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$125.00 $175.00
United States: Shipping and handling is $16 per pair in the US with a turnaround time of up to 3 weeks. 1 WEEK RUSH delivery is available for $75.
International: S&H is $35 per pair, with turnaround of up to 5 weeks.
For further questions on delivery time or about our products visit our FAQ, Store Policy or Contact pages.
RETURNS and EXCHANGES:
We accept returns for a full refund of the product cost OR exchange for a similarly priced shoe for up to 30 days after delivery. Customer is responsible for the cost of return. Shoes MUST be in unworn, new condition as they were received. If you think they do not fit we believe that can be figured out by simply trying them on, NOT wearing out a night or two and trashed. Shoes with obvious wear will not be accepted, returned to the customer and refund not granted. Please email email@example.com or message via the Contact page with your request to return. In the event of an exchanged shoe not being available in the desired size, a similar model will be offered. Shipping costs are non-refundable unless the product has NOT been shipped and delivered.
NOTE: In the event of an exchanged shoe not being available in the desired size, a similar model will be offered.
Each Evolved Footwear shoe has guaranteed warranty for FREE repairs 1 YEAR from the date of delivery. This includes replacing all electronic components added to the shoes free of charge. After 1 YEAR a $25 charge will be required per pair under all circumstances. If the unfortunate event of a repair is required please send a request via email through your original purchase confirmation or via the Contact page with as much information from your original purchase as possible(name, address, email, product, etc.) You will be responsible for paying for your own shipping costs for returning your item, in some circumstances lights may be able to be mailed directly to you to repair on your own. Shipping costs are non-refundable.
REPAIRS and DURABILITY:
Due to the extremely unique nature of our product line electronic failure can happen, but is preventable. The footwear we sell is not originally designed to have an electronic component added to them and then withstand regular wear. With years of trial and error Evolved Footwear has found a solution to offer the most durable customization of footwear with light up effects to allow for regular wear and beyond. The better you take care of your Evolved Footwear product and its components the longer the pair will function as delivered in its original customized form. The harder you are on the shoes themselves, which will of course break down overtime as all shoes do, the more wear and tear you likely place on the electronic components.
These are our last pair Men's US 12. All sales final. No returns on sale priced items!
This white / white Nike Air Max 90 are retrofitted with LED lights in the color of your choice. Power is provided by (2) CR2025 batteries in the battery packs placed in the tongues. With the press of the battery pack button from the outside of the tongue, they will have a constant glow, press again and they will flash for 3 seconds when they sense movement, press a third time to turn off. Battery life per shoe is 8 hours or more depending on the settings used. As always these are designed to withstand consistent wear and active movement such as dancing as much as any normal pair of shoes.
Shipping: Made-To-Order with delivery in the USA up to 3 weeks with an option of guaranteed 1 Week Rush Shipping. We ship worldwide with options of up to 3 or 5 weeks from date of purchase.
Warranty: 1 year warranty for free LED light replacement. Read More!
NOTE: THESE as with all FOOTWEAR we offer are AUTHENTIC, BRAND NEW shoes that have been customized (retrofitted, modified, altered, etc.) based on their respective descriptions. Please read the Store Policy and FAQ for further info.


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Entries with no category
Perhaps this is old hat, but as I am new to this site, be aware of the chart, found at http://www.tides4fishing.com/us/california/los-angeles
This chart shows which days of the month have the greatest difference between low and high tides--and rates them at "no fish", "one fish", "two fishes", and "three fishes". I have found time and time again that this is very meaningful information. But it's not enough, check the general weather as well,

subset: commoncrawl


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Mohican History
Stockbridge-Munsee Band of the Mohican Nation, located in Bowler, Wisconsin consists of members of the Munsee Nation and the Brothertown Nation of Indians. The Muh-he-con-ne-ok (or Mohican) Indians formerly lived along the Muh-he-con-ne-ok, now known as the Hudson River. The traditional meaning of the term Muh-he-con-ne-ok is "people of flowing water," and thus, the tribe is known as people of the waters which are never still.
Several different bands formed the Mohican Confederacy and members of the bands inhabited areas south of Lake Champlain, west to Schoarie Creek, east to Vermont and New Hampshire and south to Manhattan Island. The Munsee were a group of native people in the Delaware Confederacy. They lived on the west side of the Hudson River. Both the Mohicans and Munsee lived such similar lifestyles that it is often difficult to distinguish the two tribes. Both are Woodland Tribes whose members built homes close to the rivers and waterways.
A typical village home was called a wigwam which is a circular shaped structure framed with bent willow or elm branches and covered with bark, animal hides and clay. In addition to the wigwams, some of the band members lived in long houses. Usually extended family members of the same clan lived in one long house which could be as large as 100 feet long. Each of the families residing in the long house would have a separate fire pit within the building. Long houses were often made of logs and were far more sturdy and comfortable than wigwams.
To subsist, members netted or speared fish, tended gardens, and hunted large and small game. In early spring, the harvest focused on tapping the maple trees for sugar and syrup. All pottery, clothing, and blankets were made from natural materials. In the mid-seventeenth century, after the arrival of the Europeans, many of the Tribes competed for the trading opportunities with the Dutch.
As the fur trade depleted the game supplies, the conflicts between other Tribal nations, most notably the Mohawks, increased. Eventually, the Mohicans were forced out of their aboriginal territory and settled on land farther south and east (now the states of Connecticut and Massachusetts along the Housitanic River). The increased population in the area, loss of members from foreign diseases such as measles and small pox, and the debilitating effects of alcohol on Tribal members each contributed to the substantial demise of the tribe's membership base. The land base diminished as colonial settlers cleared large tracts for farming and competed for game. The tribal members were living a marginal existence at best.
By the early 18th century the tribal enrollment barely exceeded 1,000 members, living in small communities along the Housitanic and Hudson Rivers. Two Mohican Sachems, Konkapot and Umpachenee, were approached by English missionaries to establish Indian Missions. Although Umpachenee was less enthusiastic than Konkapot, he agreed not to interfere. Konkapot, disillusioned by his traditional religion's failure to address the needs of his band members, was convinced that the tribe's only hope of survival was in education and conversion to Christianity. "Since my remembrance, there were ten Indians where there is now one. But the Christians greatly increase and multiply, and spread over the land; let us, therefore, leave our former courses and become Christians."
This 1734 summation by Chief Konkapot led to Reverend John Sergeant's 1736 arrival in "Indian Town" to act as missionary to the eight Mohican families led by Konkapot and sub-chief Umpachene. Thus, the mission town of Stockbridge was established. The decision to establish an Indian settlement was debated by the local sachems for four days, with Konkapot winning the debate. The agreement to establish the Indian township was formalized by the missionaries' presentation of a wampum belt to Konkapot; however, both Konkapot and Umpachenee made clear that the agreement was still subject to final approval from the Mohicans' main council fire. This approval was eventually granted, and the money was raised to pay several missionaries to reside among the Mohican Indians at the township became known as the "Stockbridge" Indians because the Berkshire mountains, where the Indian Mission was established, was similar to the geography of Stockbridge, England.
Many tribal members built log homes, established small farms, and served as members on the Town Board. Despite the stability provided by the settlement, the conflict between the colonists and the Indians continued. Differences between colonial and tribal cultures were often impossible to reconcile. The Mohicans' traditional form of government was slowly disintegrating and reluctantly yielding to the ways of the colonials. The Mohican Nation was traditionally part of a large confederacy of small bands or units of families.
Each band's head representative was called the sachem. The sachem also had various counselors (elected representatives also known as Chiefs) with whom he would consult in all public decisions involving the welfare of the members. These counselors were called Woh-weet-quau-pe-chee. In addition, the chief would consult with one Mo-quau-pauw "Hero", one was allowed to keep a bag of wampum or "Mno-ti". This bag contained wampum belts and strings of wampum presented to the sachem from different nations. In addition to the Mno-ti, each sachem was keeper of the peace pipe. Sachems were responsible for the overall peace between members of the community as well as peace among the communities and other nations. In this respect, the sachems were the Mohicans' version of the colonial's justices of peace. Use of the traditional forms of decision-making changed dramatically during this time.
Many of the male members of the Mohican Nation fought in Washington's army in the American Revolution. After the war and upon returning to Stockbridge, members found themselves out-numbered by greedy missionaries. The Indian women and children had returned to the woods in make-shift wigwams until their leaders returned. It was hoped that the grievances against the missionaries could be resolved through the Territorial Government. Konkapot presented at least two petitions to the Territorial Government seeking relief, but before they were answered, he died. Following his death, many band members removed to friendlier territory among the Oneida Nation in New York.
At that same time, the newly formed United States sought to remove all Native Americans west of the Mississippi. Promising a much larger, permanent tract of land, the United States government persuaded the members to abandon their claims in Massachusetts and remove further south with the Munsee Tribe. By the time the Tribe reached the Munsee Nation, that Nation had been removed and no longer had property to share. In the early 19th century, the Tribe was relocated to the north shores of Lake Winnebago (now known as Stockbridge, Wisconsin).
Treaty negotiations with the Menominee Nation resulted in several treaties between the Mohicans and Menominee and the United States, with the final treaty in 1856 establishing the current reservation near Bowler, Wisconsin. Members of the Brothertown and Munsee Nations were included in the treaties establishing the current reservation and the name of the Tribe was changed to Stockbridge-Munsee. Despite land losses inside the current reservation boundaries, the Tribe continues to reside on the reservation as established by the Treaty of 1856.


