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|Table of Contents
|Existing Facilities: Profiles of the Sectors
|Funding Since 1980
|Capital Requirements
|Summary and Conclusions
During the past eighteen months, the Commission on Higher Education has been gathering data regarding facilities at the public and private colleges and universities in the state. A significant portion of the data was generated by a two-phase institutional survey.1 This facilities survey was the first since the early 1990s and the first to result in a formal report since the late 1980s; it was intended to accomplish the following five goals:
New Jersey has a significant investment in facilities for higher education. The replacement value of academic buildings at the institutions that responded to the survey is more than $5 billion; it is more than $2 billion for auxiliary buildings such as dormitories and student centers. The 1,955 buildings contain more than 51 million gross square feet,2 the majority of which was constructed in the 1960s and 1970s (see Figure 1). The colleges and universities estimate that an additional $3.2 billion is needed for capital construction over the next seven years, two-thirds of which is for new construction, with an additional $547 million needed to preserve existing buildings.3
This report begins by describing the current facilities in each sector, including the age of the facilities and their use, and drawing national comparisons where possible. It then summarizes the public funds and debt issued by institutions for facilities since 1980. The third section of the report details the capital requirements as estimated by the institutions.
Before beginning the discussion, however, there are three caveats. First, although attempts were made to ensure that the data are correct and comparable, different institutions have different capabilities in their capital information systems. As a result, the values included may be more reflective of orders of magnitude than precise figures. Second, two institutions provided no information, and others were unable to complete some portions of the survey. Third, the description of public or other funding most likely understates the total amounts available or spent because institutions may obtain funds from sources not included in the survey or analysis, such as foundations or general purpose funds. For example, public four-year institutions received funds from energy conservation bond issues, and several public and private institutions constructed athletic facilities using financing secured through the New Jersey Sports and Exposition Authority, but these are not included in the totals.
Existing Facilities: Profiles of the Sectors
Community Colleges
The 19 community colleges operate 26 campuses (five colleges have at least two campuses). The average college maintains 185 acres, of which 79 are improved. The smallest campus is just under two acres; the largest exceeds 553 acres. As of August 1997, the smallest campus had 49,500 square feet, the largest, 806,319. Of the total 7.8 million square feet of buildings, 45 percent was constructed during the 1970s, 17 percent during the 1960s, and 19 percent in the 1990s (see Figure 1). The replacement value of the buildings is $970 million, or approximately $126 per square foot. Most of the space is academic; auxiliary facilities comprise only 11 percent of the total. The replacement value of auxiliary space is $88 per square foot; that for academic space is $130. The age of the facilities reflects the creation of the colleges in the late 1960s and their expansion through the bond acts of the 1980s. Nevertheless, more than half of the space is at least 20 years old.
The majority of space in community colleges is used for classrooms (18%), laboratories (18%), and offices (17%) (see Figure 2). The average college has a total of 63 classrooms, of which three-quarters hold fewer than thirty students. Classrooms are scheduled approximately 56 percent of the time during weekdays and almost 65 percent of the time on weekday evenings, making community colleges the only sector in which evening utilization is higher than daytime utilization. The average college also has 38 laboratories, with those for computers (16) and science (12) constituting the vast majority. These are scheduled 51 percent of the available time on weekdays and 55 percent of weekday evenings, paralleling the utilization patterns seen for classrooms. Community colleges also make greater use of their classrooms and laboratories on weekends than do the other sectors.
One method for comparing institutions is to compute the square footage, either gross or net assignable, for each full-time equivalent (FTE) student. For New Jersey's community colleges, the average gross square feet per FTE student is 85.9; net square footage averages about 60 percent of gross in the sector. A survey by the Association of Higher Education Facilities Officers (APPA) permits comparison with a sample of county colleges throughout the nation (see Table 1). In 1995-96, they report an average of 76.9 total square feet per FTE student, which is somewhat less than the average for New Jersey's community colleges.4 The range in New Jersey is between 51.1 and 175.3 total square feet per student, compared to a range of 34.6 to 421.6 for the national sample.
State Colleges and Universities
The eight state colleges and universities (Thomas Edison State College is excluded from this portion of the analysis) constitute the only sector in which each institution offers degrees on only one campus. As a whole, the colleges have 10.8 million square feet of buildings on 3,140 acres. The replacement value of the buildings is $1.24 billion, of which three-fifths is for academic buildings. The replacement value for academic buildings averages $129 per square foot; that for auxiliary buildings averages just $78 per square foot.
During the 1960s, the state colleges doubled the size of their facilities as their mission expanded from teacher training to general liberal arts colleges. The largest single decade for construction was the 1970s, when 30 percent of present facilities were constructed, including two new colleges. Although construction declined during the 1980s, the state colleges still managed to construct 15 percent of their campuses during the decade. With institutional and state-backed funding, an additional 2.4 million square feet (22 percent of the total) have been constructed thus far in the 1990s. The building surge in the 1970s and the decline of the 1980s were less pronounced than for the county colleges.
The typical state college campus consists of 221 acres of which 144.9 are improved.5 It has 39 buildings containing 1.3 total million square feet, although the range is from 19 to 51 buildings and from 726,665 to 2,330,106 square feet. Student housing accounts for 29 percent of the net square footage, and student activity and health facilities combined add another 11 percent. Student centers and housing are generally built and maintained without using public funds, with maintenance funded primarily through student charges.
Classrooms and laboratories together make up 17 percent of the total; offices constitute the same amount (see Figure 3). As will be seen later from data for the independent and public research institutions, this allocation of space appears to be typical for institutions with large residential populations. Excluding student health and housing facilities makes the more residential state and independent colleges generally comparable with the county colleges. With these exclusions, classrooms constitute 11 percent of the total, laboratories 15 percent, and offices 25 percent.6
Campuses contain an average of 81 classrooms, the vast majority (75) of which are small or medium (fewer than 50 students). The 65 laboratories and studios are more evenly divided between those dedicated for science (22), computers (17), and art or music (23). Classrooms are scheduled an average 70 percent of the time on weekdays, 56 percent of the weekday evenings, and 13 percent on weekends. Laboratories are scheduled 42 percent of the time on weekdays, 25 percent during the evening, and only 2 percent on weekends.
Compared with the public comprehensive and liberal arts colleges in the APPA survey, New Jersey's state colleges and universities have fewer square feet per student (227.0) than the average (289.7) for their counterparts in the survey (see Table 1). The range among the eight colleges is between 169.6 and 416.3 square feet per student; the range of the national sample is between 116.9 and 720.3 square feet per student. Other things being equal, campuses with more residential facilities will have higher ratios. Although the national data do not permit comparisons of academic facilities, the New Jersey data do permit such comparisons. For the eight institutions, the median for total academic space per student is 118.6 square feet; the range is between 109.4 and 184.6 square feet per student.7
Public Research Universities
The three public research universities also reflect the growth in higher education during the 1960s and 1970s. Although approximately 22 percent of the facilities were built before the building boom of the 1960s and 1970s, construction during the latter period tripled the capacity from just under 5 million square feet to 16.1 million square feet (see Figure 1). An additional 33 percent of the current 23.1 million square feet was constructed during the 1980s and 1990s.
Rutgers, The State University. Rutgers occupies 6,326 acres, of which 5,102 acres are owned, with the remainder leased. Of the total, 4,137 are associated with Agricultural Experiment Stations and similar operations. The New Brunswick campus of Rutgers contains 2,130 acres, the Newark campus 34 acres, and the Camden campus 25.
Excluding the Agricultural Experiment Stations, Rutgers' facilities comprise 15.6 million square feet, primarily on the New Brunswick campus. Residential and similar facilities occupy 6.7 million square feet; academic facilities occupy almost nine million square feet. Small classrooms constitute more than half the total. Overall, classrooms are scheduled approximately half the available hours on weekdays and weekday evenings. Use of the 359 instructional laboratories averages slightly more than 50 percent during the day and 44 percent during the evening.
The total replacement value of academic buildings at Rutgers is $1.592 billion. This figure includes $27 million for the outlying campuses and extension centers. The replacement value for academic buildings on the three main campuses is $174 per square foot. The value of auxiliary facilities such as dormitories is $792 million ($118 per square foot). Although both the Camden and New Brunswick campuses contain buildings constructed throughout the century (and before), the Newark campus dates to the 1960s. All campuses expanded significantly during the 1970s, with construction and reconstruction continuing at reduced levels during the 1980s and 1990s.
Overall, 36 percent of buildings on Rutgers' campuses are used for housing, although most of this is in New Brunswick. Classrooms and instructional laboratories constitute 12 percent; offices, 18 percent; and facilities devoted primarily to research, including 1,420 laboratories, 9 percent. Rutgers' three campuses make it unique among comparable public research universities, and it is larger than most, even if the Camden and Newark campuses are excluded. Nevertheless, the total building space for each student is slightly less than the average for the 17 peer institutions in the APPA survey, with 414.8 total square feet at Rutgers compared to 424.0 at its peers. (The range for the peers is from 205.3 to 620.5 square feet per FTE. See Table 1) When residential and other auxiliary facilities are excluded, Rutgers provides 238 academic square feet per FTE student.
New Jersey Institute of Technology. NJIT's 26 buildings sit on 45 acres and contain 2 million square feet, more than half of which was constructed or reconstructed since 1990.8 Two-thirds of the facilities are academic; their replacement value is $315.5 million, or $233 per square foot. This value is significantly higher than that for other sectors, which may reflect the more specialized function of NJIT. The value of the auxiliary facilities is $82.4 million ($123 per square foot). The 98 classrooms are primarily small and medium-sized. Forty percent of the 110 instructional laboratories are for engineering; an additional 38 studios are for departments such as architecture. The classrooms and laboratories represent 23 percent of the usable space on campus. Research facilities, including 94 laboratories, make up an additional 11 percent. Only 17 percent of the campus is devoted to housing.
NJIT's facilities provide significantly less space per student than the three peers in the APPA survey: 361 square feet per FTE compared to an average of 439 square feet per FTE (see Table 1). Academic space is almost the same as that for Rutgers: 241.5 square feet per FTE. Surprisingly, classrooms are scheduled more heavily during evenings (77 percent of the time) than during the day (42 percent). Laboratories are used 42 percent of the time during the day and 18 percent during evenings.
University of Medicine and Dentistry of New Jersey. UMDNJ operates five campuses, not including affiliated hospitals in which students receive training. All of the campuses comprise 175 acres. The Newark and Piscataway campuses each exceed 60 acres; the Stratford campus is 37 acres; the campuses in Camden and New Brunswick are each less than 5 acres. The Newark campus includes University Hospital, which is operated by the University.
All buildings combined contain slightly more than 5 million square feet, of which 4.1 million square feet are used for academic purposes. The 37 buildings contain 181 classrooms (4 percent of usable space), 92 instructional laboratories (8 percent of usable space), and 731 research laboratories (27 percent of usable space). Office space makes up 37 percent of the total. The University does not offer housing to students. The replacement value for the academic buildings totals $735 million or $178 per square foot; replacement value for auxiliary facilities, primarily University Hospital in Newark, is almost $186 million ($199 per square foot). All of the buildings were constructed or reconstructed after 1950. The single most significant period of construction was the 1970s, when just under 2 million square feet were built. Since 1980, an additional 1.86 million square feet were built or reconstructed.
The APPA survey includes six public medical schools, which report an average of 1,084 total square feet per FTE student (see Table 1). This figure is less than UMD's five-campus average of 1,320.9 total square feet per FTE student. The reported range is quite wide, from a low of 493.8 to a high of 2,490.4.
Independent Colleges and Universities
The 12 (of 14) institutions that responded to the survey together occupy more than 1,300 acres and 9.6 million square feet. The smallest is 12.4 acres and 176,000 square feet. The most land occupied is 375 acres. The total replacement value is $1.1 billion, of which 63 percent is for academic buildings.9 Replacement value for academic buildings averages $123 per square foot; that for auxiliary buildings is $96 per square foot. Although almost one-third of the buildings were constructed during the 1960s, no one period of time dominates the remaining construction, as is evident from Figure 1.
Each of the institutions offers housing to students, which constitutes one-third of total usable space. Classrooms occupy 11 percent; they are primarily small- and medium-sized, as in other sectors (see Figure 4). Classrooms are used an average of approximately 60 percent of both weekdays and evenings. Instructional laboratories, half of which are for science, represent 6 percent of the average college's facilities. Laboratories are scheduled 46 percent of weekday hours and 27 percent of evenings. Office space equals the total of classrooms and laboratories combined. The institutions that responded are less devoted to research, as evident from the fact that research laboratories constitute only 2 percent of usable space. As in the state colleges and universities, if student health and housing facilities are excluded, classrooms constitute a greater proportion of the total, 17 percent; laboratories, 9 percent; and offices, 25 percent.
As can be seen from Table 1, the average space per student at the independent participants in the APPA survey is more than 50 percent greater than that at New Jersey's independent institutions, with 472 square feet per FTE compared to 310 in New Jersey. Moreover, the range reported in the sample is considerably larger than the range reported for New Jersey's institutions. Many of the institutions in the APPA survey are small residential colleges, however, and their auxiliary facilities increase their total space. Thus, the differences appear to result from differences in patterns of student living rather than from academic space available.10
Funding Since 1980
As is evident from the preceding descriptions and Figure 1, the majority of current facilities were in place by 1980, making 1980 an appropriate starting point for reviewing relatively recent capital funding for higher education. This section looks first at public funding and concludes with an overview of institutional debt for academic buildings.
Public funding takes three forms. First are annual appropriations to address maintenance, renewal, and upgrades, but rarely new construction. Both the state and the counties make such appropriations for their colleges, but the independent institutions do not generally receive funding through annual appropriations. Second, voters may authorize general obligation bond issues, which they did in 1984 and 1988. These two issues benefited all sectors of higher education. The third form consists of state-backed debt that is issued by third parties. The oldest form of this assistance is the Chapter 12 program for county colleges, which was enacted in 1971.11 More recently, the Legislature created the Higher Education Facilities Trust Fund, a $220 million program in which all sectors participated.12
Table 2 provides a summary of the appropriations or allocations made from the different funding sources to each sector since 1980. Because capital projects frequently take many years to complete, the amount actually spent in a year may be more or less than the appropriation or allocation shown in the table.
Annual Appropriations for Capital
Since 1980, state appropriations from the General Fund for capital projects at the public senior colleges and universities totaled $147 million. More than two-thirds of the support came in the 1980s, particularly in the latter years of the decade when the state's economy and revenues expanded rapidly. There were no appropriations during the first years of the 1990s, which correspond to a sustained recession. Similarly, there were no appropriations in either 1981 or 1983, which were also difficult years for the state's budget. In sum, as Table 2 indicates, current funding by the state can best be described as episodic, depending in large measure upon the general state of the economy and overall state revenues.
Capital Funding for Higher Education
Fiscal Year 1980 to the Prsent
(thousands of dollars)
|State Colleges and Universities
|General Fund Capital
|Jobs, Science,
& Technology Bond1
|Jobs, Education,
& Competitiveness Bond1
|Higher Education Facilities Trust Fund
|Self-Financed Debt2
|Community Colleges
|Chapter 12 Debt
(total allocations)
|Jobs, Science,
& Technology Bond1
|Jobs, Education,
& Competitiveness Bond1
|Higher Education Facilities Trust Fund
|County Appropriations
for Capital
|Independent Colleges and Universities
|Jobs, Science,
& Technology Bond1
|Jobs, Education,
& Competitiveness Bond1
|Higher Education Facilities Trust Fund
|Self-Financed Debt2
During the same period, the state also made grants to county colleges and, to an extremely limited extent, independent institutions to assist them with capital projects. In the early 1980s, approximately $2 million in general capital appropriations for county colleges was allocated by the Department of Higher Education, but there were no such appropriations after FY 1982. Since then, a total of $6.5 million has been appropriated to five different colleges for specific capital projects. Only in the last two fiscal years have direct capital appropriations been made for independent colleges, and these totaled only $150,000.
By far the largest direct support for county colleges comes from county governments. As can be determined from Table 2, between FY 1992 and FY 1997, counties provided an average of just over $10 million each year. What is not evident, however, is that not all colleges receive such support. On average, ten of the colleges received an appropriation in a given year; the range was between eight and thirteen. Indeed, during the six years, five colleges received no county capital appropriations at all, and one received an appropriation only once. Only four colleges received appropriations in each of the six years, and these varied significantly. Whether the variations stem from differing needs, the ability or willingness of a county to support capital as well as operations, or a combination cannot be readily answered, but it is clear that there is wide variation among the counties.
1984 and 1988 Bond Programs
