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3-4 Love
Whole Article: http://nfl.com/news/story/7977055 |
The problem with the Texan's defense is clearly a lack of speed in the front 7.
One of the NFC victories against the 3-4 was SD-Atl.
Atlanta played the last two years the 3-4 as well. The Oline and Vick trained against it and knows it quite well. Therefore SD lost the advantage fo playing an unknown system. Overall the reinforcement of the 5 yard rule and the flare-up of short passes means you have to blitz and do it fast. Some teams do it with Safties and CBs and the 3-4 brings the advantage, that you can blitz from 4 different LB spots regulary. Disguise by system. |
Haha well they do need to get peek in there more often, but one guy cant do it all, we need more speed than just peek ! |
Of course they need more than one guy, but at least use the one guy they got, otherwise there is no point in having him
Personally, just to change up the speed of the defense and attitude. I would like to see Peek start this week. I mean it aint going to do anything to the team or prevent us from making the playoffs right now. Or if not start the first half, start the second half or rotate quarters with Jason Babin.
With the loss of Foreman, Wong needs to play inside and Peek needs to play in Wong's spot. Using Capers' own philosophy, you play your best players. Is Polk better than Peek?
If they practice Wong in the middle, why not impliment it more during the games. Other threads have expressed concern over team speed. Moving Wong inside and having Peek in there more often would do nothing but improve speed. Not saying that Polk isn't good, but he definitely isn't the greatest and not that fleet of foot. I think with Sharper, WOng, Babin, and Peek in there, the defense will have the ability to put more pressure on the pocket from the outside and will have better pass coverage in the inside. Now, they just have to worry about the routes deep and outside with Harrison and Stokley down the seams. A task that seemed rather difficult for them in Indy a few weeks ago.
it seems rather difficult for just about all teams !
Really Peyton throws a lot of short or middle depth routes. They just are so effective that they move right down the field. Half of his touchdowns are from inside the 10 yard line. Thats why you cant play zone. His guys run so well horizontally that he just waits for them to get to the gap and hits them. Also, on the deep passes, as they showed on ESPN, he throws the ball before they even use their moves and break on the ball. He threw that bomb to Harrison the other week before he even used his outside fake and then broke in. Thats where the safety comes in, he can see the ball and the man to come over and help, of course that too is easier said than done.
I am more concerned with the speed of the line and Foreman (well prior to his injury). We need a more talented and faster ILB to replace Foreman and we need some speed and athletism along the line. Gary Walker is not the same player he was in 2002. He is hardly even a shell of that man. Robaire Smith is learning a new system and has been alright this year. Seth Payne has shown flashes of his former self, but I'm not sure if he will ever be the same. |
In all reality, your lineman in a 3-4 don't necessarily have to be that fast. They need to be big and take on the O-line in order for the four linebackers to come up and stop the run. They need to be able to keep a gueard from pulling and taking out one of your linebackers to create a hole. They are primarily run stoppers. That is why you need to get pressure on pass plays from your linebackers instead of having them all drop back into zone coverage. If you only send one OLB on pass situations you are basically relegating yourself to a 4-3 defense with no blitz, even though you are truly blitzing one of your backers. That is not creating enough of an advantage against the 5-7 offensive players staying in for pass protection. The D has to send more than 4 and drop 7, especially this week because Peyton will pick apart the creases in the zone. Having both Babin and Peek coming in from the edges will be one step in the right direction.
Honestly, I think this is the week to try it. It is going to take a total downfall miracle of the Colts for us to make the playoffs, this team is supposed to score many many points anyhow and unless we do something unexpected we have very little chance of winning this game.
The only thing that can unexpectedly happen is for the switching to result in a very agressive defense that gets the job done and puts an end to this very high powered offense. |
we'll probably run some kind of 3-3-5 defensive scheme i'm thinking or maybe one of those 1-4-6 schemes they run sometimes, with the one tackle , 4 linebackers, 2 acting as DE's, 2 as regular linebackers, they they throw 6 DB's in, thats a crazy formation. but what i'm thinking is they'll play 3 linemen, 3 LB's, and 5 DB's.
Now is the time to get both Peek and Babin on the field at the same time. If the texans do anything experimental i would like to see more plays where we move Wong inside and have more overall speed at LB, especialy in obvious passing situations
can claim atleast nominal improvement over 2003 by virtue of having a better W-L record. Things haven't been going too good for him the last month or so, maybe this kind of experimentation would reverse the trend. And everyone knows you've got to maximize speed at the LB slots in the 3-4. |
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The Space Studies Board is a unit of the NRC's Division on Engineering and Physical Sciences (DEPS), and it reports to the division for oversight. DEPS is one of six major program units of the NRC through which the institution conducts its operations on behalf of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. Within DEPS there are a total of 14 boards that cover a broad range of physical science and engineering disciplines and mission areas.
Members of the DEPS Committee on Engineering and Physical Sciences provide advice on Board membership and advise on proposed new projects to be undertaken by the Board or its committees. Every 3 years the DEPS Committee also reviews the overall operations of each of its boards, with the most recent review of the SSB having been conducted in September 2004.
The Board ordinarily meets three times per year to review the activities of its committees and to be briefed on and discuss major space policy issues. An internal executive committee composed of approximately 7 at-large members of the Board meets at least once a year and may convene via conference call at other times to plan for SSB activities and to advise the chair between meetings. All projects proposed to be conducted by ad hoc study committees must first be reviewed and approved by the Board or its executive committee, and the Board monitors the progress of the projects throughout the course of the studies.
The Board has responsibility for scientific planning and oversight in the basic subdisciplines of space research. This responsibility is discharged through a structure of discipline-oriented standing committees. The standard vehicle for providing long-term research guidance is the decadal survey which is conducted by an ad hoc committee. In addition, other ad hoc committees periodically prepare formal assessment reports that examine progress in their disciplines in comparison with published NRC advice. From time to time, in response to a sponsor or Board request or to circumstances requiring a prompt and focused comment, an ad hoc committee may be formed to prepare a short, or "letter," report. Ad hoc committees may also be called on by the Board to prepare specialized material for use by either the Board or other interdisciplinary committees.
Although the emphasis traditionally has been on discipline planning and evaluation, the Board also recognizes a need for crosscutting technical and policy studies. To accomplish these objectives, the Board creates ad hoc committees that resemble standing committees in structure and operation, except that they have predefined lifetimes, typically 1 to 3 years, and more narrowly bounded charters. The Board also organizes topical workshops and exercises the NRC's convening function in other special activities.
The Board serves as the U.S. National Committee for ICSU's Committee on Space Research (COSPAR), an international, multidisciplinary forum for exchanging space science research. Board members may individually participate in COSPAR scientific sessions to present their research or, occasionally, to present the results of an SSB report to the international community.
The Board also has a regular practice of exchanging observers with the European Space Science Committee (ESSC), an entity of the European Science Foundation, and on occasion conducts informal information exchange sessions with national entities such as Japan and China within COSPAR scientific assemblies.
The organization of the SSB in 2005 is illustrated in Figure 1.1. Taken together, the Board and its committees generally hold as many as 40 meetings during the year.

subset: commoncrawl


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I just went on a huge craft/installation/wrapping binge, and now have five fully finished and wrapped gifts (many of them homemade! :)) and I'm in a really crafty, gifty, good mood! So, what have been some of your favorite gifts to make?
