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2012-13 Undergraduate Index A-Z
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Philosophy [clear]
Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
Michael Paros and Steven Scheuerell
Signature Required:
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | "The question of all questions for humanity, the problem which lies behind all others and is more interesting than any of them, is that of the determination of man's place in nature and his relation to the cosmos." - T.H. HuxleyCrop agriculture and animal production dominate human-managed ecosystems. Both provide forms of human sustenance yet simultaneously disrupt natural ecological functions. Tensions often exist between nature conservationists and agricultural communities. How do we balance biodiversity conservation and modern agricultural production? Is it possible to have both? Should public policy emphasize agricultural intensification to spare land for wildlife areas and keep conservation areas separate from human production activities? Can our planet afford to preserve culturally and biologically diverse agricultural systems? Are traditional agricultural practices vital to our sustainable future?Faculty and students will challenge and develop their own personal ethical framework in an attempt to address the many questions that arise when we alter natural systems through agriculture. This will be accomplished through experiential field trips, reading, writing, scientific analysis and open discussion. Students will visit a variety of Washington and Oregon farming operations and conservation areas that illustrate the agricultural and environmental ethical dilemmas that society currently faces. Multiple perspectives from land stakeholders will be presented. Fall quarter will focus on the fundamental principles of conservation biology and ethical theory, while familiarizing students with basic agronomic practices. In winter quarter, students will develop a personal land ethic while analyzing tensions between agriculture and conservation specific to a particular locale.This program will interest students who are open-minded and want to think critically about the agricultural sciences, conservation biology, and ethics. | Michael Paros Steven Scheuerell | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
Julia Zay, Shaw Osha (Flores) and Kathleen Eamon
Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 12 Fall | W 13Winter | - In this program, we want to think about art, and we want to think about work, but we want to think about them in a historically-specific sense. We will be talking about art and work as practices and discourses specific to "modernity," and we will talk about modernity as marked by the emergence of art and work as distinct from the rest of social life. And we will ask what it means to live, work, and make art right now. Two broad disciplines, visual studies and philosophy, will orient us, and we will also look to the spirit of the (1919-1933) and its struggle to define a modernist art school curriculum as a way of making these questions concrete. We will work our own intellectual and theoretical capacities right alongside our skills and techniques in visual and time-based art. We will come to understand what it takes to have both intellectual and artistic , as well as how to produce our own intellectual and artistic . In terms of coverage, the program will offer foundational work in visual and cultural studies, art and media practice, as well as 18 -20 century European philosophy. We will study history in order to understand our own moment better. We will begin our study with important texts that respond to the gradual rise of industry as the dominant mode of production, and we will continue our examination into the eras that follow. We will trace the emergence of two tendencies that stand in some tension with one another: the idea of "work" undergoes some disenchantment with the rise of large-scale industry, but it also takes on a romantic aspect with the possibility of greater egalitarianism. "Art," and its work, is also simultaneously both debased and exalted, thought of as both epitome and critic of commodity culture, a space apart from and the ironic fulfillment of the market economy. Following our study of the we will look to the rise of conceptualism in art in the 1960s and 70s and contemporary forms and institutions of art that are grappling with the question of art as labor and artists as workers under current economic pressures. All of these case studies will support our study of how the meaning and value of art has become invested in the everyday and uses labor as an organizing principle of the aesthetic. We will pursue our themes by thinking, looking, and making. In fall we will set our foundation by studying major philosophical and artistic movements and texts, basic skills in visual and time-based art, but also by developing our skills in reading, discussing, and writing about challenging texts in philosophy, cultural theory, and art history. In winter quarter, we will build on our foundation. One of our central aims will be to reconcile our own utopian aspirations, inspired by the struggles of the , by developing "schools" of our own. Each of our schools will be responsible for designing a curriculum around a specific discipline and for making collaborative "work" across those disciplines. We will study a range of theorists, artists, objects and practices. Authors include: G. W. F. Hegel, Karl Marx, Sigmund Freud, Michel Foucault, Pierre Bourdieu, Michel de Certeau, Judith Butler, Linda Nochlin, Julia Bryan-Wilson, and Miwon Kwon. Artists include: Joseph Albers, Walter Gropius and others affiliated with the Fluxus-affiliated artists, Robert Morris, Yvonne Rainer, Mika Rottenberg, Chantal Akerman, Charles Burnett, the Maysles Brothers, Fritz Lang and John Sayles. We will also read from a variety of sources in art and media history and theory, and social theory. Program work will include research, writing (both formal academic writing as well as writing experiments), and the making of visual and media art. | humanities, visual studies, gender studies, cultural studies, education and communications. | Julia Zay Shaw Osha (Flores) Kathleen Eamon | Freshmen FR Sophomore SO | Fall | Fall Winter | |||
Rebecca Chamberlain and Richard Miles
Program | FR–SRFreshmen - Senior | 16 | 16 | Day and Evening | S 13Spring | This interdisciplinary program will combine science and humanities, as we learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation. We will use naked eyes, binoculars, and telescopes. We will learn about the evolution and structure of our universe and celestial bodies. How are stars born and why do they shine? How do stars die, and how can they contribute to new life? How do we know there is dark matter? How do we know that the universe is expanding - and even accelerating? What evidence is there for the Big Bang? We will study roles of science and of storytelling in human searches for understanding and meaning.How have people across cultures and throughout history understood, modeled, and ordered the universe they perceive? From sacred stories to physics-based astronomy, we will explore a variety of cosmological concepts in science, literature, mythology, philosophy, history and/or archaeoastronomy. We will use scientific methods and other inquiry-based learning strategies that engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of astronomy, and they will refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will develop skills and appreciation for the ways we find our place in the universe through stories and science, imagination and intellect, qualitative and quantitative processes. Finally we will ask, how does our understanding of astronomy and cosmologies influence our understanding of sustainability and the quality of life on Earth?We will work together as a learning community, in large and small groups. We will read and discuss science texts and do quantitative workshops and homework. Students will build and take home astronomical tools such as spectrometers and position finders. Students will analyze literary works related to astronomy and cosmology, and will develop an original piece of writing, either fiction or non-fiction. We will also share star stories from different cultures. Student teams will meet for pre-seminar discussions and assignments and will write short essays and responses to peers' essays. Research teams will explore questions of personal interest through observations, readings and calculations; and students will share their findings through presentations to classmates and the community. Students are invited to help organize observation field trips to eastern Washington or other regions with clearer skies. | Rebecca Chamberlain Richard Miles | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Rebecca Chamberlain
Program | FR–SRFreshmen - Senior | 8 | 08 | Day and Evening | Su 13Summer | The program combines interdisciplinary study of science and humanities with fieldwork. We will explore a variety of cosmological concepts from mythology, literature, philosophy, and history, to an introduction to astronomy, archeo-astronomy, and theories about the origins of the universe. We will employ scientific methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. This class is focused on field work, and activities are designed for amateur astronomers and those interested in inquiry-based science education, as well as those interested in exploring literary, philosophical, cultural, and historical cosmological traditions.Students will participate in a variety of activities from telling star-stories under the night sky to working in a computer lab to create educational planetarium programs. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. Students will develop skills an appreciation for the ways we uncover our place in the universe through scientific theories and cultural stories, imagination and intellect, qualitative and quantitative processes, and "hands on" observation.We will visit Pine Mountain Observatory, and participate in field studies at the Oregon Star Party, which include workshops with mentors, scientists, storytellers, and astronomers. We will develop a variety of techniques to enhance our observation skills including use of star-maps and navigation guides to identify objects in the night sky, how to operate 8" and 10" Dobsonian telescopes to find deep space objects, and how to use binoculars and other tools. We will be camping and doing field work in the high desert for a week. | Rebecca Chamberlain | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Stephen Beck and Thomas Rainey
Program | SO–SRSophomore - Senior | 8 | 08 | Evening and Weekend | S 13Spring | This inter-disciplinary, coordinated studies program will explore, in considerable detail, the classical world of ancient Greece and Rome. It will focus on the history, literature, philosophy, and culture of these two vitally connected and overlapping classical civilizations. We will also consider how ancient Greece and Rome created the foundations of Western civilization. Our readings will be drawn from such writers as Homer, Sophocles, Euripides, Plato, Aristotle, Virgil, Suetonious, Plutarch, Seneca, and Aurelius. | Stephen Beck Thomas Rainey | Mon Wed | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Jamyang Tsultrim
Course | FR–SRFreshmen - Senior | 4 | 04 | Weekend | S 13Spring | In what ways do our constructive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Jamyang Tsultrim
Course | FR–SRFreshmen - Senior | 4 | 04 | Weekend | F 12 Fall | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Nancy Koppelman and Joseph Tougas
Signature Required:
Program | JR–SRJunior - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | History is unkind. This program will consider the possibilities for human rights in light of the tragedies of history.The phrase "human rights" suggests high moral principles and political ideals. It champions the dignity of all persons who have ever lived based solely on their humanity. It calls forth an image of a world better than the one we are in now--a world in which ideals have become realities and people can hold high moral principles with complete integrity. But humanity existed long before human rights.Historians show that in any particular historical moment, people can think and act only with the conceptual tools they have. Structural realities can cause people to harm one another because they do not have the ability or desire to challenge or resist them. As a result, violence, racism, anti-Semitism and sexism are central to our history. For most people who have ever lived, there was no hope for their human rights. What are we to make of these tragic features of history?What if Hegel is right, and "history is the slaughter-bench of happiness"? Are suffering and injustice the costs of making progress toward a better world? When and how does moral idealism help or hinder aims of "social justice"? If we can find out, how might that knowledge shape efforts to make a better world in our own time?Before human rights, suffering was thought to be caused by mysterious forces - divine or human. For example, when John Adams defended British soldiers who fired into an angry mob during the Boston Massacre of 1770, he noted that there are "state-quakes in the moral and political world" akin to earthquakes in the physical world. Our program will examine a range of "state-quakes," and particularly those that shaped the lot of Native peoples, the Puritans, American slaves and their owners, and generations of women, immigrants, and people devoted to the life of the mind. We will learn about the philosophical history of human rights from its precursors in the ancient world through the Enlightenment. We will consider the rise of the nation-state in the 19th and 20th centuries, tensions between political liberalism and pluralism, and the emergence of 21st century internationalism which seems to eclipse mutual obligations tethering citizens to states. Writing will focus on employing the skills of close analysis and developing sound arguments informed by our texts. Students will write lengthy term papers that could serve as writing samples in graduate school applications.Students who have completed substantial studies in the humanities and social sciences and who are prepared for advanced level work are warmly invited to join this program. | Nancy Koppelman Joseph Tougas | Junior JR Senior SR | Fall | Fall Winter | ||||
Nancy Koppelman, Trevor Speller and Charles Pailthorp
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 13Spring | What is character but the determination of incident? What is incident but the illustration of character? - How do we determine what to do when faced with hard choices? Is our own happiness uppermost in our minds, or is something else--loyalty to a friend, say, or religious principles? How can we live with integrity in the face of temptation or tragedy? These ethical questions demand that we think carefully about character. Character comprises not only our distinctive qualities, but also our disposition to act in certain ways, for good or ill. Indeed, our word "ethical" derives from the Greek word for character, , which, like our word, can refer to a literary figure (a character) or to an individual's qualities and dispositions. In this program, we study works of philosophy, history, drama and fiction that illuminate our understanding of character. We explore how character affects, and is affected by, desire, deliberation, action and suffering. We read literary and historical accounts that illustrate the character of people or a people. These accounts may portray profound moral dilemmas or day-to-day trials woven into the fabric of human experience. Texts in ethical philosophy will broaden our notions of character, particularly in relation to external goods, habit, happiness, friendship and duties. They provide powerful interpretive tools and a refined vocabulary for grappling with questions raised by our other texts. Authors will include Plato, Aristotle, Sophocles, Immanuel Kant, Soren Kierkegaard, Nathaniel Hawthorne and Edith Wharton, among others.This program suits students who are prepared not only to think critically, but to investigate their own beliefs and submit them to rigorous scrutiny: that is, to practice ethical thinking as well as study it. Writing will be central to that practice, and students will write long and short essays submitted to peer and faculty review. | Nancy Koppelman Trevor Speller Charles Pailthorp | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Stacey Davis
SOS | FR–SRFreshmen - Senior | 4, 6, 8 | 04 06 08 | Day | Su 13Summer | Students will work independently, studying the social, political, gender, and intellectual trajectories of the French Revolution from 1789 through the Terror and the Napoleonic Empire. To understand the origins of the Revolution, students will read philosophy and political theory from Enlightenment authors like Voltaire, Rousseau, and Montesquieu. Students will share a reading list in common and have the option to meet periodically for book discussions as a group and with the faculty member. Since this is an independent readings course, students enrolled at different credit levels will read different texts and write different numbers of essays. Students enrolled for more than 4 credits will complete a library research paper on one aspect of the Enlightenment or the French Revolution. | Stacey Davis | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Ryo Imamura
Signature Required:
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This is an opportunity for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death and dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis. | Ryo Imamura | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Leonard Schwartz
Signature Required:
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | contract proposals in the area of poetics for the winter quarter. This could include literary studies of modernist figures or examinations of avant-garde movements. It could also involve projects in literary theory, continental philosophy, or theories of language. | Leonard Schwartz | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Marianne Bailey and Leonard Schwartz
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | In this program we will study the function of myth, the concept of art as ritual and the critique of language and representation in vanguard poetry, theater and opera. We are interested in the work of the artist as creator of new, unexpected artistic languages which attempt to communicate that which is inexpressible, that which lies behind and beyond ordinary words. We will consider how it is that a poet's words can say more than they mean, or that a symbol, as philosopher Paul Ricoeur writes, points toward a meaning otherwise inaccessible. The poets, dramatists, philosophers and theorists whom we will study never relent in their fascination with reconceiving their means of expression, and act with the reckless abandon of the free spirit described by Nietzsche in his essay "On Truth and Lie in an Extramoral Sense". Two of the major figures under study in our work will be the composer Richard Wagner and the poet and theoretician of the theater, Antonin Artaud, both of whom dreamed of a work of art that would contain word, image, music, flesh and movement in a single medium; both realized ritualized spectacles, in opera and in theater, capable of the transformation of their participants. We will read extensively from Artaud's work, considering his poetry, his essays comprising Theater and its Double, as well as his records of personal quests to places which he considered privileged, in which the Marvelous or the divine was written on the face of the land. We will view and listen to both Strauss's and Wagner's . Wagner's "Total Art" or "Gesamtkunst" realized the 19th Century artists' dream of a perfect language, in which music, words, gestures and scenic symbols spoke as one single language. The philosophizing of Friedrich Nietzsche, embedded in the creative power of myth, will also be crucial for us in terms of conceptualizing the life-giving presence of myth in creative expression and the nature of language itself, as both problematic and world generating. Nietzsche's Birth of Tragedy also takes us back to the Greeks, their masterpieces of theater as communal ritual, their metaphor of the artist as "entheos" imbued with the god, and their art as arising from the whispering of a muse, or an Orpheus. During fall quarter, our reading will include as well the Dark Romantic and Symbolist poets of the later 19th Century, their reconception of art, and their aesthetic and philosophical groundwork for 20th Century Modernism. In addition to our work on Artaud, Wagner and Nietzsche during both quarters, readings will be drawn from Baudelaire, Rimbaud, Mallarmé and Rilke in the European poetic tradition. During winter quarter, we will study Aimé Césaire, as well as Aioné and Kamau Brathwaite, contemporary Caribbean poets. We will read Robert Duncan, Barbara Guest, Alice Notley, Fanny Howe, Nathaniel Mackey and others from the contemporary American poetic tradition growing out of the Black Mountain School. We will study composers Strauss and Berg in the Modern Western operatic tradition, and daring theatrical creators such as Peter Weiss and Peter Brooks. Other theoreticians to be considered during both fall and winter might include Rene Girard's , Blanchot's , Bataille's , Sigmund Freud's , and Robert Duncan's All students will read, write and analyze poetic, philosophical and critical texts, will discuss key theorists in aesthetics, and will choose between weekly workshop/seminars on either creative writing or on the key philosophical writings of Friedrich Nietzsche. Over the two quarters of this program, students will develop and complete a major personal project. This substantial body of work students will develop over the first weeks of the quarter, and carry through over two quarters; this offers serious creative writers and dramatists, and students of theory, philosophy and literary interpretation the opportunity to undertake a collection of poetry, a play or performance/spectacle, an interpretive work on Nietzschean philosophy, or a research-based project on your choice of themes and artists in our curriculum.This upper-division program demands a serious commitment of time and effort; the works which we will study are demanding, and the reading and writing will be significant. | the humanities. | Marianne Bailey Leonard Schwartz | Mon Wed | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
Jamyang Tsultrim
Course | FR–SRFreshmen - Senior | 4 | 04 | Weekend | W 13Winter | This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders, and other health conditions. Students will explore the similarities and differences between various mindfulness clinical approaches and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading, and discussion. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Stephen Beck
Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer | Plato's dialogues have been of persistent interest to readers. Why? Some are drawn by the enigmatic character of Socrates, usually on center stage. Some are attracted or puzzled by the philosophical positions that Plato explores through the dialogues. Some are inspired by the conception of philosophical practice that they represent. In this course we will read, discuss, and write about several of Plato's dialogues with these topics in mind. | Stephen Beck | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Daniel Ralph
Course | SO–SRSophomore - Senior | 4 | 04 | Evening | W 13Winter | This course will primarily consist of a cover-to-cover reading of Plato's Republic. The primary course activities will be seminar discussion, workshops and a series of writing assignments. Previous exposure to Plato's works is helpful but not mandatory. Students who enroll should be prepared to engage in a focused learning experience fueled by a challenging set of readings. | Daniel Ralph | Tue | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Peter Bohmer and Elizabeth Williamson
