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AXcess News: Silver Refining Goes Green(July 15, 2010)
HOUSTON, TX -- (Marketwire) -- 07/15/10 -- Itronics, Inc. (PINKSHEETS: ITROD) announced that its 1st phase silver refinery expansion was slated for start up in August which would increase silver production ten-fold, but the process itself also cuts refinery costs 90%, making the green silver-maker one of the most cost effective refining operations in North America.
The Company first announced plans to expand its silver refinery in August 2009, though building out the facility to handle the increased capacity took nearly one year. Now Itronics is finally ready and according to founder Dr. John Whitney, the process could lift silver sales alone to over $43 million annually once the second phase of plant expansion is in place.
The proprietary process involves a stage one leaching circuit using Intronics' new FeLix and SuLix leaching processes that cut per melt costs 90%. Byproducts produced through FeLix and SuLix will also generate raw materials to be used in manufacturing Itronics' GOLD'n GRO line of environmentally friendly liquid fertilizers that in turn will cut production costs while adding new lines of fertilizer for the Company's already established marketplace.
Itronics operates the only EPA-approved plant in North America for processing spent photochemicals which are turned into GOLD'n GRO fertilizers. The heavy metals are recovered and the silver refined for producing the only numismatic quality 99.99% pure five-ounce silver bar manufactured in the U.S. -- a true 'green silver.'
The company has also identified a new source of recyclable silver material, ion exchange cartridges used on-site by photo processors to remove silver from liquids. The widely used steel wool cartridges would be shipped to Itronics' plant in Reno, Nevada, for processing. Silver-bearing batteries are also another recyclable resource Itronics is looking to. A military base in Nevada had previously approached Itronics to process silver-bearing batteries. Apple Computer is also weighing in on the possibility of moving to a silver-bearing battery for computers that could further expand Itronics' green silver operations.
Dr. Whitney told AXcess News that between Itronics' existing photochemical marketplace and the silver-bearing ion cartridges, "We have more than an ample supply of raw materials that can take us well into the second phase of our refinery expansion."
"Once operational, this revolutionary technology will increase profitability and open up new pathways to growth," said Whitney.
Itronics is forecasting green silver production to double once the phase one processing equipment is put into production next month. By phase two, production is expected to rise to 2.4 million ounces per year, or $43 million.
Itronics recently completed a 1 for 1000 share reverse in preparation for financing.
Note to Editors: "News Features" are stories provided to publishers copyright-free for print or online display at no charge. All we ask is that publishers include our byline (AXcess News) as the source, or if online, link to our Web site: http://www.axcessnews.com. If you are interested in displaying our news on a regular basis, please contact our editorial department at: 775-461-0362 or [email protected].
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Absences for Religious
Academic Integrity
Academic Record
Academic Writing
Advising—Doctoral Program
Advising—MSW Program
Doctoral Program
Code of Ethics and Client
Comprehensive Exams—
Doctoral Program
Cross-Registration and
Dissertation Embargo
Doctoral Continuation
Enrollment Status
Examinations and Papers
Good Standing
Grievance Policy
Leave of Absence
SSW Social Media Policy
Transcript/Diploma Holds
Transfer of Credit
University Communication
Policies and Student
Any student who is unable, because of his or her religious beliefs, to attend classes or to participate in any examination, study, or work requirement on a particular day shall be excused from any such examination, or study or work requirement, and shall be provided with an opportunity to make up such examination, study or work requirement that may have been missed because of such absence on any particular day. However, students should notify professors at the end of the first class meeting or at least two weeks in advance of any such planned observances, and such make-up examination or work shall not create an unreasonable burden upon the University. No fees will be charged and no adverse or prejudicial effects shall result to any student who is absent for religious reasons.
The pursuit of knowledge can proceed only when scholars take responsibility and receive credit for their work. Recognition of individual contributions to knowledge and of the intellectual property of others builds trust within the university and encourages the sharing of ideas that is essential to scholarship. Similarly, the educational process requires that individuals present their own ideas and insights for evaluation, critique, and eventual reformulation. Presentation of others' work as one's own is not only intellectual dishonesty, but also undermines the educational process.
Academic integrity is violated by any dishonest act which is committed in an academic context including, but not restricted to the following:
Cheating is the fraudulent or dishonest presentation of work. Cheating includes but is not limited to:
Plagiarism is the act of taking the words, ideas, data, illustrations, or statements of another person or source, and presenting them as one's own. Each student is responsible for learning and using proper methods of paraphrasing and footnoting, quotation, and other forms of citation, to ensure that the original author, speaker, illustrator, or source of the material used is clearly acknowledged.
Other breaches of academic integrity include:
Collusion is defined as assistance or an attempt to assist another student in an act of academic dishonesty. Collusion is distinct from collaborative learning, which may be a valuable component of students' scholarly development. Acceptable levels of collaboration vary in different courses, and students are expected to consult with their instructor if they are uncertain whether their cooperative activities are acceptable.
A. Student Roles in Maintaining Academic Integrity
Students have a responsibility to maintain high standards of academic integrity in their own work, and thereby to maintain the integrity of their degree. It is their responsibility to be familiar with, and understand, the University policy on academic integrity.
Students who become aware of a violation of academic integrity by a fellow student should respond in one of the following ways:
Students who have serious concern that a faculty member is not living up to his or her responsibility to safeguard and promote academic integrity should speak with the faculty member directly, or should bring their concern to the attention of the Chair of Academic Standards Review Committee or the Associate Dean, Chair, MSW Program.
B. Faculty Roles in Fostering Academic Integrity
Faculty members should provide students with a positive environment for learning and intellectual growth and, by their words and actions, promote conditions that foster academic integrity. Faculty should be concerned about the impact of their behavior on students. Students are sensitive to messages communicated in informal discussions and in casual faculty remarks about personal decisions and value judgments. Students are perhaps most sensitive to how responsibly faculty members fulfill their obligations to them in the careful preparation of classes, in the serious evaluation of student achievement, and in their genuine interest in and availability to students.
Faculty should promote academic integrity in the following specific ways.
C. Academic Deans
Academic deans have overall responsibility for academic integrity within their schools. In particular, deans' responsibilities include the following:
A Committee on Academic Integrity with both faculty and student members is to be constituted annually.
When a faculty member determines that a student's work violates the standards of academic integrity, that faculty member should discuss the violation with the student. If the faculty member decides to impose a grading penalty, a letter of notification describing the incident and the grading penalty is to be sent to the BCSSW Chair of the Academic Standards Review Committee (ASRC), who will convene the Committee on Academic Integrity and serve as Chair.
On receipt of such a notification the Chair of ASRC/Committee on Academic Integrity will notify the student of the allegation and the grading penalty imposed by the faculty member. The student will be given an opportunity to respond to the faculty member's notification in writing. While a case is pending, the student may not withdraw from or change status in the course.
Each reported violation of the standards of academic integrity will be reviewed by the Committee on Academic Integrity of the student's school. In cases involving students from more than one school, or students in joint or dual degree programs, the Committees on Academic Integrity of the pertinent schools will cooperate in their review.
The Chair of ASRC will maintain the Committee on Academic Integrity's record of notifications and relevant materials.
The faculty member bringing the accusation and the student will be notified that the case is under review by the Academic Integrity Committee. The student will be given an opportunity to respond to the faculty member's notification letter in writing. The board at its discretion may interview any individual with knowledge pertinent to the case.
The board will decide a case by simple majority vote, and the Chair of ASRC will convey to the faculty member and the student the committee's findings as to responsibility and recommended sanctions. The Chair of ASRC will compile a complete file of each case, to be kept confidential in the office of the Associate Dean for Academic and Student Services. Files on students found not responsible will be destroyed.
Penalties for students found responsible for violations will depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and the student's previous record of violations. The committee may simply affirm the faculty member's penalty and issue the student a "warning," which will be kept in a confidential file in the office of the Associate Dean of Student Experience until the student graduates and will not be reportable to professional schools or outside agencies; or it may recommend a different grading penalty and/or impose additional administrative penalties. Such penalties may include university probation, suspension or expulsion, all of which become part of a student's academic record and are reportable to graduate/professional schools and outside agencies.
Appeal of the board's decision may be made by written request to the Dean of the School of Social Work not later than ten days following notice of the committee's decision, and the Dean's decision will be final.
Student academic records are sealed at the time the degree is conferred. After this date changes may not be made, with the exception of errors or omissions.
Students are expected to use the American Psychological Association (APA) format when writing papers.
