text:
McClure's Pickles made a name crafting handmade pickles in small batches from local produce. But the business was outgrowing its Brooklyn, N.Y., location.
Founder Joe McClure, a Michigan native, began looking for a new pickle factory and decided on an unlikely location — an abandoned American Axle & Manufacturing warehouse in Detroit. The company had made parts for the Big Three automakers before the jobs were moved to Mexico last summer.
Global competition has decimated American manufacturing, but writing off Detroit and other Rust Belt towns is hasty. McClure and other small business owners and community leaders are proving shuttered American auto plants aren't eyesores; they're valuable assets worth saving with the right mix of community commitment.
"People call me and tell me stories that they used to work in the (Axle) building, and that they're glad to see it being turned into a production facility," says McClure, of the plant that's scheduled to reopen in June.
Reducing Building Waste
Compared to new commercial buildings, repurposing existing auto plants not only saves money but energy and the environment.
"Building waste is one of the largest sources of waste that is put into the waste stream," says Keith Bussey, a principal at the Boston Consulting Group in Toronto.
The U.S. generated about 170 million tons of building-related construction and demolition debris in 2003 — a 25-percent gain in seven years, according to a U.S.Environmental Protection Agency report.
Turns out many communities are cutting waste by repurposing former auto plants for vibrant second lives. In Kenosha, Wis., a lakefront Chrysler site has been transformed into a marina and residential region that includescondos, public museums, an electric street car and restaurant.In Batavia, Ohio, a Ford plant has been turned into an education and industrial park.
"While it is impossible to regain all of the jobs and output associated with these plants, finding a new use for a site — especially a creative one — offers a beacon of promise for the neighboring community as opposed to economic despair," says Valerie Sathe Brugeman, project manager for the Center for Automotive Research, CAR, based in Ann Arbor, Mich.
From Michigan to California
The center's 2011 report on closed and repurposed U.S. auto manufacturing offers examples of how communities restored closed plants.
Typically, community leaders start by wooing private businesses and securing public stimulus money, while attending local government meetings to broadcast redevelopment plans and win vital community support.
CAR originally focused on 447 large U.S. plants in operation since 1979. Of those plants that made cars or parts, 267 or nearly 60 percent have shuttered; and 128 have been repurposed so far. Most of them were owned by General Motors and are located in the Midwest.
No Need to Start From Scratch
When recycling plants and auto-related office space, the buildings are left intact. Their exteriors and nearby grounds are spiffed up, while interiors are refabricated for new uses.
For pickle operations, McClure was attracted to Axle warehouse's sound structure; no need for a new roof or flooring. McClure focused on fixing the interior.
They ripped out hydraulic lifts and the car wash. "People joked that if you buy a jar of pickles you could get a car wash," McClure says. The concrete floors were given an epoxy coating to withstand vinegar used to ferment pickles.
The renovation cost about $250,000, far less than that of a new plant. And McClure is keeping American Axle's old signage. "I like the look of them," he says.
While McClure's Pickles wasn't part of the CAR study, community leaders working to revive old auto plants know one another and share lessons learned. And one old business adage surfaces repeatedly. You can never over-communicate.
Successful project leaders attended local meetings, broadcast projects on public access TV, and sought community input. Leaders who "didn't engage communities at first ran into roadblocks," says Brugeman. "It takes longer in the beginning, but it's absolutely worth it in the end."
High Tech in Kokomo, Ind.
Deep community commitment is what happened in Kokomo, an Indiana auto town where Chrysler looms large with four plants. In 2004, the community launched a technology park on a plot of land that included Delphi's old administrative offices. The plant had been demolished. But the 98,000-square-foot limestone office building remained intact. "It was built in 1950 by GM and built like a fortress," says Jan Hendrix, chief operations officer for the Greater Kokomo Economic Development Alliance.
Hendrix and other community leaders were struck by the success of a research park in Purdue, Ind. Sure, Kokomo was churning out cars. But there was also a brain trust of engineers and information tech specialists.
"We figured out, 'How can we grow based on the assets that we have?' " Hendrix says.
The recycled building houses a local college health-science program and a dozen start-ups. The community has invested about $3 million repurposing the site, "a fraction" of what it would have cost to construct the building and acquire the 32-acre site, Hendrix says.
And efforts to support the tech incubator extended beyond the office park. To attract young professionals, leaders improved Kokomo's quality of life. They cleaned up downtown and added street landscaping and trails for walking and biking.
The upshot has been a revived community with a tech space that used to be a painful, idle reminder of America's manufacturing past. Times are changing for Kokomo and other communities that are reinventing abandoned auto plants. Says Hendrix, "We're in the midst of a real transformative time here."


text:
Olivia Wilde and Jason Sudeikis Holding Hands in NYC
Olivia Wilde Shows PDA With Jason Sudeikis Before a Big Award Night
Olivia Wilde Shows PDA With Jason Sudeikis Before a Big Award Night
Olivia Wilde, in a gray Autumn Cashmere sweater, started her afternoon in NYC yesterday arm in arm with boyfriend Jason Sudeikis. The couple held hands after grabbing food in the West Village. The fun didn't end there since Olivia was honored at a Condé Nast Traveler event later that evening. She was recognized as a 2012 Visionary for her philanthropic work as a cofounder of the first free high school in Haiti. Olivia chose a black Alexander McQueen dress for the award show, which also recognized Susan Sarandon, Hillary Clinton, Christy Turlington, and others for their charitable contributions.
It looks like Olivia and Jason will be staying put in the Big Apple for a while since Jason extended his contract with SNL. He kicked off the 38th season last Saturday with his impression of presidential candidate Mitt Romney, and will reportedly continue on the show until January.

subset: commoncrawl


text:
UltraLube® professional-grade greases, oils, and spray lubricants & penetrants
Plews & Edelmann today announced the availability of a complete line of UltraLube® professional-grade greases, oils, and spray lubricants & penetrants specifically formulated and packaged for a variety of agricultural, commercial, industrial, manufacturing, marine, and transportation uses.
UltraLube® products specially made for heavy-duty applications include Disc/Drum Brake Wheel Bearing Grease, H1 Food Grade Chain & Cable Lube, H1 Food Machinery Grease, ISO Hydraulic Oil, LMX® "Red" Grease, Moly EP Grease, Multi-Purpose Lithium Grease, Multi-Purpose Lubricant & Penetrant, Universal Hydraulic Tractor Fluid, and White Lithium Grease.
With four times the natural lubricity of petroleum-based oils, UltraLube products instantly penetrate into areas where lubrication is needed most, creating a long-lasting bond to metal and plastic surfaces. UltraLube is eco-safe and non-toxic, making it safer for use in work environments.
UltraLube greases and oils are ideal for environmentally sensitive areas, since they are VOC-free and non-flammable with extremely high flash points.
Certified by the USDA's BioPreferred program, UltraLube supplies superior lubrication for hundreds of industrial purposes including ball and socket joints, bearings, cables, conveyors, cutting tools, drive chains, electric power tools, gears, glides, hinges, hydraulic components, linkages, precision tools, pumps, rollers, valves and many other applications. UltraLube products are also effective rust inhibitors.
- creates a long-lasting bond to metal and plastic surfaces
- four times the natural lubricity of petroleum-based oils


text:
Despite countless pleas to do otherwise, Gov. Sam Brownback simply won't reveal the names of any applicants vying for the vacancy on the Kansas Court of Appeals. He claims confidentiality is the only way to amass a strong pool of candidates.
"It is clear that disclosing the names of potential nominees would hurt applicant pools for future selections and this is why the American Bar Association recommends this method of selection and why the federal judicial selection process follows this same path," the governor offered in a press release.
While this assertion might have shut down the debate, it didn't stifle the criticism coming from all corners of the state. Which led Senate Judiciary Committee Chairman Jeff King, a conservative Republican from Independence, to say: "This is more of a concern about the person making the appointments than the selection process."
In all deference to King, we have issues with both.
First of all, Gov. Brownback has not inspired confidence with some of his appointments to date. Compliance with philosophy appears to be a stronger qualification than expertise or experience.
It isn't difficult to recall that earlier this year, Brownback's budget director owned up to a $2 billion mistake. Steve Anderson, the primary budget analyst who also monitors the state's cash flow, couldn't spot mathematical inaccuracies on a spreadsheet that Brownback used for months to tout his administration's success. It wasn't until the Wichita Eagle challenged the governor's claim that Brownback stopped boasting he was the first governor to decrease spending in 40 years. Anderson remains gainfully employed.
It's only been 18 months since Rob Siedlecki left his appointed post as secretary of Social and Rehabilitative Services. Siedlecki didn't even work there an entire year, yet had time to toss out hundreds of mid-level managers, create a number of new top executives, close offices in multiple cities, initiate faith-based programs, assert that poor Kansans would rather receive assistance than work, and effectively dismantle the entire SRS.
There also was Jim Mann, whose tenure as the state's chief information technology officer didn't last a day. Hired at $150,000, Mann had the governor's support but no answer for his fraudulent education background on his resume.
Brownback also assembled an entire School Efficiency Task Force utilizing only one person with either teaching or school administrative experience.
As for the appellate court selection process, it also is flawed. While many states did adopt the federal model of having the executive appoint judges, most began adopting different methods -- in the early 1800s. And the American Bar Association does not recommend executive appointment. Rather, the ABA favors merit selection -- and has since 1937. In its own literature, the ABA states: "While any method of judicial selection may have flaws, it is the belief of the ABA, the American Judicature Society, and many legal experts and scholars across the nation that some form of merit selection should be used in every state."
Kansans will never know how qualified the pool of applicants will be for the Court of Appeals. Citizens only will discover the one person Brownback selected. The appointee will be confirmed by the Kansas Senate, which has been winnowed to a solid conservative majority after the governor helped defeat moderates from his own party.
In short, we would expect the new appellate judge to share the governor's perspectives on school finance, taxation, abortion, gay marriage, intelligent design, drug testing government assistance recipients, fetal stem cell research, state rights and euthanasia.
It's just another step for Brownback to assume complete control of the state. Legislators either will amend the constitution to allow the same selection process for the Kansas Supreme Court, or they'll simply remove the high court's authority to hear appeals. Lawmakers also plan to abolish both the Board of Regents and the State Board of Education, replacing them with a secretary of education who will be appointed by the governor.
Checks and balances? It appears Kansans don't care.
Editorial by Patrick Lowry


