegration of traditional order, revolutionary changes through the Republic of China and the People's Republic, and significant elements of contemporary Chinese society and culture.
496 Modern Japan, 1600 to the Present. (3)
Descriptive and analytical survey of political and economic developments, foreign policy, and social and cultural change in modern Japan with emphasis on conditions contributing to its rapid modernization, nationalist and expansionist movements, and dynamic postwar recovery.
497 Selected Topics in European History. (3-6)
Survey and investigation of a particular topic, problem, or issue in European history with emphasis on topics, specialties, and materials not covered in other courses. Topics will be announced before each semester.
A total of 6 hours of credit may be earned.
499 Selected Topics in American History. (3-6) Survey and investigation of a particular topic, problem, or issue in American history with emphasis on topics, specialties, and materials not covered in other courses. Topics will be announced before each semester.
A total of 6 hours of credit may be earned.
150 Introduction to Social Studies Education at the Secondary Level. (3)
Introduction to teaching careers in social studies at the secondary level. Professionalism, teaching philosophy, job requirements, employment opportunities, state and national standards, beginning preparation for teacher licensure including initial steps in digital portfolio preparation, secondary school curricula, and the role of secondary education in the educational process are discussed.
Not open to students who have credit in EDSEC 150.
Open only to social studies teaching majors.
350 Teaching Social Studies in Junior High/Middle School. (3)
Concentrates on the selection and application of specialized materials and methods appropriate for teaching social studies in junior high/middle schools.
Prerequisite: junior status.
Open only to Social Studies teaching majors.
392 Teaching State/World Connections. (3)
Methods and materials for helping students acquire the knowledge, skills, and attitudes needed for teaching state/world connections. Uses content from the other courses in the concentration area.
Prerequisite: SS 397.
395 Teaching Social Studies in Secondary Schools. (3)
Theory and practice of teaching secondary school social studies. Emphasizes methodology, materials, and specific application in the secondary classroom. Includes introductory involvement in the teaching of social studies with a focus on rationale, planning, teaching, and evaluation.
Prerequisite: SS 350; 18 hours of credit in social science content courses; permission of the department chairperson.
Parallel: may be taken with or after (but not before) EDJHM 385; EDSEC 380.
Open only to Social Studies teaching majors.
397 Teaching Social Studies in the Elementary School. (3)
Materials and methods for teaching social studies, grades 1–6. Emphasizes social science concepts, behavioral objectives, teaching strategies, learning resources, attitudes and values, skill development, and program assessment.
398 Teaching Social Studies in Early Childhood/Kindergarten–Grade 3. (3)
Materials and procedures for teaching social studies from early childhood through grade three. Emphasizes concepts, behavioral objectives, inquiry techniques, learning resources, individualizing instruction, value clarification, skill development, and program evaluation. Required for early childhood (birth–grade 3) program.
450 Independent Study. (1-3)
Directed study of special problems or research in social science education by individuals or groups of students. Topics to be investigated are chosen after consultation with an instructor with special competence in the area involved.
Prerequisite: permission of the department chairperson.
A total of 3 hours of credit may be earned.


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Safari 5.1 (OS X Lion): Browse privately
When you browse the web, Safari stores information about the websites you visit. If you've turned on password saving in AutoFill preferences, Safari also stores any user names and passwords you enter. If you browse the web on a Mac that's also used by other people, they can view your browsing behavior by reading the history list or the list of stored passwords. To prevent others from gaining access to this information, use Private Browsing.
Many websites also store information on your computer, in cookies and other places. Cookies can be helpful: for example, a gaming website might store information that tells the website who you are, so when you revisit the website, it remembers your scores. However, some websites store tracking cookies and other data so advertisers can show you ads for products that match your interests. To inhibit third parties from viewing this kind of information, use Private Browsing.
When Private Browsing is on, webpages are not added to the history list, the names of downloads are removed from the Downloads window, AutoFill information isn't saved, and searches are not added to the search field's pop-up menu. Websites can't modify information stored on your computer, so services normally available at such sites may work differently until you turn off Private Browsing. Any changes made to cookies are discarded when you turn off Private Browsing.
Plug-ins that support Private Browsing also stop storing cookies and other tracking information.
Turn on Private Browsing
- While browsing a webpage using Safari, choose Safari > Private Browsing.
- When you see a confirmation message, click OK. A Private button appears in the address field to indicate that private browsing is on.
To skip the confirmation message, hold down the Option key while you choose Private Browsing.
Private Browsing is always turned off when you open Safari, even if it was on when you last quit Safari.
Turn off Private Browsing
- While browsing a webpage using Safari, choose Safari > Private Browsing (so the checkmark disappears), or click the Private button in the address field.
- Close any Safari windows you used to view private information. If you don't close the windows, other users can view those pages using the Back and Forward buttons.
- If you downloaded any items from websites, Private Browsing only removes the names of the items you downloaded from the Downloads window. To get rid of the items themselves, delete them from your computer.

