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I'm a day care mom...and was introduced to this site by my niece. I've surfed for projects for my children and...in doing so have now got addicted to...
Striped Material Pins Measuring Tape Pencils Ribbon Sewing Scissor Thread Needle Crotchet thread (option) Sewing machine A) Is a thick cotton sheet...
The length of the material can be of any size according to how many pockets you want to have.Each pocket will hold a Pen /Pencil This material can car...
Variation 2 & 3 are the same. This is the jersey material C.Which is a bit difficult to Alain the stripes because the material is slippery.There for ...
Material C turned inside out. Material B is also the same way ,but I have used a thin plain coloured material on one side,with out doubling the sheet...
Now press iron all seams on both sides.
As prescribed in variation 1 fold 11cm upwards. On the Jersey material ' C' make sure that the coloured stripes meet equally.
Same as variation 1 (Pic 3)sew the pockets by sewing from X to O downwards on the middle of the white lines until the end of the material. Start with ...
Sewing the Pockets Note .....all coloured stripes meet up equally when folded.
Fold the middle of 1meter white/pink ribbons in to two and insert the middle of the ribbon on the right side of the pouch where the opening sho...
This is an option.....If you want to add high light to your pouch sew a simple blanket stitch to the borders. You could also add some machine embroi...
Wow.... it look gorgeous.... Insert the Pens/Pencils....Ooops I am short of two pens :)
Roll them up Note : When you sharpen pencils and they become short...don't insert the pencils right in as it would be difficult to see the colors and...
Don't you think it's cute and a lovely present for a kid?
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"Cool Clothing" and Ice Forehead/Neck Wrap - Removeable Ice Pouches for Relief of Heat …by YouAreTheCure
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Glovebox/Ashtray Trash Pouchby agwayne
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American Pamphlets Series I 1820-1922: From the New York Historical Society
This Readex collection includes over 25,000 pamphlets covering 100 years of American life, from the Jacksonian Era up to the beginning of the Jazz Age. The publication of pamphlets exploded in the 19th century, creating a forum to express views and perspectives not seen in other print genres. The pamphlets in this digitized collection address a wide range of topics including slavery, suffrage, religious movements, the Civil War, and dozens of other divisive issues. These pamphlets contain speeches, orations, debates, sermons, treatises, tracts, narratives, poems, songs, memoirs, announcements, and legal notices.
View databases in related topics:

subset: commoncrawl


text:
General Instructions
From the International Data Base page, select "Data Access"
You will then be presented with two tabs: Country and Region. Clicking on the tab will take you to that data.
For Country, select
- 1 Country
- 1 or more years
For Region, select
- 1 or more regions OR select one or more countries
- 1 or more years
- an aggregation method
Selection of Multiple Years and Countries
To select more than one year:
Point to one year and click. Then either:
- Point to another year, hold down the Shift key and click. This will mark all the years between the first and second that you pointed to.
- Point to another year, hold down the Ctrl (Command on Mac) key and click. This will select the second year and the first year will also remain selected. This process can be repeated to select several non-contiguous years.
Point to the item that is selected, hold down the Ctrl (Command on Mac) key and click. The shading that indicates selection should then disappear. If you want to make sure there are no selections remaining in a selection box, click on an item and then deselect it.
Use the same instructions above for selecting multiple regions or countries under the Region tab.
Download Options
In addition to displaying the results in your browser, the table data are available to download as an Excel spreadsheet or a delimited text file.
A. Excel file:
- Make your selections and display the table in the browser.
- Select the "Excel" option.
- A dialog box will appear to save the Excel spreadsheet file to your computer .
- Chose whether you would like to Open the file or save to your computer.
- Click Ok.
- Make your selections and display the table in the browser.
- Select the "Text" option.
- A new window will open displaying the data as pipe ( | ) delimited data.
- From the menu select File/Save As (may be Save Page As).
- Change the File Type to "Text".
- Add the extension .txt to the filename and click Ok.
- To import the delimited text file, please refer to your software program instructions.
Aggregation Options
These options describe how you want the aggregations to be performed.
- Show individual country data only allows you to get country data only for the selected regions.
- Show aggregated data for each region or group of countries selected gives you a quick way to create your own region by combining predefined regions or countries. The result is one region containing all the countries in the regions selected or all the countries selected individually.
- Show both individual country and aggregated data gives you both options listed above.


text:
Kuito — The government of the central Bié province Wednesday distributed 30 land plots for self-construction in São José neighbourhood, outskirts of the provincial capital, Kuito.
The information was released Thursday by the director of Youth and Sports, Anastácio Severino Sambowé, who underlined that the initiative served to tackle the housing plight still affecting many youths.
According to Anastácio Severino Sambowé, the distribution process was fair and is intended to allow the needy young people to get land plots for self-construction.
He pledged that the programme, which is being carried out through the Provincial Department of Youth and Sports, will continue and cover other residents in districts of Bié province.


text:
The following is an archive of a post made to our
'vox-tech mailing list'
by one of its subscribers.
on Mon, Feb 27, 2006 at 01:26:04PM -0800, Bob Scofield (email@example.com) wrote:
> On Monday 27 February 2006 10:55 am, Hookand Crook wrote:
> > Our small HD is getting a mite full and we notice that in various
> > places we might do some house cleaning.
> >
> >
> > Are there any other places that I might do some additional house
> > cleaning to free up some space? Especially in the Mozilla folder?
> >
> > Any other house cleaning suggestions?
> Here is something I worry about, but nobody else seems to. When I do a new
> install I change the run time in /etc/crontab so that it runs at a time when
> I'm likely to use the computer (since my computer does not run all day and
> night).
In which case you want to use anacron rather than cron. Anacron is
intended for use on systems which aren't in 24/7 duty cycles, and will
therefor "catch up" and perform tasks which should have occurred when
the system was offline.
> If you have not done that, then you might want to look at /var/log.
> How big is "messages?" If it's gigantic, I'd delete it.
See logrotate. Tune appropriately WRT retention and frequency.
Karsten M. Self <firstname.lastname@example.com> http://kmself.home.netcom.com/
What Part of "Gestalt" don't you understand?
God is real. Unless declared integer.
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vox-tech mailing list
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LUGOD: Linux Users' Group of Davis
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based in Davis, California
and serving the Sacramento area.
"Linux" is a trademark of Linus Torvalds.


text:
Keri Gans, RD, author of The Small Change Diet, reveals the best strategies to lose weight and keep it off through a balanced approach to healthy eating, exercise, and lifestyle habits.
The fatty acids may not boost your health and saturated fat may not be so bad, researchers say. Confused? Let us clear things up.
A new prototype for milk made from algae debuted last week at Expo West. Would you try it?
Delicious and packed with even more nutrients, this leafy green is all the rage—but hard to get your hands on!
The organization now says to keep added sugars to only 5 percent of your caloric intake. But will this help with obesity?
One company has recalled products linked to a listeria outbreak. Here's how to protect yourself, especially if you're pregnant.
The sandwich shop will stop using a questionable ingredient also found in yoga mats (yummy).
Before you jump on this trend and start eating based on the moon's phases, see what our Weight Loss Coach has to say.
Chobani, Yoplait, and Dannon Oikos will release new national advertisements in the next few weeks. So how do the products stack up nutritionally?
A recent article may have you alarmed that your favorite green will cause thyroid problems. Read this before you order that juice!
Some drinks are great sources of essential nutrients while others are empty calories. See if your favorites pass the test.
Rocco DiSpirito's new book promises to help you lose weight fast, but at what cost to your health and sanity?
Get the greatest nutrition bang for your caloric buck with these tasty foods that benefit your body from head to toe.
Learn what makes this brand new treat even better for you.
Find out which restaurant is removing high-fructose corn syrup and artificial dyes from its products.
Get the facts about the latest research on energy drinks before you turn to liquid energy to pep up.
A new study says forgoing eating may boost brain health and cut pounds, but don't jump on board just yet.
A new study counters the belief that certain oils are heart-healthy. So what's a girl supposed to eat?
Making a small yet applaudable move, next year certain products in those iconic blue boxes will be colored with paprika.
The new Airo health tracker claims to give you a well-rounded view of your health, but you need more than tech to make a change, our Weight Loss Coach says.
A new study says these programs may only help you lose cash, not pounds.
Get a Behind the Scenes Peek at the UFC Gym
Our fitness editor visited the UFC Gym in Manhattan for an empowering kickboxing routine.
The Quick Eyeliner Trick to Make Your Ey...
5 New Ways to Make Pizza