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 13Spring | 1968 and 2011 were world historic years. In both cases, uprisings spread within and between countries. In 1968, major resistance to the existing order produced movements for liberation in Vietnam (Tet offensive); France (May, 1968); Czechoslovakia (Soviet invasion, August, 1968); Mexico, (Tlatelolco and Olympics) and the United States--including the rebellions after Martin Luther King's assassination, the Columbia University occupation, the protests against the Democratic Party Convention in Chicago, and the major growth of the women's and Black liberation movements. There were major uprisings in many other countries. New left theory and practice were integral to those movements. 1968 was perhaps the central year of the 1960s--a decade where the status quo was challenged culturally, socially and politically; a period of experimentation where countercultures emerged and revolution was in the air.2011 was another major year of uprisings. Social movements against repressive governments and against social inequality spread from Tunisia to Egypt to Yemen, Syria, Libya, Bahrain--among many others. The nature and goals of the uprisings vary from country to county, but all are connected by an egalitarian and democratic spirit where youth play a major role. Inspired partially by the events in the Middle East, Wisconsin residents and especially public sector workers occupied the State Capital in the spring of 2011, and there were massive demonstrations against the frontal attack on public sector unions, and on education and social programs. These so-called "austerity measures" and the growing resistance to them are occurring all over the United States. There is also occupation of public spaces led by the young and independent of political parties, demanding the end of unemployment and the maintenance of social program in Greece, France, Spain and other countries in Europe.In this program we will examine the political, economic, and cultural contexts of the uprisings in both of these periods--paying attention to local, national and global connections. We will study these uprisings, and the socio-political forces that helped shape them, through cultural and political economic analysis, fiction and non-fiction literature, movies, music, and participant experiences. Particular attention will be paid to developing research skills and writing for a broader audience.In addition to developing a greater awareness of the historical impact of these uprisings, we hope to better understand the philosophy, goals, strategy and tactics of the organizers of these movements. We will conclude by comparing and contrasting 1968 to 2011 in order to develop lessons for the present and future. | teaching social studies; organizing; working for an economic or social justice organziation--locally, nationally or globally; graduate school in social sciences or cultural studies. | Peter Bohmer Elizabeth Williamson | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Harumi Moruzzi
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | For the West and Japan, the 19th century was a heady century that embraced the utopian notion of perfectibility of human society through science and technology. However, by the beginning of the 20th century this giddy sense of unremitting human progress and spread of democracy began to be gradually challenged by various iconoclastic ideas, such as Freudian psychoanalytic theory, Einstein's theory of relativity and Heisenberg's uncertainty principle. A sense of confusion, anarchy and dread expressed itself in various art works in the first decade or so of the 20th century in strikingly similar ways to that of our own time, which suffered perhaps a more radical and real disillusionment regarding humanity and its future through its experience of Nazi holocaust and the atomic bomb explosions in Hiroshima and Nagasaki. Our contemporary experience, at the beginning of the 21st century, is still generally and vaguely called the postmodern time or postmodernity. But, what is postmodernity? What is postmodernism? In this program we will explore the complexities of the concepts of postmodernity and postmodernism through lectures, book seminars, films and film seminars.At the beginning of the quarter, students will be introduced to the rudiments of film analytical terms in order to develop a more critical attitude toward the film-viewing experience. Early in the quarter, students will also be introduced to major literary theories in order to familiarize themselves with varied approaches to the interpretation of literature. Then, students will examine postmodernity and postmodernism as manifested in the literary works of John Barth, Don DeLillo, Haruki Murakami and Thomas Pynchon as well as in the films directed by Godard, Lynch, and other contemporary filmmakers, while exploring the significance and implications of such literary and cinematic works through the various theoretical works of Baudrillard, Foucault, Jameson, Lyotard and other influential thinkers. | Harumi Moruzzi | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Marianne Bailey
SOS | FR ONLYFreshmen Only | 16 | 16 | Day | S 13Spring | In this SOS, first year students will learn how to conceive, plan, structure and successfully carry through a major independent learning project. More importantly, they will have the pleasure and fulfillment of realizing their first major college level independent body of work. Students have an exciting array of humanities and artistic areas to work in. For example, I can foresee projects as different from one another as a well edited collection of stories or free form poetry, perhaps illustrated and bound in a beautiful book, or a research project in religious symbolism and ritual in Celtic or Haitian worldviews, or in archetypal characters such as the Trickster, the Underworld mediators, or the artist/Orpheus and his quest. A student could write and compile an innovative collection of essays and images dealing with a philosopher such as Nietzsche or Foucault; or with a philosophical topic, such as the human/nature relationship, or the power and nature of artistic language. Students could also plan and research a transformational, pilgrimage journey, keep a rich travel journal, make art quality photographs and present the pilgrimage experiences at the quarter's end to your colleagues in the class. Students could plan a multimedia spectacle or a short film based on artistic work as a small group in the style of the Surrealists.In other words, if it is a challenging academic or artistic body of work which you find deeply fascinating and which will keep you going enthusiastically for a quarter, we can shape this idea and make it possible for you to carry it through. We will do this step-by-step, in close collaboration between professor and individual student, and with the support of a small group of other program students working in similar veins of inquiry or creation, who will serve as a critique and support group. At Evergreen this mode of intellectual and creative work is a hallmark of our belief in fostering self-direction, intellectual discipline and stamina, and in pursuing academic projects about which we are passionate. It is no easy feat, however, to master the fine art of writing and proposing, let alone bringing to fruition, a top quality independent learning project. The purpose of this SOS is first, to coach you through the conception stage, then, to help you to choose your readings and activities and make your schedule, and finally, to guide and support you along the path to completion of the best work of which you are capable.During the first eight weeks of spring quarter, students will meet every week with their professor as an individual, and as a member of a small work and critique group. We will meet as a large group, as well. Students will report in writing and orally on their progress every week. In the final weeks of the quarter, all students will present their completed work to the group.Students enrolling should have a first proposal of a project which they want strongly to undertake, including, at least, the kind of work you plan to do, for example: writing poetry, studying the work of a given writer or philosopher, and/or studying a particular kind of religious or mythic symbolism. This should be carefully written, typed and ready on the first day of class. The rest we will do during the first two weeks of the program. You may enroll in this program for 12 or 16 credits. | Marianne Bailey | Mon Wed | Freshmen FR | Spring | Spring | ||||
Ryo Imamura
Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 12 Fall | W 13Winter | Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding--our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead, Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology's neglect of the living mind--both in its everyday dynamics and its larger possibilities--has led to a tremendous upsurge of interest in the ancient wisdom of the East, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation.In direct contrast, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness.Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. We will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought--the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns. | Ryo Imamura | Tue Thu | Freshmen FR Sophomore SO | Fall | Fall Winter | |||
Kathleen Eamon
Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 13Summer | Using Freud's famous essay on as our starting point, we will investigate this category of experience which has been described as hovering between the natural and the supernatural. Although our approaches will be diverse (including philosophical and psychoanalytic texts, as well as short stories and other media), we will focus on the way "the uncanny" has been mined for insight onto life, politics, and experience in modernity. Other possible authors include Kant, Baudelaire, E.T.A. Hoffmann, Edgar Allan Poe, Otto Rank, Tzvetan Todorov. The program will be reading, writing, and conversation intensive. | Kathleen Eamon | Mon Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Trevor Speller
Signature Required:
Fall Winter Spring
Program | JR–SRJunior - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton. Please go to the catalog view for specific information about each option. | Trevor Speller | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Trevor Speller
Signature Required:
Fall Winter Spring
Research | JR–SRJunior - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis, or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas, or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market. (British/Anglophone Literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic Women Writers and Travel Writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift, and John Milton. | Trevor Speller | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Stephen Beck and Susan Preciso
Program | FR–SRFreshmen - Senior | 16 | 16 | Day and Evening | F 12 Fall | W 13Winter | In this two-quarter program, we will examine the nature and place of work in human life and culture. Studying literature, philosophy, and history in the Western tradition, we will develop an understanding of work that goes well beyond the concept of work as a way to pay the bills. We will consider important questions: Why is work important in a complete human life? What roles can it play both for an individual and for the whole social system? What meaning does, or can, work have in a person's life and in a society? What ways of working should a person strive to practice? Who does what work? To better understand and critique challenging material, we will spend time improving skills in close reading, critical reasoning, writing clearly and well, and in research methods. We will examine the ways in which approaching an idea through different disciplinary lenses allows us to deepen our understanding of it—often complicating the picture in generative ways. During fall quarter, we begin our study of ideas about the place of work in the human condition. We will begin reading Hannah Arendt's and central ancient texts, including passages from the Bible, Hesiod, Aristotle, and the Stoics. We will continue our study by considering medieval ideas about work, as seen in art, philosophy, and literature, through passages from as well as histories of feudal life and thought. The quarter will conclude with examination of the move into the modern world, focusing on the Protestant Reformation and the rise of capitalism. We will analyze selections from John Locke and Adam Smith, and we will read , putting this work into its complicated historical and cultural context. Winter quarter's work will begin with the 19th century and the great changes that came with the Industrial Revolution and take us into the 20th century. Our reading will include Karl Marx, Henry David Thoreau's , Elizabeth Gaskell's , and Daniel Rodgers' . We will examine the ways in which the new industrial economy changed where people lived, the work they did, and the ways in which some challenged the capitalist model. We will conclude the program by examining more recent ideas about the values and challenges of work and working. We will conclude our study of Arendt's , and students will learn directly from people about the work they do, by interviewing them and taking their oral histories, seeing the ways in which people answer the questions with which we began: Why is work important in a complete human life? What roles can it play both for an individual and for the whole social system? What ways of working should a person strive to practice? Who does what work? They will document work and working through writing and other media they find useful and effective. | Stephen Beck Susan Preciso | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter |


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Change the World
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I have been a part of the Methodist church for only a few months. I see the desperate desire to change the way church is done and the even more desperate need for it to change...
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We are building an Oikos here in the deep cold of interior Alaska, and I was so tickled when I saw your rethink church video I neerly peed myself in delight! THANK YOU for...
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Select a trustworthy travel agent to book your spring vacation
The author of this entry is responsible for this content, which is not edited by the Wilson County News or wilsoncountynews.com.
Better Business Bureau
February 21, 2012
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BBB tips for selecting a trustworthy travel agent
AUSTIN, Texas -- Spring is on the way which means many families and students will be looking to take a quick vacation during spring break. Whether jetting to Cancun or taking off for Disneyland, Better Business Bureau advises consumers to make travel arrangements through trustworthy travel agencies.
Booking a vacation independently can be a hassle, and travel agencies are happy to shoulder the burden. However, choosing the wrong company could lead to frustration and a wrecked vacation.
Last year, BBB received more than 7,000 complaints nationally against travel agencies and bureaus. Most complaints allege consumers felt misled by travel offers that failed to deliver on promises, or worse, paid money for travel arrangements that were never made.
Follow these tips from your BBB to ensure your trip will be memorable for all the right reasons:
· Use a travel company you trust. Ask family and friends to recommend a company they've used and go to bbb.org to see the company's BBB Business Review. You can also utilize BBB Member Pages to find a BBB Accredited Business to work with.
· Get all vacation details in writing. Get all the details of your vacation in writing, including travel itineraries and booking confirmations. Get a copy of the company's cancellation and refund policies, and ask questions.
· Verify reservations. Get the contact information for the airlines, car rental companies and hotels you'll be using, and call to confirm all arrangements.
· Consider travel insurance. Travel insurance is designed to cover the times things go wrong, such as a trip cancellation or medical emergency. Before purchasing any type of travelers insurance check your homeowner's or medical insurance policies to see what is already covered.
· Pay with a credit card. Paying with a credit card gives you more protections should something go wrong with the travel reservation.
· Be on the alert for travel scams. Unsolicited mail, email and faxes for deeply discounted travel packages could leave you out a vacation and money if you're not careful.
To check the reliability of a company and find trustworthy businesses, visit bbb.org.
About Better Business Bureau:
BBB's mission is to be the leader in advancing marketplace trust. BBB accomplishes this mission by creating a community of trustworthy businesses, setting standards for marketplace trust, encouraging and supporting best practices, celebrating marketplace role models and denouncing substandard marketplace behavior.
Businesses that earn BBB Accreditation contractually agree and adhere to the organization's high standards of ethical business behavior. BBB is the preeminent resource to turn to for objective, unbiased information on businesses and charities.
Contact BBB serving Central, Coastal, Southwest Texas and the Permian Basin at (512) 445-4748.
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'Top Chef Masters'
The judges' table has finally turned -- and we'll see what happens when these top chefs are now on the other side. "Top Chef Masters" will pit 24 world-renowned chefs against each other. In each episode, money will be at stake for the chefs, with the winners of eliminations being awarded cash donations for their charities.The winning chef will receive $100,000 for the charity of their choice.
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Anita Lo, chef and owner of Annisa, New York, N.Y. |
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Nov 29, 2012, 02:40 PM | #1 |
To upgrade the graphics on the new 27" iMac or not to upgrade?
I'm planning on ordering a 27" iMac tomorrow. The only option I can't decide on is the graphics card upgrade.
I'm not a high end gamer, but I am looking forward to playing SimCity when it comes out next year and I play Civilization occasionally. I've never edited a video, and even if I did start, I can't imagine it would be a big project. But, I do use iPhoto and Photoshop Elements a lot. So my question is: Would I see a significant benefit in photo uploading, editing, etc. if I opt for the 680 versus the 675? The guy I chatted with at the Apple store said "probably not" and encouraged me to upgrade the RAM instead. Which I will do myself after it arrives. So, I was leaning no. Then I saw these posts from the MacRumors fourms: http://forums.macrumors.com/showthread.php?t=1498651 It wasn't much help. This one was better, but was more about video editing rather than iPhoto and Photoshop. http://forums.macrumors.com/showthread.php?t=1497989 That advice mostly came down along the "just buy it" lines. But, the original poster is doing tons of video editing, which I am not. Argh! I can't decide. Help. -kevin |
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Nov 29, 2012, 06:50 PM | #2 |
Anyone, anyone at all?
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Nov 29, 2012, 07:07 PM | #3 |
I really don't think you would see much difference in photo editing. Definitely not in uploading.
The only cases where it would potentially help would be in computationally difficult tasks like applying filters to a large photo, as those tasks are sometimes GPU accelerated. It will definitely help out with the games you mentioned. Neither are particularly demanding games graphically, but the 27" iMac has a large native resolution so running games at native res can be a bit taxing. |
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Nov 30, 2012, 12:08 AM | #4 |
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Nov 30, 2012, 12:12 AM | #5 |
It's a pretty cheap upgrade, so I'm going for it. It does have more RAM on the card, plus it is way faster, looking at specs online. Better safe than sorry. You can't change it after.
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Nov 30, 2012, 04:42 AM | #6 |
That graphics card is probably the single most interesting thing on the 27" iMac from my perspective... if you're going to game with a screen that big, may as well! The price difference is small.
As for photo and video editing, negligible difference.
2012 15" MBPr 2.6 GHz i7, 8 GB RAM, 512 GB SSD - OS X Mavericks iPhone 4S 64 GB |
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Nov 30, 2012, 05:33 AM | #7 |
I use Second Life quite a bit. To me doubling the memory of a nvidia for only $150 is a no-brainer. Any inherent performance difference between the 2 cards (if the same memory) is a plus after that. As has been said, it is one of the things you can not easily upgrade later so how much will that "I really wish I had a faster gpu" be worth to you a few years from now?
through the years: Apple ][ eventually upgraded to a //e (and it never really died), Centris 660AV, PowerMac 7600, Macbook, iPod 5G, eMac, a couple of aluminium iMacs, STILL hoping for a 2013 MP |
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Nov 30, 2012, 05:39 AM | #8 |
I'd go for it. The price isn't that huge of a difference in the overall scheme of things. You will notice a difference in playing Civ V, which is a fairly graphically intense game. And the upgrade will serve you well if you intend to keep your computer for several years, not to mention resell value.
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Nov 30, 2012, 06:21 AM | #9 |
Yeah, I suspect it's worth it for the longevity of playing something like Civ V.
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Nov 30, 2012, 06:25 AM | #10 |
I don't play any games. Rather just use the $150 extra for AppleCare warranty rather than the graphics on the base $1999 model.
The fusion $250 option is almost a must on the new iMacs. |
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Nov 30, 2012, 08:04 AM | #11 |
Honestly they priced the 680MX upgrade very aggressively. If you (1) planned to order online anyway and (2) have the extra $150, there's really no reason not to buy it to future proof your iMac.
2012 iMac 3.2GHz 27" 680MX Fusion iPhone 5 Apple TV 2 iPad 2 |
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Nov 30, 2012, 08:24 AM | #12 |
Smart things to do when buying a new 27 iMac (everyone should do this):
-fusion, -only the base ram (buy yourself when you need it) -680mx. No matter what you do with your computer, if you do not do this you are not being a very smart buyer. Also, most likely, apple will offer more SSD only options down the road, when they master the process of building iMacs (just like the 15 rMBP), so 1300 for that SSD option seems a bad buy.
I'm just a fan of Apple products and the company in itself, as long as they keep following the path of awesomeness. |
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Nov 30, 2012, 10:09 AM | #13 | |
I bought mine with 16g, because I plan on going to 32GB. (So i wanted 2 - 8GB sticks) and then I will buy 2 8GB aftermarket. But yes unless you plan on going 32GB right away, I agree. I run multiple large VM's , so yes I do need 32GB (for those about to troll my response).
|| 27" iMac i7-3.4, 32 GB, 3TB Fusion, Nvidia 680MX 2GB w/ 27" TB Display (Dual Mon) || Macbook Air 11" i7, 8GB, 256GB || 15" MacBook Pro Retina 2.7, 16GB, 512GB|| |
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Nov 30, 2012, 10:19 AM | #14 | |
I'm just a fan of Apple products and the company in itself, as long as they keep following the path of awesomeness. |
1 |
Nov 30, 2012, 10:22 AM | #15 |
It really does depend on what you will be using it for
Specifically you will see virtually no benefit in video related tasks such as encoding etc. between the medium and high end graphics cards. (and actually for serious encoding, the hard disk makes the biggest difference)
OTOH: if you game a lot, the improvements in frame rates etc will make the game more enjoyable. For me,who tends to use the computer for lots of things, overall responsiveness means more to me so more RAM and a SSD or Fusion drive mean more and possibly a processor upgrade as well. Yes it may only be a couple seconds here and three seconds there, but over the course of hours/days/months it adds up Short answer I'm ordering the mid level 27 with a fusion drive and will upgrade the RAM myself |
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Nov 30, 2012, 11:27 AM | #16 |
The 680 is significantly more powerful than the 675. Well worth the upgrade cost from the resale value alone.
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Nov 30, 2012, 12:08 PM | #17 |
Ok, i'm not a gamer and plan on using my Imac for photoshop and some final cut projects (nothing fancy). Now i feel i should have ordered a 680 instead of the 675. Do you all think that if i change my order my shipping time will change?
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Nov 30, 2012, 01:28 PM | #18 |
From a resale POV, the 680 will do quite well in a year if you get something else. Far as gaming, the gpu is the best option one can get. It's quite a steal for only $150. Don't upgrade the RAM via apple and you'll be well off.
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Nov 30, 2012, 01:43 PM | #19 | |
I work from home too.
|| 27" iMac i7-3.4, 32 GB, 3TB Fusion, Nvidia 680MX 2GB w/ 27" TB Display (Dual Mon) || Macbook Air 11" i7, 8GB, 256GB || 15" MacBook Pro Retina 2.7, 16GB, 512GB|| |
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Nov 30, 2012, 01:46 PM | #20 |
I couldn't justify the additional cost. I don't play any serious games on it, I don't do any video editing. I work with photography quite a bit, but that doesn't tax the video card.
It looks like the 680 is quite a bit faster, I just don't have any need for it. |
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Nov 30, 2012, 01:57 PM | #21 | |
This quote this morning form diglloyd who runs pretty performance heavy photoshop editing for what it is worth: For most users, the faster graphics do nothing useful. Hype mainly. For me, they do nothing, and I use Photoshop and other photo programs heavily. I disable OpenGL for my work (OpenGL needed to use the GPU). Gamers, serious video processing, etc all can use a faster GPU.
{2012 27imac-3.4i7-680mx-32gb ram-768SSD+External TB Samsung840pro ssd + TB velociraptors-UAD Apollo/Marantz/Amphion/Bowers&Wilkins Sound-Impulse 61} {ipads}{iphones} |
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Dec 1, 2012, 08:38 AM | #22 |
Thanks for all the thoughtful responses. In the end, that was the only upgrade (besides ram, of course) that I didn't take. Had to draw the line somewhere.
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Dec 1, 2012, 08:45 AM | #23 | |
I for one went 680MX, you can't buy video ram third party. |
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Dec 1, 2012, 10:16 AM | #24 |
I ordered early on the 30th, with 2-3 weeks shipping. I also questioned my choice on the graphics card, so I called back and cancelled my order to add the 680MX. I also forgot to use my wife's educational discount, so added that as well. The $ I saved from the educational discount was used to add the 680MX and a trackpad. But now at 3-4 weeks But glad I did it.
0 |
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graphics card, imac 27" upgrade |
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Have you seen Junior's grades?
The rock group Van Halen asked that question on a 1980 record album, long before mobile devices became the rage.
Now parents can not only see Junior's grades on their mobile devices but receive an alert if his grades dip too much.
Papillion-La Vista schools have launched a new computer application this year giving parents with smartphones and other devices such capability.
Several metro area districts, including Omaha and Westside, are considering similar apps, driven by the belief that when parents have information, their kids do better in school.
Papillion-La Vista's app pulls together a variety of student and district information, much of which is accessible through the district's website but would take some digging to find. The app puts it at parents' fingertips, accessible anywhere, anytime.
"It puts it all in one place, accessible from one device," said Annette Eyman, district spokeswoman.
The password-protected app allows the parent to search the library, access the calendar for their child's school, survey upcoming assignments, review grades and check attendance records.
The app knows which calendar to display for each child.
Parents can customize the app to provide alerts when a child's class grade drops or a score on an assignment dips below a predetermined threshold.
It also provides convenient access to school staff phone numbers and email addresses.
The app is provided through ParentLink, the company that also supplies the district's automated calling system.
The calling system costs the district $25,000 a year, Eyman said. The app cost about $2,000 to develop, she said.
According to the district's research, 79 percent of parents have mobile devices, Eyman said. A growing number of people have phones with Internet access rather than have Internet in their homes, she said.
By Monday evening, the Papillion-La Vista app had been downloaded 3,000 times.
For iPhone and iPad users, the free app is available from the App Store. Parents with Android devices will find it at Google Play.
Eyman said district officials are still developing what information will be accessible for elementary grades.
Across the metro area, online access to grades and homework has become pretty standard. Districts employ systems that allow parents to log on or sign up for email updates.
In the Gretna Public Schools, 72 percent of parents accessed the student information system last year, according to Superintendent Kevin Riley.
Parents can see individual assignment grades, attendance, student schedules, unofficial transcripts, year-to-date grades and student progress reports, he said.
Of the parents who use it, those with middle-school students view it an average 1.5 times a week, and parents of high-schoolers twice a week.
In the Bellevue Public Schools, parents can have emails sent to them daily, weekly or monthly containing grades, attendance and announcements.
Officials in the Westside Community Schools are investigating the creation of an app that would give parents access to additional information such as lunch menus, website information and social media, said spokeswoman Peggy Rupprecht.
The district's information system already allows access to grades, assignments, announcements, teacher comments, attendance records and a student's schedule.
Last year, the district logged 80,681 total sign-ins by parents, and 830,541 sign-ins by students, she said.


