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Difference between revisions of "Introduction to Conservation Biology"
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[http://hydrodictyon.eeb.uconn.edu/courses/introconsbio/unrestricted/EEB2208_good_writing_examples.pdf Surprise statement examples]
[http://hydrodictyon.eeb.uconn.edu/courses/introconsbio/unrestricted/EEB2208_good_writing_examples.pdf Surprise statement examples]
Exam format information
Exam format information
Poster project guidelines (to come)
Poster project guidelines (to come)
Revision as of 18:29, 1 February 2012
EEB 2208: Spring 2012
This course will provide an introduction to the discipline of conservation biology. The first two-thirds of the course will focus on the biological aspects of the discipline. Topics covered will include patterns of biodiversity and extinction, causes of extinction and population declines, techniques used to restore populations, landscape level conservation planning, and the role of conservation in protecting ecosystem services. The final third will cover the practical aspects of implementing conservation actions and will include lectures on conservation economics and conservation law.
Basic course information
Credits: 3
Instructor: Chris Elphick (office: BioPharm 300A , behind the elevator at the north end of the building) Email: chris.elphick [ AT ] uconn.edu
Teaching assistant: Brian Klingbeil (office: BioPharm 310, office hours: Tues 3pm, by appointment) Email: brian.klingbeil @ uconn.edu [ AT ] uconn.edu
Your emails to us must contain the phrase "EEB 2208" in the subject line; emails received without that phrase, and especially those with a blank subject line, may get treated as SPAM and be deleted without being read.
Lecture: M, W 2:00-3:15 PM
Location: BPB 131
Pre-requisites: There are currently no prerequisites for the course, but it is aimed at students who are at least sophomores.
Text book: Essentials of Conservation Biology (R.B. Primack, 5th Edition, Sinauer) is strongly recommended reading. On exams I will assume that you have this material and may ask questions (though not many) about topics that are not covered in lectures. Reading beyond the lecture material is especially important as I will expect you to know a range of examples for each phenomenon I describe. This New York Times article has suggestions for finding cheap text books that might be useful. Another book that might be helpful is available as a free download here.
Web site: This site will serve as the primary web site for information about the class. We will, however, also have a huskyct site where grades will be posted and where you can post questions for me, the TA, or your classmates.
Research paper readings: In some lectures, I will provide supplemental readings from the primary research literature to augment the text book readings. These readings will be the subject of class discussions and graded in-class questions; they may also appear on exams. See the syllabus below for more information on when these discussions will occur and what is expected of you.
Optional reading that might be helpful: If you are really interested in this topic, then you will be well served if you check out recent issues of the journal Conservation Biology (note that to read articles you will need to be connected to the UConn system).
Questions: Please ask lots of them! Class is much more interesting (for me and you) when people ask questions. If you send me questions over email, I will post them (anonymously) along with the answers on this web site (see below), so that everyone can benefit from the answers.
Office hours: I do not have fixed office hours because they inevitably do not work for many students. But, I will generally be present in the lecture hall for at least 15 minutes before and after each lecture to answer questions. Please come up and introduce yourself - the class is big and it's hard for me to get to know people unless they come and talk to me. I am also happy to meet at other times by appointment. If you would like to meet, then email me, telling me (a) what you want to discuss, and (b) when would be good times to meet (Mon, Tues, or Wed will usually be best). The TA is also available to answer questions by email, during their office hours and/or by appointment (see above for details).
Course objectives and expectations: My goal is to provide you with a basic understanding of the scientific field of conservation biology and the application of science to solving conservation problems. My primary goal is for you to learn and understand basic concepts and general ideas, although to get an A or a high B, you will need to know plenty of details too. I will expect you to know examples relating to each major concept, so that you can relate the theory to practical, real-world situations. I won't expect you to memorize all of the minutia in my notes; for example, I wouldn't ask you exactly how many species have gone extinct in the last 500 years. But, I will expect you to have a solid understanding of the core information that would be required of you in a job in this field; for example, I could ask you whether the number of extinctions is closer to 6 or 20,000. The text book readings are intended to complement the lectures. My lectures will not repeat verbatim what is in those readings, and I will often use different examples or cover somewhat different topics. Both the lecture material and the readings, however, are important and could appear on exams.
Specific things that I hope you will learn are:
- to understand the basic issues that define the field of conservation biology;
- to use general principles to think about ways to solve specific conservation problems;
- specific factual information about major issues in conservation biology;
- specific examples of all important concepts, problems, and solutions;
- to extrapolate from examples I provide in class to other cases with similar characteristics (e.g., that I ask about in exams!);
- to read scientific papers and understand the main points that they make;
- to interpret graphs, tables, and simple statistics presented in the scientific literature;
- to acknowledge scientific uncertainty when it exists, and to recognize when it hampers understanding and when it does not;
- to present scientific information to your peers in a format commonly used by scientists.
If you are just taking this course out of general interest, then hopefully it will provide you with a sense of how the biological sciences can be applied to protection of the natural world, and will give you a better understanding of the main issues in conservation biology. For those of you wishing to pursue a career in conservation biology, I hope that this course will give you a solid foundation on which to build with future courses (e.g., EEB 5310, EEB 5370). If this is your goal, I'd also encourage you to check out EEB's joint BS/MS program in Biodiversity and Conservation Biology. There are also links to good sites for finding internships and jobs (short-term and permanent) in conservation biology below.
