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Veteran rocker Sting is convinced Justin Bieber has let the trappings of fame go to his head and put his career in jeopardy as his wild behavior spirals out of control.
The "Baby" hit maker's bad boy antics have made him a regular in the headlines over the last few months, amid feuds with his neighbors and alleged nightclub brawls, and he was back in the gossip columns this week when a private jet pilot accused the singer of boarding a plane while high on marijuana.
Sting has now waded into the debate over the troubled former child star, and he has blamed Bieber's lavish lifestyle for his troubles.
He tells Britain's The Guardian, "Fame and ego and money can do terrible things. … Look at Justin Bieber – it's like he's in freefall. I just hope he survives it because a lot of people don't."


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Teacher Education Courses
327-21910 Elements of Tutoring U LA
This course is required for and only open to students who have declared a teaching option in H&S or in speech-language pathology and audiology. It introduces students to the public and private education system in an extended field experience; each student completes 50 hours of fieldwork in a classroom setting. This is a coordinated offering of Ithaca College and the area schools. Prerequisites: Sophomore standing; 795-11000 and 795-11100 (may be taken concurrently). 3 credits. (F-S,Y)
312-20100 Technology for the Middle/Secondary School Teacher NS LA
Introduction to the concepts and skills necessary for applying information technology in educational settings. Topics include basic computer/tech-no-logy operations and concepts including terminology, access and manipulation of data, installation and use of software, basic troubleshooting, use of a variety of peripheral devices, and social and ethical issues. Pedagogical study of technologies. Projects require integrating application software problem-solving skills, concepts, and technical skills and relating them to some aspect of the teaching profession. Students who have completed 312-11000 should consult with the mathematics and computer science department and the coordinator of teacher education before enrolling in this course. Prerequisites: One course with a field experience component from the School of Humanities and Sciences teaching option program. 2 credits. (F-S,Y)
327-10100 Literacy Education for the Middle/Secondary School Teacher U LA
Provides prospective middle- and secondary-level teachers with an under-standing of the theory and process of literacy development, and how it can be integrated with discipline-specific curricula and pedagogies. Topics include theories behind language and literacy development, the cognitive consequences of literacy and language, secondary-level reading and writing as a process, media literacy, and an introduction to discipline specific literacy. 2 credits. (S,Y)
620-23900 Educating Children with Special Needs NLA
Introduces future educators to special populations of children encountered within mainstream classrooms. Students are introduced to the characteristics of various special populations, including students with orthopedic impairments, mental retardation, autism, hearing and vision impairment, traumatic brain injury, ADHD, and learning disabilities. Educational methodologies that can be applied within the classroom are discussed. Federal mandates, legal issues, and family issues are presented. Collaboration with other school personnel is also addressed. Should be taken prior to student teaching. Open only to teacher education students in the School of H&S. Prerequisites: Sophomore standing. 2 credits. (F-S,Y)
620-22900 Second Language Acquisition: Its Nature and Meaning for Educators SS LA
A comparison of first and subsequent language learning as they affect the school-age population. The sociocultural nature of language and language acquisition is addressed as a specific concern in the multicultural classroom. The multifaceted fundamentals surrounding the nonnative speaker and second language learning are provided to prepare students to understand the paradigm shifts that have resulted from demographic changes in this country. It is recommended that this course be taken concurrently with or after 327-10100 or 620-21900. (620-21900 does not apply to H&S teaching option students.) Prerequisites: Sophomore standing. 2 credits. (F-S,Y)
330-21010 Educational Psychology SS LA
Study of human development from infancy through adolescence, including cognitive and behavioral approaches to learning in the context of school and other instructional situations. Attention is given to the empirical (scientific) attitude in relating theory and practice in various educational settings. Prerequisites: Sophomore standing. 3 credits. (F-S,Y)
795-34000 Social Foundations of Education SS LA