text:
December 14: "The Point" smeared the NAACP
The December 14 edition of Sinclair Broadcast Group's two-minute conservative commentary segment "The Point" took aim at the National Association for the Advancement of Colored People (NAACP). Sinclair vice president Mark Hyman, who hosts "The Point," cited articles from three African American journalists in an attempt to support his suggestion that the primary challenge facing the organization is "relevancy" and that NAACP chairman Julian Bond "is more intent on bomb-throwing than in supporting the tenets of the group."
Hyman first referred to a December 7 column by conservative author, syndicated TV and radio host, and syndicated columnist Armstrong Williams, who claimed without substantiation that retiring NAACP president Kweisi Mfume "did not resign" from the organization but "was kicked out" by Bond for "reaching out to the Bush administration." Media Matters for America previously noted Williams's insistence that Senate Minority Leader Harry Reid's (D-NV) criticism of Justice Clarence Thomas during a December 5 appearance on NBC's Meet the Press makes Reid a "racist."
Hyman then cited an article by Steven A. Holmes, a New York Times Washington bureau editor and media fellow at the conservative Hoover Institution on War, Revolution, and Peace, in support of Hyman's claim that "[t]he biggest challenge for the group may be relevancy." But while Holmes's article in the July 26, 1998, edition of the New York Times criticized a speech Bond gave in 1998 as part of a broader commentary on advocacy groups, nowhere did it suggest that the NAACP was actually facing irrelevancy. In fact, speaking of the NAACP and similar groups at the end of the article, Holmes predicted the opposite, suggesting that "the influence of groups that can energize their core supporters may only grow."
Finally, Hyman mischaracterized an article by Chicago Tribune syndicated columnist Clarence Page, claiming that "Page took the NAACP to task over its threatened lawsuit against the four biggest TV networks in 1999" and that he "chided the group" for threatening to sue over "[a]n absence of a leading role for a black in any of the 26 new TV shows for that fall." While Page did write that the organization's time "might better be spent pursuing other more urgent issues," he was primarily criticizing the media for both ignoring what he regarded as the far more important work the NAACP was doing and for the media's "relentless chase after white viewers." Contrary to Hyman's assertion, Page specifically said, "I don't blame Mr. Mfume or the NAACP for devoting time and energy to the issue of network TV programming."
From Page's July 21, 1999, column:
As an African-American and longtime TV watcher, I was just as startled as Mr. Mfume to see that none of the 26 new shows set to debut on ABC, CBS, NBC and Fox this fall will feature an African-American in a leading role. Nevertheless, I think the organization's time might better be spent pursuing other more urgent issues. After all, if television programming were the biggest problem facing black Americans today, we should not be threatening to sue anyone. We should be putting on party hats to celebrate.
Not that I blame Mr. Mfume for taking the opportunity for his organization to make news. I blame the media. After all, if the NAACP had announced something truly substantive and earthshaking instead, like, say, an all-out effort to close the nationwide test score gap between black and white high school students, how many reporters do you think would have shown up?
Here's a hint: The day after Mr. Mfume announced the TV protest at the NAACP's convention in New York City, the organization also announced a national project to bridge the "digital divide," the gap between whites, blacks and Hispanics in access to the Internet. ... Guess which story got bigger play? For the rest of the week, the TV protest received Page One attention in major newspapers and television news channels. The computer project? What computer project?
The sad fact is that civil rights organizations tend to receive scant media attention when they are helping people to help themselves and a lot of media attention when they are making demands of someone else. ... I don't blame Mr. Mfume or the NAACP for devoting time and energy to the issue of network TV programming. It is the networks, in their relentless chase after white viewers, who have made themselves a more inviting target than usual this fall after three decades of remarkable, if uneven, progress.
Media Matters has launched a campaign to spur action against Sinclair Broadcast Group's use of the 62 television stations it owns or operates to systematically promote partisan political interests.


text:
This is not an anything goes sort of forum You can post about really any topics, although spam is not welcome.
Racism, and other inflammatory posts are also not welcome. But basically as long as you're not being a dick, you can pretty much talk about any topic in this forum, from movies to music to Kim Kardashian's butt to what kind of toilet paper you prefer.
Forum Rules
All topics that are unrelated to the Falcons or the NFL in general.
1 post • Page 1 of 1
1 post • Page 1 of 1
Who is online
Users browsing this forum: Bing [Bot] and 0 guests


text:
Tour Outfitters LINKS
- Astoria Outfitting (Horseback Tours, Backcountry)
- Wild Current Outfitters (Rafting & Canoe Adventures)
- Alpine Art Eco-Tours (Guided Eco Tours)
- Maligne Rafting Adventures (Rafting Tours)
- Jasper's Whitewater Rafting Company (Rafting Tours)
- Rocky Mountain River Guides (Rafting Tours)
- Jasper Raft Tours (Rafting Tours)
- Jasper Rafting Adventures (Rafting & Wildlife Tours)
- Jasper Adventure Centre (Guided Tours)
- Jasper Riding Stables (Horseback Tours)
- Rocking K Stables (Horseback Tours)
- Tonquin Valley Backcountry (Horseback, Backcountry Cabins)
- Tonquin Adventures (Horseback, Backcountry Cabins)
- Angela's Accommodations
- Accommodations in the Rockies
- Bear's Den
- B & G Accommodations
- Cabin Creek Accommodations
- Roony's Accommodations
- The Gingerbread House
- The Wall's
- The Wilgosh's
- Maxwell Lake BnB (Hinton)
Shops & Services LINKS
- My Jasper Nanny (Childcare & Dog Sitting Services)
- My Jasper Massage (Massage & Holistic Nutrition)
- Edge Control (Ski & Outdoor Store)
- Pure Outdoors (Ski & Outdoor Store)
- On-Line Sport & Tackle (Fishing Guides & Outdoor Store)
- Run Jasper (Running Activitity)
- A Different Angle Photography (Photographers)
- Weddings Jasper (Wedding Services Listing)
- Jasper Park Chamber (Jasper Chamber of Commerce)
Marriage Commissioner
- Beryl Cahill www.berylcahill.com
- Mica Mountain Lodge
(Located near Mount Robson, half an hour to the
Jasper National Park boundary)
- Dreamcatcher Inn
(Located near Valemount Just over an hour west of Jasper)
Feel free to share this post with the buttons below. You can also request for some particular shots from us at Jasper Web Design. Request for the desktop view to experience the full content, some modules are not displayed on mobile for speed.


text:
Nidec SR Drives Ltd (NSRD) is
a leading engineering and technology provider in the field
of advanced electrical machines and drives systems, with a
particular focus on switched
reluctance technology. The company has pioneered the development,
application and commercialisation of switched reluctance technology
under its SR Drive® trademark
and is now the world leader in this area.
The company was founded in 1980, having grown out
of fundamental research work carried out at two leading UK universities
(Leeds and Nottingham). Since then, the company has gained 25
years experience collaborating with customers on new product
development to improve their profitability. NSRD undertakes research,
development, and licensing of their switched reluctance SR Drive® technology
and other advanced electrical drive techniques across a worldwide
spectrum of applications.
In order to meet rapidly increasing demand for
industrial products, a second operating company was established
in 1999. Nidec SR Drives Manufacturing Ltd (NSRM) is dedicated to
the manufacture and sale of complete SR Drive® systems,
comprising both motors and electronic control units, with a
major focus on industrial applications. In addition, NSRM supplies
prototype and sample hardware required by the development programs
carried out by NSRD.
Press Release Organizational AnnouncementHarrogate UK - September 5th 2018
Nidec Corporation are global leaders in the development and manufacture of small to mid-size motors, fan motors, and pivot assemblies. These key components are widely used not only in IT products such as Hard Disc Drives but also in a wide range of fields including home appliances, automobiles, office equipment, and industrial machinery. Nidec Corporation's recent acquisition of the Emerson Motor Company extends Nidec's development & manufacturing capabilities into new areas including industrial motors & drives and commercial vehicle traction.
Copyright © 2015, Nidec SR Drives Ltd., Nidec Motor Corporation. All rights reserved. Terms of Use


text:
Celebrity surprises are part of the fun each year at Comic-Con and that proved to be the case Thursday when Oscar-winning actor Matthew McConaughey made an unannounced appearance at the massive event.
The A-lister and director Christopher Nolan delighted fans when they made a surprise drop into Comic-Con, specifically Hall H.
The pair spoke on stage during the Paramount Studios presentation in the exhibit hall at the San Diego Convention Center and showed a new trailer for their film "Interstellar," according to a report from TIME, as well as snapshots from Getty Images.
"By far, this is the most ambitious film that Christopher Nolan has ever directed," said McCoughnahey.
"Interstellar" hits theaters on November 7 and also stars Anne Hathaway and Jessica Chastaine.


text:
- Availability:
- In Stock
- Product Code:
- CC+AllInTheWord
- Artist:
- Studio 91
"It's All in the Word" is a charming collection of Inspirational Sentiments and original artwork including Birds, Butterflies and Floral that you can combine to create stunning and unique designs for any number of projects from card making to home décor.
Launching in time for Valentine's Day and Mother's Day, you can create personalised cards by combining any of the individual items with any of the delightful backgrounds then add one of the special sentiments that have been created especially for you - as this CD is 'All in the Word'
We have included over thirty special sentiments that you can drag across to your design to give your card that special meaning.
We have also added our unique calendar maker that has the ability to import your own images to make them very personal.
This Fabulous CD includes originally designed Cards in all main card sizes so if you just wish to click 'n print then this is for you.
You can create your own card designs or home decor from the following options:
- Inspirational Sentiments
- Unique and stylish Birds
- Butterflies and Flowers
- Stylish backgrounds
- Elegant flourishes and swirls
- Toppers and gift tags
- Decorative panels
- Text boxes
- Corners and borders
All are designed to fit all size cards. Every item can be resized and re-coloured with text editing and import features included. Plus you can view your design in 3D decoupage before you print.
Full help file included. All artwork created under licence from 'Studio 91'
Reviews (1)
Write a review
Note: HTML is not translated!
Bad Good


text:
The turbines will come from Alstom's ECO100 onshore wind turbine platform, which comprises the ECO122, ECO110 and ECO100 wind turbines, with a unit capacity ranging from 2.7MW to 3MW. They will be delivered from 2015 onwards.
The partnership between Alstom and Renova covers one of the biggest projects in the global onshore wind market. Further contracts will follow this first milestone in the coming years to fulfil the total amount of wind turbines agreed between the companies.
The agreement signed in February includes the supply as well as operation and maintenance services of around 440 onshore wind turbines in Brazil. These turbines will be manufactured in Alstom's plant in Camaçari, in the state of Bahia. Alstom has committed to establish a wind cluster in Bahia in partnership with other companies for the production of the main components of the turbines.