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Experimental Cognitive Psychology and Its Applications
For individuals in the U.S. & U.S. territories
The study of cognition has experienced rapid growth in the last decade. This topic is fundamental both to the science of psychology and to its applications in real world problems. Yet there has traditionally been a huge gap between basic research findings in this area and practice in the field. Experimental Cognitive Psychology and Its Applications aims to bridge this gap by bringing together a group of distinguished experimental psychologists who show how their findings can be applied in daily life.
Chapters cover key areas of cognitive psychological research including:
- learning
- memory
- information processing
- discourse
- knowledge representation
The contributors show how basic research in these areas has applications in the areas of
- mathematical problem solving
- task requirements during training
- cross-cultural investigations of intelligence
- the investigation of recall
- the improvement in educational methods
This volume honors three distinguished faculty members from the University of Colorado who are recently retired from teaching at the university: Lyle Bourne, Walter Kintsch, and Thomas Landauer. Throughout their careers, these pioneers have done basic research on a wide range of topics in experimental cognitive psychology and have made important contributions to our practical understanding.
This book will appeal to experimental psychologists; practitioners involved in training, education, and testing; and students and researchers interested in the core issues of human cognition.
About the Honorees
I. Symposia
- Domain-Specific Knowledge in Intellectual Skills: A Symposium in Honor of Lyle E. Bourne, Jr.
—Ronald T. Kellogg, Alinda Friedman, Peder Johnson, and Timothy C. Richard - Walter Kintsch: A Psychology Beyond Words
—Charles A. Weaver III, Janice M. Keenan, Walter Perrig, and Vimla Patel - Cherchez Le Quadrant Pasteur! A Symposium in Honor of Tom Landauer
—Lynn Streeter, Darrell Laham, Susan Dumais, and Ernst Z. Rothkopf
II. Learning
- How Should a Theory of Learning and Cognition Inform Instruction?
—John R. Anderson, Scott Douglass, and Yulin Qin - The Procedural Reinstatement Principle: Studies on Training, Retention, and Transfer
—Alice F. Healy, Erica L. Wohldmann, and Lyle E. Bourne, Jr. - Material Appropriate Difficulty: A Framework for Determining When Difficulty is Desirable for Improving Learning
—Mark A. McDaniel and Gilles O. Einstein
III. Memory
- The Long-Term Neglect of Long-Term Memory: Reasons and Remedies
—Harry P. Bahrick - Rich False Memories: The Royal Road to Success
—Elizabeth F. Loftus and Daniel M. Bernstein - The Functionalist Agenda in Memory Research
—James S. Nairne
IV. Information Processing
- Attention, Automaticity, and Executive Control
—Gordon D. Logan - Roles of Task-Defined Associations and Reference Frames in Spatial Stimulus–Response Compatibility
—Robert W. Proctor and Kim-Phuong L. Vu
V. Discourse
- Watching the Brain Comprehend Discourse
—Morton Ann Gernsbacher and David A. Robertson - Learning to Construct and Integrate
—Susan R. Goldman and David M. Bloome - Computerized Learning Environments That Incorporate Research in Discourse Psychology, Cognitive Science, and Computational Linguistics
—Arthur C. Graesser, Xiangen Hu, and Danielle S. McNamara
VI. Knowledge Representation
- On Qualifying and Characterizing Human Knowledge
—Raymond S. Nickerson - Finding Meaning in Psychology
—Roger W. Schvaneveldt - Cultural Explorations of the Nature of Intelligence
—Robert J. Sternberg and Elena L. Grigorenko - Word Association Spaces for Predicting Semantic Similarity Effects in Episodic Memory
—Mark Steyvers, Richard M. Shiffrin, and Douglas L. Nelson
Author Index
Subject Index
About the Editor
Alice F. Healy, PhD, received her AB degree summa cum laude in 1968 from Vassar College and her PhD in 1973 from The Rockefeller University. At Rockefeller, she worked under the guidance of George A. Miller and her dissertation advisor William K. Estes. She was assistant professor and then associate professor at Yale University from 1973 to 1981. She joined the faculty of the University of Colorado at Boulder in 1981 as a tenured associate professor and has held the position of professor since 1984.
She is a fellow of the American Association for the Advancement of Science (AAAS), the APA, the American Psychological Society, and the Society of Experimental Psychologists. She served on the Governing Board and Publications Committee of the Psychonomic Society, on the Executive Committee and currently as president-elect of the APA Division 3 (Experimental Psychology), as chair of the Psychology Electorate of the AAAS, and as president of the Rocky Mountain Psychological Association.
She has also served as associate editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition and as editor of Memory & Cognition. She is presently principal investigator of grants from the National Aeronautics and Space Administration and the National Science Foundation and has a contract with the Army Research Institute, which has supported her research since 1986.
She has published over 150 articles and chapters in professional journals and books, is coauthor of the textbook Cognitive Processes (1986), and is the senior editor of five volumes: the two-volume Essays in Honor of William K. Estes (1992), Learning and Memory of Knowledge and Skills (1995), Foreign Language Learning (1998), and the Experimental Psychology volume in the Handbook of Psychology (2003).
Healy's research has focused on experimental cognitive psychology including learning, memory, reading, language, information processing, and decision making. Many of her recent studies explore principles to optimize the training, retention, and transfer of knowledge and skills. She has collaborated with numerous colleagues and students, most notably Lyle E. Bourne, Jr.
She lives in Boulder, Colorado, with her husband Bruce, a noted cookbook author, and her 16-year-old daughter Charlotte.


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SAMUEL F. FAIRCHILD was born in Guilford, N. Y., July 20, 1832, and lived on a farm until about 25 years old when he went west. After a year and a half he returned and came to Owego in 1860, from which time he has been in some manner identified with its business life; first with the railroad company, then as clerk for Luce & Anthony, on Lake street, and afterward he opened a hat, cap and fur store for James Wilson, with whom he was connected until 1888 ; later for another proprietor until 1893, when he went into the coal business. In 1895 he became partner with Mr. Harris, dealer in boots and shoes. Mr. Fairchild is a straight, firm republican, but has held no office other than member of the local health board. He has been married three times ; first with Seressa M. Hedges, of Newark Valley; second with Janette Hooker, and in 1889 with M. Augusta Townley, widow of R. A. Allen.
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Enclosure of Huge Stones in Casal Caccia Jean-Pierre-Laurent Houel, Late 1770s |
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"No one's was specking to you Ozaskger." Riowner finally spoke, this knocked Ozaskger from listening to the strange voice inside her head. She then remembered her vision when she was back at Tetris City, a double of her saving her and the spark of light...
"Ozaskger, will you stop messing around. What's wrong?" Kayleigh asked and she looked up to Kayleigh and Riowner. She shakes her head and smiles at them like everything was fine, she didn't want them thinking she was going mad by hearing voices. Kayleigh and Riowner looked at each other, both with suspicion on Ozaskger. Riowner set his attention on the staring boys of Sparker and David and shook them out of the contest, they were setting off again. This time; to a piece of a canyon what they call, Tempest Canyon. Not knowing someone is waiting, for revenge on a certain person.
It wasn't a long walk but took them all morning to reach Tempest Canyon. As they looked onward, it felt they were standing inside the canyon with an open space, with the canyon walls surrounding them. In the centre of the wide space was an old building, five stair wells let to the raised circle. Two posts at each top of the stair wells; it was the hidden temple of Tempest Canyon. As the five drew closer to the temple, a ball of dark energy like David's came raining from a side. They looked up to where it came from; above them was someone in an insect costume with two red eyes like a fly and two antae behind them. His arms crossed in front of them, they had been expecting the five to come. Their eyes went straight onto Ozaskger like they knew her since she was born.
