text:
Did you learn nothing?
If you are unaware of the
Columbine High School massacre (Wikipedia)
please read about it at the link provided.
I feel the lesson to be learned from the tragedy of Columbine was missed. Well missed by most people.
Slashdot - Voices From The Hellmouth
In the days after the Littleton, Colorado massacre, the country went on a panicked hunt the oddballs in High School, a profoundly ignorant and unthinking response to a tragedy that left geeks, nerds, non-conformists and the alienated in an even worse situation than before. Stories all over the country embarked on witchunts that amounted to little more than Geek Profiling. All weekend, after Friday's column here, these voiceless kids -- invisible in media and on TV talk shows and powerless in their own schools -- have been e-mailing me with stories of what has happened to them in the past few days. Here are some of those stories in their own words, with gratitude and admiration for their courage in sending them. The big story out of Littleton isn't about violence on the Internet, or whether or not video games are turning out kids into killers. It's about the fact that for some of the best, brightest and most interesting kids, high school is a nightmare of exclusion, cruelty, warped values and anger.
The big story never seemed to quite make it to the front pages or the TV talk shows. It wasn't whether the Net is a place for hate-mongers and bomb-makers, or whether video games are turning your kids into killers. It was the spotlight the Littleton, Colorado killings has put on the fact that for so many individualistic, intelligent, and vulnerable kids, high school is a Hellmouth of exclusion, cruelty, loneliness, inverted values and rage.
From Buffy the Vampire Slayer to Todd Solondz's "Welcome To The Dollhouse," and a string of comically-bitter teen movies from Hollywood, pop culture has been trying to get this message out for years. For many kids - often the best and brightest -- school is a nightmare.
People who are different are reviled as geeks, nerds, dorks. The lucky ones are excluded, the unfortunates are harassed, humiliated, sometimes assaulted literally as well as socially. Odd values - unthinking school spirit, proms, jocks - are exalted, while the best values - free thinking, non-conformity, curiousity - are ridiculed. Maybe the one positive legacy the Trenchcoat Mafia left was to ensure that this message got heard, by a society that seems desperate not to hear it.
Minutes after the "Kids That Kill" column was posted on Slashdot Friday, and all through the weekend, I got a steady stream of e-mail from middle and high school kids all over the country -- especially from self-described oddballs. They were in trouble, or saw themselves that way to one degree or another in the hysteria sweeping the country after the shootings in Colorado.
Many of these kids saw themselves as targets of a new hunt for oddballs -- suspects in a bizarre, systematic search for the strange and the alienated. Suddenly, in this tyranny of the normal, to be different wasn't just to feel unhappy, it was to be dangerous.
Schools all over the country openly embraced Geek Profiling. One group calling itself the National School Safety Center issued a checklist of "dangerous signs" to watch for in kids: it included mood swings, a fondness for violent TV or video games, cursing, depression, anti-social behavior and attitudes. (I don't know about you, but I bat a thousand).
The panic was fueled by a ceaseless bombardment of powerful, televised images of mourning and grief in Colorado, images that stir the emotions and demand some sort of response, even when it isn't clear what the problem is.
The reliably blockheaded media response didn't help either. "Sixty Minutes" devoted a whole hour to a broadcast on screen violence and its impact on the young, heavily promoted by this tease: "Are video games turning your kids into killers?" The already embattled loners were besieged.
"This is not a rational world. Can anybody help?" asked Jamie, head of an intense Dungeons and Dragons club in Minnesota, whose private school guidance counselor gave him a choice: give up the game or face counseling, possibly suspension. Suzanne Angelica (her online handle) was told to go home and leave her black, ankle-length raincoat there.
On the Web, kids did flock to talk to each other. On Star Wars and X-Files mailing lists and websites and on AOL chat rooms and ICQ message boards, teenagers traded countless countless stories of being harassed, beaten, ostracized and ridiculed by teachers, students and administrators for dressing and thinking differently from the mainstream. Many said they had some understanding of why the killers in Littleton went over the edge.
"We want to be different," wrote one of the Colorado killers in a diary found by the police. "We want to be strange and we don't want jocks or other people putting us down." The sentiment, if not the response to it, was echoed by kids all over the country. The Littleton killings have made their lives much worse.
"It was horrible, definitely," e-mailed Bandy from New York City. "I'm a Quake freak, I play it day and night. I'm really into it. I play Doom a lot too, though not so much anymore. I'm up till 3 a.m. every night. I really love it. But after Colorado, things got horrible. People were actually talking to me like I could come in and kill them. It wasn't like they were really afraid of me - they just seemed to think it was okay to hate me even more? People asked me if I had guns at home. This is a whole new level of exclusion, another excuse for the preppies of the universe to put down and isolate people like me."
It wasn't just the popular who were suspicious of the odd and the alienated, though.
The e-mailed stories ranged from suspensions and expulsions for "anti-social behavior" to censorship of student publications to school and parental restrictions on computing, Web browsing, and especially gaming. There were unconfirmed reports that the sale of blocking software had skyrocketed. Everywhere, school administrators pandered and panicked, rushing to show they were highly sensitive to parents fears, even if they were oblivious to the needs and problems of many of their students.
In a New Jersey private school, a girl was expelled for showing classmates a pocket-knife. School administrators sent a letter home:
"In light of the recent tragedy in Littleton, Colorado, we all share a heightened sensitivity to potential threats to our children. I urge you to take this time to discuss with your children the importance of turning to adults when they have concerns about the behavior of others."
This solution was straight out of "1984." In fact, this was one of the things it's protagonist Winston was jailed for: refusing to report his friends for behavior that Big Brother deemed abnormal and disturbing.
Few of the weeks? media reports - in fact, none that I saw - pointed out that the FBI Uniform Crime reports, issued bi-annually, along with the Justice Departments reports (statistical abstracts on violence are available on the Department's website and in printed form) academic studies and some news reports have reporters for years now. Violence among the young is dropping across the country, even as computing, gaming, cable TV and other media use rises.
Unhappy, alienated, isolated kids are legion in schools, voiceless in media, education and politics. But theirs are the most important voices of all in understanding what happened and perhaps even how to keep it from happening again.
I referred some of my e-mailers to peacefire.org, a children's rights website, for help in dealing with blocking and filtering software. I sent others to freedomforum.org (the website Free!) for help with censorship and free speech issues, and to geek websites, especially some on ICQ.com where kids can talk freely.
I've chosen some e-mailers to partially reprint here. Although almost all of these correspondents were willing to be publicly identified - some demanded it - I'm only using their online names, since some of their stories would put them in peril from parents, peers or school administrators.
From Jay in the Southeast:
"I stood up in a social studies class -the teacher wanted a discussion -- and said I could never kill anyone or condone anyone who did kill anyone. But that I could, on some level, understand these kids in Colorado, the killers. Because day after day, slight after slight, exclusion after exclusion, you can learn how to hate, and that hatred grows and takes you over sometimes, especially when you come to see that you're hated only because you're smart and different, or sometimes even because you are online a lot, which is still so uncool to many kids?
After the class, I was called to the principal's office and told that I had to agree to undergo five sessions of counseling or be expelled from school, as I had expressed "sympathy" with the killers in Colorado, and the school had to be able to explain itself if I "acted out". In other words, for speaking freely, and to cover their ass, I was not only branded a weird geek, but a potential killer. That will sure help deal with violence in America."
From Jason in Pennsylvania:
"The hate just eats you up, like the molten metal moving up Keanu Reeve's arm in the "The Matrix." That's what I thought of when I saw it. You lose track of what is real and what isn't. The worst people are the happiest and do the best, the best and smartest people are the most miserable and picked upon. The cruelty is unimaginable. If Dan Rather wants to know why those guys killed those people in Littleton, Colorado, tell him for me that the kids who run the school probably drove them crazy, bit by bit?.That doesn't mean all those kids deserved to die. But a lot of kids in America know why it happened, even if the people running schools don't."
From Andrew in Alaska:
"To be honest, I sympathized much more with the shooters than the shootees. I am them. They are me. This is not to say I will end the lives of my classmates in a hail of bullets, but that their former situation bears a striking resemblance to my own. For the most part, the media are clueless. They're never experienced social rejection, or chosen non-conformity'Also, I would like to postulate that the kind of measures taken by school administration have a direct effect on school violence. School is generally an oppressive place; the parallels to fascist society are tantalizing. Following a school shooting, a week or two-week crackdown ensues, where students? constitutional rights are violated with impunity, at a greater rate than previous."
From Anika78 in suburban Chicago:
"I was stopped at the door of my high school because I was wearing a trenchcoat. I don't game, but I'm a geekchick, and I'm on the Web a lot. (I love geek guys, and there aren't many of us.) I was given a choice - go home and ditch the coat, or go to the principal. I refused to go home. I have never been a member of any group or trenchcoat mob or any hate thing, online or any other, so why should they tell me what coat to wear?
Two security guards took me into an office, called the school nurse, who was a female, and they ordered me to take my coat off. The nurse asked me to undress (privately) while the guards outside the door went through every inch of my coat. I wouldn't undress, and she didn't make me (I think she felt creepy about the whole thing).
Then I was called into the principal's office and he asked me if I was a member of any hate group, or any online group, or if I had ever played Doom or Quake. He mentioned some other games, but I don't remember them. I'm not a gamer, though my boyfriends have been. I lost it then. I thought I was going to be brave and defiant, but I just fell apart. I cried and cried. I think I hated that worse than anything."
FromZBird in New Jersey:
"Yeah, I've had some fantasies about taking out some of these jerks who run the school, have parties, get on teams, are adored by teachers, have all these friends. Sure. They hate me. Day by day, it's like they take pieces out of you, like a torture, one at a time. My school has 1,500 kids. I could never make a sports team. I have never been to a party. I sit with my friends at our own corner of the cafeteria. If we tried to join the other kids, they'd throw up or leave. And by now, I'd rather die.
Sometimes, I do feel a lot of real pure rage. And I feel better when I go online. Sometimes I think the games keep me from shooting anybody, not the other way around. Cause I can get even there, and I'm pretty powerful there. But I'd never do it. Something much deeper was wrong with these kids in Colorado. To shoot all those people? Make bombs? You have to be sick, and the question they should be asking isn't what games do they play, but how come all these high-paid administrators, parents, teachers and so-called professional people, how come none of them noticed how wacked they were? I mean, in the news it said they had guns all over their houses! They were planning this for a year. Maybe the reporters ought to ask how come nobody noticed this, instead of writing all these stupid stories about video games?"
From ES in New York:
High school favors people with a certain look and attitude - the adolescent equivalent of Aryans. They are the chosen ones, and they want to get rid of anyone who doesn't look and think the way they do. One of the things which makes this so infuriating is that the system favors shallow people. Anyone who took the time to think about things would realize that things like the prom, school spirit and who won the football game are utterly insignificant in the larger scheme of things.
So anyone with depth of thought is almost automatically excluded from the main high school social structure. It's like some horribly twisted form of Social Darwinism.
I would never, ever do anything at all like what was done in Colorado. I can't understand how anyone could. But I do understand the hatred of high school life which, I guess, prompted it.
From Dan in Boise, Idaho:
"Be careful! I wrote an article for my school paper. The advisor suggested we write about "our feelings" about Colorado. My feelings -what I wrote -- were that society is blaming the wrong things. You can't blame screwed-up kids or the Net. These people don't know what they were talking about. How bout blaming a system that takes smart or weird kids and drives them crazy? How about understanding why these kids did what they did, cause in some crazy way, I feel something for them. For their victims, too, but for them. I thought it was a different point-of-view, but important. I was making a point. I mean, I'm not going to the prom.
You know what? The article was killed, and I got sent home with a letter to my parents. It wasn't an official suspension, but I can't go back until Tuesday. And it was made pretty clear to me that if I made any noise about it, it would be a suspension or worse. So this is how they are trying to figure out what happened in Colorado, I guess. By blaming a sub-culture and not thinking about their own roles, about how fucked-up school is. Now, I think the whole thing was a set-up, cause a couple of other kids are being questioned too, about what they wrote. They pretend to want to have a 'dialogue' but kids should be warned that what they really want to know is who's dangerous to them."
From a Slashdot reader:
"Your column Friday was okay, but you and a lot of the Slashdot readers don't get it. You don't have the guts to stand up and say these games are not only not evil, they are great. They are good. They are challenging and stimulating. They help millions of kids who have nowhere else to go, because the whole world is set up to take care of different kinds of kids, kids who fit in, who do what they're told, who are popular. I've made more friends online on Gamespot.com than I have in three years of high school. I think about my characters and my competitions and battles all day.
Nothing I've been taught in school interests me as much. And believe me, the gamers who (try to) kill me online all day are a lot closer to me than the kids I go to high school with. I'm in my own world, for sure, but it's my choice and it's a world I love. Without it, I wouldn't have one... Last week, my father told me he had cancelled my ISP because he had asked me not to game so much and I still was. And when he saw the Colorado thing online, he said, he told my Mom that he felt one of these kids could be me'I am a resourceful geek, and I was back online before he got to bed that night. But I have to go underground now.
My guidance counselor, who wouldn't know a computer game from Playboy Bunny poster, told me was Dad was being a good parent, and here was a chance for me to re-invent myself, be more popular, to "mainstream." This whole Colorado thing, it's given them an excuse to do more of what started this trouble in the first place - to make individuals and different people feel like even bigger freaks."
From Jip in New England:
"Dear Mr. Katz. I am 10. My parents took my computer away today, because of what they saw on television. They told me they just couldn't be around enough to make sure that I'm doing the right things on the Internet. My Mom and Dad told me they didn't want to be standing at my funeral some day because of things I was doing that they didn't know about. I am at my best friend's house, and am pretty bummed, because things are boring now. I hope I'll get it back."


