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Second Calling: Making Peace With the Past – Part II
- Dale Hanson Bourke Author
- 2006 15 May
Letting Go of Lies
Truth telling had become an emerging theme in my devotions and prayer time. I had even read that the word impeccability means "without sin." So being impeccable with my words meant I would be without sin in what I said. The more I practiced this concept, the more I realized how very casual I was with my words.
I was especially struck by the next step in "The Work," which was to go through all the statements and ask, "Is it true?" I had really gotten on a roll, so I had to cross out some of my statements, especially ones that included words like always and never. For example, statements like I was always there for Mary and Mary never offered to do anything for me were clearly not the whole truth. I crossed those out. Then some deeper questions emerged. I had to look at all the statements that included the word should. Whenever I found the words should or shouldn't, I began to see that there was something wrong with my belief. For example, in that statement Mary shouldn't have asked so much of me, I began to understand one of the roots of dysfunction in our relationship. Mary could ask whatever she wanted to ask, and I had the right to respond or refuse. The reality was that Mary asked me to help her many times. I was not only happy to do so, but I encouraged her to ask. Our relationship began to be built around her asking and my responding.
Another question from "The Work" is a principle I had already struggled with—one that is a basic tenet of "The Seven Habits of Highly Effective People" by Stephen Covey. The principle, simply put, is this: ask yourself, "Is this my problem or not?" Katie says there are three types of business in the world: mine, yours, and God's. We have to ask, "Whose business is it?" I went through what I had written, and I began to see another big trend. I had decided to make Mary's business and God's business my business. My control tendencies were often lurking beneath the surface.
After going through that round, I was beginning to realize that the statements left standing might be shaky. Katie urges readers to go through the list again, asking, "Can you absolutely know it's true?" If the answer is yes, a helpful exercise is to follow the statement by saying, "Yes, and it means that ____________." Suddenly I began to see how I was projecting my own meaning into what I believed to be objective statements. "Mary called me late at night without ever asking if she was bothering me, and it means that she wasn't considerate of me." Wait a minute. Mary was a night owl. Mary didn't wear a watch. Mary was a free spirit who never thought about the time. I was the one who had to get up early. If it bothered me to be called after a certain hour, I should have said something. Or I could have taken the phone off the hook.
Another way to look at these statements is to ask what the proof is that the statement is true. If I were called to testify in a court of law, what evidence could I give for my beliefs about the situation? I know this sounds a bit silly, but I realized that some of my proof was that our friends agreed with me. But did I really ask for their honest opinion, or was I seeking help in soothing my hurt feelings? During the course of my inquiry, I called a mutual friend. "Remember when Mary just stopped talking to me?" I asked her. She hesitated. I pushed. "Don't you remember how all of a sudden she turned on me?"
After a bit of prompting, my friend said, "Well, I don't think it was actually so sudden. I remember she started pulling away, and it was hard for you. Remember how she stopped going to lunch with all of us? I think part of the reason was that she needed a little distance from you."
I felt as if I had been shown a tape of a situation, and the images playing on the screen were completely different than my memory of them. Maybe the breakdown in our friendship hadn't been so sudden. Of course I remember her not going to lunch with the group, but it had never occurred to me that I was the reason. She had said she was too busy. And she had still called me whenever she needed help. But apparently others saw that she was pulling away from me. Worse, when I asked my friends for feedback about the situation, they could tell that I was asking for comfort, not truth.
Changing Reality After the Fact
I was seeing the power of my self-deception as I went through this process. There are other steps in Katie's process that may be helpful to some, but the most powerful piece for me was yet to come. After all the testing for truth in "The Work," Katie then suggests a final step, called "The Turnaround." Turning the remaining statements around is an incredibly powerful but very difficult part of the process. I can't do it effectively without much prayer and prompting by the Holy Spirit. So I enter what is called "The Turnaround" only after I have asked the Lord to guide me through it.
Whatever statements remain are now turned around. For example, Mary wasn't very loyal to me is turned around to I wasn't very loyal to Mary. My immediate reaction to this was denial and even a bit of frustration. Of course I was loyal to Mary. So I prayed, "Lord, show me if there was ever a time I wasn't loyal to Mary." I really meant it, and the Lord answered my prayer. I remembered a time when I had told another friend I couldn't be somewhere because I had to help Mary. Wow. All of a sudden, I realized that I said things like that to make myself look needed. But was that fair to Mary? Wasn't I possibly making her look needy,
weak, and vulnerable? It hit me like a ton of bricks. Statement after statement, when I prayed and asked God to show me, turned out to be true of me more than Mary.
All of a sudden, I was faced with an undeniable truth: I was the one who had wronged Mary. I had wanted to feel needed and to appear strong. I had fostered a classic codependent relationship, and she had finally come to the point where she couldn't stand it anymore. Maybe her actions weren't perfect, but I was hardly innocent. In fact, much of the hurt surrounding our relationship suddenly presented itself to me as lies I had told myself.
So I did something I could never have imagined doing before. Instead of waiting for the apology from Mary that had never come, I wrote a letter to her. I tried to keep it simple and about me. I apologized for times I had encouraged her dependence on me. I confessed disloyalty and dishonesty. I didn't go into great detail, but I did tell her that after all this time, I now realized how much I was responsible for the breakdown of our friendship. I asked for her forgiveness for the things I had done. I told her that I didn't need to hear from her, but if she felt she could forgive me, that would be great.
It would be wonderful if I could tell you that Mary called me and we were reconciled. We weren't. She sent me a brief note thanking me for my letter. Months before, I would have seen the note as one more indication that Mary was being insensitive to me. But I was not hurt by her response. I had done my part to right the situation, and it was as if what was once a festering wound had been cleaned out and was now able to heal. I was now able to move on.
When Mary's name comes up occasionally, it causes me no pain. I can think of her without a sense of open-endedness. I have now learned from the pain, and I hope I have learned to be a better friend in the future. God used thatold, open wound to show me some powerful truths about myself. And above all, he showed me that I cannot always be trusted to see myself clearly.
A New View of Pain
What I learned as I dug out the wound of my old hurt over my friendship with Mary began to take me on a journey that has truly transformed the way I view pain, hurt, and frustration. As I go through the day, I try to stay aware of times when I am bothered by anything that raises what I would call "emotional heat." For me, that means when my stomach tightens in frustration or when I find myself growing critical or reactive to someone. Often I can't understand all the implications at the time, but I try to take that moment and set it aside to pray about. Sometimes I note it in my journal.
One day, I wrote, "Joe really irritated me when he called today and demanded that I get a board report ready by next week."
A few days later, someone commented about Joe, and I found myself thinking negative thoughts about him. There was definitely something about Joe that was bugging me. So I did as I had learned to do: I began to pray about Joe. "Lord, show me why I am having problems with Joe. Show me what he is feeling and thinking so I can understand why he acts the way he does."
That night, I had a dream about fear. Everyone else in the situation knew what was going on, but I didn't. I felt overwhelmingly afraid and insecure about what was going on. I kept asking people to tell me what was happening, but no one would talk to me. The next morning, I woke up feeling unsettled — and then I thought of Joe. Could it be that he was acting out of insecurity rather than selfimportance?
The next time I talked to Joe, I decided to think of him that way. When he acted bombastic, I tried to be sympathetic instead of reactive. When he told me he needed something instead of asking me for it, I simply replied that I'd be happy to do it and asked when exactly he wantedit. It was as if I was letting the air out of his tires. By the end of the conversation, his tone had changed and he was confessing his concerns about his job to me. He had been afraid all along, I realized. Instead of butting heads, Joe and I are now allies.
Later, I reflected that part of the reason I had reacted strongly to Joe was that I have the same tendency to make demands on other people when I am stressed. It occurred to me in a moment of holy clarity that the traits that irritate me in others are often the very ones I possess. God was trying to tell me something.
Since then, I have made it a point to try to be aware of any time I am in a situation in which I feel angry, frustrated, critical, or hurt. I know the minute I think, "What's wrong with that person?" God is usually saying it's about me. The sins I see so easily in others are the ones I have become best at ignoring in myself. Now every situation that raises my blood pressure I see as one of God's tools for instructing me.
I don't want to live the rest of my life as a bitter woman. I want to keep cleaning out the spots in my heart that are prone to anger and frustration. I want to move forward to fulfilling the future that God has for me without being weighed down by the pain of the past.
Click here to read Part I.
Taken from "Second Calling" © 2006 by Dale Hanson Bourke. Used with permission. Published by Integrity Publishers, a division of Integrity Media, Inc. 5250 Virginia Way, Suite 110 Brentwood, TN 37027. All rights reserved. No portion of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means – electronic, mechanical, photocopy, recording, or any other – except for brief quotations in printed reviews, without the prior permission of the publisher.
A graduate of Wheaton College, Dale Hanson Bourke earned an MBA from the University of Maryland and formerly served as editor of Today's Christian Woman magazine and publisher of Religion News Service. She is now the president of PDI, a marketing and strategy consulting firm specializing in work with nonprofit ogranizations. Dale lives just outside Washington, DC, with her husband,Tom, and they are the parents of two sons. For more information, visit www.secondcalling.org.


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Vajrayoginī is a tantric goddess from the highest class of Buddhist tantras who manifests the ultimate development of wisdom and compassion. Her practice is prevalent today among practitioners of Tibetan Buddhism. This ground-breaking book delves into the origins of Vajrayoginī, charting her evolution in India and examining her roots in the Cakrasaṃvara tantra and in Indian tradition relating to Śiva.
The focus of this work is the Guhyasamayasādhanamālā, a collection of forty-six sādhanas, or practice texts. Written on palm leaves in Sanskrit and preserved since the twelfth century, this diverse collection, composed by various authors, reveals a multitude of forms of the goddess, each of which is described and illustrated here. One of the sādhanas, the Vajravārāhi Sādhana by Umāpatideva, depicts Vajrayoginī at the center of a maṇḍala of thirty-seven different goddesses, and is here presented in full translation alongside a Sanskrit edition. Elizabeth English provides extensive explanation and annotation of this representative text. Sixteen pages of stunning color plates not only enhance the study but bring the goddess to life.
Please note: the ebook version of this book does not include the color plates.
- Click here to return to the Studies in Indian and Tibetan Buddhism series.
- Learn more about Taranatha at the Treasury of Lives.