"So this is the 'Main Five' then, five little kids out to kill themselves. Shame you won't last long to see my reign." They sounded like a man, but Sparker thought he was just like Magnent, completely pathetic. "Name's Midnight, remember it well if you survive my wrath." He slowly hovered down to the ground but then made a sudden strike towards them.
Galax Star in her marshy green clothing had slowly waked up in a misty world. She slowly got back onto her feet and looked around. Even mist on the ground was hard to see where she stepping into. Onward was more mist was on the horizon, as she ran forward for ten minutes, she found herself back where she had started. Suddenly she stopped; a single rock with a sword was stood before her, she slowly approach with caution. She then felt her arm rise up and reached out for the sword, she was confused on what was happening. Her hand gripped the handle of the stiff sword and pulled upwards. The sword became loose and slipped out easily and then disappeared. She quickly looked to her side; the sword had reappeared on the side of her belt. Galax then looked at her hands; both of them were fading away from sight. Her arms started fading, then her legs and her body vanished and she no longer saw the misty world. Galax found herself in the air looking down at a canyon; a fight was going on in a wide space.
Down below, Riowner called upon plant vines from the ground and headed for Midnight. Midnight held his palm up in front of the vines, the vines turned away and headed for Riowner.
"Your not the only one who uses earth powers you little brat." Midnight laughed as the live vines forced Riowner off his feet. He turned to the side to see Kayleigh; he pushed his palm into air which created a seismic wave that knocked Kayleigh off balance. Midnight suddenly jumped backward to find Sparker strike air in front of him and used a powerful punch into his stomach. "Novice!" Midnight shouted and turned to his left to find David in front of Ozaskger. David's sword held before him and with caution.
"Ozaskger run!" David shouted behind him to Ozaskger, she nodded and ran to the side near the canyon wall. Midnight again used a sudden strike towards him; David was prepared for that attack. Under Midnight's helmet, an evil grin was formed when he noticed David stiffen his grip. Midnight suddenly stopped and pulled back his arm and threw it in front of him palm first. A blast of dark electricity can from his palm and headed for the surprised David. The dark electricity blasted him back and hit a pile rock on the ground, it made him a bit unconscious.
"Four down and one to go," Midnight turned and looked at Ozaskger with her back against the wall. The terror on her face showed she believed it was the end for her. Midnight had walked closer towards her and stopped before her, only four metres away from her. "Seeing you reminded me of someone in particular, shame they can't save you." He gave a sign of shock and looked up, above a bright tiny spark fell from the sky and stopped in front of Ozaskger. He carefully scanned the spark and gained such horror. "No!" He shouted in disbelieve. The tiny spark moved towards Ozaskger's point of where her heart was, as it touched her watery blue clothes; the spark grew around her until she was covered in light. The light grew an inch higher and started to fade. In Ozaskger's place in marshy green clothing and still with brown long hair, was Galax Star. "It can't be; you were destroyed in 'The Collide'!" He kept thinking it was a nightmare and he was still in a dream.
"I'm real; and here to finish you, once and for all." Galax jumped high into the air above Midnight and placed her hand to her side, she then magically drew out a blue handled sword. The other four looked up in amazement, and scrambled to their feet in excitement. High above, Galax pointed the sword directly downwards with her arm positioned down across her body. Her other arm was upwards across her body which covered part of her white face, Sparker gasped in wonder when she stopped in mid air half way up the cliff with that pose.
"The Water Guardian, they've been revealed. It was Ozaskger all along, just needed some help." Sparker whispered; Galax removed the pose as she came down for Midnight, he fired three blasts and Galax shifted side to side dodging them. As her feet hit the ground, her sword also struck the ground like rocks crashing. A straight crack from the sword headed for Midnight's feet and the ground shook violently. Gushing through the crack was a mighty force of water pushing Midnight off his feet and into the air.
"It's more like the rock sword, if there was one." David spoke, joining Sparker at his side and sniggering to himself. As they watched Galax slowly stand properly, she turned to them both, their sniggering stopped.
"We need to work together if we want to defeat Midnight, that temple has a sealing spell. It's the only way to gain new element powers; all it needs is for someone to be sealed inside!" Galax shouted but quickly turned to look in front of her to find Midnight doing an airborne charge. He was getting angrier.
"That will be you Galax Star! You've interfered with my plans for the last time!" He shouted; Galax just jumped into the crack with all the water remaining. Midnight quickly landed on his feet to where Galax had stood. Turning and looked around, Sparker and David have gone to retrieve Kayleigh and Riowner; then headed towards the temple. Midnight then looked down into the crack and the flowing water; suddenly the water started a whirlpool and cause water to rise up. Midnight gazed at the centre of the surfaced whirlpool but was caught off guard from watching the others. Two strings in white and black lightning spun around Midnight's wrists and pulled him into the air. He watched the whirlpool break up and disappear, turning towards the temple down below, all five were helping pull him down.


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Muthu, DVS and Jayaraman, A and Chandrabhas, N and Sood, AK and Teredesai, P (1998) Pressure induced phase transition in metallic LaB6: A Raman study. [Book Chapter]
Full text not available from this repository.Abstract
We report high pressure Raman studies on single crystals of metallic LaB6 upto a pressure of 16.$ GPa. Raman spectra shows three lines at 680 cm(-1) (T-2g), 1120 cm(-1) (E-g) and 1258 cm(-1) (A(1g)), associated with the internal modes of B-6 molecule. The T-2g mode shows an asymmetric Fano line shape, arising from the interference between the phonon line and the electronic continuum. The line is fitted with I(omega) = I-0(q + epsilon(2))/(I + epsilon(2)) where epsilon = (omega - omega(0))/Gamma, omega(0) is the phonon frequency renormalised due to electron-phonon self energy corrections, Tis the width parameter proportional to the square of the matrix element of the electron-phonon interaction potential. The parameter a signifies the strength of interference. Most interestingly our pressure data for the T-2g mode shows a significant change in the slope of the mode frequency with pressure d omega(0)/dP and Gamma at 9.5 GPa. This clearly indicates that LaB6 undergoes a subtle phase transition at 9.5 GPa within the metallic phase.
Item Type: | Book Chapter |
Additional Information: | Copyright of this article belongs to Universities Press india Ltd. |
Department/Centre: | Division of Physical & Mathematical Sciences > Physics |
Date Deposited: | 16 Mar 2012 10:33 |
Last Modified: | 16 Mar 2012 10:34 |
URI: | http://eprints.iisc.ernet.in/id/eprint/43889 |
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Coming Full Circle? SI.com's Don Banks has confirmed the Vikings are in discussions with the Patriots to acquire WR Randy Moss, possibly reuniting the seven-time Pro Bowler with his original NFL team.http://feeds.feedburner.com/~r/rss/s...~4/7iPD8Lzmv3E More... |
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text: The Issus wiki last edited by NightFang on 01/11/14 02:00AM View full history OriginIssus is the goddess of Barsoom. She is worshipped by the Therns, priests that consist out of White Martians. Issus, however, appears to be a Black Martian. Her son was her High Priest, her granddaughter is Linea. In reality, she is nothing more than an very, very old black Martian. Through complicated means she essentialy controlled the entirety of Martian religion. Because of her status she was worshipped by the First Born and the Therns. She would eventually meet her end at the hands of her own followers, being literally torn apart by them.