text:
Welcome to the 4 Star Glasson Country House Hotel Athone
Glasson Country House Hotel & Golf Club is a Four star lakeside golf hotel located close to Athlone in County Westmeath in the Midlands Ireland. Renowned for our Warm Family Welcome, All of our guests experience the warmth of the Glasson welcome, super spacious Bedrooms & public areas to relax and unwind in. We offer superb food in our New Killinure Restaurant and Lakeside Bar with panoramic Lakeside Views over Lough Ree. For our Guests it is the perfect Athlone hotel for business, leisure or your big wedding day. With the addition of a spectacular New Bar, Restaurant & Banqueting suite taking full advantage of the amazing Lake Views you can relax and unwind in comfort. Our Four Star Hotel & Championship Golf Course have been designed with the discerning hotel guest in mind. Situated just outside the quaint village of Glasson (Goldsmiths 'Village of the Roses')and nestled on the tranquil shores of Lough Ree, this family-run Country House Hotel is the ideal get-away for business or pleasure.
Proud Winners of:
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Enjoy the renowned Warm Glasson Welcome for yourself with our Special Offers
Lake Side Tranquility 2 night Breaks from €135 pps
Check out our latest Hotel Special Offers, book instantly online via our booking engine

subset: commoncrawl


text:
U.S. Equal Employment Opportunity Commission
CHICAGO -- The U.S. Equal Employment Opportunity Commission (EEOC) has reached a major settlement with the Ford Motor Company providing nearly $8 million in damages to be paid to female employees alleged to have been victimized by sexual harassment, racial harassment, harassment on the basis of sex, and retaliation for complaining to management about the harassment.
Ford has also agreed to train all of its employees on prevention of job discrimination. Ford expects to spend a projected $10 million to conduct the training. In addition, Ford will take steps to increase representation of females entering supervisory positions to 30% over the next three years at its Chicago Stamping and Assembly Plants.
As part of the agreement, a three-member panel of independent monitors will oversee the implementation of the pact, including the claims process for distribution of monetary damages to eligible claimants. In addition, Ford has agreed to submit for the panel's approval its policies for prevention and correction of employment discrimination and for the internal resolution of employee complaints. EEOC and Ford will each appoint one member of the panel, with the third being chosen by the EEOC-Ford members.
"This settlement demonstrates the EEOC's commitment to eradicate harassment from the workplaces of America," said EEOC Chairwoman Ida L. Castro. "The terms of the agreement -- the monetary relief provided to the Ford workers, zero tolerance policies, training and efforts to increase the representation of women in supervisory positions -- will not only better the lives of the female employees at Ford but will also serve as a model to employers nationwide who are committed to providing harassment-free environments to their workers."
John P. Rowe, Director of EEOC's Chicago office, which handled the case, added: "Throughout the negotiation process, Ford was receptive to our invitation to work with the EEOC to provide substantial remedies to its employees and to develop a process to rid its work site of this invidious form of discrimination. We are pleased to have achieved these results through a cooperative process, without having to resort to protracted litigation."
Cheryl Mabry-Thomas, EEOC's lead investigator of the charges filed against Ford, said, "By entering into this very significant settlement, we are sending a strong message to the business community that EEOC is committed to vigorously pursuing allegations of harassment wherever and whenever they may arise. At the same time, we hope this action makes a statement to employees who believe they have been the victims of this kind of conduct, that EEOC is capable of firmly remedying such situations, regardless of the size of the employer."
According to the terms of the main agreement, which will remain in effect for three years, Ford will pay $7.5 million, to be distributed among a class of eligible claimants as defined in the agreement. Under a related confidential agreement, Ford will pay a total of $250,000 to two female employees to resolve their individual charges. In addition, Ford agreed to undertake efforts to increase the level of female representation in the first line supervisory cadre over the term of the agreement. A goal has been set to place females in 30% of the entry supervisory openings at its Chicago Stamping and Assembly Plants.
Ford agreed to the appointment of a three-person panel of independent monitors to oversee the execution of the terms of the agreement. The company will submit to the panel for its approval policies prohibiting sexual harassment, harassment on the basis of sex, and racial harassment, along with its revised internal complaint procedures designed to encourage workers to come forward with complaints of harassment. Once the policies have been approved, the panel will be responsible for overseeing Ford's implementation and enforcement of those policies. All compensation and expenses of the panel in carrying out its responsibilities will be paid by Ford, according to the agreement.
The agreement also calls for Ford to provide training on the prevention of discrimination and the panel-approved policies and procedures. Ford projects that it will spend $10 million to provide the training to all its employees. The agreement requires that Ford provide such training, as well as the implementation of the revised policies and procedures, not only at the Chicago-area plants, but at certain other Ford facilities.
Sexual harassment refers to hostile or offensive conduct of a specifically sexual nature, such as making unwelcome sexual advances or comments, sexual assault/touching, etc. Harassment on the basis of sex refers to adverse or demeaning language or conduct generally indicating hostility to the presence of persons in the workplace because of their sex. Under the law, both are considered forms of sex discrimination prohibited by Title VII of the 1964 Civil Rights Act.
The claims against Ford were brought under Title VII of the Civil Rights Act of 1964, as amended, which prohibits employment discrimination on the basis of sex, race, religion, color or national origin. The EEOC is also responsible for enforcing the Age Discrimination in Employment Act of 1967, as amended, which prohibits discrimination against persons age 40 and over; the Equal Pay Act of 1963, which prohibits wage discrimination based on sex; and the Americans with Disabilities Act of 1990, which prohibits employment discrimination based on disability.
Further information about EEOC's enforcement of the laws prohibiting harassment and other forms of employment discrimination is available on the agency's web site at www.eeoc.gov.


