text:
Players and Parents:
Below you will find all of the information you need regarding this year's U.S. Baseball Academy program. If you have additional questions, you can contact us via email at firstname.lastname@example.com, or call us at 866-622-4487 option 1. We're available Monday through Friday, 9 am – 4 pm by phone.
Please log in prior to your start date to verify your dates and session times. You can view your registration HERE. Use your player's last name and the email address submitted during registration to view your account.
Because we have reserved the facilities for the specific days of the camp, and scheduling additional days will be difficult, we will avoid postponing sessions due to weather at all costs.
In the event that we cannot host camp on one of the scheduled dates, we will always post the notification to our website.
We will always send an email with additional information. When possible, we will send a text or robo-call notification. While we ask coaches for advance notice, in some instances, postponements may be posted inside of one hour prior to camp. If you are traveling long distance, please keep this in mind.
Please note: If there is no information listed on our website, then we have not yet received information from the Site Director regarding any changes. Please make sure that you check the website and email before coming to camp if the weather is questionable.
**All weather notifications will be posted HERE **
Any sessions postponed due to weather will be made up. If weather turns bad during the day, parents or emergency contacts should be available to pick players up if necessary.
Sessions will last 55 minutes for six week camps and 85 minutes for four week camps. Each session will begin promptly, so please arrive a few minutes before your sessions begin. Players may stretch in an out-of-the-way place while the previous session ends, but must stay clear of interfering with other sessions.
What to wear: Players should wear something comfortable for working out and weather appropriate. Please bring your cleats and gym shoes each week. In some instances, the camp may be moved indoors or outdoors, weather permitting.
Hitting: Every player in the hitting camp must bring a bat. Because some players may be taking more swings in a shorter period of time than they are accustomed to, it would be wise to wear batting gloves if you have them.
Pitching: Participants in the pitching camp should bring a glove. It is not necessary to bring a baseball. Remember, participants in the pitching camp must supply their own catchers. Because our coaches are working with the pitchers in a hands-on manner and all pitchers are participating in throwing drills simultaneously, each player needs to have someone catching for him. The catcher can be a parent, older sibling or friend. If the catcher is a friend or teammate, a mask is required. We do not want two players in the same session catching for each other, because each will only receive half as much instruction.
Catchers: Participants in the catcher's session should bring their own gear: shin guards, chest protector, mask and a protective cup. If you do not own your own catcher's gear, you should be able to borrow it from your coach or league.
Fielding/Baserunning: Participants in the fielding/baserunning should bring their own glove
If you need equipment, Baseball Express is our equipment partner and they have extended an offer for all USBA customers. Use the following link to save $10 off any purchase of $100 or more. This is in addition to any discount pricing already available through Baseball Express: PURCHASE YOUR EQUIPMENT HERE
If you miss a session because of illness, vacation, or a schedule conflict, there can be no make-ups. Additionally, there are no partial refunds for missed days. We pride ourselves on maintaining the player-coach ratio and limiting enrollment in each session. If we allowed extra players in a hitting session because they missed the week before, it would be unfair to others and would compromise the instruction for everyone.
It is important that players not swing the bat unless they are at a station being instructed by a coach. If a player would step out of a station and swing the bat, or if players walking onto the floor to start the day swing their bats, there is a good chance someone could get hit. DO NOT SWING BATS unless you are in a station being instructed, and it is your turn to hit.
Parents are welcome to watch from the sidelines during the hitting, fielding and catching program. The site director will designate a viewing area that will allow you to observe the camp and take notes. We ask that the parents respect this space to allow the coaches to give their full attention to the player. Please wait until the end of the session if you have any questions about a particular drill.
For additional information about the camp including equipment, t-shirts, player groups, and info regarding the progressive nature of our program, please click here.
Firebaugh HS
1976 Morris Kyle Dr
Firebaugh, California 93622
We recommend using the mapping program of your choice for best directions to the site.
I hope you're looking forward to camp with as much enthusiasm as we are. Call us or e-mail firstname.lastname@example.com if you have any questions.


text:
Samsung Omnia II i920 review
posted by PhoneArena Team Dec 08, 2009, 3:14 AM
This is a discussion for a review. To read the whole review, click here
16 Comments
1. barmalei
Posts: 20; Member since: Dec 08, 2009
The overall design is pretty good, but I am getting really tired of the cheap shiny plastics used extensively by Samsung - and it really does feel cheap in your hand. I am glad HTC is moving away from this trend. I can say pretty much the same thing about TouchWiz - it s simply not nearly as attractive as HTC's TouchFlo (Sense) interface. The software does feel sluggish, and even though the screen looks nice, it feels like Samsung is not taking full advantage of it. All in all, rather disappointing.
posted on Oct 20, 2010, 1:55 AM 0
2. shgam2
Posts: 42; Member since: Sep 08, 2009
I am just sick of TouchWiz. It's just so sluggish, makes the phone look like a toy, and user UNfriendly. They really need to work on a new UI because I don't think they can go anywhere with TouchWiz. I will never get a Samsung with TouchWiz....
posted on Dec 08, 2009, 10:14 AM 0
3. jwl3429
Posts: 36; Member since: Sep 28, 2009
Well i ordered the phone last night before the review came out, i think the biggest problem is the interface not the hardware. i will most likely be adding spb mobile shell and the phone should be much improved.
posted on Dec 08, 2009, 1:09 PM 0
4. SentryAgent
Posts: 4; Member since: Nov 05, 2009
I got this phone Saturday. By Sunday morning I had installed SPB Mobile Shell 3.5. It makes - IMO - a huge difference. One of my biggest complaints so far is the browser. I don't think Opera is very good at all. Still not sure if I love this phone or not. I was really on the fence in deciding between this and an Android phone. I really wanted to see the HTC Passion(no Bravo), but didn't want to wait any longer. This is my first WinMo phone - coming from Palm -- so there is a learning curve too.
posted on Dec 08, 2009, 4:31 PM 0
5. coupe68gt390
Posts: 8; Member since: Nov 16, 2009
I've had both an XV6800 and just recently the Imagio with no major issues, but when the Moto Droid was announced and after playing around with a co-workers MyTouch, I fell in love with the Android OS. All I can say is do yourself a favor and send the O2 back and get an Droid. It has everything the O2 has and then some! I waited and waited for the O2 and it's been left in the weeds since Android has taken off. If you use Office 2007 or an exchange server heavily stick with what you got. Just keep in mind Android 2.0+ supports all of them, though CURRENTLY not as well. Developers of Android are fast approaching functionality and stability as good or better than that of WinMo! In the less than one month I've had the Droid the apps, both quality and quantity, have improved faster than in two years of owning my WinMo devices. At this point the only thing I'm willing to dump my Droid for is an HD2 with Android on it! Bring it on HTC!!
posted on Dec 08, 2009, 9:21 PM 0
6. cjz78 unregistered
I don't see why this phone got an 8 with it's shortcommings. I'm a fan of the Omnia line, don't get me wrong, and the hardware is very very nice. But Samsung completely nerfed the interface with that horrible TouchWiz. The browser performance was nowhere near the Driod(when I tried it in store). Not even to mention the sluggishness.
posted on Dec 08, 2009, 9:38 PM 0
10. tedkord
Posts: 17456; Member since: Jun 17, 2009
I played with this phone in-store. TouchWiz is absolutely awful. Sluggish. Unintuitive. But, I disabled it, and enabled Titanium. Titanium ran cleanly with no lag whatsoever. On my Omnia 1, Titanium is slightly sluggish, but SPB Mobile Shell 3.5 is butter smooth. So I'm thinking it will absolutely be greased lightning on the O2. Plus, it is intuitive and looks great. I'm still a month or two from deciding for sure to upgrade to the OmniaII. My in-store test made it more likely. (And, man is that AMOLED screen a beauty!)
posted on Dec 09, 2009, 7:53 PM 0
11. SentryAgent
Posts: 4; Member since: Nov 05, 2009
Okay, I have this phone, but what is Titanium? I downloaded SPB Mobile already. It is way better than TouchWiz.
posted on Dec 09, 2009, 9:54 PM 0
7. rtimi26
Posts: 42; Member since: Mar 16, 2009
I played with this phone for more that 45mins and I have to tell you. It is an overhauled phone. Granted there are certain things not needed on the phone that were introduced e.g the cube. Let me help people put things in perspective. The Droid is faster to touch due to capacitive touchscreen, and wm6.5 is still not made for that. another thing one has to remember is you can't blame samsung for putting opera, since its either that or internet explorer which we all know sucks. Touch flo or sense UI is very lightly skinned over WM6.5 as to Touchwiz. If anyone compare the Samsung Jet to the Omnia 2 which are have the same touchwiz interface, you will see that the Jet is faster due to the fact that Touchwiz is actually the OS on that phone and not a skin. The droid is the OS and not the skin, if you compare the droid to the up coming xperia x10 you will see that due to the skin on the android OS that it is slower than the droid. I say we don't put much blame on Samsung because they tried to make WM6.5 more user friendly which I think they did well but wait to see what WM7 will do for us. Actually wait for the firmware update for WM6.5.3 which is faster and smoother than the wm6.5 on current phones out. I am using a cooked rom on my omnia1 with some samsung omnialite software and it's great. I can't wait for that on a better phone with more ram and horsepower. Besides the omnia 2 will still outsell the droid in the long run, worldwide that is because US customers are just a name brand buyer and not what you can actually get out of a product.