text:
Senate farm bill not a sure thingWASHINGTON — Forty-five senators and a wide range of national farm and commodity groups have urged Senate leaders to bring the farm bill that passed the Senate Agriculture Committee on April 26 to the floor, but most southern senators and rice and peanut growers remain opposed to the bill. House Agriculture Committee Chairman Frank Lucas, R-Okla., and ranking member Collin Peterson, D-Minn., have said they will take a different approach.
By: Jerry Hagstrom, Agweek
WASHINGTON — Forty-five senators and a wide range of national farm and commodity groups have urged Senate leaders to bring the farm bill that passed the Senate Agriculture Committee on April 26 to the floor, but most southern senators and rice and peanut growers remain opposed to the bill. House Agriculture Committee Chairman Frank Lucas, R-Okla., and ranking member Collin Peterson, D-Minn., have said they will take a different approach.
The commodity title of the Senate bill is based on providing payments to farmers to cover some of the revenue losses they experience that are not covered by crop insurance. But rice and peanut growers say that program will not work for them and Lucas and Peterson say that all farmers should have the option of a program that would make payments when prices of commodities fall below certain levels.
Senate Agriculture Committee Chair Debbie Stabenow, D-Mich., said in a May 16 call to reporters, "This is real reform . . . it is fair for every crop."
Not a fan
But House Agriculture General Farm Commodities and Risk Management Subcommittee Chairman Michael Conaway, R-Texas, opened a May 16 hearing with a scathing critique of the Senate bill.
"I do not believe that our counterparts in the Senate have made passing a farm bill this year any easier," Conaway said in opening prepared remarks.
"The Senate bill undermines crop insurance by setting up a revenue program that competes with and duplicates crop insurance," Conaway added. "In fact, CBO (Congressional Budget Office) indicates that the budget for crop insurance declines by about $2.4 billion as producers reduce the coverage they now buy in favor of free coverage.
"Plus, when you leave out money carried over from the commodity title to crop insurance to pay for STAX (the new cotton program), the net cut to crop insurance is over $700 million," Conaway said. "Crop insurance is also taking a drubbing in the press as editorial boards and everyone else confuses successful crop insurance with the Senate's new revenue program.
"To be clear, I am not opposed to a farm policy that helps producers cover a portion of their deductibles, which can be very high," he said. "But I am convinced the Senate's approach is the wrong way to do it."
Conaway added that he thinks a proposal made by Rep. Randy Neugebauer, R-Texas, the Supplemental Coverage Option, is on the right track. "If a producer wants to cover shallow losses, he can buy coverage to do that," Conaway said.
"In short, the Senate bill has no price protection and is, therefore, not bankable to farmers and not fiscally responsible to taxpayers," Conaway said.
"So far, this problem has been misreported as a north-south issue. But, let me just say this: If we have a few more weeks of commodity prices taking the kind of thumping that they took last week (May 7 to 11), the importance of meaningful price protection in a farm bill will become clearer to everyone. "
"This and all the rest leads me to conclude that what the Senate has before it cannot be called a farm bill at all," Conaway said. "Fortunately, I am confident that in the House process we will cut spending, we will reform and streamline policies, we will eliminate duplication and achieve regulatory reform, and in this process, we will restore balance and equity and put the 'farm' back in the farm bill."
Other views
Lucas did not criticize the Senate bill, but he endorsed the price protection the Senate bill does not include.
"That safety net has to exist for all regions and all crops, and it has to be written with bad times in mind," Lucas said. "That's why it is vitally important that the commodity title provide producers with options so they can choose the program that works best for them, whether it is protecting revenue or price."
Peterson already said he agrees with Lucas that the system of target prices and countercyclical payments should be continued. Peterson also noted that, after the price-triggered payments were ended in the 1996 farm bill, Congress bailed out farmers with ad hoc disaster payments.
But, Peterson added that given the fiscal problems now, "you can forget about getting bailed out, so if you get this thing wrong, good luck."
Tags: farm bill, senate agriculture committee, house agriculture committee, livestock, crops, updates, farm, agriculture, farmers, government, legislation


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San Diego, CA (PRWEB) August 20, 2014
Over the course of just a few years, Queen of Sales Conversion Lisa Sasevich built her business from $130,000 per year to several million per year in sales, and she gives the credit for this growth to a single tool: the teleseminar. In a new article, "Launch Yourself," she explains 3 reasons why the telesminar is one of the first tools a heart-centered entrepreneur should master in order to grow a business.
"One of the reasons I was able to grow my business so quickly, to the point where it is thriving in the multimillions and I'm touching people all over the world," Sasevich said, "was my use of the teleseminar, which is a training given over the phone."
Sasevich cites the teleseminar as a low-risk, high-reward option for spreading a message and growing a business.
Heart-centered entrepreneurs, agents of change and experts who read "Launch Yourself" will learn:
"As those results pour in, and you get clearer about what you're teaching, your confidence rises and you begin to experience sky-high sales conversion and profits," Sasevich said.
For more information, read "Launch Yourself" here: http://www.theinvisibleclose.com/articles/launch-yourself/
Recently honored as one of America's Top Women Mentoring Leaders by WoW magazine, Lisa Sasevich, "The Queen of Sales Conversion," teaches experts who are making a difference how to get their message out and enjoy massive results, without being "salesy."
Recognized sales expert by Success Magazine, and as one of America's fastest growing independently owned companies for the second consecutive year by Inc. Magazine, Lisa delivers high-impact sales-closing strategies for turbo-charging entrepreneurs and small business owners to great profits. According to best-selling author Brian Tracy, "Lisa Sasevich is one of the greatest discoveries in America today!"
After 25 years of winning top sales awards and training senior executives at companies like Pfizer and Hewlett-Packard, she left corporate America and put her skills to test as an entrepreneur. And in just a few short years, Lisa created a multi-million-dollar home-based business with 2 toddlers in tow. Lisa is the undisputed expert on how to make big money doing what you love.
For more information about Sasevich and The Invisible Close, visit http://www.LisaSasevich.com.


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MILWAUKEE — U.S. Marshals are looking for 20-year-old Darryl Jones, also known as "Certified." Jones is wanted in connection with a January armed robbery.
Police say Jones robbed his former next door neighbor, and could be committing similar acts if not found.
James Thomas, an investigator with the Milwaukee County District Attorney's Office said Jones asked the former neighbor for some cab money, which the neighbor declined.
"Plan B for Darryl was…'can I get a glass of water?' (The neighbor) gets Darryl a glass of water, comes back and as he's walking back to his apartment, Darryl sticks a pistol in his back — pretty much robs him of anything he has in his apartment," Thomas said.
Law enforcement believes Jones could be hiding out anywhere in Milwaukee.
He's described as 5'9" tall, weighing about 150 lbs. He has several tattoos, including a cross or a "T" in the middle of his forehead.
If you have information on his whereabouts US Marshals want to hear from you at 414-297-3707.


text: The State of Alabama makes it illegal to drive your vehicle if you have a blood alcohol concentration (BAC) of .08 percent or more alcohol in your system. Of course, that doesn't mean it's dangerous to drive only if a persons blood alcohol level is at .08 or higher. Many people drive impaired with a BAC of .05 and many accidents and deaths from DUI accidents have been the result of driving with alcohol in their system even though not being legally impaired. Actually many people drive impaired with no alcohol in their system because they are terrible and unsafe drivers, but that's a different blog post altogether.


text:
The second season of Clamp's otherworldly series, "xxxHolic" started airing in Japan last month. I've seen four episodes of it so far.
"xxxHolic: Kei" picks up where the first season left off. Our hapless hero, Kimihiro Watanuki, is still the housekeeper/cook/sake buyer for the time witch Yuko Ichihara who grants wishes for a price.
Also back is Shizuka Doumeki, a classmate who can fire spiritual arrows that saves Watanuki from the spirits, ghosts and goblins intent on devouring him. Watanuki nags and yells at Doumeki who turns a deaf ear to the insults and just demands lunch from the excitable orphan.
Viewers get to know in the first few episodes why Doumeki never sees Yuuko's shop but only an overgrown field and a rotting fence. The shop is only visible to those who need it.
The first three episodes cover the story arc where Watanuki learns a hard lesson about life and friendship. He loses his right eye but gains half an eye from Doumeki and a better understanding of how others perceive him.
The manga is drawn in this stylized manner where figures are lean and elongated. It did not translate well in the anime version during the first season. It still looks ugly in the second season.
But I forgive the show it's poor animation because it captures the essence of the manga which can be deep at times and sometimes just silly. Watch the first three episodes and see for yourself.
The first season is already available in the North American market. I don't know if "xxxHolic Kei" has been licensed.