text:
What is the Adopt a Highway Program?
The public can volunteer and participate in Adopt a Highway to pick up litter along Minnesota's state highways.
Adopt a Highway also enables residents who are environmentally conscious to make a personal contribution to a cleaner environment.
These volunteers helped MnDOT realize an estimated $7 million benefit in 2018.
How does it work?
Community groups, churches, individuals or businesses adopt a highway by picking up litter on both sides of a road at least two times per year for at least two years.
MnDOT will help your group select a state highway to adopt. Roads that have heavy traffic or are inaccessible to pedestrians are not eligible.
Benefits of volunteering
- Keeps roadsides beautiful and free of litter
- Public service project for groups and families
- Shows that Minnesotans care about their state
- Saves taxpayers money
How do I start?
- Contact your local Adopt a Highway coordinator.
- Choose a representative for your group. The representative will sign an agreement on behalf of the group.
- All participants in the group must review the safety information provided by MnDOT before every pickup.
- Participants must be at least 12 years old. Participants 18 years old or younger must have adequate adult supervision.
MnDOT provides volunteers with safety vests, trash bags and safety information.
What if I'm interested in doing it only once?
Pick a Highway is a one-time litter picking activity on an assigned segment of state highway. MnDOT will provide bags, vests, training, and bag retrieval. You contribute approximately four hours of labor.
Is your class seeking an environmental project? Does your business coordinate employee activities in the community? Pick a Highway better fits these situations. Contact an Adopt a Highway coordinator.


text:
Vallejo III
Afton, Oklahoma Get Directions
Phone: 918-257-8383
The 190-acre farm is owned by Bob and his wife, Kathie, and is home to a group of the finest horses the Arabian industry has to offer. We have been breeding, showing and training Arabian and Half-Arabian horses for over 35 years.
Owner: Bob Hart
Trainer: Bob Hart


text:
Major quake strikes off Japan, setting off small tsunami
Tokyo (CNN) — A powerful earthquake struck off the northeast coast of Japan on Friday evening, rattling buildings in Tokyo and setting off a small tsunami.
It also jarred nerves in a nation still recovering from the devastating earthquake and tsunami in March 2011 that killed thousands of people and triggered the world's worst nuclear crisis in a quarter century.
Some roads were closed and rail services suspended in the northeastern prefecture of Miyagi, where a one-meter (3-foot) tsunami rolled ashore. It was followed by four other waves ranging from eight to 16 inches. Only minor injuries were reported immediately, including five in Miyagi and five on the outskirts of Tokyo.
Miyagi was one of the areas that suffered the worst of the destruction from the 9.0-magnitude quake and resulting tsunami in 2011.
The weaker, 7.3-magnitude quake on Friday took place further out at sea — 462 kilometers (287 miles) east-northeast of Tokyo at a depth of 36 kilometers (22 miles) — the U.S. Geological Survey said, slightly revising the initial location it gave.
It didn't create a widespread threat of a tsunami in the Pacific, according to the Pacific Tsunami Warning Center.
The massive earthquake and tsunami in 2011 killed more than 15,000 people in Japan. It caused the formation of 30-foot walls of water that swept away rice fields, engulfed entire towns, and tossed houses and cars onto highways.
The combined natural disasters did severe damage to the Fukushima Daiichi nuclear power plant, setting off meltdowns at reactors at the facility that contaminated a large area. No damage was reported at the country's nuclear power facilities after Friday's quake.
Radiation levels in fish caught near the area remain high long after the 2011 meltdowns, suggesting contamination from the site might still be seeping into Pacific waters, a U.S. researcher said in October.AlertMe


text:
Ez Av
- 1 Project Name
- 2 Proposer
- 3 Summary
- 4 What Will Be Done
- 5 What Areas in the Space Will This Affect
- 6 Who Will Be Doing It
- 7 Why This Will Be Good
- 8 Why This Will Be Bad
- 9 How Long Will It Take
- 10 In A Fantastic World, What Extra Budget Would You Like
- 11 Are There Any Other PFAs This Would Work Well With
- 12 Are There Any Other PFAs This Would Contradict
Project Name[edit]
Jarrod Hicks
Setup a basic Audio/Video system that we can count on.
What Will Be Done[edit]
Please see the drawings for further clarification.
File:Noisebridge - Sheet - A506 - EZ AV and LIFT UPLIFT.pdf
Set up a permanent A/V Rack near the electrical panel south of the elevator. Mount Speakers on the columns surrounding the hackitorium. Run wires between the respective components. Place speakers in different zones. Connect all the remotes to the new Audio/Video rack somehow. Create signage that details the setup and its operation for anyone to use. Fix, Order, and Replace microphones and cables and create a storage space for them on the rack. Create storage for microphone stands and other event equipment in the Elevator lobby.
What Areas in the Space Will This Affect[edit]
Elevator Lobby and Hackitorium
Who Will Be Doing It[edit]
Jarrod Hicks and/or any other volunteers.
Why This Will Be Good[edit]
We spend too much of time fumbling before events trying to get things working. Events that are important to the space such as 5MoF should be made easier. Having the ability to have a speaker or a presentation on short notice may increase the chances of this happening.
Why This Will Be Bad[edit]
Setting up an AV system that is easy to use, means more of us will use it more often.
How Long Will It Take[edit]
Time to set up the rack and run cables. Noisebridge can operate during this RFP
In A Fantastic World, What Extra Budget Would You Like[edit]
Money for new equipment, cables, and rack. TBD once a schematic design of the system is produced and our current A/V capabilities are determined
Are There Any Other PFAs This Would Work Well With[edit]
Are There Any Other PFAs This Would Contradict[edit]