During the 1980s, the state's voters authorized two capital programs funded with general obligation bonds. The first of these was the Jobs, Science and Technology program, approved in 1984. Although most of the $90 million went to construct technological research facilities on university campuses, educational facilities did receive $33 million. Of this amount, $23 million was divided equally among the county college, independent, and public four-year sectors. The appropriations were selective, however, going to four public senior institutions, six county colleges, and four independents. The other $10 million was used for two computer-integrated manufacturing centers, one at Camden County College and one at NJIT, and the joint Burlington County College/NJIT technology center in Mount Laurel. With the exception of a molecular biology facility at Princeton University, all of the technological research facilities were constructed at the public research universities. All projects funded through this program are complete.
The second bond authorization was the Jobs, Education and Competitiveness program, approved in 1988. The program reversed the emphasis of the earlier one: $308 million of the $350 million went for educational facilities, including $45 million for capital rehabilitation and renovation at the public four-year institutions. The remaining $42 million was for technological research facilities. With the exception of the $45 million, funding was targeted for new construction, the results of which are evident in the sector profiles. Most of the new construction money required matching funds from the institutions. Funds from this program are not yet completely utilized.
State-Backed Debt Programs
Chapter 12 Debt Service. In 1971, the state enacted this renewable (or debt capacity) program in which the state pays for one-half the debt service on bonds issued by county governments on behalf of county colleges. The total value of bonds outstanding at any one time is limited, but as debt is retired the new capacity can be recycled. When enacted, the total state and county debt capacity was limited to $80 million; in 1985 the limit was doubled; and in 1998 the debt capacity was increased again, to a total of $280 million. Funds may be used for new construction or for capital maintenance, and there is no limitation on the kind of facility that can be built.
By 1982 the Board of Higher Education approved projects encumbering the initial $80 million allocation. In 1985 the Board began the process of periodically allocating the available capacity. That year the Board also began targeting funds for capital renewal and replacement, using $16.6 million of the $80.8 million then available. The allocations for fiscal years 1988, 1989, and 1991 were exclusively for renovations, whereas that for 1990 was for new construction projects in conjunction with funding from the Jobs, Education and Competitiveness Bond Fund (see Table 2). The allocations made by the New Jersey Council of County Colleges since 1995 have been split almost evenly between new construction and renovation, with $64.2 million for the former and $57.1 million for the latter. In sum, 43 percent of the $295 million allocated since 1985 has been for capital renewal and replacement. Since its inception, a total of more than $375 million has been allocated through the Chapter 12 program.
Higher Education Facilities Trust Fund. The Higher Education Facilities Trust Fund is also structured as a debt capacity program, in which the maximum debt outstanding can be $220 million. The Educational Facilities Authority issues revenue bonds backed by an annual state appropriation. The statute also created a Higher Education Facilities Trust Fund Board to review the physical plant needs of the institutions and recommend a plan for the use of additional grants from the fund.13
In addition to being financed through a third party, the trust fund differs from the 1984 and 1988 bond funds in three crucial respects. First, the only limitation on the use of the funds is that they be used for "the cost, or a portion of the cost, of the construction, reconstruction, development, extension, and improvement of instructional, laboratory, communication, and research facilities."14 Second, no match is required, enabling institutions to structure projects to meet their priorities. Finally, it can be renewed with approval by the Treasurer,15 whereas the bond fund programs were limited to their initial authorizations.
Of the initial $220 million, almost half of the funds, $107.5 million, went for new construction.16 An additional 43 percent ($94.7 million) was used for capital renewal and replacement or for more extensive renovation of existing facilities. One objective of many of these projects, but not necessarily the primary one, was to bring the facilities into compliance with new codes and regulations, such as those imposed by various environmental agencies or the Americans with Disabilities Act. An additional $5.6 million was used strictly to comply with codes and regulations. A portion of the grants, $6.5 million or just over 3 percent of the total, was used to acquire and renovate existing facilities. Finally, infrastructure problems were addressed using the smallest portion of the funds, $4.1 million (2 percent). Table 3 summarizes the use of the funds by type of project and sector. The use of the trust funds is broadly consistent with the capital needs identified by the institutions and discussed in the final section of the report.
Institutional Debt
Institutions finance capital spending through their operating and capital budgets, including the direct issuance of debt. Unfortunately, the common data collection efforts such as Grapevine, State Profiles, and Integrated Postsecondary Education Data System (IPEDS) do not obtain information on capital appropriations or spending.17 Moreover, current accounting practices make it extremely difficult to sort out facilities spending. Therefore, this section looks strictly at institutionally issued (or "own-source") debt as an additional source of capital funds.
Institutions issue debt for both academic and auxiliary facilities. Repayment of the debt comes from institutional revenues, including dedicated fees and general sources. Debt for auxiliary facilities, including dormitories, student centers, parking lots or garages, and athletic facilities, is typically repaid through fees charged to users. Debt for academic facilities may be repaid through earmarked fees or tuition, or the institution may pledge general revenues.
Mechanisms for issuing institutional debt vary. All institutions can issue debt through the New Jersey Educational Facilities Authority (EFA). Rutgers, NJIT, UMNDJ, and the private institutions can issue debt on their own but may choose to use the EFA instead. (Rutgers has never used the EFA, and UMDNJ's use of the Authority has been minimal.) The state colleges issue all of their own-source debt through the EFA. Until 1988, they could issue only "revenue debt" to build auxiliary facilities, but that year a statutory change permitted them to issue "nonrevenue debt" for academic facilities as well. Two county colleges also issued debt through the EFA, but the amounts were minimal.
Institutions issue debt to meet matching requirements or to address institutional priorities not met from other sources. Table 2 summarizes the institutional debt issued for academic facilities at the senior public and independent institutions. Of the $732.2 million issued by the public colleges and universities, Rutgers' debt accounts for $277.3 million, or approximately 38 percent of the total. UMDNJ issued $190.7 million, or slightly more than 25 percent of the total. Only one of the public senior institutions has not issued debt for academic buildings. The volume of institutional debt is significantly higher than the public-backed long-term financing for the public sector. The independent institutions included on Table 2 have issued relatively less debt, both directly and through the EFA, and much of that shown is accounted for by only three institutions.
Capital Requirements
The preceding discussion provides essential background for the estimates of future needs. As indicated in the introduction, the institutions reporting indicate that they require almost $3.2 billion over the next seven years (see Table 4). Of this amount, new construction totals more than $2.0 billion and represents at least 60 percent of the total in each sector. The next most significant category is preservation projects, defined as those that address the repair, replacement, rehabilitation and upgrade of electrical systems, heating, ventilation and air conditioning (HVAC) systems, roofs, security systems, as well as critical repairs to structures themselves. With a total of $547 million, these projects constitute at least 15 percent of the seven-year needs for each sector. At the public research universities, infrastructure needs (water supply, roads, and energy conservation) are almost as significant, reaching 12 percent of the total, but infrastructure is a lesser problem in the other sectors. Projects needed to comply with the Americans with Disabilities Act, life-safety requirements, or environmental codes are proportionately less significant, rarely reaching three percent of a sector's total needs.
The capital needs are not proportional to the size of the different sectors, as measured by the total academic space in the sector. On one hand, the state colleges and universities reported more than 30 percent of the total capital needs but contain less than 20 percent of the total academic space. Conversely, the public research universities and independent institutions present fewer capital needs than their overall space might suggest. The needs and space for the county colleges are both 20 percent of their respective totals.
Deferred Maintenance
In recent years and as higher education's physical plant ages, increasing attention has been paid to the problem of deferred maintenance, both nationally and in New Jersey. A 1996 study conducted by the Association of Higher Education Facilities Officers estimated that the nationwide cost to eliminate deferred maintenance is $26 billion, of which $5.7 billion is urgently required, with public colleges typically having greater needs than their private counterparts.18
As used in the national study as well as the Commission's survey, "deferred maintenance" refers to maintenance projects from prior years or the current year that were not performed because of insufficient funds or a lower priority. Deferred maintenance includes postponed renewal and replacement activities as well as unscheduled major maintenance.19 It is not a subset of any one of the categories shown in Table 4, although it is subsumed within the total. In other words, deferred maintenance represents the sum of past problems, whereas the capital needs estimates include the cost of remedying past problems as well as future requirements. To emphasize the distinction, the deferred maintenance estimates appear in italics below the capital needs estimates.
New Jersey's institutions reported a total of $581 million in accumulated deferred maintenance, or 18.5 percent of total capital needs (see Table 4). The problem appears to be proportionately greater at the independent institutions than at the public ones. Almost 25 percent of the total accumulation is at the independent institutions, and deferred maintenance represents more than half of their total capital needs. By contrast, deferred maintenance at the county colleges is less than 10 percent of their total capital needs as well as less than 10 percent of the statewide total.
Moreover, there is significant variation among individual colleges. Some colleges report no deferred maintenance. Others indicate that the problem is significant, as measured against the replacement value of their facilities, their current operating budgets, or the hypothetical length of time it would take them to eliminate the problem at their current rate of spending.
Other Capital Needs Projections
Capital needs have been reported in other contexts. In June 1997, the county colleges reported a five-year need of $592 million, of which $397 million was for new construction and the remainder was for a category called "Renovation/Repair."20 The overall five-year projection is consistent with the seven-year projection in the Commission's survey, but projections by individual institutions differ between the two surveys.
As part of the state budget process, the public four-year institutions annually provide a seven-year capital improvement plan and budget request to the state's Capital Budgeting and Planning Commission. In the plan submitted for fiscal years 1999 through 2005,21 the total indicated by the 11 institutions was $2.34 billion, as compared to the $2.25 billion indicated in the Commission on Higher Education's survey. As reported to the Commission on Higher Education, needs for new construction and environmental remediation were higher than those reported to the Capital Commission; needs for preservation, compliance, acquisition, and infrastructure were lower. Given the difficulty of estimating capital needs over long periods, the general congruence of the totals increases confidence in the overall magnitude in spite of the differences in specific amounts.
Summary and Conclusions
The higher education community, along with state and county governments and the higher education trust fund board, should bear several things in mind as they plan for the future. First, there is a significant investment in facilities at the state's institutions of higher education, but the physical plant is aging. Many of the buildings are at least 20 years old and may well need renovation even if they have been consistently maintained.
Second, in spite of large infusions of public funds during the past two decades, most of the colleges and universities have found these funds insufficient to maintain the physical plant, as evidenced by the amount of accumulated deferred maintenance. This condition may be in part the result of the 1984 and 1988 bond programs' emphasis on new construction rather than on preservation and maintenance. Regardless of the source of the problem, it is imperative that deferred maintenance be brought under control and that ongoing maintenance be made a management priority. The Commission has emphasized these priorities every year since its creation.
Third, there are wide variations in the level of capital needs and deferred maintenance, indicating that some colleges have been more successful in constructing and maintaining their physical plants. One can speculate about the reasons for the differences. For example, some institutions may have sufficient tuition revenues to maintain their facilities in the absence of public funds.
Future capital programs should recognize that there are significant differences among institutions in their facility needs. For example, a program that provides funds for deferred maintenance works to the detriment of those institutions that have maintained their plants; conversely, targeting new construction has the reverse impact.
Recent actions recognize the overall need as well as the differences among institutions. In 1998 the Chapter 12 program for community colleges was expanded by $120 million, and the Governor proposed a $550 million Higher Education Preservation and Enhancement Fund for four-year institutions. Allocations from both of these programs emphasize deferred maintenance, but colleges and universities that have addressed these needs may turn to new construction.
The commitment of this additional $670 million is a significant step toward addressing the $3.2 billion need. Future programs should seek to provide a healthy balance between the ongoing maintenance of institutions' existing physical plants and their need for new construction.
|The survey was conducted in two phases. Phase I was conducted during the fall of 1997; Phase II during the spring of 1998. Two independent institutions, Princeton and Monmouth Universities, did not respond to either part of the survey. For the survey, institutions were requested to report information for the campuses that they maintain.
|The term "gross square feet" (GSF) refers to the total floor area available within a building. "Net assignable" square footage (NASF) excludes the area devoted to stairwells, halls, restrooms, and similar uses.
|The colleges and universities also provided a separate estimate of their deferred maintenance backlog and spending. The backlog totals $581 million, with $52 million budgeted during FY 1997. The capital plan and deferred maintenance requirements are based upon reports from 39 of the 45 institutions. In addition to Princeton and Monmouth, Bloomfield College, Seton Hall University, Mercer County Community College, and Salem Community College were unable to provide these data.
|Data from APPA: The Association of Higher Education Facilities Officers, 1995-96 Comparative Costs and Staffing Report for College and University Facilities (Alexandria, VA, 1997) analyzed by Commission staff. The report is available on diskette from the association.
|The figure for acreage is the median, which is used because the average (mean) is skewed by the extremely large size of Richard Stockton (1,717 acres). However, much of Stockton's campus lies in the Pinelands Preservation area and cannot be improved. With the exception of AcademicGSF per FTE noted below, other descriptions of the typical campus use the mean.
|The county colleges devote relatively more space to classrooms and laboratories and relatively less to offices. The differences in office space may reflect different faculty configurations, among other factors.
|As with the acreage, one institution is significantly larger than the other seven, making the median a more descriptive figure for the typical campus. The mean is 126.9 AcademicGSF per FTE, but only two institutions exceed this amount.
|NJIT also offers degrees on the campus of Drew University and in Mount Laurel, on a campus jointly operated with Burlington County College. Campus information for these campuses is reported by the "host" institution, not by NJIT.
|According to the most recent report of the Association of Independent Colleges and Universities in New Jersey (AICUNJ), the total replacement value of facilities at all 14 institutions is $1.5 billion. See AICUNJ, The Report of the Independent Colleges and Universities in New Jersey to the Governor and State Legislature, September 1998 (Summit, NJ, 1998), p. 15.
|For example, the GSF/FTE at Fairleigh Dickinson University is 272.75, which is consistent with the 280.84 GSF/FTE at Villanova University.
|The name of the program stems from its pamphlet law number, i.e., P.L. 1971, c. 12.
|Two other recently enacted programs provide public funds for specialized equipment and infrastructure. The Equipment Leasing Fund, enacted in 1993 (P.L. 1993, c. 136), made $100 million available for scientific, engineering, technical, computer, communications, or instructional equipment. In 1997, the Higher Education Technology Infrastructure Fund (P.L. 1997, c. 238) made $50 million available on a 1:1 matching basis for technology infrastructure and related equipment.
|The board consists of the Chair and Vice Chair of the Commission on Higher Education, and the State Treasurer, President of the Senate, and Speaker of the General Assembly or their designees.
|The Higher Education Facilities Trust Fund Act, P.L. 1993, c. 375, section 4.
|The Treasurer must approve the issuance of debt by the Educational Facilities Authority. See section 9.a of P.L. 1993, c. 375.
|The legislation specified one new construction project, a new building for the law school at Rutgers-Newark ($20 million), and set aside $15 million for South Jersey Economic Development projects. Thus approximately one-third of the amount ultimately spent on new construction was legislatively determined.
|Grapevine (Illinois State University [Normal, IL]) collects data on state appropriations of tax funds for operating expenses. State Profiles (Research Associates of Washington [Arlington, VA]) collects data on public support for public institutions. IPEDS (National Center for Education Statistics) collects information on finance, staff, enrollment, and other institutional characteristics. The Association of Higher Education Facilities Officers collects information on staffing but not overall finance.
|Harvey H. Kaiser and Jerry S. Davis, A Foundation to Uphold: A Study of Facilities Conditions at U.S. Colleges and Universities (Alexandria, VA: APPA: The Association of Higher Education Facilities Officers, 1996). The authors note that two factors contribute to an accumulation of deferred maintenance. The first is underfunding of routine maintenance, allowing minor problems to become major considerations. The second is "the failure to take care of major projects to repair and/or restore facilities that have reached the end of their life cycle [emphasis in the original]." (pp. 15-16)
|"Renewal" is defined as repairing or replacing components or parts of a system; "replacement" is defined as substituting new systems or components for major portions of facilities. See A Foundation to Uphold, p. 16.
|NJ County College Fact Book and Directory, 6th ed. (Trenton, NJ: New Jersey Council of County Colleges, 1997), Table B-3, N.J. Community College Projected Capital Needs for FY 1998 to FY 2002.
|State of New Jersey, 1999 Annual Capital Improvement Plan (Trenton, NJ: New Jersey Commission on Capital Budgeting and Planning, April 1998), Section III, pp. 277 to 316.


