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NJ: Two women with Shore connections got $45,000 in undeserved Sandy aid
Carol Suto, who owns property in Middletown, and Debra Weigman of Berkeley were charged Tuesday with fraudulently applying for Sandy relief funds to which they were not entitled and, combined, obtaining more than $45,000.
Suto, 53, who lives in Clifton and owns an investment property on Monmouth Avenue in the Port Monmouth section of Middletown; and Debra Weigman, 56, of the Bayville section of Berkeley, each were served with complaints on Tuesday charging them with theft by deception and unsworn falsification, said acting Attorney General John J. Hoffman.
"Between them, these two homeowners allegedly obtained over $45,000 in federal funds by filing fraudulent claims for Sandy relief," Hoffman said in a news release. "That's $45,000 that, as a result of their duplicity, was not available to help victims who really were left homeless by the storm and lost their primary possessions."
Authorities allege that Suto, in applying for relief funds, falsely claimed that her storm-damaged house in Middletown was her primary residence when, in fact, it was a vacant investment property that she had planned to renovate. Suto received a total of $31,900 in grants from the Federal Emergency Management Agency, including $2,270 in rental assistance and $29,630 for home repairs, according to the news release.
Weigman falsely claimed that a storm-damaged house on Fremont Avenue in Seaside Heights, which she had leased prior to the storm, was her primary residence when, in fact, she had been evicted from the property two weeks before Sandy struck and no longer was living there, authorities alleged. Weigman received $13,373 in FEMA relief funds, including $5,553 for personal property damage and $7,820 for rental assistance.
Both women were issued summonses.
The theft-by-deception charges carry potential prison terms up to five years and a fine up to $15,000 upon convictions, while unsworn falsification carries a possible prison term up to 18 months and a fine of up to $10,000.
The two women are among eight people charged by the attorney general's office since March with Sandy fraud.
All eight are alleged to have falsely claimed that storm-damaged homes at the Jersey Shore were their primary homes, which is a requirement to receive the relief they obtained from FEMA and a Sandy relief program funded by the U.S. Department of Housing and Urban Development, according to Hoffman. In reality, the homes were rental properties or vacation homes. In three of the cases, the home had been left vacant and unused prior to Sandy. One of the homes had been damaged in a fire.
Superstorm Sandy hit New Jersey on Oct. 29, 2012, leaving an unprecedented level of damage at the shore. The affected areas were declared federal disaster areas, making residents eligible for FEMA funds if the property damaged was their primary residences. FEMA allocates up to $31,000 to eligible applicants. In addition, HUD allocated $1.2 billion in Community Development Block Grant funds for housing-related programs.
"It's a sad truth that wherever there is government aid, there will be cheats who try to cash in on it," said Elie Honig, director of the state attorney general's division of criminal justice. "We're working hard with our state and federal partners to catch these offenders and recover any relief funds that were stolen, so that there will be more money available to help those truly in need."
The charges against Suto and Weigman were the result of investigations by special agents with the U.S. Department of Homeland Security's Office of Inspector General, in conjunction with the state division of criminal justice.
Kathleen Hopkins: 732-643-4202; firstname.lastname@example.com