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Open Eye Gallery is currently planning and fundraising for the future development of Creative Collaborators, an engagement programme that provides opportunities for young people to develop their professional skills, working with photography in a gallery setting.
Creative Collaborators was piloted in 2010 in partnership with the Paul Hamlyn Foundation. It was a bold departure for Open Eye Gallery and it had a big impact on our organisational ethos and approach to programming. Our experience with the core group of 25 participants, aged 16-30, led us to reappraise the way we work with young people.
The Creative Collaborators gained hands-on work experience, personal skills and professional development. They also organised learning and participation activities for the programme's partner schools Holly Lodge, Liverpool, and The Observatory, Wirral.
There have been many highlights for us: getting to know the participants as individuals and watching them grow in confidence and ability as the programme developed; bringing the gallery to life through their exhibition projects Eye to Eye and Let Loose; seeing the archive open up as a creative resource for their group projects; watching a subgroup of Creative Collaborators develop into professional roles as mentors, facilitators and workshop leaders in their own right.


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1974 Wolfpack Ranked No. 7 All-Time by Sporting News
March 24, 2011
NC State's 1974 National Championship team has been ranked the seventh-best team in NCAA history according to the Sporting News, which is ranking teams and moments in various sports in celebration of its 125th anniversary. An All-Star panel of former players, current and former coaches and basketball contributors all cast their votes to determine college basketball's greatest teams.
Sporting News' take on the Wolfpack:
Greatest College Basketball Teams of All Time
The March 28 issue of Sporting News Magazine featuring Tim Lincecum on the cover is on newsstands later this week and also includes a preview of all 30 MLB teams and the Sporting News college basketball awards. For more information on the Sporting News 125th anniversary please visit: http://aol.sportingnews.com/125.


text:
Hang tight!
Recipe by Cali
"An old-time delicious mincemeat pie filling. I have frozen this filling in zip-lock baggies, since I don't use a pressure canner. Apple cider can be used in place of brandy if preferred."
Hmm. None of these ingredients are on sale today.
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3 1/4 pounds
lean ground beef
12 cups
apples - peeled, cored and diced
6 cups
1 cup
1 tablespoon
ground cinnamon
1 tablespoon
ground allspice
1 tablespoon
ground nutmeg
3 1/2 cups
white sugar
I have some die hard mincemeat lovers, so I tried this recipe, and it was a hit! As a note to a comment above, although many people now make mincemeat without meat; traditionally it was made with meat. Mincemeat developed as a way of preserving meat without salting or smoking some 500 years ago in England, where mince pies are still considered an essential accompaniment to holiday dinners just like the traditional plum pudding. This pie is a remnant of a medieval tradition of spiced meat dishes, usually minced mutton, that have survived because of its association with Christmas. These pies have also been known as Christmas Pies. Mince pie as part of the Christmas table had long been an English custom.
Today, we are accustomed to eating mince pie as a dessert, but actually "minced" pie and its follow-up "mincemeat pie" began as a main course dish with with more meat than fruit (a mixture of meat, dried fruits, and spices). As fruits and spices became more plentiful in the 17th century, the spiciness of the pies increased accordingly.
I would hesitate to call this a "mincemeat" pie, seeing how us Brits know that there is NO meat in a mincemeat pie.(mincemeat is the Victorian name for a mixture of fruit) Call it a "minced meat" pie and it was OK. Neede something else, could not figure out quite what. Will make it again and experiment.
12 Ratings
I made this for a Victorian Christmas for six people, and two of them liked it so much they fought over who got to take the leftovers home. It's perfect for any get together!
First thing I did was to scale this down to 10 servings and it made 1 pie.
I made it with a double batch of "Basic Flaky Pie Crust" found on this website.
Since I have never eaten a mincemeat pie, I have nothing to compare this to, and I don't know how authenic the flavor is. BUT I liked this pie. It was very good. The only thing I did different is to use apple juice in place of the brandy. Good.
just watched a Victorian program on BBC making mincemeat for pies and contrary to a review of this recipe, it contained boiled beef. The best mincemeat I ever made had tinned sour cherries in it.
Thank you, Cali, for posting this delicious recipe. My husband is from Central Pennsylvania, where everyone uses meat in their mincemeat recipes (venison or beef), he won't eat meatless mincemeat.
used this recipe at christmas time. all relatives loved it. kept very well for days after.
Beside having to cut this down to 5 servings (which was more manageable), this was a pretty easy and tasty recipe. I know there is not always actual meat in mincemeat, but I liked the hearty taste of it myself. I think it helps to offset the super sugary fruit mix.
* Percent Daily Values are based on a 2,000 calorie diet.
Blue Ribbon Mincemeat Pie Filling
Serving Size: 1/32 of a recipe
Servings Per Recipe: 32
Amount Per Serving
Calories: 336
Calories from Fat: 89
Something about the grill's heat brings out the best flavor in the simplest chicken recipe.
We have over 700 dessert recipes just for summer fun.
Delicious recipes, party ideas, and cooking tips! Get a year of Allrecipes magazine for $7.99!
Whip up a batch when you have a lot of apples and store the filling in the freeze
A fresh blueberry pie with a sour-cream custard and crunchy streusel topping.
This may be the easiest chili recipe you ever make. And it's delicious!


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"You can't always choose the experiences which happen to you within your lifetime, you can only choose your response. Remembering that each conscious step you make along the way begins to define who you are. This becomes your story, the story you will speak of in years to come. Above all else, it was important for me to not be the victim in my story…" Jonty Bush
Welcome and thanks for visiting.
I've actually just launched my new website, which can now be found at http://www.jontybush.com.au


text:
DAVID CROCKETT, a descendant of the famous frontiersman, looks out across the south central business district of Chattanooga, Tennessee. Most people see nothing more than a patchwork quilt of decrepit buildings, derelict lots and weeds breaking up car parks. But not Crockett. In his eyes, this abandoned "brownfield" is the new Wild West, a frontier screaming to be opened up.
Or rather, reopened. For three decades ago Chattanooga was a mighty manufacturing centre that produced jobs, and pollution, by the tonne. So many tonnes, in fact, that in 1969 it helped earn Chattanooga the dubious title of America's most polluted city.
Today, Chattanooga would like the jobs back but not the pollution. And Crockett, a Chattanooga city councilman, believes they have a revolutionary scheme which will do that. "You can hear the grinding of gears as we shift paradigmswe are on the verge of sustainability," he says cheerfully.
Crockett points ...
To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.