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Air Jordan IV Retro – White – Cement | Another Look
November 22nd, 2011 by Aaron Hope | 37 comments
Among the standout comments in our most recent look at the 'White Cement' Air Jordan 4 Retro was the "number one reason why we [sneakerheads are] broke . . . fresh." And while it merely takes a quick look at some of the Nike Air Force 1 Bespoke designs to realize that plenty of heads are doing quite well, the point is still valid that Jordan Brand is hitting us with scorching heat in a rapid-fire succession never before seen to this point. After a six week stretch in late '11 that includes the 'Black Cement' AJIIIs, 'Last Shot' XIVs and 'Concord' XIs, we'll start 2012 with the 'Chicago' Tens followed in a month by the 'Old Royal' colorway of that model coming just one week before we get the first 'White Cement' Fours inabout thirteen years. So as you can see, the next rolling quarter-plus is absolutely inundated with beloved classics; will you structure your sneaker savings to include funds for these AJIVs? via Soleland
Air Jordan IV
White/Black-Tech Grey
Filed under: Air Jordans, Upcoming Sneakers // Tags: Air Jordan (4) IV, Air Jordan IV White Cement
BY da end of february i will have 2 cents left 2 my name cuz of the Metallic red Foamposites, Old royal 10s nd these
Im prolly just gonna get the Black Cement 3's & the Cement 4's. I wish I wasnt po'. :'(
Ohh men i will have to do a lot of concerts , next year is going to be insane for kicks..!
i haven't been able to wear my 99s in such a long time, good things come to those who wait
thumbs down me all you guys want, im not a big IV fan. Im late in my 20s and your average guy would be all hyped up for these... never liked em in middle school, and still don't like em now... that's just my HONEST opinion.
Its like the grey looks perfect you cant even tell its darker till you actually sit the 99 next too it I think this is a good retro I cant wait to have my pair
nice but i will wait for the breds!! much better than i thought these would look so i guess that is a plus!
wth is going on? some pics they look a lot darker... and then there's pics like these and they look "on point"
Somebody should do a comparison of these to the fake ones floating around the last couple years. They still look off to me.
i heard the grey is "tech grey" not cement...but yet they're still advertising these as the cements. smh
and a whole lot more heat after that...2012, year of the retro, year of the broke sneakerhead
Jay your retarded... Obviously they'll still call these white cements just like for the emerald griffeys they are actually freshwater. They've been doing this for a good amount of time now so quit your complaining.
shut the hell up trying to correct damn stupid ass spelling on a damn sneaker site go suck one its getting annyoing as hell no joke! shit with ur doctor evil looking ass


