text:
University Foot and Ankle Institute is an internationally-recognized leading organization for the treatment of foot and ankle problems. Our team of foot and ankle specialists comprehensively treat all foot and ankle problems from simple achilles tendonitis, bunions, heel pain, plantar fasciitis, neuroma pain, ankle sprains and fractures to the most complex reconstructive surgery and limb salvage of the foot and ankle.
The nerves that supply the sensation to the lesser toes originate on the bottom of the foot. They travel between the long bones of the foot, metatarsals, and at the head of the metatarsal the nerve will divide into 2 nerves, one going to the adjacent 2 toes. In the area where the nerve is about to divide, a ligament crosses between and attached to the metatarsal heads and perpendicular to the nerve. This ligament is called the deep transverse intermetatarsal ligament. When there is an over use injury or injury to the nerve, the nerve can become swollen. This enlarged nerve then can become pinched between the metatarsal heads and compressed by the ligament crossing the nerve. This then causes pain and discomfort. Often patients that have a plantar plate tear of the toe joint are misdiagnosed as having a neuroma. A Morton's neuroma is classically described and most often affects the nerve that supplies sensation to the 3rd and 4th toes that lies between the 3rd and 4th metatarsals. Yet, it can occur at the nerve between any of the toes.
A neuroma is often caused by an overuse of the foot and toes from a repetitive motion. It can also be caused by blunt trauma to the forefoot or direct insult to the nerve. The continued and static compression of the nerve over time will cause more severe damage to the nerve and lessen the success of conservative treatments.
When the nerve is compressed the signals and information the nerve needs to translate to the skin and back to the brain can be decreased. This will lead to patients describing numbness, burning, tingling or shooting pains in the 2 adjacent toes. There can be a feeling of walking on a pebble or a rock on the ball of the foot. Some patients can feel or hear a clicking as the nerve rubs over the bones during gait. Often the symptoms can be reproduced in a squatting position with only the ball of the foot and the toes on the ground and the toes flexed.
Clinical evaluation of the foot is the most important way to evaluate for a neuroma. Palpation of the foot between and just behind the metatarsal heads will elicit pain and often electric shooting into the toes. Squeezing of the forefoot from side to side can reproduce the symptoms as well. Plain x-rays can show if there is any bone involvement that many contribute to the damage to the nerve. Special neurosensory examinations (PSSD) may need to be performed in order to evaluate the extent of the nerve damage. Ultrasound examination and MRI can also shoe the enlarged nerve in severe cases.
In the early stages of a neuroma, conservative treatments are often successful. Removal of the deforming force and activity that caused the damage is important. In acute cases, a period of immobilization in a special shoe or boot may be needed. Physical therapy is a very effective treatment for neuromas that are in the early stages. In acute cases use of catabolic steroid injections (cortisone) can be very helpful in reducing the pain and symptoms and help to cure the neuroma. Custom molded orthotics with special padding is an important part of treatment and lessens the chance for the neuroma to return. In more severe and chronic cases that have failed conservative therapies there are 4 main more invasive treatments available including alcohol sclerosis, cryotherapy, nerve decompression and nerve excision. Each treatment has benefits and setbacks and treatment is customized to the patient's needs.
Alcohol Sclerosis: A special alcohol solution can be injected over the nerve. This solution has an affinity only for nerve tissue. It will slowly over several injections, deaden the nerve. The loss of the nerve can then leave the patient symptom free.
Cryotherapy: This is the method of freezing of the nerve. A small incision is made over the area of the nerve. A wand from the device is then inserted into the wound and placed over the nerve. The devise is then set to a specific amount of time to freeze the nerve. This allows the nerve to no longer transmit a nerve signal and therefore there is less pain. Most patients respond well to the treatment which is office based and done under local anesthesia. In certain cases, the procedure does not fully treat the nerve pain on the first attempt and a second treatment may be necessary.
Nerve Decompression: The most recent advance in neuroma therapy is nerve decompression. It is thought that, in many cases, the nerve is pinched by the overlying ligament that connects the metatarsal heads together. A simple surgery allows the release of this ligament allowing for increased space for the nerve and relief of pain. This surgery leaves the nerve intact and allows continued sensation to the toes.
Nerve Excision: The most traditional treatment for neuroma pain has been a nerve excision. This procedure allows for removal of the nerve from the metatarsal head region and decreases pain. There is a risk of the remaining nerve regrowing or getting scarred but overall, with proper technique, the risk is minimal.
Picture showing initial incision over the 3rd innerspace between the 3rd and 4th toe.
Picture showing the deeper incision down to the level of the ligament crossing over the nerve. The instrument on the bottom of the picture is going under the ligament and over the nerve.
Picture showing the nerve and its branches into the toes. Notice the thickness of the nerves. They are normally much thinner.
Picture showing the nerve after excision from the foot. Notice the thickness of the nerve.
The Foot and Ankle Institute has performed a great deal of research and treatment advancements related to neuroma care. We prefer to avoid nerve excision and try to save this for severe cases and in cases where conservative care and simple procedures such as alcohol injection, cryotherapy and nerve decompression do not work.
Our Podiatrists, surgeons and physical therapists are the very best in California. Request an appointment with a doctor at our Los Angeles or other Southern California offices.
Call Now for a Consultation: 877-989-9110
Calcaneal Nerve Syndrome (Heel Nerve Pain)


text:
Welcome here Italia fans! Here at Audiko we offer you to download Italia ringtones for free. Offering the largest database of free ringtones in all possible music styles including Italia with all its variations including slow, Italiana, Italiano and many more! Here are the most popular bands and artists of the Italia genre of music including the most well-known stars such as eros ramazotti, Lino Banfi as well as Luna Pop or Aa. Vv.. In such a way, we have all Italia ringtones for iPhone and mobile available. Currently everyone listens to the hottest hits such as Confessa by Adriano Celentano and Cose Della Vita by Eros Ramazzotti and downloads them to their phones. Here you can find any Italia ringtone to download in a couple of seconds! You can simply download Italia ringtones to your phone from shara, Umberto Tozzi & Lena Ka, The Sicilians, George McAnthony and BasePrima or search for your favorite artist or band within Audiko's free ringtone database. Be sure you will find one you need.
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subset: commoncrawl


