text: Chrono Cross - Bestiary In This Section — Normal Monsters — Bosses Jump to a section: Home Releases Credits Characters List Overview Gameplay Recruitment Elements Tech Skills Weapons Armor Accessories Items Shops Bestiary Walkthrough Achievements Cheats Share Bestiary with others < Prev: Shops Next: Normal Monsters > Do you want to earn money creating pages just like this? Gamewise is currently looking for writers, find out more here. Around the Network Chrono Cross Brainwaves View all → Chrono Cross Bestiary Normal Monsters Bosses


text: Rahul Nabar wrote: > On Fri, Oct 2, 2009 at 10:13 PM, Skylar Thompson <skylar at cs.earlham.edu> wrote: > > >>> THanks Joe! I've been reading about IPMI and also talking to my vendor >>> about it. Sure, our machines also have IPMI support! >>> >>> Question: What's the difference between SOL and IPMI. Is one a subset >>> of the other? >>> >>> >> SOL is provided by IPMI v1.5+, so it's a part of IPMI itself. >> >> > > Last two days I was playing with ipmitool to connect to the machines. > Is this the typical tool or do people have any other open source > sugesstions to use. > > ipmitool seems to have a rich set of features for querying the BMC's > etc. but I didn't see many SOL sections. Is ipmitool what people use > to watch a redirected console as well or anything else? I couldn't > find any good SOL howtos or tutorials on google other than the > vendor-specific ones. ANy pointers? > > I did find this one from a fellow Beowulfer but this seems quite dated now..... > > http://buttersideup.com/docs/howto/IPMI_on_Debian.html > > That's what we use. You'd do something like "ipmitool -a -H hostname -U username -I lanplus sol activate" will do the trick. -- -- Skylar Thompson (skylar at cs.earlham.edu) -- http://www.cs.earlham.edu/~skylar/ -------------- next part -------------- A non-text attachment was scrubbed... Name: signature.asc Type: application/pgp-signature Size: 251 bytes Desc: OpenPGP digital signature URL: <http://www.clustermonkey.net/pipermail/beowulf/attachments/20091003/490c20c2/attachment-0001.sig> -------------- next part -------------- _______________________________________________ Beowulf mailing list, Beowulf at beowulf.org sponsored by Penguin Computing To change your subscription (digest mode or unsubscribe) visit http://www.beowulf.org/mailman/listinfo/beowulf

subset: commoncrawl


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Lezyne Femto Drive LED Lights – 2014 Think Small
The Lezyne Femto Drive is a bright, ultra-compact, 15 lm (front) or 7 lm (rear) safety light. It features an integrated lens switch made of high-grade optical material, which serves as an activation button that cycles through four Flash modes and one Solid mode. The CNC –machined aluminum body is lightweight, durable, and extremely weather-resistant. The Composite Matrix back cap features the Clip-On System for versatile strapped or clipped mounting. The multi-position silicon rubber strap attaches directly to the back plate to secure the light to a wide range of handle bar diameters. The Side Visibility lens extends beyond the body providing 180 degrees visibility, and increasing user safety. The back cap can easily be unscrewed to replace the two CR2032 disposable batteries.


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CEO of Stamm International Corp and former LaGuardia Community College Foundation board director, she knows how to get things done.
Stamm was recently honored at the LaGuardia Foundation's Innovative Leadership Award reception for her outstanding work fundraising and bringing more scholarships to students. With Stamm's fundraising efforts, LaGuardia managed to raise over $700,000 for scholarships.
Now more students won't have to worry about paying for school, and can focus on education to help them succeed with their careers in their future lives.
"I know what it is like to work and go to school; what it is like when every dollars counts," Stamm said at the reception.
"Much of who I became was the result of receiving scholarships," she said. "Scholarship money was very important to my achieving my educational dreams, both as an undergraduate and graduate."
Stamm is responsible for launching the Spring Into Action scholarship campaign in 2009 that has resulted in over 300 full-tuition scholarships for new and returning students.
Stamm graduated from Northwestern University in 1973 with a political science degree, and earned her masters at Fletcher School of Law and Diplomacy at Tufts University. In 1974, she received a degree in International Law and Finance.
Throughout Stamm's many achievements and successes, she still manages to stay humble.
"I was a scholarship kid, but I did not have anything near some of the challenges these students face," she said. "So, if we can help them achieve their dreams, as I did mine, that is what it is all about."


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|Fairfax, Va.
|High School:
|W.T. Woodson
|Environmental studies
|Residential College:
|Jonathan Edwards
2012 (Senior): Second team NFHCA All-Northeast Region ... NFHCA National Academic Squad honoree ... First team All-Ivy League ... Earned Yale's Player of the Year Award and Coaches' Award ... NFHCA Senior Game selection ... Tied for second on team in goals, third on team in points (4-0-8) ... Switched to playing back after spending first three seasons as a forward/midfielder ... Started all 17 games ... Scored both goals in 2-1 win at Harvard, a win that made her class the first in school history to go 4-0 vs. Harvard ... Part of senior class that set school record by winning 20 Ivy League games (including 4-0 mark vs. Harvard) in four years ... Earned Major Y.
2011 (Junior): Second team All-Ivy League ... Two goals, two assists for six points in 17 games (16 starts) ... Earned Major Y.
2010 (Sophomore): Received Yale field hockey's Coaches' Award ... Started all 17 games ... Four goals and four assists.
2009 (Freshman): Honorable mention All-Ivy League … Started 16 games … Made debut Sept. 4 vs. Sacred Heart, scoring a goal ... Had first career assist in 5-2 win vs. Dartmouth Oct. 17 ... Finished season with two goals and one assist … Earned Major Y.
High School: Second team All-Virginia State 2008 … First team All-Northern Region 2008 … All-Met honorable mention 2008 … Digital Sports All-Beltway Team 2008 … First team All-Liberty District 2007 and 2008 … Second team All-Northern Region 2007 … Captained field hockey team 2008-09 … Team MVP 2008 … Team made Virginia state tournament 2006-07 and 2007-08 … Team was Northern Region champions 2007-08 … Team was Liberty District champions 2006-07, 2007-08 and 2008-09 … Captained soccer team 2008-09 … Second team All-Northern Region in soccer 2008 … First team All-Liberty District in soccer 2008 … Scholar Athlete 2005-09.
USA Field Hockey: Captained Mid-Atlantic team in Junior National Championship June 2010 … National Futures participant 2009.
Club Team: Capitol Pegasus captain 2008 and 2009.
Notes: Has taken mission trips with First Baptist Church of Alexandria to Alaska, Canada and Hawaii to build churches, organize vacation bible school, perform as a choir in open areas, and spread the Word of God … Member of Jonathan Edwards College.
Why Yale? "After months of praying over college decisions, when I visited Yale I felt immediately welcomed and it just seemed like an answered prayer."


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Future closes Nintendo Gamer
Future Publishing's independent Nintendo-focused magazine Nintendo Gamer printed its final issue today.
Nintendo Gamer will continue to run its website but the magazine will cease to exist.
The magazine's editor Nick Ellis wrote a farewell note in the final issue stating that the move "draws the curtain on 20 years of independent Nintendo mags from Future Publishing".
Future Publishing's independent Nintendo magazines began in 1992 with the launch of Super-Play. It continued to publish Nintendo magazines including N64 Magazine, NGC and NGamer before rebranding to Nintendo Gamer.
"After careful consideration we've taken the decision to close Nintendo Gamer magazine. However, with Future's ongoing strategy to drive digital growth across its international, digitally-focussed brand business, the website, Nintendo-Gamer.net will continue as excitement builds ahead of Nitnendo's Wii U launch," said Nintendo Gamer's publisher Lee Nutter.
Online editor Chris Scullion added: "There will always be a place for Nintendo Gamer – it's just in a different medium now. Over the next few months we'll be sharing the best features and issues from the Nintendo Gamer vaults, dating all the way back through the magazine's 20-year history.
"On behalf of everyone who's ever written a word, designed a page, checked some text, written a caption or reviewed a game for Nintendo Gamer, thank you so much for reading the magazine. Please do buy the final issue when it's released on September 6th, and we hope you'll continue to stick around the website as it continued to evolve".
Nintendo Gamer launched in 2006 and retained an average circulation of 7,745 in 2011. Future will continue to publish Official Nintendo Magazine.