posted on Dec 09, 2009, 7:10 AM 0
8. Literati
Posts: 17; Member since: Oct 22, 2009
The Droid isn't faster than the Omnia 2 because of the UI. The Omnia 2 is using an arm 11 based processor, which is mistake number 1. No offense Microsoft, but Windows is tough on those processors. Had they put in an Snapdragon or the Samsung OMAP3430 (the one in the iPhone) we'd see a much better phone. The Droid is much faster than the Omnia 2 due to its good processor. However, no processor in the world can help the UI's awful interface, and what's worse - I can't say "Just use stock Android and it's fine" like I can with the Behold 2. SPB MS 3.5 is really the only way to go until someone cracks open the Omnia 2 and people start flashing roms for it. Sure, TouchFlo 3D was a shallow attempt at re-skinning WinMo, but Sense has completely re-hauled what TouchFlo was before. The reason the HD2 can get away with such a graphic oriented UI is, again, because of the processor. We know Samsung can make good chipsets, why they don't put them in their own phones I'll never know. And finally, the Omnia 2 will not outsell the Droid. Let's put aside the point that it doesn't really matter how the phone sells (good sales do not magically make the phone good). The reason it won't outsell the Droid here in America is because they are both on Verizon, WinMo is not user-friendly to the average consumer, 6.5 is a dead OS, Omnia 2 is out-marketed severely, Droid is a better phone, and Android. Oh, and of course Verizon already has the Touch Pro2 and the Imagio. Both of which are arguably better phones with better community support for them (XDA Devs). Someone would be out of their mind to choose the Omnia 2 over the Droid and even the Eris save for these two exceptions: they have to have a WinMo phone for work, they are just so caught up in Windows that they'd never drift off to another OS - which is fine. To these people you have to ask "Why the Omnia 2 over the Touch Pro2 or the Imagio?" Aesthetically the Omnia 2 looks pretty good, not as good as the Euro version, but good. However, everything Samsung tried to do with this phone and WinMo HTC did better with both the Imagio and the Touch Pro2. To someone outside of the US I pose these same questions. You can't assume the Omnia 2 will outsell the Droid by default based on the fact that its a world phone and the Droid isn't because the Milestone is the Droid. The only reason I refrain from saying the Droid/Milestone won't beat it in the European market is because Android isn't so popular over there yet. However, with all the other completely awesome phones Europe has that we don't, why would anyone choose the Omnia 2 over any others? There honestly isn't a logical reason other than plain personal preference.
posted on Dec 09, 2009, 1:28 PM 0
12. Mastertwiz
Posts: 15; Member since: Dec 10, 2009
I have a couple questions about this review and the specification breakdown posted by PhoneArena. Can someone provide some insight...? 1) PhoneArena specs call-out 65k colors - Samsung specs, per all i920 literature call-out 12 million... what gives? 2) PhoneArena reviewed the video recording...720x480 (18fps) - Samsung claims in all i920 literature that video recording is capable of 720x480 (30 fps)... what gives? It looks like specs for the i920 review were copied and pasted from the GT-i8000 literature. Can we get some clarification on the specs and capabilities/potentials of the i920 hardware? Thanks
posted on Dec 10, 2009, 3:44 PM 0
13. T DAWGv12
Posts: 13; Member since: Dec 09, 2009
Add your comment: To answer your questions which are answered in the review itself: 1) Verizon's CDMA Omnia II does in fact have a 16 million color display this is an upgrade from the GSM version of the Omnia II that only supported 65k colors. I have read/watched a dozen reviews +/- of the CDMA omnia II and I think phone arena is the first to point out the upgraded color quality (something I was greatly interested in). The specs sheet must not have been updated yet. There is also a video on samsung's website that specifically touts verizon's Omnia II as having a 16 million color AMOLED display. 2) Supposedly the Omnia II can record 720x480 at 30fps but according to this review they were only able to achieve a max of 18fps at that resolution I have not read any other reviews that addressed video recording in depth or mentioned any specific issues so I can't tell you if any other reviewers have had the same problem. Hope this helps.
posted on Dec 10, 2009, 5:14 PM 0
14. darkyogi
Posts: 3; Member since: Oct 10, 2009
Totally agree with UI issue.. I have a B7610 Omnia Pro which may be called as an OmniaII with a keyboard. After watching the UI for a few days I got SPB mobile shell followed by the HTC sense cab available at xda-developers. Juiced it up by applying the lovely Black theme of Samsung as the wallpaper too and now I have a phone not only looking fantastic but outperforming my Touch Pro and Diamond like anything. However disagree with the negative views on the Opera browser. Here, that is in India, they have supplied the device with WinMo 6.1 Pro and the Opera 9.5 in MUCH better than on my previous HTC devices...it even plays EMBEDDED VIDEOS on most of the sites effortlessly. To make quick browsing and to avoid automatic rotation I also use Opera Mobile 10 Beta. Works beautifully and there is always Skyfire for variety. So...great hardware...lousy interface especially the home screens + programme screens
posted on Dec 28, 2009, 1:53 AM 0
15. andromniac
Posts: 1; Member since: Jan 14, 2010
The omnia II is a well built hardware with a solid feel and beautiful screen and its highly customizable thru windows spb shell or even some of the today screen choices the phone if you dont like Opera use SKYFIRE everyone knows its simply the best browser out there for Winmo fast with great flash video support silverlight, The OMNIA II also has 3d acceleration samsung something the first omnia didnt have since winmo has limited support no one has been able to see it working as the samsung touch wiz really doesnt use it either the Omnia II camera is way more advanced and higher quality than the Droid and photo quality doesnt even compare to Omnia i have tried both and can tell you Omnia II hands down has the best camera in the verizon lineup yea windows is quirky but the mutimedia features of this phone plus the typing swype interface add to an amazing hardware picture video sound winmo sync a breeze to use 8gig flash bulit in and u can add 16gig amoled display superior multimedia phone dont forget TV out to see that Xvid or DIVX video, and pictures on an hd TV via cable plug The droid feels cheap and flimsy crappy slider mechanism and flat keys theres no comparison droid is too limited to just fast page sliding and icons but doesnt reflect real world apps and video playback and sound its just all the hype behind droid and verizon sprung the bill for the tv spots not HTC with the fancy robot cgi and jets dropping them off samsung was never shown equal love by verizon power of tv media paid by Verizon is what launched Droids big sales if they showed off the Omina II screen and video playback people would have went gaga over it
posted on Jan 14, 2010, 1:03 AM 0
16. rpotterfl
Posts: 1; Member since: Feb 20, 2010
Came from WinMo 6.0 on a Motorola Q9m. I guess my expectations were too high. Here are my complaints: 1) I click to go to a new text and it sends me to the oldest text, not the newest text 2) Lag, lag, lag 3) Battery status disappeared and I couldn't get it back on the home screen 4) I have to unlock the phone to dismiss the morning alarm. WTF?!? 5) When I am on Bluetooth and I call into voicemail, the phone automatically locks, and I have to unlock the phone to put in my voice mail passcode 6) There are two different lock screens, one with a code and one without. They look totally different. The lock button activates the screen without the code. Useless. 7) Couldn't figure out how to scroll through emails to delete them without opening the email first. 8) Some emails were unviewable on the phone. Even my Q9m could view all non-HTML emails. 9) Phone autoresponded to an incoming call with a text response while in my pocket. And it was locked. 10) Phone voice dialed by itself from my pocket when locked. 11) Lock button on screen only works half the time. 12) Manual is woefully inadequate 13) Typing for me was twice as slow as on the Q9m. Swype was cool but still not as fast. 14) Can't use a screen protector on a resistive screen without losing significant responsiveness. 15) Incredibly small onscreen buttons REQUIRE the use of the stylus and two-handed operation 16) phone froze when I tried to send a photo by MMS. Had to take the battery out to unfreeze. 17) never could get a lock on the GPS. And you have to pay extra for VZ Navigator. 18) prompts you to pay for City ID. Have to pay extra for visual voice mail. 19) can't listen to ITunes podcasts or sync with ITunes. I know its not an IPhone, but that is the reality. 20) too often a program will open up while I am just trying to scroll through pages 21) didn't try SPB MobileShell, but why should I have to? 22) Hard to see the screen outdoors 23) Not the phone's fault, but Facebook app is weak. The pros: good camera with flash, good battery life, FM Radio, good display indoors, wi-fi, skype app I tried to like this phone for three weeks, but went back to my Q9m. It is an ancient phone, but at least it works. The Omnia II felt like a pre-Beta version to me. Maybe some of these issues could be reprogrammed but the manuals suck, and I couldn't figure out how to make the adjustments. Plus, the phone is simply slow. This would have been incredible technology five years ago, but I don't think it is competitive in this market. If you depend on your phone for business, I would not buy this phone, especially since I couldn't read a significant percentage of my emails. I prefer to stay with WinMo for the excellent Exchange sync, which includes Task syncing, so I guess I will live with my Q9m until I figure out what phone will actually be better for work.
posted on Feb 20, 2010, 12:04 PM 0
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subset: commoncrawl


text:
Vol 23, No. 11: Christmas Clichés
With the holiday season upon us once again, we adapt a Scroogey mantle and suggest we rein in the reindeer and other Christmas metaphors.
While still in November, we have already used a couple of old standbys:
● For retailers, the ghost of Christmas future is looking a lot like the ghost of Christmas past.
● Christmas came early for the fashion industry this year. Le tout le monde was a-Twitter over the splashy news that Prince William had proposed to his longtime girlfriend, Kate Middleton.
OK, so these weren't so bad. But the clichés tend to wear a bit thin before the end of the year, when the auld lang syne allusions also wear thin. Bah, humbug.


text:
Although iterators and blocks are technically loops as well, this tutorial will not cover them, as EdwinNameless' excellent Blocks and Iterators Tutorial is already available.
Ruby has three main looping statements:
- while
- until
- for
Most languages have some sort of while statement, and Ruby's acts quite similar to the while loop in Java and C.
In Java, you could have a while loop like this to count to 10:
int i = 1; while(i <= 10) { System.out.println(i++); }
Similarly, in Ruby, the same could be accomplished with:
i = 1 while(i <= 10) #note that the parenthesis are not required: #while i <= 10 is also acceptable puts i i = i.succ end
The 'do' keyword is optional and can be used like this for clarity:
while x != 2 do #something end
While loops will continue iterating until the condition (statement after keyword 'while', which in this case is 'i <= 10') becomes false (or nil). An important thing to remember here is that all values in Ruby are true, except false and nil.
