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BSU Catalog Home | Graduate Professional Education Program | All-University Courses and Descriptions
College-Program Codes: 4-13
5170 EDUCATION OF THE AMERICAN INDIAN (3 credits) Survey of traditional and western models used in the education of American Indians from colonial times to the present.
5201 LANGUAGE ARTS I (3 credits) A survey of various approaches and an investigation of the multiplicity of tasks involved in the teaching of elementary school reading. Focuses on emerging literacy development as well as assessment in the early years of learning to read.
5221 ELEMENTARY MATH METHODS (3 credits) Objectives, materials and methods of teaching modern mathematics. Requires visits to elementary schools.
5250 ELEMENTARY SCHOOL ENVIRONMENTAL EDUCATION (1 credit) Philosophy, objectives, methods, and materials of environmental education. Designed to teach students how to integrate environmental education into the classes of elementary schools.
5257 INTRODUCTION TO ENVIRONMENTAL EDUCATION AND INTERPRETATION (3 credits) Objectives, program ideas, methods, and materials of outdoor education. General and specific techniques of implementing a program of environmental education and interpretation.
5258 ENVIRONMENTAL INTERPRETATION (3 credits) Introduces the student to the profession of interpretation. Students gain an understanding of the principles of interpretation and their application in interpretative services in a wide variety of settings including museums, zoological gardens, industrial sites, and parks.
5410 MIDDLE SCHOOL SCIENCE METHODS (2 credits) Introduces methods and materials for teaching science for grades 5-9. Discusses the teaching of science through a hands on process methodology. These methods are practiced through a required practicum with public school students. Various process oriented science curriculum materials are used during class.
5500 YOUNG CHILDREN WITH SPECIAL NEEDS (3 credits) Introduction to teaching young children with special needs. Includes discussion of important aspects of education for young children in special education and mainstreamed settings. Students interrelate experiences working with young children having special needs to developing an educational philosophy.
5508 PARENT/PROFESSIONAL TEAM IN EARLY CHILDHOOD (3 credits) Emphasizes cooperative and coordinated educational programming with parents of normally and atypically developing infants, toddlers, and preschool age children. Models of early intervention and parent-teacher educational programs are presented and adapted for use with parents. First is interagency staffing patterns and cooperation among agencies and second is geographic, economic and social factors and related problems. Prerequisites: ED 5670 and/or ED 5500.
5600 STUDY OF THE LEARNER WITH SPECIAL NEEDS (3 credits) Study of the development of various exceptionalities in children.
5601 ASSISTIVE TECHNOLOGY (3 credits) An overview of assistive technology for use by individuals with disabilities will be covered. Five types of devices will be examined and their uses discussed. They include environmental control devices; simple augmentative communication devices; switches, modules, and mounting systems; computer adapted input devices; and special needs software. This course provides a format via e-mail for discussion regarding application and analysis of assistive technology devices. In addition, students will synthesize and evaluate information on disabilities and assistive technology devices found on the Internet.
5608 MATHEMATICS FOR LEARNERS WITH SPECIAL NEEDS (2 credits) Study of the problems that students who have learning difficulties exhibit in mathematics. Diagnostic, remedial, and instructional activities are developed. Requires an approved elementary (K-4) clinical experience. Prerequisites: ED 5600, and ED 5221 or MATH 5052.
5620 TEACHING THE LEARNER WITH SPECIFIC LEARNING DISABILITIES I (3 credits) Introduction to the field of learning disabilities. A study of learners whose special learning problems inhibit their ability to meet academic performance standards and developmental expectations for their age. Requires an approved clinical experience in an elementary (K-6) setting. Prerequisite: ED 5600 or consent of instructor.
5630 TEACHING THE LEARNER WITH EMOTIONAL BEHAVIORAL DISORDERS I (3 credits) Introduction to the characteristics and needs of students with emotional and behavioral disorders within the context of school, family, and community settings. Students are helped to understand key concepts through participation in an approved elementary (K-6) special education clinical experience. Prerequisite: ED 5600 or consent of instructor.
5640 DUE PROCESS IN SPECIAL EDUCATION (2 credits) Study of special educators roles in the special education process. Reviews standards in application of referral, evaluation, team planning, and placement procedures. Issues in family and ethical concerns are addressed with technical writing of required individual education plans, transition plans, and evaluation reports. Prerequisite or Corequisite: ED 5600.
5650 COLLABORATIVE TECHNIQUES FOR SPECIAL EDUCATORS (3 credits) A study of techniques when collaborating with parents, caregivers, community services, and other support services to enhance the learning of the learner with special needs, within an academic setting. An approved clinical experience includes a parent interview, working with outside agencies such as social services, medical facilities, parent advocacy, and service providers from outside the school district, and transition service agencies. Prerequisite: ED 5600.
5670 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION (3 credits) Social, psychological, historical, and educational foundations of kindergarten and prekindergarten programming are explored. Emphasis is placed on efforts of modern programs to adapt curriculum and instruction to the developmental levels and experience backgrounds of young children. Content is geared toward teaching at either the kindergarten or prekindergarten levels. Requirements: Practicum at level of professional interest.
5677 RELATIONS AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION (3 credits) Study and develop skills in relations with young children, parents, and co-workers. Guidance and group management techniques are addressed for working effectively with prekindergarten and young school aged children. Practicum in prekindergarten or school settings is a part of the class.
5700 DEVELOPMENTALLY APPROPRIATE PREPRIMARY EDUCATION (3 credits) Course studies developmentally appropriate curriculum and methods for young learners, prekindergarten - third grade. The use of learning centers, thematic instruction, culturally sensitive teaching techniques, emergent literacy and numeracy, and constructivist educational theory are explored. This is the culminating seminar in early childhood programs and includes a practicum in prekindergarten or kindergarten classroom. Prerequisite: ED 5670
5715 CURRICULUM TECHNIQUES WITH SPECIAL POPULATIONS (3 credits) Students learn to design curricular interventions in academic and socio-emotional arenas and techniques for accommodating diverse learners within regular education settings. Requires an approved clinical experience developing an Individual Application Project in collaboration with a mainstream teacher. Prerequisite ED 5600.
5730 UNDERSTANDING AND SUPPORTING PARENTING (3 credits) Parent-child relationships, including adult development, family systems theory, parental authority, child compliance, and developmental interaction during child-rearing years. Parenting in diverse family configurations, diverse cultures and lifestyles, and high-risk families. Emphasis on knowledge of research for application and collaboration to promote children's learning.
5737 CONTENT AREA READING (2 credits) Intensive study of content area reading issues. Assessment techniques and instructional strategies appropriate for grades four through twelve.
5740 METHODS OF USING INSTRUCTIONAL TECHNOLOGY (4 credits) Fundamentals of theory and practice in using instructional technology in teaching. Explores current and future methods of teaching with technology. Assists teachers and prospective teachers in utilizing various instructional technologies in their teaching. Prerequisite: Consent of instructor.
5747 CURRICULUM DEVELOPMENT FOR INSTRUCTIONAL TECHNOLOGY (4 credits) How to modify existing curriculum to incorporate instructional technologies into the educational program. Focuses on curriculum development processes that link advanced multi-media technologies to the curriculum.
5750 FAMILY, SCHOOL, COMMUNITY RELATIONS (3 credits) Course focuses on family involvement as essential in the successful education of the prekindergarten-12th grade learner. Study is given to family dynamics, trends in family-school relations, problems that inhibit parent involvement, and strategies for productive family involvement. Community and cultural considerations in family-school-community relations are examined. Pertinent "field activities" are required.
5757 PHILOSOPHY AND METHODS OF PARENT EDUCATION (3 credits) Historical, cultural, social, and psychological foundations in the philosophy of parent education are explored. Methods in the education of adults in the context of the family are studied. Models of parent/family education are examined. Visitations to early childhood family education programs are required. Prerequisites: ED 5500, ED 5670, and ED 5677.
5758 TEACHING THE LEARNER AT RISK: AN ECOLOGICAL PERSPECTIVE (2 credits) The course explores family and school factors that put the learner at risk for academic and social failure. Strategies are developed for addressing these factors, including collaborative efforts within and outside of the classroom. This is the introductory course in teaching the learner at-risk programs.
5760 VOCAL MUSIC CONSULTANT IN THE ELEMENTARY SCHOOL (1 credit) Music resources, films, records, song literature, and community resources; demonstration and observation lessons; workshop, staff relations, purchase and maintenance of materials and equipment.
5770 ORGANIZATION AND ADMINISTRATION OF ENVIRONMENTAL EDUCATION AND INTERPRETATION (2 credits) The organization and administration of environmental education and interpretation experiences in varying lengths, and the acquisition, development, and maintenance of outdoor education facilities and programs. Prerequisite: ED 5257.
5777 FIELD EXPERIENCES IN ENVIRONMENTAL EDUCATION AND INTERPRETATION (3 credits) An interdisciplinary field oriented course designed to provide the student with basic knowledge of the natural environment and its relationship to the total school curriculum. Each student will design and execute an environmental or outdoor education project related to their major field of study. Arrangements will be made to test out the activity on an appropriate group (e.g. school children, adults, etc.) Prerequisite: ED 5257.
5811 PREPRIMARY STUDENT TEACHING (6-8 credits) Students integrate theory and practice through working as a member of a teaching team in a split prekindergarten and kindergarten placement. Includes application of content and methods from ED 5700, as well as portfolio documentation of attainment of BOT outcomes as specified in the syllabus. Prerequisites: ED 5670, ED 5677; Corequisite: ED 5700.
5818 FIELD EXPERIENCE IN INSTRUCTIONAL TECHNOLOGY (4 credits) The purpose of this course is to provide a capstone experience for the students in the Instructional Technology area of emphasis. Students will develop integrated instructional technology materials and field test them in actual educational settings.
5870 MATHEMATICS IN THE PRIMARY GRADES (3 credits) Students gain understanding of theory, curriculum, and methods in a developmentally appropriate mathematics program for the primary grades
5877 SOCIAL STUDIES AND SCIENCE IN THE PRIMARY GRADES (4 credits) Students gain understanding of theory, curriculum, and methods in developmentally appropriate social studies and science education in the primary grades.
6100 EDUCATIONAL RESEARCH (3 credits) Introduction to quantitative and qualitative research designs and methods. Includes reading and interpreting scholarly research, delineating and posing research questions, selecting research designs, writing research proposals, and planning for writing a research paper or thesis. This course should be taken early in the program to provide a sound basis for subsequent graduate-level coursework.
6107 ADVANCED EDUCATIONAL PSYCHOLOGY (3 credits) Study of how individuals are alike and different in terms of development, learning, and motivation. Cognitive, intellectual, psychosocial, and moral developmental theories, and behavioral, information processing, and constructivist theories of learning are analyzed and transformed into effective teaching practices.