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Escape Style: Souvenirs on Display
Souvenirs often get a bad rap. All it takes is a stroll through a dense tourist area filled with cheap, kitschy trinkets, and it's easy to see why. But souvenirs really shouldn't be equated with over-commercialized clutter. At their core, they are sentimental storehouses that evoke memories of cherished people, places, or experiences. And as our house tours show, souvenirs are one of the best ways to make a home feel like a deeply personal record of where you've been and how you've become the person that you are.
Here's some inspiration for displaying those vacation memories at home.
1. Rutger's "Charming Hovel" in London: Rutger's "design sabbatical" allowed him to study interior design, start a company, and travel the world. His living room features many items from his travels, including a zebra painting by Nino Palavandishvili, a Georgian artist, Chinese pots from the Compagnie de l'Orient et de la Chine in Brussels, and small statues from Eastern Europe and the former Soviet Republics.
2. Kay's Curated Somerville Nest: Kay's den features a bark cloth she carried back to Boston from a trip to Fiji in 1996 and a white leather pouf from Zid Zid Kids in Marrakech.
3. Blythe's Bohemian West Hollywood Cottage: Blythe's dining table is draped with an Indian tablecloth that she picked up in Australia.
4. Faith's Magical Bohemian Treehouse: Drawing inspiration from "The most lovely tents, trailers and treehouses all over the world," Faith Blakeney has used furniture and accessories from her travels to create a whimsical, eclectic home.
5. Celesta & Sean's Eclectic (Fun!) First Home: The art piece above Celesta and Sean's bar was purchased from a street vendor in New Orleans while they were on an anniversary trip. Also check out their antique Asian credenza, which they brought back from a trip abroad.
6. Nicolas & Fabienne's Quirky and Colorful London Home: The lion head in Nicolas and Fabienne's bright and airy home came from Streetwires, a workshop in Cape Town, South Africa.
7. Peaches' Wonderfully Whimsical Bungalow: Sometimes souvenirs from friends' travels can be just as meaningful. Peaches' vibrant green chair features a pillow brought back from a friend's travels in India.
8. Budi & Andrew's Global Oasis in London: Budi and Andrew have used antiques and souvenirs from their many travels to create a layered, personal home. According to Budi, "The things in [our home] tell the story of our lives." The entryway features a bench from Bali and a wall feature that was originally the front section of an antique bed from Madura.
9. Julie & Jesper's Musical Scandi-Canadian Nest: The wooden photo display pieces in Julie and Jesper's living room are actually pieces taken from the inside of a wall in the first apartment they ever bought. When they moved from Montreal and Paris they brought them as a way to take a piece of the apartment with them.
10. Klemens and Robert's Sophisticated Eastern Mix: When Klemens and Robert moved from China to Canada, they brought many of their cherished Chinese antiques with them. Much of the art in their apartment is propaganda collected during their trips through the South Pacific.
(Images: as linked above)


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About Snakeman
The snake man http://www.snakeman.com.au Raymond Hoser does snake shows across Australia in locations as diverse as Sydney NSW Gold Coast Queensland Perth Western Australia Adelaide South Australia Papua and New Guinea. He also travels to Asia and Africa
I am not familiar with all the ins and outs of this IP Theft case, but invariably the defendants in these matters claim their theft is trivial, while the person infringed tends to claim major losses.
That is how the adversial legal system in the USA, Australia and UK works.
Rarely is there a common middle ground.
However as a vicgtim of IP Theft I can say that losses are often real and huge.
We do live reptile shows http://www.reptileshows.com.au in Melbourne Victoria Australia and two years ago, a bootlegger ripped off our trademarks online and was using SEO to rip us off at the rate of more than one client a day. In dollar terms that's about $500 a day.
We eventually stopped him, but that was more than two years after we'd sent him a friendly cease and desist letter and he'd said he'd copmply then.
Because of repeat business with clients, our losses ended up as being well over $1 million (you do the math).
It is likely the matter will be heard by a judge and I have little doubt that the IP thief will trivialize our losses to minimize his penalty.
If (as contended here) the Wolverine bootlegger did not cause great losses (as alleged by posters here), it may be that the court sought to make the case an example to deter other would be bootleggers.
My hope is that he succeeds.
Surely it's not too much to expect people to behave ethically and respect other's property, whether that be physical (like a house) or intellectual, like copyright and trademarks.
All the best