subset: commoncrawl


text:
Main Site - :: Why Won't God Heal Amputees? ::
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Quote from: 3sigma on September 21, 2012, 07:46:53 AM... Does this mean that you wish advertisements you personally find offensive to be made illegal?Quesi was quite clear on this point. That's why she made sure to distinguish "offensive" and "dangerous".Her posts certainly do appear less reasonable when one doesn't do the courtesy of reading them.
... Does this mean that you wish advertisements you personally find offensive to be made illegal?
I was hoping Pat would chime in on this.
However in this case, I believe that it is a policy issue, rather than a legislative issue, and as such, would fall under the realm of the executive branch (as represented by the gubernatorial appointees on the MTA Board). Timo, who clearly knows much more about law than I do, can correct me if I am wrong here. I am assuming that you understand the difference between policies and legislation. So may I restate your question to read: Do you think that the MTA should write a policy that would prohibit inflammatory advertisements (like this one) from being posted on Mass Transit? And if so, how would you word that policy?If you are ok with that rewording, I would certainly be happy to attempt to address it.
Quesi was quite clear on this point. That's why she made sure to distinguish "offensive" and "dangerous".
If it were a white supremacists ad calling for the end of immigration and the shipping out of all non-white "immigrants" by any means necessary I am sure you would not only be offended but would demand its removal,no?
States like Arizona were already ramping up to rid their state of "immigrants" with their ridiculous laws.....would white supremacists ads be ok there?
Quote from: 12 Monkeys on September 21, 2012, 10:17:29 AMIf it were a white supremacists ad calling for the end of immigration and the shipping out of all non-white "immigrants" by any means necessary I am sure you would not only be offended but would demand its removal,no?I would think the people creating such an advertisement were bigoted and extreme, but I wouldn't demand its removal—I would simply ignore its calls. I also doubt any demand to remove it would succeed in court as we have seen in the case in the OP.QuoteStates like Arizona were already ramping up to rid their state of "immigrants" with their ridiculous laws.....would white supremacists ads be ok there? It wouldn't matter where such an advertisement appears, my position would be the same. I would ignore it. What would you do?
Now that the "freedom of speech" question has been put to rest, does anyone care to chat about the Israeli/ Palestinian issues?
I take it you are Caucasian,and such ads would not bother you because you are not in a group affected by such racist garbage?
So Sigma, do you still want me to write a draft of some imaginary legislation on this topic? Or are you satisfied?
Now that the "freedom of speech" question has been put to rest, does anyone care to chat about the Israeli/ Palestinian issues?
I always say what I mean. But sometimes I'm a sarcastic prick whose tone can't be properly communicated via text.
3Sigma, do you consider this forum's policy against trolling to be a freedom of speech issue?
However, am I correct in thinking you would still like to see such advertisements banned—if not through legislation then through policy?
If so, then isn't that still a general freedom of speech issue?
All you've done is shift the restriction on speech from legislation to policy.
Second, how would you word a policy that bans the advertisement in your OP?
What criteria would you use to determine when to ban something? Would you ban anything that a certain number of people personally find offensive and think others may react violently to it?
I think I've made it abundantly clear that I do not support the display of these ads in the subway.
Ok. I'm really flattered that you want me to try my hand at drafting legal language. Again, it would be so much easier to answer your questions if you showed me the courtesy of reading my previous responses to your questions. But let's start again. …The judge suggested that the MTA change its policy to put in place a stopgap measure for its advertising guidelines, like one that would "simply ban demeaning speech across the board."In this case, I really agree with the judge's ruling that the MTA policy, as currently written, does not provide enough protection. The MTA screwed up by not holding an unscheduled August meeting to amend the wording of this policy.
I really am going to ask you to show me the courtesy of reading my previous posts on this topic. As I have previously stated, different criteria would apply in different circumstances…[examples of different situations, but not the one in the OP]
So let me ask you a question. Do you believe in absolutely no restrictions on freedom of speech? Do you believe that the courts are violating your rights by any of the existing restrictions?
Quote from: 12 Monkeys on September 21, 2012, 06:33:51 PMI take it you are Caucasian,and such ads would not bother you because you are not in a group affected by such racist garbage?Yes, I am Caucasian. The white supremacist advertisements you described are not attacking me so I can ignore them based on those grounds. The advertisements are also a dog whistle to certain portions of my demographic group and I ignore them because of that as well. I don't wish to be associated with racists or bigots. I try to respect every individual until their behaviour indicates otherwise.However, if Christians ran advertisements like these I would ignore them as well and I wouldn't demand they take them down even though they are attacking or demeaning my minority group (atheists).
"In any war between the civilized man and the savage, support the civilized man."It concludes with the words, "Support Israel. Defeat Jihad," wedged between two Stars of DavidThe first statement itself is perfectly fine. Now for the second: Defeat Jihad is not defeat Islam, defeat Muslims or any such thing. It is defeat the holy war. Therefore, it's not hate speech. It is not advocating the taking of life, or the destruction of either a people or a nation. It is instead, asking us to consider our civilization, and stand against the violence that the concept of jihad, as embraced by terrorists, is perpetrating against civilization.However, more can be (and is, here) inferred because the ad's jewish leanings are clearly displayed, so, it is reasonable for the many readers to interpret the statement as inflammatory. The good news is that the ad's jewish leanings have been clearly displayed. Speech has been uttered, and everyone knows who has done the talking. Therefore, we can consider the source and process the content as we see fit.The reason we have free speech is not to make sure every crank and crackpot gets equal time... it is to bring about discussion, debate and critique. Let those who dislike the advert exercise their own rights of free speech. The public will (hopefully) come to a conclusion regarding the merits of the statement while considering its source.
Attacking a persons religious choice is NOT the same as stereotyping a group of people of a different ethnic background and singling them out for attack. If and when the Caucasians become a minority (soon enough) and are singled out for extermination.... then we will see.Yes these two factions are of different religions and are of similar ethnicity.....but the Jews are targeting a people and taking over their LAND.....but of course you may be OK with it since your forfathers did it to us in North America (I am Aboriginal)
In the strictest sense, yes, though one so trivial it isn't worth fighting over. Freedom of speech issues cover a range of topics and levels of importance.
As people have already noted, inciting people to violence is illegal and not excused by freedom of speech claims.
Some speech is considered libellous in some countries yet free speech in others. Are you arguing that banning advertisements because some people don't like them couldn't restrict freedom of speech?
Your most recent post seems to indicate that you were not even aware of the fact that there were Palestinian Americans until this morning? You seem to be completely unaware of the exponential increase in (reported) hate crimes against Muslims (and people perceived to be Muslims) in the US in the period following 9/11, which continues 11 years later, And I'm guessing you don't know a whole lot about the plight of Palestinians, both in Israel and abroad, or about the way the larger Muslim world views the displacement of the Palestinian people.
So it is more important, to you, to be able to post public ads calling all Palestinians savages than to be able to troll this forum. Interesting set of priorities, in terms of which is better or worse to be able to do.
I'm saying that freedom of speech is restricted in all sorts of cases, and that it's something best decided on a case-by-case basis.
QuoteI'm saying that freedom of speech is restricted in all sorts of cases, and that it's something best decided on a case-by-case basis.I'm wondering where the restriction ends.


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A740 - Astrobiology Seminar Spring 2009
DescriptionFollow the water has been the mantra for solar system life searches, but potentially habitable environments are likely to be cold, so follow the ice might be more appropriate. In this seminar, we will focus this semester on learning about water in the solar system from understanding how it arrived on the terrestrial planets, and current existence on Mars, the Moon and evidence for primordial solar system water in primitive bodies and on Earth. We will also discuss microbes in extreme icy environments, and biosignatures. This seminar will cover both basic techniques and interdisciplinary intorductions as well as highlight current research in astronomy, modeling, cosmochemistry, geochemistry and astrobiology.
Course StructureWhile designed as a graduate level seminar, because of the interdisciplinary nature of the group, efforts will be made to provide background material in each of the topic areas. This course will be open to all levels of graduate students, as well as upper level undergraduates. Students will synthesize the research presentations to bring them to a level understandable by the general public and will write up short articles on the research. In addition students will develop a glossary of astrobiology terms that will be submitted to the NASA Astrobiology Institute as part of their glossary development initiative. Reading material will be assigned before each seminar to provide the context for the science discussions. The articles will be posted on our team website for Reseach Discoveries in Astrobiology. Grades will be based on the Web magazine articles and participation in discussions during the seminar.
|Last modified: February 16, 2005
Karen Meech
Institute for Astronomy
2680 Woodlawn Drive
Honolulu, HI 96822 email@example.com


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A notebook hacked into a camera, to explore places and capture travel images and sights, in the form of words and journals, or drawings, watercolors or paintings. As seen in this mini-video, the product of a vacation taken by two friends and artists, Jessica Findley and Daniela Fuggetta.
What about you? Which place would you like to share?
Happy Holidays and Happy Exploring to everyone.