text: loonwail 0 Posted January 6, 2014 I have a dilema. I have a beautiful cherry red Variax 500 that is cosmetically in excellent condition but I was told the pcb was bad and I cannot find one unless I find a 500 that someone wants to sell that has different problem that wants to sell theirs. Or another option would be to sell mine because everything else is in such good condition. Does anyone repair these circuit boards? I hope someone could help me with this problem. Thanks Share this post Link to post Share on other sites


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Welcome to Swindon Viewpoint
Welcome to the ultimate digital diary of local life and culture, now celebrating 45 years of cutting edge community media. Here you can find the greatest collection of creative films on everyday life of any town in the country; - from 1913 (the earliest) right up to today. To browse, click along page numbers below, or use 'Find Videos' in main menu to search the vast catalogue. The photographic collection on local life is under 'Then and Now'
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Welcome to the ultimate living diary of Swindon life and culture; - spanning the last century as well as today! Here you can find the largest collection of films on local life of any town in the country. To browse, use the search box to access the vast catalogue. Our photographic collection on local life comes under 'Then and Now' or street names.
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Mar 04, 2013
The Central Connecticut women's golf team opened up their 2013 spring season on Monday at the Valparaiso Crusader Invitational. The par-72 course at Champions Gate Golf Club in Orlando, FL will be the host site of the two-round event.
Senior Anna Ausanio led her team writing in a 79 after her first round of the season. Following Ausanio on the board was freshman Sarah Boden with an 81 and senior Katie Reid with an 87.
Sophomore Albrianna Farnum finished her first round with an 87 and junior Gina Grant scored a 101.
The event will be two-rounds, with the first round concluding on Monday. The second round will be played on Tuesday, March 5th and will be the final round.


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Recognizing the Limits of Models and Empirics
In the book, I stress the limits of mathematical models and quantitative data in the infrastructure context because the models and data tend to be partial and distort by omission. The following footnote in the Conclusion captures my concern:
Economists strongly prefer to work with formal mathematical models and quantitative data, for good reasons, but this preference introduces considerable limitations. Among other things, this preference leads many economists to isolate a particular market or two to analyze, holding others constant and assuming them to be complete and competitive. This approach is highly distorting in the infrastructure context because infrastructure resources are often foundations for complex systems of many interdependent markets (complete and incomplete) and nonmarket systems. Economists may cordon off various nonmarket systems and corresponding social values because such phenomena are deemed to be outside the bounds of economics. (Recall the discussion in chapter 3 about such boundaries.) But to focus on markets and their interactions and ignore nonmarkets and relevant social values distorts the analysis of infrastructure, whether or not we label the analysis "economic" because it is within the conventional bounds of the discipline. Of course, many economists are well aware of these boundaries and the corresponding limits of their expertise and policy prescriptions. Nonetheless, these limits often are not apparent or well understood by policy makers and other consumers of economic analyses, and even when the limits are understood, there are various reasons why they may be disregarded — for example, ideology or political pressures.
J. Scott Holladay, an environmental economist, explained to me:
When conducting an economic valuation of an ecosystem, we are well aware of our limitations. In a valuation study, we identify environmental services and amenities that are valuable but cannot be valued via existing economic methods, and we may assign a non-numerical value to make clear that we are not assigning a value of zero, but when the valuation study is used by policy makers, those non-numerical values may effectively be converted to a zero value and the identified environmental services and amenities truncated from the analysis. Is that a fault of the economist or the policy maker?
To be clear, I do not assign fault to anyone. Rather, my aim is to examine the consequences of reductionism and shed light on the importance of what is often ignored (or truncated).
Now that the book is in print, I have gone back to this point—expressed in this footnote and elsewhere in the book—and wondered whether this will be something that readers find frustrating or illuminating. I have also started to puzzle about what to do about the problem, whether / how to develop better models and gather more and better data, etc. Any thoughts?


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Working at Crawford
Welcome to Crawford & Company®. As the world's largest publicly listed independent provider of claims management solutions, our focus is to help people and businesses quickly recover from losses. Our claims management solutions speed recovery time so that clients can resume their lives and work with as little disruption as possible. From large-scale catastrophic losses to short-term workers compensation claims, we offer total solutions that begin with first notice of loss and end with positive, measurable outcomes. The road to recovery begins with Crawford.
With 700 offices in 70 countries and more than 9,000 employees worldwide, Crawford careers span countless fields and disciplines. We offer compelling opportunities that make a difference in the lives of our clients.
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The dream run up in Gold prices in last few years has enticed all and sundry as an attractive investment asset class. It has not only proved to be an excellent hedge against inflation a, reputation it holds with elan since time immemorial, but also, has delivered returns in excess of debt, equity etc as an asset class. Thus , it has emerged as the Best Investment Option in last few years. However, skeptics believe that gold has had its share of dream run and may not be possible for investors who are entering into now, to expect the same kind returns in future .
But, if you are on of those who believe that best years of gold as an asset class is still ahead of us and want to invest in physical gold then you must be pondering where should you buy the gold from? These days we have seen most of the banks aggressively positioning them as place where one can buy physical gold bars/coins etc. The other option is offcourse our old Jeweller , both unorganized and large organised players like Titan, TBJ etc.
Before deciding to buy Gold , ponder on these points:-
1. Purity of the Gold:- The singlemost important factor that must guide your decision is the purity of the metal. Most of small Jewellers dont have the track record to write home about on thei account. Banks can give you complete assurance on quality. They give you 24 Carat Gold as against 22 Carat that Jewellers sell. Besides it is 999 Gold with Certificate of Purity. Some Large Jewellers also give the same.
2. Premium Charged- Banks generally charge a premium on the price of Gold over what is the prevailing rate. Simply put, the Gold that you will buy from Bank will be costlier than what you wil get in the market.
3.Resale Option - Most of Banks DO NOT buy back the gold that they sell. However, Jewellers normally will take back the gold in case you were to sell it back to them.
You must ,therefore, carefully weigh your options before rushing to buy Gold as an investment asset.


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Launched in 1998, the Open Society Foundation's annual Moving Walls exhibition aims to support photographers working on social, political and human-rights issues that can sometimes fall under the radar. This year marks the 21st edition of the show, and features work from South Sudan to Hong Kong.
Shannon Jensen's project, "A Long Walk," saw her visit refugee camps in northeast South Sudan. Aiming to document the plight of refugees fleeing both the Blue Nile and South Kordofan, Jensen took an unusual tack: Instead of photographing the refugees themselves, she focused on their worn-out shoes, which she believes are visceral reminders of the struggle of displaced people. The images that emerge are as simple as they are haunting.
Sparse, sometimes playful, Diana Markosian's work chronicles life in war-torn Chechnya. Purposefully avoiding any representation of the violence that plagues the region, she instead documents the coming-of-age of young girls and women in a repressive environment. Markosian seems to show us how ordinariness itself is a malleable state.
Hong Kong's chimerical identity is examined in Mark Leong's frenetic images. Here the autonomous city-state seems like a hyper-capitalist, hyper-dense world of neon and cables -- a place consciously asserting a character at-once tied to, and wholly separate from, that of mainland China.
Nikos Pilos turns his lens to unemployment-racked Greece. His shots of abandoned offices in the northern region of Thrace paint a picture that is both eerie and moving. Here are the former headquarters of booming, state-subsidized companies that came tumbling down during the economic crisis that started in 2008. The chaos Pilos distills seems to highlight the political and cultural strife that has convulsed the nation ever since.
João Pina looks at the effects of Operation Condor, a little-known 1975 plan by the dictatorships of Argentina, Chile, Brazil, Bolivia, Uruguay, and Paraguay to quash political opposition. The plan resulted in the extrajudicial executions of at least 60,000 people.
Moving Walls is on view at the Open Society Foundation at 224 West 57th Street, New York City, from January 29 to October 3, 2014.
Richard Conway is Reporter/Producer for TIME LightBox. Follow him on twitter @ RichardJConway