text:
Abberly Crossing
- Work 1-844-407-5205
- Ladson, SC
- 32.954925537109 -80.11661529541
The Grove At Oakbrook
- Work 1-844-406-4128
- Summerville, SC
- 32.964543253183 -80.156037434936
- Work 1-843-640-0346
- Charleston, SC
- 0 0
- Work 1-844-406-4130
- Charleston, SC
- 32.856654077768 -79.921472892165
164 Apartments for Rent in the Charleston Metro
You found 164 apartments for rent in the entire Charleston Metro. Refine your search by using the filter at the top of the page to view 1, 2 or 3+ bedroom apartments in the Charleston Metro as well as cheap apartments, pet friendly apartments, apartments with utilities included and more. Use our customizable guide to narrow down options for apartments in the Charleston Metro. Let ForRent.com be your apartment finder service for Charleston Metro apartments today!
The Avenues at Verdier Pointe3530 Verdier Blvd Charleston, SC 294140 0+−Preview DetailsCollapse Details
One, two and three bedroom apartment homes for rent in West Ashley area of Charleston, SC. Minutes for Folly Beach, Kiawah Island, downtown Charleston. At The Avenues at Verdier Point, we have wonderful amenities such as an olympic style swimming pool & on-site workout room. Our apartment homes feature fully equipped kitchens with microwave, garbage disposal, dishwasher, carpet, cable or satellite ready, window coverings, washer and dryer hook ups and walk-in closets. Call today for your tour.
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- Internet Access
- Pets Allowed
- Covered or Surface Parking
Castlewood Townhouses and Garden Apartments885 Castlewood Boulevard Charleston, SC 2941432.80022 -80.04284+−Preview DetailsCollapse Details
Welcome home to Castlewood Townhouses and Garden Apartments in Charleston, SC. We offer air conditioning, cable or satellite, dishwasher, fitness center, garbage disposal, internet access, laundry facility, patio or balcony, swimming pool, short term leases, spa, walk in closets, washer and dryer hookup, and water, sewer and trash. Pets are welcomed and we accept cats, small dogs. Please ask about the pets allowed details.
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- Sand Volleyball Court
- 24-Hour Laundry Room
- Car Wash
Abberly at West Ashley3100 Ashley Town Center Drive Charleston, SC 2941432.803110470199 -80.039264430282+−Preview DetailsCollapse Details
Abberly at West Ashley features 1 and 2 bedroom apartments for rent in Charleston, SC. All buildings have controlled access and include washer and dryer, fully equipped kitchens, elevator access, and maple cabinetry. Abberly at West Ashley offers community amenities such as screened porches, lounge areas, computer center and game room.
- Large 1 and 2 Bedroom Apartments
- Cutting Edge Fitness Center
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- Pet Friendly
- Expansive Walk-in Closets
- Gourmet Kitchens with Maple Cabinets
- Relaxing Screened Patios
- Wi-Fi at All Amenities
Bolton's Landing1450 Bluewater Way Charleston, SC 2941432.81313895 -80.09844303+−Preview DetailsCollapse Details
Bolton's Landing offers 1 and 2 bedroom apartments for rent in Charleston, South Carolina. Our pet friendly community features a swimming pool, cyber cafe, coffee bar, media theater and on-site recycling. Bolton's Landing apartment homes boast maple cabinetry, black appliances, granite counters, ceramic tile floors and washer/dryer connections. Garages & Storage units availabile
- Spacious 1, 2 & 3 Bedroom Apartments For Rent
- NAHB Model Green Community
- Multi-Media Theater with Stadium Seating
- Cyber Cafe With Coffee Bar / Cardio Fitness Center
- Tropical Walk-In Pool w/Poolside Grill & Fireplace
- 9 Foot Ceilings / Modern Black Appliances
- Maple Cabinets w/ Granite Countertops
- Follow Us on Twitter, MySpace, Facebook & YouTube!
- On-Site Recycling / Clothes Care Center
- Washer/Dryer Connections
- Built-In Microwaves & Ceramic Tile Floors
- Garages & storage units available
Windjammer Apartments1742 Sam Rittenberg Blvd Charleston, SC 2940732.803522199392 -80.014467760921+−Preview DetailsCollapse Details
Windjammer Apartments offer 1, 2, or 3 bedroom apartments/townhomes for rent in Charleston, South Carolina. Rental homes have air conditioning, washer/dryer connections, gourmet kitchens, and more. Community features include swimming pool, fitness center, laundry facilities, and handicap accessibility. Pets are accepted in apartment/townhouse rentals. We are near Springfield Elementary, West Ashley Middle and High School, and Village Square Shopping Center.
- Central Heat/Air Conditioning, Ceiling Fans
- Washer/Dryer Hookups, Laundry Facility
- Dishwasher & Granite Counters in Gourmet Kitchen
- Cable and Internet Ready
- Pet Friendly Community
- Private Balcony or Patio w/ Extra Storage
- Swimming Pool, Fire Pit, Grill/Picnic Areas
- Fitness Center
- Vaulted Ceilings, Walk In Closets
- Hardwood Floors, Ceramic Tile in Bathroom
- Fireplace Available
- Renovated/New Homes, 8 Unique Floor Plans
Sabal Palms100 Lochaven Drive Charleston, SC 2941432.815878 -80.06639+−Preview DetailsCollapse Details
Offers One, two and three bedroom apartment homes (some may come furnished), near West Ashley High School and I-526.
- Air Conditioning and Ceiling Fans For Your Comfort
- Washer/Dryer Connections, Laundry Facility
- Dishwasher in Gourmet Kitchen
- Pre-Wired for Cable and High Speed Internet
- Pet Friendly Apartment Community, Pet Park
- Sunrooms and Extra Storage Available
- Garages/Covered Parking Options
- Swimming Pool and Clubhouse for Residents
- Fitness Center, Business Center
- Walk In Closets, Kitchen Islands
- Furnished Apartments & Short Term Lease Available
- Luxury 1, 2, and 3 Bedroom Apartment Homes
Heron Reserve3301 Glenn McConnell Parkway Charleston, SC 2941432.81339 -80.059491+−Preview DetailsCollapse Details
Heron Reserve offers 1, 2, or 3 bedroom apartments for rent in Charleston, South Carolina. Rental apartments have air conditioning, washer/dryer hookup, full kitchens, and patio/balcony. Community features include pool, laundry facility, fitness center, business center, and dog park. Pets are accepted in apartment rentals. We are near West Ashley High School, Doctors Care, West Ashley Park, and Bon Secours Hospital.
- Air Conditioning, Ceiling Fans
- Dishwasher in Gourmet Kitchen
- Washer/Dryer Hookups in Utility Room
- Cable Ready, High Speed Internet Access
- Pet Friendly Apartment Community, Dog Park
- Private Screened Patio or Balcony w/ Extra Storage
- Detached Garages w/ Remote Access
- Swimming Pool & Clubroom w/ WIFI
- Fitness Center, Business Center, Laundry Facility
- 9 Foot Ceilings, Oversized Windows
- Sunken Living Room, Walk In Closets
- Fireplace w/ Gas Logs, French Doors, Garden Tubs
Greystar Daniel Island Village455 Seven Farms Road Charleston, SC 2949232.856654077768 -79.921472892165+−Preview DetailsCollapse Details
Greystar Daniel Island Village features one, two and three bedroom apartments with resort style pool area, fitness center, spacious bedrooms with walk-in closets garden tubs and standing showers. Located on beautiful Daniel Island just minutes from historic Charleston, SC.
- Rehydrating Pool Spa
- Open Green Span
- Distinctive Low Country Views
- Lush Landscaped Courtyards
- Walking Trails Around Nature Preserve
- Spacious Outdoor Patio with WiFi
- Fully Equipped Business Center
- Coffee Bar
- Tot Lot
Bridgeview Village108 N Romney St. #D Charleston, SC 2940332.81328946352 -79.94284003973View All Floor Plans+−Preview DetailsCollapse Details
Bridgeview Village Apartment offers one, two and three bedroom affordable apartments for rent in Charleston, SC. We are a tax credit community with affordable apartments. Bridgeview Village Apartments offers laundry facility, playground, and central heat and air. Our Charleston affordable apartments are close to downtown.
- Affordable Housing/Tax Credit Community
- 1, 2 & 3 Bedroom Apartments - Income Restrictions
- Central Heat and Air
- Rates and Security Deposit Based on Income
- Playground
- On-Site Laundry Facilities
- Located in Downtown Charleston
- Close to Public Transportation
- Summer Programs for Children
- Income Restrictions Apply
- Call for Pricing
Orleans Gardens
1900 Hazelwood Dr | Charleston, SC See Other Intermark Management Communities
Moss Creek
1800 William Kennerty Dr | Charleston, SC See Other Communities
Sergeant Jasper Apartments
310 Broad Street | Charleston, SC See Other The Beach Company Communities
The Palace Apartments
1000 King Street | Charleston, SC See Other Vista Capital Management Communities
JAMES ISLAND- Pointe James Condominiums
1402 Camp Rd | Charleston, SC See Other Communities
Townhouse Village
1721 Ashley Hall Road | Charleston, SC See Other Nirenblatt & Hoffman Communities
Colonial Village at Hampton Pointe
1916 Sam Rittenberg Blvd | Charleston, SC See Other MAA Communities
Element at Carolina Bay
1500 Parklawn Drive | Charleston, SC See Other Greystar Communities
Palmetto Place
1030 Jack Primus Road Unit #8101 | Charleston, SC See Other Communities
Spanish Oaks
1515 Ashley River Road | Charleston, SC See Other Hawthorne Residential Partners Communities
Colonial Grand at Quarterdeck
550 Harbor Cove Lane | Charleston, SC See Other MAA Communities
To see more Apartments, try broadening your search.