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The reports included here were prepared as background information for the consideration of Summit attendees prior to the meeting. They represent the opinions of the authors and are not necessarily endorsed by the Engineer of 2020 Phase II Committee. The committee wishes to express its appreciation for the efforts of the authors in preparing these reports.
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Educating the Engineer of 2020: Adapting Engineering Education to the New Century
Appendix A
The reports included here were prepared as background information for the consideration of Summit attendees prior to the meeting. They represent the opinions of the authors and are not necessarily endorsed by the Engineer of 2020 Phase II Committee. The committee wishes to express its appreciation for the efforts of the authors in preparing these reports.
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Educating the Engineer of 2020: Adapting Engineering Education to the New Century
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Educating the Engineer of 2020: Adapting Engineering Education to the New Century
A Brief Summary of Cooperative Education: History, Philosophy, and Current Status
Thomas M. Akins
Georgia Institute of Technology
In a recent survey conducted by MonsterTRAK of college graduates in 2004, 74 percent thought relevant work experience was the most important factor in securing employment, and 52 percent of employers agreed. However, 41 percent of the students had gotten no relevant experience during their undergraduate careers. For those students, finding a job and deciding on a career choice can be much more difficult than for those who have experience. Cooperative education, a time-tested method of enhancing learning, gives students such experience and enables them to achieve much more than their counterparts who are educated in the traditional way.
Cooperative education primarily involves sequential training in both theory and practice; theoretical and practical training are coordinated in a progressive educational program. For both school and student, studies become "applied subjects" because theory (studies) is realized through practical application (work). With feedback from employers on student performance, cooperative education is also a great vehicle for outcome-based assessment of the undergraduate curriculum. From the employer's point of view, the two most important elements in cooperative education are (1) the selection of workers and (2) an enlightened interest on the part of students in the work.
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For the purposes of this paper, I use a traditional definition of a cooperative education program adapted from the "The Cooperative System—a Manifesto," an article by Clement Freund in the Journal of Engineering Education in October 1946.
A cooperative education program shall be one:
in which curricula lead to the bachelor's, master's or doctoral degree
that requires or permits all or some students to alternate periods of attendance at college with periods of employment in business/industry during a portion or all of one or more curricula
in which such employment is constituted as a regular, continuing, and essential element in the educational process
that requires such employment to be related to some phase of the branch or field of study in which the student is engaged
that expects such employment to be diverse so that students have a wide range of experience
that expects such employment to have work assignments with increasing levels of responsibility on successive work terms
that specifies as requirements for a degree a minimum number of hours of employment and a minimum standard of performance in such employment
Freund also detailed five specific aims of cooperative education that are still embraced today:
To impart first-hand and actual knowledge of and experience with the execution in industry/government of engineering designs, business principles, projects, and developments in all career fields.
To impart understanding of and familiarity with the problems and viewpoints of working men and women.
To assist students, by direct and personal experience in industry, in testing their aptitudes for their chosen careers.
To enable students to adjust to employment by a gradual transition from academic pursuits to the requirements and conditions of the world of work.
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To train and otherwise prepare students especially and directly for higher level administrative and operating functions.
In the 1890s, many colleges realized the need for better integration of theory and practice. At Worcester Polytechnic Institute, regular shop courses began operating a commercial shop and offering articles for sale. Students worked in the shop for foremen/instructors. The school also advised students to work in industry for 15 months between their junior and senior years. All of this was to be supplanted by an idea that took shape in the mind of Herman Schneider, a civil engineering graduate of Lehigh University who had worked his way through school.
Schneider believed that his work experience had given him an advantage upon graduation. He researched the records of other Lehigh graduates and found that most of those who had shown marked ability in engineering during the early years after graduation had combined industry practice with education through part-time jobs, summer jobs, or simply by dropping out of school to work periodically. Schneider concluded that the educational values of working exceeded the monetary gains.
When he joined the faculty of the University of Cincinnati in 1903 (as assistant professor of civil engineering), he envisioned a new kind of institution that would blend theory and practice so students could provide industry with the services for which they were being prepared. In September 1906, the first cooperative education program began with 12 students in mechanical engineering, 12 in electrical engineering, and 3 in chemical engineering. In the beginning, they alternated between school and work weekly, then every two weeks, then monthly, then quarterly.
Other schools soon followed suit: Northeastern University in 1909, University of Pittsburgh in 1910 (although the program was discontinued for many years and reestablished in 1987), University of Detroit in 1911, and Georgia Tech in 1912. In the early years, cooperative education programs experienced various external and internal problems. External problems included: resistance among employers; recessions/depressions; wars; and resistance among labor unions. Internal problems at schools included: hesitant faculty; scheduling and alternating patterns; mandatory versus optional programs; and funding. Most of the external problems are beyond institutional control, of course. But many
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schools continue to wrestle with internal problems. As Herman Schneider stated in a speech in 1929, "There are no two cooperative courses the same, and different tactics have to be used in different places. I hope there will never be two programs the same."
As the number of programs grew, it became apparent that educational professionals could benefit from sharing ideas and concerns. In 1926, the Association of Cooperative Colleges was established; it later became the Cooperative Education Division of what is now the American Society for Engineering Education. The National Commission for Cooperative Education was begun in 1962, and the Cooperative Education Association was formed in 1963. The World Association of Cooperative Education started in 1979, and there are numerous state and regional associations across the United States. Through these organizations, cooperative education programs have been able to present a united front on many issues, particularly in the area of funding for co-op programs on campuses.
The federal government has been instrumental in providing seed money. In 1970, Title IV-D provided a total of more than $1.5 million. Title VIII replaced this in 1977, and by the late 1980s total grants averaged about $15 million per year. By 1989, there were more than 1,000 cooperative programs in the United States with approximately 250,000 students. Later in this paper, I review the current status of co-op programs. However, I want to turn now to a brief summary of the benefits of the cooperative education model.
The Directory of College Cooperative Education Programs, put out by the American Council on Education, includes lists of advantages of cooperative education to students, employers, schools, and society as a whole (Hutcheson, 1966). The benefits are summarized below (in no particular order):
Advantages to students
enhances classroom learning through integration of theory and practice
confirms or redirects career decision making
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helps defray the costs of postsecondary education through wages earned
expands after-graduation job opportunities
teaches "soft skills," such as communications, working on multidisciplinary teams, career assessment, resume writing, and interviewing
encourages traditionally non-college-bound students to pursue postsecondary education
Advantages to employers
provides a pool of well prepared employees
provides on-the-job performance as a basis for permanent hiring decisions
enhances relations between businesses and colleges
improves access to permanent employment for students from disadvantaged (underrepresented) groups
makes recruitment and training more cost effective
increases retention rates among permanent employees
provides a means of technology (knowledge) transfer
Advantages to postsecondary institutions
expands the range of educational opportunities by integrating workplace learning into the academic program
builds positive relationships between schools and industry
enables the enrollment and education of more students without the expansion of physical facilities, especially in an alternating program in which a large number of students are at work each term
provides a means of technology (knowledge) transfer
Advantages to society
increases the effectiveness and relevance of education by relating classroom study to the world of work
promotes respect for work
addresses national concerns about the preparation of the future workforce for competition in a global economy
does not add costs to taxpayers because cooperative education returns sizable tax revenues from student earnings
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In 1989, there were more than 1,000 cooperative education programs of various kinds in postsecondary institutions throughout the United States; approximately 250,000 students were enrolled in these programs. At the same time, 34,089 students were enrolled in engineering and engineering technology cooperative programs at 104 schools. As Title VIII funding disappeared, however, many schools could no longer provide financial support for these programs, and, consequently, a large number of them were dissolved. The latest figures below show the number of undergraduate students participating in cooperative programs in engineering and engineering technology (Mathews, 1998, 2000, 2002, 2004):
1998, 142 schools, 38,734 students
2000, 118 schools, 31,716 students
2002, 121 schools, 36,718 students
2004, 99 schools, 34,136 students
One might ask why the number of programs, and particularly the number of students, has not increased over the years. Here are some possible answers based on conjecture and anecdotal information:
Students are opting for more internships, rather than making commitments to cooperative programs.