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Local police respond every day to heated and unusual situations. The following is one item pulled from the daily police blotter.
12:56 p.m. - 1600 block Hayes Ave., SUV stopped, man jumped out and punched pedestrian in back of head then jumped back in SUV which sped off, pedestrian gave cops a name.
For the full daily police blotter from agencies across the area, pick up the Register or check out the e-paper.
For the full daily police blotter from agencies across the area, pick up the Register or check out the e-paper.
Wed, 03/21/2012 - 7:30am
at least they got a name.....maybe its the same SUV with the shooter . One can only hope.
Wed, 03/21/2012 - 8:29am
Hard to believe a Sandusky Police Officer going to a bar to "fight someone" isn't the blotter item of the day?
What's up with that SR ?
Smcc Student
Wed, 03/21/2012 - 9:05am
Yea why dont they put that in the police section? It's a pretty intresting story. While they're at it they mise well put the story about the sexting officer investigation in it too.
Thu, 03/22/2012 - 12:29am
I totally agree....I would rather have that as a full story than a blotter item


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Earliest spring, when there's still not much to do but dream with seed catalogs, is a perfect time to play with the fun and crafty garden projects you won't have time for later when you're over here at my place hoeing.
You're going to be over here with your hoe, right?
It's suddenly so quiet.
You can recycle all sorts of things around the house into flowerpots, but one of the easiest is a metal coffee can. It's just the right size to make a nice container. You can drill holes in the bottom for drainage, or just pile some rocks in there. The metal also makes a great surface on which to play.
First, drink ALL the coffee so that you are completely spazzed out and filled with energy! Knock out those winter doldrums! Then get rid of the label and thoroughly wash out the can.
If you want the bachelor pad look, you could use the shiny can just as it is, but there are many crafty options with paint and decoupage, either by themselves or in combination. Or you could glue little things onto the pot - seeds, beans, cord, and so on. If you're feeling artsy, you could make pictures or other designs. I used metal paint in two colors for a two-tone pattern. After I finished painting the pot, I sealed it with a polyurethane spray.
I first did a very light and deliberately uneven coating with a matte copper. Once that dried, I sprayed a matte silver around the top, spraying down just a few inches. The silver paint had actually been stored outside and the thick, cold paint made for a nice textural effect. Then I sprayed some more with the copper, deliberately allowing for some drips.
I perused my results and found them imperfectly perfect. I don't like perfect stuff. Imperfect is so much more interesting.
I can hardly wait to see some flowers blooming in my new pot.
This is a relatively quick little project that makes a pretty and unique container almost for free, repurposing the coffee can and using small amounts of craft supplies that you probably already have on hand.
It makes the true warmth of spring feel a teeny bit closer.
Like you just wrote her a love note.
Writer Suzanne McMinn lives in Roane County, where she writes every day in her blog, Chickens in the Road, at www.chickens intheroad.com.


