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Rumble in the Stacks: The Technical and User Services Divide & its Future in Libraries
07/04/2011 § 16 Comments
Lauren Bradley is in her final semester at the Pratt School of Information & Library Science in Manhattan. She works part-time at the Leo Baeck Institute and part-time at the Metropolitan Museum of Art. She enjoys costume librarianship, database searching, and government documents. Although her experience is exclusively in technical services, she dreams of crossing the divide to reference and instruction. Follow her on Twitter @BibliosaurusRex
Nearly all library school programs require students to take some form of these two classes: reference and cataloging. If you are like me and my peers, you immediately embraced one, declaring it your life passion, while disdaining the other, wondering why anyone would want to dedicate a life-long career to it. Library school seems to reinforce these notions…jokes about the poor social skills of catalogers and sneers about the customer service element of reference librarians comes to mind. A professor early in my own library education declared the divide between user and technical services dead; he said that we should gain skills in each to have a successful career. Although my own personal work experience and vision of future libraries affirm his declaration, I see library school propagating the notion of the technical-user services divide.
In my view, the benefits of having user services experience and technical services experience are obvious. Some of these benefits include (but are not limited to): understanding how users search the catalog, how the catalog appears to the end-user, and how to search the catalog most effectively. (Colorado Libraries has two great articles from 2004 on the subject: "Out of the Back Room and Onto the Desk" and "Sneaking into the Back Room" that explore these topics more in-depth). In my own library, reference isn't just run by another department, its run by a separate organization from technical services, and although this arrangement is cost-saving, the problems that arise are numerous.
Some of the professional world seems to be bridging the gap between tech and user services—the creation of RDA as a practical application of FRBR, tech and reference librarians alike gaining new technology skill sets to enhance library services, and the number small libraries that have a few staff members who do a little bit of everything.
Library school, at least mine, seems to encourage the divide. Although all students must complete the same four core classes (information professions, reference, knowledge organization, and information technology), students most frequently find themselves following a self-prescribed track of like courses: government documents and database searching nicely complement reference, metadata and advanced cataloging after knowledge organization, and usability and information architecture follow information technology. Students are by no means forced into one area or another, however, no one suggests otherwise (besides my one professor who strongly advised us to dabble a little bit in everything).
But how does this work logistically? Two years fly by quickly when one is already taking classes they enjoy; could we possibly fit in more to get a more rounded education? That being said, is a well-rounded library education really necessary or will having a solid background in one area, with on-the-job training filling in the gaps, be a more-than-sufficient model? Does gaining experience and/or expertise in one area pigeon-hole you for the rest of your career? After all, the librarians who are now bridging the gap were trained in library school when the divide reigned unchallenged.
The greater questions I ask are simple: does this divide have a continuing role in the future of libraries? In your program, are students encouraged to lean towards technical services or users services, or not? If so, which side of the gap have you leaned towards? If not, how do you think your more balanced education will impact your future?
§ 16 Responses to Rumble in the Stacks: The Technical and User Services Divide & its Future in Libraries
I don't know whether I just didn't notice the divide, or whether it's just not as bad in my program (University of Missouri). Whether it's selective hearing or actually there, I've gotten the message that tech services exist to support user services (why catalog those books if not to help users find them?), and user services need to understand the tech side to better serve users. And that providing excellent user services — combining tech-savvy reference and user-centered tech services — is the best way to build job security in this economy.
As for my education, I've been a bit of a generalist. I've had cataloging, an advanced class on reference services, management of electronic resources, and several others that don't fall neatly on either side. I don't worry about being pigeon-holed into one side of the divide — I worry about not having enough coursework in one specific area to get a job on either side!
It disappoints me that the distinction still exists in the MLS/MLIS programs. And, once you graduate, you will also notice it in your career, the field, and the industry. The best solution that I know of (coincidentally, the one that I've chosen) is to work in such a tiny environment that you have to do both technical and user services. And management. And evangelism. It helps (again, from personal experience) to also win an elected position in your local government.
A small environment where I could a little bit of everything would be ideal for me. Here's to hoping that such an opportunity crosses my path!
We have a pretty good mix of general studies and focused track people in my program. I'm general studies, but I'm struggling with this same issue right now as I try to sort out my fall schedule. I want to work on the user side, but I'm being strongly pushed towards tech by my advisor because it will make me more hireable. I can either continue my general course load or I can stock up on digital content classes to balance out my people- and reference-friendly background. I'm still undecided, so I'm interested to see what direction your debate goes today!
@Angela – "I worry about not having enough coursework in one specific area to get a job on either side!"
This is something I think about every single day, to be honest. My program is great about encouraging people to try lots of different things and to keep an open mind, and while that definitely appeals to me personally, I wonder how it will affect my job search when I'm listing relevant coursework for a particular (or specialized) position…
This is a fantastic post, Lauren! I took a Reference 101 course last quarter, and now I'm slogging through Cataloging 101, and it's amazing the different views of user/technical services interactions I'm getting in both. We're transitioning out of systems that benefit institutions and into systems that benefit the end-users, and in order for that to happen, the divide between tech and user services has to come down to some extent.
I'm hoping for the same thing as Micah – a more interdisciplinary, collaborative workforce in LIS. Specialization does have a place, but it shouldn't be king when we're all just starting out.
(Directed at Angela as well): In my opinion, work experience weighs more than coursework. My education has been very heavy in reference-directed classes, but my work experience is strictly technical services. Potential employers seem to latch on to that.
I should also mention that in NYC the library job market is very competitive. There are a lot of jobs, but also a lot of very experience and skilled people, so employers can afford to be picky.
Hm, I definitely think the divides exists in MLS programs but like Micah said I think it's an extension of what's going on in the library world beyond school. Our technical services is on a completely different floor, completely different administration, and much of it is does by folks without an MLS (and people not even in our library, ie: books arriving already processed).
We don't have many technical services classes (cataloging being the exception, and I am one of those students complaining about it), but we do have this issue with more technology driven classes versus public services classes. How much html or php do I need to know? How can understanding databases help me if I work in public services? These are some of the questions are program poses, and I've tried to be somewhat of a generalist.
Pratt has limited choices for cataloging, but they offer a lot of courses dealing with metadata. Is your program a big proponent of metadata?
I'm finishing my first year at Dominican, and I don't feel that there is a divide between tech/user services. If there is a divide, it has been between school media and everything else. They have such a focused track, there seems hardly any interaction between them and any other focus.
As for me, I am trying to plan out my next semester. So far I have been advised by several teacher to take many different types of classes to make sure that I have a wide base to get hired anywhere. There is the impression that too tight a focus (outside of SM) narrows hiring options. They emphasize that this program is just the beginning and that the job will expand my skills. Even taking this approach, I'm finding it difficult to fit in all the classes I think would be productive and relevant without cutting out entire types (knowledge mgmt or archiving).
I think that when I get a job, I'll be looking for something that offeres strong professional development and see if I can catch other classes later.
[...] Special Libraries Association conference in Philadelphia this coming week – Our friend and contributing writer Lauren Bradley has organized a get together for LIS student and n00brarians. See the details below [...]