Required for all students in teacher certification programs, but open to other students as well. Combines historical, philosophical, sociological, and anthropological perspectives to investigate contemporary social and cultural issues in education and teaching. Provides preparation for critically reflective decision making and working effectively with diverse students and communities. Topics include equal educational opportunity, the financing of U.S. schools; tracking/ability grouping; the sociocultural dynamics of teaching and learning; multicultural education; social class issues; gender bias and equity; the experiences of African American, Latino, Asian American, and linguistic minority students in U.S. schools; educating students with disabilities; the role of religion in U.S. schools; issues of sexuality; working with families and communities; developing schools as caring learning communities; effective uses of technology; and recent proposals for school reform. Prerequisites: Three social science or humanities courses. 3 credits. (F-S)
Methods Courses in Secondary Teaching
327-30810 Pedagogy and Practice across the Disciplines U NLA
Explores the general teaching methods that span the disciplines and promote quality teaching at the middle and secondary levels. This course also offers practice in developing teaching skills through the use of presentations that serve as a transition to student teaching. There are 10 hours of guided observations in middle and secondary schools. Prerequisites: 327-21910; 795-34000; 330-21010; concurrent enrollment in the pedagogy and practice course in the student's discipline. 3 credits. (F-S,Y)
327-30510 Pedagogy and Practice for the Mathematics Teacher NLA
Must be taken with 327-30810. Examines the teaching of mathematics in the middle and secondary levels, including current knowledge and research on the learning of mathematics for all students, national and state standards, the New York State mathematics curriculum, professional journals and organizations, supplemental instructional techniques, appropriate use of technology and assessments, and actual practice in teaching. Twenty-hour field experience component. Prerequisites: 327-21910; 795-34000; 330-21010; junior standing or above in the major; concurrent enrollment in 327-30810. 3 credits. (F,Y)
327-31010 Pedagogy and Practice for the Science Teacher U NLA
This is the companion course to 327-30810 for students seeking certification in biology, chemistry, or physics. Examines the teaching of science on the middle and secondary levels, including current knowledge on the learning of science. Includes special considerations for teaching laboratory sciences, including laboratory safety. Topics include the appropriate use of technology in science education; the adaptations needed for students who are gifted and talented or who have disabilities or other special needs; and continued professional development of the teacher after certification. Students will examine professional journals and organizations as well as the New York State science curriculum. Twenty hours of observation and fieldwork in local public schools. Prerequisites: 327-21910; 795-34000; 330-21010; concurrent enrollment in 327-30810. 3 credits. (F,Y)
327-31110 Pedagogy and Practice for the English Teacher U NLA
Must be taken with 327-30810. Examines the teaching of English on the secondary level. Special emphasis is placed on the New York State curriculum, on actual practice in teaching and evaluating students' work, and on current instructional technology. Includes 20 hours of fieldwork. Prerequisites: 327-21910; 795-34000; 330-21010; concurrent enrollment in 327-30810. 3 credits. (Y)
327-31210 Pedagogy and Practice in the Teaching of Social Studies U NLA
Must be taken with 327-30810. Emphasizes teaching social studies in grades 7-12 with special reference to the New York State social studies curriculum. Examines and applies subject-specific methods and materials, including evaluation of student work; teaching students of varying needs, interests, and levels of preparation; and conceptualizing, organizing, presenting, and evaluating social science content. Mastery of both theoretical concepts and their application in the classroom is essential. Special attention given to the role of technology in social studies. Includes a fieldwork component of 20 hours of supervised observation and teaching in the public schools. Prerequisites: 327-21910; 795-34000; 330-21010; concurrent enrollment in 327-30810. 3 credits. (S,Y)
327-31310 Pedagogy and Practice of Teaching Languages Other Than English NLA
Must be taken with 327-30810. Examines the teaching of modern languages other than English in grades 7-12, including the New York State curriculum, current journals and organizations in the area of modern languages, supplemental teaching methodologies, and the correction of student work. Special attention is given to the role of technology in second-language acquisition. Includes a fieldwork component of 20 hours of observation and teaching in public schools. Prerequisites: 327-21910; 795-34000; 330-21010; concurrent enrollment in 327-30810. 3 credits. (Y)