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Free standard shipping on full-size orders $50+
I love the way this cleanser makes my skin feel and the smell is very appealing. The only problem I have is keeping my wife out of it :)
I have used the same cleanser for years and wanted something new to try. In the past I never had great luck with trying something new and my face would start to break out. Skin feels great using this cleanser.


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Kids & Crib Mattresses
Quick Ship Fanfare Crib in Starlight by Young America by Stanley Full of adventure and boyishly handsome, the Fanfare Crib by Young America is perfect for any boy's nursery! With gently weathered edges, this boy's furniture exudes a coastal cool style. Features include:
SIZE: 32.5"W x 47.5"H x 57.25"L
Category: Furniture, Boys Cribs
©2004-2013 Rosenberry Rooms, LLC. All Rights reserved. | 709 Hillsborough Street, Raleigh, NC, 27603
ecommerce enabled by fastpivot | PRIVACY POLICY


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Saturday, 2 June 2012
sunday show off linky party
hey every one i hope your having a great weekend, we have a 4 day weekend here in England for the queens diamond jubilee so were travelling of to London tomorrow at 5.30 am to see the jubilee pageant on the Thames. im really looking forward to a night away.
thankyou you so much to every one who linked up last week heres a few of my favoriates
i was wowed i love this beaded chandelier from my simple obsession
courtney a diamond in the stuff shared this desk make over
i love these shutters from park house love
i cant wait to see what you have to show off this week
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When I read the disturbing news about Brandon McCarthy, I couldn't help flashing back to our interview last March, at the SABR Analytics Conference ...
↵↵I'd never met McCarthy, and I was completely taken with his intelligence, his candidness, his humility. So I've been rooting for him ever since.
↵But never more so than now.


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- Musician's Friend Best Selection, Price & Service. Guaranteed.
Need Help? Ask our Experts or call 800-449-9128
Private Reserve Guitars 866-926-1923
Need Help? Ask our Experts or call 800-449-9128
A straight-forward delay that gives you a wide variety of classic tones.
Based on the infamous Carl Martin Delayla, the 'Red Repeat' provides an affordable 600 milliseconds of delay as well as a simply controlled echo. Add just a touch of delay to thicken your sound, or push the repeat circuit past 12 o'clock where the unit begins to self-oscillate, just like an old analog delay.
Get yours today!
Our product catalog varies by country due to manufacturer restrictions. If you change the Ship-To country, some or all of the items in your cart may not ship to the new destination.


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ATTENTION: College closed Wednesday due to severe weather. More
Driver's License Requirements
Most dealers require less than 6 points; some may be less than 4 points. Some dealerships look at the type of infractions more than the number of points.For example, if a student has had a DUI (OMVI) at any time in the past, the dealership's insurance company may not approve hiring the student.
Before interviewing with dealerships, the student needs to provide a Driver's License Abstract to the Ford ASSET Coordinator. To learn how to obtain the abstract, to go to http://www.bmv.ohio.gov/abstract.stm.


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Home & Garden
Porcelain Coated Lattice Top Fireplace Steamer
This UniFlame Steamer is porcelain coated for years of use. Fireplace steamers are a great way to add moisture back into air that is dried fireplace and stove use. UniFlame fireplace accessories are designed to keep your hearth safe and clean while adding a fresh and attractive design aesthetic to your fireplace. Constructed of high-quality materials UniFlame hearth products are available in a variety of styles and finishes to compliment any home decor. Height: 6 inches.
Select style and color from Drop down box.$54.00 -
Home & Garden
Get ready for the holidays with holiday decor, or create an outdoor oasis with garden and patio furniture and fashions that are fun and functional.
Hearth Rug
Uniflame`s collection of 100% wool hearth rugs are of superior craftsmanship. Hand tufted any member of the family will be comfortable sitting in front of the fire. The classic of this rug creates a dignified ambiance for any room. 100% wool hand tufted. Dimensions: 22" H x 44" W.
Select color from Drop down box.$60.75


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Are you considering a future with #Marygrove? Sign up for an info-packed session, Mar. 8th! http://t.co/lbkgaD3sNn http://t.co/DHVuyuTsxQ
Microsoft Office 2010 is on public computers on campus. Below are links to get a glimpse of some new features.
Note: These videos will only play if Silverlight is installed on the PC.
For those migrating from Office 2003, use these interactive guides to find commands.
Word | PowerPoint | Excel |
Office 2010
Office 2010 - 25 Top New Features
Word 2010
Word 2010 Overview
Word 2010 Customizing the Ribbon
Word 2010 Using the Navigation Pane
Word 2010 Co-Authoring a Document
PowerPoint 2010
PowerPoint 2010 Customize Themes
PowerPoint 2010 Remove Backgrounds
PowerPoint 2010 Organize Slides into Sections
PowerPoint 2010 Broadcast a SlideShow
PowerPoint 2010 Embed a Video
PowerPoint 2010 Trim a Video
Excel 2010
Excel 2010 Sparklines
Outlook 2010
Outlook 2010 Conversation View
Outlook 2010 QuickSteps
Outlook 2010 Connect with Facebook and LinkIn with Outlook Social Connector
Web Apps
What are Microsoft Office Web Apps?
Save a Document to Your Sky Drive
Are you considering a future with #Marygrove? Sign up for an info-packed session, Mar. 8th! http://t.co/lbkgaD3sNn http://t.co/DHVuyuTsxQ
The 2014 Honors Convocation is coming up in a few weeks. Make sure you read this info: http://t.co/r2fJ7iKjNp http://t.co/SMVZKtY16n
Congrats! MT @MGroveAthletics: Janeesa Jamierson & Joi Jennings Named @USCAA All-Americans. http://t.co/Er66TBdgkN http://t.co/xKkNITaNe4
RT @BDProffer: @MGCollege GradFair 2014 is next Wednesday, March 12, from Noon-7PM in Denk Chapman! Any student graduating in May is invite…
What do you plan on doing on the first warm day of spring? Maybe play some... field hockey? #ThrowbackThursday #TBT http://t.co/Hd0qKXtaos


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Grantee Profile
University of Chicago Crime Lab
Grants to University of Chicago Crime Lab
$1,410,000Active Strategy
2013 (Duration 1 year)
Community & Economic Development
CHICAGO, ILLINOIS — The University of Chicago Crime Lab uses rigorous research to generate evidence about the effectiveness of strategies to respond to youth violence. Crime Lab will use this grant to evaluate the City of Chicago's Public Safety Action Committee, a five-year, $50 million effort launched by Mayor Emanuel and local business leaders to reduce violence by raising funds for and supporting proven or promising programs that serve high-risk youths. Crime Lab will build a comprehensive evaluation program beginning with research on pilot efforts being funded this summer, and lay the groundwork for ongoing evaluations over the initiative's five-year term.
$1,250,000Active Strategy
2013 (Duration 2 years)
Community & Economic Development
CHICAGO, ILLINOIS — The University of Chicago Crime Lab was created to generate scientific evidence--primarily through randomized-controlled trials--about promising programs to reduce crime and violence. In 2009, the Foundation supported a Crime Lab study of the Youth Guidance Project's Becoming a Man (BAM), which found that a year of cognitive-behavioral training reduces violence involvement and increases school engagement among at-risk middle-school students. This grant funds a second major study to test whether an additional year of BAM training and academic enrichment will have longer-term anti-violence effects; and a portion of program implementation operations by the Youth Guidance Project and World Sports Chicago.
$500,000Active Strategy
2012 (Inactive Grant)
Community & Economic Development
CHICAGO, ILLINOIS — The University of Chicago Crime Lab was created to generate scientific evidence--primarily through randomized controlled trials--about promising programs to reduce crime and violence. This grant supports the research design and pilot implementation phase of a study of a promising middle-grades-focused, anti-violence intervention. The study--which will test whether a two-year cognitive behavioral therapy training program produces long-term anti-violence effects, and whether parallel academic enrichment can lead to improved student academic performance--will be a centerpiece of the Foundation's recently-launched anti-violence initiative designed to reduce gun violence in Chicago neighborhoods.
$450,000Active Strategy
2011 (Duration 3 years)
Policy Research
CHICAGO, ILLINOIS — The University of Chicago Crime Lab promotes long-term progress in reducing crime, violence, and related challenge such as school dropout. It conducts rigorous evaluations of innovative intervention strategies, including randomized experiments and benefit-cost analyses to help policymakers determine how best to allocate scarce resources. This grant provides Crime Lab with flexible operating support that will enable it to respond to growing demands and opportunities, build staff capacity, and enhance organizational stability; and to expand its portfolio of projects, provide technical assistance to government agencies and nonprofits, and increase the dissemination and communication of key research findings.
The MacArthur Foundation awarded University of Chicago Crime Lab $3,610,000 between 2003 and 2014.