Important course documents
Poster project guidelines (to come)
Citation guidelines (to come)
Study guide (to come)
Schedule of lectures and examinations (subject to change)
For a printable version of the syllabus click here (print double-sided to save paper!)
The schedule below describes the order in which we will cover material. Not every topic fits nicely into the time set aside for a lecture, so be prepared for us to start some topics a lecture early, and for others to take longer than the syllabus suggests.
For each lecture I will aim to post an outline ahead of time (linked to the topic titles in the syllabus below). Reading these notes before each lecture should help you to follow the material, and some people like to print them out so that they can spend more time listening and less time writing. These outlines, however, ARE NOT a substitute for coming to class, making your own notes, or doing the assigned readings, and you should not expect them to include everything covered in class (e.g., none of the graphics will be in the web notes).
My advice is to look the notes over before class, make supplemental notes during the lecture, and then look over all the information again before the next class. Then, if there is anything that you do not understand, ask me about it at the start of the next lecture. In exams, you will be expected to know about all the things I talked about, not just the information in the web notes. Based on past experience, you can expect to drop at least a grade if you choose to rely only on the web notes.
The symbol ** in the "Reading" column means that there is important supplemental reading from the primary literature that we will discuss in class. Reading these papers is important as there will be graded writing assignments, conducted in class, for each one. I will randomly pick people in class to answer questions about them. Links to the relevant papers can be accessed by clicking on the **. These links might not work if you are not using a computer that connects to the UConn network. It is possible to connect your home computers to the network by going to this site and signing in using your netID. We will also post the papers on the huskyct site.
In the syllabus I have also noted special lectures (in green) that will take place on campus this semester and that are at least loosely connected to this course. Attendance at these lectures is not required, but the presentations should be of interest to anyone seriously interested in conservation biology.
Because conservation biology is a fast-moving field, with the latest research constantly changing, all of my course notes are updated annually. Links to the documents in the syllabus below will work as soon as each set of notes is updated - usually this will be a day or so before the relevant lecture.
|Supplemental information
|18 Jan
|What is conservation biology?
|Chapter 1
|A summary of what the course is about
|23 Jan
|Interpreting statistics (when there's an agenda)
|Chapter 6; Wiki
|Theory of the Stork
|25 Jan
|Forms of biological diversity
|Chapter 2
|International Year of Biodiversity video
|30 Jan
|Patterns of biodiversity
|Chapter 3; Hahs et al. 2009**
|New species discoveries 1ST DISCUSSION TODAY!!!
|1 Feb
|Extinction rates
|Chapter 7
|Thylacine video - all that's left
|6 Feb
|Patterns of extinction
|Chapter 8; Short et al. 2011**
|The last passenger pigeon
|8 Feb
|Causes of population decline
|Chapter 8
|13 Feb
|Habitat loss & degradation
|Chapter 9; Fonseca 2009**
|15 Feb
|Chapter 10
|20 Feb
|Invasive species & Disease
|"Cane Toads" (5 parts); Myers et al. 2007**
|22 Feb
|Global change
|pp. 205-212; Thomas et al.
|USFS climate change atlases for trees and birds Climate Change Time Machine
|23 Feb
|TEALE LECTURE: The Future of Plants (Sir Peter Crane)
|4:00PM, Konover Auditorium, Dodd Center
|27 Feb
|Ecosystem services
|Kross et al. 2011**
|29 Feb
|Small population conservation
|Chapter 11
| Exam info/sample questions
and answers
|1 Mar
|TEALE LECTURE: In Pursuit of a New Environmentalism" (Dr. David Gessner)
|4:00PM, Konover Auditorium, Dodd Center
|5 Mar
|Mid-term Exam
|Study lectures 1-13
|7 Mar
|Population viability analysis
|Chapter 13
|Demos of PVA simulations in class today
|12 Mar
|No Class: SPRING BREAK
|Reading for ...
|14 Mar
|No Class: SPRING BREAK
|... poster projects
|19 Mar
|Conservation genetics
|Chapter 12; Garrick et al. 2012**
|21 Mar
|Ex situ conservation, release programs
|Chapter 14
|Info on UConn's captive bred plants.
|26 Mar
|Conservation reserves
|Chapter 15
|28 Mar
|Reserve networks
|Chapter 16; Fuller et al. 2010**
|29 Mar
|TEALE LECTURE: The Hockey Stick: On the Front Lines in the Climate Wars (Dr. Michael Mann)
|4:00PM, Konover Auditorium, Dodd Center
|2 Apr
|Conservation in the matrix
|Chapter 18
|4 Apr
|Chapter 17; Fleishman et al. 2011**
|9 Apr
|Habitat restoration
|Chapters 19, 4
|Read about re-wilding
|11 Apr
|Economics of conservation
|Chapter 5; Gutiérrez et al. 2011**
|16 Apr
|Poster presentations: session A
|Start studying
|Class will be in Wilbur Cross Building (North Reading Room) Grading forms: Yours // mine
|18 Apr
|Poster presentations: session B
|Chapter 20
|Class will be in Wilbur Cross Building (North Reading Room)
|23 Apr
|Conservation law
|Chapters 21
|Instructor evaluations today; Study Guide
|25 Apr
|International legislation
|Chapter 22; Economist 2008/2010**
|A debate; to view the TWO articles go to HuskyCT and look under "Discussion Papers"
|Final exam: confirm time and date here
|Exam will cover material from entire course
* Questions about final exam rescheduling MUST be directed to the Office of Student Services and Advocacy: 486-3426. I am not allowed to consider rescheduling requests unless you already have approval from that office. Except in emergency circumstances, rescheduling of other graded activities will be considered only if a written request is made at least one week in advance. Rescheduling is not guaranteed.