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Career Tips >> Browse Articles >> Job Seekers: Resume, Interview and More
Stalk Your Way to a New Job
Stalk like a career professional
Tania Khadder
The internet has made stalkers out of all of us. You know exactly what I'm talking about.
But instead of stalking your ex-boyfriend's new girlfriend, consider using your newfound detective skills for more productive (i.e. less emotionally jarring) purposes, like snagging the job of your dreams.
Interested in a company and need to find a person to contact? Google away. Trying to suss out the guy who's interviewing you next week? Facebook him!
Within minutes, you can find out where he's from, how to reach him, where he's worked in the past, and — perhaps most importantly — what his favorite movie is. The more you know about him, the better your ability to sell yourself.
We're not suggesting you cultivate an entirely false personality to match your interviewer — that would be disingenuous and would surely come back to bite you.
But knowing a bit more about someone can help you find points of commonality you might otherwise have missed. If you find out they went to your alma mater, you can ever-so-subtly work that into the conversation in an interview. Or maybe you share the same taste in music? Find an appropriate way to bring it up. We all know that getting hired has a lot to do with likeability. And fair or not, people generally like other people who are similar to them. Why miss out on an opportunity to highlight these similarities?
Are you ready to do some in-depth detective work? Luckily, you've got an extremely powerful investigative tool right at your fingertips. Abuse it wisely!
Next Page: Start with Google Stalking →
*Disclaimer: These tips were designed to help you stalk in the most legal, non-creepy way. We do not encourage or condone harassment, obsessive behavior or any kind of physical stalking.


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Across the Nations this week: the fantasy world some bloggers are living in, what the lockout is doing to careers, the value of a starting goalie, full team previews for every club in the NHL, how a trade 25 years ago is still powering the Pittsburgh Penguins, and much more.
Graphic Comments. The Nations' resident master of the Venn diagram and the pie chart pokes at the land of unicorns where many bloggers are currently living. [Canucks Army]
How many NHL'ers will never play again? The problem with an NHL career is that, with few exceptions, it's short. A full-season lockout will end the careers of some NHL'ers, and the short one we've seen so far arguably already has. [Oilers Nation]
The value of a starting goalie. Many statistically-inclined people have argued that in a salary cap world it makes sense to invest money in places other than net. Is that true? [NHL Numbers]
The solution: revenue sharing linked to a luxury tax? Cam Charron suggests that some sort of luxury tax (in concert with a hard cap system, rather than replacing it) might be the best way to avoid this endless string of lockouts. [Leafs Nation]
Alex Edler, Jason Garrison injured. Just to prove that even with a lockout there's no reason defencemen can't get hurt: two key members of the Canucks' blue line are currently on the shelf. Edler's injury sounds serious. It's as if someone's trying to provide the league's other 29 teams with a reason to end the lockout right NOW. [Canucks Army]
Canucks fans: stille the worst (sometimes). A teenaged Justin Bieber fan defaces the Rick Rypien memorial wall. Digital mob with torches and pitchforks goes after the perpetrator. [Canucks Army]
Individual Points Percentage. Which players drive the play offensively? One method is to look at how many points a player recorded vs. how many goals he was on the ice for – a guy who picked up a point on a high percentage of the goals he was on the ice for was either a) driving the play, b) quite lucky or both. Here are the numbers for forwards from the 2011-12 season. [NHL Numbers]
Nation Profile: Mark Messier. This is the first piece in what will be an ongoing series, stretching across every Nation site – profiles of notable icons from each team. [Oilers Nation]
The full 2012-13 team preview series. Wondering about the state of your favourite (or second-favourite, or most-loathed) team? NHL Numbers has just finished a series examining the fortunes of all 30 teams for this coming season in depth. [NHL Numbers]
Trade Chains: Craig Simpson. In 1987, the Pittsburgh Penguins traded Craig Simpson to Edmonton. Over the years, the return for that trade has become a bunch of useful players: Paul Coffey, Rick Tocchet, Ken Wregget, Luc Robitaille, Sergei Zubov, Alexei Kovalev and others. Which current Penguin is a direct descendant of that trade? [NHL Numbers]


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Life of Pi
There is a lot that could go wrong with a big screen adaptation of Life of Pi, the 2001 bestselling novel by Yaan Martel. Which may explain why the story of a young boy stranded on a lifeboat with a Bengal tiger juggling deep themes of religion, family, nature, and human existence has been developed and let go by many big names in Hollywood. For nearly a decade, filmmakers like M. Night Shyamalan, Alfonso Cuarón, and Jean-Pierre Jeunet (Amélie) have grappled with the project, but it wasn't until Oscar-winner Ang Lee (Brokeback Mountain and Crouching Tiger, Hidden Dragon) that the film was fully realized.
Lee's Life of Pi is an inspiring film, sporting imaginative visuals and pushing the art of 3D in new directions. Even more impressive is what's underneath it all: a character-driven narrative that depicts the book's grand ideas with unexpected tenderness.
Life of Pi dreams big. Thanks to Lee's expert direction and a solid script from David Magee (Finding Neverland), the survivor tale avoids the pitfalls of such an ambitious effort, never straying into hokey melodrama. The film opens with a writer (Rafe Spall) visiting an adult Pi Patel (Irrfan Khan) at his home in Canada, after being told that the Indian immigrant had an amazing life story in need of capturing. ''Amazing'' may not be enough of a superlative. Young Pi (newcomer Suraj Sharma) begins his life as a regular kid in Pondicherry, India, growing up on his family's bustling zoo while attempting to fit in with the world around him. His major struggle is with religion while his father resents faith and his mother is dedicated to Hinduism, Pi wants a little of it all. He's Hindu, he's Catholic, he's Muslim, he's a wanderer between all ways of thinking. When he attempts to feed the zoo's tiger, only to be caught by his father and disciplined for considering the beast to be anything remotely soulful. It's clear that his upbringing in the lush environment has seeped deep into Pi's way of life.
The main character's passion for the world around him gives Lee the opportunity to direct Life of Pi with a painter's eye. Nearly every shot is exquisitely composed from bold colors to camera movement to the layers of 3D. This holds true even when Pi's story takes a turn for the worse. Having run into financial troubles, the Patel family packs up the animals and heads to Winnipeg on a French freighter. While crossing the Mariana Trench, the ship encounters a catastrophic storm that floods it into oblivion (a moment of disaster that rivals the artistic destruction of Titanic). Pi and a few of the animal passengers escape on a lifeboat, the glow of his past life slowly fading away into the depths of the Ocean. The set piece is gorgeous, but Lee never forgets the impact the incident has on Pi's life. It's indicative of the entire film.
The brunt of the story focuses on the man vs. nature we've seen in films like 127 Hours and Cast Away, but in an even more terrifying landscape and played out with an expressionistic touch. Pi finds himself on a lifeboat with the Bengal tiger, ''Richard Parker,'' lowering the already minuscule chance of his survival to something unimaginable. He copes, building a second raft out of wood planks and life preservers, but his survival is a ticking clock. All he can do is sit, fish, write, and pray.
Lee approaches Pi's journey of floating in the middle of the Pacific with a jungle cat like a fever dream. Like the swirling universe he imagines as the residence of his various gods, the deserted ocean is a luminescent wonder, filled with giant whales, glowing jellies, flying fish, and deep caverns that unlock Pi's wild imagination.
All the while, Pi tends to his tiger; their brotherly relationship is the core of Life of Pi. Sharma has heavy material to tackle for his big screen debut, but even with its weak moments, stands as a tremendous breakout. Over time, Pi loses himself to the ocean, reaching for understanding and investing more and more in his feline companion. It's a physically demanding performance too Lee always pelting something new at his young actor and Sharma shining through even the biggest wave. The tiger is another marvel, a CG creation that actually performs against Sharma. If Caeser in Rise of the Planet of the Apes was a milestone, Richard Parker is the next step. On top of the central duo, Magee's framing device of Older Pi and the writer works miraculously well, thanks to the natural skills of Khan and Spall. Exposition be damned these two can have a casual conversation that feels as dynamic as the larger-than-life tale they're discussing.
Life of Pi arrives in theaters on November 21 and as all the makings of the perfect holiday film. On a visceral level, it's simply a beautiful movie (any live-action film that evokes memories of Hokusai's ''The Great Wave'' is doing something right). But Lee transcends flashy blockbuster contemporaries by finding a source material where the breathtaking compliments the character's arc. Life of Pi isn't an overtly religious film, even though Pi identifies with religions of all kinds. It's about the power of self, the religion of humanism. There are few feats of mortal strength as impressive as survival. That's what makes Life of Pi one of the most powerful films of the year.
Hollywood.com rated this film 4 stars.


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General News
: Regional News
Wis. Food Prices Stable
Submitted: 04/07/2013
- Wisconsin food prices remained relatively stable, despite recent energy spikes and last summer's drought. The Wisconsin Farm Bureau says the average cost for 16 food items rose about 1 percent since late 2012. The bureau's market basket even rang up $1.63 less for the same items in a national survey. A Bureau spokesman says several factors may impact prices this year. One of them is a sustained increase in global energy prices. A late freeze in the spring growing season like Wisconsin had last year, would cause disruptions in fruit and vegetable production.
Written By: Associated Press
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SUNSET BEACH—Starting Sunday, hard-shelled marine reptiles will once again be the talk of the town as seasonal sea turtle programs launch at the beach.
During the summer months, Sunset Beach's "Turtle Time" educational and informational programs take place on Sunday nights on the island and on Wednesday afternoons at Ingram Planetarium.
Weather permitting, the season's first session is scheduled to launch at 7 p.m. this Sunday, June 1, in the parking lot of Sunset Properties, 419 S. Sunset Blvd. on the Sunset Beach island.
If you currently subscribe or have subscribed in the past to the The Brunswick Beacon, then simply find your account number on your mailing label and enter it below.
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BOSTON -- Mariano Rivera was given the Commissioner's Historic Achievement Award before Game 2 of the World Series on Thursday night at Fenway Park.
Rivera, the legendary New York Yankees closer who retired after the regular season, was honored on the field during pregame ceremonies.
The award, which recognizes achievements and contributions of historical significance, was last presented in 2011 to Ken Griffey Jr.
Here's a few quotes that were given Thursday regarding Rivera and other World Series matters.
"He became the face of baseball for this generation."
-- Commissioner Bud Selig, presenting Rivera with the Commissioner's Historic Achievement Award.
"It doesn't take anything to be nice, you know. It doesn't take much to say, 'Thank you,' 'Hello,' 'How are you doing?' "
-- Rivera, on embracing the concept of the professional athlete as role model.
"My numbers now look like they took steroids."
-- Pedro Martinez, the three-time Cy Young Award winner, on his dominance in a past era.
"I don't know what that word is. Arizona State education, bro."
-- Red Sox second baseman Dustin Pedroia, dodging a question about the "validity" of allegations that Boston pitcher Jon Lester doctored the ball.
"It looks like a giant booger."
-- Lester, on a picture that showed green spots on his glove. Lester said rosin was the only substance on his glove and said he was baffled by the color shown in the image.