Doctoral students are encouraged to develop strong professional relationships with faculty mentors. These relationships provide an invaluable resource for support and practical assistance in course selection, defining and sharpening research interests, and long-range career planning. The Doctoral Program Director formally assigns an Advisor to each student prior to the start of the first year of study. Students are welcome to discuss possible reassignment of Advisors at any time with the Doctoral Program Director. Change of Advisor request forms are available on Canvas.
The Advisor assists students with planning for required and elective courses. The advisor and student develop a timetable for completion of the program. This Doctoral Study Plan must be filed with the Director of the Doctoral Program by the end of each academic year that the student continues in the program. Doctoral Study Plan forms are available on Canvas.
During their first year of study students are encouraged to identify faculty members who share similar research interests and career goals. Students entering their second year of doctoral study are encouraged to discuss with the Director of the Doctoral Program a refined selection of a faculty advisor who eventually has the potential to become the chair of the student's dissertation committee. Once the student has completed the publishable paper requirement, the student forms a dissertation committee with the input and final approval of the Doctoral Program Director. The chairperson of the student's dissertation committee also serves as the student's Advisor.
The objective of advising is to help the student optimize learning, integrate theory and practice, and to realize his or her potential as a social worker. Each student is assigned an Advisor with whom to confer in regard to his or her overall educational program. Staff in the BCSSW Advising Center are also available to all current MSW students.
The student should schedule an initial conference with his or her Advisor early in the semester. In the fall semester Advisors are responsible for discussing with their advisees the selection of a Field-of-Practice concentration for the final year of the program.
When a student's grade in any course falls below a B, the class instructor notifies the respective Advisor who then reviews the area of difficulty with the student and the instructor. If necessary, consideration is given to any personal problems of students, which may hinder their progress and development, and appropriate referral is made to University Counseling Services, the Connors Family Learning Center or the Disabilities Services Office.
For students in field placements the Advisor serves as a liaison between the agency and the School.
The Advisor has the responsibility of: a) reviewing the student's progress in the field with the student and the Agency Supervisor at least once a semester; and b) reviewing the student's written field evaluation at the end of the semester in order to assign a grade for field work.
When there are concerns around student performance in a field placement or agency compliance with Field Education requirements, it is the responsibility of the Advisor to review the situation with the student and the Agency Supervisor and, if necessary, present the material to the Academic Standards Review Committee.
The Advisor is responsible for the preparation of a student progress report which is forwarded to the second year agency and for preparation of the Final Student Report which is kept on each graduate.
Students are expected to attend classes regularly, take tests, and submit papers and other work at the times specified by the professor on the course syllabus. Students who are absent repeatedly from class or practica will be evaluated by faculty responsible for the course to ascertain their ability to achieve the course objectives and to continue in the course. Professors may include, as part of the semester's grades, marks for the quality and quantity of the student's participation in class.
Professors will announce, reasonably well in advance, tests and examinations based on material covered in class lectures and discussions, as well as other assigned material. A student who is absent from class on the day of a previously announced examination including the final examination is not entitled, as a matter of right, to make up what was missed. The professor involved is free to decide whether a make-up will be allowed.
A student who is absent from class is responsible for obtaining knowledge of what happened in class, especially information about announced tests, papers, or other assignments. In cases of prolonged absence of a student, the student or a family member should communicate with the Associate Dean of Student Experience as soon as the prospect of extended absence becomes clear. The academic arrangements for the student's return to classes should be made with the Associate Dean of Student Experience as soon as the student's health and other circumstances permit.
Students must consult the professor of record and the Associate Dean of Student Experience before they can audit a course. Only MSW students in the final year of the program are eligible to audit a course, and no more than one audit per semester is allowed. All students who audit a course must pay the one and a half credit fee.
Audits cannot be covered by Doctoral Fellowships.
A student attains the status of a doctoral candidate by satisfying all departmental requirements except the dissertation. This includes:
Students should understand that the confidentiality of material entrusted to them by clients and agencies must be maintained and respected. The Code of Ethics adopted by the National Association of Social Workers is available online and through the local National Association of Social Workers office.
Taping or recording of interviews or segments thereof without the client's informed consent is a violation of the profession's ethical standards. Every effort must be made to safeguard the privacy of the clients when discussing or writing about case material either in or out of class.
Doctoral students are required to complete comprehensive examinations at the end of the first year of study. The content of the examination is based on first year required courses. To be eligible to sit for the comprehensive exam a student must have completed the core seminars by May 21 with minimum cumulative average of 3.0 and cannot have any incomplete courses (see Good Standing). If the student receives any grades below B- in these seminars, it is strongly recommended that the student see the Advisor and the Director of the Doctoral Program regarding the wisdom of taking the exams.
The purpose of the examination is to assess the student's analytical ability to synthesize and integrate the course material and apply it critically to social welfare problems and issues. The exam is a time-limited in-class examination given at the end of the spring semester (usually in early June and extending over a period of 4 hours). The examination is evaluated by at least two faculty members and is graded on a pass/fail basis. Students failing the examination are reviewed by the Doctoral Committee, which makes a decision about whether the student will be allowed to continue in the program and to retake the examination. Students permitted to retake the examination must develop a written remedial work plan with their advisor and have it approved by the Director of the Doctoral Program. Students are expected to retake the examination before the fall semester begins.
With concurrence of the Advisor, a student may cross-register for one Social Work-related elective per semester in other graduate schools of the Consortium (Boston University, Brandeis, and Tufts) or the Graduate Consortium in Women's Studies (GCWS) (Radcliffe, Boston College, Brandeis, Harvard, Northeastern, MIT, and Tufts). Graduate students enrolled in degree programs at Boston College may take GCWS seminars and should follow the cross-registration procedures described below. Note that cross-registration through the Consortium or GCWS is not available during the summer session. To cross-register, follow the procedures below:
To cross-register for an elective in another school or department within Boston College, see the Associate Dean of Student Experience in McGuinn 136.
A student is eligible to register for Dissertation once they have attained the status of a doctoral candidate by satisfying all departmental requirements except the dissertation. This includes:
Upon submission of a completed doctoral dissertation in the School of Social Work, a student may request an embargo for not more than one year without special permission. To request an extension beyond one year, but for no more than two years, a student must submit a written rationale to the Director of the Doctoral Program. The Doctoral Committee and the chair (and co-chair, if any) of the dissertation committee must approve any extension.
Permission for an extension will be given only for specific reasons, such as the graduate's intention to publish work from the dissertation in a journal or book with a publisher that restricts consideration of manuscripts derived from dissertations that have been made available online. It is the graduate's responsibility to request an extension of the dissertation embargo. Permission is not guaranteed.
All students who have been admitted to candidacy for the PhD degree are required to register and pay the one credit fee for Doctoral Continuation (SCWK 9911) during each semester of their candidacy. Students register for Doctoral Continuation after completing requirements for dissertation-related course work.
Full-time enrollment is 9 or more credits. All students are considered half-time with 6 credits.
The credit amounts listed above are used to determine a student's enrollment status for loan deferments, immunizations, medical insurance requirements, and verifications requested by other organizations.
Doctoral students who are registered for Doctoral Publishable Paper Writing Project, Dissertation Direction, Doctoral Continuation, or Integrative Dissertation Seminar are considered full-time.
Final (Semester) Examinations must be scheduled during the period stipulated by the University. The Examination Schedule is set before classes begin. It is available to the public, and students are responsible for consulting it. A student who misses a final examination is not entitled, as a matter of right, to a make-up examination except for serious illness and/or family emergency. No student should make travel arrangements which are at odds with his or her examination schedule.
In the School of Social Work, a student is expected to maintain a minimum cumulative average of 3.0 and, when applicable, satisfactory performance in field education. Failure to maintain either of these requirements will result in the student's being placed on probation or being required to withdraw. A grade of F in a required course is grounds for review by the Academic Standards Review Committee and possible dismissal from the School of Social Work.
In order to remain in good standing, the student is expected to maintain normal progress toward fulfilling degree requirements. Students who are admitted on academic probation are reviewed by the Academic Standards Review Committee after completing four courses, and notified in writing of achieving a 3.0 GPA or higher or remaining on probation. The Academic Standards Review Committee reviews student performance each semester and recommends decisions to the Dean regarding warnings, probation or dismissal. Students are notified in writing when placed on academic probation, and, if appropriate, are asked to meet with the Academic Standards Review Committee.