text:
Pediatric Specialties at SouthlakeChildren's Specialty Care Center in Southlake is the only free-standing, pediatric ambulatory care center in north Texas with subspecialty care, outpatient surgery, imaging, diagnostics as well as physical medicine and rehabilitation all under one roof.
The cardiology service at Children's Specialty Care Center in Southlake is an extension of the nationally-recognized Heart Center at Children's Medical Center. The Heart Center offers a full program of specialized care including research, treatment and education for children with congenital and acquired heart diseases. Our specialists work together to meet the full range of pediatric cardiac needs.
Why Children's
Medical staff members performed the first pediatric heart transplant in North Texas in 1988.
Surgeons on the medical staff have implanted more than 120 new hearts in children.
We're the first hospital in the nation to receive disease-specific certification for fetal heart care.
Our new pediatric catheterization lab is one of only three of its kind in the nation.
Meet Your Team at Southlake
Pediatric Cardiologists
Read more about Cardiology at Children's
Read more about Anesthesiology at Children's
The Endocrinology Center at Children's offers state-of-the-art diagnoses, treatment and management of diabetes, obesity, growth and other hormone-based conditions. Clinical research studies and trials incorporate cutting-edge technology into your child's care. The endocrinology service at Children's Southlake is part of the Endocrinology Center at Children's Dallas.
Why Children's
We are one of only four pediatric programs in Texas certified by the American Diabetes Association.
Our diabetes program was the first pediatric program in the country to receive disease-specific certification from The Joint Commission.
The COACH (Center for Obesity and its Consequences in Health) clinic provides the only comprehensive program for childhood obesity in North Texas, with more than 600 referrals per year.
Our Diabetes Program provides a full bilingual education program for both Type 1 and Type 2 diabetes.
Meet Your Team at Southlake
Read more about Endocrinology at Children's
Ear, Nose and Throat
Kids can't be kids when they're sick. That's why the Ear-Nose-Throat (ENT) specialists on the medical staff at Children's offer state-of-the-art treatment for pediatric head and neck problems including hearing loss, sleep apnea, voice difficulties and other ear-nose-throat (ENT)-related conditions. Many of the services available at Children's Dallas are also available at Children's Southlake. Specialists on the medical staff work together to meet all pediatric ENT needs, and to provide the highest quality clinical and surgical care.
Why Children's
Fellowship-trained physicians and nursing and support staff specially trained in pediatric otolaryngology
Surgical care by specially trained pediatric anesthesiologists
Special pediatric audiology and speech pathology services available
Meet Your Team at Southlake
With the first Pediatric Epilepsy Program in the country to be certified through The Joint Commission Disease-Specific Care program, Children's is nationally recognized for excellence in Epilepsy treatment. Medical staff performs state-of-the-art epilepsy diagnoses, treatment and management of pediatric seizure problems. Epilepsy care provided at Children's Southlake is an extension of services we offer at Dallas.
Why Children's
Our accredited neurophysiology lab performs more than 3,000 electroencephalograms (EEGs)
each year.
We admit more than 600 patients each year for video-EEG monitoring in the Epilepsy
Monitoring Unit (EMU).
We offer our Ketogenic diet program, an intensive epilepsy therapy, to more than 50 children
each year.
We offer English and Spanish language support groups and educational outreach programs to support our patients and their families in the community.
Meet Your Team at Southlake
All kids get tummy aches. But when the problem is something more severe, the team at Children's has the knowledge and technology to help. The Gastroenterology program at Children's Southlake is part of the Children's Medical Center GI service line that treats a variety of intestinal difficulties, as well as problems of the liver, gallbladder and bile ducts. Children with digestive and nutritional problems receive the latest and greatest care.
Why Children's
Children's Gastroenterology program is ranked among the top programs in the nation by US News and World Report
We offer specialty centers for inflammatory bowel disease, liver disease, and intestinal failure/rehabilitation and motility problems
We collaborate with the Solid Organ Transplant Team for liver transplantation
Meet Your Team at Southlake
Read more about Gastroenterology at Children's
General Surgery
Pediatric Outpatient Surgery at Children's Specialty Care Center in Southlake offers comprehensive surgical care to infants, children and adolescents.
Why Children's
Our surgical center has two operating rooms equipped with laparoscopic cameras for minimally invasive procedures for children
Operating rooms are equipped with portable image-guided fluoroscopy and state-of-the-art, high definition monitors, videos and recording equipment with the ability to print pictures
The Southlake general surgery team includes pediatric anesthesiologists, pediatric surgeons, pediatric surgical nursing, radiology and diagnostic services
Meet Your Team at Southlake
Read more about Anesthesiology at Children's
Read more about General Surgery at Children's
At Children's Southlake, we offer nutrition assessment, counseling and education for a variety of diagnoses. Whether it's illness, hospitalization or nutritional counseling, our dietitians are on call 24 hours a day, 365 days a year. In fact, our team spends more than 30,000 hours per year caring for patients. Our expertise has led us to be featured throughout the media, discussing obesity, healthy eating and other children's topics.
Why Children's
We provide nutrition assessment and counseling for:
Abnormal weight gain
High cholesterol
Feeding Problems for newborns
Feeding problems
Failure to thrive
Protein-calorie malnutrition
Anorexia nervosa
Bulimia nervosa
Pain Management
The Pediatric Pain Management Center at Children's offers both inpatient and outpatient treatment for your child. Children's at Southlake offers outpatient pain management care for children with acute and chronic headaches and abdominal pain. The team of pain management specialists will develop a comprehensive treatment plan for your child and they will make recommendations for medical tests to diagnose the problem, medication and advanced pain technologies.
Why Children's
A caring, specialty-trained, pain management team evaluates and treats acute and chronic abdominal pain and headaches in children through a comprehensive program
The medical staff is comprised of board-certified physicians in anesthesia and/or pain management, and nurses with specialty training in pediatric pain management
Meet Your Team at Southlake
Thomas L. Spain, Jr., M.D. – Inpatient and Outpatient Pain Management
Plastic and Craniofacial
Though children should feel special and comfortable in their skin no matter what, a disfigurement from injury or a pre-existing condition can cause a loss in self-confidence. At Children's Specialty Care Center in Southlake, we offer a team of world-renowned pediatric plastic surgeons and a staff of experienced and compassionate caregivers. We can help with clear diagnosis and treatment plans for craniofacial anomalies, hand deformities and acute traumatic injuries. At Children's Southlake, children can receive the plastic and craniofacial surgery care they need closer to home.
Why Children's
The craniofacial surgery team provides diagnosis and treatment for infants and children with craniofacial deformities, craniofacial dyostosis, and cleft lip and/or palate.
The plastic surgery team treats infants and children with acute injuries and traumatic injuries to the lower extremities and face as well as complicated wounds, masses and congenital deformities (including feet).
Meet Your Team at Southlake
Read more about Plastic & Craniofacial Surgery at Children's
As experts in respiratory care for children, the physicians on the Children's medical staff are ready to treat pediatric neuromuscular diseases, cystic fibrosis, asthma and chronic lung disease. The physicians and staff are qualified in bronchoscopy, home ventilator management, pulmonary function testing and pulmonary sleep-related disorders. Pulmonology at Children's Specialty Care Center in Southlake is an extension of our program in Dallas.
Why Children's
Our staff specializes in assisting physicians with disease-specific testing and follow-up care.
More than 1,200 procedures a month are performed for patients with asthma, cystic fibrosis, exercise intolerance, sickle cell disease, neuro-muscular disease, rare restrictive lung diseases, lung disease secondary to childhood cancers, heart disease and organ transplantation.
We use child-friendly, state-of-the-art equipment.
Our technologists hold certifications as Registered Radiology Technologists (RRT), Nurse Practitioners (NPS), Registered Pulmonary Function Technicians (RPFT), and Certified Pulmonary Function Technologists (CPFT).
Meet Your Team at Southlake
Children's Medical Center's medical staff includes four board-certified/board-eligible pediatric rheumatologists. This is impressive because there are only 270 pediatric board-certified rheumatologists in the United States. In addition to Children's Dallas, we offer our rheumatology services at Children's Southlake. Rheumatologists at Children's work in collaboration with UT Southwestern, Texas Scottish Rite Hospital and Baylor Health Care System to form the Center for Pediatric Rheumatology.
Why Children's
There are fewer than 300 board-certified pediatric rheumatologists in the entire country, and four of them are on our staff
Outpatient clinic for children (birth - 17 years old) who are new to rheumatology
Inpatient services for patients with rheumatic and musculoskeletal diseases, as well as diseases thought to be collagen-vascular in origin
Meet Your Team at Southlake
The board-certified Urology physicians on the Children's medical staff are nationally recognized as leaders in their field. Our urology services at Children's Specialty Care Center in Southlake are part of our program at Children's Dallas that is ranked in the nation's Top 10 pediatric urology programs by U.S. News & World Report. We offer a full range of treatment for urological problems from surgical care to therapy. The physicians are also experts in pediatric robotic and laparoscopic surgery.
Why Children's
Surgical repair of minor and complex degrees of hypospadias
Pediatric laparoscopic surgery
The only program in the area that treats bedwetting and other voiding dysfunctions
Meet Your Team at Southlake


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Kawah Sikidang, Dieng Plateau, Central Java, Indonesia
Kawah Sikidang, Dieng Plateau, Central Java, Indonesia
Taken on: 5th April, 2012. Copyright: All Rights Reserved - See travelfishery's page of Flickr
Read more about Dieng Plateau
The Dieng Plateau is the stunning and underrated home to a cluster of Hindu temples and natural wonders that attract tourists from right around the world. Most of the temples were built in a period of intense Hindu activity in Indonesia between the eight and ninth centuries, similar to the Gedong Songo temples in Bandungan, 40 kilometres south of Semarang.
The geological activity in the area has caused deaths in the past with volcanic eruptions, poison gas discharges and explosive boiling mud all claiming their victims. It's this geological activity, however, that provides the area with geothermal electricity and a source of income via the hundreds of tourists who come here every week to observe these quirks of nature.
Although the temples and the geological features are the primary reason most people choose to visit Dieng, the landscape within which they are located is ... Read our complete Dieng Plateau travel guide


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**********************Last updated 4-13-2014
Cubs Depth ChartCubs 40-Man Roster InfoMLB Rules Info
25 players (plus 13 players on OPTIONAL ASSIGNMENT, two players on 15-DAY DL, and one player on 60-DAY DL)
* bats or throws left
# bats both
Justin Grimm
Jason Hammel
Edwin Jackson
Blake Parker
Hector Rondon
* James Russell
Jeff Samardzija
Pedro Strop
Jose Veras
Carlos Villanueva
* Travis Wood
* Wesley Wright
* John Baker
Welington Castillo
Darwin Barney
# Emilio Bonifacio
Starlin Castro
Mike Olt
* Anthony Rizzo
* Luis Valbuena
* Ryan Kalish
Junior Lake
Justin Ruggiano
* Nate Schierholtz
* Ryan Sweeney
Jake Arrieta, P
Kyuji Fujikawa, P
James McDonald, P
# Arismendy Alcantara, INF
Dallas Beeler, P
* Brett Jackson, OF
Neil Ramirez, P
* Zac Rosscup, P
* Chris Rusin, P
Brian Schlitter, P
Jorge Soler, OF
Matt Szczur, OF
Christian Villanueva, INF
Josh Vitters, IF-OF
Arodys Vizcaino, P
* Logan Watkins, INF
This work is licensed under a Creative Commons Attribution-No Derivative Works 3.0 United States License.
Delbis Arcila, Oliver Zapata, and Evan Crawford ripped consecutive two-out doubles in the bottom of the 8th inning, plating first the tying run and then the go-ahead run, as the Cubs rallied to edge the Angels 8-7 in AZ instructional League action at Fitch Park Field #3 in Mesa this afternoon.
Free online checking with Capital One
the wsox ran out of pitchers in the 14th...ventura put l.garcia (2nd/OF) in to throw 75-78mph "fastballs" to the rsox...it didn't work out too well.
garcia got 2 outs via the fielders...then he walked a couple guys and gave up a 2 run double.
wsox lose...lulz were had.
-deleted- weird double post thing before the site crashed.
cubs 4-10...shut out in a double header for the first time since 1962...awesome.
Reminds me of when Trestman had the Bears try a 47 yard field goal on 2nd down ... hopefully just rookie coach jitters. But it sucks to be making excuses for him already.
I'm cool with playing more small ball, but that's kinda ridiculous.
So much for that theory. The best they finished was 4th.
Edwin Jackson got 4/52.
Who does that in the 5th inning, period, much less in the first month of the season for a last place ball club? It's beyond stupid. I'm stumped.
he's already been asked to sac twice this year (not counting sac flies)...he has 1 sac total in his career before this season. yeah, it's a short career...but this is only his 10th game of the year.
kalish Ks...barney pops out...neat.
Totally ridiculous. Welly bunting with Kalish and Barney on deck is almost inexplicable.
welly bunting with men on 1st/2nd, no outs, and r.kalish due up.
one of the guys capable of hitting a double or homer...bunting...in the 5th inning...with a DH/AL lineup.
Sure didn't take long for the Cubs to get back to PAINFUL to watch.
Send him down.
darwin "buckner" barney...wow...that's a rare whiff on a fielding try.
©The Cub Reporter 2014. The Cub Reporter is in no way affiliated with the Chicago National League Ballclub.