text:
DoSomething is creating a home for Australian community volunteering.
Watch our informative TV ad from Sandra Sully!
Contact Details
- Phone:
- Show number
Incorrect info? Claim or edit this listing
Mudgeeraba Scout Group
The Scout Association, established over 100 years ago, is one of the Australia's largest Youth Organisation. Its fundamental Aim, which are still as relevant today as when first outlined, are to encourage and promote the physical, intellectual, emotional, social and spiritual development of young people.
Getting Involved
Leaders are the backbone of our movement. If you are looking for an adventure and the chance to help young people build a solid and positive foundation for their futures than you should become a Leader.
As a Leader you will have access to a wide variety of resources, an opportunity to give back to the community, and the experience to educate Youth Members in the values and skills most important for being a good citizen.
You will also achieve satisfaction from helping Youth Members set and achieve their own goals, while being there to help them when they fail and encourage them to continue. However, you will find that your proudest achievement will be building a strong bond of trust and friendship with the Youth Members.
More Information: http://www.scoutsqld.com.au


text: A beautiful selection of prints by local photographer John Erwin, these show some of the many highlights in County Durham and Durham City itself. This one is a striking shot of the river in the mist. John specialises in fresh takes on familiar sights. This measures 15" x 10" inches and comes in a plain white mount.


text:
Man Admits Mortgaging Home to Pay for Penis-Lengthening Surgery
In an effort to shed light on the condition with which he was born, "Mike," a pseudonymous Australian man, spoke to that country's Nine News about living with a micropenis.
Mike is currently preparing for a second round of penis-lengthening surgery, after an earlier procedure, for "lengthening and widening," was unsuccessful. To pay for the expensive first operation, he used funds from the mortgage on his house. The upcoming surgery could reportedly cost up to $50,000.
What is having a micropenis — defined by Nine News as a dick that's less than 2.75 inches when erect — actually like? Some snippets of an earlier interview with Mike paint a pretty bleak picture:
"It has prevented me from doing or experiencing a lot of things," he told ninemsn. "I haven't experienced proper relationships. I found it difficult to talk to girls."
"I'd happily be less intelligent, lose a few IQ points and have a bigger penis," he says.
"I am now diagnosed bipolar and have pretty bad bouts of depression. My sex drive has diminished due to the anti-depressants."
Compounding Mike's romantic woes is the "sausage-fest" of a town he lives in, apparently:
He told 9 Stories that he hasn't been with a woman since his first surgery, so he hasn't "had a chance to try it out yet."
And he admits that socialising with women with a view to romance is difficult as well.
"Where I live, it's a bit of a sausage-fest. But then I always put myself in a position where I have the least chance to meet someone."
The first surgery was insufficient because "The ligament regrafted itself onto the dermal fat graft and I got some retraction," he says, but he hopes the upcoming round will reverse his woes. The interview closes with a message of support from Mike to anyone else suffering the same condition: "Hang in there."


text:
Call Us:
574-267-3008 |
Opening Friday: 11:30 am to 6:00 pm
Year round pet events!
We have great events throughout the year. Please feel free to come to one and learn more about us.
No events were found for Current and Future Events in 2013.
3489 E 100 SPierceton, IN 46562
» Get Directions |
Phone: 574-267-3008
Copyright © 2012 - 2019, Animal Welfare League, All Rights Reserved.
Warsaw, IN Website Design by 1Eighty Design


text:
Welcome to CMU Student Government
The Carnegie Mellon Student Government consists of an Executive Branch and a Legislative Branch. This is the core of traditional student government, as governed by the Student Body Constitution. The Activities Board (AB) is an external committee of the Student Senate, that acts more or less independently to provide events, concerts, films, lectures, technical assistance, and other activities for the campus. The Student Dormitory Council (SDC) is composed of student representatives from campus housing and is engaged in improving the quality of student life for residents.
Executive Branch
The Executive Branch consists of four individuals:
- Student Body President (SBP)
- Student Body Vice President (SBVP)
- Student Body Vice President for Finance (SBVPF)
- Student Body Vice President for Organizations (SBVPO)
They serve the entire student body, graduate and undergraduate.
Legislative Branch
The Legislative Branch has graduate and undergraduate components:
- Graduate Student Assembly (GSA)
- Undergraduate Student Senate
These bodies pass legislation, recognize organizations, allocate student activities funding, and otherwise act on behalf of all student interests.
There are also formally identified cooperative efforts among these components. The Joint Funding Committee (JFC) is charged with creating a recommendation for the allocation a large portion of the total student activities fee, and is composed of representatives from the GSA and the Student Senate. The Committee on Student Organizations (Coso) is responsible for recognizing new student organizations re-recoginzing young organizations. Finally, the Student Government Executive Committee brings together the leaders of student government: SBP, SBVP, SBVPF, Student Senate Chair, and GSA President.


text:
Age 64 female, have sleep apnea, use CPAP with good results. The last 3 months at sleep onset or upon waking I see formed objects with my eyes closed. Usually cartoon characters moving very quickly. Other objects also. Most black and white, sometimes color, sometimes photos I have taken, but mostly cartoon characters. Happens frequently. Can also happen if I am just in a dark room. Trying to decide on neurologist or sleep disorder doc or is there another specialist? (My eyes have tested fine.) I was psych RN for 30 years—am not psychotic, no drugs, no alcohol, no smoking. Done research to find hypnagogia and wondered if this could this be it or do I have brain tumor!!! What causes this and which doc do I need to see or should I ignore it? Thanks for ANY HELP!
Based on the information you provided in your question, itâs possible that you may be experiencing sleep-related hallucinations, also known as hypnagogic and hypnopompic hallucinations. However, the episodes of this happening in âdark roomâ while awake are somewhat atypical and thus, to be sure, more sleep history is needed as other conditions can present with similar symptoms (such as nightmare disorder, narcolepsy, sleep apnea, psychiatric disease, ,rarely seizure disorders and other potential neurologic disease). A visit to a Sleep Specialist would probably be worth considering to clarify whether these symptoms are related to sleep or if you need a different evaluation.
The sleep-associated symptom of feeling, hearing or seeing things that are not present often represents sleep-related hallucinations. Sleep-related hallucinations can be a sign of a primary sleep disorder or possibly a psychiatric condition.
Sleep-related hallucinations are usually visual (seeing things), though they can be auditory (hearing things), tactile (sensation of feeling something) or kinetic (feeling of motion or movement). They more commonly occur with sleep onset (known as hypnagogic hallucinations) but can happen with morning awakenings (hypnapompic hallucinations) as well. Sleep-related hallucinations can be frightening and may, at times, be associated with other sleep behaviors such as sleep walking or sleep talking.
The underlying cause of sleep related hallucinations is not always clear. Factors known to bring these about or increase the frequency of occurrences include younger age, current drug use, past alcohol use, anxiety, mood disorders, insomnia and lack of sleep. Certain medications may also cause this as a side effect. In addition, these hallucinations may be a sign or symptom of another sleep disorder, such narcolepsy, a primary nightmare disorder, migraine headaches, or, rarely, they could be part of sleep-related seizures (epilepsy). Psychiatric disease (such as schizophrenia) should also be included as a possibility, though assuming these hallucinations occur only with sleep, then this would be less likely to be the cause. Neurologic conditions affecting the visual nerves (the optic tract, the occipital lobe of the brain) could also be a consideration if these symptoms are clearly not related just to sleep.
Identifying factors associated with the hallucinations (such as alcohol use or lack of sleep) and avoiding these may help to decrease the frequency or intensity of the problem. Making sure your sleep apnea is under optimal control may also be beneficial in reducing the events. In cases where this does not occur, specific treatments are available, though the type of treatment will depend upon the underlying cause of the hallucinations.
It certainly sounds as though your symptoms are significant. A careful review of you history, medical problems and medications would be helpful. Further evaluation by a Sleep Specialist and/or a Neurologist may be needed, depending on specifics in your history and examination. Additional testing may be required to help sort out the cause of the hallucinations.
To learn more about sleep or other sleep disorders, please visit the American Academy of Sleep Medicine. In addition to information, the website contains a list of Sleep Centers across the country so that you may locate one near you. The website SleepEducation.com also provides plenty of good consumer friendly information. Good luck and here's to better sleep!
For more information:
Go to the Sleep Disorders health topic.


text:
Please login first to complete purchase/ quotation request, view custom order reports, or create favorites list.
Don't have an account with us yet? Please set up an account to place order or obtain customer services.
PYY is a 36-amino acid regulatory gut hormone present in endocrine cells in the intestine. This peptide acts both as an endocrine and a paracrine agent.


text:
Warren Buffett says that Berkshire Hathaway is buying shares in two U.S. companies and will continue to buy them today, especially if they become cheaper in today's global stock sell-off. As usual, he's not naming those stocks, but does say they are names that are already in the Berkshire portfolio.
Buffett is live with CNBC's Becky Quick at the Hollywood Diner in Carter Lake, Iowa, just outside Omaha, for all three hours of "Squawk Box" this morning.


