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Persons holding the baccalaureate degree and wishing to take graduate-level courses at the University may do so through admission to the Graduate School.
Nasser H. Zawia, Dean
Keith Killingbeck, Associate Dean
Persons holding the baccalaureate degree and wishing to take graduate-level courses at the University may do so through admission to the Graduate School.
Nasser H. Zawia, Dean
Keith Killingbeck, Associate Dean
Students may be admitted to URI's Graduate School to pursue a specific graduate degree or they may pursue postbaccalaureate work in nonmatriculating status (see below). Admission to the Graduate School is based on academic qualifications and potential without regard to race, gender, religion, age, color, creed, national origin, disability, or sexual orientation, and without discrimination against disabled and Vietnam era veterans.
Prospective students can find information on application procedures as well as a link to the application at the Graduate School website at uri.edu/gsadmis. Inquiries concerning particular degree programs or courses of instruction should be addressed to the appropriate department chair or graduate program director, as listed in the "Graduate Programs" section of this catalog and on the Graduate School website.
Applications are initially reviewed by the department or program to which admission is sought. Final decisions rest with the Graduate School, which, after considering the recommendation of the department concerned, will notify the applicant of the decision.
While admission to a doctoral program is possible for those holding the bachelor's degree and meeting other requirements, the Graduate School reserves the right to offer admission only to the master's program while postponing a decision on admission to the doctoral program until at least a substantial portion of the master's work has been completed.
Applications must be accompanied by a $65 nonrefundable application fee. Simultaneous application to more than one department requires duplicate applications and credentials and separate application fees.
The completed application and all supporting documents must be received by April 1 for summer admission, July 15 for fall admission, and November 15 for spring admission (dates for international applicants are below). The application must be received by February 1 for consideration for financial aid for the following year. As indicated in the Graduate Degree Program Descriptions section in this catalog, certain programs admit students only for the fall semester or have earlier deadlines. There is no assurance that applications completed after specified deadlines will be processed in time for enrollment in the desired semester. Admission is valid only for the term offered and must be reconsidered if a postponement is subsequently requested.
International Applicants. Applicants from foreign countries must demonstrate proficiency in the English language. Applicants whose native language is not English must submit an official test report from the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), the Pearson Test of English (PTE), or the Common European Framework of Reference (CEFR). Scores are valid for two years. Minimum scores needed to be eligible to be considered for admission are published at uri.edu/gsadmis/gs_apply_int.htm. If a higher minimum is required for admission to a specific program, it is listed under that program's admission requirements. Prospective students can find information on application procedures as well as a link to the application at the Graduate School website at uri.edu/gsadmis. Applications not received by February 1 for fall admission and July 15 for spring admission will be considered for the next admission period. Inquiries from international students concerning nonimmigrant visas, transfers, funding, etc., should be sent to the Office of International Students and Scholars. Inquiries concerning housing should be sent to the Department of Housing and Residential Life (for apartments on campus) or to the Commuter Housing Office (for rooms, apartments, and houses in the nearby community).
Transfer Credit. Transfer credit can be requested for graduate work taken at other accredited institutions of higher learning. Under usual circumstances, such credits may not exceed 20 percent of the total credits required in the program. The transfer work must have been taken at the graduate level (equivalent to the 500 level or higher in URI's course numbering system) and a passing grade earned at that institution. It must have been completed not more than seven years prior to the date of admission and must have a clear and unquestioned relevance to the student's Program of Study. The request for transfer credit should be accompanied by a proposed Program of Study. If transfer credit is desired for work taken elsewhere after a graduate student is enrolled at the University, prior approval must be obtained from the Graduate School. Doctoral candidates holding a master's degree in the same or a closely related area can request that up to 30 credits from their master's degree be applied to their Program of Study.
Prospective Students. Applicants must submit a completed application, containing all of the requested materials, directly to the department to which admission is being sought. Where required, test scores in the appropriate nationally administered tests should be sent to the University directly by the testing service. Tests required for specific programs can be found in the Graduate Degree Program Descriptions section and the Graduate School website. Scores (GRE, MAT, or GMAT) earned more than five years prior to the term of application will not be accepted. If test results exceed the five-year limit, applicants must retake the examination.
To be accepted into a degree program, applicants must have maintained an average of approximately B (3.00 on a 4.00 scale) or better in their undergraduate work. For programs that require standardized tests, students must also have satisfactory scores on the appropriate nationally administered test. Applicants with undergraduate averages below the B level may possibly be admitted with submission of other evidence of academic potential; i.e., satisfactory performance in postbaccalaureate work, professional experience as evidenced by publications or letters of recommendation, and/or high scores in the standardized tests referred to above.
Once accepted into a graduate degree program, students are expected to maintain a cumulative average of B (3.00) or better. Students who do not maintain a cumulative B average will have their status reviewed and may be placed on provisional status or be dismissed. A student placed on provisional status must achieve a cumulative B average within one semester (or nine credits, if part-time) or be subject to dismissal.
Advanced Standing. Advanced standing refers to credits taken at URI by a nonmatriculating student, or by a student in one degree program before formally beginning another degree program. In instances where a student plans to take a course or courses while in one degree program so as to apply those credits to a more advanced degree at a later date, the student must request and receive written prior approval from the dean of the Graduate School before enrolling in said course(s). Credits earned at the University of Rhode Island by a nonmatriculating student may be applied as advanced standing toward degree requirements only upon the recommendation of the student's major professor and the graduate program director and with the approval of the Graduate School. For the credits to be applied to advanced standing, they must have been earned within a five-year period before the student matriculated into the degree program. For a master's degree program, advanced standing and transfer credit may not total more than 40 percent of the credits required for the degree. For Ph.D. students admitted without a master's degree, advanced standing may not total more than 20 percent of the credits required for the degree. In special cases, Ph.D. students admitted with a master's degree in the same or a closely related area may request up to nine credits of advanced standing. The request should be accompanied by a proposed Program of Study and satisfy the time constraints listed for transfer credit.
In certain cases, applicants who have been denied admission may be advised to take several courses in nonmatriculating status (see following paragraph) to provide a basis for later reconsideration of their applications. In such cases, these courses are usually regarded as if they were entrance deficiencies and are not accepted for advanced standing in minimum-credit Programs of Study.
Nonmatriculating Status. Individuals holding a bachelor's degree who are not enrolled in a graduate degree program may take courses during the academic year or in the summer in nonmatriculating status. Normally, to take courses for personal satisfaction or professional advancement, postbaccalaureate students enroll in the Alan Shawn Feinstein College of Continuing Education. Any nonmatriculated student wishing to take courses on the Kingston Campus must file an application with the Office of Enrollment Services. If nonmatriculated students later wish to be admitted to a degree program, they must complete the regular admission procedure.
Nonmatriculated students do not have the privileges regularly enjoyed by students enrolled in graduate degree programs. For example, on the Kingston Campus they may not register until one week before classes begin and must make payment before accessing the registration system. Their enrollment is subject to the accommodation of matriculated students wishing to take these courses. In addition, there is a limit to the number of courses taken in this status that may be used as advanced standing to satisfy degree requirements. Nonmatriculated students are not eligible for financial aid.
The responsibility for being properly registered rests with the student. Students must complete their registration within the time period announced by the University at uri.edu/es/calexams/detailedcalendar.pdf. The chair of the student's major department will assign an advisor to assist the new graduate student in planning a program. All students must register for courses through the Office of Enrollment Services in order to be properly enrolled.
For information on late registration, course schedule, payment of fees, drop and add, auditing, Veterans Administration educational benefits, transcripts, change of address, and required identification, please see "Registration Policies" in Enrollment Services.
Summer Session. Although some graduate-level courses are offered during the summer sessions, the University does not guarantee that any particular course will be offered. The availability of individual faculty members to supervise research or to participate in comprehensive examinations and in examinations in defense of theses or dissertations during the summer sessions varies from year to year. During the summer sessions, special arrangements must be made with both the Graduate School and the department for scheduling comprehensive examinations and thesis or dissertation defenses. Students must be registered to be eligible to schedule these exams. Graduate students must make prior individual arrangements for taking directed studies or special problems courses.
Time Limit and Continuous Registration. Graduate students are required to complete their course work and research within the five-year time limit prescribed for the master's degree and the seven-year time limit for the doctorate. In exceptional circumstances, requests to the Graduate School for an extension of the time limit must be accompanied by an explanation of delay in program progress, a detailed proposed schedule for completing the degree, along with the approval of the major professor and the graduate program director. The dean of the Graduate School will review such requests and determine whether a variance to the time-limit requirement is warranted (see the Graduate School Manual, sections 7.42 and 7.51).
Graduate students must remain continuously enrolled—except for summer sessions, which are optional—until they have completed all requirements and have received their degree. Unless they are on a Leave of Absence approved by the department and the Graduate School, students who wish to maintain graduate status must be enrolled in at least one course/research credit. For students who have completed all degree requirements with the exception of removing grades of Incomplete or submitting the final, formatted copies of a successfully defended thesis/dissertation, enrolling in CRG 999 (continuous registration) will maintain their graduate status.
Students who are on a Leave of Absence or are on continuous registration do not have the privileges of consulting regularly with faculty on research or thesis preparation, nor of using laboratory, computer, or other educational facilities at URI. Students on continuous registration are not eligible for continuation of educational loan deferments based on student status.
A student who does not register for a semester, or obtain approval for a Leave of Absence, will be considered as having voluntarily withdrawn from the University. Students who are later permitted to re-enroll must pay the continuous registration fee for each semester in which they did not maintain graduate status.
Full-Time and Part-Time Students. Minimum full-time registration is nine credit hours during a regular semester and six credit hours during a summer session. Maximum registration of 15 credit hours during a regular semester and eight credits during each summer term may not be exceeded without prior written permission of the Graduate School, based on extraordinary circumstances. (Students on graduate teaching and research assistantships are limited to a minimum of six and a maximum of 12 credits.) Credits in excess of 15 will be billed at the per-credit rate. Full-time registration is required of all international students and of all students holding fellowships, assistantships, full scholarships, and traineeships administered by the University.
Credits Earned Off Campus. Students wishing to register for credits to be counted toward a degree, who will be earning these credits through off-campus activities (such as research or independent study at a national laboratory), must obtain prior approval from the Graduate School to have these activities listed as part of their Programs of Study.
Intellectual Opportunity Plan (Pass-Fail Option). To allow graduate students to venture into new areas of knowledge without fear that their scholastic average will suffer, the Graduate Council has approved the Intellectual Opportunity Plan. (Please note that courses below the 400 level are automatically excluded from the scholastic average.) To be eligible for this option, the student's major professor or advisor must certify that the course or courses are outside the student's major field of study, are not entrance deficiencies, and are not specific requirements of, but are relevant to, the student's program. A maximum of four credits may be taken by the master's degree student and a maximum of eight credits, including any taken as a master's student, by the doctoral student.
September 3, Tuesday. New Graduate Student Orientation.
September 4, Wednesday. Classes begin, Kingston campus.
October 1, Tuesday. Final date for Leave of Absence requests for Fall 2013.
October 1, Tuesday. Final date for nominations for December 2013 graduation.
November 8, Friday. Final date for potential December 2013 graduates to submit completed defense copies of theses/dissertations in a form acceptable for examination purposes, along with the request for oral defense of thesis/dissertation. NO EXTENSIONS OF TIME CAN BE GRANTED. Theses/dissertations must be submitted at least 20 calendar days prior to the date requested for oral defense. Selection of date should allow sufficient time for necessary revisions and retyping before final submission. See December 6 deadline and important note at end of calendar below.
November 15, Friday. Deadline for the submission of applications for graduate programs for Spring 2014, except for programs with earlier deadlines.
November 15, Friday. Final date for all applications to be submitted via IRBNet in the Office of Research Integrity for IRB or IACUC approval for potential May 2014 graduates. (IRB= Institutional Review Board – research involving human subjects; IACUC = Institutional Animal Care and Use Committee – research involving vertebrate animals)
December 6, Friday. Final date for potential December 2013 graduates to submit, in final, correctly formatted form, theses/dissertations that have been successfully defended, and fully approved. NO EXTENSIONS OF TIME CAN BE GRANTED.
December 9, Monday. Classes end. Programs of Study due for students admitted for Spring 2014.
December 27, Friday. Final date for changes of grades, changes to Programs of Study, results of master's examination(s), results of comprehensive examination(s), etc. for potential December 2013 graduates to be received in the Graduate School for certification for December graduation. NO EXTENSIONS OF TIME CAN BE GRANTED.
December 27, Friday. Final date for submission of approved thesis/dissertation proposals for potential May 2014 graduates. Thesis/dissertation proposals should be submitted before substantial research has been completed, typically during the first or second semester in which the student registers for research credits.
January 22, Wednesday. Classes begin, Kingston campus.
February 1, Saturday. Final date for the submission of admission applications to graduate programs from individuals seeking financial aid for 2014. Applications for financial aid received after this date cannot be assured of full consideration.
February 1, Saturday. Deadline for submission of international applications to graduate programs for Fall 2014.
February 7, Friday. Final date for nominations for May graduation.
February 28, Friday. Final date for receipt of all applications to be submitted via IRBNet in the Office of Research Integrity for IRB or IACUC approval for potential December 2014 graduates. (IRB = Institutional Review Board – research involving human subjects; IACUC = Institutional Animal Care and Use Committee – research involving vertebrate animals)
March 3, Monday. Final date for Leave of Absence requests for Spring 2014.
March 21, Friday. Final date for potential May 2014 graduates to submit completed defense copies of theses/dissertations in a form acceptable for examination purposes, along with the request for oral defense of thesis/dissertation. NO EXTENSIONS OF TIME CAN BE GRANTED. Theses/dissertations must be submitted at least 20 calendar days prior to the date requested for oral defense. Selection of date should allow sufficient time for necessary revisions and retyping before final submission. See April 18 deadline, and important note at the end of calendar below.
April 1, Tuesday. Application deadline for Summer 2014 admission, except for programs with earlier deadlines.
April 15, Tuesday. Deadline for nominations for August graduation.
April 18, Friday. Students who have completed their coursework, successfully passed their master's examination(s) (if required), successfully passed their comprehensive examination(s) (if required), and successfully defended their theses/dissertations (if required) by this date are eligible to march in the 2014 Graduate Commencement ceremonies to be held May 17th. Results of examinations and defenses must be received in the Graduate School by this date to participate in the 2014 Graduate Commencement. (For complete listing of eligibility regulations, visit here or see the Graduate School Manual Appendix B.).