Please note that these lecture notes are intended for students in EEB 2208 at The University of Connecticut, and may not make sense in other contexts. If, however, you are not a UConn student and they are useful to you, please use them - but kindly let me know first if you intend to use them for anything more than your own on-line reading. If you find errors, please let me know that too.
Poster topics
The following topics have been taken: If your poster number starts with an A then you will present on Monday. If it starts with a B then you will present on Wednesday. Please make note of your poster number. All posters must be turned in on Monday.
Academic rules and conduct
All students should be aware of the guidelines on academic integrity contained in the Student Code, which is available here.
Conservation biology in the news
Recent news articles that relate to the topics covered in this course are posted on a separate page, here.
For a great web site providing information on recent conservation-related research, check out the Conservation Maven web site.
If people send me questions about things that affect everyone I will post the questions (anonymously) and my answers here. Please check here before emailing me to make sure that I haven't already posted an answer. Some items are rewritten to make them more general to the entire class (I have not corrected questions for poor spelling and grammar though - if you are appalled at how some of questions read, then you should be). I will also set up a discussion forum on huskyct, where you can ask questions of me and/or fellow students.
Q: I am having problems getting to the info about the class, I am a Mac user and it does not let me log in! I have been trying to get my Mac wired to the UConn system with no success. I did try from home and still not good.
A: You shouldn't need to log in to anything to access the course web site. The EEBedia site, does have a log in button - but logging in is not necessary if you just need to view the content - which should be accessible from any machine connected to the web. The only parts of the web site's content that would require a log-in are the papers that we will discuss in class (identified on the syllabus by ** in the "Readings" column). To get to these from an off-campus computer you would first need to log-in to the VPN (log-in shouldn't be needed if you are on campus). Instructions on how to do this log-in are given just above the syllabus.
Q: I dont know if its just me but im a mac user and i cant open any of your notes but the first one. it says Not Found The requested URL /eebedia/images/d/dc/EEB2208_04_biodiversity.pdf was not found on this server. can you help me??
A: If you only looked at the web page after the first lecture, then the problem is just that I had not posted all of notes at that time. As noted immediately above the syllabus (the red text), I usually post notes a few days before the lecture to enable me to ensure that they're up to date, and account for any changes in the lectures. Links for future lectures will remain broken until I put up the notes. I don't think that being a Mac user should make any difference, and I've never heard of any Mac-specific problems with any part of the web site in past years. <FOLLOW-UP: THIS PROBLEM WAS SOLVED SIMPLY BY REFRESHING THE BROWSER.>
Q: I wanted to let you know that i am having difficulties trying to access the pdf discussion file we are supposed to read before class. I did sign into VPN, and i still could not access the file you wanted us to read. I was wondering if you could attach the pdf file in an email.
A: One of my goals with this assignment is to ensure that you are able to access peer-reviewed literature on your own. You will need to do this for assignments throughout the course, and I won't be able to always do it for you. Without more information on the problem you had I can't easily determine how to help you.
That said, I'd suggest that you start by exiting your browser completely, then go to the vpn site and sign in (you need to do the sign in, then click the "start" button on the right, then wait while the computer connects). If the problem is that you can't connect, call the UITS help center as I won't be able to help you work this problem out. Once you've connected, return to my class page. Most papers should be accessible simply by clicking on the two red stars. In some cases you might go to a page with just the abstract - if this happens there should be a link to a pdf somewhere on the page (if you can't see it, try searching for "pdf" with your browser's find function). If you want the paper's full citation, go to the web notes for the lecture where it will be given (you can then just google the paper). Finally, we will post all of the papers in huskyct, so that is another place where you can look for them.
If none of this works, then you can simply look the paper up when you are on campus (e.g., in the library or a computer lab) as none of the stuff described above should be necessary on campus - the links should all work without need for the vpn. If all else fails, you can always look up the paper versions of the journals which should all be in the library.
None posted yet.
Q: I'm disappointed with my grade from the first half of the semester. Do you think it is possible for me to improve it to a [insert your target grade here]?
A: By spring break, when midterm grades are posted, only 35% of the total points for the class will have been allocated, so there is lots of scope for people to improve their grades. Using the information on huskyct (or on your returned papers), it is simple algebra to work out exactly how many points you will need to get for a given grade. I.e. for a B you need an overall average of 80%, so figure out how many points you have so far, then work out what % you need to get on the remaining assignments.
If you are trying to improve your grade, the first thing to do is to work out which type of assignments you're having trouble with (i.e., surprise statements, poster project, or the mid-term exam). If it is the surprise statements, then talk to the TA to make sure that you really understand what we are looking for. One way to test your understanding of the task is to go back to previous papers and try to come up with new answers, then ask one of us whether they would have got you 2 points. If you are having trouble understanding material or did poorly on the exam, then please ask one of us to go over anything that you do not understand. And if you need advice on how to study for the class, please ask about that too.
Q: I can't find any peer-reviewed articles related to the news article I've chosen for my poster project. Can you provide some guidance?