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Web Sites for College Astronomy Instructors
by Andrew Fraknoi (Foothill College & ASP)
Version 3.0; October 2004
© copyright 2004 by Andrew Fraknoi. All rights reserved. Reproduction in any form without written permission from the author is expressly forbidden. Contact the author at: fraknoiandrew {at} fhda.edu
Table of Contents
1. Guides for Instructors, TA's, and Students
2. Collections of Course Syllabi and Descriptions
3. Suggestions for New Teaching Approaches
4. Demonstrations and Activities for the Classroom
5. Introductory Textbook Sites
6. Laboratory and Observing Exercises
7. Applets, Shareware, and Other Web-based Exercises
8. Interdisciplinary Approaches to Astronomy Teaching
9. Organizations that Offer Resources for Instructors
10. Miscellaneous Sites of Interest
This guide is designed to assist instructors who teach introductory astronomy classes for non-science majors. It is not a comprehensive list, but rather highlights a number of sites that experienced teachers around the country have found useful. Suggestions for sites of general interest to add are welcome. Note however, that we do not list subject-specific or instrument-specific sites here, but only those which come in handy for figuring out HOW to teach (rather than WHAT to teach.)
1. Guides for Instructors, TA's, and Students
Astronomy Center: http://www.astronomycenter.org/
This new web site will feature listings and reviews of sites and on-line materials for astronomy instructors, including applets, labs, image banks, curricula, etc. (A project of the American Astronomical Society.)
Astronomy Education Review: http://aer.aip.org
An on-line journal/magazine on astronomy education, with research papers, articles on educational innovation, resource guides, opinion pieces, reviews, and news items. Good place to check for additions to this list.
Conceptual Astronomy & Physics Education Research Team (at the University of Arizona): http://caperteam.as.arizona.edu/
This is a leading group in astronomy education and their web pages have information about college teaching workshops, studies, and resources.
Field Tested Learning Assessment Guide: http://www.flaguide.org
How to evaluate your students besides multiple-choice tests (and how to do those multiple-choice questions better too.) From the Nat'l Inst of Sci Ed group at U. of Wisconsin.
Goals for Astronomy 101: http://dx.doi.org/10.3847/AER2003016
Workshops on the teaching of introductory astronomy were held in 2001 for astronomy department chairs and other leaders at selected major research universities to discuss the goals for "Astro 101" courses. The full report authored by Bruce Partridge and George Greenstein has been published in the Astronomy Education Review, volume 2, Issue 2, 2003.
Hints on How to Succeed in College Classes: http://www.astrosociety.org/education/resources/success.html
Jeff Bennett (U. of Colorado) gives study hints for beginning astronomy students.
JPL Center for Astronomy Education: http://astronomy101.jpl.nasa.gov/index.cfm
JPL, in cooperation with the University of Arizona CAPER Team, has begun a web site to serve as an on-line center for community college instructors and others who teach introductory astronomy, with teaching tips and discussion groups.
Review of Astronomy Education Research:
Janelle Bailey and Timothy Slater give a nice overview of what we can learn from research on the teaching of astronomy.
Tips for Astronomy TA's: http://www.astro.washington.edu/labs/clearinghouse/teaching/ta_tips.html
From faculty and students at the U. of Washington astronomy department here are some hints for beginning TA's that can help instructors as well.
Virginia Tech Study Skills Self-Help for Students: http://ucc.vt.edu/academic_support/study_skills_information.html
A nice summary of things students should be thinking about to succeed in college courses.
2. Collections of Course Syllabi and Descriptions
College-Level Astronomy Courses: http://home.eckerd.edu/~hudsonrl/chn/sitescol.html
Reggie Hudson (Eckerd Coll.) has compiled web links to over 100 astronomy courses around the country whose instructors have posted a syllabus and other course information on the Web.
World Lecture Hall: Astronomy: http://web.austin.utexas.edu/wlh/results.cfm?from=browse&count=1&DescriptorId=8
An older, shorter listing of web-based astronomy courses.
Learning History of Physics: http://www.aip.org/history/syllabi
A short collection for history of science courses.
3. Suggestions for New Teaching Approaches
Collaborative Learning Page: http://www.wcer.wisc.edu/nise/cl1/CL/default.asp
The National Institute for Science Education at the U. of Wisconsin has a useful introduction to the techniques, resources, and practical tricks of small collaborative learning groups.
Peer Instruction: http://hea-www.harvard.edu/~pgreen/educ/PI.html
Harvards Paul Green introduces the idea of students teaching each other, gives resources, and printable flash cards.
Role-Playing Exercises for Teaching Astronomy & Physics: http://msowww.anu.edu.au/~pfrancis/roleplay.html
Paul Francis & Aidan Byrne of the Australian National U. suggest collaborative group activity where students play roles in a scientific team.
Weekly Challenge in Introductory Astronomy: http://casa.colorado.edu/~dduncan/challenge.html
Doug Duncan discusses how to use a weekly challenge in large lecture classes to get out of lecture mode.
The Astronomy Diagnostic Test: http://solar.physics.montana.edu/aae/adt
A multiple-choice exam that tests student astronomy knowledge and pre-conceptions before an introductory course. You can print out the test here and add your scores to the national database.
The Lunar Phases Concept Inventory: http://www.phys.ksu.edu/perg/www/projects/lunar.html
Developed by Rebecca Lindell, this multiple-choice test allows you to assess how well your students understand lunar phases.
Note: New teaching approaches are often discussed in the articles in Astronomy Education Review (see section 1.)
4. Demonstrations and Activities for the Classroom
Activities Clearinghouse from the University of Washington Astronomy Department:
Solar system walk, edible comets, Kirchoff's Laws with tennis balls, and more.
In-class Activities at Michigan State University: http://www.pa.msu.edu/~hufnagel/activities.html
Beth Hufnagel & Bob Stein's series of interesting collaborative group activities for large lecture classes. Some require images not yet on the site, but most can be seen and used in their entirety.
Physics Demonstrations on Line: http://www.physics.ncsu.edu/pira/demosite.html
Keith Warren's (N. Carolina State) collection of sites with demonstrations for physics classes, with some astronomy. See his 7500-entry bibliography of written demonstrations on the same site.
5. Introductory Textbook Sites
Please note: Almost all textbooks now come in various versions, including shorter editions devoted either to the solar system or to the stars, or simplified editions covering most of astronomy. In the list below we give only the title of the main text; in general you can find the other versions at the same web site. While some parts of these sites are restricted to those who adopt the text, many are open to all users and contain useful teaching aids.
Arny: Explorations: An Introduction to Astronomy: http://www.mhhe.com/physsci/astronomy/arny/indexnew.mhtml
Bennett, Donahue, Schneider, Voit: The Cosmic Perspective: http://www.aw-bc.com/astronomyplace
Bennett, Shostak, Jakosky: Life in the Universe: http://www.aw-bc.com/astronomyplace
Chaisson, McMillan: Astronomy Today: http://www.prenhall.com/chaisson
Comins, Kaufmann: Discovering the Universe: http://www.whfreeman.com/astronomy/
Fix: Astronomy: Journey to the Cosmic Frontier: http://www.mhhe.com/physsci/astronomy/fix
Fraknoi, Morrison, Wolff: Voyages Through the Universe: http://info.brookscole.com/voyages/
Freedman, Kaufmann: Universe: http://www.whfreeman.com/astronomy/
Goldsmith, Owen: The Search for Life in the Universe: http://www.uscibooks.com/gold.htm
Hartmann, Impey: Astronomy: The Cosmic Journey: http://www.brookscole.com/astronomy_d/
Hester, Burstein, Blumenthal, Greely, Smith, Voss, Wegner: 21st Century Astronomy: http://www.wwnorton.com/astro21/
Impey, Hartmann: Universe Revealed: http://www.brookscole.com/astronomy_d/
Kaler: Astronomy: A Brief Edition: http://www.astro.uiuc.edu/~kaler/AstroBrief/
Kuhn, Koupelis: In Quest of the Universe: http://www.jbpub.com/StarLinks/
Morrison, Owen: The Planetary System: http://www.aw-bc.com/astronomyplace
Pasachoff: Astronomy: From the Earth to the Universe:
http://info.brookscole.com/pasachoff (Also see http://www.williams.edu/Astronomy/jay for additional materials.)
Pasachoff, Filippenko: The Cosmos: Astronomy in the New Millenium:
http://info.brookscole.com/pasachoff (Also see http://www.williams.edu/Astronomy/jay for additional materials.)
Seeds: Foundations of Astronomy: http://www.brookscole.com/astronomy_d/
Shawl, Ashman, and Hufnagel: Discovering Astronomy 5th edition http://www.kendallhunt.com/shawl
6. Laboratory and Observing Exercises
Active Astronomy: http://solar.physics.montana.edu/tslater/plunger/index.html
Tim Slater's interesting curriculum of 21 hands-on activities, many of which take interesting approaches. Note, however, that some are missing crucial elements, like charts or images, in the web version.
Astronomy On-Line: The Experiments Shop: http://www.eso.org/outreach/spec-prog/aol/market/experiments
In 1996, ESO astronomers organized a series of astronomy and observing exercises at many levels. They vary widely in approach and style; but you can browse and find some gems.
Binary Stars: http://www.uark.edu/misc/clacy/BinaryStars/
Suite of computer-based activities on binary star astronomy, by Claud Lacy of the U. of Arkansas.
CLEA Software Overview: http://www.gettysburg.edu/academics/physics/clea/CLEAhome.html
Larry Marschall's Contemporary Lab Experiences in Astronomy project has produced some terrific and sophisticated computer-based lab exercises, which can be explored and downloaded.
Determining the Extragalactic Distance Scale: http://www.astro.northwestern.edu/labs/m100/
Diane Dutkevich of Northwestern has put a sophisticated series of activities on the web that begin with a Cepheid hunt in M100 and finish with estimating the Hubble time.
Introductory Astronomy Galactic Laboratory: http://cosmos.phy.tufts.edu/~zirbel/laboratories/index.html
Esther Zirbel at Tufts University has provided 17 lab exercises with pdf files and notes for the instructor. Includes topics from angles to the Hubble Deep Field.
Lab Archive of the University of Washington Astronomy Dept.: http://www.astro.washington.edu/labs/clearinghouse/labs/labs.html
A collection of labs and exercises by U. of Washington faculty and grad students, including Bruce Balick's clever "Suntanning" lab and a number of good exercises on the distance scale.
Villanova University Astronomy Experiments: http://astro4.ast.vill.edu/ast_list.htm
This is a series of lab experiments using Distant Suns and Dance of the Planets software, developed by Frank Maloney & David Steelman, retrievable in WordPerfect 5.1 format.
Subject Index of Astronomy Activities (K-12) on the Web: http://www.astrosociety.org/education/activities/astroacts.html
A listing of some web-based K-12 astronomy activities, many of which can be adapted to college labs or assignments. Organized by topic, with capsule reviews and recommended grade levels for each.
7. Applets, Shareware, and Other Web-based Exercises
Astronomy Freeware and Software: http://www.cvc.org/astronomy/freeware.htm
High school teacher Bill Drennon reviews and shows where to download astronomy programs, such as an H-R Diagram Calculator; has links to other astronomy shareware.
Astronomy Workshop: http://janus.astro.umd.edu
Includes "calculation exercises" (e.g. calculating results of an impact by a comet or asteroids and getting a feel for cosmic distances), viewers, orbit exercises and more, by Douglas Hamilton & Mike Asbury at the U. of Maryland.
Blackbody Radiation: http://www-astro.phast.umass.edu/courseware/vrml/bb/
Karen Strom (U. of Massachusetts) has written a guide to the characteristics of blackbody radiation, which includes several interactive VRML and Java exercises.