More financial aid is available now than ever before, which eliminates the monetary incentive for participating in a co-op program.
Because of the "blue-collar" connotation of cooperative programs, faculty and administration at many institutions have not fully embraced the idea.
Some misconceptions and "myths" about cooperative education have discouraged participation (e.g., that it takes longer to graduate; that co-op students cannot participate in campus activities or study abroad, etc.).
Recent research at Georgia Tech has shown that rising family income levels of entering students and the availability of other options, such as undergraduate research and internships, have been major factors
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in the declining enrollment in cooperative education at that institution. Interestingly, students who participate in cooperative programs at Georgia Tech actually do take about six months longer to graduate, but they enroll in fewer school terms to do so, thus saving tuition money in the long run. Many of these students also participate in study abroad programs and undergraduate research, which dispels some widely held misconceptions.
I would be remiss if I did not mention the value of co-op programs to the accreditation of engineering programs. Recently, accrediting organizations, including the Accreditation Board for Engineering and Technology (ABET), have moved toward outcomes-based assessments of programs. Engineering Criteria 2000, which was begun by ABET several years ago, includes students' ability to perform certain functions, such as working on multidisciplinary teams, applying engineering knowledge, and so forth. Consequently, engineering deans and provosts at many institutions have discovered the value of data collected by their co-op programs. In fact, information gathered from employers' evaluations of co-op students' performance has been invaluable in determining, from a third-party source, if the education received on campus is not only thorough, but also relevant enough to prepare individuals for the transition from "student" to professional.
In the future, there will be many models for engineering education. However, the concept of cooperative education still makes good fiscal sense, good pedagogical sense, and good career sense. Cooperative education opens a myriad of possibilities for anyone pursuing a formal education at the postsecondary level. Although its form may change from one generation to the next, there is no substitute for blending practical application with theory learned in the classroom, and there is no better laboratory than the real world. Future leaders of technology must have experience outside the classroom to function effectively.
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Freund, C.J. 1946. The co-operative system: a manifesto. Journal of Engineering Education 37(2): 117–120.
Hutcheson, P., ed. 1996. Directory of College Cooperative Programs. Washington, D.C.: American Council on Education.
Mathews, J.M., ed. 1998. Directory of Engineering and Engineering Technology Co-op Programs. Mississippi State, Miss.: Cooperative Education Division of the American Society for Engineering Education.
Mathews, J.M., ed. 2000. Directory of Engineering and Engineering Technology Co-op Programs. Mississippi State, Miss.: Cooperative Education Division of the American Society for Engineering Education.
Mathews, J.M., ed. 2002. Directory of Engineering and Engineering Technology Co-op Programs. Mississippi State, Miss.: Cooperative Education Division of the American Society for Engineering Education.
Mathews, J.M., ed. 2004. Directory of Engineering and Engineering Technology Co-op Programs. Mississippi State, Miss.: Cooperative Education Division of the American Society for Engineering Education.
MonsterTRAK. 2004. College Graduation Survey. Maynard, Mass.: Monster. Available online at http://www.monster.com.
Schneider, H. 1929. Remarks delivered at the 4th Annual Conference of the Association of Cooperative Colleges, June 21, 1929, Columbus, Ohio. Washington, D.C.: American Society for Engineering Education.
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Information Technology in Support of Engineering Education: Lessons from the Greenfield Coalition
Donald R. Falkenburg
Greenfield Coalition
Wayne State University
Many studies have focused on the impact of information technology (IT). To frame the discussion in this paper, I call your attention to two quotes from a section called Technology Futures in Preparing for the Revolution: Information Technology and the Future of the Research University published by the National Academies Press (NRC, 2002).
From the average user's point of view, the exponential rate dictated by Moore's Law will drive increases of 100 to 1,000 in computing speed, storage capacity, and bandwidth every decade. At that pace, today's $1,000-notebook computer will, by the year 2020, have a computing speed of 1 million gigahertz, a memory of thousands of terabytes, and linkages to networks at data transmission speeds of gigabits per second.
… [T]he world of the user could be marked by increasing technological sophistication. With virtual reality, individuals may routinely communicate with one another through simulated environments, or "telepresence," perhaps delegating their own digital representations—"software agents," or tools that collect, organize, relate, and summarize knowledge on behalf of their human masters—to interact in a virtual world with those of their colleagues. As communications technology increases in power by 100 fold (or more) each decade, such digitally mediated human interactions could take place with essentially any degree of fidelity desired.
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the United States and include a wide range of institutional types—a small stand-alone school of engineering, a large public engineering school, several university-based programs, a Catholic university, and a school that serves many first-generation college students and transfer students. Thus, striking similarities and important variations among the schools are described. The study team visited these schools during the first six months of 2002, interviewing more than 200 faculty and 200 students and administrators and observing 60 classes.
An important goal of the data analysis has been to develop a clear picture of how administrators, faculty, and students understand the nature of engineering practice and to identify a set of core ideas that are consistent across these groups and in line with published analyses of the essential features of the profession. The resulting conception of what an engineer is and what an engineer does is laid out in the first chapter and provides a "backbone" for the book. In subsequent chapters, curricula and pedagogies are described in some detail and then examined with reference to how well they contribute to preparation for the practice of engineering. Draft chapters addressing the three main components of the curriculum—analysis, laboratory, and design courses—are finished, as are detailed outlines of the other chapters. A draft of the full manuscript should be completed by the summer of 2005.
Brown, J.S., A. Collins, and S.E. Newman. 1989. Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 453-494). Hillsdale, N.J.: Lawrence Erlbaum Associates.
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International Recognition of Engineering Degrees, Programs, and Accreditation Systems
Kevin Sweeney
Miami University
As economic globalization increases, we must bring down artificial barriers that limit workforce mobility. One way to increase mobility is through the mutual recognition of degrees, degree programs, and accreditation systems. Some places—Europe, for example—have a strong desire to work towards global harmonization, and, given the expansion of the European Union (EU) and its need for workforce mobility, regional harmonization as well. This has provoked a great deal of activity, especially in countries that do not have recognized accreditation systems in place, or even a tradition of accreditation, such as Germany. The United States, which has a strong tradition of engineering accreditation, is also working toward global recognition of accreditation methods. Mutual recognition and accreditation will not only benefit graduates in a particular country, but will also promote quality control and attract students to national degree programs.
It is generally accepted that a competent practicing engineer must have the following qualifications:
a strong education that teaches analytical and theoretical thinking that enables problem solving, innovation, and invention
training in working with people from diverse backgrounds and solving technical problems
work experience, including responsibility for making decisions
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As Jack Levy (EUR ING Professor at the City University in the United Kingdom) has said (2002), "While these components of competence of professionalism are needed, the way they are acquired varies, as does the point at which the national professional title is awarded … [and] the length of the academic course may vary widely, from three years to five or more years."
