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Undergraduate Catalog
2011 – 2012
Office of Admissions
Emil H. Messikomer Hall
100 W. Rosedale Avenue
West Chester, PA 19383
Phone: 610-436-3411
Fax: 610-436-2907
Revised April 2017
222 Sturzebecker Health Sciences Center
Charlotte Mackey, Chairperson
PROFESSOR: Hickman
ASSOCIATE PROFESSORS: Coghlan Stowe, C. Mackey, Monturo, Thomas, Thompson
ASSISTANT PROFESSORS: Conroy, Doherty, Garrett, E. Mackey, Moriconi, Mortimer, Mraz, Schlamb, Stabler-Haas, Tucker, Welsh
INSTRUCTORS: Bohs, Cullen
The Department of Nursing is accredited by the Commission on Collegiate Nursing Education (One Dupont Circle, NW, Suite 530, Washington, DC 20036) and approved by the State Board of Nursing of the Commonwealth of Pennsylvania.
Applicants for nursing must have completed work equal to a standard high school course, including a minimum of 16 units: four units of English, three units of social studies, two units of mathematics (one of which must be algebra), and two units of science with a related laboratory course or the equivalent. A combined score of 1000 is expected on the SAT.
The bachelor of science degree program in nursing is offered by the Department of Nursing, which is an integral part of the College of Health Sciences. The family-centered program is based on the concept that the person is a biopsychosocial being with basic health needs. The Department of Nursing believes that high-quality health care is a basic right of all people and that health care needs can be met through the practice of the professional nurse who has completed a systematic program of courses in the social and natural sciences, humanities, and the nursing major.
Characteristics of the graduate include the following: 1) evidences a concerned awareness and a sense of responsibility for contemporary health and social issues as these affect diverse populations; 2) provides leadership through professional and civic activities to advocate for the improvement of health care within society; 3) demonstrates accountability and competency in using the nursing process to assist clients at various levels of health in a variety of settings; 4) uses nursing theory and research to support nursing practice; 5) collaborates, coordinates, and consults as a colleague within the interdisciplinary health team in managing client care; and 6) characterizes learning as a life-long process.
120 semester hours
All nursing students who have a grade of D, F, or NG (no grade) in required courses during the freshman and sophomore years must repeat/complete these courses and achieve a satisfactory grade (C or above) before entering the junior-level nursing major courses with the exception of BIO 100 (or 110), 259, 269, and CHE/CRL 107, which require the cumulative 2.75 GPA.
A student must achieve a grade of C or better in the nursing major in the junior year for promotion to the senior year and achieve at least a C in the senior year for graduation. Students also must achieve at least a C- in BIO 307 and MAT 121.
If a student must repeat a nursing course, a grade of C or better in both the theory and laboratory (clinical practicum) components must be achieved. The theory and clinical portions of a nursing course must be taken concurrently.
Other policies are explained in detail in the current issue of the department handbook.
Generic nursing candidates are admitted once a year, in September.
Transfer students can be admitted in spring and fall.
Nursing students are required to supply their own transportation to clinical facilities.
Insurance. Students are required to carry liability insurance coverage in the amount of $1,000,000/$3,000,000 during the junior and senior year at a yearly cost of approximately $30. Students also are required to carry health insurance.
Uniforms. Students are required to wear white uniforms to some of the clinical experiences during the junior and senior years. For community clinical settings, students will be required to purchase a purple nursing polo shirt from the WCU Bookstore, to be worn with black or khaki slacks. Uniform policies are presented in detail in the current issue of the department handbook.
CPR Certification. Students enrolled in nursing courses with a clinical component are required to be currently certified by the American Red Cross, American Heart Association, or other acceptable resource in Life Support (two-person) Cardiopulmonary Resuscitation. The CPR course must include resuscitation of children and infants.
Calculations exam. Competency in calculation of dosages is a prerequisite to NSG/NSL 311. The student is required to have attained 100 percent proficiency in calculating dosages as measured by a paper and pencil test. The nursing laboratory coordinator administers the calculations exam in the spring semester immediately prior to enrolling in the clinical courses.
RN Exit Exam. All senior students must complete the RN Exit Exam prior to graduation. Cost is assumed by the student. The student who does not score an 850 on the exit exam and provide documentation of successful completion of a review course will not be approved by the department chair to take the NCLEX/RN exam.
Nursing candidates must meet the general health requirements of all students at West Chester University for the freshman and sophomore years. Candidates must meet the following health requirements during the summer prior to the junior year: inoculations against diphtheria, tetanus, measles, mumps, Rubella, rubeola, poliomyelitis (a series of four), Hepatitis B, and varicella; a complete physical examination, tuberculin skin test (TST), eye examination, and any other diagnostic tests deemed necessary. Prior to the senior year, students must repeat the TST.
In accordance with Pennsylvania Nursing Law and Child Protective Services Law as an effort to protect client safety and property, students will be required to complete a criminal background check and child abuse history clearance beginning their first-year classes in the fall and again before progressing to NSG/NSL 212, NSG/NSL 311, and NSG/NSL 411. In addition, students will be required to complete Delaware Child and Elder Abuse History Clearance prior to NSG/NSL 312.
Students must have urine drug screening performed at a designated laboratory during the stated testing period before progressing to each of the following courses: NSG/NSL 311 and NSG/NSL 411 (a total of two tests). Students are responsible for the costs associated with these tests. Students with a positive result will be dismissed from the nursing major. Refusal to be tested will result in dismissal from the nursing major.
The nursing laboratory in the Sturzebecker Health Sciences Center is available as a resource to help the nursing student in the learning process. There are four sections of the laboratory. One area contains hospital beds, examination tables, and other equipment found in clinical care settings. This area is used for the teaching and learning of nursing skills. The second area is a separate computer laboratory for students to study and review nursing theoretical and clinical skills, and to complete required computer software programs. The third section of the lab is a student-centered gathering and study area. The fourth section is the area designated for clinical simulation with SimMan and SimBaby.
Every student is required to use the learning laboratory at specified times. In addition, students are expected to spend time using this resource for independent learning based on their individual needs. The laboratory is staffed by a full-time nursing laboratory coordinator who is a registered nurse.
Transfer students may be accepted into the nursing major each semester. The number accepted each semester is based on the number that the department can accommodate in a sound educational experience.
Students currently enrolled at West Chester University who wish to transfer in to the Department of Nursing must attend a transfer information session to begin the process and subsequently submit an application packet to the department. All application procedures must be completed in order for the candidate to be considered for entrance into the nursing major.
All students who wish to transfer into the Department of Nursing must
1. show evidence of satisfactory completion (70 percent or better) in BIO 100, 110, or 259, CHE 103 and CRL 103, or CHE 107 and CRL 107, PSY 100 or SOC 200, and WRT 120;
2. complete the application form (available from the Department of Nursing);
3. complete the required essay;
4. submit one letter of reference from a West Chester University faculty member; and
5. complete an interview with the assistant department chairperson.
6. Students must have a minimum composite 2.75 GPA in the following courses: BIO 100 or 110, 259, 269; CHE 107; CRL 107 or CHE 103; CRL 103.
The department offers an innovative and flexible program for registered nurses who wish to earn a baccalaureate degree in nursing. The program, which varies in length depending on the number of credits a student transfers in, features one night per week of nursing courses and individualized clinical arrangements. Students receive credit for nursing and other courses as well as an option of a portfolio assessment for clinical experience.
Detailed information about this program may be obtained from the department Web site, www.wcupa.edu/healthSciences/nursing/.
The department offers an accelerated second degree program. This 17-month intensive program builds upon a student's previous education and enables an individual already with a baccalaureate degree to earn a baccalaureate degree in nursing. Upon successful completion of this program, the student will be eligible to take the National Council Licensure Examination (NCLEX). Detailed information about this program may be obtained from the department Web site.
In order to be employed in professional nursing in the Commonwealth of Pennsylvania, students must apply for a temporary practice permit through the State Board of Nursing.
Students must meet all program requirements to be eligible for the National Council Licensure Examination (NCLEX) upon graduation. Passing this examination designates Registered Nurse (RN) status. In accordance with the Professional Nurse Law, felonious acts prohibit licensure in Pennsylvania as indicated by the following:
"The Board shall not issue a license or certificate to an applicant who has been convicted of a felonious act prohibited by the act of April 14, 1972 (P.L. 233, No. 64), known as 'The Controlled Substance, Drug, Device and Cosmetic Act,' or convicted of a felony relating to a controlled substance in a court of law of the United States or any other state, territory, or country unless:
(1) At least ten (10) years have elapsed from the date of the conviction;
(2) the applicant satisfactorily demonstrates to the board that he has made significant progress in personal rehabilitation since the conviction such that licensure of the applicant should not be expected to create a substantial risk of harm to the health and safety of patients or the public or a substantial risk of further criminal violations; and
(3) the applicant otherwise satisfies the qualifications contained in or authorized by this act.
As used in the subsection, the term 'convicted' shall include a judgment, an admission of guilt or a plea of nolo contendere. An applicant's statement on the application declaring the absence of a conviction shall be deemed satisfactory evidence of the absence of a conviction, unless the Board has some evidence to the contrary." (Pennsylvania State Board of Nursing, Professional Nurse Law, printed, September 2009)
109 Health Issues of Women (3) This course encompasses the needs and concerns of women as consumers in our present health care system. It examines various biological, psychological, and social topics related to women's health care, including medical abuses, sexuality, sex roles, and women's health in the workplace. This course is an enrichment to liberal education, encouraging inquiry into previously neglected areas of women and health. It is offered in the women's and gender studies program and is open to all University students, regardless of major, as an elective.
Diverse communities course
110 Transcultural Health: Principles and Practices (3) This course examines the health beliefs and practices of a variety of subcultural groups in the U.S. Emphasis is placed on the application of multicultural health beliefs to the caring process. It utilizes the cross-cultural approach in meeting the health needs of clients and families. It is open to all University students, regardless of major, as an elective.
212 Nursing Theories and Concepts (3) Taken in the sophomore year. Nursing theories and concepts, conceptual frameworks, theories from other disciplines that may apply to nursing, and the nursing process are studied in this course. PREREQ: Sophomore standing. Writing emphasis course.
NSL 212 Nursing Theories and Concepts Lab (3) (Must be taken with NSG 212) This clinical experience includes interviewing skills, physical and psychosocial assessment, vital signs measurement, basic hygienic practices, body mechanics, and infection control.