327-31410 Pedagogy and Practice for the Art Teacher U NLA
Must be taken with 327-30810 Pedagogy and Practice across Disciplines. Examines the teaching of visual art to students in elementary, middle, and secondary levels. This course will provide grounding in the history of art education in the U.S., current theory and practice of teaching art, and artistic development in children and adolescence. Emphasis is placed on the New York State standards in the visual arts for development of art lessons that contain relevant objectives, motivation, methodology, and evaluation techniques. Various art materials, techniques, and processes suitable for K-12 levels will be examined. Additional topics included are incorporating art history, aesthetics, and art criticism in the curriculum; health and safety issues of art materials; art room organization; selecting and ordering supplies; and fostering professionalism. This course also provides practice in developing teaching skills through presentation of lesson plans in various media at the elementary, middle, and secondary levels; 20 hours of observation and fieldwork in local public schools are required. Prerequisites: 327-21910; 795-34000; 330-21010; concurrent enrollment in 327-30810. 4 credits. (F,Y)
Supervised Student Teaching Experience
327-41210 Seminar on the Practical Issues of Teaching LA
Taken concurrently with 327-49810. This serves as the reflective component of student teaching, where students will analyze their teaching and confront issues facing them as new teachers. Students will also design and prepare their interview portfolios. Also addresses specific New York State Education Department regulations including health and safety needs; alcohol, tobacco, and drug abuse; identification and prevention of child abuse; fire safety instruction; prevention of child abduction; and safety education. Corequisites: 327-49810. 3 credits. (F-S,Y)
327-49810 Professional Semester in Education U NLA
Taken concurrently with 327-41210. A full semester of observation and supervised teaching at both the middle and high school levels. Additional coursework requires permission of department chair and coordinator of teacher education. Corequisites: 327-41210. 12 credits. (F-S,Y)
Independent Study in Education
327-49700 Fieldwork in Education NLA
Directed fieldwork under a teacher education program faculty member's supervision, culminating in a major paper or comparable product. Written proposal to the teacher education program, describing the terms of the particular project, is required. Open only to juniors and seniors who have completed one or more courses at level 3 or 4 in education. Prerequisites: Permission of instructor. Variable credit. (F-S)
327-49900 Independent Study in Education LA
Study with a faculty member of specific problems in education. Written proposal to the coordinator of the teacher education program, describing the terms of the particular project, is required. Prerequisites: Permission of instructor. 3 credits. (F-S)
A. Ozolins, Office of Creative Services, 15. July, 2005

subset: commoncrawl


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Description:Smart Array P400 Series 512MB w/Battery-Backed Cache (BBWC) Upgrade For the Smart Array P400 ControllersPart Number(s)
Option Part# 405148-B21
Overview:Information technology professionals rely on HP quality to ensure maximum productivity. As the power of applications processors memory adapters and storage devices increases high-end computer users are seeking ways to optimize their system performance. HP provides leading solutions adding new levels of performance availability flexibility and management.


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- / World & News
- / Countries of the World
- / Peru
Facts & Figures
President: Ollanta Humala (2011)
Prime Minister: Pedro Cateriano (2015)
Land area: 494,208 sq mi (1,279,999 sq km); total area: 496,223 sq mi (1,285,220 sq km)
Population (2014 est.): 30,147,935 (growth rate: 0.99%); birth rate: 18.57/1000; infant mortality rate: 20.21/1000; life expectancy: 73.23
Capital and largest city (2011 est.): Lima, 9.13 million
Other large city: Arequipa, 804,000
Monetary unit: Nuevo sol (1991)
- Peru Main Page
- A New Era of Government
- The Return of Alan García
- An Ex-Officer Becomes President
- Government Refuses to Negotiate over Hostages
- Former President Denied Pardon
Peru, in western South America, extends for nearly 1,500 mi (2,414 km) along the Pacific Ocean. Colombia and Ecuador are to the north, Brazil and Bolivia to the east, and Chile to the south. Five-sixths the size of Alaska, Peru is divided by the Andes Mountains into three sharply differentiated zones. To the west is the coastline, much of it arid, extending 50 to 100 mi (80 to 160 km) inland. The mountain area, with peaks over 20,000 ft (6,096 m), lofty plateaus, and deep valleys, lies centrally. Beyond the mountains to the east is the heavily forested slope leading to the Amazonian plains.
Constitutional republic.