6108 THE LEARNING COMMUNITY (3 credits) Study of instructional policy, curriculum theory and development, and staff development. Addresses current educational issues -- national, state, and local educational standards; resources; parental and community involvement in educational decision making; and historical, gender-fair, multicultural, and international perspectives. Prerequisites: ED 6100 and ED 6107.
6110 COMPARATIVE EDUCATIONAL PHILOSOPHIES (3 credits) Study of diverse views of education, including predominant educational philosophies of the United States and educational systems around the world. Topics to be considered are the relationship of philosophy, theory, and educational practice.
PSYCHOLOGY OF LEARNING (3 credits) A comprehensive study of the process
of learning as it relates to behavior, cognition/intelligence, life-span development,
motivation, and instructional practices. For practicing teachers in various
educational settings, pre-K through post-secondary.
6117 CRITICAL AND CREATIVE THINKING (3 credits) Analysis of learner capacities that are prerequisites for intellectual growth, including the ability to take multiple perspectives, be creative and take risks, and adopt an experimental and problem-solving orientation. Through an understanding of developmental and learning theories, accomplished teachers critically examine their teaching practices, seek to expand their repertoire, deepen their knowledge, and adapt their teaching to new ideas.
6118 PROGRAM EVALUATION (3 credits) Focuses on philosophical foundations of program evaluation within the context of organizational renewal and school change initiatives. Case study methodology is used for curricula and delivery design in contemporary curricular issues.
6120 CRITICAL ISSUES IN EDUCATION (2 credits) Analyzes issues confronting American education. Specific and detailed study is given to selected issues by individual members of the class.
6140 SOCIAL FOUNDATIONS OF EDUCATION (2 credits) Past, present, and future social issues that influence the development of American education are examined.
6150 HISTORY OF AMERICAN EDUCATION (2 credits) Study of the development of public education in the United States with attention to the European background as it has influenced the expansion of education facilities in the United States, Canada, and Latin America.
6160 EDUCATIONAL STATISTICS (2 credits) The principles and foundations of statistical method as applied to educational measurement are examined.
6210 RECENT RESEARCH IN ELEMENTARY SCHOOL SUBJECTS (2 credits) A study of recent research in selected elementary school subjects.
6220 MODERN CURRICULA IN ELEMENTARY SCHOOL SUBJECTS (2 credits) Designed to develop basic understanding for the individual in science methods for the elementary school. Emphasizes modern approaches and resource development in science curricula.
6230 CURRICULUM AND INSTRUCTION IN DEVELOPMENTAL READING IN ELEMENTARY SCHOOL (2 credits) The skills, methods and materials basic to the teaching of reading at the elementary level are studied.
6232 CHILDREN'S LITERATURE IN THE CLASSROOM (2 credits) For in-service elementary and middle-level teachers. Expands teachers' background in the field of children's literature. Emphasis on methods and techniques to integrate children's literature into the language arts program as well as the use of literature across disciplines in school curriculums. Current research, relevant Internet resources, and recent publications in children's literature. Prerequisite: Undergraduate teaching degree or consent of instructor. Offered through the Center for Extended Learning.
6237 DIAGNOSIS AND CORRECTION OF READING DIFFICULTIES (2 credits) Emphasizes theory and practice in diagnosing and correcting problems in reading. Requires an approved clinical experience in a high school (9-12) setting. Prerequisite: ED 5201 or ED 6230.
6238 ADMINISTRATION AND SUPERVISION OF THE READING PROGRAM (2 credits) Objectives, procedures, and problems in the administration and supervision of reading programs. Prerequisites: ED 6450 and ED 6810.
6240 CURRICULUM AND INSTRUCTION IN ELEMENTARY SCHOOL MATHEMATICS (2 credits) This course is intended to develop a more comprehensive understanding of the objectives, content materials, and processes of modern mathematics in elementary school.
6250 CURRICULUM AND INSTRUCTION IN ELEMENTARY SCHOOL SOCIAL STUDIES (2 credits) An analysis of recent research in curricula design and pedagogical practice, overarching goals of the social studies, the sources of content through which those goals may be realized, and the theoretical basis for organizing the social studies curriculum in the elementary school. Efforts will be made to explain the interrelationships between history, social sciences, school social studies, and pedagogy.
6300 KEY CONCEPTS OF MIDDLE LEVEL EDUCATION (2 credits) An opportunity for in-depth exploration of the components that make up contemporary middle schools. Prerequisite: ED 5160 or equivalent.
6307 TEACHING THE YOUNG ADOLESCENT (2 credits) Designed to improve participants' ability to deliver instruction to transescent (10 to 15 years old) students. Prerequisite: ED 5160 or equivalent.
6334 CURRICULUM AND INSTRUCTION (3 credits) Study of how content knowledge is created, organized, and linked to other disciplines and applied to real-world settings. Focuses on how to convey and reveal content knowledge to students by creating multiple paths of learning.
6336 INSTRUCTIONAL DESIGN (3 credits) Examines a range of effective instructional techniques for elementary, middle-level, and secondary teachers. Reviews instructional design models that focus on selecting content knowledge, transforming content knowledge into instructional standards, selecting appropriate teaching strategies and media, managing the classroom environment, assessing learning, and reflecting on the effectiveness of instructional decisions. Requires a foundation in educational psychology. Prerequisite: ED 6107.
6400 SCHOOL ADMINISTRATION AND LEADERSHIP (3 credits) Examine leadership theory within a school setting and provide application of theory to the daily responsibilities of a school administrator through simulations and case studies. Aspects of organizational behavior and learning, school culture, systems thinking, vision building and change are applied to school leadership processes. Critical issues of leadership and education are analyzed.
6407 THE ACCOMPLISHED TEACHER (3 credits) Assessment of individual leadership styles and their application to the organizational setting. Team building, change processes, strategic planning and leadership theory are analyzed.
6410 PUBLIC SCHOOL LAW (3 credits) Study of principles of law relating to public school in relationship to case law, torts, statutes and legal system of the United States. Relationships of federal, state and local governments are analyzed as well as the legal status of schools, administrators, teachers and students.
6420 SCHOOL FINANCE (3 credits) Addresses the financial implications of the education program including theoretical foundations of educational finance, budgeting, management of funds, fiscal policies, and the business management function and facilities financing.
6430 STUDENT PERSONNEL SERVICES (3 credits) Develop strategies for student services programs with attention to student personal and developmental needs, family profiles, social issues, and peer interaction. Counseling and guidance services, student management programs, activity programs, school safety and policy development are examined and applied to simulations and case studies.
6440 SUPERVISION OF STUDENT TEACHERS (2 credits) Course designed for experienced teachers who supervise, or expect to supervise, students in a student teaching experience assigned to off-campus schools.
6446 DISTANCE EDUCATION: HISTORY AND DEVELOPMENT (3 credits) Students learn about trends, issues, and theories in the field, as well as designing for distance delivery with different types of methods, media, and delivery tools. The course is offered only online. Students will participate in online discussion, including an exploration of their own experiences as distance learners. Other goals are individually defined and based on the needs and interests of students taking the course.
6450 EDUCATIONAL SUPERVISION (3 credits) Focus is on the major problems of supervision in the context of a school viewed as a social organization. Issues examined are the process of change, initiation of innovations, and the improvement of teachers' in-service.
6460 PUBLIC RELATIONS (3 credits) Basic knowledge needed by teachers and administrators to conduct or participate in a school public relations program.
6480 PERSONNEL ADMINISTRATION (3 credits) Examines the historical evolution of personnel administration and focuses attention on school personnel tasks, staff selection, in-service training, performance evaluation, and professional negotiations.
6608 LANGUAGE DEVELOPMENT AND DISABILITIES (3 credits) Develops knowledge of normal language development and common differences in that developmental pattern. Procedures for effective language assessment are reviewed and applied in academic and social settings. Emphasizes correlating language assessment with effective language instructional strategies. Requires an approved clinical experience in a middle school (5-8) setting. Prerequisites: ED 5600 and ED 5640, and ED 5620 or ED 5630.
6609 DIAGNOSIS AND ASSESSMENT OF LEARNERS WITH SPECIAL NEEDS (3 credits) Promotes competencies in the development, use, and interpretation of formal and informal instruments to measure educational achievement and to monitor student progress. Requires an approved clinical experience in a middle school (5-8) setting. Prerequisites: ED 5600 and ED 5640, and ED 5620 or ED 5630.
6610 CURRENT ISSUES IN SPECIAL EDUCATION (2 credits) Designed to introduce the student to current issues in the field of special education including legislation, litigation, and current practices. Prerequisite: ED 6100.
6620 TEACHING THE LEARNER WITH SPECIFIC LEARNING DISABILITIES II (3 credits) Provides continuing study in the field of learning disabilities. Emphasizes designing individual education program plans to implement developmentally appropriate instruction for students with learning disabilities or learning deficits. Studies teaching strategies to assist students in developing lifelong skills to transfer into general education and transition areas. Requires an approved clinical experience in a high school (7-12) setting. Prerequisites: ED 5600 and ED 5620.
6630 TEACHING THE LEARNER WITH EMOTIONAL BEHAVIORAL DISORDERS II (3 credits) Study of the assessment and management of behavior problems in the classroom. Techniques include functional behavioral assessment, cognitive strategies, and crisis prevention. Students apply behavior modification techniques in an approved clinical special education setting, grades 7-12. Prerequisites: ED 5600 and ED 5630.
6637 ADVANCED THEORIES OF EMOTIONAL DISTURBANCE (2 credits) Provides teachers of emotionally/behaviorally disordered students with an understanding of and practice with techniques derived from ecological, behavioral and psycho-educational models for classroom interventions. Prerequisites: ED 5600 and ED 5750.
6800 PRACTICUM IN DIAGNOSIS OF READING DIFFICULTIES (2 credits) Practical experience in diagnosing children's learning difficulties in reading. Prerequisite: ED 6237.
6810 PRACTICUM IN CORRECTION OF READING DIFFICULTIES (2 credits) Practical experience in correcting children's learning difficulties in reading. Prerequisite: ED 6237.
6840 PRACTICUM IN PARENT AND FAMILY EDUCATION (3 credits) Students complete the practicum in an early childhood family education program. Working with a mentor parent educator in a group setting with adults, students participate in planning, implementation, and evaluation of a parent and family education program. Taken at the end of the Parent and Family Education licensure. Completion of a journal and weekly seminar is a part of the practicum.
6920 DIRECTED GROUP STUDY: WRITTEN EXAMINATION (1 credit) This course provides a formal setting for the required written examination for the M.S. in Education. It is taken near the end of the program, usually concurrently with ED 6980 or ED 6990. Students synthesize M.S. in Education program standards one through five by answering a subset of questions that measure core competencies based on the NBPTS standards. Prerequisites: ED 6100, ED 6107, and at least 20 semester credits completed in the master's program.
6970 INTERNSHIP IN SCHOOL ADMINISTRATION (Arranged Credits) See advisor for description and permission to enroll.
6980 RESEARCH PAPER (Arranged credits) When taken as a requirement for the M.S. in Education, the following description applies: Students who propose to complete a research paper in partial fulfillment of the requirements of a master's program are required to take this course.
6990 THESIS (Arranged credits) Students who propose to complete a thesis in partial fulfillment of the requirements of a master's program are required to take this course.