Electronic Universe: http://zebu.uoregon.edu/
Greg Bothun and his colleagues at the U. of Oregon offer a range of java aplets, hypertext guides, and other innovative materials, but they are often left unfinished as new projects or ideas claim the developers' attention.
Interactive Excel Spreadsheets for Physics and Astronomy: http://collaboratory.nunet.net/hou/i_excel/interactive_excel.htm
Excel exercises and demonstrations from a collection kept at Northwestern University: blackbody curves, Keplers Laws, Bohr Model, period of Io, etc.
Java Applets for Courses at Amherst: http://www.amherst.edu/~gsgreens/astroprograms.html
George Greenstein and Amy Lovell have a number of nice aplets for their special topics classes.
Java Applets for Teaching Astrophysics: http://astro.u-strasbg.fr/~koppen/apindex.html Somewhat more advanced applets and simulations, particularly involving orbits and spectral lines, by Joachim Koppen.
Sky Image Processor: http://www.phys.vt.edu/~jhs/SIP/
Web-based astronomical image processing program by John Simonetti of Virginia Tech.
Nebraska Astronomy Education Pages: http://astro.unl.edu
Kevin Lee and his colleagues at the U. of Nebraska are developing a number of modules with simulations or explorations of astrophysical phenomena applets and collaborative, interactive classroom materials.
Physlets: http://webphysics.davidson.edu/Applets/Applets.html
A series of applets from Wolfgang Christian & others at Davidson on basic physics topics, including a number that are relevant to astronomy. Now available as a book and CD as well.
Project LITE: http://lite.bu.edu/
The Light Inquiry through Experiment project from Ken Brecher and co-workers at Boston University includes a range of applets to encourage study and experimentation with light, electromagnetic waves in general, and spectra.
Real-Time Science Data Access Page: http://solar.physics.montana.edu/tslater/real-time
A set of useful links by Tim Slater (Montana State) to current astronomical data on the web, displayed in visual terms that students can use. Includes solar activity, weather on the planets, etc.
University of Colorado Applets: http://stem.colorado.edu/applets
Dick McCray and others have assembled some simulations and visualizations of the Drake equation, extra-solar planet finding, radiative transfer, etc.
Web Simulations in Astronomy: http://instruct1.cit.cornell.edu/courses/astro101/java/simulations.htm
Four stellar aplets by Terry Herter of Cornell, including evolution on the H-R diagram.
8. Interdisciplinary Approaches to Astronomy Teaching
Astrobiology College Courses: http://nai.arc.nasa.gov/institute/college_courses/
David Morrison moderates this resource guide and discussion group for those teaching courses with life in the universe as a theme.
Astronomical Pseudo-science: A Skeptic's Resource List: http://www.astrosociety.org/education/resources/pseudobib.html
An annotated list of written and web resources for dealing with astrology, UFO's, the Face on Mars, ancient astronauts, and many similar fringe topics.
Bill Hartmann's Paintings and Astronomy Projects at Planetary Science Institute: http://www.psi.edu/projects/projects.html
A gallery of astronomer/artist Hartmann's superb (and accurate) paintings, with some examples of how they can be used to illuminate and explain current research in planetary science.
Poetry and Astronomy: http://aer.noao.edu/AERArticle.php?issue=1§ion=3&article=2
A short guide to collections of astronomical poetry.
Science Fiction Stories with Good Astronomy and Physics: http://www.astrosociety.org/education/resources/scifi.html
A listing of novels and stories organized by topic in astronomy, with a brief descriptions of each.
Music and Astronomy
On the uses of astronomically inspired music in education, with many examples.
The Astronomy of Many Cultures
A resource guide for teaching about the astronomy of diverse civilizations.
9. Organizations that Offer Resources for Instructors
American Association of Physics Teachers: http://www.aapt.org
Professional society for those who teach physics in college and high school. Has a catalog of slides and films strips (with only a few about astronomy); publishes journals and sponsors conferences; has an active committee on astronomy education, which organizes astronomy sessions at their meetings.
American Astronomical Society: http://www.aas.org/education/education.htm
The professional organization for astronomers in the U.S. Has an education office, an education advisory committee, a useful web site, and programs in education at their meetings (including "Astronomy 101: A Continuing Dialogue). See their web site for the current list of activities and coordinators.
Astronomical Society of the Pacific: http://www.astrosociety.org
Despite its name, the A.S.P. is a national and international organization, and has a special dedication to education at all levels. It has a web-based catalog of slide sets, books, and other materials for teaching astronomy. It also sponsors a series of "Cosmos in the Classroom" conferences on teaching introductory astronomy; and has a variety of other educational programs. Its web site offers a wide range of useful resource materials on astronomy education.
Astronomy Education Review: http://aer.aip.org
This is an on-line journal and magazine for papers and articles relating to astronomy education. Its back issues (see the other appendices) are starting to be a fine library of serious information about teaching astronomy.
Astronomy Magazine: http://www.astronomy.com
Astronomy is the largest circulation popular astronomy magazine; it also has a line of astronomy books for amateurs and student observers; and sells posters and observing aids by mail.
Committee for the Scientific Investigation of Claims of the Paranormal (CSICOP): http://www.csicop.org
An organization of scientists, educators, magicians, and other skeptics that seeks to inform the public about the rational perspective on such pseudo-sciences as astrology, UFO's, crop circles, ancient astronauts, etc. Publishes The Skeptical Inquirer magazine, full of great debunking articles, and holds meetings and workshops around the country. A related publishing house, Prometheus Books, issues outstanding skeptical books.
CLEA (Contemporary Laboratory Experiences in Astronomy): http://www.gettysburg.edu/academics/physics/clea/CLEAhome.html
A project developing excellent computer-based college-level astronomy lab exercises for both Mac and Windows platforms.
Finley-Holiday: http://www.finley-holiday.com
Commercial company that produces and distributes videotapes and slide sets on space related subjects; some in cooperation with the Jet Propulsion Laboratory and Space Telescope Science Institute. Their caption materials are usually too brief to be especially helpful to beginners, but their prices are quite reasonable.
International Dark Sky Association: http://www.darksky.org
Small non-profit organization devoted to fighting light pollution and educating politicians, lighting engineers, and the public about the importance of not spilling light where it will interfere with astronomical observations. They have excellent information sheets for teachers, students, and activists.
International Planetarium Society: http://www.ips-planetarium.org
If your college has a planetarium, you may be interested in this organization of planetarium educators, which has many subgroups and meetings in different parts of the world. Their journal, The Planetarian, has its own website, full of useful educational articles: http://www.griffithobs.org/IPSPlanetarian.html.
Learning Technologies: http://www.starlab.com
This small company, started by Harvard's Phil Sadler, distributes the StarLab portable planetarium, a terrific solar viewer, and some inexpensive hands-on astronomy education kits.
Lunar and Planetary Institute: http://www.lpi.usra.edu
This research institute produces sets of very nice slide sets on solar system phenomena with good caption booklets, as well as technical conference proceedings for their planetary conferences.
NASA Office of Space Science Education Office: http://spacescience.nasa.gov/education/index.htm
This branch of NASA has a large and complex initiative requiring an educational component to many missions and programs. While most of the educational programs are aimed at K-12, a good number of their materials and activities can fruitfully be adapted to introductory college teaching. The web site above is a good entry point into the many sites and projects. See also: http://teachspacescience.org (which is a rudimentary database that is aiming to evaluate and organize the many materials OSS projects are creating).
National Science Teachers' Association: http://www.nsta.org
While this organization is mostly for teachers in grades K-12, it does have a subgroup and a journal for college teaching. Their catalog has a number of elementary astronomy education materials that can sometimes be adapted for college level.
The Planetary Society: http://planetary.org
Large national membership organization founded by Carl Sagan, Bruce Murray, and others; lobbies for more planetary exploration and SETI; publishes a colorful magazine and has a modest catalog of reasonably priced slides, videos, & gift items.
Sky Publishing: http://skyandtelescope.com
This company publishes Sky & Telescope, the premier magazine for serious amateur astronomers, and has an excellent catalog of atlases, sky observing software, and other observing aids, as well as some teaching aids. Their web site is one of the most useful on the Web, with excellent observing information, a database of amateur groups around the country, news items, links, and much more.
Willmann-Bell: http://www.willbell.com
Small publisher dedicated to producing specialized books and software for astronomical observers.
10. Miscellaneous Sites of Interest
COMPadre: http://www.compadre.org
This network of resource materials for physics and astronomy teaching is a joint project of several physics and astronomy organizations. An Astronomy 101 resource database is in the works.
Digital Diploma Mills: http://communication.ucsd.edu/dl
An eloquent indictment of the rush to put courses on the web, and the commercial/political interests behind it, by an iconoclastic scholar.
Edu-Tools Comparison of Course Management Systems: http://www.edutools.info/course/compare/
This site gives comparisons of features, costs, and efficacy of course management software, including commercial and free packages.
Electronic Voting Systems for Class Use: An Overview: http://www.psy.gla.ac.uk/~steve/ilig/tech.html
A nice introduction to personalized response or student voting systems by Steve Draper of Glasgow University.
How People Learn: http://www.nap.edu/books/0309070368/html/
Although printing it out is not convenient, here is the text of a widely praised book called How People Learn: Brain, Mind, Experience, and School, published by the National Academies Press. It reviews the implications of the latest research on learning for how we can best teach science and math.
MERLOT: http://www.merlot.org
This is an open database of resources for teaching or enhancing college courses in many fields. The astronomy database had 141 entries as of October 2004. A much larger database for all sciences can be found at the National Science Digital Library: http://nsdl.org/
Survey of College Astronomy Instructors: http://www.astrosociety.org/education/survey.html
The Astronomical Society of the Pacific is actively conducting a survey of instructors who teach astronomy at the non-research oriented institutions, including state colleges, liberal arts colleges, community colleges, adult and extension schools, etc. The form can be printed out. Results from the survey can be found at:
Teaching a University Course Site: http://www.utexas.edu/academic/cte/resources/teach.html
These web pages from the U. of Texas Center for Teaching Effectiveness include articles, guidelines, and web links for those just starting to teach or those who want to improve.
Teaching Physics: Figuring Out What Works:
An article from Physics Today summarizing what research into teaching and learning in physics has been showing our colleagues in that discipline.