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Portland Community College (PCC) provides students with broad, comprehensive programs of general education, career/technical education, and pre-college level coursework. The College also provides cultural, recreational, and community service activities.
It is, in turn, the responsibility of the student to observe campus rules and regulations and to help maintain appropriate conditions in the classroom, on the campus, and in the community. A student's registration obligates him/her to comply with the policies and regulations of the College. Portland Community College is granted the right by law to adopt such rules as are deemed necessary to govern its operations.
Admission to and participation in PCC carries with it the presumption that students will conduct themselves as responsible members of the PCC community. The term "student" includes all persons taking courses at the college, both full-time and part-time, pursuing credit or non-credit classes or enrolled in any special program approved by the college. Persons who are not officially enrolled for a particular term, but who have a continuing relationship with the college, may be considered "students."
Policy on Student Rights
Students at PCC have the right to various freedoms and protections, such as the right to: freedom from harassment and discrimination, freedom of expression, protection from improper evaluation or disclosure, formation of student organizations, participation in creating student policies and fund-raising activities, access their student records, and access college facilities.
Right to protection from improper academic evaluation
Student academic performance will be evaluated on an academic basis (which may include attendance), and the ability to apply skills, and not on a student's opinions or conduct in matters unrelated to academic standards. The course syllabus will contain and articulate the evaluation standards and grading criteria by which student performance is measured for that particular course.
Each student is responsible for meeting standards of academic performance established for each course in which the student is enrolled.
A student may dispute their academic evaluation under the Grade Appeal Procedure if the student believes that the evaluation standards and grading criteria contained in the course syllabus were not followed by the instructor or were imposed in an arbitrary or capricious manner. Any student who believes that they have been unfairly graded should refer to the PCC Grade Appeal Procedure.
Students have the right to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, while still being responsible for learning the content of any course of study in which they are enrolled.
Right to freedom from harassment and discrimination
PCC does not tolerate unlawful discrimination based on race, color, religion, use of native language, national origin, sex, marital status, height/weight ratio, disability, veteran status, age, or sexual orientation in any area, activity, or operation of PCC. PCC complies with applicable federal, state, and local civil rights laws and regulations prohibiting discrimination. Equal opportunity for employment, admission, and participation in PCC's benefits and services shall be extended to all persons, and PCC shall promote equal opportunity and treatment through application of this policy and other efforts of PCC designed for that purpose.
Any person who believes they have been discriminated against or harassed by a PCC employee, representative, or student is encouraged to file a complaint through the Office of Affirmative Action and Equity (Downtown Center, Room 300, 971-722-5840 or 971-722-5841) or online.
View further information on PCC harassment and discrimination policies.
Any person who believes that they have been discriminated against on the basis of disability under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act ("ADA"), including believing that they have not been provided with a reasonable accommodation or modification to which they are entitled, may discuss these concerns with a disability services counselor, coordinator, or specialist, or submit a complaint under the Nondiscrimination and Non-harassment Policy.
View further information on resolving complaints by students with disabilities regarding appropriate accommodations or discriminatory treatment.
Right of access to, and protection from, improper disclosure of student records
PCC complies with all applicable state and federal laws, rules, and regulations that apply to student records. All information contained in PCC's records that is personally identifiable to any student will be kept confidential and not released except upon prior written consent of the subject student or under any other exception for the release of student records without consent. Student information may be shared among PCC faculty and staff when PCC has determined that the college has a legitimate educational interest in the information.
View further information on PCC's Privacy Policies.
Concerns or complaints are to be directed to Student Records (971-722-7100; firstname.lastname@example.com).
Counseling Records
PCC counselors are prohibited by the standards of their profession from disclosing any information shared by a student during a counseling session, unless the student releases the information or other specific circumstances apply. These specific circumstances include harm to self or others, abuse of a minor, elder, or other vulnerable adult, health/medical emergency, or other circumstances required by Oregon law. Counselors will comply with all ethical and legal rules concerning confidentiality of counseling sessions.
View further information on confidentiality in counseling services.
Rights concerning participation in co-curricular activities
Students may be asked to participate in formulating and reviewing policies and rules, and to express their views, both publicly and privately, on these policies and rules, as well as matters of general interest to the student body.
Student Clubs and Organizing
Students have the right to form student clubs and organizations under the provisions of the Associated Students of Portland Community College ("ASPCC") constitution and campus bylaws, and the right to carry out fund-raising activities for these clubs. All fund-raising activities for ASPCC and student clubs must be approved by the Campus Student Leadership Coordinator or designee.
Students and recognized student clubs and organizations have the right to have access to PCC facilities, subject to ordinary schedules, policies and regulations governing the use of each facility. Recognized student clubs and organizations have access to facilities at no cost unless additional services (custodial, Public Safety, table and chair set-up, etc.) are required. PCC procedures for reserving spaces in PCC's buildings for meetings, speakers, or demonstrations must be followed.
As part of the educational process, recognized student clubs and organizations may invite to the campus any person who, in their opinion, might contribute to the intellectual or cultural life of PCC. Individual students wishing to invite a speaker to campus should seek the sponsorship of a recognized club or organization. Speakers may speak freely on the topic of their choosing, as long as they do not threaten to endanger the safety of any member(s) of the PCC community, pose a threat to PCC's physical facilities, or substantially obstruct or disrupt PCC's regular and essential operations.
To request room reservations, contact:
Orderly Demonstrations
Students have the right to conduct orderly demonstrations (including picketing, distribution of leaflets, and protests in peaceable assembly) unless the participants of those demonstrations threaten to endanger the safety of any member(s) of the PCC community, pose a threat to PCC's physical facilities, or substantially obstruct or disrupt PCC's regular and essential operations, in which case PCC reserves the right to close its facilities, clear its grounds, and cancel a demonstration. PCC recommends that those intending to conduct demonstrations outside of PCC buildings consult with the Dean of Student Development or designee to identify space that accommodates the reasonable needs of both PCC and those engaged in acts of speech or protest (e.g., large open spaces, with safe paths of ingress and egress, and with less likelihood of disrupting the educational environment).
Individuals and groups who wish to hold a demonstration within one of the College's buildings must comply with campus policies and procedures for requesting space. Advance notice and approval is required for indoor demonstrations to allow the College to make appropriate and reasonable logistical arrangements for the demonstration.
To request room or space reservations within PCC buildings, contact:
Distribution of Material
Students have the right to distribute free publications not in violation of federal or state laws, and/or PCC policies and procedures, such as books, magazines, newspapers, handbills, leaflets, and similar materials. Distribution of these materials in classrooms, hallways, libraries, offices, or other PCC facilities used primarily for educational and instructional purposes must not interfere with the work or study of persons in those PCC facilities.
Any persons desiring to post or distribute publications must comply with campus policies and procedures. All handbills, leaflets, newspapers, posters, and similar materials must bear the name and address of the organization and/or individual distributing the materials.
Information on submitting items for posting may be found through Associated Students of PCC.
Concerns or complaints regarding Rights Concerning Participation in Co-Curricular Activities are to be directed to the Dean of Student Development for the campus or program. Complaints regarding the rights set forth in this section should be filed as soon as practically possible to enable PCC to investigate and attempt to resolve the issue. You can contact a campus to file a complaint.
Policy on Student Conduct
The purpose of the Policy on Student Conduct is to communicate the expectations that Portland Community College ("PCC") has of students, and to educate and guide students to understand their responsibility for appropriate behavior and respect for others in the PCC community. PCC is dedicated to the advancement of learning, to student retention and success, and also to the development of responsible personal and social conduct. The maintenance of discipline in the PCC setting is intended to support a civil environment conducive to learning and inquiry. Student Services staff members work in partnership with instructors and academic administrators to support this goal.
This policy sets forth the appropriate discipline of any student who acts to impair, interfere with, or obstruct the orderly conduct, processes, and functions of PCC or otherwise engages in conduct that PCC has determined is unacceptable for a student at PCC. PCC reserves the right to impose discipline based on student conduct that has some connection to the student's relationship with PCC and that PCC determines adversely affects the PCC community in a substantial manner.
- The campus Dean of Student Development or designee(s) shall administer the Policy on Student Conduct by developing and implementing procedures as deemed appropriate.
- PCC reserves the right to take appropriate action to protect the safety and well-being of the campus community. The Campus President or designee, when faced with a situation that they determine is likely to or does substantially disrupt the order of PCC, threatens the health and welfare of the PCC community, or interferes with PCC operations has the authority to prohibit any person or persons from entering or remaining on PCC property. PCC may exclude the student from campus and engage PCC public safety and local law enforcement assistance in enforcing the exclusion.
- Persons who are not students are also expected to comply with PCC policies and procedures, when engaging in any activity connected with PCC.
This policy applies to students at PCC. The term "student" includes all persons taking courses at the college, both full-time and part-time, pursuing credit or non-credit classes or enrolled in any special program approved by the college. Persons who are not officially enrolled for a particular term, but who have a continuing relationship with the college, are considered "students."
The purpose of publishing PCC's policy on student conduct is to give students general notice of prohibited behavior. This policy is not written with the specificity of a criminal statute. Any question of interpretation regarding the policy will be referred to the Dean of Student Development or a designee for final determination.
Violations of local, state, and federal law
A student may be accountable both to governmental authorities and to PCC for acts that constitute violations of law and this policy. Student conduct that may constitute a crime may be referred to appropriate law enforcement agencies for prosecution. Disciplinary proceedings at PCC will not be subject to challenge on the grounds that criminal charges involving the same incident have been filed, prosecuted, dismissed, reduced, or otherwise resolved or that such proceedings constitute double jeopardy.
Student responsibility
Admission to and participation in PCC as a student carries with it the presumption that the student will conduct him or herself as a responsible member of the PCC community. Thus, students are obligated to observe all PCC standards of conduct.
Additional conduct procedures
Programs based on contracts with government agencies or external funding sources may adopt additional conduct procedures consistent with this policy.
Grounds for disciplinary action
PCC may impose discipline for violation of, or an attempt to violate, any PCC policies or campus regulations. Violations or attempted violations include, but are not limited to, the types of misconduct described in "Violations" section below.
Conduct may violate this policy but also may violate academic standards and an academic department or program may impose academic related-sanctions separate from, and in addition to, sanctions under this policy.
- Disruptive behavior: Examples include, but are not limited to:
- Any behavior that is disorderly or substantially disruptive to the educational or administrative processes of PCC as determined by a PCC official.
- Conduct that substantially interferes with PCC's educational responsibility of ensuring the opportunity for all members of PCC community to attain their educational objectives, or PCC's subsidiary responsibilities, which may include, but are not limited to: record-keeping, providing miscellaneous services, and sponsoring out-of-class activities, such as lectures, concerts, athletic events, and social functions.
- Obscene or lewd conduct.
- Failure to comply with policies, laws, rules, or directives: This includes failure to comply with local, state, or federal laws and regulations, PCC policies, rules, or procedures, the lawful directives of PCC personnel acting in performance of their duties, and instructors' directions. Examples include, but are not limited to:
- Possession, consumption, being under the influence, or furnishing of alcoholic beverages, other than at specific events sanctioned by PCC. See Security Policies for more information.
- Unlawful possession or use of illegal drugs or narcotics. See Security Policies for more information.
- Engaging in any activity involving unlawful use or possession of firearms or illegal weapons. See Security Policies for more information.
- Failure to comply with Security Policies, such as:
- Academic Integrity Policy (Students should be aware that there may be separate academic consequences for failure to comply with academic integrity standards.)
- Tobacco-Free Policy.
- Information Technology Acceptable Use Policy.
- Service Animal Policy and Procedures.
- PCC Copyright Compliance Statement.
- PCC Nondiscrimination & Non-harassment Policy.
- Assaulting, endangering, harassing, or threatening others. Examples include, but are not limited to:
- Assault, abuse, harassment, intimidation, or threats by any means toward a student, staff member, vendor, visitor, or guest of PCC.
- Stalking behavior or engaging in other forms of unwanted conduct directed at another person that:
- threatens or endangers the safety, physical or mental health, or life or property of that person;
- creates a reasonable fear of such a threat or action; or
- interferes with the person's ability to participate in the educational or operational aspects of PCC.
- Sexual misconduct or abuse. See Security Policies for more information.
- Unauthorized use or access. Examples include, but are not limited to:
- Unauthorized entry to PCC offices or property.
- Unauthorized possession or use of PCC equipment or resources.
- Unauthorized use of College PCC services.
- Forgery, furnishing false information, identity theft, or dishonest conduct. Examples include, but are not limited to:
- Furnishing false information to PCC with the intent to deceive PCC or any person or agency.
- Forgery, alteration, or misuse of PCC documents, records, or identification cards whether in written or electronic form.
- Unauthorized use of another individual's identification or password, or sharing one's personal identification or password with an unauthorized user.
- Knowingly reporting a false emergency.
- Knowingly making false accusation of misconduct.
- Theft or damage to property. Examples include, but are not limited to:
- Attempted or actual theft (as defined by Oregon law).
- Damaging, defacing, or destroying PCC or personal property.
- Conversion of PCC or personal property (e.g., receiving stolen books from the bookstore or from another student, and then attempting to sell them back to the bookstore and collect the money).
Removal of students from class
Instructors may ask persons who are not registered for their classes to leave the classroom. Exceptions may be made by PCC administrators and instructors for the purposes of providing approved accommodations or for allowing occasional guests.
An instructor may temporarily remove a student from class, or temporarily block a student's access to the learning management system for an online course, if the student has engaged in disruptive behavior. Before allowing the student to return to class, the instructor, department chair, and/or division dean will clarify with the student the behavioral standards that must be met in order to continue in the class. This clarification will occur as expeditiously as possible (preferably before the next class session or equivalent). The Dean of Student Development Office can serve as a resource in managing classroom behavior.
Examples of disruptive behavior in class include, but are not limited to:
- Unreasonable interruption of the learning process or environment.
- Failure to follow behavioral or conduct guidelines in the syllabus or directions of the instructor.
- Intimidation of others.
If the problem is not resolved through this clarification process, the student may be referred for disciplinary action to the Dean of Student Development. Permanent removal from a class may be imposed only by the Dean of Student Development or designee, in accordance with the Policy on Student Conduct Disciplinary Procedures.
In consultation with the instructor, the Dean of Student Development or designee and/or the Public Safety Office may take appropriate action to protect the safety and well being of the campus community. This may include prohibiting a student from returning to class or remaining on campus if it is determined that the student's behavior is likely to or does threaten the health and welfare of others.
Involuntary leave
PCC may require a student to take a leave of absence when the campus Dean of Student Development or designee determines that the student's conduct does one of the following:
- Suggests that the student might create a significant risk to the health and safety of others.
- Suggests a risk that PCC's educational and other activities may be substantially disrupted.
The "Procedures for Involuntary Leave of Absence for Health and Safety Reasons" are independent and separate from the Policy on Student Conduct, and do not preclude PCC from taking appropriate disciplinary action under that policy.
Student conduct disciplinary procedures
Any PCC student, faculty member, or staff member may report a student suspected of violating the Policy on Student Conduct to the campus Dean of Student Development or designee Typically, a written complaint or Student of Concern Reporting Form should be submitted promptly after the occurrence or discovery of the alleged infraction(s). The campus Dean of Student Development may, however, initiate disciplinary processes without a written complaint.
View the Student of Concern Reporting Form for more information.
Upon receipt of a written complaint, or information prompting the initiation of the disciplinary process, the campus Dean of Student Development or designee will evaluate whether the circumstances merit disciplinary action based on the nature of the charges.
Generally, the student charged with the violation will be informed of the nature and source of the complaint. The source of information may be kept confidential, if the Dean of Student Development or designee determines, in their discretion, that revealing the source would create a risk of physical or emotional harm to the source, or might otherwise have a chilling effect on enforcement of these rules.
PCC faculty, staff or students may also submit a Student of Concern Reporting form if there is a concern about a student's behavior that may not be a conduct violation. View the Student of Concern Reporting Form for more information on how to address and report students experiencing distress or demonstrating concerning behavior.
Disciplinary Process
During the investigation of cases that may lead to disciplinary action, the status of the student will usually not be altered. The student will continue to be allowed to attend classes and be present on campus during the investigation. The Dean of Student Development or designee may make exceptions, however, and exclude a student from classes or PCC property if they determine that the student's presence on campus is likely to interfere with PCC's orderly operation or create a significant risk to the health and safety of students, faculty, staff, or PCC property.
Both PCC and the student may seek legal advice at their own expense, however because this is not a legal proceeding neither PCC nor the student will be represented or advised by a lawyer during any disciplinary meeting or hearing involving PCC and the student.
The student may withdraw from PCC of their own volition at any time during the disciplinary process. Disciplinary sanctions may still be imposed, however, if the student withdraws from PCC before the disciplinary process, or elects not to participate in disciplinary proceedings.
The student has the right to appeal any disciplinary action to the Campus President or designee, but may do so solely on the basis of alleged procedural violation(s) of the Disciplinary Procedures. If a violation of the Disciplinary Procedures is found to have occurred, the Campus President or designee will remand the case to the Dean of Student Development or designee for reprocessing.
Informal Resolution
The Dean of Student Development or designee, or any PCC official carrying out their duties, may address alleged or potential violations and initiate informal resolution in which the student and PCC agree on an outcome and the student is not formally disciplined but agrees to take steps to address the concerns that arose and led to possible discipline.
Formal Resolution
In cases that are not resolved informally, the Dean of Student Development or designee shall use the steps described below:
- At an initial conference with the Dean of Student Development or designee, the student will be notified in person or in writing about alleged violations and possible sanctions. The student will also be notified in person or in writing of the nature and source of the information underlying the alleged violations unless the Dean of Student Development or designee determines, in their discretion, that revealing the source would create a risk of physical or emotional harm to the source, or might otherwise have a chilling effect on enforcement of these rules. The student will have an opportunity to respond to the allegations and the information presented. The student may have a support person of their choice present. The support person is not permitted to present the case but may advise the student.
- If the student wishes to submit facts and information on their behalf, it must be submitted within seven calendar days of (and including) the initial conference.
- After considering the information in the case and interviewing persons as appropriate, the Dean of Student Development or designee may take one of the following actions:
- Terminate the proceedings, exonerating the student.
- Dismiss the case after appropriate guidance and advice.
- Impose appropriate sanction(s) as described below.
