text:
Undergraduate Admissions
- General Information
- Application Procedure
- Interviews
- Freshman Admission
- Non-Binding Early Action Policy
- Presidential Scholars Program
- Frederick Douglass Scholars Program
- Special Admission
- Early Admission
- Transfer Admission
- Transfer Articulation Agreements
- Second Bachelor's Degree
- Admission as a Nonmatriculated Student
- Admission of International Students
- Medical Record
- Credit by Examination
- The International Baccalaureate
- United States Armed Forces Institute/Defense Activity for Nontraditional Education Support
- Credit for Work Done at Noncollegiate Institutions
- Readmission Procedure
Admission to the University is based on evidence of high school graduation or the equivalent, quality of high school program, record of achievement, and desirable personal characteristics without regard to age, sex, race, color, creed, disability, marital status, or national origin. The University welcomes inquiries from qualified high school students, students interested in transferring from another college or university, and adults who wish to begin or resume their undergraduate program.
Students who wish to obtain additional information about the University or the admission processes and policies described below should call 518-442-5435 or write the Undergraduate Admissions Office, Administration Building, Room 101, University at Albany, State University of New York, 1400 Washington Avenue, Albany, New York 12222 or e-mail at firstname.lastname@example.com.
Group information sessions and tours are available 7 days a week when classes are in session. Please call (or e-mail) the Admissions Office to make arrangements.
Application Procedure: Admission to most programs is granted for the fall, spring, and summer terms. Application materials are available in the fall preceding any of these admission dates. Application forms are available in all New York State high schools and State University of New York two- and four-year colleges. The University at Albany's application is a two part process. Once a candidate submits a completed Part I the Admissions office will send a supplemental form (Part II) to be completed by the applicant. The Part II requests subjective information and an essay which provides the admissions committee with additional information about the candidate.
Interviews: A personal interview is not required as part of the admissions process. In exceptional cases, those for whom the interview is required will be notified by letter.
Admissions Requirements:
The following information relates to the requirements for specific applicants.
Freshman Admission
The undergraduate program is designed for students with well-defined interests or career objectives, as well as for those who wish to explore a variety of fields before deciding on a major. All accepted students are admitted to the University and are enrolled in an open major, (undeclared), or they can declare a business major.
High School Preparation: Candidates for admission must present a minimum of 18 units from high school acceptable to the University. A college preparatory program is required with the following considerations: Two (2) units of mathematics must be presented by all candidates, including elementary algebra and at least one (1) additional unit of academic mathematics, or their equivalents. At least three (3) units of academic mathematics, including trigonometry, should be presented by all candidates who plan to pursue a major in mathematics, one of the sciences, business administration, or public accounting. At least two (2) units of laboratory science are desirable for all candidates. Foreign language study is desirable for all candidates. A concentrated study in one foreign language is particularly recommended for all students planning to pursue a B.A. degree program.
Admission Decision: The decision on an application for admission will be based on the following:
High School Record Since academic performance in high school is considered to be the best predictor of academic success, the high school record will be examined in light of one's overall high school average as reported by the secondary school, courses taken, end-of-course Regents Examination grades and average (for New York State residents), and rank in class. Acceptance is granted upon satisfactory completion of three years of high school. An acceptance is conditional upon continued success in the fourth year, proof of graduation, and the submission of a complete and satisfactory medical form to the Student Health Service. Standardized Test Scores In addition to an evaluation of an applicant's high school record, the University also uses the SAT or ACT standardized test results. (Special tests are available for handicapped applicants. Also, Albany has alternate admissions criteria for handicapped applicants who are unable to take the required tests.)
Standardized Test Policy: In all categories of admission, standardized test scores are considered as merely one of several academic variables used in the decision making process. Standardized test scores are used in concert with high school average, the quality of the academic program, and the student's rank in class.
The University at Albany will use the highest verbal and mathematics score from the SAT to insure that these scores, in most cases, will benefit the applicant in the admissions process. The University realizes that standardized test scores represent the results of a test battery taken on a single day, while the high school record of an applicant represents academic commitment and achievement over a period of three years. The Office of Undergraduate Admissions is aware of this difference and incorporates it into the decision making process. Questions about the use of standardized tests at the University may be directed to the Office of Undergraduate Admissions at 1-800-293-SUNY.
The University generally receives these scores on computer tapes directly from the exam sponsors, and matches them to other application data. Each applicant is encouraged, therefore, to have the results released to us by the exam sponsors. These are to be received in the admissions office generally by mid February.
Recommendations of the applicant's counselor, teacher, and/or employer are welcome, but generally are not required. However, counselor comments that will assist the Admissions Office in its review of the academic credentials should, of course, be submitted.
Note: A decision as to admissibility cannot be made until all required materials are submitted. Although it is the responsibility of the applicant to see that all required credentials are submitted on time, the Admissions Office does send a reminder concerning missing credentials.
Non-Binding Early Action Policy:
The University at Albany no longer offers the traditional Early Decision program but rather a much more equitable early notification option referred to as the non-binding Early Action program.
The University at Albany's non-binding Early Action option allows students to apply to as many institutions as they wish and students admitted under this program need not finalize their enrollment decision until May 1st. The non-binding Early Action program has an application deadline of November 15th, and candidates meeting this deadline may expect an admission decision before the first of the year.
Candidates who wish to receive an early notification from the University at Albany must submit a completed application along with their $30.00 fee to the SUNY processing center and indicate on the application their intent to participate in the Early Action program at Albany. They must submit an official high school transcript and their SAT or ACT test scores. Further, it is recommended they complete and return to the Admissions Office Part II of the Undergraduate application as soon as possible.
This new option allows students to hear from all the schools to which they apply as well as receive their financial aid notices before having to make a decision on which institution to select for their undergraduate program.
Presidential Scholars Program:
The Presidential Scholars Program is designed to recognize and nurture outstanding students; it offers participants the chance to study with other highly qualified undergraduates. Scholars may participate in the Honors Tutorials of the General Education Honors Program during their freshman and sophomore years.
To be considered for the program, students must first apply for admission to the University at Albany. Students with the strongest academic credentials are then invited to participate in the Presidential Scholar program. Invitations are based on the applicants' high school performance and combined SAT scores. For further information regarding the program, contact the Director of Undergraduate Admissions at 518-442-5435 or 1-800-292-7869.
Frederick Douglass Scholars Program:
The Frederick Douglass Scholars Program is designed to provide direct aid funding for undergraduate students who have demonstrated high academic achievement and are from underrepresented minority groups. Scholars may participate in the honors tutorials of the General Education Honors Program during their freshman and sophomore years.
The program is limited to undergraduates who are members of historically underrepresented minorities (African American/Black, Hispanic, Native American, or Alaskan American) including permanent resident aliens, enrolled in a degree program who have demonstrated high academic achievement.
For further information, contact the Dean of Undergraduate Studies, LC 30 (518-442-3950).
Special Admission
Freshman applicants who do not meet the traditional admissions requirements should be aware that admission may be possible through special admissions programs. Such programs are outlined briefly here.
Talented Student Admission Program: A limited number of the total new freshman spaces are set aside for freshman applicants possessing an exceptional talent and/or extraordinary ability in a given area. The minimum academic criteria for consideration has been set at an eleventh-grade cumulative average of 80 and rank in the top one-half of one's high school class at the end of grade 11, as well as SAT/ACT results deemed acceptable by the University. The quality of special talent possessed by an applicant will be assessed and established by the participating department, and admissibility will be determined through a combined review by the department and the Admissions Office. Information concerning this option is sent to traditional freshman applicants upon receipt of the formal application.
Multicultural Student Admission Program: Students may be eligible for admission to the University through this special admissions program. The minimum academic criteria for consideration has been set at an eleventh-grade cumulative average of 85 and/or rank in the top one-half of one's high school class at the end of grade 11, as well as SAT/ACT results deemed acceptable by the University. Additionally, an autobiographical essay and recommendations may be required to assess a candidate's background and life experiences and to determine potential for success at the University.
Interested minority students are urged to apply early. Contact the Director of Admissions for more detailed information on this minority student admission program.
Educational Opportunities Program (EOP): Freshman and transfer applicants judged to have high capabilities and motivation for college study, yet whose financial, cultural, and social backgrounds have not allowed them to compete effectively for regular admission to the University, may be admitted into the EOP program. All students must have earned a high school diploma or its equivalent. Admission to the program is based on high school performance, recommendations, and a formal assessment of financial eligibility according to legislated guidelines.
Support services available to accepted EOP students include developmental courses in the basic skills areas, such as reading, study skills, English, mathematics, and developmental science; academic and personal counseling; tutoring; and financial assistance. Students carry a full load of regular and/or basic skill courses and are considered full-time University students.
The application procedure should begin as early as possible so that academic and financial evaluations, recommendations, and other arrangements can be completed well before the student wishes to begin study. Transfers are eligible for EOP admission only if they have been enrolled previously in an EOP, HEOP, College Discovery, SEEK, or EOP-type program elsewhere and meet all other transfer requirements.
Other Special Admissions: In addition to the special programs described previously, the Director of Admissions is authorized, in the limited number of cases of applicants judged to possess unusual maturity or valuable life experiences, to apply flexible subjective standards of admission rather than the usual objective, competitive standards.
Early Admission (Admission Prior to High School Graduation)
The University is willing to enroll a limited number of early admission students. The guidelines for admission require the following:
- Each applicant will be required to present a minimum of 18 units of high school course work acceptable to the University, including laboratory science, mathematics, and foreign language study. It is expected that these students will have pursued both an enriched and accelerated secondary school program and will present courses in keeping with their expressed goals in the college program.
- Each applicant must have achieved at an outstanding level, generally considered to be in the area of a 90 percent or better high school average, with a corresponding rank in class within the top 10 percent. Those applicants who do not meet these qualitative guidelines must present convincing evidence that they possess a special talent and/or extraordinary ability in their chosen field of study.
- Each applicant must present standardized admissions test results at or above the 90th percentile.
- The high school guidance counselor must support the applicant's request for "early admission" and must certify to the school's willingness to grant the high school diploma upon successful completion of the freshman year. Courses necessary for fulfilling high school graduation requirements must be so designated by that counselor, and the student must agree to pursue such course work during the freshman year.
Transfer Admission
A sizable number of undergraduates transfer into the University from other colleges and universities each year. The University welcomes applications from all students who are completing work at other two- and four-year colleges. To be favorably considered one should have at least an overall C+ (2.5) average for all college work attempted. The cumulative average necessary for admission will vary, depending on the program and the quantitative background of the applicant. Admission to certain programs (majors) is competitive and is based not only on a required grade point average (GPA) but also on completion of a certain set of prerequisite core courses. The required GPA varies from year to year but generally a B is required for applicants to the accounting, business administration, criminal justice, and social welfare programs. GPA's are computed using grades earned in all courses attempted. Applicants who lack in their high school program the mathematics requirement and other recommendations described in the section entitled "High School Preparation" should ensure their college course work has satisfied any deficiencies.
Students enrolled in EOP or EOP-type programs at other colleges are encouraged to apply for transfer admission to our EOP program.