text:
Independent Music Teachers
Local teachers are currently unavailable. Here are teachers offering online lessons.
Auburn, New York 13021
When her Russian grandmother first heard her cry as a baby she exclaimed 'What a big rich voice she has!' and soprano Rebecca Carr has been using her voice to express herself ever since. She has been...
Voice, Singing, Vocal Studio, Singing Lessons, Voice Training
Music Genres:
Classical, Opera, Art Song, Oratorio, Operetta, Light Classics, Standards, American Songbook, Musical Theatre, Language Coaching, Interpretation, Public Speaking, Speech
Philadelphia, Pennsylvania 19103
I am the founder of PrivateLessons.com and I coach over 60 artists every year. If I am unable to help you, I am happy to refer colleagues that may be open to work with you. A pianist and a vocal...
Vocal Coach, Voice Coach, Russian Diction, Piano
Music Genres:
Classical, Opera, Art Song, Oratorio, Russian Opera, Russian Romances, Russian Songs
New York, New York 12572
High-level Skype consultations for college / post doc composers working toward professional careers, & professionals seeking career-counseling, additional skills, and candid feedback.
Music Genres:
Concert Music, Opera And Theater
Tips & Ideas
Allow yourself enough time before your "entrance" to check your grooming: HAIR should look... Read More
About fifteen years ago, I ceased teaching composition pupils in a traditional academic setting. Of... Read More
MET competition winners from Philadelphia include Soprano Sydney Mancasola (AVA), bass-baritone... Read More
This is where it gets interesting. Met Grand Finals concert is really not about winning the... Read More


text:
What is the Proposed U.S.-EU Insurance Covered Agreement?
Description: This report discusses arrangement between the United States and European Union (EU), on the first insurance "covered agreement."
Date: February 7, 2017
Creator: Webel, Baird & Fefer, Rachel F.
Item Type: Refine your search to only Report
Partner: UNT Libraries Government Documents Department


text:
Oven Kale Chips Recipes
View All | View Summaries
Masala Kale Chips Recipe
03.08.13 by Jackie
Here's a recipe for an inexpensive, super easy and delicious snack. My husband Lulu and I usually love munching on snacks late in the evening and kale chips are a great way to do so guilt-free.
Kale chips are nutritious and low in calories with fewer than 50 calories per serving. I flavored the chips with Indian spices and Meyer lemon zest. You can find a similar recipe in my latest book, Haute Potato, made with waffle potato chips instead.
Full Recipe...


text:
About Us
Transition 101
Transition Towns
Knowledge Hub
My name is Joanne and I am a knitter. (Yep, it's that serious) For quite some time I have made excuses, telling myself that "knitting was one of those reskilling things" and it was a powerdown craft. But I got to thinking about it seriously this week.
Here, in the middle of urban Los Angeles, knitting is a pretty elitist hobby. It might be a "reskilling type of thing" good for necessary clothing-making somewhere out on a farm where there are plenty of goats and sheep. Or if I took to raising angora rabbits. Because when the serious hiccups in the economy come, when the darker transportation issues of peak oil set in, the boutique yarn stores I patronize today likely won't be around anymore.
Although every seriously addicted knitter has her enormous stash of yarn, even that won't last long under such circumstances. Cotton takes too much acreage, and bamboo requires tons of processing before you can make it into yarn. I don't think my neighbors would tolerate pigmy goats. Newspaper we have in great supply, but it doesn't make washable clothing. I'll be out of raw materials. I have no sustainable supply.
Some of the Transition groups around here have been hosting Repurposing Old Clothes workshops. This is where everyone brings in something old from their closet, plus a spare bit of fabric or some trims. They put it all in a big pile. Then people start pulling garments from the pile -- probably not the ones they brought with them. The workshop flows best when you invite someone with an eye for design to help put cool things together. Then out come the sewing machines (or the thread-and-needle). In a powerdown future in the middle of a city, I think we'll have plenty of leftover mass-produced clothing that can be repurposed like this.
But, alas, knitting yarn isn't likely.
But wait. A few keystrokes online yield wonders. This fiber artist in Germany used old fabric scraps to spin absolutely BEAUTIFUL yarn. Hmmm, all I need is a drop spindle. How do you use one anyway? Ooh, YouTube has a spinning demonstration. Even how to make a drop spindle from materials around the home. Ahhh.
My daughter and I tried the spinning thing. With the fabric scraps. She got frustrated quickly, but after half an afternoon's trial and error, I came out with some fairly nice looking rayon "yarn." The colors are pretty, even though my photography job isn't. I'll bet that with a spinning lesson or two from a live person, I could get the texture better and figure out what "plying" means. This stuff would do -- nicely.
And what's this? Here's someone making yarn from old t-shirts. Now t-shirts -- that's a raw material I'm sure we'll still have in a city long into the future. I tried it out. It is quite easy, and I don't even need the drop spindle.
Tshirts make a really chunky "yarn." Might make a good potholder, but I doubt it would be very nice as a sweater. (6" ruler in lead photo for scale)
The day's adventure in crafting revealed that my "powerdown" skills weren't quite what I thought they were. In order to preserve my favorite relaxation hobby, I should probably learn to spin. And instead of fancy, purchased roving, I'd better practice spinning fabric strips.
My tools aren't all that I thought they were either. So much for skinny little sock needles. What I needed for this trial run were huge, strong #10 and #15 needles for knitting the chunky homemade "yarn." Plastic won't cope with the strength of it this homemade-from-old-garments stuff, so I'd better invest now in wood or metal needles while I can still get them. And there are gorgeous art-quality drop spindles on Etsy.
Next for those angora rabbits ...


text:
Are you sure you want to delete the current banner statement?
Our school environment welcomes and respects people from all backgrounds.
Browse this section to find out how we work with you to provide a safe and caring learning environment for your child and also keep informed about support for school families.
Are you sure you want to delete the current logo?
Thank you.
Your feedback has been received and will be attended to.


text:
The US Food and Drug Administration must completely ban BPA.
The chemical bisphenol A (BPA) has been linked to cancer and other diseases, yet we are continually exposed to it in our daily lives. The FDA must seriously consider the dangerous effects of BPA and do what is right for the heath and safety of the people of the United States. We urge the FDA to completely ban BPA.
Celebrity and notable petition co-signers and supporters:
Fischer, founder Planet Heritage Foundation/VeriSign
Amber Sakai, fashion designer
Amy Smart, actress
Ann K. Luskey, ocean conservationist
Barbara Benish, UN Safe Planet
Beth Nielsen Chapman, musician
Bill McKibben, author and founder 350.org
Bobbi Chase Wilding, Clean & Healthy New York
Bonnie Raitt, musician
Chandra Jessee, philanthropist
Congressman Stephen Cohen (D-Tenn.)
Daniella Russo, Executive Director, Plastic Pollution Coalition
Dennis Grimaldi, Broadway playwright
Dianna Cohen, Artist & Creative Advocacy Director, Plastic Pollution Coalition
Dick Button,Olympic gold medalist & ABC sports commentator
Dr. Marty Goldstein, DVM
Ed Begley Jr., actor and environmentalist
Fran Drescher, actress/producer
Hilary Swank, actress
Jackson Browne, musician
Jeanne Rizzo, RN; President and CEO, Breast Cancer Fund
Jeff Bridges, actor
Jeff Franklin, writer, producer, director
Joan Fabry, architect
Joanna Moore, owner, AXE restaurant
Jodie Evans, co-founder CODEPINK
Keb'Mo, musician
Mario Batali, chef
Mark Christy, President, Hobie
Martha Stewart, founder of Martha Stewart Living Omnimedia
Michelle Martin Coyne, artist and photographer
P. Dee Boersma, Ph.D, Department of Biology, University of Washington
Physicians for Social Responsibility - Los Angeles (PSR-LA)
Rosanna Arquette, actor
Roz Savage, ocean rower and environmental campaigner
Sergio Arau, film director, musician, visual artist
Shari Sant Plummer, President, Code Blue Foundation
Sue Rockefeller, Filmmaker
Sylvia Earle, Ph.D., oceanographer and explorer
The Ditty Bops, musicians
Wallace J Nichols Ph.D., marine biologist
Wavy Gravy, clown poet, SEVA
Werner Boote, filmmaker/director of "Plastic Planet"
Yareli Arizmendi, actor, writer
Plastic Pollution Coalition
This petition closed over 4 years ago
The FDA has banned BPA from baby bottles and sippy cups, protecting some of the most vulnerable people in the US from its toxic effects. However, BPA is in many other products that children and...
The FDA has banned BPA from baby bottles and sippy cups, protecting some of the most vulnerable people in the US from its toxic effects. However, BPA is in many other products that children and adults come into contact with everyday. Why, if we know that this chemical is harmful, would we permit our citizens to be exposed to it?
Jeanne Rizzo, a registered nurse, President and CEO of Breast Cancer Fund, and one of the co-sponsors of this petition said this about BPA:
"If BPA were being studied as a pharmaceutical drug, it's highly doubtful, given its interaction with animals, that it would make it into a clinical trial with humans. It wouldn't make it into a clinical trial, and yet we're already in a clinical trial and we're all the subjects..." (Forbes, December 2011).
Impact on Our Health
The chemical additive BPA is an endocrine disruptor and can be found in plastic, plastic water bottles, in epoxy resins used to coat the inside food and drinks cans, dental fillings and sealants, and even paper receipts. BPA has been linked to a variety of diseases including:
That's just the beginning. In some cases BPA has been studied and found to decrease the effectiveness of chemotherapy. Babies and young children are reportedly especially sensitive to the harmful effects of BPA. A Centers for Disease Control and Prevention study found BPA in 95% of adult human urine samples and 93% of samples in children. A new study released says that BPA levels in kids is linked to risk for heart and kidney damage. In a nutshell, BPA is toxic and we shouldn't be exposed to it.
Take Action
The US FDA has the power to act on behalf of the health and safety of the American people. By banning BPA from all food and drink products and packages, the Dr. Hamburg, the head of the FDA, can protect Americans from unwittingly consuming a dangerous chemical. Please sign this petition and get your networks involved to urge the FDA to completely ban BPA.