216 Healthy Aging in the New Millennium (3) The student will have the opportunity to form a relationship with a healthy, elderly individual. Students will utilize communication skills through interaction on a one-to-one basis with senior citizens in a private home setting. Students will become acquainted with the problems of day-to-day living and the crises that face this population along with the adaptive strengths and resources that are an essential part of the healthy older person's personality.
217 Loss and Grieving: What to Say, What to Do (3) Loss, grief, and/or depression are universal experiences. Concrete measures to help oneself and peers better cope with these experiences are presented. Barriers that make providing comfort and support to others difficult or uncomfortable are identified and discussed. Effective measures for talking with and helping those who are grieving, depressed, or suicidal are presented, and each student is assisted to develop his or her own style in comfortably using selected approaches. Classes will be participatory with minimal lecture.
218 Concepts in Caring (3) The emphasis of this course is that caring is a universal concept that can be viewed from many disciplines. Nurses, professionals in the caring business, serve as the guides in a creative journey connecting human caring and the various disciplines.
219 Computers and the Health Care Delivery System (3) This elective course will be of practical importance to any student who is interested in the impact of computers on the health care delivery system. The course is divided into three areas: 1) an overview of the computer; 2) application of the computer to the health care delivery system, including the role of the health care professional and the consumer; and, 3) issues pertaining to the computer and the health care delivery system. Use of the computer with a variety of applications and CAI software is integrated throughout the course.
221 Skills for Professional Success (1) This one-credit elective for level III and IV nursing majors is designed to help students foster clinical judgment skills by focusing on study skills, critical thinking, and test-taking. Emphasis is placed on preparing students with skills that are essential for success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). PREREQ: Must be enrolled in nursing courses at 300 or 400 level.
This course may be taken again for credit.
222 Issues in Transcultural Health Care Delivery (3) This is a systems approach to health care delivery. Surveys health needs of diverse U.S. populations using a multidisciplinary approach. Introduces the origin and evolution of sociocultural health beliefs as they impact health behaviors and outcomes of culturally and ethnically diverse individuals and populations. All concepts will be approached from business/economics, health, and political science perspectives. Promote collaboration among disciplines, to improve student communication skills to facilitate their ability to advocate for diverse populations, and to improve health care services for diverse populations.
Approved interdisciplinary course
223 Crime Victim Advocacy (3) This course provides introductory training for anyone wishing to work with victims and survivors of sexual assault and other forms of victimization. The course is an excellent basis for those seeking to volunteer or intern with community-based agencies specializing in this field.
224 Domestic Violence Victim Advocacy (3) This course provides introductory training for anyone wishing to work with victims and survivors of family violence. The course is an excellent basis for those seeking to volunteer or intern with community-based agencies specializing in this field.
310 Human Response to Disease (3) This course examines core concepts of human response alterations to disease processes at the cellular and systemic level. The focus is on illness as it affects major body systems. Students will identify and analyze prototypical clinical situations, which will provide a foundation for their nursing practice. This course will link clinical situations to their underlying mechanism of disorder and provide a sound knowledge for the practice of professional nursing. For Advance 2 BSN students only. PREREQ: Nursing majors only.
311 Adaptation I (5) Must be taken during junior year, fall semester. The emphasis of this course is on the prevention of illness and promotion of health by assessment of the health status, appropriate intervention, and evaluation of the health promotion plan. The nursing process provides the framework for promotion of wellness in a variety of settings with clients of any age group. PREREQ: BIO 307. Writing emphasis course.
NSL 311 Adaptation I Laboratory (5) Clinical experiences are provided in agencies where relatively well populations have been identified, such as schools, nursery schools, well baby clinics, and health maintenance clinics. NSG 311 and NSL 311 always must be taken concurrently. PREREQ: BIO 100, 204, 259, and 269; CHE 103-104 and CRL 103-104 or CHE 107 and CRL 107; NSG 212 and NSL 212; NTD 303; PSY 100; HEA 206 or PSY 210; and SOC 200; and one of the following, WRT 200, 204, 205, 206, 208, or 220.
312 Adaptation II (6) Must be taken during junior year, spring semester. The emphasis of this course is on the maintenance of health and promotion of adaptive responses in clients with chronic health problems. The nursing process is used to assist these clients to adapt to stressors through supportive therapeutic, palliative, and preventive measures. Writing emphasis course.
NSL 312 Adaptation II Laboratory (5) Clinical experience is provided in settings where clients with chronic health problems have been identified. These settings include rehabilitation centers, child development centers, nursing homes, and acute care settings. These environments provide flexibility for students to implement changes for clients and acquire skills that will be utilized in other nursing courses. NSG 312 and NSL 312 always must be taken concurrently. PREREQ: NSG 311 and NSL 311.
314 Internship (3) This course is designed to provide nursing students with the opportunity to enhance knowledge and skills acquired in NSG/NSL 311-312. Students will have the opportunity to participate in the care of a group of clients over a consecutive span of days and to increase their awareness of the professional role. PREREQ: Successful completion of NSG/NSL 311-312.
316 Coping with Cancer (3) The emphasis of this course is on coping with clients who have cancer. Various physiological and psychosocial effects this disease has on clients and their families will be examined. The course will allow students to explore their own feelings related to cancer and assist them in their contacts with cancer clients. Topics that will be discussed include dealing with loss, pain, pain management, hospice care, and communication with the cancer client. This course is open to all students.
317 Women's Sex and Sexuality (3) This course examines ideas and information about women, sex, and sexuality from biological, psychological, political, and social perspectives. Areas of focus include the importance of sex and sexuality as to who women are and how they live; the effect on women of the social construction of women's sexuality; and how increased understanding will change and improve the way women see themselves and are served by social institutions. Writing emphasis course.
320 Care of the Inner Self (3) This course focuses on care of the inner self or spirit. The purpose of the course is to prepare one to understand the inner self and to know how to use the power within the self to maintain wellness and prevent illness.
323 Suggestive Therapeutics for the Health-Care Professional (3) This course will provide a practical framework for the health-care professional to structure suggestions and pattern communication with patients. The most recent innovations and research in the field will be presented and a variety of approaches will be synthesized into a comprehensive approach to the practice of suggestive therapeutics.
350 Basic Arrhythmia Interpretation (1) This course presents methods for identification of normal and abnormal cardiac rhythms and rationale for basic treatment of cardiac arrhythmias.
352 Interpretation of Laboratory Values (1) This course will provide an in-depth study of frequently encountered laboratory findings with an emphasis on the critical analysis of these laboratory results and appropriate follow-up. The course will help students to identify and prioritize nursing interventions for the client undergoing laboratory testing to assure quality specimen collection.
367 Nursing Implications of Drug Interactions (1) The student will be introduced to essential pharmacological principles and concepts. The nursing process will provide the framework for the application of the theory in a variety of health care settings.
380 Clinical Simulation in Nursing (3) In this course students will play a variety of roles during patient-care scenarios using SIM-MAN technology. During scenarios students will assess patient condition, critically think through patient-care problems, implement nursing interventions, and evaluate patient outcomes. Students will evaluate performance of self and peers during debriefing sessions for continued improvement in problem solving and patient outcomes.
401 Issues in Nursing Science (3) This course will explore a variety of approaches to nursing science including grand- and middle-range theories and their application to nursing practice. Current issues that affect nursing practice will be addressed.
407 Critical Care Practicum (2) This course provides students who have successfully completed NSG/NSL 312 an opportunity to enhance their knowledge and skills in acute, critical-care nursing. This off-campus course will allow students to demonstrate critical-thinking skills in nursing. Students will gain exposure to electrocardiogram interpretation and respiratory ventilator nursing care. Also provided is an opportunity to learn medications utilized in critical-care areas and to observe nurses and their responsibilities. This clinical elective course is limited to ten students.
410 Independent Study in Nursing (3) The student produces an independent, research-oriented project under close faculty advisement on a nursing topic of special interest to the student. Participation in a selected field experience is optional. PREREQ: Permission of department chairperson.
This course may be taken again for credit.
411 Advanced Adaptational Problems I (6) Must be taken during senior year, fall semester. The emphasis of this course is on the study of adaptive responses that create new stresses, requiring additional adaptations and frequently interrupting an individual's mode of functioning. The nursing process is used to assist clients in crises. Writing emphasis course.
NSL 411 Advanced Adaptational Problems I Laboratory (5) Clinical experience is provided in acute care settings, in psychiatric in-patient settings, and in community health settings. NSG 411 and NSL 411 always must be taken concurrently. PREREQ: MAT 121, NSG 312, and NSL 312.
412 Advanced Adaptational Problems II (6) Must be taken during senior year, spring semester. NSG 412 is a continuation of NSG 411 with the emphasis on the subconcepts of decision making and advocacy. The nursing process is utilized interdependently in approaching multihealth care problems of clients. Special attention is given to inquiry as the student correlates nursing theories and concepts with identifiable research problems in varied environments. Opportunity is provided in this semester to develop organization and management skills. Writing emphasis course.
NSL 412 Advanced Adaptational Problems II Laboratory (5) Clinical experience is provided in acute care settings, psychiatric inpatient settings, and community health settings. NSG 412 and NSL 412 always must be taken concurrently. PREREQ: NSG 411 and NSL 411.
414 Breastfeeding and Human Lactation (3) For students seeking in-depth knowledge about breastfeeding and human lactation. Emphasis is on understanding the physiology of human lactation and the health impact on infants and their mothers. The normal process of breastfeeding will be addressed with exploration of the barriers to breastfeeding as well as the supports available for breastfeeding.
420 Physical Health Assessment (3) The course combines comprehensive theoretical and laboratory experience to enable the nursing student to perform a complete holistic health assessment and physical examination of the adult, adolescent, and pediatric client. Opportunity is provided to enhance the participant's ability to collect relevant data via use of appropriate interviewing methods, as well as developmental and physical assessment techniques. Emphasis is placed on effective communication techniques and essential assessment skills.
480 Advanced Clinical Simulation in Nursing (3) In this course students will play a variety of roles during advanced patient-care scenarios using SIM-MAN technology. During scenarios, students will assess patient condition, critically think through patient-care problems, implement nursing interventions, and evaluate patient outcomes in crisis situations. Students will evaluate performance of self and peers during debriefing sessions for continued improvement in problem solving complex patient-care situations and outcomes. This course may be taken again for credit.