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Lady Gaga Goes Skinny Dipping With Taylor Kinney + Shares a Photo
Lady Gaga shared a photo of sexy time with her boyfriend, former 'Vampire Diaries' cast member and her 'You and I' co-star Taylor Kinney. This time, they're taking a dip in a pool (check out that crystal blue water) and sharing a passionate kiss. Kinney is cradling the Mother Monster in his arms and we're thinking she may be naked, given the strategic placement of her arms.
It's a really intimate pic that shows how in love Gaga and Kinney are. Either that or they are engaging in some sort of new age water therapy.
Seriously, though, they look like a couple truly, madly and deeply in love and this image feels like something you'd see in a movie when a star-crossed couple reunites after many trials and tribs keep the apart. In the case of Gaga and her hunky actor, her touring and his new TV show separate them at times.
Gaga has spent the last couple of weeks using her LittleMonsters.com platform to directly connect with fans and the site is quickly becoming the hub for all things Gaga. She's sharing her personal scrapbook via the site and debuted her first "official" pic with Kinney not snapped by the paparazzi.
Oh, and did you see Gaga's new tattoo? It's the phrase 'Artpop' and it may very well be the title of her upcoming fourth album.
Watch the Lady Gaga 'You & I' video


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Clickers are small, handheld devices that students use to answer questions. They are used in the classroom to increase engagement during lectures, conduct quizzes or surveys, and for a host of other activities.
Clickers are used with software that facilitates the creation of questions, presentations and response data reports.
For Students
- How to Acquire and Return Your Clicker
- How to Use a Clicker in Class
- How to Take a Test with a Clicker
For Instructors
- Getting Started Use TurningPoint within PowerPoint to create questions
- Importing a Class Roster in Turning Point. Import a roster that can be used in TurningPoint to associate student information with their responses.
- Reporting Scores in Turning Point and Uploading to D2L Generate a basic report that displays total point values and upload the report into the D2L grade book
- Testing with Turning Key Create answer keys, import class rosters, administer exams, and manage exam data.
- TurningPoint Anywhere Poll students outside of PowerPoint or on a Mac
- Downloads Software for instructors
- Best Practices: Recommendations from the LTC as well as links to resources from the UW-System Clicker Project, Educause, other institutions and scholarly journals.
- Archive of the UWGB Clicker Evaluation A detailed matrix of criteria we used to evaluate the three clicker vendors, as well as a pro/con list.
- Brown Bag Recap On Friday, March 28, 2008 the LTC and the instructors who participated in the pilot semester, in conjunction with the Instructional Development Council, facilitated a "brown bag" presentation about clickers.
- Advanced Clicker Workshop Video LTC student employee and Turning Technologies intern, Nathan Carlton demonstrates advanced features of TurningPoint, including Team Slides, Results Manager, and more.
Turning Technologies
The University of Wisconsin Green Bay supports Turning Technologies' TurningPoint software and NXT Response Pad clickers. Visit the company website at www.turningtechnologies.com.


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With active users surpassing the 25 million mark and a 205% jump in year over year unit sales, 2009 was an extremely good year for Valve's Steam service.
Valve announced Steam's spectacular 2009 today, providing plenty of statistics to back it up. Active accounts are up 25% to more than 25 million, with 10 million of those maintaining Steam Community profiles. The service now hosts more than 1,000 games from more than 100 developers, which was a key factor in the 205% rise in unit sales, which makes for the fifth year in a row that the figure has jumped by more than 100%.
"Steam turned five years old in March 2009," said Gabe Newell, president of Valve. "With the introduction of each new platform feature released over the years — such as the Steam Community, Steam Cloud, and Steamworks — we've seen corresponding growth in account numbers, concurrent player numbers and developer support for the platform. As such, we plan to continue to expand and grow the platform to better serve the developers supporting the open platform and millions of gamers logging in each day."
In fact, the service surpassed a peak number 2.5 million concurrent users in December, no doubt aided by the releases of Modern Warfare 2 and Left 4 Dead 2. The increased number of users also helped push Steam's monthly average player minutes past 13 billion.
With more and more PC players turning to digital distribution for their gaming fix every year, I'd expect Steam to continue gathering steam in 2010.


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Statement of Non-Discrimination
Northern Essex Community College is an affirmative action/equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, veteran status, genetic information, gender identity or sexual orientation in its programs and activities as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and college policies. The College prohibits sexual harassment, including sexual violence. Inquiries or complaints concerning discrimination, harassment, retaliation or sexual violence shall be referred to the College's Affirmative Action and/or Title IX Coordinator, the Massachusetts Commission Against Discrimination, the Equal Employment Opportunities Commission or the United States Department of Education's Office for Civil Rights.
All Inquiries Concerning Application of the Above Should Be Directed to the College's Affirmative Action / Section 504 Compliance Officer:
Justine Caron, Director of Human Resources
Section 504/ADA Compliance; Title IX; Affirmative Action
Northern Essex Community College
100 Elliott Street, B-219
Haverhill, MA 01830
Phone: 978-556-3956
E-mail: firstname.lastname@example.com


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>>>National Poll
>>>Regional Poll
MILLEDGEVILLE, Ga. - After a pair of victories last week, head coach Terry Sellers' Georgia College & State University men's basketball team (21-4, 14-2 PBC) jumped six spots in the National Association of Basketball Coaches (NABC) Division II National Poll, coming in at No. 17. The Bobcats stayed put in the NCAA Southeast Region Poll, holding down No. 3.
Peach Belt Conference (PBC) foe Augusta State University climbed to No. 3 in the country, behind No. 1 Arkansas Tech and the University of Central Missouri.
In the region rankings, GCSU is second among the five PBC schools. Francis Marion University is No. 8, while the University of Montevallo is No. 9 and USC Aiken No. 10. Mount Olive College holds down the No. 2 slot behind the PBC's Augusta State and just ahead of the 'Cats. The region poll determines the five at-large selections for the NCAA Tournament in March.
Both polls were released before Wednesday night's win over Montevallo.
The Bobcats are back in action Saturday, Feb. 27 at 3:30 p.m., traveling to North Georgia for the final game of the regular season.
The GCSU Department of Athletics, winners of the 2008-09 PBC Commissioner's Cup, sponsors 10 varsity athletic programs at the NCAA Division II level. As a Division II program, GCSU prides itself on balancing the life of the student-athlete, evidenced by the Bobcats' multiple appearances in post-season competition as well as documented academic success and community-service involvement. Sign up at Twitter.com username GCSUSID for up-to-the-minute reports, and visit www.GCSUBobcats.com to nominate your favorite former Bobcats and Colonials to the GCSU Athletics Hall of Fame.


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KARL LAGERFELD KIDS clothing embodies the brand's signature design DNA: youthful but chic, timeless but modern. Among the styles in the kidswear collection, girls' dresses and boys' t-shirts ensure children can express their fashion flair.
Log in with your email and password.
Create your personal account for an exclusive shopping experience


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The Home of Fashion Film and Live Fashion Broadcasting
Report by Kiki Georgiou on 2 March 2013.
There is no question that the designer does soft tailoring like no other – take a double-breasted jacket with a low neckline and slashed sleeves for example, or a black linen one with frayed edges worn with white trousers and Oxfords or their sharper cousins, the black and grey three-piece suits that walked out together towards the end.
A hat moment at Yohji Yamamoto http://t.co/xyeDSaOqdT
Last night at Yohji Yamamoto http://t.co/ZaSe8wDhfD
Robe origami chez Yohji Yamamoto #PFW http://t.co/butFocuUtj
YOHJI YAMAMOTO. "An impressive rollercoaster through the history of a fashion legend," @anderscmadsen reports: http://t.co/AqYHXRzYZJ
As bewitching as ever - see the pictures and what we thought of the @YohjiYamamoto #pfw show: http://t.co/pdhnm3HDfI
I just used #Shazam to tag Get Back by The Beatles. At Yohji Yamamoto AW13 show
Yohji Yamamoto #PFW Monochrome palette, fringe detail, pleated layered fabric and double breasted buttoned jackets
Colour bust knitwear followed by gangster mole chic at Yohji Yamamoto #PFW
Pinstripe pair @YohjiYamamoto http://t.co/RqTDy9Hosc
Flared cropped trousers, tube bright knits and draped capes - there's lots going on @YohjiYamamoto #pfw
I just used #Shazam to tag Cry Baby Cry by The Beatles. Yohji Yamamoto
Show http://t.co/JuxoRT5RMN
I just used #Shazam to tag Good Night by The Beatles. At Yohji Yamamoto show
Twists and turns and bewitching hats from @YohjiYamamoto #pfw
Last show of the day #Yohji
Yamamoto http://t.co/3VCVc6elye
Outside the Yohji Yamamoto show, sk8rboys are ollieing in the biggest bowl I've ever seen. My husband will be so jealous! #skatebetty #PFW
Loving the black and white @yohjiyamamoto. My kind of colours! MH
@NOWFASHION team at #Yohji #Yamamoto tonight: @VforValerio and @mlleaparis #live #fashion #show to come #pfw #RTW http://t.co/Gn34UZk5gi
Pre-show yohji yamamoto http://t.co/mh1k9YwfGw
We'd like to take this vision home please #yohjiyamoto http://t.co/CJydDTGLNa
With floppy hats and flared pants, all the looks from Yohji Yamamoto are on Vogue.fr in English: http://t.co/oMetCgWYOO #PFW @YohjiYamamoto