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I do this because ... seems like if you skip it the first time you see it, you might not see it again.
But now, several years older and wiser, I'm conciously holding off on the Millenium Falcon. I don't think they're all going to sell right away. The pricetag is a little prohibitive for that. Plus, I'm in the stores often enough to recognize when things start to disappear. Here's to hoping it goes on clearance at Target around Christmastime!
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Categories: 2018, Living Life Recovery, October
Categories: 2018, Living Life Recovery, October
Tagged as: Boundaries, Honest, Important, Inventories
I was born in Paisley, Renfrewshire, Scotland. I now live in Melbourne Australia with my wife Karen and my three children Duncan (23) Mitchell (21) and Ashleigh (17). I am a recovered alcoholic. recovered through the Saving Grace of Jesus Christ and the power of the Holy Spirit living in and working through me. My life mission is to help people suffering from addiction to discover personal relationship with Jesus Christ so they to can experience what it means to be truly sober. View all posts by ArchieB


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Connect with Us
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TwHP in Heritage & Historic Preservation
National Park Service
Teaching with Historic Places
Heritage Education Services
Teaching with Historic Places (TwHP) uses properties listed in the National Park Service's National Register of Historic Places to enliven history, social studies, geography, civics, and other subjects. TwHP has created a variety of products and activities that help teachers bring historic places into the classroom.
Preservation Month
In honor of Preservation Month, Teaching with Historic Places highlights the following complete lesson plans that feature activities that allow teachers and students to consider the role preservation plays in a community. Created by National Park Service interpreters, preservation professionals, and educators, these lessons are free and ready for immediate classroom use by students in history and social studies classes.
• America's Space
Program: Exploring a New Frontier (101)
Discover how NASA, private industry, and research institutions across the country cooperated to develop and implement the complex technology that enabled man to land on the moon. Also determine whether equipment such as the launch tower for Saturn V should be considered historic and therefore worthy of preservation, and identify a structure or place in your community associated with a special event and determine its historic value. (Texas, Florida, and Alabama-National Historic Landmark)
• At a Crossroads: The King of Prussia Inn (119)
Learn how transportation routes affected a local inn, how archeology revealed the inn's use over time, and how preservation efforts saved the historic site from suburban sprawl. Research endangered places in your own community and brainstorm ways to help preserve them for future use. Also, investigate historic buildings in your town to determine their new uses in the community. (Pennsylvania)
• Back Stairs
at Brucemore: Life as Servants in early 20th-Century America (105)
Understand the "servant" experience in early 20th-century America, as well as the pros and cons for women working in factories versus domestic service. Also recognize how building usage may change over time and create a photographic display demonstrating these changes for a local historic site. (Iowa)
• Bryce Canyon National Park: Hoodoos Cast Their Spell (64)
Explore the natural wonders of Bryce Canyon and learn how it became a popular tourist destination and finally a national park. Also debate whether to develop or save (to create a park) a piece of land, and research local resources (a park, historic site, monument, etc.) to find out when and how it was created or set aside for public use, how it's used today, and then develop "advertising" for it. (Utah-National Park/Includes Bryce Canyon Lodge, a National Historic Landmark)
• Californio to American: A Study in Cultural Change (8)
Evaluate several centuries of dramatic changes to an adobe ranch house and its surroundings in suburban Long Beach to analyze the interaction between Spanish and Anglo culture in California. Evaluate the historical significance and integrity of the ranch to debate its inclusion on the National Registrar of Historic Places. (California)
• Chicago's Black Metropolis: Understanding History through a Historic Place (53)
Examine the history of this self-supporting African-American community that prospered from the late 19th century until the 1930s. Also understand what makes a place "historic," and nominate a local historic place for a local, state, or national, register of historic places. (Illinois)
• Chicago's Columbus Park: The Prairie Idealized (81)
Learn about a famous landscape artist and his efforts to promote conservation and an appreciation for native plant life. Also design a park or garden for your school or community using native plants and materials and research a historic or natural site, which is endangered, explain what threatens it, and why it is worthy of being preserved in the form of a skit/play or masque (outdoor play). (Illinois)
• The
Emerald Necklace: Boston's Green Connection (86)
Learn about Frederick Law Olmsted and his philosophy about parks and cities as well as city life during the Industrial Revolution. Also preserve green space by designing a park or park system in your own community with detailed design elements and submit it to the "Park Commission" for approval. (Massachusetts-Includes Arnold Arboretum, a National Historic Landmark)
• Federal Courthouses and Post Offices: Symbols of Pride and Permanence in American Communities (136)
Learn how buildings restored and maintained by the U.S. General Services Administration illustrate the federal role in communities. Also research the process of nominating a building to the National Register of Historic Places, as well as ways in which buildings are designated at the state and local levels. Debate the value of documenting and officially recognizing historic places. (Colorado, Kentucky, and Oregon)
• First Battle of Manassas: An End to Innocence (12)
Study personal accounts of soldiers who fought in the first battle of the Civil War, and debate whether the U.S. should maintain historic sites where few substantial remains exist. (Virginia-National Park)
• Fiftieth Anniversary of the National Historic Preservation Act
Learn how the National Historic Preservation Act has affected your community in this lesson, written by Teaching with Historic Places staff and prepared for the History Channel's Make History, Save History outreach initiative.
This lesson is an updated version of one published for the 40th anniversary in 2006.
• The Frankish Building: A Reflection of the Success of Ontario, California (43)
Analyze how this local landmark came to symbolize the commercial prosperity of a western town in the late 19th and early 20th centuries. Also identify buildings in your community related to a town founder, and learn how to determine if community sites are of historical significance. (California)
• The Freeman School: Building Prairie Communities (80)
Examine this one-room school in Nebraska and consider the important role it played in the community. Also role-play a citizens' group who just bought (or were given) 5 acres of land on which the abandoned but historic Freeman School is located and decide for their community what to do with this building. (Nebraska-National Park)
• Glen Echo Park: Center for Education and Recreation (24)
Trace the evolution of this Maryland site from a chapter of the Chautauqua movement to a national park. Also create a history of a popular gathering place in your community, and locate successful examples of adaptive reuse. (Maryland-National Park)
• Going-to-the-Sun
Road: A Model of Landscape Engineering (95)
Learn about some of the practical problems of constructing roads in difficult terrain and about the added challenge of building in such a way as to enhance, rather than damage, fragile and beautiful places such as Glacier National Park. Also debate whether parks should restrict the number of visitors to better conserve land and preserve its resources or let visitors (who are taxpayers funding the parks) use the facilities when and how they choose. (Montana-National Park/National Historic Landmark/Waterton-Glacier International Peace Park is a UNESCO World Heritage Site)
• Harry Truman
and Independence, Missouri: "This is Where I Belong" (103)
Learn why the life of the 33rd U.S. President serves as an example of civic duty and explore the town that helped form his character. Also understand why Truman felt strongly about preserving history in states, towns, and neighborhoods, and identify and research historic places in your own neighborhood. (Missouri-National Park/Includes Harry S Truman Historic District, a National Historic Landmark)
• Independence Hall: International Symbol of Freedom (132)
Learn about Independence Hall and how the international influence of the Declaration of Independence and Constitution led to its designation as a World Heritage Site. Have students discuss the criteria for World Heritage Sites and debate the importance of designating and protecting resources of "outstanding universal value." Also research government buildings in your own community to locate those listed on the National Register of Historic Places and determine if the documentation is thorough and up to date.(Pennsylvania-National Park/UNESCO World Heritage Site)
• Johnson Lake Mine: Mining for Tungsten in Nevada's Snake Range (110)
Explore both mining at the turn of the 20th century and how archeologists piece together the past using artifacts and other archeological evidence. Debate the pros and cons of restricting access to archeological sites to protect them versus expanding public access for the purpose of education and increasing public support for these sites. (Nevada-National Park)
• Log Cabins in America: The Finnish Experience (4)
Consider how simple, functional cabins, like those built by the Finns in Idaho, became symbols in American politics and folklore. Also understand why it was important to list them on the National Register of Historic Places. (Idaho)
• Mammoth Cave: Its Explorers, Miners, Archeologists, and Visitors (35)
Tour the world's longest cave, a geological wonder, and assess the ways it has been used and preserved as a historic resource. Also identify a site in your community, one that ought to be preserved, but is not yet protected, and devise a conservation plan for that site. (Kentucky-National Park/UNESCO World Heritage Site)
• Mechanics Hall: Symbol of Pride and Industry (87)
Examine how the advent of industrialization in 19th-century America impacted the workforce in New England's Blackstone River Valley. Also compile a list of historic structures in your community, research their history, and volunteer as a docent at one of the sites. (Massachusetts-Mechanics Hall is included in the Blackstone River Valley National Heritage Corridor)
• Mount Auburn Cemetery: A New American Landscape (84)
Explore the country's first large-scale designed landscape open to the public that spawned the development of other rural cemeteries, public parks, and designed suburbs. Visit a local landscape, either a cemetery or park, to perform a clean up or preservation project at the site. (Massachusetts)
• A Nation Repays Its Debt: The National Soldiers' Home and Cemetery in Dayton, Ohio (115)
Explore the evolving system of honor and care for United States veterans in National Cemeteries. In your own community, locate and visit war memorials in order to identify the changing processes of memorialization. If the memorials students identify necessitate conservation, have them draft letters to the city or local historical society for help preserving the memorials. (Ohio-National Historic Landmark)
• The Old Court House in St. Louis: Yesterday and Today (9)
Compare historic events that took place at St. Louis's handsome Courthouse. Also identify older public buildings in your community and research their purposes and usage over time, and learn how preservationists determine what should and should not be preserved. (Missouri-National Park)
• Paterson, New Jersey: America's Silk City (102)
Learn about the causes and effects of a famous silk industry strike and how it affected those who were involved. In groups, research your community to determine important industries in history. Identify the remaining buildings that were associated with early industries, what effect they had on the community, and how they are being used today. (New Jersey-The Pietro Botto House is a National Historic Landmark. Paterson Great Falls National Historic Park is a National Park)
• The Penniman House: A Whaling Story (112)
Learn about 19th century whaling and the whaling industry's impact on an ordinary family in southeastern Massachusetts and identify what industries or businesses were important to the development of your area. Work in teams to locate homes of leaders in that industry or of other local leaders, research their importance and what their homes reveal about them, and work with other teams to create a local history display. (Massachusetts-National Park)
• Roadside Attractions (6)
Follow the highways of the 1920s and 1930s, exploring the whimsical, extravagant architecture that came with American auto culture. Also investigate the ways in which automobiles changed your community, and find an example of fanciful, vernacular architecture and research what is being done to preserve it. (Kentucky, Minnesota, New York, North Carolina, South Dakota, and Washington)
• "The Rocket's Red Glare": Francis Scott Key and the Bombardment of Fort McHenry (137)
Learn how the British bombardment of Fort McHenry in Baltimore led to the writing of "The Star-Spangled Banner" and how Key's song became a powerful symbol for Americans. Search out places that help create your community's identity and create a walking tour to help visitors and newcomers understand what makes your town special. (Maryland-National Park) Learn how a classroom teacher uses this lesson.
• Run For Your Lives! The Johnstown Flood of 1889 (5)
Determine how environmental management, technology, and the actions of 19th-century industrialists contributed to a disaster in Pennsylvania that shocked the nation. Also understand why a community spent funds to restore a railway built to save lives. (Pennsylvania-National Park)
• Savannah, Georgia: The Lasting Legacy of Colonial City Planning (83)
Learn about James Oglethorpe and his enduring city plan from the colonial era. Also debate whether your town's historic area could be nominated to the National Register of Historic Places. (Georgia-National Historic Landmark)
• The Shields-Ethridge Farm: The End of a Way of Life (145)
Investigate sharecropping as a way of life in upland Georgia during the early 20th century and examine the efforts of one farm owner to diversify as market fluctuation and urbanization threatened that life.
• The
Siege and Battle of Corinth: A New Kind of War (113)
Understand how newly developed transportation technologies affected two military engagements and one tiny town in Mississippi during the Civil War. Investigate the history of transportation in your community, the relationship of local routes--road, rail, water, and air--with larger trransportation systems, and changes over time. Identify existing places associated with the history of transportation and whether they are still used for the same purpose. Create an exhibit for display in the school or community. (Mississippi-National Park/National Historic Landmark)
• Skagway: Gateway to the Klondike (75)
Join the stampede for gold when over 100,000 prospectors set out for the Klondike, and develop a promotional brochure or walking tour from histories of buildings that illustrate your community's development. (Alaska-National Park/National Historic Landmark)
• Springwood: Birthplace and Home to Franklin D. Roosevelt (82)
Understand how Springwood was the keystone in Franklin Delano Roosevelt's public as well as private life by playing host to some very dramatic events in American history. Also research a local WPA project in your local community. (New York-National Park)
• Theodore Roosevelt Inaugural Site: Birthplace of the Modern Presidency (77)
Examine how Theodore Roosevelt became President of the United States and how he modernized the presidency. Also make a time line with information about a historic structure in your area at various times in its history, including important events that occurred in the United States during that same time. Donate the completed project to the local historical society so others may benefit from your research. (New York-National Park)
• Two American Entrepreneurs: Madam C.J. Walker and J.C. Penney
Examine the historic places associated with two of America's most famous 20th century business people. Also research successful local businesses in your community, and understand the importance of preserving buildings as part of a community's history. (Indiana and Wyoming-National Historic Landmarks)
• Waterford, Virginia: From Mill Town to National Historic Landmark (88)
Examine continuity and change over time in this rural Virginia town from its founding to today. Compare the time periods to identify the historic elements remaining in the town and begin a discussion about the town's efforts with historic preservation. Also, research and write a history of your town or neighborhood distinguishing historic buildings and their current use within the community. (Virginia-National Historic Landmark)
To learn more about TwHP's other lessons, visit the Lesson Plan Descriptions page.