In addition to submitting the basic application and supplement form, transfer applicants must also submit official transcripts of all work taken at any college or university since high school graduation, whether or not they expect to receive transfer credit. Where only one transcript is offered, such a transcript should include at least one year's grades. Transfers may be admitted also on the basis of one semester of college course work, provided their high school preparation meets the quantitative and qualitative requirements for freshman admission. The transfer applicant is not expected to take an admissions examination. A decision as to admissibility cannot be made until the previously noted items are submitted. If there are gaps in your educational sequence, you will be asked to provide a brief list of your activities during that period.
Minority students (African-American, Hispanics, and Native Americans) who wish to transfer from other colleges and universities are especially encouraged to apply. Contact the Director of Admissions for more information.
An estimate of the total number of credits accepted for transfer will be made when admission is granted. When the student registers for the first time, he or she will be provided with a tentative evaluation of course credits. The tentative evaluation is subject to final approval and modification following the initial advisement and programming session. Transfer students are strongly urged to take advantage of the Planning Conference where a review of the evaluation of course work is offered.
Transfer Grades: Courses are accepted for transfer credit provided that a grade of C- or higher has been achieved.
- For students who matriculated before Fall 2000, credit earned with a grade of D or the lowest passing grade will transfer only if such credit is balanced by a B or A at the same institution. D grades earned in courses within the major/minor must be balanced by grades of B or A earned within the major/minor at the same institution.
- For students who matriculate Fall 2000 through Summer 2001, prematriculation credit earned with a grade of D or the lowest passing grade will transfer only if such credit is balanced by a B or A at the same institution. D grades earned in courses within the major/minor must be balanced by grades of B or A earned within the major/minor at the same institution. Postmatriculation credit graded D will not transfer.*
- For students who matriculate Fall 2001 and thereafter, no credit graded D from another institution will transfer.*
* Except for the University's writing requirements, for which a grade of C or higher or S is required, transfer work graded D+, D or D- in a course that applies to one or more of the University's General Education requirements may be applied toward fulfilling the requirements, even if the student receives no graduation credit for the course.
All transfer applicants are strongly encouraged to indicate the major they plan to pursue once admitted to the University. Since Albany students, with few exceptions, are required to declare a major by the time they have accumulated 42 graduation credits, and may declare a major after accumulating 24 graduation credits, incoming transfer students with 24 or more credits are usually assigned to major departmental advisers for their initial programming. The prospective transfer student should consult the section of this bulletin entitled "Declaration of Major" for a list of those majors that have specific restrictions, and then consult the departmental description of the admission requirements for that program.
The transfer student's designated class standing (class year) is determined by the number of credits accepted for transfer (see the "Class Standing" section of this bulletin). However, for many majors (combined major/minors in the sciences, for example) over-all class standing should not be construed to mean that the student is necessarily on schedule within the major/minor sequence. This is especially true for students who transfer to the University from technical and applied programs, or for those who change major interest and/or career goals at the time of transfer, as well as for those who will apply to a Teacher Education Program.
The prospective transfer student should examine closely those sections of this bulletin which deal with minor requirements, residence requirements, the General Education Requirements and with the Writing Requirement. These are graduation requirements in addition to those stipulated by the major.
For the B.A. and B.S. degrees, a maximum of 64 transfer credits from two-year colleges or schools may be applied toward the baccalaureate degree requirements. The maximum number of transfer credits from a four year school or from a combination of two- and four-year schools is 90.
Transfer Articulation Agreements
The University at Albany has transfer articulation agreements with a number of New York State community colleges. Those articulated programs provide the best possible vehicle for transferring to the University because they were designed to provide transfer students with a course specific four semester outline of courses, which not only best prepares them for study on this campus, but also serves to maximize their transferable credits. Students attending the community colleges where these agreements exist should make early contact with their Transfer Counseling Office for information and guidance.
Second Bachelor's Degree:
The University encourages students who have already earned a bachelor's degree and/or an advanced degree to pursue graduate studies. However, if reasons can be demonstrated in writing as to why a second bachelor's degree is preferred and how it is educationally sound, students already possessing a bachelor's degree or an advanced degree after having bypassed the baccalaureate, could be admitted as matriculated students to an undergraduate program. All such requests will be reviewed by the Admissions Office in accordance with regulations of the Undergraduate Policy Manual.
Students who have been approved to obtain a second bachelor's degree from the University at Albany must be admitted as a matriculated student by the Office of Undergraduate Admissions and must complete a minimum of 30 credit hours as a matriculated student in residence at the University at Albany.
Admission as a Nonmatriculated Student
The University at Albany may admit individuals who are not seeking admission into and undergraduate degree program as nonmatriculated. The minimum requirement for non-degree admission is a high school diploma. Visiting students from other colleges as well as high school seniors may also apply for non-degree study. All admissions falling within this category are on a term-by-term basis. Please refer to the Office of General Studies section in this Bulletin for details.
College and University Students: see Office of General Studies.
Admission of International Students
Students who desire admission to the undergraduate programs and are citizens of other countries should begin the application procedure as early as possible so that all necessary arrangements can be completed before the term begins. Special application materials should be used by those who are applying as international students. Early in the preparation for admission, a careful investigation of the financial requirements should be made with the Admissions Office. Students whose native language is other than English are required to submit proof of English language competency through submission of the scores of the Test of English as a Foreign Language (TOEFL) Exam administered by the Educational Testing Service, Princeton, New Jersey 08540.
It may be necessary to rescind an acceptance if the University finds that a student is no longer financially independent to the extent certified on the formal application.
Medical Record
After acceptance and prior to registration, each candidate will be required to file with the Student Health Service a complete and satisfactory medical record.
Credit by Examination
Students may be granted advanced placement and/or credit at any time that they can demonstrate the requisite proficiency. The programs described here represent a variety of opportunities for receiving credit for college courses by examination prior to or while enrolled at the University. Some of the testing programs offer examinations in the same or similar academic areas. Duplicating examinations, like duplicating courses, should be avoided. Credit for a course by examination will be awarded only once, regardless of how many different exams for the same course are taken. As a matter of policy, the first examination pursued takes precedence over subsequent tests.
Advanced Placement Tests: The University grants advanced placement and/or credit to qualified participants in the College Entrance Examination Board's Advanced Placement (AP) Examination Program. Current University policy is to award advanced placement with credit to those students with a score of 5, 4, or 3 on the AP examination. Information about AP can be obtained from a student's high school guidance counselor or by writing to the Director, Advanced Placement Program, College Entrance Examination Board, 45 Columbia Avenue, New York, New York 10023.
College-Level Examination Program: The College Entrance Examination Board has developed a program containing Subject Examinations and General Examinations known as the College-Level Examination Program (CLEP). This program enables individuals who have acquired their education in nontraditional ways to demonstrate their academic achievement.
The University at Albany participates in the CLEP program and currently will award credit and/or placement for Subject Examinations and General Examinations
- that are equivalent to courses currently acceptable for transfer to the University at Albany, and
- on which the student has scored at or above the 50th percentile (i.e., equivalent to the grade of C.)
Students seeking to gain CLEP credit should be aware that the following three (3) restrictions apply:
- First, CLEP credit will not be awarded to students who have satisfactorily completed a course and then pass a CLEP examination covering substantially the same material.
- Second, CLEP credit will not be awarded for CLEP examinations if the student has satisfactorily completed more advanced courses in the same field.
- Third, since the General Examinations and Subject Examinations are designed to test lower-division study, students who have completed either their sophomore year and/or 56 credits of undergraduate study cannot earn credits from either the General Examinations or the Subject Examinations.
Exceptions: Student seeking an exception to this policy must petition the Dean of Undergraduate Studies. In that petition, the student must include an explicit recommendation from the academic department that grants the credits. In addition, the student must provide a compelling educational rationale detailing the reasons why an exception should be considered.
NOTE: This policy applies to all students who matriculate at the University at Albany in Fall 1999 and thereafter.
Further information concerning CLEP can be obtained either from the Admissions Office at this University or by contacting the Program Director, College-Level Examination Program, Box 1821, Princeton, New Jersey 08540.
The International Baccalaureate
A secondary education program with origins in Europe, the International Baccalaureate Program now being offered in some American high schools is an upper-secondary-level program with a core curriculum and distribution requirements leading to a diploma or one or more certificates of examination.
Similar to the British "A Level" examinations and the French Baccalaureate, the IB program is a system of syllabuses, or course descriptions, and examinations based on the concept that general education at the upper-secondary-level should encompass the development of all the main powers of the mind through which a person interprets, modifies, and enjoys the environment.
With these principles in mind, an international group of educators has designed a program which requires that each student become proficient in language and mathematics, the two most important tools of communication and analysis; become familiar with at least one subject that exemplifies the study of human behavior and with another that involves scientific inquiry; develop an acquaintance with aesthetic and moral values; engage in creative, aesthetic, social service, or physical activities; and participate in a common course that reflects upon the truth, criteria, values, and inter-relations of the subjects under study.
The six areas studied at the eleventh- and twelfth-grade level in the American high schools which employ the program are (1) Language A (first language); (2) Language B (second language); (3) Study of Man; (4) Experimental Science; (5) Mathematics; (6) Art, Music, Classical Language. A seventh course known as Theory of Knowledge is also included, and through it each student engages in creative, aesthetic, or social activities.
Three of the six subjects have to be offered at the Higher Level and three at the Subsidiary Level. Courses are graded on a scale from 0 to 7. The University at Albany will consider for credit and/or placement on a course-by-course evaluation those IB subjects completed at the Higher Level in which a score from 3 (satisfactory) to 7 (excellent) is earned.
Because of the comprehensive nature of the courses in the IB program, and since it has been the University's experience that exact course equivalents are difficult to identify, credit is generally awarded on an elective basis.
United States Armed Forces Institute/Defense Activity for Nontraditional Education Support
The United States Armed Forces Institute (USAFI), an educational division of the Department of Defense, once provided educational opportunities at various levels for personnel on active duty with all branches of the military. College-level courses culminated in USAFI Subject Standardized Tests and End-of-Course Tests.
In 1974, in an administrative move, the Department of Defense discontinued the USAFI program and created the DANTES program, which is very similar in nature and purpose to USAFI. The guidelines used for USAFI courses are also used for the DANTES program.
The University will award appropriate credit for Subject Standardized Tests on which a percentile score of 50 or higher was earned and for End-of-Course Tests for which a rating of S (Satisfactory) or D (with Distinction) was assigned, provided the courses are considered equivalent to courses currently acceptable for transfer to this University. Information on acceptable courses, score levels, and amounts of credit can be obtained from the Admissions Office.
Credit for Work Done at Noncollegiate Institutions
In 1974, the New York State Education Department (SED) began a systematic evaluation of the formal learning experiences sponsored by noncollegiate institutions; that is, organizations whose primary focus is not education. They include private industry, professional associations, labor unions, voluntary associations, and government agencies. The publication A Guide to Educational Programs in Noncollegiate Organizations describes the available courses offered by each organization and includes SED's credit recommendation.
The University will award transfer credit for work done through noncollegiate institutions if:
- The course is listed in A Guide to Educational Programs in Noncollegiate Organizations
- The course meets all present criteria and standards for transferability, is comparable to a University at Albany offering, and is collegiate in nature
- The course is approved by the appropriate University academic department, school, or college
Requests for transfer credit should be made initially to the Office of Undergraduate Admissions. The student making the request must provide the Admissions Office with a course syllabus, an extended course outline, and any other supplementary material on the course that might be required by the academic department, school, or college. If a course receives departmental approval, it will generally be eligible for transfer credit in the future, but will be subject to periodic review by the approving department, college, or school.
Readmission Procedure
A former student who wishes to be readmitted as an undergraduate should refer to the section on readmission policies and procedures under "Undergraduate Academic Regulations."