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Mining Grad Student Gets Best Student Paper Award
SOCORRO, N.M. September 12, 2012– New Mexico Tech graduate student Ali Tarokh recently won the Best Student Paper Award at the 46th annual U.S. Rock Mechanics/Geomechanics Symposium in Chicago.
Ali Tarokh (second from right) accepts his award, along with Dr. Fakhimi, in Chicago in July. From left are Antonio Bobet of Purdue University, Joseph Labuz of the University of Minnesota, Ali Fakhimi of New Mexico Tech, Ali Tarokh of New Mexico Tech and Haiying Huang of Georgia Tech.
Ali earned his master's in mineral engineering with emphasis in geotechnical engineering in May 2012. His research advisor at Tech was Dr. Ali Fakhimi, who was listed as one of the co-authors of the paper. The third coauthor was Dr. Joe Labuz from Civil Engineering Department at the University of Minnesota.
"In our field, this is a pretty big deal," said Dr. Navid Mojtabai, chair of the Mineral Engineering Department at Tech. "This is a major achievement."
Ali won the best student paper award for his paper, "Size of Process Zone in Fracture Testing of Rock." The paper was selected from more than 350 papers submitted to the Symposium from around the world.
Ali and Dr. Fakhimi accepted a plaque commemorating the award during the Symposium banquet on June 26. They learned that they had won the award about a week before the Symposium.
Ali Tarokh, Class of 2012
Ali said his paper tested two opposing experimental theories about whether the size of fracture process zone of a material is dependent on its size. He used discrete element simulation to run several numerical tests to solve the problem.
"We determined that both groups are right, but it depends on the material," he said. "The size of process zone in a brittle material, such as Berea sandstone, is not practically size-dependent and could be considered as a material property whereas in more ductile materials, such as Rockville granite, the size of process zone is size dependent."
Ali earned his bachelor's degree in mining engineering at University of Tehran in Iran. After deciding to come to the United States for his master's, he discovered that New Mexico Tech offered a high quality program in rock mechanics.
He is now attending University of Minnesota where he has started his doctoral work in civil engineering with emphasis on Rock Mechanics.
"University of Minnesota has one of the top programs in the U.S. in rock mechanics," he said. "And I bought a good down jacket for the cold winters."
By Thomas Guengerich/New Mexico Tech


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Massachusetts College of Liberal Arts
MCLA is a public residential liberal arts college which offers both undergraduate and graduate programs. Its distinctive purpose is to provide a high quality educational experience at an affordable price. Special features include selective admission small classes individualized attention and academic excellence in an attractive college setting. A challenging curriculum provides flexibility for motivated students to shape their own course of study and encourages them to combine traditional coursework with experiential learning such as internships study abroad and other field experiences. Working with a diverse student body in an intellectually challenging environment MCLA faculty and staff develop liberally educated citizens with the knowledge perspectives critical thinking abilities and values necessary to become active members of their communities and leaders in their chosen professions. To accomplish this mission we seek to develop curricula that integrate liberal arts and professional studies; affirm the value of excellent teaching and reward scholarly and creative activity; expand opportunities for experiential learning to include field experiences community service international programs and independent studies; create a campus community that fosters intellectual cultural social and recreational activities that enrich education and where the value and worth of all people are affirmed and celebrated; achieve greater diversity within our faculty administration staff and student body; challenge students to succeed and support them in their efforts; and extend our cultural and educational resources to enhance the quality of life in the Berkshires.
School Information375 Church St
North Adams, Massachusetts 01247-4100
Locale: Town: Fringe
Open Admissions: Yes
Sector: Public, 4-year or above
Carnegie Basic: Baccalaureate Colleges--Arts & Sciences
Religious Affiliation: Not applicable
Accrediting Agency: New England Association of Schools and Colleges, Commission on Institutions of Higher Education
Common name(s): MCLA
Students & Faculty
Total Tuition $33,580.00
SAT Scores:
25th-75th percentile
ACT Scores:
25th-75th percentile19-27
Note: 25th-75th percentile ranges show the range of scores achieved by the middle 50% of students who were admitted to the school.
Other Requirements:
Degrees & Programs
|Art/Art Studies, General
|Athletic Training/Trainer
|Biology/Biological Sciences, General
|Business Administration and Management, General
|Chemistry, General
|Computer and Information Sciences, General
|Education, General
|English Language and Literature, General
|Environmental Science
|Fine and Studio Arts Management
|History, General
|Mathematics, General
|Multi-/Interdisciplinary Studies, Other
|Physics, General
|Political Science and Government, General
|Psychology, General
|Visual and Performing Arts, General


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Reviewed by Arijeta K. (age 7)
May had to go to high school all over again to learn her language. She got a job as a guide for businessmen at a store. Then, she was happy. She met a man and married him.
I like this book because it reminds me of my cousin. This book might remind you of a long time ago when you were a child.


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Expectations were high for Marvel's 'The Avengers,' and the film beat even the most optimistic predictions and shattered records, kicking off the summer movie season to a MASSIVE start.
'Avengers' opened with $200.3 million at the US box office, the biggest opening weekend ever, beating record-holder 'Harry Potter and the Deathly Hallows: Part 2', which drew $169.2 million its opening last weekend.
Disney needed a hit — and it got one: the film is on track to top $1 billion dollars at the worldwide box office. And this weekend's massive US numbers built on an already record-breaking run overseas, where it opened a week earlier.


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World Monuments Fund (WMF) invites nominations for the 2012 World Monuments Fund/Knoll Modernism Prize, which will be awarded this fall to a design professional or firm in recognition of innovative design solutions that preserved or saved a modern landmark at risk. The biennial prize was established to raise public awareness of the contribution modernism makes to contemporary life, the important place modernism holds in the architectural record, and the influential role that architects and designers play in preserving modern heritage.
Projects that enhanced a site's architectural, functional, economic, and environmental sustainability while also benefiting the community are encouraged. Nominated projects must have been completed in the last five years.
Submissions should be made to modernism2012(at)wmf.org.
There is no application fee.
The deadline for nominations is July 31, 2012.
Click here for more details or visit the World Monuments Fund website for additional information.


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For Booking Contact
Telephone : +971 04 368 9884 Fax : +971 04 392 8391 Email : [email protected]
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Our recently opened clinic located in the prestigious Grosvenor House Hotel provides complimentary hotel concierge parking, an impressive state of the art, modern and chic facility, and a true VIP welcome from our hospitable staff.


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Page content
A Day in the Life of the Powell Family
A photographic essay by 1998 Colonial Williamsburg Teacher Institute participants
Introduction / Father / Mother / Daughter / Slaves / Summary
Daily activities as well as family and community interactions in the eighteenth century depended upon the season of the year, time of day, social and economic status, age, gender and health in ways that are difficult to imagine at the end of the twentieth century.
In the eighteenth century, all children received an education that prepared them for the work they would do as adults. There were expected behaviors for all children, and corporal punishment was considered to be the normal correction for breaking the rules. However, by the third quarter of the eighteenth century, reacting to the child-rearing advice of John Locke, parents were becoming more openly affectionate with their children, and devising new methods of teaching, such as "playing into learning". Young adults had more freedom in both courtship and in choosing a marriage partner, although they were still expected to ask for and receive their parents' approval to marry.
The workday in the eighteenth century began and ended with the rising and the setting of the sun. Everyone worked: men, women, children, rich and poor, black and white. The amount of work performed and the difficulty of the labor very much depended upon who you were. The roles of men, women and children were sharply defined, more so in a city like Williamsburg than in the countryside where everyone in the family did whatever work was necessary for survival. Slave families faced unique challenges to both the creation and survival of family life. Hard work, illness, and separation of families were some of the difficulties faced by slaves. Nevertheless, slave families, like white families, found the time for social activities. Music, dancing, storytelling, games and conversation were pastimes that relieved the burdens of work and kept cultural traditions alive.
Teachers participating in the 1998 Colonial Williamsburg Teacher Institute examined many aspects of eighteenth-century family life during their visit to the Benjamin Powell House site. The teachers, in cooperative groups, examined the daily life of a Powell family member by participating in activities representative of an eighteenth-century urban household. At the same time, by translating these experiences into digital images, teachers were able to create a photographic essay of the life of the Powell family that could be used in their classrooms. Teachers suggested the following student activities in which they would use digital images:
- Create a photographic autobiography paralleling a day in the life of a Powell family member and noting the similarities and differences in daily life then and now.
- In cooperative groups, produce a picture book with drawings and text, from the perspective of each Powell family member, to share with children in a lower grade or library story hour.
- Assume the roles of family members in eighteenth-century conversation, and compare conversational topics and interactions today and in the past.
- Study eighteenth-century prints, portraits, artifacts, letters and diaries, and archaeological findings and architectural research to draw conclusions about eighteenth-century life. s
As a result of their participation in some of the daily activities at the Benjamin Powell House, 1998 Colonial Williamsburg Teacher Institute participants achieved a deeper understanding of the differences from and similarities to family life today. Choices, opportunities and responsibilities for family members in the eighteenth century depended on whether they were black or white, male or female, rich, poor or middling, free or enslaved, and living in country or city.
For additional information on Benjamin Powell or the Benjamin Powell House, go to the following links:
For additional information on eighteenth-century family life, go to:
Introduction / Father / Mother / Daughter / Slaves / Summary