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Supreme Court Law Library
Ground floor
20 County Center
Carmel, NY 10512
Phone: 845-208-7804
HoursTues, Wed, Thurs 9:00 AM -12:30 PM and 1:30 - 4:45PM
Friday 9:00 AM -12:30 PM and 1:30 - 4:30PM
excluding NY state holidays
Patrons are encouraged to call to confirm that the library is open.
In case your county library is closed, please call 914-824-5660 or e-mail Ask a Librarian for assistance
Tuesday, Thursday, and Fridays
Gustavo Armaza, Law Library Assistant
limited court staff assistance
Library Services
- Legal Research Assistance
- Public Access Computers
- Wi-Fi
Court Help
The Court Help Center is located in the Westchester Supreme Court Law Library and is available to assist self-represented individuals.
Information regarding the Court Help Center and its services can be found here.


text:
Gas Mask, "Anti-Dimming" Solution, & Instructions.
From the William B. Umstead World War I Collection
North Carolina Collection Gallery, University of North Carolina Chapel Hill
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Source Description
Gas Mask, "Anti-Dimming" Solution, & Instructions.
Call Number:
North Carolina Collection Gallery, University of North Carolina Chapel Hill
Physical Description:
GAS MASK, U.S. Model, 1918, mask and filter stored in heavy canvas pack with "Wm B. Umstead" written in ink on obverse of pack's cover flap and "S-18-13" stamped in black ink on underside; mask's fabric components badly deteriorated.
CONTAINER, metal with detachable cap, for "Anti-Dimming Composition for Gas Mask"; filled with original cloth used to clean and treat inner surfaces of eyepieces, reducing the problem of fogging or "dimming" when gas mask is worn; oblong, ocher-colored container measures 3.25" (8.3 cm) from top to bottom, 1.25" (3.2 cm) in diameter; container in poor condition, scraped and rusted, especially on bottom, badly dented at mid-point.
ENVELOPE, heavy card stock, containing instructions on the use and repair of gas mask, including plaster strips for repairing "tears in hood"; printed on a reinforced folding card slip into cover printed "THIS ENVELOPE CONTAINS / INSTRUCTIONS / RECORD CARD / TAPE FOR REPAIRS"; card has metal eyelet with heavy string; card measures 3" x 4" (7.6 cm x 10.2 cm); outer surface badly watermarked on obverse and reverse, numerous dark, rust-colored stains on reverse.
Military paraphernalia -- United States -- History -- 20th century.
Soldiers -- North Carolina.
Umstead, William Bradley, 1895-1954.
United States. Army -- Equipment -- Catalogs.
United States. Army -- Uniforms -- Catalogs.
United States. Army. Machine Gun Battalion, 317th.
University of North Carolina at Chapel Hill. Library. North Carolina Collection -- Catalogs.
World War, 1914-1918 -- Equipment and supplies -- Catalogs.
World War, 1914-1918 -- Equipment and supplies -- History.
World War, 1914-1918 -- North Carolina.
The battlefields of World War I provided gigantic laboratories on which to test and refine new lethal technologies. Dreaded most by troops on the front was the sight of thick, low-level clouds drifting toward their lines. Poisonous gases, including chlorine, phosgene, diphosgene, and mustard, were among the terror weapons employed by both the Central and Entente powers from 1915 until the end of the war. The time-delayed effects of mustard gas proved particularly gruesome. Exposure to this agent burned flesh, blinded unprotected soldiers, and, when inhaled, slowly "rotted" from within a victim's lungs and other internal organs. Preparation for gas warfare was therefore deemed an essential part of training for every American bound for Europe.
Funding from the State Library of North Carolina supported the electronic publication of this title.
Return to North Carolinians and the Great War Home Page
Return to The North Carolina Experience Home Page
Return to Documenting the American South Home Page