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Even though I have exercised pretty much all my life, I haven't always eaten right. When I was younger, nutrition was something of a mystery to me. All I knew was what I had heard…fat was the devil! So, I avoided fat at all costs. I loaded up on pretzels and every packaged fat free product advertised in the grocery store. It didn't matter what I ate as long as it didn't have fat. But what I didn't know was that I was actually loading up on carbs, calories and sugar that eventually turned to fat. What? I was going to aerobic classes, lifting weights, running and eating what they (whoever they were) said to eat and I was gaining weight!
Finally, I started to educate myself on the negative effects of eating all those carbs. I began to understand the necessity of adding healthy fats such as avocado, nuts, seeds and olive oil to my diet and how consuming the right proportion of macronutrients was essential to the hormonal balance and other systems within my body. So, I began to slowly change my eating habits by finding that healthy balance of protein, carbohydrate and fat. But it didn't happen overnight. The bad habits I had created all those years and the mindset I had of avoiding fat made it very difficult to change. Not to mention that I needed my pretzels and low-fat cookies! But, ultimately I became I pro at eyeballing the right portion sizes and it began to become a habit of including healthy fats in my diet. The pretzels and low-fat cookies gradually turned into yummy veggies seasoned to perfection and sautéed in olive oil, delicious salads topped with chicken breast and avocado, and sliced apples with almond butter. Not that I don't enjoy an occasional piece of birthday cake, pizza or bowl of ice cream. After all, I am human. But, my daily habits changed to healthier food choices. My body composition started to change before my eyes. Excess fat vanished and lean muscle mass began to take it's place. It was worth the effort!
Choose one daily habit that you know you need to change to see the results you want or that one thing you know you could add to your lifestyle that would make a positive change. Then, make it your mission to change just that one thing. When you have successfully made that thing a habit, then simply move on to the next thing. John G. Maxwell said it best, "You will never change your life until you change something you do daily. The secret of your success is found in your daily routine." Making small changes that develop into healthy daily habits will eventually lead to a healthy lifestyle. It doesn't have to happen overnight!
4 Ways to Flu-Proof Your Winter
Can you take measures to make elements of your immune system stronger? What if you improve your diet? Can you make other lifestyle changes to try to create better immunity?
The immune system is precisely that, a system. It requires balance and harmony to work well. There is still much to be learned about the interconnectedness of the immune system and its response.
What we do know is that the human body always works optimally when in homeostasis. The body requires nutrients to attain this balance and diet is where they come from. Logically, if we work to balance all aspects of our bodies such as our blood sugar, stress levels, hormones, how much sleep we get and how many macro and micro nutrients we consume in our diets, we set ourselves up to be the healthiest versions of ourselves. The immune system can in turn become stronger.
Nutrition and Immune Function
An area of active research is how the immune system functions as the body ages. Researchers believe that the aging process somehow leads to a reduction of immune response capability, which in turn contributes to more infections, more inflammatory diseases, and more cancer. As life expectancy in developed countries has increased, so too has the incidence of age-related conditions. Coincidentally the elderly tend to eat less and as a result often lack nutrients in their diets. This is an example of how nutrition may indirectly weaken the immune system via diminished nutrient intake.
Scientists have long recognized that people who live in poverty and are malnourished are more vulnerable to infectious diseases. Whether the increased rate of disease is caused by malnutrition's effect on the immune system is not certain. But we can certainly deduce that it is possible.
Malnourishment can happen right here in our own backyards as well, among the more affluent and middle class. Burgers, fries and white flour have the same effect on the body whether you are living in poverty or wealth. They lack the nutrients that make building blocks for a robust and healthy immune system.
Without adequate nutrition, the immune system is clearly deprived of the components needed to generate an effective immune response. Human malnutrition is usually a complex syndrome of multiple nutrient deficiencies.
More: Prevent Winter Colds With Immune-Boosting Foods
Vitamins and Minerals
There is certainly evidence that certain vitamins, minerals, nutrients and good bacteria can support and strengthen certain elements of the immune system. Some of include Vitamin A, E, C, D, Selenium, Zinc, B6, Omega 3 oils and Lactobacillus.
These vitamins and minerals are commonly found in whole foods such as fruits, vegetables, essential fats, lean meats and some dairy products. Taking a daily multivitamin and mineral supplement brings health benefits including supporting the immune system, however getting your nourishment from organic whole foods remains the best option.
Below is a list of vitamins and minerals, as well as top sources of foods where you can find them. Be sure to include a variety of these foods in your daily nutrition plan for immune system boosting.
Selenium: Some studies have suggested that people with low selenium levels are at greater risk of bladder, breast, colon, rectum, lung, and prostate cancers. Dietary selenium is essential for an optimum immune response, although the mechanisms of this requirement are not always fully understood. (Found in; Brazil nuts, sunflower seeds, bran; oat or rice, pork chops, oysters, liver, lobster, shrimp, caviar).
Omega-3 Fatty Acids: Helps produce Series 1 and Series 3 prostaglandins, which are anti-inflammatory agents. Excessive inflammation in cells can lead to asthma, arthritis, osteoporosis and headaches as well as autoimmune disease. (Found in; flaxseeds and green leafy vegetables. The omega-3 derivatives EPA and DHA are found in high fat, cold water fish such as albacore tuna, sardines, Atlantic halibut and salmon, Coho, pink and King salmon, Pacific and Atlantic herring, Atlantic mackerel, and lake trout).
Lactobacillus GG: has been associated with positive effects on the immune system such as increased cytokine, phagocytic activity (the ones that eat the dead cells and bacteria!) and antibody production. Supplementation is a good option. (Culturelle is a good brand)
Vitamin A: Plays a role in infection and maintaining mucosal surfaces by influencing certain subcategories of T cells and B cells and cytokines. Vitamin A deficiency is associated with impaired immunity and increased risk of infectious disease. (Found in: dried apricots, cantaloupe, sweet potato, squash, liver, carrots, lettuce)
Vitamin B6: Several studies have suggested that a vitamin B6 deficiency can depress aspects of the immune response, such as lymphocytes' ability to mature and spin off into various types of T and B cells. Supplementing with moderate doses to address the deficiency restores immune function, but mega doses don't produce additional benefits. (Found in: pork tenderloin, molasses, sesame seeds, hazelnuts, sunflower seeds, garlic, liver, bananas)
Vitamin C: Is especially required for the functioning of the phagocytes and T-lymphocytes. The major role of vitamin C is the protection of the immune cells against free radicals formed during the interaction of the immune cells with harmful microorganisms. (Found in: Oranges, cantaloupe, red peppers, kiwi, papaya, strawberries)
Vitamin D: Triggers and arms the body's T cells, the cells in the body that seek out and destroy any invading bacteria and viruses. Scientists at the University of Copenhagen have discovered that Vitamin D is crucial to activating our immune defences and that without sufficient intake of the vitamin, the killer cells of the immune system—T cells—will not be able to react to and fight off serious infections in the body. (Found in: Shitake mushrooms, salmon, catfish, soymilk, milk, sardines, eggs, "sunshine.")
Vitamin E: Is an antioxidant, meaning it neutralizes harmful free radical molecules in your body that are associated with cell damage. It also bolsters your immune system, allowing you to effectively fight off infections by bacteria or viruses. (Found in: Sunflower, safflower and wheat germ oil, peanuts, hazelnuts and sunflower seeds, kale, spinach and broccoli).
Zinc: A trace element essential for cells of the immune system. Zinc deficiency affects the ability of T cells and other immune cells to function as they should. Deficiency has been shown to impair cellular mediators of innate immunity such as phagocytosis and natural killer cell activity. Caution: while it's important to have sufficient zinc in your diet (15-25 mg per day), too much zinc can inhibit the function of the immune system. (Found in: wheat germ, oysters, beef, pumpkin seeds, squash seeds, watermelon, dark chocolate/cocoa, peanuts, crab).
If you would like more information about improving your immune system and living a healthier lifestyle, please contact me.
Well, if it has anything to do with improving your health, losing weight and getting toned, I have the perfect solution! I have partnered with a phenomenal company that offers only high-quality, natural, no-compromise products. I am so excited about this wellness program. Making healthy choices and eating clean has never been so simple. I used to spend hours shopping and preparing food to get in my six small meals a day and I would advise my clients to do the same. Getting just the right amount of protein, carbohydrates, healthy fats, fruits and vegetables used to be such a challenge. Nutrition is 80% of your fitness. That is a huge percentage. When you feed your body the right nutrients, it will respond by giving you more strength and vitality while reducing stress, fatigue and excess weight. Instead of starving yourself, counting calories or going on some fad diet that never lasts, try getting good nutrition while losing the weight you want to lose. The key to getting healthy and toned, losing weight and keeping it off is to find something that is convenient and that you can stick with for the rest of your life. But, even if you don't need to lose weight, you still need to give your body the nutrition it needs in order to live a quality life free of illness and disease. Please contact me for more information on your journey to a healthier lifestyle.
That is a question that I never gave much thought until my 17 year old son was diagnosed with Langerhans Cell Histiocytosis, a rare blood disease, that was unheard of 50 years ago. Why? Well, I started investigating and what I found out was quite astonishing. First of all, toxins exist all around us. After WWII, they didn't really know what to do with all the chemical warfare, so it ended up in agriculture and industry which means the air we breathe is toxic. Furthermore, the top soil used to plant crops has been saturated with pesticides and herbicides to the point that our ecosystem and the microorganisms that should exist have been virtually destroyed. Since the microorganisms play a vital role in providing nutrients to our plants and vegetables, we are obviously not getting the nutrients we need from our food. In fact, studies show that one would have to eat 43 bowls of spinach today to get the equivalent of the nutrients in one bowl of spinach about 50 years ago. So, even if we ate all the servings of vegetables and fruit recommended (and who really does?) we still wouldn't get all the nutrients our bodies need to function correctly. To make matters worse, cows and chickens in the US are being shot up with hormones and antibiotics, which unfortunately, end up in our bodies. So, what can we do? It's not really a question of what we can do . It's a matter of what we must do to cleanse our cells of toxins and feed our body the nutrients it needs so that we can live a healthy, quality life. If you are reading this blog and you are serious about your health and well being and/or want to maintain a healthy weight, please contact me for more information.
The old adage that women who are pregnant should kick back with their feet up is certainly outdated. WebMD states, "In the not-so-distant past, women were urged to cut down on or even avoid exercise during pregnancy. Today we know differently. Not only is it OK to participate in fitness activities during pregnancy, doing so can have a positive impact on both baby and mom." Granted, if you've never exercised a day in your life and you become pregnant then suddenly decide to dive in, there are certainly precautions you should take. Of course, talk to you doctor. He will let you know your limitations. Then, if feasible, hire a certified trainer. Preferably one who exercised while pregnant. If you are healthy and your doctor approves, there are many modifications for just about any physical activity you would like to try with the exception of horseback riding, skiing, sky-diving, rock-climbing"you get my drift. Use your common sense and listen to your body. I taught yoga, Pilates, cycle, step and muscle conditioning, took Crossfit, ran and swam up until the day I delivered. And, I felt absolutely wonderful and had an easy delivery and recovery. My son is almost 3 months and I only have about 3 more lbs. to lose to be back to my original weight. Thanks to exercise and the right nutritional program. There are also studies that the baby's brain activity increases when the mom exercises. So, no matter what your fitness level while pregnant, discuss exercise with your doctor and start moving your body!
I am taking public speaking at Lamar and I had to speak on an national issue that needed a solution so I chose childhood obesity. Here's my speech: "Has anyone seen the movie "Wall-e"? It's funny to watch. But, if we're not careful, we will all be confined to a robotic chair doing everything virtually and not being to pick ourselves up if we fall from lack of physical activity and poor eating habits! Children are our future. Even if you don't have kids now, chances are, you will. Let's start thinking ahead by creating habits that will last! Working in the fitness industry, I have seen the effects of physical inactivity and unhealthy eating. I will explain how we can make a difference in the health of our nation by creating healthy habits. We'll start by looking at the effects of obesity and ways we can eat more nutritious food. letsmove.gov shares that over the past 3 decades, childhood obesity rates in America have tripled, 1 in 3 children are overweight or obese. If we don't solve this problem, 1/3 of children born after 2000 will have diabetes or chronic obesity-related health problem like heart disease, high blood pressure, cancer, or asthma." As stated earlier, the children are our future so this affects us all. According to BMC Public health, the rise in the obesity is due to environmental changes, such as easy access to large portions of energy- dense foods…" So, if parents control the type of food their children are consuming by limiting fast food and buying healthier food to cook at home, obesity in children will decline. James Rouse of helpcurechildobesity.com states to first take the child to a doctor to make sure there are no health issues other than poor nutrition. If the child is obese strictly due to eating the wrong foods, it is time to change their lifestyle. RN & PhD Barbara Polivka states that parents agree that schools should educate children on nutrition, get rid vending machines and make low-calorie meals available. If schools still do not provide healthy meals, parents can send a healthy lunch with their child. The other aspect is to become more active as a family. The authors of www.letsmove.gov wrote that with healthy eating, physical activity can prevent the 3 leading causes of death; heart disease, cancer, and stroke. They also stated that children need 60 minutes of play with moderate to vigorous activity every day to obtain a healthy weight. Journaled by authors Hills, Okely and Baur, "Failure to provide activity opportunities will increase the likelihood that the children of today will live less healthy (and possibly shorter) lives than their parents." It has to start with the parent. Children are easily influenced by their parent's habits. They need to see a role model that not only talks the talk but also walks the walk like scheduling time for exercise in everyday activities. Biomed Central says the parent's role in childhood obesity should include increasing levels of physical activity. Get them moving at school. Most schools offer PE and athletics classes such as track, football & volleyball. After school activities like dance, gymnastics & baseball are also available in most communities. Families can get active together by riding bikes, walking, playing softball, basketball, tennis, or swimming. Be creative! Keep it simple and fun! So, as you can see, parents can play a vital role in fighting the obesity epidemic. In conclusion, As Michelle Obama put it. "The physical and emotional health of an entire generation and the economic health and security of our nation is at stake." How do you want to see the future of our nation? Dying of disease and suffering economically from medical bills or alive, fit and free to live a healthy life by incorporating healthy eating and physical activity.My hope is that we will all look toward the future and health of our nation by implementing a plan of action to become more physically fit and to pass on our healthy habits to our children!"
Eat-Clean Diet by Tosca Reno… The kids love this one! Modified some.
In a large skillet, heat olive oil over medium heat and cook ground turkey, venison or extra lean hormorne/antibiotic free hamburger meat, carrots, onion and garlic until browned. Add chicken or vegetable stock, tomatoes, quinoa ziti pasta and basil.
Reduce heat and simmer for 30 minutes or until pasta is al dente.
Preheat oven to 350. Prepare baking dish with a light coating of coconut oil. Turn pasta mixture into baking dish. Press down lightly with the back of a spoon.
Sprinkle with organic mozzarella, if using. Place in oven and bake for 20 minutes or until cheese is melted and golden.
1 lb. lean ground turkey, venison, or extra lean hamburger meat
2 cups of shredded sweet carrots
1 sm onion, diced fine
2 cloves garlic, minced
1-2 Tbsp olive oil, optional
1 26 oz can crushed tomatoes
1 cp low-sodium chicken or vegetable stock
8 oz brown-rice penne, quinoa (or other whole-grain pasta)
2 Tbsp fresh basil leaves, chopped fine
½ cp shredded low-fat organic mozzarella cheese, optional
coconut oil
So, here we are again, a new year, a chance to start fresh, lose weight, gain strength, and get healthy. Well, I propose we make it a new life resolution. Instead of going on a diet that you know you won't stick to or starving yourself (which is never a good idea), killing yourself with excessive cardio without strength training, core work, or stretching; let's focus on eating healthy by incorporating more fruits, vegetables, lean meats and healthy fats in place of junk food and include a balance of cardio, muscle conditioning, core work, balance and flexibility into your training. Making lifelong habits and establishing realistic goals that you know you will stick to and feel good about is absolutely the best route to take. Before you know it, you will be well on your way to that healthy lifestyle you have always desired. If you feel overwhelmed, and are not sure exactly where to start, please feel free to contact me for a free consultation.
Strength training is the use of resistance to muscular contraction to build the strength, endurance, and size of muscles. There are many different methods of strength training, the most common being the use of gravity or elastic/hydraulic forces to oppose muscle contraction. When properly performed, strength training can provide significant functional benefits and improvement in overall health and well-being, including increased bone, muscle, tendon and ligament strength and toughness, improved joint function, reduction in injury, increased bone density, an increase in metabolism, improved cardiac function, and elevated HDL (good) cholesterol. Training commonly uses the technique of progressively increasing the force output of the muscle through incremental increases of weight, elastic tension or other resistance, and uses a variety of exercises and types of equipment to target specific muscle groups. Strength training is primarily an anaerobic activity, although some have adapted it to provide the benefits of aerobic exercise through circuit training.
You do not need to be a bodybuilder to benefit from strength training. A well-designed strength-training program can provide the following benefits:
- Increased strength of bones, muscles and connective tissues (the tendons and ligaments)—This increased strength decreases the risk of injury.
- Increased muscle mass—Most adults lose about one-half pound of muscle per year after the age of 25, largely due to decreased activity. Muscle tissue is partly responsible for the number of calories burned at rest (the basal metabolic rate, or BMR). As muscle mass increases, BMR increases, making it easier to maintain a healthy body weight.
- Enhanced quality of life—As general strength increases, the performance of daily routines (carrying groceries, working in the garden) will be less taxing.
The Core Curriculum
Many exercises can be combined into a program that works all the major muscle groups. Neglecting certain groups can lead to strength imbalances and postural difficulties. A certified fitness professional can help you develop a safe, effective program.
You may also wish to consult with a certified fitness professional to learn safe technique before beginning a strength-training program. One set of eight to 12 repetitions, working the muscles to the point of fatigue, is usually sufficient. Breathe normally throughout the exercise. Lower the resistance with a slow, controlled cadence throughout the full range of motion. Lifting the weight to a count of 2 and lowering it to a count of 3 or 4 is effective.
When you are able to perform 12 repetitions of an exercise correctly (without cheating), increase the amount of resistance by 5 to 10% to continue making safe progress.
Staying Motivated
An encouraging aspect of strength training is the fact that you'll likely experience rapid improvements in strength and muscle tone right from the start of your program. To help keep your motivation up, find a partner to train with you.
Aim to exercise each muscle group at least two times per week, with a minimum of two days of rest between workouts.
Vary Your Program
Machines and free weights are effective tools for strength training, and a combination of the two is generally recommended. Utilizing both machines and free weights provides exercise variety, which is important for both psychological and physiological reasons. Variety not only reduces boredom, but also provides subtle exercise differences that will enhance progress.
The benefits of strength training are no longer in question. Research continues to demonstrate that strength training increases both muscle and bone strength and reduces the risk of osteoporosis. A safe strength-training program combined with cardiovascular and flexibility training will give you the benefits of a total fitness program.
This recipe was given to me by one of my clients. It calls for a cp of sugar, but I substituted with splenda and sugar-free jello. Delicious!! Thanks, Crystal!
1 bag fresh cranberries
1 apple, diced
1 orange, peeled
1 lg box of sugar free red jello (cherry or strawberry are best)
1 cup splenda
2 cups of boiling water
1 small can crushed pineapple
1/2 cp chopped pecans
In a food processor, blend first 3 ingredients. Pour into a bowl with pecans and pineapple. Add jello and splenda to boiling water. Pour jello over fruit and nut mixture. Stir all ingredients and let set up in fidge all night. Enjoy!