subset: commoncrawl


text:
SOUTH SAN FRANCISCO, Calif., July 24, 2013 (GLOBE NEWSWIRE) -- OXiGENE, Inc. (Nasdaq:OXGN), a clinical-stage biopharmaceutical company developing novel therapeutics to treat cancer, will report second quarter 2013 results on Tuesday, August 6, 2013. A conference call and webcast hosted by OXiGENE management will begin at 4:30 pm ET (1:30 p.m. PT).
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To listen to a live or archived version of the audio webcast, please log on to the Company's website, www.oxigene.com. Under the "Investors" tab, select the link to "Events & Presentations."
About OXiGENE
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CONTACT: Investor and Media Contact: email@example.com 650-635-7000
Source:OXiGENE, Inc.


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As they read about science, students develop content vocabulary and scientific fluency. By doing science experiments, students see science in action and gain a clearer understanding of scientific principles and properties. When they practice the inquiry process of scientific investigation, students get a peek at how scientists work, how they learn, discover, explain and modify the world around us. That's the philosophy behind this series of books, reading, doing, and critical thinking. The language is clear, simple, and scientifically correct. The imaginative and effective lessons cover life, earth, and physical sciences. Helpful extras include science inquiry worksheets, an inquiry assessment rubric, and alignment to standards. For Grade 6, sample activities include recognizing biomes, distinguishing nekton and benthos, observing transpiration, reading with Braille, building tectonic plates, making fossil prints, examining rocks, measuring solar system distances, charting the phases of the moon, and working with kinetic energy.
Reviewed By: Ms C (Upstate, SC)
Great supplemental resource for my sixth grade science classes. Illustrations and information are easy to understand and applicable to the grade level I teach.
Reviewed: 06/19/2013


text:
Kennebunk Zumba instructor's alleged prostitution customers face their day in court
BIDDEFORD, Maine (AP) — The first of dozens of men charged with paying for sex with a woman who allegedly used her Kennebunk Zumba dance studio as a front for prostitution are scheduled to appear in court this week.
The names of the 21 men scheduled to face a charge of engaging a prostitute on Wednesday were released in mid-October. Since then police have released dozens of other names bringing the total to 58. The Portland Press Herald (http://bit.ly/TEeuR4) reports that four other men have pleaded guilty before police could issue a criminal complaint, avoiding being named in the police's bi-weekly blotter that has drawn national attention.
Alexis Wright of Wells has pleaded not guilty to 106 counts including prostitution, invasion of privacy and tax evasion. Her alleged business partner also has pleaded not guilty.
Information from: Portland Press Herald, http://www.pressherald.com