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Everything's falling apart on me but I'm good, I'm good...
Thinkin' about joining the demonstrators on Saturday.
Hey, WTF, hunh?
Went there, did that, got the T-shirt. Best day I've had in a long time.
Shrine of revolution, oh yeah. This lot here are prepared for a higher level of confrontation. But everything in the States is keyed to Occupy Wall Street. Further action depends entirely on what happens in NYC.
Not dat stupid. Everyone got his/her own fellin.
Thanks Luke... here i go... :) :D ;)
Who dat?
hiii! thank you! you changed your username... i cant remember you,,,, if im not mistaken, you are Nazarik??
:/ <3
my ex.... a very very special person in my life.. yea,,, really.. :(


text:
ADA News
ACA dental coverage: must offer, may purchase
Washington—Insurers must offer pediatric dental coverage as an essential health benefit beginning in 2014, but consumers shopping through the new insurance exchanges won't necessarily have to buy it.
The final rule on standards related to essential health benefits mandates the offer of benefits defined by the Affordable Care Act as essential, including dental coverage, but does not require the purchase of the pediatric dental essential health benefit if the purchase is made through an exchange.
"This rule outlines standards to be applied both to the exchanges and insurance companies," said an Association analysis of the regulations. "It also finalizes a timeline for qualified health plans to be accredited in federally facilitated exchanges (FFEs). Finally, the rule amends regulations providing a process for the recognition of additional accrediting entities. These standards apply only to the individual and small group markets, both inside and outside the exchange."
• Issuers of qualified health plans are permitted to exclude the pediatric dental essential health benefit if a stand-alone dental plan is offered in the exchange, and nothing in the rule requires purchase of the full set of benefits. Consumers may purchase a medical plan that does not cover the pediatric EHB without buying a stand-alone dental plan;
• On the other hand, outside the exchange the rule requires the offer of all 10 benefit categories and purchase of the pediatric dental EHB by everyone in the individual and small group markets. Qualified health plans may offer a product that excludes the pediatric dental EHB if they are "reasonably assured" that such coverage is sold only to consumers who purchase pediatric dental coverage through an exchange-certified stand-alone dental plan.
Additional information and the Association's initial analysis of Patient Protection and Affordable Care Act Standards Related to Essential Health Benefits, Actuarial Value and Accreditation are posted at http://www.ada.org/advocacy.aspx.
The insurance exchanges are scheduled to begin enrolling beneficiaries for federally subsidized coverage on October 1.


text:
Building on the successful
foundations of Biplane Barmy and Blazing Jets, FJGaming is proud to
release Angels Two-Zero. This self contained game allows you to
simulate the air to air battles of World War II from the European Air
War to the Pacific campaigns.
Like Biplane Barmy and Blazing Jets
the emphasis is on quick play (ten minutes or less) and tactics over
luck, using FJGamings unique "Choose and Move" game
The game is a 79 page book including:
Hand painted full colour watercolour covers
Complete rules of play
Axis and Allies Jargon Guide
315 counters including:
Counters and rules for 35
different aircraft types
Miscellaneous counters including
AA weapons, ships and airfields
Maneuver Charts
19 unique terrain maps in full


text:
Does Your Company Undervalue Privacy?
Sherilyn McCoy
No Gravy Train For Avon's New CEO
Knowledge@Wharton - April 27, 2012
Avon Steals New CEO From J&J
New York Times - April 9, 2012
You can be an analytical, data-driven, steely-eyed CEO all you like, but business is ultimately about people. That means business is also about emotions: both yours and those of the people you interact with every day. Want to make a huge difference in your life and in the lives of the people you...
To understand what drives that tremendous advantage, we looked for contrasts between these businesses and a much larger set of companies we know to be struggling to turn around bland and uninspiring workplaces. We found seven elements in place at the companies with spirited employees that are...
Mark Goulston, a Los Angeles-based business psychiatrist and consultant and author of Just Listen: Discover the Secret to Getting Through to Absolutely Anyone, says it's simple to deal with the bullies, the blamers, the rage-aholics, the whiners and the complainers. Here's how.
Amid another blockbuster movie and an illustrious career serving this country, Captain America has much to teach about how harnessing our passion will make us more effective leaders. With its record-breaking $92 million weekend debut, the movie "Captain America: The Winter Soldier" once again...
Being smart, having capital, getting along with people, buying low, selling high -- these are all important things that every good manager does. But if you want to really be part of that group of successful leaders then you must always be thinking ahead.
You'd think something as universal as money would be hassle-free to use. But with banks and card networks acting as invisible middlemen and imposing sizable exchange fees, some companies are creating radical new approaches to move cash from one place to another.
What's more important to a new venture than a great business idea? Finding the right business partners. I've heard this again and again from successful entrepreneurs, and I've lost count of how many investors tell me that they put their money behind people--as much or more than ideas.
What's the biggest cause of wasted resources in nearly every company today? The answer might surprise you. According to the Harvard Business Review, most people spend countless hours at work doing a job that no one hired them to do: managing their reputations and hiding their inadequacies from...
Business schools regularly teach their students about great "turnaround CEOs" who breathe new life into dying organisations: figures such as IBM's Lou Gerstner, Fiat's Sergio Marchionne and Apple's Steve Jobs. Now Harvard Business School needs to add another case study: Jorge Bergoglio,...
The famous TED conference celebrated its 30th anniversary in March with its usual schedule of famous and not-so-famous speakers who delivered the presentation of their lives in 18 minutes or less. Here are examples from five of the best TED 2014 presentations along with public speaking and...
Last week, Amazon founder and CEO Jeff Bezos released his annual letter to shareholders. As is the case every year, it is a tour de force of ideas and initiatives about the customer experience (Amazon Prime), disruptive technology (Fire TV), fast-growing product initiatives (Amazon Web Services),...
Small courtesies can lead to big sales. We live in a fast-paced, often impersonal era, but you can give yourself an advantage over your competitors with extraordinary service.
Believe it or not, your employees are the weakest link in your digital defenses. "Human error is the highest risk to your company. Clicking bad links, stolen laptops, lost thumb drives and company phones--there are so many ways company data can be breached," Bearfield says. "Just raising employee...
Some people have a way of making the complex clear. They know who they are, why they do what they do, and where they want to go. Because they have internalized all this, they are able to sharply crystallize ideas and vision. They speak in simple, relatable terms. And they can get a lot...
The second annual list of the best employers in America by PayScale and Business Insider evaluates companies by both pay and happiness.
After years of scraping along during the recession and in the sluggish growth years that followed it, small businesses will enjoy improved sales and profits this year and the best pace of growth since 2007.
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7 Surefire Ways To Add Customers
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text:
Obama staff | Obama staff
Obama cries. He speaks to a small group of his Chicago team and tells them what is deep in his heart. They are, he says, the source of his hope, and they will go on to do greater things then him. They are the future and when things are hard in DC, he thinks of them. I admire Barack Obama...


