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A properly flashed water-resistant drainage plane is essential when installing stone veneer over a wood-framed wall.
A methodical approach and modern materials give new life to a time-honored architectural element.
Laminating a curved stair rail takes sturdy forms and a lot of clamps.
An engineered schedule of epoxied rebar pins reinforces the joints.
Modular designers have shown they can provide upscale packages, but are the homes up to the challenges of coastal construction?
Adjustable rods and shelving simplify layout and construction.
To ensure a long-lasting installation, use a membrane and a movement joint.
Installing insulation and ventilation under a new roof can solve heat-loss problems and prevent ice dams.
Building this elaborate entry porch off-site saved valuable time in the schedule.
With careful preparation, this treatment gives a custom touch to a plain-Jane slab.
Traditional methods and materials prevent leaks for the life of the structure.
A deft reworking of existing space produces an expansive hub for cooking and entertainment.
Using simple techniques and specialized products, you can block out even live rock 'n 'roll.
Using a kit with kiln-dried logs reduces shrinkage and results in a tighter shell.
Specialized tools make for cleaner air and a healthier crew.
Cantilevering the floor and using the existing roof overhang kept costs down.
A kitchen bump-out provided the perfect opportunity for a small terrace off the master bedroom.
With nowhere to go but down, this basement addition carves out extra living space from within the home's existing footprint.
Now is a good time to refine your green strategy in a way that guarantees profit.
You already flash around doors and windows; you should be flashing under them, too.
Use PVC trim to create a durable version of this classic cornice.
Protecting trees on site; radiant-heat claims revisited; unnecessary design regulations; pedal power; more
Architectural abomination; protecting trees on site; reasons for red flags; grounding three-prong outlets
Another look at energy claims; feeling the financial squeeze
Framing tip; trigger-happy carpenters; defense of recessed lights; broken compact fluorescents; more
Interior-design law; stabilizing steel against buckling; respect for legal immigrants
IRC adopts residential-sprinkler requirement; Long Island town imposes energy-efficiency standards; new homes shrinking; more
Roofing nails puncture gas lines in Texas; hot countertops rattle kitchen and bath industry; dustup over drywall
hub for cooking and entertainment
Study shows high on-the-job death rate for Hispanic workers; San Diego launches new recycling mandate; states crack down on copper theft; more
Austin passes modest accessibility requirement for new houses; study finds pneumatic-nailer triggering has little effect on speed; builders fined for runoff; more
Q: Using a heat gun is an approved method for removing cured epoxy grout from tiles and fixtures [see Q&A, 5/08]. But can the same technique be used when the tile has been installed over Schluter's Kerdi waterproofing membrane, or would the heat damage the membrane?
Q: We know that compact fluorescents deliver energy savings, but how about dimmer switches? The assumption is that homeowners will use them to turn down lights to save money — but do they actually save energy?
Q: We'd like to start building basements with precast concrete panels, but we've been running into resistance from local code officials. Are basement windows required when a house is built with a full foundation?
Q: I built a lot of homes in upstate New York in the 1980s using 2x6 studs, fiberglass batts, and a poly vapor retarder for the shell. Given the rising cost of heating and cooling, the owners are asking about energy upgrades to their walls. I'd like to suggest adding 1 or 2 inches of rigid foam on...
Q: I've completed a couple of projects with cellular PVC trim boards, and in both of them wide gaps have opened up in the joints even though we used both glue and nails during installation. Is there a way to prevent these gaps from occurring?
Q: Recently I discovered that my faithful Kreg pocket-hole jig somehow got "lost" on my last job site. I want to replace it. Is upgrading to the Foreman pocket-hole cutter worthwhile, or should I just stick with the same jig?
Q: I'm planning an addition for a client who wants to turn a 22-foot-high wall into a climbing wall. He would like this wall to closely resemble stone, but he doesn't want it to cost as much as natural stone. I've poured a lot of flat concrete, but I have never built something like this - so I...
Q: On a recent project, several hundred screw pops showed up on the primed walls and ceilings. About half the boards in the house had to be rescrewed and patched, and all the drywall had to be reprimed. Although it was raining when the drywall was stocked, my drywaller says he did not use any of...
Q. Plans for a freestanding deck call for new piers about 2 feet from the house foundation. Is it necessary to dig down to the bottom of the house's footing to reach undisturbed soil, or would the dirt around the foundation of a 60-year-old house be compacted enough to be con sidered undisturbed -...
Q. My clients have a garage with a conventionally framed 4/12 roof that they want to convert to living space. They like the idea of a vaulted ceiling but not the expense of the new structural ridge it would require. As a compromise, can I replace the existing ceiling joists with rafter ties?
Q. My client's metal fireplace is supplied by a makeup air system with a built-in circulation fan. This fan - which plugs into an accessible outlet - is triggered by a heat sensor in the fireplace. While effective, it's also very loud. To reduce the noise, I'd like to replace the fan's on/off...
Q: What's the best way to frame outside corners?
Q: Does the addition of fibers eliminate the need for steel in a concrete-slab basement floor?
Q: I know that knob-and-tube wiring can't be covered with insulation, but what about BX cable and joist-mounted junction boxes? Are there any restrictions on blowing cellulose insulation into an attic and burying the cable and junction boxes?
Q: For one of our projects, we need to make a solid wood attachment to a glulam beam that seems to have a special finish on it. Should we use a particular type of glue to make the connection?
Q: No-hub rubber couplings with band clamps on the ends are handy for making all sorts of plumbing connections, but are there limitations on where they can be used?
Q: My painting subcontractor is recommending Thermo-Tek, a paint the manufacturer says is a radiant barrier. What can you tell me about products like this one or similar coatings made with something called ceramic microspheres that claim to have thermal characteristics and promise significant...
Q: A design we're bidding on has several peeled cedar logs that function as both architectural and structural elements. Are there any rules of thumb for determining their strength so that they can be safely used without redundant grade-stamp framing - and so they meet the approval of a building...
Q: When building a super-insulated house, one of the ways to increase insulation levels in the wall assembly is to increase the thickness of the wall. But instead of using double-wall framing, would it be okay to frame walls with I-joists?
Q. In an older house wired with BX cable, can the original two-prong outlets be upgraded to three-prong grounded outlets, provided they're properly bonded to the original metallic boxes?
Q. When fastening ZIP System sheathing to wall and roof framing with our pneumatic nailers, we've found that it's difficult to keep nail heads from penetrating the applied protective barrier on the face of the panels. Won't these holes compromise the moisture barrier's integrity and lead to...
Q. After working for several years as an employee, I recently headed out on my own and began shopping around for liability insurance. Most policies offer "occurrence" coverage, but one company offers a "claims made" policy that provides similar coverage for less money. What's the difference between...
Custom shower niches; working inside the bubble
Installing prehung doors
Tricky miter; giant jig for big ellipses; tree protection
We're in the midst of unprecedented uncertainty in the financial markets, and consumer confidence is the lowest it's been in a long time. It seems that no one really knows what's going to happen.
I specialize in custom decks. I switched to this niche last winter, when my backlog of general remodeling work dried up and I had no jobs on the horizon. The suburbs of New York City — where my business is located — were hit hard by the economic downturn; many GCs I knew were going out of business.
For small contractors in today's competitive market, sales skills can make the difference between struggling and prospering. Yet many contractors turn up their noses at formal sales training, viewing it as a waste of time and money. Are they right? Or is enrolling in a training program an effective...
In 2001 my Atlanta remodeling company, SawHorse, launched a "zero punch" program, which sought to eliminate the final punch list on all jobs. Since we had five or six project managers on the payroll at any given time, as well as working relationships with a couple of dozen subcontractors, the...
Our company has provided remodeling and handyman services to Chicago homeowners for the past 10 years. We started out working in single-family homes, but early on an architect hired us for a large job in a high-rise apartment building. Today, high-rise work accounts for half our volume. We work in...
Imagine two builders. Builder No. 1 is an experienced project manager who decides to start his own business. His technical skills are finely honed, he knows how to manage a crew and schedule, and he builds homes that customers love. But a few years after hanging out his shingle he is still...
Suppose your lead carpenter calls and says there has been an accident: One of your employees cut his finger off — and by the way, he had alcohol on his breath when it happened. What do you do? If you're like most contractors, you fire the employee and then say to yourself, "Whew! I'm glad that's...
Earlier this year, a friend of mine had an interesting conversation with a young man who was subcontracting for a GC. The contractor owed the young man a pile of money and my friend was concerned. But the young man assured him there was nothing to worry about, because the contractor was a pal and...
A short time ago, a remodeler hired me to solve a dispute he had with a customer. He had been building an addition, and when he began framing the walls he discovered that the foundation slab was out of square. The concrete sub owned up to the mistake, and at no charge to the customer fixed the...
One question I hear fairly often from builders is, "Can a contract with a client be enforced if it's not in writing?" The short answer is yes, it can. Back in the days when I worked at the legal shark shop, we enforced unwritten contracts all the time — though we sometimes ran into problems.
Commercial-style range for less; slate-look porcelain tiles; lightweight thinset mortar; PEX plumbing connections
Kids' activity center; faucet for vessel sinks; in-line bathroom fan; more
Soft batts; fire-stopping hole sealer; efficient furnace; easy-to-program thermostat; expanding fiberglass insulation; more
Noise-muffling floor underlayment; dramatic roof windows; natural-looking composite siding; manufactured moment frame; more
Central-vac alternative; bay-front fireplace; wood-look decking; quick-dry latex paint; lighter bricks; more
Three-way outlet; rotary dimmer; wireless smoke alarm; finish for pressure-treated lumber; more
Packable water-based primer; biodegradable stripper; multi-tap transformer; high-quality wall caps; more
If several thousand dollars for an IR camera isn't in this year's tool budget, consider an infrared thermometer like the Fluke 566.
For my money, small telescopic mirrors are among the most useful inspection tools out there.
One of the most important diagnostic tools in the building-forensics toolbox is an infrared camera.
Still using that curly steel fish tape? Try the sectional fiberglass rods now favored by electricians and telecom contractors.
Like many tradespeople, I'd always lusted for a shiny new work truck with utility-bed locking boxes.
There are few things more satisfying than scribing a piece of trim and having it fit perfectly on the first try. Porter-Cable's 371 belt sander should make such precision scribing a lot easier.
If you don't have the right tools, fishing wires can be the ultimate exercise in frustration.
There's a lot to like about Milwaukee's newest compact cordless drill, model 2601-22.
DeWalt says its new 18-volt nanophosphate lithium-ion batteries can endure 2,000 charging cycles.
A conventional-sized cordless drill is a bit much for tasks like installing cabinet doors and electrical devices; a better option would be a cordless screwdriver such as Metabo's palm-sized PowerGrip II.
Bug holes and honeycombing in your concrete work compromise strength and can lead to questions from inspectors.
Trade professionals often talk about 'the right tool for the job.' When it comes to cutting and bending rebar, Rod Chomper's hydraulically operated RCBE-6 is that tool.
Pulling out steel-form stakes isn't anyone's idea of fun, but a neat tool promises to make the job a little easier.
Plenty of business cards say "no job too small." Builder Dan Upton and architect Jeff Shelton could reasonably have "no lot too small" printed on theirs. Not that either of them specializes in small projects — but they did complete a house on a 20-foot-by-20-foot lot in Santa Barbara, Calif.
In October 2007, JLC illustrator Tim Healey envisioned a future in which pickup trucks would be replaced by freight-hauling bicycles. Who knew then that a few intrepid builders had already made the switch?
Every year since 2001, home builder Cape Associates of North Eastham, Mass., has built a playhouse replica of a local historic building. Past models have included the town library, the Coast Guard station, and the famous Outermost House, which was swept off the beach during a winter storm in 1978.
Andy Shrake fixes windmills. Not the newfangled kilowatt-generating type, but the all-wood grain-grinding beauties built some 200 years ago. With 14 still standing on Nantucket, Cape Cod, and Rhode Island, repairing them is a full-time job.
Paul Bias, a green builder in Arcata, Calif., frequently works on sites where it's difficult to get temporary power. Rather than use a generator — which is loud and dirty and easy to steal — he powers his tools with energy from the sun.
This schematic shows how to wire the trailer-mounted photovoltaic power system described in July's Backfill article.
An allegorical depiction of the current economic crisis. Created by JLC illustrator Tim Healey.
A list of companies that offer soundproofing supplies and materials
Q: What is the best material to use to patch Icynene spray foam insulation? Sometimes it's necessary to remove a substantial amount of the stuff after it has been installed.
This list contains links to various related sources: manufacturers mentioned in the story; makers of circular blades; other articles about safe cutting practices; and MSDS sheets for fiber cement.
Q: I've heard that if you use 5 1/2-inch-thick fiberglass batts in a 2x4 wall, the insulation will have a higher R-value than standard 3 1/2-inch batts provide. But some people say that compressing fiberglass batts lowers the R-value. What's the story?
A list of companies that sell sill pans or materials for making sill pans.
Q. Which home heating fuel is usually cheaper, oil or propane?
Copyright ©
2014 Hanley Wood Media, Inc. All rights reserved.