The boolean condition is not limited to x > y obviously, you can use any boolean expression there.
while Loop as a Modifier
Ruby's elegant syntax allows for compact forms of the while loop. For instance, the code from before to count to 10 could be written like this:
x = 0 puts x = x + 1 while x < 10
This is very similar to the if modifier, and although it may appear similar to a do/while loop in other languages (meaning the body of the loop is executed at least once before the expression is checked), the condition here is actually checked before anything is printed.
To demonstrate this:
puts "Will I be printed?" while false #nothing is printed because 'false' evaluates to, well, false :p
The 'until' loop is pretty unique for programming languages; it basically means 'while not' and is purely syntactic sugar for the language. Basically what it does is allows you to write more clear, and human readable code.
Here's an example:
i = 0 while not i > 10 do puts i i += 1 end
Yes, it's extremely contrived, but it gets the point across. You have to stop and think for a minute about while not i > 10 to see what it is doing.
The until loop makes this example code much more readable:
i = 0 until i > 10 do puts i i += 1 end
Doesn't that read better?
Fun fact: until not i < 10 is the same as while i < 10 and until not not i > 10 is identical to until i > 10 And so on
until Loop as a Modifier
Just like with the while loop, the until loop can be used to write a compact, but equivalent loop.
x = 0 puts x = x + 1 until x > 10
Just as before, this behaves not like a do/while, but a while loop.
The for loop in Ruby is unlike that of C based languages, and is more like Python's. Officially, the loop is called 'the for/in loop', but for loop works too.
The syntax for this loop goes like this:
for variable in collection do #again, do is optional loop body end
'variable' can be either a single variable, or a comma separated list of variables (which you would use with hashes, for example). 'collection' is any object with an each iterator (for example, ranges, arrays, strings, hashes, etc.)
Here's an example for/in loop to count, as before, from 1 to 10.
range = 1..10 for i in range do puts i end
Here's an example with multiple variables:
hash = {:a => 1, :b => 2, :c => 3} for key, value in hash puts "#{key} => #{value}" end
The for loop can be rewritten using the each method. For example, this next section is identical to the first foor loop example. (see Blocks and Iterators Tutorial if you're confused about this)
range = 1..10 range.each do |i| puts i end
Unlike both until and while loops, for/in cannot be written as a modifier statement.
Faking a Do/While Loop
If you absolutely must have a do/while loop in your program, you can manipulate Ruby's syntax to your advantage. (however be warned: future versions of Ruby may not support this syntax)
begin puts "I was printed!" end while false
Even though the while loop evaluates to false, it will still print "I was printed" before exiting the loop.
However, as I said before, this might not be supported in later versions of Ruby, and there are always ways around doing this.
That about wraps this tutorial up. I hope you've enjoyed it


text:
ORLANDO, Fla., Oct. 18 (UPI) -- The first F-35 weapons load training device has been delivered to Eglin Air Force Base in Florida by Lockheed Martin.
Configured in all three variants of the F-35 Lightning II, the system allows maintenance students to hone skills loading munitions, fuel tanks and missile systems onto the aircraft.
The system is the first of as many as five weapons load trainers to be delivered to the integrated pilot-and-maintenance training center at Eglin Integrated Training Center.
Designed to be identical to the F-35 aircraft, the weapons load training simulators enable training to take place without removing aircraft from the flight schedule. As part of F-35 maintainer training, the systems will complement classroom instruction and additional hands-on experience.
"We are focused on delivering an agile training capability to the newest crop of fifth-generation pilots and maintainers," said Joanne Puglisi, director of F-35 training and support at Lockheed Martin's Global Training and Logistics business.
"By tailoring devices and sharing resources across the training domain, we will provide even greater affordability for the services and our F-35 partner countries."
This is the latest step in final preparation of the F-35 ITC. Earlier this year, the first two F-35 full mission simulators were installed, joining the aircraft systems maintenance trainer, the ejection seat maintenance trainer, the mission rehearsal trainer and pilot training aids.


text:
Graduate Studies
Instructional Design and Technology
Admission | Courses | Program | Requirements | Integrated | Certificate | Profile
Chairperson: Hoyet Hemphill
Graduate Committee Chairperson: Leaunda Hemphill
Office: Horrabin Hall 47
Telephone: (309) 298-1952 Fax: (309) 298-2978
E-mail: email@example.com
Website: wiu.edu/coehs/idt
Location of Program Offering: Macomb and Internet
Graduate Faculty
- Hoyet H. Hemphill, Ph.D., Utah State University
- Leaunda S. Hemphill, Ph.D., Utah State University
- Christopher J. Lantz, Ph.D., Southern Illinois University
- Richard A. Thurman, Ph.D., Brigham Young University
- Seung-won Yoon, Ph.D., University of Illinois at Urbana-Champaign
Associate Graduate Faculty
- James A. West, Ed. D., Northern Illinois University
Program Description
The Department of Instructional Design and Technology offers both a Master of Science in Instructional Design and Technology and Post Baccalaureate Certificates in Instructional Design and Technology. Certified teachers who 1) complete the IDT Master's program with a Technology Specialist emphasis OR complete the Technology Specialist Post Baccalaureate Certificate, and 2) pass the required state tests can also apply for an Illinois State Board of Education Technology Specialist endorsement.
Integrated Baccalaureate and Master's Degree Program
Go to wiu.edu/graduate_studies/integrated_programs/ for details and program offerings.
Master of Science Program
The M.S. degree is designed to prepare graphic designers; educational technologists; trainers in industry and business; technology specialists; and classroom teachers to develop, produce, and evaluate instructional and training materials. Courses are offered in various formats including online, two-way compressed video, and hands-on experience. With careful planning through the department graduate advisor, the Master's program may be completed entirely online. The program provides students with knowledge and skills in the following areas:
- Distance learning applications in training and education
- Multimedia applications in training and education
- Course work and training program development
- Systematic instructional design and evaluation of instruction and training
- Instructional software development and utilization
- Technology integration in the K-12 classroom and at the K-12 building level
Graduates of the program will enter or continue careers in interactive multimedia, computer-based graphics, distance learning, and training. Graduates may also use their skills to integrate technology in their classrooms or school and for professional development of educators. The program also serves students interested in pursuing advanced graduate studies in instructional design and related areas.
The Department of Instructional Design and Technology is dedicated to a high level of academic scholarship in its professional program and to excellence in the preparation of technology specialists. Faculty associated with the department includes distinguished scholars, researchers, and authors of national and international reputation. Most faculty have either taught or served in public schools or have worked in professional training and instructional product development settings. All have shown commitment to the continued improvement of education through the process of professional study, the development of new approaches to teaching, and the design and publication of innovative and scholarly courses of study.
Admission Requirements
The IDT program welcomes and invites qualified applicants from diverse fields and interests. Applicants desiring admission into the IDT graduate program must formally apply to the School of Graduate Studies declaring Instructional Design and Technology as their area of study. Furthermore, applicants must indicate whether they are applying for the General Instructional Design and Technology Emphasis or the Technology Specialist Emphasis.
Applicants may qualify for admission to the General Instructional Design and Technology Emphasis under the following conditions:
1. Applicants must meet the general admission requirements of the School of Graduate Studies. Currently, the School of Graduate Studies admits students with an overall undergraduate GPA of at least 2.75 (or a GPA of at least 3.0 for the final two years of undergraduate coursework). If undergraduate requirements are not met, the departmental admissions committee will consider for admission applicants who have completed at least 12 semester hours of graduate coursework with a cumulative graduate GPA of 3.2 or higher from a regionally accredited university. All others will be denied admission. No more than nine semester hours completed before being admitted to the program can be used to meet degree requirements, unless the hours were earned while in an IDT Post-Baccalaureate Certificate program.
2. Applicants must submit a 1000-word structured essay that describes their interests and career goals as they apply to the field of instructional design and technology. (Structured essay questions are available online or in the department.)
3. Applicants must submit three letters of recommendation from individuals who can attest to the applicant's academic potential at the graduate level.
4. International students whose native language is not English must satisfy one of the following criteria:
a. meet the minimum TOEFL admission score required by the School of Graduate Studies;
b. complete the WESL program prior to taking IDT graduate courses;
c. hold a bachelor's degree (with four years in residence) from an accredited college/university within the USA and within two years of matriculation at WIU.
In addition, applicants for the state-approved Technology Specialist Emphasis must also meet the following conditions:
1. Applicants must have completed a state-approved teacher education program and hold a teaching certificate/license.
2. Applicants must show evidence of meeting the National Educational Technology Standards for Teachers (NETS-T) by submitting a self-assessment of competencies.
Applicants for the state-approved Technology Specialist Emphasis should also be aware of the following:
1. Applicants who lack basic competencies in microcomputer application software may be required to take IDT 503.
2. Applicants to the Technology Specialist Emphasis who have identified NETS-T deficiencies may be required to take IDT 504, or they may be required to complete a faculty approved plan of selected professional development activities.
3. Completion of the Technology Specialist Emphasis does not automatically lead to an Illinois State Board of Education Technology Specialist endorsement. Questions concerning this licensure should be directed to the IDT Graduate Advisor.
Degree Requirements
Students seeking the Master of Science in Instructional Design and Technology may choose to follow a research plan or a course work plan. The research plan is 32 semester hours and includes either IDT 600 Applied Project, or IDT 605 Thesis, which students present to their Departmental Graduate Committee. The course work plan is 35 semester hours. Students in the course work plan must complete an additional six semester hours chosen from courses in the IDT program. Students selecting the course work plan are required to complete IDT 603, and present to their Departmental Graduate Committee a portfolio of completed projects that demonstrate competencies in specific areas (i.e., instructional design, multimedia development, graphics applications, technology integration, etc.).
There are two emphasis options for students pursuing the Master of Science in Instructional Design and Technology: General Instructional Design and Technology Emphasis, and Technology Specialist Emphasis.