A: Most (but not all) topics will have relevant peer-reviewed literature, but it might be hard to find if you've not done literature searches before. First, you need to decide what your topic is. E.g., you might read an article that compares the threat of climate change to polar bears to the threat to species in the tropics. Based on this, you could do a project that focuses on how threatened polar bears are, or one that focuses on how climate change will affect tropical species, or on how the threat to different species around the world varies, etc. Any one of these would be fine (trying to do all three would likely be too much). Next, you need to identify some key words (e.g., "climate change" and "polar bear" or "global warming" and "tropical species". Then do some searches in Web of Science (available through the UConn libraries) or Google Scholar. DO NOT use the regular Google search engine or you'll get a lot of stuff that is not peer-reviewed. There are tips on how to identify peer-reviewed papers in my guidelines for the project.
Q: I am having a bit of trouble finding peer-reviewed articles about my topic. Do you have any recommendations? In addition, do all articles need to be peer-reviewed?
A: All of the information you base your poster on MUST be from the peer-reviewed literature. One reason for this is that there is no filter on most of the stuff just out on the web - which means that there's lots of complete rubbish out there. Peer-review does not guarantee accuracy, but it provides at least some level of assessment. The goal is to help you to discern the difference. A second reason is that a goal of this course is to teach you to read and interpret the peer-reviewed literature - a critical skill for anyone wanting a career in science.
If you are finding little information, varying your search terms might help you find more - think about synonyms for your terms, and use "wildcard" terms like "declin*" to broaden the search (the * means that any word beginning with "declin" will be picked up - giving you "decline", "declines", "declining", etc. all in one search). You can use regular Google to find web sites on the topic - although you can't just use these sites, they might refer to peer-reviewed articles. Web sites might also give you ideas for more specialized search terms that you can try.
Q: Here's several links to scholarly articles .... Are they OK to use?
A: The first and fourth articles are news articles, not pieces of scientific work, and certainly not peer-reviewed, the third is not a journal article (and so may not be peer-reviewed), the fifth url doesn't seem to work. The second article (the one I talked about in class) is the only one that I can accept. It's enough for the 5 points for this assignment, but you should make sure that you know the difference between peer-reviewed journal articles and other types of articles. On the posters themselves I will be taking points off anyone who uses inappropriate articles.
And, as fair warning, on exams, when people give me five pieces of information in response to a question that asks for one, and four of them are wrong, they generally get very few points even if the fifth was the answer I was looking for. This approach to answering exam questions sends the message that the respondent doesn't really know the answer and is just putting down everything they can think of in the hope that something sticks.
Q: few questions about the poster-can we use pictures from non-journal articles?
A: Yes - but see the instructions (#8 on last page)
Q: also, if were presenting the info for the intro, background, etc., as bullet points, does each piece of info need a citation?
A: This depends - if a series of points all come from the same 1-2 papers, then you can cite them collectively at the end of the section. If every point comes from a different citation then you may need to cite them separately. But try to consolidate references as much as possible, as you don't have a lot of space. The reference list is the one part of the poster that can be printed in small font so that it doesn't take up much space.
Q. I was wondering if I could use this article (attached) in my poster project, even though it is not a primary source. While it is not peer-reviewed research, it is still from a scientific magazine, Science. I am using the article for the Recommendations section and am finding there is not much in the way of research that can be applied to the section. I feel as though this section is mostly about taking the research we've found, and using the methods we learned in class, to come up with reasonable solutions; it will not necessarily have experimental evidence to back it up. Is this assumption correct?
A: As noted in the guidelines " .... your poster presentation must be based exclusively on information from the peer-reviewed scientific literature." I'm not wavering on this as it gets too hard to decide what does and does not count.
As you imply, in the "Recommendations" section I am looking for YOUR recommendations. What do YOU think should be done, based on what you've learned in the class and read about the topic. You can/should certainly draw on information from other sources here, but this is the one section where you should not need to cite anything. Note that not every topic logically leads to recommendations, so this is not a required section.
Q: When doing our poster do you want each section (abstract, introcuction/background, current state of knowledge, and reccomendations) to be in a bulletpointed format? or in paragraph format?
A: You should use whatever form you think best communicates the information you want to convey. In general, lists using bullet points and "telegraphic" writing are more efficient and allow you to say more in less space - these are important goals in a poster presentation. Dense blocks of writing make it harder for the reader to extract key information quickly. But sometimes, complete sentences are useful (e.g., in poster introductions). Ultimately, you should decide what you think works best. One way to do this is to look at some of the posters that are on the walls outside research labs around the university (e.g., you can find many posters from EEB faculty and grad students on the walls on the 2nd/3rd/4th floors in the north wing of BPP).
Q: Also do you want us to do in text citations throughout the text of our poster or do all ciatations just go in the literature cited section?
A: You should cite your sources in the body of the poster, but try to consolidate citations as much as possible. You don't want to have so many that you use up a huge amount of space (or that it gets hard to read). At the same time, it is your responsibility to make clear where your information comes from (both to give credit where it is due, and to let readers follow up on it). Using footnotes to connect text to citations is fine and can help save space. Using a reduced font site for the citation list is also OK.
General student help
Counseling and mental health services: 486-4705 (24 hours).
Alcohol and other drugs services: 486-9431.
Office of Student Services & Advocacy: 486-3425.