text:
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text:
h605 - Electrical & Electronic Eng w Ind Proj MEng
Electrical and Electronic Engineering with Industrial Project MEng Honours
UCAS Code: H605 (full time: 4 Years)
Course Overview
This wide-ranging, four-year MEng degree integrates a year of Master's-level study and an industrial placement.
At a Glance
UCAS Code
UCAS Institution Name and Code
Degree Awarded
MEng Honours
Course Duration
4 Years
Entry Requirements
A Level: AAB
IB: 34 points
Your first three years mirror those of our Electrical and Electronic Engineering BEng degree. You study a common curriculum providing core electronic engineering skills, followed by specialist topics exploring areas such as:
- industrial automation and robotics
- digital control systems
- radio frequency engineering
In the fourth year, you complete an industrial placement in the UK or abroad, helping you boost your CV and develop industry contacts. You'll develop your knowledge in areas such as:
- electronic device fabrication
- distributed control systems
You complete several design projects to showcase your skills to future employers, for example, the design and construction of a basic underwater vehicle.
Professional accreditation*Professional accreditation*
Our degrees are professionally accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council. This means future employers will recognise the quality of your degree because it meets high professional standards.
*All professional accreditations are reviewed regularly by their professional body.
BEng or MEng?
Both our BEng and MEng degrees provide a pathway to becoming a Chartered Engineer (CEng). This is one of the most recognised international engineering qualifications.
Our Master of Engineering (MEng) degrees are a direct route to becoming chartered. You don't need to study any more qualifications after your degree to work towards chartered status.
Our three-year BEng degrees can also lead to Chartered Engineer status. This can be achieved through professional development or a Master's degree.
Find out more
Find out more about the benefits of becoming a Chartered Engineer on the Engineering Council's website.
Quality and RankingQuality and Ranking
- top 10 in the UK for world-class research, with 90% of research classed as 'world-leading' or 'internationally excellent' – Research Excellence Framework 2014
- top 175 – Engineering and Technology category – Times Higher Education World University Rankings by Subject 2018
- Ranked top 10 in the UK with a 91% overall student satisfaction score – National Student Survey 2019
What you will studyWhat you will study
We cover core topics to enable you to understand the operation of simple electrical machines and electronic communications systems, such as:
- current flow in semiconductor devices
- electromagnetism
- digital electronics
- linear control theory
We complement this with teaching in how to analyse, design and construct electrical and electronic circuits to meet specific criteria.
We help you to develop your computing skills and engineering mathematics knowledge, with topics covering:
- extended C and assembly language programming techniques
- the design and testing of microprocessor systems
- the application of differential equations and linear algebra to describe complex engineering systems
You also take part in a series of group projects to develop your skills in soldering, wiring, circuit board construction and project planning such as a simple digital voltmeter, a power amplifier, a radio transmitter and receiver, and a mini-racing car that can find its own way round a track. You race the car and create a crowdfunding video on how the technology can be utilised in industry.
Industrial projectIndustrial project
A major element of Stage 4 for MEng students is an industrial project.
This gives you valuable experience of:
- finding a job in a competitive market
- working on a real engineering project set by your host business
- developing your CV
- developing valuable industry contacts
Many students choose to do this at a local company, but you may undertake the project anywhere in the UK or in Europe.
Recent participating companies include:
- Tridonic
- Dyson
- Siemens
- Imagination Technologies
Recent projects have included:
- satellite electronic communication systems for mobile phones and navigation
- protocols for electronic drive control
- an electric bike
- underwater autonomous vehicle control
- connections for low carbon technology to the power grid
Flexible degree structureFlexible degree structure
We understand that you may not yet know which area of electrical and electronic engineering you want to specialise in.
We have designed our degrees so that all of our students study a common syllabus for the first two years. This gives you the chance to see where your interests lie.
It also means that you may transfer between any of our Electrical and Electronic Engineering degrees up to the end of the second year should your ideas change as your skills and knowledge develop.
Transfer from a BEng degree to a MEng degree is subject to you achieving the appropriate academic standard.
Sponsorship / DTUSSponsorship / DTUS
Company sponsorship
Our students are so sought after that many leading companies offer sponsorship and scholarships to our students (on a competitive basis) via the E3 Academy and UK Electronics Skills Foundation (UKESF).
We are one of only three university members of the E3 Academy, which provides scholarships and work experience placements to students of electrical engineering.
We are also a partner university in the UKESF, which also provides bursaries, work placements and mentoring.
Defence Technical Undergraduate Scheme (DTUS)
This degree is also approved by DTUS for entry to all technical corps.
DTUS is a Ministry of Defence sponsorship programme for students who wish to join the Royal Navy, British Army, RAF, or Defence Engineering and Science Group (DESG) as technical officers after graduation.
Find out more on the DTUS programme.
Facilities and supportFacilities and support
The School of Engineering is located in Merz Court in the heart of our city-centre campus.
Continued investment in our undergraduate teaching laboratories means that you can learn in excellent facilities – described as the best in Europe by leading industrial visitors.
We have dedicated computing facilities with industrially relevant software and hardware. These are refreshed every two years so you are always working with the most up-to-date equipment available.
You will have access to state-of-the-art teaching laboratories. These include teaching laboratories for electronics, electrical power/motors, an Intelligent Sensing Lab and smart grids.
You will also benefit from machines laboratory and class 100 clean rooms for the fabrication of semiconductor devices.
To support you in your studies, all new students entering year 1 or year 2 will receive:
• a tablet so you can download the online learning resources you'll need for your course (helping us to make our campus more sustainable);
• a start-up pack containing essential personal protective equipment and text books.
You'll have access to a personal tutor throughout your degree – an academic member of staff who can help with academic and personal issues.
Peer mentors will help you in your first year. They are fellow students who can help you settle in and answer any questions you have.
Social activities
There's a highly active student-led society, ShockSoc, which organises regular social events.
Modules for 2019 entry
Please note
The module and/or programme information below is for 2019 entry. Our teaching is informed by research and modules change periodically to reflect developments in the discipline, the requirements of external bodies and partners, student feedback, or insufficient numbers of students interested (in an optional module). To find out more read our terms and conditions.
Module/programme information for 2020 entry will be published here as soon as it is available (end of May 2020).
Our degrees are divided into Stages. Each Stage lasts for an academic year and you need to complete modules totalling 120 credits by the end of each Stage. Further information, including the credit value of the module, is available in each of the module descriptions below.
Stage 1
Compulsory modules
- EEE1001 Fields, Materials and Devices
- EEE1002 Electronics I
- EEE1003 Circuit Theory
- EEE1005 Signals and Communications I
- EEE1008 C Programming
- EEE1009 Communication Skills and Innovation
- ENG1001 Engineering Mathematics I
Stage 2
Compulsory modules
Stage 3
Compulsory modules
Optional modules
You will take one of the following modules:
- EEE8108 Individual Project and Dissertation (MEng)
- EEE8109 Individual Project and Dissertation (MEng)
- EEE8110 Individual Project and Dissertation (MEng)
And also one of these modules:
You choose modules from the following list, to take your total credit value to 120 credits (ensuring you include any pre-requisites for Stage 4 specialist modules). Please be aware when selecting Stage 4 modules, that Industrial Placements take place during Semester 1:
- EEE3001 Linear Controller Design and State Space Analysis
- EEE3002 Electrical Machines
- EEE3003 Introduction to the Basics of Modern Power Electronics
- EEE3004 Digital Signal Processing
- EEE3007 Design and Test of Digital Systems
- EEE3008 Industrial Automation and Robotics
- EEE3009 Real Time and Embedded Systems
- EEE3011 Electric Drives
- EEE3012 Integrated Circuit Design
- EEE3013 Image Processing and Machine Vision
- EEE3014 Power System Operation
- EEE3015 Telecommunication Networks
- EEE3016 Photonics
- EEE3018 Digital Control Systems
- EEE3020 Electronic Devices
- EEE3021 Renewable Energy Systems and Smart Grids
Work placement (optional)
You can apply to spend 9 to 12 months on an optional work placement between Stages 3 and 4. You can apply to spend your placement year with any organisation and will receive University support to do so. It will extend your degree by a year and is subject to availability. Find out more about Work Placements.
Year 4 (Placement Year)
On completion of Stage 3 and before entering Stage 4, you may as part of your studies for the degree spend a year in a placement with an approved organisation. If you are required to re-sit your Stage 3 assessment, you must delay the start of your placement until you have done so. If you fail Stage 3, you may not complete a placement year.
Stage 4
Compulsory modules
- EEE8113 Group Design Project
- EEE8114 Industrial Project
- EEE8106 Extended Course Work on Applications and Design
Optional modules
You will take two specialist modules from the following list (the pre-requisites for these modules must have been taken at Stage 3):
- EEE8100 Software Tools for Digital System Design
- EEE8101 Mobile and Cellular Communications (MEng)
- EEE8102 Design of Electrical Machines and Drives
- EEE8103 Electronic Device Fabrication
- EEE8104 Digital Communications
- EEE8105 Distributed Control Systems (MEng)
- EEE8115 Robust and Adaptive Control Systems
You also select modules from the Stage 3 optional modules above, taking your total credit value to 120 credits.
Teaching and assessmentTeaching and assessment
Study at the cutting edge
Our degrees are informed by the research discoveries of our expert researchers - we have four leading research groups. You learn from leading experts in the field and study at the cutting-edge of the discipline. Our research-informed teaching ensures you develop knowledge of current and future breakthrough technologies.
Teaching methods
You will work on real-world engineering projects set by companies with which we have strong links, applying your skills to real challenges faced by potential employers. Contact hours are made up of lectures, laboratory sessions and tutorials. Up to 10 hours will consist of practical sessions in our laboratories where you will take part in experiments and project work.
Assessment methods
Assessment is by in-course assessment such as laboratory reports and tutorial exercises, or by examinations.
Find out more
Visit our Teaching and Learning pages to read about the outstanding learning experience available to all students at Newcastle University.
All candidates are considered on an individual basis.
If your qualifications are not listed here, please see our additional entry requirements web pages to find out which other qualifications are considered.
The entrance requirements below apply to 2020 entry.
Advice on Maths and Science requirementsAdvice on Maths and Science requirements
If you don't think you will have the exact Mathematics and Science qualifications referred to in our entry requirements by the time you need them, you may not be sure what to do. We hope that the following will help.
- If you already have, or are taking, the A level (or equivalent) Maths and Science qualifications specified in our entry requirements, you should apply for stage 1 (First Year) entry of the engineering degree course in which you are interested
- If you have a Maths qualification but will not have it at A level (or equivalent) when you start your degree, you should apply for the relevant degree with Foundation Year. We may give you the opportunity to take the Newcastle University Pre-Entry Maths Course* and the option to start in First Year if we think that this will be the best route for you
- If you have A level Maths (or equivalent) already but not at the required grade, you should contact us for advice. We may decide that you could be considered for Foundation Year entry, or it may be that our engineering courses are not the best options for you
- If you will not have the equivalent of an A level in the Science subject (if any) required, you should apply for the relevant degree with Foundation Year.
If you are still not sure, do not worry.
Whatever you apply for, our Admissions Tutors will help you decide which is the best route for you. They may therefore make you an offer for a different course (e.g. Foundation Year entry instead of First Year entry) from the one you apply for.
(*The Newcastle University Pre-Entry Maths Course aims to provide the requisite mathematical skills and concepts needed on our engineering degree courses and to prepare students for the modes of learning they will encounter. The materials for the course are delivered electronically and include opportunities to practise your skills. You study the materials in your own time and, when you are ready, you book your exam with the Engineering School to which you have applied. A fee of £150 is payable at the time of booking the exam or shortly before the date set for examination.)
A LevelsA Levels
AAB including Mathematics and one of Physics, Chemistry or Electronics and excluding General Studies and Critical Thinking. For Biology, Chemistry and Physics A levels, we require a pass in the practical element. GCSE Physics or Dual Award Science (minimum grade B or 6) required if Physics is not offered at a higher level.
Scottish QualificationsScottish Qualifications
AAB at Advanced Higher, including Mathematics and at least one of Physics or Chemistry. Physics required at Higher Grade B if not offered at Advanced Higher. Two Highers at the required grade (in different subjects to those offered at Advanced Higher) may replace a third Advanced Higher.
Scottish qualifications can be taken in more than one sitting.
International BaccalaureateInternational Baccalaureate
34 points with Mathematics at Higher Level grade 6 or above and at least one of Physics or Chemistry at Higher Level grade 6 or above. Physics required at Standard Level grade 5 or above if not offered at Higher Level.
Irish Leaving CertificateIrish Leaving Certificate
Candidates will normally only be considered for foundation year entry. All applications will be considered on an individual basis.
Access QualificationsAccess Qualifications
Access qualifications will only be considered for BEng registration in the first instance. Students demonstrating sufficient levels of achievement on the programme may be permitted to transfer registration to the MEng in Stage 2.
Pearson BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Level 3 Extended DiplomaPearson BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Level 3 Extended Diploma
Candidates will normally only be considered for entry to BEng. Students demonstrating sufficient levels of achievement on the programme may be permitted to transfer registration to the MEng in Stage 2.
Cambridge Pre-UCambridge Pre-U
D3, D3, M2 in Principal Subjects including Mathematics and at least one of Physics or Chemistry. GCSE Physics or Dual Award Science (minimum grade B or 6) required if Physics is not offered at a higher level.
Extended Project QualificationExtended Project Qualification
If you offer the Level 3 Extended Project Qualification, we will vary our offer to recognise this. Your project can be in any topic.
PARTNERS - A LevelsPARTNERS - A Levels
BBC including Mathematics and at least one of Physics, Chemistry or Electronics and excluding General Studies and Critical Thinking. For Biology, Chemistry and Physics A levels, we require a pass in the practical element. GCSE Physics or Dual Award Science (minimum grade B or 6) required if Physics is not offered at a higher level.
The PARTNERS Programme is Newcastle University's supported entry route for students from schools and colleges in England, Scotland, Wales and Northern Ireland. Find out more about the PARTNERS Programme.
PARTNERS - Pearson BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Level 3 Extended DiplomaPARTNERS - Pearson BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Level 3 Extended Diploma
Candidates will normally only be considered for entry to BEng. Students demonstrating sufficient levels of achievement on the programme may be permitted to transfer registration to the MEng in Stage 2.
The PARTNERS Programme is Newcastle University's supported entry route for students from schools and colleges in England, Scotland, Wales and Northern Ireland. Find out more about the PARTNERS Programme.
PARTNERS - Scottish QualificationsPARTNERS - Scottish Qualifications
BBC at Advanced Higher, including Mathematics and at least one of Physics or Chemistry. Physics required at Higher Grade B if not offered at Advanced Higher. Two Highers at the required grade (in different subjects to those offered at Advanced Higher) may replace a third Advanced Higher. Scottish qualifications can be taken in more than one sitting.
The PARTNERS Programme is Newcastle University's supported entry route for students from schools and colleges in England, Scotland, Wales and Northern Ireland. Find out more about the PARTNERS Programme.
Foundation YearFoundation Year
If you don't have the right mathematics and/or science qualifications for direct entry, you can take an Electrical and Electronic Engineering foundation year:
- Electrical and Electronic Engineering with Foundation Year BEng Honours (H604)
- Electrical and Electronic Engineering with Foundation Year MEng Honours (H606)
This will provide you with the knowledge you need to progress to one of our three- or four-year Electrical and Electronic Engineering degrees.
International Foundation ProgrammesInternational Foundation Programmes
If you are an international student and you do not meet the academic and English language requirements specified above, you should consider a preparation course at INTO Newcastle University, which will help to prepare you for study on this degree course.
INTO Newcastle University is based on the University campus and offers a range of courses including the International Foundation in Physical Sciences and Engineering.
English Language RequirementsEnglish Language Requirements
Applicants whose first language is not English require a minimum score of IELTS 6.0 or equivalent including 5.5 in each of the four elements of the test.
If you need help to meet our English Language requirements, we can provide support with extra tuition.
Read more about UK visas and immigration requirements.
Other International QualificationsOther International Qualifications
ABB at A level is typically the minimum required for entry to an undergraduate course. You can check the equivalent grades for qualifications offered in your country.
We will also consider your application if you have lower or non-standard qualifications.
Undergraduate Admissions Policy
See our Admissions Policy (PDF: 71 KB).
Electrical and Electronic Engineering careers
In addition to the technical and practical expertise that you will gain from studying electrical, electronic and computer engineering, you will discover that our degrees are designed to provide you with opportunities to learn and develop transferable skills, such as analytical and problem-solving, project-working both as part of a team and on your own, communicating with others, planning and time management, and of course computer literacy, all of which are vital for the employment market.
Our recent graduates report earning between £23,000 and £26,000 per year (Destinations of Leavers from Higher Education survey, 2014–15). You can expect this to increase significantly over the course of your career. Within six months of graduating, 97% of our graduates were in employment or further study.
Electrical and electronic engineers are in demand with employers within the UK and overseas. Within electrical engineering the main employment areas include electrical supply and distribution, power systems, transport and electrical machinery.
Opportunities within electronics exist in electronic circuit design, instrumentation and control for safety on industrial plants, e.g. manufacturing, oil and gas, pharmaceutical, telecommunications, mobile technology, automotive and aviation electronics and medical systems. Some graduates enter a related field as IT professionals. Popular areas outside of engineering include commercial, industrial and public sector management.
Graduate engineering posts will usually give you the opportunity to work towards incorporated or chartered engineer status.
Electrical and electronic engineers are expected to make a quick and useful contribution at work, so it may not be enough to rely on your technical expertise. Relevant vacation work experience and industry placements will greatly increase your level of employability.
Find out more about the career options for Electrical and Electronic Engineering from Prospects: The UK's Official Careers Website.
What our graduates go on to do: employment and further study choices
See what our recent graduates went on to do and view graduate destinations statistics. These statistics are based on what graduates were doing on a specific date, approximately six months after graduation. Take a look at the most recent data available for our graduates.
The destination data is available in varying levels, beginning with the University and moving through Faculty and School down to individual course reports. This final level may give you some useful ideas about possible options after your course or a course you are considering.
Careers and employability at Newcastle
Newcastle University consistently has one of the best records for graduate employment in the UK.
96% of our 2017 UK-domiciled UG/PG graduates progressed to employment or further study within six months of graduating.
85.5% of our graduates are in graduate level employment or further study within six months of graduating.
We provide an extensive range of opportunities to all students through an initiative called ncl+. This enables you to develop personal, employability and enterprise skills and to give you the edge in the employment market after you graduate.
Our award-winning Careers Service is one of the largest and best in the country, and we have strong links with employers.
Tuition Fees (UK students)Tuition Fees (UK students)
2020 entry:
For programmes where you can spend a year on a work placement or studying abroad, you will receive a significant fee reduction for that year.
Some of our degrees involve additional costs which are not covered by your tuition fees.
Please note:
- The maximum fee that we are permitted to charge for UK students is set by the UK government.
- As a general principle, you should expect the tuition fee to increase in each subsequent academic year of your course, subject to government regulations on fee increases and in line with inflation.
- See more information on all aspects of student finance relating to Newcastle University.
Tuition Fees (EU students)Tuition Fees (EU students)
2020 entry:
£9,250 You will pay the same tuition fees as UK students for the duration of your course.
For programmes where you can spend a year on a work placement or studying abroad, you will receive a significant fee reduction for that year.
Some of our degrees involve additional costs which are not covered by your tuition fees.
Please note:
- As a general principle, you should expect the tuition fee to increase in each subsequent academic year of your course, subject to government regulations on fee increases and in line with inflation.
- See more information on all aspects of student finance relating to Newcastle University.
Tuition Fees (International students)Tuition Fees (International students)
2020 entry*:
*Please note:
- You will be charged tuition fees for each year of your degree programme (unless you are on a shorter exchange programme).
- The tuition fee amount you will pay may increase slightly year on year as a result of inflation.
- If you spend a year on placement or studying abroad as part of your degree you may pay a reduced fee for that year.
- See more information on all aspects of student finance relating to Newcastle University.
Scholarships and Financial Support (UK students)Scholarships and Financial Support (UK students)
You may be eligible for one of a range of Newcastle University Scholarships in addition to government financial support.
Scholarships and Financial Support (EU students)Scholarships and Financial Support (EU students)
You may be eligible for one of a range of Newcastle University Scholarships in addition to government financial support.
Scholarships and Financial Support (International students)Scholarships and Financial Support (International students)
We offer a range of scholarships to eligible international students:
- Vice-Chancellor's International Scholarships
- Vice-Chancellor's Excellence Scholarships
- Vice-Chancellor's Global Scholarships
We also offer International Family Discounts which are available for all international students with a close family member who has graduated from or is now studying at Newcastle University.
Newcastle University offers Sanctuary Scholarships for eligible undergraduate students (excludes MBBS and BDS students) from asylum-seeker and refugee backgrounds.
Some of our subject scholarships and sports scholarships are also available for international students.
Applying to Newcastle University through UCAS
To apply for undergraduate study at Newcastle you must use the online application system managed by the Universities and Colleges Admissions Service (UCAS).
UCAS codes for Newcastle University
- institution name - NEWC
- institution code - N21
UCAS buzzword
Ask your teacher or adviser from your school or college for the UCAS buzzword. You need the buzzword when you register on the Apply system. This makes it clear which school or college you are applying from.
All UK schools and colleges and a small number of EU and international establishments are registered with UCAS.
If you are applying independently, or are applying from a school or college which is not registered to manage applications, you will still use the Apply system. You will not need a buzzword.
Making your application
On the UCAS website you can also find out more about:
- application deadlines and other important dates
- offers and tracking your application
Application decisions and enquiries
Find out more about our admissions process and who to contact if you need help with your application.