Peru was once part of the great Incan Empire and later the major vice-royalty of Spanish South America. It was conquered in 1531–1533 by Francisco Pizarro. On July 28, 1821, Peru proclaimed its independence, but the Spanish were not finally defeated until 1824. For a hundred years thereafter, revolutions were frequent; a new war was fought with Spain in 1864–1866, and an unsuccessful war was fought with Chile from 1879 to 1883 (the War of the Pacific).
Peru emerged from 20 years of dictatorship in 1945 with the inauguration of President José Luis Bustamente y Rivero after the first free election in many decades. But he served for only three years and was succeeded in turn by Gen. Manuel A. Odria, Manuel Prado y Ugarteche, and Fernando Belaúnde Terry. On Oct. 3, 1968, Belaúnde was overthrown by Gen. Juan Velasco Alvarado. In 1975, Velasco was replaced in a bloodless coup by his prime minister, Gen. Francisco Morales Bermudez, who promised to restore civilian government. In elections held on May 18, 1980, Belaúnde Terry, the last civilian president, was elected president again.
The Maoist guerrilla group Shining Path, or Sendero Luminoso, began their brutal campaign to overthrow the government in 1980. The military's subsequent crackdown led to further civilian human rights abuses and disappearances. A smaller rebel group, Tupac Amaru, also fought against the government. About 69,000 people were killed during the 1980–2000 wars between rebel groups and the government. The deaths were carried out by the rebels (54%) as well as the military (30%); other militias were responsible for the remainder.
A New Era of Government
Peru's fragile democracy survived. In 1985, Belaúnde Terry was the first elected president to turn over power to a constitutionally elected successor since 1945. Alberto Fujimori won the 1990 elections. Citing continuing terrorism, drug trafficking, and corruption, Fujimori dissolved Congress, suspended the constitution, and imposed censorship in April 1992. By September, all but Shining Path had been vanquished. A new constitution was approved in 1993.
Fujimori was reelected in 1995 and again in May 2000 to a third five-year term, after his opponent, Alejandro Toledo, withdrew from the contest, charging fraud. In Sept. 2000, Fujimori's intelligence chief, Vladimiro Montesinos, was videotaped bribing a congressman. Fujimori announced he would dismantle the powerful National Intelligence Service, which has been accused of human rights violations. Two months later, he stunned his nation by resigning during a trip to Japan. Revelations that Fujimori secretly held Japanese citizenship—and could not be extradited to face corruption charges—enraged the populace.
In 2001, the centrist Alejandro Toledo was elected president with 53% of the vote, narrowly defeating former president Alan García. His rags-to-riches story and mixed Indian and Latino heritage made him popular among the poor. Inheriting a country racked by economic troubles and corruption, Toledo did little, however, to restore confidence in the government. Early in his presidency, he gave himself a significant pay raise while at the same time calling for economic austerity. In June 2002, a popular revolt took place in the cities of Arequipa and Tacna and in other areas of southern Peru after the sale of two state-run electricity firms to a Belgian company, Tractebel. Toledo had specifically promised during his campaign not to sell these firms. Opinion polls at the time indicated that more than 60% of Peruvians were adamantly opposed to privatization and foreign investment, which in the past had led to price increases, mass layoffs, corruption, and few discernible benefits for the populace. A series of scandals and political missteps between 2003 and 2005 caused Toledo's approval ratings to plummet, at one point as low as 8%.
The Return of Alan García
In the first round of presidential elections in April 2006, voters chose a former army officer, Ollanta Humala, from among 20 candidates. But in the second round in June, former president Alan García, whose 1985–1990 administration left Peru in economic ruin, made a startling comeback, winning with 52.6% of the votes. Election analysts have suggested that voters felt Humala, a former military leader who had once led a coup, was unpredictable and capable of eroding Peru's democracy, and that García, despite his proven economic incompetence and a reputation for corruption, was the marginally better bet.
In Aug. 2007, an 8.0-magnitude earthquake struck 95 miles southeast of Lima, killing at least 430 people and leveling churches and homes.
In Sept. 2007, Chile's Supreme Court approved the extradition of former president Alberto Fujimori to Peru in order to try him on charges of corruption and human rights abuses. He had been in Chile since 2005, when he was detained after stopping there on his way from voluntary exile in Japan back to Peru in order to attempt a political comeback.