The Dean reserves the right to dismiss a student from the school because of failure to meet requirements for education in the profession of social work.
The grading scale for courses in the School of Social Work is as follows:
|70 or above
|Below 70
|0.00 (Doctoral Program)
|0.00 (Doctoral Program)
The grade I (Incomplete) is recorded at the discretion of the instructor when because of extenuating circumstances such as illness, the requirements of the course have not been completed by the end of the semester in which the course was initiated. The grade of Incomplete can be given only upon request by the student to the instructor.
A student who has not completed the research or written work for a course taken in the fall, spring, or summer semester or is absent from the course examination in any semester, may, with adequate reason and at the discretion of the instructor, receive a temporary grade of Incomplete (I). A grade of Incomplete must be removed within a period of 30 days from the final date grades are due in the respective semester. However, students who enroll in the summer session must have all Incompletes resolved by the Summer Session Drop/Add deadline (May 15, 2015). If a grade of Incomplete has not been resolved, the summer courses will be dropped. Students not enrolled in summer courses will have thirty days to resolve the Incomplete.
Following this thirty-day period, all such "I" grades will automatically be changed to a grade of "F." In extraordinary cases, the student may petition the Academic Standards Review Committee for an exception prior to the deadline. Please note the following deadlines for changing a grade of Incomplete:
January 22, 2018 (Fall semester 2017)
May 25, 2018 (Spring semester 2018—if enrolled in summer courses)
June 18, 2018 (Spring semester 2018—if not enrolled in summer courses)
Students should be aware that a passing grade is required in all courses that are prerequisites for other courses. A grade of F in a prerequisite course will result in the student needing to drop any courses that are affected by the failed prerequisite. Situations where the student is in disagreement with faculty evaluation should follow the procedures outlined in the Grievance policy.
The high passing grade of A is awarded for superior work. The passing grade of B is awarded for work that clearly is satisfactory at the graduate level. The low passing grade of C is awarded for work that is minimally acceptable at the graduate level. The failing grade of F is awarded for work that is unsatisfactory.
Individual instructors may allow retake examinations and/or papers but the grade so earned can be no higher than a B-. Any retake examination or paper must be completed at the discretion of the instructor within 30 days of the original grade deadline.
A J grade is recorded when the grade is deferred. A faculty member may only assign a grade of J for courses that continue beyond the normal semester period. Upon completion of course requirements, the J grade becomes a P grade.
A U grade is recorded for ungraded courses such as Publishable Paper or Doctoral Continuation.
Grade changes should be made only for exceptional reasons. For all students, the grades submitted by faculty at the end of each semester are considered final unless the faculty member has granted the student an Incomplete to provide time to finish his or her course work. Incompletes should only be granted for serious reasons, such as illness, and only when the student has been able to complete most of the course work but is missing a specific assignment, (e.g., a final paper, an examination). Incompletes are not to be granted to allow the student to complete a major portion of the course work after the end of the semester.
A Pass/Fail option is available for a limited number of elective courses. All courses taken Pass/Fail must meet with the approval of the Director of the Doctoral Program.
In consultation with the Advisor, students may elect to take a maximum of 25% of their courses (i.e., two per academic year for full-time students, one per year for students following the Three-Year or Four-Year curriculum plan) on a Pass/Fail basis. The academic year begins with the fall semester and extends through the following summer semester. A Three-Year student is eligible to take only one course as Pass/Fail in either the fall, spring or summer semester of the first two years of study. Full-time students who take a course P/F in both the fall and spring semesters would not be eligible to take a course P/F in the summer.
Independent Study courses are restricted to Pass/Fail; however, students in Group Independent Study courses receive letter grades unless a student exercises his or her Pass/Fail option. The maximum allowable number of Pass/Fail grades is four.
The following required methods courses (SCWK 7762, SCWK 8800, SCWK 8809, SCWK 8855, SCWK 8856, SCWK 8888) are not eligible for Pass/Fail. No other course may be taken on a Pass/Fail basis during the semester in which an independent study is taken. The Pass/Fail Request form is available online or in McGuinn 221B and must be completed during the Registration Period for the relevant semester. The option cannot be initiated or rescinded later in the semester.
Note: A missing grade is recorded by computer program as an Administrative F. Procedures for removal are the same as those listed above for Incompletes.
The grading system for Field Education is Pass, Fail or Incomplete. A grade of Incomplete is based on less than satisfactory performance or extenuating circumstances, e.g., long absence due to illness. A student receiving an Incomplete grade may be asked to extend his or her field placement. The length of time will be determined by the learning needs of the individual as recommended by of the Academic Standards Review Committee.
The Academic Standards Review Committee (ASRC) is a committee appointed annually by the Dean, and is advisory to the Dean. Its responsibilities include the evaluation of performance, the oversight of program modifications, and review of grievances from faculty and students. The evaluation of student performance is considered an ongoing process at the School of Social Work.
At least once each semester, the Academic Standards Review Committee shall conduct a formal review of performance. The Committee also may be requested by faculty or students to call a formal review as needed at any time during the academic year. That review focuses on student performance, issues of integrity, requests to modify the usual program of study, or grievances related to the rights and responsibilities of students including, but not limited to, grade grievances.
The review is considered an essential part of the ongoing evaluation process and provides an opportunity for the student involved to participate in the process. Any matter requiring formal Committee review shall be brought to the Committee's attention as soon after its identification as is practicable. All requests for review shall be submitted in writing to the Committee Chairperson at least two weeks, if possible, before a formal review meeting.
Situations where the student is in disagreement with faculty evaluation and/or program planning or assesses a violation of rights should be approached in the following manner:
Any student who believes he or she has a grievance should communicate with the faculty member involved as soon as possible after the action being grieved, but no later than the close of the semester immediately following the semester in which the action giving rise to the complaint occurred. A grade grievance beyond a year is rarely, if ever, considered.
During the academic year the faculty member should communicate within two weeks of the student's request to discuss the grievance. If the matter cannot be resolved, the student should notify the advisor in writing of the grievance specifying the nature of the complaint and the remedy requested. Within two weeks of receiving the complaint, the student's advisor shall discuss the situation with the student and with the instructor and shall try to assist in resolving the difference/difficulty. If a mutually acceptable solution cannot be reached, the student shall notify the Academic Standards Review Committee in writing if additional input into resolving the difference/difficulty is sought or if attempts at resolution are unsatisfactory.
In matters of student grievance, the Committee shall assume responsibility for notifying all parties involved of the scheduled review. The advisor and the student shall attend the Committee meeting and present a summary of the difficulty or grievance, efforts presently underway or previously undertaken for resolution of the difficulty or grievance, and their recommendations. The Committee, the advisor or the student may request additional information from specific individuals having knowledge relevant to the situation.
The Committee shall meet within two weeks of a written request and shall notify both faculty and student verbally and in writing, if possible, ten days in advance of the meeting.
If a member of the Academic Standards Review Committee has a conflict of interest, he or she will recuse themselves from consideration of the matter under review.
During deliberations, only members of the Academic Standards Review Committee shall be present. The Committee shall determine the seriousness and/or validity of the student's difficulties and/or grievances. After considering any recommendations made by the advisor, the student and/or relevant others, the Committee must recommend to the Dean a course of action to be followed. Their recommendation may include no action, probation, dismissal, program modification or action as seems warranted regarding a grade grievance. When the difficulty or disagreement appears to be amenable to remedy, a specific time period shall be established for overcoming the issue under deliberation. At the end of this period, the Committee shall again review the situation and recommend appropriate action. The Dean shall notify the student of the final decision in writing.
The student has the right to request an appeal of the action on a grievance in cases where there has been a procedural violation or a demonstrable mistake of fact. A written petition of appeal must be submitted to the Dean within ten working days of written notification of the action on a grievance. The petition should succinctly state all facts relevant to procedural violations or factual errors.
If a petition for appeal is accepted by the Dean, the Dean shall appoint an Ad Hoc Appeals Committee to review the decision. The Appeals Committee shall be composed of three faculty members (not members of the Academic Standards Review Committee) and the Dean.
The Dean, who shall act as chairperson, shall be a non-voting member. The student has the right to challenge, for cause, any individual member appointed to the Appeals Committee. The final decision on membership rests with the Dean. In presenting to the Appeals Committee, the student shall introduce material of a substantiating nature and may request additional information from specific sources or individuals having knowledge relevant to the issue under appeal.
Graduate students who do not register for course work, Thesis or Dissertation Direction, or Interim Study in any given semester must request a leave of absence for that semester. Leaves of absence are not usually granted for more than two semesters at a time, and are rarely granted for students on Doctoral Continuation. Students may apply for a personal or medical leave of absence. As described below, appropriate documentation is required for a medical leave of absence.