text:
Biological Sciences
Wayne Hynes, Chair
The Department of Biological Sciences offers a broad selection of course offerings. The undergraduate curriculum is based on a two-semester foundations course and five core courses that provide a well-rounded introduction to the major subdisciplines of biology. The elective courses allow students to explore multiple facets of the biological sciences or to deepen their understanding of a single subdiscipline.
Many of our students tailor their undergraduate degrees for entry into professional and graduate schools. The department has an excellent program in secondary science education for those desiring to teach, an outstanding pre-health track for students interested in the medical professions, and the combination of academic and research opportunities necessary to best prepare students for research-based graduate studies.
Bachelor of Science—Biology Major
|Written Communication *
|English Composition (required)
|Introduction to Technical Writing (required)
|Oral Communication
|Public Speaking
or COMM 103R
|Voice and Diction
or COMM 112R
|Introduction to Interpersonal Communication
|Precalculus I (required)
|Language and Culture
|Information Literacy & Research
|Introduction to Information Literacy and Research for Scientists (required)
|Human Creativity
|Interpreting the Past
|Philosophy and Ethics
|The Nature of Science (select one of the following)
|Introductory General Physics
and Introductory General Physics
|Earth Science
and Historical Geology
|Physical Geology
and Historical Geology
|Impact of Technology
|PK-12 Instructional Technology (for teacher education)
|Human Behavior
|Departmental Requirements **
|General Biology I
|General Biology II
|Total Hours
Grade of C or better required in both courses
Must be passed with a C (2.0) or better to continue in the program.
Upon completion of BIOL 115N/BIOL 116N students must complete the following core of biology courses, some of which are prerequisites** or corequisites*** for upper-level biology courses (see course descriptions for prerequisites to individual courses).
|Cell Biology +
|Genetics +
|Elementary Statistics ++
|Biology Seminar +++
Prerequisite – designated course must be completed before enrolling in the course requiring the prerequisite.
Corequisite – designated course may have been completed or taken during the same semester the student is enrolling in the course requiring the corequisite.
Have (Precalculus) and (Organic Chemistry) as pre- or corequisites.
Prerequisite for BIOL 303.
Should be taken during the junior or senior year after completion of its prerequisites.
Core courses must be passed with a C (2.0 or better).
|Cell Biology
|Biology Seminar
|Total Hours
Biology Electives. Students must choose 16 elective hours at the 300 level or above from the courses offered by the Department of Biological Sciences. A minimum of three of the courses must have a structured laboratory/field component [BIOL 368 (Internship) and BIOL 369 (Practicum) courses cannot be used to satisfy this requirement]. Students may use four credits at the 200 level to satisfy the elective requirement and may use no more than six credits of unstructured courses to satisfy the requirement (see below). Elective courses must be passed with a grade of C (2.0) or better unless they are specified as Pass/Fail courses, in which case they must be passed (P).
Unstructured Courses. Students may take advantage of several non-classroom experiences ("Unstructured Courses") offered by the Department of Biological Sciences and may receive elective credit for these experiences. These include BIOL 368 (Internship), BIOL 369 (Practicum), BIOL 497 (Undergraduate Research) and BIOL 498 (Independent Study). See individual course descriptions and the chief departmental advisor for more information about these opportunities.
Non-biology degree requirements:
|Foundations of Chemistry I Lecture
and Foundations of Chemistry I Laboratory
|Foundations of Chemistry II Lecture
and Foundations of Chemistry II Laboratory
|Organic Chemistry Lecture
|CHEM elective 200-level or higher
|Calculus for Business and Economics
|Elementary Statistics
|Total Hours
Elective Credit
Elective credit will be needed to meet the minimum requirement of 120 credit hours for the degree.
Upper Division General Education
The Professional Education core satisfies this requirement for the secondary education concentration.
- Option A. Approved Disciplinary Minor (a minimum of 12 hours determined by the department), or second degree or second major.
- Option B: Interdisciplinary Minor (specifically 12 hours, 3 of which may be in the major)
- Option C. International Business and Regional Courses or an approved Certification Program such as teaching licensure
- Option D. Two Upper-Division Courses from outside the College of Sciences and not required by the major (6 hours)
Requirements for graduation (non-teacher education tracks) include a minimum cumulative grade point average of 2.00 overall and in the major, 120 credit hours, which must include both a minimum of 30 credit hours overall and 12 credit hours in upper-level courses in the major program from Old Dominion University, completion of ENGL 110C, ENGL 211C or 221C or 231C, and the writing intensive (W) course in the major with a grade of C or better, completion of Senior Assessment, and completion of the Biology Department Senior Assessment when offered.
Marine Biology Concentration
The marine biology concentration provides students with coursework, specialized advising, and practical experience in marine biology while ensuring a strong, balanced education in one of the traditional natural sciences in which students major. The concentration requires satisfactory completion of the general biology foundation courses (BIOL 115N and BIOL 116N) or equivalent and at least 15 semester credit hours in approved marine biology related courses at the advanced level (300 and 400 level, see marine biology concentration brochure), including two required courses: Marine Biology (BIOL 331) and Ocean, Earth and Atmospheric Sciences (OEAS 306). The mathematics requirement for the concentration is MATH 211 Calculus I, and the non-biology physical science requirements are OEAS 111N Physical Geology and PHYS 111N Introductory General Physics. Students in the program are expected to participate in non-credit, monthly meetings of the ODU Marine Biology Association. One course completed at an off-campus marine biology laboratory or study abroad program is strongly recommended, as is a research, practicum, or internship experience in marine biology. Other requirements are listed under the Bachelor of Science—Biology Major. Marine biology students may also select a minor in ocean and earth science.
A variety of facilities are available to students interested in the marine biology concentration. On-campus facilities include a modern marine wet laboratory along with biology faculty research laboratories specializing in marine: benthic ecology, animal biomechanics and physiology, marine fish biology and systematics, conservation biology, phytoplankton biology, coastal wetland plants, disease ecology, microbiology, and tropical ecology. Field studies and course-related trips to nearby marine habitats in the Chesapeake Bay and Atlantic Ocean are supported by departmental field vehicles and small vessels, as well as by the Ocean, Earth and Atmospheric Sciences Department's 55-foot research vessel, the R/V Fay Slover. Research requiring SCUBA is supported by the ODU Academic Diving Program, a local chapter of the American Academy of Underwater Scientists. Off-campus access to marine laboratories on Virginia's Eastern Shore and the Florida Keys are available through collaborative agreements with other colleges and universities.
Bachelor of Science–Biology Major Secondary Education Concentration
This program leads to eligibility for teacher licensure in Virginia and is available only to individuals holding a baccalaureate degree or completing requirements for a Bachelor of Science degree in biology.
Biology Major with Teaching Licensure in Biology
Students pursuing a biology major with teaching licensure complete the following biology core sequence and 16 credit hours of electives at the 300-level or above, to include three lab courses. Students may use four credits at the 200-level to meet their upper-division requirement.
|General Biology I
and General Biology II
|Cell Biology
|Biology Seminar
|Total Hours
Electives must include one approved course each in botany, zoology, microbiology, and human anatomy and physiology (see chief departmental advisor for details).
Non-biology requirements are:
|Foundations of Chemistry I Lecture
and Foundations of Chemistry I Laboratory
|Foundations of Chemistry II Lecture
and Foundations of Chemistry II Laboratory
|Organic Chemistry Lecture
|Organic Chemistry Laboratory
|Earth Science
|or OEAS 111N
|Physical Geology
|Introductory General Physics
|Calculus for Business and Economics
|Elementary Statistics
|PK-12 Instructional Technology (satisfies the impact of technology requirement)
|Total Hours
Students must first declare the biology teacher preparation track as their major with the biology departmental advisor. All students must apply for and be admitted into the approved biology teacher preparation program. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required grade point averages (GPA).
Virginia Board of Education prescribed assessments
- A passing PRAXIS I composite score of 532 or
- Qualifying SAT or ACT test scores or
- PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
- SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
- ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470
To review more information on the Virginia Board of Education prescribed assessments, visit the Teacher Education Services website, www.odu.edu/tes.
Required grade point averages (GPA)
- A cumulative GPA of 2.75 is required.
- A major/content GPA of 2.75 is required - all biology courses must be passed with a grade of C (2.0) or above and all other science content courses must be passed with a grade of C- or higher.
- A professional education GPA of 2.75 is required – all professional education courses must be passed with a grade of C- or higher
Although students may enroll in a limited number of education courses, students must be admitted into the approved biology teacher preparation program prior to enrolling in any instructional strategies practicum education course. Students must also meet with an education advisor in the Office of Teacher Education Services.
Students must maintain a cumulative GPA of 2.75, a major/content GPA of 2.75 and a professional education GPA of 2.75. Biology courses must be passed with a grade of C (2.0) or higher. The remaining courses required for the major and in the professional education core must be completed with a grade of C- or higher for continuance. A professional education GPA of 2.75 is required for continuance. Students must take and pass the Virginia Communication and Literacy Assessment (VCLA) and the PRAXIS II Biology Content examination prior to or while enrolled in the instructional strategies course. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.
Virginia Board of Education prescribed assessments
Virginia Communication and Literacy Assessment (VCLA) – a passing composite score of 470 is required on this reading and writing assessment
PRAXIS II Biology: Content Knowledge (test code: 0235) – passing score of 155 is required
To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, www.odu.edu/tes.
Requirements for graduation include completion of ENGL 110C, ENGL 211C or 221C or 231C, and the writing intensive (W) course in the major with a grade of C or better, completion of the Biology and Senior Assessments, a minimum cumulative 2.75 GPA, in the major area, and in the professional education core, with no grade less than a C in the major and C- in the professional education core; successful completion of the Teacher Candidate Internship and a minimum of 129 credit hours, which must include both a minimum of 33 credit hours overall and 12 credit hours in upper-level courses in the major program from Old Dominion University. Note that a C (2.0) must be earned in all biology courses used to satisfy departmental requirements.
The Professional Education core courses and requirements are as follows:
|Foundations and Introduction to Assessment of Education
|Classroom Management and Discipline
|Reading and Writing in Content Areas
|PK-12 Instructional Technology (satisfies impact of technology requirement)
|Developing Instructional Strategies for Teaching in the Middle/High School: Science
|Fundamentals of Human Growth and Development: Birth through Adolescence
|Students with Diverse Learning Needs in the General Education Classroom
|Seminar in Teacher Education (corequisite with STEM 454)
|Teacher Candidate Internship
|Achieve overall 2.75 GPA
|Total Hours
Due to changing University requirements, national accreditation standards, and the Virginia Board of Education licensure regulations, the teacher preparation programs in the College of Sciences are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website at: www.odu.edu/tes.
Professional Concentration
Biology students seeking careers in medicine, dentistry, osteopathy, optometry or podiatry should request advisement from Dr. Ralph W. Stevens III, the departmental prehealth advisor, who is located in the Department of Biological Sciences.
Science courses required by all of the above professional programs are:
|General Biology I
and General Biology II
|Foundations of Chemistry I Lecture
and Foundations of Chemistry I Laboratory
|Foundations of Chemistry II Lecture
and Foundations of Chemistry II Laboratory
|Organic Chemistry Lecture
and Organic Chemistry Laboratory
and Organic Chemistry Lecture
|Introductory General Physics
and Introductory General Physics
|or PHYS 231N
| University Physics
and University Physics
|Calculus for Business and Economics
|Total Hours
Students should confer with their advisors to select the most appropriate math courses and additional science courses. The most frequently recommended biology courses are in the areas of human or vertebrate anatomy and physiology and those stressing the molecular and cellular levels of organization. However, students also are encouraged to explore other disciplines while they have the opportunity to develop a broader view of life processes and the human condition.
Minor in Biology
The minor in biology offers students additional support to their chosen majors, prepares students for post-baccalaureate professional or graduate programs, offers greater job opportunities to graduates, and/or provides recognition of study in this academic area. The minor requires the successful completion of a minimum of 12 credit hours of coursework (a maximum of three credits at the 200-level, selected from the Biology 200-level core courses, and a minimum of nine credits at the 300-400 level). Courses selected at the 300-400 level may not include BIOL 303 or unstructured coursework and may include only one course from the Biology core. For completion of the minor, a student must have a C (2.0) or better in BIOL 115N, BIOL 116N, and the 200-level course, if any, used to fulfill the requirements of the minor. The student must also have a minimum overall cumulative grade point average of 2.0 in all courses designated for the minor and taken by the student exclusive of 100-level and prerequisite courses and complete a minimum of six hours of upper-level work through courses offered at Old Dominion University.
Honors Program in Biology
A. Honors Research
Undergraduates with junior or senior standing and a GPA of 3.00 or better are eligible to participate in Honors Research. After consultation with the program director (Dr. Deborah A. Waller), students select a professor who agrees to oversee the research project. Students then enroll in two 4-credit courses, BIOL 487 and BIOL 488W. The courses may be taken in any sequence: fall-spring, spring-summer, summer-summer, summer-fall. Normally both semesters are required but a student may receive credit for only one semester. The research project, time commitment by the student and the basis for the grade are mutually determined by the student and professor. Because first-semester research results are often preliminary, the grade for BIOL 487 is based on a review paper and/or research proposal, which provides the student with an overview of the field. The second semester is graded on the final research paper and a seminar presented to the honors committee and interested faculty. Professors should encourage students to publish results and present papers at scientific meetings when appropriate. Students should also be urged to apply for funds from agencies that provide seed money to undergraduates. The program director can provide information on scientific societies that sponsor meetings and/or offer small grants. Successful completion of both courses with a C (2.0) or better will allow the student to use BIOL 488W as a lab course in meeting his/her requirements.
B. Bachelor's Degree with Honors in Biological Sciences and Honors Designation for Biology courses
Students maintaining an overall GPA of at least 3.25 and of 3.50 in biology can receive a "Bachelor's Degree with Honors in Biological Sciences" subject to satisfaction of the minimum University standards for the Honors degree and completion of one of the following two options:
Option 1: Successful completion of two semesters of biological research taken as BIOL 487 / BIOL 488W (Honors Research).
Option 2: Successful completion of three upper-division courses in Biological Sciences and achievement of the "Honors" designation in each.
Students petitioning for designation of an upper-division biology course as "Honors" must have a minimum overall GPA of 3.25 and a GPA of at least 3.50 in biology.
To receive the "Honors" designation for a course, students must achieve a final course score of at least 95% or the equivalent of an "A" on the University grade scale.
Faculty are encouraged to assign and work with students on other activities deemed appropriate for an "Honors" course designation and utilize the results of these activities in the assignment of a course grade.Back To Top
Advanced Placement
Students may receive advanced placement (AP) credit for BIOL 115N or BIOL 116N (4 credits) by a score of 3 on the advanced placement examination. Students receiving a score of 4 or 5 will receive credit for both BIOL 115N and BIOL 116N (8 credits). Official AP score reports should be sent to the Office of Admissions prior to registration for evaluation.
BIOLOGICAL SCIENCES Courses
BIOL 103. Basic Bacteriology. 4 Credits.
Lecture 3 hours; laboratory 2 hours; 4 credits. A course designed to acquaint the student with the elementary principles of bacteriology and other disease causing microorganisms. Emphasis is placed on microorganisms as etiological agents in disease, on practical methods of disinfection, and on the factors of infection and immunity.
BIOL 105N. Biology for Nonscience Majors I. 4 Credits.
An introductory biology course for nonbiology majors. This course concentrates on major biological concepts concerning molecular biology, cellular biology, cellular reproduction, classical and molecular genetics, energetics, and ecology. This course would be beneficial to those students who are pursuing elementary education degrees because the course teaches biological topics included in the Virginia Standards of Learning. Cannot be substituted for BIOL 115N or BIOL 116N.
BIOL 106N. Biology for Nonscience Majors II. 4 Credits.
An introductory biology course for nonbiology majors. This course concentrates on plants and animals at the organismal level examining major biological concepts involving diversity, ecology, behavior, and evolution. This course would be beneficial to those students who are pursuing elementary education degrees because it teaches biological topics included in the Virginia Standards of Learning. Cannot be substituted for BIOL 115N or BIOL 116N.
BIOL 108N. Environmental Sciences. 4 Credits.
An introductory course for non-majors focusing on scientific inquiry and the fundamental biological underpinnings of environmental science, including ecology, evolution, the nature of and threats to biodiversity, and conservation solutions. Cannot be substituted for BIOL 115N or BIOL 116N.
BIOL 109N. Introduction to Human Biology. 4 Credits.
An introductory course for non-majors, focusing on scientific inquiry and the structure and function of the human body, with units on diet, nutrition, exercise, infectious disease, and cancer. Cannot be substituted as BIOL 115N or BIOL 116N.
BIOL 115N. General Biology I. 4 Credits.
An introduction to the process of science, biological molecules, cell biology, metabolism, molecular biology, and Mendelian genetics. A student receiving credit for BIOL 115N or BIOL 116N cannot receive credit for BIOL 108N or BIOL 109N, respectively. Prerequisite: placement into ENGL 110C and qualifying Math SAT/ACT score, qualifying score on the Math placement test, or completion of MATH 102M or higher.
BIOL 116N. General Biology II. 4 Credits.
An introduction to the process of science, evolutionary biology, ecology, and the biology of prokaryotes and eukaryotes. A student receiving credit for BIOL 115N or BIOL 116N cannot receive credit for BIOL 108N or BIOL 109N, respectively. Prerequisite: Placement into ENGL 110C and qualifying Math SAT/ACT score, qualifying score on the Math placement test, or completion of MATH 102M or higher, and BIOL 115N.
BIOL 126N. Honors: General Biology. 4 Credits.
Open only to students in the Honors College. A special honors version of BIOL 115N.
BIOL 127N. Honors: General Biology. 4 Credits.
Open only to students in the Honors College. A special honors version of BIOL 116N.