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PeteGallery: http://www.astrobin.com/users/pmumbower/CGE Pro | modded C9.25 | 8" f/4 newtSBIG ST-2000XM, CFW-9 Astronomik type2c LRGB, Baader 7nm HaQHY5L-II mono, PEMPro2, Sequence Generator Pro, PixInsight, RegiStar
Kevin UnderOak Observatory Celestron Hyperstar C8 SCT Celestron Classic (1972) Orange C8 SCT Vixen VC200L Losmandy G-11 Gemini Losmandy GM-8 Televue 76/SolarMax 40 Televue NP101 ST-402ME/Nikon D70 DSLR SBIG DSS-7 Spectrograph SBIG ST8-XME & CFW9 filter wheel Starlight Xpress SXVF-8MC Pyxis LE Camera Field Rotator
Quote:I do have MaximDL, which seems to be the only one that does photometry. But is there any other software worth considering?
I ache, therefore I am
Quote:Thanks everyone for the advice. It was clear last night so I did a practice run with TV Bootis
Quote:The filter crystalisation is not an 'old' filter problem, but a 'cheap' filter problem. Due to the type of glass substrate being exposed to the air, more expensive filters have dielectric coatings (or similar) that obviously push up the price.Mine is the cheaper AAVSO version which does suffer from this, but it cleans off easily.
Quote:..btw Arne Henden gave _everyone_ a V filter lol


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At Bellevue, a desperate fight to ensure patients' safety
The New York Times, November 2, 2012
Every hospital maintains an elaborate disaster plan, but after Hurricane Sandy, the fact that many health care facilities are in low-lying areas proved to be something of an Achilles' heel. The city?s health commissioner, Dr. Thomas Farley, defended the decision not to require evacuations of Bellevue, Coney Island and NYU Langone hospitals before the storm, which he said had been made in consultation with the state health commissioner, Dr. Nirav Shah.
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- City:
- Graz ,
- Postal Code:
- 8010
- Country:
- Austria
I did a workshop with Ann in Jan 2009 and this was it..I could not talk...I was just so overwhelmed to have found what I was looking for since I realized that all the other movementforms I tried out, left behind this aking sound in my body. I attended my NIA Whitebelt in October 2009 in Holland, The Hague.I did my first workshop in January and started my first class in Feb.2010. I´m very much looking forward to share NIA with people with specific needs, such as seniors, pregnant women, children, young women,...
In the meanwhile I´m playing with the routines, growing with every class I teach and loving what I do. My vision is a NIA and healing Center in my town.
Love Regina
My Nia Classes
Day(s) | Time | Location | Link | ||
Thursday | 9:00am - 10:00am |
INJOY med Graz Graz, Austria |
view this class | ||
Tuesday | 5:30pm - 6:30pm |
INJOY med Graz Graz, Austria |
view this class |


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Bible Study With Douglas Revelation 9:1-12 Jan 17 2013
Get the Millennium Chronicles here! http://www.amazon.com/Millennium-Chronicles-Road-Final-Rebellion/dp/1492795526/ref=sr_1_1?s=books&ie=UTF8&qid=1387464606&sr=1-1&keywords=the+millennium+chronicles
Check out Corrupting the Image and see how the Mark of the Beast is on the way! http://www.douglashamp.com/category/corrupting-the-image/
This and other related topics are available in the store. http//:www.douglashamp.com/store
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Kalen Dusek, RNSt. Catherine of Siena Core Values Excellence Award
Kalen Dusek, RN, "has a gift to guide the families of critically ill patients to understanding the plan of care," said Kari Gordon, clinical care coordinator of Trauma/Surgical ICU at Via Christi Hospital on St. Francis, where Dusek has worked since 2001.
That gift comes from having been in their shoes. Dusek decided to change careers and become a nurse after she and her family struggled to understand her sister's life-threatening medical condition and care.
"I decided I didn't want any other family to go through that," said Dusek, who now combines the skills from her communications career with medical care. Gordon said patients and families often express gratitude for Dusek's kindness and her expert nursing care, noting her genuine compassion and concern. "Her critical and medical expertise were priceless," according to a letter from a family whose 92-year-old father was cared for by Dusek. "Her communication skills with us and him were perfect."
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Free standard shipping on full-size orders $50+
I love the tingle! And it actually stays on for awhile no matter how much you mess with it. I loved the original color I got in my box, it's not too pink and not too clear - very natural!
This is the best lip plumping gloss ive ever used. It isnt sticky and last a long time. I love it.
I really liked this product. It's the kind that tingle when you put it on and, personally, I like that. The color and sheen was good too. Unfortunately, it's pretty sticky, which makes it great for day wear but not great for a date (if you know what I mean). I would buy again.
By far my favorite lipgloss. Doesn't leave your lips sticky! Beautiful shine and color. My bf doesn't mind kissing me when i have it on!
good color, but im not a big believer in the lip plumper fad. just feels like a burn- i'll take a cheap gloss or even chapstick over it anytime.
This might be my favorite lip gloss that I've ever used. My lips feel soft and look great. Just the right amount of color. Lasts a decent amount of time. Recommend this all the time!
I love this stuff! Not too sticky great color. It's a little pricey for what you get, but well worth it
I have tried others in the past but do not like the sting. This gloss offers just the right shine, not too sticky and no sting. Would recommend if looking for a good gloss and plumper all in one.
I first received this in my monthly BirchBox and fell in love instantly. After my sample ran out I ordered it. When you first apply it there is a tingly feeling you get on your lip, the product goes on smoothly and the color is translucent which I love. The only thing i don't like is that after awhile the product seems to leak out when it's not standing upright. But I will reorder because I love it!!
Light pink, very neutral, and Goes on very easy! it looks great and creates that tingle on your lips that makes you feel instantly sexy!


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Write your own review | Return to product details >>
Average Ratings: 5
Rate this product:
"Best canned tuna ever !!"
Brad on 3/4/2014 10:36:02 AM
Review: I have loved tuna since I was a kid. My parents used to buy it by the case. However, I never tasted tuna as great as this. Ventresca tuna sets a new taste standard and is a very high bar to overcome.
Andrew Quint on 11/18/2013 9:42:26 AM
Review: I don't have much to add to what everyone else said except to say this stuff is amazing. You've just got to try it. By itself on bread, rice or pasta. Don't drown it out with anything except maybe some spices.
"Tuna doesn't get any better"
Randy on 10/19/2013 11:37:34 AM
Review: Full disclosure: This is Randy, the Vital Choice founder. I don't normally write product reviews on this forum, but want to share with you that our Ventresca tuna is one of my family's favorites. Not only is it amazingly tender, moist and delicious, with the exception of our ikura salmon roe, it has more omega-3s per ounce than anything else we sell. In fact one 3.75 oz can provides enough EPA and DHA to meet the American Heart Association's recommended daily intake for a whole week! Absolutely delectable and super good for you too ... I can't recommend it highly enough.
Glenn P on 12/28/2012 10:58:39 PM
Review: This tuna is so delicious. I eat it just as is; no need to make tuna salad of it. If you do, use mild flavors because this tuna is so flavorful and tender that you don't want to drown it with other flavors. Maybe you'd place it on a small bed of lettuce, chopped celery, green onions and tomatoes and let the diner choose to mix or not. Use all the oil; it's delicious!
"The creme de la creme"
Eric Evans on 12/7/2012 8:59:33 PM
Review: When the first bit of Ventresca touched my tongue and I inhaled its aroma, I realized that I was about to have a wonderful experience. I have never eaten tuna that was so tender and delicious right out of the can. This is the best of the best Albacore tuna with the other Vital Choice tunas being in second place. I will treat this Ventresca like the delicacy that it is.
Mike on 6/26/2012 9:43:30 AM
Review: Talk about an indulgence! Wow. The Ventresca was amazing. If you've never tried it, you really should treat yourself. It is so tender it almost melts in your mouth. This is not what one probably thinks of when they think of "canned tuna". It's a whole different level.
Write your own review