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- This Week on The Kid's Doctor TV
- The Kid's Doctor TV
- Teens Using Steroids To Achieve The "Perfect Body"
- Parental Anxiety
- The Kid's Doctor TV
Kid's Doctor
Posted on November 29, 2012 at 6:01 AM
DISCLAIMER: The Kid's Doctor content is provided by (and is the opinion of) KidsDr.com and Sue Hubbard, M.D. Pediatrician.
Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition.
NEVER disregard professional medical advice when seeking it because of the content provided by The Kid's Doctor.
Credit: KCEN

subset: commoncrawl


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After what seemed to be a breakthrough 11-2 campaign, Will Muschamp's team ended up out of the postseason after injuries and a terrible showing on offense
The beleaguered offensive coordinator is out after two years on the job.
The head ball coach in Gainesville is feeling heat.
He came off the bench to save the day against Tennessee, but what will Florida's new quarterback do from here on out?
Florida football is something different now. It's not what you're used to. It's not what you remember. If you don't get used to it, you will not understand this team.
It wasn't a work of art, but it'll do.
A unique rallying cry has helped lead Florida to a 7-0 start, but it could be ominous if things stop working so well.
Florida's big second half took down Tennessee 37-20.
One down, eleven to go. How did the Georgia Bulldogs' upcoming opponents on their 2012 schedule fare on the first weekend of college football season? Dawg Sports brings you up to date.
Will Muschamp picked Jeff Driskel as his quarterback because of his mobility. Here is how that makes a real difference in the running game.
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W.O.D.: Tempo | Time Trial
CFE STRENGTH & CONDITIONING WOD: Rest Day
Perform 20-45min of skill/drills prior to Endurance WOD
Perform Strength & Conditioning Recovery if needed.
Single-Sport (SS)
Choose ONE of the following sports:
Swim (SUN): 800m TT
Bike (SUN): 20k TT
Run (SUN): 15k TT
Row (SUN): 10k TT
Ruck (SUN): 15M TT, full kit w/ 55# ruck
Post sport and time to comments.
Multi-Sport (3S)
Swim (SUN): 1000m TT
Bike (OFF): OFF
Run (SAT): 6M @ 80% 3M TT pace
Post sport and time to comments.
This can and should be done the day of races, after long runs, or on Sundays after interval work.
Glute Ham Developer Sit-ups (make sure you are extending knees aggressively to come up. your quads should also burn on this) 3 x 15, Glute Ham Developer hip extensions (hamstrings and butt should burn), Kettlebell/Dumbbell swings 3 x 15, Bench Press, Pull-ups. All exercises with light : medium weight. 3 sets! Reps are until you feel burn in target area or prescribed amount. This is not a timed WOD.
Workout Legend | Demonstrations | General FAQ | EnduranceFAQ | S&C FAQ | WOD RSS Feed
Comments (2)
|Brad Williams
on Sunday, June 02, 2013 at 06:24 am
6/2/13 WODHill Tempo run this morning. 1.5 mile warm-up (pace, drills, stretch, sprints). 2 x 5K/5 rec. Hill Tempo (on treadmill to keep hill going). #1- 1%/7:19 pace and 5%/6:22 pace alternating every kilometer. #2- 5%/6:31 and 1%/7:19 pace alternating each kilometer. 1 mile cool-down. Should've went slower the first set so both could've been paced better. I was drained after the second.
10 minutes after yesterday's CF Mainsite WOD. Scaled this big time. 100 12 Inch Box Jumps, 50 Handstand Push-Ups on S-Ball, 40 Hang Leg Raises, 30 65# Shoulder-to-Overhead, 65# 90ft. Walk Lunge- 16:01 min. That finished me off for good.
Foam Roller smashes and stretching after.
|Alan Pamayo
on Sunday, June 02, 2013 at 03:06 pm
Endurance RunRun 15k


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Thread: Help Normalizing a database
Mar 29, 2013, 18:42 #1
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Help Normalizing a database
I'm trying to create a site related to recipes where users can add custom meals, and within meals they can add foods and then list the ingredients of the foods. For example:
Meal = Dinner
Food = Hamburger
Ingredient = Tomato
Users can select foods from a pre-filled database of food items. They can also add ingredients from a central ingredients database. So the same food and ingredient ids can be used by any user of the site.
The challenge I have is ensuring the food_has_ingredients table is linked to the user somehow. In the diagram below the meal is associated to the user. Since the foods and ingredients ids can be re-used by multiple users I can't rely on those ids to determine which user adds ingredients to a food.
Take this example:
User 1 adds the food "hamburger" (id 10) to the meal_has_food table, then associates the ingredients "ketchup" (id 20) to the food_has_ingredients table.
User 2 adds the food "hamburger" (id 10) to the meal_has_food table, then associates the ingredients "pickles" (id 21) to the food_has_ingredients table.
If someone does a search get all ingredients from the meal hamburger (10) and limit it to one row, it would always give the first person's entry. So I've associated the meal id as a foreign key that way I can say get the ingredient for hamburger that belongs to meal id X.
I'd like to know if that makes sense or if there's a better way.
Click the image below to see the schema:


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As week one of the women's college basketball season is finishing up, there haven't been that many surprises. I look at the early conference standings every now and then. Providence, Iowa, Kentucky and Southern California have galloped out to 3-0 starts on the season, with Kentucky and Iowa both winning easily yesterday. But I think I would have rather seen any of the games below than Kentucky's 103-38 drubbing of Georgia Southern.
Xavier beat Michigan 79-75 at Michigan in overtime. Yesterday was the end of the early signing period for the National Letter of Intent, and the newest Wolverines must be wondering what they've gotten themselves into. The Musketeers kept up with their foes by use of the long bomb, hitting 11 3-pointers.
Tied at 69-69, Michigan hit the first four points in the overtime, but Xavier answered back with eight straight. With the score 77-75, Xavier senior guard Shatyra Hawkes missed a pair of free throws with 21 seconds, and according to mgoblue.com the Wolverines had the ball on the sideline with 7.8 seconds left in the overtime but turned the ball over on a pass. This time, Hawkes hit both of her free throws when she got the ball back.
Michigan is now 1-2 to start the year, and they've not used the same starting lineup in any of those games.
Northwestern State beat Houston 74-70. After last year's 3-26 season, Todd Buchanan at Houston can't be happy with an 0-2 start and play in the American coming up this season. The Lady Demons led the game for all but 36 seconds, leading by double digits at times. Two keys to Northwestern State's win - the Lady Demons were -10 in turnovers (Houston had 17, Northwestern State had seven) and the Cougars only shot 52 percent (11-for-21) from the free throw line.
Southern Methodist defeats Texas Christian 72-68 in overtime. Remember back in the day when all of these Texas teams were in the Southwest Conference? There were only 438 people to see this one; everyone else missed a great game. Senior Mustang guard Keena Mays scored 22 of her 25 points after the first half was over. The play that sealed the deal was when with SMU leading by four and 22 seconds left in overtime, freshman guard Kiara Perry got a steal and a fast break to turn SMU's lead into a six point lead with 18 seconds left.


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in this look: Davyhulme Jacket, Sackville Dress, Sami Belt and Dolgan Boot
Edyta is our logistics manager and a stylish one at that. Her punk rock style infused with rag & bone's signature tailoring makes for a refreshing mix. With staffers like Edyta around David and Marcus find inspiration not only on the streets but in the office as well. The stylish bunch walking these hallways ensures a constant flow of ideas for future collections. So naturally everyone is anxious for the change of season and all the new looks that come along with it. Edyta has decided to give us a sneak peak of what to expect from her this coming fall…
2. Dalmeny Dress in feather print
3. Antigua Top in black
4. Evenki Short in multi
5. Astrid Boot in black combo
Thanks Edyta!


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Meet Our Sponsors: Radio and Television News Directors FoundationPosted in Blog on 09/19/2009 11:00 pm by admin
The Radio and Television News Directors Foundation (RTNDF) provides training programs, seminars, scholarship support and research in areas of critical concern to electronic news professionals and their audience. DC APA Film is grateful for RTNDF's support.
As the educational arm of the Radio-Television News Directors Association, RTNDF offers professional development opportunities for working and aspiring journalists and journalism educators. Read the rest of this entry »


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On November 16, 2004 the age of electronics celebrated its 100th birthday. One century earlier, British engineer John Ambrose Fleming patented the first electronic gadget: a thermionic diode, or vacuum tube, that converted an alternating current into a direct current. The device was inspired by Thomas Edison's discovery in the 1880s of the Edison Effect, which causes current to flow between two heated electrodes in an evacuated tube. Building on this work, Fleming converted a lightbulb into a simple on-off switch, a fundamental component of an electric circuit. His creation remained the basis for nearly every electrical appliance until the invention of the transistor in the late 1940s.
Not surprisingly, the Web is full of sites about Fleming and the history of electronics.
The Institute of Electrical and Electronics Engineers (IEEE) offers pages on Fleming's history (www.ieee-virtual-museum.org/collection/tech.php?taid=&id=2345819&lid=1) and on the development of electron tubes (www.ieee.org/organizations/history_center/fleming.html).
More about Fleming and other greats in the history of radio and electronics can be found at www.radio-electronics.com (click on the Radio History link in the left column).
The electrical engineering department at the University of Maryland offers a useful "thumbnail history of electronics" (www.ee.umd.edu/~taylor/Electrons.htm).
Sites at About.com describe the history of vacuum tubes (inventors.about.com/library/inventors/blvacuumtubes.htm) and how they work (stereos.about.com/cs/gtamplifiers/a/tube_amps.htm).
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Innovative Enterprise and Historical Transformation
William Lazonick
Competition, Collusion, and Confusion: The State and the Reorganization of the British Cotton Industry, 1931-1939
Julian I. Greaves
The Sino-Japanese War and the Formation of the State Enterprise System in China: A Case Study of the Dadukou Iron and Steel Works, 1938-1945
Morris L. Bian
British Public Policy and Multinationals during the "Dollar Gap" Era, 1945-1960
Tim Rooth and Peter Scott
Stanley L. Engerman and Robert E. Gallman, eds. The Cambridge Economic History of the United States, volume 3: The Twentieth Century
Reviewed by Howell John Harris
Allan Kulikoff. From British Peasants to Colonial American Farmers
Reviewed by Ronald Schultz
John J. McCusker and Kenneth Morgan, eds. The Early Modern Atlantic Economy
Reviewed by Cathy Matson
John Lauritz Larson. Internal Improvement: National Public Works and the Promise of Popular Government in the Early United States
Reviewed by Robert E. Wright
Sara Wermiel. The Fireproof Building: Technology and Public Safety in the Nineteenth-Century American City
Reviewed by Donald C. Jackson
Robert F. Burk. Much More Than a Game: Players, Owners, and American Baseball since 1921
Reviewed by Robert Whaples
John A. Morello. Selling the President, 1920: Albert D. Lasker, Advertising, and the Election of Warren G. Harding
Reviewed by Ferdinanco Fasce
Carmen Teresa Whalen. From Puerto Rico to Philadelphia: Puerto Rican Workers and Postwar Economies
Reviewed by Walter Licht
Andrew Crane. Marketing, Morality and the Natural Environment
Reviewed by Paul Josephson
Thierry Bardini. Bootstrapping: Douglas Engelbart, Coevolution, and the Origins of Personal Computing
Reviewed by Wendy Cukier
Deborah A. Sullivan. Cosmetic Surgery: The Cutting Edge of Commercial Medicine in America
Reviewed by Kirsten Gardner
Justin Martin. Greenspan: The Man Behind the Money
Reviewed by David B. Sicilia
William Russell Easterly. The Elusive Quest for Growth: Economists' Adventures and Misadventures in the Tropics
Reviewed by Roger Middleton
Michael J. Twomey. A Century of Foreign Investment in the Third World
Reviewed by Renato Giannetti
Gail D. Triner. Banking and Economic Development: Brazil, 1889-1930
Reviewed by Sérgio de Oliveira Birchal
Geoffrey Jones. Merchants to Multinationals: British Trading Companies in the Nineteenth and Twentieth Centuries
Reviewed by Sally M. Horrocks
Peter A. Jackson, Michelle Lowe, Daniel Miller, and Frank Mort, eds. Commercial Cultures: Economies. Practices, Spaces
Reviewed by Anton Schuurman
Michael North, ed. Deutsche Wirtschaftsgeschichte: Ein Jahrtausend im Überblick
Reviewed by Edmund N. Todd
Stephanie Wolff-Rohé. Der Reichsverband der Deutschen Industrie 1919-1924/25
Reviewed by Alfred C. Mierzejewski
Christopher G. A. Clay. Gold for the Sultan: Western Bankers and Ottoman Finance, 1856-1881
Reviewed by Steven Toms
Hikaru Suzuki. The Price of Death: The Funeral Industry in Contemporary Japan
Reviewed by Joy Hendry


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New Video: Lolah Brown ft. BJ The Chicago Kid – History
"We got a history! We ain't seen each other in a while!"
Just a few months ago, up and coming R&B singer Brown was serving up vocals for Rihanna as a background singer on the 777 tour and now she's dropped off a new video of her own. The Cleveland native has enlisted BJ The Chicago Kid (another rising singer) for a track called "History" off of her 2012 mixtape, Black Lily.
"History" tells the tale of two lovers reuniting after being separated for a long time. BJ The Chicago Kid and Lolah Brown make for a perfect duet on the soulful track while paying homage to Aretha Franklin. Lolah sings, "Hey Baby I been thinking of you" in the same way that Aretha Franklin sang "Daydreaming & I'm thinking of you" in her soul classic "Daydreaming".
Check out the smooth jam below:
You can download Lolah Brown's Black Lily Mixtape Here


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Email: firstname.lastname@example.com | Twitter: @WWLTV
NEW ORLEANS -- The New Orleans Pelicans have made the trade with the Sacramento Kings for guard Tyreke Evans official.
The Pelicans have a press conference scheduled for Thursday to introduce Evans.
Point guard Jrue Holiday will arrive later. He recently got married. He came to the Pelicans as part of a draft night trade.
Evans was the team's primary target in free agency.
On my way to the airport, headed to N.O. for my press conference tomorrow. I'm excited to be a part of this young new team! #Pelicans— Tyreke Evans (@TyrekeEvans) July 10, 2013
Also in the deal, the Pelicans dealt Robin Lopez and Terrel Harris to Portland and Greivis Vasquez to Sacramento.