April 18, Friday. Final date for potential May 2014 graduates to submit, in final, correctly formatted form, theses/dissertations that have been successfully defended, and fully approved. NO EXTENSIONS OF TIME CAN BE GRANTED.
April 18, Friday. Final date for changes of grades for courses taken in previous semesters, changes to Programs of Study, results of master's examination(s), results of comprehensive examination(s), etc. for potential May 2014 graduates to be received in the Graduate School for certification for May 2014 graduation. NO EXTENSIONS OF TIME CAN BE GRANTED.
April 29, Tuesday. Classes end. Programs of Study due for students admitted for Fall 2014.
May 9, Friday. Final date for approved thesis/dissertation proposals for potential Summer 2014 and Fall 2014 graduates. Thesis/dissertation proposals should be submitted before substantial research has been completed, typically during the first or second semester in which the student registers for research credits.
May 15, Thursday. Final date for changes of grades for courses taken in Spring 2014 to be received in the Graduate School for certification for May 2014 graduation. NO EXTENSIONS OF TIME CAN BE GRANTED.
May 17, Saturday. Graduate Commencement.
Note: All courses taken by graduate students during summer sessions are subject to the same regulations regarding inclusion in Programs of Study and calculation of overall academic average, etc., as courses taken during the regular academic year. Students wishing to take directed studies or special problems courses during summer sessions must obtain individual approval for these courses from the Continuing Education office unless the specific offering is listed in the summer Course Schedule for that year. Students wishing to enroll for thesis or dissertation research during summer sessions must first determine that their major professors and/or members of their thesis or dissertation committees will be available and are willing to provide the necessary supervision. See also the important note at the end of this calendar regarding scheduling of examinations, including defense of theses/dissertations, during summer sessions. See the schedule of summer courses available online at uri.edu/summer, or visit the Continuing Education (Summer Session) office in Kingston.
Session I: May 19–June 20
May 19, Monday. Classes begin.
June 2, Monday. Final date for nominations for August 2014 graduation.
Week of June 16. Classes end. Exams.
Session II: June 23–August 1
June 23, Monday. Classes begin.
July 3, Thursday. Final date for all potential August 2014 graduates to submit completed defense copies of theses/dissertations in a form acceptable for examination purposes, along with the request for oral defense of the thesis. NO EXTENSIONS OF TIME CAN BE GRANTED. Theses must be submitted at least 20 calendar days prior to the date requested for the oral defense. Selection of date should allow sufficient time for necessary revisions and retyping before submission in final form. See July 30 deadline.
July 15, Tuesday. Deadline for submission of Fall 2014 graduate program applications, except for programs with earlier deadlines.
Week of July 21. Classes end. Exams.
July 30, Wednesday. Final date for potential August 2014 graduates to submit, in final, correctly formatted form, theses/dissertations that have been successfully defended, and fully approved. NO EXTENSIONS OF TIME CAN BE GRANTED.
August 1, Friday. Final date for changes of grades, changes to Programs of Study, results of master's examination(s), results of comprehensive examination(s), etc. to be received in the Graduate School for certification for August 2014 graduation. NO EXTENSIONS OF TIME CAN BE GRANTED.
IMPORTANT: Requests for scheduling exams must be submitted to the Graduate School at least 20 calendar days prior to the date(s) requested. Theses and dissertations must be distributed to members of the examining committee at least 15 days prior to the date of the defense. Oral and written (including qualifying and comprehensive) exams and defenses of theses will be scheduled only at the convenience of the faculty members involved and depending on the availability of the student's program committee and additional qualified examiners. Such exams will not be scheduled during periods when the University is in recess. Students wishing to take any exams should first check the availability of the faculty members. Each faculty member must initial the request to indicate his or her willingness to serve. Faculty should be consulted well in advance for exams being scheduled during the summer sessions. If they are not registered for course work or research during the summer sessions, students must register for one credit of research to defend theses/dissertations.
Each advanced degree awarded by the University requires as a minimum the successful completion of a specified number of approved credits of graduate study at the University and the passing of prescribed examinations. Credit hours for a master's or doctoral degree may include formal course work, independent study, research, preparation of a thesis or dissertation, and such other scholarly activities as are approved by the student's program committee and the Graduate School.
It is the student's responsibility to know the calendar, regulations, and pertinent procedures of the Graduate School and to meet its standards and requirements. These are set forth in this catalog, the Graduate School Manual, the Statement on Thesis Preparation, and other publications, all of which are available to graduate students at uri.edu/gsadmis. These documents are also available in some department offices. The manual is available at the library and, for a fee, at commercial centers in Kingston. These documents govern both master's and doctoral degree programs.
The Graduate School Manual gives detailed information on responsibilities of major professors and program committees, examination procedures, preparation of theses and dissertations, academic standards, and the Graduate Student Academic Appeals System.
The requirements immediately following are general requirements for all graduate students. Specific requirements for individual programs are itemized in the Graduate Degree Program Descriptions that follow.
Program of Study
The purpose of the Program of Study is to ensure that students, at an early stage in their graduate study, organize coherent, individualized plans for their course work and research activities. It is expected that the successful completion of students' Programs of Study along with collateral readings, research, etc., will enable them to demonstrate that they have achieved the high level of competence required of graduate students in their respective fields.
All students matriculated in a graduate degree program are required to prepare a Program of Study with the guidance of their major professors (for master's degree programs) or of their program committees (for doctoral programs) in accordance with the guidelines in the Graduate School Manual. After the program has been approved by the major professor or by the program committee, the Program of Study is submitted for approval to the Graduate School.
Course Numbering System
All regular graduate courses are numbered at the 500 and 600 levels. All 900-level courses are special graduate courses for which no graduate program credit is given. Courses numbered at the 400 level are for advanced undergraduates, but may, with approval and to a limited extent, be accepted toward meeting degree requirements at the master's level. For doctoral students who have completed the master's degree in the same field or one closely related, all program work must be at the 500 or 600 level.
Scholastic Standing
Graduate work is evaluated by letter grades. All grades earned will remain on the student's record, and unless the courses were approved for no program credit prior to registration, all unacceptable grades will be included in calculating the student's scholastic average.
A grade of C+ (2.33) or lower in courses numbered at the 400 level is considered a failing grade. In such cases of failure the course must be either repeated, if it is a required course, or else replaced by another course approved by the student's program committee and the Graduate School.
Grades of C- or lower are failing grades in courses at the 500 and 600 levels and require immediate review of the student's status. Students failing these courses must repeat them, if they are required courses, or else they must replace them with courses approved by the student's program committee and the Graduate School.
The grades S (satisfactory) and U (unsatisfactory) are used for courses of study involving research undertaken for the thesis or dissertation and for certain courses and seminars so designated. The letter I (incomplete) is used for excused unfinished work. Graduate students have one year to make arrangements with the instructor to remove the incomplete. If the grade of I (incomplete) is not removed within three calendar years, it will remain on the transcript. Incomplete grades may not be used for program credit. Grades of S, U, I, and all grades in courses below the 400 level are not included in the academic average.
To qualify for continuation of degree student status and for graduation, a cumulative average of B (3.00 on a 4.00 scale) in all work is required, except for courses approved for no program credit prior to registration in the course. At any time when the academic record indicates unsatisfactory performance, the student's status is subject to review. A student who fails to maintain a satisfactory grade point average or to make acceptable progress toward the degree may be dismissed as a graduate student.
Degree Requirements
Master's Degree. There are no major or minor area requirements for the master's degree. However, no degree can be awarded for the accumulation of credits without a planned and approved Program of Study. Courses for the degree are expected to be concentrated in the student's field of interest and related areas to produce a well-developed and coherent program.
The requirements listed here must be met within five years after the date the student is first enrolled as a matriculated graduate student at the University. In exceptional circumstances, requests to the Graduate School for an extension of the time limit must be accompanied by an explanation of delay in program progress, a detailed proposed schedule for completing the degree, along with the approval of the major professor and the graduate program director. The dean of the Graduate School will review such requests and determine whether a variance to the time-limit requirement is warranted (see the Graduate School Manual, sections 7.42 and 7.51). The master's degree may be earned through full- or part-time study, or a combination of the two
Some departments offer both a thesis and a nonthesis option, while others offer only one plan. Please refer to the "Graduate Degree Program Descriptions" for specific information on each program. General requirements for these options are as follows.
Thesis Option. The minimum requirements for a master's degree are 1) the successful completion of 30 credits, including six to nine thesis research credits; 2) at the discretion of the department, the passing of written comprehensive examinations toward the end of the course work; 3) the submission of an acceptable thesis and the passing of an oral examination in defense of the thesis. A statement on the preparation of theses is available from the Graduate School Office.
Nonthesis Option. Depending on departmental requirements, some master's degrees may be earned without a thesis. The minimum requirements for a nonthesis master's degree program are: 1) the successful completion of a minimum of 30 credits; 2) completion of practicums, internships, or other experiences useful to the student's future professional career; 3) registration in one course that requires a substantial paper involving significant independent study; 4) the passing of a written comprehensive examination toward the end of the course work. Some departments may also require a final oral examination.
Research Competency. Although not normally required for the master's degree, a student's major professor or thesis committee may require proficiency in a foreign language, statistics, or computer science where appropriate for the subject chosen.
Professional Degrees. Students should refer to the specific program requirements for professional degrees and consult with the appropriate dean or director.
Doctor of Philosophy Degree. The Doctor of Philosophy degree must be completed within seven years of the date when the student first enrolled as a matriculated student.
The requirements for the doctoral degree are 1) the completion of a minimum of 72 credits of graduate study beyond the baccalaureate degree, of which a minimum of 42 credits must be taken at the University of Rhode Island; 2) the passing of a qualifying examination or the completion of a master's degree; 3) if required by the department, proficiency in one or more foreign languages and/or in an approved research tool; 4) the passing of a comprehensive examination; 5) the completion of a satisfactory dissertation; 6) the passing of a final oral examination in defense of the dissertation; and 7) fulfillment of the residence requirement by taking a minimum of six credits per semester (specific graduate programs may require more) for at least two consecutive semesters after satisfying qualifying examination requirements. Residence is interpreted as attendance on campus or in the Alan Shawn Feinstein College of Continuing Education during a regularly scheduled semester. Full-time registration for both terms of a summer session counts as one semester of residence.
The department in which the student studies for the doctoral degree may or may not require a master's degree preliminary to, or as part of, the regular course of study.
Qualifying Examination. This examination is intended to assess a student's potential to perform satisfactorily at the doctoral level. A student without a master's degree who is accepted as a matriculated doctoral student is expected to take a qualifying examination, usually after 24-30 credits have been completed. A student who holds a master's degree in the same or a closely related field is normally not required to take the examination. If an examination is required, it will be stipulated at the time of admission.
Research Competency. Each department, in cooperation with the Graduate School, is authorized to formulate and to amend its own requirements and methods of testing for competency in research tools such as foreign language(s), computer science, or statistics. The department may, in turn, delegate this responsibility to the program committee for each individual doctoral student.
Comprehensive Examination. Each doctoral student will take comprehensive examinations at or near but not later than 12 months after completion of the formal courses stipulated in the Program of Study. The examination is designed to assess the student's intellectual capacity and adequacy of training for scholarly research.
The comprehensive examination consists of two parts: written and oral. The student, with the approval of his or her program committee, applies to the Graduate School to take the examination. The oral examination committee includes the student's committee and two additional members of the graduate faculty appointed by the Graduate School. One of the additional members represents a field of study allied to that of the student's major. The student's major professor arranges for and chairs the examination. Unanimous approval by the examining committee is required for the passing of the comprehensive examination.
A student whose performance fails to receive unanimous approval may, with the committee's recommendation and the approval of the Graduate School, be permitted one re-examination in the part or parts failed, to be taken no sooner than ten weeks, and no later than one year after the initial examinations.
Final Oral Examination. This examination is a defense of the dissertation and is open to all members of the faculty and, generally, to all students. The examination, usually a maximum of two hours, is conducted by an examining committee made up of the student's program committee and two additional graduate faculty members appointed by the Graduate School. One of the appointed members will be designated by the dean to chair the examination.
Unanimous approval of the examining committee is required for passing. If the student does not perform satisfactorily, the committee may recommend to the Graduate School that the student take one re-examination under stated conditions.
Theses and Dissertations
For the oral defense, a sufficient number of completed copies of the thesis or dissertation, acceptable in form and substance to each member of the examining committee and the Graduate School, is required. At least 20 calendar days prior to the proposed defense, the copies must be submitted to the Graduate School for scheduling of the examination.
Following a successful defense, and after all changes and corrections have been made, copies prepared in accordance with requirements of the Graduate School and the library must be submitted to the Graduate School. Doctoral students must submit an additional abstract, not exceeding 350 words.
Students are advised to consult the Statement on Thesis Preparation and Instructions for Thesis Defense, both available in the Graduate School (and at uri.edu/gsadmis), and the most recent edition of Kate L. Turabian's A Manual for Writers of Term Papers, Theses, and Dissertations, published by the University of Chicago Press.
This section describes the admission and degree requirements for the University's graduate programs, which are included within the general requirements set forth previously, and do not reduce those requirements.
The specific program requirements that follow are also minimum requirements; additional course credits may be required for students whose academic background is considered insufficient.
For example, in nonthesis master's degree programs, all students must take at least one course requiring a substantial paper involving significant independent study, and all Ph.D. students who do not hold an earned master's degree in a closely related field are required to take the Ph.D. qualifying examination even if it is not listed in the individual program requirements.
The standardized test scores admission requirement is also specific to each particular program. For programs requiring a standardized test, applications will not be reviewed until scores have been received. In all other cases, scores may be submitted if applicants believe the test results will enhance their application. However, the test results should be submitted as early as possible. If an application is received before test results, the admission decision may be made without the scores.
Successful completion of any course of study at URI does not guarantee that the student will find either a specific kind or level of employment. Graduate students interested in the career opportunities related to their program of study are encouraged to discuss their interests with the appropriate department chair or director of graduate studies, the Graduate School's dean, or Career Services staff. Students uncertain about career choices are also invited to use the services offered by the Counseling Center.
The availability of these programs of study and areas of specialization, administrative locations, requirements, and titles, are subject to change without notice.
For information on the background of your program's faculty, turn to the directory at the end of this catalog or visit the website of the relevant department(s) at uri.edu.