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Courses and Degree Programs
The Judaic Studies program combines courses in Judaic studies (JUST), English (ENGL), Hebrew (HEBR), History (HIST), Philosophy (PHIL) and Religious Studies (RLGS) to give students a well-rounded perspective on Jewish culture, thought and history.
Undergraduate students can earn a minor in Judaic Studies. Graduate students can apply 3000-level Judaic Studies courses toward a number of graduate degree programs at DU.
COURSE OFFERINGS in fall 2020
Register by searching "Judaic Studies"; for cross listed JUST courses, register either under JUST or under the cross-list subject.
Please contact firstname.lastname@example.com if you have any questions or need help registering.
Associated MA Programs
CJS does not have an independent MA program; rather, we work with existing MA programs on campus. If you would like to pursue MA level Judaic Studies work, you will need to apply for and be accepted to one of the many MA programs available at DU:
- Religious Studies
- Philosophy and Religious Studies
- University of Denver-Iliff School of Theology Joint Doctoral Program (various MA tracks)
- Other: 3000-level and 4000-level Judaic studies courses can be integrated into many MA programs at DU.
Associated PhD Programs
CJS does not have an independent PhD program; rather, we work with existing PhD programs on campus. If you would like to pursue PhD level Judaic Studies work, you will need to apply for and be accepted to one of the many PhD programs available at DU:
- English
- Education
- University of Denver-Iliff School of Theology Joint Doctoral Program (various PhD tracks, including: Biblical interpretation; theology, philosophy, and cultural theory)
- Other: 3000-level and 4000-level Judaic studies courses can be integrated into many PhD programs at DU.
Course Catalogue: Full listing of CJS courses
If you are looking for a list for this quarter's classes, see "Current Quarter's Judaic Studies Courses" above.
The expandable menus below show the complete list of Judaic studies courses from the DU Course Catalog. We've broken down this complete list of courses by their subject departments: English (ENGL), Hebrew (HEBR), History (HIST), Philosophy (PHIL), Religious Studies (RLGS). There are also some Judaic studies courses (including internships and independent study options) only listed under "JUST".
English (ENGL)
The Bible as Literature (4-quarter hours)
This course is an analytical/critical study of selected books of the Bible with an emphasis on its literary qualities, genres and influence. We read the Bible, one of the most important works in all of Western culture, as a masterpiece of literature. Rather than focusing on theological questions about this work as inspired scripture, we instead focus on its rich literary qualities and explore some ways in which these stories have influenced modern society. Reading select passages, we discuss its literary genres, forms, symbols and motifs, many of which are important in modern literature, such as hero stories, origin stories, parables, apocalyptic literature, the loss of Eden and the Promised Land. Cross listed with ENGL 2104 and RLGS 2104.
American Jewish Literature (4-quarter hours)
This course surveys more than 100 years of American Jewish immigrant narratives, beginning with the great exodus of Eastern European and Russian Jewry at the end of the 19th century and ending with recent arrivals from Israel and the former U.S.S.R. Canonical works by central authors reveal the great successes of Jewish immigrants alongside their spiritual failures. A selection of memoir, novels, short stories, and poetry in English and in translation from Hebrew and Yiddish demonstrate the multilingual character of the Jewish experience in America. While helpful, no knowledge of Jewish tradition is necessary to succeed in this course. Cross listed with ENGL 2741.
Modern Hebrew Literature in Translation: Against All Odds (4-quarter hours)
This course offers a survey of significant works of modern Hebrew literary fiction by major authors in translation. To flesh out the historical context, a number of documents, essays, excerpts will also be provided. Students will consider how the development of Hebrew literature has contributed to the formation of contemporary Israeli identity, and how the conflicts that define the turbulent history of Israel are treated in works of prose fiction by canonical authors. The selection of diverse literary materials exposes students to the social, political, and historical changes wrought by the rise of modern day Israel. Through lectures, close-reading, and exercises, students will gain an appreciation for some of the fundamental tensions that define Hebrew literature and Israeli culture: (1) collective vs. individual identity, (2) Jewish vs. Arab/Palestinian nationalism, (3) the concept of Diaspora vs. Zion. Our study aims to reveal the historical and ideological context of these tensions to offer a nuanced perspective on an area of the world in conflict. Readings are roughly chronological, and will be drawn from a variety of sources, both primary and secondary. Students will be coached on various interpretive strategies, the intent of which is to make their time spent reading more valuable. While helpful, no knowledge of Hebrew, Jewish tradition, or Israeli history is necessary to succeed in this course. Cross listed with ENGL 2742.
Jewish Humor, Origins and Meaning
Writers, scholars, and comedians all claim to locate an identifiable strain of "Jewish humor" running from the Bible through to today's literary humorists and provocative stand-up comics. This course takes humor seriously in an effort to reveal the development of "Jewish humor" in America[T1] from a comparative context. But is there such a thing [T2] as Jewish [MB3] humor? And if so, what are its sources and characteristics? Does it exist across cultures and in different linguistic communities? Through lectures, discussion, exercises and papers, students will gain a broad understanding of the history, psychology, and philosophy of humor as it relates to Jewish arts and letters in America. Cross listed with ENGL 2743.
Postmodern Visions of Israel
This course investigates how representations of Israel as a modernist utopia have been replaced in contemporary literature with images of Israel as a dystopian Tower of Babel. We will discuss the historical context that gave rise to visions of an idealized Israel, and the role the Hebrew language played in consolidating and connecting narration to nation. Next we will consider how belles-lettres from recent decades have reimagined Israel as a series of multilingual "multiverses." A selection of novels and short stories translated from Hebrew will form the core of our reading. Theories of postmodernism drawn from America and Israel will help us conceptualize the poetics of postmodern fiction. No knowledge of Israeli history or Jewish culture and language is necessary to succeed in this course. Cross listed with ENGL 3405.
Modern Jewish Literature (4-quarter hours)
This course explores stories, novels and memoirs by 20th-century Jewish writers considering issues of generation, gender and the idea of Jewish literature as a genre. Cross listed with ENGL 3743.
Hebrew (HEBR)
Elementary Hebrew (4-quarter hours each)
Elementary Hebrew is an introduction to classical grammar, syntax and modern speech patterns. It is a three-quarter-long sequence.
Intermediate Hebrew (4-quarter hours each)
Intermediate Hebrew is a continuation of language study with emphasis on the living language of contemporary Israel. It is a three-quarter-long sequence.
Prerequisite: HEBR 1003 or equivalent
Israeli Television and Cinema: Representing Cultural Diversity in Israeli Life (4 quarter hours)
The course goals are three-fold: a) to facilitate students' communicative competence in Hebrew across the interpretive, interpersonal and presentational modes through constant immersion in Hebrew, b) to expand students' knowledge and understanding of Israeli society and culture while interacting solely in Hebrew, and c) to help students develop a lifelong interest in learning the Hebrew language and its culture. Screening of Israeli films is a central part of the course. All the films are in Hebrew. The course is not open to native speakers of Hebrew. Cross listed with HEBR 2745. Prerequisite: HEBR 2003 or equivalent.
Aspects of Modern Hebrew (4 quarter hours)
This course is designed for students who have successfully completed Intermediate Hebrew. It facilitates communicative competence in Hebrew across interpretive, interpersonal and presentational modes through constant immersion in Hebrew. It also expands knowledge of Israeli culture while interacting solely in Hebrew. This course is not open to native speakers of Hebrew. Prerequisite: HEBR 2003 or equivalent. Cross listed with HEBR 3010.
Hebrew Readings (1-4 quarter hours)
Selected authors or genres in Hebrew literature. Prerequisite: JUST/HEBR 2003 or equivalent, or instructor's permission.
History (HIST)
Jews in the Islamic World, 632 C.E. - 1948 (4-quarter hours)
This course deals with Jewish history in the Islamic world from the death of Muhammad to the establishment of the state of Israel. Students are exposed to the political, social, and economic histories of various Jewish communities, many of which no longer exist, in numerous Islamic empires and/or political units. While studying these communities we also compare the treatment of Jews under Islamic rule to the treatment of Jews under Christian rule and the treatment of Christians under Islamic rule. Cross listed with HIST1600. This course counts toward the Analytical Inquiry: Society and Culture requirement.
The History of the Crusades: 1095-1300 (4-quarter hours)
This course traces the origins and development of the Crusading movement as well as its impact on Christian, Muslim, and Jewish society in Europe and the Middle East from the 11th through the 14th centuries C.E. This course also examines ideas of Christian/Muslim/Jewish difference in this period. We pay special attention to primary source material. Cross listed with HIST 1610.
Contemporary Israeli-Palestinian Conflict, 2000-Today (4-quarter hours)JUST/HIST/RLGS 2016
This course deals with the political, religious, and social dimensions of the Israeli-Palestinian conflict from the failure of the Oslo Accords to the present. It provides students with a brief overview of the history and key issues in the conflict, turning to domestic, regional, and global developments, allegiances, and enmities – political, religious, and economic – that have shaped the past 15+ years of conflict. At a time when even optimistic observers call the two-state solution a vain hope, this course concludes with a look at viable approaches for domestically and internationally acceptable peace plans. Cross listed with HIST 2016 and RLGS 2016.
Israel Between Wars: History and Society (4-quarter hours)
Through historical sources, documentaries, movies and scholarly research, the course examines the major wars and clashes between Israel and its neighbors in the years 1948 to 2011. In this way, we will examine in depth the complexities of Israel's relationship with their Arab neighbor States, with a particular focus on the details of the Israeli-Palestinian conflict. Moving chronologically, the course aims to develop historical perspectives on the State of Israel, and the impact of emerging historical realities on Israeli society, including implications for religious identities, economics, political parties, security issues, and nationalistic movements. Cross listed with HIST 2040.
Culture and Conscience in Vienna (4-quarter hours)
This course focuses on the cultural and social history of the city of Vienna as the hub of culture, politics, and religion for Central Europe with special attention to its religious heritage as the seedbed for its rich cultural traditions. The course examines how the city's religious heritage, particularly Judaism, shaped its rich cultural heritage and the birth of modernism. A special segment of the course is devoted to the Nazi period and the Holocaust, including the study of the resistance of religious groups. The course concludes with a history of the post-Nazi period with attention to the development of Vienna as the hub of international social justice projects. The class is taught in seminar format and combines lectures with site visits to major cultural and historical sites around the city. The course consists of a weekly colloquium that discusses in a moderated format the implications, religious, social, and cultural issues, and common experiences of students engaged in international service-learning as part of a faculty-led international service learning quarter-long program in Vienna, Austria. Cross listed with HIST 2107 and RLGS 2107.
American Jewish History (4-quarter hours)
This course explores the origins and development of the Jewish community in the United States from 1654-1948, and the interaction of American and Jewish culture and relationships among different groups of Jewish immigrants. Cross listed with HIST 2242.
History of the Modern Jewish Experience (4-quarter hours)
Study concepts, documents, movements and practices of modern Jewish history. Cross listed with HIST 2245.
The Arab-Israeli Conflict: 1881–2000 (4-quarter hours)
This course aims to introduce students to the political, social and cultural history of the Arab-Israeli conflict from the initial Jewish migration to Palestine in the 1880s through the Oslo Accords. Cross listed with HIST 2300.
The Modern Middle East: 1798–1991 (4-quarter hours)
This course traces the history and development of the modern Middle East from Napoleon's invasion of Egypt in 1798 through the Persian Gulf War in 1991. We pay special attention to the impact of colonialism and great power diplomacy on the region. Cross listed with HIST 2310.
US Foreign Policy in the Middle East (4 quarter hours)
This course aims to introduce students to both Middle Eastern history and American Foreign Policy by exploring the politics and culture of U.S. involvement in the Middle East in the post-WWII period. In doing so this course will pay special attention to the impact of the Cold War in the Middle East, American policy towards the Arab-Israeli conflict, the role of oil in American foreign policy, American responses to the rise of Islamist movements, the impact of media and culture on the formulation of America's Middle Eastern policies, and U.S. relations with dictatorial governments in the Middle East. Cross listed with HIST 2320.
United States - Israeli Relations, 1948-Present (4 quarter hours)
This course deals with the history of United States-Israeli relations from 1948 - 2011. Some of the key topics covered include: the U.S. decision to recognize Israel; cultural foundations for U.S. support of Israel; Christian Zionism; the origins of the U.S.-Israeli "Special Relationship"; the Cold War in the Middle East; U.S. peacemaking successes and failures; the role of the pro-Israeli lobby; and the impact of September 11, 2001 on U.S.-Israeli relations. Cross listed with HIST 3600.
Judaic Studies (JUST)
Spaces of Memory: Texts and Contexts of Argentina's Dirty War (4-quarter hours)
From 1976–1983, the Argentine military government engaged in a campaign of terror against its citizens, some of whom were suspected of dissidence and subversion while many others were considered a threat "by association" to the stability of the regime. It is estimated that during the seven years of this "Dirty War" some 30,000 civilians were "disappeared," abducted by the government and sent to secret spaces where they were detained, tortured and eventually killed. This course, taught in Buenos Aires, explores the construction of memory in both texts and physical spaces touched by the violence, repression and disappearance in Argentina. The course also examines anti-Semitism during the military dictatorship, as well as the role of memory in reconstructing: discourses; testimonial literature, and the modern and postmodern views of representation; narratives of exile and dispersion; and points of convergence between this literature and other survivor testimonial narratives—particularly those of the Shoah. Students will meet with writers and activists whose work is informed by the atrocities of the "Dirty War," and will visit the Organization of the Mothers of the Plaza de Mayo and public spaces of memory, such as the Parque de la Memoria, the ESMA, the AMIA building, the Baldosas, etc.
Israeli Culture Through Film: Society, Ethnicity, and Inter-Cultural Discourse(4-quarter hours)
This course presents Israeli society and cultural development as reflected in Israeli film from the 1950s to present-day Israel. Topics include history and collective memory, ethnicities and the experiences of immigration, Israelis in their spatial Mediterranean/Middle-Eastern context and Judaism in its old and new representations.
Israeli Society Through Film: Narratives of the Holocaust, War and Terror in Israeli Life (4-quarter hours)
This course analyzes fundamental aspects of Israeli-Jewish collective identity through a consideration of the trauma of the Holocaust, and explores the representation of these issues in Israeli film from the 1960s to today. The course presents and analyzes narratives of human experience in traumatic times and their after-effects via cinematic perceptions of Holocaust survivors and their offspring, the relationship between the Israeli native Sabra and the Holocaust survivor, the impact of war on soldiers and their families, and the Israeli experience of terror. Screenings of Israeli film is a central part of the course. All films are in Hebrew with English subtitles. No prerequisites