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Motley Crue's Tommy Lee Asks Alberta's Premier to Cancel Calgary Stampede Chuckwagon Races
The timing is right for Motley Crue's Tommy Lee to speak up as the band rolls into Calgary for a show this week. Lee, who is an avid animal rights supporter, has penned an open letter to the Honorable Premier of Alberta, Alison Redford, asking for her support in putting an end to the long running Calgary Stampede chuckwagon races.
Lee wrote the letter on behalf of PETA (People for the Ethical Treatment of Animals) after learning about past issues that occurred with the Calgary Stampede chuckwagon races. His hope is to be proactive in advance of this year's event.
Lee's letter reads as follows:
The Honourable Premier of Alberta
Alison Redford
Dear Premier Redford:
I love touring Canada, and our Calgary fans are among the roughest and toughest. But I've heard about some unwilling participants in an annual local event much harsher than a Motley Crue show—the horses killed year after year in the chuckwagon races at the Calgary Stampede. Every year, people around the world hear about the horses injured and killed. Since there are dozens of other events at the stampede that aren't so fatal, won't you pull the plug on the chuckwagon race?
I learned from my friends at PETA that despite new rules to make the races safer last year, three horses had to be euthanized after crippling injuries when their wagons collided. The only way to make these races safe is to cancel them. There was a time when cowboys respected their horses, instead of riding them to death just to show off for a crowd. The horses forced into the chuckwagon races die of heart attacks, broken necks, broken legs, and other injuries. It'd be easy to get off on western tradition without this bloody spectacle. Dude, it's the old west, not ancient Rome!
With this summer's Stampede still months away, won't you use your influence to cancel the chuckwagon races? Thanks for your time, and if you want to see a really wild show I'd love to have you as my guest in Calgary on Monday!
Tommy Lee
Though there was no official response from the premier's office, the Canadian Press reports that an official with Alberta agriculture stated that the province would never ignore any signs of abuse.
"It falls within our portfolio and we do take treatment of animals very seriously, so we've worked very closely with the Calgary Stampede and we continue to do that," said Cathy Housdorff, who added that the Stampede's animal care is of a high standard and that the government has no intention of shutting down the races.
There have been concerns over the welfare of the animals after six horses died in 2010, but Stampede officials have taken action in the year's since to increase the protection for both humans and animals participating in the event. Doug Fraser, a Calgary Stampede official, told the Canadian Press, "We don't think Tommy Lee is a large animal expert. We would urge him and anybody who has that feeling to actually talk to the drivers themselves about the care and well-being that they provide to their animals … All we can do is repeat that our approach to care for the performance horses that are brought to Stampede Park every year has always been aggressive and based on science."
This year's Calgary Stampede runs July 5-14.