text:
The OBS supports complex scheduling of multiple batch jobs with two applications batchmaster and batchslave. The user launches batchmaster and provides it with a task script. The task script is a Tcl script that describes the set of tasks for batchmaster to accomplish. The work is actually done by instances of batchslave that are launched by batchmaster. The task script may be modeled after the included simpletask.tcl or multitask.tcl sample scripts.
The OBS has been designed to control multiple sequential and concurrent micromagnetic simulations, but batchmaster and batchslave are completely general and may be used to schedule other types of jobs as well.
tclsh oommf.tcl batchmaster [standard options] task_script \ [host [port]]where
When batchmaster is run, it sources the task script. Tcl commands in the task script should modify the global object $TaskInfo to inform the master what tasks to perform and optionally how to launch slaves to perform those tasks. The easiest way to create a task script is to modify one of the included example scripts. More detailed instructions are in the Batch task scripts section.
After sourcing the task script, batchmaster launches all the specified slaves, initializes each with a slave initialization script, and then feeds tasks sequentially from the task list to the slaves. When a slave completes a task it reports back to the master and is given the next unclaimed task. If there are no more tasks, the slave is shut down. When all the tasks are complete, the master prints a summary of the tasks and exits.
When the task script requests the
launching and controlling jobs off the local machine,
with slaves running on remote
machines, then the command line argument
host must be set to the local
machine's network name, and the $TaskInfo methods
AppendSlave and ModifyHostList will need to be called from
inside the task script. Furthermore, OOMMF does not currently
supply any methods for launching jobs on remote machines,
so a task script which requests the launching of jobs on remote
requires a working
rsh command or
The application batchslave may be launched by the command line:
tclsh oommf.tcl batchslave [standard options] \ host port id password [script [arg ...]]where
In normal operation, the user does not launch batchslave. Instead, instances of batchslave are launched by batchmaster as instructed by a task script. Although batchmaster may launch any slaves requested by its task script, by default it launches instances of batchslave.
The function of batchslave is to make a connection to a master program, source the script and pass it the list of arguments arg .... Then it receives commands from the master, and evaluates them, making use of the facilities provided by script. Each command is typically a long-running one, such as solving a complete micromagnetic problem. When each command is complete, the batchslave reports back to its master program, asking for the next command. When the master program has no more commands batchslave terminates.
Inside batchmaster, each instance of batchslave is launched by evaluating a Tcl command. This command is called the spawn command, and it may be redefined by the task script in order to completely control which slave applications are launched and how they are launched. When batchslave is to be launched, the spawn command might be:
exec tclsh oommf.tcl batchslave -tk 0 -- $server(host) $server(port) \ $slaveid $passwd batchsolve.tcl -restart 1 &The Tcl command exec is used to launch subprocesses. When the last argument to exec is &, the subprocess runs in the background. The rest of the spawn command should look familiar as the command line syntax for launching batchslave.
The example spawn command above cannot be completely provided by the task script, however, because parts of it are only known by batchmaster. Because of this, the task script should define the spawn command using ``percent variables'' which are substituted by batchmaster. Continuing the example, the task script provides the spawn command:
exec %tclsh %oommf batchslave -tk 0 %connect_info \ batchsolve.tcl -restart 1batchmaster replaces %tclsh with the path to tclsh, and %oommf with the path to the OOMMF bootstrap application. It also replaces %connect_info with the five arguments from
through $password that provide batchslave
the hostname and port where batchmaster is waiting for
it to report to, and the ID and password it should pass back.
In this example, the task script instructs batchslave to source the
file batchsolve.tcl and pass it the arguments -restart 1.
Finally, batchmaster always appends the argument & to
the spawn command so that all slave applications are launched in the
The communication protocol between batchmaster and batchslave is evolving and is not described here. Check the source code for the latest details.
$TaskInfo AppendTask A "BatchTaskRun taskA.mif"This method expects two arguments, a label for the task (here ``A'') and a script to accomplish the task. The script will be passed across a network socket from batchmaster to a slave application, and then the script will be interpreted by the slave. (In particular, keep in mind that the file system seen by the script will be that of the machine on which the slave process is running.)
This example uses the default batchsolve.tcl procs to run the simulation defined by the taskA.mif MIF file. If you want to make changes to the MIF problem specifications on the fly, you will need to modify the default procs. This is done by creating a slave initialization script, via the call
$TaskInfo SetSlaveInitScript { <insert script here> }The slave initialization script does global initializations, and also generally redefines the SolverTaskInit proc; optionally the BatchTaskRelaxCallback and SolverTaskCleanup procs may be redefined as well. At the start of each task SolverTaskInit is called by BatchTaskRun (in batchsolve.tcl), at each control point BatchTaskRelaxCallback is executed, and at the end of each task SolverTaskCleanup is called. The first and third are passed the arguments that were passed to BatchTaskRun. A simple SolverTaskInit proc could be
proc SolverTaskInit { args } { global mif basename outtextfile set A [lindex $args 0] set outbasename "$basename-A$A" $mif SetA $A $mif SetOutBaseName $outbasename set outtextfile [open "$outbasename.odt" "a+"] puts $outtextfile [GetTextData header \ "Run on $basename.mif, with A=[$mif GetA]"] }This proc receives the exchange constant A for this task on the argument list, and makes use of the global variables mif and basename. (Both should be initialized in the slave initialization script outside the SolverTaskInit proc.) It then stores the requested value of A in the mif object, sets up the base filename to use for output, and opens a text file to which tabular data will be appended. The handle to this text file is stored in the global outtextfile, which is closed by the default SolverTaskCleanup proc. A corresponding task script could be
$TaskInfo AppendTask "A=13e-12 J/m" "BatchTaskRun 13e-12"which runs a simulation with A set to 13e-12 J/m. This example is taken from the multitask.tcl sample script. (For commands accepted by mif objects, see the file mmsinit.cc. Another object than can be gainfully manipulated is solver, which is defined in solver.tcl.)
If you want to run more than one task at a time, then the $TaskInfo method AppendSlave will have to be invoked. This takes the form
$TaskInfo AppendSlave <spawn count> <spawn command>where <spawn command> is the command to launch the slave process, and <spawn count> is the number of slaves to launch with this command. (Typically <spawn count> should not be larger than the number of processors on the target system.) The default value for this item (which gets overwritten with the first call to $TaskInfo AppendSlave) is
1 {Oc_Application Exec batchslave -tk 0 %connect_info batchsolve.tcl}The Tcl command Oc_Application Exec is supplied by OOMMF and provides access to the same application-launching capability that is used by the OOMMF bootstrap application. Using a <spawn command> of Oc_Application Exec instead of exec %tclsh %oommf saves the spawning of an additional process. The default <spawn command> launches the batchslave application, with connection information provided by batchmaster, and using the script batchsolve.tcl.
Before evaluating the <spawn command>, batchmaster applies several percent-style substitutions useful in slave launch scripts: %tclsh, %oommf, %connect_info, %oommf_root, and %%. The first is the Tcl shell to use, the second is an absolute path to the OOMMF bootstrap program on the master machine, the third is connection information needed by the batchslave application, the fourth is the path to the OOMMF root directory on the master machine, and the last is interpreted as a single percent. batchmaster automatically appends the argument & to the <spawn command> so that the slave applications are launched in the background.
To launch batchslave on a remote host, use rsh in the spawn command, e.g.,
$TaskInfo AppendSlave 1 {exec rsh foo tclsh oommf/oommf.tcl \ batchslave -tk 0 %connect_info batchsolve.tcl}This example assumes tclsh is in the execution path on the remote machine foo, and OOMMF is installed off of your home directory. In addition, you will have to add the machine foo to the host connect list with
$TaskInfo ModifyHostList +fooand batchmaster must be run with the network interface specified as the server host (instead of the default localhost), e.g.,
tclsh oommf.tcl batchmaster multitask.tcl barwhere bar is the name of the local machine.
This may seem a bit complicated, but the examples in the next section should make things clearer.
tclsh oommf.tcl batchmaster simpletask.tclThis example uses the default slave launch script, so a single slave is launched on the current machine, and the 3 simulations will be run sequentially. Also, no slave init script is given, so the default procs in batchsolve.tcl are used. Output will be magnetization states and tabular data at each control point, stored in files on the local machine with base names as specified in the MIF files.
# FILE: simpletask.tcl # # This is a sample batch task file. Usage example: # # tclsh oommf.tcl batchmaster simpletask.tcl # Form task list $TaskInfo AppendTask A "BatchTaskRun taskA.mif" $TaskInfo AppendTask B "BatchTaskRun taskB.mif" $TaskInfo AppendTask C "BatchTaskRun taskC.mif"
The second task script is a more complicated example running concurrent processes on two machines. This script should be run with the command
tclsh oommf.tcl batchmaster multitask.tcl barwhere bar is the name of the local machine.
Near the top of the multitask.tcl script several Tcl variables (RMT_MACHINE through A_list) are defined; these are used farther down in the script. The remote machine is specified as foo, which is used in the $TaskInfo AppendSlave and $TaskInfo ModifyHostList commands.
There are two AppendSlave commands, one to run two slaves on the local machine, and one to run a single slave on the remote machine (foo). The latter changes to a specified working directory before launching the batchslave application on the remote machine. (For this to work you must have rsh configured properly. In the future it may be possible to launch remote commands using the OOMMF account server application, thereby lessening the reliance on system commands like rsh.)
Below this the slave init script is defined. The Tcl regsub command is used to place the task script defined value of BASEMIF into the init script template. The init script is run on the slave when the slave is first brought up. It first reads the base MIF file into a newly created mms_mif instance. (The MIF file needs to be accessible by the slave process, irrespective of which machine it is running on.) Then replacement SolverTaskInit and SolverTaskCleanup procs are defined. The new SolverTaskInit interprets its first argument as a value for the exchange constant A. Note that this is different from the default SolverTaskInit proc, which interprets its first argument as the name of a MIF file to load. With this task script, a MIF file is read once when the slave is brought up, and then each task redefines only the value of A for the simulation (and corresponding changes to the output filenames and data table header).
Finally, the Tcl loop structure
foreach A $A_list { $TaskInfo AppendTask "A=$A" "BatchTaskRun $A" }is used to build up a task list consisting of one task for each value of A in A_list (defined at the top of the task script). For example, the first value of A is 10e-13, so the first task will have the label A=10e-13 and the corresponding script is BatchTaskRun 10e-13. The value 10e-13 is passed on by BatchTaskRun to the SolverTaskInit proc, which has been redefined to process this argument as the value for A, as described above.
There are 6 tasks in all, and 3 slave processes, so the first three tasks will run concurrently in the 3 slaves. As each slave finishes it will be given the next task, until all the tasks are complete.
# FILE: multitask.tcl # # This is a sample batch task file. Usage example: # # tclsh oommf.tcl batchmaster [-tk 0] multitask.tcl hostname [port] # # Task script configuration set RMT_MACHINE foo # Note that paths that contain any shell metacharacters are likely to fail. set RMT_TCLSH {tclsh} set RMT_OOMMF {/path/to/oommf/oommf.tcl} set RMT_WORK_DIR {/path/to/oommf/app/mmsolve/scripts} set LCL_WORK_DIR {/path/to/oommf/app/mmsolve/scripts} set BASEMIF taskA set A_list { 10e-13 10e-14 10e-15 10e-16 10e-17 10e-18 } # Slave launch commands $TaskInfo ModifyHostList +$RMT_MACHINE $TaskInfo AppendSlave 1 "[list cd $LCL_WORK_DIR] \;\ Oc_Application Exec batchslave -tk 0 %connect_info batchsolve.tcl" $TaskInfo AppendSlave 1 "exec rsh $RMT_MACHINE \ cd \"$RMT_WORK_DIR\" \\\;\ \"$RMT_TCLSH\" \"$RMT_OOMMF\" batchslave -tk 0 %connect_info batchsolve.tcl" # Slave initialization script (with batchsolve.tcl proc redefinitions) set init_script { # Initialize solver. This is run at global scope set basename __BASEMIF__ ;# Base mif filename (global) mms_mif New mif $mif Read [FindFile ${basename}.mif] # Redefine TaskInit and TaskCleanup proc's proc SolverTaskInit { args } { global mif outtextfile basename set A [lindex $args 0] set outbasename "$basename-A$A" $mif SetA $A $mif SetOutBaseName $outbasename set outtextfile [open "$outbasename.odt" "a+"] puts $outtextfile [GetTextData header \ "mmSolve run on $basename.mif, with A=[$mif GetA]"] flush $outtextfile } } # Substitute $BASEMIF in for __BASEMIF__ in above script regsub -all -- __BASEMIF__ $init_script $BASEMIF init_script $TaskInfo SetSlaveInitScript $init_script # Create task list foreach A $A_list { $TaskInfo AppendTask "A=$A" "BatchTaskRun $A" }


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Happy All-Star Break!
From Janny Hu.
Saturday night update: By the way, Gerald Green is my new hero. Yes, Dwight Howard was amazing. And yes, he deserved to win the dunk contest. But for sheer creativity, how does anyone top Green jamming while blowing out a candle ... on a cupcake ... on the back iron? Pure genious.
No All-Star Weekend in New Orleans for us, either, but still a small Warriors reminder out here at Lake Tahoe (where we're holing up for a couple of days).
A snow boarder was zipping down the slopes at Northstar today in this season's Monta Ellis throwback jersey. Pretty cool sight. And at the rate Monta is going these days, it won't be long before he adds an All-Star uniform to that collection.
So where are your Warriors this weekend? Monta went home to Mississippi, Brandan Wright to Memphis, Nellie to Maui. A few guys went to Las Vegas and a few are just relaxing in the Bay Area. Everyone needs to meet in Salt Lake City for a 6pm practice on Monday, followed by their post-All Star break opener at Utah on Tuesday.
At which point, one of Nellie's favorite jokes might also be expired. Wright, whom Nellie loves to say won't be ready to play until his braces come off, is set to have them removed this weekend.
From Janny Hu.
http://www.sfgate.com/cgi-bin/blogs/war ... y_id=24315
Play Wright!
Happy All-Star Break!
Discuss anything related to Golden State Warriors basketball here
Moderators: Mr. Crackerz, JREED, Guybrush, 32


text:
Barcelona forward Alexis Sanchez has admitted his current goal drought makes him feel "nervous".
The 24-year-old has failed to find the back of the net in any of his 14 Liga matches this season, and has just three strikes to his name in 26 appearances this term.
The Chile international has conceded that he is troubled by his struggles in front of goal thus far this season, though he did point to his current tally of five assists as proof that he is contributing to the team.
"The fact that I can't score makes me nervous," he was quoted as saying by Marca.com. "At any rate, the hard thing is to create chances, and this is something I'm doing."
Despite his lack of success for Tito Vilanova's side this season, Alexis played a key role in Chile's 2-1 friendly win over Egypt on Wednesday, setting up Carmona for his winning goal.