- The student will be notified in writing of the decision of the Dean of Student Development or designee The parents or guardian of any student under 16 years of age who receives sanction(s) under the Policy on Student Conduct will be notified.
The Dean of Student Development or designee may impose the following sanctions for violation of the Code of Student Conduct:
- Disciplinary warning.
- Disciplinary probation with or without the loss of privileges for a definite period of time. The violation of the terms of the disciplinary probation or the breaking of any PCC rule during the probation period may be grounds for suspension or expulsion from PCC.
- Restitution for damages.
- A specified period of PCC and/or community service.
- Removal from class(es) for which the student is currently registered.
- Disciplinary suspension from PCC for a definite period of time and/or pending the satisfaction of conditions for readmission, (i.e., suspension of the privilege to attend PCC).
- Expulsion from PCC (i.e., permanent removal of the privilege to attend PCC).
- Any other sanction deemed appropriate.
If the student wishes to appeal the decision on the basis of alleged violation of these procedures, they may do so by submitting a written appeal to the Campus President or designee within 14 calendar days after the notice is delivered to the address on record for the student in the College Registrar's Office. The Campus President or designee shall render a decision regarding the alleged violation of due process within 14 calendar days of its submission.
Readmission After Disciplinary Suspension
A student suspended from PCC for disciplinary reasons may be readmitted only upon written petition to the campus Dean of Student Development or designee The petition must, if applicable, indicate how specific reinstatement conditions, if any, have been met, and reasons that support reconsideration. The Dean of Student Development or designee shall convey their decision in writing to the student and, in the case of non-readmission, shall set forth the reasons in writing. The decision of the Dean of Student Development or designee is final.
The Dean of Student Development or designee(s) is responsible for maintaining records and documentation of disciplinary cases in accordance with the state archival policies.
Information from disciplinary files is not available to unauthorized persons on campus or to individuals off-campus without the written consent of the student involved, except under legal compulsion, in cases in which PCC has determined that it has a legitimate educational interest in the information, or in the case of other disclosures that comply with the Family Educational Rights and Privacy Act (FERPA), Board Policy, and local, state, and federal laws pertaining to education records.
Grade Appeal Procedure
As set forth in PCC's Policy on Student Rights (Section 2.a), students have the right to protection from improper academic evaluation. The Grade Appeal Procedure provides the student with a process for appealing a final course grade when they believe that an improper evaluation has occurred. "Improper evaluation" is defined as 1) the evaluation standards and grading criteria contained in the course syllabus were not followed by the instructor or 2) the final grade was imposed in an arbitrary or capricious manner.
Grade Appeal Scope
- The Grade Appeal Procedure only applies to disputes about posted final course grades. Concerns about grades given for assignments or examinations during the term, or concerns or complaints about instructional quality should be addressed through the Complaint Procedures.
- The Grade Appeal Procedure does not invalidate the requirements mandated by any department, program, and/or the curriculum of any particular course. Specific course assignments, instructor-specific policies, or other formal course-related materials cannot be challenged or appealed through this process. This process applies only to assertions of improper final evaluation as described above.
Grade Appeal Authority
- The instructor and/or the appropriate academic Division Dean have the authority to authorize a change to a final course grade as an outcome of this appeal process.
- The Dean of Student Development will serve as steward of the Grade Appeal Procedure. When the appeal process is concluded, all documentation will be forwarded to the campus Dean of Student Development, who will maintain such documentation in accordance with appropriate retention schedules.
Student Protections
- A student may have a support person of their choice (such as a PCC counselor or advisor, or student government representative) throughout the appeal process. The support person is not permitted to present the appeal, but may advise the student throughout the appeal process. The Dean of Student Development's Office can assist the student with identifying a support person, or arranging for assistance with language translation, if needed.
- Both PCC and the student may seek legal advice at their own expense; however, neither PCC or the student may be represented by a lawyer during any meeting pertaining to the Grade Appeal Procedure.
- Concerns involving harassment or discrimination on the basis of race, color, religion, sex, sexual orientation, age, national origin, disability, veteran status, or other legally protected status should be directed to PCC's Office of Equity and Inclusion. View more information about PCC's Non-harassment policy. The Office of Equity and Inclusion and the academic division considering the grade appeal may engage in parallel investigations if the College determines parallel investigations are appropriate.
Step 1: Attempt to Resolve the Final Grade Concern With The Instructor
- If the student believes their grade was a mistake, they must first directly communicate with the instructor about the final grade by sending a written inquiry to the instructor requesting an explanation of how the grade was determined and stating their questions and concerns about the grade assigned. The communication should include specific reasons why the student believes they were graded improperly, and supporting evidence, such as statements in the course syllabus, alleged discrepancies in points or grades received, emails to and from the instructor, etc. This written inquiry must be received by the instructor within 14 calendar days of the final course grades being posted, or the student forfeits the right to appeal the grade.
- Upon receiving a written inquiry regarding a final course grade, the instructor is expected to respond to the student's inquiry in writing within 14 calendar days of the documented date of the student's inquiry. If the instructor is unable to respond within 14 days of the documented inquiry, the Department Chair or Division Dean may initiate an appropriate response if the inquiry is made known to them by the student. For instructor and department contact information see the Staff Directory and the Department Chair Directory. The campus Dean of Student Development offices can assist with Step 1.
- If questions remain after the student receives explanation from the instructor, the student is encouraged to discuss those concerns in person with the instructor.
Step 2: Submit a Grade Appeal Form to the Dean of Student Development
- If the student's concern is not resolved through Step 1, the student may submit a Grade Appeal Form, with supporting evidence, to the campus Dean of Student Development or designee within 30 calendar days of the student's documented inquiry to the instructor in Step 1. Download a Grade Appeal Form or pick up a hard copy at the Dean of Student Development offices. The Dean of Student Development or designee will review the Grade Appeal Form and determine the next steps, which may include, but are not limited to: (1) referral of the appeal to the instructor's academic Division Dean or other immediate supervisor for review, investigation, and response; (2) request for additional information and supporting documentation from the student, or (3) a decision not to proceed with the appeal if the academic evaluation being contested does not fall within the scope of this policy.
- Once sufficient information and documentation has been received from the student and the appeal has been deemed appropriate, the Division Dean or other immediate supervisor will investigate the final course grade in question, make a decision about the appropriateness of that grade under the standards described above, and communicate the decision in writing to the student. A copy of the written decision will also be sent to the Dean of Student Development.
- Generally, Step 2 will be completed within 14 calendar days of receipt of the Grade Appeal Form, unless more time is needed to investigate.
Step 3: Appeal Decision to Dean of Instruction
- The student may appeal the decision in Step 2 only on the grounds that (1) the procedures outlined in this policy were not followed; or (2) relevant evidence concerning the final course grade becomes available that was not available during Step 2. An appeal must be made within 14 calendar days of receipt of the division dean's written decision. The student must submit written justification for further review and provide evidence that there are grounds for the appeal to the Dean of Instruction.
- The Dean of Instruction will objectively investigate how the grade appeal process was conducted in Step 2, and/or consider relevant evidence that was not available or not considered during Step 2, make a final decision on the appeal, and communicate it in writing to the student, with a copy to the Dean of Student Development.
Academic Integrity Policy
Students of Portland Community College are expected to behave as responsible members of the college community and to be honest and ethical in their academic work. PCC strives to provide students with the knowledge, skills, judgment, and wisdom they need to function in society as educated adults. To falsify or fabricate the results of one's research; to present the words, ideas, data, or work of another as one's own; or to cheat on an examination corrupts the essential process of higher education. Download the Academic Integrity Policy.
Guidelines for academic integrity
Students assume full responsibility for the content and integrity of the coursework they submit. The following are guidelines to assist students in observing academic integrity:
- Students must do their own work and submit only their own work on examinations, reports, and projects, unless otherwise permitted by the instructor. Students are encouraged to contact their instructor about appropriate citation guidelines.
- Students may benefit from working in groups. They may collaborate or cooperate with other students on graded assignments or examinations as directed by the instructor.
- Students must follow all written and/or verbal instructions given by instructors or designated college representatives prior to taking examinations, placement assessments, tests, quizzes, and evaluations.
- Students are responsible for adhering to course requirements as specified by the instructor in the course syllabus.
Forms of academic dishonesty
Actions constituting violations of academic integrity include, but are not limited to, the following:
- Plagiarism: the use of another's words, ideas, data, or product without appropriate acknowledgment, such as copying another's work, presenting someone else's opinions and theories as one's own, or working jointly on a project and then submitting it as one's own.
- Cheating: the use or attempted use of unauthorized materials, information, or study aids; or an act of deceit by which a student attempts to misrepresent academic skills or knowledge; unauthorized copying or collaboration.
- Fabrication: intentional misrepresentation or invention of any information, such as falsifying research, inventing or exaggerating data, or listing incorrect or fictitious references.
- Collusion: assisting another to commit an act of academic dishonesty, such as paying or bribing someone to acquire a test or assignment, taking a test or doing an assignment for someone else, or allowing someone to do these things for one's own benefit.
- Academic Misconduct: the intentional violation of college policies, such as tampering with grades, misrepresenting one's identity, or taking part in obtaining or distributing any part of a test or any information about the test.
Penalties for academic dishonesty
If a student is found guilty of violating academic integrity, any one or a combination of the following penalties may be imposed by the faculty member:
- Verbal or written warning.
- A grade of "F" or "NP" for the assignment, project, or examination.
The following penalty may be imposed by the faculty member only after a hearing conducted by the division dean:
- A grade of "F" or "NP" for the course, overriding a student withdrawal from the course.
The Dean of Student Development may also issue the following disciplinary sanctions, in accordance with the Code of Student Conduct:
- Disciplinary admonition and warning.
- Disciplinary probation with or without the loss of privileges for a definite period of time. The violation of the terms of the disciplinary probation or the breaking of any college rule during the probation period may be grounds for suspension or expulsion from the college.
- Suspension from Portland Community College for a definite period of time. (i.e., suspension of the privilege to attend Portland Community College).
- Expulsion from Portland Community College (i.e., removal of the privilege to attend Portland Community College).
Academic dishonesty complaint and hearing procedures
- The faculty member observing or investigating the apparent act of academic dishonesty documents the commission of the act, usually by writing down the time, date, place, and a description of the act.
- The faculty member collects evidence, often by photocopying the plagiarized assignment and creating a paper trail of all that occurs after the alleged act of academic dishonesty. Often the evidence will include various samples of the student's work showing a radical disparity in style or ability.
- The faculty member provides the student an opportunity to explain the incident.
- The faculty member explains to the student the procedures and penalties for academic dishonesty and gives the student a copy of the Portland Community College Academic Integrity Policy.
- The faculty member may resolve the matter informally by determining an appropriate course of action, which may include a verbal or written warning, or a grade of "F" or "NP" on an assignment, project, or examination, or no further action. If the accused student contests the faculty member's decision, a hearing with the division dean may be requested in writing to the division dean within 10 days of the time the student is notified of the faculty member's decision. A hearing requested by a student under this section is informally conducted by the division dean, who may take steps they deem appropriate to resolve the conflict.
- If the faculty member wishes to initiate further action (e.g. assign a lower grade or a grade of "F" or "NP" for the course), the student is entitled to a hearing with the division dean. The faculty member submits a copy of the Academic Dishonesty Report form and any additional evidence to the division dean within 10 days of the alleged act of academic dishonesty, which initiates the hearing process.
- Within 10 days of receiving an Academic Dishonesty Report form, the division dean notifies all parties in writing of the date, time and location of the hearing. At the hearing, the faculty member and division dean present charges and allow the student to present their side of the case. The student may bring an advisor, who may advise the student but not present the case. If the student misses the hearing, the faculty member and division dean may proceed with the process to completion. The division dean will consider any evidence submitted within seven days of the hearing, and interview persons as warranted. The division dean determines if the action recommended by the faculty member is appropriate.
- Within 10 days of the hearing, the division dean sends written notification of the results to the student and faculty member.
- Within 10 days of the notification, the student may submit a written appeal to the dean of instruction. The decision of the dean of instruction is final.
- The division dean sends a final report to the dean of student development. The dean of student development may also issue the following disciplinary sanctions, in accordance with the Code of Student Conduct:
- Disciplinary admonition and warning.
- Disciplinary probation with or without the loss of privileges for a definite period of time. The violation of the terms of the disciplinary probation or the breaking of any college rule during the probation period may be grounds for suspension or expulsion from the college.
- Suspension from Portland Community College for a definite period of time. (i.e., suspension of the privilege to attend Portland Community College).
- Expulsion from Portland Community College (i.e., removal of the privilege to attend Portland Community College).
Consensual Relationship Statement
NOTE: The Consensual Relationship Statement is currently under review. For the most up-to-date policy, visit the Office of Equity and Inclusion webpage.
The college seeks to maintain professional, fair, and unbiased relationships between faculty/staff and students. This mission is potentially jeopardized when faculty/staff enter into consensual romantic relationships with their students. Questions of fairness, favoritism and coercion may arise. Therefore, faculty/staff should not engage in consensual romantic relationships with their current students. Download the Consensual Relationship Statement.
View the complete statement
In addition, those who supervise or evaluate the work of students must be perceived to be making their decisions fairly and without favoritism. This mission is potentially jeopardized when faculty/staff enter into consensual romantic relationships with their students.
Faculty and staff are cautioned that consensual romantic relationships with their students can prove to be unwise and problematic, and should be avoided. When consensual romantic relationships occur, questions of fairness, favoritism, and coercion arise:
- Such relationships may undermine the real or perceived integrity of the supervision provided, and the particular trust inherent in the student-faculty relationship.
- Relationships in which one party is in a position to review the work, or influence the career of the other may provide grounds for complaint when that relationship appears to give undue access or advantage, restricts opportunities, or creates a hostile and unacceptable environment for others.
- Such relationships may, moreover, be less consensual than the individual whose position confers power believes. The relationship is likely to be perceived in different ways by each of the parties to it, especially in retrospect. While some relationships may begin and remain harmonious, they are susceptible to being characterized as unprofessional and disrespectful to others.
Therefore, faculty/staff should not engage in consensual romantic relationships with their current students.
If a faculty or staff member has a pre-existing consensual romantic/sexual relationship with a student, the student should be discouraged from enrolling in courses taught by the instructor or entering into work situations in which she/he would be supervised by the staff member. If the student does enroll in the course or work for the staff member, the faculty/staff member should remove him/herself from academic or professional decisions concerning the student.
Should a romantic/sexual relationship between a faculty/staff member and their student lead to a sexual harassment charge, the College is obligated to investigate and resolve the charge in accordance with the complaint procedure in the Non-harassment Policy.
Children on PCC Properties
Children are welcome on Portland Community College campuses and properties in appropriate situations and while actively supervised by a parent, guardian, or responsible adult. This policy outlines the College's approach to ensuring that reasonable steps are taken to protect the study and work environment of the College, and the health, safety, and liability issues associated with children on PCC properties. Download the Children on PCC Properties policy.
Children on campus Scope
This policy applies to minor children (children) under the age of 16 who are not officially enrolled in classes or employed by the College. This policy does not apply to organized activities such as attending a registered child care facility, after school care activities, school field trips, and approved programs including, but not limited to, athletic events, theater productions, art programs, and other events targeted to children.
Students under the age of 16 who are officially enrolled, and for whom an authorized Underage Release form is on file with the Admissions Office, have the same rights, responsibilities and privileges of any other student in the classroom and on college properties.
The College seeks to provide an environment which is conducive to study and work. Children must be actively supervised by their parent, guardian, or responsible adult at all times when they are on college properties.
College staff, faculty and administrators have the responsibility to direct the removal of a child in accordance with section 3.6 of this policy.
Unaccompanied children: Due to safety and liability issues, except as otherwise defined in this policy, under no circumstances may unsupervised children be on college properties, including playing, roaming, and occupying campus grounds or buildings.
Any College employee who finds an unaccompanied child on college properties should inform Public Safety of the location of the child.
Restricted areas
Children cannot be allowed in areas where their presence is disruptive or where health, safety, and liability risks are identified. Areas in which children are NOT permitted include:
- Testing centers
- Classrooms (when the Instructor determines that the presence of children would be unsuitable)
- Laboratories and laboratory preparation areas
- Scientific, technical and maintenance work spaces
- Fine or performing arts work spaces or studios Areas that contain hazardous chemicals, machinery or equipment
- Commercial kitchens and other food preparation areas
- Fitness centers
Other areas may be identified as unsuitable for children as a result of a risk assessment and supervisors of the respective areas are required to inform staff and students of requirements or restrictions.
PCC transportation services
When children are passengers in any PCC vehicle, including shuttle buses, the operators of these vehicles are not responsible for ensuring that child passengers meet child safety requirements. It is the responsibility of the care provider to ensure that any child accompanying them meet the child safety requirements. Where safety restraints are not available, the care provider will ensure the child is properly seated to minimize possible accident or injury. Failure to conform to these guidelines will result in child and care provider being denied transport (as applicable to ORS 811.210).
Responsibility of the College
- To provide an environment conducive to study and work for all students, staff and visitors.
- To provide a healthy and safe study and work environment for all students, staff and visitors and to comply with legislative requirements.
- To take reasonable steps to assist students, staff and visitors who may have special needs to enable access to facilities and services.
Responsibilities of people bringing children into the college
- To take reasonable steps to safeguard the health and safety of the children in their care while on college properties.
- To consider the potential risk to the health and safety of others that may come with bringing children into the College environment and to take reasonable steps to safeguard against those risks.
- To be responsible for the behavior of the children in their care, so as not to disrupt, inconvenience or endanger staff, students or other visitors.
Responsibilities of PCC staff and instructors
To direct removal of a child in accordance with this policy if:
- The child's health or safety is at risk;
- The child is presenting a health, safety or liability risk to property or others;
- The child's behavior is causing undue disruption to the work of students or staff; or
- The presence of a child is unsuitable.
Instructors are responsible to direct the removal of children from their classroom. In the case of public areas, any member of staff on duty has the authority to direct that children be removed from the area.
Students who wish to appeal a specific situation, or who fail to comply, may follow the Code of Student Conduct hearing process as outlined in the PCC Student Rights and Responsibilities Handbook.
Campus contact information
- Cascade:
- SSB 209, 971-722-5292, email@example.com
- Rock Creek:
- Bldg. 9, Rm. 115, 971-722-7215, email@example.com
- Sylvania:
- CC 247, 971-722-4529, email@example.com
- Southeast:
- ADM 208, 971-722-6152, email@example.com
- Distance Learning:
- Students may contact any of the above campus offices