Other information
For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology click here
For information about the Society for Conservation Biology click here
For information on jobs in conservation biology click here
For information on jobs in wildlife biology click here


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- Orders over $75.00 qualify for free standard shipping. (Continental US orders only)
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- Shipping to US Territories is calculated at checkout based on your location and the service selected.
If you do not receive deliveries through USPS please contact us at email@example.com and we can use an alternate shipping method.
Thank you so much for shopping with us! When it comes to purchasing online we know how difficult it can be to determine what works for you.
To initiate a return please email us at email@example.com. Unexpected returns may be subject to a restocking fee.
Return Eligibility:
- Unwashed, unworn and unused merchandise may be returned within 30 days of purchase date. Original Shipping charges will not be refunded.
- Clearance/Final Sale items are not eligible for a refund.
- If you choose to use our return shipping label, be aware, the cost of the label is deducted from your refund.
- Items smelling of perfume, or strong odors or marked with makeup are not valid for return and will be refused.
Swimwear Returns
These products are seasonal and have a high risk for sell out. Because of this, the return for refund window is 15 days from the tracking number delivery date.
- The item must be returned in original condition. It has not be worn, washed, snagged, stained, or damaged in any way. It is free from all deodorant marks and any make-up or foundation, as well as any perfume or strong odors
- All tags are still attached and hygienic liner is still in place
*Any items returned that fall into the categories listed above that are nevertheless authorized or any other authorized returns that fall outside of the policy guidelines for whatever reason may be subject to a restocking fee that will be deducted from your refund to be determined by our return team based on the severity of the item.
If the item is damaged enough that it cannot be sold again, your return will be refused. We will reach out to ask if you'd like to pay for shipping for it to be returned to you, or if you would like it to be donated in your name.
**Any swimwear bought on sale of more than 25% is FINAL SALE.
Domestic Customers:
Unwashed, unworn and unused merchandise may be returned within 30 days of purchase date. Original Shipping charges will not be refunded.
Once returned item(s) is/are received, your item will be processed within 3-5 business days. If returned merchandise is deemed to be in returnable condition, and you've requested a refund for your order (rather than store credit), the refund will be issued to your bank equal to the price of the returned item(s), included sales tax (if applicable), minus the cost of the shipping label (if applicable). Please allow 5-10 business days for the amount to reflect in your account (timing will vary based on your financial institution).
Promo codes are not valid on prior purchases. Items purchased with a promo code may be returned within 30 days of purchase for a refund of the price paid for the item(s)*. Shipping charges will not be refunded. Expired promo codes will not be accepted.
*Unless otherwise stated for a special promotion (for example, all swimwear bought with a code of more than 25% off is final sale).
*If you choose to use our return shipping label, be aware, the cost of the label is deducted from your refund.
*Route Shipping Insurance is an optional, additional insurance service provided by a third-party and is not refundable.
Our exchange process involves two separate transactions. You will need to return the item(s) you want to exchange, and place a new order for the replacement items.
We've made exchanging your Tilden Co. orders as easy as possible. If you live in the US, US territories or have an APO, simply:
Within 24 hours of submitting this request, you will receive a downloadable prepaid return label via email. If it does not appear in your main inbox, search your Junk-email box. If you still are unable to locate the email, please let us know and we will resend it to you.
Place a new order at tildenco.com for the item that you want to exchange for.
Drop the item(s) and the packing slip in the original package when possible and seal securely.
Print the label and attach it included with your order, to the outside of the package.
Drop your return in any US Mailbox, hand to your carrier, or take to the local post office.
Notes for Exchanges
*For items purchased with a one-time only discount (i.e. coupon code or special sale) that you cannot receive by placing the order yourself, please contact our customer service team and we would be happy to assist you with your exchange.
*If you have misplaced your printed Order Summary, you can sign in to your account, go to Recent Orders and print out a copy and place it in the bag or click here to print a generic return form.
*Items smelling of perfume or marked with makeup are not valid for return and a refund will not be issued*


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Kim Novak autographed Vertigo movie VHS video box JSA
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Vertigo movie VHS video (1996 widescreen edition) autographed in black marker on the box cover by star Kim Novak, who went into semi-retirement after her 1986-87 run on Falcon Crest making her autograph extremely rare. Obtained in person at Hollywood appearance many years ago, authenticated by JSA with their matching numbered sticker on the back of the box cover flap and certificate of authenticity card. Box has very minor wear. Videotape is included but not autographed. ONLY ONE AVAILABLE FOR SALE.
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Channel: Characters (Pending Clubs)
Pending clubs are new clubs created by fans like you. Once a pending club has a sufficient fan interest it is promoted to full club status.
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Pentagon's Spending On Key Injuries Isn't Being Tracked Well, Auditors Say
The Defense Department has spent close to $3 billion since 2007 to treat and study traumatic brain injuries and post traumatic stress disorder — the leading injuries suffered by U.S. military personnel in Iraq and Afghanistan. But a federal investigation finds that the department's programs are so disorganized that it's difficult to figure out how the money has been spent.
The report by the Government Accountability Office says that nobody in the Defense Department coordinates all the programs on brain injuries and PTSD. It finds that by law the Defense Department is required to keep track of who has spent what, and on what kinds of treatments and studies. But auditors checking the figures have discovered the numbers are "unreliable."
The GAO says it has been telling the Defense Department for years now that some of the programs on brain injuries and PTSD are disorganized and hard to track. Officials at the Defense Department responded that they've been working on doing better.