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Nashua alderman apologizes for offending city officials with pension commentsBy KIMBERLY HOUGHTON
Union Leader Correspondent
May 15. 2013 8:51PM
NASHUA — Alderman-at-Large David Deane publicly apologized on Tuesday for offending city officials and employees with comments he made recently about the Public Works pension plan.
"I guess I upset some people, so I would like to apologize," Deane said during a Board of Aldermen meeting.
Last week during an aldermanic Budget Review Committee meeting, Deane claimed an undisclosed Public Works employee recently received a $23,000 raise and is now ready to retire after serving 25 years with the department.
"The Public Works pension plan is predicated on your final year salary at 65 percent," said Deane. "… I just think that is gross negligence on the Public Works director's part."
In order to curtail this type of activity, Deane said he intends on drafting rules that would require employees to serve in certain positions for an extended period of time before receiving promotions that can significantly improve their pensions.
"It disturbs me to no end," Deane said at the time, calling the practice "nonsense."
On Tuesday, Deane apologized for using the term "gross negligence," but said he will not cease efforts to remedy the problem. Deane said he will choose better words when expressing his concerns in the future.
He also stressed that his comments were not a personal attack against the employee, arguing he doesn't even know the individual. Longevity of the pension plan, however, is in everybody's best interest, Deane said.
"Mayor, I did what you asked me to do," Deane said following the apology, referring to a letter Mayor Donnalee Lozeau wrote to Alderman Brian McCarthy, board president, in response to Deane's comments last week.
In her letter, Lozeau called Deane's statement a blatant attack on Public Works Director Lisa Fauteux, the Board of Public Works and the unspecified employee.
"Alderman Deane has no direct information that this employee has any intention of retiring in the near future," wrote Lozeau. "… Personal attacks, false accusations, conversations that question motives should not be allowed in the chamber. It is the collective responsibility of the body — be it committee or full board — to challenge inappropriate behavior, otherwise it reflects badly on the entire board."
She called on the Board of Aldermen, and Deane personally, to retract the comments and offer a public apology. The mayor also said Deane inappropriately commented on a hiring decision aldermen have no authority over. Lozeau said Deane's statements suggest the city should consider a person's age and retirement eligibility when making promotions.
On Tuesday, Deane said he never mentioned the worker's age, only his service of 25 years to the city. And although the Board of Public Works can hire its own employees, Deane said the Board of Aldermen, through the budget process, is responsible for appropriating money for those positions.
"I guess it really irritated me," Deane said during his apology, adding he will not back down about his concerns on pension issues.
If promotions are granted, Deane said workers should have to serve in those roles for five years — maybe even 15 years in the Public Works role being questioned — for the higher pension to be applied.
He vowed to prepare a resolution that would require positions to be filled for an extended period of time before pension increases are applicable, which, he said, would prevent situations like this from happening.