subset: commoncrawl


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Duty- and quota-free access for exports to global markets is something developing country trade negotiators have demanded for years. Few other "stroke-of-the-pen" measures could boost employment and reduce poverty in low income countries in such large numbers. For instance if the US removed tariffs on Bangladeshi garments – which average around 13%, but for some items are as high as 33% – then exports to the US could rise by $1.5 billion from the FY13 level of $5 billion, in turn generating employment for at least an additional half a million, primarily female, workers.[1] Examples of other countries facing US tariffs include Cambodia (12.8% average tariff rate on its exports to the US), India (4.01%), Indonesia (5.73%), and Vietnam (7.41%). Progress in trade facilitation would likely have even greater pay-offs to growth and employment, but these require structural reforms and investments, while the decision to remove tariffs is a simpler, "stroke-of-the-pen" measure.
In practice, various domestic political considerations in OECD countries, primarily spurred by protectionist lobby groups, act as a barrier to duty-free or quota-free access. In addition, concerns about labor, safety, and environmental standards are often cited to justify trade barriers. Yet few are willing to pay for the factory upgrading or relocation that may be required to improve these standards. Bangladesh is a case in point. Following the tragic collapse in April 2013 of a building that hosted garments factories, leading to many lives being lost, two associations were formed, one largely representing European buyers and the other representing US buyers. These two groups were originally intended to conduct inspections of factories and help share the costs of improvements that need to be made, in the spirit that the problems the industry faced were the joint responsibility of both producers and buyers/retailers. However, while inspections are being carried out and suggestions for improvements being made, there is considerable doubt within the industry as to whether the buyers associations will ultimately share in the costs of paying for these improvements.
Let us assume that for various reasons the current level of tariffs and quotas are retained. With the tariff revenue generated from low-income country manufacturing exports, a new fund could be set up whose resources finance the improvement of working conditions in these countries. For instance the $850 million or so of tariffs that US consumers pay on Bangladeshi exports, if it remains, could be placed by the US in a fund to finance factory upgrading and general improvement in working standards in Bangladesh. This "Tariffs for Standards" fund could be administered globally by a third party, such as the World Bank, collecting contributions not only from the US but from other OECD tariff-imposing countries.
This type of fund has been set up for different initiatives in the past. Fifteen years ago, developed countries and multilateral lending agencies contributed to a fund – the Heavily Indebted Poor Countries fund, or HIPC – managed by the World Bank, which reduced the external debt levels of highly indebted low-income countries if they implemented various poverty-reducing reforms. The issue of labor and factory standards is arguably now as important as debt relief was back then. The one key difference between HIPC and this "Tariffs for Standards" fund is that the proposed fund is intended to finance private entities, while HIPC reduced sovereign debt. There are precedents for this too, and therefore governance structures need to be fully in place to manage some sort of competitive challenge fund whereby individual companies could access the fund and implement worker safety and welfare improvements, which in turn can have demonstration effects to other entrepreneurs.
Hassan, congratulations for
Hassan, congratulations for coming up with an innovative idea – which is somewhat reminiscent of the Tobin Tax (proposed in a different context of global capital transfer, but similar in respect of serving more than one purpose). Your proposal has the merit of ease of implementation from the US side, particularly since it will not be opposed by the protectionist lobbies in the US because the trade barriers will be seen to remain intact. But, as you mention, administering the funds towards raising the labor and factory standards in the exporting countries may be problematic. Fund transfers to the owners of factories will involve problems of monitoring and moral hazard. Supporting the provision of some kind of public goods that contribute to raising the living standards of factory workers is another option, though fraught with the risks of public resource mismanagement. But more problematic is the implicit legitimization of using trade barriers as a means of improving labor standards (even if the tariff revenue is used for the benefit of workers in the exporting country!). As such, the proposal should be recognized as representing a pragmatic "second best".
You are absolutely correct
You are absolutely correct Professor Mahmud that this is a second best solution. Ideally these trade barriers should be removed given the potential gains mentioned above, but we have seen how hard that is in practice for a number of reasons. Not that getting consensus behind this proposed tariffs for standards fund will be much easier!
I similarly feel that
Removing tariffs altogether may be a difficult goal but it is one worth striving for. And a goal that development organizations will get behind. I similarly feel that legitimization of trade barriers is problematic and efforts should be spent on fighting the current market distortions that these barriers create. As a matter of principle, the U.S. should remove tariffs on Bangladeshi exports especially since tariffs on apparel from LDCs and developing countries, e.g. African countries, Andean and Caribbean countries and various U.S. FTA partners have been removed for the sake of using trade as a tool for poverty reduction. Other parts of the developed world such as the E.U., Canada, Japan and Australia have also removed tariff barriers on apparel (even though rules of origin requirements present some non-tariff barriers). This is perhaps the direction to take for the U.S. However, if a Tariffs for Standards Fund is agreed upon, we should take a closer look at how such funds are being spent. Currently, the majority of funds are being spent to set up unions. Are unions the best way to promote labor standards in Bangladesh? Do workers feel unions are representing their interests? A Democracy International study shows that 87% of workers surveyed are not part of unions. Some key reasons given for not joining an union are "No time", "No idea about what unions do". Are there other ways to improve factory conditions in Bangladesh? These are important questions to ponder.


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1. Re: Locating open fileBill@VT Apr 12, 2012 4:14 PM (in response to wschafer71)
That would be an issue for the network administrator, not Acrobat.
2. Re: Locating open filewschafer71 Apr 13, 2012 4:13 AM (in response to Bill@VT)
I would have to differ with you on that Bill. I have Solidworks files on the network and when I open one of them if someone else has it open it tells me who has it open. It is built into the software. What can't Adobe build it into its software?
3. Re: Locating open fileBernd Alheit Apr 13, 2012 5:18 AM (in response to wschafer71)
Post feature requests here:
4. Re: Locating open fileBill@VT Apr 13, 2012 7:22 AM (in response to Bernd Alheit)
It would be a nice feature and would suggest you follow Bernd's link. However, you asked about what Acrobat can do and it can't, so you have to deal with it on the network level. It is a feature Acrobat would have to add in the system. Then there may be issues about what kind of network are you looking at. Acrobat has had issues with networks over the years and trying to provide information on all of the different types of networks might be an issue. I am not a network user and can only speculate on the various reasons it is not part of Acrobat. Of course, there are things that users have been asking for since AA4 and such that are still not implemented, so don't hold your breath. However, the feature request is the best route for the future -- You will probably not see it in AAX.
5. Re: Locating open fileBernd Alheit Apr 13, 2012 8:39 AM (in response to Bill@VT)
MS Word creates for all open documents a lock file. For a document with the name sample.doc the name of the lock file is ~$sample.doc.


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bobby3050 needed a new logo design and created a contest on 99designs.
A winner was selected from 77 designs submitted by 31 freelance designers.
Final Footwear
We are into the shoe and apparel business and sell products of brands such as NIKE,ADIDAS,LACOSTE,TIMBERLAND and many others. We are planning on hosting a website which is dedicated to shoes.
We are targeting the same audience that the aforementioned brands target which range from urban,trendy,winter foot wear to sporting and fashion.
Our website has a white back ground and an onmouse hover which highlights a tab with Green and Orange color. We need a logo to go with the background. Visit the website http://www.finalfootwear.com which would help in the conception of ideas.
Can have the full name of the company "final footwear" or any combination of alphabets for example the abbreviation "FF".
We believe in delivering genuine, brand new,affordable shoes.
The logo shall be used as our recognition for the quality products and customer support we provide.
Find out how a design contest works or learn more about our logo design services.


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November/December 2010
Volume 2, Issue 11
Check Your Calendars!!
SD Library Snapshot Day
October 31-November 6, 2010
National Novel Writing Month
November, 2010
Native American Heritage Month
November, 2010
National Gaming Day
November 13, 2010
ALA Midwinter Meeting
January 7-11, 2011
South Dakota Student Media Fair
Entry Deadline February 2, 2011
Welcome to the Cornerstone Archives. Find the current newsletter at sdslcornertsone.blogspot.com.
Welcome to the Cornerstone Archives. Find the current newsletter at sdslcornertsone.blogspot.com.
In This Month's Issue
Library Headlines
Six steps to Snapshot Day success!
Let your staff and patrons know about Snapshot Day and build up excitement.
Centerville and Beresford Public Libraries rank at the top
The South Dakota State Library is pleased to announce that seven South Dakota public libraries have been recognized, in two distinguished national rankings, for the excellence of their services to their communities.
State Library receives health literacy planning grant
The South Dakota State Library is the recent recipient of a Planning and Assessment proposal entitled, "Health Reference in South Dakota's Public Libraries: Assessment and Evaluation."
November Continuing Education Opportunities
Highlight: Help job seekers at your library — Project Compass SD
Children's & YA Services
Peter Brown accepts 2010 Prairie Bud Award at SDLA Conference
Seventy attendees comprised the Prairie Bud/Prairie Pasque session audience when author/illustrator Peter Brown accepted the 2010 Prairie Bud Award during the September SDLA Conference in Sioux Falls.
Building children's early literacy — It's never too early to start
There are so many ways that adults can help children build their early literacy skills. Speaking, listening, knowing letters, looking at books, understanding text, and beginning to use writing materials are just a few of the fundamental skills that children need to succeed in school.
Letters About Literature contest invites readers to write
Letters About Literature is a national contest organized by the Center for the Book at the Library of Congress in association with the Target Corporation.
National STEM Video Game Challenge is underway
Fifth through eighth graders have the opportunity to design original video games or mobile games using free platforms.
Featured eResources of the Month
CAMIO offers art and artifacts images
From Picasso paintings to Paul Revere teaspoons, the Catalog of Art Museum Images Online displays art and artifacts in many media.
Grant Opportunities
H.W. Wilson Library Staff Development Grant
Library Development
South Dakota public libraries, staff recognized for accreditation efforts
Eight South Dakota libraries were accredited by the South Dakota State Library this year, under a new system of tiered accreditation. In addition, 11 librarians earned their certifications.
Foundation and Friends fundraising with corporate sponsors
Your Foundation or Friends group can benefit from soliciting corporate sponsors, too.
Board Talk: Dr. Mary Bushing comments on public libraries
This month I'd like to focus on comments by Dr. Mary Bushing, a well known library consultant from Montana and no stranger to South Dakota librarians.
School Libraries
Task Force invites comments on revised school library guidelines
The School Library Task Force has completed a draft document of the school library guidelines.
School Library Data Digest is coming soon
Making its debut soon will be the 2010 School Library Data Digest, a snapshot of South Dakota school library statistical information.
Free Information Literacy Vodcast Series with Mike Eisenberg
Mike Eisenberg of Big6 fame is now being featured in a monthly vodcast series.
Trends & More
Library of Congress National Book Festival attracts 150,000
Setting a new attendance record, an estimated 150,000 book-lovers gathered on the National Mall in Washington, D.C. for the 10th Annual National Book Festival.
Check out these titles to learn more about library policies and procedures
At the recent Library Policies and Procedures training session held during the SDLA Conference, SDSL staff brought several books from the collection along for participants to check out.
Why Didn't I Think of That?
Did you know that Freeman Public Library has a CD/DVD cleaner?
The Friends group of the Freeman Public Library purchased a used CD/DVD cleaner for about $3000.
Sturgis Public Library celebrates with new library cards and a royal tea party
Sturgis Public Library celebrated Library Card Sign-Up month on September 14 with our second annual sign-up event, combined with the unveiling of the new library cards.
next: Library Headlines
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The Cornerstone monthly e-newsletter is created by the South Dakota State Library. For more information on how to be a part of this newsletter, please contact us via e-mail with your questions and ideas.