I. Core Courses: 11 s.h.
IDT 500 Preseminar (2)
IDT 505 Foundations of Instructional Technology (3)
IDT 510 Principles of Instructional Design (3)
EIS 500 Research Methods (3)
II. Directed Electives (select one emphasis): 15 s.h.
A. General Instructional Design and Technology Emphasis
IDT 503 Microcomputer Applications in Instructional Technology (3)
IDT 504 Technology Applications for the Classroom Teacher (3)
IDT 515 Telecommunications and Distance Learning (3)
IDT 516 Internet Resources for Education and Training (3)
IDT 517 Integration of the Internet and Multimedia in Education and Training (3)
IDT 525 Grant Writing Basics (3)
IDT 529 Integration of Computer-Based Technology in Education and Training (3)
IDT 530 Graphics Applications in Education and Training (3)
IDT 532 Fundamentals of Performance Technology for Instructional Designers and Technologists (3)
IDT 534 Technology Issues and Professional Development in Education and Training (3)
IDT 535 Photographic Applications in Education and Training (3)
IDT 536 Video Production for Multimedia (3)
IDT 537 Instructional Video Production (3)
IDT 538 Imaging Technology (3)
IDT 539 Hardware, Operating Systems, and Networking in the Schools (3)
IDT 540 Interactive Multimedia Development (3)
IDT 541 Advanced Interactive Multimedia Development (3)
IDT 545 Instructional Web Development (3)
IDT 550 Advanced Instructional Design (3)
IDT 560 Visual Literacy (3)
IDT 561 Instructional Simulations and Gaming (3)
IDT 565 Management of Instructional Technology (3)
IDT 591 Independent Study (1–4, repeatable to 6 with change in topic)
IDT 595 Technology Planning and Research (3)
IDT 601 Seminar in Instructional Technology (2)
IDT 620 Instructional Design and Technology Internship (4)
B. Technology Specialist Emphasis
IDT 517 Integration of the Internet and Multimedia in Education and Training (3)
IDT 529 Integration of Computer-Based Technology in Education and Training (3)
IDT 534 Technology Issues and Professional Development in Education and Training (3)
IDT 539 Hardware, Operating Systems, and Networking in the Schools (3)
IDT 595 Technology Planning and Research (3)
III. General Electives: 3 s.h.
Students may choose from among courses in the IDT program or from other departments' offerings to augment and enhance their program objectives and employment opportunities.
IV. Exit Options (select one of the following options)
A. Research Plan: 3 s.h.
IDT 600 Applied Project (3)
IDT 605 Thesis (3)
TOTAL PROGRAM: 32 s.h.
B. Course Work: 6 s.h.
IDT 603 Graduate Portfolio (0)
General electives (6)
TOTAL PROGRAM: 35 s.h.
Post-Baccalaureate Certificate Programs
The department offers post-baccalaureate certificates in Online and Distance Learning Development, Educational Technology Specialist, Graphic Applications, Multimedia, Technology Integration in Education, and Workplace Learning and Performance. For program details, go to the post-baccalaureate certificate page.
Course Descriptions
Instructional Design and Technology (IDT)
406G Advanced Topics in Photography. (3) Advanced camera and darkroom controls for processing and printing both black and white and color. Prerequisite: IDT 240 or permission of the instructor.
408G Large Format Photography. (3) Introduction to the large format view camera and its controls. Studio, available, and location lighting will be used with a variety of different subjects and props in both black and white and color. Prerequisites: IDT 240 or permission of the instructor.
433G Instructional 3D Modeling and Animation. (3) Instructional uses of three-dimensional modeling and animation are explored including basic modeling tools, virtual camera controls, materials, video production, and lighting. Prerequisites: IDT 205 or equivalent, or permission of the instructor.
460G Instructional Virtual Reality Design. (3) Focuses on the integration of virtual reality technologies for instruction and training. Provides opportunities to develop instructional/training virtual environments utilizing virtual reality authoring systems. Prerequisite: IDT 355 or 561.
480G Advanced Web-Based Instruction. (3) Emphasizes the potential of Internet technology to foster interactivity in design of performance solutions. Students move beyond static Web page creation to advanced incorporation of resources in support of highly interactive forms, database creation and management, and client/server integration. Prerequisite: IDT 250 or permission of instructor.
500 Preseminar. (2) (On-line course only) Introduction to the field of instructional design and technology. Through readings, presentations, and discussions a broad sweep of the field will be explored.
503 Microcomputer Applications in Instructional Technology. (3) (On-line course only) Introductory survey of applications of microcomputers in education and training including Computer Assisted Instruction, communication and presentation graphics, multimedia and hypermedia authoring on the Internet, word processing databases, and spreadsheets.
504 Technological Applications for the Classroom Teacher. (3) (On-line course only) Build on basic computing skills, focusing on the effective use of technology-enhanced instruction practices to meet the state and national technology standards for teachers. Intended for students who have completed their educational methodology courses or who are practicing teachers. Prerequisite: Working knowledge of computers and the Internet.
505 Foundations of Instructional Technology. (3) (On-line course only) Introductory survey of the field of Instructional Technology. Upon completion students will be able to: (1) communicate about the field's terminology, history, accomplishments and issues; (2) describe the advantages, disadvantages, characteristics, and critical attributes of various instructional media; and (3) critically evaluate the foundations in instructional technology.
510 Principles of Instructional Design. (3) (On-line course only) Develop knowledge and skills in systematic analysis of the teaching‑learning process using an instructional design approach. Study and application of instructional design theories and models.
512 Instructional Development for Business and Training. (3) Develop knowledge and skills in using systematic processes for designing training programs for business and industry. Focus will be on the entire process of training/instructional analysis, design, development, implementation and evaluation. Prerequisite: Graduate standing.
515 Telecommunications and Distance Learning. (3) (On-line course only) Examines a variety of telecommunications systems used for distance learning and the challenges surrounding their selection and application. Emphasis is on the effective design, development, and delivery of instructional strategies for distance learning environments. Prerequisite: IDT 505 or 510.
516 Internet Resources for Education and Training. (3) (On-line course only) Focuses on developing skills in finding, evaluating, and using internet resources for education and training. Collaboration tools, social media, and mobile applications are explored. Emphasis is placed on the appropriate use of these materials, including copyright compliance.
517 Integration of the Internet and Multimedia in Education and Training. (3) (On-line course only) Focuses on the integration of the Internet and multimedia into curricular material design, development, and evaluation for educational and training purposes. Prerequisite: IDT 504, evidence of meeting the National Educational Technology Standard for Teachers, or permission of instructor/department chair.
525 Grant Writing Basics. (3) (On-line course only) To identify and select appropriate grants, learn strategies for effective proposal writing, and develop skills for utilizing a team approach to generate ideas, coordinate writing, maximize organizational involvement, and strengthen successful grant implementation.
529 Integration of Computer-Based Technology in Education and Training. (3) (On-line course only) Focus on the integration of computer-based technologies into curricular material design, development, and evaluation for educational and training purposes.
530 Graphics Applications in Education and Training. (3) Survey of imaging-related applications such as image editing, 3D modeling, movie editing and special effects software. Course materials cost required.
532 Fundamentals of Performance Technology for Instructional Designers and Technologists. (3) (On-line course only) This course surveys performance technology approaches and tools to improve the performance of individuals, work groups, and work processes. Students will collaboratively identify instructional and non-instructional performance problems, suggest interventions based upon data-driven needs analyses, and implement and evaluate programmatic solutions in cooperation with the clients. Prerequisites: IDT 505 or 510.
534 Technology Issues and Professional Development in Education and Training. (3) (On-line course only) Focuses on exploring issues and professional development related to instructional technology.
535 Photographic Applications in Education and Training. (3) Production techniques such as still camera handling, basic darkroom skills, and color slide presentations, and the use of photographic images in microcomputer-based multimedia will be explored. Course materials cost required.
536 Video Production for Multimedia. (3) (On-line course on rotating basis) Emphasizes digital video production techniques such as video camera handling, lighting techniques, special effects, and desktop video editing for use in computer-based multimedia.
537 Instructional Video Production. (3) Project research, planning and budgeting, script-writing, and media design for instructional video. Course includes casting, lighting, audio, camera movement, angles and camera techniques. Course materials cost required. Prerequisites: IDT 360, 530, 536, or permission of instructor or department chair.
538 Imaging Technology. (3) (On-line course on rotating basis) Study of imagery as a language of communication. Provides practical experiences in digital and electronic still images and nonverbal messages. Students will produce electronic images to be incorporated into educational products. Course materials cost required.
539 Hardware, Operating Systems, and Networking in the Schools. (3) (On-line course only) Plan for, design, use, and evaluate computer hardware and software, operating systems, and networking for educational settings. Prerequisites: IDT 504 or evidence of meeting the National Education Technology Standards for Teachers, or permission of instructor/department chair.
540 Interactive Multimedia Development. (3) Basic principles of design and development of interactive instructional computer applications. Students will complete several projects utilizing a representative multimedia authoring tool and will create prototype instructional software. Course materials cost required. Prerequisite: IDT 510 or permission of instructor.
541 Advanced Interactive Multimedia Development. (3) Advanced skills in development of media, efficient software design, and application of instructional design principles to deliver computer-based multimedia. Students will perform a series of exercises and continue development of refined multimedia products. Course materials cost required. Prerequisite: IDT 540.
545 Instructional Web Development. (3) (On-line course on rotating basis) Development of web-based instruction and the application of current commercial products for web-based course delivery. Deals with HTML authoring and adapting graphics and movies for web-based delivery. Course materials cost required.
550 Advanced Instructional Design. (3) Design, develop, and evaluate an instructional system. Using the knowledge of instruction design, students will develop a mini-instructional system. Prerequisite: IDT 510.
553 Professional Development. (1–3, repeatable) Studies leading to applications of instructional technology and telecommunications which emphasize competency development in a specialized area, such as: distance learning, electronic classrooms, and computer-based presentation systems. Does not apply to degree program. Graded S/U.
560 Visual Literacy. (3) (On-line course only) Understanding the theories of visual communication and application in preparation of illustrations, icons, and moving images. Students will review the salient literature on visual literacy and apply principles for nonverbal communication in text and computer-based media.
561 Instructional Simulations and Gaming. (3) Focuses on the use of simulations and games for instruction and training. Provides opportunities to develop instructional simulations utilizing appropriate development software. Also focuses on the effective and efficient development of game-based instruction. Course materials cost required.