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My exposure to hospitals in Pakistan had been in the context of bringing patients within their distinctly smelly confines… If admitted, they would bring their minders plus ours to oversee events.
Last year, throughout the summer and autumn, I constantly found myself crossing their thresholds for personal reasons.
The first was quite traumatic. The year before, I had nearly copped it at my office in Peshawar. I had a very bad episode of gastroenteritis and I am not the one to panic; I left it rather long before asking someone to go for a doctor and a drip. Last year, when I caught some awful bug, I told my staff to take me to a new high-profile hospital in Hyattabad. My new assistant knew someone in the police. She volunteered to get me an ambulance as my back problem had become severe. Far better I was transported on a stretcher.
A real pukka ambulance arrived with sirens, lights and very hip paramedics. I was fascinated, as the last time I had been close to such an experience was when I was living in New York, studying to be an emergency medical technician (one grade below a paramedic) and was asked to work the graveyard shift on the ambulance.
Arriving at the new prestigious hospital, I was most impressed with the modern equipment and range of experts ready to assist. Some doctors I knew, others by name. They were experts in their chosen fields of medicine.
The problem came when I asked for that basic of all hospital accessories. After repeated requests, a young Filipino male nurse thrust a plastic package on my bed. "Sorry," he muttered, looking embarrassed. I was then to start on an almost impossible quest. I felt like rewriting a line from Shakespeare — 'A Kingdom for a Bed Pan!'
When I returned the packaged bed pan to the male nurse, I asked my staff members, who were present, to get hold of someone in the administration. What amazed me was that although I was in hospital with acute symptoms of diarrhoea, every other consideration was attended to — tests, blood pressure, temperature, pulse, and even stomach x-ray — but the service I needed most appeared unavailable.
I was admitted upstairs to a small ward, empty save for one patient. A one hour ridiculous situation followed. Three very large Pakistani women, dressed in regular clothes, except for an overall over the top, advanced towards my bed, brandishing rubber gloves as they pushed a trolley in front of them. With gestures, I asked them please to leave the trolley and go. Meetings with the management ensured.
They only had 33 properly trained nurses, who were from the Philippines and Thailand. They were desperately short. The same situation prevails in other hospitals, including CMH in 'Pindi. In Pakistan there are some fine doctors and specialists, brilliant surgeons, and, in the case of CMH, 'Pindi, really stunning up-to-date equipment, but nursing and after care is a problem. Why should a renowned hospital like CMH in 'Pindi be short of nurses? More than half the population is uneducated. To train as a bona fide nurse, the person must first be educated.
Another problem I have come across, constantly in Pakistan, is that not only within the confines of one hospital all doctors involved in a case do not know what the patient is suffering from, as there is no central point of reference, but on a wider scale, doctors and specialists do not know what is available for patients.
I have suffered from spondylosis for years. One year ago I had never heard of ozone therapy, a minimally invasive treatment for lumbar disk herniation that exploits the biochemical properties of a gas mixture of oxygen and ozone. Neither had I heard of having a laminectomy, a surgical procedure to remove a portion of the vertebral bone called the lamina; implants are then installed.
One is more likely to be told not to go near a surgeon's knife, or look on the internet (so as not to be reduced to hypochondria) and both patient and doctor remain in ignorance.
Fortunately or unfortunately, I have never been the one to listen to what people tell or advise me to do. True, I did remain quiet on this issue for a long time, but extreme pain can sometimes cut through restraint. I rebelled and started fishing around. On the internet, among physiotherapists, and, finally, when I could no longer walk or stand, I called it quits. I paid a visit to a local doctor, and, as I waited for my turn, I watched as another entered in a wheel chair. I glanced away. Was that going to be my fate for the rest of my life?
Days later, I opted for a major operation. Prior to that, I had to go to a local hospital for tests.
One morning, lying on a stretcher, my driver left me carrying my mobile. Damn it! I was trapped. I could not move. I could not contact anyone. Then a nurse, or I assumed it was a nurse, (orderly) appeared. Then another, and then another came running, until I had a fair crowd around me. "What is your country?" "Where do you come from?" I glanced at their curious glances and smiles.
I told them and that I had been here for 32 years and that Pakistan was my home.
"But why are you in a government hospital? No foreigner ever comes to a government hospital!"
The die was cast. I would go to CMH, 'Pindi, where I knew they had fantastic equipment, and an expert surgeon, so the chief medical officer, a neuro surgeon of CMH, Peshawar, told me.
Few aspects of my sojourn there are indelibly printed on my mind. First, my brilliant surgeon for his expertise and then the anaesthetist who was obviously bent on terrifying me. "You know this will not be like other operations you have had. You have this problem, that problem," even though all my tests had pointed to my being in very good health — normal blood pressure, normal this and good this and that. The third impression, I had was also very favourable — the nurses and the orderlies, fine and dedicated women serving as nurses and orderlies, kind and competent.
One day, I was struck by the arrival of a very, very VIP, the brigadier in charge of the family ward. A woman brigadier. As I glanced at this smiling lady and clasped her outstretched hand, I had a vision of Hollywood movies. The lady was gracious and immaculately made up and attired in her army uniform. My staff told me that as she had entered the ward she had told them not to wait and to wear smart clean clothes. She also ordered chairs for them — a woman to be reckoned with.
Now, I am well on the road to recovery…