text:
Future Mrs Hand Lettered SVG PNG JPEG
SVG, PNG, Cutting File, JPEG
Design: Future Mrs
Ideal for vinyl decals for doors, windows, walls, acrylic blanks, etc; scrap booking and crafts. Can be used on Cricut Explore in Design Space to cut on any surface you choose. **Check software for specific files you can use**
THIS IS A DIGITAL FILE, NO PHYSICAL ITEM WILL BE MAILED. You will be able to download this after payment is received. Watermarks will not be on digital files, they will have a white/transparent background.
By purchasing you are agreeing to the following terms and use:
You may use this design to make and sell PHYSICAL PRODUCTS for personal or small business use.
You may not use this design or any part of this design to resell as a digital design or to create other digital designs for purchase.
This cutting design is not to be altered or resold as digital files, either as a whole or any part of the design.


text:
Students like Nick Kellogg have benefited from gifts made to the Ohio Bobcat Club by more than 4,250 donors during the campaign. These gifts total over $18.1 million in support.
Photographer: Joel Hawksley
Dec 14, 2012
From staff reports
Ohio University has a vision: to be the best student-centered learning experience in America. This vision comes from the university's rich history, its creative and engaged faculty, and its unique and distinct students, who come to our campuses curious about who they will become and which profession they will endeavor to pursue. To power this vision, Ohio University has embarked on The Promise Lives Campaign, an ambitious $450 million fundraising effort.
The Promise Lives Campaign supports student access to and opportunity for an Ohio University education, the promise that is at the university's core. The campaign supports inspired discovery by our faculty who perform innovative research and engage in creative activity. It supports the cultivation of learning and fosters an outstanding academic and student-life experience. It supports the care and keeping of the university's infrastructure and the enrichment of all campus environments. And it supports a strong community through collaborative outreach and partnerships.
The Fall 2012 issue of Ohio Today tells these stories of the promise that is alive at Ohio University. Within its pages, you can meet student scientists, athletes and scholars; visionary faculty and alumni; and learn about Ohio University's commitment to its place and to its community.
The full slate of stories can be accessed online as well. To learn more about the campaign, click here.
Supporting Our Students:
The Sweetest Number
The OHIO men's basketball team soared to the Sweet 16 in the NCAA's tournament earlier this year and junior sports administration major Nick Kellogg, a guard on the team, said that experience was surreal.
"As we were winning and progressing, it felt 50 percent like we belonged and 50 percent like magic," he said. "We had moments when we would look at each other and say, 'This is pretty crazy!'"
Kellogg said the team can thank the coaching staff for being the glue that kept them together and grounded. They were reminded throughout the run that as Ohio students and players, they were experiencing something bigger than themselves: They were becoming part of the university's history.
"We took one game at a time. We believed in each other. All the guys on the team were on the same page while on the court," he said.
What's Kellogg's takeaway from that experience as he begins another year of OHIO basketball?
"The time spent together on that journey — all the practices and road trips — that means a lot to me. It's a special group of guys. It was about more than x's and o's," he said.
Supporting Our Faculty:
Beyond the Classroom
Associate Professor of Psychology Julie Sarno Owens puts into practice what she teaches. She developed and directs the Youth Experiencing Success in School program, a university-community partnership that puts proven interventions to work for students with disruptive behavior problems in Southeast Ohio schools.
Over the last 10 years, Y.E.S.S. has benefited undergraduate and graduate students studying psychology by offering them a chance to conduct cutting-edge research and engage in an innovative training experience.
"It's a great example of practice feeding science and science feeding practice," Owens said.
In 2009, Owens and her colleague Professor Steven Evans launched the Center for Intervention Research in Schools, or CIRS, a "solution tank" for creating and evaluating school-based interventions for youth with attention deficit hyperactivity disorder and disruptive behavior problems. In September 2012, the Ohio University Board of Trustees passed a resolution that formerly established the Center.
The department opened a new, state-of-the-art research facility in 2008, giving much-needed space to CIRS for its operations and staff. Ohio University supports faculty research in the department by maintaining a reasonable teaching load expectation, providing annual travel funds for attending conferences and running a faculty mentoring program, Owens said.
"The annex to Porter Hall is entirely dedicated to research," Owens said. "It's this kind of support that allows us to broaden the impact of our work."
And in 2011 the Office of the Vice President for Research leased space in Columbus to support research by Ohio University faculty. Now CIRS is running three grant-funded projects in the space.
Julie's vision? To leverage the recognition Y.E.S.S. received when it was added to the Ohio Mental Health Network for School Success Quality and Effective Practice Registry and expand the program for all children in need.