565 Management of Instructional Technology. (3) (On-line course only) Emphasis is given to project management, assessment of instructional needs, coordinating instructional design and production of instructional materials and projects, and identifying resource needs and allocation. Prerequisite: IDT 505 or 510.
573 Professional Development. (1–3, repeatable to 9) Studies leading to applications of Instructional Technology and Telecommunications which emphasize competency development in a specialized area, such as: distance learning, electronic classrooms, curriculum integration, presentation systems, and multimedia techniques. Course includes the completion of a project. Does not apply to degree program.
591 Independent Study. (1–4, repeatable to 6 with change in topic) An investigation of issues related to the student's major area, not specifically covered in other courses. A substantial written report, as well as an informal oral report will be required. Prerequisites: 15 hours of IDT classes, filing of degree plan, graduate committee formed, and permission of the department chair.
595 Technology, Planning and Research. (3) (On-line course only) Emphasis on the planning, leadership, and evaluation of technology integration in educational and training environments. Provides students with the opportunity to apply theories and techniques of educational technology through on-site field experiences. Prerequisites: EIS 500, IDT 510, IDT 529, IDT 534, IDT 539, or permission of instructor/department chair.
600 Applied Project. (3) Advanced level fieldwork in a setting appropriate to the student's professional goals. The result of the applied project will be presented to the student's Graduate Committee. Graded S/U. Prerequisite: Permission of department chair.
603 Graduate Portfolio. (0) Throughout their graduate program, students will develop a portfolio documenting their knowledge and skills in instructional design and technology. The result of the portfolio will be presented to the student's Graduate Committee. Graded S/U. Prerequisite: Permission of the department chair.
605 Thesis. (3) Thesis direction under the guidance of a major advisor to meet the need of the student. A written thesis will be presented to the student's Graduate Committee. Graded S/U. Prerequisite: Permission of the department chair.
620 Instructional Design and Technology Internship. (4) Integrates instructional technology theories and practical skills with application in a real-life environment. Students are exposed to a variety of positions in that environment during the semester. During the internship, the student will demonstrate his/her ability to integrate, organize and manage a project. Graded S/U. Prerequisites: Completion of 15 hours of approved IDT course work and permission of the department chair.
756 Planning for Technology. (3) This course focuses on the role of the school administrator in addressing issues and strategies for integrating technology in K12 schools. Topics explored include the use of technology to support teaching and learning; the integration of technology into long- and short-term planning and budgeting; models for technology staffing, professional development, and support; and alignment with state and federal technology initiatives and standards. Corequisite: Concurrent enrollment in EDL 725. Prerequisites: Acceptance into the Ed.D. program in Educational Leadership and completion of the first year-long block: SPED 613.
Table of Contents
- General Information
- Campus and Facilities
- University Services
- Special Programs
- Admission
- Academic Guidelines
- Graduate School Policies
- Costs and Financial Assistance
- Programs of Study
- Integrated Baccalaureate/Master's Degrees
- Post-Baccalaureate Certificates
- Other Departments Offering Courses for Graduate Credit
- Index
- Table of Contents


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So we once again come across the Eagles BYE week, unofficially the mid-point of the Eagles season, despite only being six games in so far. This is where, historically, fans and analysts (and hopefully coaches) assess the team, what has gone well, what has gone wrong and where things are going. We are no different, and as has been tradition, we invited our friend Jason Brewer from Bleeding Green Nation to join in on the Eagles conversation. We talk the season so far, the Cowboys game this week, and even dip into the Donovan McNabb pool for a bit.
What we discussed:
- Eagles grade at the BYE week has to be an 'F'
- We talk how the Eagles played against the Redskins
- The Eagles have three straight Home games coming up against the Dallas Cowboys, Chicago Bears and Arizona Cardinals
- Sunday Night Football… which Dallas team will show up?
- The Eagles need to beat Dallas to instill confidence in us
- Out-think, not out-stink! (quote from Todd)
- We talk a bit about Terrell Owens and Donovan McNabb
- Eric Allen and Jim Johnson will be inducted into the Eagles Honor Roll this coming Sunday in a Halftime ceremony
- EFC FFL update
Always Bleeding Green:
Voicemail Line: 1 (856) 335-3675
Email: fans [at] EaglesFanCast.net
Twitter: @EaglesFanCast
Facebook: facebook.com/EaglesFanCast
Support EFC – get our iPhone App or Android App


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Recent News
April 09, 2014
Frontier Natural Products Co-op Initiates Recall Due to Possible Health Risk from Organic Black Peppercorns
The Missouri Department of Health and Senior Services received information regarding a recall of products manufactured with organic black peppercorns that were sold under Frontier and Simply Organic brands, Whole Foods Market 365 Everyday Value, Nature's Place and others due to potential Salmonella contamination.
Recalled products were sold in all 50 states and in some parts of Canada to distributors, retailers and consumers.
On foil bulk packages, the lot codes will be found on the front label directly above the UPC code. On bottled glass and plastic items, the lot codes can be found on the bottom of the bottle.
The full recall including a list of products can be found at www.fda.gov/Safety/Recalls/ucm392585.htm?source=govdelivery&utm_medium=email&utm_source=govdelivery.


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2016 Benefit Artwork
Artworks below are available for immediate purchase at the Buy It Now price indicated, or contact us to place a bid. Bids start at $375 and increase in increments of $50.
Winning bids include the cost of an archival frame. Artworks will be released from Dieu Donné following the conclusion of the 2016 Annual Benefit. Additional shipping & handling costs are the responsibility of the winning bidder.
Artworks purchased through the Buy-It-Now option are not guaranteed until you complete checkout and receive a confirmation email.
Contact us for more information.


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Research Paper Competitions at ICPSR
We are now accepting applications for two 2020 competitions (ICPSR Undergraduate and ICPSR Master's), which are listed below.
2020 ICPSR Research Paper Competitions (Undergraduate & Master's categories)
For papers on any topic using data from the ICPSR General Archive or Thematic Collections.
Awards: $1,000 for first place, $750 for second place. There are separate undergraduate and master's prizes for this competition.
- Entrants must be current master's or undergraduate students, or recent graduates who graduated on or after April 1, 2019. (Students who graduated before April 1, 2019, are not eligible.)
- Entrants must be from ICPSR member institutions.
- Entrants may be from the US or outside the US.
Entry Requirements
All entries must meet the following criteria:
- Author Status: Must be an undergraduate or graduate student, or recent graduate (graduated on or after April 1, 2019).
- Coauthorship: Papers written by more than one student are permitted. Coauthored or multiple-authored winners will share the specified monetary awards.
- Single Submission: Only one paper entered by author, whether as sole author or as a coauthor.
- Student Authorship: Papers coauthored with faculty are not eligible. Only student-authored papers are eligible.
- Originality: Each paper must be an original analysis and must be the author's own work. Papers previously published are not eligible.
- ICPSR Data: Each paper must analyze data held in the ICPSR archive or one of the Thematic Collections. (Students may use a dataset accessed from another source if ICPSR also holds a copy of the same dataset.)
- Work Product: Papers submitted must be the product of work toward completion of an undergraduate or master's degree.
- Preparation: Paper adheres to preparation requirements (see below).
- Entry Form: Entry form is completed and submitted (see below).
- Deadline: All papers and corresponding entry forms must be received by midnight Pacific Standard Time, January 31, 2020.
Paper Preparation Requirements
The paper must be written in English and follow these requirements:
Paper should be no longer than 20 pages for undergraduate entries, and no longer than 30 pages for graduate student's entries. Page limits include all charts/graphs, references, and any appendices.
Appearance and Format
- Font should be Times New Roman — point size 12
- Margins of 1 inch (2.5 cm) all around
- Double spaced
- Papers must be submitted in MSWord (DOC or DOCX) or Adobe Acrobat (PDF) format.
Charts and Citations
- Charts and graphs should be "stylized"; that is, exhibits should be developed, formatted, and inserted into the document appropriately. Cutting and pasting direct output from statistical software into the document is not satisfactory.
- Datasets, publications, and other documentation must be properly cited. See ICPSR's FAQ, Why and how should I cite data?; see American Psychological Association Bibliographic Style, 6th Edition (PDF 128K) or MLA Bibliographic Style, 7th Edition, 2009 or American Sociological Association (ASA) Style Guide, 4th edition for guides on citing publications. (Linked content provided by Purdue University's library site.)
Title Page and Abstract
- The title page must include the author's name, faculty advisor's name, institutional affiliation, expected degree (or recently received degree) and graduation date (month/year), and email address.
- An abstract of no more than 150 words must follow the title page. Title and abstract pages are not included in page limits.
- Page headers and/or footers should contain page numbers and a shortened title of the paper. They are not to include the author's name or the name of his or her institution. This ensures anonymous review by the judges.
Entry Forms
Papers must be submitted electronically along with the proper Entry/Publication Release Form for the entered competition. They must be sent to the correct email address, as indicated in this section. A complete entry includes the research paper and the appropriate Entry and Publication Release Form in the same, single email.
ICPSR Research Paper Competition - Undergraduate
ICPSR Research Paper Competition - Master
Please complete all information and save the files (entry form and the research paper) using the appropriate file-naming format from among the following:
ICPSR Undergraduate Competition - LAST NAME
ICPSR Master's Competition - LAST NAME
Use the name of only the contest category (ICPSR Undergraduate, ICSPR Master's) you are entering. Follow this naming format for the entry and paper file names, and the email subject line.
The content of the email also must include:
Student/Author Name(s):
Email Address:
Telephone Contact:
School Affiliation:
Faculty Advisor or Mentor:
Title of Paper:
Competition Category Entered: (ICPSR Undergraduate, ICPSR Master's)
After all materials have been received, a confirmation email will be sent to the author(s) and to the academic advisor/mentor listed on the application form.
- Panels: Papers will be judged by panels of at least three judges drawn from the ICPSR staff and member institutions.
- Criteria: Papers will be judged according to scholarly criteria including statement of purpose, thesis development, quality of analysis, and supporting documentation.
- Anonymity: The judges will not know the entrants' name or school.