text:
Join our live chat with SUN columnist Lorne Gunter at 10 a.m. MST, Noon EST.
Despite tens of millions of dollars being pumped every year into the Attawapiskat reserve in northern Ontario by Ottawa, the provincial government and the nearby DeBeers diamond mine, residents of the remote First Nation have twice in the past week set up roadblocks on the ice road into the mine demanding more money.
But is money the answer? What can be done on reserves across the country to improve living conditions and improve the handling of taxpayer money?

subset: commoncrawl


text:
A sheriff's deputy mistakenly thought he saw a teen carrying an assault rifle on a California street this week and shot him dead, authorities said.
It turned out the 13-year-old boy was carrying two fake guns, a replica AK-47 and a fake pistol, the Santa Rosa County Sheriff's office said. The Tuesday shooting is being investigated, the sheriff's office said.
A preliminary autopsy report released Thursday said the officer fired eight rounds at the scene, and the teen died of bullets to the chest and right hip.
"There were seven apparent entry wounds discovered in the body," the report said. "There were nonfatal wounds on his right wrist, left bicep, right forearm, right buttocks and right hip."
Four rounds were recovered at the scene, and three rounds were recovered in the body, the report said.
School officials in the northern California city of Santa Rosa identified the teen as Andy Lopez Cruz. Students at his high school were reportedly planning a walkout at 1 p.m. Friday to protest his shooting.
"The Santa Rosa City School District family is deeply saddened by the loss of Andy Lopez Cruz," a school system statement said. "This is a tragic event for family, schools and the community. His administrators and teachers will remember him as kind, intelligent and capable."
Two Sonoma County deputies spotted the boy holding what appeared to be an assault rifle Tuesday afternoon, the Santa Rosa County Sheriff's office said. They pulled over "but maintained cover behind their open passenger door," the press release said.
They yelled at the teen to put the weapon down. He had his back to them and began turning around toward the officers, the statement said.
"One of the deputies described that as the subject was turning toward him the barrel of the assault rifle was rising up and turning in his direction. The deputy feared for his safety, the safety of his partner, and the safety of the community members in the area," the statement said.
A deputy shot the teen. The teen was handcuffed, and the officers called for an ambulance, the statement said. Deputies found the fake rifle on the ground near the boy. The bogus handgun was tucked in his waistband.
Ismael Mondragon said he was in front of the sheriff's cruiser at a stop sign when he saw Cruz with the replica. Mondragon told CNN he warned the teen, "Put that thing away. The police are here," but got no response.
Mondragon said he went through the stop sign and saw the sheriff's car pull over behind him. Within seconds, he said, he heard shots fired and saw the teen fall.
Cruz's classmates were saddened by the news, Lawrence Cook Middle School Assistant Principal Linsey Gannon told CNN affiliate KRON.
"He was a very popular student," Gannon told the affiliate. "He was a handsome young man with many friends and a lovely family. He will be missed."
Late Wednesday, a crowd gathered in the dirt field where the boy was shot, to hold a memorial that turned into a rally against police shootings, CNN affiliate KGO reported. In the crowd was Cruz's mother who said she was too grief-stricken to talk, KGO reported.
Family friend Gabriel Roque said she was outraged.
"He was a 13-year-old boy who was no harm to anybody. This was not a grown man walking down the street with a gun," she told the affiliate. "He was a 13-year-old little boy. You could just tell him to put it down."
CNN's Chuck Johnston and Cheri Mossburg contributed to this report.


text:
Thursday, December 9, 2010
Candy Shop Pizza
Time to make some into a delicious treat.
This recipe is not nut-allergy friendly - but I hear {from family and friends} that this recipe is quite delicious.
Candy Shop Pizza - Mom
{Print Recipe}
1 recipe Grandma's Famous Chocolate Chip Cookies
1 C chocolate chips
1/2 C peanut butter
~2 C diced candy bars, assorted varieties
Begin by mixing up the chocolate chip cookie dough.
Press into a foil-lined 9x13 baking dish.
Bake at 350 for 15-20 minutes, or until the cookie is cooked through and set (but not solid) in the center.
While the cookie is still warm, sprinkle the chocolate chip cookies over the top of the cookie.
Allow the heat to begin to melt the chocolate chips.
Then, drop the peanut butter over the top in dollops.
Let the cookie sit for 10ish minutes while the chocolate chips and peanut butter softens.
Using a spatula, spread the peanut butter/chocolate mixture over the top of the cookie like a frosting.
Then, sprinkle the candy pieces over the top.
Then, slice and serve.
This post is linked to:
Recipe Swap Thursday
Holiday Treat Week
Ingredient Spotlight
Totally Tasty Tuesday
15 comments:
Now that's my kind of pizza! Looks fantastic! This would be great for the kids' next sleepover, thanks!ReplyDelete
mmmmmmmmmm....now I wish we hadn't given all our candy away!!! :)ReplyDelete
Oh my word!! This is right up my ally!ReplyDelete
Yum! This would make a great treat at kids parties - they can put together their own 'pizza' toppings! Thanks for sharing :)ReplyDelete
Yum! This would make a great treat at kids parties - they can put together their own 'pizza' toppings! Thanks for sharing :)ReplyDelete
- AnonymousDecember 9, 2010 at 9:26 AM
Looks good! I was drooling there for a moment, LOL!ReplyDelete
I'm still LOL about the 'leftover Halloween candy' comment. Haaahahahaha....ReplyDelete
These look really awesome, though. :)
this is awesome, love the layers...I really need a bit of the dough thoughReplyDelete
OH, my! This looks fabulous!! :)ReplyDelete
I want to make that kind of pizza!ReplyDelete
My kids would go bonkers over this!ReplyDelete
Those look and sound amazing. Yum.ReplyDelete
Those look and sound amazing. Yum.ReplyDelete
I never have left over candy hanging around, but I'm more than willing to buy some for a great recipe like this!ReplyDelete
I Love your recipe! Would you come over to Cast Party Wednesday tomorrow and share your tasty recipe with us?ReplyDelete
I hope to see you there!
Thanks for stopping by! I'd love to hear from you; especially how you're finding JOY in your kitchen.