text:
Part 1.4 Choosing content to achieve overarching goals
So far in this tutorial, you have considered the context and the constraints for your course and set overarching and ancillary skills goals. We did not ask you to start with content items, except in a broad way that relates to the topic of the course. Does this mean that content is unimportant? Absolutely not! Content is crucially important. We have simply saved it until this point in the design process in order to use the goals to drive the selection of content, rather than to have content as the primary design focus.
Start by downloading the worksheet (Microsoft Word 61kB Jun1 05) that goes with this part, and use it as you work through the sections below.
Selecting broad content topics
In this section of the tutorial, you will consider the goals you have set for your course, as well as all of the possible content topics you could include, and answer the question, "What content topics could I use to achieve the overarching goals of my course?"
Choosing content in the context of goals can transform a course
Let's look briefly at an example of a course recently redesigned by Carol Di Filippo at the Rochester Institute of Technology. Carol teaches at RIT in the National Technical Institute for the Deaf, and her undergraduate course Audition and Spoken Language is designed for pre-service teachers who will teach spoken-language classes that will also have some hearing impaired students. Carol's old course was a survey of relevant topics, and she typically progressed from the range, nature, and physiology of hearing loss to how hearing loss is measured, how hearing aids work and how to trouble-shoot them, how to develop lesson plans, and so on.
In going through the redesign process, Carol realized that, rather than aiming simply to cover topics, what she really wanted to accomplish was to prepare her students better for being in the classroom. So, she set an overarching goal that students will be able to analyze pupil characteristics, classroom performance, and learning environments to design, implement, and assess lesson plans that will enhance spoken language learning.
All of the topics she had covered before were still relevant to her new goal, but she decided to chunk the content differently. She chose to organize her new course by extent of hearing loss, with roughly 1/3 of the semester devoted to the moderately hearing-impaired child, 1/3 to the severely hearing-impaired child, and 1/3 to the profoundly deaf child. The change has several significant impacts on the course:
- Students revisit each topic several times at increasing levels of complexity. They study audiograms, for example, in each of the three sections, and, by the end of the semester, students have had significant practice in a number of different ways and have gained confidence and independence in interpretation that they had not gotten in previous versions of the course.
- In the new scheme, students make progress toward the overarching goal at all stages of the course. Instead of a single culminating project that asks students to pull the semester topics together and develop a lesson plan, Carol can give students practice during each third of the semester in analyzing pupil characteristics, classroom performance, and learning environments and developing lesson plans. Because students have more than one opportunity to practice, she can give them increasing independence as the semester progresses and be more confident that students will be well-prepared after the semester is over.
- You may download Carol's course plan (Microsoft Word 91kB Aug2 06), if you would like to read it.
At one of our recent online workshops, we had the following exchange that is illuminating for this tutorial.
- A concern: I learn (and therefore teach) like a ladder. I have to put the spokes in before I can climb; i.e, I have to teach them how to ID a basalt before I can ask them how that type of lava flow moves before I can ask them why a shield volcano is flat... etc. I don't know how to have them "discover" what a basalt is (while introducing 30 other rocks and minerals too) when what I really want is for them to get to the hot spots and shield volcano part. So I have tended to put things together in a very linear fashion and done a lot of describing, which I know may neglect the higher order skill that we're discussing here. What's your take?
- The response: I think the real key is how many steps of the ladder you have them take before you have them do something of significance. I agree that it's probably not useful to have students "discover" basalt unless developing classification schemes happens to be one of the goals of your course (which is unlikely). But what if you have them learn basalt in order to do part of an analysis, rather than just having them learn basalt for the sake of learning basalt? Maybe it's useful to re-think how tall that ladder has to be before students do something interesting and significant. If they have to climb a single ladder all the way to the top before they do something interesting at the end of the semester, they won't have something very stable holding up the platform at the top. If you have them build a lot of little short ladders holding up a bunch of intermediate platforms (the "problems" in this analogy), they'll have a more stable structure (because they will have used what they have learned repeatedly and in context) that will be more likely to be useful to them in the future.
In the context of the course described above on Audition and spoken Language:
- The "single-ladder" approach would build all of the knowledge and analytical tools separately and sequentially over the course of a semester. At the end of the semester, students would have one opportunity to apply everything in the ladder to analyze a particular scenario.
- In the "multiple ladder approach", students would build short ladder segments of knowledge and skills connected by platforms of problems solved in each section of the course, providing a stable foundation for a final culminating project.
Goals and content unite to drive the design of a course
Let's look at another example of how one might select content to achieve the overarching goals of a course, and how that combination of goals and content drives the design of the course.
Suppose that we wanted to design a geologic hazards course for which the overarching goal is to enable students to research and evaluate news reports of a natural disaster and to communicate their analyses to someone else. What course content might we use to achieve that goal? Suppose that we were to ask three different instructors to select broad content topics that could be used to achieve this overarching goal. We didn't make this up! We actually did choose three instructors, and they independently arrived at the following:
- Instructor #1 chose four specific disasters as content topics
- the 1973 Susquehanna flood
- landsliding in coastal California
- the eruption of Mt. St. Helens
- the Armenia earthquake
- Instructor #2 chose four themes as content topics
- the impact of hurricanes on building codes and insurance
- the perception and reality of fire damage on the environment
- mitigating the effects of volcanic eruptions
- the geologic and sociologic realities of earthquake prediction
- Instructor #3 was particularly interested in having a local connection that would enable students not only to use local sources but also to interview residents. She chose to focus on historical natural disasters in Vermont. The content topics that she chose are:
- the historical record of flooding in northwestern Vermont
- 1983 landsliding in Vermont
- two to three other natural disasters of different types in Vermont
Although each chose different content topics, each of the three instructors could achieve the goalof enabling students to research and evaluate news reports of a natural disaster and to communicate their analyses to someone else while at the same time having students learn about geologic processes associated with a particular group of geologic hazards.
Would the three courses be the same? No!
- Although the overall goal is the same, the choice of specific content topics to achieve the goal would drive how the instructor would accomplish the goal and would profoundly influence the character of the course.
- Whereas students might receive similar kinds of practice during each of the courses (namely practice in researching and evaluating news reports of natural disasters and communicating their analyses), the content topics that would be the focus of their practice would be different.
- Each course would also be very different from a generic survey course on geologic hazards. All three courses would focus on preparing students to be good geologic decision-makers in the future, rather than simply informing them about geologic hazards.
In order to explore further how goals and content topics unite to provide the framework for a course, let's consider an introductory geologic hazards course with a different overarching goal than the one above. Suppose that the overarching goal were to enable students to evaluate and predict the influence of climate, hydrology, biology, and geology on the severity of a natural hazard.
Could we use the same content topics proposed for one of the three courses described above? Sure! How would this course differ from the previous one?
- Although the content topics would be the same, students would practice predicting the influence of climate, hydrogeology, biology, and geology on the severity of a natural hazard, rather than researching and evaluating news reports of natural disasters and communicating their analyses.
- Although topics are the same, assignments and activities would be different.
This is a nice example of how context, goals, and content interact. If you were designing a geological hazards course, you would want to decide:
- What your students need and which of the two goals is more important for your students' futures.
- Which of the possible content topics make the most sense for your students in terms of the setting of your college/university, in terms of the interests and experience of the faculty member, and in terms of the situations that your students might encounter in the future.
Below, you'll find other examples of choosing content topics to achieve the overarching goals of a course. Although the examples are course-specific, the commentary on each offers general advice applicable to other courses.
- The course: Intro geology for pre-service teachers
- One of the overarching goals:students will be able to help their future elementary school students identify rocks that students bring to class and help students learn how to make their own interpretations.
- Possible content approach to achieve the goal: select three locations with different bedrock geology around which to build different rock interpretation activities that could be spread out over the course of the semester.
- Comments:
- A geologist faced with identifying an unknown rock will likely first ask the question, "Where did this rock come from?", in part because provenance helps narrow down the possible choices and in part because geologists are curious about more than just identifying a rock.
- Choosing three different locations around which to build activities and assignments in a course for pre-service teachers would allow students to learn how to find out about the geology of an area where they are teaching and gain practice in identifying and interpreting rocks in a local context.
- This would be a much more stimulating and ultimately more useful way to have pre-service teachers learn about rocks in a portion of their course, and the list of rock-related imbedded content items would be at least as large as might be covered in a standard survey course.
- This approach provides a clear connection between the goal and the kind of practice that students will need in the assignments and activities to be developed for that portion of the course.
- The course: Mineralogy
- The overarching goal: students will be able to synthesize mineralogical data (visual inspection, petrographic microscopy, XRD and SEM/EDS) to address specific geological problems
- Previous organization: The course had been previously organized around traditional, sequential coverage of typical topics in mineralogy, including crystal chemistry, Miller indices, systematic mineralogy, lattice structures, space groups, etc.
- New organization: Mineralogic problems of 1) the core, 2) the mantle, and 3) the crust.
- Comments:
- The instructor's research interests lie in mantle mineralogy, and she realized that she could combine her research interests with the course goals by choosing choosing mineralogic problems that illuminated not only mineralogy but also interesting issues about the Earth's interior.
- She decided to begin with relatively simple mineralogic systems in the core, work up through somewhat more complex systems in the mantle, to the crust, where mineralogic systems are the most complex.
- She could revisit important topics more than once at increasing levels of complexity
- Students could receive increasingly independent practice in the goal—synthesizing mineralogical data to address specific geological problems—as the semester proceeded.
- The course: Tectonics
- The overarching goals: Students will be able to 1) read and interpret the scientific literature in order to identify, list, and synthesize information relating to a specific topic and/or question; 2) collect and analyze data to address a scientific question (including formulating a data-collection plan, collecting data, graphing data, identifying patterns within the data, and quantifying results); 3) synthesize data collected from a variety of sources to test current tectonic models for the southern California region.
- Initial thoughts on organization: The instructor's initial inclination was to have a long introductory background section on solid Earth geophysics and plate tectonics before tackling California issues. She also had originally envisioned covering tectonic geomorphology first, then measurement of crustal movements, and then seismicity.
- Revised organization: She decided to ditch the long background section and integrate what students needed to know "just in time", as they needed to learn it. She also decided to invert the order of topics and start with seismicity, go on to crustal movement, and end with tectonic geomorphology.
- Comments:
- As instructors, we commonly feel that students need to be exposed to huge amounts of background information before they can do any problem-solving. The revised organization acknowledges that learning what is needed in time to solve a particular problem is a valid alternative. Using knowledge immediately to solve a problem also improves learning.
- Revising the topical organization allows students to start with what occurs in the modern world and move to more complicated spatial and temporal problems as the semester progresses.
- The new organization is more suited to integrating the goals of the course throughout the semester.
- The course: Historical Geology
- The overarching goals: 1) When faced with a new piece of geologic information, students will be able to determine how we know this information and what the assumptions are in the analysis; 2) Students will be able to cite examples from the past and make an informed prediction when asked about Earth's future; 3) Students will be able to synthesize the geologic history of a particular area by interpreting the regional geologic evidence and be able to put this information in the context of Earth history
- First attempt at organization: The instructor's first inclination was to organize the course in traditional chronological fashion as a march through the stratigraphic sequences of North America because he was concerned that students needed a strong chronologic perspective.
- Revised organization: Taking a systems approach and focusing on topics that address change over time, including sea level changes, mass extinctions, climate changes, and chemical cycles.
- Comments:
- All three goals can be threaded throughout the four topics. The goal of having students determine how we know pieces of information and what the uncertainties/limitations are is a particularly nice goal.
- The instructor was able to incorporate a local focus into some of the topics.
- The instructor decided to address his concern about not approaching the course chronologically by developing a timeline to put up in the classroom on which students would hang events and trends as they encountered them during the semester.
- The course: Planetary Geology
- One of the overarching goals: students will be able to use data from recent Mars missions (Mars Express, Mars Exploration Rovers, and MOC and THEMIS images from the past year) to re-evaluate pre-2004 hypotheses about Mars geologic processes and geologic evolution.
- Three possible content topics to achieve the goals: 1) the origin of drainage networks on Mars, 2) the extent of intermediate to silicic rocks on Mars, and 3) the origin of layered rocks on Mars.
- Comments:
- These three content topics could certainly provide a good framework for addressing the goals, because all three topics are ones where older hypotheses are available and where new data shed light on the questions.
- The array of imbedded content items in these broad topics is impressive and ranges from determining surface ages to remote sensing of rock compositions to the origin of igneous rocks to features of sedimentary rocks to climate change on Mars and more. Students would not be short-changed in terms of content if the course were organized around these three topics.
- One could imagine ordering these topics to build on one another as well as to provide more independence in finding and analyzing relevant information as the semester progresses.
- The course: Physical Geology
- The overarching goals: Students will be able to integrate different types of data (e.g. topographic maps, geologic maps, cross-sections, stratigraphic columns, photographs, diagrams and/or tables and figures) to reconstruct scenarios that reflect the internal and/or surficial processes that create the widely varying landscapes that we see today and to evaluate potential hazards associated with them.
- Previous organization: The old organization in this course was a typical sequential coverage of items in a physical geology textbook (e.g., igneous, metamorphic, and sedimentary rocks, geologic time, surface processes, hydrogeology, palte tectonics, etc.)
- Revised organization: The new organization emphasizes a local focus and begins with what students can see operating in the world around them. The course starts with modern processes and consequences (flooding, mass movement, hydrogeology, land use, seismicity). The course then moves into the recent past, and students consider Pleistocene and Holocene processes and local landform evolution. The course ends with the rock record in the local area.
- Comments:
- The course starts with what is easiest for students to see around them and is most relevant in terms of processes and hazards.
- Practice toward the goal can be threaded throughout the semester.
- Despite the fact that the course does not proceed in standard textbook order, the course still "covers" the topics typical in a physical geology course.
- The course: Structural Geology
- One of the overarching goals: students will be able to make observations of rocks and thin sections and collect field data to evaluate the conditions of deformation and the deformation mechanisms responsible for structures and fabrics and, where possible, the history of deformation in a sequence of rocks.
- Possible content topics: three case studies, including 1) brittle deformation features in rocks of Capitol Reef National Monument, 2) brittle and ductile deformation features of the Tethyan fold and thrust belt and the Gurla Mandhata metamorphic core complex in southwestern Tibet, and 3) a final, wrap-up case study with field trip in Precambrian and Lower Paleozoic deformed rocks northeast of Albany, NY.
- Comments:
- These three case studies could certainly provide a framework for background material in the course and for activities and assignments that would provide students with experience in interpreting deformation in rocks.
- The list of content items imbedded in these case studies could encompass a significant proportion of the topics in a standard structural geology course, so students would not be short-changed. Building the course around these case studies, rather than around a survey of topics in structural geology keeps the focus on building student skills and abilities in the discipline and provides a clear path to developing assignments and activities that help students meet the goal.
- The course: Physical Geology
- One of the overarching goals:students will be able to frame a hypothesis, plan a way to test the hypothesis, collect and analyze data, and communicate the results.
- This is a very commonly-articulated goal in science courses of all types. In one way, this goal is very useful in guiding course design. If you want your students to be good at framing and testing hypotheses, you need to build lots of practice into the course (guided at first, more independent later in the semester). The need for practice drives the nature of assignments and activities.
- On the other hand, the goal is not topic-specific and doesn't present a clear topical path to follow from goals through content to activities.
- One useful approach is to give some thought to the kinds of hypotheses that you might reasonably expect that students to frame and test successfully. Be realistic, and keep in mind the level of your course and who your students are. In an introductory geology course, for example, students might frame and test a hypothesis about the kind of seismicity they might expect in a particular area and why, but it would be beyond most of them to come up with an original research question to test.
- Give some thought as well to why it is a good idea to make your students better at framing and testing hypotheses. How might they use their abilities in the future? If your students will be geology majors, how might you aim their hypothesis framing and testing experience in a direction that will be useful for their later coursework? What is it you want to emphasize and why? On the other hand, if you have students who will never take another geoscience course, how can you make their experience in hypothesis framing and testing most useful to what they might do in the future? Use the answers to these questions to choose the broad content topics in which you will have students do their hypothesis framing and testing.
Fleshing out the broad content topics
Broad content topics are fine, but what about the nitty gritty? What, in particular, will students master as they work toward achieving the goal(s)? Will the scope of content coverage be adequate if a particular set of broad content topics is chosen?
In the section on setting overarching goals, we showed that goals involving higher order thinking skills have imbedded in them lower order thinking skills goals. Similarly, broad content topics such as those above have imbedded in them many concepts and content items that would be covered in a standard survey course.
Let's look at an example from an introductory course called The Geology and Development of Modern Africa. The overarching goal for this course is to enable students to analyze the underlying influence of geology and geologic processes on human events. Two of the broad content topics that make up the early part of the course are:
- The influence of climate change on prehistoric settlement patterns in North Africa. What content items are imbedded in this broad topic?
- 14C dating, fossils, palynology, lacustrine sedimentation, stratigraphic columns, using sedimentary rocks to interpret paleoenvironments, the geologic time scale, marine record of climate change, monsoonal weather patterns,....
- The influence of development of East African Rift on hominid evolution.What content items are imbedded in this broad topic?
- Formation and evolution of continental rifts, some aspects of plate tectonics, radiometric dating, rift volcanism (including tuffs), stratigraphic columns, fossils, using sedimentary rocks to interpret paleoenvironments, the geologic time scale, fluvial and alluvial processes, faulting, geologic history of East Africa, evolution,...
This course illustrates a number of important points about options in selecting content to achieve course goals:
- A course that is not a survey course can still be content-rich. This is not a fluffy course.
- Courses with depth rather than breadth are a viable alternative in course design. Rather than covering a little bit about all sedimentary environments, for example, the course provides students with a deep experience in only a few environments, with the expectation that students will be able to take that deep experience and apply it to studying an unfamiliar sedimentary environment in the future.
- Topic coverage in a course does not have to be linear or follow the table of contents of a textbook. Non-linearity is OK, and, in fact, may be desirable. Revisiting a topic in different contexts and depth improves learning and provides an opportunity to build the complexity of ideas and applications over time.
- If broad content topics are selected carefully, it is possible to meet the content expectations of colleagues in subsequent courses even if the course is not a survey course.
- In order to serve as the intro course prerequisite for upper level geology courses in the department in which it is offered, this Africa course must cover plate tectonics, rock forming processes, geologic time, and Earth systems.
- The course does, in fact, cover these topics and meets departmental expectations, although not in the way that a traditional survey course would.
- The combination of clearly-stated goals and specific content topics offers a clear pathway to providing students with practice in tasks related to the goal.
- Students can't become proficient at the task articulated in the goal if they encounter the task for the first time in a final project or final exam.
- Organizing the course around goals and topics that can be used to achieve the goals makes it easier to plan student practice to progressively build their abilities.
Task 1.4: Choosing content to achieve overarching goals.
Use the worksheet that you downloaded at the start of this section to record your answers to the following questions:
- What are the broad content topics that you could use to achieve each of the overarching goals of your course? What are the content items imbedded in each of those broad topics? What order might you put the broad topics in that would allow students to build the complexity of ideas and applications over time and to revisit concepts or topics in an appropriate way?
- Are you constrained to include particular topics in your course in order to prepare students for subsequent courses or certification exams? If so, what are they? Do the broad content items that you have chosen enable you to include those items that must be covered for subsequent courses or for certification exams? If not, how might you fit them in?
Once you have chosen the content to achieve the overarching goals for your course, Go to Part 2.1 Developing a course plan and tying it to the goals.
©2005 On-line Course Design Tutorial developed by Dr. Barbara J. Tewksbury (Hamilton College) and Dr. R. Heather Macdonald (College of William and Mary) as part of the program On the Cutting Edge, funded by NSF grant DUE-0127310.