( Daniel Zwerdling is a correspondent on NPR's investigations unit.)
Copyright 2020 NPR. To see more, visit https://www.npr.org.


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Ideally, I would like the boys who write to me to be blond and fairly muscular. I'm looking for a man who can keep up with me sexually because I require a lot. I love spending all day in bed, if my partner knows how to do it. I prefer to meet up at the end of the day this weekend. You can find yourself anywhere you want, but West Des Moines is a great place to start. I absolutely love being naked in the forest and having my picture taken. What turns me on the most are unexpected spankings in public places (parking lots, bathrooms, etc.), it's up to you to be creative in the streets of West Des Moines. I leave you in anticipation of finding your little words to satisfy my most unspeakable sexual urges. I don't want a different encounter, so if you can't give me satisfaction. Do not leave me a message. Keep me updated! Kisses!
My slutty girlfriend wants to fuck some hot guys tonight
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First name: Phuong-anh, Age: 49 yo, City: Mount Pleasant (SC)
Since we work a lot, we would like to meet you on Friday night and preferably at our place or in a private club near Mount Pleasant. I practice candaulism because I love sleeping with another guy but always under the watchful eye of my honey. I'm very greedy when I get laid and I particularly like it when someone licks me with delicacy. Age is not important, but a good feeling is crucial to have fun with us. We just want a hot man for some candaulism. Please let us know if you would like a threesome. We want to read your messages. Kisses.
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text:
Practical Percussion (Combined) Grade 4 exams consist of three pieces, studies or scales and arpeggios, sight-reading and aural tests.
Total marks in all individual Practical exams are 150. 100 marks are required to achieve a Pass, 120 to pass with Merit and 130 marks to pass with Distinction.
Find out about our Performance Grades and alternative route to a graded music exam.


text:
Export 2 results:Author Title Type [ Year]
Filters: Author is B. León [Clear All Filters]
"Characterization of grasp quality measures for evaluating robotic hands prehension", in 2014 IEEE International Conference on Robotics and Automation (ICRA), 2014, pp. 3688-3693.,
"Grasp quality metrics for robot hands benchmarking", in 2014 IEEE-RAS International Conference on Humanoid Robots, 2014, pp. 761-766.,


text:
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Copyright © V-Dealer 2.0 Demo Site. All rights reserved.


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[nggallery id=507]
I was a big hockey fan growing up (what you didn't think black people could like hockey, shame on you). Like many youngsters Wayne Gretzky was my favorite player.
I actually still have a Gretzky LA Kings and Saint Louis Blues jersey somewhere in my storage space.
Simply put he is the greatest player of all time and if you never had a chance to watch him play in person you were missing out. Similar to Babe Ruth or Michael Jordan there will never be another Wayne Gretzky.
It doesn't seem that long ago since he played, but to make all of us feel older he has a grown daughter who is an aspiring model named Paulina.
Tigerstyle worthy? You make the call.


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At SUUKY we strive for true sustainability. By using our own production facilities, we only produce according to ordered goods, thus preventing unnecessary usage of resources and overstocks.
For this reason all SUUKY orders are shipped within 3-14 days (after payment clearance) from our warehouse in Porto, Portugal, from Monday to Friday, except national holidays. You will be informed of the availability of your package at your delivery address by email. A form of identification may be required in order to receive your package.
SUUKY is unable to guarantee delivery of an order if the address has been typed incorrectly.
Domestic orders will be shipped with Torrestir with a delivery time of maximum 2 business days. International orders will be delivered by DHL or UPS with a delivery time of 2-8 business days.
Important Information: We are unable to redirect orders once items have been dispatched. Delivery times are provided as guidelines only, and do not take into account possible delays caused by payment authorization, transporter delays or destination customs clearance.
SUUKY products are shipped Worldwide with courier traceable service . The shipping cost includes insurance and will be automatically calculated according to the country of delivery.
Shipping cost and customs duties are not included in the price and may vary depending on the country you want your order to be delivered to. Duties fees and taxes may apply to your order once it reaches your country. SUUKY is not responsible for paying these additional charges or customs procedures. SUUKY recommends that you contact your local Customs office for additional information.
Cost of shipping will vary according to your purchase's weight and volume, the final amount will be shown at checkout.
Important Information: International shipments outside the European Economic Community might incur additional taxes, duties or customs fees, that the customer may have to assume. If an order is refused due to unexpected additional fees, SUUKY reserves the right to charge for shipping cost both ways, as well as any additional fee that might occur. Shipping cost will not be refunded for uncollected items. Return shipment for uncollected items may be subject to additional taxes, costs or charges levied by customs or other parties, none of which will be refunded by SUUKY.


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Mr. Barrett's critics argue that academic freedom has limits and should not be invoked to justify the dissemination of lies and fantasies. Mr. Barrett's supporters (most of whom are not partisans of his conspiracy theory) insist that it is the very point of an academic institution to entertain all points of view, however unpopular.....
Both sides get it wrong. The problem is that each assumes that academic freedom is about protecting the content of a professor's speech; one side thinks that no content should be ruled out in advance; while the other would draw the line at propositions (like the denial of the Holocaust or the flatness of the world) considered by almost everyone to be crazy or dangerous.
