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United States
United States
Recent Activity
At just under 517,000, immigrant apprehensions in 2010 were the lowest they have been in nearly 40 years. Sheida Elmi and Kristen McCabe analyze the most recent immigration enforcement data on apprehensions, detentions, removals, and returns of noncitizens in the United States.
MPI's Muzaffar Chishti and Claire Bergeron report on the halted implementation of Alabama's HB 56, the new DHS prosecutorial discretion policy, the opening of the 2013 diversity visa lottery, and more.
Global migration has doubled in the past 50 years, with about 214 million people currently living outside their countries of origin. The largest driver for migration is work and economic opportunity, and there is evidence to suggest that foreign-born workers suffer from more job-related injuries and illnesses than do the native-born. Doctor Marc B. Schenker discusses some of the available research on the occupational health risks for immigrant populations and the challenges associated with conducting such research.
Of the 14.8 million union members in 2010, 12 percent were foreign born. MPI's Jeanne Batalova examines the data on immigrant participation in the U.S. labor force and unions.
Muzaffar Chishti and Claire Bergeron report on the immigration measures enacted in response to 9/11 and the fate of those measures ten years later.
Recent Activity
While aspects of the U.S. immigration system facilitate newcomers' contributions to economic growth and competitiveness, others undermine them. Reforms are needed to enhance the job-creating power of U.S. employers and strengthen the system's ability to select effectively from the large pool of foreign workers.
Two competing models for selecting economic-stream immigrants are now prevalent in advanced industrialized economies: points-based and employer-led selection. Increasingly, however, hybrid selection systems are being created, implementing best practices from each selection process.
The report examines U.S. immigration and international development policies, which have unique objectives and respond to distinct political and administrative constraints, and points out that international development has never been a U.S. immigration policy objective; nonetheless, it is an unintended consequence.
The exponential growth of international travel since the 1960s has left border management systems worldwide struggling to keep up and has exposed weaknesses in states' abilities to effectively manage their borders, especially regarding terrorist attacks, human trafficking, and illegal migration.
This report explores the migration patterns and demographics of Black African immigrants in the United States, examining their admission channels, human-capital characteristics, and labor market performance. The authors also provide an analysis of these immigrants' integration prospects.
Drawing on experiences from Asia, Europe, North America, and the Pacific region, this report presents eight strategies that represent best practices developed by immigrant-receiving countries to increase the economic contributions of immigration.
This edited volume addresses the impact of the economic crisis in seven major immigrant-receiving countries: the United States, Germany, Ireland, Portugal, Spain, Sweden, and the United Kingdom.
Since 1970, the immigrant populations from Mexico and Central America living in the United States have increased significantly: rising by a factor of 20 even as the total U.S. immigrant population increased four-fold over the period. This demographic report examines the age, educational, and workforce characteristics of these immigrants.


text: @SilverGalford: I'm not entirely sure how you missed the part when the current form of Gurren Lagann went into the mouth of TTGL, but maybe you should watch it again. I will agree that it is overhyped. I actually only moderately liked the show. Regardless, I'm not really sure why there is such controversy over it's size. Why would the creator even portray it as galaxy sized if it wasn't?I think Silver meant overhyped in terms of power, not of popularity.

subset: commoncrawl


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Things to do in Madrid
From classic must-see sights to insider hot spots and local haunts, there are countless things to do in Madrid. How do you decide? Start with our travel guide and get our favorite Madrid attractions and activities—shops, museums, parks, nightclubs, coffee shops, tours, and more.
Our international team of editors and writers handpick the best things to do in Madrid to help travelers discover authentic, local experiences. Whether a hidden boutique with handcrafted products, a popular local festival, a bakery with a cult following, or a picnic-worthy park, Travel + Leisure guides the way, providing information and inspiration. From beaches and bars to cultural attractions and up-and-coming neighborhoods, our list will help you make the most of your romantic getaway, family vacation, or trip with friends. Below find Travel + Leisure's top picks for what to do in Madrid.
1 - 2 of 2 Results
Jezebel Gallery
Order a malt at the 1940's soda fountain inside this home décor and jewelry store. More -
Old Coal Mine Museum
Stop by for the century-old steam train, mining-history relics, and old-fashioned melodramas performed in the adjacent Engine House Theater. More
Explore things to do in Santa Fe for more options.
1 - 2 of 2 Results


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With the breakthrough Retina display, 5-megapixel iSight camera, and ultrafast wireless, the new iPad with Wi-Fi and 32GB in black is more immersive than ever before. Surf the web, check your email, flip through photos, watch a movie, play a game, thumb through a book or magazine, and more on the 32GB Wi-Fi iPad. The new iPad with Wi-Fi and 32GB in black gives you a smarter, more intuitive, more fun way to do everyday things — and thanks to 200,000 apps in the App Store, things you can't even imagine. The the new iPad with Wi-Fi and 32GB in black also has a built-in 42.5-watt-hour rechargeable lithium-polymer battery, and boasts up to 10 hours of surfing the web on Wi-Fi, watching video, or listening to music.
The Console Doctor has the largest selection of iPad 3 parts on the planet. We carry replacement LCD screens, batteries, digitizers, combo kits, charging and other various iPad 3 accessories.


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Xirou Family Photos
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text: Home- Faculty- Collaboration for Enhanced Learning- Project Archive CEL Project Archive Academic Posters Academic poster sessions are a mainstay of academic and professional conferences. Combining text and graphics, an academic poster compels students to be more precise in their writing and discerning in their selection of visual elements. Queering Education (EDUC241) Professor Woolley was inspired by the work done by her colleagues Anna Rios-Rojas and Mark Stern, and assigned an "inverting the narrative" project for her students in EDUC241 Queering Education. Professor Woolley challenged her students to "read" visual signals in media, and then use those signals to flip the script and allow an empowered voice for people and ideas that are often missing from the dominant discourses of heteronormativity and binary gender. Her students focused on the representation and performance of gender and sexuality through media, in relation to curriculum and pedagogy. In addition to creating the poster, Professor Woolley's students presented their arguments at a Women's Studies Brown Bag. They also wrote an analysis of their own work informed by the course readings and theories. Through this project, students learned to critically analyze visual representations of gender and sexuality, and then use those tools of critical media studies to speak back to how such representations shape people's lives in society and schools. Gender, Education and Development (EDUC303) Professor Rios-Rojas developed the "Inverting the Narrative" poster project for her Spring 2013 EDUC303 Gender, Education & Development course, and she used it again in her Spring 2014 course to great success. Other professors in the Educational Studies department have produced similar projects based on her work. This project combined media analysis and visual literacy into a critical engagement with visual representations of gender and education. Students were first challenged to locate a piece of media that deals with gendered themes/identities/issues and education, and engage in a feminist critique based on the theories covered in the course. Then, in small groups, the students worked with the CEL group to create a poster that used images and words to present a counter-narrative that critiqued an aspect of the dominant discourse in regards to women, education, and the developing world. Students were also required to write an "artists' statement" to explain the symbolism and theory they used to create their narrative, as well as a bibliography. The students debuted their posters at a Women's Studies Brown Bag, where they discussed the narrative of their posters and discussed the theories with the audience. The posters were also displayed in Persson. Environmental Justice Before coming to Colgate, Prof. Shangrila Wynn had never assigned poster projects to her students. Working with CEL, both sections of Prof. Wynn's Fall 2012 Environmental Justice course, ENST 232, did final poster projects. Working in groups of two to three students, each group selected a specific example of an environmental injustice and then created a poster on that case. CEL-supported instruction consisted of a combined IT/librarian class on poster creation and visual literacy, followed by an optional poster workshop, then a peer review session, and finally a poster session in the Atrium of the Ho Science Center. CEL also provided Wynn with a grading rubric for posters and other material she needed to teach this assignment. The poster session was well attended by students from outside the class, and Wynn was generally satisfied with the students' work. CORE Peru Times Two There were two sections of CORE 177 – Peru in the spring of 2012, one taught by Prof. Amy Groleau and the other by Prof. Maureen Hays-Mitchell, and both of them used posters as the medium for their major research projects. Both followed a similar path of development with an initial librarian-led general information literacy class, then a combined IT/librarian class on poster creation and visual literacy, followed by an optional poster workshop, and finally the student oral presentations which used the poster as a prop to supplement the oral presentation. While both faculty were generally pleased with the quality of the posters, there was a sense that they were not used to their best advantage. Either a more conventional poster session should be arranged in the future, or there should also be some degree of discussion/instruction on oral presentations. Nationalism and Arab Identity in the 20th Century Students in Professor Noor Khan's history class on Nationalism and Arab Identity in the 20th Century (HIST 359, Fall 2011) prepared academic posters to communicate their findings with a broader audience. Khan had students write a longer paper on their topics, but she also wanted students to express their ideas through a poster in order to prioritize their major points and practice an economy of language. In a group review session, students presented their penultimate drafts and took comments on the cogency of their arguments, relevance of their evidence, and the effectiveness of their presentation. With the support of Charlotte Droll and Rebecca Hewitt (Libraries) and Ahmad Khazaee (ITS), students learned how to analyze arguments presented in this medium and to prepare effective instances of their own. Khan was pleased with the students' work, and the posters were displayed in the Level 3 reading area of Case-Geyer. An Alternate Audience Prof. Jonathan Levine approached CEL in the summer of 2011 with yet another interesting twist on the standard poster project. Following a colleague's suggestion, he wanted his Fall 2011 FSEM121, "The Air Up There," students to create academic posters for a session attended by Hamilton High School earth science students. This non-traditional class audience changed the role of the student presenters, making them more of the expert for their topic, and served to expand the nature and range of the questions they were asked. The poster session at the end of the semester was held in the halls of the first floor of the Ho Science Center, complete with the invited high-school students, teachers, and Colgate faculty attendees. Levine introduced the event (and the ever-popular refreshments) and then the Colgate experts discussed their research in a traditional poster session. The audience variance was emphasized in at least one topic. The student presenting on lake-effect snow needed to discuss the topic not only with high schoolers, but with Prof. Adam Burnett (GEOG), an expert in the field! And hopefully the audience continues to grow since the posters are still hanging in Ho. Levine has since presented the results of his assignment at a physics teaching symposium. "Virtual" Posters For her Fall 2011 Intro to Anthropology course, Professor Elana Shever, SOAN, wanted a student project which incorporated the aspects of posters (e.g., short, concise writing elements; visual components; group presentation) without the overhead of poster printing. We worked with her to create a virtual poster session, where student works were projected rather than printed. Still a concept in progress (it requires a special space and lot of time to configure a presentation space), Shever repeated this project in Spring 2012. Some of the special "poster" requirements for this type of project are being incorporated into our poster web site. "Virtual" Posters II Prof. Amy Groleau's Spring 2012 Introduction to Anthropology, SOAN 102, class created virtual posters to complement their research papers on cultural change. Students worked in groups of four with each group focusing on a particular cultural community and each member of the group working on a particular dimension of cultural change underway in the community. The students produced individual research papers but came together in their groups to produce a poster and talk that explored all four cultural changes. The poster thus provided students with a space for collaborative work as well as an opportunity to tell their stories of cultural change using primarily visual images. Unfortunately, the layout of the classroom worked against the virtual posters as the posters were projected onto a screen located over the heads of the student presenters, and it was very difficult to see what was on the posters. Core China & Core Peru In fall 2010, Professor Carolyn Hsu (Core China) and Professor Maureen Hays-Mitchell (Core Peru) had their students create academic posters to build their visual literacy. These students worked to develop an argument that mixed sparse amounts of text with visual representations of data, such as charts, graphs, photos, etc. As part of a realistic poster presentation session, the students explained and defended their conclusions to their classmates. Afterward, the posters remained hanging in public areas for other members of the community to view. Introduction to Anthropology / Margaret Wehrer (SOAN102) Prof. Margaret Wehrer's first academic poster project in the Fall of 2008 was one of several informal experiments with this medium, transitioning into a full-fledged CEL project in Spring 2009. The goal of the Introduction to Anthropology poster project was to involve her students in the creation of academic work that transcended the traditional paper, exposing them to visual presentation elements and an audience beyond the professor. The students' works were to be presented not in a stack of papers to be read by Wehrer, but to an audience of their peers and others in a realistic academic poster session. Content -- ideas -- had to be synthesized into a very condensed, visual format, combining more selective, precise wording supplemented by graphical elements, and then presented and discussed with others in the class. Subsequent to the formal CEL project, Wehrer has continued to work with CEL members Debbie Krahmer, Clarence Maybee, and Dan Wheeler to refine the poster assignment over subsequent semesters, improving the technical and visual-arts orientation sessions with students, and refining the preliminary student assignments to better lead to a successful capstone poster. CEL has attempted to improve the technical processes to reduce the complexity and time required to create the posters, and has participated in the planning and conduct of the poster presentations (hosted in Case-Geyer), and has arranged for poster displays in the Library after the presentations. Student feedback to the poster projects has been very positive, and Wehrer has been particularly impressed with the capacity for this medium to allow students to review, understand, and reflect on the work of others. Podcasting Podcasting enables students to express their viewpoint and present their findings in a public manner, and provides the potential for a global audience for their scholarship. Students have the option to publish their work on iTunes, on Colgate's YouTube channel, or just within their course website. Life of Muhammad (MIST216) Prof. Aisha Musa had already completed several successful Wikipedia Editing projects, but for her Life of Muhammad class, she wanted something different. She wanted her students to not only be able to engage with the texts and and discover how aspects of the story of Muhammad developed, she wanted them to be able to communicate their learning to a larger audience. Through research and discussion, they were able to analyze, not just summarize what they had read, and then relate that to a general audience through the podcasts. These podcasts are available on Colgate's iTunesU channel. Craft of Anthropologic Inquiry (SOAN 211) In the fall of 2009, Emilio Spadola, Assistant Professor of Anthropology, wanted his Craft of Anthropologic Inquiry students to become more aware of the responsibility involved when representing other people as they took their initial steps in learning about anthropological research methods. In the past, Spadola had students in this class interview members of select Colgate communities and then produce a written report of their findings. This term, supported by CEL members Ray Nardelli and Clarence Maybee, Emilio had the students record their interviews and edit the recorded material into narratives. Using National Public Radio's (NPR) This American Life series as a model, the students used hand-held recorders to collect interview material and learned to use GarageBand editing software to create digital stories that conveyed their analysis of a particular issue using firsthand accounts. At the end of the semester, each student presented the culmination of their semester-long work to the rest of the class. Video Narratives Combining a script with visual materials, Digital Storytelling/Video Narratives allow students to practice communicating in a mixed medium. Students will learn how to communicate to a broad audience, focusing on both visual and auditory aspects. Students will also learn the importance of copyright when working with YouTube and other social media in the classroom. Urban Geography (GEOG311) With her Fall 2012 Urban Geography class, Prof. Jessica Graybill incorporated two CEL-related projects, a Google Earth-based assignment and a video narrative. As it turned out, students on their own initiative incorporated what they learned about Google Earth into their video work. The Google Earth assignment focused on teaching students various city forms and types. Having learned the general types, such as feudal, socialist, post-industrial, etc., the students then sought out examples of each type on Google Earth. They also made a short tour linking three of their cities and saved that as a KML file. This assignment was accompanied by a librarian/IT instruction session. For their video narrative projects, the students worked with the Mohawk Valley Resource Center for Refugees and interview immigrants to the United States about their experiences settling in Utica, N.Y. The students worked intensively with the IT staff of the new Digital Learning and Media Center and also received some library instruction on how best to obtain copyright-friendly images, video, and audio for their projects. Arctic Transformations (GEOG/REST 323) Prof. Graybill has done a number of video projects with CEL, but this was the first time for this particular class. This project had a research paper and a video component with the video coming before the research paper was completed. The video was thus intended in part as a space for students to explore ideas and information resources that they could later incorporate into their papers. Students followed a clearly articulated series of steps so that they did a significant amount of research before starting on the creation of their videos. Peter Rogers provided library support to assist the students with the research process and to find visual and audio sources for their videos, and Sarah Kunze provided technical training and support in the use of Final Cut Pro. Global Environmental Justice (ENST 321) Prof. Baptiste has done a number of video projects with CEL, but this was the first time for this particular class. She designed this assignment so that it was very clearly a research video project. Students worked in teams of two and followed a clearly articulated series of steps - topic selection, proposal and annotated bibliography, script and storyboard, draft video, peer review of draft video, and presentation of the final video combined with an oral presentation. The students were required to have done a significant amount of research before starting on the creation of their videos. Peter Rogers provided library support to assist the students with the research process and to find visual and audio sources for their videos, and Sarah Kunze provided technical training and support in the use of Final Cut Pro. The Community-Based Study of the Environment (ENST390) This is the second time that Prof. Baptiste has used a video project for this course. The focus of the course was the assessment of Colgate's sustainability program and the exploring of future sustainability options. The videos produced by the 3-4 person student teams were designed to supplement their much longer reports on their topics. This was probably the greatest challenge for students, how to turn a detailed 30 page report in a five minute long video. Each of the videos produced by the class concentrated on one specific aspect of their larger projects. The videos thus serve as a teaser or trailer which could then lead an interested viewer to a more in-depth exploration of the topic. All of the videos included audio and video material recorded by the students. Peter Rogers provide library support to assist the students with the research process and to find visual and audio sources for their videos, and Sarah Kunze provided technical training and support in the use of Final Cut Pro. Social Movements for Education (EDUC 415A) Inspired by Professor Haberkorn's earlier CEL project, Nisha Thapliyal, Assistant Professor of Educational Studies, wanted her Social Movements for Education students to be able to communicate their learning to a general audience as well as through the scholarly vehicle of the academic paper. Therefore, with the support of CEL members Ray Nardelli, Clarence Maybee, and Debbie Krahmer, she asked her students to each produce one segment of a podcast series that was hosted in iTunes. Students were first asked to critically evaluate education-related podcasts available on the web. This critical evaluation, which included appraising how effectively the authors used information sources, was reapplied at key points throughout the project, including a peer review of one another's recordings and ultimately applied to their own individual podcast. Students recorded their individual podcasting in the Burke Audio Studio in Case Library and Geyer Center for Information Technology and learned to use GarageBand editing software to edit their recording independently. Having to present their conclusions in a popular medium was quite challenging for the students, requiring them to rethink how to boil down their academic findings to be digestible for an audience of laypeople. However, the students also came to realize the significance of sharing their work with a wider audience — many reporting that sharing their semester's conclusions in iTunes motivated them to greater heights. Extended Study in Rome and Pompeii (CLAS250EA) This spring, Prof. Rebecca Ammerman repeated her successful video project on another extended study trip, this time to Rome and Pompeii. The course examines both public and private life in ancient times and looks at every socio-economic class. While the focus is on Rome, the agricultural and seaside towns of Pompeii and Herculaneum are also studied. Through the texts of Livy, Tacitus, Virgil and other selected readings, students will follow the rise of Rome from its Etruscan origins to the height of its empire. Participants are also required to take on a semester-long research project to be presented on-site in Italy and create a five to 10-minute video narrative on life in Pompeii focused on one of three houses: The House of the Faun, The House of Menander, and the House of the Ship Europa. Students were assigned identities within the family and showed in their videos how those family members and servants lived life in ancient Pompeii. Working with Sarah Kunze and Debbie Krahmer, students learned how to use iPads to take still pictures, shoot video, record voice-overs and interviews and then combine all of their footage and edit it using iMovie. Listen to Ammerman and a couple of her students reflect on their experiences after participating in both extended study groups on the CEL website. Extended Study in Greece (CLAS250EA) Prof. Rebecca Ammerman and her 11 students went to Greece on a three-week extended study trip after studying the previous semester. Ancient Athens was the focus of the course that traced the rise of the Greek city-state, or polis, with all of its political, economic, social, and religious institutions. The course examined the different structures that defined the identity of an individual in ancient Greece in chronological sequence, from the earliest urban centers of the Bronze Age up to the conquest of the independent city-states by Philip of Macedon in 338 B.C.E. The identity of an individual, not only within a single polity but also within the broader Pan-Hellenic context, was investigated. During the previous semester, students worked with Sarah Kunze and Debbie Krahmer to learn Final Cut Studio and practiced the skills they would need to complete a video narrative project while in Greece. More information and footage from the trip can be seen on the Classics website. Ecologies of the City (GEOG322) In Spring 2012, Jessica Graybill repeated her successful video narrative project with her Ecologies of the City class. Students researched different cities and created video projects that demonstrated their understanding of ecologies of cities, systems mapping, and the production of spatial ecologies of the city. Applying both theoretical and methodological perspectives on ecologies of the city learned in the various course components (readings, discussions, workshop projects, and video creation), students became proficient in geographic approaches to this emerging field of inquiry and practice. Working with Sarah Kunze and Charlotte Droll, the students created three to four-minute video narratives on their chosen cities. Projects are posted on YouTube with an introduction by Graybill. Community Based Study - Environmental Issues (ENST390) Disseminating the results of local research to a global audience was the motivation for students to prepare video narratives about Colgate campus sustainability projects. In addition to writing an extensive report, students in Professor April Baptiste's ENST 390 Community-Based Study of Environmental Issues identified a focus that could be effectively communicated in that medium and to a campus and global audience. Students created brief (3-5 minutes) narratives that summarized the issue and laid out their recommendations. Working with Sarah Kunze and Ray Nardelli (Information Technology Services) and Charlotte Droll (University Libraries) students analyzed video examples in light of recommended elements, drafted their own scripts, and gave each other feedback. They consciously wrestled with how to get at and keep a single focus amidst complex issues. One student noted: "It forced me to synthesize the main points made by our interviewees, and figure out what was most important to portray and how to portray it. This, in turn, increased my understanding of the project and made writing the paper easier." Another student said: "Video plays an increasingly important role in communication, education, and marketing. The more comfortable I get with this software and the general film-making process, the more valuable these skills become." In reflecting on the experience Baptiste indicated: "I wanted to have my students illustrate a sustainability problem currently facing Colgate and then be able to explain that to a non-specialist audience. They were to take a component of their larger research paper and create a video to demonstrate this to a general audience. The students were nervous and concerned about making the video at the start of the semester, but when they saw the finished projects, they were in awe." Special Education (EDUC307/507) Sheila Clonan, Assistant Professor of Educational Studies, repeated her successful Digital Storytelling project in her Special Education 307 class in the Spring of 2014. Based on the feedback from last year's project, she updated her timeline and milestones, and focused on making the stories more personal. By shortening the timeline for completing the project, she allowed her students to focus on the other tasks in the class. In the end, the students were able to create beautiful videos over a short time period, telling personal stories of disability/ability, media stereotypes, and the everyday life of a person with a disability. Supported by CEL Members Sarah Kunze and Debbie Krahmer, Clonan had her students complete an early proposal for their projects at the start of the semester. An in-class Story Circle was used for the students to present their rough drafts or ideas and receive feedback from peers. The students were given only three weeks from the Final Cut Pro workshop to when the projects were due. During this time, they worked on their own with the assistance of the DLMC staff in Case-Geyer. A week before they were due, they handed in a draft that was peer reviewed by three of their classmates. Once all the films were handed in, a special screening was held in the Persson Auditorium. By adjusting the due dates and requiring the peer review, the students were encouraged to focus on their video projects and avoid procrastination. The students remarked that working one-on-one with various staff was the best way to learn video editing. "[The project] was fun once I got into it," said one student, who described herself as "completely computer illiterate." After the project was completed, Clonan reflected on the two different approaches to using digital storytelling in the classroom. "I really enjoyed the project this year as well- being due earlier, etc., and look forward to doing it again next year," she said. "Oddly, when I tried asking them to discuss reactions orally in class, I didn't get much; but their final papers reflecting on the project revealed the significance/contribution of the project to their learning." The American School (EDUC101) The Educational Studies department has long utilized digital projects to supplement their other assignments. In particular, one course has been creating video narratives for a couple of years with three different professors. The American School, an introductory analysis of American education, has been assigning a video for the student's personal reflection of an educational encounter for about 3 years. Prof. Anna Rios brought this particular assignment with her when she came to Colgate and others in the department have found it so effective that they are also giving this assignment. The learning goal for the students was to combine effective visual components to their thoughts, and to be able to distill their reflections and analyses via an alternate, artistic medium. In addition to Prof. Rios, both Prof. Woolley and Prof. Stern have given this assignment with great results. The videos are not posted publicly, as they are of a personal nature and not appropriate for YouTube, but each class has had screenings for all the students to appreciate the work done by their classmates. Life in the Universe: A Cosmic Perspective (CORE122S) After attending the viewing of a colleague's video narrative project in Mechanical Physics, Prof. Tom Balonek decided to have his CORE122 students collaborate in groups of 2 or 3 to create videos instead of writing papers in his Life in the Universe class. The students created videos from their research incorporating images from NASA and other government websites as well as animations, and original video. One of the primary goals of this project was to have the students convey what they learned in the course and their individual research to a non-expert audience. Science Librarian Peter Tagtmeyer worked with the class on their research and Sr. Instructional Technologist Sarah Kunze taught the Final Cut Pro workshops. The class had chance to peer review the videos prior to handing them in using Google Drive and Docs for access and comments. Prof. Balonek found the project so successful he's planning on repeating it the next time he teaches this course. Documenting Colgate History (HIST200) SStudents in two sections of History Workshop (HIST 200) created documentary videos presenting 3-4 minute histories explaining people and events from Colgate's past. These videos, as well as past semesters projects, are available on our Academic YouTube channel at https://www.youtube.com/user/cu13video. Professors Rob Nemes and Alan Cooper repeated their successful work with the CEL team, this time working with David Roberts and Sarah Kunze, adapting CEL's digital storytelling framework to create documentary films. The students were prepared to make their own films by critiquing a number of historical films for content as well as documentary techniques. Students worked with Sarah Keen in Special Collections and University Archives to research their topics and find and digitize images to use in their documentaries. Workshops were held to teach the students to use Final Cut Pro to create and edit their videos. Various in-class review sessions on defining their topic and developing their scripts helped the students meet the challenge of making concise arguments with appropriate evidence to persuade their audience in the space of a three-minute documentary film. The students also wrote a research paper on the same topic as their videos. Some students reported that working within the confined space of the three-minute video helped them to identify the key points they needed to zero in on to write a more effect paper. Wikipedia Editing Wikipedia assignments give students valuable insight into a resource they use every day. Some assignment options include editing an article, analyzing an article's resources, adding more citations & reference to an existing article, or tracking the development/changes in an article over a semester. Legacies of the Ancient World/Women in Islam (CORE 151/RELG234) By assigning her students to select and then edit a Wikipedia article based on their research, Professor Musa wanted her students to experience how it feels to be a professional scholar. The students were aware from the start that people all over the English-speaking world would be reading their changes, and that other editors would be critical over their contributions. The students felt an extra sense of scholarly responsibility to present an accurate, well-documented, neutral and factual accounting of the topic they spent the semester researching. They also appreciate that their hard work and research will continue to live on and educate other people long after they've received their grades. Examples of their work can be seen here and <a href=" https://en.wikipedia.org/wiki/Education_Program:Colgate_University/Women_in_Islam_%28Spring_2014%29">here. Legacies of the Past/Women & Religious (CORE151/RELG234) Professor Musa first heard about Wikipedia editing projects during her first White Eagle Core Curriculum meeting. Intrigued by what other professors have done at Colgate, she contacted CEL about doing her own editing project. Working with Campus Ambassadors Debbie Krahmer and Sarah Kunze, Professor Musa took advantage of the Wikimedia Education Program to manage 3 semesters of projects. So far, Professor Musa has assigned Wikipedia editing to her CORE151 Legacies of the Past, RELG234 Women & Religious Traditions: Islam, and RELG247 Death and Afterlife: Islam. By assigning her students to select and then edit a Wikipedia article based on their research, Professor Musa wanted her students to experience how it feels to be a professional scholar. The students were aware from the start that people all over the English-speaking world would be reading their changes, and that other editors would be critical over their contributions. The students felt an extra sense of scholarly responsibility to present an accurate, well-documented, neutral and factual accounting of the topic they spent the semester researching. They also appreciate that their hard work and research will continue to live on and educate other people long after they've received their grades. Over the course of 3 semesters, the project has been updated and refined so that students are able to confidently pursue their research as well as receive guidance on properly editing articles. The students start their projects early, comparing Wikipedia articles to scholarly encyclopedias. Then they must write an in-depth critique of a Wikipedia article with an eye towards what improvements could be made. The students are then put into groups where each group member must justify their choice and negotiate with teammates to identify the best article for the team to work on. The rest of the semester is spent in collaboration with each other, the professor, and the Wikipedia Ambassadors to develop a solid plan supported by research to improve the article. Over the last week of the class, the students edit their article's page live, making adjustments on the fly due to the constantly evolving nature of Wikipedia. Modern Middle East History (HIS459) In the spring 2010 semester, Professor Noor Khan challenged her senior seminar students to improve sections of Wikipedia as part of her History 459 course on Modern Middle East History. Course requirements also included active participation in class discussions, oral presentations, and a lengthy traditional research paper. The Wikipedia assignment was designed to accomplish the following learning goals: YouTube Video Consideration of multiple readers' perspectives and writing for diverse audiences Development of critical literacy skills such as evaluating the quality of existing content and the sources that it is based on Appreciating the issues involved in being part of a larger intellectual enterprise and collaborating to create scholarly content Students received instruction on working in Wikipedia from CEL member Dave Baird. They were assisted with creating user names, adding and editing content, and conducting discussions that explained their changes to existing authors. Khan felt that the project succeeded in forcing the students to change from consumers of information to creators of knowledge, and in honing their skills in prioritizing their content so that it would fit in a typical Wiki-length article. She was impressed at how engaged the students were due to the public nature of their projects, and how mindful they were of being part of a global editing community. Collaborative Annotations Collaborative Annotation projects can involve all sorts of materials, from class notes to novels to film. With wikis or Google Sites, one can easily create an interactive, collaborative arena for students to annotate obscure references with images, expand on materials covered in class through video clips, or to make hyperlinked connections between annotations/materials that might not have been covered in class. Contemporary British Fiction / John Connor Assistant Professor of English John Connor wanted his students to compile a scholarly apparatus for understanding a very dense novel in his Contemporary British Fiction class. After consulting with Learning Commons Librarian Debbie Krahmer and Senior Instructional Technologist Dan Wheeler, Connor developed a Google Site for the class. Students were assigned to identify one obscure reference each class period, research that reference, and then write up an annotation on the Google Site to help other students navigate through the text. The entire class participated, writing up short explanations of arcane references, adding in video or images where appropriate, and connecting it to other references or explaining its importance to the novel. Students were able to link to further resources, cite materials, and connect their annotations to other student annotations on the Google Site. In the end, the students had compiled a large reading guide to assist their navigation of the text. Students reported that they enjoyed researching the annotations, and that it gave them a sense of control over a difficult and unwieldy text. Connor is looking forward to repeating this exercise in future classes, with other novels. Concept Maps Concept maps are visual representations of how ideas relate to each other. Students can draw connections between works of art, literature, images, video files, or other media. Concept maps can be used as a presentation tool, as an organization tool for a paper, or as part of a class-wide project connecting ideas across an entire semester. Core Modernity (CORE152) Motivated by a desire to deepen her Core 152 students' understanding of the many and varied connections among the ideas addressed in the course to their contemporary lives, Monika Burczyk had her students create concept maps to visually illustrate the number, quality, and kind of connections they could make. Working with Charlotte Droll (University Libraries) and Sarah Kunze (Information Technology Services), students used a concept mapping software that allowed them to embed text, images, sound, and video clips to represent and enrich their points; students also explored issues surrounding the appropriate use of others' creations and became aware of media materials available for common public use. Students worked in small groups and presented their concept maps in class as prompts for discussion. Students were generally surprised at the number of connections they were able to identify once they got going and found that they were able to represent connections in this visual format that they might not have been able to otherwise. One student even reported using the approach for a different assignment. The instructor found it a useful way to assess the students' understanding and independently re-used the approach for a different assignment for spring 2011. Digital Mapping We live in a world saturated with maps and geospatial data. Easy to use online tools allow virtually anyone to be their own cartographer. Projects in this area give students opportunities to find and use maps and spatial information, and to create their maps. Urban Geography (GEOG309) With her fall 2012 Urban Geography class, Prof. Jessica Graybill incorporated two CEL-related projects, a Google Earth-based assignment and a video narrative. As it turned out, students on their own initiative incorporated what they learned about Google Earth into their video work. The Google Earth assignment focused on teaching students various city forms and types. Having learned the general types, such as feudal, socialist, post-industrial, etc., the students then sought out examples of each type on Google Earth. They also made a short tour linking three of their cities and saved that as a KML file. This assignment was accompanied by a librarian/IT instruction session. For their video narrative projects, the students worked with the Mohawk Valley Resource Center for Refugees and interview immigrants to the United States about their experiences settling in Utica, N.Y. The students worked intensively with the IT staff of the new Digital Learning and Media Center and also received some library instruction on how best to obtain copyright-friendly images, video, and audio for their projects. Architecture of Early Modern Europe (ARTS220) and Intro to Studio Art (ARTS100) Professor Guile and Professor Shi undertook this project that utilized Geographic Information Systems (GIS) as another kind of "text" or "medium". Their art classes used GIS as a means of showing how scholars, artists and students alike can generate and use GIS to understand the relationship of time and space to cultural phenomena and the experience of "site." The integration of GIS technology established cross-disciplinary links between the Arts and Geography departments within humanities research and pedagogical contexts. Human Rights and Geospatial Monitoring (PCON 301) As a part of her fall 2012 course on Human Rights and Human Security, Professor Susan Thompson wanted to introduce her class to the way in which human rights protection has been affected the proliferation of space-based surveillance systems and digital mapping tools. In addition to reading: Bromley, Lars (2009) "Eye in the Sky: Monitoring Human Rights Abuses Using Geospatial Technology." Georgetown Journal of International Affairs 10(1): 160. Thompson wanted her class to have some hands-on practical experience with the technology discussed in the article. A librarian-led session on Google Earth was conducted that introduced students to the basics of Google Earth navigation and how to find and download human-rights geospatial data in KML files. Particular emphasis was placed on AAS Geotechnologies and Human Rights Project web site, http://srhrl.aaas.org/geotech/. While there was no specific assignment associated with this project, the students were enthusiastic about using Google Earth as a tool for studying human rights, and Thompson was pleased with the outcome. Analysis & Visualizations Students use data and textual basis for creating visualizations and then use these visualizations as another way to analyze their projects. Shakespeare (ENGL322B) The King Lear project involved the use of NodeXL, a Social Network Analysis (SNA) tool that creates visualization of certain relationships. This preliminary project focused on the first scene of King Lear and, through visualizations constructed using student-generated data, the class was able to visually analyze character interaction. Computers in Arts & Sciences (COSC100) and Senior Seminar in Classics (CLAS400) This project aims to establish a data-driven, software aided method to study the nature of relationships formed in a human social network. Students of the Humanities can greatly benefit from the concepts, tools, and habits of mind that are central to network science. Professor Nakhimovsky's students in COSC100 learned the computing and science of Social Network Analysis by taking data from Professor Garland's Classics students and using it to learn NodeXL, ultimately producing a visualization for the Classics students to use in their analysis of Julius Caesar's social network. Senior Seminar in Sociology (SOCI453) The Qualitative Data Analysis Laboratory and Archive project was led by Chris Henke and Elana Shever of SOAN. The laboratory part of the project involved setting up a mobile lab with a recharger cart and a number of notebook computers, and virtual desktop software to allow students to easily access the MAXQDA qualitative data analysis software from the mobile lab computers or their own machines. The other half dealt with the creation of a qualitative data archive where student generated research data could be stored and later accessed by future student researchers. The idea is to have students stop reinventing the wheel every semester and instead be able to use and build upon data collected by previous students. The ultimate solution to this need was the creation of a Dataverse called Colgate SOAN Student Data Archive on the Harvard Dataverse Network. Research Methods in Sociology (SOCI250) and Sociology of Education (SOCI303) Professor Janel Benson, the team leader for the Mellon Grant "Quantitative Literacy for the Humanistic Social Sciences", collaborated with Professors Alicia Simmons, Mary Simonson, and Meg Worley to create analytic learning modules that teach students how to use quantitative information and technology to critically evaluate the complexities of the social world. CEL members Debbie Krahmer and Ahmad Khazaee supported the goals of this project through developing two-day workshops on creating infographics and data visualizations. During 2013-14, Krahmer and Khazaee offered three of these workshops in Prof Janel Benson's courses. These workshops taught students the principles of effective data visualization and how to use simple tools, such as PowerPoint, easel.ly, and copyright-friendly graphics, to create powerful visual illustrations of numeric relationships. Sport & the Scientific Method (CORE100) As part of his Core Scientific Perspectives course, Sport & the Scientific Method, Professor Ken Segall routinely assigns a data collection and analysis project to his students. The students are asked to develop a question about sports which can be answered by quantitative data, collect the data needed, and then analyze the data in order to answer the question. Two forms of support were provided for Prof. Segall's course. First, Peter Rogers created a course guide that guided students to a variety of sports data sources. Second, Peter and Zlatko Grozl co-taught a class where students learned how to download and "scrap" data from sports data websites using both Mac and Windows-based computers. Prof. Segall was pleased with the course guide and instruction provided, and sports data resources on the course guide are being incorporated into the Libraries' data discovery site. Blog and Website Creation Through learning to create blogs and websites, students can create digital-born essays and journals that can reach a greater audience and benefit from real-time annotations and commentary. Children's Theater Workshop (ENGL 357) In the spring of 2014 as part of ENGL 357 Children's Theater Workshop, 15 students took place in an assignment where the students documented the process of making a play. Students utilized the i-pad and blog creation to enhance classroom and studio learning. The result was quite interesting and provided a more immediate way for Professor Sweeny to be in contact with the student's creative impulse and research. The top blogs were shared with the public attending the performances. After the performances where over the students presented their own blogs to their classmates and talked about an example from another blog that stimulated their thinking. Faculty Collaboration for Enhanced Learning Faculty Profiles Project Archive Members Contact Us Summer Research Fellows RELATED LINKS


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Well, no more auditions episodes from now on. We're going to Miami! Welcome to Miami. Sorry, got a little ahead of myself. I'm just so excited for boot camp. I can't wait to see that sparkly little princess' chubby cheeks gushing with tears. Come on. We were all thinking it!
The judges just completely don't give a s--- how people's voices sound as long as they're one of four things: hot, adorable, a drama queen, or a complete and uttah spectacle. So 13-year-old Trevor and 12-year-old Jordyn -- two not-cute kids who find themselves overwhelmingly precious -- are going to Miami. We're number four! We're number four!
After Trevor Moran woke up from his long, well-timed nap -- no trip to the hospital necessary, it turned out -- he was able to go onstage having snuffed out his dehydration with some water and Gatorade. (PEPSI PEPSI PEPSI.) He romped around "singing" LMFAO's "I'm Sexy and I Know It," which was just….no. So uncomfortable. Trevor and I look a lot different, but based purely on body motions and noises emitted, he looked and sounded exactly like I do when I'm drunk at karaoke. Sure it's fun for my friends, but the last thing I'd deserve, or could have any hope of surviving, is anything remotely resembling "boot camp." What a disaster.
In other words: "Everything The X Factor is all about, you embody," L.A. Reid told Trevor. I rest my case.
Jordyn Foley, a large pigtailed cretin with piano-key knee socks and a silver sequined tie, was sooooooo much worse. She screeched out "Tomorrow" from Annie, pausing to insert some original spoken-word prose poetry into the mix. "Listen up! Tomorrow's always at hand, and always look forward to the future." Her Ronald McDonald-haired mother nodded vigorously. She's a believe in tomorrow. You gotta believe in the passage of time! Demi Lovato assured Jordyn she "shined onstage" (yeah, due to the tie), and L.A. got some cheap thrills from Jordyn's ability to "put Simon in excruciating pain." You know what that means: She's through to boot camp.
Owen Stuart is a 16-year-old cutie with a good voice and a girlfriend. Demi, your thoughts?
NEXT: I could really use a whiskey right now, whiskey right now


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You guys know that I am a big believer in companies that make charitable contributions in a straightforward way. Well, I was just informed of another company that is making a significant donation to a cause.
Kiehl's Since 1851 is heading out out on a motorcycle ride called "Kiehl's Desert Run for amfAR", led by Kiehl's President Chris Salgardo, from Las Vegas to Los Angeles March 29 through April 2, 2012, to raise funds and awareness for amfAR, The Foundation for AIDS Research. In honor of Kiehl's Desert Run for amfAR, Kiehl's is introducing a Limited Edition Desert Run Travel Essentials Kit, an assortment of Kiehl's best-selling travel size products, with 100% of Kiehl's net profits from the sale of this product, up to $25,000, to benefit amfAR – a leading organization dedicated to the support of HIV/AIDS research. The kit retails for $69.00USD, and features Amino Acid Shampoo & Conditioner, Ultra Facial Cleanser, Ultra Facial Cream, Creme de Corps, Midnight Recovery Concentrate, Powerful-Strength Line-Reducing Concentrate, Super Fluid UV Defense SPF 15 and Creamy Eye Treatment with Avocado.
This set is available at all Kiehl's stores nationwide and Kiehls.com.
Copyright secured by Digiprove


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@Listening Gallery
To represent established sound artists in the Listening Gallery, a 24-channel sound installation broadcasting sound art on Lincoln Road in Miami Beach, Florida
You are viewing 1—12 of 27 results.
To represent established sound artists in the Listening Gallery, a 24-channel sound installation broadcasting sound art on Lincoln Road in Miami Beach, Florida
To explore innovative architecture, DawnTown will sponsor an annual architectural contest resulting in the creation of a temporary structure.
To meet a growing demand for WLRN's original broadcast content through eight original videos designed specifically for its online platform at ArtStreetMiami.org
To offer hands-on training to emerging curators or recent curatorial studies and/or art history master of arts graduates through a curatorial fellowship program
To showcase Haitian music through a monthly concert series in Little Haiti featuring the country's diverse rhythms and to partner with area businesses to activate the neighborhood
To shape Miami's cinematic identity, the Borscht Film Festival will showcase and create original films that tell unique Miami stories.
To open the WDNA venue for cross-cultural and cross-generational close encounters in music, film, visual and audio arts, and the humanities, bringing exciting and enlightening programs to the station every week both on and off the air
To create Knight Fellowships for graduate students pursuing master of fine arts degrees in Miami, enabling Florida International University to attract America's top young writers to South Florida
To showcase folk and traditional artists, reaching new audiences and offering technical assistance to build artist capacity beyond the residency
To equip Haitian youths with the historical background and studio skills needed to regenerate the art of Haiti under the guidance of Haitian-American and Caribbean artists
To reach broader audiences and create engaged online communities by implementing advanced technology and social media in the Frost Art Museum's programming
To offer three to five local resident companies reduced rates to present performances in a variety of genres at the Olympia Theater at the Gusman Center for the Performing Arts through a rental subsidy fund


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QUESTION: Why do undefined changes occur to MD 34090 of a rotary (modulo) axis?
ANSWER: In certain situations, the controller autonomously changes this value (modulo compensation). For example, this can happen during Power On/Off, but also in other situations if the controller wants to correct the modulo value, e.g. because the measuring range limit of the encoder is exceeded.
Normal behavior !!!
QUESTION: The speed specified for a lathe equipped with one main spindle and two supports being operated alternately depends on the machining diameter being used by the active support. Each support is located in a separate channel.
ANSWER: The spindle must be specified for both channels (MD20070).The spindle machine data 30552 must be set to 2 (automatic GETD).
The speed for the jointly used spindle can thus be specified from both channels.
M3/M4 has to be programmed in the part program of the respective channel where the spindle is accessed.
Program example for "Speed setting from 2 channels, see appendix.
example_2-channels.pdf ( 13 KB )


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I am looking for information concerning John Wyss who came from Solothurn Switzerland to America in 1862. He was married to Laura Elizabeth House. All help will be appreciated. Thanks in advamce. Dennis Notify Administrator about this message?
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News: Highgate House to host Heart FM Trekkers' Ball
10 Feb 2010
Highgate House in Creaton has been chosen as the venue for Heart FM's Trekkers' Ball in March. Producers and executives from Northamptonshire's commercial radio station are heading for China in May to raise funds for the Have a Heart Trek China Appeal.
Heart Breakfast's Jagger & Woody will be hosting the evening and Heart drivetime presenter Dan Fox will be entertaining guests with a Club Classics disco later in the evening. There will be a three course meal prepared by Highgate House's award-winning chefs as well as a charity raffle and auction.
Highgate House is a Sundial Group conference, training and event venue just a few miles out of Northampton and it regularly hosts events to support local charities. Last year its Afternoon of Jazz raised £750 for local charity CAN, while it also hosted a themed Pink Ball in aid of Cancer Research UK last November.
Arianne Merry, Anna Vitiello and Fiona Taylor are the ladies from Heart who will be walking along the Great Wall. The money raised by the team from Northamptonshire will stay in the county, supporting local causes. This year's focus is helping children who experience the negative effects of abuse, poverty, disability, homelessness or illness.
"We are very grateful to Highgate House for hosting our ball for us, and we know it's going to be a great party. Tickets are just £40 so please log on to www.heart.co.uk to come and help us raise as much money as possible for local children."


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Showing All "Jay-Z" Posts
Sep 16th, 2009 43 Comments
So, you may or may not have noticed on Sunday that a child ran up on stage during Jay-Z's and Alicia Keys's performance of "Empire State of Mind." That tiny, tiny creature was Lil Mama. And today,…   Read Story »
Sep 15th, 2009 67 Comments
No matter how bad things get in one's life, there is always the held-out hope that they will eventually get better. We all dutifully push our own shopping cart through the falling ash as we carry our…   Read Story »
Aug 20th, 2009 34 Comments
In the Revolution (or the Apocalypse) it is impossible to tell how things are going to shake out. No one realizes what they are capable of until that realization is forced upon them. Are you a…   Read Story »
Jun 29th, 2009 27 Comments
"Death of Autotune" video, you guys.
Aw, poor Jay-Z! Don't get me wrong, Jay-Z is an Old God, wandering the Earth because he got bored in HEAVEN. But this video could double as a documentary about…   Read Story »
Feb 5th, 2009 15 Comments
This is making the rounds today. I might be the only person who doesn't like it. That's OK. I don't have to love everything (because of how usually I love everything). Besides, fake rap is fake rap…   Read Story »
Jan 22nd, 2009 7 Comments
Bill O'Reilly and Dennis Miller recap the inauguration (with a focus on Jay Z and "Little Jeezy") and they're so old and emasculated and unintentionally funny because they think they're still…   Read Story »
Oct 17th, 2008 2 Comments
Whoa. When did Jay-Z become Professor of Voting Rights at Know-It-All U? Also is that MGMT's "Time to Pretend" playing really faintly near the end? (EASTER EGG FOR THE SUPERFANS!)   Read Story »
Oct 9th, 2008 Comment
I can understand why maybe the international community wasn't fired up about the news that Ed McMahon was going to be producing fake raps for FreeCreditReport.com. It didn't seem like it would affect…   Read Story »
Oct 7th, 2008 4 Comments
If there's one thing I've learned about beautiful, sophisticated women, it's that they love rolling around in the bed with dirty laundry to pass the time. They just check the voicemail messages on…   Read Story »
Jun 30th, 2008 2 Comments
This is what everybody seemed to be talking about all weekend so here goes: Oh hey, did you hear that Amy Winehouse punched a fan while performing at the Glastonbury music festival and there's video…   Read Story »


text: Alfa MG or Triumph Messenger Bag by Me and My Car £49$93.48€64.51$82.04 5 customer reviews(5) In stock FREE mainland UK delivery - Order now and receive this item on or before Tuesday 3 February FREE mainland UK deliveryEstimated delivery: 1-2 days £3.95$7.53€5.20$6.61 Express Next Day - Order now and receive this item on or before Tuesday 3 February Express delivery available £11.95$22.79€15.73$20.00 Saturday delivery - Order now and receive this item on or before Saturday 7 February International delivery available designdesign (required)Red AlfaBlue MGTriumph Motorbikedesign (required)Red AlfaBlue MGTriumph Motorbikedesign (required)Red AlfaBlue MGTriumph Motorbikedesign (required)Red AlfaBlue MGTriumph Motorbike quantity by Me and My Car Location: Oxon, GB read seller's profile see seller's complete range more items from this seller Grand Prix Coasters £26$49.60€34.23$43.53 Set Of Four Spanner Coffee Spoons £34$64.86€44.76$56.92 Solid Silver Steering Wheel Cufflinks £245$467.43€322.59$410.20 Vintage RAF Pilot Holdall £254$484.60€334.44$425.27 Classic Touring Holdall £179$341.51€235.68$299.69 Bluebird At Bonneville Mug £12$22.89€15.80$20.09 view all you may also like PRODUCT DETAILS CUSTOMER REVIEWS DELIVERY RETURNS Made in Britain ask seller a question A stylish and robust messenger bag featuring a choice of three classic vehicle designs. Step out in style with the our Messenger bag featuring either a red Alfa, a blue MG or a classic Triumph motorbike. Made from sturdy khaki coloured cotton canvas and lined throughout the bag combines practicality with style. Large enough for a laptop for work days and equally at home as a casual bag for the weekend, the Messenger bag is the only bag you need The central compartment has a zip fastening and an internal zipped pocket. A second zipped pocket is located under the flap and two further open pockets are on the back panel. The front flap resplendent with its car or bike design closes with velcro, making it an easy bag to use. The straps in brown and cream webbing are adjustable and attached with brass fastenings made from: Made from cotton canvas. dimensions: Size: W39xm, H32cm, D11cm product code: 70088 5 customer reviews Mon 14 Jan 2013 Excellent. Mon 03 Dec 2012 Great bag - stylish and different Sat 10 Dec 2011 No comment supplied. Wed 16 Nov 2011 No comment supplied. Sun 26 Dec 2010 wonderful product. delivered on time. Thank You see all customer reviews hide some customer reviews read about our product rating system ratings guide trusted independent customer feedbackforum excellent bad good poor This product is dispatched to you by Me and My Car. MAINLAND UK order now and receive this item on or before price Express Next Day Tuesday 3 February £3.95$7.53€5.20$6.61 Saturday Delivery Saturday 7 February £11.95$22.79€15.73$20.00 Free Delivery Tuesday 3 February FREEFREEFREEFREE NON-MAINLAND UK estimated delivery price Highlands & Islands of Scotland 2-5 daysfrom dispatch £3.75$7.15€4.93$6.27 Northern Ireland 2-5 daysfrom dispatch £3.75$7.15€4.93$6.27 Other UK Islands 2-5 daysfrom dispatch £4.95$9.44€6.51$8.28 INTERNATIONAL DELIVERY estimated delivery price Western Europe 2-5 daysfrom dispatch £15.50$29.57€20.40$25.95 Rest of Europe 5-10 daysfrom dispatch £15.50$29.57€20.40$25.95 USA & Canada 5-10 daysfrom dispatch £26.00$49.60€34.23$43.53 Far East & Australasia 5-10 daysfrom dispatch £30.00$57.23€39.50$50.22 Rest of the world 5-14 daysfrom dispatch £30.00$57.23€39.50$50.22 You have 28 days, from receipt of cancellable goods, to notify the seller if you wish to cancel your order or exchange an item. Please note: goods that are personalised, bespoke or made-to-order to your specific requirements, perishable products and personal items sold with a hygiene seal (cosmetics, underwear) in instances where the seal is broken are non-refundable, unless faulty. Read more about our returns policy.Should you choose to return or exchange your order you will need to deliver the item(s) to the UK, where this seller is based. Me and My Car's return policy


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Dallas Tweed Ride set for November 13th
October 23, 2011 § 5 Comments
Once again, it is time for Dallas's 3rd Annual Tweed Ride! Don your smartest apparel and make haste to the grassy knoll in Downtown Dallas (at Dealey Plaza) on November 13th at 1:30PM. The ride will take us through historic Oak Cliff with stops at the Turner House for lawn games and merriment, the Bishop Arts District to stroll the outdoor market at CliffFest, and finally returning to Downtown Dallas. This ride has become an institution in Dallas bringing out over one hundred chaps and lasses all wearing their finest knickers and caps. Last year's event included dancing, tug-of-wars, umbrella jousting, cucumber sandwich tosses, and beer relays. Expect all of that and more as we prepare for another rousing ride through our fare city.
Here are some of our favorite pictures from Tweed's past:
§ 5 Responses to Dallas Tweed Ride set for November 13th
Sounds good, Jason. I did the first Tweed Ride, but came in my Spandex bike pants and cycling jersey. Talk about a pair of brown shoes with a Tuxedo!!!
[…] was a fun day, see you at the 2011 Oak Cliff Tweed Ride on Sunday, November […]
[…] chaps and lasses all wearing their finest knickers and caps. Expect all of that and more as the Dallas Tweed Ride prepares for another rousing ride through our fare […]
Dallas Tweed Ride 2011 was a blast! Thanks to the organizers. i uploaded Dallas Tweed Ride pics to my flickr page here: http://www.flickr.com/photos/nffcnnr/
Woot! -
[…] participated in Bike Friendly Oak Cliff's Third Annual Dallas Tweed Ride yesterday and had a blast. As with the previous three years, the turnout for this event was […]


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- Invest in Tibi's sought after style with this sassy shift. The classic shape grants this luxurious silk dress timeless appeal whilst the cut-out section to the back ensures that this has enviable understated elegance. Be sure to wear with a sparkling clutch to add instant festive appeal.
- Coral red silk shift dress featuring a wide round neck, concealed zip detail to sleeves and a cut-out section to the the back with a key-hole style hook and eye fastening and a concealed zip. Model is 5'10", a standard UK 8 and is wearing a US 4. This item runs true to size.
100% silk. 100% polyester. Dry clean only. - THIS ITEM IS NO LONGER AVAILABLE TO PURCHASE
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Promo Code: book
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Rainbow Reykjavik Day 3
Golden Circle tour: Lunch at Geysir, freezing cold rain at Gullfoss waterfall, soaking in the Laugarvatn Spa after having a slice of tasty bread, baked in the hot earth. Last stop Thingvellir, before the big party started in the eveining.
Taken by shoujoai. These tags describe this photo: tour, reykjavik, pink, rainbow, lgbt, festival, and holidays. This photo can also be found in the album Rainbow Reykjavik Day #3.Please login to get more out of this site
You are currently not logged in, do so now to add comments, like articles as well as photos, submit to competitions, translate articles and gain access to unlimited photo upload! If you are not registered yet, go here to find out more about Lomography and join now! If you just want a limited account for now you can use Twitter or Facebook. We would love to have you as a member here!
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Liking photos helps us to present the best ones to you and others. 8 people like this photo. 8 people like this photo: gepo1303, masha_njam, maria_vlachou, mediabrus, rik041, itisanormalname, atria007, and fuckdaniels.


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We've taken inspiration from the 'test-to-improve' approaches from the likes of Groupon, Salesforce.com and other lean start-ups. Our services are designed to work iteratively, allowing us to adapt the process along the way which means we deliver results that drive growth from the point of delivery so you can remain ahead of the game.


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Effect of tourmaline on the body include helps to rebuild the endocrine system and affect positively against diseases caused within the liver, autonomic nervous system, blood circulation & skin. Tourmaline support switching of oxygen in the blood, enhances the immune system, endocrine system and lymphatic system and assist the recovery from oncological diseases. Due to these characteristics, tourmaline been nicknamed the "wonderful doctor" for its positive effect on health.
Benefits of Tourma Ceramic Pad
The reason people feel refreshed near the ocean or deep within a forest is due to an abundance of negative ions. Negative ions form naturally from the earth and when water dissolves into its elements.
Carefit Healing Heating Mat which works like healax mat or heating pad, utilizes the principles of a conductor rod with its copper-mesh that is grounded to draw up natural negative ions into its environment. That is the secret behind the fresh feeling one receives the minute Carefit Healax Mat is utilized.
Enjoy life with CAREFIT Thermal Tourmaline Bio-Mat
1. Tourmaline heating pad is made of tourmaline combined with the technology of far-infrared ray.
2. TCM Tourma Cermaic Heating Pad is used to keep your health, far-infrared light wave therapy, warm therapy etc.
3. Using it in the right way, Carefit heating pad can help eliminate tiredness, effect on rheumatism lenitive and blood circulation;
4. Various minerals of zinc, iron, calcium, etc. composed in the Tourma stone therapy can effectively improve blood circulation, promote body immunity, better sub-health.


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found a new home!
Plenty of my friends are looking
for one too. Find a pet to adopt.
Find a pet to adopt |
My name is Tom!
Facts about Tom
- Breed: Domestic Shorthair
- Color: Orange Or Red
- Age: Adult
- Sex: Male
- Hair: Short
Tom's Info...
I am already neutered, up to date with shots, good with kids, good with dogs, and good with cats.
Tom is a shelter favorite! He is one of the most laid back cats we have had in our shelter yet. Hes big and very cuddly. When Tom is in stressful situations however he gets bloody loose stool. This has been something we've watched for quite some time. He is very healthy but just needs a forever home to relax in!
Act quickly to adopt Tom. Pets at this Shelter may be held for only a short time.
Other Pets at Paws 'N' Claws
Why Adoption is a Great Option
Tom, a Attica Domestic Shorthair cat was adopted! Here's how you can benefit by looking at adoption as an option to buying a Domestic Shorthair for sale in Attica, or seeking a Domestic Shorthair cat from a breeder in Attica.
- Rescues and shelter volunteers in Attica already know the personality and tendencies of their pets. This means they can match you with the right pet. That will makes it much easier transition to owning a pet for yourself and your new pet.
- On average adoption fees are much less than you'd pay a Attica breeder, or pet store. Plus most often rescue pets have already been to the veterinarian for a check-up, had a round of vaccinations, and are spayed or neutered. That is a lot of savings!
- You will become a hero, and give a needy dog or cat a loving home. In fact, there are even Domestic Shorthair breeders who help with Domestic Shorthair rescue. One puppy or kitten adopted in Attica paves the way for another one to be saved.


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As if I wasn't already excited about Wii Remote MotionPlus already, this demonstration shows off what it's capable of in Grand Slam Tennis. I must say I come away impressed, now if I could only get my own hands on it.
- New The Last Story Trailer
- Can 3D Save Nintendo In The Coming Years?
- The Great Legend of Zelda Debate
- Everything To Know About The Last Story
- Wii Wheel Used For Real Life Kart
- Donkey Kong Country Returns, and So Have We!
- Live Action Samus Aran is Glorious
- Trailer for New Sonic Game Hits Web
- Koopa Troopa Shirt
- Wii Review: New Super Mario Bros.
WiiBlog.net Archives
Mii Resources


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16 Angel Crafts to Make: Homemade Christmas Ornaments & Decorations
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Believe Snowman Christmas Ornament
By: The Designers of Deco Art
Lighten and brighten your holiday tree with this glossy ornament painted with a snowy scene. Hand-painted christmas ornaments make great holiday gifts.
DecoArt Products Required
Americana Gloss Enamels
- DAG01 - White --- NEW!!
- DAG36 - True Blue --- NEW!!
- DAG67 - Black --- NEW!!
- DAG71 - Glorious Gold --- NEW!!
- DAG151 - Royal Fuchsia --- NEW!!
- DAG228 - Bright Orange --- NEW!!
- DAG230 - Festive Green --- NEW!!
- DAG234 - Calypso Blue --- NEW!!
- DAG273 - Saffron Yellow --- NEW!!
- #10/0 liner brush
- Water container
- Palette or plastic plate
- Paper towels
- 3 sizes of round sponge pouncers
- Small piece of sea sponge
- Cosmetic sponge
- Alcohol
- 3 1/2" clear glass ornament
Preparation: Clean ornament with alcohol. Dry well with paper towel or soft cloth.
- Use liner brush and White to paint snowflakes and dots on one side of ornament.
- Use cosmetic sponge to apply Calypso Blue over snowflake area leaving front portion of ornament unpainted.
- Use sea sponge with White and small amount of True Blue to pounce in snow area.
- Dip largest pouncer in White then dip edge in small amount of True Blue. Tap on palette to blend. Position pouncer on ornament and press to form snowman body. Repeat with remaining pouncers.
- Use liner brush and Festive Green to paint tree and scarf, Saffron Yellow for star, True Blue for remaining scarf, Bright Orange for noses, and Glorious Gold for arms.
- Use brush handle end and Black to dot on eyes and buttons.
- Use liner brush and Royal Fuchsia for lettering.
Helpful Hint
Let dry between steps.
Read the 19 personalized ornament ideas for some great gifts.
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About | Projects | Docs | Forums | Lists | Bugs | Get Gentoo! | Support | Planet | Wiki
First of all, Centrino CPU speed should be handled by a speed governor daemon (have a look at the ACPI guide at gentoo.org) Keep in mind that if you want to have battery for more time, it's normal that this daemon reduces the CPU if its not used, the same daemon will raise up the speed as soon as the current speed becames too low (compiling, i.e.) So, my recommendations: - Set up an speed governor - Get information about how Centrino platform works - Enjoy :) cheers Jordi On 5/2/05, Cliff Rowley <cliffrowley@...> wrote: > Greetings fellow Gentoo users :) > > I wonder if anyone could be of assistance. I am desperately trying to > get Gentoo playing nicely with my IBM ThinkPad T40, but I am having a > /serious/ problem that could easily render my laptop inoperable if I > continue to use it. > > Basically my CPU fan doesn't appear to be spinning up correctly under > Gentoo (but works as expected under WinXP - dual boot setup), and I > caught my CPU at 68 degrees yesterday! Fortunately I noticed before it > was too late, and used the Pentium M speedstep feature to reduce my CPU > to 500Mhz, dropping the temperature back down to a comfortable 44 degrees. > > I really don't know what to do. I've tried every approach I've > encountered, but nothing seems to be able to keep my CPU temperature > down without knocking 2/3 off my CPU speed (which is obviously not desired). > > Is there anyone with any words of wisdom on this topic? > > Many thanks in advance :) > > -- > No virus found in this outgoing message. > Checked by AVG Anti-Virus. > Version: 7.0.308 / Virus Database: 266.11.0 - Release Date: 29/04/2005 > > -- > email@example.com mailing list > > -- Jordi Molina Casas (warp3r) mail: warp3r@... www: www.warp3r.com If you're still sending mail to warper@eresmas, please update your address book, my current email is warp3r@... -- email@example.com mailing list
Updated Jun 17, 2009
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Pouring a foundation is the first critical step in building your home, so make sure you know what to look for if you're hiring a custom builder or doing a portion of the work yourself. Here are some foundation basics.
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Local Articles in Sheldon
Angie Hicks answers a member question about whether it's normal for cracks to form on a new concrete driveway and how to talk to your masonry contractor if so.
Mudjacking or concrete leveling may be the answer if your front porch is stooping or your sidewalk is slouching. Consider these tips to level sunken concrete.
Concrete pros say perfectly uniform concrete is not always possible, but excessive discoloration can occur for several reasons. Here are some possible fixes.
Angie's Answers
Bids are NOT done based on a multiplier on top of materials cost to get labor cost. Think of the consequences in the example you gave - by that method using say plain home depot tile made in Honduras might cost $5/SF materials, so by your method $10 labor. Now, same floor, with Carerra marble or Barre Granite at $75-100/SF - so do you want him charging you $150-200/SF labor when it takes almost exactly the same time regardless of material ?
To put it in simple terms, contractors:
1) figure the amount and cost of materials and consumables needed from the plans and specifications, applying a markup (from 15-50%, depending on contractor and how fancy or specialized a job it is).
2) Then they figure the equipment needed and the operating time to be used or elapsed time to be rented or leased - either opperating hour or elapsed time, or combination of both, especially if it consumes fuel
3) They then figure the labor time for the various trades required to do the job, maybe add an efficiency or ease of work multiplier to those hours to fit the job conditions, multiply those hours by the hourly pay rates, then multiply that times the "load" or "Labor Overhead" to account for employment taxes, workman's compensation costs, health plan, etc, etc.
4) Then they add in the cost of any architect or engineer plans or certifications that are needed, government permits and inspections, etc.
5) Then they add in any subcontractor bids, with appropriate contingency amount for each.
6) All those above totals are added up, an appropriate overall contingency added if needed (typically 5-10%, but on remote site jobs I have seen as high as 200%), and (depending on how contractor figures his costs) at least all the "in-house" costs like his equipment, consumables, and labor costs have a percentage overhead and profit added to them - typically about 100-150%. Some contractors use a lower overhead percentage but apply it to the total estimated job cost, not just in-house costs.
This "company overhead" or "general overhead" or "G&A - General and Administrative Overhead" covers the costs of financing and running the company, management and secretarial and general supply and maintenance costs, buildings and equipment yards lease or mortgage cost, working capital cost, insurance, loan interest, general shop equipment payments, profit, etc. Some contractors use a lower overhead and apply it to every cost in the job, some (especially those doing government work so havingto adhere to government accounting rules) apply a "markup percentage" to materials and rental costs and outside subcontract services, and apply G&A overhead only to in-house costs.
That being said, for a general class of work it does generally (on normal jobs) work out that there is a general multiple of labor to materials cost. For instance, yard work and residential tree work is heavy on labor, so it might have a labor to materials ratio of 3:1 or even 5:1. Detail foundation hand excavation and underpinning can run to 5:1 or more. Many types of building construction like plumbing, tile, carpentry, etc. do end up with a very roughly 2:1 or 3:1 ratio of labor to materials cost. At the other extreme, high energy efficiency or hurricane rated glass installation or a fancy full-building computer and communications system or high-end entertainment center might have a labor to materials ratio of 0.25-0.5 because it is designed to go in pretty fast, but the materials cost a lot.
For your case, a hardscaping ratio could run from 0.5:1 or less to as much as 3:1 or more, for installations with very expensive imported stone and fancy woods and a lot of bought decorative items such as statuary, to the opposite labor-intensive landscaping with lots of sidehill terracing and hand-planted flower beds, hand-dug irrigation system trenches, and manual-placed concrete block or railroad tie walls. Each job should be figured on its own merits - using a "rule-of-thumb" is where people commonly get unpleasantly surprised. That is why you typically get 3 bids unless you have a contractor you trust from prior experience and are confident will give you a fair shake regardless of being sole-sourced. Personally, both for my own purposes and professionally in the design and construction business, I have found sole-source to trusted contractors you have experience with is, in the long run, a BIG money and time saver, as well as making it far more likely to finish on schedule and let you sleep at night.
You need a general contractor - prefereably one who specializes in additions, because you have excavation, waterproofing, concrete, concrete cutting, carpentry, door and window, etc trades to coordinate.
The cost will depend a great deal on your topography around the house - if the base of the window will be above ground level at least 6 inches, then could run about $500 for a legal egress window purchase and about $1000-2000 for installation, depending on how deep into the concrete you have to cut.
If the bottom of the window will be below ground level, then to call it a bedroom (which mandates legal sized second egress and usauully at least one window) then you will have two choices - bring it out into a solid watertight concrete storm cellar with collar to keep water out, stairs, and and weather and bug-tight cellar door that is inward-opening, which means a lot of space for stairs and landings top and bottom, or bring it out into an oversized window well at least 36 inches in diameter, and with steps to ground level, with adequate drainage and waterproofing to keep it dry. Either way, sometimes about as easy to put in an outside door as a window, and might raise property value more. Cost from $2-5,000 depending on how deep into concrete wall you have to dig, whether concrete wsall needs reinforcing with steel frame because of the depth of cut, how easy the digging is, and what your water conditions are near the foundation. The last thing you want to do is create an easy water or vermin ingress with your egress.
The cost to install the veneer stone has a wide range do to many factors. It can range from around $9 to $17 per square foot. It depends on the location, the stone being used, job access, skaffolding needs, wall prep and such. I would think you would be on the lower end of the scale. Your job is on a concrete surface so it eliminates one of the biggest problems they are having with this product, wall preperation. This one of the things that separates the high bidders from the low ones. There are million dollars homes being torn down because of improper wall prep. One a wood frame house a backing system that allows drainage is a must or the moisture absorbed by the veneer can rot the walls behind with alarming speed. Some have had makor damage within the first four years. On a concrete wall the veneer needs no such prep at most wire mesh applied if it is an older concrete wall.
Is the wall that the garage is sloped toward and adjacent wall of the home?
If not, it should not be of real concern.
Try to keep the water out of the garage with a gasket on the door.
Concrete Repair reviews in Sheldon
Sewer line had to be replaced because the line was originally not installed correctly and caused the breakage and subsequent separation. not only replaced the sewer line according to proper standards, but backfilled and compacted the soil as it should have originally been upon installation.
I highly recommend them. They are professional, experts in their field, and willing to go the extra mile to provide good customer service.
G & P Concrete delivered on their promise. They were a great group of people, fun to work with, and very courteous. It was great to see a group of people working hard together along with their boss !
The job was taken as a "winter project" and it went much better than I expected. G&P took advantage of every good weather day and were able to complete the job much quicker than I ever expected. They started the job on 12/20/2014 and were finished by 1/14/2015.
We treated each other fairly, and they made my wife and I very happy that we selected them to do our project. I would definitely use them for any future concrete projects and highly recommend them to anyone else needing such services.
Thanks and Team !
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text: Edmond Binoge Is a professional musician (composer, arranger, multi-instrumentalist) , Live Act artist / DJ and producer of electronic music. He has graduated at Faculty for Music Art and in process is his Master Degree of Musical harmony & analysis for music. Beside that, he has attended open hours courses for Ableton DJ, mixing & mastering at Dubspot in NYC, USA. His sound can be recognised as..Edmond Binoge's biography Edmond Binoge Musician


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Krka waterfalls
A visit in the Krka national parc in Croatia. Do you remember this popular picture of Winnetou and Old Shatterhand standing in front of waterfalls? This is the place where the film was made!
This photo was shot on film. Taken by shoujoai with a Lomo Lubitel 166B (available in our Online Shop) loaded with Kodak Aerochrome lll Color Infrared Film film in Croatia. These tags describe this photo: wasser, holiday, infrared, filter, sun, water, waterfalls, waterfall, eau, aqua, winnetou, wasserfall, 120mm, and square. Date: 2011-08-30. Time: Afternoon. This photo can also be found in the album EIR - following Winnetous footsteps at Krka waterfalls.Please login to get more out of this site
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1 comment
So schön!:)
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