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This course is designed to provide an introduction to actuarial studies. It covers the fundamental modelling tools used by actuaries (probability, statistics, financial mathematics), as well as some of the basic actuarial models in areas such as insurance, superannuation or financial risk management, and which will be studied in great depth during the remainder of the degree. The main areas of actuarial practice and research are also introduced and discussed. Finally, labs will provide a foundation in programming, as well as data manipulation and visualisation, with a particular focus on R.
Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.
The Business School expects that you are familiar with the contents of this course outline and the UNSW and Business School learning expectations, rules, policies and support services as listed below:
Further information is provided in the Assessment and Policies and Support sections.
This course is offered as part of the first year core in the Bachelor of Actuarial Studies and dual degrees. The course is a prerequisite, along with MATH1251, for the courses ACTL2111 Financial Mathematics for Actuaries, and ACTL2131 Probability and Mathematical Statistics.
The Course Learning Outcomes (CLOs) are what you should be able to demonstrate by the end of this course, if you participate fully in learning activities and successfully complete the assessment items.
CLOs also contribute to your achievement of the Program Learning Outcomes (PLOs), which are developed across the duration of a program for all coursework students in the Business School. More information on PLOs is available under Policies and Support. PLOs are, in turn, directly linked to UNSW graduate capabilities and the aspiration to develop "globally focussed graduates who are rigorous scholars, capable of leadership and professional practice in an international community".
The following table shows how the CLOs for this course relate to the overall PLOs and indicates where each CLO and PLO is assessed:
Evaluate and apply basic principles of probability, statistics and financial mathematics
Evaluate the fundamental principles underlying risk management and insurance
Final exam
Evaluate and apply fundamental actuarial mathematics techniques
Mid-term and Final exams
Describe how the actuarial profession is organised, its code of conduct, its main practice areas, as well as its current challenges and opportunities
Interpret and create basic algorithms and control loops in pseudocode
Individual lab mini-assignments Group major assignment
Communicate data insights effectively
Perform efficient computation, as well as manipulate data, in R
Work effectively in teams
Group major assignment
Consultation by tutors (two hours each week) are as follows:
Consultation will also be in the area in front of the school (level 6, East wing of Business School building)
We are here to HELP students (you) in the learning process by developing your understanding of course topics and to provide opportunities to reflect on and gain deeper understanding of the applications of the course material. The learning process is collaborative, and the more you interact with us (teaching staff) and with fellow students (with your team, and others), the more you will learn and get from the course. Interaction can occur in class, in tutorials, in labs, during consultation, on course forums, etc…
Furthermore, the course will use extensive digital resources, some of which have been tailor made for the course; see Course Resources.
As much as possible, we will try to use active learning during face-to-face time. This means trying to make you do things, not just sit inactively. We will use different strategies for this, such as:
For more information about active learning, refer, for instance, to:
There will be essentially two types of lectures:
They are shown in green and yellow (respectively) wherever possible (for instance on the course map on the website). There will also be information sessions held by other Business School staff, and guest lectures (shown in blue in the schedule)
For quantitative lectures (green), I will be teaching materials with detailed slides and examples. Knowledge will be reinforced and further applied in tutorials. Here the main references will be the lecture notes and tutorial exercises. There may be some prescribed readings from the book as indicated on the lecture slides. Unless announced otherwise on the course website or in the weekly e-mail, it is not necessary to do any prior reading.
For qualitative lectures (yellow), I will be using some lecture slides, but we will mainly be discussing video interviews shot especially for this course (see Course Resources), as well as some other resources such as industry articles. The prescribed readings and resources will be made clear on the course website, and if any prior reading is required this will be announced on the course website (and in the weekly e-mail). Teams may be used for facilitating discussions with the large group, and to see what everyone got from the prior readings before discussing them.
In all lectures, two tutors will be in the room to answer questions from students while I am doing the lecture, but also during "question breaks". We will discuss this more in the first lecture. The main idea is to make it easier and quicker for you to ask questions.
With only one exception, tutorials will focus on the application of concepts taught in the quantitative lectures (green). As a general rule, there will be at least one hour of tutorial per lecture (two for the actuarial techniques discussed in weeks 1, 2, 3, 5, 7, 9).
Importantly, we invest a lot of resources to offer small group tutorials, and this is to maximise interaction, and for students to get the individualised help they need. This means that tutorials are not meant to replicate (or summarise) the lecture. If the flow of information is unilateral (the tutor talks for 50 minutes) then this could be done with 350 students in the same way.
You are meant to make the difference and to make it worthwhile to have 14 groups of 25 instead of 1 group of 350.
To get the maximum from your tutorial, it is your responsibility to be prepared and to come to the tutorial with questions you want the tutor to address. As much as possible (depending on the tutorial topic and room layout) we will try to make you work within your team.
The labs at providing a foundation in programming, as well as data manipulation and visualisation, with a particular focus on R.
The aims and learning outcomes of the labs, weekly contents, and associated readings are
all mapped in a dedicated spreadsheet that will be available on the course website.
Labs operate somewhat independently from lectures and tutorials, and while they are taught in small groups, they are small group lectures rather than tutorials.
However, labs are designed to facilitate an active learning environment. Each lab covers a range of theoretical contents, as well as learning activities that encourage students' engagement. Learning activities are designed in varying formats and students are expected to reflect on what they have learned, develop a deep understanding of the concepts and apply the contents in practical situations. To facilitate students' participation, R markdown files with examples of R codes are provided, where students are able to modify or extend the existing codes during the practise sessions; see also Course Resources below. Generally, no prior reading is required, but students should bring their book (LaDroLi; see Course Resources), which they should read after the lab.
The active learning process continues after each lab. Students are also encouraged to
learn actively by participating in the formative assessment tasks (including homework exercises and quizzes). These tasks review the essential concepts and are designed to identify the loopholes of students learning and provide feedbacks for improvement.
The learning outcomes of the R lab series are
validated through mini-assignments. The mini-assignments are created in such a way that students are required to apply concepts and tools they have learnt in an actuarial context. Sample solutions will be provided to students as feedback.
Note that you will develop general knowledge of the R software and language, rather than specific actuarial applications using R. In other words, no prior actuarial knowledge is required, even though examples will be chosen with actuarial studies in mind. Later in the actuarial degree, students will thus be able to focus on specific actuarial applications using R (such as modelling mortality rates, generalised linear regression, etc.) without experiencing difficulties due to poor knowledge of programming and R in particular.
At the end of the first week we will
randomly allocate students to teams within their
tutorial (not lab). Teams will normally be of 5 students. Because of enrolment movements, this may vary from 3 to 6. We will not move students between groups unless we exceed those boundaries.
Team allocations will be announced just after Sunday 22 September 11:59pm. You will be asked to do a group activity in your first tutorial in week 2. Please meet your team members then and sit together accordingly.
Developing teamwork skills is essential for your future careers. The actuarial work is very rarely solitary, and being able to collaborate with people you would not necessarily have chosen to work with, or who do not operate in the same way you do (not necessarily worse, just different), is very important. Please try to develop your skillset in this area. We will give you pointers (week 2), and you will also be required to reflect on your experiences.
I strongly encourage to embrace this aspect of the course, and
work with your team on all aspects of it (lectures, tutorials, labs), not only the assignment. To facilitate this, I am very excited to announce that we will set up team environments within the Office 365 Teams app (which you all have access to as UNSW students). We must be one of the first courses to do so, and I believe the first large course to do so at UNSW. Information will be provided on week 1.
You will receive feedback about your learning in multiple ways:
The normal workload for a 6 credit course at UNSW is about 13-15 hours per week.
In a typical week you would do the following activities:
I strongly suggest that you diarise these activities. I also encourage you to do the starred activities with your team.
I will send you a weekly e-mail that details what you are expected to do. This does not prevent you from taking responsibility for your own planning, of course.
In order to pass this course, you must:
You are expected to attempt all assessment requirements in the course.
Individual lab mini-assignments
(10 in total)
Mondays, 12pm noon
(weeks 2 – 11*)
*25 November 2019
Mid-term exam
(1 hour)
TBC in Week 5
(formative team feedback: 22 October 2019, 12pm noon on Review)
Group task: 5 November 2019 12pm noon on Turnitin
Individual team feedback task: 12 November 2019 12pm noon on Review
Final Examination
(2 hours)
As advised by UNSW examinations
As a student at UNSW you are expected to display academic integrity in your work and interactions. Where a student breaches the UNSW Student Code with respect to academic integrity, the University may take disciplinary action under the Student Misconduct Procedure.
To assist you in understanding what academic integrity means, and how to ensure that you do comply with the UNSW Student Code, it is strongly recommended that you complete the Working with Academic Integrity module before submitting your first assessment task. It is a free, online self-paced Moodle module that should take about one hour to complete.
This assessment item relates to the labs, and aims at encouraging students to keep up with the taught materials.
For each lab, you will be given a project as a mini-assignment, where you are required to solve a particular issue with the knowledge from the lab. Each project will be designed to assess achievement of one particular learning outcome. The project should take around 60 minutes to complete, and you will be required to submit the following information:
Note: Here we want to encourage you to reflect on the task. This is how you will prepare most efficiently in actuarial courses: each time you do a task such as tutorial exercise or past exam, ask yourself: (i) what were the skill(s) that was were tested here? (ii) how did I do? What did I misunderstand? What knowledge did I have to go back to in order to perform the task? (iii) What is my main take-away? What do I need to add to my cheat sheet for the exam?
This also closes the loop of the learning cycle: students need to think about whether they have achieved the learning outcomes.
The submission deadline is the Monday of the week that follows the lab. For instance, the mini-assignment related to the week 2 labs is due on Monday of week 3.
Students will be required to formatively assess first. This is to provide students with opportunities for practicing exercises and receiving feedback. Formative assessment items include homework exercises and on-line quizzes. Homework exercises are designed to provide a list of text book exercises where students need to practice their programming knowledge. Solutions are provided in the text book. Furthermore, on-line quizzes (on moodle) include a mixture of programming and theoretical exercises in the format of multiple choice questions. Students are allowed unlimited attempts, and a feedback message will be provided each time a wrong choice has been made. Students will only be allowed to submit their mini-assignment if they reach 80% correct answers from all quiz questions for that lab week. The quiz will be online and the submission box will appear automatically once the required percentage is attained.
Each mini-assignment attracts 1% of the course final mark. There can only be two outcomes, 0% or 1%. In order to gain 1%, you have to
While Tutors may not check the second condition for all submissions in all weeks, they will check the first condition in all instances.
Of course any academic misconduct (such as plagiarism) will be reported to the School Student Ethics Officer. In this particular instance, if a submission is late, it will attract a mark of 0%.
There will be a mid-term exam held in week 5 (venue as per enrolment). The mid-term exam is worth 20% of total assessment for the course. Note that the school does not offer supplementary mid-term exams. You may, however, request special consideration. Students will only be allowed to bring the text "Formulae and Tables for Actuarial Examinations". This must not be annotated.
The mid-term exam will focus exclusively on topics related to the learning outcome 1 (weeks 1-3 and associated tutorials).
Normal examination rules apply to the conduct of mid-term exams.
See next section
The final exam is intended to test your knowledge, understanding and application of the course coverage as well as your ability to concisely express yourself. The final examination will be a two hour written paper. The final examination will be closed book. Students will only be allowed to bring the text "Formulae and Tables for Actuarial Examinations" into the exam. This must not be annotated.
The final exam will have two parts:
You will undertake a group assignment to develop your skills in communication, R and teamwork. The main task will be one of exploratory data analysis and visual communication
You will work with your team. Evidence shows that random team allocations lead to most fairness, and also mimics real life where you will have to work in groups that have been formed by others. It also reduces the disadvantage that international or otherwise non-local students have when groups are formed. It also makes you meet new persons, who will be your fellow students in the next few years, and your colleagues in the next many decades.
Scope and assessment:
The Group Assignment will focus:
The former will be group based, while the latter will be individual. A detailed assessment rubric will be provided when the assignment is released early in session. There will be a session to explain how the rubric works and how it will be used for assessment (tentatively scheduled for week 5 TBC).
Group contracts:
Groups will then have to nominate a group leader by cooptation, whose role will be to coordinate the work, finalise a group contract (see next paragraph) and post it within Teams (online), and submit the assignment before the deadline. Submission remains a joint responsibility so that team members will all be held responsible if the assignment is not submitted on time.