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posted by Thom Holwerda on Mon 4th Jan 2010 22:41 UTC
A petition launched in December by MySQL creator Michael 'Monty' Widenius to 'save' the open-source database from Oracle has quickly gained momentum, collecting nearly 17,000 signatures. Widenius on Monday submitted an initial batch of 14,174 signatures to the European Commission, which is conducting an antitrust review of Oracle's acquisition of Sun Microsystems, MySQL's current owner. The petition calls for authorities to block the merger unless Oracle agrees to one of three "solutions", including spinning off MySQL to a third party and releasing all past versions and subsequent editions for the next three years under the Apache 2.0 open-source license.


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|2011-08-14, 23:15
|Link #2
Senior Member
Join Date: Dec 2005
Age: 32
Well you can hardly blame them for not drawing characters with obviously squinting eyes. It's not like Japanese people watching Japanese anime need visual cues reminding them that their eyes are shaped differently than other peoples, lol...
I don't know that I have any recommendations... I mean, I can point to a lot of anime where the characters don't look any less Japanese than any other race, and a lot of series' have a character that looks particularly Japanese...
|2011-08-15, 00:39
|Link #4
Senior Member
Join Date: May 2009
I'm not trying to say who's right and wrong or blame people, just wondering if such anime are out there.
|2011-08-15, 03:55
|Link #5
Senior Member
Join Date: Nov 2007
Location: California
I think another reason why animators (both Western and Eastern) generally avoid realistic character designs is the risk of uncanny valley effect. It has the risk of characters looking creepy and corpse-like, especially if the characters don't move or express themselves realistically despite their appearances. Stylized characters are often more expressive so they don't look as eerie when animated, assuming the animation is decent.
I'd say Monster's artwork is pretty realistic looking without looking creepy though most of the characters are European. Probably about as realistic as you can get without falling into uncanny valley.
It's manga, but 20th Century Boys by the same creator as Monster has pretty realistic looking characters.
|2011-08-15, 14:41
|Link #6
Senior Member
Join Date: May 2009
There isn't much stuff like Beck in realisticness? I don't need photograph looking stuff, just stuff that isn't off the wall in char design like most anime today seems to be. Some back to basics, like Beck, Genshiken, heck, even Amagami (SS) and K-ON to really stretch it. I know all of those have unrealistic quirks, but their character design foundation is on reality.
|2011-08-16, 03:16
|Link #8
Me at work
Well he's the only Japanese but I think the protagonist of Monster really looks like a japanese in europe
I can't think of animus but there's plenty of mangas if you're willing to go there
Stuff like Ikigami , Soil , sun ken rock , sprite , freezia for exemple
edit: A bit old school but the characters in Akira always really looked japanese to me
Last edited by totoum; 2011-08-16 at 10:47.
|2011-08-16, 15:27
|Link #11
AS Oji-kun
Join Date: Nov 2006
Location: Hokkaido
Age: 69
The characters are still quite stylized, but House of Five Leaves might be a good choice. It also "feels" realistic, though naturally none of us can really say what life was like in the late Edo period.
|Thread Tools