BIOL 195. Biology Lab Topics. 1-3 Credits.
Laboratory topics.
BIOL 196. Topics. 1-3 Credits.
Topics in Biology.
BIOL 250. Human Anatomy and Physiology I. 4 Credits.
This course emphasizes the gross anatomical relationships and the molecular, cellular, physiological, and metabolic process of the integument, musculoskeletal, neural, and immune systems. Only one semester from BIOL 250-BIOL 251 (4 credits) may count toward upper-division elective requirements.
BIOL 251. Human Anatomy and Physiology II. 4 Credits.
Prerequisites: BIOL 250. This course emphasizes the physiology and pathophysiology of the cardiac, pulmonary, renal, endocrine, and reproductive systems. Only one semester of BIOL 250-BIOL 251 (4 credits) may count toward upper-division elective requirements for the Biology major.
BIOL 291. Ecology. 3 Credits.
Prerequisites: BIOL 115N, BIOL 116N or permission of the instructor. An introduction to the basic concepts of ecology for both biology majors and nonmajors. The concepts are introduced with respect to terrestrial, aquatic, and marine environments.
BIOL 292. Evolution. 3 Credits.
Prerequisites: BIOL 115N, BIOL 116N or permission of the instructor. An introduction to the basic concepts of evolution for both biology majors and nonmajors. The concepts are introduced with respect to terrestrial, aquatic, and marine environments.
BIOL 293. Cell Biology. 3 Credits.
Prerequisites: BIOL 115N and BIOL 116N. A comprehensive course in the structural and functional features of cells, including prokaryotic and eukaryotic cells. The course will also examine biomacromolecules, techniques in cell and molecular biology, and current frontiers in cell biology research.
BIOL 303. Genetics. 3 Credits.
An introduction to the principles of biological inheritance and variation and the molecular bases of gene structure and function. Prerequisites: BIOL 115N, BIOL 116N and STAT 130M.
BIOL 307. Invertebrate Zoology. 4 Credits.
An examination of the invertebrate phyla with emphasis on classification, morphology, phylogeny, and general biology. Prerequisites: BIOL 292.
BIOL 308. Botany. 4 Credits.
Prerequisites: BIOL 291 and BIOL 292. A general introduction to the structure, function, ecology, and diversity of plants.
BIOL 314. Developmental Biology. 5 Credits.
An analysis of development in animals. Lectures will explore experimental approaches to the study of gametogenesis, fertilization, cleavage and morphogenesis. Laboratory emphasizes the morphological features of the developing vertebrate embryo. Prerequisites: BIOL 250 and BIOL 251. Pre- or corequisite: CHEM 211.
BIOL 315. General Microbiology. 5 Credits.
Prerequisites: BIOL 293 and BIOL 303. Designed to be a general survey of the nature and diversity of microorganisms (especially the bacteria but also including viruses and fungi), the roles and functions of the microorganisms, and basic microbiological research. Laboratories emphasize fundamental techniques in culturing, studying and identifying microorganisms.
BIOL 322. Ethnobotany. 3 Credits.
Prerequisites: BIOL 292. A survey of plants used by people for food, fiber, medicine, dyes, perfumes, and building. A survey of local edible, toxic and useful native plants and mushrooms is included. Two Saturday field trips are required.
BIOL 331. Marine Biology. 3 Credits.
Prerequisites: BIOL 115N and BIOL 116N and BIOL 291. A survey of the variety, ecology and adaptations of marine organisms. The course is designed to broadly introduce students to life in the oceans and the many special features of marine species that have evolved in the earth's oldest and most extensive ecosystem.
BIOL 334. Field Ethnobotany. 4 Credits.
Prerequisites: BIOL 308. Research techniques in ethnobotany based on the study and utilization of local plants and mushrooms for food, fiber, cordage, medicine, dyes, teas, and other uses. A research project, paper, and presentation are required.
BIOL 335. Ecology Laboratory. 2 Credits.
Prerequisites: BIOL 291. A field and laboratory course that emphasizes techniques employed in ecological investigations.
BIOL 340. Field Botany. 4 Credits.
A survey of plants and plant communities of the Mid-Atlantic Coastal Plain. Skills in plant and mushroom identification, specimen preparation, and research databses are emphasized. Most classes are field trips. Prerequisites: BIOL 115N, BIOL 116N, and BIOL 291.
BIOL 346. Plant Geography. 3 Credits.
Prerequisites: BIOL 115N and BIOL 116N. The distribution and characteristics of major plant community types in North America are discussed. Abundant pictures are used to illustrate the flora and plant communities.
BIOL 367. Cooperative Education. 1-3 Credits.
Student participation for credit in a paid work environment based on the academic relevance of the work experience as determined by the department and the Cooperative Education program, prior to the semester in which the work experience is to take place. Unstructured course. Students must identify a full-time biology faculty member with the expertise to determine if the cooperative education experience is appropriate for a biology curriculum, approve the learning contract, review the submitted assignments (student report and supervisor's evaluation) and assign a P/F grade. (Qualifies as a CAP experience.) Prerequisites: approval by the department chair and Cooperative Education/Career Management.
BIOL 368. Internship. 1-3 Credits.
Supervised participation in non-research professional setting. Requires a minimum of 3 hours per week or equivalent for 1 credit, completion of work report and other documents relevant to the work experience, and supervisor evaluation. Unstructured course. Students must identify a full-time biology faculty member with the expertise to determine if the internship is appropriate for a biology curriculum, approve the learning contract, review the submitted assignments (student report and supervisor's evaluation) and assign a P/F grade. (Qualifies as a CAP experience.) Prerequisites: BIOL 115N and BIOL 116N, junior standing, approval of full-time biology faculty member.
BIOL 369. Practicum. 1-3 Credits.
A supervised experience in a research, teaching, or a work/field setting and culminating in the preparation of a written document relevant to the practicum experience. Unstructured course. Students must identify a full-time biology faculty member with the expertise to determine if the practicum is appropriate for a biology curriculum, approve the learning contract, review the submitted assignments (student report and supervisor's evaluation) and assign a P/F grade. (Qualifies as a CAP experience.) Prerequisites: BIOL 115N and BIOL 116N, acceptance as a declared major, junior class status, and approval by the sponsoring full-time biology faculty member and practicum coordinator.
BIOL 395. Topics. 1-3 Credits.
A structured specialty course designed to meet the needs of students in biology. Students are expected to perform at the level of other junior level classes. Prerequisites: BIOL 115N and BIOL 116N.
BIOL 400/500. Flowering Plant Families. 5 Credits.
Prerequisites: BIOL 292 (BIOL 303 and BIOL 308 recommended). An evolutionary survey of flowering plant families; emphasis on recognition and identification of plant families and the principles and methodologies that define them; and evolution of biodiversity. Focus on local representatives and large families in the field and laboratory. An activity oriented, hands-on course.
BIOL 401/501. Entomology. 4 Credits.
A comprehensive survey of the insects, including taxonomy, morphology, physiology, reproductive and developmental biology, and ecology. Research techniques in entomology will be learned through both field and laboratory work. Prerequisites: BIOL 291 and BIOL 292.
BIOL 403/503. Medical Microbiology. 3 Credits.
This course integrates the disciplines of microbiology, immunology, and biochemistry with the pathophysiology of infections and the appropriate pharmacology in a problem-based learning setting. Students will learn the fundamental concepts and terminologies of infectious diseases. The material will be case studies in small group tutorials and emphasize independent learning. Prerequisites: BIOL 115N or BIOL 126N, BIOL 116N or BIOL 127N, BIOL 250, BIOL 315, CHEM 441, or instructor approval.
BIOL 404/504. Conservation Biology. 5 Credits.
Prerequisites: BIOL 291, junior standing or permission of instructor. The application of fundamental biological principles to the preservation of biodiversity, including the role of ecological and evolutionary theory to the preservation of biotas on a regional and global basis. Lectures will cover modern approaches to conservation biology, including conservation ethics and management issues. Laboratories will include discussion of case studies, introduction to software applicable to conservation biology, presentations by regional conservation practitioners, and visits to relevant field sites.
BIOL 405W. Biology Seminar. 3 Credits.
Prerequisites: BIOL 291, BIOL 292, BIOL 293, and BIOL 303 and two 300- or 400-level elective and a grade of C or better in ENGL 211C or ENGL 221C or ENGL 231C. This course offers a capstone experience in scientific writing, faculty-mentored library research, the review and synthesis of material from the primary technical literature, and oral presentation. Students will develop a deeper understanding of the purposes and types of scientific writing, the structure and interpretation of technical papers, and the oral and written communication skills appropriate to the discipline. (This is a writing intensive course.).
BIOL 408/508. Introduction to Pharmacology. 4 Credits.
Prerequisites: BIOL 250 or permission of the instructor. This is a general introductory course in pharmacology dealing with chemistry, general properties and pharmacological effects on various physiological systems, therapeutic usefulness and toxicities of drugs. The course is designed to prepare upper-level undergraduate and graduate students for more advanced courses in pharmacology.
BIOL 409/509. Immunology. 3 Credits.
A comprehensive study of the phenomena of immune resistance, the cells and tissues involved in immune responses, and the consequences of immunization. Prerequisites: BIOL 315 or permission of the instructor.
BIOL 412/512. Plant Physiology. 4 Credits.
A study of the physiological processes which occur in plants. A laboratory and greenhouse oriented course stressing plant nutrients, cell metabolism-respiration, photosynthesis, nitrogen metabolism, and plant hormones. Prerequisites: BIOL 292. Pre- or corequisite: BIOL 293 and CHEM 211.
BIOL 415/515. Marine Ecology. 3 Credits.
An introduction to ecological processes in the marine environment, with an emphasis on coastal ecosystems. The course covers synthetic topics as well as the ecology of specific marine habitats. Prerequisites: BIOL 115N, BIOL 116N, BIOL 331 and previous course in ecology. Pre- or corequisite: When offered during the fall semester, BIOL 442 is a corequisite.
BIOL 416/516. Clinical Immunology. 3 Credits.
A description of common immunological problems seen in the clinic. Prerequisites: BIOL 409.
BIOL 419/519. Wetland Plants. 5 Credits.
Prerequisites: BIOL 291 and BIOL 308. A field-oriented course emphasizing the identification and ecology of aquatic and wetland plants with emphasis on plants used to delineate wetlands following federal guidelines. Activities include use of identification databases, apps, and traditional floras and monographs. A research project including a written paper and presentation is required.
BIOL 420/520. Ichthyology. 5 Credits.
The biology of marine and freshwater fishes including morphology, physiology, evolution, distribution, ecology, and reproduction. Prerequisites: BIOL 292 and junior standing.
BIOL 422/522. Field Studies in Ornithology. 4 Credits.
Prerequisites: BIOL 291, BIOL 292 or permission of the instructor. A combined lecture and field study of birds with emphasis on identification, behavior, and field methods. Extensive field trips, including at least one weekend, are taken.
BIOL 423/523. Cellular and Molecular Biology. 3 Credits.
The molecular organization of eucaryotic cells is presented along with cell evolution, molecular genetics, the internal organization of the cell and the behavior of cells in multicellular organisms. Prerequisites: BIOL 293 and BIOL 303.
BIOL 424/524. Comparative Animal Physiology. 5 Credits.
An introduction to the basic mechanisms by which different animals function. How organisms acquire and use energy, regulate their internal environment, circulate and exchange gases and wastes, receive and conduct information about their environment, and move and use muscles will be some of the topics covered. Emphasis will be on how organisms make changes in these basic mechanisms to deal with different environmental conditions. Prerequisites: BIOL 292.
BIOL 426/526. Histology. 5 Credits.
The structure and function of cells, tissues and organs at both the light microscopic and ultrastructural levels. Prerequisites: BIOL 250 and BIOL 293.
BIOL 430/530. Microbial Pathogenesis. 3 Credits.
Examination of bacterium-host interactions with an emphasis on how bacteria cause disease, particularly the means by which the bacterium is able to circumvent host defense mechanisms.
BIOL 435/535. Marine Conservation Biology. 3 Credits.
Prerequisites: BIOL 115N, BIOL 116N, and BIOL 331. This highly interdisciplinary science of conserving marine biodiversity will be taught through a review of old and new literature. This will include its history, marine ecology related to conservation biology, threats to marine biodiversity, assessment of extinction risk, conservation challenges of marine habitats and regions, and methods for conserving marine biodiversity.
BIOL 436W/536. Infectious Disease Epidemiology. 3 Credits.
This lecture/lab course will focus on concepts related to the spread and control of infectious diseases. The lectures will focus on concepts while the labs will provide quantitative skills essential to the study of infectious diseases. This course is also a writing-intensive course. Prerequisites: BIOL 115N and BIOL 116N.
BIOL 438/538. Dendrology. 4 Credits.
Prerequisites: BIOL 308 or equivalent. The study of trees and shrubs, their identification, ecology, structure and anatomy, lore, and uses. A field-oriented course. A research project including a written paper and presentation is required.
BIOL 441/541. Animal Behavior. 5 Credits.
Prerequisites: BIOL 291 and BIOL 292 and junior standing or permission of the instructor. Animal behavior with special attention to its evolution and ecological significance. Field and laboratory activities will emphasize observational and experimental techniques used to study behavior.
BIOL 442/542. Marine Ecology Laboratory. 2 Credits.
A laboratory/field course in which students gain practical experience with research techniques common to coastal marine ecology, and become familiar with the organisms and ecological conditions present in the various marine habitats visited by the class. A field trip of several days is required. Pre- or corequisite: When offered during the fall semester, BIOL 415 is a corequisite.
BIOL 444/544. Field Studies in Marine Biology. 5 Credits.
An intensive study abroad field course offered during the summer at a foreign marine laboratory where students will be engaged in lectures and field studies of coastal marine environments. Check with the Director of the Marine Biology Concentration Program for details. Prerequisite: BIOL 331.
BIOL 445/545. Community Ecology. 3 Credits.
Prerequisites: BIOL 291. The goal of this course is to introduce and evaluate both classical and emerging paradigms in community ecology. This will be achieved by examining those processes (biotic and abiotic) that structure ecological communities, and by exposing students to quantitative and theoretical aspects of these paradigms.
BIOL 446/546. Comparative Biomechanics. 3 Credits.
The principles of fluid and solid mechanics will be applied to a variety of plant and animal systems to understand how organisms deal with the immediate physical world and its accompanying constraints. A diverse range of topics will be covered, including aerial flight in insects, wind resistance in trees, jet propulsion in squid, flow within blood vessels, forces on intertidal organisms, viscoelasticity in biological materials, and energy storage during terrestrial movement. Prerequisite: BIOL 293; PHYS 111N and PHYS 112N recommended.
BIOL 450/550. Principles of Plant Ecology. 4 Credits.
Course covers the general theoretical concepts in plant ecology with statistical methods. The structure, development, processes, and history of plant communities are studied. Laboratories involve extensive fieldwork. A weekend field trip is required. Prerequisites: BIOL 291 and senior standing.
BIOL 454/554. Parasitology. 4 Credits.
Prerequisites: BIOL 293 and BIOL 303. A basic course which treats parasitism as one of several biological interactions. The principles discussed are structural and physiological adaptations to parasitism, host specificity, immunity, parasitic life cycles, and evolution of parasitism. Representative species are examined in the laboratory.
BIOL 456/556. Population Genetics. 3 Credits.
Prerequisites: BIOL 303. An introduction to the principles of population genetics and addresses topics such as inheritance, genetic variation, fitness, natural selection, mutation, genetic drift, gene expression, and single- and multi-locus models of different types of selection. Human disease is addressed. Students will write a mock-grant proposal.
BIOL 457/557. General Virology. 3 Credits.
Prerequisites: BIOL 115N, BIOL 116N, BIOL 293 and BIOL 303. A basic course covering the history of virology, viral taxonomy, genetics, and the molecular biology and host responses to the major mammalian virus groups. Examples of recent impacts of viruses on human health such as influenza pandemics will also be covered.
BIOL 460/560. Frontiers in Nanoscience and Nanotechnology. 1 Credit.
Prerequisites: BIOL 293. Review of the structure, synthesis and properties of key nano-materials and their impact on living systems.
BIOL 461/561. Human Cadaver Dissection. 4 Credits.
Students will dissect a human cadaver and learn all major structures. All exams will be practical tag-tests using human tissue. The major emphasis will be on head, neck, trunk, and joints with some clinical application to injuries and surgery. Prerequisites: BIOL 250 and BIOL 251 or equivalent.
BIOL 474/574. Mushrooms. 4 Credits.
Lecture 2 hours; laboratory 6 hours; 4 credits. Prerequisite: BIOL 308. The identification, classification ecology, culture, and uses of mushrooms and other fleshy fungi. A field oriented course.
BIOL 478/578. Microbial Ecology. 3 Credits.
Study of the interactions between microorganisms, particularly bacteria, and their environment. Emphasis is placed on nutrient cycling and the influence of microbes on global mineral dynamics. The effects of physical and chemical factors on distribution and activity of microbes in their environments and applications of these interactions are studied (biotechnology). Prerequisite: BIOL 315.
BIOL 479/579. Microbial Ecology Laboratory. 1 Credit.
A laboratory for measurement of microbial numbers and activity in natural environments.
BIOL 480/580. Advanced Human Physiology Laboratory. 2 Credits.
A study of the cardiovascular, respiratory, nervous and digestive systems using mammals.
BIOL 481/581. Forensic and Medical Entomology. 5 Credits.
Prerequisites: BIOL 115N, BIOL 116N, BIOL 291 and BIOL 292. A comprehensive survey of insects important to legal and medical fields, including their biology, use in criminal investigations and roles as disease vectors. Laboratories will include exercises in both field and bench laboratory activities.
BIOL 487. Honors Research in Biology. 4 Credits.
Independent study and scheduled meetings with faculty advisor. Supervised independent study in an area of individual interest in biology. The work in this course results in the production of a thesis. (qualifies as a CAP experience) Prerequisites: admission to the Honors Program and senior standing.
BIOL 488W. Honors Research in Biology. 4 Credits.
Independent study and scheduled meetings with faculty advisor. Supervised independent study in an area of individual interest in biology. The work in this course results in the production of a thesis. (This is a writing intensive course.) (qualifies as a CAP experience) Prerequisites: BIOL 487, admission to the Honors Program, senior standing, and a grade of C or better in ENGL 211C or ENGL 221C or ENGL 231C.
BIOL 490/590. Advanced Human Physiology. 4 Credits.
All major physiological systems with emphasis on normal physiology. Some clinical applications made but not stressed. Prerequisites: BIOL 250.
BIOL 496/596. Topics. 3 Credits.
A specially designed, structured course concerning specific topics in the biological, environmental, or allied health fields. Prerequisites: BIOL 115N and BIOL 116N, junior standing, permission of instructor.
BIOL 497. Undergraduate Research. 1-3 Credits.
Prerequisites: BIOL 115N and BIOL 116N, junior standing, permission of instructor, permission of CDA. Student performs lab and/or field research under supervision of ODU faculty or other approved professional. Requires a minimum of 3 hours per week or equivalent for 1 credit, completion of lab/field notes and written report and evaluation by supervisor. May qualify as lab experience (see CDA). (qualifies as a CAP experience).
BIOL 498/598. Independent Study. 1-3 Credits.
Prerequisites: BIOL 115N and BIOL 116N, junior standing, permission of the CDA, and permission of instructor. Supervised (non-lab/field) project selected to suit the needs of the individual student. Requires completion of formal scientific paper documented with appropriate primary technical literature (see CDA for details). Unstructured course.