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Browns center Alex Mack is in the midst of a weeklong visit with U.S. troops at military bases throughout the Middle East.
The NFL and USO have collaborated to organize overseas visits from players for more than 45 years.
"The USO tour is a great opportunity to show our appreciation to our military," Mack said in a news release from the NFL. "I think it's really good for us to see what they go through and what they do. It's great for them to be able to see that people care about them. Then we can further understand how important their work is and just how hard their job really is."
Carolina Panthers punter Jason Baker, San Diego Chargers linebacker Takeo Spikes, Houston Texans offensive tackle Eric Winston and former Cincinnati Bengals linebacker Dhani Jones joined Mack this year in the NFL-USO program.


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Internship Supervisor Guide
The Career Center
University of Minnesota, Morris
Location: 201 Behmler Hall
Hours Monday Friday
8:00 a.m. 4:30 p.m.
Telephone: (320) 589-6065
Fax: (320) 589-6126
Web Page: http://www.morris.umn.edu/services/career/
An internship is an educational experience in an environment providing field application of a student's theoretical classroom learning. Internships are arranged for students who wish to undertake a study involving both academic and applied experience and agrees to receive the number of credits commensurate with the scope of the project.
Employers view student internship participation as a very valuable and necessary qualification for getting hired. Likewise, graduate admissions representatives claim internship experiences to be an important credential for admission into graduate school programs.
The purpose of this Faculty Internship Supervisor Guide is to provide faculty members with general information about the internship program at UMM and to assist faculty in their roles as academic supervisors of student interns. The faculty supervisors role, which is central to an academically sound internship program, is described in the following pages.
Statement of Non-Discrimination
The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Inquiries regarding compliance may be directed to the UMM Equal Opportunity and Affirmative Action Officer at (320) 589-6021.
Table of Contents
Frequently Asked Questions About Internships . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3
The Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5
Academic Advisor
Faculty Supervisor
Site (Field) Supervisor
Student Intern
Internship Coordinator
Vice Chancellor for Academic Affairs and Dean
Required Paperwork. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7
Learning Contract
Internship Approval Form
Grading, Credits and Faculty Compensation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7
Resources for Locating Internship Opportunities. . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7
Checklist for Faculty Internship Supervisor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 9
Termination of Internship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 9
Special Internship Opportunities at UMM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 10
Discipline Based Experiential Learning
Morris Administrative Intern (MAI) Program
Morris Academic Partnership (MAP) Program
Minority Mentorship Program
Service Learning (Campus Compact)
The Center for Small Towns
Student Employment
Appendix A: How to Arrange an Internship. . . . . . . . . . . . . . . . . . . . . . . . . Page 12
Appendix B: Internship Learning Contract Examples. . . . . . . . . . . . . . . . . . . Page 13
Appendix C: Internship Approval Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 15
Appendix D: Career Library Resources for Internships. . . . . . . . . . . . . . . . . . Page 16
Frequently Asked Questions About Internships
What Is An Internship?
An internship is an educational experience in an environment providing field application of a student's theoretical classroom learning. Internships are arranged for students who wish to undertake a study involving both academic and applied experience and agrees to receive the number of credits commensurate with the scope of the project. It may be done on a full or part-time basis during a regular semester, inter-session, summer term or combination of terms. It may be conducted concurrently with other academic coursework. An internship is planned by the student in cooperation with a faculty supervisor and site/field supervisor.
What Are The Benefits Of Doing An Internship?
An internship can have many benefits, such as:
How Many Semester Credits Can A Student Earn For An Internship?
The number of credits for an internship will be determined by the faculty supervisor, subject to approval by the Vice Chancellor for Academic Affairs and Dean. Factors that will be considered include the nature of the academic requirements (i.e. books, journals, papers, library research, researched reports, oral presentations, bibliographies, etc.) and the number of hours per week the student will spend working under the supervision of the field supervisor. Although some disciplines/faculty may have different guidelines, generally one semester of credit will equal approximately three hours of a combination of academic/field site work per week. This may vary slightly with internship settings and faculty requirements. Grading is on an S/N basis.
An internship can be done for 1-16 credits. The credits count as general electives towards graduation. Students with a major in Liberal Arts for the Human Services are required to do a four-credit internship which counts toward their major. Other disciplines may choose to use internship courses instead of field studies, directed studies, tutorials, etc. for the major.
When Is the Best Time To Begin Planning An Internship?
Students should begin planning their internship as soon as possible, but no later than the beginning of the semester preceding the semester in which one plans to do the internship. For example, students planning an internship for spring semester should begin planning no later than early fall semester of that academic year. Assessing ones goals and objectives, researching internship sites, contacting and interviewing sites, developing a sound academic internship experience, consulting with faculty and career center staff, preparing a resume, and creating a learning contract takes time.
Is There A Tuition Charge For A Credit Internship?
Yes. The charge is the same as the tuition for credits for any other courses. It will be based on the number of credits taken for the internship. Please be aware that tuition and fees may change from year to year. Also, tuition charges per credit may vary according to academic term (intersession and summer school). Student services and health service fees are normally waived if the internship is located more than 60 miles from Morris.
Are Internships Paid?
Some internships are paid, however, the majority are not paid. The amount and form of payment is usually established by the internship site. Compensation for work undertaken as an intern can take a variety of forms. An intern may be paid a wage, be reimbursed for mileage and/or other expenses incurred as part of the internship experience or receive a stipend. Organizations not able to directly compensate an intern may offer indirect compensation in the form of discounts on services or products or the opportunity to participate in in-service and/or training workshops usually provided for employees.
If you are looking for interesting and useful experience as an intern, it would be wise to not limit the internship search to paid positions only. Consider the experience an investment in your future education and future career aspirations.
How Are Internships Evaluated?
Evaluation of the internship by the faculty supervisor will be made using the same standards that apply to regular course work. Ordinarily, the outcome of the internship will be presented in some tangible form (i.e. papers, reports, presentations, etc.) to facilitate this evaluation. The field supervisor will provide a short evaluative report of the student's activities.
How Many Credited Internships Can a Student Take?
Students can register for as many internships as they want. However, students are not permitted to earn academic credit for an experience for which one previously received credit. Students are permitted to use the same site for multiple internships but each credited experience must be a different project, task, or field of study. Internship credit will not be awarded for past experiences which were not previously established and contracted with a UMM faculty member.
The Participants
There are several participants involved in ensuring that an internship is successful. These individuals and their roles and responsibilities are indicated below.
Academic Advisors Role
Students interested in pursuing an internship for academic credit should consult with their academic advisor to discuss how the internship credit will fit into their program of study. Academic advisors are encouraged to talk with advisees early in the students academic career about internships and the timeliness of arranging the experience. The next step in the students planning is to view the Internship Video available in The Career Center, 201 Behmler Hall.
Faculty Supervisors Role
The faculty supervisor is responsible for helping the intern integrate the internship into his or her total academic experience. S/he provides academic direction and evaluates the learning derived from the internship.
Early in the process of finding an internship, the student should approach a faculty member who has some expertise in the area which he or she wishes to pursue an internship. Once the faculty member agrees to be a supervisor, they should meet to discuss the students goals in finding and completing an internship. The faculty supervisor can serve as a resource for the student in locating and evaluating the appropriate internship.
Once the student has found an internship, the faculty supervisor will advise the student in defining the Learning Contract (see Appendix B) objectives, tasks, and evaluation criteria, as well as the amount of credits. The faculty supervisor will also help the student in defining the academic requirements for the internship. Academic requirements can be a journal, paper, relevant research and/or projects.
The faculty supervisor maintains appropriate contact with the student throughout the internship to give direction and support. The faculty supervisor is asked to initiate a phone call to the site supervisor prior to signing the Internship Approval Form (see Appendix C) to establish contact and communication. Other forms of recommended contact throughout the internship are site visits, email or phone calls with the intern and site supervisor, progress reports and feedback sent between the intern and faculty supervisor, and meetings which occur off-site between the intern and faculty supervisor. The amount and form of contact is determined by the faculty supervisor.
At the end of the semester, the faculty supervisor and student intern will meet to review the academic projects and to review the experience. The faculty supervisor evaluates the interns learning and assigns and submits the grade (S/N).
Site (Field) Supervisors Role
Student interns are supervised by a staff person employed by the site organization. Typically, the site supervisor has experience and expertise in the area in which the student in interning. Site supervisors are responsible for interviewing interns, determining qualifications for the position, orienting interns to the organization, supervising, directing, and evaluating their work. The ideal site supervisor will serve as a mentor, sharing the pros and cons of a career in the field and giving suggestions for entering the profession. S/he will also have sufficient experience in the field to draw from and will share that experience with the student intern. The site supervisor meets with the intern on a regular basis to guide performance, answer questions, and provide background information and resources related to the interns work. No written forms are required by UMM for this periodic feedback, but they are encouraged to provide an evaluation in written form at the end of the internship. A site supervisor may also help by recommending ways to enhance the interns learning.
Student Interns Role
The student intern is responsible for selecting the internship and seeking out a faculty supervisor. The faculty supervisor should be a person who has knowledge about the field in which the internship is requested. The intern is also responsible for meeting with the site supervisor prior to the internship to clarify expectations and responsibilities, complete an Internship Learning Contract and Internship Approval Form, working the required number of hours, seeking out supervision on site as needed, and completing the academically-related tasks which are agreed upon by the faculty supervisor and intern (such as a journal, supplementary research, and/or a paper). In addition, the intern maintains high standards of professionalism while at the internship site.
Internship Coordinators Role
The internship coordinator is a staff member in the Career Center and serves as the central information resource for all questions concerning internships at UMM. The coordinator is responsible for informing the participants in the internship of their roles and responsibilities. The coordinator addresses questions and, if necessary, mediates problems and issues among the participants in the experience.