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Combination therapy rids common infection from implanted medical devices
Researchers at the University of Toronto have developed a therapy for a potentially deadly type of infection common in catheters, artificial joints and other "in-dwelling" medical devices. Their findings appear in the Open Access Journal PLoS Pathogens on September 8th.
The therapy targets fungal infections, which are hard to treat in such devices because they are composed of biofilmscomplex groupings of cells that attach to surfaces. Biofilms, in turn, are coated in a gooey matrix that resists drugs.
Patients often undergo surgical removal of the infected catheter or other device in an attempt to clear the disease and prevent a system-wide dispersal of infecting cells.
In this study, researchers showed that inhibiting the function of a protein called Hsp90 abolishes drug resistance in the two main fungal pathogens of humans, Candida albicans and Aspergillus fumigatus. "It takes classic antifungals, which were not effective against biofilms, and makes them very effective," said Prof. Leah Cowen, principal investigator on the study who holds the Canada Research Chair in Microbial Genomics and Infectious Disease at U of T's Department of Molecular Genetics.
In an animal model of a central venous catheter infected with deadly fungus, the researchers were able to completely clear the infection by inhibiting Hsp90 and applying antifungals.
Fungal pathogens are a major clinical problem. Candida albicans is the third-leading cause of intravascular catheter-related infections, and is fatal in about 30% of infections associated with devices. And the number of acquired fungal bloodstream infections has increased by more than 200% over the last two decades, partly because successful treatments for previously fatal diseases like cancer and AIDS have left many patients immune-compromised and susceptible to infection.
With more than 10 million patients per year now receiving catheters, artificial joints and other devices, there is a pressing need for a better understanding of biofilms and their role in drug resistance of fungal pathogens.
Explore further


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Student Success Center
The Student Success Center is located on the Swainsboro Campus in room 1104 of Building 1 and on the Vidalia Campus Administration Building, room 166. Students use the Success Center for time to read, study, or just communicate with classmates.
The Student Success Center is made to be a relaxing environment and a place for students to rest their minds and bodies and get relief from stressors of work and classroom demands.
There are many other places students can gather to socialize or study, such as student lounges, the libraries, and building lobbies. Southeastern Technical College provides a free on-campus tutoring center to assist students having difficulties with specific classes or programs of study. Along with the tutoring center, we offer a Resource Room where students can get additional resources to help with school assignments or leadership material. Highly competent staff and faculty tutors, who are dedicated to helping you overcome barriers in learning, staff the center.
The center provides access to direct, one-on-one, personal tutoring, academic resource material, and computer-based learning programs to promote the student's success at STC. Counseling services for students are also provided for those who request assistance with personal problems or who may be referred for assistance by a faculty or staff member.
The Student Success Center is staffed at all times in order to provide students with assistance in a variety of areas of student life issues. Workshops on a range of topics including personal finance, study skills, and time management are also planned for the Student Success Center.
Our mission is to assist our students in completing their educational goals so that they will graduate and enter the workforce in their chosen careers. This center is just another way for us to assist our students on their educational journey.
To help you get off to a good start, here are some valuable resources available to you.
Instructions for Career Assessments
CareerScope, GCIS, and GACollege411
Top Fives
Time Management Tips
- Set goals for yourself.
- Make a habit of recording all of your assignments.
- Make lists daily and/or weekly.
- Don't procrastinate.
- Use your peak periods of concentration for difficult assignments or subjects.
Managing Stress
- Manage your time well.
- Don't be afraid to ask for help when you need it.
- Use your daily to-do lists and weekly schedule to avoid added stress and to realize that you are accomplishing something.
- Make time for fun and physical activity.
- Employ good health habits.
Listening Skills
- Always have some idea about what to expect by reading your assignment.
- Sit where you can see and hear the lecturer.
- Pay close attention to the lecturer's opening statements and closing remarks.
- Ask questions and offer answers when invited.
- Try to control physical conditions that are distracting to you.
Note Taking
- Keep a separate notebook or a separate section of the notebook for each class.
- Always put the date and lecture title on your notes.
- Read the assigned textbook chapter or chapters before the lecture.
- Write down the main points, not everything the lecturer says.
- Above all, attend all classes.
Test Taking
- Try to find out in advance the type of test you will be having.
- Always attend class the day before the test.
- Take advantage of any optional review sessions offered by the instructor.
- If you are a social learner, organize study groups or work with a partner.
- Organize your study notes in some form that works for you.
Online Tutorials
Improve your chances of success in class by using the resources in the Student Success Center. And, in addition to these materials, the center has computers available for computer-based lessons, reference materials, and online tutorials.
Visual Fractions
AAA Math
Varsity Tutors Aplus Math
Fractions Practice
Guide to Grammar and Writing
Better English Lessons
English as a Second Language
Vocabulary Practice
Focusing on Words
Merriam Webster Word Central
Medical Terminology
Stanford Encyclopedia of Philosophy
American Psychological Association
Success Strategies
Planning Your Academic Schedule
- Take a balanced course schedule. Distribute your classes over four days rather than just two days a week. Students with learning disabilities are advised to take no more than 12 credit hours, or about three classes.
- Avoid scheduling long classes back to back, particularly if they involve difficult concepts or long lectures. Use time in between classes to study.
- Buy a daily planner and use it. Take it with you at all times to record your activities, classes, homework assignments, and other commitments. Also, block off study times and stick to those sessions. Avoid the temptation to study "whenever." Write down time blocks when you plan to study and adhere to it just as you would class time.
- Use your daily planner to break down long assignments and projects into smaller increments. Write down a goal or assignment in your daily planner so you know precisely what you will work on that day. For example: "On Wednesday, I will read Chapter 2 in the English textbook and answer questions 1-7."
- Schedule your classes when you are at your optimum. If you have difficulty getting up in the morning, schedule your classes later in the day. Always allow ample time to get from home or work to school. Anticipate traffic or other delays in your commute.
Study Smarter, Not Harder
- First, have a positive attitude. Your success in school is directly related to what you expect to get out of the books, lectures, and projects. Many students find that they get back what they put into their education.
- Study your most difficult subject first. Plan to study every day in small blocks of time: one hour for each subject, divided into two 30-minute periods with a break in between.
- Set the same time each day to devote to studying. Your mind will become trained to get down to business immediately. A general rule of thumb is to study two hours for every one hour of class. Divide the time evenly throughout the week.
- Avoid distractions by conditioning family members to leave you alone during your study time. Take the phone off the hook or let the answering machine pick up for you. Study in a quiet place conducive to concentration. If you must have music in the background, opt for classical music.
- Review your notes soon after class to fill in incomplete information or any abbreviations you are likely to forget after several days. If using a tape recorder, review the recorded material to fill in missing information.
In Class
- Sit in the front of the classroom, close to the instructor and any audio or visual aids. Sit away from potential distractors such as open doors, windows, or disruptive class members. Focus on the instructor and on what he or she is saying.
- Use a tape recorder to record lectures with the instructor's permission. After class, review the tape to make sure your notes are complete and that you understand what was said in the lecture. It is also helpful to compare your notes with those of another classmate.
- Take brief breaks to stretch your legs or get a drink of water. You may want to discuss your needs for breaks with your instructor beforehand if concerned that this may disrupt the class.
Test Taking Strategies
- Remind your instructor a few days in advance if you have test taking accommodations such as readers, scribes, extended time, or an isolated environment. Arrange to take a test in a distraction-free environment if your documentation recommends it, especially if you are easily distracted by rustling papers or movement from other class members.
- Sit where you will be least distracted. Allow at least one empty desk between you and the next student on all sides if possible.
- Listen to all verbal instructions from the instructor, and then read the test directions.
- Look at all parts of the test before you get started so that you can determine the amount of time each section will take to complete in the time allotted. Also consider the amount of points the item is worth when you are deciding how much time to allocate to it. In this time budget, leave at least five minutes for reviewing your work. Resist the temptation to change a response unless you are absolutely sure your first answer is incorrect.
- Begin working on a section that is easiest for you. This enhances feelings of confidence and success. By the same token, don't obsess over any one item. Place marks next to items you are unsure about and come back to them later. Often you will find answers in other questions or response choices.
- Take brief breaks from the test to stretch and to refocus if allowed.
- Before responding, look at all the choices. Sometimes two choices are similar, but one response is usually "more correct." Think of the answer before you review the choices.
- Before beginning an essay or short answer question, organize your points in a brief outline first. Ask your instructor if you can have blank scratch paper during the test to organize your thoughts. Make your points concise, with adequate detail. Instructors are quick to recognize filler material.