But in fact, academic freedom has nothing to do with content. It is not a subset of the general freedom of Americans to say anything they like (so long as it is not an incitement to violence or is treasonous or libelous). Rather, academic freedom is the freedom of academics to study anything they like; the freedom, that is, to subject any body of material, however unpromising it might seem, to academic interrogation and analysis....
In short, whether something is an appropriate object of academic study is a matter not of its content — a crackpot theory may have had a history of influence that well rewards scholarly scrutiny — but of its availability to serious analysis. This point was missed by the author of a comment posted to the blog of a University of Wisconsin law professor, Ann Althouse: "When is the University of Wisconsin hiring a professor of astrology?" The question is obviously sarcastic; its intention is to equate the 9/11-inside-job theory with believing in the predictive power of astrology, and to imply that since the university wouldn't think of hiring someone to teach the one, it should have known better than to hire someone to teach the other.
I have said this:
It's conceivable that [Barrett] could still, as a teacher, present [the 9/11 conspiracy theory] neutrally, just as a university teacher on religion could teach the religion he believes in. My problem is that the teacher believes a crackpot, ridiculous theory and he's using a class on Islam to teach his theory. It's like being hired to teach astronomy and covering astrology and actually being someone who believes in astrology. I feel sorry for the students who think it's worth their time to engage with this material and to subject themselves to the power of someone who would believe something so nutty.So my problem is that belief in this conspiracy theory reveals such a defective mind that the teacher cannot be trusted, and that the factual truth of the conspiracy theory isn't properly taught in a course about Islam. That many Muslims believe the theory could be part of the course, but the inquiry should be into why they would be drawn into such beliefs, and a teacher who thinks the beliefs are true would not seem to have much grasp of the topic.
And I've said this, as a comment in the thread with the quote that isn't mine:
[A] test for the university will come when we see how it treats others in similar positions. What if we found someone hired to teach here was a white supremacist, planning to devote a week of his course to his theory? Would he be treated with as much respect as Barrett? What if we found someone hired to teach evolution was a young earth creationist planning to devote a week of his course to his theory? These people now must be treated the same. Pretty horrible. I hate to even type that out. But this underscores why the hiring phase matters so much.Back to Fish:
[T]he truth is that it would not be at all outlandish for a university to hire someone to teach astrology — not to profess astrology and recommend it as the basis of decision-making (shades of Nancy Reagan), but to teach the history of its very long career. There is, after all, a good argument for saying that Shakespeare, Chaucer and Dante, among others, cannot be fully understood unless one understands astrology.
The distinction I am making — between studying astrology and proselytizing for it — is crucial and can be generalized; it shows us where the line between the responsible and irresponsible practice of academic freedom should always be drawn. Any idea can be brought into the classroom if the point is to inquire into its structure, history, influence and so forth. But no idea belongs in the classroom if the point of introducing it is to recruit your students for the political agenda it may be thought to imply.I agree heartily right up to the last sentence. It is the responsibility of the teacher not to cross this line. But how is the administration to police it? Students may think a teacher is really pushing a viewpoint when he isn't, and a good teacher can sell his viewpoint without it showing. I could use the Socratic method in the law school classroom and only ask questions but have a position I'm hoping to ingrain. I could run a discussion in which I constantly take the opposite side from the one I want the students to adopt and do it in a way that I think will cause students to internalize the side I'm forcing them to defend. How could the administration find out? What would you want them to do about it? And what percentage of university professors do you think cross this line? You'd need a witch hunt if administrators got serious about Fish's line: "that is a moment no college administration should allow to occur."
And this is where we come back to Mr. Barrett, who, in addition to being a college lecturer, is a member of a group calling itself Scholars for 9/11 Truth, an organization with the decidedly political agenda of persuading Americans that the Bush administration "not only permitted 9/11 to happen but may even have orchestrated these events."
Is the fact of this group's growing presence on the Internet a reason for studying it in a course on 9/11? Sure. Is the instructor who discusses the group's arguments thereby endorsing them? Not at all. It is perfectly possible to teach a viewpoint without embracing it and urging it. But the moment a professor does embrace and urge it, academic study has ceased and been replaced by partisan advocacy. And that is a moment no college administration should allow to occur.
More Fish:
Provost Farrell ... is too hung up on questions of content and balance. He thinks that the important thing is to assure a diversity of views in the classroom, and so he is reassured when Mr. Barrett promises to surround his "unconventional" ideas and "personal opinions" with readings "representing a variety of viewpoints."...
Rather, the question should be: "Do you separate yourself from your partisan identity when you are in the employ of the citizens of Wisconsin and teach subject matter — whatever it is — rather than urge political action?" If the answer is yes, allowing Mr. Barrett to remain in the classroom is warranted. If the answer is no, (or if a yes answer is followed by classroom behavior that contradicts it) he should be shown the door. Not because he would be teaching the "wrong" things, but because he would have abandoned teaching for indoctrination.
[A]cademic freedom is just that: the freedom to do an academic job without external interference. It is not the freedom to do other jobs, jobs you are neither trained for nor paid to perform. While there should be no restrictions on what can be taught — no list of interdicted ideas or topics — there should be an absolute restriction on appropriating the scene of teaching for partisan political ideals. Teachers who use the classroom to indoctrinate make the enterprise of higher education vulnerable to its critics and shortchange students in the guise of showing them the true way.What Farrell did was to rely on the fact that Barrett "assured me that students will be free -- and encouraged -- to challenge his viewpoint," that "Barrett appreciates his responsibility as an instructor," and that "he will attempt to provide students with a classroom experience that respects and welcomes open dialogue on all topics." That is, Farrell accepts Barrett as a strong advocate for one side as long as he maintains an open debate in which the students can speak and argue with him.