The internship coordinator is responsible for informing prospective interns about the process and requirements of securing and participating in an academically appropriate internship. Students can learn this information in regularly scheduled information sessions, by watching the internship video available in the Career Center, or by making an appointment with the Career Center staff. The coordinator can also help with the internship search process elements, such as setting goals, contacting faculty and employers, writing resumes and cover letters, and interviewing.
The Vice Chancellor for Academic Affairs and Deans Role
The Vice Chancellor for Academic Affairs and Dean is the chair of the Interdisciplinary Studies Division, the division that offers the internship courses (IS 3996). The Vice Chancellor for Academic Affairs and Dean provides final approval of the internship experience by signing the Learning Contract and Internship Approval Form. The Dean will review the Learning Contract to ensure that the number of proposed credits are consistent with the level and amount of proposed academic and field site work. The Vice Chancellor for Academic Affairs and Dean is the final authority on approving credited internships.
Required Paperwork
Prior to registering for an internship, the student must create a Learning Contract and complete the Internship Approval Form for review and approval by their faculty supervisor. Both of these documents must be approved by the Vice Chancellor for Academic Affairs and Dean prior to registering for the course.
Learning Contract (Appendix B)
A learning contract is a planned, purposeful agreement by the student and faculty supervisor that indicates the objectives, learning methods, and evaluation of the internship. It is to be created prior to the start of the internship with the faculty supervisors help and approval. The three sections to be included are:
Objectives/Goals: what the student plans to learn from the internship experience.
Learning Methods: how the goals will be implemented at the site and academically: the actual tasks, job duties and academic assignments
Evaluation: the criteria for evaluation used by the faculty and site supervisors
Samples of learning contracts are available in Appendix B and in the Career Center.
Internship Approval Form (Appendix C)
The Internship Approval Form is the official UMM application for approval of an internship. It includes basic information about the student, the number of credits for the internship, a brief description of the learning contract, the name of the site and site supervisor, and the signatures of the faculty supervisor and student. The final signature of approval on the form is by the Vice Chancellor for Academic Affairs and Dean. This form should be accompanied by the learning contract when it is submitted for approval to the Vice Chancellor for Academic Affairs and Dean and Registrars office. The form is available in Appendix C, the Career Center, the Registrars office, and the Division offices.
Grading, Credits and Faculty Compensation
The faculty supervisor is responsible for grading the internship experience. The grade is based on the student completing a minimum of the following: a learning contract, the academic tasks agreed upon by the faculty supervisor and student, and the agreed amount of hours worked on site. The grade is S/N and the course designation is IS 3996.
Students may register for 1 16 credits. Faculty supervisors and students can assume one credit to be equal to approximately three hours of work per week for the length of a semester. The hours of work per week should include the time required for academic assignments related to the internship.
During the academic year, faculty supervisors are not compensated for their supervision of internships above their normal contract. If they supervise an intern during the summer or intercession, they will be compensated 20% of the tuition paid by the intern.
Resources for Locating Internship Opportunities
The major responsibility for locating an internship rests with the student. The students efforts are supported by the internship coordinator who acts as a resource person for faculty supervisors, site supervisors, and student interns. Prior to beginning the search, a student can maximize success by defining goals, determining any geographic, financial or time limitations, and being open to nonpaid internships. Most internships are not paid. Students may wish to limit their search to only paid internships, but they should be aware that they may miss some of the more interesting opportunities.
Internship Binders Located in the Career Resource Library, 231 Behmler Hall, are binders containing over 1500 internship opportunities. They are divided by field and one binder focuses on local opportunities.
Internship Search Database All of the postings contained in the binders are posted on the web in a searchable database on the Career Center homepage (http://www.morris.umn.edu/services/career/). Students can enter a word or combination of words and a list of positions which contain the words in their descriptions will be displayed. Suggested words are majors, fields, skills, and geographic locations.
National Internship Books There are several books in the Career Library which list interesting, national opportunities, such as Petersons Internships, Americas Top Internships, The Internship Bible, and The National Directory of Internships. One can find internships in these books according to various categories listed in the back of the book, such as geographic location, field, free housing, organizational perks and more. There are also several internship books for specific fields, such as Environmental Internships, Internships in Washington D.C., and Broadcast Media. The Career Library is a reference library and the books may not be checked out. A list of internship books and directories can be found at the end of this guide.
Job Choices Magazines These magazines are free to students and are produced by the National Association of Colleges and Employers. In addition to helpful articles about career issues, the magazines list descriptions and contact information of many employers who hire college students. Students may find categories in the back of the magazines that indicate which companies have internships. There are four different issues Liberal Arts, Sciences and Engineering, Business and the Diversity Edition.
Faculty are frequently a resource for students who want internships in their field. Faculty members are often connected with professional organizations which send notices of internships to pass along to students. They also can pass along useful information about the quality of an internship site based on their experiences with other interns. They also may know of field-specific resources that can be helpful to students.
Departmental Bulletin Boards and Listservs When faculty and departments receive notices of internships, they often post them on the department bulletin boards or listservs.
The Internet There are several links with internship opportunities that are starting to be used more frequently by employers and students. A student can locate these internship links by starting with the Career Center homepage or by using a search function on the web. Students can also look at employers websites for information about internship programs in their organization.
Approaching Employers Directly is a frequently used option for students who want internships in particular organizations or geographic areas. Students identify an organization and approach a person who oversees internship/volunteer opportunities or a person who oversees the office for whom they wish to work. They can then tell the person about their interest and background and inquire about internship possibilities. It is helpful for the student to first know his or her goals and objectives regarding the internship because an employer may ask what he or she wants to do.
Checklist for Faculty Supervisor
The following checklist highlights the necessary steps for faculty supervision of a student intern at the University of Minnesota, Morris.
_____ Step 1: Agree to serve as a faculty supervisor for a student during the course of his or her internship.
_____ Step 2: When possible, help the intern in the search for opportunities.
_____ Step 3: Work with the student to develop the Internship Learning Contract. This assistance includes helping the student formulate learning objectives and academic assignments, as well as negotiating the level of supervision and methods of evaluation. The Learning Contract will be submitted with the Internship Approval Form to the Vice Chancellor for Academic Affairs and Dean for approval.
_____ Step 4: Contact the site supervisor and initial by the name of the site supervisor on the Internship Approval Form. The faculty supervisors signature is required on the completed Internship Approval Form.
_____ Step 5: Maintain appropriate contact with the intern and site supervisor throughout the duration of the internship. Initiate a phone call to the student intern and site supervisor sometime during the first ten days of the semester/summer session to establish contact and communication.
_____ Step 6: Meet with the student intern at the end of the internship to review the students work and to provide closure to the process.
_____ Step 7: Submit a final grade (S/N) to the Registrars office for each internship.
Termination of Internship
If the student intern, site supervisor, or faculty supervisor is unable to continue or complete the internship, participants must be notified immediately. Cancellation of a credited internship is processed by the UMM Registrar's Office.
Special Opportunities at UMM
Other experiential opportunities exist at UMM to help students learn. These include participation in mentorships, research, volunteerism, service-learning, and student employment.
Discipline Based Experiential Learning
Most UMM disciplines have courses designated for directed study, honors projects, independent study/projects, field experience/study, tutorials, or practicums which may involve experiential learning. Students should consult with their academic advisor, a discipline coordinator, or a division chair to learn about their offerings.
Morris Administrative Internship (MAI) Program
The Morris Administrative Internships are offered campus-wide for projects requiring creativity, initiative, and learning. MAI positions pay $1500.00 over the academic year. MAI positions are available to students entering their third year of study. Positions are created by proposals made by UMM Professional/Administrative staff to the Vice Chancellor for Academic Affairs and Dean. These projects are expected to provide both a learning experience for students and helpful managerial support to the UMM Campus.
Some sample MAI projects:
If a student is interested in applying for an MAI opportunity, the student can approach faculty or staff and inquire if they have MAI positions or the student can look at the Weekly Bulletin where the opportunities are frequently advertised. Further information about the Morris Administrative Internship program may be obtained from the Dean's Office, 315 Behmler Hall, ext. 6015.
Morris Academic Partnership (MAP) Program
UMM has established a program for advanced students called Morris Academic Partnership. Receiving a stipend of $1,500 for the year, Morris Academic Partners undertake assignments that enhance their intellectual competence and increase their interest in graduate or professional study. Projects involve assisting faculty and professional staff in their research and/or teaching and are more complex than typical work-study assignments. Faculty nominate students entering their third year of study for a Morris Academic Partnership and they are named by the appropriate division chairperson with the concurrence of the dean. Further information about the Morris Academic Partnership program may be obtained from the Dean's Office, 315 Behmler Hall, ext. 6015.
Undergraduate Research Opportunities Program (UROP)
The University of Minnesota's Undergraduate Research Opportunities Program offers financial awards to undergraduates for research, scholarly, or creative projects undertaken in partnership with a faculty member.
UROP affords undergraduates the unique educational experience of collaborating with a faculty member on the design and implementation of a project. At the same time, faculty have the opportunity to work closely with the students and receive valuable assistance with their own undergraduate experience. It encourages students to conduct research and pursue academic interests outside of their regular courses by employing them to work on special projects.
UROP applications are judged on the quality of the proposed project and the educational benefits to the student. Since funding is limited, awards are granted to the strongest proposals. Further information about the program may be obtained from the UROP Office, 225 Community Services Building, ext. 6464.
Minority Mentorship Program
The Minority Mentorship Program was developed by UMM to promote awareness of cultural diversity on campus and in the community. Minority students are matched with faculty who have similar academic and career interests. Students enjoy long-term working relationships with their mentor and have an educationally meaningful paid work experience. Up to $1,000 per year in student employment funds are available to selected students for work supervised by their mentor. Further information about the program may be obtained from the Minority Student Program Office, 110 Minority Resource Center, ext. 6095 or visit the web page (http://www.morris.umn.edu/services/msp).
Service Learning (Campus Compact)
Service Learning Initiatives at the University of Minnesota - Morris work to inform and involve students, faculty, and staff in community service. Volunteers are people who care. The Campus Compact program can incorporate volunteers into almost all aspects of their work. The program places individuals or groups with projects needing volunteers and promotes new service projects. For more information, contact the Campus Compact Coordinator in Student Activities, ext. 6083, (15B Student Center) or Career Center staff, ext. 6065, (201 Behmler Hall) or visit the web page for Campus Compact (http://www.morris.umn.edu/~compact/).