text:
Browsing Theses/Dissertations - Biology by Subject "Spectrin -- Analysis."
Now showing items 1-1 of 1
The role of spectrin in Drosophila photoreceptor development. (2008-10-01)Spectrin is a cytoskeletal protein that interacts with the plasma membrane, forming a scaffolding and playing an important role in maintenance of plasma membrane integrity and cytoskeletal structure. In Drosophila, spectrin ...


text:
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Driveway Mirrors
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Convex Driveway Mirrors offer the solution for exiting your drive where there is a blindspot area either left or right from the exit to your drive.
There are various types of wide angle driveway mirrors in various sizes to suit all distances.
There are various specifications:
- A choice of Wall or wall mounted designs
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- Optional Condensation, Ice and Frost free Convex Driveway mirrors - no electrical wiring necessary
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Safe Options 0800 567 7549 or 0117 929 2104 https://www.safeoptions.co.uk/skin/frontend/fisheye/default/images/logos/logo_est2001.svg Harbourside House 4-5 The Grove Bristol BS1 4QZ United Kingdom


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Kitchen Desaign / November 28, 2016 / Scott.
Cabinet is an important part of the kitchen where you store food and cooking equipment, you need to be smart to choose the wardrobe as is usually the most expensive element. Do not your money on something that will disturb budget, that's why really need to choose set kitchen cabinet before designing the model of your kitchen. The kitchen cabinets are available in various designs, you choose cabinets based on ingredients or their prices. In this article will discuss some design set design kitchen cabinet that might be suitable for your new kitchen.
Wood may be the best material for the closet, because it is suitable for any condition and more durable. That is why wood is much more in priority, and also create a classic look for your kitchen, especially for the traditional Italian kitchen design. Kitchen Cabinet Set is also available in various designs, can choose the wardrobe that is in the bottom, and some of the sets the cabinet are also available as a wall unit.
Cupboard under very useful for those who have a small kitchen for applying wall unit may look narrow. Bottom and side cabinets can also used as desk that will provide benefits for a small house. As for the wall unit, looks likely to create a classic look, like the Italian kitchen design. This corresponds to the large room, but sometimes also be applied in the tiny kitchen. Because the cabinet models are available in various models. Raw materials in very diverse, some made of wood, aluminum or other materials plywood board. Kitchen cabinet designs and models vary widely so as to give us a choice in deciding where best to decorate our kitchen.
If you include people who like things that smells of a classic, you use the kitchen cabinet has the raw material of wood. The following I will give some examples of kitchen cabinet which certainly has the look beautiful, unique and interesting. Hopefully from these examples can give you a reference in structuring your kitchen look more attractive again.
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text:
New Car Review
2014 Chevrolet Tahoe: New Car Review
Year after year, the Chevrolet Tahoe proves itself both as a consummate people-mover and as a capable workhorse in the large utility category. It can seat up to nine people and tow 8,500 pounds. There are very few offerings that can claim those two things together.
The 2014 Chevrolet Tahoe earns its traditional SUV credentials from its sturdy body-on-frame construction and all-terrain prowess. What's more, the Tahoe offers a superb expanse of cargo space and a comfortable, content-rich cabin for large broods to enjoy.
What's New for 2014?
Although the Tahoe is based on Chevrolet's full-size Silverado pickup, which is all-new for 2014, the Tahoe carries over largely unchanged. A redesigned Tahoe is expected for the 2015 model year. The Tahoe's only revisions include a newly standard Convenience Package on the LS model and the cancellation of the unpopular Tahoe Hybrid.
What We Like
9-passenger capacity; refined and powerful engine; truck-like capability; plush ride; well-crafted interior
What We Don't
Less maneuverable than most large crossovers; limited space in the third row; too big for tight city driving
How Much?
Fuel Economy
The 2014 Tahoe is powered by a 5.3-liter V8 producing 320 horsepower and 335 lb-ft of torque. That engine is offered in 2- and 4-wheel-drive guise, with either drivetrain using a 6-speed automatic transmission. Maximum towing capacity is 8,500 pounds, while fuel economy ratings are 15 miles per gallon in the city and 21 mpg on the highway in both 2- and 4-wheel-drive setups.
While the Tahoe Hybrid won't be returning for 2014, you may still find some 2013 models on dealer lots. That model is propelled by a 6-liter V8 in combination with a 2-mode electric drive system. Total output is 332 hp and 367 lb-ft of torque, while the Environmental Protection Agency estimates its fuel economy at 20 mpg city/23 mpg hwy.
Standard Features & Options
The 2014 Chevrolet Tahoe is offered in three trim levels: a base-level LS, a mid-level LT and an upscale LTZ. All three include eight seats as standard, though optional second-row bench seats can bring that number down to seven.
The Tahoe LS ($42,500) includes tri-zone climate controls, 17-inch alloy wheels, Bluetooth, satellite radio, dual power front seats and a USB port for music. A newly standard convenience package includes a rearview camera, a remote starter, power adjustable pedals and park assist.
The mid-level Tahoe LT ($47,000) adds several upscale features. They include tri-zone automatic climate control, leather and an upgraded Bose sound system. A locking differential and fog lamps are also included for drivers who may encounter rough roads. Options include a sunroof, a rear DVD player, heated front- and second-row seats, a power lift gate and a Z71 off-road package.
Topping the Tahoe range is the luxury-oriented LTZ model ($55,500). Standard features include 20-in alloy wheels, air suspension, heated and ventilated front seats, a navigation system and a heated steering wheel. As on the LT, the LTZ offers an optional sunroof and rear DVD player. Other options include power retractable running boards and a blind spot monitoring system.
Occupant protection comes from six airbags and OnStar telematics, while LTZ models offer a blind spot monitoring system. The Tahoe also comes equipped with ABS and stability control with newly added trailer sway control and hill start assist.
The Tahoe received an overall 4-star rating in National Highway Traffic Safety Administration crash tests. That rating combines a 5-star front- and side-impact score with a 3-star rollover score, owning to the Tahoe's tall proportions.
Behind the Wheel
The Tahoe's engine delivers power in a strong but smooth manner. It feels refined, even under harder acceleration.
Sharing the same architecture as the venerable Chevrolet Silverado pickup, the Tahoe is extremely capable. But this utility vehicle benefits from a more yielding rear suspension that makes for a plusher ride for carting the family. The LTZ model's Autoride suspension with load-leveling calms the ride even further. And specific sound-deadening characteristics shield the Tahoe's cabin from wind, road and engine noise.
As for handling, the Tahoe drives like a truck. It's not as maneuverable or carlike as many large crossovers that benefit from unibody construction. The Tahoe also exhibits noticeable body roll in corners. Its large size is apparent from behind the wheel and must be managed accordingly.
The Tahoe's wheel size ranges from 17 inches to the Trailering package's 22 inches. For those who want a trail-ready performer, there's a Z71 off-road package that brings a resprung suspension, beefier shocks, skid plates and special all-terrain wheels and tires.
Other Cars to Consider
Toyota Sequoia -- The Sequoia and the Tahoe are very comparable in both performance and functionality.
Ford Expedition -- The Expedition is less capable than the Tahoe in towing capacity. Its third-row seat, however, is more sensibly designed, as it allows a fold-away feature.
Nissan Armada -- The Armada falls short of the Tahoe with less overall cargo space and a more truck-like ride.
AutoTrader's Advice
Our choice of Tahoe is the well-equipped LTZ model with 4-wheel drive. If you're going to shell out for a big SUV, you're going to want it to have all the bells and whistles that make it the ultimate family hauler. Its price premium is justified by all that it has to offer. And 4-wheel drive is a no-brainer when opting for a truck-based SUV. If you have kids, we suggest adding optional DVD entertainment to this formula.


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Buckeye Farm Antiques show celebrates 25 years
The Buckeye Farm Antiques 25th annual tractor and gas engine show will be held from Friday, May 23 through Sunday, May 25 at the Auglaize County Fairgrounds, Wapakoneta.
The festivities will include a display of John Deere tractors, equipment, gas engines and memorabilia. Demonstrations will be held daily, including antique working machinery and crafts.
"We're the first show of the season, and usually everybody is anxious to get out and see everybody in the spring of the year," club member Esther Gaier said. "We like to entertain and educate the public, and we invite the surrounding counties, as well as the Wapakoneta community."
The first Buckeye Farm Antique show was held in 1990. Since then, the organization, as well as the show, has grown in size and popularity.
"When the club started, we had no money," Gaier said. "A gas engine was donated the first year to sell raffle tickets on, and then we started buying tractors, restoring them and selling raffle tickets on them. Also, my mom made quilts and we sold raffle tickets on those, too, so that the club would prosper and also have money to operate on."
For the full story, see the Monrday, May 12 edition of the Wapakoneta Daily News.