text:
The big moment for the Big Three came about 6:30 p.m. Monday when Mooseheart coach Ron Ahrens delivered the news: The three towering Sudanese students can play basketball for the rest of the season.
For a full 30 seconds, the team hollered, laughed, clapped and celebrated with more than a little relief. A short time earlier, state high school officials had declared the three students eligible to play.
"Get over here, big sugar!" guard Peter Kurowski called to 7-footer Akim Nyang before embracing him.
A few feet away, other teammates hoisted 6-foot-9 Makur Puou on their shoulders and laughed as they gathered in the locker room minutes before taking the court against Hiawatha Senior High School in Kirkland.
"I'm very excited," Puou said. "I'm very happy. I really don't know how I got here. Maybe God."
Mooseheart defeated Hiawatha 66-28.
Earlier that afternoon, the three players addressed the Illinois High School Association's board of directors in Bloomington. Their words had an impact.
After nearly four hours of deliberation, the 10-member IHSA board later voted unanimously that the Sudanese athletes were eligible to play, but the organization also sanctioned the school.
The decision, greeted so joyously by the Mooseheart players, reversed a ruling late last month by the IHSA's executive director, Marty Hickman, that barred 6-foot-7 Mangisto Deng, Nyang and Puou from playing.
The board did not sanction any of the Mooseheart coaches or officials individually, but it prohibited the school from taking part in the IHSA's 2013 state basketball tournament until the school implements a training program for its coaches. The school also is required to complete a review and refinement of its admissions process and submit a compliance plan.
If it completes all three steps to the IHSA's satisfaction before the tournament, Mooseheart will be cleared to participate, officials said.
Mooseheart also must sever contact with a placement organization at the center of the controversy, African Hoop Opportunities Providing an Education, or A-HOPE. The group arranged for the Sudanese players to attend Mooseheart.
Mooseheart engaged in recruiting the three basketball players and a fourth Sudanese teen who is a talented cross-country runner for athletic purposes, Hickman had said. IHSA bylaws prohibit athletic recruitment.
Board President Dan Klett was blunt about the association's view of A-HOPE.
"For the IHSA, we would recommend that they not use A-HOPE," he said. "We don't feel that they meet some of the things we would like to see as far as helping all students, regardless of whether they're basketball players or volleyball players or just kids that want to come over and sing in a choir and get an education."
Klett also said he appreciated how the young men addressed the board.
"They did a very nice job ... presenting to us, speaking to us and explaining their particular situations," Klett said. "And I think that had a big effect on the board. ... Honestly, I don't think they knew what they were getting themselves into. They were just looking for a better life for themselves."
Klett said the fact that the four already served a year of ineligibility factored into the decision to allow them to play. He also said he doesn't fault rivals for bringing the students to the IHSA's attention, saying they have a right to question the students' eligibility.
"I feel sorry that the students had to go through this process, but I think other schools have a right to question it," he said. "I think any reasonable person would have questioned the situation considering that A-HOPE deals strictly with basketball. ... They're tall young men and people look at those things."
The students, he said, explained the difficulty they faced in their home country, and how there was little opportunity for education in Sudan.
"This is an opportunity for them to get an education," Klett said. "And most importantly, what we heard from all four of those boys was that not only do they want to get an education here, but they want to go back and give back to their own country."
Mooseheart, a 99-year-old residential and educational institution for children from unstable environments, had disputed Hickman's decision. It won a temporary reprieve last week in Kane County Court.
Judge David Akemann granted Mooseheart's request to allow the boys to play until the IHSA board of directors reviewed the matter.
Attorneys for the "child city" said the school had made it clear to A-HOPE, the organization placing the boys, that Mooseheart would accept Sudanese children regardless of their athletic prowess.
The attorneys also said Mooseheart had no contact with the students until they arrived on its campus in Batavia in May 2011. The players then waited a full year — at the IHSA's direction — before they were allowed to compete.
Shortly before his team went into action Monday night, coach Ahrens said he was pleasantly shocked by the decision.
He joined in the celebration, but he also was very much the coach.
He told his players that "we need to continue ... to get a lot better. ... I got a lot of gray hair, but that's not from any of this (eligibility controversy). It's from missed layups and two-footers. We've got to get after it."
The relief in the room was contagious. Nyang said he felt "so close to my team now," adding that he, like the other two Sudanese players, can now focus on school and basketball.
Deng said he couldn't believe what had happened. He thanked God, Mooseheart and Mooseheart's attorney Peter Rush.
"This is my time," Deng said. "Right now."


text:
What is it?
First passed by President Lincoln during the Civil War to penalize military suppliers for defrauding the Union Army, the False Claims Act (FCA) is now the civil weapon of choice used by the Department of Justice (DOJ) to combat suspected fraud on the United States. As states continue to enact their own false claims statutes − approximately 30 states now have statutes modeled after the federal FCA — state attorneys general are also aggressively pursuing potential FCA violations and coordinating their efforts to extract treble damages and civil penalties from defendants.
Why it Matters
The most recent statistics published by the DOJ confirm that the number of FCA suits and the size of monetary recoveries under the FCA continue to be significant. In 2015, the DOJ recovered more than $3.5 billion in FCA settlements and judgments, including a record $1.15 billion in FCA actions where the DOJ declined intervention. Health care fraud remained a focal point for DOJ fraud enforcement, with the DOJ obtaining just under $2 billion through settlements and judgments involving the Department of Health and Human Services. The DOJ also continued to hone in on procurement fraud, recovering a total of $1.1 billion in 2015, including nearly $259 million in settlements and judgements involving the Department of Defense, a steep increase from the approximately $69 million recovered in 2014.
The number of qui tam cases (i.e., FCA suits initiated by whistleblowers) filed in 2015 remained high at 632, with the DOJ recouping approximately $2.9 billion as a result of such actions. This continued trend is unsurprising, given that whistleblowers stand to obtain up to 30 percent of any monetary recovery and given the sheer size of whistleblower awards in recent years.
Who We Are
Led by a cross-office and cross-practice group of attorneys — composed of former federal prosecutors and seasoned defense attorneys from our award-winning Government Enforcement, Government Contracts, and White-Collar Groups — we have substantial experience handling FCA investigations and litigation, whether initiated by the government or by whistleblowers.
We have advised a wide range of clients, from privately held companies to Fortune 50 global brands. Our clients are companies doing business in numerous industry sectors, including pharmaceuticals, medical devices, aerospace, biotechnology, defense, information technology, telecommunications, health care, consumer products and services, higher education, and transportation. We also routinely represent individual defendants when separate counsel becomes necessary.
What We Do
Our objective is to resolve FCA matters at an early stage of the proceeding and in a cost-effective manner by convincing the government to decline intervention in the underlying qui tam action or to forgo its investigation altogether. When litigation is necessary, we have a history of success at every stage of an FCA proceeding, including obtaining dismissals under FRCP 9(b) and the FCA's unique public disclosure and first-to-file bars and winning on summary judgment, at trial, or on appeal.
We also advise clients on the many legal issues and proceedings that often accompany FCA matters, including white-collar defense, suspension and debarment proceedings, civil and criminal subpoenas, employment and retaliation claims, and the shareholder derivative suits that are sometimes filed on the heels of an FCA settlement. In FCA matters arising in the health care and life sciences industries, we have negotiated nationwide FCA settlements with the National Association of Medicaid Fraud Control Units (NAMFCU) and successfully convinced the Office of Inspector General to the U.S. Department of Health and Human Services (HHS-OIG) to forgo the imposition of onerous Corporate Integrity Agreements. Clients also call upon us to assist them with due diligence in connection with mergers and acquisitions and establishing or revamping their compliance programs.
Where We Do It
We have assisted clients with federal FCA investigations and qui tam actions arising in federal districts throughout the country, working closely with AUSAs from the U.S. Attorney's Office in each district and their colleagues at Main Justice in Washington, D.C. We also have experience handling matters arising under state false claims statutes and have represented clients in connection with investigations and litigation concerning alleged violations of state false claims statutes in the following states: Arizona, California, Florida, Hawaii, Illinois, Indiana, Kansas, Kentucky, Louisiana, Michigan, Mississippi, Montana, New Hampshire, New Jersey, New Mexico, New York, Oklahoma, South Carolina, Texas, Utah, Virginia, and Wisconsin.
Representative Matters
In addition to a slew of nonpublic FCA-related investigations, the following is a representative sample of our FCA litigation work:
Unsolicited e-mails and information sent to Morrison & Foerster will not be considered confidential, may be disclosed to others pursuant to our Privacy Policy, may not receive a response, and do not create an attorney-client relationship with Morrison & Foerster. If you are not already a client of Morrison & Foerster, do not include any confidential information in this message. Also, please note that our attorneys do not seek to practice law in any jurisdiction in which they are not properly authorized to do so.
©1996-2019 Morrison & Foerster LLP. All rights reserved.


text:
The Final Flare, Ty Evans Interview Part 2
Interview by Skin Phillips
(Continued from Part 1)
What changes did you have to make to put the video on Blu-Ray?
Huge changes. It's image size. Just to be clear, the original Fully Flared isn't on the Blu-Ray disc. The Blu-Ray disc is all new stuff that was shot in High Def and mastered in High Def. (Con't below gallery)
Photos: Chami
Can you see a big difference in Blu-Ray? What is it, more pixels?
Yeah, a 1080 image is four times the size of a standard def image. I'm psyched that we did the very first Blu-Ray disc in High Def. It feels like something new in skateboarding.
Were there any hiccups going to Blu-Ray, was it the first time you did that?
F—k yeah. It was a big learning experience. It's crazy, you can master a Blu-Ray on your computer, but when you take it to a replicator, they can only make a minimum amount of numbers. If you want to make a large scale of Blu-Rays, you need to go to another authoring house and there're only two different softwares that can author it so it will play on all Blu-Ray players. It goes back to copyright. The AACS takes a six-cent per disc royalty and you have to pay a 2,000-dollar flat fee. Then they give you an encryption code, and that's what you give your replicator, and that goes into your master. I literally had to spend a week just researching how this stuff works.
I just read that somebody figured out a 400 gigabyte Blu-Ray disc, which is crazy because the ones we used were 50 gigs. You could fit so much more stuff on that—ten hours of material or something.
Through Fully Flared, we saw a lot of filming changes and you were at the forefront of that. It went from Sony to High Def, a lot of panning. You've got booms now. Is that a continual process for you to expand?
Yeah, some stuff works, and some stuff doesn't, but you want to just keep trying it. We're at that age where the line between still photography and digital filming is getting blurred.
Yeah, with the Canon 5D Mark II coming out.
Yeah, that shoots 1080 30p, and the new Nikon shoots 720 24p. It's crazy. The next couple years, I think you're going to see more photographers shooting film, it'll probably go more that way.
You actually have the opportunity to experiment because so many things come your way. Look at the Red Camera.
Yeah, the Red Camera was really good. I think cheap, simplified, and good quality is the main thing. You can already see it.
Continued in Part 3, coming soon.