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Craig Moore avait besoin d'un nouveau design de page web et a lancé un concours sur 99designs.
Un gagnant a été sélectionné de 36 designs proposés par 17 designers freelance.
We develop website marketing solutions for real estate professionals and help them EXCEL by developing and maintaining their online brand & web presence. The goal of this design project is to create a HOME page and inner page layout we can use to promote our real estate website business. The domain name for this website is agentexcel.com. Please be creative and incorporate our logo in to the design.
Here's what we do want:
- A clean, open site that provides ample white space and logical areas to present information about our company and our solutions.
- A creative, but logical navigation structure that provides both forward and backward navigation.
- Design elements (buttons, icons, background images) that demonstrate creativity and spark.
Our Logo can be found at
We will do our best to post feedback in this thread at least every day. Please submit only original work. No copying from others! All property rights, intellectual property, copyrights, and trademarks of the logo are transferred to Adaptyne Technologies once payment is made.
Sites we Like:
- HOME page and INNER page layout
- NAVIGATION - Navigation choices should include Home, Company, Solutions, Portfolio and Contact. We are open to either vertical navigation, horizontal navigation or both. Additionally there should be room for a sub heading bar for further navigation.
- FREE NEWSLETTER Just like above, we will also need to add another opt-in area to sign people up for our newsletter
- STYLE Your call, be creative and incorporate our website name.
- WEBSITE DIMENSIONS: Should fit a 1024x768 screen resolution in all browsers.
- COLOR SCHEME - Feel free to use any color scheme you like. Sky is the limit here. We will comment on color combinations in the feedback section, based on what we see. The color scheme should be complimentory with our logo desgin
- FONT: Your call
We don't want a cookie-cutter website. Give us an identity! Give us something that pops and shows that we are professional.


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Public Information Statement
National Weather Service Headquarters Washington DC
148 PM EST Thu Mar 1 2012
To: Subscribers:
-Family of Services
-NOAA Weather Wire Service
-Emergency Managers Weather Information Network
Other NWS partners and NWS employees
From: Mark Tew
Chief, Marine and Coastal Services Branch
Subject: Minor Modification of Saffir-Simpson Hurricane Wind
Scale Thresholds Effective May 15, 2012
Effective May 15, 2012, the Saffir-Simpson Hurricane Wind Scale
(SSHWS) will be adjusted slightly to resolve issues associated
with the conversion of units used for wind speed. This change
follows a public comment period conducted in 2011.
The National Hurricane Center (NHC) and Central Pacific Hurricane
(CPHC) assign intensities of hurricanes in 5-knot (kt)
increments. For advisory products, these intensities are
converted to miles per hour (mph) and kilometers per hour (km/h),
and then rounded to the nearest 5-mph or 5-km/h increments.
Challenges occur when the current Category 4 intensity is 115 kt
(132.3 mph). Although 115 kt is within the Category 4 range, the
equivalent rounded wind speed in mph is 130 mph, which is in the
Category 3 range. To classify the hurricane as a Category 4 in
both sets of units (kt and mph), NHC and CPHC must incorrectly
convert 115 kt to 135 mph in the advisory products. A similar
issue occurs when the current Category 4 intensity of 135 kt is
converted to km/h.
Effective May 15, 2012, to resolve these rounding issues,
Category 4 on the SSHWS will be broadened by one mph at each end
of the range, yielding a new range of 130-156 mph. This will
also result in a minor modification of the Category 3 and 5 wind
speed thresholds. The SSHWS will change as follows:
Category 3: 111-130 mph (96-113 kt, 178-209 km/h)
Category 4: 131-155 mph (114-135 kt, 210-249 km/h)
Category 5: 156 mph or higher (136 kt or higher, 250 km/h or
Category 3: 111-129 mph (96-112 kt, 178-208 km/h)
Category 4: 130-156 mph (113-136 kt, 209-251 km/h)
Category 5: 157 mph or higher (137 kt or higher, 252 km/h or
There will be no change to the wind speeds currently assigned to
Categories 1 and 2.
With this change, a 115-kt Category 4 hurricane will have its
intensity properly converted to mph and rounded to the nearest 5
mph (130 mph) and remain within the Category 4 mph range.
Important note: Since intensities are assigned using 5-kt
increments, neither storms in the historical record nor any
future storms will have their SSHWS category changed as a result
of this modification to the scale.
The NWS wishes to remind media, partners, and the public the
Saffir-Simpson Hurricane Wind Scale provides information on wind
impacts only. The scale does not provide commentary or
information on other impacts or characteristics of tropical
Additional information on this change can be found at:
If you have any questions, please contact
John Kuhn
National Weather Service
Silver Spring, Maryland 20910
301 713 1677 ext. 121
National Public Information Notices are online at:


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Monday, December 21, 2009
Saab – A Eulogy
I remember the first time we met. You didn't have a transmission. I wasn't old enough to drive. It was a match made in heaven. So $1000 later I was the proud owner of a Saab 9000 Turbo. 1989. I still don't know how to define your color. Red? Bronze? Purple? Maroon? Pink? Burgundy? Brown? I think you might have just been the color awesome. You won't find that color in the rainbow.
We went through a lot. We broke down in several different states. California, Oregon, Colorado, Wyoming. Like the time we were pulled over for speeding in Wyoming by a State Trooper. We were heading back from Oregon after freshman year. You were filled with two dorm rooms' worth of stuff. You didn't start after he had given us the ticket and left us behind. It was late and Wyoming doesn't even have enough people to rightfully deserve a representative in the US House of Representatives, we were kind of stuck.
Luckily, the friendly State Trooper turned back around. Is there a problem, he asked. Nope. Just hanging out on the interstate in the middle of the night. Yes there is a problem. First, you gave me a ticket. Now my car won't start. It was the battery. I knew you well enough. State Trooper tried to argue with me. I respectfully disagreed and asked him if he had any jumper cables in his Wyoming issued State Trooper Dodge Durango. Nope. Of course not. Why would anyone need essential emergency equipment in an emergency vehicle?
I headed into the trunk. Digging through my recently packed memories trying to find jumper cables. The state of Wyoming may not be smart enough to equip people with jumper cables, but I sure as hell didn't go anywhere without them. The State Trooper pulled around and we got started. Less than a minute later you were up and running. I gave the State Trooper a smug smile, an, "I told you so, never doubt me," smile. It didn't make up for the ticket but it was all I had.
We had good times too though. Like the time in Nebraska when you decided your turbo would kick in. It was a straight shot between Colorado and Nebraska. Nowhere to turn. Nothing to see. Just openness. And nothingness. All of a sudden we were going 140. Miles per hour. That was a bit fast. You were shaking worse than I do after night terrors. So we slowed it down, but you proved something that day. You still had it.
It was tough giving you up, but it was time. I had grown up. You had grown old. My friends were tired of pushing you. At least I didn't have to drive very often. No one trusted you. I probably owe people gas money. I saw you around town a few times after that, you always brought a smile to my face.
But I kept it in the family with my next car. You were a manual. And you were purchased sight unseen with the help of the old man. I didn't even know how to drive a manual. Another match made in heaven. At least your color could be defined. Green. 1995. Saab 900.
I learned to drive you on the 1200 mile trek to Oregon. I killed your poor engine more times than I care to admit. Mamma was worried that I'd kill both the old man and myself stalling the engine somewhere on Laramie Pass. I didn't. We made it. Several curse words and strings of obscenities that even I didn't know I knew later, I could drive a manual transmission.
We had some good times too. Never 140 mph good times, but you were less prone to breaking down. Except for those few times. Like in north Portland on Killingsworth Street. An aptly named street for one of the roughest neighborhoods in Portland. Your clutch died. At that point I had learned how to drive you at least. The nice old man who stopped to tow us was dressed in camo pants and an Army ball cap. I thanked him after he got us to safety. No problem, I'm a soldier, I just keep soldiering on. And soldier on he did. So did we.
A few months later we ended up on the side of I-5 as a firetruck raced towards us. I was sitting in you reading the Revelations of Saint Bridget of Sweden. It seemed appropriate at the time. Turns out our gas tank had been punctured and we were pissing gasoline all over the road. The state of Oregon doesn't appreciate that. They couldn't really do much. Turns out firemen are trained to fight fires, not leaking gas tanks. So we waited for a tow truck. Not the first time, and not the last time either.
But we made it home, we always did. About a year later, we were spinning out on I-25 while driving home in a blizzard on Christmas Eve. This time we didn't need a tow truck. You righted yourself nicely and we drove home. It took us several hours to drive from Boulder to Greeley that time, but it gave us a chance to bond over our near miss. That was the last real excitement we had together. I was moving to Sweden. Your home. But you couldn't come along.
Instead, I found a replacement. A 1993 Saab 9000. Blue. You've given me more material for this blog than could have been hoped for. We've waited in the cold for a car to come by so I could use my ever present jumper cables. We've run out of gas in the Swedish Bible Belt, and now, you've had to put up with me sliding my way into the driver's seat from the passenger's side. The lock is frozen so your door won't open. There's moisture in the car so I need to scrape both the outside and the inside when I drive anywhere. But I wouldn't want any other brand of car.
Now, that choice is dying. Of course, since I have yet to find a model younger than 1995, we might still have a good 15 years together, but it just won't be the same. It won't ever be the same. I'm still holding out hope, but I know. We all know.
Welcome to Sweden. And the slow, inevitable death of an icon.
Subscribe to a Swedish American in Sweden
16 comments:
- AnonymousDecember 21, 2009 at 4:03 PM
We were coming back from running the South Nahanni River in my friend's Saab. About 2500 miles up, 2500 miles back down, some of it on the Alcan. In the hills along I80 near Laramie, the high whine of the turbo died away and the car got very sluggish. The end was in sight. It had provided many trips; with a shriek of brakes slid right up to and touched a range cow; cemented many friendships; outlasted one marriage and saw the beginning of another. When he put that unit to death, he wept.ReplyDelete
Ah, I have to scrape the inside and outside windows of my car as well. My half dead, but young at heart (with over 250,000 miles on him when I got him) cars name is Charlie. He leaks coolant and doesn't stop very well when there is any kind of snow on the ground, but in the summer he can race with the best of them. Live long Charlie, live long.ReplyDelete
Also, I love the color awesome. But it would be hard-pressed to find a soul who doesn't. Maybe non-awesome people. But they're just jealous.
I found your eulogy to be painfully moving...as the owner of a vehicle with only two wheels I can only imagine your suffering. My deepest condolences, Hairy:)ReplyDelete
- An American GirlDecember 21, 2009 at 9:01 PM
Hairy, my thoughts and prayers are with you at this most difficult time.ReplyDelete
I have to say, the news caught me by surprise. Saab's Aero seemed to be leading the next generation of car design. To think it got sold off to some company in China really grinds my gears.ReplyDelete
I'm sorry man.
Eventually you might be able to sell him for a good price, as the parts will become quite rare. Then, you can get a worthy successor, and if you want to go Swedish again, there's always Volvo, which makes some awesome cars. :)
And may the Gods bless you all...ReplyDelete
- AnonymousDecember 22, 2009 at 4:01 AM
The best part is - how easy IS it to get a speeding ticket in Wyoming? ;) You found the cop. Good luck moving on past this trial of yours.ReplyDelete
-an american swede in america
@TNT - Man I laughed till tears. Two wheels. So sad. Poor old guy.ReplyDelete
Hary - I am sorry you're buddy is passing. But listen, from your eulogy, I hate to tell you, but it hardly leads one to think this decision was a poor one. I'll prolly get my ass reamed for saying this, but I owned two 1980 Subarus which never ONCE broke down on me. Eva. Neva eva. Nonetheless, I feel your pain. And am slightly jelous of those roadtrips you mentioned.
New England remembers the Saab, today on Where We Live, WNPR's public radio talk show: http://whereweblog.wordpress.com/ReplyDelete
Oh dear. My friend's old Volvo just died on Killingsworth a few days ago (which really isn't that rough of a neighborhood, come on). Maybe there is something in the name.ReplyDelete
I know that color, it's called rusty :)ReplyDelete
- AnonymousDecember 23, 2009 at 6:22 AM
So sad... :'(ReplyDelete
- AnonymousDecember 23, 2009 at 7:29 AM
As a former Saab owner (I've had 4 of them!), I loved your post. A friend (another former Saab owner) sent it to me.ReplyDelete
It brought back memories of my last Saab...the red convertible, "Lars", whose clutch was his demise. Lars was towed over 60 miles once to the nearest dealer. "It just needs an adjustment!", they always said. Until the last fateful trip...when he needed a new clutch, and I said goodbye. Rest in peace, Lars...and Saab.
Thanks for a very nice eulogy, Hairy Swede!
Some of my fondest college memories were had in my friend Elisha's khaki Saab (no idea the year...but it was old then and that was back in 1997-1999) It was a manual and we always drove her down to the river to sit on the beach and swing on the rope swing. That car is why I've always wanted a Saab. Seems like Saab owners are EXTREMELY loyal to the brand. Elisha has a nice, shiny, new, silver Saab now. RIP Hairy's Saab and my condolences Hairy.ReplyDelete
Your loyalty is more impressive than the dubious *performance* of your Saabs, I think. They sound like right pieces of crap. But they're your pieces of crap? Still it is sad. I've always thought I might buy a Volvo someday...almost did earlier this year even. Then I heard a rumor that Volvo might not be around "someday" -- hope that's not true. If I'd been holding out for a Saab, I'm sure I'd be devastated.ReplyDelete
@anonymous – may is present car (and wife) do the same.ReplyDelete
@Kane – maybe the ice on the inside of the car comes with the color awesome.
@TNT – thank you. And may your two-wheeled vehicle live long.
@An American Girl – I appreciate it.
@Atlantean – now Im basically a classic car collector, without even knowing it.
@Isle Dance – thank you.
@Anonymous – well… it was dark. He snuck up on me. And I was going much faster than I got caught for because I did manage to see him and slow down. Lets not make fun.
@m8 – blasphemy.
@jd – I love it.
@Katherine – later that year, killingsworth was roped off after a couple of murders. I remember because it forced me to reroute on my way to the grocery store. How rude of them to be murdered when I was hungry.
@Smek – I think you misspelled rusty it's actually a-w-e-s-o-m-e
@anonymous – agreed.
@anonymous – thanks for sharing your memories of Lars.
@mama – thank you, and I hope Elishas Saab gives her plenty of years.
@E – Well, lets just say I don't exactly buy the cream of the Saab crop. But they are my Saabs, and they have given me plenty of memories along the way. And in the end, I always get where Im going. Eventually.