text:
INOVA Diagnostics, Inc. v. Euro-Diagnostica AB et al
Plaintiff: INOVA Diagnostics, Inc.
Defendant: Euro-Diagnostica AB, Axis-Shield Diagnostics LTD and Stichting Voor de Technische Wetenschappen
Case Number: 3:2008cv00845
Filed: May 9, 2008
Court: California Southern District Court
Office: Patent Office
County: San Diego
Referring Judge: Jan M. Adler
Presiding Judge: Marilyn L. Huff
Nature of Suit: Plaintiff
Cause of Action: Federal Question
Jury Demanded By: 35:145 Patent Infringement
Available Case Documents
The following documents for this case are available for you to view or download:
|Date Filed
|Document Text
|August 24, 2009
|Claim Construction Order for United States Patent Number 7,335,724. Signed by Judge Marilyn L. Huff on 08/24/09. (ag) (jrl).
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Use the links below to access additional information about this case on the US Court's PACER system. A subscription to PACER is required.
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text:
[Crazy Crystals]
Description: Men and women are shown here packaging Crazy Water Crystals. Mineral water was evaporated, and the resulting crystal deposits were gathered and packaged in various sizes for shipment throughout the United States. Written on back of this photograph is: "Pkg Crazy Crystals 1930's" and the name "Buster."
Date: 1930/1939
Item Type: Refine your search to only Photograph
Partner: Boyce Ditto Public Library


text:
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Linked by Eugenia Loli on Thu 12th Jul 2007 19:23 UTC, submitted by wibbit
Apple has bought the CUPS code base, and has hired it's lead developer. "CUPS was written by Michael R Sweet, an owner of Easy Software Products. In February of 2007 Apple Inc. hired Michael and acquired ownership the CUPS source code. While Michael is primarily working on non-CUPS projects, he will continue to develop and support CUPS, which is still being released under the existing GPL2/LGPL2 licensing terms."
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To Cyclops
by Bobmeister on Thu 12th Jul 2007 19:55 UTC


text:
Participant Checklist
By March 12:
- The Workshop Stipend application deadline is March 12, 2013
By April 1:
- Register and pay for the workshop: Registration is now closed. For questions contact workshop organizers. (Note: if you haven't completed your payments yet, please do so by filling out only the last part of this form: make payment)
- Complete the Participant Survey: Your answers to these questions will help inform the workshop program and will be a part of the first morning's discussion.
- NOTE: If you haven't registered and paid by April 1, we will assign your space to individuals on our workshop wait list. Thank you!
ASAP to reduce your costs:
- Make your travel arrangements. Participants will be able to get back and forth to airport and to meeting venue by using BART - San Francisco's public transportation rapid transit system - whether traveling from the San Francisco International Airport (the closer airport) or the Oakland airport.
- Make your lodging and travel arrangements. Please see the lodging page for options and details (reserve now!). Please note that you are responsible for making your own lodging arrangements. ARRIVALS:
- For participants of the pre-event field trip, we will begin at 8 am on June 17.
- For those not attending the pre-workshop events, the main event will begin at 8 am, June 18.
- The workshop will end by 5 pm on June 20.
- Those who stay for the post-trip field trip, we will be done late in the evening on June 21.
By May 1:
- Complete reviews of 2-3 teaching activities from our collection. Activities will be assigned once you register. Please see this set of review instructions, which contains a link to the review tool with your assigned activities.
By June 1:
- Contribute two of the following:
- An assignment or activity for an Oceanography course or a course with a significant oceanography component at the undergraduate level. You must do this on line using our activity submission form.
- A syllabus for an Oceanography course or a course with a significant oceanography component. You must do this online using our course submission form.
- Complete the Travel Information Form.
By June 10:
- Indicate your session choices for concurrent workshop sessions.
Before arriving at the workshop:
- Make a poster (optional) or develop and gather materials for the Share Fair (everyone participates!) and a Group Session (if you've been asked to present). If you will present a poster or other materials that are electronic, when it's ready, upload your materials. Note: We cannot print your poster or handouts for you; you will need to print them out and bring them to the workshop yourself. However, we ask you to upload it so that we can make it available as a downloadable file from the workshop website. If you will be presenting, please be sure you have put together your lab or in-class demonstration/activity for your assigned session and that you have all necessary materials.
- Upload your presentation file if you are giving an oral presentation at the workshop. This will give you an on-site backup copy and will allow us to post your presentation on the website. You should still plan to bring a copy of your file with you. You will have the option of giving your presentation from your own computer, or you may use one of the on-site computers (both PCs and Macs will be available).
- Download the Medical Emergency Information Form, complete it, and bring it with you to the workshop in a sealed envelope. We will open the envelope and read the form only in the case of a medical emergency during the workshop and will shred it once the workshop is over.


text:
FOXBOROUGH, Mass. (AP) The New England Patriots have signed veteran tight end Nate Byham.
The 26-year-old Byham spent the past two seasons with Tampa Bay after his first two seasons with San Francisco. Byham has 11 catches for 83 yards and one touchdown in 29 games since the 49ers drafted him out of Pittsburgh in the sixth round in 2010. Last season, he had three catches for 38 yards in four games with the Buccaneers.
The Patriots have been seeking depth at tight end going into training camp that begins Wednesday. Rob Gronkowski was a limited participant in minicamp last month as he continued his comeback from a season-ending knee injury last year.
AP NFL websites: www.pro32.ap.org and www.twitter.com/AP-NFL


text:
Oct. 11, 2007
The Bisons soccer team has doubled its Atlantic Sun victory total from last season, winning their second game of the year with a 2-1 decision over visiting Mercer Thursday night.
It was the first back-to-back A-Sun wins for the Bisons who defeated Gardner-Webb on the road 2-1 in Boiling Springs, N.C.
Senior forward Ben Page gave the Bisons the lead at the 37:17 mark of the first period as he scored off a header.
Mercer came back to tie the game at 43:38 when Jaime Villacis scored on a breakaway after the ball was deflected off of a defender.
The Bisons got what proved to be the game winner at the 70:19 mark of the second half when senior midfielder Kevin Terry blasted a shot from 40 yards out.
"Mercer's goalkeeper plays off the line and their back line plays high up," said Lipscomb coach Charles Morrow. "We had been working on long range shooting this week because we knew how they like to play.
"I thought he would place his shot more. He just fired a bomb. It wouldn't have mattered where the goalkeeper was on that shot."
The Bisons are 3-6-2 overall, 2-1-1 in the A-Sun. Mercer fell to 5-8, 1-4 in the conference.
"I told our players to stick to our game plan," Morrow said. "There were some situations in the second half when we didn't."
Morrow praised the defensive effort of the Bisons, especially on how they dealt with Mercer's Vicente Arze, who had an assist on the lone goal by the visitors.
"We did a great job on No. 8 for Mercer," Morrow said. "He is one of the best players in the conference."
The Bisons out-shot Mercer 13-6.
Terry led the Bisons with two shots on goal. They had four shots on goal as a team.
Bisons senior goalkeeper Jake Goergen only needed to make one save as Mercer was hold to just two shots on goal.
Mercer goalkeeper David Bird made two saves.
The homestand continues for the Bisons Saturday afternoon at 2 when Campbell visits.
"We told our players after the game that the weekend is not over," Morrow said. "Campbell is a very solid team with several special players."
Morrow is also concerned about how his team will react to the brief winning streak.
"It is very important how we handle wins," Morrow said. "Our players weren't happy splitting games on the road last weekend.


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|Results: 10Comments by: LarryGatlin
|File: Altoholic09-03-12
errors in Build 5.0.001c
I am getting these errors when the toon first load. Only addon is Altoholic, plus bugcatcher. I did remove The savedvariables before hand. 2x Usage: NewLocale(application, locale]): "silent" must be specified for the first locale registered DataStore_Skills-r11\Locales\enUS-English (US).lua:1: in main chunk Locals: nil...
|File: MageBombTracker08-31-12
Re: Re: Error in Lua
Received an error in line 555 which was if _G, should be _G had Nul error. I changed on mine, and error went away and now functions 1.0.6 is pending approval. Thanks for your report, you should update to 1.0.6 though as your fix may cause some problems of frame ordering. I just Did, Thank you
|File: MageBombTracker08-31-12
Error in Lua
Received an error in line 555 which was if _G, should be _G had Nul error. I changed on mine, and error went away and now functions
|File: Bagnon05-30-11
Re: Tracking 2 different accounts
Originally posted by Xylan Trueheart I am looking for a addon that would track items between 2 different accounts on the same bnet account and post the tracked items in my tooltip. Does Bagnon do this? If so how can that be done? If not is it possilbe and how can it be made to work? I use Microsofts Synctoy to keep both Savedva...
|File: QuestGuru06-28-10
Re: Re: Re: No quest history
Originally posted by Marthisdil Well, the history tab will show up as you start completing quests (that part I was pretty sure on)...but would be nice to see the quests I'd completed already populated in there, even if it was without all the specific details (quest giver/quest ender, etc) actually after completing about 4 quest...
|File: QuestGuru06-27-10
Re: No quest history
Originally posted by Marthisdil Just installed - haven't completed a quest yet with QuestGuru...which is why I'm assuming I don't see the history tab. Is it possible to have QuestGuru's tracker pull the data from the server and populate with the quests we've done? I second the request. I also do not have a history tab, on a...
|File: QuestGuru06-23-10
Quest Tracker
I installed QG again after being away for a while, and now it seems I can not see the history tabs, nor can I get the quest tracker to display. Using Blizzards stuff, tracker is there etc. So I must be doing something wrong. I used QG a while back, then went to Carbonite, but now back. Please lead me to the correct way to get thi...
|File: FuBar 3.6.506-22-10
Re: Patch 3.3.5
Originally posted by Kyplor
|File: ArkInventory04-08-10
.40 Error
I also updated to .40 yesterday, and got error and no bags. Reloaded .39 and everything back working. Had no bags except blizzard, and no config.
|File: X-Perl UnitFrames04-18-09
Druid Mana Bar is Feral Form
I had thought there used to be a mana bar on the player frame for the Druid when she is in cat, or bear form. I can't find it now, or am I just having a very bad Senior moment?:D