Both Fish and Farrell stress process over substance. It's not a question of what subjects come into the classroom. (They ignore the process point I've made, which is that I doubt that administrators could stick to substance neutrality. Again: picture a teacher of white supremacy.) Farrell emphasizes the process of multiple viewpoints and debate. Fish emphasizes the process of academic inquiry and avoiding proselytizing. He would ask the teacher whether he could set aside "your partisan identity" and not "urge political action."
I wonder how far Fish means to take that. I've heard many law professors over the years say that since everyone is really partisan in some way, it's more honest to come right out and say what your positions are. They would portray Fish's ideal professor as a big sneak, posturing as neutral, but really slipping opinion in everywhere. Is Fish saying that professors who take the open approach are wrongly allowing their "partisan identity" to appear in the classroom? It would be terribly repressive for administrators to forbid that. Maybe Fish only means for the professor to refrain from "urg[ing] political action." If so, he's not saying very much. But Fish thinks he's identified a clear line:
The distinction I am making — between studying astrology and proselytizing for it — is crucial and can be generalized; it shows us where the line between the responsible and irresponsible practice of academic freedom should always be drawn. Any idea can be brought into the classroom if the point is to inquire into its structure, history, influence and so forth. But no idea belongs in the classroom if the point of introducing it is to recruit your students for the political agenda it may be thought to imply.Is that a clear line? The more I look at it, the less clear it seems. It's quite subjective. Each of the last two sentences of his essay contains the phrase if the point is. How are we to tell what the teacher's point really is? A smart person with an agenda knows how to hide it.
UPDATE: From ACTA:
The Times' publication of this piece, written by one of the great old lions of the academic culture wars (recall that Fish chaired the English department at Duke during the years when it was making a serious bid to become the most politically and theoretically avant-garde department in the country), is highly significant. Perhaps the time has finally come for a national discussion about what academic freedom is, why it matters, what it protects, and, crucially, where its privileges end.Polonius writes:
[W]hat on earth is wrong with professors urging activism? Professors are the canaries in the coal mine; they're often the first ones to see what's gone wrong. If they don't urge activism, there's often no one who will.Similarly, in the comments here, Ben Wallace writes (and I've added links):
Fish argues that advocacy of ideas is the dividing line between legitimate and illegitimate speech in a university. This is an acceptable normative position but the position is inconsistent with academic freedom as practiced at the UW since the 1890s. Under Fish's standard, Richard T. Ely would have been fired, not defended, for advocating socialism and encouraging activism. Fish's position, if implemented, would undermine a long-settled standard of academic freedom by attempting to eliminate partisan advocacy of ideas.Is Fish's idea at odds with "The Wisconsin Idea"? If so and if Fish is right, we have a huge problem here.
ANOTHER UPDATE: Let me first say that by writing "If so and if Fish is right, we have a huge problem here," I mean to suggest the likelihood that Fish is wrong.
Southern Appeal writes:
[T]his is a bit of a strange argument for Fish, who has made his name (outside literature circles) by pressing the view that we can't separate ourselves from our basic beliefs and that there is no neutral ground....
[T]here's something to Fish's distinction between "teaching" and "indoctrination" and in the idea that the classroom isn't supposed to be a recruiting session for one's pet projects, however noble they might be. But that doesn't mean, I think, that teachers need to separate themselves from their views. ...
[T]he detachment model is deficient [because] it subtly teaches students that what smart people do when faced with controversial subjects is to take an air of detached neutrality, cooly surveying the various options, and declining to embrace any of them. My experience as a teacher has been that students don't really like to get engaged in arguments over controversial subjects -- the detachment model merely reinforces that tendency.
This goes along with something Ben Wallace and I have been writing in the comments here. Ben says:
Under Fish's rule, a faculty member in the South in the 1950s could not embrace and urge the idea that segregation is wrong and that students should act to remedy the situation. The only thing that would be available to a faculty member in that situation [w]ould be dispassionate analysis of the benefits and costs of segregation and a discussion of the different arguments behind segregation. Allowing advocacy and urging students to engage all ideas has demonstrated more effective than efforts to create speech codes, which is essentially what Fish has come up with.I add:
[I]f the university required teachers to take this dispassionate, neutral stance, it would exclude a certain type of emotive, engaged person who actually is an excellent teacher. The drier, abstract folks would get more jobs in Fish's ideal university... and the students would get more... bored.
YET ANOTHER UPDATE: Jim Lindgren has a post titled "Astrology, Fish, Althouse, and 9/11 Conspiracy Theories." He's into the astrology subject:
I have actually been studying who believes in astrology. Some indices of conservatism use a belief in astrology as a measure of how conservative a respondent is. Yet Democrats are more likely to believe in astrology than Republicans, with the most conservative subgroup -- conservative Republicans -- being among the least likely to believe in astrology.That makes me want to remind you of this old post of mine from back when were were all talking about Jerome Armstrong (which may well be what prompted Lindgren's study). I have no idea what the politics of believing in astrology are. I don't see it as having anything to do with politics, but it has something to do with being unscientific. I think there are lots of unscientific folks out there, and neither party is completely anti-science or bound to science.


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