text:
Lucky's Lounge is a very unique restaurant in the Fort Point Channel district of Boston. If you didn't know it was there, you would walk right past it. On the corner of Congress and A Street, it feels like your own little secret hideaway. The décor brings you right back to the old days of Vegas. Well, if you were old enough to have gone to Vegas in the 50s or 60s. Or it makes you think of Mad Men.
My first occasion at the restaurant was during a concierge dinner back in October. We met in the music side of the bar (live music almost every night) and ordered a drink. I ended up with a beer at first then moved on to a delicious cocktail.
The first part of our dinner was a "sampling" of appetizers. I use the word sampling lightly though because we had SO much food I ended up not being full for dinner. We ordered baby corn dogs (SO good!), smoked chicken tacos, seared ahi tuna tacos, Lucky's wings, the most amazing sliders with perfectly cooked Kobe beef, muenster cheese, sunny side up quail egg and applewood smoked bacon aioli:
And these nachos that I don't even know how to describe. Well, it was pretty much like playing Jenga when eating it. Apparently in order to enjoy them to the fullest, you have to be messy with them. It was covered in melted cheese, sour cream, black olives, jalapenos, salsa, black beans, chili and chicken. I had been craving nachos so these were perfect.
For dinner, I ended up ordering the Southie fried chicken to take home to David. He raved about it.
The next time I went to Lucky's, David and I were on our way to Strega Waterfront for a concierge reception. We went for a full dinner since we weren't sure what was being served at the reception. I told David how awesome their sliders were, so we ordered some of their mini burgers with cheese and sautéed onions. Not as good as the Kobe sliders but still delicious.
For my entrée I had the Southwestern Chopped Salad (grilled honey BBQ chicken, greens, fresh corn, red onion, black beans, chipotle ranch dressing, topped with shredded cheese and crushed tortilla chips.)
And yes, there was salad under there. The BBQ seemed a bit weird for a Southwestern salad but it was filling and delicious. I also had a white sangria to drink.
In a place like Lucky's (where they also have a great Sinatra brunch on Sunday) you would never think that they would have as stellar and award-winning a menu as they do. But it's probably one of the best places for an after work drink and a casual dinner with awesome music. Don't forget the fedora!
Lucky's Lounge is located at 355 Congress Street in Boston, MA.


text:
Dani Carroll
Regional Extension Agent II
Program Areas:
Geographic Area of Responsibility:
Calhoun County, Chambers County, Clay County, Cleburne County, Etowah County, Randolph County, Talladega County
Extension Office:
Department Contact:
Etowah County Annex Building
3200A West Meighan Boulevard
Gadsden, AL 35904
3200A West Meighan Boulevard
Gadsden, AL 35904
(256) 547-7936
(256) 543-9348
Office Address and Contact Information:
Etowah County Annex Building
3200-A West Meighan Blvd.
Gadsden, AL 35904
Show Map
3200-A West Meighan Blvd.
Gadsden, AL 35904
Show Map
Office: (256) 547-7936
Mobile: (256) 458-6043
Fax: (256) 543-9348
Email: firstname.lastname@example.com
Please contact Chris McClendon in ACES HR if updates are required to addresses, phone numbers, or other personnel information.


text:
Chair: Sabrina Sondhi
Special Collections Librarian
Columbia Law School
Arthur W. Diamond Law Library
435 West 116 Street, New York, NY 10027
(212) 854-5244
Vice Chair: Kasia Solon Cristobal
Reference Librarian
Tarlton Law Library
The University of Texas School of Law
727 East Dean Keeton Street
Austin, TX 78705
(512) 471-7292
Immediate Past Chair: Jennie C. Meade
Director of Special Collections
George Washington University
Jacob Burns Law Library
716 20th St, N.W.
Washington, DC 20052
(202) 994-6857
Newsletter Editor: Mark Podvia
Head of Public Services and Instruction and Special Collections Librarian
West Virginia University College of Law
101 Law School Drive
P.O. Box 6130
Morgantown, WV 26506
(304) 293-6786
Webmaster: Laurel Davis
Legal Information Librarian & Lecturer in Law
Curator of Special Collections
Boston College Law Library
885 Centre Street
Newton, MA 02459
(617) 552-4410
Executive Committee:
Sabrina Sondhi, Chair
Kasia Solon Cristobal, Vice Chair
Jennie Meade, Immediate Past Chair
Laurel Davis, Secretary-Treasurer
Education Committee
Charge: Solicit, review, submit and rank proposals for Annual Meeting educational programming, including regular programs, workshops, roundtables and other educational opportunities.
Laura Ray, Chair
LHRB-SIS Chair, ex officio
Warren Billings
Joseph Custer
Fred Dingledy
Stacy Etheredge
Joel Fishman
Jennie Meade
Kurt Metzmeier
Mark Podvia
Sabrina Sondhi
Michael Widener
Morris L. Cohen Student Essay Competition Committee
Charge: Determine policies and procedures for the competition, publicize the competition, review essays and select a winner each year.
Marguerite Most, Co-Chair
Timothy Kearley, Co-Chair
LHRB-SIS Vice Chair, ex officio
Warren Billings
Laurel Davis
Mark Podvia
Laura Ray
Sarah Yates
Newsletter Committee
Charge: Responsible for writing and soliciting content for the LHRB-SIS Newsletter, published three times per year. Also responsible for compiling and mounting on the LHRB-SIS website an annual e-journal consisting of featured articles and book reviews from the Newsletter: "Unbound: An Annual Review of Legal History and Rare Books."
Mark Podvia, Editor-in-Chief
Joel Fishman, Ph.D., Book Review Editor
Jennie Meade, Articles Editor
Kurt X. Metzmeier, Articles Editor and Webmaster
Kasia Solon Cristobal, Exhibits Column Editor
Linda Tesar, Acquisition News Editor
Michael Widener, Member News Column Editor
Sarah Yates, Special Collections Cataloging Column Editor
Outreach Committee
Charge: Manage and implement LHRB's promotional activities at Annual Meetings, including event planning, the LHRB table, signage, and other initiatives relating to LHRB outreach.
Elizabeth Hilkin, Chair
LHRB-SIS Vice Chair, ex officio
Ryan Greenwood
Karen Wahl
Publications Committee
Charge: Spearhead, review, and provide advice about print and electronic publication projects of the LHRB-SIS.
Scott Pagel, Chair
Glen-Peter Ahlers
Stacy Etheredge
Kurt X. Metzmeier
Rare Book Cataloging Roundtable Committee
Charge: Organize and manage the Rare Book Cataloging Roundtable at the Annual Meeting, working with the Outreach Committee where necessary to publicize the event.
Susan Karpuk, Chair
Robert Steele
Sarah Yates