text:
Hello dear Stampers,
we are happy that so many of you joined our previous challenge. We had a lovely time visiting your blogs and looking the butterfly and flowers creations.
Sadly the winner of challenge 146 (not a square) didn't contact us so the prize from
Marianne Design
goes to the 2nd lucky winner:
# 62 Miranda K
Please contact Marlies HERE within 5 days to claim your prize.
So now on to our new challenge, the theme is:
(Please don't forget we are a stamping challenge and we must clearly see something stamped)
You have two weeks to show us your creations.
Our sponsor of this challenge is: Craft Addiction
This is the lovely prize you can win
Thanks Nicole.
And here are the inspiration cards from our TEAM B.
To get to the blogs of our DT members just click on the name. You will find more inspiration there and if you want, you can leave a comment.
Alma (Stepping in for Miranda)
Please don't forget to put a direct link to Inlinkz and please link our challenge in the post on your blog.
Next Sunday we will publish the WINNER AND TOP 3 of our previous challenge.
Your Design Team
Max THREE (new) entries per person.
Will you please number your entries if you enter more than once
Thank you.


text:
Julius Lester
My Books
Why Heaven is Far Away, Illustrations by Joe Cependa, 2002
Description of new work
Selected Works
To Be A Slave, 1968 Penguin Modern Classics
Newbery Honor Book, 1969
Folk Tales
Black Folktales, 1969 (Grove Press)
The Knee-High Man and Other Tales, Illustrations by Ralph Pinto, 1972 (Picture Puffins)
The Tales of Uncle Remus:The Adventures of Brer Rabbit. Illustrations by Jerry Pinkney, 1987. (Puffin Books)
More Tales of Uncle Remus: Further Adventures of Brer Rabbit, His Friends, Enemies, and Others. Illustrations by Jerry Pinkney, 1988. (Puffin Books)
The second volume of my four volume retelling.
How Many Spots Does A Leopard Have and other Tales. Illustrations by David Shannon, 1989 (Scholastic Trade)
Retellings of twelve African,African-American and Jewish folk tales.
Further Tales of Uncle Remus: The Misadventures of Brer Rabbit, Brer Fox, Brer Wolf, the Doodang, and Other Creatures. Illustrations by Jerry Pinkney, 1990. (Out of print)
The third volume of the series
The Last Tales of Uncle Remus. Illustrations by Jerry Pinkney, 1994. (Out of print)
The last volume in the retellings of the Uncle Remus tales.
Uncle Remus: The Complete Tales, with a new introduction. Illustrations by Jerry Pinkney, 1999 (Dial Books for Young Readers)
The omnibus edition of the four volumes of retellings.
When the Beginning Began, illustrated by Emily Lisker, 1999. (Harcourt/Silver Whistle)
Traditional retellings and original stories around the creation story in Genesis
Long Journey Home, 1972 (Dial Books For Young Readers)
Short stories based on true stories from Black history.
This Strange New Feeling, 1982 (Scholastic Paperbacks)
Three love stories based on true stories from slavery.
Do Lord Remember Me, 1984
A novel inspired by my father's life
And All Our Wounds Forgiven, 1994.
A novel about the civil rights movement and suggested by the life of Martin Luther King, Jr.
Othello: A Novel, 1995 (Point)
A novelization of the Shakespeare play.
Pharaoh's Daughter: A Novel, 2000. (Harcourt/Silver Whistle)
A story about the young Moses growing up in ancient Egypt.
When Dad Killed Mom, 2001. (Harcourt/Silver Whistle)
A novel about what happens to a brother and sister when their father murders their mother.
The Autobiography of God, 2004, (St. Martin's Press)
A novel that probes the question why evil can exist if God is omnisicient, omnipresent, and All-Good.
Day of Tears: A Novel in Dialogue, 2005, (Hyperion Books)
A novel in dialogue about the largest slave auction in American history.
Time's Memory 2006 (Farrar, Straus & Giroux)
A novel about an nyama (spirit) that comes to the United States on a slave ship.
Cupid: A Novel, (Harcourt, January, 2007)
A retelling of the story of Cupid and Psyche.
The Hungry Ghosts, 2009
Picture Book
Poetry and Photography
Who I Am, 1974, with David Gahr, photographer
Lovesong:Becoming A Jew, 1988 (Bullfinch Press)
Story of my spiritual odyssey to Judaism.
On Writing for Children and Other People, 2005 (Dial Books)
A literary memoir discussing the relationship between my life and my writing
Picture Book
John Henry. Illustrations by Jerry Pinkney, 1994. (Dial Books for Young Readers)
The first picture book collaboration with Jerry Pinkney
Sam and the Tigers, illustrated by Jerry Pinkney, 1996 (Dial Books for Young Readers)
Black Cowboy, Wild Horses: A True Story. Illustrations by Jerry Pinkney, 1998 (Dial Books for Young Readers)
What A Truly Cool World, Illustrated by Joe Cepeda, 1999. (Scholastic)
Albidaro and the Mischievous Dream, Illustrated by Jerry Pinkney, 2000. (Phyllis Fogelman Books)
A Black fantasy story
The Blues Singers: Ten Who Rocked the World. Illustrations by Lisa Cohen, 2001. (Jump at the Sun/Hyperion)
Brief biographies of ten important and influential black singers.
Ackamarackus: Julius Lester's Sumptuously Silly Fantastically Funny Fables, Illustrated Emilie Chollat, 2001 (Scholastic)
A book of original fables
Why Heaven is Far Away, Illustrations by Joe Cependa, 2002 (Scholastic)
This is the sequel to What A Truly Cool World
Shining, Illustrations by John Clapp, 2003 (Harcourt Books)
A fable about what a young girl learns from silence.
From Slaveship to Freedom Road, Paintings by Rod Brown, 1998 (Dial Books for Young Readers)
Let's Talk About Race. Illustrated by Karen Barbour 2005 (Harper Collins/Amistad)
A book in which I talk personally about race and how to think about it. Wonderful illustrations by Karen Barbour.
Quick Links
Type a brief description here
Web-site of my photography
Authors Guild
E-mail me