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Update: A Cadillac spokesperson informed CNET that the company will offer a CTS-V Wagon as a 2014 model based on the current generation. Cadillac will also use this generation for a 2014 CTS Coupe and CTS Sport Wagon. The only model getting the next generation update will be the CTS sedan.
Station wagons, once the family car of choice, plummeted in popularity after the 1970s, making the 2013 Cadillac CTS-V Wagon a rare thing. Such a powerful wagon is an even rarer thing, yet fitting a wagon with CTS-V performance gear seems so right.
The CTS is, of course, the model that carried Cadillac through the recession. It proved so popular that the company offered it as a sedan, coupe, and wagon. A convertible was the only type the company did not release. This 2013 model is the CTS' victory lap, as Cadillac showed off a much-needed update, the 2014 CTS, at the last New York International Auto Show.
The CTS-V is, of course, the high-powered version of the car, also available in sedan, coupe, and wagon form. Boasting 556 horsepower from that supercharged V-8 and an adaptive suspension, the performance is let down somewhat by the six-speed automatic transmission. Fortunately, a six-speed manual is available.
The look of this 2013 CTS-V Wagon remains fresh, and the example delivered to CNET showed off a sparkly tri-coat paint job, satin-black rims, and yellow brake calipers. Not so fresh is the CTS-V Wagon's cabin tech. Demonstrating the lack of synchronicity between electronics and automotive development, what were cutting-edge features in 2008 now appear dated and react slowly, at least compared with my expectations.
Pop-up LCD
The CTS-V still features a motorized LCD, showing navigation when deployed and neatly leaving a little ribbon of screen available for audio information when recessed. Its interface is a little confusing, mostly controllable with the touch screen but offering some menu navigation and selection from a dial on the center stack. Hard buttons on the stack give ready access to audio and navigation functions.
Voice command in the car was primitive by today's standards. It offered limited control over the stereo, and when entering a street address, it made me say each part separately, tediously pausing and confirming at each step. For the Bluetooth phone system, voice command did not make it possible to place a call by saying the name of a contact.
In fact, the Bluetooth hands-free phone system is one of the weaker elements in the CTS-V Wagon. Cadillac didn't include it all in the original CTS electronics package, wanting drivers to rely on OnStar's hands-free phone feature. As an add-on feature, the Bluetooth system is very primitive, with no screens available on the LCD.
This feature-poor Bluetooth implementation means no Bluetooth audio streaming for the stereo. However, the CTS-V Wagon does have hard-drive space for music, as the navigation stores its maps on an internal hard drive.
I like the look of the maps in the navigation system, and appreciated some icons representing landmark buildings in San Francisco's downtown area. The traffic data worked well, and was easy to read from the maps. And one thing I've always liked about this navigation system is that it will warn about traffic jams on the road ahead even when you don't have a route programmed. It's a useful warning.
The route guidance worked well, showing useful graphics and reading out street names, but the maps seemed very out-of-date. For example, it did not seem to know about the Fremont exit from I-80 in downtown San Francisco, even though it has existed for years.
The lack of Bluetooth streaming in the stereo also showed the CTS-V Wagon's age, as did the iPod connector in the console. This 30-pin connector plugged into the car through a Y cable terminating in USB and 1/8-inch auxiliary audio plugs. Connecting my iPhone 5 to this mess with a 30-pin-to-Lightning adapter, I had full control over my phone's music library on the touch screen.
The CTS-V Wagon's stereo also parsed the MP3 files on a USB drive I plugged into the car, showing a full music library interface on the screen.
The car has satellite radio, of course, but it predated widespread adoption of HD Radio, so that feature is not available.
The 10-speaker audio system in the car is one of the best I've heard from Bose. Its balanced output was an enjoyable accompaniment to my driving, delivering nice, clear tones. It wasn't huge on bass, though, and I wouldn't put it against top systems in other luxury cars, such as the Bang & Olufsen stereos in some Audi models.
App control
A more modern electronics component in the CTS-V Wagon comes in the form of OnStar, which has been upgrading and gaining features irrespective of the car's own electronics. There are, of course, the concierge and roadside assistance features accessible at the push of the blue button on the rearview mirror casing, but more exciting is OnStar's recent app, which works on Android or iOS. With it, you can view the car's fuel level (very useful considering the CTS-V Wagon's excessive consumption), unlock the doors, and make the horn honk so you can find the car in a vast suburban parking lot. Best of all, you can look up destinations and send them to the car, bridging the gap between smartphone and in-car navigation system.