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text: Weber Turpenoid Natural is an extremely effective nontoxic brush cleaner and gentle brush conditioner which rinses out with plain water. Brushes are reconditioned when cleaned with Turpenoid Natural. It is non-flammable, does not irritate skin or eyes and does not emit harmful vapors. It is an effective painting medium when used within recommended guidelines. Not recommended for use with Damar Varnish or crystals.Gallon size Turpenoid Natural can not be shipped to California.


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I think SR put his finger on why it bothers me when he said. "You mention a European country to an American and the first thing they usually say is "I've been there", you know, "I've been to Poland" as in ... "been there, done that, crossed off the bucket list, no use saying any more" type thing. Anyway, I've never found any reason to cross things off. But I am willing to make an exception for Staph Aureus food poisoning.
Working in the Urgent Care, I saw enough patients with severe food poisoning, that I had always been just 1% curious what that must be like to experience it. Now I know.
I will never again leave soup with cream in it out overnight and then eat it again --- four days later.
I spent Sunday, Monday, Tuesday and Wednesday puking up every single thing that went into my mouth and watching air build up in my intestines as I became more and more constipated. These symptoms led me to the staph diagnosis. Since no one else got sick and no one else had dared eat the soup, the fact that it was food poisoning was pretty obvious.
|My gas baby had been gestating for 4 days coincident with Cherelli birthing a real baby girl.
|Charlie Kaye
In the face of the illness, I was okay not running... for two days. But in this time of frustrating uncertainty about which country we are going to live in 6 months from now and what on earth our next jobs will be, I cling to my training plan like a wooby. I switched my schedule from Ole around so my two rest days were in a row and on Wednesday went out to run 8km in 37:20 (I puked at least 10 times WHILE runing and my body was shaking and sweating uncharacteristically). It felt. terrible. And my shirt was covered in puke. (I should probably mention I was not on the treadmill) The next day was supposed to be 18 km at the same pace, but I had to cut it short after 13 km in 61: (in extreme gusting winds!) because I was leaning back so much due to my big gas belly that I started irritating my hip. Plus it was still simply torture to be running. I wrote Ole and he ajusted the training plan.
Today was better. And now I remember why it is I normally love running:
2 x 4 km in 15:51 and 15:50 with a 3 min rest (treadmill 0.5%).
It felt terrible at the time to get food poisoning, but feeling like I might die for a couple days really helped me (if only temporarily) put things into perspective. I had my beautiful boys to hug and that was what mattered. And my life and health a safety. It is strange, though, how as soon as I started feeling better again, I went back to being my greedy old self.
I will leave you with this thought: Do we as humans really ever learn anything more than how to make our lives more pleasant and convenient? (and do we need to learn more than that?)
And another question: How often do you use shampoo (in your hair)?
Give me a moment to contemplate the running song of the day - I know I have something good to recommend...