text:
Hike from La Manche to Brigus South9 May
- Comments Leave a Comment
- Categories CANADA, SPRING
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About this blog….
There were many times at school when teachers would ask us to describe or define Canada. Over the years, my description or definition might have changed but my love of country never will. We are so fortunate to live here. Here is my family's and friend's interpretation of Canada. SEE OUR CANADA
Follow See Our Canada on TwitterMy Tweets
about me
We can't change the direction of the wind but we can adjust our sails to reach our desired destination
Followed the recommended path -graduated from Mcgill University
I took a chance and invested in a retail store called ATHENA
Sold my business to raise our children - no regrets
Love my morning coffee
Creative, Sarcastic and Loyal
Life is not a solo effort any feedback, comments, and contributions are appreciated.
I love learning and debating but I also enjoy passively listening and watching all that life has to offer
Alberta autumn colours Banff bay BC bird branches bridge British Columbia butterfly CANADA canada canadian geese candy chicoutimi chipmunk Christmas christmas tree church clouds CNE CN Tower coast collingwood decorations downtown dusk east East Coast eastern Canada evening fall farm field fisheries fishing flower flowers fog forest Halifax Halloween Happy Birthday Hockey house ice iceberg Kingston lake Lake Ontario lakeside leaves local Montreal Mont Tremblant nature Newfoundland New Foundland NF Niagara Falls night NL North Bay Northern Ontario Nova scotia Oakville Ontario Ottawa Parliament path peaceful Quebec quebec city red Saguenay Saskatchewan scenic school sky snow snowfall spring St John's Summer sun sunrise Sunset Toronto town tree trees Tremblant Vancouver Victoria view waterfall west white wildlife winter
See Our Canada on Instagram
#Repost @jakegrahamphoto with @get_repost ・・・ The middle of a frozen lake with a sky full of stars. If you're lucky you'll even hear howling wolves in the distance. I'm excited this photo has been published in @mountainlifemedia's Ontario winter edition. Some really great stories and photos in there for anyone who enjoys the outdoors.
#Repost @chartrand_monique with @get_repost ・・・ La maison de Barbie, éclatante de tout son rose au froid soleil d'hiver 💖 #architecture #architecturemontreal #architecturelovers #houseportrait #montrealencouleurs #mtlmoments #westmount
#Repost @kentondejong with @get_repost ・・・ First Nations culture is one of the things I wish I learned more about in school. From Pre-Columbian contact to the following centuries to treaties to the modern era. Their history is littered with incredible stories, legends and myths. The more I travel, the more I wish I had known these things earlier. But I suppose it's never too late to learn something new! 😊
Follow me on TwitterMy Tweets
Recent Posts
Instagram @katherinetousaw
Who lives in a pinneapple under the sea? Absorbent and yellow and pourous is he? Who's nautical nonsense be something you wish? So drop on the deck and flop like a fish! #march break
The best salad #lettuce #carrots #radish #tomato #cucumber #salad #fresh #healthyfood #healthy
Niagara Night another wonderful escape thanks #marriothotel #niagarafalls #marriottbonvoy #seeourcanada #niagaraparks #marriottniagarafalls
Sweet #dessert #treats #sugar #desserts #bitesize


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FORT MYERS, Fla. -- Barry University's Linda Fritschken and Emma Onila won the Super Bowl tournament doubles title Sunday morning at the site of the United States Tennis Association/Intercollegiate Tennis Association National Small College Championships.
Fritschken and Onila, who won the doubles title in the USTA/ITA main event Friday, beat Fausthyara Pieterz and Joanna Savva of Tyler (Texas) Junior College, 6-4, 6-1, to claim the Super Bowl tournament.
The Buccaneers doubles team went 5-0 in the two events, which began Thursday.
At the Miami Invite in Coral Gables, Barry senior Cristina Valladares lost in the Green bracket third place match when she fell to Miami's Brittany Dubbins, 3-6, 6-4, 6-1. Auburn's Jackie Kasler defeated fellow Buccaneer senior Akemi Maehama for seventh place in the Green, 6-3, 6-1. Maria Reis lost in the 15th place match to Purdue's Andjela Djokovic, 7-5, 6-3.
In the Orange bracket, Barry sophomore Karina Goia fell to Purdue's Daniela Vidal, 7-5, 6-3, in the seventh place match. Bucs sophomore Elisabeth Abanda was a three-set loser to Purdue's Nicole Robinson, 1-6, 7-5, 6-4.
Barry sophomore Kimmy Twelker's match with Purdue's Lynda Xepoleas for 15th place was not played.
The Buccaneers finish the fall season Nov. 1-3 at the Florida International Panther Invitational.


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Browsing Digital Enterprise Research Institute (DERI) by Subject "Passage retrieval"
Now showing items 1-1 of 1
Semantically Enhanced Passage Retrieval for Business Analysis Activity (2008)Business analysis activity often involves the identification and extraction of information from business reports. The unstructured content of business reports poses a challenge to current Business Intelligence technologies. ...


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Connecticut Teaching Science Graduate Campus Programs & Graduate Schools
Thinking about attending a teaching science graduate schools? Earning your teaching science graduate degree in a campus program could have a variety of benefits. You could take advantage of the facilities and services on campus. You may study under faculty with experience teaching in your community, with valuable insight into the needs of your students. Best of all, science education graduate schools may prepare you to help your students flourish. Science education graduate degree programs may be offered at the masters, certificate and doctoral level. Read on to learn more about which might be perfect for you.
Teaching Science Graduate Schools : Getting Started
Teaching science graduate schools might help you to hone your skills as an educator both in and out of the classroom. You might find campus-based programs tailored to your unique needs and career goals. Are you an experienced science teacher, interested in honing your craft to help your students succeed? Or are you new to teaching, looking for a program that may help you learn what you need to launch a new career in education? Science teacher education graduate schools may be able to support both of those goals, and more.
Studying at science education graduate schools, you could become part of a vibrant campus community, making important connections with fellow educators. What's more, you could make use of valuable resources like libraries, research services, technology, tutoring, and counseling services. Your chosen teaching science graduate school might offer these services and others. For more information, or if you have specific needs to address, reach out to the programs you're considering for more information.
But campus resources are only the start. In science education graduate schools, you could study under faculty who have experience working with your community. That means they may have insight into the needs of your school community and be able to offer valuable advice. A local graduate school might also help facilitate student teaching or observation experience if needed, allowing you to see classroom lessons put into action. And on top of all of that, science education graduate schools could be in a convenient location to work with your life and work schedule.
Teaching Science Graduate Schools : Program Options
If you've decided you want to earn a graduate degree in science education, finding programs that support your goals is an important first step of the process. Which programs may work for you could depend on your level of education, experience, and goals. For example, if you're interested in classroom teaching, the programs that appeal to you may be slightly different than someone interested in moving to an administrative position or another non-teaching role. Similarly, if you're new to education, you might have different needs than experienced teachers and administrators. Here's a brief guide to the types of science education graduate programs you might choose from.
Earn Your Masters in Teaching Science Graduate Schools
Teaching science masters programs may include Master of Science (MS) in Education, Master of Arts in Teaching (MAT), and Master of Education. Some masters programs may also allow you to earn an Educational Specialist (EdS) degree with additional coursework. Depending on your goals and needs, a variety of masters program options may be available. For example, someone focused on teaching may prefer a MAT program that focuses on pedagogy and other classroom skills, whereas another student may prefer a more administrative-oriented Master of Education program. Additionally, some programs may be designed to help new teachers attain certification for the first time, or focus on teaching a specific type of science like biology, chemistry, or physics.
Pursue a Doctorate in Science Education on Campus
If you've already earned your masters in sciences education and want to take your career to the next level, consider earning your doctorate in science education at a graduate school. You could choose from science education PhD programs and Doctor of Education (EdD) programs. The specific differences between programs may vary depending on your individual course of study, or your professional goals. However, there are some trends that might help you get started choosing your preferred program type. For example, PhD programs within education (including Teaching Science PhD programs) might focus on performing and analyzing education research related to your subject area. Many EdD programs may be designed to support administrative and leadership roles within school and district communities. You might also find programs of either degree type designed to support active teachers in the classroom. Whatever your career goals, earning your doctorate in science education, you could develop expertise to help you succeed. Keep in mind that individual programs may vary from these general descriptions, and reach out to programs you might be interested in for more specific information pertaining to your goals.
Earn Teaching Science Graduate Certificates on Campus
Graduate school science education certificate programs might be offered at the masters or post-masters level, making them an option whether you've earned a graduate degree or not. Graduate certificate programs, not to be confused with teacher certification, are one way to pursue formal graduate education outside a degree program. These programs might support any continuing education requirements, or could be a great way to begin learning about a new subject area, skill set, or discipline. You might even be able to attend a graduate certificate program aimed to support you in earning your teaching certification. Certificate programs are often shorter than full degree programs, and may focus more narrowly on a specific topic—such as techniques to teach a specific type of science, or to address a specific issue in your classroom—or even a foundation for further graduate study.
Start Searching For Your Teaching Science Graduate Schools
Ready to start the search for your potential science education graduate schools? If so, you've come to the right place. If you have an idea what you're looking for, you can use the menu to narrow down your search criteria. You could select filters based on program level, and even your preferred location if necessary. Then read more about your preferred programs, and reach out to the sponsored program listings you may be interested in for additional information, or to start applying. If you want to pursue your graduate degree in science education on campus, get started today!
Sponsored Listings
- New Haven, CTNew Haven, CT
Southern Connecticut State University
Environmental Education / Science Education
- Willimantic, CTWillimantic, CT
Eastern Connecticut State University
Science Education
- New Britain, CTNew Britain, CT
Central Connecticut State University
STEM Education for Certified Teachers M.S.
Sponsored Listings