In the following sections, current activities dealing with mutual recognition of accreditation of engineering degree programs, engineering technologist degree programs, and the professional level for registered engineering practitioners are summarized.
Washington Accord
The Washington Accord was signed in 1989 by the groups in Australia, Canada, Ireland, New Zealand, the United Kingdom, and the United States responsible for accrediting professional engineering degree programs in their countries. The accord recognizes "substantial equivalency" of the programs accredited by the signatories and satisfaction of the "academic requirements for the practice of engineering at the professional level." The accord states that the "processes, policies and procedures" used in the accreditation of academic programs are comparable and "recommends that graduates of accredited programs in any of the signatory countries be recognized by the other countries as having met the academic requirements for entry to the practice of engineering" (Washington Accord, 2004).
The Washington Accord has several limitations. First, it covers professional engineering undergraduate programs but not engineering technology or postgraduate programs. Second, it does not apply to degree programs accredited before signing by the accrediting body. Third, it does not apply to degree programs declared or recognized as "substantially equivalent" by the signatories. Finally, it covers only the academic requirements of licensing, but not the actual licensing, which still varies from country to country.
Interest in the Washington Accord has increased significantly since it was signed in 1989. Two more countries have signed on since then and are now full signatories: Hong Kong in 1995 and South Africa in
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1999. Four countries have been added as provisional signatories: Japan in 2001 and Germany, Malaysia, and Singapore in 2003. In addition, the accreditation bodies of India and Bangladesh have recently expressed their intent to submit applications for provisional membership, and Russia and Korea have sent representatives to meetings of the Washington Accord signatories.
Alec Hay, chairman of the International Committee of the Engineering Council of South Africa, stated while reporting on a June 2001 meeting on the Washington Accord that "Being a signatory to the WA [Washington Accord] remains therefore a significant development for South Africa and is in line with the Government's perspective that the standards in engineering should meet international standards."
A recent paper by Professor M.K. Khanijo (2004), senior consultant with the Engineering Council of India, describes India's motivation for signing on to the Washington Accord: "Since GATS [General Agreement of Trade in Services] emphasizes recognition of qualifications of professionals, it is in India's interest to get its own system of recognition and registration made acceptable at the international level. If this is not done, Indian engineers will be at a disadvantage and may even be ruled out when they seek opportunities for employment."
Although membership in the Washington Accord is considered by many national accreditation agencies as the best path towards international recognition, some concerns remain about whether developing nations can be accepted as full members.
The EUR ING Professional Title
The Fédération Européenne d'Associations Nationales d'Ingénieurs (FEANI) (translated as the European Federation of National Engineering Associations) is a federation of national engineering associations from the EU, European Free Trade Association, and countries considered "eligible for accession into the EU" at a future time. Currently, FEANI, which has 26 member countries representing more than two million professional engineers, considers itself "the single voice for the engineering profession in Europe" and is working to "affirm and develop the professional identity of engineers." The European Commission recognizes FEANI as the official representative of the engineering profession in Europe (FEANI, 2005).
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One of the services provided by FEANI, the granting of the EUR ING professional title, is intended to "facilitate the mutual recognition of engineering qualifications in Europe" and (1) facilitate mobility by assigning a "guarantee of competence" to engineers who wish to practice outside their own countries, (2) provide information to employers about educational and training systems in Europe, and (3) encourage continuous improvements in the quality of engineers by monitoring and reviewing standards. Currently, slightly fewer than 30,000 registered engineers have been granted the EUR ING title.
FEANI maintains an index of universities and other institutions of higher education and their engineering degree programs recognized as fulfilling the mandatory educational requirements for the EUR ING title. Member countries submit descriptions of schools and degree programs for inclusion in the FEANI Index upon approval by the European Monitoring Committee. The FEANI Index is intended to be the "authoritative source of information about national engineering education systems and educational institutions" (FEANI, 2000).
Other Pan-European Organizations
The European Standing Observatory for the Engineering Profession and Education (ESOEPE), which is associated with FEANI, comprises organizations concerned "with quality assurance and accreditation of engineering programmes, including national and trans-national (European) bodies, Associations or temporary networks." ESOEPE has aspirations of becoming the European body dealing with accreditation (FEANI, 2001). In fact, ESOEPE has considered changing its name to the European Consortium for Engineering Accreditation.
The European Parliament is currently considering a directive [COM(2004)317] that would accelerate the processing of requests for recognition of qualifications by giving more automatic recognition to engineers who meet certain agreed criteria. The purpose would be to bridge differences in education and training and make it easier for engineers and other professionals to work anywhere in the EU.
Many other pan-European organizations are addressing the issue of mutual recognition of accreditation and quality control in higher education. Currently, there is a good deal of discussion, even competition, about which models for European-wide accreditation of degrees will
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prevail and which organizations will take the lead. Some of these organizations are listed below:
The European Consortium for Accreditation in Higher Education (ECA) was established in 2003 to achieve "mutual recognition of accreditation decisions among the participants before the end of 2007" (ECA, 2003).
The European Network for Quality Assurance in Higher Education (ENQA) was "established to promote European cooperation in the field of quality assessment and quality assurance between all actors involved in the quality assurance process" (ENQA, 2000).
The Network of Central and Eastern European Quality Assurance Agencies in Higher Education (CEE Network), founded in 2001, was established "to serve as a clearinghouse for issues on quality assurance in higher education in the Central and Eastern European countries" (CEE Network, 2001).
The Joint Quality Initiative, "an informal network for quality assurance and accreditation of bachelor and master programmes in Europe," is based on the Bologna Declaration of 1999 and the Prague Communiqué of 2001. The Joint Quality Initiative works to "adopt a higher education system essentially based on two main cycles, to co-operate in quality assurance, to design scenarios for mutual acceptance of evaluation and accreditation/certification mechanisms, to collaborate in establishing a common framework of reference, and to disseminate best practice" (Joint Quality Initiative, 2000).
The European Network of Information Centers (ENIC Network) was formed "to develop policy and practice for the recognition of qualifications" and to provide information on the recognition of foreign diplomas, degrees, and other qualifications; educational systems throughout Europe; and opportunities for studying abroad, including information on loans and scholarships and answers to practical questions related to mobility and equivalence (ENIC, 1999).
The National Academic Recognition Information Centers Network (NARIC Network) was initiated by the European Commission in 1984 to improve academic recognition of diplomas
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and periods of study in EU member states, EEA countries, and associated countries in Central and Eastern Europe and Cyprus (NARIC, 1984).
Sydney Accord
Signed in 2001, the Sydney Accord, which provides for joint recognition of academic programs for engineering technologists, is based on the Washington Accord and operates in a similar way. Current members include the national engineering organizations of Ireland, the United Kingdom, Canada, South Africa, Hong Kong, Australia, and New Zealand.
Dublin Accord
Signed in 2002, the Dublin Accord, which provides joint recognition of academic programs for engineering technicians, is also based on the Washington Accord and operates in a similar way. Representatives of the national engineering organizations of the United Kingdom, South Africa, Canada, and Ireland have all signed on to this agreement (Dublin Accord, 2002).