Students may obtain a personal or medical leave of absence form online through the Boston College Office of Student Services and submit it to the Associate Dean of Student Experience for approval.
Leave time for either a personal or medical leave of absence will normally be considered a portion of the total time limit for the degree unless the contrary is decided upon initially between the student and the Associate Dean.
Personal Leave of Absence
Students on an approved personal leave of absence should contact the Associate Dean of Student Experience at least six weeks prior to the semester in which they expect to reenroll. The Associate Dean of Student Experience will make the decision on the readmission request.
Medical Leave of Absence
If a student is unable to complete the coursework or other course of study for a semester due to medical reasons, the student may request a medical leave of absence. Medical leave, whether requested for mental health or physical health reasons, must be supported by appropriate documentation from a licensed care provider. The student must submit this documentation to Counseling Services or Health Services as applicable, who will review it in confidence and make a recommendation to the Associate Dean of Student Experience, who must approve the leave. The University reserves the right to impose conditions on readmission from a medical leave, which may include the submission of documentation from the student's health care provider, the student's consent for the provider to discuss the student's condition with University clinicians, and/or an independent evaluation of the student's condition by University clinicians. Students seeking to return from leave are encouraged to contact the BCSSW Associate Dean of Student Experience as soon as possible prior to seeking readmission, but in no event later than eight (8) weeks prior to the desired readmission date. Students seeking to return to a field education placement must contact the BCSSW Associate Dean of Student Experience expressing the intent to seek readmission at least a full semester before the desired return.
At the time of requesting a medical leave, please consult the Associate Dean of Student Experience with regard to school policy concerning funding upon return.
Students on Boston College's medical insurance policy may be eligible to continue their health insurance the semester in which they take a medical leave of absence and the following semester. Please consult with Boston College Office of Student Services to learn more about this policy.
Students granted a medical leave because of a severe medical situation may be entitled to a semester's tuition credit to be provided upon readmission.
Students may be separated from the University for academic reasons (please refer to the Academic Standards and Review Committee: Policy and Procedures, Boston College School of Social Work Student Guide,) or for reasons of health, safety, or when a student's continuance at Boston College poses significant risk to the student or others (from Boston College Student Guide; please review for additional information).
MSW students requesting readmission to the School of Social Work must contact the Associate Dean of Student Experience at least one semester before their intended return to ensure appropriate class and field placement.
Doctoral students requesting readmission to the School of Social Work must contact the Director of the Doctoral Program at least one semester before their intended return.
The readmission decision will include a review of the student's prior academic performance, field performance (MSW students only), the length of his or her absence, current admission policies, enrollment and changes in the program or degree requirements that may have taken place during the period of absence. The decision will be based on a consideration of the best interests of both the student and the University.
Students who have taken a medical leave of absence may be required to provide current documentation from a medical care provider for review by the Office of Disability Services or University Counseling Services prior to readmission.
The National Association of Social Workers (NASW) Code of Ethics and Council on Social Work Education (CSWE) EPAS competencies provide guidance on the use of social media related to: dual relationships, privacy and confidentiality, professional boundaries, conflict of interest, professional image, informed consent, appropriate self-disclosure etc. While social media is a powerful tool for communication and connection, students should be mindful of its use, especially in defining the boundary between the professional and the personal.
In making decisions about your online presence as a social work student, students should:
1. Abide by all Field agency guidelines and policies regarding the use of technology in the delivery of services, such as email correspondence, confidentiality, etc.
2. Consult with your Field supervisor before you accept or offer access to your personal social networking site to a client, colleague or other individual at your placement. It is largely discouraged as it insinuates a non-professional relationship.
3. Refrain from making comments about an agency, supervisor, project and most especially clients on social networking sites.
4. Refrain from photographing and posting items that might identify a client, community or other entity without their consent.
5. Consider any posts you make of a personal nature that may impact your professional presentation, as social networking sites are public domain and may be accessed by anyone.
Students should consider their online communication as a representation of themselves, their Field agency, the Boston College School of Social Work and the social work profession itself. All online communication should be professional and respectful in tone and nature.
The maximum time-to-degree for Master's students is five years; the maximum time-to-degree for Doctoral students is eight years; and the maximum time-to-degree for MSW/PhD students is nine years.
A student who has not completed the degree requirements within the maximum time limit is not allowed to continue in the program without an approved extension by the Dean.
Diplomas will not be issued, nor transcript requests honored, for any student with an outstanding financial obligation to the University. The same policy applies to any student who does not complete the required loan exit interview.
Students, with the exceptions noted below, may request transfer of not more than six graduate credits taken prior to admission. Only courses in which a student has received a grade of B or better, and which have not been applied to a prior degree, will be accepted. If approved, the transfer course and credit, but not the grade, will be recorded on the student's academic record. Credit received for courses completed five years prior to a student's admission to his or her current degree program are not acceptable for transfer. Requests for transfer credit must be made prior to program enrollment.
MSW students who earned a BSW degree from an accredited Council of Social Work Education program within the previous five years may apply for advanced standing equal to a maximum of 21 credits. Students who earned course and/or field work credits in an accredited MSW program may receive up to the equivalent of one-half of the total credits needed for graduation. Only courses in which a student has received a grade of B or better will be accepted.
Doctoral students may request transfer of not more than six graduate credits (or two graduate courses) taken prior to admission. Only doctoral level courses in which the student received a grade of B or better will be considered for transfer from another university.
Official communications of the University with its currently enrolled students, including notices of academic and administrative matters and communications from faculty and administrative staff, may be sent via postal service, campus mail, or email. To assure that these communications arrive in a timely manner, all enrolled students have the following responsibilities:
For purposes of written communication, the student's local and permanent addresses on record at Student Services will be regarded as the student's official local and permanent residences. All students have a responsibility to provide both local and permanent mailing addresses and to enter corrections through Agora Portal if the addresses are not accurate in university records. Students should review their address record for accuracy at the beginning of each semester and again soon after submitting any corrections.
The University recognizes and uses electronic mail as an appropriate medium for official communication. The University provides all enrolled students with email accounts as well as access to email services from computer stations at various locations on campus. All students are expected to access their email accounts regularly, to check for official University communications, and to respond as necessary to such communications.
Students may forward their email messages from their University email accounts to non-university email systems. In such cases, students shall be solely responsible for all consequences arising from such forwarding arrangements, including any failure by the non-university system to deliver or retain official University communications. Students should send test messages to and from their University email account on a regular basis, to confirm that their email service is functioning reliably.
All student responses to official email communications from the University must contain the student's University email address in the "From:" and "Reply To:" lines and should originate from the student's University email account, to assure that the response can be recognized as a message from a member of the University community.
Graduate students who withdraw from a course after the drop/add period (first seven days of the semester) will have a "W" recorded in the grade column of their academic record.
To withdraw from a course, students must obtain the withdrawal form available online through the Boston College Office of Student Services and submit the form to the BCSSW Associate Dean of Student Experience in McGuinn 136. Students will not be permitted to withdraw from courses after the published deadline. Students who are still registered at this point will receive a final grade for the semester.
MSW students who wish to withdraw from Boston College in good standing are required to file a Withdrawal Form in the office of the Associate Dean of Student Experience.
Doctoral students who wish to withdraw from Boston College in good standing are required to file a Withdrawal Form in the office of the Director of the Doctoral Program.
In the case of students who are dismissed for academic or disciplinary reasons, the Associate Dean of Student Experience will process the withdrawal of an MSW student, and the Director of the Doctoral Program will process the withdrawal of a Doctoral student.
The student's advisor will write a summary evaluation of the student indicating both an evaluation of the student's performance and reason for withdrawal or dismissal.
The total MSW academic program (class and field) must be completed within five years of initial registration.
The total Doctoral academic program (class and dissertation) must be completed within eight years of initial registration. Students in the MSW/PhD program must complete within nine years of initial registration.