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Despite a pretty swell fake poster pitting Ryan Gosling as Walt Disney, it appears Tom Hanks may be the one to portray the legend onscreen. While we previously heard he was a possibility, Variety now reports that Hanks is officially in talks alongside Emma Thompson to star in the "making-of Mary Poppins" film Saving Mr. Banks. The pic tells the true story of Disney's 14-year courtship of Australian author P.L. Travers for the rights to the Mary Poppins character. Thompson is negotiating to play Travers, who was ultimately displeased with the 1964 feature film adaptation (especially the animated sequences) and even more upset with the way the property was treated by Disney. Ironically, Disney is the studio that's putting Saving Mr. Banks together. Hit the jump for more.
Meryl Streep was previously mentioned as a possibility for the Travers role, but I quite like the casting of Thompson. As for Hanks, it's difficult to think of a more amiable actor to portray Walt Disney. I'm less enthused by the choice of director, John Lee Hancock (The Blind Side), but with Disney backing the project I guess family-friendly was inevitable. I just hope the rough edges of the Disney/Travers relationship aren't smoothed out for the feature version of their story in lieu of a "happy ending."
Hanks recently wrapped Cloud Atlas with the Wachowskis, and is next set to shoot the Somali pirate pic Captain Phillips for director Paul Greengrass. Thompson shot the biopic Effie, based on a script she wrote, late last year with Dakota Fanning and she recently signed on to star in the adaptation Beautiful Creatures. She'll next be seen in this summer's Men in Black 3 and will be heard in Brave.