- Awards will be announced in April 2020.
- Cash prizes will be awarded in each competition.
- First-place papers will be published in a special edition of the ICPSR Bulletin, and all winning papers will be published on the ICPSR website.
- Each winner will receive a framed certificate in recognition of the award.
- Letters of achievement will be written to the student, and to the faculty, departments, and deans at the student's institution, upon request.
Promoting the Competition
ICPSR encourages the early promotion of this competition in your campus community. Please share and/or post this flyer (1.9MB) to help student authors be made aware of it.
For more information, please contact Dory Knight-Ingram, email@example.com.
Prize Winners
First Place - ICPSR Undergraduate - Arnold Johnsen, Northwestern University
Second Place - ICPSR Undergraduate - Emalie Rell, Elizabethtown College
First Place - ICPSR Master's - Angela Lee, Harvard University
ICPSR Master's First Place Winner - Paul
Hemez, Bowling Green State University
ICPSR Master's Second Place Winner - Matthew Utterback, Cornell University
No Winners
ICPSR Undergraduate Winner - Candace M. Evans, McMurry University (Texas)
ICPSR Master's Winner - Brielle Bryan, Harvard University
ICPSR Undergraduate Winner - Tiffany Foster, Hiram College (OH)
ICPSR Undergraduate Winner - Lorraine Blatt, Grinnell College (IA)
ICPSR Master's Winner - Peter Lista, Indiana University-Bloomington
RCMD Competition Winner - Jian Li, Central University of Finance and Economics (Beijing)
Data Curation Competition Winner - Tiffany Chao, University of Illinois, Urbana-Champaign


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Swift is a powerful programming language created by Apple that's used to build many popular apps. And Swift Playgrounds is an app for iPad that makes learning how to code interactive and fun. In this 60-minute session, we'll show you how to get started with coding using the Swift Playgrounds app. Bring your iPad or we'll provide one. Recommended for beginner coders ages 12 and up.
More about Skills
In Skills sessions, you'll get familiar with the fundamental techniques and tools of a creative topic. These are different from Product sessions, which are for anyone completely new to a product or app.


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About Us
All Languages
Tiếng Việt
The greatest gift is the
gift of the teachings
Yanai Postelnik's Dharma Talks
Yanai Postelnik
Donate to Yanai Postelnik
Yanai Postelnik has been engaged in full-time dharma practice and service since 1990. His practice and teaching are inspired by the Thai forest tradition and nourished by time spent in the natural world. He has been teaching retreats around the world for 20 years, and is a guiding teacher of Gaia House, England.
-- Select from Yanai Postelnik's 407 talks --
2011-03-07 A Compassionate Response
2017-07-15 A Compassionate Response
2018-11-27 A Compassionate Response
1997-11-02 A Passion for Being Awake
2016-11-03 A Passion for Freedom
2009-03-21 A Path of Peace and Happiness
2007-12-01 A Path of Peace and Happiness - Dana Retreat
2017-01-06 Acting from the courageous heart.
2001-12-05 Aspects of Not Knowing
2009-11-02 Aspiration and Intention
2006-08-05 Awakening Aliveness and Presence
2019-01-26 Awakening Inner Peace
2014-12-13 Awakening, Inner Peace and Freedom
2013-07-19 Being A Part Of It All
2006-10-22 Being Here
2016-03-05 Being Here
2004-01-17 Being Here
2005-09-04 Being Here
2009-01-02 Being In The Ocean Of Life
2011-10-28 Being in the Ocean of Life
2000-04-30 Being in the Ocean of Life
2011-01-04 Being Part Of It All
2011-06-28 Being Part of it All
1999-12-03 Being Part of it All
2015-07-03 Bhavana
2019-07-09 Body Dharma
2014-01-01 Body Dharma - Wisdom of the Body
2012-10-23 Body Wisdom
2001-08-18 Body Wisdom
2003-10-26 Body Wisdom
2009-12-30 Body Wisdom, Body Dharma
2017-06-05 Change and Impermanence
2019-07-12 Climate Emergency Dharma
2017-12-10 Closing Talk - Continuing with Our Practice
2013-12-08 Closing Talk - Loving Kindness for all Beings
2010-12-12 Closing Talk for Loving Kindness Weekend
2015-01-06 Closing Talks - Akincano, Catherine, and Yanai
2005-09-05 Coming Back to Life
2009-05-30 Coming Home
2003-10-29 Coming Home (Part 2)
2019-01-03 Comptplating Mortality.
2018-11-05 Contemplating Citta - Mind States
2015-07-17 Contemplating Death
2016-07-12 Contemplating Death
2010-01-02 Contemplating Death and the Deathless
2012-01-01 Contemplating Impermanence
2018-11-13 Contemplating Mortality
2014-10-20 Contemplating Our Mortality
2009-11-06 Contemplating Thought and the Fourth Foundation of Mindfulness
2006-11-03 Contemplation of the Body
2007-06-29 Cultivating Loving Kindness
2016-12-11 Cultivating LovingKindness
2010-01-04 Cultivating Parami - For The Benefit Of All Beings
2016-10-22 Cultivating Present Moment Awareness
2019-01-05 Day seven instructions - Including thoughts
2012-12-31 Day#3 - Morning Reflections and Instructions
2006-07-15 Death and Deathless
2007-11-16 Death the Great Motivator
2001-12-06 Death, The Great Motivator
2006-11-15 Deepening in Practice
2004-10-04 Deepening In Practice
2015-11-09 Deepening Your Retreat Practice
2009-11-18 Dependent Origination
1999-08-01 Desire
1997-08-29 Desire and Being With It
2016-01-06 Devotional Practice and Dedication
2012-12-29 Dharma Reflections
2019-10-19 Dharma Talk - Climate Emergency Dharma
2019-10-18 Dharma Talk - Contemplating Impermanence
2019-06-12 Dharma Talk - The Bouyancy of Life
2019-06-14 Dharma Talk - Turning Towards the World's Pain
2019-10-16 Dharma Talk - Wholehearted Practice
2012-07-03 Embracing Our Aliveness
2014-03-09 Embracing Our Aliveness
2017-01-02 Embracing our aliveness.
2011-10-24 Engaging with the Practice
2005-11-02 Establishing Presence Using the Breath
2017-12-09 Evening Dharma Talk - A Path of Peace and Kindness
2017-12-08 Evening Dharma Talk - Being Here
2015-10-18 Experience of Body
2011-11-17 Exploring Vulnerability
2019-04-27 Exploring What's Possible - Not Turning From Discomfort
1997-11-05 Faith
2011-07-10 Faith - The Ground We Rest On
2014-11-17 Faith - The Ground We Rest On
1997-08-30 Finding Peace in Stillness and Movement
2019-01-04 Forgiveness - Reflections and Guided Meditation
2013-08-03 Foundations of Happiness
1999-10-01 Foundations of Happiness
2018-12-07 Foundations of Happiness
2003-09-07 Foundations of Happiness and Peace
2000-07-28 Foundations of Wisdom
1998-02-09 Four Great Attachments
2017-10-23 Four Great Attachments
2013-04-08 Freedom and Compassion - The Fruition of Practice
2009-05-08 Fruition of Practice
2005-09-06 Fruition, Freedom and Compassion
2001-05-03 Giving and Receiving
2011-03-26 Going Against the Stream
2010-11-11 Goodness and Joy : Uplifting the Heart
2007-10-21 Goodness and Presence
2012-04-28 Goodness, Prescence and Wisdom: The Foundations of Happiness
2017-06-03 Goodness, Presence & Wisdom - the Foundations of Happiness
2014-10-18 Goodness, Presence and Wisdom
2019-06-09 Goodness, Presence, Wisdom
2012-11-11 Gratitude
2011-10-26 Greatness of Heart
2016-01-01 Guided Forgiveness Meditation
2019-01-27 Guided Loving Kindness & Compassion Meditation
2019-06-13 Guided Loving Kindness Meditation
2012-06-30 Guided Loving Kindness Meditation for the Neutral Person
2019-10-17 Guided Lovingkindness (Metta) Meditation
2017-12-08 Guided Meditation - Embodied Movement and Sitting Practice
2017-12-09 Guided Meditation - Full Awareness of the Breathing Body
2017-10-25 Guided Meditation - Lovingkindness for Oneself & Others
2013-12-07 Guided Meditation - Lovingkindness for Ourselves and an Easy Person
2017-01-04 Guided Meditation On Foregivness
2006-12-02 Guided Meditation on Forgiveness
2012-07-01 Guided Meditation on Forgiveness
2017-10-23 Guided Meditation on Loving Kindness Towards our Body
2012-07-02 Guided Meditation on Mindfulness of Breathing
2007-10-21 Guided Meditation on Standing and Breathing
2017-01-01 Guided meditation on the full awareness of the breathing body
2011-03-05 Guided Meditation: Loving Kindness for Ourselves
2019-01-01 Guided Movement Practice
1997-12-14 Healing Our Own Pain
2001-12-03 Here We Are
2009-11-13 Homelessness
2002-05-11 Homelessness
2006-09-11 Impermanence
2013-08-05 Impermanence - The Elephant's Footprint
2006-10-26 Impermanence and Non-Self
1997-12-15 Insight
2017-12-08 Insight Meditation - Instructions for Standing Meditation
2017-12-08 Insight Meditation - Overview & Initial Instructions
2017-12-09 Insight Meditation Instructions for Sitting
2010-11-03 Inspiration and Ardency
2013-12-08 Instructions - Forgiveness and Metta for the Difficult Person
2013-12-07 Instructions - Lovingkindness for Ourselves
2014-12-13 Instructions and Guided Meditation
2019-06-12 Instructions and Guided Meditation
2007-10-21 Instructions and Guided Meditation of Awareness of Standing and Breathing
2011-03-07 Instructions And Guided Meditation On Cultivating Appreciative Joy
2012-07-04 Instructions and Guided Meditation on Self Forgiveness and Metta
2012-07-03 Instructions and Meditation
2014-10-19 Instructions and Meditation
2008-01-26 Instructions on Loving Kindness
2008-01-27 Instructions on Loving Kindness and Guided Meditation
2012-06-30 Instructions on Loving Kindness, Guided Meditation, Walking Meditation Instru...