Engineers Mobility Forum
The Engineers Mobility Forum (EMF), established in October 1997, was initially formed as a subcommittee of the Washington Accord signatories to facilitate the mobility of experienced professional engineers. Unlike the Washington Accord, which focuses on mutual recognition of accredited academic programs, EMF is developing "a system of mutual recognition of the full professional level to facilitate cross-border mobility of registered practitioners." This is especially important for currently practicing engineers whose qualifications are not recognized through the Washington Accord (EMF, 2003).
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EMF maintains a decentralized Register of International Engineers that includes the names of professional engineers in member countries who meet very specific educational and experiential guidelines. The purpose of the registry is to streamline the process of obtaining practice privileges in EMF-member countries. The registry is "decentralized" in the sense that each country operates its own section and writes its own "assessment statement" describing the admission requirements for that country. A monitoring committee in each country develops the assessment statement, reviews applications for admission to the registry, and functions as the point of contact for all matters relating to the registry.
EMF members include the national engineering organizations of Ireland, the United Kingdom, United States, Canada, South Africa, Hong Kong, Australia, Japan, Malaysia, Korea, and New Zealand. FEANI has observer status, and India and Bangladesh have expressed an interest in joining EMF.
With the signing of the EMF Agreement in June 2001, the International Register of Professional Engineers (IRoPE) was established (IPENZ, 2000). The requirements for entrants to the registry are listed below (BCS, 2005):
registration in a signatory jurisdiction
accredited degree or equivalent academic qualification
seven years postgraduate experience
two years of work with responsibility for engineering work
maintenance of continuing professional development
Asia-Pacific Economic Cooperation Engineer Register
Similar to IRoPE, the Asia-Pacific Economic Cooperation (APEC) Engineer Register is an initiative that facilitates cross-border mobility for professional engineers in the APEC region. An APEC Engineer Register has been established in Australia, Canada, Hong Kong China, Indonesia, Japan, Korea, Malaysia, New Zealand, the Philippines, Thailand, and the United States.
In the United States, the EMF and APEC registers are maintained by the U.S. Council for International Engineering Practice (USCIEP), which was established to "develop and promote procedures to enable U.S.-registered professional engineers to practice internationally" (USCIEP, 2004). Member organizations of USCIEP include the
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Accreditation Board for Engineering and Technology (ABET), the National Council of Examiners for Engineering and Surveying, the National Society of Professional Engineers, and the Association of Consulting Engineers of Canada.
Requirements for admission to the USCIEP Registry include licensing in one or more jurisdictions of the United States and the qualifications listed below:
graduation from an accredited program (either via ABET or the Washington Accord)
a passing grade on the Fundamentals of Engineering examination
a passing grade on one or more of the Principles and Practice of Engineering assessment examinations
no sanctions resulting in a suspension or revocation by any jurisdiction of the engineering practice license
at least five references from licensed professional engineers familiar with the candidate's work, character, and integrity
periodic updates of the professional activities record and testimonials from professional references
at least seven years of qualifying experience (at least four at the time of initial registration as a professional engineer)
at least two years of experience in charge of significant engineering work as defined in the USCIEP Assessment Statement
minimum standards for continuing professional competence as a condition of remaining on the registry as defined in the USCIEP Assessment Statement
citizenship in the United States
Engineering Technologists Mobility Forum
Similar to the EMF, the Engineering Technologists Mobility Forum (ETMF) was established to remove "artificial barriers to the free movement and practice of certified/registered/licensed engineering technologists amongst their jurisdictions." The agreement specifically covers the process by which substantial equivalence in competence of practitioners is established. Signatories of ETMF include Canada, Ireland, New Zealand, South Africa, and the United Kingdom (IPENZ, 2004).
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Other Agreements
Many bilateral and multilateral agreements have been established between countries and organizations. Although these agreements may still be important, especially on a regional level, they are rapidly being preempted by large-scale, multinational, mutual agreements.
BCS (British Computer Society). 2005. International Register of Professional Engineers: Entry Criteria. Available online at http://www.bcs.org/BCS/MembersArea/InternationalEng/EntryCriteria.htm.
CEE Network (Network of Central and Eastern European Quality Assurance Agencies in Higher Education). 2001. About the CEE Network. Available online at http://www.ceenetwork.hu/a_about.html.
Dublin Accord. 2002. The Dublin Accord, Recognition of Equivalence of Educational Base for Engineering Technicians. Available online at http://www.ecsa.co.za/International/6DublinAccord/Dublin%20Accord%20Agreement%2013May2002.pdf.
ECA (European Consortium for Accreditation in Higher Education). 2003. About ECA. Available online at http://www.ecaconsortium.net.
EMF (Engineers Mobility Forum). 2003. A Review of Recognition Systems for Professional Engineers. In Global Challenges in Engineering Education: Proceedings of the 2003 ASEE/WFEO International Colloquium on Engineering Education. Washington, D.C.: American Society for Engineering Education. Also available online at http://www.asee.org/about/events/conferences/international/papers/upload/A-Review-of-Recognition-Systems.pdf.
ENIC (European Network of Information Centers). 1999. The European Gateway to Recognition of Academic and Professional Qualifications. Available online at http://www.enic-naric.net.
ENQA (European Network for Quality Assurance in Higher Education). 2000. About ENQA. Available online at http://www.enqa.net.
FEANI (Fédération Européenne d'Associations Nationales d'Ingénieurs). 2000. FEANI Index. Available online at http://www.feani.org/FEANIindex.htm.
FEANI. 2001. European Standing Observatory for the Engineering Profession and Education (ESOEPE). Available online at http://www.feani.org/ESOEPE/Bye-lawsFIN.htm.
FEANI. 2005. FEANI—The Voice of Europe's Engineers. Available online at http://www.feani.org.
Hay, A.J. 2001. International Affairs Consolidated Report: Meetings of the Washington Accord, Sydney Accord, Engineers Mobility Forum and Engineering Technologists' Mobility Forum, Thornybush Game Reserve, June 20–26, 2001, South Africa. Available online at http://www.ecsa.co.za.
IPENZ (Institution of Professional Engineers New Zealand). 2000. Engineers Mobility Forum Agreement: To Establish and Maintain an EMF International Register of Professional Engineers. Final draft. Available online at http://www.ipenz.org.nz/ipenz/forms/pdfs/EMF_Agreement.pdf.
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IPENZ. 2004. Engineering Technologists Mobility Forum, MOU, Signed June 2001 at Thornybush Game Reserve, South Africa. Available online at http://www.ipenz.org.nz/ipenz/finding/etmf/MOU.cfm.
Joint Quality Initiative. 2000. Joint Quality Initiative Website Welcome. Available online at http://www.jointquality.org.
Khanijo, M.K. 2004. Implications of GATS on the engineering profession. Available online at http://www.iete.info/ECI/ImplicationsGATS.htm.
Levy, J. 2002. International Recognition of Engineering Qualifications. In The Renaissance Engineer of Tomorrow: Proceedings of the 30th SEFI Annual Conference. Brussels, Belgium: European Society for Engineering Education (SEFI).
NARIC (National Academic Recognition Information Centers Network). 1984. The European Gateway to Recognition of Academic and Professional Qualifications. Available online at http://www.enic-naric.net.
USCIEP (U.S. Council for International Engineering Practice). 2004. What Is USCIEP? Available online at http://www.usciep.org/what_is.shtml.
Washington Accord. 2004. Frequently Asked Questions. Available online at http://www.washingtonaccord.org/wash_accord_faq.html.