Groups will have to agree on the following items (examples will be made available with the assignment):
The contract will have to be submitted within Teams. This must be done by the end of week 2. Note that there will be a presentation on that same week, during the lecture, discussing the contract and providing pointers about teamwork.
Assignments are to be submitted online:
Information regarding those submissions will be made available on the Moodle course web site.
Feedback on student performance from formative and summative assessment tasks will be provided to students in a timely manner. Assessment tasks completed within the teaching period of a course, other than a final assessment, will be assessed and students provided with feedback, with or without a provisional result, within 10 working days of submission, under normal circumstances. Feedback on continuous assessment tasks (e.g. laboratory and studio-based, workplace-based, weekly quizzes) will be provided prior to the midpoint of the course.
You will receive feedback about your learning in multiple ways:
- During lectures, by asking questions and participating in the activities
- After lectures, by reviewing your lecture notes and participating in the Teams forums and wikis
- Before tutorials, by attempting the exercises to be done prior to the tutorial
- During tutorials, by participating in activities and by interacting with your team and tutor
- After tutorials, by reviewing your notes, and reflecting on your gaps and how to fill them
- During labs, by participating in activities and by interacting with your team and tutor
- After labs, by doing the homework exercises and quizzes
- Throughout, by examining feedback obtained on assessment items; see also Assessment Summary
You can apply for special consideration when illness or other circumstances beyond your control, interfere with your assessment performance (to apply see Special Consideration on the UNSW Current Students page). Special Consideration is primarily intended to provide you with an extra opportunity to demonstrate the level of performance of which you are capable.
Special Consideration applications will be assessed centrally by the Case Review Team within Student Lifecycle. The Case Review team will update the online application with the outcome and add any relevant comments.
Please note the following:
Further information on Business School policy and procedure, as well as supplementary exam dates for the current term, can be found under "Special Consideration" on the Policies and Support page.
For courses offered by the School of Risk and Actuarial Studies, the weight of the mid-term exam for which special consideration is granted is re-allocated to the final exam.
Special consideration does not entitle students to a supplementary opportunity to complete the assessment item. For an assignment, oral presentation and any in-session assessment item other than the mid-term exam, an extended deadline, an additional assessment or a re-allocation of the weight to the final exam may be granted.
When an assessment item had to be submitted by a pre-specified submission date and time and was submitted late, the School of Risk and Actuarial Studies will apply the following policy.
A penalty of 25% of the mark the student would otherwise have obtained, for each full (or part) day of lateness (e.g., 0 day 1 minute = 25% penalty, 2 days 21 hours = 75% penalty). Students who are late must submit their assessment item to the LIC via e-mail. The LIC will then upload documents to the relevant submission boxes. The date and time of reception of the e-mail determines the submission time for the purposes of calculating the penalty.
The UNSW Business School has set a protocol under which students may view their final exam script. Please check the protocol here.
Individual Schools within the Faculty may set up a local process providing it is in keeping with the Faculty protocol. The School of Risk and Actuarial Studies implements the abovementioned faculty guidelines in the following way:
Note that students must make a separate, subsequent appointment with the LIC, should they wish to lodge a formal application for re-assessment.
The Business School is actively monitoring student learning and quality of the student experience in all its programs. A random selection of completed assessment tasks may be used for quality assurance, such as to determine the extent to which program learning goals are being achieved. The information is required for accreditation purposes, and aggregated findings will be used to inform changes aimed at improving the quality of Business School programs. All material used for such processes will be treated as confidential.
The website for this course is on Moodle.The course will use various digital resources, but they all will be linked from moodle.
To access the Moodle online support site for students, follow the links from that website to UNSW Moodle Support/Support for Students. Additional technical support can be obtained from firstname.lastname@example.com (02 9385 1333). It is essential that you visit the site, as well as Teams, regularly (at least weekly) to see any notices posted there by the course coordinator.
Furthermore, this will be the first large course at UNSW to use the new tool of Microsoft called "Teams". This will allow us and your team to interact, share documents, collaboratively work on documents without having to track versions, etc. There will be a demonstration during the first lecture.
The prescribed textbooks for the course are:
Additional, useful (but non prescribed) references are:
The following resources will be made available on the course website. Some will be finalised after the course starts.
A selection of industry articles will be made available for some of the lectures. You will be asked to read them in advance.
There will be three video scribes to explain threshold concepts:
These videos will be watched, discussed and illustrated in class. We will then proceed with building on those concepts.
We have recorded interviews of past UNSW graduates, who now hold senior positions in the industry. The following videos will be made available on the website:
Additionally, we will also have an interview on professional ethics:
All those videos will be discussed in class are assessable.
Research interviews
Staff from the School of Risk and Actuarial Studies will be interviewed to describe their research areas.
Lab R markdown files
You will receive the source file for all the lab teaching materials. This is an R markdown file (which can be compiled directly form R Studio). This presents the following advantages:
The only text students are allowed to bring into the examinations for the actuarial courses is the text "Formulae and Tables for Actuarial Examinations". It must not be annotated. All students in the actuarial courses should purchase a copy of this text if they wish to use it in tutorials, mid-session exams and the final examinations. The text is available from the UNSW Bookstore, the UK Institute of Actuaries or from ActEd. Visit the ActEd website.
The Actuaries Institute allows students to become University Subscribers free of charge. Full time undergraduates studying at an Institute accredited university who are members of a university student actuarial society are eligible. To sign up.
Feedback is regularly sought from students and continual improvements are made based on this feedback. At the end of this course, you will be asked to complete the myExperience survey, which provides a key source of student evaluative feedback. Your input into this quality enhancement process is extremely valuable in assisting us to meet the needs of our students and provide an effective and enriching learning experience. The results of all surveys are carefully considered and do lead to action towards enhancing educational quality.
Each year feedback is sought from students and other stakeholders about the courses offered in the School and continual improvements are made based on this feedback. UNSW's myExperience survey is one of the ways in which student evaluative feedback is gathered. In this course, we will seek your feedback through end of semester myExperience responses and other informal forums.
As a result of student feedback, industry feedback, and school L&T strategic plan, the software R is now fully taught and assessed with a new set of labs. From this cohort on, R will be assumed to be mastered by students, and will be used and assessed in each of the future actuarial courses. Furthermore, we are introducing the weekly quizzes to help and motivate students with keeping up-to-date, and to include assessment on R throughout the course. Note that at the same time, a level 3 course, ACTL3142 Actuarial Data and Analysis, has been introduced in the suite of ACTL courses, with advanced data analytics tools. Guest lecturers are invited. Finally, the development and assessment of team work will be strengthened in the group assignment.
Feedback from 2016 students indicated that they wanted more resources, and a different assessment structure. We have done so in 2017, and in fact have completely rejigged the course to give more emphasis and resources on practice areas, and the "big picture". Labs are now at their version 2.0 level. All the digital resources described under Course Resources are new.
Feedback from 2017 students indicated that they wanted tutorial exercises that were better aligned with new course materials, more time on the "green" lectures, and to develop some resources for assumed knowledge on probability. We have done all that, plus also reviewed again the R Labs which are know at their version 3.0.
Probability (green)
Programming and Predictive analytics (yellow)
Introduction to R and R studio
Statistics (green)
Control flows and functions in R
Mini-assignment due for previous week's lab.
Teamwork: contract and pointers
Financial mathematics
Data structures, operations, importation and exportation in R
Actuarial profession and professional ethics
Data manipulation and work strategy in R
Guest lecture: Chao Qiao, FIAA, PwC, Member of the AI council (TBC)
Foundations of Risk and Insurance
Risk and Insurance I
Vectorisation, operations and distributions in R
Statistical summary and manipulation of character strings in R
Probability, Statistics, Financial Mathematics
Assignment: Teamwork - catch up and assessment rubric
Risk Management
Risk and Insurance II
Theories of data visualisation
Guest lecture: Robert Thomson, FIAA, Head of Actuarial Services at APRA (TBC)
22 October 2019, 12pm: Formative teamwork feedback due on Review
Foundations of Life Insurance Techniques
Life Insurance I
Basic visualisation tools and management of plots in R
Life insurance, Wealth Management, and Superannuation
Life Insurance II
Advanced visualisation tools in R
5 November 2019, 12pm: Assignment Group Report due on Turnitin
Foundations of General Insurance Techniques
General Insurance I
Algorithms and pseudocodes
12 November 2019, 12pm: Summative teamwork feedback due on Review
Catch ups (if required)
General Insurance and Health
General Insurance II
Numerical and symbolic methods and efficient calculations in R
Assignment feedback
Week 10 mini-assignment due, 12pm
Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.
The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.
PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.
Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.
All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the
UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.
PLO 1: Business knowledge
Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.
PLO 2: Problem solving
Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.
PLO 3: Business communication
Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.
PLO 4: Teamwork
Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.
PLO 5: Responsible business practice
Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.
PLO 6: Global and cultural competence
Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.
PLO 7: Leadership development
Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.
These PLOs relate to undergraduate and postgraduate coursework programs. Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.
Business School
course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.
The Business School PLOs also incorporate
UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University's institutional values, as well as future employer expectations.
While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility. The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School
Student Centre.
Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.
The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person's work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.
UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student's name being placed on the Plagiarism and Student Misconduct Registers.
Below are examples of plagiarism including self-plagiarism:
Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another's ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.
Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:
Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).
Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.
Self-Plagiarism: 'Self-plagiarism' occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.
To see if you understand plagiarism, do this short quiz: https://student.unsw.edu.au/plagiarism-quiz
The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student's original piece of work). Cheating is not acceptable at UNSW.
If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at: https://student.unsw.edu.au/aim.
For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.
For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.
Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.
Information and policies on these topics can be found on the 'Managing your Program' website.
It is expected that you will spend at least
ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of
twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.
We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.
View more information on expected workload
Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).
View more information on attendance
You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.
View more information on student conduct
UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.
View more information on Health and Safety
You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.
The University and the Business School provide a wide range of support services and resources for students, including:
Business School EQS Consultation ProgramThe Consultation Program offers academic writing, literacy and numeracy consultations, study skills, exam preparation for Business students. Services include workshops, online resources, individual and group consultations.Level 1, Room 1035, Quadrangle firstname.lastname@example.com 9385 4508
Communication ResourcesThe Business School Communication and Academic Support programs provide online modules, communication workshops and additional online resources to assist you in developing your academic writing.
Business School Student CentreThe Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.Level 1, Room 1028 in the Quadrangle Building02 9385 3189
UNSW Learning CentreThe UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.Lower Ground Floor, North Wing Chancellery email@example.com 9385 2060
Educational Support ServiceEducational Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process. Check their website to request an appointment or to register in the Academic Success Program.John Goodsell Building, Ground email@example.com 9385 4734
Library services and facilities for studentsThe UNSW Library offers a range of collections, services and facilities both on-campus and online.Main Library, F21.02 9385 2650
Moodle eLearning SupportMoodle is the University's learning management system. You should ensure that you log into Moodle email@example.com 9385 3331
UNSW ITUNSW IT provides support and services for students such as password access, email services, wireless services and technical support.UNSW Library Annexe (Ground floor).email@example.com 9385 1333
Disability Support ServicesUNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.Ground Floor, John Goodsell email@example.com 9385 4734
UNSW Counselling and Psychological ServicesProvides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.Level 2, East Wing, Quadrangle firstname.lastname@example.com 9385 5418
Select the sections you wish to include in the Course Outline PDF.