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School just started a few weeks ago but some students in the South Bay are just about to begin a week-long break.
Starting Monday, Oct. 4, classrooms in the San Jose Unified School District will be empty. It's an extreme cost-cutting measure that the district says it is forced to take because of budget cuts. The closure lasts through the whole week.
The district has lost about $50 million because of the state budget crisis, leaving them with a tough decision. Instead of sending out pink slips and closing doors permanently, they are opting for the week-long furlough.
The five-day furlough will amount to almost a three percent pay cut for the district's 1,800 teachers and will save the district about $5 million. All employees agreed to the furlough.
Here's part of the letter from the School Superintendent Vincent Matthews:
Please understand that furlough days are one of the only options we have to reduce expenses in our school district. We have lost over $50 million in state funding the last two years and the furlough days help us balance the budget and allow us to not further erode support services and programs for students. The issue is clearly a lack of state funding. The state gave us flexibility to roll back the school year because they recognize they are no longer adequately funding our schools to operate at 180 days.
All programs and teaching will cease for the entire week. High school athletics will continue but there will be no supervision, the district states on their website.
Parents have known about the week off since last spring, when the drastic decision was made.
District leaders decided to put all the furlough days into one week instead of sprinkling them throughout the school year because it maximizes the time of year students will be in school. Adding a furlough week during holidays or other scheduled days off would have interrupted the teaching schedule too much for students.
But with the state going on nearly 100 days without a budget, this week-long furlough might be just the beginning of extreme measures to keep school doors open, even with the planned cost-cutting closure.


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Bankers prowl Brooklyn bars on the eve of the stock market crash. A debate over Young Elvis versus Vegas Elvis turns existential. Detoxing junkies use a live lobster to spice up their love life. Students on summer break struggle to escape the orbit of a seemingly utopic communal house.
And in the title story, selected for The Best American Short Stories, two film school buddies working on a doomed project are left sizing up their own talent, hoping to come out on top—but fearing they won't.
In What's Important Is Feeling, Adam Wilson follows the through-line of contemporary coming-of-age from the ravings of teenage lust to the staggering loneliness of proto-adulthood. He navigates the tough terrain of American life with a delicate balance of comedy and compassion, lyricism and unsparing straightforwardness. Wilson's characters wander through a purgatory of yearning, hope, and grief. No one emerges unscathed.
What's Important
Is Feeling
"Adam Wilson delivers rapid-fire prose that is distinctively intelligent, hilarious, artful and perverse. While never failing to entertain, Wilson stealthily exposes the psychic abyss that haunts every fit of laughter." —Heidi Julavits
"A joy ride." —Rebecca Lee, New York Times Book Review
"Adam Wilson's fierce tales of botched dreams, conflicted ambitions and naïve missteps make for a millennial Winesburg, Ohio, capturing all the idealism and cynicism of young cohorts facing tough realities." —Barnes & Noble Review
"The stories in Adam Wilson's What's Important Is Feeling blend humor with emotion." (Vanity Fair)
"Adam Wilson is one of our best young writers." (Flavorwire)
"This book will bring you back to the wandering, blurred-together days of your early twenties, or, if you're a younger person with creative aspirations, remind you of your very real present." (GQ.com)
"With its tales of young men and women who can't quite grow-up, is about addiction, fear, sickness, self-doubt, family and love. But it asks us to respect its dark and damaged characters and to come feel what they feel, even if it's for just a moment in time." (ZYZZYVA)
"Getting laughs and pathos from the same work of fiction is a hard thing to do. Adam Wilson's previous book, Flatscreen, did so regularly. . . . As good as that book was, his new collection What's Important is Feeling, is even better." (VOL. 1. BROOKLYN)
"Adam Wilson is a writer on the rise." (Buzzfeed)
"[A] testosterone- and coke-fueled collection. . . . Darkly funny." (Entertainment Weekly)
"Adam Wilson can write. . . and he does so with a certain authenticity and humor that I rarely see. . . . If you enjoy the cohesive element in collections, then I can't recommend this book enough." (LITREACTOR.COM)
"Those who like to sympathize or psychoanalyze should find what they're looking for in What's Important is Feeling: Stories. Wilson's characters might be one, probably two, cards short of a full deck, but they are inarguably funny." (VOX Magazine)
"Adam Wilson's fierce tales of botched dreams, conflicted ambitions and naïve missteps make for a millennial Winesburg, Ohio, capturing all the idealism and cynicism of young cohorts facing tough realities." (B&N Review)


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zuna necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 149 diseños de 36 diseñadores freelance.
Open to any ideas. Logo must convey growth (without being cheesy), and appear dynamic, clean and professional. Images/ideas of global networking would also be appropriate (again without being too overt or cheesy).
Also require business card and stationary design.
There will be additional work in the future for the winning designer (and others we feel do exceptional work).
Zuna Web
Zuna Web aims to help small entrepreneurs establish a presence on the web by tapping into a global network of coders, designers, programmers and other professionals. As a consulting firm, we help them assess their needs and find a way to execute their vision, regardless of budget. Zuna is Sanskrit for growth, prosperity and success-We need a logo that embodies this concept.
The logo must be clean, dynamic and professional. We want to develop a clear and memorable brand that is forward-thinking. Our main audience is going to be small business owners, so nothing that would scare them off.
The logo will sit on the top left of the page. The site hasn't been designed yet, so virtually anything goes in terms of design (the site will be based off your logo).
There will be additional work in the future for the winning designer (and others who we feel do exceptional work). Details will follow the contest.
- Tagline: Turning good ideas into great startups
- Logo should convey growth and global networking, but doesn't have to be too overt
- Clean, Professional and Dynamic Logo
- Please also include business card and stationary design. Text on these designs needs to be editable (in Photoshop or another program) so we can put in correct info.
- Please provide both Photoshop and Vector formats (others may be included too) with proper transparency.
- Nothing childish
- No cheesy/stereotypical images or concepts
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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In sour economic times, a spoonful of sugar can make all the difference.
Candy sales are soaring as Americans turn to the sweet stuff to escape the tanking economy, the New York Times reported.
Nestle's profits surged a staggering 30 percent in 2008, while egg-making chocolate guru Cadbury saw their revenue rise 10.9 percent in the same period. Hershey gained 8.5 percent in the fourth quarter of 2008, when the recession slammed the country hardest.
Candy makers and experts say Tootsie's on a roll because sweets are inexpensive and nostalgic, bringing patrons back to better, pre-recession times.
"People may indulge themselves a little bit more when times are tough," Edward Jones brokerage analyst Jack P. Russo told the Times. "These are low-cost items that people can afford pretty easily."
The candy industry is one of the only sectors to benefit from the bottomed-out economy -- low-cost sweet treats are doing better than ever on supermarket shelves even as stocks continue to dip and 401(k)s rapidly shrink.
"Candy companies are relatively recession-proof," said Peter Liebhold, chairman of the Smithsonian Institution's work and industry division, told the paper. "During the Great Depression, candy companies stayed in business."
For recession-battered buyers, taking a big bite from a chocolate bar is a much-needed escape from reality.
"Sugar is comforting," interior designer Raymond Schneider told the Times as he scooped up gummy candies at Dylan's Candy Bar in Manhattan.
San Francisco candy-store owner Jamie Hallman said her company, Sweetdish, is doing record business.
"All is well in candy land," Hallman said.