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You may have heard that the new World Youth Day logo was released last night in Rio de Janiero, where the next big international youth festival will be held next year. Here's a look at one version of the new logo:
And that prompted the social media desk at the U.S. Conference of Catholic Bishops to ask via Twitter what people think of it:
Some replies:
@USCCB @CatholicNewsSvc No; also disappointed & frustrated that the greatest historical, institutional art patron ran a crowdsourced contest
— William G Price III (@williamPriceIII) February 8, 2012
YES! RT @USCCB Do you like the new World Youth Day logo? @CatholicNewsSvc WYD officials in Brazil unveil logo for 2013
— Sr. Terry Rickard (@SrTerryRickard) February 8, 2012
YEEESS "@USCCB: Do you like the new World Youth Day logo @CatholicNewsSvc WYD officials in Brazil unveil logo for 2013 bit.ly/AodkPk"
— LisandroAcosta (@LisandroAcostaS) February 8, 2012
@USCCB @catholicnewssvc love it. Archbishop Sheen is smiling!
— Jim Steele (@Macsbampa) February 8, 2012
RT @CatholicNewsSvc: World Youth Day officials in Brazil unveil winning logo for 2013 bit.ly/AodkPk #CNSstory ~ Beauty!
— Mike Roach (@ihackmore) February 8, 2012
@USCCB,@CatholicNewsSvc WYD officials in Brazil unveil logo for 2013 bit.ly/AodkPkLove the colors & the outstretching of His arms!
— Paige Dowler (@PaigeDowler) February 8, 2012
What about you? Add your thoughts in the comments below.