text:
Parlay Starr - Tyga Diss Using a Lil Wayne Hook that was taken from Tyga In Philly [Unsigned Hype]
"Ah Real One" Mixtape hosted by DJ Whoo Kid Coming Soon from Most Hated Mob ENT. http://www.youtube.com/watch?v=EEtsgPeW6Cw&list=UUS5ZJApL8I8J-9ltHYi6l_Q&index=2&feature=plcp
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


text:
Difference between revisions of "ETrice/GSoC/2012/DiagramLayout Kieler"
(→Phases of Development)
(→Basic Tentaive schedule)
|Line 35:
|Line 35:
A superficial schedule of the project would be as follow:
A superficial schedule of the project would be as follow:
*Before 2 May : Preparing the project Wiki and improving the understanding of the implementation process.
*Before 2 May : Preparing the project Wiki and improving the understanding of the implementation process.
=====Before the beginning (Community Bonding Period)=====
=====Before the beginning (Community Bonding Period)=====
Revision as of 06:10, 24 June 2012
This project "Diagram Layout in eTrice with KIELER" aims at improving the Graphical User Interface of eTrice ( a project under the Eclipse Modelling Domain intended towards implementation of the ROOM modelling language) by providing automatic lay-outing of ROOM diagrams in it's graphical editors. The lay-outing algorithms being employed are available under the KIELER project, which provides a lot of infrastructure for configuration and execution of layouts in various graphical editors in eclipse (eg: GMF and Graphiti based editors).
- 1 Deliverables
- 2 Project Implementaion
- 2.1 Phases of Development
- 2.2 Timeline
- 2.2.1 Calendar
- 2.2.2 Basic Tentaive schedule
- 3 Project Proposal
- 4 Useful Links
The deliverables of the project would be :
- Two fully-functional graphical editors for eTrice with automatic lay-outing features for diagrams using the KIELER framework :
- one for modelling hierarchical Structures of actors
- another for modelling hierarchical State Machine Diagram (behaviour) of actors.
- User will be provided the following methods to use the feature:
- A toolbar and menu action to trigger layout on the active diagram.
- A "Layout" view for layout option configuration.
- User Documentation for how to use these features in both the editors.
- Developer's Documentation for explaining the current implementation ( to facilitate any changes to be made in future and re-usability of the present code )
- Resources (proper interfaces) for further extending the features of the editors by using the KiVi, KSBasE and KLighD Frameworks (provided by KIELER).
- Documentation for the above resources for facilitating the extension.
- Tests for proving bug-freeness of the developed feature.
Project Implementaion
Phases of Development
The project implementation will be divided into three major phases :
- Integrating KIML with present graphical editors, which is the basis for all further improvisation and enhancements.
- Designing of the interaction mechanisms such that the layout is performed automatically in certain situations, eg. making of a new actor and binding it with another in Structural Editor (or) defining a new state and connecting it to others in Behavioural Editor will automatically trigger lay-outing.
- Investigating and Implementing KLighDinto the eTrice editors. If time permits the other two KIELER sub-projects (namely KiVi, KSBasE) will also be investigated.
The following calendar shows the details of the various tasks to be completed and the deadlines during the project tenure :-
Basic Tentaive schedule
A superficial schedule of the project would be as follow:
- Before 2 May : Preparing the project Wiki and improving the understanding of the implementation process.
Before the beginning (Community Bonding Period)
- 2 May - 21 May : Gathering the background knowledge as indicated by above sections(Background), Detailing of the schedule to make it more rigid and easily track-able.
I Phase (Integrating KIML with present graphical editors)
- 14 May - 24June :
- Implementing the transformation of Hierarchical State Machine Diagrams to KGraph meta-model instance.
- Implementing the transformation of KGraph instance to Hierarchical State Machine Diagrams.
- Implementing the transformation of Actor Structural Diagrams of ROOM models to KGraph instance.
- Implementing the transformation of KGraph instance back to the Structural Actor Diagrams and combining the above implementations to complete phase I with tests.
II Phase (Designing of the interaction mechanisms)
- 25 June - 7 July :
- Gathering information about the required situations for automatic layout triggering
- Implementing layout triggering for the gathered situation
- Some more interaction mechanisms will be implemented after the Mid-Tern Evaluation
- 7 July - 9 July : Combining all implementations from Phase I and Phase II for preparing a stable version for mid-term evaluation.
- 9 July - 13 July : Mid-Term Evaluation
- 14 July - 15 July : Feedback reception and changes if required.
- 16 July - 22 July :
- Gathering 'more' information about the required situations for automatic layout triggering
- Implementing layout triggering for the gathered situation
- [ 23 July : Return back to the my institution (holidays end) ]
III Phase (Investigating KLighD and providing a basic integartion into the editors)
- 23 July - 29 July : Investigation of KiVi, KSBasE and KLighD projects(with special emphasis on KLighD)
- 30 July - 12 August :
- Performimg the integartion of KLighD into the editors of eTrice.
Review phase
- 13 August - 19 August : Final Review of the Code and documentation for final submission.
Project Proposal
Click Here to see the project proposal at GSoC's website .
Useful Links
eTrice Project Links
KIELER Project Links
- KIELER Home
- KIELER Project Wiki : Contains links for all sub-projects
- KIELER Git Repository on Gitrious


text:
On Sunday, we shared a note about the Falcons experimenting with defensive end Osi Umenyiora as a stand-up linebacker during training camp.
While this is the time to try new things, this one raised a few eyebrows because Umenyiora has never played in space before and because the last few years have seen him become an increasingly one-dimensional pass rusher who struggles to set the edge against the run. It's an opinion that's shared by many, including former Chargers and Bills linebacker Shawne Merriman.
D. Orlando Ledbetter of the Atlanta Journal-Constitution noticed that Merriman, who announced his retirement in March, sent out a tweet on Sunday letting the Falcons know that he'd reverse course on his decision to call it a career if the Falcons offered him a shot at that hybrid role while Umenyiora remained at defensive end. He also said he'd peg his earnings to his production.
Ledbetter doesn't believe the Falcons would answer the phone if Merriman called and the fact that it has been more than half a decade since Merriman was a truly effective player backs up that read on the situation. You never know if you don't ask, though.


text:
Forget student debt; some concerned citizens think the real problem plaguing undergrads today is the "porn curriculum" currently infiltrating mainstream colleges like dildo-wielding guerrilla combatants.
TheBlaze is all aflutter about a "fascinating new report" from World on Campus covering the "phenomenon" of "porn curriculum":
The term refers to explicit material that is making its way into America's college and university classrooms. While the notion may seem too bizarre to be true, some experts claim that there is, indeed, an influx of pornography being integrated into secular professors' curricula.
An influx?! To think we were once worried about an anthrax outbreak. Yep, cover your eyes and ears, folks: some students at NYU have read pornographic comic books for a course called "Anthropology of the Unconscious." (Gasp!) Bates has offered a class called "Doing it, Getting it, Seeing it, Reading it," which focuses on the difference between erotica and pornography. Wesleyan, never a college to be outdone in terms of subversiveness, once offered a course called "Pornography: Writings of Prostitutes" which asked students to make and thoughtfully explain their own pornography projects for the final. As a result, everyone in Middletown, Connecticut now has AIDS and approximately six abortions per year.
Sorry, conservatives, but you can't blame Obama for the "porn curriculum": people have been freaking out about X-rated college classes for over a decade. A 2006 Time piece even references some of the same courses as does this "fascinating new report." Of course, that doesn't stop people like Rick Schatz, President and CEO of PUREHOPE (can hope be unpure?), an organization "dedicated to fighting sexual exploitation and brokenness" (aka broken hymens), from claiming that these classes have no merit. "Instead of actually studying the legal, political and moral issues associated with porn, the vast majority of these courses are validating it and showing addictive pornography to students, even requiring them to produce it," he said. "There's absolutely no academic basis for that type of course."
Um, there's "no academic basis" for studying pornography? That's total bullshit. Porn affects economics: it's a multi-billion dollar industry. Porn affects politics and the law: Los Angeles just voted to require actors to use condoms when filming sex scenes. Ever hear of/see queer and feminist porn? If not, that's a shame, and why porn affects LGBTQ and gender studies.
"...evangelical anti-porn groups and Christian scholars believe that the porn industry can be explored and analyzed without simply making young people comfortable with the explicit and potentially-addicting imagery that is presented," says TheBlaze. Because the last time we let religious extremists shape sex education policy it worked out so well for us; just ask all of the pregnant teenagers who had to sit through abstinence-only classes.
College students are adults and, like it or not, pornography is a part of our culture. You can't "explore and analyze" an issue without primary sources; would you expect English majors to make up stories about whales instead of reading Moby Dick, or tell future neuroscientists to play fruit fly charades instead of actually studying insects under a microscope?
One more thing: many examples of "porn curriculum" don't even constitute porn, they just involve naked people having the sex. For example, TheBlaze references a Fresno State public health professor who once showed a "sexually explicit" video in a human sexuality class. This is a description of the video:
Making love is an art much like painting. Some couples use only primary colors, but when you use an entire palette, your sex life becomes a vibrant and thrilling adventure. Join some of the world's leading experts as they help you become an artful and irresistible lover. Attractive real life couples explicitly demonstrate adventurous new techniques. Discover uninhibited positions that lead to pleasure, satisfaction, and closeness for a lifetime. Learn how sensual massage and erotic talk can enhance your intimacy and sexual pleasure. Watch together and bring your love life to new heights of sexual intensity.
Cheesy? Perhaps. (I don't like to envision Bob Ross when thinking about sex, but hey, to each her own.) Awesomely sex-positive? Absolutely. Imagine taking a human sexuality class and actually learning some helpful strategies for making sex into something that's not scary — that would go against everything you learned in high school.
According to TheBlaze, some critics believe that "requiring students to view and become comfortable with pornographic content in the classroom cannot be done without the exploitation and degradation of those involved." Sure, we'll concede that there are enough reasons not to mandate that all students everywhere watch hours of porn as a basic freshman requirement. But we also can't effectively criticize the problematic aspects of pornography if we don't study the theory and history behind the industry. So let's stop getting our panties in a twist about the "porn curriculum" and call it what it is: real talk.