Anthropology of Jews and Judiasm (4-quarter hours)
This course pairs anthropological texts about American Jews and Judaism with related film, television, and literary representations. The objective of this course is to teach course participants to use anthropology as an interpretive lens through which to consider American Jewish life and culture. Through the study of texts on Jewish nostalgia and memory, class, race, gender, and heritage tours, course participants will learn the history of the study of Jews within anthropology and the place of Jews in the history of disciplinary anthropology. The ultimate objective of this course is to introduce anthropological theory and method in a way that provides students with a powerful analytical tool for thinking about contemporary Jewish life.
Religion, Environmentalism, and Politics (4-quarter hours)
This course is cross-listed with ANTH2011 and RLGS2011. How does religion mediate the relationship between people and the natural world? How do different religious traditions understand and interpret the natural world and humans' responsibility to and for it? Is it possible to reconcile an understanding of the world as divinely created with human destruction of the environment—and, if not, then what are the political consequences? In this course, we will consider a variety of disciplinary approaches to topics related to religion, environmentalism, and politics, taking Abrahamic and indigenous religions as our key examples. From urban gardening to green Islam to Standing Rock to eco-feminism, we'll use theories about religion and culture to understand the complex intersections of faith, policy, and planetary crisis. The course includes a community engagement component that will bring us to a local faith-based urban farm where we will discuss course texts as we help prepare for the 2020 growing season.
Topics in Judaic Studies (1- to 4-quarter hours each)
Topics vary, reflecting the interdisciplinary nature of the department and studies of the faculty.
This course is cross-listed with ITAL 2750. It offers an overview of Italian Jewish literature and cinema from the Middle Ages to the present. Students will read and discuss prose and poetry, essays and articles, as well as watch and discuss films that address issues such as religious and cultural identity, the right to difference, anti-Semitism and the Shoah. The course will also give students an overview of the formation and transformation of the Jewish community in Italian society. In addition to well-known Jewish Italian writers like Primo Levi and Giorgio Bassani, students will read pertinent works by non-Jewish writers like Rosetta Loy. This course counts toward the Analytical Inquiry: Society and Culture requirement.
Independent Study
Topics in Judaic Studies (1- to 4-quarter hours)
Topics vary, reflecting the interdisciplinary nature of the department and studies of the faculty.
Internship (4- to 5-quarter hours)
Independent Study
Philosophy (PHIL)
Stereotyping and Violence in America Today (4-quarter hours; AI: Society)
This course offers students the opportunity to explore key issues relating to diversity and inclusion in the contemporary United States, focusing on the themes of stereotyping and violence, from multiple disciplinary perspectives. Students will engage with scholarly and popular culture artifacts to examine the kinds of stereotyping and types of violence, visible and invisible, that characterize and challenge political, social, cultural, economic, religious, and educational life in today's United States, and will do so by working with the course instructor as well as faculty members from across the arts, humanities, and social sciences. Students will work together to connect the given week's speaker's assigned readings and insights to readings and insights from previous weeks' speakers; assignments and classroom discussion will in this way be very interdisciplinary and will compare and contrast multiple diverse points of view and disciplinary lenses on the question of stereotyping and violence. This course counts toward the Analytical Inquiry: Society and Culture requirement. Cross-listed with PHIL 2008, COMN 2008, RLGS 2008.
Race: Black, Jew, Other (4-quarter hours)
This course is cross-listed with PHIL 2026 and RLGS 2026. In its investigation of philosophical writings on race and racism, this course explores a range of existential and phenomenological lenses for interrogating race and racism, with a focus on the shared theoretical and practical intersections of anti-Black and anti-Jew discourse. The course aims to help participants read and understand difficult primary philosophical (and some theological) texts—many of which are cited and engaged by contemporary writings across a number of disciplines. In this respect, we work through philosophical writings related to race, exile, "negritude," "the wandering Jew," and "otherness" by engaging such authors as: Sartre, Wright, De Bois, Levinas, Senghor, Fanon, Freud, Appiah, Jankelevitch, and Cone, alongside Gilman's work on the "Jew's Body" and "Jewish Self-Hatred," Bernasconi's work on the phenomenology of race, and discourses of "Other-as-disease" in American and Nazi eugenics. In all of its content, the course aims to engage participants with key issues and questions around race and racism, including extending the implications of anti-Black and anti-Jew discourses / practices to a range of other anti-Other discourses / practices at play in the world around us.
Jewish Philosophy (4-quarter hours)
This course sets out to explore the self and the sacred in Jewish tradition by exploring the nature of faith and reason, the call to ethical response and the meaning of divine revelation in multiple Jewish philosophical voices across the ages—including Philo, Saadya, Halevi, Maimonides, Soloveitchik, Buber, Rosenzweig and Levinas. Cross listed with PHIL 2050.
Great Thinkers: Maimonides—Politics, Prophecy and Providence (4-quarter hours)
Using "The Guide for the Perplexed"as our central text, we explore the complex philosophical ideas of Moses Maimonides (1135–1204), one of the central figures in medieval philosophy and Jewish thought.Our study includes analyses of his ideas on: principles of faith, human perfection, intellectual vs. "imaginational" approaches to truth, pedagogy and politics, reasons for the commandments, the nature of God and divine will, the limits of human knowledge, the mechanics of prophecy, and the parameters and implications of providence. Cross listed with PHIL 3023.
Great Thinkers: Maimonides—Greek, Islamic and Christian Encounters (4-quarter hours)
Using "The Guide of the Perplexed"as our central text, we explore the complex philosophical ideas of Moses Maimonides (1135–1204), a central figure in the history of ideas and in the history of Jewish thought. In this course, we examine in depth the relationship between Maimonides' core ideas and various Greek, Muslim and Christian thinkers. Topics include: Aquinas and Maimonides on negative theology; Aristotle and Maimonides on creation, eternity and providence; Maimonidean emanation meets Plotinus, "The Theology of Aristotle" and the "Liber de Causis"; and relating Maimonides' cosmological and political theories to Avicenna, al-Farabi and Averroes. Cross listed with PHIL 3024.
Philosophy Meets Mysticism: A Greek, Jewish and Islamic Neoplatonic Journey (4-quarter hours)
Neoplatonism is a unique genre—somewhere between philosophy and mysticism. In this course, we investigate some of the leading themes of Neoplatonism, tracing the Greek ideas of Plotinus, (the third century "father of Neoplatonism") into later Jewish and Islamic textual traditions. As part of our journey, we will investigate a host of philosophical writings, including the Theology of Aristotle and the Liber de Causis, as well as works by Plato, Plotinus, Proclus, Ibn Tufayl, Avicenna, Isaac Israeli, Solomon Ibn Gabirol, and Abraham Ibn Ezra. Themes to be covered include emanation and creation, apophatic discourse, divine desire, the theological significance of imagination, inward reflection, and the call to virtue. Cross listed with PHIL 3152.
Modern Jewish Philosophy (4-quarter hours)
Covering a range of modern thinkers from the 17th to the late-20th century, this course's topics include reason and revelation, human autonomy and responsibility, aesthetics, post-Holocaust theology, responses to Kant, responses to Heidegger, ethics, and the quest for authenticity. Cross listed with PHIL 3215.
Religious studies (RLGS)
The Bible as Literature (4-quarter hours)
The Bible has been one of the most important works in all of Western society. In this course we will read the Bible as a masterpiece of literature. Rather than focusing on theological questions about this work as inspired scripture, we will instead focus on its rich literary qualities and explore some ways in which these stories have influenced modern society. Reading select passages, we will discuss the Bible's literary genres, forms, symbols and motifs, many of which are important in literature today. Of the latter, we will encounter stories of creation and hero tales, parables, apocalyptic literature, and themes of paradise and the loss of Eden, wilderness, covenant, and the promised land. Cross listed with RLGS 2104 and ENGL 2104.
Culture and Conscience in Vienna (4-quarter hours)
This course focuses on the cultural and social history of the city of Vienna as the hub of culture, politics, and religion for Central Europe with special attention to its religious heritage as the seedbed for its rich cultural traditions. The course examines how the city's religious heritage, particularly Judaism, shaped its rich cultural heritage and the birth of modernism. A special segment of the course is devoted to the Nazi period and the Holocaust, including the study of the resistance of religious groups. The course concludes with a history of the post-Nazi period with attention to the development of Vienna as the hub of international social justice projects. The class is taught in seminar format and combines lectures with site visits to major cultural and historical sites around the city. The course consists of a weekly colloquium that discusses in a moderated format the implications, religious, social, and cultural issues, and common experiences of students engaged in international service-learning as part of a faculty-led international service learning quarter-long program in Vienna, Austria. Cross listed with RLGS 2107 and HIST 2107.
Introduction to the Hebrew Bible (4-quarter hours)
The legacy of the Hebrew Bible has been great for both Western and World culture. In this course, we read the books of the Hebrew Bible critically as literature, as religious texts and as courses of sociological knowledge. In this course students gain a general overview of the biblical narrative and its historical context while simultaneously being introduced to the various modes of biblical interpretation. Emphasis is also placed on situating the literature and religious expression of the Hebrew Bible within its ancient Near Eastern milieu. Cross listed with RLGS 2201.
New Testament
(4-quarter hours)
This course takes a multifaceted approach (historical, literary, and critical) to the writings that comprise the Christian New Testament. The New Testament are read as a collection of primary documents that chronicle the primitive Church's slow and often painful process of self-definition. In these writings it is possible to discern the tension that arose because of the strong religious and cultural ties early Christianity maintained with Palestinian Judaism, from which it emerged as a sectarian or reform movement. The careful reader also finds evidence of the new religion's encounter with the Greco-Roman world from whose variegated ethos and culture it borrowed considerably on the way to becoming an important religious force in the first century. In exploring the New Testament, then, we attempt to recover something of the sense of what it meant to be a Christian in New Testament times. Cross listed with RLGS 2202.
Religious Diversity in Israel (4-quarter hours)
Through religious, sociological and historical sources, as well as documentaries, movies and scholarly readings, this course examines religious diversity in Israel from its establishment (1948) to the current day. Cross listed with RLGS 2410.
Judaism (4-quarter hours)
A literary and historical journey through Judaism. This course examines the "Jewish story" from its roots to its modern-day manifestations, focusing on select, classic Jewish texts in their historical contexts. From them, students will explore Jewish tradition and practice and will actively engage with and in the vivid interpretive imagination of the authors of Judaism throughout the ages. Cross listed with RLGS 3001.
The Emergence of Monotheism (4-quarter hours)
This course is cross-listed with RLGS 3086. Monotheism, the belief in a singular deity, did not arise out of nothing. Rather, the emergence of monotheism was a multi-stage process spanning several millennia and involving numerous religious traditions, primarily Judaism, Christianity, and Islam. This process was marked by internal and external conflict, as individuals and communities struggled to distinguish themselves from their non-monotheistic predecessors and neighbors, while often attempting to convince others to do the same. In this class, we begin with the ancient Near Eastern religious environment in which the idea of monotheism first appeared, then turn our attention to how the movement toward monotheism shapes the texts of the Hebrew Bible, New Testament, and Quran. We also look to archaeological sites and case studies in material culture to fill out our understanding of the lived experiences at play in the emergence of monotheism.
Early Judaism (4-quarter hours)
This course traces the development of Judaism in history and literature from the Babylonian Exile and the end of the biblical period through the origins of Rabbinic Judaism and the completion of the Babylonian Talmud (c. 650 CE). However, special emphasis will be placed on Jewish culture in the late Second Temple period (c. 200 BCE to 100 CE) and its impact on the early Christian movement, including Jewish literature from the time of Jesus, lost texts of the Bible, new evidence from the Dead Sea Scrolls, and the few surviving historical sources of the Second Temple Period. In addition, students will analyze how the Bible came to be and understand how sacred texts and their interpretations eventually became the new center of both Judaism and Christianity. Cross listed with RLGS 3102.
Dead Sea Scrolls (4-quarter hours)
The Dead Sea Scrolls represent one of the greatest manuscript finds of the twentieth century and have been said to be the most important discovery in biblical archaeology. These scrolls offer a rare window into early Judaism and Christianity and offer us the earliest and most important witnesses to the (Hebrew) Bible. This course covers the Dead Sea Scrolls in their historical, literary and religious context in English translation, together with relevant scholarly research. Cross listed with RLGS 3151.
Bodies and Souls (4-quarter hours)
This course examines the unique place of the body in biblical religion. We ask how the Bible and its interpreters have shaped current views on sex and the gendered body in Western society.How has the Bible been (mis)used in relation to current understandings of the physical body? Is the saying that a "human" does not have a body, but is a body as true for the Hebrew Bible as the Christian New Testament? How has Judaism and Christianity (de)valued sexuality, procreation and celibacy? How do biblical traditions shape our modern opinions about the ideal physical body and body modifications? How can we understand "out-of-body" experiences, and notions of death and afterlife in Western religion? Students are encouraged to interpret the Bible and their own beliefs from a uniquely embodied perspective. Cross listed with RLGS 3740.
Religion and Diaspora (4-quarter hours)
When forced to leave a homeland, displaced communities frequently turn to religion to maintain identity and adapt to—or resist—new surrounding culture(s). This course examines the role of religion and the experience of space and place in the formation of identity. Looking at examples of displaced communities from the past and today, we ask questions such as: What is the relationship between religion and home (land)? How have the biblical themes of exodus, diaspora, promise and restoration been applied to contemporary experiences? And how have our American stories been interpreted through the lens of the Bible? How can we understand the study of lived, or experienced, spaces? As part of the service-learning component, students have the opportunity to work with religious and immigrant aid organizations in the Denver community. Service-Learning course. Cross listed with RLGS 3890.
Justice: A Biblical Perspective (4-quarter hours)
This course explores the ways in which the Bible has been applied to questions of social justice in contemporary society. In addition to studying major theological and philosophical theories of justice, students will read a variety of biblical texts related to major issues of social and economic justice, such as world hunger, the poor, revolution, just war theory and pacifism, environmentalism, and the role of government. This course includes a service-learning component. Cross listed with RLGS 3891.