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Congratulations on choosing the Masters in Humanities Program at Wilson College.
In these pages you can:
Prospective degree candidates can use these pages to explore the requirements of the program, get to know the faculty, and examine the specific courses available in the program. Current Master's candidates can use this site as a resource to answer questions about the program, learn about the steps to undertake when embarking on your thesis work, or understand the critical steps necessary to lead to degree completion.
The M.A. in Humanities degree has been designed to actively engage working professionals and serious students in Humanities fields in order to further continue and accelerate their understanding of the critical interrogations, processes, and investigations that mark the field. The program is built on the best and most current practices found within the Humanities Division and focuses students on learning to articulate their own expression of original ideas based on rigorous theoretical, critical, and historical study of the Humanities field. A significant goal of the program is to prepare students to genuinely enjoy engaging their intellect in a variety of Humanities subject areas while also focusing the student in an in-depth study of a topic that will become that student's area of expertise. Ultimately, students will learn to conceptualize and write critically on a variety of areas within the Humanities before pursuing a particular subject area in which they can achieve expertise.
Students will enter the program from a wide variety of backgrounds. Many will be professionals returning to college to pursue graduate study. Others may come into the program directly from their undergraduate work. Local educators and teachers may also pursue this degree to develop their knowledge of their own subject areas and expand and refine their pedagogical expertise. Some may be embarking on a new career, while others may be seeking further opportunity where they work now. Some students merely wish to pursue the degree for their own intellectual curiosity, and to satisfy the personal goal of achieving their graduate degree.
Regardless of your motivations, this degree will aid you in achieving your goals, whether in your working life, through future graduate study beyond the M.A. in Humanities, or in the life of your mind. Graduate study in the Humanities can prepare students for careers in teaching and education, publishing and communications, non-profit work, government work, arts and arts management, and many other fields. The skills and knowledge gained though this degree, combined with Wilson College's traditional hands-on investment in both you and your education, will only aid in making your education the experience you hope it to be.
Explore this website to learn more about the program. Should you have any questions please contact Program Director Dr. Michael G. Cornelius at email@example.com or at (717) 264-4141 ext. 3308.
. in Humanities program candidates will plan their course of studies with their academic advisor prior to enrolling in the degree.
Required Courses
All M.A. in Humanities program candidates are required to complete the following:
HUM 510 Methods and Materials of Research in the Humanities
HUM 598 Master's Thesis I
HUM 599 Master's Thesis II
HUM 510 should be completed during the first fall semester in which the degree candidate is enrolled. Students will be required to publicly defend their thesis.
All M.A. in Humanities program candidates are required to select from two areas of concentration:
Students then complete five courses within their given concentration. Two additional elective courses are also required.
The Concentration in Language and Literature
Students choosing the concentration in Language and Literature will focus their studies on critical, socio-cultural, and historical understandings and interpretations of written media and its influence on and interrelationship with the larger cultures that create, sustain, and define it. This concentration focuses on how the broadly defined constructs of text and media operate within culture, as well as how they transform it. Students study critical, theoretical, historical, and socio-cultural ways of understanding literature and literary history, film, drama, narrative, linguistics, and other media. Students gain insight into the textual process, the formulation of critical, theoretical and intercultural responses to written media, and the diverse human experiences that lead to the generation of said media. The Concentration in Language and Literature ultimately prepares students for a range of careers or further graduate study, including teaching, media work, public relations, human resources, technical or corporate communications, the non-profit sector, public history, publishing, and the arts.
Students selecting this concentration must take five courses in the Language and Literature concentration. Among those five courses, they must choose two of the following:
ENG 511: History and Structure of the English Language
ENG 535: Film Genres and Genders
ENG 580: Literary and Cultural Interpretation
MCM 504: Mass Media and Society
HUM 570: Topics in Language and Literature
The remaining three courses may be selected from any coursework listed as Language and Literature (LL).
The Concentration in Art and Culture
Students choosing the concentration in Art and Culture will focus their studies on critical, socio-cultural, and historical understandings and interpretations of visual media and its influence on and interrelationship with the larger cultures that create, sustain, and define it. This concentration focuses on how the broadly defined fields of art and media operate within culture, as well as how they transform it. Students study formal, aesthetic, historical, and socio-cultural ways of understanding visual art and art history, film, theater, and other media. Students gain an understanding of the creative process, the formulation of critical, theoretical and intercultural insights into artistic creativity and representation, and the diverse human experiences that lead to the generation of visual media. The Concentration in Art and Culture ultimately prepares students for a range of careers or further graduate study, including media work, museum work, teaching, public relations, the non-profit sector, public history, and the arts.
Students selecting this concentration must take five courses in the Arts and Culture concentration. Among those five courses, they must choose two of the following:
HUM 572 Topics in Arts and Culture
FA 510: Art History Theory and Methods
FA 5XX: Movements of Art History
ENG 535: Film Genres and Genders
PHI 535: Aesthetics
The remaining three courses may be selected from any coursework listed as Arts and Culture (AC).
The successful M.A. candidate will complete 10 course credits, which includes 2 course credits of Master's Thesis, while maintaining a cumulative grade point average of 3.0 or higher. Graduate course credit will be awarded only for earned grades of C (2.0 on a 4.0 scale) or better.
All course work and degree requirements must be completed within six years of taking the first class in the M.A. Program. Appeals for extension of the six-year limit must be submitted in writing to the Program Director.
Degree program admission is based on the following criteria:
Enrollment of Non-Degree Students in M.A. in Humanities courses
Non-degree students may enroll in any course for which they have the necessary prerequisites with the approval of the Director of the Program. A student must be formally admitted to the Program prior to enrolling in the fourth course in order for the prior coursework to count towards the degree.
Provisional Status
Provisional status allows a student to enroll in graduate classes in order to qualify for admission to the degree program. A student may be granted provisional status by the Program Director after a plan of action is developed which will assist the student to meet the entrance requirements of the program.
If a student is granted provisional status, the student must first satisfactorily complete the educational plan approved by the program director with a GPA of 3.0 or higher before being officially admitted to the program.
Transfer Credits
At the discretion of the Program Director, no more than two courses may be transferred into the M.A. in Humanities program. For a course to transfer, the grade in the course must be 3.0 or higher on a 4.0 scale and the subject area, goals, and outcomes must be similar to that of courses designed for the M.A. in Humanities program. Students may be required to present supporting materials (such as a syllabus, assignments, etc.) beyond an official transcript when transferring in a class
The M.A. in the Humanities Program at Wilson College offers a 3+1 Program for undergraduate students that will allow those students to graduate from Wilson College in four years having completed their B.A. and M.A. degrees.
Criteria for Admission into the Program as a First-Year Student
Students who wish to participate in the B.A. / M.A. in the Humanities 3+1 Program must reflect the following criteria at the time of admission into Wilson College as a first-year student:
Scholarships for Students Admitted into the Program
Every full-time student admitted into the B.A. / M.A. in Humanities 3+1 Program will receive a scholarship toward undergraduate tuition since the academic credentials that are required for the program are identical to our requirements for our merit scholarships. Students will carry their merit scholarship through their fourth year at Wilson when they are enrolled in graduate courses. This tuition award will be applied toward the total amount of graduate tuition provided the student is enrolled full-time.
Students will be required to maintain a 2.75 cumulative GPA during their undergraduate study at Wilson in order to retain these scholarship funds
Coursework for the B.A. / M.A. in Humanities 3+1 Program
In the summer prior to enrolling at Wilson, the student will work with her area academic advisor and the Director of the M.A. in Humanities Program to map out an academic plan for her next four years.
Each student in the B.A. / M.A. in Humanities 3+1 Program will be required to complete a minimum of 13 credits during each of her first three years at Wilson. This will likely require study during the January-term and/or during summer sessions. First-semester students in the program may not enroll in more than five credits in their first semester at Wilson; after their first semester, the number of credits they attempt in a semester will be left to the student and her academic advisor.
In her third year at Wilson, the student will enroll in two graduate-level courses. In the Fall semester, she will enroll in HUM 510: Methods and Materials of Research. In the Spring semester, she will enroll in a graduate-level Humanities course selected under advisement with her academic advisor and the Director of the Program. These two courses will not count towards her undergraduate major, but will instead be counted towards the eventual completion of the student's M.A. degree.
Also, late in the Spring semester of her third year, once the student is on track to complete her undergraduate degree, she will then be transferred to the Director of the M.A. in Humanities Program for academic advising.
Criteria for Admission into the Program as a First-Year Student
Once the student has successfully completed her third year of coursework, she is granted the B.A. degree in her major and may be admitted into the M.A. program for another year of study. Successful admittance into the program requires that student meet the requirements for admission for any potential M.A. in the Humanities candidate, with the exception of the following:
In addition, each student will be required to have completed her thesis proposal prior to formal acceptance in the program. This proposal must receive approval from her program director and thesis committee no later than August 1 of her last year in school (the thesis proposal will be accepted in lieu of the writing sample for degree admission.)
During the summer of her fourth year, the student will complete two courses towards the M.A. degree. Then in the Fall and Spring semesters of her final year, the student will be enrolled at full-time status in the degree (three courses per semester,) including her thesis coursework.
The student will thus complete the program at the end of the Spring semester of her fourth year at Wilson.
The degree is designed largely for the following audiences:
Many students completing the degree will do so because of opportunities with their current employer. Our degree allows for great flexibility—both in scheduling courses and in course selection—allowing candidates to shape a program that will enable them to meet their specific career-related needs.
However, many degree-seekers will enroll in the degree to better their current career opportunities. The MA in Humanities stresses intellectual skills and educational abilities that will further the opportunities for students in a wide range of fields and workplace settings, including communication offices, educational institutions, public relation firms and offices, museums and non-profits, media organizations—the list is potentially endless. Again, students can take a strong hand in shaping their program to best meet their future goals.
Some students will likely wish to continue their studies at the next level, and Wilson College will aid the student in selecting programs and institutions, seeking assistantships and aid, and preparing themselves for the rigors of doctorate-level study. Wilson's small class sizes, intense seminars, focus on critical and analytic reading, researching, and writing, and award-winning faculty will all play a key role in the future success of those students who wish to use this degree as a step towards someday completing a terminal degree in their chosen field.
Whatever the opportunity you seek, this program is focused on helping you achieve it.
The typical full-time load is three classes per term or semester. (It is recommended, however, that candidates employed full-time take no more than two courses per semester.) Most coursework is offered at night, on weekends, or through online or hybridized online formats, allowing timely completion of the degree to fit into most work schedules.
A maximum of three classes may be taken during any fall or spring semesters, and a maximum of two can be completed during any given summer session. Candidates wishing to attempt more than the maximum load must receive permission from the Director of the M.A. in Humanities Program in advance of registration.
Academic Probation
Graduate students must maintain a 3.00 grade point average. If the GPA falls below 3.00 or a grade of 'C' is received in any course, the student will be placed on academic probation. A student may be dismissed from the program if an academic probation extends beyond the completion of three additional course credits, or the student receives two course grades of 'C' or lower or one course grade of 'F' at any time during their graduate studies at Wilson.
All students in the graduate program are subject to the Wilson College Honor Principle, the academic and administrative regulations, and the Wilson College Judicial Process.
Graduation Application and Forms
A student must complete and submit a graduation application to the Registrar by Registration Check-in Day two semesters before the anticipated graduation date. A fee will be assessed for late applications. If a student fails to officially submit a graduation application, s/he will not be eligible for graduation.
On-campus housing is available for qualified students in the program. For more information on housing, please contact the Wilson College Office of Residential Life and Student Development.
Independent Studies
Graduate-level independent study work may be allowed under certain circumstances. Anyone wishing to consider independent study work must seek the approval of the Program Director. Independent study work cannot be completed over the January term. For more information, see the Program Director.
Leave of Absence
A leave of absence for a graduate student may not exceed one year. See complete description regarding applying for a leave of absence and termination of a leave of absence in the current college catalog.
Time Limit to Complete Degree
All course work and degree requirements must be completed within six years of taking the first class at Wilson College. Appeals for extension of the six year limit must be submitted in writing to the Director of the Graduate Program.
Undergraduate Enrollment in Graduate Humanities Coursework
undergraduate students may not enroll in a graduate-level Humanities course for any reason except as follows:
Students who complete undergraduate coursework at Wilson College may not enroll in any course as a graduate student that they did as an undergraduate, even though the number and major area may differ.
Special Graduation Circumstances
December graduates:
Summer graduates:
In areas not represented here, the M.A. in Humanities Program is governed by the general academic regulations of Wilson College. For more on these regulations, see the current college catalog.
Upon completion of the degree program, students will need to demonstrate their proficiency with the program goals by completing an exit assessment. The exit assessment will consist of the following:
The Portfolio of Assignments and Writing
At the conclusion of the program, students should be able to demonstrate a competence regarding both the critical thought that hallmarks Humanities graduate work and the appropriate level and understanding of writing that accompanies graduate work in the Humanities fields. The portfolio will assess that students
In their Methods and Materials of Humanities Research course, students will begin to assemble this portfolio as part of that course's embedded assessment. In this class the students will learn the rudiments of all three concepts above. To this portfolio, students will then add significant, seminar-style works from their subsequent coursework, one each designated by the student to measure one of the particular skills noted above (for a total of three). The Program Director, with appropriate consultation from other program faculty if necessary, will review this portion of the assessment.
The Master's Thesis
In addition to the portfolio, all students will complete a thesis and defend the thesis publicly as part of their graduate work. This thesis will demonstrate a student's knowledge of a field or subject. The general parameters of the thesis (outlined in the section on the thesis in this packet) will aid in enabling the student to demonstrate his/her mastery of a particular subject area of study. The thesis director and committee members will assess the thesis.
Ultimately, it is important that graduates from the MA in Humanities Program demonstrate both a breadth of Master's-level learning across a range of disciplines and a depth of understanding in one particular field and, even more, in one particular area. The Portfolio is thus designed to assess each student's breadth of knowledge, while the Thesis assesses each student's depth in one particular subject area.
Exit assessment evaluation scale (on a basis of 1-4)
1 – the student does not demonstrate an understanding of the goal in any measurable way
2 – the student demonstrates a basic understanding of the goal, but there are still severe deficiencies present in her demonstration of the course goal
3 – the student demonstrates a strong understanding of the goal, but is still missing one or two key components in mastering the goal
4 – the student demonstrates a full understanding of the goal per the course's level and objectives
Each portfolio must contain the following materials: 1) works from the Methods and Materials of Humanities Research course, including one abstract, literature review, annotated bibliography, encyclopedia article, and seminar-style paper; and 2) three seminar papers generated from coursework within the program each designated to apply to the particular markers set up in the Portfolio Exit Assessment.
For the paper related to skillful interpretation, do the students demonstrate their ability to
*complete an analysis of the subject matter closely;
*use literary/historical/cultural evidence;
*situate the subject area in its socio-historical context.
For the paper related to the process of research and writing, do the students demonstrate their ability to
*compare and contrast themes across works related to the subject area;
*use research to enter scholarly dialogue;
*construct and support a viable and defendable argument;
*discover and utilize level-appropriate resources
*highlight an awareness of audience and a requisite level/style of writing.
For the paper related to the synthesis of ideas, do the students demonstrate their ability to
*apply theoretical constructs relevant to the subject area to aid in understanding and highlighting the subject area;
*understand the nature and arguments of the critical works being used;
*use these arguments to bolster their own thesis and foster a greater understanding of the subject area.
MA in Humanities Exit Assessment – Thesis Evaluation
Questions for the Thesis and Defense
Does the introduction contain a properly-detailed, original thesis that will guide the entire project?
Does the introduction contain a functioning literature review of relevant research in the subject area?
Does the introduction establish the goals of the thesis itself and establish what it is setting out to demonstrate?
Does the introduction establish the goals of the thesis in the larger pantheon of critical studies related to the subject area (if relevant)?
Does the thesis contain three chapters?
Does each chapter have its own identifiable, properly-grounded thesis?
Does each chapter relate to the main thesis first explicated in the introduction?
Is each chapter adequately developed?
Is each chapter's thesis supported with evidence in keeping with the norms in the field?
Does the conclusion reiterate the key main thesis and each subsequent thesis?
Does the thesis overall demonstrate an expertise in the subject area?
Does the thesis overall demonstrate a level of writing reflective of Master's level work in the field?
Is the student able to explain and codify his/her work and address questions on the subject matter adequately?
1) A proposal 2) A thesisIn addition, students will orally defend their work.
The committee will consist of three members: a director, a primary reader, and a secondary reader. The director will act as the primary mentor and advisor for the student's thesis work. Students and thesis directors will meet once a week to discuss the work and monitor its progress. The director will steer the student through drafting and submitting the proposal, work with the student in creating an appropriate timeline for the thesis, and steer the student through his/her thesis work. The director will read drafts of the thesis and proffer feedback as the work develops. The director also assigns a grade value to HUM 598, allowing the student to continue on to HUM 599 if the director sees fit. The director should be selected on a basis of primary expertise that the individual brings to the committee based on the thesis subject matter. The director must be a member of the MA in Humanities graduate faculty at Wilson College. The primary reader should be involved in the thesis work from early on, though the extent of the primary reader's involvement is left to the discretion of the student, the director, and the primary reader. Minimally, the primary reader must approve the proposal before the student can continue working on the thesis. The primary reader should be selected on a basis of primary, secondary, or critical expertise that the individual brings to the committee based on the thesis subject matter. The primary reader must be a full-time member of the Wilson faculty, but does not need to be a member of the Humanities graduate faculty.
The secondary reader comes onto the thesis committee only toward the end of the crafting of the thesis itself. The secondary reader is one of the committee members who reads and responds to the completed thesis, but plays no formal role beyond this. The secondary reader need not be a Wilson faculty member, though any non-full-time Wilson faculty must be approved by the Program Director. While the first two faculty members must agree to serve on the thesis committee prior to the student beginning the proposal, the secondary reader need only agree to serve prior to reading the final version of the thesis. All three readers must approve the thesis for the student, though it is the role of the director to assign a letter grade.This next section will briefly describe the expected outcome result of each document.
A successful proposal for the thesis will describe the project in some detail, giving readers not only a sense of the project but the confidence that the student, in conjunction with her/his director, has thoroughly thought through and already explored the thesis and scope of the proposed work. The proposal is considered a road map for the thesis; while the department and the committee expects that the project will evolve over the course of the student's work, and thus change, the project should not be radically altered from the proposal without approval from the entire committee. A proposal should be between ten to fifteen pages in length and should minimally consist of the following:
• A lengthy description of the project itself, with emphasis on the thesis and three chapters being proposed (this will take up the bulk of the proposal);• Some discussion that places the project into the context of other critical work about the subject area;• Some discussion of how the student came to the project;• A lengthy reading list of primary and critical works the student will consider and consult during the course of her thesis;• Plus anything else that the student feels is relevant to the project.
The proposal must be approved, with signatures from the thesis director, primary reader, and Program Director, prior to the student beginning thesis work.
The actual thesis should consist of five sections: an introduction (20-25 pages); three chapters (20-25 pages each); and a conclusion (8-10 pages). It is advisable for the student to think of the project as three lengthy papers, all coordinated under the same general thesis and subject area, plus a lengthy introduction and more succinct conclusion.
The introduction is designed to provide the reader of the thesis with the proper background necessary to comprehend the nature of the project, while also explaining the thesis in some detail. The audience should be presumed to have strong knowledge of the general subject area (i.e. literary theory, media theory) but not specific expertise in the topic of the thesis. This is where the nature of the literature review comes in (i.e., the discussion of the current state of the specific field.) The student should also provide some presaging of each subsequent chapter by discussing the contents of each. It is also recommended that the student attempt to place her/his project into the larger pantheon of critical studies surrounding his/her basic subject area.
Each chapter should be sustainable unto itself while also being an integrative part of the larger project as a whole. Each chapter will develop a particular thesis that will relate strongly to proving the larger overall thesis of the entire document. Students may be advised to think of each chapter as a more highly developed seminar paper from a graduate-level course.
The conclusion reiterates the main thesis and highlights each chapter accordingly while also providing concluding remarks and observations.
Who Must Attend / Who May Attend During the semester the student is completing HUM 599, the student will conduct a defense of her/his thesis. All members of the thesis committee must be present for the defense (members can be present by electronic means if necessary.)
The Director of the MA in Humanities program is also invited to the defense, and every effort should be made to accommodate that individual's schedule. However, it is not required that the Director be present for the defense to occur.
The student may also invite others to attend the defense as the student wishes, though the defense is generally not open to the public.
The timeline for the defense will be determined by the student and her/his thesis director. The defense must be completed on or prior to the last day of classes during the semester in which the student is registered for HUM 599. The student must make her/his completed thesis work available to all members of the thesis committee prior to this in a timeline determined by the student and the thesis director; however, it is recommended that committee members receive the completed thesis at least 3 full weeks prior to the defense date.
During the defense, the members of the student's thesis committee will pose questions on the thesis and engage the student in conversation about his/her work. This portion of the defense should last between 30 to 60 minutes. During this time, only committee members and the Director of the Program may ask questions of the students. All other invited persons must remain quiet. Upon concluding the defense, the student and other guests are excused and the committee members will remain to discuss the thesis and defense. The committee will determine a "pass" or "not pass" status for the thesis at this time. The committee will also fill out the thesis evaluation forms. It is the job of the thesis director to collect these forms and pass them on to the Program Director and to inform the student of his/her "pass" or "not pass" status.
Following the defense, the thesis director may direct the student to complete revisions on the thesis prior to determining a letter grade for HUM 599. Thus a student may receive a "pass" defense grade but still be required to revise parts of the thesis for the course letter grade. These revisions must be completed prior to the end of finals week, and the student must submit to the Program Director a completed (electronic) copy of the thesis no later than the last day of finals as part of the student's final assessment. Failure to do so will delay graduation for the student.
Should a student receive a "not pass" for the thesis defense or fail the thesis project, she/he will receive a failing grade of "F" for the HUM 599 class. The student will be allowed to re-take the HUM 599 course in the subsequent semester and attempt the thesis defense again. If the second attempt is successful, the student will receive a grade of "pass" and a revised grade for HUM 599. If the second attempt is unsuccessful, the student will not be allowed to try again.
The student will also give a public presentation of her/his thesis work. This usually occurs during the Spring semester (even for Fall and Summer graduates) during the Research Presentation Day. The public presentation is neither assessed nor evaluated.
Below both students and faculty in the MA in Humanities Program at Wilson College can find key forms for use in the program. Should you have any questions about these forms or need more assistance, please contact the Program Director.
MA in Humanities Course Requirements Form
MA Registration Form
Policy Manual MA Humanities
Deferred Payment Form
MA in Humanities Transfer Course Evaluation Form
MA in Humanities Thesis Proposal Form
MA in Humanities Thesis Approval Form
MA in Humanities Thesis Assessment Form
MA in Humanities Portfolio Assessment Form
Enter your information and question below and we will get back to you as soon as possible.
Below you can find answers for some of the most common questions regarding the M.A. in Humanities and/or 3+1 program at Wilson College. If you have a question that is not answered here, please contact the Program Director.
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I have a job and can't attend classes during the day. Can I still complete the degree?
Absolutely! Most courses in the M.A. in Humanities degree are offered at nights, during weekends, or through online formats. A student who can only attend courses during those time periods can graduate as quickly as any other.
I can only attend classes during the day—and not on weekends. Will that impede my progress in the program?
I'm afraid some of the required courses are offered only at night. Students must be available to take some night classes as part of the degree.
How many courses can I take in one semester as part of the program?
You may take a maximum of three courses in any Fall or Spring semester while you are completing the M.A. degree. Three courses is equivalent to full-time study for graduate study. Students can petition the Program Director to take more than three courses, but permission will only be given under exceptional circumstances. Students may only take one graduate-level course during Wilson's summer sessions. The program does not offer courses during the January term.
Why doesn't Wilson offer graduate courses during the J-term? I'd like to get one done quickly.
The three-week, intensive format the J-term offers is not conducive to graduate study. The program will not be offering classes in that time period.
I did not graduate with a 3.0 or higher—can I qualify for the degree in another way?
Yes. While the College recommends a minimum 3.0 GPA for entrance into the MA, the degree also has a provisional status that allows a student to enroll in graduate classes in order to qualify for admission to the degree program. A student may be granted provisional status by the Program Director after a plan of action is developed which will assist the student to meet the entrance requirements of the program. If a student is granted provisional status, the student must first satisfactorily complete the educational plan approved by the program director with a GPA of 3.0 or higher before being officially admitted to the program.
I see a course listing in French or Spanish—but I've never studied those languages!
Graduate course offerings in French Humanities or Spanish Humanities are offered in translation—meaning that they are open to any student who is matriculated in the graduate program. Prior knowledge of the language and culture are certainly helpful in these classes, but the texts will be studied in English, not the original language.
Okay, I want to attend full-time. How much is the rate of full-time graduate tuition at Wilson?
Wilson does not have a full-time rate for graduate study. Students are charged per course, whether they take one, two, or three courses in any given semester. To learn what the current charge per course at Wilson College is, please contact the Wilson College Office of Financial Aid.
Is the 3+1 Program for undergraduates really less expensive than attending four years of study at the college and completing just a Bachelor's degree?
It may seem odd, but it is actually true. The 3+1 Program costs less than the regular, four-year undergraduate degree. For example, the cost of full-time tuition for four years of undergraduate study at Wilson College, using the rates for the 2011-2012 school year, is $105,480 (prior to any scholarships or discounts being added to undergraduate tuition cost.) Yet the cost of full-time tuition and attendance for four years of undergraduate and graduate study at Wilson College in the B.A. / M.A. in Humanities 3+1 Program for the same rates is only $95,190 (prior to any scholarships or discounts being added to undergraduate and graduate tuition cost.) This represents a savings of $10,290. How can this be? This is because in the final year of study, the graduate year, the student will only be charged a per course fee. This represents a significant savings during the course of four years.
Will I be assigned an advisor for my degree?
Yes. All M.A. in Humanities students are advised by the Program Director.
The Spring semester is coming up—can I enroll then? Or do I have to wait until Fall?
There is no need to wait for the Fall semester to enroll. Students may enroll in any semester graduate coursework is offered. However, all students are required to take HUM 510: Materials and Methods of Research in the Humanities during their first Fall semester.
What do I do with my M.A. in Humanities degree?
This degree is designed to be quite versatile to meet individual students' needs. Some students will move on to advanced degrees in selected fields, including Ph.D.s and M.F.A. degrees. Other students will move into the workforce in a field that will appreciate the skills and knowledge obtained through the program. For more on where this degree may take you, see the "Beyond the M.A." section in this packet.
What is the deadline for application?
Wilson has a rolling admissions deadline—meaning that students can apply for the MA at anytime during the year and begin work on the degree in the next available semester.
What financial aid is available for students in the M.A. in Humanities Program?
Students in the M.A. in Humanities Program are eligible to apply for Wilson College Graduate Assistantships and/or federal student loans. For more information on applying for a Graduate Assistantship, please see the Tab marked "Graduate Assistantships" on the main M.A. in Humanities page. For more information on obtaining loans for graduate study, please contact the Wilson College Office of Financial Aid
Do you have a question not answered here? Contact the Program Director, Dr. Michael G. Cornelius, at email@example.com.