On Oct. 10, 2008, García's entire cabinet was forced to resign over an oil corruption scandal. On Oct. 11, 2008, in an attempt to regain popularity, President García appointed a leftist regional governor, Yehude Simon, as his prime minister—a move that shocked many. García's popularity took a hit in 2009 when he passed land laws that allowed large sections of the Amazon to be auctioned off to oil and gas companies. Violent protests against the laws broke out in the Amazon, and Simon resigned in July 2009 after he negotiated a settlement that included repeal of the laws. García replaced Simon with Javier Velásquez .
In April 2009, after a televised trial that lasted 16 months, Alberto Fujimori was found guilty of human rights abuses and corruption. He was sentenced to 25 years in prison. Three months later, he was convicted of illegally paying off his former intelligence chief, Vladimiro Montesinos, with $15 million in state funds. Montesinos is serving a prison term for corruption.
An Ex-Officer Becomes President
In June 2011, Ollanta Humala, an ex-army lieutenant-colonel, was elected president. He narrowly defeated Keiko Fujimori, daughter of former president Alberto Fujimori, who remains in prison for human rights abuses and corruption. This was Humala's second run at the presidency. In 2006, even though Humala had no political experience at the time, he barely lost the election to Alan García. During that election, Humala aligned himself with President Hugo Chávez of Venezuela. For this election, Humala downplayed his radical past and reinvented his image to be viewed as a more moderate leftist, like former Brazilian president Luiz Inácio Lula da Silva.
Even though Peru has experienced an economic boom, poverty remains a huge issue. Humala's election over the well-known, conservative Fujimori exposed a discontent over how the economic growth has failed to help people living in dire conditions. Humula has vowed to help poorer Peruvians. "It's not possible to say that the country is progressing when 12 million people are living in miserable conditions without electricity or running water," he said to supporters after his victory. Humala plans to raise taxes on mining companies and have the government play a bigger role in the economy.
Government Refuses to Negotiate over Hostages
On February 12, 2012, Florindo Eleuterio Flores Hala, known as Comrade Artemio, was badly wounded after fighting with Peruvian troops. Head of the Shining Path faction based in the Upper Huallaga Valley, Artemio was arrested after the battle. President Humala released a statement, saying that the capture of Artemio meant the Shining Path were now defeated in the Alto Huallaga valley. This marked a major victory for the Peruvian Government because the Alto Huallaga valley is a major area of cocaine production. On March 3, Walter Diaz was captured. Diaz was a major candidate to replace Artemio as leader. Exactly one month later, another leading candidate to succeed Artemio, Jaime Arenas Caviedes was arrested. With Caviedes in custody, President Humala said that the Shining Path was no longer operational in Alto Huallaga Valley.
On April 9, 2012, another major faction of the Shining Path kidnapped 42 workers in the Ene and Apurimac valleys. The area is the last stronghold of the rebels, who once were a major problem for the government. However, after recent captures of leaders in the Upper Huallaga Valley faction, the Shining Path has been limited to small gangs and only participating in drug trafficking. The hostages were employees of Skanska, Coga, and Construcciones Modulares. They were working on a new gas plant when they were abducted.
The Shining Path demanded ten million in ransom for the safe return of the hostages. The Peruvian government refused to negotiate. On local TV, Justice Minister Juan Jiménez said that they would "not negotiate with terrorists, the government acts within the law." The government sent 1,500 troops to the area. Defense Minister Alberto Otarola also traveled to the area to lead the effort to free the hostages.
On July 23, 2012, Prime Minister Oscar Valdés and his government resigned. The resignation came after Valdés received heavy criticism on how he handled the Conga mining project, a project involving surface mining of a copper quarry that also contains gold. Valdés came down hard against activists who protested against the project as well as other social issues. Juan Jiménez was named the new prime minister. However, Jiménez resigned a little over a year later, on October 29, 2013. He was replaced by César Villanueva, president of San Martin, a region in northern Peru.