text:
Interior Design
Welcome to the VSU Interior Design Program.
The mission of the interior design program at VSU is to educate students to be responsible and mature design professionals. As a responsible designer, the students are exposed to many aspects of interior design including ergonomics, regulatory codes, building designs, construction techniques, business practices, and communication methods. The students mature over four years in the program by consistent and frequent feedback from professors. The Junior year internship is especially beneficial in allowing the student to work directly with design professionals. Afterwards, the students are able to apply their educational and their professional experiences in developing their most advanced design works.
VSU's Interior Design program uses progressive education methods to allow the student to learn by doing. By beginning instruction with the basics, the student is able to build on skills learned in the foundation art courses and the introductory level interior design studio courses. Through constant, consistent, and more advanced instruction, the students quickly learn to become creative, competent, and independent designers.
The Interior Design program continues to strengthen and build professional relationships within the university and community. The program seeks out projects that allow the students to design spaces at Valdosta State University and the local community. In addition, professionals in the field are sought out as guest lecturers and numerous field trips are scheduled to expose students to aspects of various design businesses.
VSU's Interior design program produces graduates who are familiar with all aspects of the Interior Design profession. The students also understand the legal aspects of the profession with the practicality of an Interior Designer.
VSU's program is committed to producing graduates who are proficient in the latest technology. Students are encouraged to use the Internet to research current trends and products in the Interior Design field. There is a constant emphasis is placed on the use of computers to assist the student in drafting, perspective, and rendering techniques. Faculty also uses technology to assist in teaching. VSU provides students and faculty with the technological tools for success in the profession.
The Interior Design faculty and students are encouraged to seek opportunities for professional development. VSU's ASID Student Chapter arranges guest lectures and field trips to encourage participation and lifelong learning. Faculty and students have attended seminars and conferences to heighten awareness of current trends in the field.
Valdosta State University - Department of Art
Interior Design Program Data and Enrollment Report:
(Download pdf)
2013-2014 BFA-ID Graduating class data:
- Total of 12 students.
- 92% graduation/retention rate. 11 of 12 graduated May 2014.
- 3.24 GPA – Combined overall average.
- 82% employment rate; 9 of 11 are currently employed within ID related field.
- 1 transferred out of program – junior year. 8% attrition rate.
Fall 2014 Data:
Valdosta State University > College of the Arts > Department of Art > Interior Design
- The College of the Arts comprises approximately 9% of the total University enrollment.
- University Enrollment - Fall 2014: 11,544
- Enrollment, Interior Design: 38
- Out of State Students: 4
- International or Dual Resident: 4
Additional University Data, Reports and Fact books:
2012-2013 BFA-ID Graduating Class data:
- Total of 8 students.
- 100% graduation/retention rate. 8 of 8 graduated May 2013.
- 3.15 GPA – Combined overall average.
- 63% employment rate; 5 of 8 are currently employed within ID related field.
- 0 transferred out of program – 0% attrition rate.
2011-2012 BFA-ID Graduating Class data:
- Total of 19 students.
- 84.2% graduation/retention rate. 16 of 19 graduated May 2012.
- 3.33 GPA – Combined overall average.
- 68.4% employment rate; 13 of 19 are currently employed within ID related field.
- 3 transferred out of program – 15.8% attrition rate.
- 100% of students that applied to graduate school were accepted/currently completing or have completed an ID graduate degree. 1 of 1 student.
2010-2011 BFA-ID Graduating Class data:
- Total of 16 students.
- 69% graduation/retention rate. 16 of 19 graduated May 2011.
- 3.53 GPA – Combined overall average.
- 50% employment rate; 8 of 16 are currently employed within ID related field.
- 5 transferred out of program. 31% attrition rate.
- 100% of students that applied to graduate school were accepted/currently completing or have completed an ID graduate degree. 4 of 4 students.
2009-2010 BFA-ID Graduating Class data:
- Total of 18 students.
- 100% graduation/retention rate. 18 of 18 graduated May 2010.
- 3.25 GPA – Combined overall average.
- 50% employment rate; 9 of 18 are currently employed within ID related field.
- 0 transferred out of program – 0% attrition rate.
BACHELOR OF FINE ARTS WITH A MAJOR IN INTERIOR DESIGN - 120-hour degree program.
Interior design addresses the visual, technical, and aesthetic aspects of inhabited spaces. Interior design services involve the integration of art and design concepts; space analysis and planning; and knowledge of materials, furnishings, and construction to produce finished interior environments that interpret and serve the specific needs of a client. The BFA-ID degree curriculum focuses on the standards for professional interior design programs established by the National Association of Schools of Art and Design. The major is designed to offer learning opportunities structured to prepare the student for a variety of careers in the interior design profession or for graduate school.
All students, including transfer students, must have an overall grade point average of 2.5 on a 4.0 scale after completion of 45 semester hours of college credit. This is a 120-hour degree program.
Students must apply to be admitted to the major based on a spring semester portfolio review.
- Area F courses, (2D & 3D Design, Drawing I & II, Computers in Art).
- Include printed copies of unofficial transcripts from BANNER showing all classes taken and GPA.
- Include a letter of interest, which states your reasons for choosing interior design as your major.
The program of study includes a required internship (ARID 4010) to be taken in the summer between the junior and senior year. As an academic exercise each student works a minimum of 169 hours for 3 hours of credit. During the internship students are responsible for learning as much as possible about the business of interior design, including:
- Working with /Learning from others: colleagues and clients, supervisor, manufacturer's reps
- Site visits
- Client interviews (students "shadow" designer and observe)
- Identifying and selecting appropriate products: FF&E
- Client presentations including:
- Graphic presentation
- Verbal presentation
- Understanding budget considerations
- Understanding ordering processes
- Understanding installation processes
The students experience the day-to-day working environment of the Interior Design profession. The intern students additionally:
- Kept a journal of images and words, which contain records of projects on which they work.
- Prepared/submitted weekly on-line Blazeview reports to the supervising professor.
- Prepared/submitted weekly self-evaluated analysis of internship experience on Blazeview.
- Had the employer evaluate their performance
Students pursuing a BFA with a major in Interior Design will demonstrate:
- skill in creative and critical thinking and problem-solving in response to visual, technical, aesthetic, and social aspects of inhabited spaces;
- competence in a number of media and techniques in order to effectively communicate design solutions graphically, in writing, and through verbal presentations;
- an understanding of the history of art and design, including contemporary theories and works;
- competence in analysis of information and relations, evaluating issues and setting priorities as component elements of the process of generating creative design solutions for projects of any scale and complexity;
- a significant sense of the principles, ethics, and processes necessary to conceptualize and create interiors that are responsive to the intellect, the senses, and the spirit of those who inhabit them and the greater context of the environment that contains them.
- Freshman portfolio review of foundation level work using a criterion-based rubric.
- Review of semester work by program faculty using an accreditation-standards-based rubric.
- Review of semester work by advisory board members using an accreditation-standards-based rubric.
- Completion of a senior professional portfolio.
- Comparisons of transcript audit results with accreditation curriculum requirements.


text:
Frogs Lead Early But Can't Hold On
June 5, 2005
WACO, Texas - Trailing 3-1 heading into the bottom of the fifth, third-seeded Stanford scored four runs in the sixth and five more in the eighth on its way to a 12-4 win over second-seeded TCU in a NCAA Waco Regional elimination game at Baylor Ballpark.
With the win, Stanford improves to 34-24 on the season and advances to the championship game of the Waco Regional and will face Baylor at 2:00 p.m. on Monday, June 6.
TCU finishes the season with a record of 41-20 after the loss.
The Horned Frogs grabbed the early lead with a run in the second on a RBI single by J.J. Estrada.
After Stanford tied the game with a run in the fourth, TCU took a two-run lead in the fifth after Keith Conlon and Austin Adams each had RBIs in the inning to give the Horned Frogs a 3-1 lead.
The Cardinal cut the lead to one with a run in the bottom of the inning and managed to take the lead with four runs in the sixth. Adam Sorgi provided the key hit in the inning with a two-run double to right-center field to give Stanford a 6-3 lead.
After each team scored a run in the seventh, Stanford broke the game open with five runs in the eighth. Jed Lowrie had the key hit in the inning with a three-run home run, his 13th of the season, as the Cardinal took a 12-4 lead.
TCU was unable to score in the ninth as Stanford advanced to the championship game of the Waco Regional.
Nolan Gallagher picked up the win for Stanford after allowing one run in 1.2 innings of relief work to improve to 2-5 on the season.
Brad Furnish finishes the season with a record of 5-6 with the loss after allowing five runs on six hits in 5.2 innings of work.
Academics @TCUAASO
Baseball @TCU_Baseball
M Basketball @TCUBasketball
W Basketball @TCUWbasketball
Equestrian @TCUWEquestrian
Football @TCUFootball
M Golf @TCUMensGolf
W Golf @TCUWomensGolf
Rifle @TCURifle
Swimming & Diving @TCUswimdive
Soccer @TCUSoccer
M Tennis @TCUMensTennis
W Tennis @TCUWomensTennis
Track & Field @TCUTrackField
Sand Volleyball @TCUSandVB
Volleyball @TCUvolleyball


text:
Straight out of Sergio Leone's Dollars Trilogy, this Poncho by Neoclassics allows you to finally dress like Clint Eastwood on the catwalk. A muffler and oversized hood give the garment grace while its unique drape provides you with the opportunity to feel as though you are wearing a shirt, sweatshirt, and cape all at once.
Women's poncho. Loose hanging hood. Front is shorter. Width 31" Front Length 17" Back Length 22".
This product has no reviews yet. Be the first to review this product. Write a review
Enjoy 10% off your first order*


text:
Gear Review
Nothing better...
This is my 2nd thermos of this type. My girl friend's dog chewed part of the inner plastic and although it can still be used, and the part can be replaced, I went for a new container altogether.
When I go to my regular morning coffee-hangout, 7:30 AM, I use my "mug" there, save ten cents and keep my coffee warmer while I am there. When I leave around 9:AM, with a refill, I often (still) have warm coffee at 1:00 PM. The damn thing is just the best- performs well, nice design and color choices and is very rugged - unless there is a coffee loving hound around. I also purchased the 2nd one for $6 less than the first (which I bought in a retail outlet), got free shipping and no tax!
BRAVO STANLEY! BRAVO Backcountry! bob d
View More Details on Stanley Outdoor Drink-Thru Bottle - 16oz