The Center for Small Towns
The Center for Small Towns is a new program being developed on the University of Minnesota, Morris (UMM) campus. In cooperation with the University of Minnesota Extension Service and University College, the Center is creating opportunities for faculty and students to become more directly involved in the challenges and problems facing rural communities. The Center is a collaborative effort by the University and will be helpful to small towns in their struggle for survival and vitality. While headquartered at UMM, the Center will actively involve the faculty , staff, students and programs from throughout the University of Minnesota.
The Center For Small Towns is currently working on various projects in the area and is seeking UMM students who are willing to work on such projects. The Center is known regionally for its work with small towns. With such exposure, it is common to find various projects that UMM students are ideally suited for. For more information about the local, frequently paid opportunities, contact the office at 225 Community Services Building, ext. 6451, email: email@example.com or visit their web page (http://www.morris.umn.edu/~cst/).
Student Employment
There are three types of student employment; federal work-study, state work-study, and institutional employment. Eligibility requirements differ for each; however, students must be registered for a minimum of six credits per academic term to remain eligible for student employment.
Employment is awarded by the Office of Admissions and Financial Aid and may be part of students financial aid reward. Every UMM department and office employs students; however, positions are limited.
Students should contact campus departments and offices during Spring Semester to arrange employment for the following academic year. Some off-campus positions provide students the opportunity to perform community service. For more information, contact the office of Admissions and Financial Aid, 105 Behmler Hall, ext. 6035, email: email@example.com or visit their web page (http://www.morris.umn.edu/admissions).
Appendix A
1. View the video "Introduction to Internships". (Available for viewing in the Career Center.) This should answer your basic questions on what an internship is, the procedures for obtaining an internship, and resources available for identifying internships.
2. Identify your goals. What are your career goals at this point? Ideally, an internship should give you the opportunity to "reality-test" a potential career direction you have identified. If you don't currently have a career focus, it may be worth your while to step back and do some general career research at this point. You need to identify: what kinds of skills do I want to use? What environment do I want to do this in?
3. Research internship possibilities. In the Career Center Library, we have Internship Binders listing specific opportunities, publications of national internship opportunities, NACE Annuals Summer Employment lists, the Alumni Career Network, and files on specific agencies and businesses. Also, consult faculty in your area of interest, and talk with friends and family about your ideas.
4. Meet with the Internship Coordinator at the Career Center to discuss your specific goals and ideas, and to get guidance on how to identify opportunities in your specific interest area. The Internship Coordinator can also give you guidance on how best to approach organizations to inquire about internship possibilities.
5. Find a faculty supervisor. You will want to work with a faculty member who has some special knowledge related to the internship you are doing. The Internship Coordinator can suggest faculty who have worked with interns in similar areas in the past.
6. Prepare a resume. Not all sites will require this, but it is advisable or required for many sites. See sample resumes and how-to books in the Career Center Library. You may want to have the Career Center staff review your resume and give you feedback.
7. Contact organizations you are interested in. Depending on the organization, you may want to start with a phone call to a department supervisor, identifying yourself and asking about internship possibilities. Or, you may want to send a resume/cover letter and follow that up with a phone call. If the site supervisor is interested, set up an interview. Check with the Internship Coordinator if you are having difficulty.
8. Develop a Learning Contract. Once you have been accepted as an intern, work with your faculty supervisor in developing a learning contract. This should include your learning objectives, methods (including internship duties and academic learning activities), and evaluation criteria.
9. Complete Internship Approval Form (available from the Registrar's Office, University College, or the Career Center).
10. Register for credit. For academic year internships, register in the Registrar's Office. For summer internships, register at the University College.
Career Center, 201 Behmler Hall, University of Minnesota-Morris, Morris, MN 56267
The University of Minnesota is an equal opportunity educator and employer. To request disability accommodations, please contact: Gary Donovan, Director, Career Center, 201 Behmler Hall, University of Minnesota-Morris, Morris, MN 56267.
Phone: 320-589-6065.
Appendix B
TO: (Vice Chancellor Academic Affairs and Dean)
University of Minnesota, Morris
FROM: (Student's Name)
SUBJECT: Internship with (Organization Name, Division) in (City, State).
Learning Objectives:
I. To gain realistic insight into what chemical dependency therapists do in a hospital setting.
II. To develop an understanding of how the family is affected by the chemically dependent.
III. To develop the necessary skills of working with chemically dependent patients and their families.
IV. To develop effective communication skills needed in therapy.
V. To understand how the department works under the hospital's rules and regulations.
Learning Methods:
A. Field Experience
1. Throughout the internship I will do background reading which will include:
(Author, Title, City, State, Publisher, Year)
2. I will attend staff meetings with other therapists and caseworkers.
3. I will observe and evaluate both group and family therapy.
4. I will assist with report writing including logging, charting assessments, and discharge planning.
5. I will discuss with my supervisor the department's function in the hospital and study various
(Name and Title) will be my on-site supervisor for the internship. He/She will assign duties and direct my learning experience at the (organization name). The location of the internship will be (organization name and department) in (City, State). My supervisor can be contacted by calling (telephone number).
(Include 1-3 sentences to describe internship setting, responsibilities, etc.)
B. Academic Expectations
(Name and Title) will be my faculty supervisor for the internship. (Faculty Supervisor) and I will be in contact via correspondence throughout the experience and via consultations during (term) Semester. As partial fulfillment of my internship, I will keep a daily journal to relate my internship experience to my reading and other course material. Further, I will write a final paper of about (number) pages integrating the entire learning process.
I will be evaluated by (Faculty Supervisor) and (On-site Supervisor) on the depth of my learning experience based on the following: the content of my journal, the consultations, and my final paper. (List any other tangible outcomes).
Final evaluation will be completed by (term) Semester, (year) at the University of Minnesota, Morris. For completion of this internship, I will receive satisfactory grade of "S" and (number of) credits.
Appendix B
Between (student's name) and (faculty member's name)
* (insert goals which student hopes to meet in internship setting)
To meet these goals and to fulfill the requirements of the LAHS internship, (student name) will be enrolled in IS (3996) for (number of) credits during the (term) Semester, 20___. In addition, (student's name) will:
Work at least (number) hours as an intern at (name of facility, description of facility's function). Duties will consist of (specific duties agreed to by student and internship supervisor). The location of the internship will be (organization name, city, state). (Name, Title) will be my on-site supervisor for the internship. He/she can be contacted by calling (telephone number).
Will read the equivalent of (number) scholarly books in the area of (subject area in which student is conducting internship, or related field, area, technique, method, etc.)
Write a (number) page double-spaced review paper based on the reading that she/he did. This paper will meet all of the criteria of a regular research paper and will be turned in by (agreed-upon date).
Keep a daily journal of her/his activities. The journal will be turned in the same day as the research paper. (List other book learning activities).
Write and turn in a typed (number) page summary of her/his internship experience. This paper should stand alone and will be placed in (student's name) academic file as a record of the internship experience. The summary will state what was done, where the internship took place, contain a description of one or two problems encountered and how they were handled, etc.
Arrange to have a letter of evaluation sent from her/his internship supervisor to (faculty member) by (agreed-upon date).
Upon fulfilling the conditions of this contract, (student's name) will receive (number) of credits.
Appendix C
Appendix D
Career Library Resources for Internships
Career Library
231 Behmler Hall
Monday - Friday
8:00 a.m. 4:30 p.m.
The Access Guide to International Affairs Internships, Seymore, B. & Higham, M., Access, Washington DC, 1996.
Americas Top Internships (The Princeton Review), Oldman, M. & Hamadeh, S., Princeton Review Publishing, 1997.
The Big Green Internship Book: Internships and Summer Jobs for the Environment, Career Education Institute, Winston-Salem, NC, 1998.
The Complete Guide to Seasonal State Park Employment, Career Education Institute, Winston-Salem, NC, 1998.
The Complete Guide to Washington Internships, Parness, J., Bob Adams, Inc., 1990.
The Congressional Internship Book, Career Education Institute, Winston-Salem, NC, 1998.
Connections 1999: A Directory of Volunteer Opportunities, St. Vincent Pallotti Center for Apostolic Development, Inc.
Conservation Directory, Gordon, R.E., National Wildlife Federation, Vienna, VA, 1998.
Directory of International Internships, Gliozzo, C.A. & Tyson, V.K., Career Services and Placement, Michigan State University, 1998.
Directory of Undergraduate Internships, National Society for Internships and Experiential Education, Washington DC, 1980.
Directory of Undergraduate Internships in the Humanities, The Washington Center, The Modern Language Association of America, NY, NY, 1984.
Great Careers: The 4th of July Guide to Careers, Internships, and Volunteer Opportunities in the Nonprofit Sector, Smith, D., Middle Atlantic Placement Association, Garrett Park, MD, 1990.
The History Internship Book, Career Education Institute, Winston-Salem, NC, 1998.
The Human Rights Internship Book, Career Education Institute, Winston-Salem, NC, 1999.
The Imaginative Souls Guide to Foreign Internships, Hitchcock, L., Ivy House, Greenville, NY, 1992.
International Workcamp Directory, Volunteers for Peace, Belmont, VT, 1998.
Internships in Foreign and Defense Policy, Women in International Security, Seven Locks Press, Washington DC, 1990.
The Internship Bible (The Princeton Review), Oldman, M. & Hamadeh, S., Random House, Inc., New York, NY, 1997.
Internships Volume 1: Advertising Marketing, Public Relations, and Sales, Fry, R., The Career Press, Inc., Hawthorne, NJ, 1990.
Internships Volume 2: Newspaper, Magazine, and Book Publishing, Fry, R., The Career Press, Inc., Hawthorne, NJ, 1990.
Internships Volume 3: Accounting, Banking, Brokerage, Finance, and Insurance, Fry, R., The Career Press, Inc., Hawthorne, NJ, 1990.
Internships Volume 4: The Travel and Hospitality Industries, Fry, R., The Career Press, Inc., Hawthorne, NJ, 1990.
The Leadership Institutes Broadcast Journalism Internship Directory, Putnam, C., The Leadership Institute, Arlington, VA, 1997.
National Directory of Arts Internships, Christensen, W. & Clawges, R., National Network for Artist Placement, Los Angeles, CA, 1998.
The National Directory of Internships, Martin, G.D. & Baker, B.E., National Society for Experiential Education, Raleigh, NC, 1998.
NBA Professional Sports Internships 1995, 4D Publications, Inc., Washington DC, 1995.
Petersons Internships, Petersons Guides, Princeton, NJ, 1997.
Petersons Summer Opportunities for Kids and Teenagers, Petersons Guides, Princeton, NJ, 1993.
The Resort Internship and Seasonal Employment Guide, Career Education Institute, Winston-Salem, NC, 1998.
The Student Guide to Mass Media Internships, Claxton, R.H., Intern Research Group, University of Colorado, Boulder, CO, 1998.
ORISE Resource Guide, U.S. Dept of Energy, The Oak Ridge Institute for Science and Engineering, Oak Ridge, TN
Overseas Summer Jobs, Woodworth, D., Petersons Guides, Princeton, NJ, 1998.
The Sports Internship Book, Career Education Institutes, Winston-Salem, NC, 1999.
Summer Jobs Britain, Woodworth, D., Petersons Guides, Princeton, NJ, 1998.
Summer Jobs for Students, Petersons Guides, Princeton, NJ, 1998.
United Ways First Call for Help (Directory for Human Services), The United Way of Minneapolis, 1991.
Washington D.C. Internships in Law and Policy, Career Education Institute, Winston-Salem, NC, 1998
Work Your Way Around the World, Griffith, S., Petersons Guides, Princeton, NJ, 1997.