2013-04-06 Instructions on Sitting and Walking Meditation
2012-10-22 Instructions, and Guided Meditation on Awareness of Breathing, plus Walking M...
2011-03-26 Instructions: Walking and Sitting Meditation
2002-05-14 Integrity, Strength, Empowerment
2010-11-17 Investigation, Noble Uncertainty, Spiritual Inquiry
2001-08-19 Journey of Awakening
1999-10-03 Journey of the Heart
1999-12-01 Journey within no Journey
2008-10-30 Knocking From the Inside
2016-10-27 Knowing Our Life From the Inside
2000-04-30 Leading From the Heart
2000-04-29 Learning How to Read Your Life
2003-09-11 Letting Go - Turning to Our Nature
2004-10-03 Life in a Body
2018-01-05 Life Itself
2008-11-16 Living in Rental Accomodation
2011-06-27 Living in Rental Accomodation - The Reality of Impermanence
2019-01-06 Looking Back And Moving Forward - A Talk For The New Year
2010-06-16 Love
2019-07-10 Love in the Time of Extinction: Dharma Practice, Climate, Ecology and Non-Vio...
2019-07-14 Love in the Time of Extinction: Dharma Practice, Climate, Ecology and Non-Vio...
2009-12-12 Loving Kindness
2008-01-26 Loving Kindness
2015-12-05 Loving Kindness and Compassion
2011-03-05 Loving Kindness and Forgiveness
2011-03-05 Loving Kindness Instructions
2010-12-11 Loving Kindness Meditation Instructions
2017-12-10 Loving Kindness Practice - Instructions and Guided Meditation
1997-08-26 Making Friends with Life
2013-11-22 Marana-Sati - Contemplating Death
2016-12-30 Meditation and Letting Go
2018-12-30 Meditation Instruction - The Breathing Body
2015-01-03 Meditation Instructions
2018-07-05 Meditation Instructions
2019-01-28 Meditation Instructions
2019-01-27 Meditation Instructions
2019-10-16 Meditation Instructions (Day 1)
2019-10-18 Meditation Instructions (Day 3)
2018-07-04 Meditation Instructions - Body and Breath
2011-12-29 Meditation Instructions - Day One
2010-10-24 Meditation Instructions - Walking and Sitting
2014-12-31 Meditation Instructions - Whole body breathing
2013-03-23 Meditation Instructions and Guided Meditation
2015-12-30 Meditation Instructions for sitting and walking
2013-09-01 Meditation Instructions on Sitting and Walking
2011-06-25 Meditation Instructions: Sitting and Walking
2009-05-04 Meeting the Challenges
2013-07-15 Meeting The Challenges
2017-10-21 Meeting the Challenges
2007-11-04 Meeting the Challenges - Practicing with the Hindrances
2011-06-25 Meeting the Challenges - Working with the Hindrances in Meditation
2014-06-11 Meeting the Challenges, Working with the Hindrances
2014-11-03 Meeting the Challenges, Working with the Hindrances
2008-06-07 Meeting Your Life
2017-11-19 Metta as Parami
2013-01-02 Metta Meditation
2010-12-12 Metta Practice for Forgiveness of a Difficult Person
2015-11-03 Mindfulness of Body
2013-11-03 Mindfulness of Body - Postures and Elements
2012-11-03 Mindfulness of the Body
2011-11-05 Mindfulness of Vedena - Feeling Tones
2008-12-13 Mindfulness, Peace and Happiness
2017-01-03 Morning Instructions
2018-01-05 Morning Instructions
2019-01-02 Morning Instructions -
2013-01-03 Morning Instructions - emotions and mindstates
2016-01-02 Morning Instructions - Hinderances
2017-01-05 Morning Reflection
2017-10-26 Morning Teachings
2017-10-22 Morning Teachings - Sitting and Walking Instructions
1996-12-29 Mystery Beyond Knowing
2015-12-31 New Years Reflections, Refuges and Wise effort
2013-12-29 No Way Out: The Practice Of No Escape
2015-03-23 Not Knowing
1994-06-12 Not Knowing
2006-10-24 Opening The Heart
2001-07-16 Opening Our Heart
2017-01-21 Opening Our Heart
2001-12-04 Opening Our Heart
2000-07-27 Opening Our Heart
2018-06-17 Opening Our Heart
2012-04-30 Opening Our Hearts
2012-04-30 Opening Talk
2013-03-22 Opening Talk
2013-04-05 Opening Talk
2014-12-28 Opening Talk
2013-12-06 Opening Talk
2014-03-07 Opening Talk
2015-12-29 Opening Talk
2016-12-29 Opening Talk
2016-12-29 Opening Talk - Edited
2017-12-29 Opening Talk - Years Retreat 2017-18
2006-12-01 Opening Talk and Instructions on Loving Kindness
2007-11-30 Opening Talk for A Path of Peace and Happiness - Dana Retreat
2011-03-25 Opening Talk for A Path of Peace and Happiness - Dana Retreat
2009-03-20 Opening Talk for A Path of Peace and Happiness Retreat
2007-03-23 Opening Talk for Awakening the Body and Heart - Yoga and Meditation Retreat
2012-10-21 Opening Talk for Embodying the Awakened Heart Retreat
2011-06-24 Opening Talk for Insight Meditation and Yoga Retreat
2009-12-11 Opening Talk for Loving Kindness Retreat
2007-06-28 Opening Talk for Loving Kindness Retreat
2010-12-10 Opening Talk for Loving Kindness Weekend
2008-01-25 Opening Talk for Loving Kindness Weekend Retreat
2008-12-12 Opening Talk for Mindfulness, Peace and Happiness Retreat
2010-10-23 Opening Talk for the Awakening Heart
2007-10-20 Opening Talk for the Heart of Wisdom and Compassion
2007-10-20 Opening Talk for the Heart of Wisdom and Compassion Retreat
2008-06-06 Opening Talk for the Insight Meditation and Yoga Retreat
2010-02-26 Opening Talk for The Path of Peace and Happiness Retreat
2009-05-29 Opening Talk for Yoga and Meditation Rereat
2016-07-10 Opening to Life
2004-01-18 Opening to Life
2011-12-29 Orienting Towards Freedom
2015-11-18 Paramis
2017-11-10 Paramis - Equanimity, Resolve, Wisdom
1999-12-02 Passion for Being Awake
1999-08-02 Path of Awakening
2004-10-01 Practice as a Caring Response
2008-06-09 Practice as Engaged Response
2001-05-02 Practice is Not For Yourself
2008-11-05 Practicing with Breath and Body
2007-11-07 Practising with Thought
2015-03-21 Presence and Understanding
2005-11-22 Purification and Emptiness
2005-11-06 Qualities of Attention
2016-11-27 Question & Answer Session
2011-11-22 Question and Answer Session
2015-11-25 Question and Answer Session
2012-07-07 Question and Session
2013-11-11 Questions and Answers
2016-12-30 Questions and Answers
2017-11-26 Questions and Answers
2018-12-30 Questions And Answers
2014-11-24 Questions and Answers, Reflections
2018-11-19 Questions and Responses
2007-01-02 Reality And Response
2016-10-25 Reflections on Impermanence
2012-12-15 Reflections on Joy
2008-06-28 Releasing, Receiving and Awakening Our Life - A Dana Retreat
2008-06-28 Releasing, Receiving and Awakening Our Life - A Dana Retreat
2002-05-12 Renunciation and Letting Go
2010-11-07 Seasons of the Heart: the Third Foundation of Mindfulness
2016-12-31 Second Morning Instructions - Body Breathing
2017-01-20 Seeing Our Mind
2011-10-09 Seeing the Way Things Are
2013-09-04 Seeing, Opening, Silence
2012-07-01 Seeking the Heart of Wisdom
1997-11-11 Seeking Understanding
2015-03-28 Sensitivity and Openness
2015-01-04 Something and Nothing: A Very Human Path Of Awakening
1998-12-11 Spriritual Joy
2018-12-30 Standing Meditation Instructions
2011-11-10 Surrender
1998-02-08 Surrender
2008-10-28 Tender Heart Practice
2007-11-10 Tender Heart Practice
2015-07-14 Tender Heart Practice
2018-12-31 Tender Heart Practice
2013-11-15 The Art of Being
2007-10-23 The Art of Unknowing
2013-09-02 The Art of Unknowing
2015-01-01 The Art Of Unknowing
2016-11-18 The Art of Unknowing
2018-10-22 The Art of Unknowing
2009-05-06 The Art of Unknowing.