text:
Stephen Harper and company may like to brag about how well Canada withstood the global recession, yet the country's economic performance continues to fall short in the hit-and-miss recovery that's still underway.
For one thing, in recent weeks gaggles of economists have been flocking to downgrade their economic growth forecasts for the coming year to anemic levels in advance of Finance Minister Jim Flaherty's impending budget.
For another, a Conference Board of Canada report card released today looks back to 2008 and finds that this country has been running no better than slightly above average in a mediocre pack.
The report card gives Canada a B grade overall — sixth place in the 16-country analysis. That's up from eleventh place in 2008, the last time the board compiled such a ranking, but this improvement should not be regarded as unequivocal good news.
"It is more a reflection of weakness among its peers than of a stellar Canadian economy," the board notes.
"This B grade should be viewed as relative because Canada fares poorly when compared with the top-performing economies," stated senior vice-president and chief economist Glen Hodgson. "With the exception of inflation and employment growth, Canada ranks far below the best countries on all other economy indicators."
Norway led the pack, followed by Australia — which also earned an A ranking — then Belgium, the United States (despite its rocky recovery) and Austria.
Canada's strongest performance was in controlling inflation, the only one of eight categories where this country earned an A.
We were weakest in attracting foreign investment, where our score was D for dismal. It was only a little better, with C rankings, for investing in the global economy and, most importantly, for generating per capita income growth.
We were in the middle, mostly just slightly better than average, for GDP growth, labour productivity growth, the unemployment rate and employment growth.
Significantly, the analysis of economic wealth does not look merely at income per capita, although the amount of money people have in their pockets or purses is, of course, a key indicator of the economy's health. It also looks at each country's ability "to sustain living standards through public spending on education, health, and infrastructure, as well as through private and public savings that can be used to generate future income and to support future consumption."
The Conference Board doesn't spell out precisely how it arrived at its rankings, but this sustainability criteria must have helped push Norway to the head of the pack.
It's easy to belittle Norway's pace-setting performance as an unremarkable feat for a small country — its population is just five million — with the world's eighth-largest oil production levels. But unlike in B.C. and the rest of Canada, where every government spends every cent of resource revenue it can get its hands on and still runs a deficit, the Norwegians have for decades saved their oil revenue in a fund that now totals more than $660 billion.
Thus, while it might be easier for the Norwegians to balance their books and forge ahead economically when they've got the earnings from a fund this large to draw on, it's not because they took the easy way out.
There's a lesson here for Canada.
Our current strategy — relying heavily on commodity sales to fuel our national prosperity, and hoping we get a good price — leaves us vulnerable to the vagaries of global economic forces, and we can expect serious downturns from time to time. This means when the economy is down, which is just when governments need more money, they have less. So if we want to see more stability and steady progress — to really earn some international bragging rights — we'll need a lot more financial discipline than any government has demonstrated to date.


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A recent US Geological Survey found that 80,000 residents in Hillsborough, Rockingham, and Strafford counties alone may have unhealthy levels of one or more toxic metals in their drinking water.
Concord, NH – In light of a study released by the U.S. Geological Survey earlier today, the New Hampshire Department of Environmental Services (NHDES) once again urges everyone with a private well to test their water. The USGS study found that 80,000 residents in Hillsborough, Rockingham, and Strafford counties alone may have unhealthy levels of one or more toxic metals in their drinking water.
Many contaminants cannot be detected by taste or smell, so testing is the only way to detect them. NHDES recommends that well owners have their water tested every 3-5 years through an accredited laboratory.
Drinking untreated water with unhealthy levels of contaminants – most of them naturally occurring – puts people at increased risk of disease and other problems. Arsenic, for example, even at levels that are common in New Hampshire well water, can cause cancer of the skin, lung, bladder, liver, and kidneys as well as diseases of the nerves, lungs, heart, and endocrine (hormonal) system, and may be associated with lower IQ scores. Infants and young children are more vulnerable, and the chances of disease increase the longer someone drinks the water. New research has shown that children exposed to high levels of manganese, another contaminant common in New Hampshire well water, may be at risk of cognitive problems.
The good news is that there are affordable ways to treat private well water to make it safe, but in order to select the right type of treatment system, well owners first have to test their water. Water softeners, for example, can be effective at removing iron and manganese if properly designed and maintained, but are not effective at removing some toxic metals such as arsenic, which occurs at unhealthy levels in about one in five private wells in New Hampshire.
Revising earlier numbers, NHDES now estimates that 46 percent of New Hampshire residents get their drinking water from private wells; the rest get their water from public water systems.
While private well owners are not required to test water quality, public water systems are required to sample water to ensure its safety. New Hampshire residents supplied by community systems can learn more about where their water comes from and what's in the water by checking the annual Consumer Confidence Report or Water Quality Report provided by their water supplier.
For more information on NHDES's testing recommendations and a list of accredited laboratories, please visit www.des.nh.gov and select private well testing from the A to Z list, or call the NHDES Drinking Water and Groundwater Bureau at (603) 271-2513.


text:
Before & After: A Guest Room on the Quick & Cheap
Based purely on anecdotal evidence, I've determined that guest rooms were designed primarily to hold boxes of junk labeled "will deal with sometime in the future." And when that future comes — generally in the form of actual guests arriving any minute — it's an all-out scramble to get the space in order. Here's how we set up our guest room in 24 hours for less than $500.
The key to setting up this room was using what we already had — i.e. all the furniture we couldn't find a place for in other parts of the house — and figuring out how to make it all work together. We decided on a nautical theme because we wanted to pay tribute to our little Ocean State and it really just worked well with what we had. The only things we actually bought for the room were the PS LOVAS futon from IKEA ($399), the duvet cover from Homegoods ($30) and the bedside lamp from a flea market ($15). We picked up the dramatic screen/headboard in New York's Chinatown years ago and could never really decide what do do with it, the bedside table was created from a Target stool, and the rocker and sideboard were inherited from my grandmother's house. Most of the artwork, pillows and accessories came from our son's old room which was much larger than his current space and the curtains were leftover from our previous apartment.
Since we needed to get the room set up quickly for our guests, we didn't want to agonize about where the artwork would go so we used Command Picture Hanging Strips to mount everything on the wall, knowing we can easily take them down and rearrange them if the desire strikes.
And full disclosure: most of the boxes now reside in the closet where they are still waiting to be dealt with, but that is a project for sometime in the future.
Images: Sarah Rainwater


text:
Join NAI
Apply for Network Advertising Initiative Membership Today!
Founded in 2000, the Network Advertising Initiative (NAI) is THE not-for-profit member organization for leading third-party advertising technology companies engaged in activities related to interest-based advertising on desktop and mobile environments. NAI members share a common vision of strong, industry-lead self-regulation to promote shared values among our industry members and foster trust in the online advertising ecosystem. Our membership consists of over 100 premier companies that engage with consumers both online and across mobile platforms to deliver relevant advertising.
Member companies count on the NAI to help them adapt to rapidly evolving best practices and standards. For over a decade, agencies, brands and publishers that work with NAI members have recognized the value of this commitment.
If your company is evaluating membership, there are three key benefits you should consider.
- Your customers are already asking for it – Many brands, agencies and publishers ask about NAI membership before partnering with ad tech companies. NAI membership helps you demonstrate your commitment to transparent and responsible data management practices and distinguishes your company from competitors because NAI members are known to support strong standards through the NAI Code of Conduct.
- You'll gain access to knowledgeable experts in NAI Code compliance – The NAI compliance team has conducted hundreds of compliance reviews of digital advertising companies in the past decade. NOBODY in the digital space can make that statement. NAI staff helps members stay updated on evolving policies, best practices, and current issues through NAI-hosted webinars, member communications, and meetings. While NAI staff cannot advise members on their individual legal obligations, our team of attorneys and technical advisors help member companies identify potential issues with business practices that involve the NAI Code before they become significant and costly problems. The NAI takes a proactive approach in helping members identify and address potential NAI Code violations. When you become a member, the NAI enhances the compliance efforts of your own internal teams and systems by providing proactive, ongoing monitoring of opt-out tool functionality, and support to help you understand and comply with the NAI Code of Conduct.
- You will be part of an organization that is helping to shape the future of Interest-Based and Cross-App Advertising best practices and innovation. NAI is the voice of the third-party advertising technology ecosystem and represents the industry at FTC hearings, W3C meetings and DAA and other industry events. We work with policy makers, browser companies and other stakeholders to discuss and debate the most pressing issues facing this industry. We provide regular updates and information to our members so they can remain up to date on important issues.
Membership Benefits At-A-Glance
- Earn brand business and consumer trust.
- Shape the future of Interest-Based and Cross-App Advertising best practices and innovation.
- Stay informed on self-regulation standards and breaking news through access to regular webinars, member communications, and meetings.
- Gain access to NAI experts for corporate, sales, and client summit agendas as well as for webinars and industry research.
- Collaborate with industry leaders and peers.
- Work closely with the NAI compliance team to identify and address potential NAI Code violations.


text:
Summer – Musical – June 17-September 3, 2016
All performances begin at 7:30pm
Based on the seminal 1980 hit movie 9 to 5: The Musical is set in the late 1970's and is the hilarious story of friendship and revenge in the Rolodex era. Pushed to the boiling point, three co-workers concoct a plan to get even with the sexist, egotistical, lying, hypocritical bigot they call their boss. In a hilarious turn of events, Violet, Judy and Doralee live out their wildest fantasy – giving their boss the boot! While their boss remains "otherwise engaged," the women give their workplace a dream makeover, taking control of the company that had always kept them down. Hey, a girl can scheme, can't she?
CAUTIONS: If this were a movie it would be rated PG-13


text:
When Google Can't Figure Out Its Own Webspam Rules, Perhaps It Needs To Rethink The Rules
from the too-confusing-for-itself dept
Apparently, we're not the only ones. Among those who have been found to be violating Google's stated polices is Google itself. SearchEngineLand has a pretty detailed expose of a variety of ways in which Google appears to violate their stated rules, and also notes that its own site might also accidentally violate the rules in a few places. At that point, you have to wonder if the rules themselves really make sense.
I'm sure that the rules are intended for all the right reasons: no one wants someone to pay to impact search results. But blanket statements about some of these things can get pretty tricky, pretty fast. Google, for its part, insists that it is reviewing its own violations, and the webspam team won't treat its own divisions any different than anyone else. And, in fact, we've seen Google punish itself for similar violations in the past. But the bigger issue is that rather than just showing that it doesn't have a double standard for itself, wouldn't it be better to realize that perhaps the rules aren't as clear cut as some would want them to be, and that perhaps there are better ways to tackle this particular problem?