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Supporters of the proposed ballot measure to raise the state's minimum wage to $10.10 are still gathering signatures to put it before voters in November, but their work may be for nothing.
On Thursday, Senate Majority Leader Randy Richardville, R-Monroe, introduced Senate Bill 934, which would raise the minimum wage from $7.40 an hour to $8.15.
More important, the bill would also repeal the state's current minimum-wage law, which the ballot proposal is seeking to amend.
If the bill is approved and signed into law by Gov. Rick Snyder, voters would be trying to amend a law that no longer exists.
Danielle Atkinson, a member of the Raise Michigan Coalition, which is behind the ballot measure, said a move such as Richardville's is a reason why people feel disenfranchised by the political process.


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This Week In Movies: 'Robocop,' 'About Last Night' 'Endless Love'
02.10.2014 | By Jack Rico | No Comments">No Comments
Eleven movie releases. This week's movies offers remakes, some romance and action, but there are no Nicholas Sparks or Rob Reiner nor Nora Ephron inspired films to hitch your heart, money and time on. Nevertheless, out of all these films, the new Robocop remake seems entertaining and captivating. Also, About Last Night, another remake, looks like a laugher with Kevin Hart, who is quickly rising to be one of Hollywood's biggest box-office stars. The rest are French romance films that seem interesting enough to look at their trailers. Read More


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"Aerocar" Hits the Road (1950)
Wednesday, April 1, 2009 at 4:09PM
The April 25, 1950 Yuma Daily Sun (Yuma, AZ) ran this picture of Moulton Taylor's "Aerocar" which could be converted into an airship "even by a woman, without soiling her gloves." So easy, a woman could do it!
"AEROCAR" HITS THE ROAD - With its wings folded back against the fuselage, his flying auto is ready to cruise down the highway at 50 miles an hour. According to its Longview, Calif., designer, the airship can be converted to the auto "even by a woman, without soiling her gloves."
Previously on Paleo-Future:
Matt Novak | 2 Comments | 6 References |
tagged aerocar, cars, flying cars, gender roles, moulton taylor, transportation, yuma daily sun in 1950s Tweet