subset: commoncrawl


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Broncolor power packs are constructed for peak performance under heavy use. Long-life capacitors, durable components and solid state design ensure trouble-free operation for years.
A company already known for creating benchmark products, Broncolor has turned its attention to providing its legendary features, power and conveniences to a pack which is a fraction of the price of its previously most-affordable pack with the introduction of the 1,200 W/s Senso A2 power back. The lightweight Litos Flash head is an ideal match for the pack, so Broncolor includes one with this Senso Kit 21 - 1 Head Kit.
The Senso A2 provides symmetrical or asymmetrical independent control in 1/10 stop increments of each its three flash head outlets over a 6.5 stop range. As with all Broncolor products, you can expect negligible color shift throughout the whole range with very short flash durations and in the Senso A2's case, recycling times as short as 0.4 seconds.
The sleek design features rubber protective corners and an ergonomic, intuitive control panel featuring push button and rocker control of the pack. The LED readout panels can be set for either f-stops or W/s output. At 10.1 lb the Senso A2 can take to the road when needed. The pack can be triggered by cable and photo cell and is controllable remotely from camera or computer via the built-in RF receiver at distances up to 656' (200 m).
The Litos head weighs 5 lb, has a rating of 1,200W/s and employs a powerful 300W modeling lamp but the Litos can take the heat. It features an intelligent cooling system which responds to pack and head heat. The head's bayonet system gives the Litos access to Bron's extensive array of light shaping tools. An ergonomic tilting head allows easy positioning of the head.
Besides the Senso A2 pack and 1 Litos head with cable, the kit includes a 16.4' (5 m) sync cable, a 28 x 28" ( 70 x 70 cm) Flex softbox with adapter and a carrying case to store it all.
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Whenever their parish priest spoke about St. Teresa, Louis Martin would gently nudge his youngest daughter, Thérèse. "He's talking about your patroness," Louis would whisper to his little girl. Thanks to her father's influence, St. Thérèse of Lisieux grew up with a special affection for her namesake, St. Teresa of Avila. She looked to Teresa as her model throughout her life, once telling a priest, "Father, I want to love God as much as St. Teresa did."
Until a couple of years ago, I would have dismissed Thérèse's pious wish as the sort of thing a saint-to-be would say, not the sort of thing I would say. Of course Thérèse wanted to love God as much as St. Teresa. Thérèse was holy. Holy people want to imitate the saints. Holy people want to love Jesus even more than they already do. But as for me, I was satisfied with loving Jesus exactly as much as I already did. It wasn't that I didn't love Him. It was just that I wasn't inclined to empty any of the occupied space in my heart to make more room for Him.
But then I met St. Teresa of Avila. I had known who she was before. I even took her name at Confirmation back in eighth grade. But I didn't really know her until I began to read her writings, study her life, and pray for her intercession. That's all it took for an unrecognized feeling to begin welling up inside of me. For the first time in my very Catholic life, the concept of becoming holy intrigued me. I began to actually desire to fall in love with Jesus. Perhaps there should be advisory stickers on St. Teresa's writings, especially The Way of Perfection: "WARNING: This book may cause contrition and conversion. Side effects include increased love for Jesus and hatred of sin. Studies indicate that readers are more prone to engage in extended periods of prayer and voluntary acts of penance. Open at your own risk."
While St. Teresa's impact will not be the same on everyone, the Church nonetheless believes that an encounter with her is of universal value. That explains why she bears the distinction of being a Doctor of the Church. Regardless of the emotional impact of her writings, her exalted ecclesiastical status should be enough to merit a space for at least one of her books on any Catholic's reading list, right next to St. Thérèse of Lisieux's Story of a Soul.
The presence of Sts. Teresa and Thérèse (along with St. Catherine of Siena) among the esteemed ranks of the Doctors of the Church serves to remind women in particular that they have an "equal opportunity" to ascend to the peak of the Church's spiritual hierarchy. Not that this was ever the goal. Neither Teresa nor Thérèse aimed for public admiration or ecclesiastical prestige. Rather, they emphasized the importance of humility and exemplified it in their lives. The virtue of humility is a common topic in St. Teresa's writings, and St. Thérèse follows suit in her book as well. In fact, many themes overlap in the teachings of the two saints.
We can only speculate about how much direct influence Sr. Teresa of Jesus, the sixteenth-century Spanish mystic, spiritual leader, and religious reformer, actually had on Sr. Thérèse of the Child Jesus and the Holy Face, the nineteenth-century French girl who died before she was twenty-five. We do know that as a member of the Discalced Carmelites, Thérèse would have been familiar with Holy Mother Teresa's writings. We also know that Thérèse adorned the wall of her cell with Teresa's picture and one of Teresa's favorite verses: "Forever will I sing the mercies of the Lord." Thérèse employed these words at the beginning of her Story of a Soul, in which she occasionally makes direct reference to St. Teresa.
Thérèse spent her nine years as a Carmelite nun carrying out ordinary tasks with extraordinary love. As Bl. Teresa of Calcutta put it, Thérèse's canonization shows that we can be canonized too; we only have to do the little, ordinary things of life. While St. Teresa inspired me to want to love Jesus more, St. Thérèse's example helped me learn how I could begin to do that in regular life.
Thérèse smiled at a difficult nun instead of scowling at her. She quietly went thirsty so another sister could finish the cider. She chose the worst spot in the laundry room to spare the others from getting drenched. Thérèse took the real, if miniscule, struggles of daily life and turned them into opportunities to show love to Christ. But this approach was not entirely new; Teresa of Avila had presented the same idea centuries before. In the book which many consider her masterpiece, The Interior Castle, St. Teresa writes: "The Lord does not look so much at the magnitude of anything we do as at the love with which we do it." Teresa of Avila had articulated a fundamental principle of St. Thérèse's spiritual doctrine. Years later, Thérèse gave us a prime example of how to put the principle into practice. Both of these women understood that Jesus does not require great works from us. All He asks is that we love Him with our whole heart, mind, and soul.
Both Teresa and Thérèse knew that this same love could sanctify others as well. They taught that anyone could become a saint, because love for Jesus is the source of holiness. As St. Thérèse wrote, no one should despair of reaching "the summit of the mount of love." St. Teresa believed any person was capable of experiencing the perfect union with Jesus that she called "the Spiritual Marriage." Both women chose beautiful images and poetic phrases when they reflected on the glories of loving Jesus.
As such, Sts. Teresa and Thérèse offer a special perspective on the nature of holiness. They reveal that sanctity is a divine romance, that holiness is an invitation to fall in love with Jesus. Through their uniquely feminine sensitivities, these holy women communicate the passionate and emotional joy of loving the Lord.
These two heavenly Doctors help cure spiritual stagnation by assuring us that making more room in our hearts for Christ is nothing to fear or avoid. On the contrary, the love of Jesus promises to fulfill the deepest longings of the human heart. Like Thérèse, we should want to love Jesus as much as St. Teresa did. It's not just a pious wish. Loving Jesus is the path to true happiness in this life, and in the life to come.
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In general, a nurse is someone who protects, promotes and optimizes the health and abilities of others. Nurses can work to prevent illness or injury, alleviate suffering through diagnosis and subsequent treatment, and advise on care for individuals, families and communities.Continue Reading
There are many different types of nurses. Registered nurses, or RNs, practice in all health-care environments. Typically, an RN completes physical exams and health histories, provides health promotion and administers medication as well as wound care and other personal treatments. Registered nurses also have the ability to look at patient information and determine needed action, coordinate care with health-care professionals and direct and supervise care. While RNs are usually found in places like hospitals, nursing homes, medical offices and schools, they also work in locations like prisons and homeless shelters.
An Advanced Practice Registered Nurse, or APRN, refers to a registered nurse who has a Master's degree and clinical experience beyond that of a typical RN. Types of APRNs include a nurse practitioner and a certified nurse-midwife. The nurse practitioner is usually found in nursing homes providing medication and other care, while a nurse-midwife provides women with gynecological and low-risk obstetrical care. Another type of APRN, the certified registered nurse anesthetist, is responsible for about 65 percent of anesthetics given to patients each year.Learn more about Career Aspirations


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That Time Kevin Bacon Tried to Meet Allison Williams, Got Denied
"They wouldn't open the door!"
At the premiere party for his new serial-killer thriller The Following, we asked Kevin Bacon if he ever stopped by the Girls set (it's one stage over from his). He didn't, but he did have a Girls run-in that very morning. "I'll tell ya," he said, "today I was on Kelly and Michael, and Allison Williams was on the show, too, and her dressing room was right next door. So I thought I'd go and knock and say how much I liked the show, because I'm such a big fan — and they wouldn't open the door! I couldn't even get into the dressing room!" At this point, his co-star Natalie Zea chimes in: "Did you say, [does a deep voice] 'I'm Kevin Bacon!'" "No," he said. "They're very, very exclusive over there." He remains a Girls fan nonetheless. "I was thinking about the fact that if I wasn't already on a show, Girls would be a show I'd want to be on. But think about it — I'd have to go on as the grandfather." Or Adam's dad, we suggest. "Or the creepy uncle. But I don't want to be that."


text: I rolled my ankle this weekend and it fucking hurt, so I've been hobbling around on crutches and icing the fuck out of this bastard. If I had a nickel for every time I sprained an ankle, I'd have at least a few dollars. Maybe enough for a blowjob from a crackhead.