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Solving the Mysteries of the Diabetes Medalists
Tuesday, June 07, 2011
"My parents were told I would die in my early twenties," said one woman diagnosed with type 1 diabetes on her eighth birthday. "They decided not to tell me that until my early fifties."
Such comments were common among the more than 100 Joslin 50-Year Medalists who gathered at Joslin last weekend along with family and friends.
Sharing their stories about living with the disease for many decades, the veterans also heard updates on research about their unusual medical characteristics.
The Joslin medal originally was given as recognition for surviving for many years with the disease, in which the body attacks its own cells that produce insulin. Over time, however, Joslin scientists spotted unusual and positive health trends among the Medalists. That led to the launch of the Medalist Study in 2005.
"You're a very special group," Hillary Keenan, Ph.D., co-principal investigator for the study, told the attending Medalists, family and friends, drawn from all around the U.S. and several other countries.
For one thing, "you can consider yourself lucky that you're here," joked George King, M.D., co-principal investigator, Joslin's chief scientific officer and Professor of Medicine at Harvard Medical School.
While no cure has been found for type 1 diabetes, survival rates have soared and complications have diminished over the past half century as the tools for managing the disease have become much more powerful and friendly.
But the story was different before 1961. A Joslin study in 1981 found that, among people diagnosed with the condition between 1939 and 1959, only 48% of women and 34% of men were expected to live to age 55.
Beyond their longevity, however, this intensively studied group of survivors is unusually free of many of the complications that often plague people who have diabetes for so long.
An analysis of 351 participants published in the April issue of Diabetes Care showed that 43% are free from advanced diabetic eye complications, 87% from kidney disease, 39% from nerve disease and 52% from cardiovascular disease.
Even more dramatically, the study has firmly demonstrated that some Medalists still have cells actively producing insulin, decades after the autoimmune attack that triggers the disease and has been thought to wipe out all such cells.
A study published in Diabetes last August demonstrated that many in this group show production of c-peptides (a marker of insulin production), blood glucose levels that rise less after a meal than would be expected in the absence of insulin, and signs of autoimmune attack. More directly, insulin-containing cells have been found in every one of the 19 pancreases willed by Medalists to the program, Keenan said.
One impetus for this line of inquiry came from an insight by Elizabeth Saalfeld, who attended last weekend's meeting. After living with diabetes for almost 60 years. Mrs. Saalfeld realized that her insulin requirements sometimes were so low that she believed her body was still making the hormone. She mentioned her observation to Dr. King in 2004. Follow-up lab analyses suggested that she was right.
The Medalist Study now draws together investigators across Joslin to analyze genetic or other factors that may be protecting this cohort. So far, the program has examined 680 individuals, with support from the Juvenile Diabetes Research Foundation and the National Institutes of Health.
"We are on the cusp of identifying protective factors for eye and kidney complications," Dr. King declared. "We've made huge progress in the past year."
"Your hard work and determination has made this happen," Dr. Keenan told the crowd.
The Medalists assembled at Joslin were a tough and cheerful group, ranging in age from mid-fifties to ninety-something. "I've never seen a healthier group of sick people before," one of them quipped.
Medalists visited Fenway Park and the Museum of Fine Arts, told stories of their tough times and triumphs, and often choked up as they paid tribute to their parents and their spouses for critical help in managing their condition.
They also gave a collective gasp when they heard that cases of type 1 diabetes are climbing particularly quickly in children under six years of age. Proud as they are of their medals, many kept saying, they want the medals to go away.
Page last updated: October 16, 2019


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Women's Scottie Dogs Cotton Socks
Women's Scottie Dogs Cotton Socks
Soft, practical cotton socks for women. Charming creature designs in unexpected colour combinations, cool and comfortable, once you've tried them you'll need a pair for every day of the week.
Designed by Catherine Tough in her East London studio.
Made in Portugal from soft spun cotton 80% cotton, 15 % polyamide, 5% elastane for added durability, comfort and fit.
Heel to top of the rib 14 cms, sits mid ankle.
Elasticated top for gentle hold. Great for everyday use.
Fit size EU 36 - 41 / UK 3 -8. Machine wash at 40 Degrees, can be tumble dried.


text:
A Better experience for your customers means greater potential for repeat business and growth.
Whether you need a treatment solution for a single problem or a complex set of problems there is a water treatment or fluid filtration solution to provide you with the water quality you expect and deserve. Whether you need parts and supplies for an existing system or solution designed specifically for your needs we are here for you.
Each solution is designed by our engineers based on your company's needs. Beginning with an on-site water and situation analysis, solutions are designed to meet your requirements for improved cost savings.
Contact us today and find out how we can help.


text: Motorsport Live works directly with host circuits as an independent, authorised supplier of event tickets but are not associated in any way with the Formula One group of companies. F1, FORMULA ONE, FORMULA 1, FIA FORMULA ONE WORLD CHAMPIONSHIP, GRAND PRIX and related marks are trade marks of Formula One Licensing B.V. *Best Price Guarantee is available for a limited time and only when advertised. Any claim repayable would be the difference between the total price paid on Motorsport Live (exclusive of any insurance), and the standard, non-promotional, pricing available globally on any competitor website inclusive of delivery and service fees but exclusive of any insurance. Guarantee is applicable to pricing shown for identical product that is publicly available to purchase on competitor website on same day of purchase and up to seven days after purchase and in the same currency of the price paid on Motorsport Live. Competitor pricing must be able to be verified by Motorsport Live, and therefore must be a publicly visible website. Closed auction/member sites as well as discount sites are not applicable. Motorsport Live's decision is final. Claim can only be requested once order has already been placed on www.motorsportlive.com and successful claims will be repayable in the form of a refund, rather than a discount at time of purchase. For a claim to be requested, please write to Motorsport Live at email@example.com outlining where pricing is cheaper along with all site details, along with your contact details. Motorsport Live will then validate claim and contact you within 3 working days. Credit will be payable within 28 days after claim has been validated.


text: The game I'm recruiting for is Demon: the Fallen which is part of the old World of Darkness game lines. The details of the chronicle are still in development but the setting will most likely be in Vancouver, BC and will encompass a mixture of religion, history, metaphysics, and exploration. Themes include survival, drama, morality and politics/power-management. I'm aiming for 3-4 players of notable (mental) maturity. This game will obviously have controversial topics and I would like players who can handle such seriousness. Feel free to message me or reply to this thread with any questions.


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rbarlow necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 45 diseños de 19 diseñadores freelance.
We are Chesapeake Bay Seafood Company promoting and marketing top quality Chesapeake Bay Hand Picked Crab Meat. We would like to establish a logo that will be eventually used on our containers. The product we produce wil not doubt be marketable and brandable, we would like the logo to have brand characterisitics, Quality, Clean, Professionalism the same attributes our products have.
Chesapeake Gold
We Produce Top Quaility Hand Picked Chesapeake Blue Crabmeat. The containers with the logo will be proudly display in Grocery Stores. So the logo needs to be eye catching and look professional, but nothing over the top. Submit various color variations that you believe that will work. We are tied to no set color.
- The name Chesapeake Gold should in legible script and marketable font.
- If you are going to incorporate crab pics into the logo please be accurate of the species of crab. Here are some website to refer to. http://www.chesapeakebay.net/blue_crab.htm
We ask the winner of the contest to let us know the font style used with winning choice.
- Nothing cartoony about this contest.
- Please do not withdraw your submission if we dont decide the winner within a day of the contest. We are a factory and we are very busy, We are guaranteeing a winner please leave your submissions online.
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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Clarence Holmes is probably one of Army's most popular football coaches this time of year.
Clarence Holmes is probably one of Army's most popular football coaches this time of year.
Players, young and old, remind Holmes that he played on the last Army team to beat Navy.
They ask Holmes, Army's defensive line coach, what it was like celebrating a victory over his service-academy rivals on that December 2001 afternoon in Philadelphia.
Holmes' mind is still filled with lasting memories. He remembers the Corps of Cadets counting down the final seconds of Army's 26-17 win. He recalls seeing the faces of joy among teammates and fellow cadets during the playing of the West Point alma mater.
"You tell (the players) the best things about it," said Holmes, a captain and junior defensive end on the 2001 team. "The fact that you did it with your brothers. You get a great sense of achievement and definitely bragging rights, which everyone seems to be starving for."
Starving for 10 long years.
Army senior cornerback Josh Jackson was 11 years old in 2001.
Now, Jackson has one last chance to go out a winner against Navy with the biggest service-academy prize — the Commander in Chief's Trophy — on the line Dec. 8 at Lincoln Financial Field in Philadelphia.
"Honestly, a 10-year skid doesn't really do anything to me nor the team," Jackson said. "It's not anything we are looking at and saying, 'Oh, 10 years, we should be scared.' At the end of the day, we respect our opponent. They got us the last 10 years. Cool, but this is a new year."
Jackson and the senior class could go down in Army history as the "Streak Busters."
They helped end Army's six-game skid to Air Force with a 41-21 victory on Nov. 3 at Michie Stadium, putting the Black Knights in position to claim their first CIC trophy since 1996.
"You see what happened to Air Force," Jackson said. "Streaks don't mean nothing unless you can keep them. We broke that streak against Air Force this year, which was a blessing, and we are looking to do the same thing."
Holmes said even though current players don't like to admit it, there's an extra burden they are carrying around from finishing second to Navy.
"Whether we want to dance around it or not, the fact is that it's an academy game and it carries a different form of weight," Holmes said. "It's almost a weight that only an Army football player and a cadet would understand."
Junior wide receiver Patrick Laird, a Monroe-Woodbury graduate, admits there's pressure more than a week away from the big game.
"Thinking about the streak is kind of nerve-wracking," Laird said. "You don't want to be that team continuing the streak. But then again, they have that streak to hold. They are thinking they don't want to be that team that loses the streak. The Commander in Chief's Trophy is another huge thing on top of it, but beating Navy is the main thing and ending that streak."
Could Holmes have predicted it would be this long between Army victories in the rivalry?
"Never, ever," Holmes said. "No one does. Every year when you have an Army-Navy game, you have a chance. It's been definitely too long."
Twitter: salinterdonato