subset: commoncrawl


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Article content
Maybe it was the frozen yogurt.
Matt Fraser was sitting in a Chipotle restaurant in Providence, R.I., Wednesday wondering what he was going to do for the day.
A little over 24 hours later, the winger, playing in his first Stanley Cup playoff game, gave the Boston Bruins a 1-0 overtime win over the Montreal Canadiens at the Bell Centre, sending the Atlantic Division final back to Boston tied 2-2 for Game 5 Saturday night.
Fraser, called up Thursday, swatted at a puck that had bounced off the backglass and eluded Montreal Canadiens goaltender Carey Price. It bounced around under Canadiens defenceman Mike Weaver before the 23-year-old native of Red Deer, Alta., knocked it into the net 79 seconds into the first overtime.
"It was bouncing around and I was swatting it as hard as I could" said Fraser. "(Price) is such a good goalie, obviously a world-class goalie -- he doesn't give out a lot of rebounds. I might have got lucky there, but the puck wound up in the back of the net."
He was acquired from the Stars along with Loui Eriksson and Reilly Smith as part of the deal that sent centre Tyler Seguin to Dallas. He played 14 games with the Bruins this season and another 44 with their farm club in Providence.
Fraser was sitting in that Chipotle restaurant -- the order was a double chicken burrito with guacamole and no cheese -- and expected to be getting on a bus with his Providence teammates for the ride to Wilkes-Barre, Pa., for a playoff game Thursday.
"I got frozen yogurt, too," he said. "Maybe that's what I need to keep doing the day before a game is eat frozen yogurt."
He can probably find a place in Boston Friday.
Bruins coach Claude Julien put Fraser in the lineup for Game 4 and liked what he saw in regulation from him.
"I thought he had poise and made some real good decisions, was strong with the puck and his decision making," said Julien. "I said that before in the overtime, we were talking about him and I said he's been really good for us tonight so there was no doubt he was going to play for us in the overtime."
Price said he lost track of the puck when it bounced in front to his right.
"It came around on the other side and it bounced over my stick and I lost it. Somebody yelled 'over' so I looked over my left shoulder," he said. "Obviously it wasn't there. Then they poked it on the other side.
"I knew where it was when it came off the glass. I just lost it when it hit a shin pad in front of the net. I don't know what else to tell you."
All that needs to be known is the series is tied and there's at least two more games coming up.
As a series takes on its own personality, grows from game to game, the really good ones have two teams adapting and changing, emphasizing their strengths while working at squeezing the areas where the opponents live and breathe.
That's the way it was in Game 4, the Bruins and the Canadiens snuffing each others' attempts and turning this game into the most defensive and stingy of the series so far until that crazy bounce off the backglass.
The Canadiens wanted to tighten up their neutral zone play after the first two games and have been effective at that and the Bruins are already one of the best neutral zone teams in the league (though they've had some uncharacteristic lapses in this series).
There were some good chances on both sides through 60 minutes, but Price and Bruins goaltender Tuukka Rask were each equal to the pucks that did find their way to the blue paint, though Rask made a few of the shots -- like a knee-high shot from the wing by Montreal's Max Pacioretty early in the third -- much more interesting than they probably needed to be.
Fraser, who grew up idolozing former Quebec Nordique and Colorado Avalanche great Joe Sakic, said the goal was played out a bunch of times on the frozen rinks in Red Deer.
It's a story often told by guys like Fraser, but it never gets old, does it?
"It's every kid's dream to score an overtime goal like that," said Fraser, who was never drafted after playing in the WHL with Red Deer and Kootenay.
"(Sakic) was always my guy and I remember I met him one time in Edmonton when they were playing the Oilers. I was like a kid in a candy store. It was so exciting.
"Every kid has played on the outdoor rink in Canada and that's where you grow up and kind of where you hone all your skills. You think back to that and you think about what you're doing right now and it's pretty crazy."
Now he's got to find that frozen yogurt.
tap here to see other videos from our team.