text: Mark Hahn wrote: >> http://www.eweek.com/article2/0,1759,2000867,00.asp >> >> 20% is a lot, both in terms of consumption and cooling capacity. I'm > > the article says "up to 15%" at the facility level - did you get 20% > by figuring a savings at the rack level, too? I got 20% by misquoting, sorry. Still, 15% is nothing to sneeze at. > afaikt, the article is based on an assumption that everything is powered > by an online UPS, and probably that node PSU's are low-performance (say, > 65%). sometimes studies like this ignore fact that incoming power is > inherently AC (that is, only start looking at efficiency given DC supply.) > > I'd love to see DC gain more traction - PSU's are certainly one of the > flakier components in our systems, though per node (HP DL145G2), they > only contain 2 of 14 fans (or of 18 moving parts). I don't know whether > there's a reason to think many small AC-DC PSU's would be less efficient > than a couple really big ones (factoring in the cost and inefficiency of > DC power distribution). Do your PDUs receive 220 VAC or ~400 VAC? They're talking about a 380 VDC distribution grid. On it's face, this infrastructure would be at least as efficient as a supply of 270 VAC. Unfortunately, the article doesn't lean too heavily on hard facts wrt their claims. I really just have a physicist's understanding of the forces at work here. At this point, perhaps we should get Jim Lux to educate us? > I'd certainly be interested in a distribution system (whether AC or DC) > that avoided so damn many plugs and sockets and breakers and PDUs. > I guess I'm more enthused about servers becoming lower-powered, and also > quite interested in better ways to dissipate the heat than raised floors > and traditional chillers... Heh heh. Water cooled racks? >> curious how long it would take before DC supplied racks become cost >> effective. > > well, there's already a standard DC supply - to the motherboard. > one impediment might be that it's got +12, -12, 5, 3.3 and probably > a couple others. if it were just a matter of providing lightly > regulated 12V, life would probably be a lot simpler. and I'm not sure > MB's would be much more complicated, either, since the current > main consumer, the CPU, already has a fairly flexible and high-power > onboard dc-dc converter. (I wonder how efficient it is, typically...) Well, a DC-DC power converter is pretty straight forward. I expect part of the trouble with switching power supplies is those high frequency mosfets, which you wouldn't have (I expect) with a DC-DC converter. -- Geoffrey D. Jacobs Go to the Chinese Restaurant, Order the Special


text:
Hire A Kitchen Remodeling Contractor in Dresser, California
Now that you know a little bit about getting your kitchen remodeled, it is time to do your due diligence in hiring a professional. The quality of the professional that you hire is directly correlated with the success that you get from your kitchen remodeling job in Dresser, California. Finding the help of a quality professional will permit you to make your kitchen look as beautiful as possible and will give you the opportunity to see your kitchen dreams come to fruition.
Let's take a look at some of the best things to keep in mind when it comes to hiring a kitchen remodeling professional in Dresser, California.
Look into reviews and get some referrals
It is very important that you find some reviews from professionals in your area to see exactly how they handle themselves. The Internet is a wealth of resources in this regard and will allow you to make sure you know a little bit about the company before you decide to pull the trigger on a hire. You can also get personal referrals from people that you know in your life who have hired kitchen remodeling contractors in California. This gives you the confidence that you need to bring professionals to your home to transform your kitchen from the ground up.
Research the work that they have done in the past
Always looked through previous pictures, videos and virtual tours of kitchen work that these contractors have handled. By researching this work, you will have a clear idea of the work that they have done in the past, which lets you know what they are equipped to do for you. Speak to these professionals personally in order to also get a feel for their personality and overall sense of professionalism. It is the little things that matter the most when it comes to trusting someone to tear your kitchen up and rebuild it in order to look better.
Ask around for some estimates for the kitchen remodel in Dresser, California
You also need to be sure that you are doing your due diligence in getting the best price possible for your kitchen remodel. These projects can cost well over $25,000, so you need to shop around for the greatest deal to make sure that it is money well spent. The more work that you put into finding price quotes for your kitchen remodel, the better chance you will have to keep your budget intact. By handling this matter ahead of time, you will also know exactly what to expect in this regard.
Carefully read through the contract
Before you have one of these professionals come out to your property to revamp your kitchen in California, read through every item of the contract. By doing so, you will know what kind of schedule to expect and what due date to hold the contractors to. Otherwise, you run the risk of finding a less than reputable contractor and may not have the recourse legally that you need to get the work done.
Look into their previous work
Finally, make sure that you ask if you can walk through some live sites to see their work in person. Doing this provides you the opportunity to know exactly what you are paying for and it may even inspire you with some ideas that will be beautiful in your home as you look to transform your own kitchen in California.
For small kitchens in California
Small kitchens in Dresser, California have their benefits too. For one, upgrading a small kitchen is less demanding on your time and budget than a larger kitchen would be. Dated appliances can make your kitchen quickly appear more upgraded. Using a trendy color scheme can also make a huge difference. With small spaces it can make a huge difference to remove a wall, which opens up the space. Oftentimes, the guilty culprit making your kitchen look dated are the cabinets. For small spaces anything that can be done to make this space look or feel larger makes a big difference. Cherry cabinets or white cabinets can be a huge improvement. By using wood planks and laying them down vertically you can elongate your space to a great degree.
A kitchen is at a loss if it's a dark cramped space. If the walls are too dark this can easily make the kitchen feel too small, especially if you have a small window in the kitchen. Also, uniformity is something you might want to get rid of. More specifically, you may want to make some changes if you have the same pattern on your cabinets as on your backsplash as on your floors.
Sometimes the kitchen needs to be remodeled in Dresser, California because one element of the kitchen is too overpowering. For example, if the cabinets are a stark, clinical white color, you may want to change this. You want to eliminate any designs that compete with each other, fighting for attention. In some cases the kitchen is so bland it needs a bright pop of color such as yellow or orange cabinetry. Play with different textures on the backsplash. In nearly all cases, removing a wall in the kitchen opens up the space and allows the kitchen area to flow into the dining room.
If your kitchen space is small consider using smaller appliances, like a miniature microwave and a refrigerator with a freezer drawer. You can even opt for a smaller stove if it works with your lifestyle. After all, you can make nearly everything you need with two burners. You can also go for a single sink. This way, you don't lose any functionality but you have more countertop space
Just because you have a single sink does not mean that you lose functionality. Simply get a multifunctional faucet. If your countertop space is lacking, you can get a stove cover that covers your burners, converting your stovetop into a counter. For people who enjoy meal prep but have a small kitchen in California, a stovetop cover can be a lifesaver.
Instead of having cabinets lining the top of your kitchen in Dresser, California, you can trade them out for open storage.
With open storage shelving you can:
Open shelving is a great choice for someone who likes the minimalist look. If you're dealing with a small kitchen, you might want to use magnetic storage for knives as well as racks for pots. Remember to add necessary architectural details that keep the space pleasing to your eye. One great benefit of a small kitchen is that you can add high quality elements very affordably. Create a mix board and play around with different textures and samples.
The key to working with a small kitchen in Dresser, California is adding storage as opposed to adding space, because you may not be able to add space. Don't expect your remodel to go as smoothly as the shows on HGTV. The reality is that it may take months to complete your kitchen project in Dresser, California. Talk to multiple contractors about their services so you can make the best decisions regarding pricing. Discuss your budget and how you would like your space to change. You need to be completely satisfied with the design phase of your project or you certainly won't be happy once you reach the construction phase. Believe it or not, you might have to keep your emotions and check and stay positive until the project is complete. A negative attitude can ruin any creative endeavor.
Make it a point to not schedule your remodel around stressful events in your life such as having a new baby or taking on a new job. If the thought of remodeling is only making you feel negative perhaps you should wait until you feel good about remodeling to proceed. You truly need that positive attitude in the event that the remodel gets increasingly difficult. Also, if you just moved into the home it may be better to settle in for several months before you begin renovations. The more you use this face the more you will understand exactly what you enjoy about the space, what needs to be changed, and what can be improved.
Have an island in your kitchen? Save space by adding your wine cooler underneath or using the area under the island as storage. When it comes to remodeling in Dresser, California the first things to go are often damaged or outdated. In order to control the costs of your project, you don't have to feel pressured to upgrade each element of your kitchen. You can have new granite countertops and painted cabinets. If your appliances are very outdated, the majority of the project costs will go towards new appliances. You can upgrade your outdated light fixtures for a very reasonable price. If you're dealing with a horrid color scheme, paint becomes the priority. Kitchen remodeling is often a dream project for many homeowners. A kitchen with beautiful fixtures, refreshing colors, and detailed finishes make a homeowner's heart warm.


text:
For Immediate Release
Macomb Police Department
On 05/22/14, The Macomb Police Department was investigating the production of counterfeit money. Several reports had been made in the past couple of weeks on counterfeit currency being circulated through several local businesses and banks in Macomb. During the investigation on 05/22/14, Investigators with the Macomb Police Department, McDonough County Sherriff's Office and Office of the Public Safety learned that the counterfeit currency printer was possibly located at 321 N. McArthur St. Apartment 1. Alvin Montgomery was located at the apartment and after a search warrant was conducted at the residence, it was revealed that Montgomery had burned evidence in a small fire prior to officers making contact. The printer believed to be responsible for producing the counterfeit bills was recovered at the residence. Montgomery was charged with Obstructing Justice, Deceptive Practice, and Forgery.
The investigation in this case is still ongoing and may lead to additional charges.