subset: commoncrawl


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Enter, having a good idea of what you want and where it's located.
shopDROP this book!
By Rebekah Modrak, editor
In shopdropping, or reverse shoplifting, artists introduce fabricated or modified images and objects into stores and other institutions. The eight artists featured in this book use shopdropping to access the public.
About the Author
Publish Date May 19, 2008
Dimensions Small Square 78 pgs
Standard Paper
Category Arts & Photography
Tags big box store, graphic design, reverse shoplifting, art, activism, animals, books, clothing, commerce, design, droplifting, environment, fashion, food, illustration, performance, photography, shopdropping
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text: Ben and Kate Series 1 - 9. Guitar Face Share: About this programme 9/16. Will's facial mannerisms while playing guitar with his band leave Kate feeling uncomfortable, and BJ starts attending a divorced women's support group. Comedy, starring Dakota Johnson, Nat Faxon, Geoff Stults and Lucy Punch. Cast and crew Cast Ben Fox Nat Faxon Kate Fox Dakota Johnson Will Geoff Stults BJ Lucy Punch Categories Sitcom Share:


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Drag Racing…better then candy!
You are currently browsing comments. If you would like to return to the full story, you can read the full entry here: "Drag Racing…better then candy!".
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Annette, The sooner we can interest them to racing at the track is a chance to keep them from racing on the street. Keep up the great articles and the rock is great, congratulations to you both. Wayne and Linda Merchant
Love it, George! The start of this addiction (drag racing) is a little different for everyone, the important thing is you continue to have fun! Thanks for the comment!
There is a business idea in this article, I wonder if anyone sees it…
Actually,for me it was angelle Sampey who gave me my main inspiration to race a dragbike.It all started back in the early 90′s when she ran the close call bike and was just getting started in drag racing.I thought to myself"If a little lady like that can be successful at it,so can I".from that day on I was off to the races…literally.Took me until 2007 to actually start racing but I wouldn't have it any other way.It is my passion along with riding my harley.So whatever gets kids to the track is great.