text:
Daylong event March 2 examines storm protection opportunities that incorporate multiple infrastructure systems
This news release has been edited to include a new event date as a result of the February 9 snowstorm, which caused City College to be closed.
After experiencing two destructive tropical storms in as many years, New York City finds itself forced to adapt to the reality of catastrophic weather events resulting from climate change. However, it cannot rely on simple fixes. Rather, it needs to create new urban landscapes with the capacity to negotiate social, cultural, and environmental forces, argues Denise Hoffman-Brandt, associate professor of landscape architecture in City College's Spitzer School of Architecture.
Professor Hoffman-Brandt and Professor Catherine Seavitt Nordenson are the organizers of "Waterproofing New York," a daylong conference to explore the impact of past and future storms on five key infrastructure systems: water/waste, power/data, circulation/fuel, parks and recreation, and shelter. The event runs 9 a.m. – 5 p.m. Saturday, March 2, at the Spitzer School of Architecture, 141 Convent Ave., New York, N.Y. 10031. It is free and open to the public. Attendees are requested to RSVP on the event Facebook page.
Speakers include municipal leaders, scientists, engineers and designers. The event has been shaped to appeal to a wide audience of designers and members of the community interested in New York's future.
"The city needs to adapt systemically, as opposed to coming up with a singular fit or set of tools to change practices," Professor Hoffman-Brandt says. "It has to be a bottom-up approach, especially when you take constraints on funding into account."
The conference hopes to reveal the operating systems of the city in a way that gets people to view "Waterproofing New York" as an act of coordinated yet opportunistic, pragmatic, and inventive city design. In addition, it is intended to support emerging skepticism of a big barrier "fix," as well as the unplanned, uncoordinated shoring up of individual enterprises and discreet sites that would ensue without design and civic leadership.
The event is organized around panels specific to the infrastructure sectors. In each session, two policy and practice specialists will present their thoughts on the key issues pertaining to their area of expertise. Then, two designers will engage the specialists in a discussion of the implications of the physical manifestation of their ideas for building an adaptive, waterproof New York with a reduced carbon footprint.
Distinguished Professor Michael Sorkin, director of the Spitzer School's urban design program, will present closing remarks.
The conference is hosted by the Spitzer's School's landscape architecture program with support from the Municipal Arts Society, American Society of Landscape Architects New York chapter and the Institute for Urban Design.
A list of programs and panelists follows:
Jeanette Compton, director of green infrastructure, New York City Department of Parks and Recreation, and adjunct professor, Fordham University.
Paul Mankiewicz, executive director, The Gala Institute.
Lydia Kallipoliti, assistant adjunct professor, Cooper Union, Columbia University.
Kate Orff, assistant professor of architecture and urban design and co-director of the Urban Landscape Lab, Columbia University.
Frank Ruchala, assistant urban planner and designer, New York City Department of Planning.
Bryan Stigge, director, Level Agency for Infrastructure.
Chris Reed, associate adjunct professor of landscape architecture, Harvard Graduate School of Design.
Miguel Robles Duran, assistant professor of urbanism, School of Design Strategies, Parsons The New School for Design.
Petra Todorovick Messick, senior officer, Amtrak Outreach and Communications – North.
Kevin Foster, associate professor of economics, The City College of New York.
Denise Hoffman-Brandt, associate professor and director of the landscape architecture program, The City College of New York.
Georgeen Theodore, associate professor and director of the infrastructure planning program, New Jersey Institute of Technology School of Architecture.
Parks and Recreation
Dennis Burton, administrative horticulturist/forest restoration manager, Van Cortlandt Park.
Erika Svendson, research scientist, U.S.D.A. Forest Service, Northern Research Station.
Catherine Seavitt Nordenson, associate professor of landscape architecture, The City College of New York.
Gullivar Shepard, associate principal, Michael Van Valkenburgh Associates.
Thaddeus Pawlowski, long-term planning advisor, Mayor's Office of Housing Recovery.
Mark Ginsburg, founding partner, Curtis + Ginsburg Architects LLP.
Lance Jay Brown, ACSA Distinguished Professor of Architecture, The City College of New York, and co-chair, AIANY Committee on Design for Risk and Reconstruction.
Deborah Gans, professor, Pratt Institute School of Architecture.
Hilary Sample, associate professor, Columbia University Graduate School of Architecture, Planning & Preservation.
Closing Remarks
Michael Sorkin, distinguished professor and director, Graduate Program in Urban Design, The City College of New York.
On the Internet


text:
By ,
Published February 05, 2015
Boston, MA (SportsNetwork.com) - Panthers goaltender Tim Thomas' return to Boston did not go according to plan.
Thomas gave up six goals on 41 shots in Florida's 6-2 loss to the Bruins.
The 39-year-old Thomas played for Boston for eight seasons (2002-03 & 2005-12), leading the Bruins to the 2011 Stanley Cup while earning the Conn Smythe Trophy.
Tuesday marked Thomas' first game in Boston since his messy departure from the Bruins after the 2011-12 season. He played against Boston on Oct. 17, 2013, at BB&T Center, but was injured when the Panthers visited the Bruins a few weeks later.
"They're a good team," Thomas said. "They made the finals last year for a reason and they played a good game against us tonight combined with us not playing our best game, myself included, they took advantage of it and they just kept coming at us."
Milan Lucic had two goals for the Bruins, who have won four in a row. David Krejci, Zdeno Chara, Reilly Smith and Shawn Thornton also lit the lamp.
Tuukka Rask stopped 28-of-30 shots for the victors.
"Yeah, we score five, six goals a game, you kind of expect to win," Rask said. "I know it's not going to happen every game, but it's good to have that offense going like that. We've been scoring goals because we play our system, not because we're trying to do too much out there, and that's a great sign."
Brad Boyes and Dmitry Kulikov scored for the Panthers, who have dropped six straight against Boston.
Thomas' bad night started at the 7:41 mark of the first period. Lucic put home a rebound off Jarome Iginla's shot from the right circle.
Chara made it a 2-0 contest at 15:26 when his one-timer from the right point bounced off bodies in front and trickled past the goal line.
Lucic lit the lamp again at the 1:46 mark of the middle stanza. Thomas failed to control Matt Bartkowski's shot from the left point and Lucic poked in the rebound.
Boston went ahead by four at 14:54 when Smith completed a backdoor play off a pass from Carl Soderberg.
Florida finally got on the board with 33 seconds remaining. Boyes put one past Rask following a cross-ice pass from Nick Bjugstad.
The Panthers had gone 43 straight power plays without a goal before Kulikov finally got one early in the third period. His shot from the point beat Rask.
Thornton scored on a backhander at 8:14 to make it 5-2 Boston.
Krejci, who also had two assists, lit the lamp at 17:51 to account for the final margin.
Game Notes
Florida has lost five in a row in Boston ... Boston forward Chris Kelly returned to the lineup after missing 22 games with a broken right fibula ... Prior to the game, the Panthers activated forward Tomas Kopecky from injured reserve and placed forward Aleksander Barkov on injured reserve ... The Bruins, who started a four-game homestand on Tuesday, improved to 20-5-2 at home this season ... Panthers defenseman Tom Gilbert played in his 500th NHL game.


text:
Lea Awards in Frankfurt: An extraordinary sound experience - with beyerdynamic
Lea Awards in Frankfurt: An extraordinary sound experience - with beyerdynamic
On 11th March 2014, the 9th PRG Live Entertainment Award at the Frankfurt exhibition hall was determined by rock, pop and glamour. In the evening before the opening of the prolight+sound and music fair in Frankfurt, this event was a glamorous start of the international gathering. 1,300 VIP guests from the events industry enjoyed this great gala.
As a sponsor, beyerdynamic provided the microphones for this event and converted the show into an extraordinary sound experience. 20 TG 1000 radio links ensured a brilliant sound of both the moderation by Ingo Nommsen and the performances of various artists and laudators. Due to the versatile range of microphones it was possible to enhance the strength of each individual artist including the soft voice of Annette Louisan and the progressive drum performance by Power! Percussion, the sound of the wireless beyerdynamic TG 1000 microphones gave famous guests, such as Christina Stürmer, Jürgen Drews and TheBossHoss, goosebumps.
The Baseballs presented their song "Mo Hotta Mo Betta" for the German qualification competition of the Eurovision Song Contest. Cäthe and Meret Becker, the current top song writers of German female song writers, DJ Bobo and Heino contributed with their performance to a unique show. Among others Klaus Meine, Helmut Lotti and the actor Ben Becker had the honour to be there as laudator.
The show itself met every desire. A unique LED stage design, three video walls, numerous laser effects and water fountains ensured a spectacular scenery.
A total of 14 prizes were awarded to promoters, artist managers, concert agencies and venues. This year the Toten Hosen tour (arena tour of the year) and the agency Marek Lieberberg (promoter of the year) received one of the popular trophies.


text:
Hire quick, easy and free!
- 1.2 million career minded professionals were active on Laimoon in June.
- Its easy to use and we will send you just the right number of applicants.
- Its totally free! Over 2,400 companies have hired through Laimoon.
Companies recently hiring...
LoginNot registered? Register here
Register as a new employer to post a free job ad in AngolaAlready registered? Login here
Instant sign up
Need help? Call us: +971 4 458 8220 / Send an email


text:
Cops: naked man kidnaps baby, runs onto highway
Santos Rodriguez arrested after Bridgeport incident
Police in Connecticut say a naked man high on PCP kidnapped his girlfriend's baby and ran onto a busy highway in Bridgeport, where state troopers took him into the custody. The baby wasn't harmed.
Thirty-year-old Santos Rodriguez was charged with kidnapping and other crimes after the series of events early Saturday morning. He was ordered held on $100,000 bail.
Rodriguez's girlfriend told police he was acting erratically Saturday morning. She said he believed someone was after him, called her the devil and threw a Bible at her.
Police say Rodriguez took off his clothes and ran out of the home with her son. State police later received several 911 calls reporting a man running across I-95.
Rodriguez surrendered without incident. It's not clear if he has a lawyer.