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Who had the audacity to write such an against-the-grain book exposing "healthy whole grains" for the incredibly destructive genetic monsters they've become?
That's me, Dr. William Davis, cardiologist and seeker-of-truth in health. Over 80% of the people I meet today are pre-diabetic or diabetic. In an effort to reduce blood sugar, I asked patients to remove all wheat products from their diet based on the simple fact that, with few exceptions, foods made of wheat flour raise blood sugar higher than nearly all other foods. Yes, that's true for even whole grains. More than table sugar, more than a Snickers bar. Organic, multigrain, sprouted–it makes no difference.
People returned several months later and did indeed show lower blood sugar, often sufficient for pre-diabetics to be non-prediabetics. But it was the other results they described that took me by surprise: weight loss of 25 to 30 lbs over several months, marked improvement or total relief from arthritis, improvement in asthma sufficient to chuck 2 or 3 inhalers, complete relief from acid reflux and irritable bowel syndrome symptoms, disappearance of leg swelling and numbness. Most reported increased mental clarity, deeper sleep, and more stable moods and emotions. I witnessed even more incredible experiences like the 26-year old man incapacitated by full-body joint pains who started to jog again, pain-free. And the 38-year old schoolteacher who, just weeks before her surgeon scheduled colon removal and ileostomy bag, experienced cure–cure–from ulcerative colitis and intestinal hemorrhage–and stopped all medications. That's when I knew that I had to broadcast this message. Wheat Belly was the result.
I'm not promoting drugs, fancy medical procedures, or costly equipment. I'm not promoting a process that makes a pharmaceutical company rich or helps a hospital gain more revenue-producing procedures. I'm talking about a simple change in diet that yields incredible and unexpected health benefits in so many more ways than you'd think. And it's not just about celiac disease, the destructive intestinal disease from wheat gluten that affects 1% of the population. It's about all the other destructive health effects of wheat consumption, from arthritis to acid reflux to schizophrenia, caused or made worse by this food we are advised to eat more of. It's about being set free from the peculiar appetite-stimulating effects of the opiate-like compounds unique to wheat. It's also about losing weight–10, 20, or 30 pounds is often just the start–all from this thing I call wheat belly. The key to understanding wheat's undesirable effects is to recognize that the total effect on human health is greater than the sum of its parts.
In addition to writing, speaking, and practicing preventive cardiology in Milwaukee, Wisconsin, I am Medical Director and founder of the Track Your Plaque program for heart disease prevention and reversal. This program was articulated in the book, Track Your Plaque: The only heart disease prevention program that shows how to use the new heart scans to detect, track, and control coronary plaque, as well as the online program by the same name (www.trackyourplaque.com). Wheat elimination along with the nutritional principles articulated in Wheat Belly serve as the cornerstone of my heart disease prevention efforts used in the Track Your Plaque program, as well.
While I'm not writing or cooking my unique wheat-free recipes, I can be found biking, sampling wines with my wife or competing with the boys on XBox, walking my two Boston terriers, or watching my tennis pro daughter, Lauren Davis, in her tennis matches around the world.