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Colwyn Bay
Tel: 07769 958671
A fantastic coastal Half Marathon along the fabulous coastal pathway of North Wales from Porth Eirias, Colwyn Bay to the Prestatyn Nova. This event showcases the amazing coastline and shows off the sights and sounds of this great seaside towns. This event is an ideal choice for first time half marathon runners and an exciting new course for seasoned pro's alike.
|Ticket Type
|Ticket Tariff
|Entry fee
|£27.00 per ticket type
Note: Prices are a guide only and may change on a daily basis.
What's Nearby
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Premier Amusements and Cash Bingo
Party cash bingo. Late amusement and big jackpots.0.19 miles away
Colwyn Bay Heritage Trail
Discover how Colwyn Bay developed and learn more about the town's rich historic and...0.28 miles away
Parc Eirias
Located in Colwyn Bay, with fifty acres of beautiful parkland Eirias Park is Conwy's...0.45 miles away
Colwyn Bay/Rhos on Sea Beach
2019 Blue Flag Award Winner - Colwyn Bay / Rhos-on-Sea beach is great for swimming,...0.45 miles away
Old Colwyn Beach
Old Colwyn beach is a short walk from Colwyn Bay town on the north Wales coast off the...0.49 miles away
Pwllycrochan Woods
This prominent woodland that stretches across the slopes above and behind the town of...0.68 miles away
Rhos-on-Sea Heritage Trail
The Rhos-on-Sea Heritage Trail takes in 25 historic sites in just 3 hours, including St....0.96 miles away
Harlequin Puppet Theatre
Traditional marionette show.1 miles away
Welsh Mountain Zoo - National Zoo of Wales
The Welsh Mountain Zoo is set in North Wales, high above Colwyn Bay with panoramic views...1.01 miles away
Totally Ape
An exciting play and party venue for 0-12 years with separate baby/toddler soft play area.1.1 miles away
Fairy Glen Local Nature Reserve
Planning on visiting the amazing Fairy Glen Nature Reserve in North Wales?...If so, click...1.12 miles away
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The Peculiar Gallery is an art gallery selling individual and unusual works of art -...1.13 miles away
Rhos Fynach Crazy Golf
The Rhos Fynach in Rhos On Sea has a 9 hole Crazy Golf course with a nautical theme...1.24 miles away
Bryn Euryn
Bryn Euryn is a prominent limestone hill overlooking Rhos on Sea, with fine panoramic...1.38 miles away