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Jul 19, 2011
Meeting: September 1, 2011 @ 11 a.m.
Location: Top Taggart Field
Tryout/time trial: September 23, 2011 @ 3 p.m.
Location: Top Taggart Field
- Must be registered with the NCAA eligibility center and have a 10 digit ID number
- Freshmen must be a full qualifier with NCAA eligibility center, current Ferris students must have a minimum GPA of 2.0 and averaged 12 credit hours passed per semester
With the large number of students interested in becoming a member of the Ferris State University Track and Field/Cross Country teams, a time trial/testing session will be held for anyone interested in being on the team during the 2011-12 season. Roster decisions will be based on the time trial/testing session, academics and the number of roster spots available in each event area. At this time, it is open for athletes in throwing events along with events 200 meters and up.
This is the only open tryout that will be offered and the roster will be final following the time trial/testing session. All interested participants must attend the meeting and the tryout to be considered for a roster spot.
Anyone planning to tryout should please email Coach Steve Picucci ASAP in order to submit the required information and to sign up for a fall physical.
If you have any questions contact:
Steve Picucci
Ferris State University
Head CC and Track Coach
Cell: 231-629-1774
Email: email@example.com
Ferris State University
Head CC and Track Coach
Cell: 231-629-1774
Email: email@example.com


text:
SUNNYVALE, Calif.--(BUSINESS WIRE)--ShoreTel® (NASDAQ:SHOR), the leading provider of brilliantly simple IP phone systems with fully integrated unified communications (UC), today released ShoreTel 12, the latest version of its award-winning UC software. Through a single hardware appliance and unique distributed software architecture, ShoreTel 12 provides a full-featured collaborative UC solution with plug-and-play set-up and simplified management capabilities to streamline and enhance business communications for companies of all sizes.
Designed to take advantage of the uptick in enterprise spending on audio conferencing, Web conferencing and Instant Messaging (IM), ShoreTel 12 gives end users easy access to several new collaborative and productivity-enhancing features: High Definition (HD) audio conferencing, zero-download desktop sharing, XMPP-based Instant Messaging, presence, Microsoft Outlook scheduling and multimedia recording are all integrated in the ShoreTel core platform and available at the user's fingertips.
For IT and system administrators, enabling collaboration for an enterprise can now be completed in less than 10 minutes. New users can be added to the system with just one click through the ShoreTel 12 simplified initial set-up and configuration process. With ShoreTel Director, an intuitive browser-based administrative interface, the system can be distributed across an organization of up to 20,000 local or remote users, providing a seamless experience to the end user.
"ShoreTel 12 simplifies UC deployment and management while preserving the exceptional reliability, security and flexibility businesses have come to expect from ShoreTel," said Kevin Gavin, chief marketing officer at ShoreTel. "With ShoreTel 12, organizations can expect a significant productivity boost as end users leverage a powerful feature set that facilitates collaboration for any business task on any device, anywhere, anytime."
Megan Fernandez, principal analyst of Networking & Communications at Gartner, Inc., stated, "Seamless integration of UC applications is a key to improving usability and the overall value proposition of communications platforms. Having a common user interface for a breadth of collaboration capabilities goes a long way towards delivering an intuitive and integrated UC experience."
ShoreTel 12 Feature Highlights
ShoreTel 12 includes the following features:
- Collaboration Tools for Every Employee: Users are empowered to increase collaboration with integrated audio conferencing, Web conferencing and IM incorporated into its core architecture, simplifying deployment and management of the system.
- Support for Large Enterprises: ShoreTel 12 doubles the capacity from its latest software release and allows enterprise customers of up to 20,000 users to be supported under a single image.
- Microsoft Outlook 2010 Integration: Users can schedule and join audio conferences with one-click directly on the Microsoft Outlook feature menu. Presence indications are also available within Microsoft Outlook, allowing users to initiate a call or IM conversation and flag for presence changes.
- Microsoft Exchange 2010 Integration: ShoreTel 12 adds Microsoft Exchange 2010 as an option to act as Unified Messaging Server, allowing customers to leverage any existing investment in Microsoft Exchange deployments.
- Native Apple Macintosh User Support: In support of the rapidly growing number of Apple Macintosh users in the enterprise, ShoreTel 12 now features a native Mac application called ShoreTel Communicator for Mac.
- Support for Mobile Users: ShoreTel Communicator now extends UC features to support mobile users on the Apple iPhone, BlackBerry and other popular mobile devices.
"Our experience with ShoreTel Integrated Collaboration has been great and I'm very happy with it," said Troy Kuskie, IT manager at RMH Group. "ShoreTel is easy to use right out of the box and doesn't require a lot of training. It really is brilliantly simple."
"Most organizations view collaboration as an important component of unified communications," said Rich Costello, senior analyst, Enterprise Communications Infrastructure at IDC. "Previously slowed by complicated solutions, organizations now have the opportunity to leverage integrated collaboration tools in an effort to reduce costs and increase productivity through methods such as teleconferencing and telepresence."
ShoreTel 12 is now available for new customer orders and will ship before the end of the second quarter. ShoreTel will work with value-added distributor ScanSource to provide certified ShoreTel resellers and partners with the ShoreTel 12 solution.
Related Links & Conversation
- Subscribe to ShoreTel's blog.
- Follow ShoreTel on Twitter and Facebook.
- ShoreTel Customer Success Stories
- ShoreTel Features
- ShoreTel Awards
#ShoreTel, #Interop, #IPPhone, #UC, #telecom, #collaboration
About ShoreTel
ShoreTel, Inc. (NASDAQ: SHOR) is the provider of brilliantly simple Unified Communication (UC) solutions based on its award-winning IP business phone system. We offer organizations of all sizes integrated, voice, video, data, and mobile communications on an open, distributed IP architecture that helps significantly reduce the complexity and costs typically associated with other solutions. The feature-rich ShoreTel UC system offers the lowest total cost of ownership (TCO) and the highest customer satisfaction in the industry, in part because it is easy to deploy, manage, scale and use. Increasingly, companies around the world are finding a competitive edge by replacing business-as-usual with new thinking, and choosing ShoreTel to handle their integrated business communication. ShoreTel is based in Sunnyvale, California, and has regional offices in Austin, Texas, United Kingdom and Sydney, Australia. For more information, visit www.shoretel.com.
Legal Notice Regarding Forward-Looking Statements
ShoreTel assumes no obligation to update the forward-looking statements included in this release. This release contains forward-looking statements within the meaning of the "safe harbor" provisions of the federal securities laws, including, without limitation, statements relating to ShoreTel's growth potential. The forward-looking statements are subject to risks and uncertainties that could cause actual results to differ materially from those projected. The risks and uncertainties include the global economic downturn, particularly in the United States, and the impact thereof on information technology spending, the intense competition in our industry, our reliance on third parties to sell and support our products, our dependence on key suppliers and other supply and manufacturing risks, our ability to control costs, our ability to attract, retain and ramp new sales personnel, uncertainties inherent in the product development cycle, including unforeseen delays and unknown defects, uncertainty as to market acceptance of new products and services, the potential for litigation in our industry, risks related to our recently-completed acquisition, including technology and product integration risks, ability to retain key personnel and customers and the risk of assuming unknown liabilities, and other risk factors set forth in ShoreTel's Form 10-K for the year ended June 30, 2010.