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Rocky Mountain Title Sponsor of Ponca
Ponca City, OK.– RPM Sports announced today that Rocky Mountain ATV/MC, a leader in providing off-road enthusiasts with the largest selection of off-road gear at the lowest prices, has signed a two-year deal to serve as the Title Sponsor and official online powersports retailer for the Ponca City MX Championships. As an avid supporter of motor sports, Rocky Mountain ATV/MC is proud to have the opportunity to get involved with the Ponca City MX Championships.
2013 marks the 38th year of championship racing to be held in Ponca City, Oklahoma at the historic Jack Blevins Motocross Park. The Ponca City Amateur Championship, an AMA sanctioned event, will be held July 20-25, 2013.
"Rocky Mountain ATV/MC is excited to be involved with one of the oldest and most prestigious amateur motocross events in the U.S. We look forward to engaging with the racers and attendees of the Ponca City MX Championships and share our passion for racing!" said Dan Thomas, CEO of Rocky Mountain ATV/MC.
Fans will be able to get a glimpse of current Rocky Mountain ATV/MC offerings at RPM Sports events through public announcements, television commercials during live streaming broadcasts, and trackside advertisements. Rocky Mountain ATV/MC is proud to be able to support ALL racers at the Ponca City MX Championships through their "RACE GAS" gift card program. Rocky Mountain ATV/MC will also be providing up to $1000 in "hole-shot" award gift cards for the event.
"We are pleased to bring Rocky Mountain ATV/MC on board with RPM Sports Amateur program", said Allen McWilliams of RPM Sports. "Rocky Mountain ATV/MC continues to serve as a leader in providing great service and a vast selection of gear, so we are thrilled to establish a new partnership with them for the 2013 season."
Live streaming for the Ponca City MX Championships is available for the 2013 season! To follow the intense racing action live, use your YouTube app or log on to XSAN.TV orwww.rpmsportsonline.com.
For more information about Ponca City MX Championships, log on towww.rpmsportsonline.com.
For all media requests, please contact Jamie McWilliams firstname.lastname@example.com or call 205-699-8857.
Never miss out on the latest news! Follow RPM Sports on Facebook and Twitter!
Log on towww.facebook.com/pages/RPM-Sports/560780573950138 andwww.twitter.com/RPMSportsOnline.


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Stockton, CA
Rex Charles Cherry Sr.
July 27, 1944 - June 17, 2013
Rex Charles Cherry Sr., 68, of Stockton entered into rest on June 17, 2013. He was born July 27,
1944 in Fort Scott, Kansas and had resided in Stockton for 67 years. Rex worked at H.J. Heinz as a supervisor for 35 years. He enjoyed camping with family & friends. He was a huge fan of flat track racing at Lodi Cycle Bowl, Nascar, A's & Raiders.
Rex is survived by his wife, Cheryl Cherry; children: Teresa Cherry-Reese, Gena Cherry, Rex Cherry Jr and their spouses; 16 grandchildren and one great-grandchild; brothers Rick Cherry and John Cherry; sisters Carol Hamblin and Peggy Vlaovich; many nieces and nephews. Rex was preceded in death by his siblings: Betty Hoke, Jack Cherry, Laverne Lea, Topie Hamblin, Bill Cherry, and Bob Cherry.
Funeral services will be Thursday June 27 at 1:00 p.m. at Cherokee Memorial Cemetery in the Evergreen Chapel in Lodi, CA. Visitation will be Wednesday, June 26 from 4:00 p.m. to 8:00 p.m. at the Evergreen Chapel.


text:
Meal Type
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food&family Magazine
5 servings
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Tap or click steps to mark as complete
Serve this warm dish with fat-free milk.
If you do not have 2-cup ovenproof cereal bowls, spoon chicken mixture into deep-dish pie plate or 1-qt. casserole. Roll out biscuit dough to 9-inch circle; place over chicken mixture. Bake as directed.
You can use 2 cups of your family's favorite frozen vegetable or vegetable blend instead of the frozen mixed vegetables.
* Nutrition information is estimated based on the ingredients and cooking instructions as described in each recipe and is intended to be used for informational purposes only. Please note that nutrition details may vary based on methods of preparation, origin and freshness of ingredients used.


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I'm looking for a program that will allow me to modify accounts in my Active Directory and also log when certain things are done to an account. Such as when an account is created/disabled have a sql database somewhere or a log of somesort or even just send an email.
Or if AD can do this I would love to know how.
Basically we are a ASP and when customers call up to have new users created/deleted people are creating them and not following the process. So in my mind that triggers something that says take it out of the peoples hands and make it automatic.
Any ideas would be great.