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AN FRANCISCO (AP) -- Dell's financial decay worsened during its latest quarter as the company slashed its personal computer prices in response to the growing popularity of smartphones and tablets.
The dismal performance announced Thursday provided the latest evidence of a technological shift that is making it difficult to sell laptop and desktop machines. Until recently, consumers had regularly replaced machines with faster ones every few years. The money is going instead to powerful, more convenient mobile devices such as phones and tablets. PC makers have had to cut prices sharply, obliterating their profit margins.
The trend also has hobbled another technology powerhouse, Hewlett-Packard Co., which is scheduled to report its latest quarterly numbers Wednesday.
If there's ever an opportune time for a company to flounder, it's right now for Dell Inc. That's because Dell's board of directors is trying to persuade shareholders to accept a $24.4 billion buyout offer from CEO Michael Dell and other investors. Some shareholders say the offer price of $13.65 per share is too low, but Dell's board contends it's a good deal in light of challenges facing the company.
The results for the fiscal first quarter, which ended May 3, should reinforce the board's point. At the same time, opponents of that proposal may question whether the Round Rock, Texas, company is deliberately finding ways to make the results look as bleak as possible in an effort to get the deal done.
Brian Gladden, Dell's chief financial officer, sought to debunk the conspiracy theories in response to a question posed on a conference call with analysts. "We have not changed the way we are running the business," Gladden said. "The strategy for the company has endured, and I would say we continue to adapt that strategy, given the market conditions."
Michael Dell didn't participate in Thursday's call. Before the buyout offer was announced in February, Michael Dell had regularly appeared on the call.
A shareholder vote on the buyout is supposed to be held by Aug. 2. Two of Dell's largest shareholders, billionaire Carl Icahn and Southeastern Asset Management, are trying to block the sale to Michael Dell with an alternative proposal that would keep the company publicly traded. If Michael Dell's offer is accepted, it would end Dell's 25-year history as a publicly held company.
Both Michael Dell and the dissident shareholders believe the company can bounce back by expanding beyond PCs into more promising technology segments such as business software, services and, of course, tablets. The turnaround promises to be bumpy, and the two sides disagree on whether that is better done as a public company or as a private company that doesn't have to report quarterly numbers and can focus on long-term results. Icahn also doesn't believe Michael Dell, who founded the company 29 years ago, is the right leader. Michael Dell, the company's largest shareholders, would remain CEO under his buyout proposal.
Investors had originally been betting a higher offer would emerge for Dell after Michael Dell and his partners reached their agreement with the company's board in early February. That's not the case any longer, as illustrated by Dell's stock falling below the buyout offer. The stock fell 3 cents to $13.40 in Thursday's extended trading, after the results came out. That's 25 cents below Michael Dell's offer price.
Dell Inc. earned $130 million, or 7 cents per share, in the latest quarter, compared with $635 million, or 36 cents per share, a year earlier.
If not for certain items unrelated to its ongoing business, Dell said it would have earned 21 cents per share. That figure was below the 35 cents per share expected on average by analysts polled by FactSet.
The shortfall doesn't come as a shock. Speculation that Dell missed analysts' earnings target mounted earlier this week after the company disclosed that it would release its results ahead of schedule. The report originally was supposed to be released next Tuesday.
Dell's revenue for the period dipped 2 percent to $14.1 billion, about $600 million above analyst predictions.
The company benefited from an improvement in its non-PC operations, where revenue climbed 12 percent from last year. Some of that came from the September purchase of Quest Software.
But nearly two-thirds of Dell's revenue still comes from PC sales. Even with drastic price cutting, PC demand weakened, particularly for laptop machines. Laptops aren't as inviting now that there are so many sleek smartphones and tablets on the market. The mobility portion of Dell's PC operations — the part consisting primarily of laptops — suffered a 16 percent decline in revenue to $3.6 billion in the latest quarter. Overall revenue in Dell's PC division dropped 9 percent to $8.9 billion from last year.
More from MBTMag.com
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My name is David Stott and I am a PhD student at the University of Leeds. I'm working on the DART project, which is looking at improving our understanding of how archaeological deposits are detected using remote sensing techniques. This work is important, as remote sensing allows us to prospect for archaeological features and understand the nature of archaeological landscapes. This is crucial as better knowledge about the nature and location of significant cultural heritage sites enables us to protect them by mitigating human actions and environmental processes that place them at risk.
- About the Project
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So, everyone who read my last blog entry replied with some great suggestions for the extra activities that we can do on our honeymoon in Maui! I have already added them to the registry but I'm still in the process of reserving the activities. It is all so exciting! Thank you for all your help!
It is official! Our honeymoon dates and flight itineraries have been booked and taken care of! I am so excited to have all of this going as planned! This really has been an amazing experience but now I have to start working on the booking of the honeymoon activities! If anyone has some ideas for any extra activities we can do on our honeymoon in Maui, please suggest it and we will book it!


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We have moved to our new location and building at 349 NW 100th Street St John Kansas 67576
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Matthew 18:15–17
"If your brother sins against you, go and tell him his fault, between you and him alone. If he listens to you, you have gained your brother" (v. 15).
"If your brother sins against you, go and tell him his fault, between you and him alone. If he listens to you, you have gained your brother" (v. 15).
James M. Boice's comments on Matthew 18:13 remind sinners that "everything God has done is for your salvation, and no one in all the universe will be happier at your repentance than God" (The Gospel of Matthew: An Expositional Commentary, vol. 2, p. 388). If the Father rejoices to see errant sinners return, we must also desire transgressors to be restored, no matter their offenses. This principle undergirds today's passage, the classic text on church discipline. Discipline necessarily means confrontation and is established in Christ's call for us to care for the spiritual growth of one another (Matt. 18:10–14). We are required to intervene when Christian friends and family go astray, otherwise sin might destroy that person. In a real sense, we are our brother's keeper. Verse 15 addresses offenses between two believers privately, not those against the church corporately. John Calvin wisely teaches that in certain cases we can skip this first step and right away call witnesses (vv. 16–17) and, if necessary, local authorities, if the sin is an illegal activity. Physical abuse, for example, might be a case in which this is done. Normally, however, we face those who offend us in private. Of course, we overlook peccadilloes in love, without mandating repentance for every sin (1 Peter 4:8). Nevertheless, more consequential sins demand us to go alone to the offender first, without gossiping and spreading the news to unconcerned parties (Matt. 18:15). We hope for repentance, but regardless of the initial outcome, Calvin teaches, no one may disgrace "his brother, by rashly, and without necessity, divulging secret offenses." If no repentance is forthcoming, the offended party must go back to the accused with one or two others (v. 16). This conforms to God's principles for justice (Deut. 19:15); witnesses protect the offender and the offended from false accusations. Finally, if the sinner remains impenitent, he is excommunicated from the assembly (Matt. 18:17). Even then, Augustine writes, let us not neglect the offender's salvation: "For the very heathen, that is, the Gentiles and Pagans, we do not reckon among the number of brethren; but yet are we ever seeking their salvation" (Nicene and Post-Nicene Fathers, first series, vol. 6, p. 359).
Coram Deo Living before the face of God
In excommunication, Dr. John MacArthur writes, "the idea is not merely to punish the offender, or to shun him completely, but to remove him as a detrimental influence from the fellowship of the church, and then to regard him as an evangelistic prospect rather than as a brother" (The MacArthur Bible Commentary, p. 1,158). Think of someone who has, on account of unrepentant sin, been cast out of your church. Take time today to pray for his salvation.
For Further Study
- Proverbs 24:28–29
- Luke 17:1–4
- 2 Corinthians 2:5–11
- 1 Timothy 5:19–21


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Profile: Hifana
Mon 05.02.2007
KEIZOmachine! and Juicy are a unique, genre-bending duo from Tokyo. They hooked up to form Hifana back in 1998 and have been pushing the freshest sights + sounds ever since.
Whether they're in the studio or performing live, these fun-loving rhythm masters embrace a captivating range of influences, often fusing traditional Japanese influences with hip-hop and break-beats.Hifana have produced two acclaimed albums, Fresh Push Breakin' in 2003 and Channel H (a CD+DVD) in 2005. And through working with Space Shower TV, they have released a DVD called Zamurai TV, featuring various Japanese artists, such as DJ Kentaro, Gagle and DJ Kiyo. Hifana also head up their own label called Nampooh, and in 2006 presented a compilation titled Nampooh Cable via Sony/Columbia.Hifana have proven to be a powerful draw, with their innovative live shows causing a sensation around the globe, from SonarSound (Tokyo) and Sonar (Barcelona) to the New York–Tokyo Music Festival 2006 in Central Park. They deliver killer sets that combine art, animation – and organic, non-programmed music. Boasting cut up beats, incredible percussion, and scratched up DVD footage, their live gigs are just that – live, spontaneous, real-time adventures. Visually, Juicy is behind many of the illustrations and cartoons that accompany Hifana's music, and the duo also work with VJ Gec, (on moving images) and Maharo (on artwork). Highlights of Hifana's cultish video craft include their award-winning Wamono, see above (from Channel H) and Fatbros (from Fresh Push Breakin'), and these were made in collaboration with the music label W+K Tokyo Lab. Hifana channel their audio-visual talents using a DJM-909 battle mixer, a DJM-800 mixer, and DVJ (DVD/CD) decks, which they actually helped to develop through working with Pioneer in Japan. Now add their other performance essentials: turntables, timbales, an Akai MPC sampler, a Korg effector, Roland HandSonic, microphone, and projection screen (for visuals), and you get an idea of the kind of rig that Hifana use during their live shows. "With the technology that's now available, it's getting easier all the time to perform AV shows and, of course, it's always a lot of fun for everyone!" Juicy www.hifana.com www.myspace.com/nampooh www.wktokyolab.com Words LL


text:
Hesse, Douglas D. "Politics and the WPA: Traveling Through and Past Realms of Expertise." The Writing Program Administrator's Resource: A Guide to Reflective Institutional Practice. Eds. Stuart C. Brown and Theresa Enos. New York: Lawrence Erlbaum Associates, Inc., 2002. Print. 41-58. Print.
Hesse explains how WPAs can approach the political nature of their work in a way that is productive and ethical. He describes aspects of academic politics that affect a WPA: that disciplinary knowledge or credentials aren't as highly valued in administration as one might think, and that most decisions circulate around the debate for material resources. His chapter discusses how a WPA must act politically, keeping in mind these two principles, in four different spheres: the department, the institution, the profession, and the public.
Notable Notes
In departmental politics – 1. know how things work and how things get done, 2. write down (and publish) policies (these are more efficient, have more authority, can be used for faculty development, focuses the work of the department) , 3. Develop an ethos grounded in "expertise, competence, sensitivity to local situations, and the pursuit of the greater good" (44), 4. Write reports that have hard data about the students and faculty in the writing courses; 5. Create structured processes with timetables to get things done – these establish legitimacy and help with efficiency.
In institutional politics – institutions are usually conservative, don't change rapidly or easily (46). Gives two examples of his own political work – one successful, one not. His advice: 1. "Have a place at the table" in discussions that are ultimately about resources by being on university-wide committees (48), 2. Know the people you're talking with and that you're competing with, 3. Be known in informal situations as well as formal ("Come to the parties" (49)), 4. Frame arguments in terms of resources, not just philosophy/disciplinary knowledge
In disciplinary/professional politics – 1. Know the past and present work/guidelines/statements published by the discipline's professional organization; 2. Get involved in the organizations, network and do good work, 3. Get disciplinary organizations to sponsor your work (example of the CWPA Outcomes Statement)
In the public and larger higher ed – 1. Write for public audiences, tell the story you do instead of responding to attacks or accusations; 2. Network with people in other institutions and work together to make change; 3. Get on committees – state assessment boards, other education boards
WPAs need to know how to argue for material resources (42).
He argues that WPAs should prepare themselves to do political work by paying attention to the history of higher ed, the conversations happening in higher ed scholarship and journals.
Quotable Quotes
"Though WPAs wearing the ermine mantle of composition czar may set the curriculum for a course, they rarely can unilaterally set class sizes or faculty salaries. They need action by individuals with the official power to do so. Because the quality of a writing program depends largely on the conditions in which the program exists, and because the WPA has limited control of those situations, political action is vital" (41-42).
"For a good deal of their work, WPAs simply must be politicians – and, of course, rhetoricians." (41).
In departments: "But beyond the program, especially in academic structures increasingly (and paradoxically) organized hierarchically with a professional managerial administration, WPAs often have to act with a decisiveness that may exceed their democratic sensibilities" (43).
"Second, WPAs must separate political outcomes from senses of their own worth. Unfavorable outcomes invite WPAs to doubt their abilities. But resources are finite, and expertise is lodged many places in the academy and culture. In a world where even Richard Nixon can be twice reborn, it makes most sense to understand your personae as content expert and as politician to be entwined but ultimately separable, each with endless opportunity for extension and application" (57).