text:
Chicago Man Pulled Over & Beaten For Driving With A White Woman!
2 news reports "Injured Man Gets Jury Award, But Wants Cops Fired"
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


text:
D.C. Councilmember Tommy Wells tells WTOP he is recommending to the Nationals that the shuttles stop running in 2009. "The buses add a layer of traffic that is not necessary. I would like to see them stop running." Wells says he has received numerous complaints from residents in Ward 6 about the danger of the buses as they pass through neighborhoods. Some buses also sit and idle in less than desirable locations.Given that the Nats run these shuttles and not the city, this is merely one man's opinion, of course, but by highlighting the councilman's concern, I have a reason to run a this passage from the article:
Traffic troubles that were predicted around the stadium never really did materialize in the ballpark's first year.Gee, I wonder why?


text: On Thu, 25 Apr 2002 at 12:18pm, Velocet wrote > We got back a 2466 from RMA that was somehow fried. New replacement board came > back. The new bios reports "V4.0 rel 6" and also "Phoenix 4.01". > > I saw this change from previous versions and decided to try our Tbirds in it > that we had tried before under previous BIOS versions (and I cant remember the > version #s from before and I cant reboot any nodes to find out :) > > Well something has changed because it warns that the processors are non > MP and so it will operate uniprocessor as SMP is unsupported with non MPs. > Cant flash back to a previous bios version either. So Tyan musta struck some > deal with AMD on this. :) Im wondering why they bothered, really, since > Tbirds are almost out of production anyway. Tyan's products page reports that there are two versions of the S2466. The new ones are the S2466N-4M. The main difference listed is that the 4Ms have functional onboard USB (v1.1), whereas the original S2466Ns were shipping with those addon 4port PCI USB cards. That's why there are now two BIOSes for the S2466, and they warn that flashing one type of board with the BIOS for the other is Bad. They must have taken the opportunity in fixing the USB problem to also "fix" the non-SMP chip in SMP config "problem". -- Joshua Baker-LePain Department of Biomedical Engineering Duke University


text:
92 year Old Woman Gunned Down by Police!!!
Police officers wrongfully killed a 92 year old woman in the city of Atlanta. After they realized their fatal mistake, they tried to cover it up by planting drugs into the house.&IP=22.214.171.124
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


text:
Philadelphia Information Locator Service
Agency Information
Criminal Sessions, Clerk of the Court of[Record group 23]
Agency Function
- Unavailable
- Agency History
- Court established by Act of March 19, 1838 which assigned to it the criminal (but not the oyer and terminer) jurisdiction of the Court of Quarter Sessions, that court's authority in road matters, and the functions of the then-abolished Mayor's Court and Recorder's Court. The Clerk of Quarter Sessions acted ex-officio as the Clerk of the new court. An Act of February 27, 1840, abolished this court and transferred its jurisdictions to the then-established Court of General Sessions.
- Archival Records
- 23.1 Docket (1839-1840)
23.2 Minute Books (1839-1840)
23.3 Forfeited Recognizances (1839-1840)
Links to related information...
PhILS Home
-->City Agencies
---->Current Agency Information Sheet. (Graphical version of this page)
Send your comments to firstname.lastname@example.com
Last updated on November 8, 2000


text:
Wusthof Classic 5" Chef's Knife
We LOVE Wusthof Cutlery. We have sold Wusthof for 16 years. Owning a Wusthof knife will say it all! Once you feel the balanced precision of this knife you will understand why Wusthof is prefered by so many professional chefs. Wusthof's Classic Line of Cutlery features Wusthof's newest Precision Edge Technology (PEtec) giving each straight-edged knife (non-serrated) a super sharp blade that retains its edge 30% longer. Wusthof Classic knives are drop forged from a single piece of high carbon stainless steel and feature a full tang triple riveted handle. Made in Germany, Lifetime Warranty.


text:
We are working hard to bring you the best oldschool classic games that you can play online.
If you like what we have done here and if you want to help us to add more games and functionality, you can support our work with any type of donation.
Thank you and keep playing!
Amusement park DOS games online
Top DOS game categories
Choose your favorite DOS game from the selection of the best DOS games that you can play online, in web browser.


text:
Memo to gamers everywhere: don't mess with Megan Fox!
The "Transformers" vixen makes a brief appearance in the live-action trailer for the highly anticipated video game, "Call of Duty: Ghosts" and we'd say she's definitely not gun shy.
The teaser dubbed "Epic Night Out" is set to Frank Sinatra's classic "I'm Gonna Live Till I Die," and directed by James Mangold ("The Wolverine," "Walk the Line").
It follows four buddies who embark on an action-packed adventure through a decimated Las Vegas of the future. Armed to the teeth with all kinds of heavy weaponry, the quartet evade a helicopter gunship, then race their way through a casino while being chased by a hit squad.
NEWS: "Call of Duty" is bigger than "Twilight" and "Harry Potter"
After blowing a hole through the side of the building, they escape to a rooftop where they encounter a calm and collected Fox as she reloads a high-powered rifle and saves one of them by shooting down a nasty-looking drone.
The "Hangover"-esque nature of the live-action clip and Activision's recruitment of the 27-year-old actress is undoubtedly a surefire way to get its male fan base excited. Not to mention the fact that "Ghosts" marks the first time gamers can play a female soldier in the multiplayer mode.
The 10th installment in the popular first-person shooter franchise, the story revolves around a retired army captain (voiced by "Avatar's" Stephen Lang) who leads the Ghosts, a clandestine Specials Ops unit, behind enemy lines in a post-superpower America partially destroyed by a superweapon taken over by the villainous "Federation."
NEWS: Robert Downey Jr. stars in new "Call of Duty 2: Black Ops" live-action trailer
Fox is the latest celeb to cameo in a "Call of Duty" trailer following such stars as Robert Downey Jr., Jonah Hill, and Sam Worthington. Eminem also contributed a new anthem, "Survival," to the game as well.
"Call of Duty: Ghosts" hits stores worldwide on Nov. 5 and will be available for PlayStation 3 and 4, Wii U, Xbox 260 and Xbox One among other consoles.
PHOTOS: The many moods of Megan Fox


text:
|Wolvesmouth @ Beer Belly
After trying Chef Craig Thornton's (aka Wolvesmouth) cooking on two previous occasions, I jumped at the chance when I heard there was going to be a special one night pop-up dinner at Beer Belly, a newly opened Beer House in the Koreatown district of Los Angeles. Although getting a reservation was tough, I managed to snag two seats at the 9pm seating that night. Since beer was available during dinner, I bypassed the wine option and went with various selection of beer offered at Beer Belly.
|Top: Bread from Bread Lounge. Bottom: Barley Malt Butter
I thought the bread at bread lounge was pretty standard fare, but the barley malt butter made it shine. I really loved the flavors of this butter, but I limited myself to the 2 pieces of bread given. I had to make sure I had room for the rest of the meal.
|Corn Soup - crab, corn fritter, jalapeno, cilantro, buttermilk, lime
I've had a corn soup made by Craig before and loved it, so I eagerly awaited for this course to start. I mean, as a lover of corn and soup, this dish was calling my name. I loved the sweet flavors from the crab, the tart flavors from the lime, the slight heat from the jalapeno, and that fried corn fritter was very nice. Underneath all of that was the creamy corn soup, which was really good. I'd have to say, if I had 6 bowls of this corn soup, I'd leave a very happy man (Panda).
|Black Truffle Risotto - chive, parmesan
Although there wasn't an abundant of truffles as I had hoped (Though the meal was $50 for 6 courses, I was surprised we even had truffles on the menu), this was quite tasty. The truffle flavor was subtle, but the rice was cooked perfectly, with a nice bite, and the dish as a whole was creamy and flavorful.
|Blue Lake Beans - yellow wax beans, summer squash, peach, cider, salted yogurt, granola
When I saw the menu, this dish was probably the least interesting to me, though that's probably because I rarely would find vegetarian dishes to be of any interest. This dish however, was surprisingly memorable for me. I enjoyed the vegetables, but that peach to me was the star of the dish. The fruit itself was compressed and the flavor of it was just fantastic. The vegetables and the peach worked quite well together.
|Lamb - potato puree, dill, horseradish, lingonberry
Now, lamb was the promised protein we've been told of prior to booking the meal and as a fan of lamb, I was definitely happy with the selection. Although my piece was fattier than I would have liked, I still cleaned my plate. The lamb was cooked just the way I like it, rare and bloody. The potato puree reminded me of sour cream and chives potato chips, which I liked. I thought the lingonberry was an important element of this dish as it helped cut down on the fattier parts of the lamb. I wish I had seconds of this one.
|Corn Bread Ice Cream - fig, brown butter short bread
One thing I've realized about eating a meal cooked by Craig was that his ice cream and desserts are really good. In fact, I think he should do a dessert tasting one of these days. I was really looking forward to the corn bread ice cream, which definitely did not disappoint. I was happy with the flavors of the ice cream and the addition of the brown butter short bread added a nice flavor and texture to this dish. This was my favorite dessert of the night.
|Creme Fraiche Vanilla Panna Cotta - strawberry, vanilla pound cake
Panna cotta was a great way to end of the meal. It's refreshing, light, and the accompanied strawberries and pound cake added nice flavors to the dessert. I really like the addition of the pop rocks as well, though when can you have too much pop rocks?
I would say the first Wolvesmouth pop up was a success. The food was great, and was probably even better than I had expected going in, and I have pretty high expectations. I was slightly worried that there wouldn't be enough food, since this was more of an abbreviated Wolvesmouth dinner, but I left stuffed and happy. As a fan of both Beer Belly and Wolvemouth, I'm glad this was the location chosen for this dinner, and I hope if Wolvesmouth decides to do this pop up again, Beer Belly would still be the location of choice. After going through the pictures and this post, I'm ready for a return trip to Wolvesmouth Dining!
Beer Belly
532 S. Western Ave.
Los Angeles, CA 90020