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Blacksburg, VA – Blacksburg Police arrested a Roanoke man for sexual battery Tuesday morning after a caller alerted police to a man exposing himself.
Police say they responded around 10 a.m. to the 1300 block of South Main Street and canvassed the area before finding someone matching the suspect's description on foot.
Police arrested Alexander Earl Billow, 29, of Roanoke for sexual battery, indecent exposure, and obscene sexual display.
Billow is being held at Montgomery County Jail without bond.
3235 Hoffman Street, Harrisburg, PA 17110
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I think he has done a great job. THe ball is being spread around which is really good. But I think we all would like to see a 200 yd game this season. Will it happen? I do mean on the ground I think he has had more then that if you could passes. Are teams just to ready for him to get that many yards?
I think he will do it again this year even if it is not that important, winning being the biggest thing by far!


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Just in time for the Chinese New Year, critically acclaimed author and illustrator Grace Lin brings us a heartwarming story of what it means to be Chinese and American in her new book, Year of the Dog. In this autobiographical novel, Lin gives young readers a glimpse of a year in her own young life in 1982: of finding friends, dealing with racism, learning her true talents and understanding her heritage.
Raised in upstate New York, Lin and her family were among very few Asian Americans in their small town. As a result, she had a hard time learning to appreciate her cultural traditions. "While we were growing up, there were very few books about Asian Americans," Lin says from her home near Boston. "We had a book about five Chinese brothers and then Riki Tiki Tavi, but that was about it."
Having little reference to Asian heritage in her school life affected Lin in many ways. "Most of the time, I ignored the fact that racism existed and I spent much of my time trying to forget that I was Asian," the author says. "When someone would point it out to me, it was like a slap in the face." She recalls such a time in the book, when she was excited to try out for the part of Dorothy in her school's production of The Wizard of Oz. Just before the audition, one of her girlfriends told her, "You can't be Dorothy. Dorothy's not Chinese." "Suddenly the world went silent," Lin writes, "Like a melting icicle, my dream of being Dorothy fell and shattered on the ground."
In keeping with Chinese tradition, Lin's fictionalized portrait of her experiences begins not on January 1, but with the first day of the Chinese New Year, in this case, the Year of the Dog. "You know how they say a dog is a man's best friend? Well, in the Year of the Dog, you find your best friends," Lin writes "Since dogs are also honest and sincere, it's [also] a good year to find yourself."
Lin's character manages to accomplish both goals. First, she meets her best friend, known in the book as Melody, the only other Asian-American girl in her class. Melody teaches the author that it's okay to be a little different from everyone elseŚand that it can even be fun. In real life, that same best friend, Alvina Ling, later went on to edit children's books, and in a wonderful turn of events, eventually became Lin's editor for this book.
Also during the Year of the Dog, Lin finds her true calling: to write and illustrate books. With the end of the year drawing nearŚand much self-pressure to find her path in lifeŚLin enters a school-sponsored writing and illustrating contest, and wins."I was crazy about books and I used to make books for every project we had to do in school," Lin recalls. "It was the first time I realized that you could actually do this as a job." Later, Lin took her love for books to the Rhode Island School of Design, where she studied children's book illustration and ultimately found an editor who prompted her to write stories about her drawings. "From then, I started writing like crazy to make up stories to go with my drawings." Soon after, her first book, The Ugly Vegetables, was born.
To date, Lin has written seven books, illustrated 10 others and has seven yet in the worksŚmost of which are inspired by her Chinese-American heritage. Now that there are many more Asian-themed books on the market, several of which have been written or illustrated by Lin herself, the author hopes that other children won't have to face the issues she did. "With the Asian books, I'm inspired to study and learn more about my cultural traditions," says Lin, "and, hopefully, put the kinds of books out there that I would have wanted to read as a child."
Sharing Asian traditions is only a portion of Lin's incredible work. She is also dedicated to a project called "Robert's Snow," a fundraising program that began after her husband Robert was diagnosed with bone cancer. Lin asked 200 other children's book illustrators to create original art on wooden snowflake shapes, which were then auctioned off. The results were overwhelmingŚthey raised more than $100,000Świth all of the proceeds going to cancer research at the Dana-Farber Cancer Institute.
The original snowflakes were so popular that Lin had the artwork published in a book called Robert's Snowflakes, the proceeds of which have also gone to the Institute. This year, the amazing and tireless author has again convinced more book illustrators to contribute to the cause. The Robert's Snow 2005 snowflakes can be viewed at www.robertssnow.com, and with any luck, this new Year of the Dog (2006) will be just as lucky as the author's first.
Heidi Henneman writes from New York City. Copyright 2006 BookPage Reviews.
Horn Book Guide Reviews 2006 Fall
For Taiwanese-American Pacy, sorting out her ethnic identity is important, and she wonders what she should be when she grows up. Writing and illustrating a book for a national contest makes her think that perhaps she can become an author of a "real Chinese person book." Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective. Copyright 2006 Horn Book Guide Reviews.
Horn Book Magazine Reviews 2006 #2
Pacy spends the Year of the Dog on a journey of self-discovery. Although sorting out her ethnic identity is important (she is Taiwanese-American in a largely non-Asian community), Pacy has another pressing question to answer: what should she be when she grows up? She likes coloring eggs for her new baby cousin Albert's Red Egg party -- maybe she will become a Red Egg colorer. Or how about a scientist (she and her best friend Melody get quite excited about their project for the science fair) or an actress (Pacy plays a munchkin in her school production of The Wizard of Oz)? Writing and illustrating her own book for a national contest makes her think that perhaps she can become an author of a "real Chinese person book." With a light touch, Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective. The story, interwoven with several family anecdotes, is entertaining and often illuminating. Appealing, childlike decorative line drawings add a delightful flavor to a gentle tale full of humor. Copyright 2006 Horn Book Magazine Reviews.
Kirkus Reviews 2005 December #2
Being Taiwanese-American is confusing, and being the only Asian kid in your elementary school--except for your older sister--is not always comfortable. Pacy has high hopes for the Year of the Dog, which, she learns, is a year for finding friends and finding yourself. The friend comes first: a new girl, Melody, whose family is also Taiwanese-American. Over the course of the year, Pacy eats at Melody's house, where the food is familiar but also very different, celebrates her cousin's Red Egg day, writes a story for a national contest, visits Chinatown in New York City and wins a prize. Not only does she feel rich, she knows what she wants to do with her life. The Year of the Dog turns out exactly as advertised. Elementary school readers will enjoy the familiar details of school life and the less familiar but deliciously described Chinese holiday meals. Interspersed with the happenings of daily life are her mother's stories of Pacy's grandparents' lives and her own struggles as a new immigrant. Occasional black-and-white drawings by the author enliven the text. This comfortable first-person story will be a treat for Asian-American girls looking to see themselves in their reading, but also for any reader who enjoys stories of friendship and family life. (Fiction. 8-12) Copyright Kirkus 2005 Kirkus/BPI Communications. All rights reserved.
Publishers Weekly Reviews 2006 January #1
Lin, best known for her picture books, here offers up a charming first novel, an autobiographical tale of an Asian-American girl's sweet and funny insights on family, identity and friendship. When her family celebrates Chinese New Year, ringing in the Year of the Dog, Pacy (Grace is her American name) wonders what the coming months will bring. Her relatives explain that the Year of the Dog is traditionally the year when people "find themselves," discovering their values and what they want to do with their lives. With big expectations and lots of questions, the narrator moves through the next 12 months trying to figure out what makes her unique and how she fits in with her family, friends and classmates. Pacy experiences some good luck along the way, too, winning a contest that will inspire her career (Lin's fans will recognize the prize submission, The Ugly Vegetables , as her debut children's book). Lin creates an endearing protagonist, realistically dealing with universal emotions and situations. The well-structured story, divided into 29 brief chapters, introduces traditional customs (e.g., Hong Bao are special red envelopes with money in them, given as New Year's presents), culture and cuisine, and includes several apropos "flashback" anecdotes, mainly from Pacy's mother. The book's inviting design suggests a journal, and features childlike spot illustrations and a typeface with a hand-lettered quality. Girls everywhere, but especially those in the Asian-American community, will find much to embrace here. Ages 8-12. (Feb.)[Page 62]. Copyright 2006 Reed Business Information.
Gr 3-5 -A lighthearted coming-of-age novel with a cultural twist. Readers follow Grace, an American girl of Taiwanese heritage, through the course of one year-The Year of the Dog-as she struggles to integrate her two cultures. Throughout the story, her parents share their own experiences that parallel events in her life. These stories serve a dual purpose; they draw attention to Grace's cultural background and allow her to make informed decisions. She and her two sisters are the only Taiwanese-American children at school until Melody arrives. The girls become friends and their common backgrounds illuminate further differences between the American and Taiwanese cultures. At the end of the year, the protagonist has grown substantially. Small, captioned, childlike black-and-white drawings are dotted throughout. This is an enjoyable chapter book with easily identifiable characters.-Diane Eddington, Los Angeles Public Library[Page 196]. Copyright 2006 Reed Business Information.


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Definition: 'Transmural Pressure'
transmural pressureType: Term
1. pressure across the wall of a cardiac chamber or of a blood vessel. In the heart, transmural pressure is the result of the intracavitary pressure minus the extracavitary (pericardial) pressure and is the distending, true filling, pressure of the cardiac chamber of measurement when this is done during diastole. Given that the pericardial pressure normally approximates zero, the filling pressure usually equals ventricular diastolic mean pressure, obviating the complexities of measuring pericardial pressure.
The information shown above for transmural pressure is provided by Stedman's.
* Stedman's, part of Lippincott Williams & Wilkins, provide a comprehensive line of health-science publications for healthcare professionals and medical students.


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ICF International
Categorized Under: Families + Communities
In 2006, the Office of the Assistance Secretary for Planning and Evaluation within the U.S. Department of Health and Human Services (HHS)—with significant involvement from the Office of Refugee Resettlement—funded an exploratory study examining how HHS programs were addressing the needs of victims of human trafficking. The study consisted of an extensive review of relevant literature, identifying barriers and promising practices for addressing the needs of victims of human trafficking, with a goal of informing current and future program design and improving services to this vulnerable population. The results of the study are presented in a series of five issue briefs and a final report. As a next step to understanding the needs of trafficking victims and the services available to meet those needs, HHS is sponsoring a national symposium focused on the health needs of human trafficking victims. The purpose of this symposium is to discuss trafficking victims' health needs, how to better identify trafficking victims within health care settings, how well current systems are meeting those needs, and what more can be done for this population. The symposium will also explore promising practices and strategies for identifying and providing needed health care to human trafficking victims. This background document has been designed to set the stage for the discussions that will take place at the symposium as well as provide participants with a common foundation from which to start the discussions at the symposium.
© Copyright 1992–2014
ICF International, Inc. All Rights Reserved.


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Announced at the Seawind & Corsair Pittwater Regatta in front of a crowd of 150 multihull owners and crew, Multihull Central is now up and running and already doing business as the exclusive distributor for Seawind Catamarans, Corsair Trimarans, new and used brokerage quality Multihulls, plus service from their Sydney Harbour headquarters.
Boasting a brand new 16 berth Multihull marina built especially at Rozelle Bay in the heart of Sydney Harbour, the newly formed Multihull Central is to set a new standard for sales and service dedicated to all things with more than one hull.
Multihull Central will not only offer a range of high quality production used catamarans and trimarans, but will now also exclusively distribute Australia's number one cruising catamaran brand, Seawind Catamarans along with their sister company and world leading trimaran producer, Corsair Marine. Further to this, new brands will also be announced soon.
With the first dedicated purpose built Multihull marina in the country, Multihull Central will also be rolling out specialized repair and maintenance services for large catamarans and trimarans including VIP warranty services for Seawinds catamaran and Corsair trimaran customers.
Apart from an excellent marina facility, Multihull Central also boasts a sales team of Multihull experts with well over a century of combined experience racing and cruising on Multihulls. These sales staff are located across key locations around Australia, including:
For more information visit www.multihullcentral.com.au or call 1300 852 620
The Back Cove 37 Downeast is the latest creation from the Back Cove and Sabre Yachts factory based in Maine USA
Whether you're rekindling a passion for boating or launching into the boating lifestyle for the first time, the Bayliner Element is your way in.
If you would like to inspect this fabulous vessel please contact the Smart Boating team in Bayview for further details on 02 9997 5344


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Petition for reconsideration filed in North Bennington school closureBy Patrick McArdle
Staff Writer | November 13,2012NORTH BENNINGTON - After a vote to close the North Bennington Graded School passed by 26 votes in October, a petition, which has 130 signatures may force a second revote, making three votes total, on replacing the public school with an independent school.
Gail Mauricette, school clerk for North Bennington, said a petition calling for a revote had been submitted to her on Tuesday. State law requires a petition calling for a revote have the signatures of 5 percent of registered voters.
For a vote in the North Bennington school district which includes the village and parts of the town of Shaftsbury, Mauricette said a successful petition would have needed about 80 signatures. However, she said she had not yet had a chance to check all the signatures and make sure the names match up with the voter checklist.
Joyce Scarey, who turned in the petitions on Tuesday, said she believed the people who signed them wanted the school to remain a public school and not become a private school.
In March, voters overwhelmingly approved ballot questions on Town Meeting Day that would have allowed the school board in North Bennington, called the North Bennington Prudential Committee, to close the school and lease the building and its equipment to the board of trustees for an independent school called the Village School of North Bennington.
Independent schools must be approved by the Vermont Board of Education which tabled the request in May.
Over the summer, the school board decided to continue operation of the public school. Because the vote in March included language about closing the public school at the end of the 2011-12 school year, school board members said they believed they would need a new vote before moving forward with their plans.
The state school board also said they would need a second vote before approving the independent school to be sure it had voter support.
The October vote had two questions, both of which needed to pass in order for the public school to close. The first question, asking if the voters would give the school board permission to close the school, passed with 52.3 percent of the voters supporting the question in a 294-268 vote.MORE IN This Just InMONTPELIER With just days to go before the Democratic primaries, and a sitting governor and... Full StoryBOSTON Red Sox manager John Farrell calls outfielder Rusney Castillo an exciting, athletic... Full StoryCampsite at Santas Full Story
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- TODAY'S WEATHER MINUTE: Climatologists might not know as much about El Nino as they thought they knew. New studies show 10,000 years ago, El Nino was active, and polar ice sheets were rapidly melting — just like today.


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Product Code: N_MARSHA
now $89.00
was from $138.00
Cool, cosy and comfortable. Take a walk on the wild side this season with our latest collection of must-have intarsia animal jumpers.
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Videos > Bree Olson > Bree Olson is passionately sucking a massive erect cock like a lollipop
Bree Olson OpenLife is proud to present the most popular pornstar online, Bree Olson! After many years of working in the industry, our all American blonde bombshell sure knows how to please a man! Check-out her naughty clips and be part of Bree Olson's everyday life encounters here : www.breeolson.com!
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2Vanilla Ice Agrees With Miley Cyrus, Thinks Justin Bieber Is A D-Bag
Vanilla Ice's ears perk up whenever his name is mentioned, like a well-meaning but clueless doggie. Miley Cyrus compared Bieber to Vanilla Ice, as an insult, saying, "I just don't want to see him f-ck that up, to where people think he's Vanilla Ice." But all Mr. Ice needed to hear was "Vanilla Ice" and so he jumped on the train…against not only Justin Bieber, but Vanilla Ice. He talked about it with TMZ:
Vanilla Ice wants Justin Bieber to stop acting like a shirtless douchebag all the time and take Miley Cyrus' advice — before his career becomes a big, fat joke.
Rob was honored Miley name-dropped him as the bad example — and paid respect with his own Miley-esque foot pic — telling us he knows exactly where Biebs is coming from … but only Justin has the power to make a change.
"It's like living an artificial life" Van Winkle says, adding, "when the dust settles, no one can figure it out or help you but yourself."
And then I guess he wrote "MILEY CYRU$" on the bottom of his feet because, why not?
I want to feel sorry for him, but I think he's taking it all in stride and having fun, so I won't.
September 29, 2013 at 2:00 pm by Catherine St. Ives
2 Responses to "Vanilla Ice Agrees With Miley Cyrus, Thinks Justin Bieber Is A D-Bag"
the feet thing is because Miley just got "rolling Stone" on the bottom of her feet for an interview. You should know this, aren't you a gossip site? I can never tell when you guys don't bother to research if it is on purpose to get comments or an accident because lazy journalism is easier?
Her next boyfriend


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External Platform Lifts
Our freestanding external platform lifts are the most robust, high quality lifts currently available. They are manufactured from high quality stainless steel, nitro-carburised steel, aluminium and toughened glass to ensure they can withstand the most demanding external environment. We have a range of platform lifts available to suit your specific location, budget and aesthetic tastes.
These platform lifts are designed with compact features that allow the platform lift to be installed within the smallest of spaces. With a wide range of special colours, interior finishes and glazing to the shaft and doors you can have a lift to meet your exact requirements.
We are able to offer a comprehensive service, as well as design and installation we offer complete builders work and project management support to ensure that work is carried out quickly and safely within the agreed timescale, keeping disruption to a minimum. We also provide a range of service aftercare support. Amalgamated Lifts having one of the largest aftercare support teams across London and the South East. We are happy and able to service and maintain other lifts in your building so please feel free to ask for a quotation.
Legislation requires that organisations comply with the Equality Act, which replaced the Disability Discrimination Act 1995 (DDA) in October 2010. Our expertise and experience means that you can be confident that we are able to fully advise you in meeting these requirements.
Please call us on 01322 318191 for more information on our external and outdoor Platform Lifts.


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Analog Hearing Aids
- Least expensive type of hearing aid today
- Some are programmable for different environments and can be programmed for changing levels of hearing loss
- Make sounds louder but do not discriminate among them
Digital Hearing Aids
- Convert sound to digital signals
- Programable
- Can distinguish between noise and speech. Can suppress background noise so a person can hear speech better.
- More expensive
Discussion of Analog and Digital Hearing AidsMy only personal experience has been with older analog hearing aids (before I lost more hearing), so here are selected comments from the forum thread "Analog versus Digital." Here is what About Deafness/HOH forum members had to say:
I now wear two state of the art, BTE Widex Diva hearing aids. I started off my hearing loss with a cheep set of analog aids. They did almost nothing for me. Everyone has a different need when it comes to hearing aids and their own personal hearing loss. I have severe recruitment. I cannot tolerate loud sounds. I found that the simple amplifying analog aids, made the loud sounds too loud, and were therefore very uncomfortable for me to wear.
The digital aids are able to compress the loudest sounds down into a level I can tolerate.
If cost were a determining factor in my getting hearing aids, I would simply go without.
There is a little more clearness to the digital, but I don't think it is enough to justify the initial cost and later repair cost. The push-button(s) that are to be used to adjust to different situations I found to be just nuisances and had a wheel installed so I could adjust loudness levels.
If I have to pay for the next set (which it looks like I will), I'll go back to analog.
I am now wearing a Digital Hearing aid in which it is better than the analog Hearing aid. But I don't think their a real big different between the two. I have not had a chance to try the latest model but was told by the staff at the hospital that they are not much better than the one I am now hearing....
I am great in quiet places but once I get in a noisy place then I have problems.
But if I was to buy a hearing aid because mine is broke and I had to choose between a 300 dollar Analog Hearing aid or a 2000 dollar Digital hearing aid I would choose the analog.
The best thing about the digital hearing aids for me is they can be programmed for my specific hearing loss and reprogrammed as my hearing loss continues. The different programs can be a pain to some people, but I've found I'm quite fond of them, I like having a setting for loud places that focuses more on speech, and having a T Coil setting for the phone. My new aids will have the capacity for 5 settings! Digital was the way to go for me because it left open a lot of doors for me and my audiologist to go through as my loss progresses.
I'm wearing a pair digital hearing aids and I'm not real happy with them because every time I get a static shock, for some reason the settings on the aids gets messed up and I had to reset them...
Selected messages from a similar forum thread, "Digital versus Analog Hearing Aids (messages edited for spelling and grammar):"
Digital is the best for me. I can finally shut out all the background noise and hear whomever I talk to. It shuts out background noises by automatically moving a tiny microphone to the nearest sound. It is amazing. I love it.
Digital hearing aid is the BEST!! I absolutly love it !! I have so much confidence now because of those wonderful things. It makes you hear a lot more clearer.
I am profoundly deaf. i have had them for 4 months and it had made my life easier!! when i first tried them i couldnt believe how loud they were and it made me have a tear in my eye! i was soooo happy.
Analog is not very good, they whistle, with all the background noises it picks up, its impossible to commincate with someone in a noisy place! i have found that i can speak and hear someone in a pub (you know how noisy pubs are!) when i switch my digital hearing aids to programme two, it cuts down the background noise and picks up the person's voice in front of you. You will still hear the noise, but not as much. I used to want to scream when i couldnt hear very well with analog in such places. I can communicate now with my boyfriend in the car using programme two, cos of the noise of the engine. This really solved our problem because we used to argue alot in the car, as i couldnt hear him very well with the analog ones.
Even with all the raves about digital hearing aids, there are still those who prefer analog. For example, Starglynis wrote in another thread:


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We strive to provide the highest quality of orthodontic care and customer service to our patients. At our clinic, we are proud to serve patients from Prior Lake, Savage, Lakeville, Shakopee, Burnsville, Farmington, Eagan, Belle Plaine, Jordan and Apple Valley, Minnesota. As trusted professionals, we are known for compassion, skill and expertise amongst the dental community. We know what a significant difference in health and self-esteem a beautiful smile can make, which is why we are dedicated to giving each of our patients the beautiful, straight smile they deserve!
We feature a comprehensive set of orthodontic options, from metallic braces (silver or white gold tinted) and ceramic clear braces to the Invisalign® clear aligner system of moving teeth, to ensure that we have an orthodontic solution for you, regardless of your age or orthodontic needs. Dr. Ekim is skilled with adolescents, teens and adult orthodontic care. Using our precise mix of technology and time-proven methods, we will work tirelessly to give you a smile you can be proud of!
FOR KIDS: The American Association of Orthodontists recommends your child's first visit by 7 years of age. This is when the first adult molars and front teeth have erupted or are erupting and an assessment of the bite and crowding can be made. This valuable information is used to prevent problems, plan for the future and improve treatment outcomes.
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Aspen Academy, Five Hawks Elementary, Glendale Elementary, Grainwood Elementary, Hidden Oaks Middle School, Jeffers Pond Elementary, Prior Lake High School, Redtail Ridge Elementary, SAGE Academy, Twin Oaks Middle School, WestWood Elementary, Jordan Elementary School, Jordan Middle School, Jordan High School, Shakopee High School, Shakopee West Jr. High School, Shakopee East Jr. High School, Pearson 6th Grade Center, Eagle Creek Elementary, Jackson Elementary, Red Oak Elementary, Sun Path Elementary, Sweeny Elementary, Edward D. Neill Elementary, Gideon Pond Elementary, Harriet Bishop Elementary, Hidden Valley Elementary, Marion W. Savage Elementary, Rahn Elementary, Sioux Trail Elementary, Sky Oaks Elementary, Vista View Elementary, William Byrne Elementary, Burnsville Senior High School, Eagle Ridge Jr High School, Nicollet Jr High School, Metcalf Jr High School.
We are proud to serve the Prior Lake, Savage, Burnsville, Jordan, Shakopee, Apple Valley, Lakeville, Farmington, Rosemount, Chaska, Eden Prairie communities and surrounding areas.


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Just off the ship Saturday, August 26th, 2006. This is our 4th cruise. Three with Carnival, twice on the Triumph. Once again I do not know why Carnival markets to the common man. This cruise could be labeled "Whale Watchers Funship".
Carnival needs to raise prices because the majority of people that they get on the boat do not drink or gamble (both money makers for the cruise line), but they certainly graze at the buffet and often. I do not believe there has been a gathering of not fat, but extremely obese people at one time on one boat. The only rocking of the ship came when they were walking to the buffet.
The staff and crew on the ship are first rate and should be commended for a well done job. The ship is as beautiful as she was when we sailed back in 2001. She does show a little wear and tear but that should be expected. Dining in the Paris dining room was first class.
One problem I do have is in the piano bar. The gentleman who plays the piano is extremely talented. Probably needs to be playing in some bar back in New York. The problem I have is that he requires you to tip him for a song request, Every request!! Now this is considered to be part of the free entertainment provided by Carnival. Across the way in the disco, I did not see the record spinner requiring a tip for every song he played, if requested. Further, the bars hours are from 10-1?? but after one he requires a $5.00 tip for each song requested. I think this is ridiculous.
Cozumel is trying to rebuild. It took a devastating hit from a hurricane last year. The two man power boating is a blast. 2nd time we did this one.
Ocho Rios Jamaica we horse back rode. Highly recommend this excursion. I never rode a horse, but you get to walk a trail and ride the horses in the ocean. What a blast!
Grand Cayman ..Need to swim with sting rays..
Getting on/off the boat was a breeze. Have fun!!


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August 8, 2007
Cordele -- The drought of 2007 has certainly taken a toll on Georgia waterways; dropping lake and river levels to near historic lows.
Lake Blackshear Dam on the Flint River, which generates power to nearly 24,000 Crisp County Power customers, has certainly felt those effects.
"Whenever we're in this kind of condition, we don't have very much water to pass through our generating units. Right now we have one generator on, and it's on minimum flow. We're passing through somewhere in the neighborhood of 600 cubic feet per second," said Gene Ford, plant supervisor for Crisp County Power Commission.
Under normal flow conditions, Lake Blackshear Dam can produce enough electricity to meet peak demand. But with water levels so low, the flow must be regulated, even at peak energy times.
"With the levels where they are now, basically we're staying on a minimum flow all the time. We are going to peak generate a little today, we did it yesterday. But what this means is that we're pulling water out of the lake. The lake is just not large enough that we have a lot of storage to do that with," said CCPC General Manager Steve Rentfrow.
The Flint River Basin near Montezuma, which supplies flow into the dam, has an average flow of 1,650 cubic feet per second. Right now the current flow is at 501 cubic feet per second.
Couple that with high summer energy usage and the power that cannot be generated from the hydroelectric dam must be purchased elsewhere on the market. That increases consumer costs.
"It's costing Crisp County Power about $200,000 - $300,000 a month. Sooner or later these costs are going to have to be recovered by rates. That's the only place they can be recovered," said Rentfrow.
Meaning that if the flow is down, the price will go up.
The Lake Blackshear Dam is one of two hydroelectric dams on the Flint River.
Rentfrow says that even though South Georgia power production has been affected by low water levels, the situation in Northwest Georgia is much worse.
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Playing With Fire: Supplementing Scheme With Talent by Preston J. Gary, Jr.
With the approach of Free Agency, every fan has a wish list of players they believe would complete their team. If the team lacks a big name at a certain position, you can bet fans will be screaming for one of the top 3 players thought to be available. Some players fit well in the system and scheme their coaches employ; while other ( more rare) athletes transcend system and scheme and can star in any offense or defense.
The most successful Front Office and Coaching tandems generally find talent everywhere, from the draft to undrafted free agents to veteran free agents. They ear mark certain skill sets and intangibles for each position and don't necessarily pursue those household names fans pine for. Building a team and balancing the salary cap is much easier when you have organizational stability with a coaching staff adept at player development and innovative at building a scheme to get more out of less.
Everything works hand in hand. When building a defense, you must first consider your offense. Next, you have to consider league wide trends, paying particular attention to the teams in your division. During the Sean Payton & Drew Brees regime, the Saints have had arguably the most prolific offense in that span. League wide, three and four wide receiver sets are becoming the norm. In division, teams have gone out of their way to acquire that top tier TE to go with bruising rushing attacks while they work to build their WR corps.
With that in mind, we'll discuss the Saints' defense. Specifically, how and what it is built for, as well as the direction it is headed.
Our defense is built to play with the lead.
Over the past few seasons, defenses have played out of Nickle (5 defensive backs) over 50% of the snaps for the majority of teams in the NFL. There are a few reasons for this, most notably the evolution of the passing attack where you see many teams using 3 and 4 WR sets more often than say the I formation. Along with this shift towards a more prominent passing attack, the S position has evolved. Instead of a traditional "in the box" SS and a "centerfield" FS, teams are drafting safeties who are more interchangeable, specifically safeties with "cover corner" skills. The emphasis is more on athletic prowess and range nowadays.
What this means is that teams who don't have a Troy Polamalu are forced to take a safety off the field and replace him with a 3rd corner over 50% of the time (or a LB-- depending on who is the weakest link or has the worst match-up in the scheme). This is why players like Roy Williams have suddenly looked horrible; it is why teams are trying to find that explosive Tight End who creates separation or a running back with Reggie Bush type skills catching the ball out of the backfield. It's all about creating mismatches.
Another reason teams play in the Nickle the majority of the time is because they have a big lead, and the other team is forced to become more one dimensional and throw more in order to overcome a deficit as time runs down.
Bill Walsh had a great philosophy concerning this. He believed that if you knew your offense was potent and would probably have the lead in most games, it was better to build your defense to preserve the lead. In other words, a Nickle defense, with either 3 good corners or S personnel who are versatile enough to play like a 3rd corner is more important than a traditional defense with 3 solid LB's and 2 traditional safeties. Simply because the player who comes in for the Nickle package will be used more than the player who goes out; that Nickle Back is more of a starter than the player he replaces.
I think with Malcom Jenkins and our CB's-- Tracy Porter, Jabari Greer, Patrick Robinson, and Johnny Patrick, our secondary is very versatile, and more built to preserve the lead. All 5 of those players have "man to man" or "cover corner" skills. This is especially important because playing "man coverage" (as opposed to zone) allows Gregg Williams to be more aggressive with the blitz. He can send more blitzers safe in the knowledge that he has no weak cover guy. Roman Harper isn't known for man coverage, but he is a good blitzer.
In short, that focus on a great Nickle defense helps make up for what we lack in a pass rush from our front 4. Granted, give a QB enough time and he can complete a pass no matter who plays CB. However, when our offense builds a lead, we force the opposition to throw when they would normally love to run, and it means that we don't have to keep in those big defenders on the dline; we can go to our quick pass rush specialist more often. You've seen Gregg Williams sub DE's at DT for their quickness, and you've seen those "tweener" DE's man the edge on third and long.
So what happens when our defense isn't playing with the lead? Gregg Williams has been in the top 3 with the amount of blitzes called. However, our defense has had pedestrian sack numbers. To be blunt, our blitzes aren't as effective as you would like; it's no secret we lack a pass rush. Sacks don't tell the whole story; pressures become a much overlooked stat, and we did finish top 3 in turnovers the year we won the Super Bowl. While Gregg Williams is known to be aggressive, I believe a great many of those blitzes were a necessity to mask for a lack in talent.
Now before the above statement gets taken out of context, let me say that Rome was not built in a day. This article isn't meant to poo poo what our defense lacks, but to examine what happens when Gregg Williams gets more talent in the front 7 (defensive line and line backers). Upgrading the talent at Line Backer, Defensive End, and Defensive Tackle allow Gregg to become more efficient with his blitzes. Becoming more versatile (especially at the OLB position) affords Gregg the luxury of breaking a few tendencies. He doesn't have to sub out liabilities as often. He gains more ability to create pressure WITHOUT having to blitz as often-- the less you blitz, the less you'll be exposed. When he does blitz, he will be able to get there (to the QB) in quicker fashion, and that's the point.
For the past few years, Gregg Williams has done a lot with a little. Credit his scheme, credit his coaching and developmental abilities, credit his on the fly adjustments. But imagine what Gregg can do with a few playmakers. Imagine what happens when you supplement his scheme and philosophy with versatile, talented players. Imagine a front 7 that can wreak havoc despite the secondary.
In conclusion, our defense is already tailored to play with a lead. The recent acquisitions of Shaun Rodgers, Cameran Jordan, Martez Wilson, Johnny Patrick, and Greg Romeous will help take this defense to the next level. This defense is on its way to becoming a force in its own rite. It won't need a lead to play well. I'm not sure we have that great a need in free agency; however, the less time our rookies get during this lock-out, the longer it will take to reach fruition. Like every other fan, I'll be hoping we sign a few household names in the front 7, but with this coaching staff, we may not need them.


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Metallica bassist joins this acoustic due at Red Rocks for a surprise performance.
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In the last few columns we've been zoning in on lead-playing and shit so let's get back to doing some hard-driving rhythm work for a while-'cos well-balanced players rip on rhythm as well as leads. As far as I'm concerned, it's no good being able to wail out smokin' leads if your rhythm chops hugg! I've been into playing rhythm from day one, and a lot of that has to do with having a brother who kicks ass on drums.
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These videos and audio files are bonus content related to the October 2014 issue of Guitar World. For the full range of interviews, features, tabs and more, pick up the new issue on newsstands now or at the Guitar World Online Store.
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By WTOC staff
SAVANNAH, GA (WTOC) - The race in Georgia for the US Senate seat was too close to call and now incumbent Republican Saxby Chambliss and Democrat Jim Martin advance to a runoff.
The latest results from the Secretary of State's website shows Chambliss with 49.9 percent of the vote and Jim Martin with 46.7 percent.
A winner must have 50 percent plus 1 of the vote, otherwise the race goes into a runoff and that's exactly what happened.
With 4 percent of the vote this left to be counted, both candidates are taking no chances and have begun their run-off campaigns.
Martin tells WTOC the numbers favor him, with most of the remaining votes coming from counties where he has a sizable lead on Chambliss.
"Something could happen, but we are certain there will be a run-off and we have started campaigning," Martin told WTOC. "We will stay on our message. Jim Martin will work for working class citizens and will watch out for them in Washington."
The runoff election is scheduled for December 2.
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Savannah, GA 31412
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A place for educators to find thought-provoking news, conversation and support for those who care about diversity, equal opportunity and respect for differences in schools
What Happens in College Starts in Kindergarten
Obama's special task force seeks to undermine rape culture in higher education—but K-12 educators know it's never too early to learn boundaries and respect.
American Promise and Black Male Achievement
American Promise, PBS's POV and Teaching Tolerance provide educational resources to explore the complexities of black male achievement.
Mining the Jewel of Black History Month
Planning for Black History Month can be authentic without falling into the pitfalls of the "heroes and holidays." Look for ways to involve the entire school community and teach about the history and experiences of African Americans across the curriculum and throughout the year.
No Choice for Many Students
The law is touted as a way to provide "school choice," but in reality it discriminates against many impoverished families.
The Textual Lineage of a Teacher
A Teacher Remembers Pete Seeger
The legendary folk singer affected students through avenues beyond song.
Mentoring Towards Equity
Mentoring is not about telling new teachers what to do. It's about cultivating their skills early in their career.
Extra! Extra! The Spring Issue is Here!
The spring issue of Teaching Tolerance is on its way to schools across the country!