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Are you between 18 and 35? Are you a regular St. Dennis attendee?
** 6pm, Sat, Mar 17th at St. Dennis – St. Patrick's Day! – **
Come for a St. Patrick's Day party - games, prizes, food!
Join us in welcoming Fr. Stannus as our chaplain!
Help choose our patron saint and official group name!
Elect a President, Secretary, etc!
Consider a monthly challenge, help plan events, aid in charitable activities, and have fun doing it!
~ We need your input! Be involved as we make a future for the parish! ~
Suggestions for a group name, patron saint(s), motto, and volunteering for particular initiatives may be sent in advance of Saturday to Fr. Stannus at email@example.com

subset: commoncrawl


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Under the influence: How much is too much when it comes to driving under the influence?
In its most basic form, a DUI is driving under the influence of anything. Whether it is alcohol from a party or sleeping medication that hasn't quite worn off yet, impaired driving can be lethal.
"Impairment is impairment," said Rusty Cooper, deputy chief of Kingman Police Department. "It can lead to being hurt or killed."
Understanding DUIs begins with understanding all of the different kinds of drugs.
The seven drug categories
Dan Spivey, a drug recognition expert with KPD, has undergone hours of training in order to evaluate the effects drugs have on people. He has been trained to see the different kinds of impairment different drugs can have.
There are seven different categories of drugs which all affect people differently.
The first category is depressants, which are things like alcohol and anti-anxiety pills.
"About 10-15 new drugs are added to that list every month," Spivey said.
There are also stimulants which is methamphetamine, cocaine or Ritalin, a prescription drug used to help those with Attention-Deficit/Hyperactivity disorder focus. Both stimulants and depressants can be illicit or prescribed.
Hallucinogens are another category. In Arizona there are native hallucinogens such as devil's trumpet and peyote. If used for any other purposes beyond Native American ceremonies, peyote is illegal. Other hallucinogens are mushrooms, LSD and MDMA.
Dissociative anesthetics are drugs that dull pain. Sometimes these drugs can have medical purposes, and sometimes they might not. There are also narcotic analgesics such as opioids, which can be prescribed or illicit.
The sixth category is inhalants. This is any vapor emitting substances like paint thinner or gas.
"Even canned whipped cream," Spivey said. "That propellant is an inhalant."
Inhalants are short-lived drugs with long-term effects. The highs only last about 15 minutes, but inhalants can cause permanent brain damage.
And the final category is the cannabis category. This category extends far beyond just marijuana. It also includes hashish, hash oil and marinol – a synthetic drug which can be used for chemotherapy patients. Hash oil is a derivative of marijuana where the flower and the leaves are soaked in kerosene then crushed. This is to make the THC content higher.
"It can triple the THC content," Spivey said. "It's a process designed for greater effect."
There are roadside sobriety tests designed to assist officers' investigations, and there are a number of officers in the area who have advanced roadside impaired driving enforcement training. Spivey, an ARIDE instructor, said that officers with ARIDE training are slightly below the DRE level of training. ARIDE officers see signs and symptoms of impairment and learn to use a matrix that will help them recognize the drugs associated with those symptoms.
Making a traffic stop
"Impaired driving starts at the traffic stop," Cooper said. "Officers see cues and clues … which can start as soon as they see the vehicle."
These cues and clues can be certain actions like wide turns, swerving and misjudging distances.
"When impaired, your ability to divide your attention becomes extremely taxed," Spivey said.
Spivey said a sober person takes approximately 1.5 seconds to process information and make adjustments accordingly. A driver in an altered state due to marijuana could take 2 seconds, which at first doesn't seem like much. However, that half-second could be the difference between hitting the brakes as soon as a child follows a ball into the street, or after the child is already in the street.
Depending on the cues, an officer can see the impairment even before they make the traffic stop, Spivey said.
After a subject is pulled over, the next key part is driver contact. With marijuana and alcohol, the smell is usually a big indicator. If an officer can smell marijuana, it's a reasonable suspicion that there is marijuana in the car, Cooper said.
There are questions that officers ask, and depending on the driver's responses can cue other questions. From there, the officer can continue talking to try to decipher what has impaired this driver, let the person go if it isn't something dangerous to the driver or others, or take the driver in for further processing.
"Everybody's behavior is unique to the different drugs," Cooper said. "But impaired is still impaired."
Sometimes different drugs can cause overlapping effects. Evaluations check everything from pulse to eye dilation in order to figure out which drugs are affecting someone's system.
"Investigators look at all the information," Spivey said. "They gather information such as signs and symptoms of the subject."
The charges
Depending on the kind of substance, there can be several different charges an impaired driver can face.
If it's alcohol, it depends on the level of blood alcohol content. In Arizona the "presumptive level" – the level of alcohol in the blood where a person is presumed impaired – is a BAC of .08. For someone who weighs 140 pounds, that's about two drinks. Two drinks don't seem like much, but even at the lowest level of intoxication, driving skills can be impaired. If the BAC is .15 it's considered an extreme DUI, and then anything higher than .2 is a super extreme DUI.
From there, additional charges can be applied depending on the circumstances from aggravated assault to felony criminal damage charges. If any passenger is under 15 years old, there can also be felony endangerment charges added onto that. And these charges can also apply when the driver is under the influence of drugs, Spivey said.
Arizona currently has no presumptive level of impairment for marijuana. However, other states which have legalized recreational marijuana have set levels varying levels. Washington has a presumptive level of 5 nanograms of THC per milliliter of blood as the base level.
In order to test for marijuana, there are three possible options, Spivey said. Officers can ask for urine, hair or blood, though the blood draw is slightly more common. If an individual refuses the officer's request, their license could be subject to suspension due to the implied consent law. This implied consent law states that if someone is arrested for a DUI they are willing to submit to breathe, blood and urine tests, Cooper said.
If an individual does refuse, the officer must obtain a search warrant from the magistrate on duty. Spivey said there is a 24-hour number given to officers and the warrants can be either verbally given over the phone or can be in person depending on the judge's discretion.
"Sometimes (getting a warrant) takes 15 minutes or less," Spivey said.
While waiting for the results of a blood draw, the individual can be booked into jail with a DUI to the slightest degree.
"We don't want them back out there driving, so booking them is sometimes the safest option," Spivey said.
After the results are in, the offender can get a secondary charge of DUI drugs and additional charges related to the drug in their system. Officers can also request criminal charges be added depending on the circumstances, Spivey said.
All of this is done as quickly and efficiently as possible.
"We are trying to be the most efficient because we know their liver is destroying the evidence," Spivey said.
Overall, there are only about 100 to 120 blood draws for DUI cases per year, which isn't KPD alone. The four trained phlebotomists at KPD also work with Mohave County Sheriff's Office and Department of Public Services.
"The part we are committed to is keeping the roadways safe," Cooper said. "Any time impairment happens, it's dangerous."
Cooper said KPD is not sneaky about any of the DUI enforcement. There is a mobile command center out on major holidays, officers do walk-throughs of bars and make their presence known.
"KPD is very aggressive in locating and removing impaired drivers from the road," Spivey said. "All (the agencies) are willing to work together to prevent any tragic loss of life. It happens far too frequently to be comfortable."
Spivey and Cooper both encourage people to make good decisions. If someone has been drinking, call a friend, cab, Uber or Lyft, whatever it takes to stay away from the wheel.
"It's irresponsibility on those drivers' parts," Spivey said. "It's very irresponsible and selfish. Our families use those same roads."
- KUSD teacher arrested for sexual conduct with a minor
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- Suspect in Laughlin's Aquarius robbery pronounced deceased
- I-40: Deadliest highway in Arizona
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- Fatal crash on Gordon Drive leaves one dead
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- Suspected grisly murder shocks Kingman community
- Kingman's geographic location has its people exposed to the main opioid distribution routes
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Reiki has been circling back into my practice more regularly since the new year, and it seems like a perfect time to write a little post about this ancient, subtle, and powerful hands-on-healing method. I am a Master/Teacher-level Reiki practitioner in the Usui tradition and lineage. I have been studying energetic healing and the chakra system since 1995, and I have been formally practicing Reiki since 2003. I enjoy calling upon Reiki energy for my own healing, cleansing the energy of a space, and for hands-on healing treatments for clients, family members, and friends.
This Spring I conducted two Reiki workshops in the Bay Area for therapists who also wish to become Reiki practitioners, and incorporate this type of energetic healing modality into their practices. In these workshops, I shared information about the psychology of the chakra system, taught specifics about Reiki I & II, and 'attuned' the participants to become Reiki practitioners. We gathered in a lovely space in Mountain View, and it just felt so good to send more healers out into this world.
So, what is Reiki?
Reiki is not a religion or dogma, does not take away from current belief system; it's a gentle, effective, non-invasive hand-on healing modality based on an ancient form of healing. Rei means spiritual consciousness. Ki means life force (sometimes called chi and prana). Thus, Reiki is a spiritually guided life force energy, which is everything around us (earth, air, sun, water.)
Some of the benefits of Reiki:
- Reduction in stress and anxiety
- A sense of deep peace and tranquility
- Release of blockages on physical, emotional and spiritual levels
- Feelings of overall well-being
- Renewal of spiritual awareness and insight
- Inner stillness, allowing a deepening connection with self
- Enhanced functioning of the immune system
- Reduction in levels of chronic pain
- Decreased time necessary for healing from illness or injury
- Shortened recovery time from physical exertion
- Management of symptoms from chemotherapy
- Support for conventional medical treatment
What to expect during a Reiki treatment session with me:
I offer 75-minute Reiki sessions. You may think of scheduling a Reiki session as a self-care and self-inquiry treat to yourself, much like getting a massage or acupuncture. You don't need to be my psychotherapy client to receive a Reiki treatment, as I offer them independent of psychotherapy. At times when appropriate, I also incorporate Reiki with psychotherapy clients who are interested.
During a Reiki treatment, you will lie comfortably on a massage table, as you remain fully clothed. You may wish to gently close your eyes as you lie quietly on the table and relax fully into the treatment, remembering that you do not need to do anything to increase the effectiveness of the treatment.
The room will be comfortably lit with either candles or soft lighting. Soothing music may be played to enhance relaxation.
I will spend a few minutes getting to know you better, as well as discussing Reiki treatments and finding out what your reasons for coming for a treatment might be. Anything that you choose to share during your treatment will be kept confidential, remembering that this is a safe and sacred environment. If you have any significant areas of physical discomfort, be sure to share that information before the treatment begins, or as you become aware during treatment. I then will gently place my hands over/on the major energy centers, or chakras, of your body, leaving the hands in each position for a few minutes, helping the body to bring itself into balance as it draws in the healing energy of Reiki, and may spend additional time at other areas of the body that seem to be calling for attention.
During the treatment, you may experience a variety of sensations throughout your body such as heat, vibration or tingling, pulsation or flowing energy, lightness or heaviness, deep relaxation, and occasionally temporarily intensified emotions as you release blockages from the past. You may also fall asleep for all or part of the treatment, or find that you do not experience any physical sensations at all. This is perfectly normal, since Reiki does not need to be perceived for you to receive its many benefits, nor do you need to be awake during the treatment.
If you'd like to learn more, I recommend the following books on Reiki: (clicking on affiliate links below will open the Amazon page for the book in a new browser window on your computer)
- Essential Reiki: A Complete Guide to an Ancient Healing Art
- Reiki Handbook: A Manual for Students and Therapists of the Usui Shiki Ryhoho System of Healing
- And if you'd like more information on the body's energy system, I recommend starting out by reading the following book: Wheels of Life: A User's Guide to the Chakra System
- You may also wish to read the FAQ page on the Reiki web site.
Or feel free to contact me to discuss scheduling a session.


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Throat lozenges made with real blackcurrant juice.
Grether's Pastilles have a particularly soothing effect on sore throats, hoarseness, strained voice and a dry mouth. The carefully processed ingredients soothe irritation and coat overtaxed vocal cords like a protective film.
Ingredients: glucose syrup, sugar, gelatine & agar-agar, molasses, citric acid, glycerine, natural coloring, blackcurrant juice, coating (vetagable oil, beeswax), blackcurrant flavoring.