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BOSTON (CBS) -Everyone dislikes bullies and one North Shore teen decided to do something about it.
Maisie Miller attends Marblehead High School and had been bullied.
One day, she wore pigtails and was teased horribly.
Instead of hiding, Miller went home and got on Facebook to say how hurt she was by the bullying.
Miller asked her fellow classmates to stand up to the bullies with her and wear pigtails.
The next day, dozens of girls and boys showed up to school rocking pigtails.
Her friend made a Facebook page called Pigtails 4 Peace and it got 500 fans in 24 hours.
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MONDAY, Dec. 10, 2012 (HealthDay News) -- Children who eat a lot of salty food also tend to down more sugary drinks -- which, in turn, might be related to their risk of obesity, a new study suggests.
The findings raise the possibility that curbing kids' salt intake could end up benefiting their waistlines, researchers report in the Dec. 10 online and January print issue of Pediatrics.
The study, of nearly 4,300 Australian children and teens, found that the more salt kids ate each day, the more fluids they drank. The same was true when the researchers zeroed in on the nearly two-thirds of kids who drank sugary beverages: For every 390 milligrams (mg) of sodium they got each day, they averaged an extra 0.6 ounces of sugar-sweetened soda, juice or other drinks.
Those liquid calories, in turn, were linked -- albeit weakly -- to the risk of obesity.
Kids who had more than one sugary drink in a day were 26 percent more likely to be overweight or obese than their peers who avoided sweetened drinks. That connection, however, weakened once the researchers factored in exercise habits.
It's not exactly surprising that kids with a taste for salty foods would also be fans of soda or other sugary drinks, according to Lona Sandon, an assistant professor of clinical nutrition at the University of Texas Southwestern Medical Center at Dallas.
But it's not clear that extra sodium actually made kids drink more sweetened beverages, she pointed out.
"These data don't tell us anything about cause and effect," Sandon said. "We don't know that if we got kids to lower their sodium intake, they'd drink fewer sugar-sweetened beverages."
One of the researchers on the study agreed. But it also can't hurt to limit your kids' access to high-sodium snacks and sugary drinks, according to Carley Grimes, a Ph.D. candidate at Deakin University in Burwood, Australia.
"As a parent, the best choice is to encourage water as a beverage and limit availability to sugary drinks," Grimes said.
As for salty foods, overindulgence can raise blood pressure, even in kids.
In general, experts recommend that adults and children get no more than 2,300 mg of sodium each day. Yet a recent government study of U.S. children and teens found that they averaged almost 3,400 mg of sodium per day.
Americans get most of their sodium not from their kitchen salt shakers, but from processed foods and restaurant meals. So, Sandon and Grimes said, it's wise to cut down on those types of foods, and replace them with fruits, vegetables and other whole foods.
The study included nearly 4,300 participants aged 2 to 16 who were interviewed (or whose parents were interviewed) about their diets over the past 24 hours.
Overall, 62 percent had had at least one sugar-sweetened drink. Those kids averaged over 2,500 mg of sodium a day, and just over 5 percent were obese; of their peers who steered clear of sugary drinks, just over 3 percent were obese, and the average sodium intake was a little less than 2,300 mg.
When the researchers looked at obesity risk, they found that kids who had at least one sugar-sweetened drink per day were 26 percent more likely to be overweight or obese. That was with factors like family income and overall calorie intake taken into account.
But then the researchers looked at a subgroup of kids who'd reported on their exercise habits. And once exercise was factored in, the obesity/sugary drink link was no longer statistically significant -- which means it could have been a chance finding.
Still, the researchers noted, the findings suggest that keeping kids' sodium intake down could end up having some impact on their weight.
Sandon was skeptical. "It's a bit of stretch to say that," she said. Kids who like their salty snacks may be reaching for those sweet drinks because they like the taste of sweet drinks, Sandon explained -- and not because the sodium is making them do it.
"Really, the bottom line is that we need to make healthier diet choices overall," Sandon said.
Kristi King, a spokesperson for the Academy of Nutrition and Dietetics, agreed that overall diet and lifestyle are what matter.
"We can't necessarily say childhood obesity is salt's fault -- or sugar-sweetened beverages' fault," said King, senior dietician at Texas Children's Hospital in Houston.
But, she added, the study is a "great wake-up call" for parents to take a look at their children's, and their own, eating habits.
"Children learn by example, so if high-sodium foods and sugar-sweetened beverages are readily available in the house and consumed by the parents on a regular basis, [kids] are going to be more likely to consume those as well," King said.
More information
Learn ways to cut down on sodium from the U.S. National Heart, Lung, and Blood Institute.