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Gorges calls for more grit after Canadiens' 2-1 shootout loss to LightningNHL.com @NHLdotcom
MONTREAL - Josh Gorges feels the Canadiens need a little extra grit.
Montreal played uninspired hockey for the better part of three periods in their 2-1 shootout loss to the Tampa Bay Lightning on Tuesday night.
The Canadiens (9-8-2) had taken only 13 shots after two periods, many of which weren't terribly difficult for Lightning goaltender Ben Bishop to deal with. Bishop made 28 saves on the night for Tampa Bay (13-5-0)
"We caught ourselves chasing, we weren't supporting the play, we weren't supporting the puck," said Gorges. "When you do that, you just end up skating all over the place.
"If you don't play with that extra grit, that intensity, jumping onto loose pucks, being first on pucks, that's what happens."
Captain Brian Gionta agreed: "We had nothing, we didn't create anything."
The Canadiens didn't generate much offence for the first two periods, but were kept in the game by Carey Price, who made 44 saves on the night, including six in overtime.
"That was a big performance by Carey Price," said head coach Michel Therrien. "Carey gave us a chance to stick in the game."
Down 1-0 going into the third, and on the back of big saves by Price, Montreal found some momentum and some of that extra grit. They blocked 15 shots and scored once on 13 shots in the third period.
Briere was credited with the equalizer at 15:22 of the third when Max Pacioretty's shot went off his thigh and in.
"After the first two periods, Michel (Therrien) told us to go to the net a lot more," said Briere. "There were a lot of shots where there was nobody in front of the net.
"On my goal, that's what I tried to do. I tried to go to the net. It was a good play by Pacioretty too to try to hit me like that."
Briere was back in the Canadiens' lineup for the first time since suffering a concussion on Oct. 19. The 36-year-old, who missed 10 games, played on a line with Michael Bournival and Rene Bourque.
"My performance got better as the game went on," said Briere. "In the first, I'll admit, I was a little nervous, a little disorganized. In the second, I was more comfortable. In the third, we got good scoring chances. I calmed down a little bit."
Ryan Malone put Tampa Bay on the scoreboard at 5:00 of the first when he deflected an Eric Brewer shot from the point.
Malone, who was shoved by Canadiens defenceman Douglas Murray seconds before Brewer's shot, deflected the puck while falling to the ice. The goal was his third of the season.
Montreal couldn't take advantage of three power-play opportunities in the first period. They finished the game 0 for 3 with the man advantage.
The Habs, who were outshot 13-5 in the second, dodged a bullet late in the period when Radko Gudas beat Price with a shot from the point. The goal was disallowed when video replay suggested Tyler Johnson had obstructed Price on the play.
After Briere tied the game, Montreal took a minor penalty late in the period, and another early in overtime, but Tampa Bay couldn't beat Price on the power play.
Valtteri Filppula scored the only goal in the shootout.
"We didn't compete hard enough to get success for two periods," said Therrien. "To be able to score some goals, you have to compete. This is not what we did, honestly. We created some momentum in the third because we had some urgency, but I'm not impressed."
Tampa Bay was without leading goal-scorer Steven Stamkos, who broke his right leg after crashing into the net against the Bruins on Monday. Stamkos underwent surgery Tuesday afternoon and is expected to miss several months of play.
Rookie J.T. Brown, who was recalled from Syracuse (AHL) after Stamkos' injury, recorded one shot in 14:37 of ice time. Brown played five NHL games with the Lightning in 2012.
Notes: The Canadiens have only won once in their last six games. They beat the New York Islanders 4-2 on Sunday. ??? David Desharnais and George Parros were both healthy scratches. ??? Defender Alexei Emelin, who has yet to play this season, is expected to dress over the weekend. Emelin underwent knee surgery last May. ????????? The Lightning are first in the Atlantic division. ????????? Montreal heads to Columbus to play the Blue Jackets on Friday.


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•Our History•
The original Robert Wholey Company was founded in 1912 in McKees Rocks, Pennsylvania. The store was opened by Robert L. Wholey and sold live poultry, meats, sausages, and coffees. In 1960, Wholey's added fresh fish and seafood to our already established fresh poultry business.
For over 100 years, the Robert Wholey & Co., Inc. has been, and will continue to be, proud to be dedicated to serving their customers' needs with only the finest and freshest seafood, fish, meat, and poultry available anywhere.


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Mamma Mia! Tickets
Thursday, February 6, 2020 3:00 PM
- 2/6/2020
Novello Theatre
, London, GL
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Obama's price of victory
Twenty years ago, when he was trying to persuade Bill and Hillary Clinton that universal health care was a politically unrealistic goal, the late Sen. Daniel Patrick Moynihan repeated one insistent warning: Sweeping, historic laws don't pass barely. "They pass 70-to-30,'' he said, "or they fail."
Four years ago, when he was trying to persuade Barack Obama that he would pay a terrible price for jamming health care reform through a reluctant Congress on a partisan vote, White House chief of staff Rahm Emanuel begged his boss to settle for a vastly scaled-down plan.
Story Continued Below
We now know what happened: Obama's bill made history — and caused all-out political war. For this president, that's the price of doing business in a hyperpartisan culture. No one in Washington can really pretend the game is any longer on the level: Over the past few years, the Supreme Court stepped in to settle a presidential election by a 5-4 partisan vote, Obama's predecessor launched a reckless war in Iraq on specious grounds, and a Republican-led House held the attorney general in contempt for the first time.
( PHOTOS: 25 unforgettable Obamacare quotes)
But the truth is that Moynihan's point about the only way to make big changes work seems more than vindicated.
Obama tried — for far longer than most of his liberal allies wanted — to get a bipartisan health care bill. Its centerpiece — an individual mandate to buy insurance — was a Republican idea, first pushed in Congress 20 years ago by Sen. John Chafee of Rhode Island. That meant nothing to the current Republican congressional leadership, which vowed to block Obama's bill from the start. "If we're able to stop Obama on this, it will be his Waterloo," said then-Sen. Jim DeMint (R-S.C.), now president of The Heritage Foundation. "It will break him."
Obama might have shown greater legislative or political finesse at any one of several points along the way. But his basic alternative to passing the bill the way he did would have been to accept his lot as another liberal loser and abandon hope for 20 more years.
( Also on POLITICO: Understanding Obamacare)
So the president has fair ground for accusing the House GOP of shutting down the government "over an ideological crusade to deny affordable health insurance to millions of Americans," as he did on Tuesday. But he could have predicted that his own crusade to bring them coverage would unleash the political whirlwind that is now likely to last for years to come — whatever the merits of his cause. And Republicans are doing their best to make sure no one forgets that he rammed through the health law with Democratic support alone.
"You reap what you sow," said Whit Ayres, the veteran Republican pollster. "When you force through a major and very significant change to our economy, and you do it on a pure party-line vote, and at the very end change the rules to cram it through, you simply set up a long-term political battle that will never end."
Robert Blendon, a health policy expert at the Harvard School of Public Health, offered a less partisan but equally pungent analysis. "The long-term future of bills that have absolutely no minority support and are not popular when passed is not good," he said. "This law is vulnerable not just for this week, but for the 2014 elections, and if not then, for whenever the minority party does become the majority."
( WATCH: Key moments leading to shutdown deadline)
Yes, the Affordable Care Act was duly passed by both houses of Congress and upheld by the Supreme Court. Yet even the Volstead Act — which implemented Prohibition under the 18th Amendment — passed the House 287-100 and the Senate on a voice vote in 1919, but was ignored by many governors and mayors, was never accepted by broad segments of the country and was repealed just 14 years later.
The Supreme Court may have ruled 6-3 in Roe v. Wade, but big chunks of the nation's legislative and political culture were rocked back by the decision's sweep, and have spent the last 40 years waging a dogged rear-guard action against it. The Court's decision in Brown v. Board of Education was unanimous, but not until 10 years later, with the overwhelming bipartisan passage of the 1964 Civil Rights Act, did that ruling really become the law of the land.
No major law of the 20th century — not Medicare, nor the 1957, 1964 and 1965 civil rights and voting rights acts, nor the 1938 Fair Labor Standards Act nor Social Security — passed the Congress by anything like the narrow, partisan margin of Obamacare. The Senate approved that 60-39 — a virtual squeaker by that chamber's modern standards — and the House by just seven votes, 219-212.
Perhaps only the progressive income tax, which the Senate approved by a vote of 44-37 in 1913, had such a narrow margin of support. And, not coincidentally, it is the one measure among all those landmark laws that remains the subject of the liveliest debate a century later.
For Obama, these historical examples were quaint relics in dealing with a Congress that studies show is more divided than at any time since Reconstruction. His effective response to the realities he faces: What should I do? Give up? He famously told Emanuel, in a dig at Bill Clinton's small-bore 1990s initiatives, that he had not come to Washington to "do school uniforms."