text:
What is fair use?
We would all appreciate a clear, crisp answer to that one, but far from clear and crisp, fair use is better described as a shadowy territory whose boundaries are disputed, more so now that it includes cyberspace than ever before. In a way, it's like a no-man's land. Enter at your own risk.
Why is it like this and does it have to be this way? Is there no alternative to the vagueness of the "four factor fair use analysis," to fear of lawsuits and frustration with uncertainty? Maybe it is reasonable to simply throw up our hands and say, "What's the use?" After all, many legal scholars, politicians, copyright owners and users and their lawyers agree that fair use is so hard to understand that it fails to provide effective guidance for the use of others' works today. But the fact is, we really must understand and rely on it.
So wouldn't Guidelines help? Many people who think so recently gathered in Washington to negotiate Guidelines for Educational Uses of Digital Works in a two-year-long Conference on Fair Use ("CONFU"). For many, the Guidelines that emerged satisfied the need for clarity; but for some, considerable objections remained. Some CONFU participants and their constituents complained that the Guidelines were too narrow; others that they were too broad; or unfounded in the law; or too premature; or too long; or unclear; and so on. In the minds of many, the Guidelines asked the right questions, but for some, they provided the wrong answers.
We have reviewed all the Guidelines and have decided to take a different approach to protecting our component institutions and our faculty, staff and students from the dangers of the no-man's land while supporting our exercise of fair use rights. We call our approach "Rules of Thumb" for the Fair Use of Copyrighted Materials. Like the Guidelines from which they are in some cases derived, the Rules of Thumb are tailored to different uses of others' works. But unlike the Guidelines, they are short, concise, and easy to read. And they are part of a larger strategy to meet our needs for permission when fair use is not enough; to reduce our need for permission in the future by licensing comprehensive access to works; and to take a more active role in the management of the copyrighted works created on our campuses for the benefit of our university community.
Copying, modifying, displaying, performing or distributing another's work beyond the suggestions of the Rules of Thumb may still be a fair use, so we'll use the four-factor fair use test to determine that.
Please keep in mind that the information presented here is only general information. True legal advice must be provided in the course of an attorney-client relationship specifically with reference to all the facts of a particular situation. Such is not the case here, so this information must not be relied on as a substitute for obtaining legal advice from a licensed attorney.
Individual liability for infringement
Before you throw up your hands and say, "What's the use," consider your own liability for copyright infringement. Individuals are liable for their own actions. Copyright owners have sued and probably will continue to sue individuals. They will probably sue the University too, but that may not insulate the individual who took the allegedly infringing action from the full force of a lawsuit.
The penalties for infringement are very harsh: the court can award up to $150,000 for each separate act of willful infringement. Willful infringement means that you knew you were infringing and you did it anyway. Ignorance of the law, though, is no excuse. If you don't know that you are infringing, you still will be liable for damages - only the amount of the award will be affected. Then there are attorneys' fees.....
There is one special provision of the law that allows a court to refuse to award any damages at all if it so chooses, even if the copying at issue was not a fair use. It is called the good faith fair use defense [17 USC 504(c)(2)]. It only applies if the person who copied material reasonably believed that what he or she did was a fair use - as would likely be the case if you followed this Policy! If you qualify for this defense, it makes you a very poor prospect for a lawsuit. On the other hand, if you disregard sound advice about fair use, a court would be free to award the highest level of damages available. This makes someone who ignores policies a handsome target for a lawsuit.
There is another problem if you ignore our advice about fair use: The Texas Constitution and statutes may limit our ability to defend individual employees and students, but to the extent we can, ACC will defend you against a charge that your use of another's works is an infringement so long as you follow this Policy and abide by the terms of any licenses that affect your rights to use others' works. If your activities violate these conditions, you will be personally responsible for your own defense. In other words, if you do not follow this Policy and any licenses that affect your rights to use others' works, Alvin Community College will not defend you. You will be on your own.
Using Off-Campus Copyshops
You might think that giving your copying to a commercial (for-profit) copyshop would relieve you of liability for infringement, but it may not: It would depend on
Consider coursepacks: If you would answer no to both questions above, using our Rules of Thumb for coursepacks or the fair use test to decide whether your copying would be fair use, then you could be liable for infringement along with the media department! We advise against taking this risk. It would be best to use copyshops that obtain permission and pay fees (i) for any part of a coursepack that exceeds the ACC Rules of Thumb (media department) or (ii) for every part of a coursepack, even if some of it would be fair use under the Rules of Thumb (off-campus shops that comply with the law as it has been applied to commercial copyshops).
First Steps
Answer these three questions to decide whether you need permission to use a copyrighted work.
1. Is the work protected?
Copyright does not protect, this Policy does not apply to, and anyone may freely use*:
The presence or absence of a copyright notice no longer carries the significance it once did because the law no longer requires a notice. Older works published without a notice may be in the public domain, but for works created after March 1, 1989, absence of a notice means virtually nothing.
The rules for determining whether a protected work is in the public domain are set out in chart form by Lolly Gasaway. These rules are complex and somewhat hard to describe, partly because they have changed many, many times during the 20th century. The general rules (excluding anonymous works and works for hire) can be sumarized as follows:
Remember that some works are never protected at all! See the information at the beginning of this section for those works.
2. If the work is protected, do you wish to exercise one of the owner's exclusive rights?
3. Is your use exempt or excused from liability for infringement?
If an exemption does not excuse infringement and eliminate the need to ask permission or pay fees to exercise the owner's rights, you need permission.
* Even if all or part of a work is not protected by copyright law, it may be protected by other laws. For example, you may need to consider rights of privacy and publicity, ask permission to use a trade or service mark, or get a license to practice a patented process or system, but discussion of these rights and interests is beyond the scope of this Policy statement.
Fair Use Rules of Thumb
ACC Library has established Rules of Thumb for the following uses of copyrighted works:
Try to stay within the Rules of Thumb. Interpret them conservatively. If you need to make a more extensive use of another's work than suggested by the appropriate Rule of Thumb, or if there isn't an appropriate Rule of Thumb, use the four factor fair use test to determine whether the use is fair or requires permission.
Other Exemptions
Library's Special Rights
Our libraries are authorized to exercise special rights in addition to fair use. These rights are described in Section 108 of the copyright law and include:
Performances and Displays in Face-to-Face Teaching and Distance Education
Educational institutions and governmental agencies are also authorized by a separate copyright statute to publicly display and perform others' works in the course of face-to-face teaching activities, and to a lesser degree, in digital distance education. These rights are described in Sections 110 (1) and (2), respectively, of the Copyright Act. More information about the recent expansion of Section 110(2)'s rights for digital distance education may be found in The TEACH Act.
1. Limit coursepack materials to
2. Include
3. Obtain permission for materials that will be used repeatedly by the same instructor for the same class.
These Rules of Thumb are different from the others. For the most part, Rules of Thumb address making and distributing copies. Distance Learning raises these concerns too, but "public performance" is the focus of these Rules of Thumb. Section 110 of the copyright law authorizes educational performances and displays of entire works (like poems, plays, musical works and movies), but it significantly distinguishes between what can be performed in the classroom and what can be transmitted. This results in a "gap" in legal authority to perform certain works for distance learners. The CONFU Educational Fair Use Guidelines for Distance Learning apply fair use to fill this gap.
But the Distance Learning Guidelines only tackle fair use to perform and display others' works in two contexts:
They do not cover fair use of (performance of) others' works in online course materials. CONFU participants felt that these uses were so new that it was hard to even describe them, let alone describe fair use in this context. Nevertheless, the Guidelines can provide helpful guidance and we recommend that you read them.
Check Sections 110(1) and (2) before proceeding since they authorize considerable performance activity without any need to refer to these Rules of Thumb or the Guidelines. Also check any licenses acquired with materials purchased specifically for distance learning; they should include all the rights you will need to utilize them for that purpose, with no need to refer to these Rules of Thumb or the Guidelines. If they don't, and you need to rely on these Rules of Thumb in any distance learning context, remember: small parts, limited times and limited access are the keys to fair use.
1. Incorporate performances of others' works
2. Include
3. Limit access to students enrolled in the class and administrative staff as needed. Terminate access at the end of the class term.
4. Obtain permission for materials that will be used repeatedly by the same instructor for the same class.
The CONFU Educational Fair Use Guidelines for Digital Images suggest that fair use requires our libraries to request permission to use images at the same time they are digitized. Our Rules of Thumb take a different approach, but in other respects, the Guidelines can provide helpful guidance and we recommend that you read them. For more information about digitizing images and other non-text media, see Advanced Topics in Copyright Law. The third section addresses issues that typically arise in the College of Fine Arts.
1. Is the image you wish to digitize readily available online or for sale or license at a fair price?
2. Periodically review digital availability. If a previously unavailable image becomes available online or for sale or license at a fair price, point to or acquire it.
The CONFU Fair Use Guidelines for Educational Multimedia suggest that fair use requires adherence to specific numerical portion limits, that copies of the multimedia work that includes the works of others should be strictly controlled, and that fair use "expires" after 2 years. Our Rules of Thumb acknowledge that these are important considerations, but the Guidelines numbers do not describe the outer limits of fair use. Despite their tightly controlled approach, the Guidelines can provide helpful guidance and we recommend that you read them.
Please keep in mind that the rights described here are rights to create unique works, but not to make multiple copies and give them out (distribute them).
1. Students, faculty and staff may
in connection with or creation of
2. Be conservative. Use only small amounts of other's works.
3. Don't make any unnecessary copies of the multimedia work.
The Guidelines for Educational Uses of Music negotiated in 1976 can provide helpful guidance and we recommend that you read them.
1. Limit copying as follows:
2. Include
3. Replace emergency copies with purchased originals if available.
Limit research copies to
The Fair Use Guidelines for Electronic Reserve Systems describe general limitations on the scope of materials that should be included, citation and notice requirements and access, use, storage and reuse of reserve materials. These Rules of Thumb are an abbreviated summary of the Guidelines terms which provide helpful guidance that we recommend you review.
1. Limit reserve materials to
2. Include
3. Limit access to students enrolled in the class and administrative staff as needed. Terminate access at the end of the class term.
4. Obtain permission for materials that will be used repeatedly by the same instructor for the same class.
Using the Four Factor Fair Use Test
The Rules of Thumb do not describe the outer limits of fair use; they describe a "safe harbor" within the bounds of fair use. So, a use that exceeds the suggestions of the Rules of Thumb may still be fair.
Most people think that the fair use test is difficult. Actually, it's not so much difficult as it is uncertain - susceptible to multiple interpretations. Two people can review the same facts about a proposed use and come to different conclusions about its fairness. That's because one must make many judgments in the course of weighing and balancing the facts.
Attorneys read the "judgments of judges" to learn how to make judgments ourselves, but judges see things differently (one from another) too. Because "reasonable minds can disagree" about fair use, perhaps it is unrealistic to try to predict what a judge would think about a proposed use. But that's just what this test is about.
Here's how it works:
With a particular use in mind,
The four fair use factors:
FACTOR 1: What is the character of the use?
Uses on the left tend to tip the balance in favor of fair use. The use on the right tends to tip the balance in favor of the copyright owner - in favor of seeking permission. The uses in the middle, if they apply, are very beneficial: they add weight to the tipping force of uses on the left; they subtract weight from the tipping force of a use on the right.
Imagine that you could assign a numerical weight to each use. A nonprofit educational use other than the middle uses, for example, making a copy of a journal article for a university class, might weigh 5 in favor of fair use. But a nonprofit educational use that is also criticism, for example, the inclusion by a faculty member of a quote from another's work in a scholarly critique, would weigh even more in favor of fair use: about 6 or 7. That's because the uses in the middle are "core" fair uses; the ones most dearly protected.
Even if they are for-profit, the core fair uses weigh in favor of fair use: that's why they subtract from the weight against fair use of a commercial use. A commercial duplication of an article from a journal might weigh 5 against fair use. But a commercial commentary or quotation would barely tip the scale, if at all.
This is not to suggest that fair use can be precisely quantitatively analyzed. Numbers are just a tool to illustrate how the facts interact and affect each other. Actually, numbers wouldn't make the analysis any easier: copyright owners and users would have just as much trouble agreeing on weights as we have agreeing on any other judgment about fair use.
FACTOR 2: What is the nature of the work to be used?
Again, uses on the left tip the balance in favor of fair use. Uses on the right tip the balance in favor of seeking permission. But here, uses in the middle tend to have little effect on the balance.
Which way is your balance tipping after assessing the first two factors?
FACTOR 3: How much of the work will you use?
This factor has its own peculiarities. The general rule holds true (uses on the left tip the balance in favor of fair use; uses on the right tip the balance in favor of asking for permission), but if the first factor weighed in favor of fair use, you can use more of a work than if it weighed in favor of seeking permission. A nonprofit use of a whole work will weigh somewhat against fair use. A commercial use of a whole work would weigh significantly against fair use.
For example, a nonprofit educational institution may copy an entire article from a journal for students in a class as a fair use; but a commercial copyshop would need permission for the same copying. Similarly, commercial publishers have stringent limitations on the length of quotations, while a student writing a paper for a class assignment could reasonably expect to include lengthier quotes.
Which way does your balance tip after assessing the first three factors? The answer to this question will be important in the analysis of the fourth factor!
FACTOR 4: If this kind of use were widespread, what effect would it have on the market for the original or for permissions?
This factor is a chameleon. Under some circumstances, it weighs more than all the others put together. Under other circumstances, it weighs nothing! It depends on what happened with the first three factors.
Here's why:
This factor asks, "If the use were widespread, would the copyright owner be losing money?" Well, actually, it asks, "If the use were widespread, and the use were not fair, would the copyright owner be losing money?" After all, if the use were fair, the copyright owner would not be entitled to any money at all, so he couldn't "lose" what he never would have had to begin with.
When you include in your assumptions the very conclusion that you are trying to reach (you assume a use is not fair in the process of trying to figure out whether it is fair), you violate a principle of logic - you engage in "circular reasoning."
Courts deal with this propensity of the fourth factor to encourage circular reasoning by looking at the first three factors before evaluating the fourth. If the first three factors indicate that the use is likely fair, courts will not permit the fourth factor to convert an otherwise fair use to an infringing one. On the other hand, if the first three factors indicate that the use is likely not fair, courts are willing to consider lost revenues under the fourth factor. In this case they do not have to assume the conclusion in order to reach it. They reach the conclusion based on good evidence that the use is not fair. This means that if a use is tipping the balance in favor of fair use after the first three factors, the fourth factor should not affect the results, even if there is a market for permissions, even if the owner would lose money because of the use.
On the other hand, if a use is tipping the balance in favor of asking for permission one need not "assume" it's not fair, the first 3 factors show that it's not. Add to that an active permissions market and the fourth factor will decisively tip the balance. Forget fair use. Get permission.
The facts in the middle illustrate circumstances that also supports fair use, as they indicate a lack of harm to the owner's economic incentive.
Does the balance for your use tip in favor of fair use or in favor of getting permission after consideration of all four factors?
* A Note About Time Limits - Although the statutory fair use analysis does not address time limits, many of our Rules of Thumb and all the Guidelines contain time limits on fair use. Many people do not understand this and wonder why a use that is fair today would cease to be fair at the end of a semester. This is hard to explain because it does not seem to have a basis in statutory requirements or case law. But there the limits are: in the CONFU Proposed Distance Learning Guidelines, Multimedia Guidelines and Image Guidelines (all 1996); and even in the Electronic Reserve Guidelines (1996, non-CONFU). I have discussed this with other attorneys within the university community and have not heard a satisfactory legal explanation. Nevertheless, I have concluded that there may be two reasons we seem to agree to time limits anyway:
Under this strictly economic analysis, in those circumstances where a ready market for permissions exists, such as permission for coursepacks, fair use shrinks - perhaps in time as well as in other dimensions. But the opposite is true, too. Where the permissions market is dysfunctional, fair use expands, both in the amount one may use and in time. For more information about this, see Advanced Topics in Copyright Law, the third section addressing issues in a College of Fine Arts.
Need more information? The Copyright Crash Course contains detailed materials on fair use and many other copyright issues.
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Used by permission from Georgia Harper,
University of Texas, Austin.
Comments to Laura H. Castillo
Last updated:August 6, 2003