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Applied Refinements
Fast Cash
Tire Size
Tire Position
Most Recent Tires and Wheels Reviews
Dunlop D606 Rear TireMurf 4263 - Northampton Pa On my second rear tire,great for dual sport riding "2 nd rear 606 great for dual sport riding"
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Dunlop: A History of Firsts
John Dunlop thought his invention for his son's tricycle was a first. Once he successfully tested his pneumatic tire he patented it in December 1888. Two years later his patent was declared invalid because Robert Thomson patented the idea more than 40 years earlier. But we know who the real winner is here. Know anyone riding around on Thomson tires?
The Dunlop name in rubber and tires is long and complicated. It started in 1889 as the Dunlop Pneumatic Tyre Co. Ltd when it commercialized John Dunlop's invention. Over the years the Dunlop name encompassed numerous products and ventures and was bought, sold and merged with several times. Despite the perceived turbulence, Dunlop is a strong brand and is now sold in Europe and the United States by Goodyear. Dunlop has manufactured motorcycle tires in Buffalo, NY since 1920 and today it is the only major motorcycle tire manufactured in the US.
Though John Dunlop lost his patent he was the first to actually make the pneumatic tire. His legacy for firsts continues to this day. Dunlop was first to introduce the use of Kevlar belts in motorcycle tires and they produced the first OEM radial street tire. Dirt bike riders can thank Dunlop for the first 20-inch front tire for off-road use and the company was first to manufacture premium tires for mini-bike riders.
Ride Away on Dunlop Motorcycle Tires
MotoSport's catalog of Dunlop motorcycle tires is extensive. What else would you expect from MotoSport and a company that's been manufacturing tires for more than 100 years! A favorite among cruiser enthusiasts, we feature 144 Dunlop motorcycle tires and tire combos for your Yamaha, Kawasaki, Honda, BMW, Harley-Davidson or whatever you enjoy touring around on.
Unlike cars, motorcycle tires are not interchangeable therefore we make it easy for you to buy the correct front and rear tires for your bike. We also have combo packages allowing you to buy both. MotoSport makes it easy to find the size you need too.
MotoSport features one of the largest selections of Dunlop motorcycle tires for cruiser bikes on the web. If you need help call our toll free line 866-677-7338 or chat with an expert.
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Sony has revealed that upcoming action title Starhawk will see the return of a classic feature from multiplayer games of the past: split-screen multiplayer.
On the PS Blog, SCEA Senior Producer Harvard Bonin revealed that Starhawk will not only have head-to-head split-screen multiplayer, but co-op split-screen multiplayer as well. Both modes support two players only.
Also, gamers visiting a friend's house won't have to worry about losing their progress, as thanks to dual PSN log-in, Player Two will be able to retain all of the experience earned during co-op sessions by signing into their friend's machine. He/she will be able to then apply the experience to the character when he/she gets home. The visiting player won't be able to earn Trophies, decals, outfits, or paint jobs, as those are saved directly to the PS3. Split-screen co-op can be played offline as well, but no stats will be recorded.
To view the images released of the split-screen mode, in addition to two images of main character Emmett Graves, click on the Media Gallery below:
Starhawk releases exclusively for PS3 on May 8th.
What do you think about Starhawk's split-screen multiplayer mode? Let us know in the comments!