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Lehner stops 27 shots, Senators blank Wild 3-0
ST. PAUL, Minn. — Kyle Turris had a goal and an assist, Robin Lehner made 27 saves for his second career shutout and the Ottawa Senators beat the Minnesota Wild 3-0 on Tuesday night.
Clarke MacArthur and Erik Condra also scored for the Senators, who head home after earning seven of a possible eight points on their four-game road trip.
Despite controlling play and outshooting the Wild 15-3 in the first period, Ottawa led only 1-0 on MacArthur's 16th of the season.
With the Wild hanging around thanks to another strong effort from goalie Darcy Kuemper (29 saves), Condra won a race with Marco Scandella to a puck in front of the net and made it 2-0 at 5:55 of the third.
Turris scored on the power play at 17:38 of the third to put the game away.
Playing recently without forwards Mikko Koivu and Zach Parise and top goalie Josh Harding, the Wild had won five of their last six, scoring 21 goals during that span. But scoring opportunities were tough to come by against Ottawa, which is a much better defensive team on the road than at home.
When the Wild did get scoring chances, Lehner turned them away. Making his first start since losing 5-0 to Boston on Dec. 27, Lehner notched his first shutout since Feb. 28, 2012, against Boston.
Lehner's play picked up right where regular goalie Craig Anderson left off. Anderson is 6-0-2 over his last eight starts.
MacArthur's goal was his fifth in six games and happened after he redirected a centering pass from Turris into the net. Wild coach Mike Yeo wanted offside called on the play, and yelled at the officials from the bench as the teams lined up for the ensuing faceoff.
Kuemper was coming off his first career shutout on Sunday and has stopped 91 of 95 shots since being recalled from Iowa of the AHL on Jan. 2.
It was the second time Minnesota was shut out this season and the third time Ottawa has blanked an opponent.
NOTES: Harding took part in the morning skate, but there's no timetable yet for his return to game action. He missed his seventh straight game, and 11th out of 13, due to his recovery from an adjustment to his multiple sclerosis treatment. … Parise skated on his own for the first time since before Christmas. He missed his 11th straight game because of a foot injury. "I can't predict what that means as far as when he'll be in the lineup, but an important first step for sure," Yeo said. … Colin Greening became the 40th player in Ottawa history to skate in 200 games. … Ottawa D Chris Phillips left midway through the third period after getting hit in the face with a puck.


text:
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According to the National Higher Education Act of 1998, colleges and universities in the U.S. are required to make a "good faith" effort to distribute voter registration forms to every student and to make such forms widely available. The National Mail Voter Registration Form is the one document that allows you to register to vote from anywhere in the U.S. In order to register to vote, you must be a citizen of the U.S. and at least 18 years of age at the time of the next election. National Louis University encourages all students to participate in the electoral process by registering to vote and voting.
- Illinois voters can download a printable application. The application is available in both English and Spanish. Please be advised that Illinois residents must register to vote no later than 29 days before the election in which they wish to vote.
- Non-Illinois voters can download a general application form. The application is available in both English and Spanish. In completing this application, be sure to follow the general instructions as well as the application instructions and specific state instructions for your state, which includes the address to use for mailing the application.


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About Us
For more than 30 years, anglers have come to rely upon CastAway's handcrafted rods for every condition on the water. With design and manufacturing headquarters in Houston, Texas, CastAway builds Custom Rods at Production Prices! From Weekend Warriors to Fishing on the Pro Circuit, CastAway Rods has the equipment for you.
Contact Us
- 7449 Wright Road Houston, TX 77041
- Email: email@example.com
- Phone: (832) 230-0243
- Fax: (832) 243-6283
Designed by Saturated Marketing


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Stategies, Results and Impacts of Evaluations 2011 - 2013
Country Info
CARE started working in Bolivia in 1976 with the construction of rural water systems. Over the years, in order to respond to the emerging needs of the poor population, we expanded our program areas to include health care, education, infrastructure and agriculture development actions.
Currently, our portfolio in Bolivia includes projects in sexual and reproductive health and rights, alternative and intercultural education, HIV-AIDS, disaster preparedness, emergency relief, conservation and development, food security, rural income generation, primary health care, family planning, community organization, women's empowerment, local economic development in urban contexts, child labor prevention, and natural resources management.
Our Vision
We seek a world of hope, tolerance and social justice, where poverty has been overcome and people live in dignity and security.


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Specialty Stores necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 96 diseños de 19 diseñadores freelance.
ProEducation Massage
ProEducation Massage is a national resource that helps licensed massage therapists identify continuing massage education opportunities in their area.
On the ProEducation Massage website, continuing education providers (trainers) can create directory listings that describe their modality and courses. Trainers can also use the "Course Calendar" to create calendar listings for specific course subjects/dates.
Our objective is to help licensed massage therapists become extra-ordinary in their profession by providing a gateway to exceptional learning opportunities in their field of interest.
The website will be located at http://www.proeducationmassage.com. The current logo is a placeholder, please do not look to it as guidance in these requirements.
There are two audiences for this website:
1) Licensed Massage Therapists: Who will use the directory to discover information about continuing education opportunities and find out about specific class schedules.
2) Continuing Education Providers (trainers): Who will use the directory to publicize their business and available courses.
1) Title is "ProEducation Massage"
2) Tagline is: "The Continuing Massage Education Directory."
3) The logo should include a graphic that conveys a professional feel and expresses the concepts of massage and continuing education.
4) Lean towards an academic look & feel rather than a spa look and feel.
5) Flexible on color options.
6) Can't wait to see your creative results!
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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now i can say "fucc u" in my profile. 10/10
now i can say "fucc u" in my profile. 10/10
Very , very nice !!
Can somebody tell me where can I get the soundtrack to this game? I want it on my Ipod yesterday!
I give this game four out of five stars for being so fascinating to tinker for years to come. It lacks a perfect 5 stars because this mostly an art program at it's core. Not a bad thing. But once you start to get to working on Whatever image you really want to carve, This game will start to feel more like work than fun. But everything else about it, GOLD.
Just Great
I'm so ANGRY I mis clicked and rated a pumpkin low that was really good! I'm sorry!!! This is cool tho!


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Two-way radios allow your workforce to stay in contact and work toward a common goal of getting the job done—on time and on target.
BearCom carries a complete line of quality digital and analog portables, mobiles, repeaters, two way radios, walkie talkies, and pagers from Motorola, Vertex Standard, and Icom for a variety of applications. You can even rent Motorola radios and repeaters from us, and we offer complete service and repair for all our product lines at our 29 branches across the nation.
In addition, BearCom offers all of the accessories, networking solutions, applications and peripherals needed to optimize the performance of your two-way radios and other wireless communications systems.
Intrusion Protection And Monitoring
Point-to-Point Bridges
Switches And Access Points
VoWLAN Solutions
For some users, renting devices may make more sense than buying them. "This especially holds true for corporate users who are in a state of financial flux or have an uneven demand for such devices," says BearCom's Executive Vice President, Brent Bisnar. "The last thing an organization needs to do is buy radios that sit on the shelf 99 days out of 100."


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What an amazing race this was. We want to thank all of the folks who participated and especially thank the great guys at The-Tennis-Store.com for supporting our network.
The top 5 at midnight Central time are:
1. Mike Dong - $120.00 credit
2. Mark T. - $80.00 credit
3. John Spoerl - $50.00 credit
4. Joseph - $30.00 credit
5. Myiesha Simmons - $20.00 credit
For those of you who didn't win, you have another shot with our Invite Challenge also sponsored by The-Tennis-Store.com Check it out here.
Congratulations to the winners. I will contact you shortly to let you know how to claim your prizes.
Thanks for rocking!
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i was totally out of the strings i use. The Tennis Store has em'. Came in via USPS but talk about super fast shipping.
funny comment about the balls.
what did you get? a new stick? plenty of magic vibration dampeners? :-P
© 2019 Created by Mark / The Mayor. Powered by


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I need some sort of "safeguard" for my VPN connection. If the connection drops, the machine shouldn't even reach the internet. (I can reach the machine by other means.)
Is it possible somehow?
If I remember correctly, there are some "safeguards" for Windows, but I never heard about such a solution for Linux. Not to mention for cli.