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Dr. John Amaro
John A. Amaro DC, FACC, FIAMA, Dipl. Ac. (NCCAOM), LAc, is an internationally known author, lecturer and practitioner beginning his practice of acupuncture and chiropractic in 1971. He has led 13 diplomatic Acupuncture study tours of The People's Republic of China escorting more than 500 doctors and practitioners. He has personally studied acupuncture in nine separate Asian nations.
Dr. Amaro received certification in acupuncture through the Columbia Institute of Chiropractic in 1973. This was one of the first acupuncture postgraduate education programs for physicians in North America commencing in 1972.
He was certified by the Waseda Acupuncture College in Tokyo, Japan in 1974 and graduated from the Chinese Medical Institute in Kowloon, China in 1976. He had previously taken postgraduate studies at the Tai Chung Medical School in Taipei, China in 1973.
Dr. Amaro received his diplomate status from the Shanghai Research Institute of Acupuncture in 1980, and received his diplomate (Dipl.Ac.) from the National Certification Commission for Acupuncture and Oriental Medicine in 1985.
The Terms EMI', Electro Meridian Imaging', Contemporary Acupuncture Diagnosis' and EMI Digital Probe'
are trademarked by and for use only by Dr. John A. Amaro


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ScreenMeet Support works on all customer platforms including Windows, Mac, Android and iOS. The support agent only needs a web browser.
Users just click a link you send to them or enter a 6 digit code into a web page or mobile app. ScreenMeet automatically detects their platform and guides them through the remote support process for their device.
Customer Support can view and remote control the customer's screen directly in their web browser. No special software required.
ScreenMeet Support is integrated with leading CRM vendors including Salesforce, ServiceNow and Zendesk. With ScreenMeet, you no longer need additional software to run remote support sessions from your CRM.
256-bit SSL encryption and data centers world wide ensure that your sessions are safe, reliable and fast. One-time session keys ensure consumer safety.
Sign up for your free trial. Start your first support session instantly after you register. It takes less than 30 seconds.Sign Up Now


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If you're a teacher or administrator, you want to make sure your school engages and serves students and parents alike. The Harvard Graduate School of Education created this expert-certified template to survey parents regarding their thoughts, feelings and attitudes about their child's school. From questions about the parent's role in their child's education, to their child's school interactions, this survey gives you the feedback you need.
To get to know your student population and what's working (and what's not) at your school, give this 48-question survey to their parents. Do parents foster their child's learning outside of the classroom? How do they view the school's approach to discipline? How motivating are classroom lessons? Your school's success has so many factors and this survey will help you focus your efforts for improvement. You can customise this survey and add questions to get feedback specific to your school and its programmes.
To create a survey using the K-12 Parent survey template, just sign up or sign in to SurveyMonkey. You'll be able to choose the template when you start creating a survey.
Do you want to know what your customers are saying about you? Customer satisfaction surveys can help you find out what people think of your company, obtain feedback about customer service, and more.Preview Template
When you listen to your employees, you can make decisions that build a happier workplace. Find out how employees really feel about their jobs. Obtain the feedback you need to keep them happy.Preview Template
Organising an event is by no means easy. Who's coming? What's their schedule like? Event surveys can give you a clearer picture. When you've finished, receive post-event feedback so that you can improve for next time.Preview Template


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Average Sales Price Resource Center
Effective January 1, 2017, as a result of the CURES Legislation, payment for DME Infused drug with be ASP+6%. This is a dramatic change for many of the drugs covered under the DME benefit. NHIA has compiled an analysis of showing the effects of the shift to the ASP+6% pricing methodology, which can be accessed by members here.
Background on ASP pricing methodology:
Effective January 1, 2005, Medicare implemented a new Average Sale Price-based methodology for certain Medicare Part B-covered drugs administered in physician offices as well IVIG and respiratory medications. NHIA members expressed serious concerns about how ASP will be interpreted by non-Medicare payers and whether these payers understand the impact ASP pricing would have on access to home infusion therapies. Members have also sought contractual strategies to reduce the risk that payers will implement sudden and arbitrary pricing changes. Up until the January 1, 2017 Medicare reimbursement for infusion drugs furnished in the home through an item of DME (except home IVIG) continued to be at 95% of AWP.
Tools and Resources
Private Payer Focused Resources
ASP: Financial Analysis on Home Infusion Products
Medicare Policy & Background Documents
Quantifying Non-Drug Costs of Home Infusion


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YES! Recommends: Food For Everyone
by Jing FongMar 11, 2009
- Raising youth: growing food, justice, and leadership in your classroom. These articles from the Food For Everyone issue of YES! Magazine embody the possibilities when we take our health and our food into our own hands.
Rescue the Planet
by Stephanie McMillanDec 29, 2008
- A comic strip by Stephanie McMillan with additional curriculum materials on analyzing comics and cartoons.
Connect and Engage: Food and Water
by Jing FongJun 30, 2008
- Give your students more hands-on activities with these captivating lesson plans about life's most basic means of survival: food and water.
Finding Your Voice Through Food
by Karen CherubiniJun 30, 2008
- Karen Cherubini's third graders accepted the EPA's challenge to reduce their carbon footprint by making different food choices. They also learned how asking questions can change your life. This is Karen's story.
Teaching Climate: Scientists and Kids Explore Global Warming
by Gary Braasch, Lynne CherryApr 04, 2008
- Award-winning photo-journalist Gary Braasch has joined forced with kids author Lyne Cherry to tell the story behind the big climate change headlines and introduce 5-8 graders to the science of global warming.
Teaching Global Warming in Tumwater
by Jana DeanApr 04, 2008
- Jana Dean tells her inspiring story of what happened when she took teaching about climate change beyond the text books. What happens when you pause and listen to your student's fears and allow space for them to work through their feelings of powerlessness? In Tumwater they created a new recycling system for the entire school.
Teaching Climate: Digital Story Telling
Apr 04, 2008
- BRIDGES to Understanding has developed teaching tools around the issue of Climate Change that focus on journaling and digital story telling for your students. As your students develop their stories you can follow the work of other schools on-line.
Climate Art: The Longitudinal Installation
by Xavier CortadaMar 10, 2008
- Artist Xavier Cortada created an installation in Antarctica featuring quotes of people affected by climate change around the world. Creating this installation in a continent with no borders, the artist aims to diminish the man-made barriers in the world above it.
The Green-Collar Jobs Campaign Teaching Toolbox
by Jing FongMar 10, 2008
- The Green-Collar Jobs Campaign Teaching Toolbox offers a five-part series of lesson plans designed for use in high school classrooms. These interactive activities explore key themes surrounding Green-Collar Jobs Campaign's work, including: the green economy, eco-equity and eco-privilege, model cities, and restorative justice. We've identified compelling YES! articles to support teaching with these activities.
Connect and Engage :: Consumption
by Jing FongJan 30, 2008
- Resources to accompany the January/February 2008 Education Connection newsletter on The Story of Stuff and Consumption: Facing the Future, The Center for Ecoliteracy, UNESCO, and Redefining Progress.
Resources for a Sustainable Future
by Katie BillingsMay 19, 2005
- Want to take action, but don't know where to start? Start here! The following is a list of organizations that support both teachers and students in their efforts to create positive environmental change.
Questions for Students: Bringing Biodiesel from Colorado to Colombia
by YES! for Youth Education ProgramMar 10, 2005
- Questions for reflection and discussion from the article "Bringing Biodiesel from Colorado to Colombia"
Questions for Reflection: The Lake and the 'Hood
by YES! for Youth Education ProgramAug 23, 2004
Questions for Students: When Youth Lead
by YES! for Youth Education ProgramAug 23, 2004
Questions for students: Seeds of Justice, Seeds of Hope
by YES! for Youth Education ProgramAug 23, 2004
Sustainability is not just about the environment. It's also about fair economies and social justice.