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More students than ever are attending Summer Sessions at the University of North Dakota. UND's summer enrollment reached 4,626 students, 161 more than the 2006 Summer Session total of 4,465 (an increase of 3.6 percent), according to Registrar Suzanne Anderson.
This is the largest summer enrollment since UND restructured its summer program in 1994. Last year's summer number was the previous high-water mark. UND's Summer Sessions enrollment has increased steadily from 3,264 in 1994.
Greg Weisenstein, provost and vice president for academic affairs, said UND's final summer numbers showed stability across the board and a nice increase in the undergraduate area. The number of freshmen is up nearly 50 percent, 140 students (445 compared to 305 last year, a 45.9 percent increase). There are 1,513 graduate students, compared to 1,473 last year (an increase of 40 or 2.7 percent).
UND also is seeing good growth in the numbers of students from many of its "target" states, showing increases in the numbers of students from Arizona, California, Minnesota (1,185, an increase of 109 or 10.1 percent), Montana, Oregon, and Washington.
Of UND's colleges, the School of Engineering and Mines posted the largest increase: 240 students compared to 185 last year, an increase of 55 or 29.7 percent.
"We have created opportunities for students during the summer that we haven't offered in the past," said Weisenstein. "We want UND and the Grand Cities to be a destination for students and participating professionals from around the country during the summer."
"Summertime is the most spectacular time of the year here and I'm delighted to see we're making better and better use of the campus," said President Charles Kupchella. He said that in addition to traditional summer school, there are more than 160 activities -- such as a wide variety of academic and athletic camps for youth -- at UND this summer. Last summer, more than 6,500 were involved in camps and other non-credit programs. Add that to the 4,465 Summer Sessions students, and UND provided opportunities for nearly 11,000 people between mid-May and mid-August 2006.
You are invited to a farewell reception for Pat Moe, administrative secretary in the Department of Electrical Engineering Wednesday, July 11, from 2 to 3:30 p.m. in the Nyquist Lounge next to the School of Engineering and Mines dean's office, first floor, Upson Hall II.
Pat has served as an administrative secretary in the Department of Electrical Engineering for over 28 years, and she is retiring to spend more time with her family and grandchildren. Please join us in thanking Pat for her wonderful service to our students, staff, faculty, and alumni through the years.-- Richard R. Schultz, Chair, Electrical Engineering, firstname.lastname@example.com, 701-777-4429
The final examination for Maureen MacDonald, a candidate for the Ph.D. degree with a major in Educational Leadership, is set for 9:30 a.m. Friday, July 6, in Room 207, Education Building. The dissertation title is "Instructional Quality of Part-time Continuing Education Instructors: Factors That Contribute to Positive Student Evaluation." Jason Lane (Educational Leadership) is the committee chair. The public is invited to attend. -- Joseph Benoit, Dean, Graduate School, firstname.lastname@example.com, 777-4005
The School of Communication invites you to a retirement reception for Mary Butzin, administrative assistant. Mary has served the University for 30 years and the School of Communication for over 11 years. Please join us Friday, July 6, from 1 to 2 p.m. in 200 O'Kelly Hall 200 to wish her well.-- Shelle Michaels, events, communication, firstname.lastname@example.com, 218-779-7271
The John D. Odegard School of Aerospace Sciences is sponsoring the 24th International Aerospace Camp being held July 8-15. Students from across the United States will visit the Grand Forks' facilities to experience real-life situations in the exciting world of aviation in conjunction with a taste of college.
This unique camp is open to teenagers (ages 16-17) and offers aviation enthusiasts a chance to attend ground school, log flight time, and learn about the various careers within the aviation industry. The amount of actual flight training makes this summer adventure unique-the sky becomes a college classroom where students fly and log time with flight instructors with six different launches-simulator session, Visual Flight Rules (VFR) flight, Instrument Flight Rules (IFR) flight, cross-country flight, night flight, and an aerobatic flight. They also study flight planning in accordance to a structured college curriculum.
They reside in UND residence halls and eat with current students at Wilkerson Hall. "This gives the students a realistic taste of the aviation industry and a university," said Ken Polovitz, assistant dean at the Odegard School. "While flying and classroom activities will remain the focus of the curriculum, the campers will be able to experience what our aviation students experience on a daily basis. The campers will be getting a true taste of college."
For more information about the Aerospace Camps, contact Ken Polovitz at 777-3561, 800-258-1525, or email@example.com.
The final examination for Pamela Ann Walker, a candidate for the Ph.D. degree with a major in Educational Leadership, is set for 9 a.m. Monday, July 9, in Room 208, Education Building. The dissertation title is "The Perceptions of Proteges Regarding the Impact of the North Dakota Teacher Mentoring Program on K-12 Pedagogy." Larry Klundt (Educational Leadership) is the committee chair. The public is invited to attend. -- Joseph Benoit, Dean, Graduate School, email@example.com, 777-4005
The final examination for Laura Zucca, a candidate for the Ph.D. degree with a major in Teaching and Learning, is set for 9 a.m. Monday, July 9, in Room 206, Education Building. The dissertation title is "Ready to Fly: Voices of International Graduate Students at the University of North Dakota." Myrna Olson (Teaching and Learning) is the committee chair. The public is invited to attend. -- Joseph Benoit, Dean, Graduate School, email@example.com, 777-4005
The final examination for Lei Ding, a candidate for the Ph.D. degree with a major in Biochemistry and Molecular Biology, is set for 2 p.m. Monday, July 9, in Room 1350, Reed Keller Lecture Hall, School of Medicine and Health Sciences. The dissertation title is "Altered Signaling by Fibronectin Fragments Creates a Potent Chondrolytic State." Gene Homandberg (Biochemistry) is the committee chair. The public is invited to attend. -- Joseph Benoit, Dean, Graduate School, email@example.com, 777-4005
It's time to save your life! After your last cigarette…
* In 20 minutes, your heart rate drops.
* In 12 hours, carbon monoxide levels return to normal.
* In 2 to 3 weeks, lung function improves.
* In 2 weeks to 3 months, heart attack risk drops.
* In 1 to 9 months, coughing and shortness of breath decrease.
* In 1 year, heart disease risk is reduced.
* In 5 years, stroke risk is reduced.
* In 10 years, cancer risk is reduced.
* In 15 years, heart disease risk is similar to a nonsmoker's.
Your time to quit is today! To help, the UND Work Well program is offering an eight-week tobacco cessation class, which starts Tuesday, July 9, at 4:45 p.m. in the Wellness Center classroom. This class is free to all and includes a free nicotine replacement.
To attend, please contact Theresa Knox, Grand Forks Public Health, at (701) 787-8170 or email@example.com
For more information on tobacco cessation, visit UND Student Health Promotions at undstudenthealth.com/tobacco.html or call at 777-2097. -- Amanda Eickhoff, Assistant Director for Work Well, Wellness Center, firstname.lastname@example.com, 777-0210
The final examination for Jason Douglas Hornbacher, a candidate for the Ed.D. degree with a major in Educational Leadership, is set for 5 p.m. Monday, July 9, in Room 206, Education Building. The dissertation title is "Elementary School Administrator Technology Skills and Their Impact on Teacher Technology Integration Competencies." Larry Klundt (Educational Leadership) is the committee chair. The public is invited to attend. -- Joseph Benoit, Dean, Graduate School, email@example.com, 777-4005
The Summer Grad Expo will be held Tuesday, July 10, from 11 a.m. to 4 p.m. on the main floor, Memorial Union. A visit to the Expo will be a one-stop information source for students graduating Aug. 3. The registrar's office will be available with a list of students eligible to graduate and will verify addresses for mailing of diplomas. The UND Bookstore and Herff Jones will have regalia, diploma covers, frames, and class rings for purchase and viewing. Financial aid can answer questions about student loan payments. Career Services will assist with any job search. The Alumni Association will explain services to new graduates. Additional information about UND's graduate school, photographers, and catering will also be available. Faculty are invited to attend and check out custom regalia that can be ordered through the Barnes & Noble UND Bookstore. If you have any questions about the Expo, contact the Office of Ceremonies and Special Events at 777-6393 or e-mail firstname.lastname@example.com. For more information about Summer Commencement 2007, visit this web page at http://commencement.und.edu.-- Dawn Botsford, Events Coordinator, VPSOS, email@example.com, 777-6393