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For information about cases before the Commission, contact the Document Control
Center of the Clerk's Office where documents related to cases before the SCC are
maintained. You may review unofficial copies of documents associated with Commission
cases through the Docket Search
portal. You may call to obtain official copies of documents for a fee, (804) 371-9838
or toll-free in Virginia at 1-866-722-2551. You also may visit the Document Control
Center to review documents in person. The Document Control Center is in the Clerk's
Office, on the 1st floor of the Tyler Building.
Hearing Transcripts
Transcripts of SCC hearings are available from the Clerk's Office. Generally, a
transcript is available within 14 days after the conclusion of the hearing.
An electronic version of the nonconfidential portions of a transcript will be posted
as a case document and be available via the
Docket Search portal of the Case Information page on the SCC web site.
Case participants may arrange for expedited and real-time transcription services
(an "expedited" transcript will be delivered by 4:00 p.m. on the next business day
after the session is transcribed). Requests for such service must be timely received
by the Commission's bailiffs prior to the beginning of the hearing, and the participant
requesting the service will be billed accordingly for the incremental cost of the
service. Questions about special court reporting services should be directed to
the Commission's bailiffs.
Public Witnesses
Appearing as a public witness in a case before the Commission requires only that
you arrive 15 minutes before the hearing begins and notify the Commission bailiff
of your wish to testify. The Commission's courtrooms are located on the 2nd floor
of the Tyler Building. Due to enhanced security, you may be subjected to prescreening
security procedures. Please review the SCC Visitor Security
Guidelines. You are advised to call the bailiff before the hearing to be
sure the case will proceed as scheduled. The bailiff may be reached at (804) 371-9739
or toll-free in Virginia at 1-866-722-2551.
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CAMP PHOENIX, Afghanistan – Four pairs of brothers, all from Nevada, recently arrived at Kabul, Afghanistan, to begin their mission in support of Operation Enduring Freedom.
All serving in the Army, they are Pfc. Matthew and Pfc. Christopher Babas, Sgt. Christopher and Spc. Dustin Greener, Cpl. Donald and Pvt. Jason Otto, and Spcs. Bobby and James Riley.
Matthew Babas, a gunner, is the youngest of the group. He said he joined the Army to see the world. Christopher Babas, also a gunner, was studying engineering before taking a break from college to deploy to Afghanistan. In the future, he said, he wants to attend flight school and possibly become a warrant officer in the National Guard.
The Babas brothers are very close, and are roommates back home in Las Vegas. They said that although their schedules here do not allow them to spend as much time together as they would like, this experience will still bring them closer together. Christopher said it is comforting that Matthew is here with him, but it's also scary, because he would hate to find out that something bad happened to his brother while he was on a mission.
Dustin Greener, a gunner, said he joined the Army to serve his country. Christopher is a team leader with first platoon, and the brothers are roommates back home in Spring Creek, Nev.
"I am astounded that my brother is here with me and has my back," Christopher said. Dustin said he sees less of his brother here than he did back home, and is sometimes jealous of his brother, who has been on more missions so far than he has.
The Otto brothers are natives of Sparks, Nev. Donald, a team leader, works full time for the Nevada National Guard, assisting in human resources. Donald said he wants to finish this mission, finish school and start a family.
His brother, Jason, or "Baby Otto" as he is often called, said he joined the Army to gain life experience, for the college money and to get a head start on life. Jason is both a gunner and a driver with his company.
The Otto brothers believe that being in Afghanistan will bring them closer together. "We will have shared something together that no one can take away from us," Donald explained.
They said their parents are worried that they are gone, but glad that at they are together to look after one another.
The Rileys live in Reno, Nev. Bobby said he joined the Army to serve his country and to be a better person. James, the oldest among the four sets of brothers is a metals and minerals lab technician in civilian life. Bobby joined the Army first and then convinced James to join. They see each other more now than they did back home, they said. Although they live only minutes apart in Reno, they explained, they both have families.
Bobby said he is more nervous now about his brother going on missions. The Rileys recently learned their cousin had been injured by a roadside bomb in northern Afghanistan. That incident has brought increased stress on them and their families, they said, but they put those thoughts behind them when it is time to concentrate on the mission at hand.
This is the first deployment for all of the brothers. They all agree that although the deployment is difficult on their parents and families, their families take comfort in the fact that they are deployed together.


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Editor's note: Crystal Wright is a conservative writer who runs the blog ConservativeBlackChick.com. She also is a principal at the Baker Wright Group, a communications and public relations firm. You can follow her on Twitter @GOPBlackChick. The opinions expressed in this commentary are solely those of the author.
(CNN) -- I don't know what's more offensive: rancher Cliven Bundy telling blacks they'd be better off as slaves picking cotton or conservatives who continue to defend him.
Not only were his comments racist, but under no stretch of the imagination could anyone argue blacks were better off during slavery with no rights, working for free and being held the property of white people.
I tweeted my outrage at Bundy's remarks, who by the way is a Republican, and to my surprise many of my followers excused his behavior, tweeting things like:
"I don't think he's a racist. Just old school."
@GOPBlackChick @kingsgatehorses sounding n being r two different things.I don't think he's a racist. Just old school— Bob Lake (@crackenbob) April 25, 2014
More like Cliven Bundy is "an old school racist" is what I responded.
Others tweeted things like I "needed to go back and watch the clip with an open mind."
Or that "the Cliven issue is about Federal overreach please don't follow libs and make it about race."
I've watched the clip many times with a very open mind and each time I come to the same conclusion: Bundy is a racist.
If slavery was such a great institution and better than being on welfare, as Bundy declared, why doesn't Bundy go back in time, become a slave and pick cotton for plantation owners without getting paid? He needs a history lesson about the horrors of slavery and why "we blacks" no longer call ourselves Negros.
I'm glad to see many conservatives swiftly condemned Bundy's comments. But the real insult to injury for me as a black conservative woman is they never should have embraced him in the first place.
Conservatives are supposed to be the party that believes in adhering to the Constitution and the laws of our land. We talk about this to the point of obsession, myself included, with regard to issues like immigration, affirmative action, Obamacare, etc.
Yet conservatives of all kinds couldn't wait to support Nevada rancher Cliven Bundy, who for over 20 years has refused to follow the laws of our land and Constitution by not paying over $1 million in grazing fees to the Bureau of Land Management.
CNN's Chris Cuomo pointed this out to Bundy in his interview Friday, reminding him that he might want to read the Constitution he carries in his pocket.
The federal government owns 85% of Nevada's land. In other western states the federal government also owns large swaths of land. Is it government overreach? Sure.
But the way to tackle that government overreach is -- as members of Congress, conservative media personalities and others know very well -- to introduce legislation to fix it.
One doesn't just wake up one morning like Cliven Bundy did and decided he's not going to follow the laws of our land. There are lots of laws I don't like -- most notably paying taxes -- but I follow them because I don't want to go to jail.
As BLM rangers tried to confiscate Bundy's 500 cattle for his disobeying the law, Bundy joined about 50 other supporters, many of whom were armed with guns and refused to yield.
And conservatives like Sean Hannity and Sen. Rand Paul cheered him on in his defiance. Then Bundy reveals himself as a racist.
The entire Bundy affair just makes the Republican Party look bad. Are all Republicans racist? Absolutely not. But many overwhelming came out in support of this lunatic.
I think it's an awful day for conservatives. I think we need serious reflection because we're not going to win 2016 with this attitude, keep doing things the same old way. We have old white men saying offensive things to women and minorities, and I'm tired of it.
At a time when the GOP needs to bring more minorities into our tent -- along with women for that matter -- embracing fools like Bundy doesn't help and certainly will put us farther down the path of losing in 2016.
I've said it over the past five years, but it continues to fall on deaf ears: The Republican Party at all levels from political organizations to offices of members of Congress needs to do a better job hiring blacks. Not to do "black or minority outreach" but to do the same jobs your white staffers are doing.
Maybe if the GOP would stop treating blacks as "others" and really give us a seat at the table, it would stop acting like the stupid party and start winning presidential elections again.
But, sadly, I won't hold my breath.
Follow us on Twitter @CNNOpinion.
Join us on Facebook.com/CNNOpinion.


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I've not visited for a while, but the recent version sure has regressed a lot in terms of Cantonese pronunciation. A lot of characters simply do not have a Cantonese listing anymore, or I found that it's only listed under the simplified or alternative version of the character.
The link to the Cantonese audio file has not been fixed either, and it's been a long time. Shouldn't it be one simple script change?
Major regression in Cantonese pronounciation
Comments, bug reports, discussions on CCDICT.
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shonenchikara wrote:ALL HAIL ENCHT! He's so cool; you all know you wanna be like him!!!! YES, YOU DOOOOOO!
- The 'Queens!
And of course he'd be a pain. It'd be a pain to sit around and simply SMELL the guy!!
Vampy wrote:*jumps at Yorhana makes him dress up and points at Dorian* NOW!!! Go make wild love with HIM!!!! !!!!!
chibialex wrote:hmmm.. yaoi *___* with two dorian's for the price of one
shonenchikara wrote:You guys can request whatever you want, although two of the same person would be hard to do. 0_0 Ah, well. Hehe... we're excited to see what people are going to request! 'Cuz we'll do a poster, an autographed issue thing, or whatever they want. Imagination prevails... or something like that. ^^
- The 'Queens
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Hi Guest. I just wanted to let you know that there will be some service disruptions here over the next few days. We're moving to a new server and then the latest version of xenforo is going to be installed. ~ cheryl
Discussion in 'Parent Emeritus' started by New Leaf, Jun 30, 2019.
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Using Lab Measurements to Determine the Feasibility of a Photovoltaic Panel
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Jun 14, 2012
This activity is based on the use of a solar module. It can be performed in a lab setting of as a lecture demonstration activity. Using a solar module that we have on hand (18 volts – no load) we determine a practical value of power output. We aim the panel directly at the sun and then take the following measurements using a digital multi meter: (1) no load voltage, (2) loaded voltage, and (3) resistance value of the load resistor. Using these data, and a standard estimation of solar isolation, the students are instructed to compute the output power of the module as well as the efficiency of the module.
Learning Goals
(1) the understanding of the meaning of the term insolation,The students are engaged in data collection and data analysis. Additionally they will be engaged in the synthesis of a concept about the feasibility of exclusively using photovoltaic systems for the production of electricity. The formulation of such a concept relates to sustainability because it helps the students to understand that no single energy source will be sufficient.
(2) an understanding of internal resistance as it relates to a source voltage,
(3) the ability to compute the output power from a solar cell/module/array,
(4) the ability to compute the cost of producing electricity using a photovoltaic system.
Context for Use
Description and Teaching Materials
In class the students are presented with a blank data table and are instructed to "fill out" the table with the appropriate measurements, including the resistance of the load, the no load voltage and the loaded voltage. The students are asked to compute: (1) the load current, and (2) the output power. Furthermore the students are asked to compute the following: (3) the efficiency of the module based on an ideal output rating of 1KW/M2, (4) the output power in KWhr for a day/month/year based on an average day of 5 hours of sunlight. Lastly the students are asked to determine (5) how many solar modules would be needed to provide electricity for a 1,000 square foot home, (6) the cost/KWhr of electricity generated by the solar module.
Solar Panel Drawing (Microsoft Word 2007 (.docx) 56kB Jun14 12)