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Monday, 20 August, 2018
Sheet music search engine where people can search for free ... Category: Music
New York City private dealer specializing in Spanish Colonial art, ... Category: Visual Arts\Resources
Harpswell, ME offering rare antique maps and old sea charts. Category: Visual Arts\Resources
Muse Gallery: drawings, sketches, and computer graphics, including Flash animation. ... Category: Visual Arts\Personal
Contemporary artist's paintings inspired by the styles of the old ... Category: Visual Arts\Painting
Oil Paintings which invite visual dialogue of Mestizo-Baroque themes and ... Category: Visual Arts\Painting
Russian-born painter who says she was inspired by the works ... Category: Visual Arts\Painting
Paints landscapes, still lifes, figures, and portraits in the post-Renaissance ... Category: Visual Arts\Painting
Norwegian Romantic Realist paints mostly nudes and portraits. Includes some ... Category: Visual Arts\Painting
Online magasine by Jurate Macnoriute, concentrates on promoting the artists ... Category: Visual Arts\Painting
The hub for New Mexico art on the Web including ... Category: Visual Arts\Galleries
Tours in Italy and Australia for painters and non-painters, sketchers ... Category: Visual Arts\Education
Evolves around Beverly Biggs who plays the harpsichord and fortepiano, ... Category: Performing Arts\Theatre
Ensemble of dancers and musicians founded by Thomas Baird and ... Category: Performing Arts\Dance
French company directed by Béatrice Massin. Information about the company ... Category: Performing Arts\Dance
Directed by dancer and choreographer Catherine Turocy. Photo gallery, video ... Category: Performing Arts\Dance
Includes background information, HTML versions of 18th century dance manuals, ... Category: Performing Arts\Dance
Company based in Seattle Washington that reconstructs, performs, and teaches ... Category: Performing Arts\Dance
Society aiming to promote teaching, performance and research in European ... Category: Performing Arts\Dance
Group based in West Yorkshire performing dances from the 14th ... Category: Performing Arts\Dance
Biography, discography, photographs and sound clips of the American tenor. Category: Music\Vocal
English counter-tenor. Biography, photos, audio clips and reviews. Category: Music\Vocal
English countertenor details boychoir experience as well as mature roles ... Category: Music\Vocal
Biography, news, discography, photo gallery, schedule, review quotes, and links. Category: Music\Vocal
Official website. Professional biography, discography, concert schedule, repertoire list, photo ... Category: Music\Vocal
A mezzo-soprano singer of medieval, Renaissance, Baroque, classic, and twentieth ... Category: Music\Vocal
English soprano duo of Evelyne Beech and Jane Field with ... Category: Music\Vocal
Soprano duo that perform a rich repertoire of classical vocal ... Category: Music\Vocal
English baritone. Contact details, biography, photographs, CDs, news, reviews, and ... Category: Music\Vocal
Extreme symphonic metal from Switzerland. News, biography, discography, MP3s, lyrics ... Category: Music\Styles
Specialty publisher of books on opera, classical music, music history ... Category: Music\Styles
Offering a Bachelor of Music in Jazz Studies. Official homepage ... Category: Music\Styles
Houston Early Music presents historically-informed performances of early music in ... Category: Music\Styles
Project in which University of Texas at Austin students work ... Category: Music\Styles
As a small ensemble or as a chamber orchestra with ... Category: Music\Styles
Group performs baroque chamber music. Biographies, schedule, CDs. Category: Music\Styles
Quartet of two violins, viola da gamba, and lute/theorbo/guitar (plus ... Category: Music\Styles
They provide Southern California with a performing ensemble dedicated to ... Category: Music\Styles
David Bellugi is a performer, recording artist and teacher of ... Category: Music\Styles
Basel-based female ensemble researching and performing the repertories of twelfth ... Category: Music\Styles


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VTV Applauds Bi-Partisan Congressional Support For New School & Campus Safety Initiatives
Families of Virginia Tech shooting victims and survivors say funding can help save lives on campus
Jan 22, 2014, 04:51 EST
WASHINGTON, Jan. 22, 2014 /PRNewswire/ -- New funding included in the Omnibus appropriations measure approved by President Obama last week will improve college campus and school safety according to VTV Family Outreach Foundation (VTV), families of the victims and survivors of the Virginia Tech mass shooting. Led by Virginia Congressman Frank Wolf and with overwhelming bi-partisan support, Congress included $75 million to create a comprehensive school safety initiative and an additional $2 million to support the recently created National Center for Campus Public Safety.
(Photo: http://photos.prnewswire.com/prnh/20140122/PH51094 )
"We deeply appreciate this bi-partisan Congressional support to save lives at schools and on college campuses," said VTV President, Joe Samaha. "This funding will enable the U.S. Department of Justice to provide essential safety resources for schools and colleges nationwide."
"This funding will empower schools, colleges and universities with the technical resources they need to better prevent and respond to active shooter and other emergency situations," said S. Daniel Carter, Director of VTV's 32 National Campus Safety Initiative (32 NCSI). "We are grateful to Congressman Wolf and his colleagues for their leadership."
About VTV Family Outreach Foundation
The VTV Family Outreach Foundation is a 501(c)(3) non-profit organization established by a majority of the families and survivors directly impacted by the April 16, 2007 tragedy at Virginia Tech. Determined to prevent a similar tragedy, the Foundation advocates for K-12 and campus safety and security. VTV's landmark project called 32 National Campus Safety Initiative™ will forever improve campus safety. Also, by working with a bi-partisan team of Congressional legislators to champion a National Center for Campus Public Safety, VTV's advocacy has secured Congressional support for funding the Center in 2014. Learn more at www.VTVfamilyfoundation.org.
SOURCE VTV Family Outreach Foundation


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Nurse overload equals mistakesSeptember 24, 2012
Did you hear the one about the seasoned detective who finds a body in a field? Surrounded by young detectives, he immediately announces, "She was a nurse and worked in long term care!" Stunned, the newbie detectives ask, "How on earth can you tell that?" "Easy," he says.


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Getting a smoother face is something that many men would like, and such is made possible through shaving.
Through the years, a variety of innovations have been introduced within the product category in order to differentiate one product from another. These innovative features have made shaving a lot easier, and most importantly, less irritating.
Choosing the best shaving machine that is currently available is no piece of cake. More often than not, it takes a while to figure out the best model that is available in the marketplace.
It requires the need to have one specific product to be compared to another in order to be provided with an assurance of ending up with the best choice.
Need A Beard Trimmer? Check Out The Best Beard Trimmers of 2018
Quick Links
- 1 Need A Beard Trimmer? Check Out The Best Beard Trimmers of 2018
In the rest of this article, some of the things to look for in best electric shaver machines will be identified, as well as its two different types and some of the most popular products that will surely not lead into frustration.
Most Common Features of Best Shaving Machines
- Ergonomic Design: This means that the shaver will be a breeze to use because it is designed with the needs of users in mind.
- Waterproof: This makes it possible to use your electric razor even while in the shower. Additionally, this also makes the shaver washable, and hence, easy to clean.
- Pivoting Head: With such, it will be possible; for the razor to glide smoothly on the face as it follows its shape.
- Rechargeable Battery: Shavers with rechargeable batteries are beneficial because you no longer have to deal with cords and it makes the product portable.
- Pop-up Trimmer: If you do not want to completely shave your facial hair, but you just want to have it trimmed or styled, this feature will prove to be necessary.
Foil Shavers
Foil shaver is one of the most common types of shavers available in the market.
It is beneficial when it is used for shorter facial hair and for people with sensitive skin. This is a reason why the best electric shavers for women usually are foil shavers.
It is also good since it is quick to use and it is easy to clean, which makes it effortless to maintain. However, its disadvantages include being delicate, loud, expensive, and its lack of flexibility.
Braun Series 7-790cc
One good choice when it comes to foil razors is the Braun Series 7 790cc Pulsonic Shaver System.
It has the ability to produce up to 10,000 micro vibrations per minute to ensure optimal shaving performance.
It is also a good thing that it is 100% waterproof, which makes it fully-washable.
Read more about this razor HERE.
Panasonic ES-LA63-S
Another model that you can possibly consider is the Panasonic ES-LA63-S Arc 4.
It has the Arc 4 technology, which basically refers to the four floating blades that follow the shape of the face of the user.
It also has multi-flex design that makes it easy to be used in varying angles.
Panasonic ES-LV61-A
Lastly, the Panasonic ES-LV61-A Arc 5 is also an option that will not lead into frustration.
It has 14,000 CPM fast linear motor drive system and 5-blade cutting system to provide the guarantee of its superior functionality.
Another electric shaver brand worth looking into is Wahl. Wahl has received many positive reviews from black men who are claiming that they are making the best electric shavers for black men.
If you are on the road often, you may want to look into mobile shavers like Brown M90 we have reviewed.
Rotary Shavers
Some of the good things about rotary shavers include having an affordable price tag, quiet performance, ability to handle longer hair, and ease of maneuverability.
On the other hand, some of the things that many people do not like about this type of shaving machine is lack of precision, requiring too much effort for cleaning, and not being able to achieve close shave.
Philips Norelco PT730
One model that can prove to be excellent is the Philips Norelco PT730.
It has Dual precision shaving system that ensures it ability to shave both short and long hairs.
It also has a convenient design. It can be used corded or cordless and can withstand 14 days of shaving.
Philips Norelco 1150X
Another popular choice (some people say it is the best electric razor) is electric razor from Philips Norelco SensoTouch product line – the Philips Norelco 1150X.
One thing that makes it excellent is the GyroFlex Technology that ensures the ability to follow the contour of the face of the user.
It is also known for Lift and Cut Action, which is responsible for deep shaving performance.
Philips Norelco 1250X
Lastly, another model that should not be missed is the Philips Norelco 1250x.
This model has the Jet Clean System that makes it effortless when it comes to cleaning.
Many people were also happy with its portability, making it useful anytime and anywhere.
Shavers for Manscaping
Modern man has to deal not only with facial hair but also with hair on his chest, back, and more private parts of his body. The regular razor will not be the best option for this task. Why? We have discussed it in our article about products for manscaping.