The final examination for Christie Lynn Rood, a candidate for the Ph.D. degree with a major in Educational Leadership, is set for 2 p.m. Tuesday, July 10, in Room 206, Education Building. The dissertation title is "Risk and Protective Factors Related to Female/Male Use of Alcohol in Grades 7-12." Donald Lemon (Educational Leadership) is the committee chair. The public is invited to attend. -- Joseph Benoit, Dean, Graduate School, firstname.lastname@example.com, 777-4005
The final examination for Alexander Azenkeng, a candidate for the Ph.D. degree with a major in Chemistry, is set for 12:30 p.m. Wednesday, July 11, in 138 Abbott Hall. The dissertation title is "Theoretical Studies of Low-Lying Electronic States of Lithium, Titanium, and Mercury Compounds." Mark Hoffmann (Chemistry) is the committee chair. The public is invited to attend. -- Joseph Benoit, Dean, Graduate School, email@example.com, 777-4005
The final examination for Michael Paul Gallo, a candidate for the Ph.D. degree with a major in Teaching and Learning, is set for 2 p.m. Friday, July 13, in Room 104, Education Building. The dissertation title is "College Students Diagnosed with ADHD: Insights Into Their Experiences." Glenn Olsen (Teaching and Learning) is the committee chair. The public is invited to attend. -- Joseph Benoit, Dean, Graduate School, email@example.com, 777-4005
The Osher Lifelong Learning Institute (OLLI) and the Division of Continuing Education are seeking faculty to teach various courses for individuals ages 55 and older. These courses are meant to be fun and informal classes that can be taken on the UND campus or perhaps other venues, depending upon the subject matter. Courses typically last two hours per session and run five to six sessions in length. The fall sessions run from Sept. 17 to Oct. 26.
OLLI is a membership-based community of mature adults who love learning and enjoy spending time with like-minded individuals. There are a variety of courses ranging from arts and humanities, literature, computers, and wellness. OLLI is not about grades, tests or credits. OLLI is about exploring new topics, indulging in and sharing personal interests, and making new friends. The University of North Dakota launched OLLI in North Dakota and northwestern Minnesota to extend lifelong learning opportunities to our mature community members.
OLLI is funded in part by the Bernard Osher Foundation, which was founded in 1977 by Bernard Osher, a respected community leader in San Francisco. The philanthropic organization improves the quality of life for mature residents through post-secondary student scholarships, as well as art, cultural, and educational grants. At present, the Foundation is supporting 101 Osher Institutes on university and college campuses in 46 states. UND is the only campus in the state of North Dakota awarded an OLLI grant.
If you would like to become involved or are interested in teaching a course, please contact Connie Hodgson at 777-4840 or email@example.com-- Connie Hodgson, Osher Program Specialist, Division of Continuing Education, email@example.com, 701-777-4840
The Faculty Research Seed Money Fund, a grassroots faculty initiative at the University, was established in fiscal year 1999-2000 to help faculty members gather data to strengthen their research proposals to competitive funding organizations such as the National Science Foundation and others.
Forty-seven research seed money proposals were received in March 2007. The proposals were initially reviewed by eight disciplinary area subcommittees. The subcommittees ranked the proposals based on academic strength and the likelihood that information gathered through the projects would make the researchers more competitive in the national funding arena. Attracting more national funding to the University and increasing the level of faculty research at UND are overarching goals of the seed money program. The subcommittees submitted recommendations to the Faculty Research Seed Money Committee which made awards in the amount of $335,580 at its meeting April 26 as follows:
Basic Medical Sciences
* James Foster (Biochemistry and Molecular Biology), "Palmitoylation, Trafficking and Regulation of the Dopamine Transporter," $10,570;
* Hongwei Gao (Biochemistry and Molecular Biology), "Defining the Role of STAT3 Transcription Factor in IgG Immune Complex-Induced Lung Injury," $40,000;
*Mikhail Golovki (Pharmacology, Physiology and Therapeutics), "A-Synuclein Effect on Astrocyte Cholesterol Efflux," $7,870;
Behavioral Sciences
* Dmitri Poltavski (Center for Health Promotion), "Self-Report and Psychophysiological Gender Differences in Smokers Treated with Three Doses of Transdermal Nicotine in Response to Stress and Smoking Cues," $18,030;
* Richard Van Eck and Frank Bowman (Teaching and Learning; Chemical Engineering), "Promoting STEM Inquiry and Problem-Based Learning in Middle and High School Students: Design, Development and Evaluation of a Standards-Based Air Pollution Science Instructional Simulation Game Prototype," $40,000;
Engineering and Technology
* Timothy Bigelow (Electrical Engineering), "Pressure Threshold for Vascular Damage from Contrast Agent Excitation in the Developing Fetus," $28,440;
* Matthew Cavalli (Mechanical Engineering), "Experimental Data to Support Diffusion Modeling of High-Temperature Alloys," $20,000;
* Brian Tande (Chemical Engineering), "Polymer Electrolyte Membranes from Highly Branched Polymers," $10,000;
Health Sciences
* Mary Amundson (Center for Rural Health), "Non-Physician Clinician Workforce Study," $30,000;
Humanities and Fine Arts
* Gaye Burgess (Theatre Arts), "2008 New York Showcase," $16,000;
* William Caraher (History), "Pyla-Koutsopetria Archaeological Project," $8,000;
* Kimberly Porter (History), "An Oral History Program at UND: A Validity Study," $2,000;
Mathematics and Natural Sciences
* Frank Cuozzo (Anthropology), "Using Primate Dental Ecology to Test the Evolutionary Disequilibrium Hypothesis in Madagascar," $24,180;
* G. Kanishka Marasinghe (Physics), "Synthesis and Characterization of Novel High-Temperature Superconductors Using High Pressure/High Temperature Techniques," $26,000;
* Vasyl Tkach (Biology), "Molecular Phylogeny and Evolution of Life Cycles in the Cestode Order Cyclophyllidea," $22,500;
Professional Disciplines
* Yanjun Zuo (Information Systems and Business Education), "Survivability Strategies and Techniques for Mission Critical Information Systems," $8,500;
Social Sciences
*Abdallah Badahdah (Sociology), "Accessing HIV Care and Adherence to HIV Medication Among Women with AIDS in Jordan," $23,490.-- Barry I. Milavetz, Associate Vice President for Research, Research Development and Compliance, firstname.lastname@example.com, 701/777-4278
Due to the close proximity of the parking ramp and the pedestrian sidewalk along University Ave., the UND construction safety officer has requested barricades be placed to close the sidewalk until the work is completed. -- Craig Swenson, capitol project coordinator, facilities.
Information Technology Systems and Services closed for the Independence Day holiday, and will reopen at 5 a.m. Thursday, July 5. - ITSS.
The Women's Center will be closed through July 6. -- Kay Mendick, Director.
Following up on last year's national scorecard on the U.S. health system performance, The Commonwealth Fund has developed a state scorecard to assess state variations in key areas of access, quality, hospital use and cost, equity and health outcomes. Results of the state-level comparisons were reviewed and analyzed at a luncheon briefing sponsored by the Fund and the Alliance for Health Reform on June 15. An expert panel addressed these and related questions: Peter Budetti, University of Oklahoma; Christopher Koller, Rhode Island Health Insurance Commissioner; Cathy Schoen, The Commonwealth Fund; and Center for Rural Health Director Mary Wakefield. Presentation materials, including a podcast, are available.
http://allhealth.org/briefing_detail.asp?bi=108-- Amanda Scurry, communication coordinator, Center for Rural Health, email@example.com, 701-777-0871
The following position vacancies are available only to regular UND staff employees who have successfully completed their six-month probation period, earn annual and sick leave, receive BC/BS health insurance and TIAA-CREF or ND PERS retirement benefits. Current UND faculty, please contact Human Resources for eligibility.
TO APPLY: Please complete UND Application/Control Card form. Send letter of application and resume, referencing position name and number, to: Human Resources, University of North Dakota, Twamley Hall, Room 313, 264 Centennial Drive Stop 8010, Grand Forks, ND 58202-8010. Applications MUST be received by the deadline date.
POSITION: Programmer Analyst, HECN, #07-365
POSITION: Research Engineer, Energy and Environmental Research Center, #07-360
POSITION: Manager, UND Parking Services, #07-361
SALARY: Commensurate with Experience
POSITION: Unmanned Aircraft System (UAS) Course Manager, Aerospace Sciences #07-358
POSITION: Director, Grand Forks Area Teacher Center, 20 hours a week, Education & Human Development, #07-355
POSITION: Head, Special Collections, #07-326
DEADLINE: 7/16/2007 or until filled. (Applications received by July 16 will be given first consideration.)
TECHNICAL/PARAPROFESSIONAL: No current vacancies.
OFFICE SUPPORT: No current vacancies.
CRAFTS/TRADES/SERVICE: No current vacancies.
Junior Applications Analyst
Office Accountant
Junior Programmer