Former President Denied Pardon
On June 7, 2013, President Ollanta Humala stated that he would not grant a pardon to former President Alberto Fujimori. Fujimori's family requested the pardon back in October 2012 for medical reasons. In prison for corruption and human rights violations, Fujimori has tongue cancer and other health problems. Humala said he reviewed information from Fujimori's doctors as well as the former president's crimes to make his decision. Prior to Humala's decision, a presidential commission had advised against giving Fujimori a pardon.
While president from 1990 to 2000, Fujimori oversaw the fight against the Shining Path, a guerrilla group. In 2009, he was sentenced to 25 years in prison for overseeing death squads that killed at least 25 people.
René Cornejo was sworn in as prime minister on Feb. 24, 2014. He became the fifth prime minister to serve since President Humala's first term began in July 2011. He resigned five months later after a political scandal. Minister of Labor Ana Jara replaced him as prime minister on July 22, 2014
However, on March 31, 2015, the Peruvian Congress voted to remove Jara as prime minister because she allegedly spied on lawmakers, journalists, and other citizens. The following month, Minster of Defense Pedro Cateriano was named the new prime minister. Cateriano became the seventh prime minister during Humala's first term in office.
See also Encyclopedia: Peru .
U.S. State Dept. Country Notes: Peru
National Institute of Statistics and Informatics (In Spanish only) www.inei.gob.pe/ .


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Bisons on the Air
Online Radio: Lipscomb Sports Network, www.LipscombSports.com (Jonathan Seamon, play-by-play; Benjamin Seamon, color analyst)
The Game
The Lipscomb University Bisons (0-1, 0-0 A-Sun) travel across town to face Vanderbilt University (0-0, 0-0 SEC). Game time is set for 7 p.m. (CT) in Memorial Gym.
Lipscomb lost its season opener Saturday evening to Elon 91-86 despite 26 point performances by Brandon Brown and Adnan Hodzic. Josh Slater posted a double-double with 17 points and 13 rebounds. Slater added seven assists and three steals.
The game is the season opener for Vanderbilt. The Commodores return 14 letterwinners, including all five starters, from last year's squad that finished 19-12 overall and 8-8 in SEC play. Vanderbilt defeated Alabama-Huntsville 91-56 in its only exhibition on Nov. 10 inside Memorial Gym.
Vanderbilt leads the all-time series 21-4 including 13-1 at Vanderbilt. The two teams last met on Dec. 7, 2008 in Memorial Gym. The Commodores won 90-67 behind 26 points and 10 rebounds by A.J. Ogilvy. Eddie Ard had 18 points to lead the Bisons.
Quick Hits
- Brandon Brown scored a career high 26 points and Josh Slater had a career high 13 rebounds against Elon
- Hodzic has scored in double figures in 28 consecutive games, a Lipscomb NCAA-era record
- Lipscomb coach Scott Sanderson needs three wins to reach the 250 win plateau
- Lipscomb has lost 9 consecutive road openers
- Lipscomb's only win at Vanderbilt was a 59-57 victory on Jan. 2, 1951
Last Time Out
Lipscomb jumped out to a 16-7 lead behind 13 early points from Brandon Brown, but the Bisons were not able to overcome a strong shooting performance by Elon University as Lipscomb fell 91-86 in their season opener Saturday evening in Allen Arena.
Elon shot 50.7 percent from the field for the game and 57.6 percent in the second half. Elon also shot 13-of-22 for 59.1 percent from the 3-point line.
Brown and Adnan Hodzic scored 26 points each to lead the Bisons. Josh Slater added 17 points and had a career-high 13 rebounds. Hodzic had 12 boards
Lipscomb outrebounded Elon 50-32 including holding a 21-7 advantage on the offensive boards.
Brown scored the first basket of the season for Lipscomb on a layup on the Bisons first possession. He added five more quick baskets to give Lipscomb the early 16-7 lead less than five minutes into the game.
Drew Spradlin and Elon countered with an 11-0 run to go up 18-16 with 12:59 left in the first half. The remainder of the first half was a back-and-forth affair with nine lead changes and nine times.
Elon used an 8-0 run capped by a put back dunk by Adam Constantine to bring their lead back to 13 (74-61) with 5:52 remaining in the game.
The Bisons were not ready to go away going on a 9-0 run over 1:11 to make it a 76-72 ballgame. Spradlin connected on his 6th 3-pointer of the evening to end the run with 3:20 left.