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Roly Bundles RobustoView details
Roly Robusto cigars are flavorful seconds handmade with a medium-bodied blend of Dominican, Brazilian, Nicaraguan & Ecuadorian tobaccos donned in oily Sumatra-seed wrappers. Priced low enough to enjoy every day, Roly bundle cigars provide a good draw, firm ash, and a great aroma. A BEST BUY!
I have been meaning to try these Roly Robusto's for some time now but went with the old "Get What You Pay For" theory, (Big Mistake). These Roly's can only be described by one word, GREAT! The taste is consistant from the foot to the nub, the burn is even, construction is solid. I should have known that with the name Rolando Reyes Sr.on them, these smokes would be nothing less than great. As a strict Honduran cigar smoker these Roly's will surely be one of my everyday cigars, and there will alway's be some in my humidor.
I like this mild/med robusto for a change from a Full body smoke. If I m short on time and have to abandon this very inexpensive cigar, that s OK. Good taste but loose or soft construction. Still good to have on hand.
I have tried quite a few cheaper cigars looking for an inexpensive daily smoke. I keep coming back to these ROLYs. The naturals are mild and creamy with a great aroma. The construction is sometimes rather loose, and the appearance is sloppy, but they taste great at a great price.
Nice firm ash, good draw, flavorful, inconsistent color, the construction is suspect, really good value for a good tasting cigar, I would order more...


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Transform your photos into one-of-a-kind, hand painted masterpieces!
Boundary: Bleed area may not be visible.
Click and drag to re-position the image, if desired.
The watermark at the lower right corner of the image will not appear on the final product.
by Donna Frost
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The image is near the edges of the product but doesn't cover the entire product. Some of the background color may appear around the outside edges of the image.
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Queen duvet cover (88" x 88") featuring the image "Unity" by Donna Frost. Our soft microfiber duvet covers are hand sewn and include a hidden zipper for easy washing and assembly. Your selected image is printed on the top surface with a soft white surface underneath. All duvet covers are machine washable with cold water and a mild detergent.
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Donna,Love this.It is awesome we must be related by marriage. My mom's maiden name was the same as your last name.Marsha
Donna Frost replied:
Thanks, Marsha, and you're probably right - small world!!
Average Rating (5 Stars):
Michaelann McChrystal
August 18th, 2018
Sharon Dowman
August 7th, 2018
Daniel Mackinlay
July 27th, 2018
These Voynich prints are obviously awesome, so let's look at the things that could have gone wrong. I was nervous about this one because these giant prints can be too low a resolution. But no worries, this thing is a beautiful hi-res print. Despite the synthetic content, the fabric feels nice, not too sweaty. All in all, it's an amazing work; looks great, feels great. No regrets.
Donna Frost is an award-winning contemporary artist residing in St. Petersburg , FL. Her painting journey began as a realistic painter but soon evolved into her true passion for abstract painting. Now her works emphasize not only abstract and non-objective painting but also include a very loose and interpretive style of figurative painting. Although she maintains a strong passion for an abstract approach to her work, she says �I try never to lock myself into any rigid corner and always leave the door open to any style of creative expression.� She uses a wide range of media and technique including layers of acrylic paint with a variety of texture and collage elements all of which create an exciting visual dialogue with the...
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If you're not happy with a purchase that you made on FineArtAmerica.com, for any reason, you can return it to us within 30 days of the order date. As soon as it arrives, we'll issue a full refund for the entire purchase price. Please note - Fine Art America does not reimburse the outgoing or return shipping charges unless the return is due to a defect in quality.
Fine Art America sells thousands of pieces of artwork each month - all with a 100% money-back guarantee. We take great pride in the fact that hundreds of thousands of artists have chosen Fine Art America to fulfill their orders, and we look forward to helping you select your next piece!
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Tracking down hyper-boosted top quarks
The identification of hadronically decaying heavy states, such as vector bosons, the Higgs, or the top quark, produced with large transverse boosts has been and will continue to be a central focus of the jet physics program at the Large Hadron Collider (LHC). At a future hadron collider working at an order-of-magnitude larger energy than the LHC, these heavy states would be easily produced with transverse boosts of several TeV. At these energies, their decay products will be separated by angular scales comparable to individual calorimeter cells, making the current jet substructure identification techniques for hadronic decay modes not directly employable. In addition, at the high energy and luminosity projected at a future hadron collider, there will be numerous sources for contamination including initial- and final-state radiation, underlying event, or pile-up which must be mitigated. We propose a simple strategy to tag such "hyper-boosted" objects that defines jets with radii that scale inversely proportional to their transverse boost and combines the standard calorimetric information with charged track-based observables. By means of a fast detector simulation, we apply it to top quark identification and demonstrate that our method efficiently discriminates hadronically decaying top quarks from light QCD jets up to transversemore »
- Authors:
- Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States)
- Univ. catholique de Louvain, Louvain-la-Neuve, (Belgium)
- Publication Date:
- Grant/Contract Number:
- Type:
- Accepted Manuscript
- Journal Name:
- Journal of High Energy Physics (Online)
- Additional Journal Information:
- Journal Name: Journal of High Energy Physics (Online); Journal Volume: 2015; Journal Issue: 6; Journal ID: ISSN 1029-8479
- Publisher:
- Springer Berlin
- Research Org:
- Massachusetts Inst. of Technology (MIT), Cambridge, MA (United States)
- Sponsoring Org:
- USDOE Office of Science (SC), High Energy Physics (HEP) (SC-25)
- Country of Publication:
- United States
- Language:
- English
- Subject:
- 72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS; jets; hadronic colliders
- 1253891


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We are an innovative video production company who believe that collaboration is the key to create unique products. As a team we think like one big family with diverse backgrounds and this is what allow us to see the world from a different perspective. We find value in each background, culture and story we come from, and this is what keep feeding our films.
What is that brings life to a film? The perfect camera handling, or an outstanding final edit? It is the desire for something new, the research for the perfect picture and the mixing of different backgrounds. As a creative conglomerate we cover many areas of the media world, but our goal is always the highest quality implementation of the initial idea.
- MARCO PERUZZODirector of Photography
I love to keep myself updated with the world, the new trends and new technologies. I find more and more pleasure everyday, experimenting, adding new elements and admire what can work seamlessly together. Passion, harmony and the research of new things are the basement of every project.
- NICOLÒ PADOVANICreative Director
I like to research, inspect and looking around to understand what it's considered beautiful. I love to get to perceive, what makes an object pleasant and functional, without making it heavier with useless details. I believe in the principle of taking out to add value and find a guide line to represent an idea in the right way.
- STEFANO PAGURAHead of Post-Production
The privilege of this work is to have the ability to transmit ideas and transform emotions into something concrete. The biggest satisfaction is into achieve a project, following step by step his evolution, from the conception of the idea to the accomplishment of the product.
We develop with the client the creative and conceptual process, being careful to the storytelling, the attention to detail and the budget optimization, forgetting to know limits to be able to produce unique ideas.
Complete control of the production during the shooting, from the location to the equipment. Perfect management of the resources to be able to transform the ideas in concrete images, using the most advanced tools.
During the post production phase we love to take care of the complex process of digital compositing, calibrating visual effects, color balance, motion design, sound editing and finishing every details.
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There are so many legends about vengeful ghosts in Japan that there's even a classification, depending on how they died and the reason for their haunting… One of these ghost categories is called Goryo, which can be translated as "honorable soul". Goryo are souls who died martyred or after a great injustice, and the most famous such ghost is Sugawara no Michizane, known today as kami Tenjin, the Shinto god of learning.
Here's the story:
At the end of the 10th century, Michizane was an important government official in Kyoto, but due to the plot of a rival, in the year 901 he was demoted and banished to Kyūshū. He died lonely and after his death several disasters hit Kyoto (plague, drought, rainstorms and floods) and the Imperial Palace.
The catastrophes were attributed to Michizane's angry spirit, so his rank was posthumously restored and the Imperial court even built a Shinto shrine, Kitano Tenman-gū, dedicated to his memory. But even that wasn't enough, and the vengeful spirit was finally appeased only 70 years later, when Sugawara no Michizane was deified as Tenjin, the kami of scholarship.
Today, there are dozens of shrines dedicated to Tenjin, like the one in this photo, located in Fukuoka, in the district that bears its name, Tenjin.
EXIF Info:
Yesterday's Japan Photo:
Jizo Doraemon with red bib