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Ask your Exchange administrator to configure the maximum message size in the Outlook web app (Microsoft support article).
If Mail doesn't send attachments via an Exchange 2007 EWS account
If Mail doesn't send a message attachment when using an Exchange 2007 EWS email account, the Exchange server may be limiting the size of attachments allowed.
This article has been archived and is no longer updated by Apple.
Information about products not manufactured by Apple, or independent websites not controlled or tested by Apple, is provided without recommendation or endorsement. Apple assumes no responsibility with regard to the selection, performance, or use of third-party websites or products. Apple makes no representations regarding third-party website accuracy or reliability. Risks are inherent in the use of the Internet. Contact the vendor for additional information. Other company and product names may be trademarks of their respective owners.
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About Us
May 2016
"She was standing on one of the most beautiful streets in Cedar County, maybe even the prettiest in east central Iowa, but the only thing she had eyes for was her book."
~ from Katarina Bivald's
The Readers of Broken Wheel Recommend
Recent Releases
The Readers of Broken Wheel Recommend: A Novel
Katarina Bivald; translated by Alice Menzies; narrated by Fiona Hardingham and Lorelei King
Fiction. Like
The Storied Life of A.J. Fikry
The Guernsey Literary and Potato Peel Pie Society
, this is a book for bibliophiles. Sara Lindqvist is a Swede visiting Broken Wheel, Iowa, to meet her pen pal, Amy, whom she knows only through letters and the books they've exchanged. Unfortunately, the day Sara arrives is also the day of Amy's funeral. To honor her, Sara decides to open a bookshop in one of the town's abandoned storefronts, with unanticipated results. A bit of romance and plenty of quirky characters round out this endearing debut novel. Narrator Fiona Hardingham brings the diversity of Broken Wheel's population to life, and Lorelei King effectively voices Amy's letters.
In a Different Key: The Story of Autism
John Donvan and Caren Zucker; narrated by Kaleo Griffith
Nonfiction. In 1943, Donald Triplett of Forest, Mississippi was the first person to be diagnosed with autism. This comprehensive history of the condition by journalists John Donvan and Caren Zucker traces Triplett's story (which has a positive outcome) and those of many others. The book describes unfortunate early approaches to autism and includes recent advances in diagnosis, education, and social inclusion, offering hope for people with autism and their families. For more on current views of the subject, try Steve Silberman's accessible and richly detailed
, which is also available in audio.
The Immortal Irishman: The Irish Revolutionary Who Became an American...
Timothy Egan; narrated by Gerard Doyle
Nonfiction. During the Great Hunger of the 1840s, Irishman Thomas Francis Meagher achieved renown for his speeches against English rule. Banished for sedition, he eventually ended up in New York on the eve of the Civil War. He organized and led a successful Irish brigade for the Union Army and after the war tried to establish a "New Ireland" in Montana. In this gripping biography, multiple award-winning author Timothy Egan brings to life 19th-century conflicts in both Ireland and the U.S. while vividly detailing Meagher's exploits. American or Irish history buffs, Civil War aficionados, and general biography readers will find that Egan covers previously unexplored territory in
The Immortal Irishman
Like Family
Paolo Giordano; translated by Anne Milano Appel; narrated by Chris Ciulla
Fiction. Mrs. A came into the unnamed narrator's life when his wife was put on bed rest during her pregnancy. Hired as a housekeeper, she stays on as nanny but really resembles a family member; all three come to depend upon her calm nature, amiable stories, and gentle guidance. When after several years she retires before quickly succumbing to cancer, the family is left adrift. A short novel told from the point of view of a rather detached scientist (which author Paolo Giordano is),
Like Family
examines the bonds that make up a family and the painful consequences of loss.
The Past
Tessa Hadley; narrated by Caroline Lennon
Fiction. During a hot English summer, four adult siblings come together in their family's country house for possibly the last time. Their parents (and the grandparents who raised them) are gone, and though the dilapidated estate is full of memories, it may be time to sell it. Like many novels in which family reunions in close quarters bring uncomfortable memories and resentments to the surface,
The Past
is not particularly plot-oriented; instead, it's the characters that captivate -- the adult siblings and the children (and teenagers) they've brought along.
Publishers Weekly
praises narrator Caroline Lennon's "marvelous evocation" of author Tessa Hadley's language.
Once a Crooked Man: A Novel
David McCallum; narrated by David McCallum
Fiction. Actor Harry Murphy has just left an audition in New York when he happens to overhear three guys planning a murder. That's bad enough, but when he flies to England to prevent it, he's mistaken for a mob enforcer and nearly killed himself. With plenty of humor, a plot that threatens to careen out of control, and a large cast, this quirky thriller offers a fun read to those willing to suspend disbelief. This is actor David McCallum's fiction debut; narrating his own audiobook, he effectively distinguishes among the characters through different accents and varied qualities in their voices.
The Travelers
Chris Pavone; narrated by Paul Michael
Fiction. In this complex, intelligent novel, travel writer Will Rhodes is completely unaware that his boss is running a spy agency alongside his travel magazine. In fact, he only learns about it after a strange man invades his hotel room and the woman who had seduced him gives him a one-two punch. From there, a fast-paced international chase ensues, while Will's marriage gets increasingly tense as he tries to discern the truth. If John Le Carré doesn't deliver enough wallop, and Robert Ludlum isn't cerebral enough,
The Travelers
might be right up your alley.
The Bands of Mourning
Brandon Sanderson; narrated by Michael Kramer
Fiction. Legend has it that the fabled Bands of Mourning, ancient artifacts once owned by the long-vanquished Lord Ruler, bestow immense power upon their bearers. Of course, most people in Elendel believe that the Bands are just that: a legend. When evidence of their existence surfaces, Waxillium "Wax" Ladrian must travel to the city of New Seran and investigate, for if the Bands of Mourning are real, they must not fall into the wrong hands. Set in the world of author Brandon Sanderson's Mistborn series (albeit generations later), this fast-paced, dramatic novel follows
The Alloy of Law
Shadows of Self
, all available as audiobooks narrated by Michael Kramer.
Pacific: Silicon Chips and Surfboards, Coral Reefs and Atom Bombs, Brutal...
Simon Winchester; narrated by Simon Winchester
Nonfiction. The Pacific Ocean is the largest body of water on Earth. Turning his keen eye to this behemoth,
New York Times
bestselling author Simon Winchester touches on its geological history, mainly focusing on events after January 1, 1950. Assessing not only the ocean and what's beneath its surface (diverse animals, coral reefs, etc.), he discusses the countries that border it as well as the islands in it. Winchester also addresses humanity's relationship with the ocean and its role in the future as climate change occurs and political power shifts among the countries at its margins. Winchester's own narration of the audio version enhances the personal touch provided in his accounts of traveling around the Pacific region.
The Invention of Nature: Alexander von Humboldt's New World
Andrea Wulf; narrated by David Drummond
Nonfiction. Did you know that the U.S. state of Nevada was almost named "Humboldt," after the Enlightenment-era German explorer and naturalist Alexander von Humboldt? Though nearly forgotten today, during his lifetime Humboldt was world famous, due to his five-year expedition to South America, not to mention the 34 bestselling books he wrote about his experiences. This biography rescues Humboldt from relative obscurity, describing his life and his many contributions to science. For example, Humboldt came up with the concept of climate zones, discovered the magnetic equator, and redefined our concept of nature as a web of life connecting every organism on Earth. The audio version of this Costa Award-winning book also received an Earphones Award from
Contact your librarian for more great audio books!
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ESPN decided that a short, tape-delayed interview with Tiger Woods near his mansion columns was better than no interview - and Lightning Round Tom Rinaldi was the first and obvious choice to conduct the interview, the WWL said.
According to ESPN's Josh Krulewitz, the potential for an on-air Tiger chat was floated earlier this week and Rinaldi was informed on Friday that he was selected to do the interview outside Woods' home. "Rinaldi made total sense, since he's covered and interviewed Tiger extensively over the years, " Krulewitz said. " Our key things were no topics were off limits and we chose interviewer - we prepared accordingly knowing we only had 5 minutes." (Rinaldi did ask about 20 questions in that timeframe, sometimes comically interrupting Woods several times.)
Krulewitz wasn't sure who from Tiger's camp extended the invitation to media outlets - CBS turned down the offer due to the time constraints - but they were aware that other outlets were granted the same access. But, he says, Rinaldi's interview happened before Golf Channel's Kelly Tilghman could walk him over to the weeping willows for her turn at trying to yank something out of Zen Tiger.
Either way, ESPN seems like it's claiming victory this time around as it seems like Golf Channel pissed off one of the sponsors of the Transitions Championship, which was upstaged by Tilghman's Tiger interview.


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PARIS -- France's defense minister made a surprise visit to Mali on Thursday to see French troops fighting extremists there, as military officials said at least 100 al-Qaida-linked fighters died in a two-week campaign to oust them from a rocky desert valley that had been their key base.
French forces are in their most bloody and close-range fighting since they deployed eight weeks ago to Mali to help the West African country's embattled government rid its vast north of militants imposing harsh Islamic rule. Recent fighting has focused on the Ifoghas mountain range in northern Mali.
"We are in the last sanctuaries. It is here that the conflict and the fighting is the most violent," Defense Minister Jean-Yves Le Drian said from Mali on France-2 television Thursday night. "There will be fighting tomorrow. There will be fighting in the coming days."
But he insisted that the French-led forces are making progress against what France fears was becoming a haven for international terrorism.
"In dislodging the jihadists from their last bastions, you are the spearhead of this relentless war," Le Drian told troops in Tessalit, on the north side of the Ifoghas, according to a statement from his office.
Overall, France has lost four soldiers during its campaign, while Chad lost 26 in a single assault on Feb. 22. Hundreds of militants have died since the French swept in on Jan. 11, according to French officials.
The militants have communicated very little since the French-led operation began, and access to the conflict zone for outside observers has been limited in recent weeks.
Combined Chadian and French forces swept the Amettetai Valley of the Ifoghas range by air and ground starting in mid-February.
At a news conference Thursday in Paris, military spokesman Col. Thierry Burkhard said French forces had confirmed at least 100 insurgent deaths from the Amettatai campaign, and troops were continuing to look for those who might have fled the area. He said five insurgents -- some apparently young but whose exact ages weren't known -- had surrendered to the troops in recent days.
Burkhard said most of the fighters in the valley appeared to be linked to Al-Qaida in the Islamic Maghreb. To the south, in a separate theater, French troops along with troops from Mali and Niger have been battling an affiliated militant group, MUJAO, east of Gao, the largest town in northeastern Mali. Fifty insurgents were killed in fighting in that area over the last week, he said.
Also Thursday, Foreign Minister Laurent Fabius told French radio that the French military was conducting DNA tests to verify a string of reports that two top warlords -- Abou Zeid, head of one of the most violent brigades of al-Qaida's North African franchise, and former ally Moktar Belmoktar, the alleged mastermind of a deadly hostage-taking at an Algerian gas plant in January -- were killed in the fighting in northern Mali. Chad's president insists they died, but French officials have not confirmed the deaths.
The French-led operation with backing from regional bloc ECOWAS and under authorization of the U.N. Security Council has largely been hailed a success so far, though there are some concerns the militants will simply regroup once the French start drawing down troops and handing over security to an African force.
France -- a former colonial ruler of Mali -- has said it has no intention of keeping troops in Mali for the long term.
France had originally planned on starting to draw down troops in late March, but French President Francois Hollande announced during a trip to Poland on Wednesday that the gradual pullout of France's 4,000 troops would now start in April. Burkhard said French forces have begun planning to meet the new timetable laid out by Hollande.
Le Drian is to meet Malian President Dioncounda Traore and Prime Minister Django Cissoko on Friday. He is also to meet with commanders of the African force meant to take over from the French as well as members of an EU mission meant to train the weak Malian army.
-- AP writers Sarah DiLorenzo and Angela Charlton in Paris contributed to this report.