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Adam Lanza's mother was shot multiple times in the head, the state's medical examiner confirmed Sunday.
Authorities say Lanza then went on a rampage at Sandy Hook Elementary School Friday, killing 20 children and six adults. Lanza, 20, shot himself once in the head, the medical examiner said. Nancy Lanza was found in her bed.
The nation continued to mourn Sunday for the dead. People came from around Connecticut and out of state to pay their respects at a makeshift memorial. Preparations also continued for a visit from President Obama Sunday night.
Kerry Stewart came from West Hartford with his wife, Mary Lynn, and daughter, Grace.
"We just felt, as a family, we wanted to come down," he said. Stewart is a teacher at the prison in Newtown. His wife is a school nurse.
"You just want to go home and hug your kid," he said.
Mary Lynn looked at the bells hung from a large pine tree, one that was strung with lights for Christmas. Each bell had the name of a victim, and said "Angel at 6" or "angel at 7."
"Every time a bell rings, an angel gets its wings," Mary Lynn said to Grace, quoting "It's a Wonderful Life."
Barbara McDonald came from Waterbury with her sister and her niece to pay respects to the victims.
"My daughter is petrified to go to school tomorrow," McDonald said. She told the 9-year-old to "just pray," she said. McDonald and her sister, Nadia Facey, are both paraprofessionals in Waterbury schools.
"I'm here because I just feel like I need to be here. I can't describe it," said Trish Blazi of Middlebury, wiping tears from her eyes.
Blazi said she would have gotten to Sandy Hook sooner if she wasn't glued to the TV.
"These poor parents. Once this town has emptied out ... Right now, the support of the whole country is around them," she said. "When that's gone, what do you do?"
People continued to arrive at the memorial even as the rain picked up. Golden retrievers from the Lutheran Church Charities K-9 Comfort Dog Ministry arrived just before 11 a.m.
Prince and Barnabas are trained comfort dogs at Holy Cross Lutheran Church in Portage, Indiana.
"We're here to give some emotional support," handler Dan Fulkerson said. "Wherever we're needed, we go."
At around noon, State Police spokesman Lt. J. Paul Vance, said that investigators were still at the sceene of the shooting and that he had nothing new to report.
"We have recovered some evidence that is being analyzed," Vance said, adding that he hoped to release more information by Sunday afternoon.
Vance, who said that investigators had also begun releasing cars parked at the school to their owners after examining them, also warned that anyone using social media to pose as the shooter or mimick the crime could be breaking state or federal laws.
"These issues are crimes that will be prosecuted," he said.
Holiday decorations and Christmas trees were everywhere, but the mood was one of indescribable grief as residents struggled to come to grips with Friday morning's attack at Sandy Hook Elementary School.
"Nothing will ever be the same for us. The senseless slaughter of innocents scars the soul and overwhelms the mind,'' the Rev. Mark Moore told a vigil at St. John's Episcopal Church in the village of Sandy Hook. Until Friday, one resident said, a knocked-over mailbox might be considered a crime in this safe and serene town of 27,000.
"What has gone so wrong in our world?" Moore asked. "How can we believe in a good, loving God that allows such innocent suffering? Such evil? But nonetheless, in faith, we must respond."
Twelve girls and eight boys, students at Sandy Hook Elementary School, are gone. The president of the United States will be here Sunday night to mourn with residents at Newtown High School. Families of the victims will be escorted by state police to meet with Obama.
In a late Saturday afternoon television address, a still-shaken Gov. Dannel P. Malloy told Newtown, the state and the country what everyone was learning. "What's important right now is this: love, courage, and compassion.''
On Sunday morning Malloy appeared on ABC's "This Week" and said the killer, Adam Lanza, shot himself as police entered the building.
"We surmise that it was during the second classroom episode that he heard responders coming and apparently at that, decided to take his own life," Malloy said.
Malloy offered no possible motive for the shooting and a law enforcement official has said police have found no letters or diaries left behind that could shed light on it.
Adam Lanza also killed his mother, Nancy Lanza, 52, in their home on Yogananda Street.
Most Newtown students will return to school on Tuesday, Superintendent of Schools Janet Robinson told the Danbury News-Times. Sandy Hook students will return on Wednesday to Chalk Hill School in Monroe.
Monroe Superintendent James Agostine said he is not sure when Sandy Hook students will arrive, but said his district is already getting the school ready for Newtown to use.
"We are happy to assist in some way," Agostine said.
Quiet and somber shops in town were busy as media swarmed and residents wandered through downtown Newtown. There were signs on every street corner.
"Pray for our victims, town and country," a sign read. "OUR HEARTS ARE BROKEN," stated another in pink chalk. On a table outside one barber shop teddy bears in red Santa hats held a vigil. There were crayons for written prayers.
A church on the corner offered a "healing prayer." Teary-eyed residents, many with their children, came with flowers, messages and toys. Bouquets of flowers lay under small Christmas trees on a busy street corner. A collection of stuffed animals leaned against a barrier blocking the road to the school.
So many cars streamed into the St. Rose of Lima Roman Catholic Church parking lot that police had to direct traffic. About 1,000 people packed into the church for a 4 p.m. Mass that offered prayers for those killed.
A memorial of religious candles, stuffed animals and roses grew around St. Rose's outdoor statue of the Virgin Mary. A stuffed monkey leaned against a sign with careful handwriting: "Sleep in heavenly peace."
More than 60 funeral directors have agreed to help the families of the victims, said Pasquale Folino, president of the Connecticut Funeral Directors Association and vice president of Thomas L. Neilan & Sons Funeral Home in New London and Niantic.
"Right now we have a team of funeral directors that have volunteered to provide support services, to provide motor equipment, transportation," he said. "Casket companies are providing caskets, vault companies are providing the vaults."
The first burial service for a victim of the shootings is scheduled for Monday. A source familiar with the arrangement said Sunday that the funeral of Noah Pozner, 6, will be held in Fairfield, beginning at 1 p.m.
Colin Collier, just home from college, joined a group of his friends to set up stations around Sandy Hook asking for donations for the affected families.
"We all got together last night and wanted to do something and this was all we came up with, fundraising for the families affected,'' Collier said. "Just being out here and showing we're a community, we care about each other."
Just before state police released the names of victims in the late afternoon, First Selectwoman E. Patricia Llodra pleaded with the media and everyone watching to "help us in this healing process."
"Please treat our community with kindness. Please know that we have suffered an incredible loss,'' Llodra said. "We need your respect on this healing journey."
On Saturday evening, the soft-spoken father of a blue-eyed girl who perished showed the depth of this community's bravery and compassion.
"The world is a better place because she has been in it,'' Robert Parker, 30, father of 6-year-old Emilie Parker said in a news conference. Fighting back tears, Parker eloquently asked the world to grieve for his child, his town and the family of the alleged shooter.
"Let it not turn into something that defines us,'' said Parker, who saw his daughter a final time briefly on Friday morning, just before he rushed off to work.
"She said she loved me, and I gave her a kiss and I was out the door."
"I have no idea how to deal with this," said Parker, a physician's assistant who moved to Newtown just eight months ago. "We find strength in our religion, our faith and our family. I just hope that everybody gets the help that they need.
"We are all in this together. And we are forever linked by this event."
One of those killed, first-grade teacher Victoria Soto, died after hiding her students in her classroom.
Soto was a teacher in room 10, the classroom next to where the shooting began. She hid her students — 15 or 16 of them, some possibly in a bathroom — before the gunman entered the room.
At a vigil in her hometown of Stratford Saturday night, Soto was honored by hundreds of people. Surrounded by flickering candlelight on the Green outside Stratford town hall, her relatives sobbed and held each other.
A student chorus sang "Holy Night" and "Amazing Grace," and dozens of friends from the neighborhood where Soto grew up hugged tearfully.
"I'm so proud of her. Because of what she did, there are parents who can have Christmas with their children," childhood friend Jessica Zrallack said, shivering in the middle of the somber crowd. "She's a real hero. I wouldn't have expected anything less of her. I don't think there's one person who could say anything bad about her."
Through the final minutes of the ceremony, Zrallack held up a handmade sign praising Soto for saving her first-graders.
"We lost a very special person. She was living her dream – she wanted to be a teacher, but look at the price she paid for it," Zrallack said.
Soto grew up in a neighborhood near the center of town with two sisters, a brother and her parents, and graduated from Stratford High School in 2003, friends recalled. As far back as then, she wanted to be a teacher, they said.
"She was always a good person. I remember her back to first grade, we were in the same class in fourth grade – the Soto family was like a second family to me, and she was very family involved," said Aquiles Rodriguez of New York City.
"When I heard about the shooting, I thought that was really bad. But when I heard the story that it was her," Rodriguez said, pausing and looking to the ground, "when I heard it was her, I just got on the train to come up."
Sandy Hook Principal Dawn Hochsprung, 47, was also killed.
"She died protecting the children that she adored so much. It's just incredibly shocking,'' said Gerald Stomski, first selectman in Woodbury, where Hochsprung lived. Hochsprung had been the principal in the Bethlehem and Woodbury school district before taking the job in Newtown two years ago.
'Devastating' Wounds
At a press conference earlier Saturday afternoon, Chief State Medical Examiner H. Wayne Carver III said the victims that he examined each had between three and 11 wounds.
"This is a very devastating set of injuries," Carver said. "I've been at this a third of a century. This probably is the worst I have seen, or the worst I know of any of my colleagues having seen."
Carver said all four of the doctors and 10 technicians in his office worked on the autopsies of the 26 dead on Saturday. He said his staff took photographs of the victims to show the families.
"We did not bring the bodies and the families into contact," he said. "We took pictures of them, of their facial features. It's easier on the families when you do that. We felt it would be better to do it this way."
Also Saturday, Peter Lanza, Adam Lanza's father, issued a statement to the press on behalf of the Lanza family.
"Our hearts go out to the families and friends who lost loved ones and to all those who were injured," he said. "Our family is grieving along with all those who have been affected by this enormous tragedy. No words can truly express how heartbroken we are.
"We are in a state of disbelief and trying to find whatever answers we can. We too are asking why. We have cooperated fully with law enforcement and will continue to do so. Like so many of you, we are saddened, but struggling to make sense of what has transpired."
Newtown First Selectwoman Patricia Llodra asked that her community, mourning the victims of the worst shooting at a primary school in U.S. history, be treated with "kindness and respect."
"Our wound is deep because we are a close-knit community," she said at the same press conference at which Carver spoke. "We truly care for each other … We will put our arms around those families and around each other. We will find a way to heal so that all of our residents, young and old, will again find peace."
Llodra thanked many in the state and the nation for their support, and said, "Please know that we have suffered a terrible loss and we need your respect."
In sharp contrast, two members of the Westboro Baptist Church took to Twitter Saturday to announce that they would picket the shooting.
Mary Ann Jacob, a clerk in the school's library, spoke to members of the media Saturday at Treadwell Park. She was in charge of 18 fourth-grade students in a classroom at the time of the shooting. Sandy Hook Elementary has more than 600 students from kindergarten through fourth grade.
"I think some of the kids were scared, but they are scared even when it's a drill," she said. "I don't think until we opened the door and there were 15 state cops with these gigantic guns and federal agents escorting the kids out that they really realized what was going on."
Jacob said Hochsprung was "a very dear friend. She meant a lot. She's a really amazing woman and a great leader. This is a huge loss."
Jacob said Hochsprung dressed up as the reading fairy with a dress on with lights on it at a book fair, and went around the classroom putting reading fairy dust on all the kids. "She was just an amazing woman," she said. "She was strong and fun, and the kids loved her."
Jacob said the intercom was on during the shootings. "The intercom had opened up so we could hear some confusion in the office. So I called the office because I thought it was a mistake and that they didn't realize the intercom was on. The secretary answered and she said there's shooting. I'm amazed she answered the phone. As far as I'm concerned, she's a hero because she was right there where it's all happening. So we yelled 'lockdown' in our room and then ran across the hall and yelled 'lockdown' in the classroom across," Jacob said.
"You could hear the shots," she said. "They sounded like popping noises, so we tried to minimize it with the kids."
State Police Lt. J. Paul Vance said detectives are still working in the school and could spend another day or longer examining every "crack and crevice of that facility."
Courant staff writers Julie Stagis, Steven Goode, Lori Riley, Vanessa de la Torre, Matthew Conyers, Kathleen Megan, Kenneth Gosselin, Mike Anthony, Dan Haar, Jesse Leavenworth, Jenny Wilson, David Owens, Dave Altimari, Josh Kovner, Mara Lee, Don Stacom and Jenna Carlesso contributed to this story. An Associated Press report is included.


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Control of Spin Precession in a Datta-Das Transistor Structure
Published on
Using the spin of an electron in addition to, or instead of, the charge properties is believed to have many benefits in terms of speed, power-cost, and integration density over conventional electronic circuits. At the heart of the field of spintronics has been a proposed spin-analog of the electronic transistor, the spin field effect transistor. Koo, et al [1,2] demonstrate the injection and detection of spin between two ferromagnetic contacts and show how the magnitude of the spin-current between the source and drain contacts can be controlled by a voltge applied to a gate. The results present an experimental realization of the concepts described for the spin-transistor.
This presentation was preceeded by a short introductory tutorial by Prof. Supriyo Datta, "The Elusive Spin Transistor."
Sponsored by
Network for Computational Nanotechnology (NCN)
NNSA Center for Prediction of Reliability, Integrity and Survivability of Microsystems (PRISM)
Purdue Discovery Park
Birck Nanotechnology Center
Purdue University Discovery Park
- Koo, et. al., Transistors Switch onto Spin, Science, Vol. 325. no. 5947, p. 1471 (September 2009).
- Hyun Cheol Koo, Jae Hyun Kwon, Jonghwa Eom, Joonyeon Chang, Suk Hee Han, Mark Johnson, Control of Spin Precession in a Spin-Injected Field Effect Transistor, Science, Vol. 325. 5947, pp. 1515 - 1518 (September 2009).
Cite this work
Researchers should cite this work as follows:
Birck Nanotechnology Building, Room 1001