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- 1 Defaulting an Analog Output Source
- 2 Simultaneous HDMI and Analog Output
- 3 Surround sound systems
- 4 ALSA Monitor source
- 5 HDMI output configuration
- 6 PulseAudio over network
- 7 PulseAudio through JACK the new new way
- 8 PulseAudio through JACK the new way
- 9 Pulseaudio through JACK the old way
- 10 Pulseaudio through OSS
- 11 Pulseaudio from within a chroot (ex. 32-bit chroot in 64-bit install)
- 12 Disabling Auto Spawning of PulseAudio Server
Defaulting an Analog Output Source
To select an alternative source as the default output (for example analog), first list all sources:
$ aplay -l **** List of PLAYBACK Hardware Devices **** card 0: Intel [HDA Intel], device 0: ALC889A Analog [ALC889A Analog] Subdevices: 0/1 Subdevice #0: subdevice #0 card 0: Intel [HDA Intel], device 1: ALC889A Digital [ALC889A Digital] Subdevices: 1/1 Subdevice #0: subdevice #0 card 0: Intel [HDA Intel], device 3: HDMI 0 [HDMI 0] Subdevices: 0/1 Subdevice #0: subdevice #0
On this machine, the analog source is card 0, device 0. Edit
/etc/pulse/default.pa and append the following to add the analog source:
load-module module-alsa-sink device=hw:0,0
Determine the correct index of the new source:
$ pacmd list-sinks | less
Note the index number that corresponds to the 'alsa_output.hw_0_0' sink.
Finally, add a 2nd line to
/etc/pulse/default.pa defining the analog output to be used by default:
set-default-sink 2
Either logout/login or restart pulseaudio manually for these changes to take effect.
Simultaneous HDMI and Analog Output
PulseAudio allows for simultaneous output to multiple sources. In this example, some applications are configured to use HDMI while others are configured to use analog. Multiple applications are able to receive audio at the same time.
$ aplay -l **** List of PLAYBACK Hardware Devices **** card 0: Intel [HDA Intel], device 0: ALC889A Analog [ALC889A Analog] Subdevices: 0/1 Subdevice #0: subdevice #0 card 0: Intel [HDA Intel], device 1: ALC889A Digital [ALC889A Digital] Subdevices: 1/1 Subdevice #0: subdevice #0 card 0: Intel [HDA Intel], device 3: HDMI 0 [HDMI 0] Subdevices: 0/1 Subdevice #0: subdevice #0
The key to a configuration like this is to understand that whatever is selected in pavucontrol under Configuration>Internal AUdio is the default device. Load pavucontrol>Configuration and select HDMI as the profile.
Add the following to
/etc/pulse/default.pa to setup the analog as a secondary source:
### Load analog device load-module module-alsa-sink device=hw:0,0 load-module module-combine-sink sink_name=combined set-default-sink combined
Restart PulseAudio, run pavucontrol and select the "Output Devices" tab. Three settings should be displayed:
- Internal Audio Digital Stereo (HDMI)
- Internal Audio
- Simultaneous output to Internal Audio Digital Stereo (HDMI), Internal Audio
Now start a program that will use pulseaudio such as mplayer, vlc, mpd, etc. and switch to the "Playback" tab. A pulldown should be available for the running program to select one of the three sources.
Also see this thread for a variation on this theme and PulseAudio FAQ.
Surround sound systems
Many people have a surround card, but have speakers for just two channels, so PulseAudio cannot really default to a surround setup. To enable all the channels, edit
/etc/pulse/daemon.conf: uncomment the default-sample-channels line (i.e. remove the semicolon from the beginning of the line) and set the value to 6 For a 5.1 setup, or 8 for a 7.1 setup etc.
# Default default-sample-channels=2 # For 5.1 default-sample-channels=6 # For 7.1 default-sample-channels=8
After doing the edit, restart Pulseaudio.
Splitting front/rear
Connect speakers to front analog output and headphones to rear output. It would be usefull to split front/rear to separate sinks. Add to
load-module module-remap-sink sink_name=speakers remix=no master=alsa_output.pci-0000_05_00.0.analog-surround-40 channels=2 master_channel_map=front-left,front-right channel_map=front-left,front-right load-module module-remap-sink sink_name=headphones remix=no master=alsa_output.pci-0000_05_00.0.analog-surround-40 channels=2 master_channel_map=rear-left,rear-right channel_map=front-left,front-right
(replace alsa_output.pci-0000_05_00.0.analog-surround-40 in the sound card name shown from 'pacmd list-sinks')
Switch player between speakers and headphones.
LFE remixing
By default Pulseaudio remixes the number of channels to the default-sample-channels, however it dose not do this for the LFE channel. To enable LFE remixing uncomment the line:
; enable-lfe-remixing = no
and replace no with yes:
enable-lfe-remixing = yes
then restart Pulseaudio.
ALSA Monitor source
To be able to record from a monitor source (a.k.a. "What-U-Hear", "Stereo Mix"), use
pactl list to find out the name of the source in Pulseaudio (e.g.
alsa_output.pci-0000_00_1b.0.analog-stereo.monitor). Then add lines like the following to
/etc/asound.conf or
pcm.pulse_monitor { type pulse device alsa_output.pci-0000_00_1b.0.analog-stereo.monitor } ctl.pulse_monitor { type pulse device alsa_output.pci-0000_00_1b.0.analog-stereo.monitor }
Now you can select
pulse_monitor as a recording source.
Alternatively, you can use pavucontrol to do this : make sure you've set up the display to "All input Devices", then select "Monitor of [your soundcard]" as the recording source.
HDMI output configuration
As outlined in ftp://download.nvidia.com/XFree86/gpu-hdmi-audio-document/gpu-hdmi-audio.html#_issues_in_pulseaudio unless the hdmi port is the first output, PulseAudio will not be able to have any audio when using certain graphics cards with hdmi audio support. This is because of a bug in pulseaudio where it will only select the first HDMI output on a device. A work around posted further down is to first find which hdmi output is working by using the aplay utility from alsa.
The original title for this section indicated the problem is specific to nVidia cards. As seen in this forum thread other cards are affected as well. The rest of the section will use an nVidia card as a case-study but the solution should carry over for people using other affected cards.
Finding HDMI output
Then find the working output by listing the available cards
# aplay -l
sample output: **** List of PLAYBACK Hardware Devices **** card 0: NVidia [HDA NVidia], device 0: ALC1200 Analog [ALC1200 Analog] Subdevices: 1/1 Subdevice #0: subdevice #0 card 0: NVidia [HDA NVidia], device 3: ALC1200 Digital [ALC1200 Digital] Subdevices: 1/1 Subdevice #0: subdevice #0 card 1: NVidia_1 [HDA NVidia], device 3: HDMI 0 [HDMI 0] Subdevices: 1/1 Subdevice #0: subdevice #0 card 1: NVidia_1 [HDA NVidia], device 7: HDMI 0 [HDMI 0] Subdevices: 0/1 Subdevice #0: subdevice #0 card 1: NVidia_1 [HDA NVidia], device 8: HDMI 0 [HDMI 0] Subdevices: 1/1 Subdevice #0: subdevice #0 card 1: NVidia_1 [HDA NVidia], device 9: HDMI 0 [HDMI 0] Subdevices: 1/1 Subdevice #0: subdevice #0
Testing for the correct card
Now a list of the detected cards is known, users will need to test for which one is outputing to the tv/monitor
# aplay -D plughw:1,3 /usr/share/sounds/alsa/Front_Right.wav
where 1 is the card and 3 is the device substitute in the values listed from the previous section. If there is no audio then try substituting a different device (on my card I had to use card 1 device 7)
Manually configuring pulseaudio to detect the Nvidia HDMI
Having identified which HDMI device is working, PulseAudio can be fored to use it via an edit to
# load-module module-alsa-sink device=hw:1,7
where the 1 is the card and the 7 is the deivce found to work in the previous section
restart pulse audio
# killall pulseaudio
open the sound settings manager, make sure that under the hardware tab the graphics cards HDMI audio is set to "Digital Stereo (HDMI) Output" ( My graphics card audio is called "GF100 High Definition Audio Controller"
Then open the output tab there should now be two HDMI outputs for the graphics card test which one works by selecting one of them and then using a program to play audio i.e use vlc to play a movie if it doesn't work the select the other.
PulseAudio over network
One of PulseAudio's unique features is its ability to stream audio from clients over TCP to a server running the PulseAudio daemon reliably within a LAN.
To accomplish this, one needs to enable module-native-protocol-tcp.
TCP support (networked sound)
To enable the TCP module, add this to (or uncomment, if already there)
/etc/pulse/default.pa on both the client and server:
load-module module-native-protocol-tcp
For this to work, it is a requirement that both the client and server share the same cookie. Ensure that the clients and server share the same cookie file found under
~/.config/pulse/cookie. It does not matter whose cookie file you use (the server or a client's), just that the server and client(s) share the same one.
Note: If experiencing trouble connecting, use (on server)
pacmd list-modules
TCP support with anonymous clients
If it is undesirable to copy the cookie file from clients, anonymous clients can access the server by giving these parameters to module-native-protocol-tcp on the server (again in
load-module module-native-protocol-tcp auth-ip-acl=127.0.0.1;192.168.0.0/24 auth-anonymous=1
Change the LAN IP subnet to match that of the those clients you wish to have access to the server.
Zeroconf (Avahi) publishing
For the remote Pulseaudio server to appear in the PulseAudio Device Chooser (
pasystray), load the appropriate zeroconf modules, and enable the Avahi daemon.
On both machines run:
$ systemctl start avahi-daemon.service $ systemctl enable avahi-daemon.service
On the server, add
load-module module-zeroconf-publish to /etc/pulse/default.pa, on the client, add
load-module module-zeroconf-discover to
/etc/pulse/default.pa. Now redirect any stream or complete audio output to the remote pulseaudio server by selecting the appropriate sink.
If you have issues with the remote syncs appearing on the client, try restarting the avahi daemon on the server to rebroadcast the available interfaces.
Switching the PulseAudio server used by local X clients
To switch between servers on the client from within X, the
pax11publish command can be used. For example, to switch from the default server to the server at hostname foo:
$ pax11publish -e -S foo
Or to switch back to the default:
$ pax11publish -e -r
Note that for the switch to become apparent, the programs using Pulse must be restarted.
When everything else seems to fail
The following is a quickfix and NOT a permanent solution
On the Server:
$ paprefs
Go to Network Access -> Enable access to local sound devices (Also check both 'Allow discover' and 'Don't require authentication').
On the Client:
$ export PULSE_SERVER=server.ip && mplayer test.mp3
PulseAudio through JACK the new new way
This configuration only works with jackdbus (JACK2 compiled with D-Bus support). Add to
load-module module-jackdbus-detect
As described on the Jack-DBUS Packaging page:
Server auto-launching is implemented as D-Bus call that auto-activates JACK D-Bus service, in case it is not already started, and starts the JACK server. Correct interaction with PulseAudio is done using a D-Bus based audio card "acquire/release" mechanism. When JACK server starts, it asks this D-Bus service to acquire the audio card and PulseAudio will unconditionally release it. When JACK server stops, it releases the audio card that can be grabbed again by PulseAudio.
module-jackdbus-detect.so dynamically loads and unloads module-jack-sink and module-jack-source when jackdbus is started and stopped.
If PulseAudio sound does not work, check with
pavucontrol to see if the relevant programs appear in the playback tab. If not, add the following to
~/.asound.conf or
/etc/asound.conf to redirect ALSA to PulseAudio:
pcm.pulse { type pulse } ctl.pulse { type pulse } pcm.!default { type pulse } ctl.!default { type pulse }
If it still doesn't work, check with
pavucontrol in the playback tab and make sure the relevant programs are outputting to PulseAudio JACK Sink instead of your audio card (which JACK has control of, so it won't work).
PulseAudio through JACK the new way
The basic idea is that killing PulseAudio is bad idea, it may crash any apps using PulseAudio, and disrupt any audio playing
the flow of how this setup works:
- PulseAudio releases the sound card
- JACK grabs sound card and starts up
- script redirects PulseAudio to JACK
- manually send PulseAudio apps to JACK output (pavucontrol may come in helpful for this)
- use JACK programs etc
- via script, stop redirecting PulseAudio to JACK
- stop JACK and release soundcard
- PulseAudio grabs sound card and reroutes audio to it directly
with QJackCTL setup these scripts:
pulse-jack-pre-start.sh set it up as the execute script on startup script
#!/bin/bash pacmd suspend true
pulse-jack-post-start.sh set this one up as execute script after startup
#!/bin/bash pactl load-module module-jack-sink channels=2 pactl load-module module-jack-source channels=2 pacmd set-default-sink jack_out pacmd set-default-source jack_in
pulse-jack-pre-stop.sh "execute script on shutdown"
#!/bin/bash SINKID=$(pactl list | grep -B 1 "Name: module-jack-sink" | grep Module | sed 's/[^0-9]//g') SOURCEID=$(pactl list | grep -B 1 "Name: module-jack-source" | grep Module | sed 's/[^0-9]//g') pactl unload-module $SINKID pactl unload-module $SOURCEID sleep 5
pulse-jack-post-stop.sh "execute script after shutdown"
#!/bin/bash pacmd suspend false
Pulseaudio through JACK the old way
The JACK-Audio-Connection-Kit is popular for audio work, and is widely supported by Linux audio applications. It fills a similar niche as Pulseaudio, but with more of an emphasis on professional audio work. In particular, audio applications such as Ardour and Audacity (recently) work well with Jack.
Pulseaudio provides module-jack-source and module-jack-sink which allow Pulseaudio to be run as a sound server above the JACK daemon. This allows the usage of per-volume adjustments and the like for the apps which need it, play-back apps for movies and audio, while allowing low-latency and inter-app connectivity for sound-processing apps which connect to JACK. However, this will prevent Pulseaudio from directly writing to the sound card buffers, which will increase overall CPU usage.
To just try PA on top of jack, have PA load the necessary modules on start:
pulseaudio -L module-jack-sink -L module-jack-source
To use pulseaudio with JACK, JACK must be started up before Pulseaudio, using whichever method one prefers. sPulseaudio then needs to be started loading the 2 relevant modules. Edit
/etc/pulse/default.pa, and change the following region:
### Load audio drivers statically (it is probably better to not load ### these drivers manually, but instead use module-hal-detect -- ### see below -- for doing this automatically) #load-module module-alsa-sink #load-module module-alsa-source device=hw:1,0 #load-module module-oss device="/dev/dsp" sink_name=output source_name=input #load-module module-oss-mmap device="/dev/dsp" sink_name=output source_name=input #load-module module-null-sink #load-module module-pipe-sink ### Automatically load driver modules depending on the hardware available .ifexists module-udev-detect.so load-module module-udev-detect .else ### Alternatively use the static hardware detection module (for systems that ### lack udev support) load-module module-detect .endif
to the following:
### Load audio drivers statically (it is probably better to not load ### these drivers manually, but instead use module-hal-detect -- ### see below -- for doing this automatically) #load-module module-alsa-sink #load-module module-alsa-source device=hw:1,0 #load-module module-oss device="/dev/dsp" sink_name=output source_name=input #load-module module-oss-mmap device="/dev/dsp" sink_name=output source_name=input #load-module module-null-sink #load-module module-pipe-sink load-module module-jack-source load-module module-jack-sink ### Automatically load driver modules depending on the hardware available #.ifexists module-udev-detect.so #load-module module-udev-detect #.else ### Alternatively use the static hardware detection module (for systems that ### lack udev support) #load-module module-detect #.endif
Basically, this prevents module-udev-detect from loading. module-udev-detect will always try to grab the sound-card (JACK has already done that, so this will cause an error). Also, the jack source and sink must be explicitly loaded.
QjackCtl with Startup/Shutdown Scripts
Using the settings listed above, use QjackCtl to execute a script upon startup and shutdown to load/unload PulseAudio. Part of the reason users may wish to do this is that the above changes disable PulseAudio's automatic hardware detection modules. This particular setup is for using PulseAudio in an exclusive fashion with JACK, though the scripts could be modified to unload and load an alternate non-JACK setup, but killing and starting PulseAudio while programs might be using it would become problematic.
The following example could be used and modified as necessary as a startup script that daemonizes PulseAudio and loads the padevchooser program (optional, needs to be built from AUR) called
#!/bin/bash #Load PulseAudio and PulseAudio Device Chooser pulseaudio -D padevchooser&
as well as a shutdown script to kill PulseAudio and the Pulse Audio Device Chooser, as another example called
jack_shutdown also in the home directory:
#!/bin/bash #Kill PulseAudio and PulseAudio Device Chooser pulseaudio --kill killall padevchooser
Both scripts need to be made executable:
chmod +x jack_startup jack_shutdown
then with QjackCtl loaded, click on the Setup button and then the Options tab and tick both "Execute Script after Startup:" And "Execute Script on Shutdown:" and put either use the ... button or type the path to the scripts (assuming the scripts are in the home directory)
~/jack_startup and
~/jack_shutdown making sure to save the changes.
Pulseaudio through OSS
Add the following to
load-module module-oss
Then start Pulseaudio as usual making sure that sinks and sources are defined forOSS devices.
Pulseaudio from within a chroot (ex. 32-bit chroot in 64-bit install)
Since a chroot sets up an alternative root for the running/jailing of applications, pulseaudio must be installed within the chroot itself (
pacman -S pulseaudio within the chroot environment).
Pulseaudio, if not set up to connect to any specific server (this can be done in
/etc/pulse/client.conf, through the PULSE_SERVER environment variable, or through publishing to the local X11 properties using module-x11-publish), will attempt to connect to the local pulse server, failing which it will spawn a new pulse server. Each pulse server has a unique ID based on the machine-id value in
/var/lib/dbus. To allow for chrooted apps to access the pulse server, the following directories must be mounted within the chroot:-
/var/run /var/lib/dbus /tmp ~/.pulse
/dev/shm should also be mounted for efficiency and good performance. Note that mounting /home would normally also allow sharing of the
~/.pulse folder.
For specific direction on accomplishing the appropriate mounts, please refer to the wiki on installing a bundled 32-bit system, especially the additional section specific to Pulseaudio.
Disabling Auto Spawning of PulseAudio Server
Some users may prefer to manually start the pulseaudio server before running certain programs and then stop the pulseaudio server when they are finished. A simple way to accomplish this is to edit
/etc/pulse/client.conf and change autospawn = yes to autospawn = no, and set daemon-binary to /bin/true. Make sure the two lines are uncommented as well.
autospawn = no daemon-binary = /bin/true
Now you can manually start the pulseaudio server with
$ pulseaudio --start
and stop it with
$ pulseaudio --kill
You may also have to move or delete a .desktop file in /etc/xdg/autostart if it exists.


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Moot Court Board of Advocates
The Moot Court Board of Advocates is focused on providing students with confidence and leadership skills both in and out of the courtroom. Members of the Moot Court Board have the opportunity to compete in national appellate competitions as well as internal trial competitions, which are open to participation by all students. Moot Court is an avenue by which students can gain practical experience and continue to utilize and improve both their oral advocacy and writing skills.