text:
ROCKFORD — Two men charged with impersonating police officers were arrested Tuesday by Winnebago County Sheriff's deputies.
The charges stem from several incidents starting about 10:30 p.m. on April 30 when a woman reported she was in the area of Harrison Avenue and Mulford Road when a dark colored Pontiac attempted to stop her vehicle. She said the vehicle was equipped with flashing red and blue lights on the inside of the front windshield.
The vehicle was occupied by two men. The woman did not believe they were police officers and continued to drive before pulling into a gas station. The Pontiac then fled the area.
The vehicle was later spotted twice by officers and on each occasion fled.
Winnebago County Sheriff's detectives initiated an investigation, and the vehicle was located and impounded and two men were booked Tuesday into the Winnebago County Jail.
Earl E. Jones, 28, of Rockford, was charged with false personation of a peace officer, attempted false personation of a peace officer, and violation of the Cannabis Control Act.
Lawrence R. Jackson Jr., 22, of Rockford, was arrested on the same charges as well as fleeing to elude a peace officer. Bond for each has yet to be set.
— Chris Green


text:
With cars getting fatter, uglier, and more detached with every new generation, it's easy to say which carmaker hasn't lost its way, but Jalopnik readers know ten brands that stand out for losing their shit this year.
Welcome back to Answers of the Day — our daily Jalopnik feature where we take the best ten responses from the previous day's Question of the Day and shine it up to show off. It's by you and for you, the Jalopnik readers. Enjoy!
It's not always easy to figure out if a company is off the rails. Most decisions in car companies are made behind closed doors, and thanks to the time it takes to develop tooling for a new car, to produce a new line of vehicles in a factory, and to ship them out to customers, we don't even see the ramifications of executive's decisions until years after the fact.
Still, this year there have been some painfully clear mistakes made in the auto industry, with some companies failing to move forward while their competitors make strong advances, as well as other companies that took steps backwards all on their own.
If you think we forgot a company that did a nosedive this year that we forgot, let us know in Kinja below. If you think that a company does not deserve to be on this list, feel free to scream at us about it, too.
Photo Credit: Lincoln
10.) Lotus
The lifestyle brand and former carmaker Lotus still hasn't figured out how to grow, even after they fired Danny Bahar, who had at least some good ideas. We love the cars they make, but the company is slipping.
Suggested By: keenan9, Photo Credit: Lotus
9.) Peugeot
The French are kings of building excellent cheap cars, and those are the only cars people are buying in Europe right now. Renault nailed it by expanding high-quality Dacia production to North Africa while Peugeot… didn't.
On top of not breaking into the budget car market where it should excel, Peugeot tried to tie up with GM and failed at that, too.
Suggested By: Mallthus2, Photo Credit: Getty Images
8.) Fiat
Fiat's long-awaited second car in America should be peerless, stylish, and fun if the brand wants to ride on what momentum is left from the 500. Instead Fiat is bringing the bloated, ugly 500L. This could end very poorly.
Also, Fiat deserves our endless scorn for giving Lancia a fate worse than death: rebadged Chryslers.
Suggested By: E39M5FTW, Photo Credit: Chrysler
7.) Mitsubishi
Mitsubishi's lineup is so hopelessly old, so hopelessly outdated, that we almost feel sorry for having them on this list. Take any look at the company's website, or visit their threadbare booth in the basement of any auto show and it's clear this company is off the rails.
Suggested By: socrates56 and SantaRita, Photo Credit: Getty Images
6.) Suzuki
Suzuki has been on death watch for quite a while now, but 2012 is when they gurgled their last words here in America, died, and shat themselves. While we like the Kizashi, long for the Swift Sport, and even hold a crush on their Indian subcompacts that dominate that market, we hate the company for squandering its tie-up with Volkswagen and giving up in the USA.
Suggested By: Takuro Spirit, Photo Credit: IIHS
5.) Fisker
Fisker absolutely lost the plot this year with a battery-related production problems, recall, and a ton of very public fires.
Given everyone's expectations for the brand, this company fell harder than anyone this year.
Suggested By: Matt Hardigree, Photo Credit: Jalopnik
GM is on this list for three reasons. One: it screwed up the launch of their bread-and-butter midsize family car, then when the right version of the Malibu finally came out it wasn't even very good. Two: in Europe, GM still can't figure out what to do with Opel, which probably hopes to expand its global sales by showering markets in pixie dust. Three: we didn't really see as enough new product from the whole company this year, which felt like a refresh of last year, and the year before that, and the year before that.
Suggested By: Jimal, Photo Credit: Chevrolet
3.) Lincoln
It's possible Lincoln knows that it has little to no hope in the market these days. We certainly hope so. Why else would you hide your new product at an auto show, and then display that the last time your company made a good car, Kennedy was still alive? We have little hope for their big ad campaign, and unless they have a secret plan to make a humongous, rear-drive halo car to take our breath away, we have little hope for the brand as a whole.
Suggested By: ZekeStone, Photo Credit: Brian Williams/Jalopnik
2.) Honda
Honda has been losing its act since it went from double front wishbones on the Civic to cheaper, simpler MacPherson struts over a decade ago, so the slip is nothing new. In 2012, though, Honda continued to squander its image of making high-quality and reliable cars with advanced technology. We used to recommend Hondas to anyone looking for a new car. Maybe the company is going to turn itself around based on the 2013 Civic, but we're not convinced.
Suggested By: Blakkar, Photo Credit: Fox Marketing
BMW used to stand for something: exclusive, focused driver's cars. Now BMWs are bought so commonly and uncritically by doctors and mid-level professionals, that the brand has become the new Buick. It's only a matter of time before people realize the company isn't selling anything special (a host of front-wheel-drive compacts should help that along), and smart buyers will move onto the next big thing. At least BMW is raking in the dough with their porky new cars while the success lasts.
Suggested By: Patrick Frawley and Vargius, Photo Credit: BMW


text:
Not so random thoughtTuesday, August 31st, 2010 by Dawn Summers
In honor of our commitment and friendship with Iraq, the President should change his first name to Baraq.
In honor of our commitment and friendship with Iraq, the President should change his first name to Baraq.
Well, okay, after my favorite whiskey…but totally the same thing, right?
Also, Jameson's birth finally breaks the two and a half year streak of all my friends having boys!
And we're hitting August up just under the wire! I have seen a lot of movies this month. However, I'll only write up about half of them lest I break filmchaw. Yeah, this is only half of the movies I've watched in the last 30 days…what of it? I'll fight you.
The Love Guru
This movie is all about the Toronto Maple Leafs! Which, as we all know from @astinto, is actually a real hockey team! So the movie is about the star of the Toronto Maple Leafs – a black guy – having a meltdown on the eve of the Stanley Cup Finals (like the Superbowl in the NFL, except dragged out for a whole bunch of games) because his wife is sleeping with the well endowed goalie on the opposing team. In order to heal his heartbreak, so the Leafs can win the cup, the owner of the team, Jessica Alba, hire a Love Guru from India – Michael…um…shoot…oh Myers! He also has a cameo as Michael Myers, Toronto Maple Leafs fan, late in the movie. There is elephant sex. On ice.
$5 a day
Quirky father/son roadtrip movie. It stars Christopher Walken, so it's kinda creepy too. He's the dad. He's dying and looking for forgiveness from the son he framed for grand theft auto five years prior. The title refers to how much he spends on living expenses. Everything else he grifts, steals or wins from radio show trivia games. There's no need to rent this movie, but if you happen to find yourself in a closed space and it's playing on a big screen somewhere, there is no need to stab yourself in the face.
The Killer Inside Me
No shade, but I pretty much think Casey Affleck really is a serial killer. I would prove it, but I fear as I got too close, he would add me to his collection. What? His face is way too…like angelic! Anyway, this movie pretty much confirms my fears. He kills. A lot. And the whole time he's all "aw, shucks, ma'am, did I spill your blood all over your pretty bed sheets? My apologies." DUDE! Um. I guess this is a good movie, I like Goldie Hawn's daughter and even Jessica Alba didn't make me hurl. But part of what happens when you have a boy next door murderer story is that you try to keep everything calm and serene, so yeah, it's gory, but also a bit boring.
The September Issue
Yarf. A documentary about a fashion magazine! Double yarf. I rented it because I thought they were going to uncover the real truth about Vogue or Vanity Fair or whatever magazine this was about. That truth being that Satan is really the Editor in Chief and the architect of what passes for women's fashion. But no. This thing takes itself and fashion totes seriously. Blah. There's even a part where the cameraman for the documentary gets a part as a model in the magazine. And then the head editor in chief lady calls him fat and asks for it to be "touched up." Okay. That part was funny. I also hated the head lady's smug daughter. Who, is all "nah, I'm going to be a lawyer even though my mom keeps saying I should be the Managing Editor of this magazine." Screw you, Princess. Yup. Dawn is a hater.
Brooklyn's Finest
Have you seen The Departed? Did you wonder how that movie would be with B celebrity actors and more black people? Then run right out and get you some of this. Seriously. It's a black Departed. I like black people. I liked The Departed, I liked Brooklyn's Finest.
The Young Victoria
I was a bit sloshed when I saw this. So…um…it's about a Princess and then her uncle dies, so she becomes a Queen…and then she marries her cousin and they have a lot of kids off-screen and then he dies. Oh and someone shoots at her. Pretty much if you're tired of movies about Elizabeth, but you like movies about royals, then this flick is for you.
When In Rome
Why does Veronica Mars keep making terrible movies? Why? It's like she is the modern-day Sarah Michelle Gellar: boss TV actress, crapola movie star. Um. The premise: Veronica Mars goes to Italy for her younger sister's wedding, meets a man, frolicks in a magic fountain. Hilarity ensues. Well, minus the hilarity. It is predictable from the opening scene to the closing dance montage. God, it isn't even a good "chick flick" so far as those go. Blech.
Shutter Island
THIS. MOVIE. WAS. AMAZING! So you think you know, but NOPE YOU HAVE NO IDEA! Just great! Even the brain tumor guy with his speech impediment was good. And Leo, well, Leo was in top form, his best outing since The Departed. I don't want to ruin anything, but basically, it's about a crime that happens on an island for the criminally insane. You can try to pay attention to every little detail along the way, you still won't figure out the twist! Great flick!
From Paris with Love
And then on the other side of the spectrum, we have this dungpile of dog poop. Awful. Just awful. John Travolta plays a super spy who comes to Paris looking for a terrorist cell. He is assigned a young intern guy and it just so happens that the intern's girlfriend is in the cell! Wretched. Just vile. Lots of explosions, sadly none of them destroy this DVD. And believe you me, I would have happily sacrificed my DVD player if this thing self destructed. Dude, they stop to play chess on an active runway! ARRGGGHHHH
The Back-up Plan
Ok, now this is a chick flick – but it's a good chick flick. I mean, wholly implausible boy meets girl fall madly in love even though she's expecting stuff…but that's understood from the phrase "chick flick." J Lo is actually charming. I also like the fat black guy from Law & Order's last season.
Dear John
Aaaandd we're back to awful. I owed Nicholas Sparks a kick in the shin for The Notebook, now I also owe him a knee to the groin. Dreck. Oh, premise? Um. Guy on military leave meets this girl, they fall in love and write letters back and forth, until she dumps him to get engaged. TO HER DAD'S DYING FRIEND WITH AN AUSTISTIC SON. Eyeroll. Oh, the girl also doesn't drink. Whatever.
Happy Endings
Soo…this movie is weird. But good weird. It employs many of the techniques found in terrible movies like omniscient narration and flash backs and vignettes style storytelling, but it is not a terrible movie. It's quite good. I love Lisa Kudrow in it. It's about an unorthodox family. There's some weird abortion stuff, but all in all, I liked it. Definite recommend.
Our Family Wedding
This movie was hilarious. To me. Here's why I qualify that: the movie is about an interracial couple: The Ugly Betty girl and a black guy, who are getting married. Now, the black father is a rich celebrity, the Mexican parents are working class joes. So all the offensive, stereotypes are about the Mexicans. I mean offensive. But since I'm not Mexican, I thought it was funny. O_O What?
The Greatest
Why did I rent this movie? I do not know. It had that British guy on the box. You know the one, he was Remington Steele and then everyone was like he should be James Bond! And then he was, but now he's not. Well, so he's a dad in this and he's married to Susan Sarandon and their oldest son dies. But before he died he impregnated this girl and so she comes to live with the couple and the youngest son (now only child.) I suppose it's an interesting peek into grief. Susan Sarandon is pissed off that she is getting a grandchild because now people won't feel quite so sorry for her about losing her son. Remington Steele doesn't want to talk about the dead kid and throws himself into prenatal caring for the preggo girl. Meh, it's okay.
Saint John of Las Vegas
Wow, I really am unintentionally doing a "good/bad/good/bad" style review today cause this one is most definitely ABSOLUTELY BELCH AWFUL! I just invented that phrase. Belch Awful TM. It stars Steve Buscemi, who I usually love. Also Sarah Silverman who can be hit or miss and the black guy who used to sell Nancy Weed in Weeds. It's supposed to be a modern-day Dante's Inferno, with Las Vegas in the place of hell. I didn't know that going in. I just saw Steve Buscemi, Las Vegas and chips on the box and figured it was about poker. It wasn't. Boo. The best part of the movie is the Harold from Harold and Kumar setting himself on fire repeatedly. But I think it was mostly envy.
The Ghost Writer
Hey! It's the James Bond guy again! But now he's playing Tony Blair…or a guy that looks and talks EXACTLY *like* Tony Blair…let's call him Bony Tlair? Anyway, he's all a private citizen now, trying to write his memoirs, but his ghost writer has killed himself. So he hires a new one and we discover that maybe it wasn't suicide after all! And when the new ghost writer finds out the secret the old ghost writer uncovered, his life may be in danger as well! Dum dum dum. The movie has like 15 really suspenseful minutes, unfortunately, it's almost two hours long. So, um, I dunno, rent it on a plane maybe.
Home for the Holidays
It's Robert Downey Jr. and Dylan McDermott! When they were young! I kept pausing the movie and taking pictures of the screen with my Droid X. Wanna see them? ? What do you mean what was the movie about? I have pictures. Of a young Robert Downey Jr. AND Dylan McDermott on MY PHONE! Haters.
Read more
1. If Neil Patrick Harris is nominated, he should win. Period. End of effing story.
2. I can't wait till black people get invented, so they can be on TV shows and win Emmy's.
3. I'm glad the Indian lady from The Good Wife won one. Suck it, Whitey. Yeah, I said it.
4. On the one hand, it would have been a nice "Fuck you, NBC," if the Conan Obrien hosted Tonight Show had won. On the other hand, that show sucked.
5. Do you guys know that my mom LOVES Jimmy Fallon? Like tried to fight-me-in-AC-because-I-said-his-show-was-boring-and-wanted-to-change-the-channel-LOVE.
6. I'm glad George Clooney does charitable work and whatnot, but is it wrong that I'd prefer he just sit there and look pretty? I can't stand the condescension. That's a harder word to spell than you'd you think. Don't tell Clooney, he'll get all judgy about public school education.
7. I tweeted a lot about the Emmy's. If you care you can go here. But you don't, do you?
8. I've never seen the Big Bang. The Emmys think that dude is better than Alec Baldwin. Obviously, I can't judge fairly, but Alec Baldwin is pretty dang good.
9. I'm in one of those "when I'm rich and famous, I'm going to destroy the following people" kind of moods. I'm logging off now. Please leave Angela lots of comments if she guest blogs.
10. Madmen still sucks.
Dude. DUDE. WTF?
*Auntie Dawn swears she doesn't have any favorites. Double pinky swear.
Just because
I showed Princess Leia this picture
and asked who it was, she responded:
"Umm…picture of me when I was a baby?"
Pretty much. And all of you who remember that picture from when it was first posted are old.
I'm exactly the same age. #voodoo
(I work in an office with a bunch of people. One of those people got the Droid X the same day I did. Then the following conversation took place.)
Me: His name is Malcolm.
Nancy: You named your Droid?
Me: Yes.
Nancy: Mike, what'd you name your Droid.
Mike: My droid is named Droid. It's a phone, not a person.
Me: How rude. Just for that I'm naming your Droid Mike. And now whenever I say "Mike" you won't know if I'm talking to you or your phone.
Mike: Great. At all times, I will assume you are talking to the phone.


text:
DailyMed RSS Feed : Update Notices to Your Reader
What is RSS?
RSS (Really Simple Syndication) is a format for sharing and distributing Web content. Using an RSS reader, you can get updates and information about new drug labels approved by the FDA and published on NLM's DailyMed Web site. RSS Readers (also called Aggregators) will download the DailyMed RSS feed for you.
How do I get a RSS Reader?
There are many free RSS Readers available for download via the Internet and more are added each day. They give you a variety of functions and each has its own advantages.NLM or DailyMed does not endorse any particular reader or aggregator.To find one that fits your needs simply search the Internet entering the key words Free RSS Reader. Or, you may select one of the RSS Reader applications here:
List of RSS Readers - in the Internet Open Directory.
What will I get with the DailyMed RSS feed?
DailyMed will deliver notification of updates and additions to Drug Label information currently shown on this site through its RSS feed.DailyMed will deliver this notification to your desktop, Web browser, or e-mail depending on the RSS Reader you select to use. To view updated drug label links, paste the RSS feed address (URL) shown below into a RSS reader, or use a browser which supports RSS feeds, such as Safari for Mac OS X.
How do I add the DailyMed RSS feed?
To receive the DailyMed RSS feed
Copy the URL below and paste it into your RSS Reader application.
If you no longer wish to have this DailyMed RSS service, simply delete the copied URL from your RSS Reader.


text:
A man sits by himself on a subway and watches a group of teenagers harass a woman and try to steal her purse. She gets away from them and moves closer, sitting down next to the men. The teenagers follow and try again to grab the woman's purse. This time the man stands up, raises his arm, and says "Hey". What follows is the man being struck, knocked down, and kicked until he is unconscious. This is the starting point of Alex Garland's third novel "The Coma".
The man (he remains unnamed throughout the novel) is released fairly quickly from the hospital and returns home. He tries, cautiously, to enter back into his life, but he begins noticing strange jumps in time and a selective amnesia. Acquaintances tell them man that they don't know something because the man doesn't know it either. Things do not add up or make sense to the man and he knows he has to return to the hospital. He is still in the coma, and these episodes are his coma dreams.
"The Coma" is a short novel, with less than 200 pages. This brevity gives rise to added tension in the story as Garland is able to build the narrative in little chunks that feel like movie scenes. We feel the jumps in the narrative, these confusing dreams as the man tries to figure out what happened to him, where he is, and how to get back to life. We feel the man's confusion in not knowing what is a coma dream and what is reality. Garland's technique is very effective.
Reading "The Coma" is trying to decipher the man's memories and take the man's journey through his unconscious. In the coma dream something is real only if the man can remember it. There is no rhyme or reason to what he remembers and why he remembers what he does, but isn't that how memory? Alex Garland takes the reader on a eerie trip through a man's unconscious and coma ridden dreams, and in the process tells a very interesting (and slightly creepy) story.
Garland is the author of the novels "The Beach" and "The Tesseract" and also wrote the screenplay for the zombie horror film "28 Days Later." His fiction is something to be anticipated and thus far it has not disappointed, though it is never what is expected.


text:
Hey, acquaintances. I have been really depressed. It is not the result of schoolwork for six hours a day; it is because in the hour I take a break, I am being r o a s t e d in-game.
Someone I tie every time said, "Hahah u not that good c***." I was pretty offended as a sixteen year old, but I kept on playing the game I love, even if it was emotionally taxing to continue.
Later, in the middle of a game, I was informed that I was being r o a s t e d by the regular taverners. I was so distraught that I contemplated harming myself.
I just do not know what to do now. I cannot continue…but I love this game…I…


text:
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text:
hello, I have a problem with my code, I wrote a switch condition, and I just wanted to test it for the first case, but when I type 1, there is not output while I put one in my case 1 code. Also when I write 6, I get Thank you as output but also the ouput of the case 1... Here is my code
public static void main(String[] args) { Scanner input=new Scanner(System.in); int choice; do{ System.out.println("Welcome to Amazon Application!"); System.out.println("What do you want to do?\n"); System.out.println("1-Register\n2-Modify profil and personnal info\n3-Search books\n4-Create a shopping cart\n5-Submit an order\n6-Exit"); System.out.println("Please enter your choice:"); choice=input.nextInt(); switch(choice/6){ case 1: System.out.println("Case 1 test"); break; default: break; } }while(choice!=6); System.out.println("Thank you!"); } }


text:
Howdy guys! Long time no post! How have all of you been?
I can't believe it's been nearly 10 years since I first joined Shenmue Dojo, got wrangled into the crazyiness, endured troll admins, moved here (I think? this used to be Ryo's Place V2, right?) lost my Hotmail password and thus lost contact with the whole lotta ya.
Since the last time I posted, I had a long stint at a downer job, but recently left there to pursue a career in film. I've got my B.A. two years ago, and started a YouTube channel around comic convention goings.
Recently bored at the lack of... chat in my life in recent years. Chat programs are nearly dead. Facebook is a like-fest, but no messaging. I want to actually talk to people... in a text based environment.
Where my peeps at? Where's Yusuke, Taolishao, Brotherman, etc?


text: Integrating the arts into STEM education can have powerful effects on student performance. According to the National Endowment for the Arts in its 2012 report, "The Arts and Achievement in At-Risk Youth," "Eighth graders who had high levels of arts engagement from kindergarten through elementary school showed higher test scores in science and writing than did students who had lower levels of arts engagement over the same period." Wolf Trap's Institute for Early Learning Through the Arts in Vienna, Virginia, is going full STEAM ahead with a full slate of programs designed to infuse art into the curriculum. Wolf Trap's senior director of education, Akua Kouyate, is leading the organization's charge into the classroom. "If we think historically about how that has always been a part of learning, why would we stop it?" she said. "Why would we deny our children that which will allow them to really contribute significantly in the future?" Here's more about Wolf Trap's Institute for Early Learning Through the Arts:


text:
The death of a pedestrian killed after being hit by two separate cars in Tasmania has taken the holiday road toll to 30.
The 21-year-old man was standing on the Tasman Highway where he was struck by a ute at Cambridge, east of Hobart, at about 2.40am (AEDT) on Saturday.
The ute did not stop and shortly afterwards a sedan travelling west on the highway ran over the man, who was injured and lying on the road. The man died at the scene.
In Victoria, a man died following a crash involving two cars at Hoddle Street in East Melbourne.
One car ran into the back of the other vehicle just before 5.20am (AEDT), propelling it into a tree on the footpath.
A male passenger in one of the cars died at the scene.
Meanwhile, a NSW motorcyclist died following a collision with a ute in the state's north.
The man in his 60s was riding his motorbike on the Summerland Way, near Whiporie, when it hit a Mazda ute at about 10.45am (AEDT).
The motorcyclist died at the scene while the driver of the ute was not hurt, police said.
On Friday night, a 38-year-old woman died after a head-on collision near Bundaberg in central Queensland.
Four other people were taken to hospital as a result of the crash.
In Western Australia on Friday night, a woman was killed and another injured in a fatal crash north of Perth.
The 28-year-old female driver of a Holden sedan was killed when she lost control of the vehicle at Stirling and it rolled down an embankment at about 6.30pm (WST).
* The national road toll period runs from 0001 December 23, 2012, until 2359 January 3, 2013, local times, in line with the Australia New Zealand Policing Advisory Board.


text:
Note: This information was accurate when it was published, but can change without notice. Please be sure to confirm all rates and details directly with the companies in question before planning your trip.
Home›Destinations›Europe›Norway›Things to Do›The Best Driving Tours
Travel Guide
Things to Do
- The Best Festivals and Celebrations
- Frommer's Favorite Experiences
- The Best Fishing
- Best Dining Bets
- The Best Hikes
- Best Hotel Bets
- The Best Inns and Bed & Breakfasts
- The Best Museums
- The Best Active Vacations
- The Best Offbeat Travel Experiences
- The Best Buys
- The Best Skiing
- The Best Cruises
- The Best Small Towns and Villages
- The Best Wildlife Watching
- The Best Driving Tours
- The Best Websites
- Best Hotels
- Suggested Itineraries
- What's New
- Planning a Trip
- In Depth
- Active Pursuits


text:
Manage your travel on the move with the British Airways app on your mobile, iPad or Apple Watch.
You can now use the app to pay with Avios for drinks and selections from the M&S on board menu in economy (Euro Traveller) and UK domestic services to and from London Heathrow and London Gatwick.
If you are an Executive Club Member, and wish to pay for your snacks or drinks using Avios, please download the British Airways app, or ensure you have the latest version before you fly.
If you're travelling on your own, have already reserved your seat and have added your Advance Passenger Information, you can now check in with only three taps. Available for one-way or return journeys when using iPhone and Android devices.
If you're connecting from one British Airways flight to another, you can check in and download the boarding passes for all your flights as soon as you have checked in for your first flight.
This new feature also works if you need to get boarding passes for up to eight people travelling together on the same booking. You can use it for all destinations where mobile boarding passes are available.
Download up to eight boarding passes to one mobile device, reducing the risk of losing your paper boarding passes when travelling as a family or group. However, you will be unable to use them if you have an infant in your booking.
Available on iPhone and Android devices.
|Mobile app
|iPad app
|Free to download
|Book a flight
|View your upcoming flights
|Track your flight's status
|Check in and choose your seat
|Download your individual mobile boarding pass
|Download multiple boarding passes to one device (for up to eight people travelling on the same booking)
|Download boarding passes for connecting flights
|Lounge Wi-Fi passwords
|Executive Club Member additional benefits
|Mobile app
|iPad app
|Search availability with Reward Flight Finder
|Book reward flights with Avios
|Pay for M&S on board snacks and drinks with Avios
|View your digital Membership Card
|Track your Avios and Tier Points
|View your Executive Club account and recent transactions
Currently available in English and French.
You can download and store your boarding pass onto your mobile phone and use it in the same way as the paper version.
No need to get your phone out, just check your wrist watch for:
How to get your boarding pass on your Apple Watch


text:
Terminal automation
Complete solution from receiving products through to storage and delivery from a certain location
Be it edible oils, chemicals or petrochemicals: Successful terminal control relies on accurate and reliable process measurements such as level and flow. From high accuracy tank gauging through to the transfer of highly viscous products, we are the perfect partner to help you select the most appropriate device. But process measurement is only the start.
Truck and rail car loading
In addition to many years of providing accurate mass flow meters to the industry, we also manage the complete process of loading as well as managing the process automation needs of your terminal. By using proven technology and our professionals for designing and building loading skids, we provide reliable and effective terminal automation which enables you to successfully control your terminal.
Safety instrumentation
We go beyond of simply supplying the instruments you need to prevent overfill incidents. The entire safety loop system including measuring, controlling and correcting elements are provided from one source in order to ensure that you remain protected. Our systems include alarm panels, designed and built to meet exactly your requirements. If necessary the arrangement for SIL safety audits can be carried out that take into account your complete operational processes.