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Difference between revisions of "Talk:ROS"
(→Groovy packages)
(posted link to ros groovy WIP)
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: Any updates on the packaging? If it's not working yet, I'd like to help. Can you post the PKGBUILD? [[User:Hanno|Hanno]] ([[User talk:Hanno|talk]]) 14:16, 17 April 2013 (UTC)
: Any updates on the packaging? If it's not working yet, I'd like to help. Can you post the PKGBUILD? [[User:Hanno|Hanno]] ([[User talk:Hanno|talk]]) 14:16, 17 April 2013 (UTC)
Revision as of 20:18, 17 April 2013
Pallegro, here. Hoping we can pool resources.
Does anyone have any ideas for packaging on aur? Should we have ros-$distro-$package or ros-$distro-$variant or just ros-$variant (and track releases)?
Just had the need to install ROS again. I'm trying out mosenle's stacks on a chroot for cross compile and pushing the little fixes I'm needing to do to a fork of his github groovy stack. I'm not sure I'm a fan of such fine-grained packages but that's a small issue. Meanwhile it seems a shame to waste the hard work he has put in. Hauptmech (talk) 14:15, 15 January 2013 (UTC)
- python/python2: some scripts use #!/usr/bin/python rather than #!/usr/bin/env python, e.g. rosconsole/scripts/generate_macros.py . So we should do {{{for file in $(grep -rl 'bin/python *$' .); do sed -i 's/bin\/python *$/bin\/python2/' $file ;done}}}
- genmsg.py buff.getvalue().strip().encode('utf-8') : I didn't encounter this. Any idea why this wouldn't be hitting ubuntu? I used catkin_make instead of cmake.
- ros-base variant (not just ros_comm) builds find for me.
- robot variant needed two small patches, one of which (collada_urdf) is fixed upstream:
--- collada_urdf/CMakeLists.txt 2013-01-10 12:14:26.551127084 -0400 +++ collada_urdf/CMakeLists.txt 2013-01-10 12:15:21.200339275 -0400 @@ -13,8 +13,8 @@ include_directories(include) find_package(Boost REQUIRED COMPONENTS system) include_directories(${Boost_INCLUDE_DIR}) -find_package(assimp QUIET) -if ( NOT assimp_FOUND ) +find_package(ASSIMP QUIET) +if ( NOT ASSIMP_FOUND ) find_package(PkgConfig REQUIRED) pkg_check_modules(ASSIMP assimp) endif() --- nodelet/CMakeLists.txt 2012-12-27 22:00:51.000000000 -0400 +++ nodelet/CMakeLists.txt 2013-01-09 16:22:23.001660738 -0400 @@ -47,6 +47,7 @@ add_dependencies(nodeletlib ${PROJECT_NA add_executable(nodelet src/nodelet.cpp) target_link_libraries(nodelet ${BOOST_LIBRARIES} ${catkin_LIBRARIES} + uuid nodeletlib )
- pcl needed:
--- common/include/pcl/point_cloud.h +++ common/include/pcl/point_cloud.h @@ -649,7 +649,7 @@ namespace pcl width (pc.width), height (pc.height), is_dense (pc.is_dense) { // Copy the obvious - properties.acquisition_time = pc.header.stamp; + properties.acquisition_time = pc.header.stamp.sec; properties.sensor_origin = pc.sensor_origin_;//.head<3> (); properties.sensor_orientation = pc.sensor_orientation_; --- pcl/PCLConfig.cmake.in 2013-01-14 13:49:57.826710380 -0400 +++ pcl/PCLConfig.cmake.in 2013-01-14 13:53:49.900025755 -0400 @@ -266,7 +266,12 @@ macro(find_VTK) endif(PCL_ALL_IN_ONE_INSTALLER) find_package(VTK ${QUIET_}) if (VTK_FOUND AND NOT ANDROID_NDK) - set(VTK_LIBRARIES vtkCommon vtkRendering vtkHybrid) + #set(VTK_LIBRARIES vtkCommon vtkRendering vtkHybrid) + unset(VTK_LIBRARIES) + foreach(lib "vtkCommon" "vtkRendering" "vtkHybrid") + find_library(VTK_${lib} ${lib} "${VTK_LIBRARY_DIRS}" VTK_DIR) + LIST(APPEND VTK_LIBRARIES "${VTK_${lib}}") + endforeach() endif(VTK_FOUND AND NOT ANDROID_NDK) endmacro(find_VTK)
Groovy packages
So I've been putting some work into creating a ros-groovy-desktop AUR package. It's not in a working state at the moment, but it compiles without error. The big issue that I'm running into is that the catkin make intall does not like installing to ${pkgdir} without coding all its paths as such (in env.sh and other such files). I'm trying to figure out the best approach to fixing this. Any suggestions? I can post my PKGBUILD if anyone wants it. Zootboy (talk) 19:30, 31 March 2013 (UTC)
- Any updates on the packaging? If it's not working yet, I'd like to help. Can you post the PKGBUILD? Hanno (talk) 14:16, 17 April 2013 (UTC)
- Here's what I have so far: http://mastermind.rh.rit.edu/ros-groovy-desktop-1.0.0-1.src.tar.gz (It may be in some weird state, I tend to comment out chunks of the build function to test it). The biggest issue I've hit is the fact that no matter what settings / directories I adjust in the catkin_make lines, it always ends up with hard-coded references to srcdir and pkgdir. See what you think... Zootboy (talk) 20:18, 17 April 2013 (UTC)


text:
In this Issue:
Add old-house charm. 48 amazing ideas to steal. Brilliant lighting design tips. Only This Old House gives you the inspiration, information and instruction to take on home improvement projects of all sizes and succeed. In every issue, find fresh design ideas for every room, creative DIY solutions, step-by-step projects, and tips from the pros. Take a look for yourself.
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text:
Carroll County Business Success Story
A young entrepreneur from Carrollton has customized his business with help from University of Missouri Extension's Small Business and Technology Development Centers.
Fresh from high school a few years back, Mike Carter went to work for the local FM radio station, KMZU 100.7 in Carrollton. The general manager of the station planned to teach Mike the ropes of the radio business ... marketing, advertising, programming, customer relations.
All those are good subjects for any newcomer to cover when entering a business. But Mike had a couple of hurdles to overcome. First, his heart was elsewhere. He preferred the roadways to the airwaves. Maintaining and customizing trucks and automobiles was what really tickled his fancy.
Secondly, Mike had an independent streak. He really wanted to start his own business and not be working for someone else — especially the general manager at KMZU, Miles Carter...Mike's father.
"When I graduated high school I was stuck with a choice. I had (either) college for the next four years or the workforce. And I worked for my dad for about two weeks — and that was about enough of that," Mike laughingly recalls.
So Mike followed his heart. He decided to start a truck accessories and body shop in Carrollton-Midwest Customs.
Share This
About this Story
Campus: System
Key words: Innovation, UM System,
County: Carroll


text:
Today is Day 3.
1: My husband, the MAME Man.
2. Cat Videos
3: Gardens
Peace Unity Family Friends
Breeding Life into existence since the end of the world
I'm just another teenager. I write about whatever.
Eyelash Extentions and More!
Natalie. Writer. Photographer. Etc.
In a world of poems, words steal love and put it on a blackboard
shit storms, shame, and stories that make you cringe
photography and traveling. | by Lois Key
The beautiful picture of angels makes you happy.
Quench Your Creative Thirst
Exploring the World with a Camera
Let's build.
All Things New England
Notebooks from a trampfest. Travel tips, tales and images, online since 2006.
Home of Lukas Kondraciuk Photography
travel and adventure


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Anal atresia is a condition that a baby is born with. It is a problem with the development of the anus and the part of the intestine leading to the anus. Anal atresia can make it difficult or impossible for the child to pass stool. The specific problems can vary but may include:
- Anal opening is too narrow or in the wrong place
- Membrane covers the anal opening
- Intestines are not connected to the anus
- An abnormal connection between the intestines and urinary systems, allowing stool to pass through the urinary system
Most of the time, anal atresia can be corrected.
An unborn baby's intestines develop during weeks 5-7 of pregnancy. A disturbance in this development causes anal atresia. The exact reason for the disturbance isn't clear.
Risk Factors
Anal atresia is more common in boys. It is also more common in those with disorders, such as Down syndrome and congenital abnormalities.
If your baby has anal atresia, symptoms may include:
- No anal opening present at birth
- Anal opening in the wrong location
- No stool within 24-48 hours after birth
- Stool being excreted through the vagina, penis, scrotum, or urethra
- Vomiting
- Tight, swollen abdomen
Milder anal atresia may not be apparent until later in life. It may show as a lack of bowel control by age 3.
You will be asked about your child's symptoms and medical history. A physical exam will be done.
Images may be taken of your baby's bodily structures. This can be done with:
Talk with your child's doctor about the best treatment plan for your child. Treatment options include:
Surgery may be an option to correct the anal atresia. The exact surgery will depend on the defects that are present. Options include:
- Surgery to connect the anus and intestine
- Anoplasty to move the anus to the correct location
- Colostomy to attach a part of the intestine to an opening in the wall of the abdomen to allow waste to pass into a bag outside of the body
Revision Information
- Reviewer: Kari Kassir, MD
- Review Date: 06/2016 -
- Update Date: 05/29/2014 -