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About the Collection Collecton Highlights Australian Art Aboriginal & Torres Strait Islander Art European and North America Art Asian Art Search the Collection Provenance Research
Portrait of boy, hand within pocket of double breasted jacket
c.1875, South Australia?
albumen-silver photograph (carte de visite)
6.1 x 9.5 cm (image)
R.J. Noye Collection. Gift of Douglas and Barbara Mullins 2004
Art Gallery of South Australia, Adelaide


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President Barack Obama has imposed sanctions on Central African Republic's former president, Francois Bozize and four other men linked to violence and human rights abuses in the country, the White House said on Tuesday.
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Most of the casualties died when an MSF-run clinic in the town was attacked while local chiefs were holding a meeting there.
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Children in the Central African Republic need international aid if they are to have any hope of surviving the extreme violence engulfing the Sub-Saharan country, War Child UK have warned.
Atrocities against children as young as three have been carried out, while one in 10 women and girls have been raped, the Children's charity said.
A 12-year-old girl told the charity: "A bullet hit my house while I was in bed. A soldier broke into my house and raped me."
Rob Williams, chief executive of War Child UK, explained: "Every day the crisis in the Central African Republic is worsening, and children are the innocent victims.
"Our survey shows the appalling impact on children and young people, who are losing their parents, their homes and their futures."
Bodies burnt in street as violence continues in CAR
The burnt bodies of two Muslim men have been dragged through the streets in the Central African Republic capital Bangui in what the crowd said was a revenge attack for the disappearance of a Christian taxi driver at the hands of Muslim Seleka rebels.
The landlocked former French colony descended into chaos in March after a mostly Muslim rebel coalition, Seleka, marched into the capital, unleashing a wave of killings and looting. That triggered revenge attacks by Christian militia known as "anti-balaka" (anti-machete).
Chaos continues in Central African Republic
The legacy of the Central African Republic's bloody conflict endures, despite claims from the country's leader that the worst is over.
Read the full story ›Dozens killed as clashes continue in CAR
More than a dozen people have died in the Central African Republic as clashes continue following the resignation of the country's president.
ITV News Africa Correspondent Rohit Kachroo reports:
Central African Republic former president 'into exile'
Central African Republic's former president Michel Djotodia travelled to Benin where he will go into exile, government sources in Chad and Benin told Reuters.
Djotodia, who was swept to power last March by northern rebels, resigned along with his prime minister on Friday under intense international pressure after they failed to halt months of inter-religious violence.
UN agency to airlift thousands of foreigners from CAR
A UN migration agency is due to start airlifting thousands of foreign nationals from the Central African Republic, following appeals from neighbouring African countries.
The International Organization for Migration has said the first three IOM charter flights this weekend will repatriate some 800 Chadians from the war torn CAR capital of Bangui to the Chadian capital N'Djamena.
In a statement, the IOM added: "IOM has received requests for assistance from Chad, Niger, Mali, Sudan and the Democratic Republic of the Congo to evacuate thousands of their most vulnerable, stranded nationals.
"The organisation is also working with Senegal, Guinea, Burkina Faso, Côte d'Ivoire, Nigeria and Cameroon to provide post arrival re-integration assistance to migrants evacuated by their governments."
- ITV Report
Celebrations and uncertainty as CAR's president resigns
The departure of the Central African Republic's interim president sparked scenes of joy, but fears of a power vacuum in the warring nation.
Read the full story ›Doubts over new CAR leader despite dancing in streets
Doubts have been raised over who can lead the warring Central African Republic despite widespread celebrations across the country at interim president Michel Djotodia's resignation.
A French diplomatic source said there were "no outstanding candidates" and added: "It is important this transition happens as quickly as possible."
France had repeatedly voiced frustrations with Djotodia's government at the ongoing inter-religious violence after sending hundreds of troops to its former colony last month to support an effort to restore peace.


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The Onteora High School Guidance Department is hosting a College Admissions Information Session on Thursday, April 2 at 6:30 p.m. in the high school chorus room (#121A). Important information about post-secondary education and the college admissions process will be presented.
By John Bernhardt Their roster read like a league all-star team. All five starters of Section IV's Sherman Wildcats girls' basketball team were seniors. Four of the starters have played varsity basketball every year of their high school careers. The fifth began her varsity career as a sophomore. Guard/forward Beth Gribble and six-foot forward Rachel Ottaway are both 1,000 point scorers averaging 13.5 points per game. The Wildcats are tournament tested winning three Section VI Class D titles in the last four years. And the Sherman team is guided by one of New York State's most accomplished coaches, Mel Swanson.
Margaretville — Enjoy a local cheese and wine tasting as author Joanne Michaels discusses her work and avenues to publishing for aspiring authors on Saturday, March 28 at 4 p.m. in Margaretville's Commons building, as part of the popular multi-art event series "Art in Common."
Mt. Tremper — Emily Fisher and Dean Gitter, owners of Emerson Resort & Spa, have announced the appointment of Naomi Umhey as chief operating officer and Tracy Lynch as general manager. Between them, the two long-time executive team members share nearly 27 years experience working for the property.
The Delaware County Public Health service will hold free rabies vaccination clinics for dogs, cats and ferrets in the villages of Fleischmanns and Andes on April 24 and May 8, respectively. The Fleischmanns clinic will take place Friday, April 24 from 5 to 7 p.m. in the Fleischmanns Firehall. The Andes clinic will take place Friday, May 8 at the Andes Firehall Pavilion from 5 to 7 p.m.
DELHI - The College Golf Course at Delhi will open for play Saturday, March 21. Preseason conditions are in effect and the course will initially be open only to walkers. As an added incentive, the course is offering a special greens fee rate during March of $10 for nine holes and $15 for unlimited daily play.
By Brian Sweeney Environmentalist Robert Kennedy Jr. has agreed to co-chair a leadership chair for the capital campaign for the proposed Water Discovery Center in Arkville. Organizers of the Water Discovery Center (WDC) planned for Arkville are hoping to involve a number of heavy-hitters to assist with their fund-raising efforts for the $25 million project. Mr. Kennedy is the first big name to come on board. He is an environmental lawyer and a professor at Pace University Law School.
Margaretville — The third annual Margaretville Hospital Dance-a-Thon benefit, hosted by the Margaretville Hospital Auxiliary, will be held at Belleayre Ski Center's Upper Lodge on Saturday, April 18 at 7 p.m.
Belleayre — The annual Pine Hill Arms Triathlon takes off this Saturday, March 21. This is a unique iron-man style triathlon that should not be missed by area athletes. Participants can compete as individuals or as teams. Over 100 participants will participate in this challenging "ski-bike-run" event.
Claryville — It's Maple Sugar time at Frost Valley YMCA with two open house weekends planned at the Sugar Shack on March 21-22 and March 28-29. This free event runs from 9 a.m.-4 p.m. daily, with tours every half-hour and activities throughout the day. Guided seasonal activities will also be plentiful for overnight guests.


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Universal Mitered Felted Bag
This Pattern will Accommodate Any yarn!
Intermediate / Advanced
Two sizes are included in the pattern - a tiny bag and a larger bag.
However, you can use ANY yarn you want, and make ANY size bag you'd like with this pattern (and a little math).
The piece is worked from the bottom up, felted, then a purchased handle is sewn on.
Universalizing The Pattern
You can make this bag in any size you wish, using any yarn you want, but you will have to do some simple math to determine the size your mitered diamonds in relation to the bottom of the bag.
For more information, see: