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A switch assembly of the type having a rocker actuator user rotatable in opposite directions from a neutral position for alternate actuation of individual switches on opposite sides of the rocker each having a moveable actuator member movement of which by the rocker effects actuation of the switches. The rocker has a plurality of arcuately spaced recesses which are resiliently engaged to detent the rocker in a neutral and an actuated position. In one embodiment, the recesses engage a resilient wire beam spring extending parallel to the rocker axis. In another embodiment, the recesses are formed on a portion of the rocker which resiliently deflects to permit engagement and disengagement with a stationary pivot surface. In another embodiment, recesses in the rocker are engaged by a detent surface provided on a stationary resiliently deflectable beam extending at right angles to the rocker axis.
1. A switch assembly comprising:
(a) housing means;
(b) a first and second switching means each having a contact member, movable between a first and a second position said switching means each operable by said movement to effect a switching function;
(c) a rocker member mounted for rotational movement in a clockwise and anti-clockwise direction on said base means and formed of resilient electrically non-conductive material and having a user contactable position extending from said housing means for manual actuation thereof and other portions thereof defining pivot surfaces engaging corresponding surfaces of said housing means and a certain depending portion defining detent surfaces thereon;
(d) at least one beam spring disposed in generally spaced parallel arrangement and extending at generally right angles to the direction of said pivotal movement, said at least one beam spring resiliently engaging said detent surface to provide resilient detenting of said rocker member upon user movement thereof; and,
(e) a plurality of actuators operably responsive upon movement of said rocker in said directions to alternately effect said movement of said first and second switching means contact members between said first and second positions.
2. The assembly defined in claim 1, wherein said at least one beam spring are formed of wire having a circular configuration in transverse section.
3. The assembly defined in claim 1, wherein said at least one beam spring comprises two beam springs formed integrally from a single wire having a generally U-shaped configuration.
4. The assembly defined in claim 1, wherein said rocker member is formed integrally of thermoplastic material.
5. The assembly defined in claim 1, wherein said certain depending portions of said rocker member has a generally arcuately shaped configuration.
6. The assembly defined in claim 1, wherein said plurality of actuators comprises individual movable members mounted for movement on said housing means, each responsive to said pivotal movement of said rocker member in one of said opposite directions of movement.
7. The assembly defined in claim 1, wherein said at least one beam spring is formed of thermoplastic polymer.
8. The assembly defined in claim 1, wherein said at least one beam spring extends in a direction generally perpendicular to the axis of rotation of said rocker.
9. A switch assembly comprising:
(a) housing means;
(b) a rocker member mounted for rotational movement in a clockwise and anti-clockwise direction on said housing means and having integrally formed therewith a user-movable portion extending externally of said housing means an including another portion disposed interiorly of said housing means on the opposite side of said pivotal mount from said user-movable portion, said another portion defining a plurality of detent surfaces disposed in arcuately spaced arrangement;
(c) a first and second switching means each having a contact member mounted on said housing means on opposite sides of said rocker pivotal mount and operable for movement between a first position and a second position said switching means each operable by said movement to effect a switching function; and,
(d) detent means mounted on said housing means and operable to effect resiliently releasable engagement of said detent surfaces at a neutral or centered position and upon said rotational movement of said rocker in either of said opposite directions at a position causing said movement of, respectively, one of said switching or control members; wherein, said rocker member is operative upon user movement in said directions to alternately effect said movement of said first and second switching means contact members.
10. The switch assembly defined in claim 9, wherein said detent means comprises a beam spring extending in a direction generally parallel with respect to the axis of rotation of said rocker.
11. The switch assembly defined in claim 9, wherein said detent means comprises a beam spring formed of wire and having a generally U-shaped configuration.
12. The switch assembly defined in claim 9, wherein said rocker member includes a generally arcuately shaped resiliently deformable portion defining said detent surfaces.
13. The switch assembly defined in claim 9, further comprising a plurality of individual actuator members mounted for movement on said housing means, each responsive to said rotational movement of said rocker member in one of said clockwise and anti-clockwise directions.
The present invention relates to switches of the type having a user manipulated actuator with a central unactuated position and an actuated position on either side of the neutral or unactuated position. Switches of this type are usually known as rocker switches, due to the rotational movement of the user manipulated actuator from the neutral or unactuated to either of the actuated positions. Where the user manipulated actuator has a portion extending outwardly therefrom as a projection, switches are typically known as paddle type rocker switches.
Switches of the above-mentioned type have found widespread usage in automotive applications where it is desired to provide the user with readily discernible tactile feedback of the state of the switch actuator in order that the vehicle operator may manually locate the switch and effect the desired movement thereof without visual distraction from the primary function of vehicle operation.
In vehicle accessory control switch applications, it is often desirable to provide an indication of a switch neutral or unactuated position; and, in some cases it may be desirable to provide a detenting of the movement of the actuator to provide the user with a discernable indication of the neutral or unactuated position, and particularly in applications where the switch actuator is movable in opposite directions of rotation. Where a switch is operated by bidirectional rotation of an actuator member such as a rocker, for actuating a plurality of stationary individual switching mechanisms, it has been difficult to provide a tactiley discernable way or means of indicating the neutral or unactuated position of the switch without substantially altering the effort required to actuate or "feel" required to actuate the switch in either of the opposing directions of movement. In rocker type switches employed for automotive accessory controls, and particularly such switches manufactured in high volume, it has proven extremely difficult to incorporate a positively discernable neutral position indication in a switch without substantially increasing the cost of the switch to the extent which would render the switch non-competitive in the marketplace for automotive applications. Thus, it has long been desired to provide a way or means of detenting a rocker-actuated switch where the switch is intended to be operated in opposite directions from a central or neutral position, and to provide such an indication or feel of the neutral position in a manner which is reliable and low in cost in high volume mass production.
The present invention provides a switch having a user movable rocker member which may be rotated in either of two opposite directions for effecting actuation of a selected one of plural individual switching mechanisms or movement of a member between an operating and reset position. The rocker actuator member of the present switch assembly is detented to a central or neutral position in which none of the electrical switching mechanisms is actuated; and, the detenting is accomplished by resilient engagement of recesses in the rocker actuator member. The neutral position is tactiley discernible by the user by a noticeable increase in the force required to move the switch in either direction from the neutral position. In one embodiment of the invention, an arcuate surface on the rocker actuator member has recesses formed therein which engage a wire beam spring disposed on the switch housing so as to resiliently engage the recesses. Upon attempted user movement of the rocker actuator, an increased force is required to initiate movement of the rocker actuator from the recess in order to cause the beam spring to be cammed or ramped out of the recess and to slide along the arcuate surface during actuation. In the preferred practice, an additional recess is provided in both of the fully actuated position of the arcuate surface to permit detenting of the switch in the actuated position in either direction of rotation of the rocker from the neutral position.
In another embodiment, the arcuate surface of the rocker actuator member has recesses formed therein in the neutral and actuated positions; and, the arcuate surface comprises a resilient portion of the rocker member which acts to provide resilient or spring engagement of the rocker actuator recesses with a rigid stationary detent surface provided on the housing. In another embodiment, the arcuate surface of the rocker actuator has detenting recesses for the neutral and actuated positions which engage a detent surface formed on a resiliently deflectable portion of the housing.
FIG. 1 is a top view of the switch assembly of the present invention, with portions of the case removed;
FIG. 2 is a section view taken along section-indicating lines 2--2 of FIG. 1;
FIG. 3 is an axonometric view of the rocker member illustrated in the embodiment of FIG. 2;
FIG. 4 is an axonometric view of portions of the rocker member of FIG. 3 detented by a beam spring;
FIG. 5 is a view similar to FIG. 3, of an alternate embodiment of the rocker actuator of the present invention;
FIG. 6 is a portion of a section view of an embodiment of the invention employing the rocker member of FIG. 5;
FIG. 7 is a view similar to FIG. 6, of another embodiment of the invention.
Referring to FIGS. 1 and 2, a switch assembly employing the present invention is indicated generally at 10 as having a housing means which includes a base 12 and a cover 14. Base 12 has a plurality of flexible sealing membranes or domes denoted by reference numerals 16,18,20,22 attached to the interior of the base 12. In the presently preferred practice, the membranes are formed of elastomeric material and, if desired, may be integrally formed as by molding in a single sheet of material.
Each of the membranes or domes has an electrical switching mechanism or control member movable between an operating an reset position provided on the interior or underneath side thereof, as indicated generally by reference numerals 24,26,28,30. The switches disposed in the extreme leftward and rightward position in FIG. 2 denoted by reference numerals 24,30 each employ an actuator pad or control member denoted, respectively, by reference numerals 32,34 disposed on the undersurface of the membrane, and which are located for actuating a microswitch disposed thereunder, as denoted by reference numerals 36,38 and mounted on base 12 as, for example, on a printed circuit (not shown). The centrally located switches denoted by reference numerals 26,28 disposed intermediate switches 24,30, each have a conductive pad or shorting bar denoted, respectively, by reference numerals 40,42 provided on the underside of the membrane 18,20. Each of the conductive pads 40,42 is disposed to make contact with, in the manner of a shorting bar, separate conductive strips (not shown) provided on the upper surface of base 12 as, for example, by printed circuit techniques, as is well known in the art.
Each of the membranes 16,18,20,22 has disposed centrally directly thereabove the head portion indicated, respectively, by reference numerals 44,46,48,50 of a plunger denoted, respectively, by reference numerals 52,54,56,58. Each of the plungers is guided for vertical sliding movement in the housing cover 14, respectively, by a bore formed, respectively, in guide-towers 60,62,64,68.
Plungers 52,58 extend vertically upwardly and exteriorly of the cover 14, and are actuated by the user depressing an actuator bar or frame 70. It will be understood that an additional pair of plungers denoted by reference numerals 72,74 in FIG. 1 are disposed in quadrature with respect to plungers 52,58 for similar actuation by frame 70, with the actuators 72,74 not being visible in FIG. 2. Actuator bar 70 has a central aperture 76 formed therein, through which extends a selector or paddle portion 80 of a rocker actuator member indicated generally at 78 for manual user contact. A retainer plate 71 is mounted on stanchions 66, 69, 73, 75, two of which are shown in FIG. 2 denoted 73, 75; and, plate 71 is riveted thereon as denoted by reference numerals 77, 79, 81, 83 in FIGS. 1 and 2. Plate 71 has four outriggers or comer tabs which engage comer ramp 70a in actuator bar 70 for retaining the actuator bar. Bar 70 has a central clearance hole 71b through which rocker 78 extends. The rocker 78 is supported by a pair of stanchions 82,84 disposed in spaced-parallel relationship on the cover 14, and which are disposed intermediate the towers 62,64, which have portions thereof denoted by reference numerals 86,88 pivotally engaging correspondingly shaped surfaces on the rocker 78.
Referring to FIGS. 1 through 4, the rocker 78 is illustrated in axonometric view; and, the pivot surfaces 90 engageable with the surfaces 88 on stanchion 82 are illustrated in FIG. 3, it being understood that these portions are omitted in FIG. 4.
The rocker member 78 has provided on the opposite side of pivot surfaces 90 from the paddle 80 an arcuately-shaped surface denoted by reference numeral 92. A plurality of arcuately spaced generally parallel recesses denoted by reference numerals 94,96,98,100 are formed in the surface 92; and, each extends transversely of the arcuate surface or in a direction generally parallel to the axis of rotation of member 78 about the stanchion pivots 86,88.
Referring to FIGS. 1, 2, and 4, a detent means comprising a pair of resiliently deflectable beam springs denoted by reference numerals 102, 104 are disposed at the base of stanchions 82,84, and extending therebetween and registered and supported thereon. In the presently preferred practice, the beam springs 102, 104 are formed integrally in a unitary piece of resilient spring wire, and are configured to engage the recesses 96,98 of rocker 78 simultaneously in the neutral or centered position of the rocker 78, as illustrated in FIG. 4. Upon user contact with paddle 80 and application of sufficient force laterally thereto, or on the right side thereof with respect to FIG. 2, the recesses 96,98 are caused to cam or ramp up against the beam springs 102, 104. The springs, as a result of the camming or ramp up, are deflected laterally; and, the rocker 78 is moved in an anti-clockwise direction about the pivot surfaces 88,84 to move the recesses 96,98 away from the beam springs 102,104 to the position shown in FIG. 2. It will be understood that further movement of the rocker 78 in an anti-clockwise direction from the position shown in FIG. 2, will result in the beam springs 102, 104 sliding along the arcuate surface 92 until a position is reached wherein the beam spring 102 engages recess 94 and beam spring 104 engages recess 96 to detent the rocker in the leftward or anti-clockwise actuated position. It will further be understood that in such actuated position with beam spring 102 engaging recess 94, the rocker member 78 is operative to push plunger 54 downwardly to effect closure or actuation of the switch 26.
It will be understood that upon similar movement of the paddle 80 in a clockwise direction from the neutral or unactuated position, beam spring 104 slides along surface 92 and engages recess 100, and causes the rocker 78 to effect downward movement of plunger 56 and actuation of switch 28.
Upon user application of a sufficient force or torque in a reverse direction from the actuated positions (i.e., engagement of either of the recesses 94,100) for either of switches 26,28, the rocker is returned to the neutral position wherein beam spring 102 engages recess 96 and beam spring 104 engages recess 98 to return both of the switches 26,28 to the unactuated position. In the presently preferred practice, the switch assembly 10 of the present invention has found particular application for control of automotive rear-view mirror adjustment motors wherein the switches 26,28 are connected to circuits for selecting control of either the left-hand or the right-hand mirror adjustment motors. It will be understood that in an automotive mirror control application, the frame 70 is then movable for effecting actuation of a plurality of switches, such as the switches 24,38 to provide remote control of the selected mirror adjustment motors.
Referring to FIGS. 5 and 6, an alternate embodiment of the rocker is illustrated generally at 278 and has a paddle 280 similar to the paddle 80 on the rocker 78 with oppositely disposed pivot surfaces, one of which is visible in FIG. 5 and 6, and denoted by references numeral 290. The pivot surfaces such as 290 are engaged with corresponding pivot surfaces such as 288 provided on the switch housing cover 214 illustrated in FIG. 6. The rocker 278 has an arcuate surface 292 provided on the lower side thereof oppositely disposed about the pivot surface 290 from paddle 280. Arcuate surface 292 has formed thereon a downwardly-extending portion 293, which has formed thereon in generally arcuately-spaced transversely extending parallel arrangement a plurality of recesses 294,296,298 with the recess 296 being centered in alignment with respect to paddle 280 and pivot surface 290. An arcuately shaped slot 300 is formed in the lower portion of rocker 278 spaced adjacent from surface 292 by a predetermined amount; and, the slot 300 renders the adjacent portion of rocker 278 in portion 293 defining surface 292 resiliently flexible or deflectable in a direction toward the pivot surface 290.
Referring to FIG. 6, the rocker 278 is shown in the neutral position in solid outline with recess 296 resiliently engaging the raised detent surface 302 provided on the housing cover 214, which detent surface is centered vertically with respect to pivot surface 290 to provide a positive neutral or center position resilient detenting action for the rocker 278. Upon user application of a force to the right side of paddle 280 sufficient to cause camming of the arcuate surface 292 against detent 302 and resilient deflection of surface 292, detent 302 slides along surface 292 such that recess 296 is moved in an anticlockwise direction as shown in dashed outline in FIG. 6. It will be understood that further movement of the paddle 280 in an anti-clockwise direction from the position shown in dashed outline in FIG. 6 will result again in camming against the detent, which will result in the recess 294 resiliently engaging detent surface 302, thereby frictionally detenting the rocker 278 in the actuated position for actuating switch 26. It will further be understood that upon user actuation of a sufficient force to the left side of paddle 280, the recess 294 cams against detent 302, resiliently deflecting the arcuate portion 292, causing the rocker 278 to be returned to the neutral position, wherein recess 296 engages detent 302. It will further be understood that continued application of sufficient force to the left side of paddle 280 will result in camming of the recess 296 over detent 302 by resilient deflection of portion 292 and rotational movement of rocker 278 such that recess 293 engages detent 302, wherein switch 28 is actuated.
Referring to FIG. 7, another embodiment of the invention is illustrated, wherein the rocker actuator is indicated generally at 378, and has a user contactable paddle portion 380 wherein the rocker 378 is indicated in the neutral position in solid outline in FIG. 7, and in a counter-clockwise rotated switch actuated position in dashed outline. The rocker 378 has a central pivot surface 390 which is received over, and slidably registered on pivot surface 388 of the stanchion provided on cover 314 in a manner similar to the embodiment of FIG. 4. The rocker 378 has an arcuate surface 392 formed on the lower side thereof, disposed oppositely of the pivot surface 388 from the user paddle 380. The arcuate surface 392 has a downwardly-projecting portion in the central region thereof, denoted by reference numeral 393, which has a central or neutral position recess 396 with left and right switch actuation position recesses spaced on opposite sides of recess 396 denoted, respectively, by reference numerals 394,398. The switch housing 314 of the embodiment of FIG. 7 has a detent surface denoted by reference numeral 402 provided on a resiliently deflectable beam portion 404; and, the detent surface 402 is illustrated in solid outline in FIG. 7 in a position engaging the neutral recess 396 in rocker 378.
Upon rotation by the user of the paddle 380 in a counter-clockwise direction to the position shown in dashed outline in FIG. 7, the detent 402 and resilient portion 404 are deflected downwardly to position shown in dashed outline by the camming or ramp action of the recess 396 and sliding of detent 402 on surface 392 to effect rotary movement of the rocker 378. The action of the embodiment of FIG. 7 is otherwise similar to the action of the embodiment of FIG. 6.
The present invention thus provides a simple, convenient, and relatively low-cost way or means of providing tactiley discernable resilient detenting of a bi-directional rocker actuated switch in the unactuated and actuated position.
Although the invention has hereinabove been described with respect to the illustrated embodiments, it will be understood that the invention is capable of modification and variation, and is limited only by the following claims.
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I rented this because Dakota Fanning was in it but I bought it because the whole cast is great If I had a daughter I would want her to watch this movie because its about real girl... Read morePublished 13 months ago by ken Martin
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Midwest events
Wrights Dana House and the Preservation of Houses Created as Complete Works of Art
6:30 p.m.-7:30 p.m.
In his richly illustrated book Total Design: Architecture and Interiors of Iconic Modern Houses, George H. Marcus writes: More than any other modern architect, Frank Lloyd Wright created his houses as complete works of art. In talking about his new book, Professor Marcus will discuss how Wright realized his vision by unifying all aspects of design at the Dana House in Springfieldarchitecture, furnishings, decorative objects, materials, and colorand reflect on the importance of considering the integrity of the complete work of art when these houses are preserved. The book is available for purchase through the Sumac Shop at the Dana-Thomas House and online at Sumac Shop.com.
Date: Wednesday, April 15 6:30 p.m. to 7:30 p.m.
About the Speaker: George H. Marcus, adjunct assistant professor of the history of art at the University of Pennsylvania, is coauthor of the pioneering survey Landmarks of Twentieth-Century Design and The Houses of Louis Kahn. His other publications include Masters of Modern Design, What Is Design Today?, and Le Corbusier: Inside the Machine for Living. For more than thirty years, he served as director of publications and graphic design at the Philadelphia Museum of Art.
Springfield Public Library, Lincoln Library
326 South 7th Street
Springfield, IL
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posted by on March 17, 2015
Wrights Dana House and the Preservation of Houses Created as Complete Works of Art
12:15 p.m. - 1 p.m.
In his richly illustrated book Total Design: Architecture and Interiors of Iconic Modern Houses, George H. Marcus writes: More than any other modern architect, Frank Lloyd Wright created his houses as complete works of art. In talking about his new book, Professor Marcus will discuss how Wright realized his vision by unifying all aspects of design at the Dana House in Springfieldarchitecture, furnishings, decorative objects, materials, and colorand reflect on the importance of considering the integrity of the complete work of art when these houses are preserved.
Landmarks Illinois
430 S. Michigan Avenue, 10th floor
Chicago, IL
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posted by on March 16, 2015
The Frank Lloyd Wright House In Ebsworth Park Annual Lecture
6:00 p.m.
Julie L. Sloan is a noted stained glass scholar and conservator, and the preeminent authority on Wrights leaded glass. She will speak about Light Screens: The Leaded Glass of Frank Lloyd Wright.
Virtually all of Frank Lloyd Wrights buildings from the Prairie period were designed with art glass in the majority of their windows. Working at the same time as Louis Comfort Tiffany, Wright produced at least 4,500 leaded-glass windows. His use of clear glass in abstract designs and as an architectural element was as revolutionary as Tiffanys use of opalescent glass.
This event is free and open to the public.
Saint Louis Art Museum, Farrell Auditorium
One Fine Arts Drive
St. Louis, MO
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posted by on December 08, 2014
Wright Plus 2015
Join us for the 41st annual Wright Plus, an internationally renowned architectural housewalk featuring rare interior tours of private homes designed by Frank Lloyd Wright and his contemporaries, plus entry to landmark Wright buildings. Celebrate architecture, design, Frank Lloyd Wrights innovative vision and the talents of his fellow architects in historic Oak Park and Riverside, Illinois. Experience extraordinary living spaces and share an enjoyable day with visitors from around the world.
Frank Lloyd Wright Trust
Oak Park, IL
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posted by on February 23, 2015
Wright's Birthday at the Westcott House
7:00 p.m.
The Westcott House in Springfield, Ohio, will celebrate Wright's 147th birthday with a big band concert, hors d'oeuvres and an open bar on the lawn of the Westcott House. The Bob Gray Orchestra will provide the music and silent and live auctions will feature packages to Wright sites and more. $85 per person, $160 per couple. Valet parking will be provided.
Westcott House
1340 E. High St.
Springfield, OH
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posted by on May 27, 2014
Taliesin Architecture Camp - Beginners
9:00 a.m. - 3:00 p.m.
This architecture day camp for students in 5th through 10th grades will introduce participants to the principles of organic architecture, and the work and life of Frank Lloyd Wright. Students will research, design and construct their own models for a specific environmental site. This hands-on program will enhance students critical thinking and problem solving skills, and foster their creative expression through a multifaceted program. Registration required. $295 per student (includes lunches and tour of Taliesin).
Taliesin Preservation, Inc.
5607 County Hwy C
Spring Green, WI 53588
608-588-7090 ext 230
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posted by Taliesin Preservation, Inc. on June 27, 2011
Taliesin Architecture Camp - Intermediate
06.29.15 to 07.03.15
9:00 a.m. - 3:00 p.m.
This intermediate architecture day camp is designed for middle and high school students. It introduces participants to the principles of Organic Architecture, the work and life of Frank Lloyd Wright and digital computer drafting skills using Sketch-Up. During camp, students will be introduced to Sketch-Up and learn the basics of computerized drafting. Students will research, design and construct their own drafted model for a specific environmental site of their choice. Participants will need to provide their own laptops for this workshop. Registration required. $325 per student (includes lunches and a tour of Taliesin.)
Taliesin Preservation, Inc.
5607 Cty Hw C
Spring Green, WI 53588
608-588-7090 ext. 230
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posted by Taliesin Preservation, Inc. on March 20, 2012
City Planning Camp
9:00 a.m. - 3:00 p.m.
Students grade 4-8. Students will be introduced to key elements of city planning, sustainability and architecture and design. During the camp students will research in small groups, design a neighborhood and build individual 3D models of buildings for that neighborhood. Includes tours of the Taliesin Estate. Registration required. $275 (includes lunches and materials).
Taliesin Preservation, Inc.
5607 Cty Hwy C
Spring Green, WI 53588
6085887090 ext. 230
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posted by Taliesin Preservation, Inc. on January 30, 2014
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Ezra Stoller: Photographing Modernism
01.01.15 to 04.30.15
wo exhibitions at the Florida Museum of Photographic Arts provide excellent examples of two 20th century fine photographers working in the black and white tradition, along with a demonstration of how varied that tradition is.
We could consider both eloquent landscape artists. Ezra Stoller (1915-2004) worshiped at the altar of mid-century American architecture, also called modern architecture, and his crisp, elegant documentations are odes to a specific time and style. Elger Esser (1967-) takes us out of time with his haunting, atmospheric portraits of the French countryside.
Florida Museum of Photographic Arts
400 N Ashley Drive
Tampa, FL
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posted by on January 23, 2015
Northeast events
Frank Lloyd Wright: Early Work
One of the most prodigious architects of the 20th century, Frank Lloyd Wright published his early works in a luxurious portfolio of 100 plates in Berlin in 1910. In conjunction with Professor Eugene J. Johnsons seminar Wright Writing, twenty-six of these plates of Wrights architectural designs come to WCMA from Chapin Library. Students write labels for the plates and invite visitors to comment on their writing, creating an ongoing conversation between the students and the public.
Williams College Museum of Art
15 Lawrence Hall Drive, Ste 2
Williamstown, MA
>> Event Website
posted by on January 23, 2015
Darwin Martin House Travel excursion to Western Pennsylvania
Join the Darwin Martin House on June 6-7, 2015 for an unforgettable travel excursion of Frank Lloyd Wright's Fallingwater and Kentuck Knob. Package includes one night's accommodations at the Omni William Penn in downtown Pittsburgh, exclusive guided visits to private homes designed by Wright apprentices Cornelia Brierly and Peter Berndtson, a reception with Fallingwater's Director of Preservation, all tours and gratuities, and transportation via motor coach. This extraordinary architectural experience in the city of Pittsburgh and the nearby Pennsylvania Laurel Highlands is not to be missed. Price: Double occupancy- $495.00/$460.00 (member). Single occupancy- $585.00/$550.00 (member)
Darwin Martin House
143 Jewett Parkway
Buffalo, NY
>> Email Contact
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posted by on January 16, 2015
Frank Lloyd Wright and the Challenge to Historic Preservation
The buildings of Frank Lloyd Wright are not immune to the social and environmental forces that affect all architecture. Because of the popular recognition and historical significance of his work, however, the stakes are unusually high when his buildings are modified in any way. Any additions or changes must meet the highest standards; how exactly this can be achieved is an ongoing debate. Daniel Bluestone, Professor and Director of Historic Preservation Program, University of Virginia and Richard Longstreth, Professor and Director of the Graduate Program in Historic Preservation, George Washington University, will discuss the challenges and rewards of restoring Wrights historic buildings. Free to members and volunteers, $8 general public.
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Post a New Question | Current Questions
7 th grade math
if all my grades are above an 80 how will a 38 affectn my grade.
Thursday, September 22, 2011 at 8:52pm
What is the 5th characteristic for all living things? I already have: 1. Heredity 2. Metabolism 3. Reproduction 4. Homeostasis
Wednesday, September 21, 2011 at 7:33pm
2-5 Grade Determination is says " Write a program that will input three test scores. the program should determine and display their average. the program should then display the appropriate letter grade based on there average. the letter grade should be determined using a ...
Wednesday, September 21, 2011 at 12:44pm
In a class of 110 students, 22 received the grade of A. what fraction of the students did not receive the grade A?
Wednesday, August 31, 2011 at 12:16am
a student is selected at is the probability the the randomly selected stundent is neither a 10th grade nor an 11th grade express your answer in fraction in simplest form
Thursday, August 25, 2011 at 5:47pm
algebra 2
Rewrite the expression as the sum and/or difference of logarithms, without using exponents. Simplify if possible. Log of 7(p to the 5th root q to the 9th root) / t²
Wednesday, July 13, 2011 at 11:38am
10th Grade Chemistry
I struggle in the sciences and was wondering what I could do over the summer self studying wise to prepare for 10th grade chem?
Thursday, July 7, 2011 at 7:00pm
Could you please check this sentence for me? I am interested in student writing exchanges but my students are in first grade. How old are first-grade students? (This is a real question)
Thursday, June 23, 2011 at 4:49am
Energy can be stored in these- until you let them go! It is 7 letters and the 5th letter is 'n'
Tuesday, June 14, 2011 at 5:43pm
if i had a 66 in bim and my teacher puts a 100 in the grade book what will be mi grade
Monday, May 30, 2011 at 9:03pm
Good Reads? 6th and 7th grade
Please. I need a list of Non-fiction books recommended for 6th and 7th grade readers. Thank you and have a nice day. God bless! <3
Tuesday, May 24, 2011 at 7:28pm
8th grade science
What is the reprodution in bacteria, prokaryotic cells, called? A. Mitosis, B. Binary fission, C. Interphase, or D. Fusion. Thank you for helping! I need this because it's for my 9 weeks exam study guide which counts for a whole lot of my grade. Thanks!
Tuesday, May 24, 2011 at 4:27pm
2nd Grade Math
What is the best way to explain 2nd grade kid, how to find one fourth of 7
Monday, May 23, 2011 at 7:10pm
History- i dont understand
Please answer or give reference link Due Process: Relate the 5th/4th Amendment, procedural, substansive, police power, right to privacy. what's in common?
Thursday, May 19, 2011 at 5:35pm
Due Process: Relate the 5th/4th Amendment, procedural, substansive, police power, right to privacy.
Thursday, May 19, 2011 at 5:12pm
Due Process: Relate the 5th/4th Amendment, procedural, substansive, police power, right to privacy. what's in common?
Thursday, May 19, 2011 at 4:21pm
What is 9.3 X 10 to 5th power
Friday, May 13, 2011 at 9:32am
what the error is: a) Grade Percent Frequency A 20% B 45% C 30% D 10% F 5% (b) The following table summarizes the grade breakdown on an exam in a small statistics class with 10 students. Grade Percent Frequency A 30% B 35% C 15% D 20% F 0%
Monday, May 9, 2011 at 2:57pm
After years of data collection by college students, it has been determined that the distribution of course grades in Ms. Greens Statistic II class follows a normal distribution with a mean of 62 and a standard deviation of 14. (a) A student will pass Ms. Greens ...
Monday, May 9, 2011 at 11:19am
Physical Science
Hi... well anyways so I am in 7th grade but I'm taking 8th grade science...I think...I know for sure that I am in Accelerated 7th grade science so if that helps at all, there you go:) Back to the subject I'm really confused with acceleration calculation and velocity, ...
Monday, May 2, 2011 at 7:55pm
i'm in 5th grade and i really need some help. in science, we got this science packet that's really hard. it's really hard. the question is: Jarrod measured the temperatures of two containers of water with two different thermometers. The water in Container A was at ...
Thursday, April 7, 2011 at 6:37pm
algebra 2
find the 5th term for the expression (u+2v) ^4
Tuesday, March 29, 2011 at 8:52pm
5th Grade Math/Making a Duplicate
I need help with a worksheet that has a line going down with a y with positive numbers at the top and negative numbers at the bottom and the it has a line going across with an x with negative numbers on left and positive on right. It has a tic tac toe looking box in the ...
Tuesday, March 29, 2011 at 8:37pm
algebra 2
Find the 5th term of the expression (r+s) ^10
Tuesday, March 29, 2011 at 8:37pm
algebra 2
Find the 5th term of the expression 1) (a-b) ^9
Tuesday, March 29, 2011 at 6:31pm
pre algebra
(8xto the 5th power-5x)(7xto the 3rd power)
Friday, March 25, 2011 at 9:55pm
Use a tangent function to estimate the grade resistance of a 2200-lb car travelling on a 2.4° grade. Round your answer to the nearest pound.
Wednesday, March 23, 2011 at 6:05pm
Use a tangent function to estimate the grade resistance of a 2200-lb car travelling on a 2.4° grade. Round your answer to the nearest pound.
Wednesday, March 23, 2011 at 6:05pm
Simplify 12n to 5th power/36n
Thursday, March 10, 2011 at 8:12pm
5th grd math- metric conversion
30m = 6000, i have converted to cm, in, and ft, no where close to getting 6000? help
Monday, March 7, 2011 at 8:30pm
5th math
Answer to this question: Lucienne and her class made 684 note cards for a school benefit. how many boxes of eight can thry fill? And tell what you did with the reminder?
Wednesday, March 2, 2011 at 6:48pm
6th grade science
What are Newton's three laws on motion in sixth grade lingo?
Tuesday, February 22, 2011 at 9:47pm
5tth grade math
every student in a second grade class sends a valentine to each of the other students in the class, for a total of 306 valentines.How many students are in the class.
Thursday, February 10, 2011 at 4:07pm
what sould be the angular speed with which the earth have to rotate on its axis so that a person on the equator would weight 3/5th as much as present..??
Saturday, February 5, 2011 at 12:38am
5th math
7/10 - W= 1/2 solve for W
Thursday, February 3, 2011 at 11:33pm
A roof rises 1.4 feet vertically and 11.8 feet horizontally. What is the grade of the roof? The grade of the roof is _____% how do I begin to find the answer to this
Monday, January 31, 2011 at 4:54pm
5th math
What is the measure of each side of a square with a perimeter of 60 inches? this one I'm total lost . please ! show me how you do this problem. thank you!!
Wednesday, January 26, 2011 at 11:30pm
third grade hw help
My third grade is needing help with his science homework please the question is as follow List as many resources as you can that you use during one day? Thanks!
Wednesday, January 19, 2011 at 7:43pm
5th math
what ist he mean for the following nubers? 33,41,37,27,32. can you please explain the problem to me..?? what ist he least common Multiple(LCM) for 6,4,and 8?
Tuesday, January 18, 2011 at 10:21pm
5th math
If a spinner is divided into 8 congruent sectors what is the sample space ? there a 2 1's, 2's. 3's and 4's that make up the segments
Monday, January 17, 2011 at 10:20pm
Erics 4 test grades are 85, 75, 97, 93 . What must she make on her 5th test to have an average of 87?
Tuesday, January 11, 2011 at 9:39pm
5th math
1/8 = 12 1/5 % what % is 3/8 = to ? would it be 37 1/2 %
Monday, January 10, 2011 at 8:33pm
5th math
jim can pack a bag of groceries in 6 seconds how many can be packed in 15min solve as a fraction division problem to answer the question? Would it be 25?
Monday, January 10, 2011 at 8:15pm
Thank you for your corrections. Here are some more sentences on history I'm not sure of (especially the parts included in brackets). 1)The Celts were expert farmers (?), hunters and deep-sea fishermen.The Romans introduced (I need a synonym: brought?) their civilization ...
Friday, January 7, 2011 at 5:20am
5th math
n - 2/3 = 3/4
Friday, January 7, 2011 at 12:36am
5th math
i need help with this problem .please! show me how to do it. What is the median for the following number? 11,30,24,20,15,31,32,20,18,29. thank you!
Tuesday, January 4, 2011 at 9:42pm
the common ratio of a g.p is 2.if the 5th term is greater than the first term by 45, find the 5tth term
Friday, December 31, 2010 at 5:52am
Explorig adding Fraction. 3/4+1/8=? 1/4+ 1/8= 7/8+3/4= please show me how to do this problem.. thanks! next find the sum of 2/5and5/10.____.
Wednesday, December 15, 2010 at 9:22pm
im a 5th grader and im wondering what3121 is divided by 81 and what is 8921 divided by 59
Wednesday, December 15, 2010 at 4:06pm
7th grade
Okay, so what are the axiom names? (honors math) Should this go in the 8th grade place? Oh well...
Monday, December 13, 2010 at 7:01pm
college math intermediate alg
4y to the 5th power 81q to the 7th power ________________ X ___________________ 9q to the 2nd power 16y .
Monday, December 13, 2010 at 9:10am
4y to the 5th power 81q to the 7th power ________________ X ___________________ 9q to the 2nd power 16y .
Monday, December 13, 2010 at 9:04am
franklin school has 3 boys for every 4 4 girls in fifth grade . there were 140 students in the fifth grade. A.how many are boys B.how many are gorls
Tuesday, December 7, 2010 at 5:22pm
6th grade
Of the sixth-grade students surveyed, 12% bring their lunches to school. Suppose 24 sixth-graders do this? How many sixth-grade are at the school?
Wednesday, December 1, 2010 at 11:56pm
5th math
what is the mode for the following number? 9,5,3,6,5,2,4, please !show me how to do this problem> thank you!!
Wednesday, December 1, 2010 at 9:29pm
5th grade math
The number of pages is a 2-digit number. the number of photos on a page is a 1- digit number. the number of pages is 60 more than the number of photos on a page. the number of pages is divided by the number of photos on a page is 16. What is the number of pages?????????
Tuesday, November 30, 2010 at 11:16pm
math 5th
Does one mile = 5280 feet?
Sunday, November 28, 2010 at 9:03pm
At Smart Middle School students are required to take 7 classes each grading period. At the end of each grading period a student is assigned a final grade (A, B, C, D or F) for each class for the grading period. A students overall grade point average for the grading ...
Tuesday, November 16, 2010 at 11:18pm
5th math
560.1/3 0.1s,1s, 10s ,100s. How I estimated? Answer___________. please! help me i'm total lost with this.. thanks!I knew it's division.
Tuesday, November 16, 2010 at 10:56pm
5th math
If in a data set, all numbers appear just once, what is the mode?
Tuesday, November 16, 2010 at 3:19pm
5th gr ade social studies
what is the fact of Each European gropup that set up colonies settled in a specific part of the Americas.
Sunday, November 7, 2010 at 6:36pm
how do you find the degrees for a pie graph (ex) 1st 19 2nd 15 3rd 20 4th 15 5th 22 6th 15 ??? plz help!
Monday, November 1, 2010 at 6:32pm
5th math
is regular polygon has 8 side?
Thursday, October 28, 2010 at 8:33am
5th math
Estimate and solve. 214+182= Estimate___________ Solution____________ 1,532-176= estimate:_____ can you please show the work too thanks!! Solutionz:____
Wednesday, October 27, 2010 at 12:00am
5th math
how many 3,000s in 270,000? and how many 90s in 63,000? please show me the work also , so i can do the rest right. thanks
Tuesday, October 26, 2010 at 12:19am
How do you find the rule of the sequence if the 2nd term is 40057.07 and the 5th term is 19192.53
Monday, October 25, 2010 at 9:52am
I'm a 8th grade student and i need to write a Proffesional Business letter to My 7th grade english Teacher can you help?
Friday, October 22, 2010 at 5:29pm
tom scores 83,88,75, and 90 on the first 4 tests in algebra. what does he need to get on the 5th test to have an average of 85?
Saturday, October 16, 2010 at 7:17pm
A student's scores on four math tests were 89,92,95, and 85. What will he need to make on the 5th test to have an average of 93? is this possible? HELP!
Thursday, October 14, 2010 at 4:01pm
english grade 1
how to teach interrogative and relative pronoun to grade 1 students
Sunday, October 10, 2010 at 6:46am
Give the numerical value for each of the following descriptions concerning normal distributions by referring to the table for N(0,1) The 5th percentile of N(20,36)
Saturday, October 9, 2010 at 6:58am
5th grade math
points that lie o the same line are called collinear points. The points H,S,D,K,L, and D are collinear. use the following information to locate them on the line and label the points accordingly. KS + SB =KB DH + HS =DS DH + Hk =DK points L and B are not between any other ...
Friday, October 8, 2010 at 12:22am
3rd grade
Make a tally chart for the number of students in the third, fourth, and fifth grade classes: 26,25,27,27,26,28,27
Thursday, October 7, 2010 at 8:54pm
find the missing number: 18,20,20,24,27,27,____,30,33,34,36,36,_ I need you to show me this answer cause, i got stuck with this one. thank you!
Wednesday, September 29, 2010 at 11:17pm
social studies
I need to know the best way to explain what the atlanta campaign was to my 5th grader
Thursday, September 23, 2010 at 5:40pm
6th grade
What is the simple and complex for this sentence. Making a bad grade on such an easy spelling test is such an embarrassment.
Tuesday, September 21, 2010 at 5:44pm
from a base elevation of 8600ft a mountain peak in Colorado rises to a summit elevation of 14660ft over a horizontal distance of 15838ft find the grade of the peak . the grade of the peak is ? %
Saturday, September 18, 2010 at 9:06pm
why is the 5th ionisation energy(IE) of carbon so much larger than its 4th?
Saturday, September 18, 2010 at 1:10pm
6th grade science
I recently posted a 6th grade science question at 9:11 p.m. Can someone take a look at it for me. Thank you in advance!
Friday, September 17, 2010 at 10:21pm
5th grade math
Larsen's class collected 137 cans. Schmidt's class collected 87 cans & Lopez's class collected 197 cans. Use mental math to see how many more cans Lopez's class collected than Schmidt's. (Got answer of 110) How many more cans did Larsen's class collect ...
Tuesday, September 14, 2010 at 10:33pm
how can my son a 5th grader be able to design an expermient with a lab report that theaches others how to use a balance correctly
Monday, September 13, 2010 at 11:00pm
8th grade Math
I'm actually in 7th grade, but I'm doing 8th grade pre-algebra, but anyway, here: I'm supposed to simplify these four problems and I don't really understand how: 28s (15 power) ____ 42s (12 power) 4m+(n[7th power]m) 63m(5 power)n(6 power) ______________________...
Thursday, September 9, 2010 at 6:16pm
social studies
if it is satuday dec 5th. in rio de janeiro,what time and day is it in hong kong
Tuesday, September 7, 2010 at 11:19pm
5th grade algebra word problem
Ron made cookies for the fair. His sister made candy. Four cookies were packaged together, and 6 pieces of candy were packaged together. There were 6 more packages of packages of candy. Write an expression for the number of packages of cookies.____. Then find the value of the ...
Tuesday, September 7, 2010 at 10:02pm
Ok, I am going to grade 12 and my university requires a 90% for advanced functions. In grade 11, I got a 78% with no tutoring. Is there who is willing to help me free of cost for tutoring or even websites that would help me.
Friday, September 3, 2010 at 6:27pm
math 5th grade
Q 1. Find all the multiplication combinations you can for these two numbers, using whole numbers. Start by multiplying two factors. Then find ways to multiply with more than two factors. 18 & 180 Q 2. How did finding the ways to multiply with two numbers help you find ways to ...
Thursday, August 26, 2010 at 9:36pm
5th grade english
I am writing a report on the Liberty Bell. am writing a report on the Liberty Bell--complete predicate writing--verb Is this the correct complete predicate and the correct verb?
Monday, August 16, 2010 at 11:20pm
Find the designated term of the binomial expansion. 5th term of (4a+2b)^3 This is done without using Pascal's Triangle.
Saturday, August 14, 2010 at 6:33pm
College Alegbra
15. Write the 5th term of (3x + 2y)7.
Monday, August 9, 2010 at 12:47pm
Language Arts
When I'm using 'grade' in a sentence, would it be capitalized? I.e. Jorge is in Grade 9? PS I'm Canadian, so maybe no US grammar rules?
Monday, July 26, 2010 at 5:12pm
Websites for Third Grade
Can you give me some websites to study for 3rd grade is these areas? Social Studies,English Language Arts, Math,Science
Thursday, July 1, 2010 at 6:12pm
12th grade
2. Assume the body temperatures of healthy adults are normally distributed with a mean of 98.20 °F and a standard deviation of 0.62 °F (based on data from the University of Maryland researchers). a. If you have a body temperature of 99.00 °F, what is your ...
Tuesday, June 15, 2010 at 1:32am
7th grade
I was wondering if there were any sample placement tests that I could give to my son who is currently in 7th grade homeschool.
Wednesday, June 2, 2010 at 8:38pm
I'm confused.Can someone tell me if I have done this correct.I'm trying to get the average using a weighted scale: TOTAL GRADES: WEIGHT 90% ---------- 5% 100% ---------15% 95% --------- 15% 90% -----------5% 94.5% --------60% I multiplied the total grade by the percent...
Sunday, May 2, 2010 at 8:15pm
I'm confused.Can someone tell me if I have done this correct.I'm trying to get the average using a weighted scale: TOTAL GRADES: WEIGHT 90% 5% 100% 15% 95% 15% 90% 5% 94.5% 60% I multiplied the total grade by the percent, then added the percent. But I get 109.20 as a ...
Sunday, May 2, 2010 at 7:56pm
Thursday, April 29, 2010 at 6:10pm
7th grade
Thursday, April 29, 2010 at 6:08pm
Science Grade 8
I know that this seems like a REALLY EASY question, but for some reason I cannot think of anything! 2. What technologies have been developed that use light? This is from a grade 8 textbook, so nothing to technical!
Saturday, April 24, 2010 at 9:55pm
10th grade
i need an interesting topic for a tenth grade informative essay
Monday, April 19, 2010 at 2:30pm
math (find my grade)
1% of my grade 82% 4% of my grade 76% 2% of my grade 100% 100% 100% 100% 100% 100% 100% 100% 82% could you please find my average. thank you!!!!
Sunday, April 18, 2010 at 2:57pm
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Post a New Question | Current Questions


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Call 440-914-0000 or email [contact seller] 1997 Porsche 911 Carrera 11,300 Original miles! All original paint Impeccable inside and out Motor sound package, Limited... More
This 1969 Jaguar XKE Series 2 FHC has had documented, limited long term ownership. The current owner has had the car for over 8... More
This numbers matching 1967 Series 1 E-Type roadster is believed to have only 36,210 original miles. It presents in a truly stunning condition with... More
1960 Maserati 3500GT Vignale Spyder finished in Silver with Red leather interior. One of only 243 Vignale bodied Spyders made, this Typo 101 is... More
Beautifully restored in Tuxedo Black gloss paint with a frame-up restoration and build with set up miles only, Red trim on wheels sets this... More
this is a lovely 1950 Chevrolet 3100 5-Window finished in factory Forester Green, older frame-off restoration that is REALLY outstanding as this has been... More
A 1965 Shelby GT 350 'R' Model Race Car clone presented just as the famous Charlie Kemp #23, tremendous Driven Show presentation with fantastic... More
1967 Chevelle '138' SS equipped with a 396/350hp V8 (3935440 Block Casting) and 4 Speed Manual Transmission. Code A Tuxedo Black Exterior with... More
1987 BUICK GRAND NATIONAL T-TYPE/W02 PKG 29,000 ORIGINAL MILES YEAR: 1987 MAKE: BUICK MODEL: GRAND NATIONAL... More
This 1970 Datsun is for display only, I sold these brand new when they were $3,500. We had a waiting list for 2 years... More
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The best we ever had...... More
1938 Ford COE Crew Cab Currently owned by Hall of Fame Rocker, James Hetfield of Metallica Chassis Number: 799T1787395 1938 was the first year that Ford came out... More
1995 Porsche 993 Cabriolet VIN: WP0CA2993SS340290 Info coming soon. Porsche Options Limited Slip with Active Brake Differential Supple Leather Seats/Trim front and rear Lumbar... More
1997 Porsche 993 Twin Turbo VIN: WP0AC2993VS375997 3,600cc SOHC Twin-Turbocharged Flat Six Computer controlled port injection 408bhp at 5,750rpm 4-Wheel Independent Suspension 4-Wheel Ventilated... More


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Ok i wanna say that mjm is incredible with service. I had a complicated order that needed to be placed and who ever Jeff is he helped me out...Read More ->
I am very impressed by MJM Magic's online check out theymake it very easy and quick. I'm also impressed by their prompt e-mail response to my orders...Read More ->


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All photographs and artworks in this portfolio are copyrighted and owned by the photographer, Anne Staub. Any reproduction, modification, publication, transmission, transfer, or exploitation of any of the content, for personal or commercial use, whether in whole or in part, without written permission from myself is prohibited. All rights reserved.
wow Anne, this is fantastic!
Wonderful colours and lighting- a stunning shot- love it!!!
Great image.
beautiful treatment Anne!
Just a sensationally 'finished' image Anne! Again :)))
wow… it's so beautiful…
Beautiful !
excellent textures and colour Anne
Love the treatment, very rich composition


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A visual survey of how beauty ideals change over time and place
How often have you looked back on your own old photos and thought "Ew! Did I really wear that?" or "What was I thinking?"
But I still fantasize about other people.
After the canucks game. You were going back to east van. You had a yellow bouquet. We had some...


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- Shopping Bag ( 0 items )
From the Publisher"This is a highly original book with wide appeal on a hot topic ... A splendid book. It will speak to both a scholarly and a general audience and will cut across fields - communication, visual culture, electronic communication, multi-media design, and cultural studies. It is original in its scope and conception. It is astonishingly rich in terms of visual material, ethnographic accounting, historical references, and analytic concerns. The writing is clear and lively." —Barbara Kirshenblatt-Gimblett, Tisch School of the Arts, New York University
"This work provides cogent evidence that the scholarly study of cyberlife has now come of age. Writing with humor and elan, Danet demonstrates that e-life has changed the way we write, the way we think and how we live." —Gary Alan Fine, Professor of Sociology, Northwestern University
"Cyberpl@y does a masterful job of illustrating the deeply meaningful nature of text-based communication online. Through insightful analysis of a variety of forms of online expression, Danet is able to shed new light on new media of communication. It is a book of both historical value, as it examines all too often overlooked subjects (such as ASCII art, fontography, online greetings) in studies of the Internet and the computer. Danet's book greatly pushes forward our understanding of orality and literacy in the digital age." —Steve Jones, University of Illinois
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"Among the large number of books that aspire to interpret the unwritten rules of communnication online, this text stands out for the quality of its empirical research and for its examination of the historical roots of the signs and signifiers constantly exchanged on the Net." —-neural.it


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Reader comments are listed below. Comments are currently closed and new comments are no longer being accepted.
I have to agree with El Toro Es Guapo as it is incompetent to make far fetched generalisations, which can be harmful. In order to fully comprehend the situation regarding the minority of radical muslims it is necessary to study Islam or somehow educate yourself in Islamic culture. The first thing most people realise is that there are very few radical muslims, and most of them go against their religion or misinterprete the koran, thereby not conforming to their religion correctly. It is these people who must be isolated and 'nipped in the bud' before they can indoctrinate other people in their radical views.
I don't know the answer, but "persecution complex" has been a problem with religions in many times and places. And Muslims don't have a monopoly on it -- Fundamentalist Christians in America often exhibit it. (Having been raised a Southern Baptist, I have some experience recognizing it.) But in-your-face behavior, religious or otherwise, usually provokes hostility. An adaptation of Harry Truman's comment might be appropriate: if you can't stand the heat, try turning down the oven.
100,000 Muslim students at any single period of time, and a couple of them have become terrorists. Isn't this an ever so slight over-reaction? How does this compare with the general population? How many students end up becoming violent racists?
All the Muslim students I've come across aren't radical but are very politically active. FOSIS and ISocs have gone beyond their original remit of providing welfare for Muslim students and now aim provide Muslim students with a voice and also engage in dialogue with other groups. Alliances between local LGBT societies, ISocs and other various societies are not uncommon.
Is this something to be commended or not?
Without showing any disrespect to our psychology colleagues and their new theories about radicalisation, the case of Umar Farouk Abdulmutallab and his apparent radicalisation has conveniently sprung up as a renewed focus by the US and the UK falls upon Yemen. While the timing of the Detroit bombing may be co-incidental, there is evidence from eye-witness accounts that UFA boarded the plane without a passport! The mainstream media seem to have coveniently missed this report!
Furthermore, the focus on UK universities has accompanied a broader focus on Muslim schools including primary schools and the potential radicalisation of 5 yr olds! UFA may have come from a well to do background but so did Osama bin Laden-so there is nothing new in his apparent radicalisation and of note, OBL did not attend a UK university.
There is much disingenious debate surrounding the matter of a few western young men seeking to engage in militancy. It is no different to those young men that joined the IRA or any other grass routes militant organisation. The driving factor is not UK universities or Islamic societies or the fact that UFA has an aunty who met the aunty of a man who heard a lecture from Anwar Awlaki! It is simply the belligerent UK and US foreign policy towards the Muslim world, the dynamics of which are now better understood than in the past by the Muslim community living in the west. It is this that the western governments are seeking to stop by creating a climate of fear in society through this so-called debate on radicalisation which is being used to intimidate the Muslim community and prevent her from expressing their opposition to the expanding war and continued interference in the Muslim world.
Terrorism is not justifiable regardless of the percieved global injustices, of which there are many. The reality is that these acts are incomparable to government led terrorism such as illegal invasions(eg Iraq), unjust bilateral trade policies, global banking loan grips etc, but somehow always manage to dominate the media ? A million were killed in Iraq alone without notice-who would classify this as terrorism?
Immigration to western countries is a result of financial global inequalities or in short: the rich robbing the poor- you just need to take an honest look at the world instead of getting biased information from media outlets.
Do universities in Saudi Arabia, Kuwait and Oman to name a few Islamic countries have chapters for Christian, Jewish, Hindu and Buddhist students? If not why not? Why is it always only one way?
Isn't Islamic fundamentalism and everything a continuation of Romans vs Monotheists war we have been seeing for centuries. I am no supporter of Jihad or any islamic thought. I believe its all meant to toughen people to achieve a sinister purpose. Some sort of millitary training teaching people to live in extreme war-like situation. But I see that this ideology has stemmed from centuries old repression of monotheist by the pagans. Every time you crush down an ideology and a race of people, a newer/deadlier group emerges. Romans, look at your past and think how you crushed the Jews, Early christians and now, the muslims. Besides I am not surprised if any non harmful muslim becomes a terrorist when they are exposed to the british culture. After coming across many britons, I think they are the most racist and selfish people barring exceptions. Anyone who has had an opportunity to work/mingle with them will understand what I am saying.
Britain's Fed of Student Islamic Societies called the study "ideologically biased" and "motivated by…malice".
Talk about the pot calling the kettle black.
This specious argument by ideological groups that they should never be tarred with the same brush they wield is one part of the dialogue that just grates on me.
And all you engineers - a fact is a fact, even if it's reason is wide open to interpretation.
And is that REALLY the most important part of this article??
Notion that engineers are more likely to be terrorists is true in the sense that most of the students Asia and Africa simply prefer to study to engineering or medicine(because these sees as professions of value that can provide steady income wherever). I am an engineer, but made a conscious choice to be Agnostic. Engineering professions teaches one to question and inquire, to doubt and check not to accept what presented at face value. Any and all religion is based on divine experience as a source of knowledge which is unacceptable to any thinking person as unprovable. So, naturally all religions hold that a book or an individual is the source of all the answers. A book is interpreted by a person, the person can be corrupt, therefore religion is can be anything that person wants it to be. This actually is the very thing Mohammed(s.a.) was trying to prevent. by not establishing an institution of church.
And to all the sane people I say, do not get fired up by the insane rhetoric of either camps, or as Jesus said "forgive them father for they know not what they do".
I'm sure many international students in the US also feel isolated being so far from home, but they don't turn into suicide bombers. The best thing that could happen is for all muslim countries to develop their own universities and for all muslim students to enroll in those universities. That way they don't have to go to a culture they loath just to get an education. The world is big enough for both muslims and non-muslims, as long as we stay completely separate we'll be okay.
generated3523074 :
Yours of Jan 7th 2010 8:53 GMT !
Funny but true.
It is also possible that most of these guest students or immigrants come from countries where having a profession is a passport to material success. And engineering is a 'hard' profession. You are right that engineers are 'obsessed' with the problem of optimization and finding the most optimal solution to any problem (I generalize), but that only means that they consider a LOT of options to choose the best one.
My guess is that engineering majors make up a majority of such guest or immigrant students. So, it would be no surprise that of the ones who turn radical, a majority are engineers.
When people or governments speak of education, they usually mean the formal supply of scientific, technical, and humanistic information which one receives at schools and universities. Contained within a state budget, this academic knowledge is transmitted from an instructor called teacher or professor to students or pupils.
But, if one gets to the root of the word, "education" is a noun variant of the verb "educate" which derives from the Middle English verb educaten and this from Latin educatus, pp of educare, which means to rear (Merriam-Webster dictionary etymology). And to rear not only means to feed and look after a child, but to infuse him or her with the values containing behavioral codes that serve as a life strategy for the individual and a survival policy for the social group.
Although there have been many people who, despite having received inordinate amount of data through formal education at college, they have committed horrendous crimes against humanity, like the Muslim terrorists who have been studying at universities in First World countries). Or they just wallow about in the filthy mire of corruption, as is the case with many Latin American politicians who bask in the glory of power, flaunting their university degrees as if they were nobility titles.
On the other hand, one of the greatest historical figures in the world history attended primary school only a few months in his whole life to get formal education. Born on February 12, 1809, in a little log cabin on a frontier farm, Abraham Lincoln worked hard for many years clearing wooded land and splitting rails; no much time left for formal education. Nevertheless, encouraged by his step-mother, he undertook his own private education by reading the few books he had at home, and later, the ones he borrowed from a local attorney.
He became a licensed lawyer himself and a Great Man not because of the information he got from reading books, but because of the good values instilled into him from an early age by his almost illiterate parents. Good values such as "to speak the truth", which brings a feeling of common trust in the social group, "perseverance", "determination", "courage", "self-respect", and above all "common sense" that is to say the flexible putty of intelligence, which has to be encouraged over the awkward and rigid indoctrinated behavior of those who live in the small, cramped world of religious or political ideologies.
The relentless political and military involvement of the West in these Islamic countries has much to do with the discontentment. It is not just today with Iraq and Afghanistan but has been the norm of the West through the course of history. A paradigm shift and a new dialogue based approach may be more effective than dropping bombs and military operations.
Engineer or no Engineer ( he was studying engineering is known), he was a confused kid who got caught up with the wrong people. I actually agree with Nabob, western countries accomodate all types of people, apparently the muslim "world" does not. So this entire argument coming from those "frustrated" students who beleive they are being abused is absolutely ridiculous. As a minority in the USA and in my profession, i never felt the urge to strap on explosives and blow up my local town hall. I simply figured out the best way to live happy, prosperous and free with my family and friends. See this can be done - Do people remember when the irish came to america? I'm sure they had the same thoughts as our precious little muslim students. last time i checked they weren't blowing themselve up in trains. You can't compromise for everytime the baby cries, once in awhile, you just have to ignore and tell them to grow up, A zillion other religions and races have accomplished that.
Arguments about what makes an engineer aside…
The West needs to come to terms with the meaning and substance of Islam as a religion that is inherently radical, not one that creates radicals. The old worn idea that America has many "Christian" radicals may be existentially true in some regards, but the radical nature of these groups is in contradiction to the substance of the faith itself. It is a truth of Western history that the West is such because of the Christian faith, not in spite of it. It would challenge even the most cynical atheist historian to prove otherwise. The West IS Christendom, and those who are against Christ still enjoy the benefits of the fruit of the Western identity. Salman Rushdie was welcomed and protected in the West, and rightly so.
Islam, on the other hand, is substantially violent in its teachings, aiming its vitriol at Buddhists, Christians and atheists alike. The commands to be physically violent are inherent in the teachings, not side-lights of their Prophets notions. The Islamic theocratic philosophy is all encompassing, as the religion is monist at its core.
We are not in a fight against a tactic, we are engaged in a war for civilization. Islam IS the threat.
The writing in this article is sub par for the Economist.
I have to agree with the sentiment here that you don't need to worry about Engineers at University. Firstly, they're not as likely to be interested in the politics of the situation, and secondly, they've got far too much work to do. Worry more about the Social Sciences students ....
I think the reason for the focus on engineering is more likely due to a rejection of decadent arts and ungodly science (e.g. evolution). Engineering is safe territory.
I'm an engineer BTW.
There is a very fine line between a devout believer and a fanatic. It can be triggered by something insignificant and incognizable and yet the impact it leaves is what the rest of us then determines as right or wrong.
What stands out in most cases of terrorism is that there is an innate need to be 'heard', because we live in a world where actions do speak louder than words at the end of the day. While it is tragic that innocent people are targetted and this is the worst injustice to any nation, what are we not listening to? - It is the voice of reason.
Violence does not beget peace, what is left is a whole lot of destruction and a degradation of the social strata in which each of us need to survive. Mind you I say survive not live, because it seems that we all believe that a degree from an international university is a tool to get even with the very world that we love to hate - yet emulate.
It is ironic that we can't use the better part of an education to grow together and tackle larger economic and environmental issues at hand. It is also time for our western counterparts to realise that their education has in fact liberated many a mind.
Now is not the time to demand to be noticed for our differences be it caste, creed or colour, or for our superior scholarly degrees. If you are a person of faith, then worship your God and leave the next man to his own, if you have a talent or a point of view then share it with those who appreciate it and move on, if you believe in something measure it' worth and make it count for the right reasons...
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Who gets to decide?
When a capital crime is committed the defendant goes before a judge and a jury who arrive at a decision in the due process of the law. But have you ever wondered how the decision for drone targets is arrived at? There used to be some kind of committee and several moves before getting Obama's OK but this was considered unwieldy so now the decision is basically down to one man. A 'suspected' terrorist (a crime is not necessary, only the suspicion that one might occur) is put on a list by the CIA etc. then he is tried and convicted, being on the list makes him guilty,by this person in Washington who sends his name up to the executioner (Obama) and zap he and his family and few others are gone.
Here is a link that might be useful: John Brennan
I saw that in yesterday's Times... terrifying. We can't even get it right when we present evidence on both sides and have impartial peers arbitrate with the help of a referee. It is truly "the hand of god" reaching out and zapping from the sky those that "the hand of god" deems death-worthy based on...what?
You have to have "faith" to allow your "gods"/government to exercise this kind of power. I DO NOT HAVE THAT KIND OF FAITH.
You write the screenplay... imagine where this is going 50 to 100 years down the road when we develop even better killing technology... different reasons for the killing... and others acquire it and apply the same "rules". What kind of world are we creating?
Who gets to decide? Certainly not the people of a nation. It's leaders are convinced that the way to peace is through war.
"Violence never brings permanent peace. It solves no social problem. It merely creates new and more complicated ones." Martin Luther King. Oslo,1964.
"Instruments of war do have a role to play in preserving the peace." Barrack Obama. Oslo,2009.
I placed a separator line there because the two men do not belong on the same stage.
Washington is convinced that sometimes you must destroy a village to save it. Apply the right rhetoric and every war can be justified.
....do the drones being used in America right now have "weapon capability" (says a person who has no idea about weapons) ?
Will Americans be outraged if they are used against, oh lets say occupiers ? Or will they call it "collateral damage" ?
Just wondering...
We need drones that use more discriminating and less destructive weapons. Maybe a DNA sniffing dragonfly sized drone that injects its victim with a neurotoxin. My birthday is coming up (hint).
Science fiction? Google MAVs, a subset of UAVs.
Where is the accountability in all of this? Do we have any mechanism in place to check on who we are killing, why and how that determination is made? Do we actually have any say in why? Who does? Who gets to play god?
What about the inevitability of when the why changes and the who is somebody else, are we ok with that? Because these weapons aren't going away. Pandora's box has been opened. Without transparency there is no accountability and the whole thing winds up being based on our "trust" of our government. How much "faith" do you have in your government?
"How much "faith" do you have in your government?"
Government overall? Not much. Not anymore.
Violence begets violence... it does not bring peace. It may bring death, destruction, and stop one side's violence for the moment, but it breeds resentment, which can turn into more violence.
The way to peace is through communication, transparency, honesty, ethics, integrity, compromise, and finding similarities instead of differences. Learning to offer a helping hand instead of one filled with hate and bigotry. As children, are we not taught to share? Are we not taught to treat others with the same respect and dignity we expect? Are we not taught to reach out our hands in friendship?
Jodi: "Learning to offer a helping hand instead of one filled with hate and bigotry" Hard to imagine a hand filled with hate and bigotry, but I get the picture.
Sounds pretty, but when you stretch out that helping hand and a grenade is placed in it, then what? It's too late to turn the other cheek.
Wish it was that simple. You must have been a Flower Child, sigh.
Well... since the Cold War is over, I figured it wouldn't be too long before the next bogeyman was presented front and center... and there it is... to stoke the fires of fear and allow for the banging of more war drums... terrorism!
Every nation has its fanatics, I suppose.


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Originally Posted by wiltw
Some cameras which take two LR44 or 357 do not well tolerate a single 3V Lithium substitution! It is not uncommon for Lithium to be EXCLUDED by a manufacturer. Bronica/Tamron excludes Lithium for its SQ and GS medium format, while it is OK for the ETR.
Right. Bronica/Tamron cite wide variability in output curves and peak power with different lithium batteries.


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CSA offers music classes for children ages 2 through 18 at locations across Charlotte. From Musical Steps to Saxophone Ensemble, our music classes nurture creativity in students of all ages.
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Private LESSONS
At more than ten locations across Charlotte, CSA teaches private lessons in musical instruments and art disciplines to students of all ages. Teaching students from age 4 to adults, our more than 40 faculty members work with students to bring the arts to life.
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Art + CLASSES
With a variety of arts classes for students of all ages, CSA is proud to offer visual art programs, taught by our pool of professional artists. Pottery, painting, collage and comic book drawing are just a few of our popular art classes offered at CSA.
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Programs Cancelled Thursday, February 26thAll CSA lessons and programs are cancelled for Thursday, February 26th, due to the inclement...
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Merit Scholarship Auditions
March 4, 2014: Community School of the Arts will hold auditions for approximately twelve merit scholarships on Saturday, March 8th at the McGlohon Theater at Spirit Square. CSA's students are recommended by their instructor and will perform for outside adjudicators. For more information on CSA's merit scholarship program, please click here.
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Community School of the Arts demonstrates that arts education transforms the human spirit and improves our region's quality of life. CSA unleashes the creativity of future generations and brings joy, confidence and a sense of accomplishment to its students.
CSA takes pride in actively nurturing Charlotte's future innovators, leaders and arts enthusiasts.
We hope you and your family can join us for inspiring programs throughout the year.
CSA's Upcoming Events


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Mark your calendars for Rainbow Grad on Thursday, May 14 at 5:30pm in the Memorial Union! We'll award scholarships, celebrate new graduates, and have a festive reception. Get updates on the Facebook event page.
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