text: Hi, I am working as an IT Manager at NED University of Engineering & Technology, Karachi, Pakistan, and currently managing a Linux based Cluster of 50 nodes. I just wanted to ask you that how to manage licensing issues on a beowulf cluster. Lets say, if you want to run an application software on 50 nodes then will you purchase 50 licenses of that software or if there is any other alternative to handle this licensing issue, because purchasing such a huge number of licences will definitely be very expensive. Actually, I also want to purchase different software for my 50 noded cluster but purchasing 50 licences of each software costs me alot, thats why I am in need of your guidance and kind suggestions. Regards, Muhammad Kamran Mustafa I.T. Manager Centre for Simulation & Modeling, NED University of Engineering & Technology, Karachi, Pakistan. Tel: (9221) 9243261-8 ext 2372 Fax: (9221) 9243248


text: Judd Apatow's This Is 40 stars Paul Rudd and Leslie Mann star as Pete and Debbie, the same married couple they played in Apatow's Knocked Up. As the movie opens, Debbie is turning 40 but tells everybody she's younger. She runs a small, boutique clothing store that's breaking even financially, while Pete manages a retro-minded indie-music label that's under serious financial strain just as they are trying to launch a new album by Graham Parker. Their money troubles are compounded by Pete's dad Larry (Albert Brooks), who continually hits up his son for cash because he has toddler triplets after an overly successful fertilization treatment with his younger second wife. Debbie has daddy issues as well. Her father (John Lithgow), an emotionally cold, highly successful surgeon, seems to want no part of his daughter's life, even though they meet for lunch occasionally after not talking to each other for a lengthy period of time. All of these people, along with Debbie's trainer, Pete's employees, and salesgirls from Debbie's boutique, arrive at the couple's beautiful home for a birthday party where all the familial wounds are opened. Perry Seibert, Rovi


text:
Since our founding in 1994, Tack Room Inc.com has been dedicated to providing top quality products for both horse and rider. Our primary goal is to provide our customers with a wide selection of merchandise in order to meet all their needs.
For the English equestrian, the staff at Tack Room Inc.com is happy to provide a full range of riding apparel for women, men and children. We have helmets by GPA and Charles Owens and riding jackets by Grand Prix, Pikeur and RJ Classic. We proudly offer the Essex Classics line of show shirts, and a wide range of breeches by Ariat, TredStep and Pikeur. We carry riding and paddock boots by TredStep and streamlined utility clothing by Kerrits and Irideon for schooling or more casual riding. We have saddles to meet every rider's needs, with selections from PJ Saddles, Bates, Collegiate, HDR-- Henri de Rivel and Vega by Amerigo, and we make sure your horse is show-ready with bridles by Arc de Triomphe (ADT), KL Select and Red Barn.
Tack Room Inc.com also offers a wide range of merchandise designed to fit the Western lifestyle. We offer boots by Ariat, Tony Lama and Anderson Bean. We provide western wear by makers like Ariat, Cinch, Silver Jeans Co. and Cruel Girl. We have saddles designed for all manner of Western-style riding, whether you prefer barrel racing, roping, or just pleasure riding, by makers like Reinsman and Martin Saddlery.
Our expansive stock also features all sorts of items for your horse: supplements, ointments, blankets, bits, boots, and brushes. With thousands of items to choose from, this is just a small sample of our inventory. And we at Tack Room Inc.com know you're busy, so all of our stock is available for shipping. We offer free shipping on orders over $85 with Free Returns on certain types of merchandise. Please see our Shipping and Returns page. Please see our FAQ for more information.
Tack Room Inc.com has continually grown in its 20-year lifespan. We credit our success with the wide range of merchandise we offer and our commitment to impeccable customer service. Here at Tack Room Inc.com, we cater to those who canter and those who can't, so tell all your friends to drop on by and check us out! We're more than just a superstore for horse and rider. We're a one-stop shop that's got something for everybody.


text:
Sophisticated country home near Florence for sale
Sophisticated country home is an adorable property situated not far away from Florence, on the hills of the picturesque Tuscany. This outstanding estate has a panoramic location that provides stunning views. Recently renovated dwelling keeps the original charm of the Tuscany world-known style.


text:
Developments in Metamaterials and Transformation Optics
Published on
Metamaterials—artificially structured microcircuits that can mimic the electromagnetic response of atoms and molecules—have vastly expanded the opportunities available for the design of electromagnetic structures. Starting in 2000 with the first report of a "left-handed" metamaterial, for which both the electric permittivity and magnetic permeability are simultaneously less than zero, metamaterials have been demonstrated to exhibit properties either difficult to achieve or non-existent in conventional materials. The left-handed metamaterial was a particularly striking example because it had been theorized as possible in 1968 by Russian physicist Victor Veselago, but had never been demonstrated before.
Over the past eight years, our understanding of metamaterials has enabled us to make progressively more sophisticated media, from simple optics to gradient optics, and most recently transformation optics. Transformation optical structures require the full flexibility offered by metamaterials, because these designs require simultaneous and independent gradients in the elements of the permittivity and permeability tensors. If the rather severe constitutive parameter requirements can be realized, entirely new types of devices can be designed by the transformation optical approach, including "invisibility cloaks" that can enable an object to be concealed over a finite electromagnetic band of frequencies. Like the first negative index metamaterial, the transformation optical cloak reveals what is possible as we start exercising the electromagnetic degrees of freedom offered us by metamaterials.
Dr. David R. Smith is currently the William Bevan Professor of Electrical and Computer Engineering Department at Duke University and Director of the Center for Metamaterial and Integrated Plasmonics. He also holds the positions of Adjunct Associate Professor in the Physics Department at the University of California, San Diego, and Visiting Professor of Physics at Imperial College, London. Dr. Smith received his Ph.D. in 1994 in Physics from the University of California, San Diego (UCSD). Dr. Smith's research interests include the theory, simulation and characterization of unique electromagnetic structures, including photonic crystals and metamaterials. Dr. Smith is best known for his theoretical and experimental work on electromagnetic metamaterials. Metamaterials are artificially structured materials, whose electromagnetic properties can be tailored and tuned in ways not easily accomplished with conventional materials. Smith has been at the forefront in the development of numerical methods to design and characterize metamaterials, and has also provided many of the key experiments that have helped to illustrate the potential that metamaterials offer. Dr. Smith and his colleagues at UCSD demonstrated the first left-handed (or negative index) metamaterial at microwave frequencies in 2000--a material that had been predicted theoretically more than thirty years prior by Russian physicist Victor Veselago. No naturally occurring material or compound with a negative index-of-refraction had ever been reported until this experiment. In 2001, Smith and colleagues followed up with a second experiment confirming one of Veselago's key conjectures: the 'reversal' of Snell's law. These two papers--the first published in Physical Review Letters and the second in Science--generated enormous interest throughout the community in the possibility of metamaterials to extend and augment the properties of conventional materials. Both papers have now been cited nearly 2,000 times each.
Cite this work
Researchers should cite this work as follows:
Norfolk State University
Mohammad Mayy, Taina D. Matos
Norfolk State University


text:
Principal's daughter faces 4 charges
Special prosecutors appointed to file final charges related to a party July 12 at the home of Marion High School principal Tod Gordon filed four charges against Gordon's daughter.
Whitney Dawn Gordon, a 2012 MHS graduate who now is a scholarship basketball player at the University of Wyoming, has been charged with:
- unlawfully hosting minors consuming alcoholic liquor or cereal malt beverages.
- furnishing alcohol to a minor.
- interference with law enforcement — obstruction of official duty.
- contributing to a child's misconduct or deprivation.
Dylan Matthew Jirak, a May graduate of Hillsboro High School, was charged by a special prosecutor with interference with law enforcement — obstruction of official duty in addition to underage drinking.
Dylan Jon Delk, a defensive end on the Tabor College football team, was charged with possession of a hallucinogenic drug (marijuana) and possession of drug paraphernalia (a glass pipe).
Neither Delk nor Whitney Gordon was charged with underage drinking. Gordon's parents were vacationing out of state at the time of the party.
Originally, Sheriff Rob Craft said eight adults and two juveniles had been cited after the party. Earlier this week, County Attorney Susan Robson and two special prosecutors prepared charges against nine other adults and three juveniles.
Those charged earlier with possession or consumption of alcoholic beverage by a minor were:
- From Marion: Raelene Allen, Spencer Fugitt, Erin Meierhoff, Adam Palic, and Victoria Steiner.
- From Hillsboro: Benjamin Gardner and Brandon Rooker.
- From Tampa: Rustyn Kerbs, a sophomore running back on the Tabor football team.
- From Herington: Brian Burhoop.
Cottonwood Falls attorney Seth Meyer is handling the case involving Jirak and a juvenile. McPherson and Marion attorney Brian Bina is handling the case involving Whitney Gordon.
Craft has emphasized that her parents, Tod and Alice Gordon, had no involvement in the party.
Three deputies were called to the Gordon home at Marion County Park and Lake late July 19 and found 27 people at a party that Whitney Gordon initially described as a sleep-over with friends that grew out of hand.


text:
|checkout | customer service
Home » Categories » By Theme » Pink and Chocolate
Pink and Chocolate seem to be the favorite colors for little girls these days! We have gathered together some of our favorite pink and chocolate baby bedding, art and decor to help you create the perfect children's room! Some of our favorite things 'pink and chocolate' are this True Wall Canvas by Laura Hescock and the Gracie bedding set by Serena and Lily.