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Become a Member!
Support the Museum by becoming a member today!
Folks loved getting their picture taken with the soldiers
Contact us | Feedback | Site Map
The Museum of the Confederacy Headquarters,
1201 E. Clay Street, Richmond, VA 23219
Toll-free 855.649.1861
Outside of the US 1.804.649.1861
Museum of the Confederacy and nearby Richmond hotels


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Black stilt/kakī, world's rarest wading bird
Kakī, or black stilt (Himantopus novaezelandiae), is a native wading bird only found in New Zealand. It is regarded by Māori as a taonga species – a living treasure.
Once common throughout New Zealand, kakī is now restricted to the braided rivers and wetlands of the Mackenzie Basin, South Island.
Kakī have completely black plumage and long red legs.
The main threats to kakī are predators, habitat loss and human disturbance.
Kakī have been intensively managed since 1981, when their population declined to a low of just 23 birds.
Learn what to do when visiting black stilt habitat.
The kakī/black stilt Visitor Hide is a great place to see one of New Zealand's rarest birds up close.
The kakī is one of the world's rarest wading birds. In the 1980s, their numbers plummeted to 23 adult birds. However, the captive management programme at Twizel is making a real difference, as this video reveals.
Listen to or download recordings of black stilt/kakī song.
New Zealand Birds Online Encyclopedia of New Zealand birds
DOC's 24 hour emergency hotline:
Call to report sick or injured wildlife, and whale or dolphin strandings.


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The Bell House
Brooklyn – Gowanus
- related content/
The Bell House
149 7th St (bet. Second and Third Aves.)
Brooklyn, NY 11215
- price: $
- phone: 718-643-6510
- website: www.thebellhouseny.com
- get directions
Gowanus might seem like an odd destination for a night on the town, but it's shaping up to be the next hip Brooklyn 'hood thanks, in part, to The Bell House. This new bar and concert venue brings indie acts to the redecorated 1920s warehouse space, complete with chandeliers, lots of dark wood trimmings and an old-fashioned stage with red velvet curtains.
- additional info:
- American Express
- Mastercard
- Visa


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Extreme Shine Spray 2.5 fl oz (75 ml)
This finishing styling spray with ultra-light plant oils conditions the hair and provides stunning shine and luster.
Contents under pressure. Do not expose to the sun or store at temperatures exceeding 120°F. Do not inhale. Do not puncture or incinerate even after use. This product should not be used near open flames, sources of heat of ignition and electrical equipment. Do not spray near eyes or onto irritated skin. Keep out of reach of children. Do not use for any purpose other than for which the product is intended. Do not smoke. Use quick pressure, do not hold down spray button. Use in a well-ventilated area. External use only.
the Ales Group
|Neopentyl Glycol Diheptanoate, Dimethyl Ether, Dimethicone, Cyclomethicone, C13 15 Alkane, Alcohol Denatured, Isopropyl Myristate, Ethylhexyl Methoxycinnamate, Salvia Officinalis (Sage) Leaf Extract (Sage), Chamomilla Recutita (Matricaria) Flower Extract (Matricaria), Pongamia Glabra Seed Oil (Karanja), Fragrance (Parfum) (Parfum), Tocopherol (Natural Vitamin E)
Use for finishing styles. Spray a small amount of product at an arm's length on dry hair.
REVIEW SNAPSHOT®by PowerReviews
Reviewed by 3 customers
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Good Product but A Few Concerns
By Mary
from Bay Area, CA
describe yourself Beauty Conscious
- Adds Shine
- Controls Frizz
- Easy To Use
- Could make hair oily
- Too much inhalable mist
Best Uses
- Add shine
- Control frizz
Comments about PHYTOSPECIFIC Extreme Shine Spray, 2.5 fl oz:
This is a good product. It adds a great shine and helps tame frizz. I am growing out my somewhat curly hair. It tends to get a little bushy because I'm going longer between cuts. The Extreme Shine Spray is a good product for finishing off my hair and reeling in the fly-away ends and adding a very nice shiny look to my hair.
I knocked off one star for the fact that if you're not VERY careful when applying it, you can end up limp, oily hair really quickly. Best to use a light hand with this and add a little more if you need it (rather than spraying on a lot at first).
I knocked the second star off because of the ridiculously heavy mist that hangs in the air after you use this. I think this would be a terrible product for people with asthma or other respiratory issues. As it is, I use it with the fan on and the bathroom windows open, then I get out of there as fast as I can. But seriously, I've walked back into the bathroom 4 or so minutes later and the mist is STILL hanging in the hair. This creeps me out a little.
Anyway, good product with a few drawbacks.
I have very dry long ...
By Crystal
from Knoxville, TN
Comments about PHYTOSPECIFIC Extreme Shine Spray, 2.5 fl oz:
I have very dry long hair. This product is the best I have ever found to tame my dry, course hair, and make it silky and shiny. I don't know how I could ever live without it now. It is well worth the money!
Lovely, lovely product, I ...
By Sophia
from Mount Vernon, NY
Comments about PHYTOSPECIFIC Extreme Shine Spray, 2.5 fl oz:
Lovely, lovely product, I have relaxed hair and it provides just the right amount of shine, softness, and moisture. Try not to spray too much, there are oils in it. You really have to follow the package directions to prevent weighing the hair down. I would highly recommend this product as a finishing spray.