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Our last day in Glasgow was bittersweet. We were so excited to be setting off to Dresden but so sad to be leaving Sarah behind. We had such a great time having her as our tour guide all over the city.Read More
West End Cookies and Crumpets
After a long morning at the museum, it was time to get something to eat! We headed off to Glasgow's infamous Ashton Lane. Ashton Lane is a cobblestone backstreet in the West end lined with bars, restaurants and even a cinema. All of these places are housed in the old, brick houses that have stood on this street for ages. It's iconic white painted brick houses with black roofs, and blackened cobblestones is a quintessential image of Glasgow and a must-stop spot for travellers.Read More
A Heartwarming Arrival in Glasgow
Friday afternoon, I closed the remaining files on the computer, wished my near co-workers goodbye and headed out the door. I grabbed my knapsack, filled with goodies for the plane ride, and went off to meet my new husband for our Honeymoon. After months of planning, both the wedding and the trip, it was finally time to get away. I would "time to relax" but let's be serious, sometimes travelling isn't as relaxing as we think it will be. That being said, I love this kind of the journey. I'm not the sit on the kind of beach person. I love having a full schedule. I secretly like being busy. Maybe not always with "work" but a busy day to me feels like I'm living to the fullest. This is not true for everyone, and some people find more peace and wholeness is silence - but for me - running around Europe, trying to fit in as many meals, museums and meet ups is a life well lead.Read More
Highlights from Our Honeymoon
Highlights from Our HoneymoonRead More