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Actually, this is a 404 error page, but that's no reason not to get some kind of reward. Thus the totaly unrelated picture.
You got here by clicking on a link or entering a site address that doesn't work. Might be our fault, might be yours. If it happens again, click the Home button on the menu at the left and use the email link at the bottom of the page to let us know what you did that got you here. Or, use any of the other buttons in the menu to poke around. You might find what you're looking for.
Or, just hang here and contemplate the kitty. You could do a lot worse.


text:
Project Manager / Implementation Manager, OMS, EMS, Java, multi
- Recruiter
- Harrington Starr
- Location
- London (Central), London (Greater)
- Salary
- £70000 - £80000 per annum + Bonus + Benefits
- Posted
- 11 Jan 2014
- Closes
- 08 Feb 2014
- Ref
- Contact
- Taz Thiara
- Sector
- Banking, Finance & Insurance
- Function
- Job Level
- Experienced (non manager)
- Contract Type
- Permanent
- Hours
- Full Time
Project Manager / Implementation Manager, OMS, EMS, Java, multi asset class
Project Manager / Implementation Manager, OMS, EMS, Java, multi asset class
A London based global OMS/EMS software vendor (banking, finance) requires a project manager / implementation manager to be responsible for implementation of software projects into prestigious banking/financial services clients across the EMEA region. The candidate must have strong customer relationship management skills, experience working with front office systems (OMS/EMS), have prior SDLC, FIX and Java experience. The role requires the candidate to have experience across multiple asset classes and be willing to travel to client sites.
This is a fantastic opportunity to join a global vendor with a prolific client base that will allow you to work with some of the world's leading investment banks, asset managers and hedge funds. You will work on expansive projects within companies in the banking/finance sector. This vendor wants its project managers / implementation managers to build long term relationships with its clients, where you will be trained to be the point of contact between the vendor and the investment bank/hedge fund/asset management company. You will join a company with strong training in place with the desire for you to move into management.
You will work with the product development implementation team to deliver software into end users in the banking/finance industry. The company is dedicated to developing its PM/IMs to grow within the company.
To be considered for this Project Manager / Implementation Manager role, the candidate must have the following experience:
- 5 years + in front office (FO) environment
- OMS/EMS hands-on experience.
- Knowledge across multiple assets
- Project Management
Skills Required:
- Manage multiple projects and budgets.
- Strategic and operational work.
- Interpersonal skills to manage client accounts.
- FIX protocol and light coding (Java) experience.
Do not hesitate to apply. This is a highly sought after position in a high growth global company and therefore we are accepting applications immediately. Previously hired candidates have been promoted into management. If you have a desire to work every day with top level high profile clients this is a role that you need to apply for.


text:
Posted on August 23, 2010
One thing to which I attribute the success of the second annual 25th anniversary Book Fair is the number of focused collections we had. The art donations were notable, of course, but so were the two donations of African-American history and the massive donation of sheet music.
What can we do about this for next year? Well, we have just received a large collection of children's series books, covering, in a spotty way, the period from the 1860s through the 1970s. We don't have original editions of all the books, but it's amazing to me how some of them, written for kids of the 1860s, could be reprinted for kids of the 1890s, and then re-reprinted for kids in the 1920's. We have one book—Randy Starr Leading the Air Circus—in two editions, one in which Randy is leading his men in a Sopwith Camel, and a later edition in which he's flying a good, solid Spitfire. I wonder if they updated the text as well, or left that alone
I could list the series for you, but my notes run to six pages, and outside of marveling at, say Rob Ranger, the Young Ranchman or wondering how much The Timber Trail Riders differ from The Range and Grange Hustlers or Grace Harlowe's Overland Riders, what would it do for you? If I could post pictures, I'd show you some of the jackets, with art that throws you at once into the bygone worlds of 1930s comic books and pulp magazines and movie serials. The writing does much the same, and shows that if you get the details right, you don't NEED to update much for a new generation. I am certain that when I was 9 I would have read with a shiver The Case of the Missing Eyebrows, in which Renfro Harr (the hero of the Newspaper Boys series) discovers a pair of eyebrows frozen to a window.
The dashing heroes and heroines of these sagas were reporters, spies, G-Men, pilots, engineers, football players, scientists, explorers, Cub Scouts, Campfire Girls, sailors, whalers, soldiers…but at least one occupation has been omitted. Perhaps it's not too late. I submit for your approval the first few paragraphs of my next non-selling novel, The Book Fair Volunteers and the Clue of the Missing Title Page:
"Purring Pamphlets!" Evan exclaimed. "Who would tear out a title page?"
Clean-cut Evan Lamplighter stared at the book he held in his firm, clean hand, thoroughly washed as it was every day before he investigated the boxes of rare books left at the Newberry Library for its highly successful Book Fair.
"Maybe there was an inscription," said his twin sister, the lovely and athletic Lynn Lamplighter. She came to look over his shoulder. "It could have been something from his mother that he wanted to put in a scrap-book."
"Maybe he's a title page collector!" called their friend, jolly, fun-loving Polly Singer, as she stooped to pick up another box from the clean, grey concrete floor.
"Do you have the receipt?" asked Lynn, hurrying to help with the box, which was filled to the brim with ten year-old encyclopedia yearbooks.
"I remember the donor," Polly said. "He didn't want a receipt. I offered to write one out for him twice."
Evan looked up from the book. "He didn't want a receipt? Galloping Galsworthys! That's suspicious for a start! What did he look like?"
"I didn't notice especially. He was just an average book donor," said Polly. "About five feet seven and a half inches tall, with brown shoes and a tan trenchcoat. He had blue eyes, red hair and a red mustache, and he wore a black leather glove on his right hand and a white leather glove on his left hand." She and Lynn set the box of encyclopedias on a sorting bench. She stood up and pursed her lips. "But there was something unusual about him. What was it? Oh, yes! He had a hook in place of his left ear."
"Burn the Bridges of Madison County!" exclaimed Lynn. "He sounds sinister! We must consult Uncle Blogsy!"
Any publisher looking for the Next Big Thing can call and find out what happened next. In the meantime, please don't email me and ask if our latest donation included Book 3 of the Far Star Patrol series (The Far Star Patrol and the Pecatonica Pirates.) I have missing title pages to worry about.


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September 27 2011
Sabrina Schaeffer
Mr. Obama's troubles in the Rocky Mountains are indicative of the very steep climb that lies ahead for him over the next 14 months. The president has returned to the one job he's exceptional at - campaigning; but now he can't simply speak about hope, he has to defend his ineffectual economic record.
Gauging the mood and opinion in Colorado is interesting, especially since it's the state where President Obama chose to sign his massive $787 billion stimulus bill into law back in 2009. But the reality is that his effort to spur economic growth through redistribution has been ineffectual - and the people of Colorado know that.
The simplest solution for President Obama is to put forth policies that encourage greater market freedom - keeping taxes low, cutting the corporate tax rate, reforming entitlements, and expanding educational freedom. Doing so would introduce some much-needed certainty into the marketplace, and that's the surest way of predicting voter behavior in 2012.


text:
Hueco Springs Sunset
Exif: F Number: 13, Exposure Bias Value: 0.00, ExposureTime: 1/80 seconds, Flash: did not fire, compulsory flash mode, ISO: 200, White balance: Auto white balance, FocalLength: 70.00 mm, Model: Canon EOS DIGITAL REBEL XTi
Uploaded on 2/10/2008 6:03:58 PM
Camera: Canon EOS Digital Rebel XTi (400D/Kiss X) Digital SLR Camera
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