Slater connected on a 3-pointer with 35 seconds left to put Lipscomb within three points (87-84). The Bisons fouled with 26 seconds on the clock. Bonney drained two free throws but Hodzic scored on the next possession after missed 3-point attempts by Slater and Wright. Spradlin hit two free throws to seal the game for Elon.
Lipscomb - Elon Postgame Notes
- Brown and Hodizc combined to go 22-of-37 from the field. The rest of the Bisons were 10-of-37.
- Johnny Lee's two blocks were his first career two blocks
- The last time two Lipscomb players posted double-doubles in the same game was at Kennesaw State on Feb. 22, 2009 by Hodzic (15/10) and Brown (12/10).
- Jacob Arnett and Jordan Burgason who sat out against Elon are both expected to return against Vanderbilt
Honor Roll
Junior center Adnan Hodzic was a unanimous selection to the A-Sun preseason All-Conference team. Last year Hodzic was named to the postseason Atlantic Sun All-Conference team. Sophomore Brian Wright was named to the Atlantic Sun All-Freshman team last year.
Poll Action
Lipscomb was picked to tie for first place for the Atlantic Sun Regular Season title and win the Atlantic Sun Championship in the preseason coaches poll. Lipscomb and Jacksonville each received 111 votes with Jacksonville receiving five first place votes to Lipscomb's four. The Bisons were picked to finish second in the media poll. Jacksonville was picked first by the media.
Brown on the Boards
Junior Brandon Brown has 381 career rebounds. This tally puts him fourth among active players in the Atlantic Sun Conference.
Good from the Field
Adnan Hodzic is a clear leader among active Atlantic Sun players for field goal percentage with at least 500 attempts. Hodzic is shooting .587 from the field. Then next closest A-Sun player is Jonathan Rodriguez who is connecting on .477 of his shots.
Last season Hodzic scored a career high 30 points on 14-of-16 shooting on Jan. 17 at ETSU. He is the first Lipscomb player to have such a game since the Bisons joined the Atlantic Sun in 2003.
Double It
Adnan Hodzic has scored in double figures in 28 consecutive games. The streak is the longest in Lipscomb's NCAA-era.
Lipscomb's all-time record is held by athletic director Philip Hutcheson who scored in double figures in every game he played for the Bisons (155).
Non-Maui Maui Invitational
Lipscomb will face off back in the 48 contiguous states with three of the eight teams participating in the 2009 EA Sports Maui Invitational. Lipscomb will travel to Vanderbilt (Nov. 16), Cincinnati (Dec. 19), and Arizona (Dec. 21). The three teams will join Colorado, Gonzaga, Chaminade, Maryland, and Wisconsin in the tournament which runs Nov. 23-25 in Maui, Hawaii.


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This page looks at the steps it takes to embed a Plasma shell inside of your application as a dashboard or summary page.
The core of the dashboard's logic is in a KPart in kdebase-runtime (Currently still in playground/base/plasma/shells/kpart), plasma-kpart. This KPart is loaded like any other ReadOnly KPart:
// this routine will find and load our Part. it finds the Part by // name which is a bad idea usually.. but it's alright in this // case since our Part is made for this Shell KService::Ptr service = KService::serviceByDesktopPath( "plasma-kpart.desktop" ); if (service) { // now that the Part is loaded, we cast it to a Part to get // our hands on it m_part = service->createInstance<KParts::ReadOnlyPart>(0, args); if (m_part) { // tell the KParts::MainWindow that this is indeed the main widget // If you have something better to do with the widget, this is where // you would do it. setCentralWidget(m_part->widget()); // and integrate the part's GUI with the shell's createGUI(m_part); } else { // For whatever reason the part didn't load KMessageBox::error(this, i18n("Could not instantiate our Part!")); qApp->quit(); } } else { // if we couldn't find our Part, we exit since the Shell by // itself can't do anything useful KMessageBox::error(this, i18n("Could not find our Part!")); qApp->quit(); // we return here, cause qApp->quit() only means "exit the // next time we enter the event loop... return; }
There are two ways to approach writing applets, and some thought should go into this before writing your applets.