text:
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text:
Dr. Martens MarieSKU: #7944149
Product Information
- Kick off those heavy winter boots and slip into the sleek and charming silhouette of the Marie Pump from Dr. Martens®!
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text:
To the editor:
Over the past week, Republicans across the country have occupied most of their time discussing what went wrong on Nov. 6. For Bay Staters in particular, seeing our beloved Scott Brown and our rising star Richard Tisei lose so narrowly was painful.
Some have said that we need to move to the left and abandon our principles. Others have said the opposite, that we weren't hard-nosed enough. But the real answer is neither of those two extremes.
The core values that the Republican Party is meant to stand for are liberty, limited government, and fiscal responsibility. That is the foundation upon which we are built.
The way that we can not only recover, but grow as a party is to clearly articulate those values in a positive way, and promote them in a grass-roots fashion that has been shown to work time and time again.
It is well-established that Massachusetts votes will not choose a generic "R" over a generic "D." Our response to that, then, should be to become more than a generic party.
We need to be a party of the people, a party with fresh ideas and fresh faces, and a party that truly believes in what it stands for.
If we can accomplish this, then our failures this year will be merely a footnote in history.
Mark Mezzina
North Andover


text:
Authorities have released the 911 call from friends of Kaleb
"Fred" Langdale, detailing the first moments after the teenager had
his arm bitten off by an alligator Monday.
Kaleb "Fred" Langdale is recovering at Lee
Memorial after losing part of his right arm.
Dr. Robert O'Connor, a trauma surgeon at Lee Memorial
Hospital, said it was
anything but traumatic when Langdale arrived.
"Quite a stud. He was very much awake and calm
and telling us the story like nothing happened," O'Connor said.
He says though he tried to save Langdale's arm,
it was unlikely from the start.
"Usually these injuries are a tearing motion
and most of the tissue is not viable. It wasn't likely to be possible," O'Connor
Langdale was back in surgery on Wednesday. But
O'Connor says he's still a little worried about a possible infection.
"So far he's staving off everything. Hopefully
we'll keep it that way," he said.
And for the first time, we're hearing the 911
call that got him to the hospital.
The four-minute call shows the confusion of trying to determine exactly
where Langdale was, since he ended up on the other side of the river, separated
from most of the group he was with, after the attack.
His friends can be heard then trying to reach him.
Click here to read Langdale's account of the attack.
3719 Central AvenueFort Myers, FL 33901Main Phone: (239) 939-2020Newsroom Phone: (239) 939-6223