text:
Michael wrote:It depends. If the bird hates the harness or carrier, then it's bad. If the bird is taken around with clipped wings, it's bad. If the bird has not been gradually socialized and aquatinted with going out it's bad. On the other hand, a well trained parrot that easily puts on a harness, doesn't get stressed from being out, you can handle with 100% reliability, is closely monitored, and is being taken care of, then it's great. The main issue is that most people have not invested an adequate effort to get their bird to this point and then it will stress the bird.
stevesjk wrote:If i want my birds to get sunshine then i put them in the garden.
I like keeping their surroundings familiar.
ParrotsForLife wrote:stevesjk wrote:If i want my birds to get sunshine then i put them in the garden.
I like keeping their surroundings familiar.
And do you think they enjoy being outside?
Pajarita wrote:The thing about taking a lone parrot out is that it's not a natural thing for them so, as Michael explained, it depends on the actual bond to the owner (a bond which the parrot relies on for a needed sense of security) and the care it was taken to desensitize it (which implies being able to accurately read its body language and doing it very, very, very gradually).
Parrots, in the wild, find safety in being surrounded by their flock and in not venturing into unfamiliar territory so they are not naturally 'made' to go around exploring on their own like territorial species do without a single problem (stress). Can they be made to go out without a whole lot of stress? Depending on the species, whether the bird is hand-fed or parent-raised, the age, the degree of trust and love they have for their owner and how well they were inured to the situation, yes, they can. But, as you can see, there are many 'dependings' in there.
But, in my personal opinion, taking a bird out just so you can show it off and attract attention to yourself is not a good enough reason for it.
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text:
With the passing of the self imposed deadline for the National Hockey League to reach an agreement with players — and putting the full 82 game schedule in doubt — the question is how will the NHL survive another labor cross-check.
At least one expert said there's little question the sport's fourth lockout in 20 years will leave long-lasting damage.
"I think it's devastating to the league, the players and the fan base," said Mark Conrad, associate professor and director of sports specialization at Fordham University. "It took a long time to recover from the last lockout (2004-2005 season) and this one seems worse."
The current lockout began in September with the expiration of the labor agreement. Negotiations between the National Hockey League Players' Association (NHPLA) and league owners have broken down.
The most recent deadline passed on Thursday. The impasse left all preseason games canceled and now some 135 hockey games up to Nov. 1 have been canceled. (update: The NHL said on Friday that it has canceled all games through November 30— losing some 326 regular-season games so far.)
Now, the rest of the season hangs in the balance. (Read More: Obama Says Settle Dispute)
There are several contentious labor issues — including terms of player's contracts and years needed before a player can file for free agency. But the biggest stumbling block has been agreement on the amount of revenue share to be distributed to players.
Owners want the prior amount of 57 percent for the players cut to 46 percent. The NHPLA recently countered with a 50-50 split, but the owners and league president Gary Bettman have rejected it.
The NHPLA says a lower percentage of revenue split would mean lower salaries for players, and they've already taken a 24 percent pay cut with the previous labor agreement.
"Players want revenue sharing and owners want to cut costs," said Robert Boland, professor of Sports Management and Sports Business at New York University. "The problem for the owners is that there's not enough national revenue because of the small market teams, like Nashville. The bigger market and more successful teams don't want to underwrite those smaller teams."
The NHL, with 30 teams in Canada and the U.S., had record revenues in the 2010-2011 season of $3.3 billion. It was the fifth-straight season of revenue growth, according to Plunkett Research. But some 16 teams reportedly lost money during the season.
Meanwhile, NHL players had the third-highest salaries of the four major sports leagues — with an average salary of $2.4 million.
As revenues and salaries increased in the last four years, more fans flocked to the sport. On NHL.com, unique visitors increased 25 percent in the 2010-2011, and video starts more than doubled, up 128 percent, according to the NHL. Gross sales at Shop.NHL.com were up 12 percent, including its second-highest grossing day ever, the day after Thanksgiving in 2010—with a 153 percent increase over 2009.
"The last three or four years were great for the NHL," said Boland, pointing to the television deal with Comcast and NBC as a major source of revenue.*
"The league used team expansion to get TV exposure and gave them a national presence. And the NHL had some momentum after the 2010 Vancouver Olympics. Now that momentum is gone," Boland said.
But while the lockout is putting a deep freeze on players and owners — and the related businesses that help support them — not every expert sees an end to the league even if the entire season is canceled.
"Will the current lockout put the NHL out of existence? The short answer is no. Lockouts in sports have become pretty much standard operating procedure," said Exavier Pope, an entertainment and sports attorney and principal owner of The Pope Firm.
"The constant 24/7 coverage through the media helped the NBA and NFL during their lockouts keep fans interested and actually helped increase revenues when the lockouts ended, " said Pope. "The NHL is more or less banking on the same thing."


text: Hi, I'm building a virtual users email server on ubuntu 13.04 and mostly following this guide for ubuntu 12.10 (couldn't find one on 13.04). On page 3 "Install amavisd-new, SpamAssassin, And ClamAV" when I try to restart clamav-daemon: Code: /etc/init.d/clamav-daemon restart I get the following error: Code: /etc/init.d/clamav-daemon: line 327: 23637 Killed start-stop-daemon --start -o -c $User --exec $DAEMON [fail] I've located the problem, which is in /etc/amavis/conf.d/15-content_filter_mode: Code: @bypass_spam_checks_maps = ( \%bypass_spam_checks, \@bypass_spam_checks_acl, \$bypass_spam_checks_re); I've determined that removing the 3rd element from the @bypass_spam_checks_maps array, which is $bypass_spam_checks_re, fixes the problem. However, from my limited understanding of perl and amavis, I think I want this argument as it appears to ignore spam checking on reply emails (a feature I want). Has anyone else encountered this problem or found a solution other than commenting out the 3rd element? Or could anyone offer some insight as to exactly what effect removing this will have on amavis/clamav? Thanks


text:
Did you read today's front page stories & breaking news?
From the Wires
CAIR to Ask DOJ to Probe FBI Harassment of Okla. Muslim on No-Fly List
By: PR Newswire
Dec. 12, 2012 05:07 PM
OKLAHOMA CITY, Dec. 12, 2012 /PRNewswire-USNewswire/ -- On Thursday, December 13, the Oklahoma chapter of the Council on American-Islamic Relations (CAIR-OK) will hold a news conference in Oklahoma City to call for an investigation by the U.S. Department of Justice (DOJ) into alleged FBI harassment of Muslim Air Force veteran Saadiq Long, who recently returned to the United States after being placed on a no-fly list while overseas.
Long alleges that since his return to Oklahoma, he and his family have been subjected to repeated unwanted encounters with federal law enforcement authorities, including detention at gunpoint. He and his sister are scheduled to appear at the news conference.
WHAT: News Conference to Announce Request for DOJ Investigation Into FBI Harassment of Saadiq Long
WHEN: Thursday, December 13, 11 a.m.
WHERE: CAIR-Oklahoma Office, 1112 NW 23rd, Suite 207, Oklahoma City, OK
CONTACT: CAIR-OK Executive Director Adam Soltani, 405-248-5853, E-Mail: email@example.com
Following intervention by CAIR-OK, Long, a U.S. citizen and Air Force veteran living in Qatar, was recently allowed to return to the United States. He had been struggling to return home for six months after being denied boarding on previous flights to visit his terminally-ill mother.
SEE: Muslim Returns to Oklahoma After Being on US 'No-Fly' List
CAIR, a Washington-based Muslim civil rights organization, has dealt with a number of similar cases nationwide in which Muslim citizens are prevented from returning to the United States or faced government coercion when seeking to return home.
Video: CAIR Assists NY Muslim Stranded Overseas By No-Fly List
Video: CAIR Works to Help Calif. Muslim on No-Fly List Return Home
Student Takes Long Way Home After 'No-Fly' Designation (MSNBC)
CAIR: Embassy Returns Passport to U.S. Muslim Stuck in Kuwait
CAIR Seeks Probe of Whether FBI Sought Torture of U.S. Muslim
CAIR Asks DOJ to Probe Oregon FBI's 'Coercion' of Muslim Citizens
CAIR: Va. Muslim on No-Fly List Returning to U.S.
[MEDIA ADVISORY: Also on Thursday, December 13, the St. Louis chapter of the Council on American-Islamic Relations (CAIR-St. Louis), the ACLU-EM and the Law Office of Drew C. Baebler will hold a news conference in St. Louis to announce the filing of a religious discrimination suit against the Metropolitan Taxicab Commission (MTC), the City of St. Louis and Whelan Security on behalf of a Muslim taxi driver. WHEN: Thursday, December 13, 11 a.m. WHERE: Front Steps of 22nd Judicial Circuit Court of Missouri, 10 North Tucker Boulevard, St. Louis, Mo. CONTACT: CAIR-St.Louis Executive Director Faizan Syed, 314-330-2946, firstname.lastname@example.com ]
CAIR is America's largest Muslim civil liberties and advocacy organization. Its mission is to enhance the understanding of Islam, encourage dialogue, protect civil liberties, empower American Muslims, and build coalitions that promote justice and mutual understanding.
Become a Fan of CAIR on Facebook
CONTACT: CAIR-OK Operations Coordinator Jenell Mapp-Maynard, 405-415-6851, E-Mail: email@example.com; CAIR National Communications Director Ibrahim Hooper, 202-744-7726, E-Mail: email@example.com
SOURCE Council on American-Islamic Relations (CAIR)
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