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The custom header is Different from the default header being set down for you by blogger, the default header comprises of your blog description and the title.
Using the custom header I think is the best for you.
Don't you think you can change the default header or are you finding it difficult? why not try this out.
Step 1
Login to your blogger account and then select your blog from the blogger dashboard.
Step 2
Then you will have to scroll your mouse down and click on template
Step 3
On the template page click on edit html code and then backup your template.
Step 4
Now click on your html code and then press CTRL+F on your keyboard and then search for the codes below
<b:section class='header'id='header' maxiwidget='1' showaddelement='no'>
<b:widget id='Header1' locked='true' title='YOUR_BLOG_TITLE (Header)'type='Header'/>
Step 5
Now you will have to do some little arrangement to the code above by changing so things listed below.
maxiwidget='1' to maxiwidget='2'
So after doing that your code should look like this
<b:section class='header' id='header' maxiwidget='2' showaddelement='yes'>
<b:widget id='Header1' locked='true' title='YOUR_BLOG_TITLE(Header)' type='Header'/>
Step 6
Now after doing all the necessary changes then click on the save template button at the top.
Step 7
Now go back to your blogger layout button and then click on edit tab this is located after the navbar.
Step 8
Now there will be a pop up window just click on Remove button below and that's all now you add what ever gadget you want.
Don't forget to drop your comment down if you have any problem thanks.


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Streetlight Request at Pond Ave, Brookline
Closed almost 4 years ago via Web
Cross walk - offers lines in street and signage one way - but not the other - please install signage so both lanes of traffic can observe and also the following: Elderly residents of Goddard House are afraid to cross to access greenspace on Pond Ave. to walk and sit - request a flashing or other light by signage at crosswalk. Option would be reflective lighting in crosswalk itself.
request #: 11364status: Closed. Thank you for your recent request using the BrookOnline Notify Application. The work has been completed
submitted: Mon Sep 21, 2015 02:39PM
opened: Mon Sep 21, 2015 02:39PM
closed: Wed Oct 07, 2015 06:25AM


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If you would have told me 3 years ago that I would put a Summit together, I would have looked at you like you are crazy. I am an introvert and this can make it challenging for me when too much peopling is involved, but I decided that this would not stop me achieving my mission!
So at the beginning of the year, I had this idea to interview people for a project and then it literally fell into the thought of "Why not put a Summit together?"
Technology doesn't scare me and I have some good things in place, the only thing I needed was speakers, oh and setting a date for the summit.
And before I knew it, I had a date set in place and posted on Facebook that I was looking for speakers and within 3 days, I kid you not, I had 23 speakers lined up – booked and speaker agreements signed!
Let me tell you that whether you are an introvert or an extrovert, putting a summit together is no small feat and from my research on the interwebs, most recommend a 3 months strategy. But if you know me, then you know I take action on the ideas that excite me to no end.
What attracted my speakers to the Summit?
If I had to guess it's the message of it all:
It's time to rise above from what is holding you back and embrace your inner Rebel!
Now that everyone was scheduled, the interviews were rolling out one by one, sometimes three in a day. I didn't get much else done because the moment everyone was booked, I got sick. Go figure, right?
Anyway, I did the important things in my business and then focused on taking care of myself. By the time January 30th, came around I had 25 speakers for the Summit and everyone was interviewed.
And I am so excited to share this with you for Free!
Why do you want to join the Summit?
Because it is your Time to Embrace your Inner Rebel!
The topics covered on this summit are
Your best year
Own your power
Unleash yourself
Elevate your life
Attitude of Gratitude
Back to Basics
Evaluate your Life
And if you read the first letter of each topic down, you will see that it says "YOU RISE ABOVE" because to me that is what embracing your inner rebel means. It's saying no to conformity and saying yes to doing life – and business – the way you are being called to do it.
It's time to squish the doubts and fears and for once in your life put yourself first. Gone are the days where everyone comes before you – and no we are not discounting being a partner or a mom.
But let me ask you:
- When is it your time?
- When is it your time to follow your ideas and unleash them in the world? When is it your time to take care of you?
- When is it your time to take care of you?
- When is it your time you say no to frustration and overwhelm?
- When is it your time to elevate your life and own your power?
For 12 Days you will be able to listen and watch 2 interviews per day – 3 on Day 8!
We start on February 12th and end on February 23rd, 2018!
It is time you embrace your Inner Rebel


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Cook Islands Warnings and Dangers
The 15 islands known as the Cook Islands are in the heart of the Pacific, halfway between Hawaii and New Zealand. The Cook Islands are famous for its raised coral cliffs and cave pools, but warnings and dangers also lurk.
Hold the Fish
Ciguatera is a fish that is poisonous if consumed. The toxin does not alter if you freeze or cook it at very hot temperatures. The symptoms include nausea, vomiting, cramping, abdominal pain, and diarrhea and then intense itching, joint and muscle pain, and tingling of the lips. Eating more fish makes it worse. Stick to chicken or beef as this fish poison can really affect the nervous and digestive system.
Rent a Scooter
Renting a scooter can be a great way to explore the island. Just remember you'll be driving on the left side of the road. You may consider staying in on Sundays as most places are closed. Also, driving late at night is not advisable. Dogs come out and sometimes run after tourists.
The One Pair of Shoes You Don't Currently Own
Reef shoes. What, have you never heard of them before? Apparently, the coral is very sharp and the lagoon shallow. Hence, reef shoes. You can also wear these if you decide to go snorkeling.
Dangerous Weather
Be advised that cyclone season is from November to March. Also, severe storms pop up unexpectedly and can flood the roads rather quickly. If you're driving, it's best to pull over and wait it out, even if you do get soaked. If you're renting a scooter take precaution. Streets can flood very easily and cause you to have an accident.
Swim Zone
Ask the locals before swimming in the ocean and lagoons. Sometimes the water can get polluted and cause skin irritation. When swimming near or in the lagoon near Titikaveka, it's best to consult with the locals first.
Editor's note: The information contained on this page was compiled using real traveler reviews about warnings and dangers for the Cook Islands.
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Stop the Skyrail in Carrum
This petition had 577 supporters
Help Preserve & Protect Carrum's coastal environment, clean atmosphere and relaxed village culture.
If you don't want Carrum to be carved up by a Sky Rail and if you don't support the closure of Eel Race Road…… PLEASE SIGN THIS ONLINE PETITION! It's easy!
A dedicated and enthusiastic team of local residents is working on reversing the government's decision to build a Sky Rail through our coastal village community of Carrum and we demand an appropriate RAIL UNDER ROAD solution to crossing removal. This group has produced viable, safe and fit for purpose engineering for RAIL UNDER ROAD despite the propaganda you might hear from the Level Crossing Removal Authority (LXRA) that it can't be done. RAIL UNDER ROAD CAN BE DONE and we can demonstrate how it can be done. Even the Victorian Architect Review Panel, the State government's own advisors, agree that a rail under road design is a better solution for all communities long term. If we, as a community, stand together and address this issue as a strong, cohesive group we have the potential to achieve our end goal and convince Daniel Andrews & Jacinta Allan to change the Carrum option to RAIL UNDER ROAD keeping Eel Race Road OPEN.
Expected consequences of a Sky Rail in Carrum as opposed to a Rail-trench (RAIL UNDER ROAD) option:
- A monstrous 9m (Rail) - 20m (station canopy) high concrete and steel structure cutting through Carrum's heart and ruining the unique, natural, coastal character and residents health & welfare for a LIFETIME!
- Increased dispersion of airborne carcinogenic diesel fumes (internationally condemned by The World Health Organisation, Australian Medical Association, Doctors Against Diesel UK, Mayo Clinic USA), airborne track & wheel wear (fine steel particles, dirt & dust) blanketing Carrum, Nth Seaford, Patterson Lakes & Bonbeach according to prevailing weather conditions
- Amplified & extended overall noise levels from horns, whistles, rail interface, vibration & air con.
- Loss of privacy - inviting opportunistic suveillance into homes by opportunistic commuters
- Significant property value losses
- Significant overshadowing and loss of natural daylight & sunlight
- In-your-face Graffiti (inevitable)
- Increased deviant behavior, graffiti, littering, anti-social behavior and crime rates
Background and details:
Carrum is a quiet beach community where 3600 people live a peaceful life 33km South-East from Melbourne. A rail line passes through the suburb which has two road level crossings. The Victorian Government decided to remove the 50 most dangerous & congested level crossings in and around Melbourne. They appointed a Level Crossing Removal Authority (LXRA) to develop and project- manage the removal works and option design construction. They claim to have developed and provide a technical solution which aligns with the current character of the suburb and with the long term needs of the local residents.
Basically, there are two solutions to crossing removal, one is elevated rail which reaches approx.16-17m high with station canopies reaching approx.19-20m above ground level. The second option is a rail trench which runs below ground level and beneath existing roads. The tallest buildings in Carrum are currently two storey residential buildings, with a few 3 storey, none of which are proximate to the station or village centre. Based on the LXRA community consultation 94.6% of the residents prefer a trenched solution, RAIL UNDER ROAD, an over whelming majority against the Sky Rail. Only based on those two facts, no tall buildings and the preference of majority residents wanting a trench option, it would be logical to expect the LXRA to develop a trenched option.
Unfortunately this is not the case. Without any reasonable explanation, the LXRA decided that they will blindly pursue the Sky Rail option with a 900m long massive, concrete and steel monster cutting through the heart of Carrum village land & skyscape. This would ruin the very nature of the suburb, would increase noise, air and light pollution and is opposed by the majority of the residents.
LXRA have continued to maintain that a trench option is not possible, however their reasons are blatantly wrong (such as not having enough space between Patterson River and McLeod Road) which has been proven wrong decisively. Despite our alternate engineering designs, they announced in March that a Sky Rail will be built in Carrum.
Local residents demand the same trench option as those already built at Ormond, McKinnon, Bentleigh, Springvale and numerous other completed crossings.
Even the government's own engineers admit that the trench option is a better solution long term. Do not forget that the government has been entrusted to work for you, not against you. Their job is to protect the interest of the residents who elected them. They are paid by our tax dollars to build these projects in the best interests of the communities involved. It is a disgrace to impose a totally unsuitable and deleterious solution which is overwhelmingly opposed by Carrum's residents. The results of the community consultation were meant to be the basis of the decision about which solution to pursue, yet Carrum was never afforded equal opportunity as other crossings which were offered a Rail Under option as well as skyrail. Unfortunately the consultation seems to have served only an illusion of choice. They asked the community what they wanted, then completely disregarded the interests of the community. Furthermore, the LXRA Project Manager stated that the LXRA brief was NOT to provide a trenched solution at Carrum.
This petition is targeted towards ALL residents and particularly those who oppose the sky rail but have not as yet taken any action to protect their interest. If we stand up together and make our voices heard we can reverse this decision and get Rail Under Road, the rail trench option for Carrum.
A Sky Rail monster is FOREVER, a burden for current residents and a perpetual burden into following generations.
The choice is yours. Sign this petition NOW! Let's stand together to protect Carrum, our community, our health and our way of life.
The Petitioners request the abandonment of elevated rail at Carrum and an overwhelming preference for RAIL UNDER ROAD, including Eel Race Rd, as the only appropriate and acceptable solution to level crossing removal at Carrum.
You can contact us under email@example.com
or find us on Facebook @ No Sky Rail Carrum
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No Sky Rail Carrum needs your help with "Daniel Andrews: Stop the Skyrail in Carrum". Join No Sky Rail Carrum and 576 supporters today.