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Tag Archives: clearwater
Clearwater Beach Fire Spinning
Clearwater Beach is a haven for the adventurous, the artistic, and the free spirit. The drum circle there attracts performance artists of all types; most notably, those dancing with poi and fire. Poi are orbs attached to a rope or chain that is spun around to create beautiful, momentary kaleidoscopes of flame and color, ephemeral and temporary works of art. some are composed of blinking lights and plastic, while traditional poi is a wick material that is lit aflame. I've been practicing trying to capture images of the dancers with various methods. My favorite way to photograph the event is to use a remote flash or two on a tripod to capture the image of the dancer, and then the slow shutter speed will create the trails. The challenge, for me, is to capture the face and figure of the subject spinning the flame with as little blur as possible but still letting the light trails get some length.
The event is every Saturday evening at 9pm, but usually doesn't get going until a little later. As the night goes on, the performances become more and more elaborate and spectacular. There are nearby conveniences, too, which makes this location perfect. Right on the beach, there is a shop that sells food and drink and even beach supplies. Locally, one can leave the beach after a great night watching the fire spinning and find excellent eateries of all price ranges within a couple miles.
- Drumcircles.net
- Sunsets at Pier 60 – Includes map, directions, and calendar of Pier 60 events
- Tikituna's Videos
Posted in Drum Circles Also tagged beach, bellydance, bellydancing, dancing, drum circle, Drumming, fire, fire breathing, glow, night photography, Photography, poi Leave a comment


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Jack of the wonderful bike show sent me the passage below the other day. I think it quite aptly captures the mood of polo today….
[The year is 1933 and Leigh Fermor is an eighteen year old, walking across Europe. He is staying with some Hungarian nobility in a big house near the border with Slovakia]"Great wings formed a courtyard and, from a terrace leading to a ceremonial door, branching and balustraded steps descended in a sweep. As I was crossing this place d'armes, several people were coming down the steps, and one of them was Count Józsi. Forewarned by Lászlo, he spotted me at once. He waved a greeting and cried, "You are just what we need! Come along!" I followed him and the others across the yard to a shed. "Have you ever played bike-polo?" he asked, catching me by the elbow. I had played a version of it at school with walking sticks and a tennis-ball on the hard tennis-courts; it was thought rather disreputable. But here they had real polo-sticks cut down to the right size and a proper polo ball and the shed was full of battered but sturdy machines. Józsi was my captain, and a famous player of the real game called Bethlen had the rival team; two other guests and footmen and a groom were the rest of the players. The game was quick, reckless and full of collisions, but there was nothing to match the joy of hitting the ball properly: it made a loud smack and gave one a tempting glimmer of what the real thing might be like. I couldn't make out why all the shins weren't barked to the bone; nor why, as one of the goals backed on the house, none of the windows were broken. The other side won but we scored four goals, and when the iron Maltese Cats were back in their stands, we limped back to the steps, where Countess Denise and her sister Cecile and some others had been leaning on the balustrade like ladies gazing down into the lists."(Patrick Leigh Fermour's 'Between the Woods and the Water')
Incidentally, they are still playing polo in Hungary:
I thought I had a website for them at some point but can't find it, check out this instead http://alleycat.hu


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The Estes Park Senior Center, and the Estes Park Museum, are in the final stages of a six-month master plan process to identify separate future development or re-development options for the town's senior center and museum facilities.
The third of three public meetings will be held at the Estes Park Museum, 200 Fourth Street, on Tuesday, May 14 from 3 to 4 p.m. At this meeting, the town's professional consultants, Anderson Hallas Architects PC, will present the preferred concepts for the senior center and the museum. Consultants will also present the preferred concepts in a report to the town board on Tuesday, May 14 at 7 p.m.
Consultants identified the final preferred concepts or site locations for the facilities based on a variety of criteria. Those criteria included citizen votes for preferred concept alternatives, space needs for future programming and services, zoning requirements, ease of access and distance from Town, utilities, slope restrictions, visibility, parking adequacy, adjacent uses, expansion ability, constructability/sequencing, and site synergy.
The master plan process evaluated town-owned land as outlined in the original proposal. Based on stakeholder and community input, an additional location for the senior center was identified during the site assessment phase. That additional site is now the preferred concept for the senior center location which features including the facility and its services as an integral component of a future community wellness recreation center, which would potentially be located at 660 Community Drive, the site of the vacant elementary school building. The community wellness recreation center is a concept in discussion by the Estes Valley Recreation and Park District, along with partners Estes Park Medical Center, Park R-3 School District and the Town of Estes Park. Since the Community Wellness Recreation Center concept is in the earliest phases of consideration and must still be studied for feasibility with public input, its future is yet unknown. Therefore, a second choice alternative for the senior center site was evaluated. The alternative concept for the senior center location is to build a new facility on the property currently housing the museum and the senior center at the corner of Fourth Street and Highway 36.
The preferred concept for the museum location is to move the facility to the northeast corner of the Fairgrounds at Stanley Park property, at the corner of Highway 36 and Community Drive. The alternative concept for the museum location is to build a new facility on the property that currently houses the museum and senior center. Under this concept, the senior center would be located within a future community wellness recreation center
Approximately 80 people attended the March 14 and April 11 public meetings. At the March meeting, consultants presented key facts and findings from the recently completed surveys and highlighted significant growth trends and historical development for the museum and the senior center. At the April meeting, consultants presented an overview of the alternative site locations for the museum or the senior center which resulted in citizens voting to establish the preferred site locations for each facility.
Throughout the process, input was received from a wide variety of key stakeholders that included Estes Park citizens, representatives from the Estes Valley Recreation and Park District, Estes Park Senior Citizens Center, Inc., the Museum Friends and Foundation, Inc., the Park R-3 School District and the Estes Valley Library and a representative from the town board of trustees.
Survey results and program information are currently posted on the town's website. The alternative concepts presentation and the preferred concepts presentation can be viewed on the master plan web page located on the Town's website after May 9 at estes.org/seniorcenter or at the Senior Center.
The final senior center and museum master plan will be considered for adoption by the town board, tentatively scheduled for the Tuesday, May 28 meeting.
For more information, please contact Lori Mitchell, Senior Center Manager at (970) 577-3765 or firstname.lastname@example.com, Derek Fortini, Museum Director at (970) 577-3761 or firstname.lastname@example.com or Kate Rusch, Public Information Officer at (970) 5


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December 20, 2012
Los Reyes ES may only be in its first year, but the teachers are off and running strong.
The Special Education team received multiple mini-grants to start the year off right.
Pictured (from l-r) are Genny Lopez, Preschool Program for Children with Disabilities (PPCD); Brittaney Maldonado, The Learning Center (TLC); and Jennifer Reat, Behavior Mastery Classroom (BMC).


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CUAHSI WaterOneFlow API
The service handles exchanges of hydrologic data between servers, databases, and applications for data sharing and analysis. It provides a specialized flavor of XML known as WaterML. Provided by a consortium of university hydrology programs, it is part of a Hydrology Information Service (HIS) that documents and supports research in water supplies and environmental activities within many watersheds studied by affiliated researchers. API methods support retrieval of a list of sites studied with information objects and metadata summarizing location and conditions. The API also returns variables tracked and values logged.


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2012 was a landmark year for both independent publishers and eBooks. While eBooks surged ahead of sales of hardcover books, independent publishers were heralded with widespread acclaim and acceptance as part of a vibrant literary scene. This piece on
Hold up
Don't rest on your laurels just yet! Over at The Huffington Post, there are more predictions for the year ahead, including the idea that the glut of eBooks will probably continue. The guess is that as more independent authors bypass major publishing houses, eBooks will flood the market and that out-of-print titles will find new circulation as previously established authors begin to convert their titles to eBooks. But the increased competition should not scare off aspiring writers, the article states. More readers than ever will be searching for eBooks, providing even more opportunities for authors to find an audience.
Another phenomenon to watch out for is the "Black Swan" effect. The Black Swan effect is when a book from an unheralded author becomes a runaway success despite improbability. Expect to see even more of this in 2013 because large publishers have trouble locating Black Swans because of the myriad boundaries they put between themselves and authors. Publishers need to work through agents, who are yet another barrier between the writer and the marketplace. The marketplace, with its democratic way of allowing the cream of the crop to rise to the top, has a penchant for identifying Black Swans. Readers reward novels that are genuinely good, different, and provide something that readers have not already seen. For aspiring writers, the hope is to be that Black Swan, while publishers will continue to put up barriers between themselves and those classics-in-waiting. Expect more and more modern classics to emerge from the ranks of independent publishers.
Ready for 2013
Expectations for 2013 are sky-high in the world of independent publishing. 2012 was a year of success after success, and 2013 looks to be just as awe-inspiring. What are your predictions for independent publishers? In which new direction would you like to see publishing go? What are your own personal writing goals for 2013?
Max Rivlin-Nadler writes for the Lulu Blog – Archived