text:
Pro Mods Gone Wild - PMRA 2008
A year in review!
By Ian Rae
The 2008 PMRA season was a barnstormer. As with the previous years the title was not decided until the last event of the year.
About the Author
Publish Date March 02, 2009
Dimensions Standard Landscape 78 pgs
Standard Paper
Category Sports & Adventure
Tags drag racing, north america, heads up, outlaw pro mod, motor racing, motorsports photography, pro modified, doorslammers, lens, pmra, digital, 2007, canada, ontario, motorsport
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text:
[UPDATE 11:08 a.m.] WBZ is quoting sources as saying the body found this morning in the Chestnut Hill Reservoir is that of missing Boston College student Franco Garcia.
The sources say there are no signs of foul play.
Here is our earlier coverage of the search for Franco Garcia.
[UPDATE 10:24 a.m.]: State Police divers are packing up their equipment after two of them went into the Chestnut Hill Reservoir this hour. From where Patch reporter Melanie Graham and other media are located, it is not clear if the body has been pulled out of the water.]
[UPDATE: 9:58 a.m.] Clarification: Cousins of missing Boston College student Franco Garcia have arrived at the reservoir; his parents are not yet on-scene.
[UPDATE: 9:53 a.m.] The family of missing Boston College student Franco Garcia has just arrived on the scene at the Chestnut Hill Reservoir, where a body was spotted this morning floating in the water.
The body remains unidentified, State Police have said.
Also, part of Beacon Street is closed to traffic from Cleveland Circle heading into Newton as police and fire officials prepare to pull the body from the water.
[UPDATE 9:25 a.m.] A Massachusetts State Police boat is ready at the edge of the Chestnut Hill Reservoir, where a man walking his dog spotted a body in the water at about 7:45 this morning.
State Police spokesman David Procopio says that the body was floating in the water about 20 feet off the shore. The body hasn't completely surfaced yet, he said, but enough of it is protruding above the water that the police are keeping reporters back from the scene, as you can see in the accompanying photo.
Procopio said the body has not yet been identified; it has not even been confirmed yet if the body is a male or female or any other identifying details.
The State Police boat is positioned on the Chestnut Hill Avenue side of the reservoir, about 100 yards from the pump house. That is the opposite side from where they launched the search for Franco last month, although the entire reservoir was searched.
Procopio said that the man who spotted the body didn't have a mobile phone with him at the time, so he flagged down two joggers who did. They called 911, and the call was directed to the State Police.
[8:34 a.m.]The Massachusetts State Police are reporting this morning that an unidentified body has been found in the Chestnut Hill Reservoir.
According to @MassStatePolice, the State Police Twitter account, troopers from the Brighton Barracks are on their way to the reservoir.
Troopers . The search turned up with negative results.
Newton Patch is headed to the scene and will have updates as they are available.


text:
College Binge Drinking Issues
21st Birthday Drinking A Serious Health Hazard
A prevalent custom among college students to drink heavily on the day that they turn 21 years of age poses a serious health hazard, according to a study of 2,518 current and former college students.
College Drinking, Drug Use Grows More Extreme
Since 1993, the number of college students who drink and binge drink has remained about the same, but the intensity of excessive drinking and rates of drug abuse have jumped sharply, according to The National Center on Addiction and Substance Abuse at Columbia University.
Back to School, and Drunk Again
An entire new crop of freshmen will arrive on campus this fall, many away from home for the first time, and will join the free beer party.
Passed Out?
Do you know what to do if one of your friends becomes unconscious?
Is Your Drinking a Problem?
If you consume alcohol it is important to know if your drinking is safe, risky or harmful. This test can help you assess your risks and decide if you have a drinking problem.
College Binge Drinking Kills
The new college year was barely underway and we already had reports of more deaths directly attributed to binge drinking.
Who Are the Campus Problem Drinkers?
Some students go through their college experience without developing a drinking problem. Others, however, quickly become extreme binge drinkers.
Drinking Risky for College Women
Researchers found the odds of experiencing sexual aggression were nine times higher on heavy days and three times higher on nonheavy days of alcohol consumption compared with days of no alcohol consumption.
Drinking to Get Drunk at College
The death of a 20-year-old LSU fraternity pledge drew the nation's attention to the growing problem of drinking at colleges.
'Extreme Drinking' Dangerous for College Students
Although 40 percent of college freshmen say they binge drink -- five or more drinks on one occasion -- a new study has found than up to 20 percent of male students go far beyond the binge-drinking threshold, consuming more than 10 or 15 drinks per drinking session.
Safety Tips for College Drinkers
Researchers have found that college students who drink alcohol may get themselves into trouble not necessarily because of how much they drink, but more because of their risk-taking attitudes while they are drinking, which can be modified to reduce harmful consequencies.
Binge Drinking Affects Brain, Memory
Young people who binge drink could be risking serious damage to their brains now and increasing memory loss later in adulthood.
College Men Drink Even More Than Thought
Binge drinking is defined as having five or more drinks in a row, but male college students drink far more than that -- as many as 24 drinks in a row -- according to a new research study.
College Students Not Alone in Risky Drinking
Although college drinking has received most of the media attention, at-risk alcohol use is not unique to young people in college, and not necessarily highest among college-educated young adults, research shows.
Substance Abuse Higher in Fraternities and Sororities
A University of Michigan study that tracked high school seniors after they entered college found that members of fraternities and sororities engaged in significantly higher rates of alcohol and drug abuse than their college peers.
Parents Need to Discuss College Drinking Dangers
As the fall semester begins, parents can use this important time to help prepare their college-age sons and daughters by talking with them about the consequences of excessive drinking.
College Drinking Alert
Many students do not grasp an enormous health problem on our college campuses -- alcohol abuse.
Study Shows College Students Overestimate Drinking
A study of actual blood alcohol concentrations in college students showed that most students tend to overestimate the amount they drink, rather than underestimate their levels of drinking, which is good news for those conducting college drinking surveys.
Drinking Weekly Risky for College Students
College students who get drunk at least once a week are significantly more likely to be hurt or injured than other student drinkers, and are 75 percent more likely to be sexually victimized.
College Students Drink More Than They Think
College students tend to overestimate volumes, over-pour drinks, and under-report levels of consumption.
College Drinking More Harmful Than Estimates
The harm caused by alcohol consumption among college students may exceed previous estimates of the problem, according to a new look at the available data using new methodology.
College Students Underestimate Their Drinking
An examination of college students' ability to define standard drinks suggests that college students drink significantly more than they think they do.
Diverse Campuses Have Less Binge Drinking
Drinking rates among higher-risk drinkers on American college campuses -- those who are white, male and underage -- are significantly lower on college campuses with larger proportions of minority, female and older students.
Drug Penalty Blocks College Loans to 140,000
Data from the Department of Education reveal that more than 140,000 would-be college students have been found ineligible for federal loans and grants since a provision denying aid to drug offenders was added to the Higher Education Act (HEA) in 1998.
Energy Drinks Do Not Help Maintain Alcohol's Buzz
A study has found that an energy drink called Red Bull, when consumed jointly with alcohol, does not improve a person's physical performance.
Friends Influence College Students Drinking Most
College students' drinking behaviors are influenced more by their perceptions of their friends' drinking behaviors than by social norms marketing campaigns that encourage students to go along with the non-drinking majority.
Alcohol Disorders Among College Students
A new study shows that six percent of college students meet criteria for a diagnosis of alcohol dependence (also referred to as alcoholism), and 31 percent meet the clinical criteria for alcohol abuse.
Gene Shown to Influence College Drinking Habits
Researchers have identified a genetic factor that may predispose young people to consume more alcohol per occasion, drink expressly to become drunk, and engage in binge drinking more than students without the gene variant.
Rape Linked to Heavy College Drinking
College women at schools with medium- and high-binge drinking rates had a significantly greater chance of being raped while intoxicated, according to the College Alcohol Study.
Shape of Beverage Glass Affects How Much People Drink
Drinkers will pour more into short wide glasses than into tall slender glasses, but perceive the opposite to be true, according to study of teens, adults and bartenders.
Study Identifies Heaviest College Drinkers
A researcher has discovered a way to identify those college drinkers who are most likely to be at risk for the very serious problems posed by peak drinking, including alcohol poisoning and accidental falls.


text:
Description: Intel Xeon E5507 2.26GHz QC 800MHz 4MB 80WProliant ML350 G6 Full Processor Option Kit w/VRM and heatsinkPart Number(s)Option Part# 601248-B21
Manufacturer Part# 601248-B21 includes the full processor option kit.
Processor Heat-Sink and VRM (Voltage Regulator Module) where required.
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CategoryProliant Processor
Part Number601248-B21
Products ID459580
Product TypeProcessor upgrade
Processor TypeIntel Xeon
Processor Qty1
Clock Speed2.26GHz
Cache MemoryL3 4MB
Bus Speed800MHz FSB
Additional InformationDemand Based Switching
Manufacturer Part#601248-B21


text:
This NCAA Tournament continues to churn out classic games. The same can't be said for CBS/TBS's coverage.
Who has the edge going into Thursday's game between Dayton and Stanford? We have a video preview from our friends at Campus Insiders.
We all keep coming back, but have you ever thought about why?
How can the Oregon Ducks upset the Louisville Cardinals to advance past the Sweet 16?
Today's Tidbits cover 11 miles, much like Georgia Tech.
The Mountain West Conference finished the regular season rated as the second best conference in the country and with a record five NCAA bids. Now the league needs to prove that those picks were...
A look at the schedule for four games on tap Saturday in the 2012 NCAA Women's Basketball Tournament - featuring the Des Moines and Fresno Regions.
I'll be on Syracuse alum Seth Everett's Syracuse Pre-Game Spreecast at 6 pm. Check it out.
Here's the place to discuss the Thursday night Sweet 16 games!
Need I say more? Good Sweet 16 breakdown. Blog just created and needs some TLC and some input, check it out.
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