The first is to use the standard method of writing Plasma applets, and provide a DataEngine which your applets can use to communicate with your application, either via DBus (allowing you to use the applets on the desktop and in other shells) or intra-process signal/slots using a DataEngine provided by the PluginLoader infrastructure.
The second method is to wrap QWidgets inside of a Plasma::Applet using a QGraphicsProxyWidget. This is most useful if your application has an existing dashboard which is not based on Plasma. These widgets would be created within your application, and loaded using the PluginLoader infrastructure.


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DELAWARE, Ohio -- Brandeis senior Grayce Selig (Narberth, Pa./Springside School) earned her fourth career All-America honor, and second in the 1,500-meter run, with a fifth-place finish at the 2011 NCAA Division III Outdoor Track and Field championships held at Ohio Wesleyan University.
Selig, who finished fourth in the event at 2010 championships, lowered her own school record in the event, set last year, to 4:28.53, despite finishing one spot further back. The only returning All-American in the finals, Selig ran just behind the lead pack for much of the race. Wisconsin-Osh Kosh sophomore Christy Cazzola, who edged Selig in the preliminaries, won the race with a time of 4:22.11. Selig was third among runners from New England, as Middlebury junior Margo Cramer finished second and Wellesley sophomore Randelle Boots was third. Selig finished 0.39 seconds ahead of Washington (Mo.) University senior Liz Phillips, who had narrowly defeated her twice this season, at the UAA championships and in the preliminaries.
In the prelims, Selig finished third in her heat in an extremely tight finish with a time of 4:30.88 as the top three spots were separated by less than a tenth of a second. Cazzola of Wisconsin-Osh Kosh won the heat with a time of 4:30.80. Phillips, who edged Selig for the 2011 University Athletic Association title, finished second in 4:30.83. Overall, Selig had the eighth-best qualifying time, with the top five spots coming from the first heat, including Wellesley College sophomore Randelle Boots, who topped Selig at the 2011 NCAA DIII Indoor championships in the mile run.
On the second day of competition, senior Lucia Capano (Manchester, N.H./Manchester Central) placed 20th out of 24 competitors in the triple jump. Seeded 19th headed into the meet, Capano's best jump was 11.09 meters (36 feet, 3 3/4 inches), coming on her third and final jump. She finished just over a foot shy of qualifying for the finals.
Selig, who had also qualified for the championships in the 5,000-meter run, opted not to compete in that event.
With the four points Selig gained in the 1,500, Brandeis finished in a tie for 52nd place out of 83 squads that scored points. The finish was seventh among New England teams, tied with Bowdoin, and tied for third among UAA schools with Carnegie Mellon and just half a point behind Case Western Reserve.
For complete coverage from the NCAA Division III Outdoor Track and Field championships, visit Ohio Wesleyan championship web site.


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So, it has been exactly four days since the doctors at Stanford turned off my ICD after one of my leads fractured. This was done to help me avoid the unpleasant experience of an inappropriate shock. That is the clinical name for a defibrillating shock that happens by mistake; when your heart is not really in a dangerous arrhythmia. By some handy programming and a bit of luck, I was able to avoid that experience.
I have had my ICD for three years. During that time, I have ridden the full roller coaster ride of emotions from fear, loathing, joy, relief, anxiety and anger. It has been with the diligent search of knowledge and the support of some really incredible people that I have survived all this. After all that, you would think that having the darn thing go silent for a few days would be a relief… it has been anything but.
I have long grown used to the little bumps and jiggles that are my heart. Even the breath stealing flutter of a NST doesn't freak me out anymore. Or at least it didn't until last Friday. Now every little extra beat is sending me through the roof. How funny that the thing in my chest that I have cursed and hated is now the thing I miss.
In my logical mind, I know they would have never let me out of the hospital on Friday if I were at severe risk of V-fib. But in the rest of my mind, it is freaky to feel my heart mis-behave and know that there is no back up in place. As I have gone through my days I wonder if people around me would know what to do if I suddenly fell over. I have been worried about being alone just in case something goes wrong. I never would have expected this feeling but I have to admit, I miss my ICD. I hate that I have to go through another surgery to fix it, but I can't wait to get in all patched up and get back to hating it again.