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Anesthesiologist investing since high school and trading for just over a year. Invested in AAPL / BLK / COST / GE / KO / JNJ / LMT / PG / XOM. Trades are mostly techs / solar / leveraged ETFs and selling limited risk option spreads.


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Memorial Stadium.
The tenth MLL season was one of the most exciting summers as the Bayhawks won their third MLL title. Following an up-and-down season, the Bayhawks came together and won the Steinfeld Trophy in their home stadium: Navy-Marine Corp
Memorial Stadium.
MLL History
Major League Lacrosse (MLL) was founded in 2001 with six teams including the Baltimore Bayhawks, Boston Cannons, Bridgeport Barrage, Long Island Lizards, New Jersey Pride, and Rochester Rattlers.
In the first three seasons, the Bayhawks and the Lizards squared off in all three MLL Championship games. The Lizards took home the inaugural MLL title in 2001 and won their second Steinfeld Cup in 2003. The Bayhawks defeated the Lizards in 2002 for their first title.
Following the 2003 season, the Barrage moved to Philadelphia and would go on to win three of the next four championships including 2004, 2006, and 2007. The Bayhawks won their second title in 2005 by again defeating Long Island.
In 2006, the MLL expanded for the first time. Four expansion teams were added: Chicago Machine, Denver Outlaws, LA Riptide, and San Francisco Dragons. The teams were split into two conferences; the Eastern Conference included the Original Six and the Western Conference included the expansion teams.
In 2008, the Rochester Rattlers won the MLL title becoming the fourth team to win the championship. Following the 2008 season, five of the MLL teams ceased operations: Philadelphia, LA, New Jersey, Rochester, and San Francisco. However, the Toronto Nationals were formed as an expanion franchise, and they won the 2009 MLL title.
2010 marked the MLL's 10th Anniversary, and the Bayhawks and Lizards renewed their old rivalry. After splitting their regular season contests, both teams returned to their first championship game since the two met in 2005. The Bayhawks outlasted the Lizards in a tightly contested match to secure their third Steinfeld Trophy and equal the Barrage for the most in MLL history.
Bayhawks History
The Bayhawks are the MLL's winningest franchise through the first ten seasons of the league. The franchise has won three MLL Championships, four division titles, and have won more games than any franchise.
In 2001, the Bayhawks won the National Division crown, but fell short in the championship game to the Long Island Lizards. The following year, the Bayhawks repeated as National Division champion, and this time avenged their title game loss with their first MLL crown. In the MLL's third season, the Bayhawks continued their National Division dominance with their third straight title, but again came up just short in the MLL Championship against the Lizards. The Bayhawks made the playoffs in 2004 but were eliminated in the semifinals.
The 2005 Bayhawks squad is regarded as one of the greatest lacrosse teams ever assembled. Led by veterans such as Gary Gait and Tom Marechek, the Bayhawks dominated the MLL and set several scoring records throughout the year. The team capped the season with their fourth National Division title and their second MLL crown.
The 2006 season was a transition year for the MLL and the Bayhawks as well. BT Lax Operating purchased the Bayhawks from the prior ownership group led by the Pivec family. Many of the Bayhawks were relocated to the expansion franchises, and several others retired. The Bayhawks found themselves to be a young team and worked hard throughout the season. The Bayhawks missed the playoffs for the first time in 2006.
Following the season in November, the Bayhawks announced the team would be renamed the Washington Bayhawks and play in Washington, DC. The 2007 season found the team at Georgetown for their home games, and in 2008, the team called George Mason in Fairfax, VA their home. In 2009, the Bayhawks returned to Maryland, and signed an agreement with the US Naval Academy for their home games. The agreement lasts through the 2012 MLL season.
In March of 2010, the Bayhawks announced the new ownership group: Hometown Lacrosse, LLC led by Bayhawks president Brendan Kelly. The Bayhawks also announced that the team name would be changed to the Chesapeake Bayhawks going forward to include all areas of the region from Baltimore to Virginia and Washington, DC to the Eastern Shore. The Bayhawks will continue to play at Navy-Marine Corps Memorial Stadium in Annapolis, MD. The Bayhawks finished the 2010 MLL season 6-6 and made their first trip to Championship Weekend since 2005. The team defeated the Boston Cannons 13-9 in the semifinals, and won the Steinfeld Trophy for the third time with another 13-9 victory, this time over their archrivals, the Long Island Lizards.


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more to explore
Enjoy great scenery, fascinating history, and unparalleled cycling along the 365-mile
Erie Canalway Trail. The paved and stone dust trail follows both active and historic sections of the Erie Canal.
Erie Canalway Trail
more >
Cycling with Kids
more >
More than three-quarters of the 365-mile off road trail between Albany and Buffalo is now complete and is safe for all ages. Because the trail closely parallels the Erie Canal, it offers easy access to and from communities throughout the Corridor. Cyclists can follow New York Bike Route 5 to connect off road segments.
Along the Champlain Canal, two short, off road trails follow the towpath of the old Champlain Canal in Waterford and Schuylerville. The Glens Falls Feeder Canal Trail offers eight miles of cycling along the historic feeder canal from Glens Falls to Ft. Edward. Alternately, cyclists can take New York Bike Route 9 along Route 4 and the present day Champlain Canal.
Cycling resources
Bicycle Shops and Rentals along the Erie Canal >
A cycling guide and award-winning online interactive map is published by
Parks & Trails New York
. The guide and website make it easy to plan your visit to the Erie Canalway Trail. Awarded "Best Travel and Tourism Site for Trails" by American Trails in 2009.
Free trails maps are available from the
NYS Canal Corporation
. Call 1-800-4CANAL4 (1-800-422-6254)
Mohawk-Hudson Bike-Hike Trail Map
- Excellent map of the Schenectady to Albany portion of the Canalway Trail free from Friends of the Mohawk-Hudson Bike-Hike Trail.
Feeder Canal Alliance
offers a map and information about the Glens Falls Feeder Canal Trail.
We also recommend
Cycling Along the Canals of New York State
(2nd edition) by Louis Rossi, which includes over 1,000 miles of rides along New York's canals; 208 pages; fifty photos, 25 maps; extensive resource section.
Erie Canal Bicyclist and Hiker Tour Guide
and Finger Lakes Bicyclist's Tour Guide by Harvey Botzman offer detailed route
descriptions, tour preparations, and attractions for more advanced cyclists.
Become an End to End Rider
Join cycling enthusiasts from across the nation for Cycling the Erie Canal. This annual weeklong tour from Buffalo to Albany attracts 500 riders.
Our partner, Parks & Trails New York organizes the event each July and provides logistical support.
Parks & Trails NY >>


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|Inside Athletics » News Releases
Seven Crusaders Earn All-PFL Honors
Tuesday, November 20, 2007
Valparaiso University had seven players selected to the All-Pioneer Football League Teams as the league announced its annual year-end awards today. Ryan Kozey (Waterford, Wis./Union H.S.) earned First Team All-PFL accolades while Andrew Mack (Chicago, Ill./De La Salle H.S.) and Ryan Koepke (Fort Wayne, Ind./Homestead H.S.) each earned Second Team accolades. Kyle Himmelwright (Coplay, Pa./Whitehall H.S.), Steve Ogden (Wauwatosa, Wis./West H.S.), John Popper (Dublin, Ohio/Coffman H.S.), and Adam Rundh (Aalborg, Denmark/Orjanskolan H.S. [Sweden]) were all Honorable Mention picks.
Kozey started all 11 games at right tackle for the Crusaders and helped to pave the way for a ground game that averaged a PFL high 203.5 yards per contest. The junior also helped protect the quarterbacks, as Valpo signal callers were sacked just 17 times in 11 games.
Mack, a defensive end, had 11.5 tackles for loss, including 5.5 sacks on the season. A junior, he finished the season with 34 total tackles and three pass breakups, in addition to forcing a fumble.
Koepke led the Crusaders in tackles from his linebacker position, registering 79 stops on the season, including five behind the line of scrimmage. The redshirt-junior also intercepted a pair of passes, broke up two more, and forced a fumble on the season.
Himmelwright, a cornerback, finished the season with 56 tackles for the Brown and Gold during his redshirt-sophomore season. He led the team with five pass breakups and also had three interceptions, tying for the top spot on the squad.
Ogden led Valpo in receiving with 42 catches for 669 yards despite playing in just eight games. The redshirt-junior hauled in seven touchdowns on the year and moved into the Crusaders' top-five all-time in receiving yards, surpassing the 2,000-yard mark.
Popper carried the ball 60 times for 291 yards on the season. The sophomore scored four rushing touchdowns for the Crusaders as well. He also caught five passes on the year.
Rundh, a defensive end, led Valpo with 16 tackles for loss, including 7.5 quarterback sacks. Both total rank among the top-25 in the nation for NCAA I-FCS. The sophomore also had 37 total tackles and forced a fumble in addition to registering three pass breakups.
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Creative Chaos Clear Dividers by Recollections™
Item# sb3848
Our dividers are specially designed to keep your binder in line—use them to separate your scrapbook layouts from your daily finds, or divide your book by theme! Leave them as is or spruce them up with hand-written doodles, headings, and more—the choice is yours! Set includes 5 plastic sheets with clear tabs, sized and punched to fit in the small Creative Chaos binder.
Get exclusive offers about this product and more!


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Mitutoyo Rockwell Hardness Testers
Mitutoyo offers four main Rockwell Hardness tester deigns: The Dial HR210, the Digital HR320 MS Rockwell and Superficial model, the HR430 model featuring the dial a weight system and automatic brake/start mechanism in both Rockwell Only and the Rockwell/ Superficial Twin tester configuration.
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