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bathkitchensuction necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 186 diseños de 52 diseñadores freelance.
We are a company and factory with many, many years of experience in the bathroom (mostly luxury) segment, and we are introducing this new suction wall accessories line into our current market, though mostly we want to target lower income demographics with it.
We will have three line tiers:
- a clean white line, the cheapest.
- a metalized line, a middle ground bridge.
- a finely designed line with touches of black, costing up to 3 times the white line.
Some "marketing talk" for inspiration:
Easy install, push to plug!
- No drilling
- No glue
- No trouble, no mess!
(Please check the attached 'marketing phrases - suction line' text file for more quick phrases and words!)
Our target segments are bathroom and kitchen primarily. Our main target demographics are middle class, especially lower middle class though we have a design line for more refined customers. Our market is a foreign one (shouldn't influence the brand design).
It needs to be SIMPLE and clear to read.
- It can be all UPPERCASE, all lowercase or proper case or other.
- We have thought of white and red, with some black, for the colors, but feel free to try other nice combinations! (graphite gray might go well with red)
We also need to be able to have a simple squared icon out of our logo, an easily recognizable element even in small resolutions (e.g. favicon, twitter avatar). If your logo lends itself to that, or if you supply a separate icon following the logo's styling, we are much more likely to pick your design!
We will need you to make small positioning adjustments to placeholder subtitle (e.g. Easy to install, push to plug) to two different languages. Nothing major at all.
The files we will require are:
Print file format - .ai (CMYK & Pantone)
Web file format - .cdr, .svg and a high resolution .jpg
Please do not use any stock images or clip art in the logo
After we have a logo, we will be looking for a packaging design (adapted to several sizes) as well as other materials, so if you're up to that, it's a chance to do a related job for GOOD EXTRA MONEY!
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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Alabama has produced a number of distinguished physicians, nurses, and medical institutions. Three Alabama physicians have served as Surgeon General of the United States, and several Alabama natives have significantly influenced medical education...
Alabama has had five capitals since it became part of the United States. During the territorial period, the town of St. Stephens (in what is now Washington County) served as the capital of the Alabama Territory, beginning in 1817. When Alabama...
December 14 is the anniversary of Alabama becoming the 22nd state. The transition from territory to statehood started in July 1819 with a constitutional convention held in Huntsville . The Alabama territory was granted statehood on December...
Alabama's history, culture, geography, and natural environment are covered in a wide selection of books. Here are a few we think you will enjoy. Several of the authors listed have written entries for the Encyclopedia of Alabama.
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The San Gorgonio Backcountry Bulletin Board exists as a forum for sharing information (NOT DEBATING ISSUES) between San Gorgonio visitors. Poor water supply at a certain camp? Need trip planning or equipment advice? Discuss it here. Topics should be relevant to the San Gorgonio Wilderness, San Bernardino National Forest, other outdoor adventure areas, and associated information. SAN GORGONIO WATER SOURCE CONDITIONS
Complete Board RULES are found here. Please read and understand the rules. Thank you.


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by Nathan Lerner
Chestnut Hill resident, Pascale Smith, has emerged as quite the phenom. It was recently announced that the 17-year old won first place in the Philadelphia Young Playwrights competition for her original composition, "Timeline." Now, the intrepid, talented adolescent is poised to take on another challenge. She will making her directorial debut at the Philly Fringe, helming another play, "BASH."
Pascale had already accrued an extensive background in acting. The summer before she was readying for fourth grade, she was cast in a speaking role in M. Night Shyamalan's movie, "The Village."
She recalled, "This was my first experience as an actor, so I went into it with an open mind. I had gone to the audition on a whim, so I wasn't particularly excited or overjoyed at the idea of acting in a movie, but I was certainly curious. After the few months I spent on set, I decided at the ripe old age of nine that this was what I wanted to do with my life. Since then, I've worked all over Philadelphia and New York in various theaters and independent films."
Pascale's résumé reveals that she has appeared at the Prince Music Theater, the Outside the Box Theater, the Roy Arias Theater Center's Off-Broadway Theater, and the Stagedoor Manor. She garnered awards for "Best Lead Actress in Drama" for her performance in the role of the Stage Manager in Thornton Wilder's "Our Town" and "Best Major Supporting Actress in a Drama" as Titania/Hippolyta in Shakespeare's "A Midsummer Night's Dream." Both plays were produced at the Stagedoor Manor.
This summer, Pascale spent six weeks further honing her skills at Carnegie Melon University in their pre-college theater program. She said, "I am so fortunate to have had the opportunity to study with some of the best people in the business. This experience only cemented my determination to make performance my career. "
With respect to her decision to direct, Pascale explained, "I have always been curious of the other side of acting. I've always been the one on the stage, never behind the scenes. It can certainly be scary at times. I've never directed anything before, nor have I taken any classes on the subject, so everything I've learned is odds and ends that I have picked up over the years watching directors I've worked with."
Pascale chose a particularly challenging work to make her directorial debut. "BASH" is a trio of profoundly misanthropic plays by Neil LaBute. It was so offensive to the hierarchy of the Church of Latter Day Saints that they "dis-fellowshipped" him.
Pascale first encountered the writing of Neil LaBute a year ago and was immediately enraptured. She recalled, "I first read his play, 'Reasons To Be Pretty.' From there, I couldn't stop reading! His writing is dark, clever, and brilliant.
"In 'BASH' LaBute paints an ugly picture of humanity with these four characters, each of which has either committed or ignored an atrocious, violent act. However, the most disturbing part of this play isn't the vivid description of death, but how ordinary each character is. In such an intimate setting, the audience truly gets to know each character as they recount their crimes.
"This play displays the evil inherent in everyday life, and as each character justifies their crime, whether they feel remorse or not, the audience is left with a sense of culpability; how often have you sat back and excused something horrible?"
Growing up, Pascale originally had a different focus. "I was dead-set on becoming an artist. I spent hours drawing, painting, and sculpting with Fimo clay. My mother would take me to the Philadelphia Museum of Art, and I still have my collection of rainbow buttons from those many visits.
"I'm not too sure what made me desert my first love for the arguably less practical career path to theater, but since elementary school I have abandoned my paint brush and easel for a script and highlighter. "
In addition to her acting, Pascale studies songwriting and guitar with Judah Salem Kim of the band, Stonethown. She also trained in aerial acrobatics at the Philadelphia School of Circus Arts.
Pascale attended Central High School for one year but then switched to 21cccs, a cyberschool. "because attending traditional public school left little time for extra-curricular activities that didn't directly involve the school. Cyberschool has certainly given me a freer schedule, as I don't have to be in class all day. I can work on my own schedule without sacrifices my education. I take typical high school courses (math, English, science, et cetera), and I have teachers that I can communicate with via email or telephone. This fall I am taking a screenwriting course at the University of Pennsylvania through their Young Scholars Program."
In addition to her involvement with BASH, Pascale is appearing in "Ampersand," an aerial circus performance at Philly Fringe. The latter is being produced by her older sister, Lauren Rile Smith. Pascale declared, "While it is certainly a lot of work, when you're doing what you love, you love what you're doing!"
Philadelphia Live Arts Festival and Philly Fringe will continue through Sept. 17. More info at 215- 413-1318 or www.livearts-fringe.org.
"BASH" will be performed on Wednesday, Sept. 14; Friday, Sept. 15, and Saturday, Sept. 16, all at 8 p.m., at the Moonstone Arts Center. 110 S. 13th St. More info at www.rilePascale.com/BASH.