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Dot-coms Align, Emerge, Even Give It Away The latest dot-com pairing will have b-there.com (www.b-there.com) offering its meeting planner users the opportunity to add a direct link to the travel booking capabilities of GetThere (www.getthere.com) at event registration Web sites those users create through b-there.com.
Menlo Park, Calif.-based GetThere, whose long-term goal is to offer travel reservations via direct connections with hotels and airlines, now offers most of those reservations through its connections with the major global distribution systems (GDSs) such as Apollo, Worldspan, and Sabre (which at press time was still in the process of finalizing its purchase of GetThere).
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A Free Lunch? CyExpo.com (www.cyexpo.com), Houston, is the latest dot-com in the crowded virtual-trade-show-provider space, but giving it away is the twist. Says Rick Frank, president of CyExpo, the portal offers a free Show Information Page to trade show organizers.
"We realized that many associations and trade show organizers work with limited budgets and can't support the expensive venture of a virtual show," says Frank, a self-described entrepreneur who "bought some technology and source code information and ended up in the trade show industry."
What can a show organizer get for free from CyExpo.com? Basically a promotion page for his or her event that includes exhibitor listings and registration; online co-marketing opportunities with show sponsors through banner ads and press releases; hyperlinks to the show organizer's home page; as well as newsletters, chat rooms, surveys, bulletin boards, and industry news content.
"If an association feels we can increase its bottom line with our interactive floor plans," Frank says, "then we can turn the page into a virtual show with e-commerce, where we share in the revenue from that." These "virtual stores" are where CyExpo.com generates its income through a revenue-sharing model with the association. Revenue from banner ads on show information pages is also shared. There is a fee for setting up the virtual stores, called "The Plaza," which is negotiated based on show size, features, and hyperlinks.
Among CyExpo portal clients is the Iowa Pork Congress, the annual meeting and exhibit of the Iowa Pork Producers Association, January 24 to 25, at the Veterans Memorial Auditorium, Des Moines, Iowa.


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This Date in Washington Senators History – Gedeon'...April 20 1944 -Elmer John Gedeon, an outfielder who played in 5 games with the 1939 Senators, is killed when his Army Air Cor...
Royals 5, Twins 4: Botched Fourth Costs Minnesota ...An otherwise good game was spoiled by a single frame. On Tuesday, Tom Dakers of Bluebird Banter asked who my fav...
Twins foiled by mistakes in Royals' big inningKurt Suzuki belted a solo homer and drove in three runs, but it wasn't enough as Kevin Correia labored in a decisive five-run...
Suzuki makes impact as DH in loss to KCKurt Suzuki got a day off from working behind the plate on Saturday, but he was still in the lineup as the designated hitter ...http://sports.yahoo.com/blogs/mlb-big-league-stew/bo-porter-leaves-astros-dugout-to-confront-jed-lowrie-over-unwritten-rules...
AL Notes: Orioles, Izturis, Rangers, BartlettOutside of the first round, the Orioles might not get much out of their 2010 draft, Dan Connolly of the Baltimore Sun ...
Bartlett set to end comeback bid with TwinsThe timing isn't right for Jason Bartlett to immediately go from playing to instructing, but Twins assistant general manager ...
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Tag Archives: Terry Doyle
Twins Rule 5 draft history
The 2012 MLB Winter Meetings are just around the corner and will take place in Nashville, Tennesse December 3-6. Once you look past the trades and free agent signings you will see that one of the items on the agenda during … Continue reading
Posted in General Blogging Tagged Andy MacPhail, Bill Smith, Billy Bullock, Jason Jones, Reggie Smith, Roberto Clemente, Scott Diamond, Terry Doyle, Terry Ryan Leave a comment
Pirates 17 – Twins 6
I took the family out to their first Twins spring training game of the year out at Hammond Stadium today and it might be difficult to persuade them to go to another Minnesota Twins game this year after watching the Twins debacle against the Pirates. … Continue reading


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On Wings of Angels Necklace
You know they're all around, guiding and protecting you...some are human, but they're all divine. This exquisite piece makes a profound statement about your life and faith -- you're carried on angels' wings!
- Reads "I will carry you"
- Pewter
- Pendant: 1.25" H (3.2 cm)
Silver-tone chain: 17" L (43 cm)
- Made in the U S A
For bulk pricing on these and other items, please contact our Customer Service department at email@example.com.
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Recent reviews:
November 30, 2013 - Simple and beautiful. It's reminiscent of the "footsteps in the sand" sentiment - "when you didn't see footsteps in the sand, my child, that is when I carried you."
February 24, 2013 - Love it! Reminds me that God carries through each and every one of my runs. I have been a runner for 33 years and He has been with me every step of the way.
January 14, 2013 - Bought this for my sisters and mom for Christmas after we had gotten news that one of my sisters that had battled breast cancer for the past year was given a clean bill of health. We've always said my dad, who passed away 2 years ago was an angel watching over her. I've gotten so many compliments as well as people ordering them after they see mine. Love it!
October 4, 2012 - I absolutely love mine. I haven't taken it off since I got it and have gotten many compliments on it. It inspires me and makes me happy :)
September 2, 2012 - Purchased 2 of these and am ordering 2 more. My granddaughters loved them.
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Malabrigo Finito Mostaza B
- Material
- 100% Extra Fine Merino
- Gauge
- 6 - 6.5 sts per inch
- Weight
- Fingering Weight
- Physical Weight
- 1.8 oz / 49 g
- Yardage
- 200 yd / 182.9 m
- Care
- Hand wash, lay flat to dry
- Needle Size
- US 2 - 4 (3 - 3.5mm)
A truly one of a kind yarn, Finito is an incredibly soft, two ply wool spun from the finest merino in Uruguay. This kettle-dyed yarn is available in small quantities once a year.
Shawls, scarves, fingerless mitts, cowls and socks worked up in Finito would be sumptuous!
Two skeins are required for a pair of socks; check pattern for yardage needed.
Note: True to Malabrigo's style, the colors are amazing, but be sure to get enough yarn to complete your project since skeins vary greatly. As usual, we'll do our best to match multiple-skein orders.
We currently have 2 skeins in stock and available — we first started selling this in March 2013.


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New Player Registration - Step 1/3
It's the same great Predictor game you know and love but, this year, you could win £1m! If you predict the results of 10 or more games in any gameweek the prize is yours.
If you are already a registered player, log-in using your existing details, and then predict your scores. If you are not yet registered, predict your first week's scores below and you will then be asked to complete the registration form. It will only take one minute.


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Skip to content
and found 1 items
1237cc, 160bhp, mph, Insurance group
The new VFR is a good bike – but it's not a great one. And after all the hype and expectation (Honda themselves are pumping it up as "the Ultimate Road Sports Motorcycle" and it's simply not) that is not good enough.Logically, to justify its almost £12K tag, the new VFR should offer abilities and specification head and shoulders above ...
Save money by comparing quotes. It's quick and easy
Compare and buy 100s of bargain priced products for you and your bike
Motorcycle Cover | Cheap Motorcycle Insurance | Moped Insurance | Scooter Insurance | 125 Insurance | Work Experience


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Tree of Life Yoga Tote
Go in style with this elegant tote
This tote will fit any standard or premium yoga or Pilates mat up to 28" wide. The roomy mat bag with magnetic snaps (for easy access when you're running a little late to yoga class) features a zippered outside pocket and a zippered inside pocket. Fully lined in nylon fabric.
Our Tree of Life Yoga Tote bag is made from 100% cotton and embroidered in rich detail with the Tree of Life. China.
Coordinate & save. Shop the Tree of Life Yoga Kit, complete with matching Tree of Life yoga mat, yoga tote, and aluminum water bottle.
Tree of Life Yoga Tote Features:
- Crafted of 100% cotton with nylon lining
- The Tree of Life is a multi-branched tree that illustrates the idea of interconnectedness of all living things on the planet
- Roomy enough to hold a standard or premium yoga or Pilates mat up to 28" wide
- Plenty of space for a towel, yoga strap or water bottle
- Sturdy magnetic-snap closure
- One exterior zippered pocket
- One interior zippered pocket
Seen in People Magazine, week of May 4 2009.


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Although he didn't become widely known until the 1970s, Dr. John had been active in the music industry since the late '50s, when the teenager was still known as Mac Rebennack. A formidable boogie and blues pianist with a lovable growl of a voice, his most enduring achievements have fused New Orleans R&B, rock, and Mardi Gras craziness to come up with his own brand of ... Read more in Amazon's Dr. John Store
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Gun violence, immigration 2013: What's next for Washington
WASHINGTON - Lawmakers skipped out of Washington last week as the forced spending cuts were set to take effect, but when they return to town, they'll find those and a list of other priorities on their plates.
Here are five things Congress and the White House can expect to confront in the coming weeks.
Of all the issues Congress could tackle, immigration is seen as one of the most likely areas for progress. Both sides see a potential political benefit in hammering out a deal, and both sides are voluntarily at the negotiating table trying to work one out.
"Send me a comprehensive immigration reform bill in the next few months and I will sign it right away," Obama said in his State of the Union address just over a month ago.
The Republican response to his speech was delivered that night by Sen. Marco Rubio of Florida, one member of the bi-partisan Gang of Eight working behind the scenes to craft legislation. Rubio said immigration reform would be good for the economy.
"We need a responsible, permanent solution to the problem of those who are here illegally," he said. "But first, we must follow through on the broken promises of the past to secure our borders and enforce our laws."
The bipartisan effort nearly hit a snag when details of an Obama administration draft immigration proposal was published, but Obama phoned lawmakers and met with two Republicans in that Gang of Eight -- Sens. John McCain and Lindsey Graham -- at the White House in mid-February.
In January, one didn't have to look far to see the personification of gun violence: lawmakers and the first lady invited victims as guests to the State of the Union, and the president referenced them in his remarks.
"Gabby Giffords deserves a vote," he said. "The families of Newtown deserve a vote. The families of Aurora deserve a vote. The families of Oak Creek, and Tucson, and Blacksburg, and the countless other communities ripped open by gun violence -- they deserve a simple vote."
Now, the focus turns to the Senate Judiciary Committee, where several proposals will soon be considered -- including background check measure being negotiated by Sens. Chuck Schumer, a Democrat, and Tom Coburn, a Republican, which is considered most likely to move through Congress.
The committee will also see an assault weapons ban, a gun trafficking measure, tighter background check requirements and school safety proposals. Obama has said that all should be brought up for a vote on the floor.
Proponents of gun control or other legislative measures they say would reduce gun violence have kept the issue in the spotlight since the December shooting at Sandy Hook Elementary School in Newtown, Connecticut.
And then there's the influence of groups like the National Rifle Association and the new pro-gun control super PAC Independence USA funded by New York City Mayor Michael Bloomberg -- groups that could pump money into campaigns, like Bloomberg's did in a recent congressional primary.
First the fiscal cliff, then the forced federal spending cuts, and now yet another government financial deadline? Set your calendars for March 27, when the current continuing resolution funding the government is set to expire.
House Speaker John Boehner said Friday that Republicans would propose a new CR "to fund the government past March 27th. And I'm hopeful that we won't have to deal with the threat of a government shutdown while we're dealing with the sequester at the same time."
But could a shutdown really happen? Neither side wants that to happen, and insiders say Obama has urged congressional leaders to handle this deadline before the time runs out.
So Congress gets their act together and avoids a government shutdown. That should put financial crises in the rear-view mirror, right?
Wrong. There's the government's debt limit, which the country hit in late December. In January, lawmakers approved an extension they called "No Budget, No Pay" which raised the federal debt limit through May 19 and mandated each house of Congress pass a budget for the next fiscal year.
Congress could postpone addressing the issue until as late as July or August, leaving the Treasury to again employ emergency measures (remember the trillion dollar coin?) to keep the government books afloat.
The debt ceiling increase could be yet another occasion for political drama. After all, it was the debt ceiling showdown in the summer of 2011 which led to the forced budget cuts which took effect on Friday.
The Senate has recently confirmed two of Obama's cabinet nominees -- Jack Lew for Treasury and Chuck Hagel for Defense -- but his pick to lead the Central Intelligence Agency could continue to hit hurdles on his road to the Senate floor.
John Brennan's vote in the Senate Intelligence Committee was delayed last week and is now expected to happen on Tuesday.
He faces questions from members on both sides of the aisle. Democrats
questioned him over the government's controversial interrogation and detention programs, as well as targeting of suspected terrorists. Republicans asked about leaks of secret information about counterterrorism activities and threatened to hold up his nomination as they sought more information on the Benghazi, Libya consulate attack which killed four Americans including a U.S. ambassador in September.


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Flower Pot Wind Chimes
Find your inner calmness while painting these peaceful clay pots. Keep for yourself or give as a gift to a friend who might need some serenity in their lives.
Designed by the Michaels Design Studio.
Material List
- Terra Cotta Pots – 4", 3" and 2"
- Bead Landing™ Wood Crafting Beads
- Darice® Hemp Cord
- Martha Stewart Crafts™ Craft Paint – Marmalade, Amaranth, Green Curry and Wedding Cake
- Paintbrush
- Scissors
Project Instructions
Paint each pot, as desired, using Martha Stewart Crafts™ paint. Let dry.
Start with the largest pot on top. Thread about 3' hemp through a wood bead, around and back through. Pull tight.
Thread about 2' of hemp through the hemp cord on the bead and thread through the pot, pulling the loose ends of the hemp out of the drain hole.
Thread a couple of beads onto the loose ends and knot securely.
From the bead inside the large pot, thread the hemp through the drain hole of the 3" pot, then add a bead inside the pot and knot.
Repeat for the smallest pot. Trim excess hemp cord.
Create a loop to hang the wind chime from.


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Bottega Veneta
2010 September 27
Runway Reviews: Bottega Veneta, MaxMara, Jil Sander, Emilio Pucci
Getty Images View Gallery
"What does a woman want to wear every day?" This was the question Tomas Maier pondered when putting the final touches on his spring, along with, "Can something be both casual and ultra-sophisticated?" Of course, many designers ask themselves those questions, but Bottega Veneta always seems to answer them better. On a very rainy day, Maier sent girls down the runway with wet hair and lot of light attitude. Particularly strong were his opulent crocodile and energized metal chain leather jackets, as well as the intricate and nude laser-cut dresses. With mostly flats and cotton, this Bottega was essentially about the ease, looseness, and overall chic nonchalance. During a season overrun with neons and print, Maier's take was certainly masterfully refreshing.
Urban minimalism was the loose theme of the MaxMara's spring that was mostly comprised of the masterfully tailored whites and pops of color blocks in yellow, fantastical red, and violet. We witnessed a strong variety of dedicated jackets, nautical stripes, and cleverly cut open backs. Pleasant surprises included the sleek sorbet hued evening and high-cut pants. This was certainly a right step for the brand that managed to present a collection with lots of sure-hit retail offerings.
To the haunting music of Psycho, Raf Simons' spring parade commenced with a procession of tees and full neon skirt pairings. The collection wa s a very absorbing exploration of stripes, bold prints, pretty knits and above all, energizing color. Simons' girls looked like deconstructed agents of postmodern galleries. It was refreshing to see Simons translate the brave, joyful palette of his men's collection into a very inspiring and optimistic women's showcase of unforgettable skirts and parkas.
It's always fun to seen a Norwegian like Peter Dundas to pay tribute to the hot islands and Florentine maisons—and do it better than most hot-blooded designers could. For yet another season, Dundas scored another bang with his super light silks, gold heeled myth-inspired sandals, the hottest bikinis of the spring, and hot Cycladic-hued dresses. Dundas also reworked classic Pucci prints thanks to bleach, hand-dyeing, and some good-natured imagination. There was once again something energizing about Dundas' eager crochet numbers, bombastic runway soundtrack, and an excited Kylie Minogue in the front row. "There was just this lightness and sexiness to everything," she raved. "You immediately want to pretty much own everything!"


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You can also read manga online try the Ozanari Dungeon manga!
You're reading Ozanari Dungeon 51 online. You can try some of the related manga below or try some other manga from our manga list.
Users who read Ozanari Dungeon also read One Piece, Fullmetal Alchemist, Naruto, Dragon Ball, Violinist of Hameln and Fairy Tail.


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Button Snake
Age Range: 6-8
Craft Time: Under 30 mins
Messy Rating:
2 3 4 5
Uses Recycled Items: No
Get exclusive offers about this product and more!
Material List
- Buttons of Choice
- Creatology™ Chenille Stem - Red
- Creatology™ Pom Pom - Yellow
- Creatology™ Wiggle Eyes
- Craft Smart® All Purpose Glue
- Crayola® Blunt Tip Scissors
- Ruler
- Creatology™ Chenille Stem - Green
Developmental Skills
- Fine Motor
- Visual/Spatial
- Cognitive
Project Instructions
- Starting with the largest button, thread one end of the green chenille stem through the button holes, bending stem over to hold in place.
- Continue to thread buttons onto the chenille stem, going from the largest to the smallest. When reaching the end, bend the chenille stem over to secure and add a dot of glue.
- Glue the pom pom to the end with the largest button for a head. Glue the wiggle eyes in place.
- Cut a 1-inch piece of red chenille stem and glue in place for the tongue.
Craft Notes
Adult supervision is required at all times.
Children should only use scissors with adult supervision.


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Hi there!
The photo or album you were looking for is no longer here. All photos have been removed from Webshots and are no longer shared publicly.
Webshots is introducing Smile, the next evolution of photo sharing:
- Upload and share as many photos as you want
- Create a dynamic photo stream to share with close friends and family
- Save a permanent archive of your family's photos


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Selenium 8PW3 SELENIUM 8" WOOFER 250W
Use in 4 x 8" bass guitar cabinets and in cone loaded P.A. enclosures for a smooth transition between a low bass driver and a high frequency driver. Warmth and presence will be delivered through the midrange for shorter throw enclosures.
Selenium 8W4P 8" 600 Watts Subwoofer
Seleniums professional 8" woofer is designed to meet a variety of PA needs for small & medium-sized rooms, w/excellent performance in the mid & low frequency ranges. For sound reinforcement in nightclubs, dancing halls, auditoriums & bands. Its great efficiency in sound reproduction is due to the excellent combination of the different components. The light cone manufactured...
The Speaker Company (TSC) ASW-10
10" BASH sub from the now-defunct TSC.


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Kris Eastman
Ask questions, get information
A guest blog post by the League of Women Voters of Massachusetts on their decade long effort to pass an updated bottle bill, including their current efforts to pass via ballot initiative.
Beginning next week, the Environmental Protection Agency (EPA) will hold 11 listening sessions across the country to get community input on carbon pollution from existing power plants.
Linda is a member of the LWV Of Larimer County (CO).
Join our online community
Other WorkSitemap


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The Writing That Gets Things Done
The Department of Writing & Rhetoric is a particularly exciting place to be. The Writing half of our name emphasizes the finer points of process, craft, and delivery, offering multiple opportunities for practice, feedback, and guidance. The Rhetoric half stresses the always situational and often public nature of our work, be it professional, academic, or technical. Together, Writing & Rhetoric is writing that gets things done: it is writing with consequences. In all that we do – our teaching and learning, our research and scholarship, our outreach and service – we balance these two important elements. Join us. We look forward to working with you.
See what our students are up to!
Students in Marcy Isabella's WRT 104, Writing to Inform and Explain, were tasked with creating a Public Service Announcement. Alison Duchesne, Jamie Martin, Shannon Meade, and Katie Preuhs collaborated on this PSA that addresses hunger in the United States.
For their section of WRT/EDC 435, the Teaching of Writing, students were asked to create an exciting and original project that would spread the word on plagiarism in hopes of preventing it. Professor Kim Hensley-Owens informed her class that it was preferred the students would "focus on positive reasons to cite sources, rather than emphasizing punitive consequences for not doing so." One of the students in the class who happened to be a Writing & Rhetoric major, Emma Haney, created this video, claiming, "I think that positive lessons are always more effective than negative ones—and that in learning how to write and cite it's important for teachers to encourage original work by their students—because it's the original ideas that are valuable."
Check out our UnClassroom Course Offerings!
UnClassroom courses prepare students for the fast-paced, collaborative, and creative work environments in which they will enter upon graduation. These classes entail real-world projects with a partner from a business, non-profit, social service, or other organization where students will assist in the creation of communication campaigns, videos, websites, and more.
WRT304: RI Department of Environmental Management
Instructor: Caroline Gottschalk Druschke
Science communication rocks! Students help the Rhode Island Department of Environmental Management (RIDEM) better connect with the people they serve. Students work collaboratively to create content for social media outlets and develop profiles of successful RIDEM community projects, addressing issues like storm water and beach closures.
Instructor: Tom Gidley
Learn how writing helps get things done! Collaborate in writing, managing, producing complex business proposals that help GTECH win contracts and generate funding. Bring your creative imagination, resourcefulness, teamwork, a sense of accountability, a healthy competitive spirit, and a commitment to hard but rewarding work. Class culminates in the selection of two students who receive paid internships at GTECH.
Featured Course Offer!
WRT353: Issues and Methods in Writing Consultancy
This course trains undergrads, from as many departments or majors as possible, to be tutors or consultants. Those with a B+ or higher are eligible to tutor in the Writing Center for pay. Sections of WRT353 are open for enrollment during the both the J-Term and Spring 2014 semesters!


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Fun Facts and Statistics
Statistics out of all 2652 people named Janice Rogers
Income Average
Average Age
Phone, Email, & Address
News and Updates
Interesting Facts about Janice Rogers
Meaning of Last Name
Origins: England
Rogers is a patronymic surname of English origin, deriving from the given name of Roger commonly used by the Normans and meaning 'son of Roger'. Variants include Rodgers (the 'd' is a Welsh addition), Rogerson, and Rogars, and there are pet forms such as Dodge, Hodge and Hedges. Most genealogists believe that the name Roger is derived from the pre-7th century Anglo-Saxon (Teutonic) name Hrothgar, which means 'fame and spear' ('hroð' fame or renown, 'gari' spear), the first reference to which is in Beowulf, the epic poem of the Dark Ages. Roger is possibly also a modern form of the ancient Irish name 'O'Ruadhraigh'. The given name was likely first introduced to England after the Norman Conquest of 1066, and is first recorded as 'Rogerus' in the Domesday Book of 1086. It was introduced to Ireland when the Anglo-Normans invaded in the 1170s. The first recorded mention of the surname is in the mid-13th century England. Examples include William Rogger in the subsidy tax rolls of the county of Sussex in 1296, and Henry Rogeres in similar records for Worcestershire of 1327. The first recorded spelling of the surname is shown to be that of Richard Roger from 1263. This is found in the 'Archaeological Records' of the county of Kent during the reign of King Henry III (1216-1272). The surname is now found commonly throughout the British Isles, particularly in southern and western England and also in Scotland and Wales as Rodgers. The surname was taken to Ireland in Cromwellian times, where it became used as an Anglicisation of the Gaelic name Mac Ruaidhrí, an Irish name meaning "son of red king". In England and Wales it ranks as the 77th most common surname. According to the 1990 United States Census, 'Rogers' ranked fifty-fourth in frequency among all reported surnames, accounting for 0.12% of the population.
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