2016-11-11 The Beauty of Discomfort & Tribute to Leonard Cohen
2012-10-27 The End of Separation
2016-03-08 The End of Separation
2017-10-26 the End of Separation
2016-01-03 The End Of Seperation
2016-12-12 The Fearless Heart
2017-07-11 The Four Great Attachments
2004-10-05 The Fruition of Practice - Freedom and Compassion
2007-11-23 The Fruits of our Practice
2003-04-11 The Great Heart Of Life
2013-01-04 The Great Heart Of Life
2001-05-01 The Great Heart of Life
2005-11-17 The Ground of Faith
2009-01-04 The Heart Of Dharma
2010-10-29 The Heart of Dharma
1998-12-12 The Heart of Kindness
2013-12-07 The Heart of Lovingkindness
2012-11-25 The Heart of the Dharma
2000-07-29 The Heart of Wisdom
2005-11-11 The Importance of Kindness
1998-02-10 The Most Important Moment of Your Life
2007-03-26 The Ocean of Life
2009-11-24 The Paramis
2010-02-27 The Path of Peace and Happiness Retreat
1998-11-03 The Place of Devotion
2006-12-02 The Power and Practice of Loving Kindness
1996-12-31 The Power of Love
2006-07-28 The Power of Loving Kindness
2018-07-06 The Power of Loving Kindness
2007-03-24 The Practice of No Escape
2013-08-31 The Practice of No Escape
2009-07-24 The Radiant Heart
2010-06-07 The Radiant Heart
2008-11-26 The Radiant Heart
2014-03-11 The Radiant Heart
2012-10-25 The Reality of Impermanence
2015-10-22 The Responsive Capacity of the Heart
2009-07-21 The Truth of Impermanence
2009-06-01 The Way Things Are
2009-06-01 The Way Things Are
2007-10-26 The Way Things Are
2007-10-26 The Way Things Are
2013-01-01 The Way Things Are
2016-03-07 The Way Things Are
2004-01-19 The Way Things Are
2018-07-05 The Way Things Are
1998-11-08 The Wisdom of No Escape
1994-06-13 Thinking Without Believing
2000-07-26 This Is Your Life
2009-10-22 To Trust in Being
2010-12-31 To Trust In Being
2005-09-04 To Trust in Being
2006-11-24 Touching the Earth
2003-09-09 Touching the Earth
2018-10-25 Touching the Earth, Awakening to Our Human Birthright
1997-11-12 Touchng the Earth - Spiritual Vision
2003-10-27 Training and Discovery
2006-09-09 True Happiness
2005-09-07 True Nourishment
2008-10-26 True Nourishment for the Heart
2015-10-20 Trusting in Your Human Goodness
2012-01-04 Trusting Our Potential For Awakening: Touching The Earth
2016-10-23 Tuning Into Our Sensitivity
2012-07-06 Turning To Our Nature
2012-03-31 Understanding the Way Things Are
2017-11-05 Vedana - Feeling Tone: the Second Foundation
2004-10-02 Vulnerability and Beyond
2008-01-01 Vulnerability And Freedom
2010-10-27 Vulnerability and Freedom
2002-12-30 Vulnerability and Freedom
2011-07-13 Vulnerability, Not Knowing And Openness
2008-06-08 Vulnerability, Openness, Freedom
1997-12-13 What Are We Doing?
1994-06-14 What are we Doing?
2002-05-13 What Do You Rest Your Heart Upon ?
2007-12-29 What Matters
2009-10-18 What Matters
2014-12-29 What Matters.
2003-10-25 What Matters?
2018-07-03 What Matters?
2013-04-06 What Really Matters?
2014-10-22 Who Am I ?
1998-12-13 Who Am I ?
1999-10-02 Who Am I ?
2018-10-20 Whole Hearted Practice
2018-06-15 Wholehearted Practice
2007-07-26 Wisdom And Compassion
1999-08-03 Wisdom and Compassion
2009-10-19 Wisdom in the Body
2014-06-13 Wisdom with the Body
2013-03-23 Wisdom, Nature, and Being Part of it All
2014-11-11 Wise Effort - Skilfull Endeavour
2011-11-03 Working with the Hindrances
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Dharma Talk - Climate Emergency Dharma
Gaia House
The Heart of Wisdom and Kindness
Dharma Talk - Contemplating Impermanence
Gaia House
The Heart of Wisdom and Kindness
Meditation Instructions (Day 3)
Gaia House
The Heart of Wisdom and Kindness
Guided Lovingkindness (Metta) Meditation
Gaia House
The Heart of Wisdom and Kindness
Dharma Talk - Wholehearted Practice
Gaia House
The Heart of Wisdom and Kindness
Meditation Instructions (Day 1)
This recording also includes Gavin Milne
Gaia House
The Heart of Wisdom and Kindness
Love in the Time of Extinction: Dharma Practice, Climate, Ecology and Non-Violent Civil Disobedience
Cambridge Insight Meditation Center
Climate Emergency Dharma
Reflection on the dharma of responding to the climate and ecological emergency with an open heart.
Insight Meditation Society - Retreat Center
Mindfulness, Insight, Liberation: Insight Meditation Retreat for Experienced Students
Love in the Time of Extinction: Dharma Practice, Climate, Ecology and Non-Violent Civil Disobedience
How practices of awakening and compassion converge with conscientiously choosing to disobey the law, in responding to the climate and ecological emergency we face. What does dharma practice look like in the face of a Climate and Ecological emergency? How do the Buddha's wisdom teachings and compassionate practices empower us to meet this crisis? How do we keep our heart open while engaging with our inner responses and the outer situation?
Barre Center for Buddhist Studies
Body Dharma
Contemplating our body and the teaching it offers us.
Insight Meditation Society - Retreat Center
Mindfulness, Insight, Liberation: Insight Meditation Retreat for Experienced Students
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text:
Established in 1899, South University is a private, nonprofit institution with a long history of driving student success.
South University's history began in Savannah, Georgia in 1899 with the establishment of Draughon's Practical Business College. Founded by Dr. John Draughon, the institution focused on teaching the fundamentals needed by successful businesses including accounting, banking, shorthand, bookkeeping and typewriting. Originally located in the Masonic Lodge building on the corner of Savannah's Liberty and Whitaker Streets, the College was moved several times to accommodate growing enrollment before settling into the Atlantic Mutual Building.
The college was acquired by the South family in 1974, and the institution's name was changed to Draughon's Junior College. Shortly after, John T. South, III left his Atlanta banking career to join the college's administration. Under his more than 40 years of leadership, the institution would grow from a one-location junior college in Savannah to a doctoral-level university with more than a dozen campuses around the U.S. and alumni from all 50 states and beyond.
The institution's geographic growth began with the addition of a campus in West Palm Beach, Florida. In an effort to more strategically align its institutional name with its mission, the institution changed its name to South College on October 21, 1986. With an eye toward the future, South College's administration began planning the addition of more advanced and varied degree programs and campus expansions.
In 1996, the institution began offering four-year degrees with the addition of the Bachelor of Business Administration degree. The next year, South College reorganized its administrative structure and formed the School of Business. Understanding that healthcare would be a growing and in-demand career field, South College also founded the School of Health Professions and began offering an associate's degree in Physical Therapist Assistant. During this time the college's geographical footprint expanded to include a campus in Montgomery, Alabama.
The first 15 years of the 21st century would prove to be the most transformative time in the institution's history. Online classes, more campuses, the addition of advanced degree programs, and a University designation would continue to propel South forward.
South College became South University on December 21, 2001, after the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) accredited the institution to award master's degrees. The Master of Science in Physician Assistant degree was added as South University's first post-baccalaureate degree program that same year.
South University expanded by opening its fourth campus in Columbia, South Carolina in January of 2002. The University also took a major step forward academically when it announced plans to offer a Doctor of Pharmacy degree program. SACSCOC approved the University's plan to award doctoral degrees in December of 2002, making South University the first institution in the Savannah, Georgia area to offer a healthcare doctorate.
A South University education became available to students around the country with the introduction of web-based instruction in 2004. Online bachelor's degree programs in Business Administration and Information Technology were initially offered, while Bachelor of Science degree programs in Healthcare Management, Nursing, and Criminal Justice were added the next year.
Rapid expansion continued with the addition of South University's fifth campus in Tampa, Florida in 2006 and the launch of four online master's degree programs. The growing campus in Columbia also announced its move to the city's eastside to accommodate its increasing enrollment.
A major library expansion was completed on the Savannah campus in 2007, and academic degree programs continued to be added at many of the university's locations. This was also the year South University celebrated the graduation of its first fully-online students.
The University's academic structure took an important step forward in 2008, when the Board of Trustees approved the creation of the College of Arts and Sciences, College of Business, College of Health Professions, and the College of Nursing. In 2009, the University continued to expand its academic offerings by adding a School of Pharmacy program to the Columbia campus.
This was also a time of continued campus growth and expansion. The University opened campus locations in Glen Allen (Richmond) and Virginia Beach, Virginia in 2009. The next year, the University announced the opening of its Novi, Michigan campus followed quickly by the announcement of a campus in Austin, Texas in 2011. In 2012, South University opened campuses in the Cleveland suburb of Warrensville Heights, Ohio and High Point, North Carolina.
The College of Theology was established in 2013, and enrolled its first Doctor of Ministry degree program students the next year. The College of Theology gained national attention in 2014 when NPR's Marketplace program covered its first day of classes and noted the differences between the South University program and those offered by traditional seminaries.
The addition of the Doctor of Ministry program and Doctor of Occupational Therapy program meant South University was now designated as a Level VI institution by SACSCOC, a designation shared by only 113 SACSCOC accredited higher education institutions. The University's commitment to excellence continued, and in 2014 SACSCOC reaffirmed South University's accreditation for ten years with no recommendations.
In 2015, the Austin campus moved from its temporary facilities into its permanent 42,000 square-foot campus, and a new learning site was opened in Orlando, Florida. That same year, graduates from all 50 U.S. states, Puerto Rico, and Guam traveled to Savannah to take part in the June commencement ceremony. In all, more than 4,000 students graduated from South University that year, proving the scope of South University's reach and educational influence across the U.S.


text:
Over 40,000 acres, 1,200 miles of shoreline and 365 islands make Lake Vermilion a crappie, blue gill and sunfish fisherman's paradise. Long renowned as one of Minnesota's best pan fishing lakes, Lake Vermilion offers trophy potential crappies, blue gills and sunfish.
Lake Vermilion Bluegill from Minnesota DNR research. The trap net catch of bluegill was 44.5 fish/net, well above the historic average. The bluegill catch was much higher on West Vermilion than East Vermilion reflecting a higher bluegill abundance in that lake basin. Trapnetted bluegill had a mean length of 5.6 inches, which is below the historical average.. The small average size was due to high numbers of fish in the 3-4 inch fish in the catch from the strong recent year class. The catch of bluegill over 8 inches was about average. Bluegill fishing should be very good based on current information.
Lake Vermilion Crappie from Minnesota DNR information. The most recent black crappie trap netting was slightly below the long term average. Crappie numbers have historically been fairly low on Vermilion with the exception of some areas on the west end. Trapnetted crappie had a mean length of 8 inches, slightly below the long term average. Above average numbers of small crappie were sampled from a recent strong year class. The catch of 8 inch crappie was also above average, reflecting a very strong earlier year class. The catch of crappie over 10 inches was below average. The healthy number of small crappie in recent years should yield good numbers of "keeper" crappies this season.