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Published Apr 6, 2016
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This information is being shared with all schools in the Long Beach Unified School District.
The Long Beach Police Department has now added a suspect sketch to yesterday's public safety warning about a man who has exposed himself to minors in local neighborhoods on at least five occasions.
View the revised LBPD news release including the suspect sketch.
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The Design of the UNIX Operating System
Prentice-Hall, 1986 - Computers - 471 pages
This is the first, and still, the most comprehensive book to describe the sophisticated workings of the UNIX System V kernel--the internal algorithms, the structures that form the basis of the UNIX operating system, and their relationship to the programming interface. System programmers will gain a better understanding of how the kernel works and will be able to compare algorithms used in the UNIX system to algorithms used in other operating systems. Programmers on UNIX systems will gain a deeper understanding of how their programs interact with the system and can thereby code more efficient programs.
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addr algorithm algorithm iput block number buffer cache byte offset Chapter char child process clist command contains context layer context switch copy copy on write creates current directory data structures demand paging described disk block example exec executable file exit file descriptor file name file system file table entry free inodes free list function hardware hash queue header implementation increments inode number input interface interrupt handler invokes kernel allocates kernel mode line discipline linked list lock loop machine mount open system call output page table parameters parent process path name permission physical memory pointer priority process executes process sleeps process table processor program in Figure reference count region table regular file remote satellite process scheduling Section semaphore setuid shared memory shell signal super block superuser swap device swapper text region UNIX system unlink user file descriptor user mode waiting write
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Real-time Systems and Programming Languages: Ada 95, Real-time Java, and ...
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Animal welfare groups pleaded on Thursday for tighter restrictions or a ban on private ownership of exotic animals after a panic in Ohio this week when scores of dangerous beasts were set loose.
Police hunted down and killed dozens of lions, tigers, bears, and primates set loose from a private menagerie on Tuesday by owner Terry Thompson, who then killed himself.
"This latest incident simply puts an exclamation point on our call to stop the private ownership of dangerous, wild animals as pets or roadside attractions," Wayne Pacelle, president and CEO of The Humane Society of the United States, said in a conference call.
"These animals do not belong in people's backyards or bedrooms or basements," Pacelle said.
Seven states, including Ohio, have no ban on owning exotic animals. The others are Alabama, Nevada, North Carolina, West Virginia, South Carolina and Wisconsin.
Federal law regulates the interstate transport of big cats, but states regulate their ownership. A similar federal law on the transport of primates failed to pass Congress. A U.S. government agency is drafting a proposal on the transport of some snakes.
The animals involved in the Ohio incident might have been taken away earlier if Ohio authorities had enforced a lapsed rule put in place in January by former Democratic Governor Ted Strickland. The rule banned private breeding or purchase of exotic animals and stripped ownership rights from someone such as Thompson convicted of animal cruelty, Pacelle said.
The rule was allowed to expire after 90 days by Republican Governor John Kasich amid doubts whether the state could restrict ownership of any non-native wild animals.
Pacelle said the emergency in Zanesville, Ohio, in which schools were closed and residents told to remain inside, showed the necessity for the emergency rule or similar legislation.
The rule was correct in principle but it was "sloppy" and not enforceable, Kasich spokesman Rob Nichols said on Thursday. The rule made no provision for what to do with any seized animals.
Kasich earlier set up a task force on the issue which will make recommendations in about a month, his spokesman said.
"This is much bigger than Ohio," Pacelle said. "I would hazard to guess that we're talking about tens of thousands of dangerous exotic animals in our communities."
He and other animal welfare experts said Ohio was one of the centers for the lucrative U.S. trade in exotic animals that is largely an American phenomenon. There are thousands of captive tigers in Texas alone, more than live in the wild.
Lobbying by groups espousing private ownership, and by the pet trade that fears restrictions will be placed on purchases of animals like geckos, has often succeeded in blocking efforts to pass such laws, Pacelle said.
The Ohio Association of Animal Owners Inc said on its web site that supporters should be prepared to block legislation as they have for the past 20 years. A message left with the group was not returned.
Joe Maynard, a board member of the Zoological Association of America, a group that accredits private breeders and some government-operated zoos, said people like Thompson should be barred from owning exotic animals because he violated animal cruelty laws.
"We recognize regulations are needed. I don't think a ban is necessary," Maynard said. "A knee-jerk response to this incident may hurt everyone, not just us."
(Additional reporting by Lily Kuo in Washington and Jim Leckrone in Columbus; Editing by Greg McCune)


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Morality is herd instinct in the individual.
Quote from: thevalidator on June 07, 2005, 03:23:52 AMHow about an Attention-Seeker plus The Wannabe plus The Guru AND The Sociopath? The Bully is the worst of all! http://www.webspawner.com/users/serialb/
How about an Attention-Seeker plus The Wannabe plus The Guru AND The Sociopath?
Projection Bullies project their inadequacies, shortcomings, behaviours etc on to other people to avoid facing up to their inadequacy and doing something about it (learning about oneself can be painful), and to distract and divert attention away from themselves and their inadequacies. Projection is achieved through blame, criticism and allegation; once you realise this, every criticism, allegation etc that the bully makes about their target is actually an admission or revelation about themselves. This knowledge can be used to perceive the bully's own misdemeanours; for instance, when the allegations are of financial or sexual impropriety, it is likely that the bully has committed these acts; when the bully makes an allegation of abuse (such allegations tend to be vague and non-specific), it is likely to be the bully who has committed the abuse. When the bully makes allegations of, say, "cowardice" or "negative attitude" it is the bully who is a coward or has a negative attitude.
Many attorneys suffer from NPD (Narcissistic Personality Disorder).Narcissism, in human psychology is the pattern of thinking and behaving which involves infatuation and obsession with one's self to the exclusion of others. It may be seen manifest in the chronic pursuit of personal gratification and public attention, in social dominance and personal ambition, braggadocio, insensitivity to others (lack of empathy) and/or excessive dependence on others to meet his/her responsibilities in daily living and thinking.The narcissist has an unhealthily high self-esteem. For the narcissist, self-worth is the belief that he/she is superior to his/her fellow humans; it is not enough to be "okay" or "pretty good," the narcissist can only feel worthwhile by experiencing him/herself as the "best". From childhood through adulthood, this narcissistic belief may be reinforced by others to the extent that the narcissist is actually competent, intelligent and/or attractive, or is manipulative enough to get others to make him/her seem competent, intelligent or attractive.The narcissist most often comes to the attention of the mental health profession when, beset by some personal failure or having otherwise become aware of his/her lack of superiority, he/she falls into an acute depressive or anxiety state, or even becomes temporarily psychotic. Unfortunately, the emergence of such states has often been misinterpreted by mental health professionals as a sign that the narcissist fundamentally suffers from low self esteem. As a result, psychotherapy often ends up simply restoring the narcissism rather than helping the patient accept his/her true equality and mortality.Conversely, narcissists who are repeatedly confronted with their own human limitations - often due to a lack of skills, intelligence, looks or social support necessary to maintain external reinforcement of their ultimate superiority - may become frustrated, angry and even dangerously aggressive. At this point, the narcissistic may evolve into a sociopath.The term narcissism was first used in relation to human psychology by Sigmund Freud after the figure of Narcissus in Greek mythology (right). Narcissus was a handsome Greek youth who rejected the desperate advances of the nymph Echo. As a punishment, he was doomed to fall in love with his own reflection in a pool of water. Unable to consummate his love, Narcissus pined away and changed into the flower that bears his name, the narcissus.A narcissistic personality disorder as defined by the DSM (see DSM cautionary statement) is characterized by an all-pervasive pattern of grandiosity (in fantasy or behavior), need for admiration or adulation and lack of empathy, usually beginning by early adulthood and present in various contexts. Five (or more) of the following criteria are considered necessary for the clinical diagnosis to be met:- Feels grandiose and self-important (e.g., exaggerates accomplishments, talents, skills, contacts, and personality traits to the point of lying, demands to be recognized as superior without commensurate achievements); - Is obsessed with fantasies of unlimited success, fame, fearsome power or omnipotence, unequalled brilliance (the cerebral narcissist), bodily beauty or sexual performance (the somatic narcissist), or ideal, everlasting, all-conquering love or passion; - Firmly convinced that they are unique and, being special, can only be understood by, should only be treated by, or associate with, other special or unique, or high-status people (or institutions); - Requires excessive admiration, adulation, attention and affirmation or, failing that, wishes to be feared and to be notorious (narcissistic supply); - Feels entitled. Demands automatic and full compliance with their unreasonable expectations for special and favorable priority treatment. - Is "interpersonally exploitative", i.e., uses others to achieve their own ends; - Devoid of empathy. Is unable or unwilling to identify with, acknowledge, or accept the feelings, needs, preferences, priorities, and choices of others; - Constantly envious of others and seeks to hurt or destroy the objects of their frustration.- Suffers from persecutory (paranoid) delusions stemming from a belief that others are envious of them and are likely to act similarly; - Behaves arrogantly and haughtily. Feels superior, omnipotent, omniscient, invincible, immune, "above the law", and omnipresent (magical thinking). Rages when frustrated, contradicted, or confronted by people they consider inferior to themselves and unworthy.
It seems intuitive for the law to attract individuals diagnosable with ASP. What bugs me is the implication that sociopathy is bad.I'm not kidding. If the traits that are comorbid with sociopathy lead to sociopaths being better attorneys, and if our society wants good attorneys, then that seems like a good impetus for the ABA to start recruiting anti-social individuals.