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Shimon Schocken: The self-organizing computer course #TED : http://on.ted.com/cqZQ
Shikon Schocken is revolutionizing math education by encouraging self-learners. Instead of the "degrading" process of grading in elementary, secondary, and higher education, Schocken's idea allows the learner to fail and learn from their mistakes.
One of my biggest problems with the current design of education is that students are punished for making mistakes and corrections are not weighted. This technology, and similar projects like Khan Academy, recognizes this and never loses sight of the ultimate goal – to help the student learn.


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Director Duo Abhijit Roy and Sudeshna Guha are known for conjuring good entertainers on screen. Their latest venture Bitnoon is no exception.
Ritwick and Gargi plays a married couple in the film.
Rahul is a corporate guy.
Mou is a homemaker and most of her time passes caring for their eight years old son.
They together make a happy family but the thrill, excitement and romance between Rahul and Mou has started to fade away with the passing years. Rahul longs for the Old Spice (not the after shave lotion) that time has shaved off from their relation.
To rekindle the romance, Rahul is always looking for a chance to get intimate with his wife. But whenever he finds a chance…
We find their eight year old son appearing out of nowhere
flushing away their passionate moments, anywhere and anytime. To be Precise: always.
Even in dreams.. !
Enters Rusha (Saayoni Ghosh) in Rahul's taxi and vice versa. It is not long before Rahul finds her performing at his office's annual function. Like every filmy co-incidence this adds a new dimension to the story. Not much time is wasted (after all gone is the era of three hours film) before Rusha starts a steamy affair with the starved man.
Things go off-track in Rahul's life as he tries to balance
his family, office and the new found affair.
His priorities also changed.
But Rahul's affair with Rusha doesn't take a smooth road
either. The moment of intimacy keeps
eluding them again and again. So they decide to get 'Far from the madding
crowd'. They escape to a tourist lodge
far from Kolkata. But fate (Read : Padvanava Dasgupta's script) brings Rahul's
wife to the very same lodge. Mou arrives
at the very lodge with a bunch of old friends. Really..Why should Husbands have
all the fun?


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Click here to Download Brittany's EPK:
Brittany Cotto's professional experience includes an eclectic range. She has recorded and performed with some of the most iconic names in the business including 50 Cent, Alicia Keys, Ariana Grande, Barbara Tucker, Bebe Rexha, Bobby McFerrin, Burt Bacharach, David Foster, Diddy, Dre, Eminem, Erick Morillo, Frank Ocean, Jennifer Hudson, Jessie J, John Williams, Joshua Bell, Julie Andrews, Kamasi Washington, KYGO, LeAnn Rimes, Mary J. Blige, Nicki Minaj, Paul Anka, Pink Martini, PJ Morton, Quincy Jones, Richard Marx, Sarah McLachlan, Seth McFarlane, Skylar Grey, Snoop Dogg, Stevie Wonder, Thundercat, Tony Bennett, Tori Kelly, Trans-Siberian Orchestra, Tyrese, Yoshiki and Yo-Yo Ma.
Her television credits include appearances on American Idol, American Music Awards, BET Awards, DirecTV "Richard Marx and Friends", Glee, iHeart Radio Music Awards, iHeart Radio Music Festival, MTV Unplugged, "A Mary Christmas" Mary J. Blige's Christmas Special, NBC "New Years Eve with Carson Daly", and the Tonight Show with Jay Leno. She has recoded soundtracks for FOX's American Dad, HBO's "Undisputed Truth: A Mike Tyson Story", and many movie trailers for Paramount Pictures.
Brittany has traveled the world extensively to perform for clients and venues including Chevy, Coachella, The Emmys, Google, Hollywood Bowl, The Hollywood Foreign Press Association, LA Fashion Week, LA Opera, LA Philharmonic, MAC Cosmetics, Metro PCS, Neiman Marcus, Pandora, Patek Phillipe, Playboy Jazz Festival, Porsche, Rémy Martin, Saks Fifth Avenue, Samsung, Toyota, Vogue, and Yamaha Music USA.
Brittany holds her Bachelor's of Music: Violin Performance from Indiana University Jacob's School of Music. She has also studied at the Henry Mancini Institute and Aspen School of Music and Festival.
Her signature style combines virtuosity from her Classical training with an ability to improvise, a taste for simplicity and a love of all styles of music. As a 5-string electric violinist, Brittany performs with many rock bands, DJs, and as a member of an electric string ensemble, Bella Electric Strings. She plays on a Yamaha EV-205 and Mark Wood Viper. Brittany currently resides in Los Angeles.


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Unknown Presumably derives from legal principle where the satisfaction of 10 (at times 12) points legitimated ownership; hence "nine points of the law" (sometimes "eleven points of the law") constituted close to full ownership. Derived from the early English property system, where the right to possession of property was endorsed by the king in the form of a writ. There were nine traditional writs granted by the King, and each of these nine writs represented the nine basic rights of property possession. These nine writs evolved into the nine original laws defining property ownership, hence the expression "possession is nine points in the law."
Listed in the form "Possession is nine points in the Law." as a common saying in 1616 by Thomas Draxe, Adages 163.


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Get your daily glow with our caffeine loving facial scrub. Clean out those dirty pores and remove flaky dry skin with my exfoliation! I will leave you bursting with flawless soft, smooth skin! I am also irresistibly scented but just remember I am not your morning latte...
Vegan Friendly / Cruelty Free / No Parabens / No GMO / Contains Natural Ingredients
Includes 1 x 100g Coconut Coffee Scrub & 1 x 100ml Foaming Latte Face Wash Coconut Coffee Scrub to hydrate & rejuvenate your skin & our...View full product details
Includes 1 x Coffee Clay Mask 1 x Lip Balm & 1 x Lip Scrub Coffee Clay Mask to hydrate & rejuvenate your skin &...View full product details


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Nothing makes me happier than spreading the word about Phillips & Cheers!
A big thank you to the magazines that have helped so far.....
Please get in touch if you would like to feature any of my products and I'd be happy to oblige and am always quick to respond.
I have a large collection of good vintage fabrics so if you're looking for something to feature in a magazine or source for film or television, please do get in touch.
Period Living
Period Living
Reclaim Magazine Period Living
Cheshire Life Reclaim Magazine