text:
Peter M. Lawrence came to the law firm in 1984 and became a partner in 1986. He has a General Practice with an emphasis on Family Court matters. He is committed to assisting his clients with the difficult transitions involved in Family Court matters. This has led him to a state wide involvement with the ongoing improvement of how the Family Court delivers services to litigants. In addition to Family Court matters, Peter assists his clients with a wide range of General Business disputes, Environmental and Land Use issues, Construction Disputes and Employment matters. Although he grew up on his native island home, (Long Island, New York), he came to Vermont by way of Boston which explains his passion for the Boston Red Sox and the Boston Celtics. Peter is also one of the founders of Bennington's sister city relationship with the town of Somotillo in Nicaragua. Peter has traveled to Nicaragua and other countries in Central America many times, particularly to Somotillo to work on projects in that community.
Peter is an avid canoeist and hiker. Every year he and his sons, along with whoever is available of his far flung brothers, sisters, brothers and sisters-in-law, nieces and nephews, hike a different portion of the Appalachian Trail. He lives in Bennington with his wife Wendy and her two children.
- Chair, Bennington County Family Court Bench/Bar Committee
- Member, Vermont Family Court Rules Committee
- Member, Vermont Family Court Oversight Committee
- Member, Vermont Family Court Experimental Project
- Member, Vermont Trial Lawyers Association
- Member, American Bar Association


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Lagos — A Niger Delta based group known as, "Izon Ikemi" has decried the worsening environmental situation in the region due to gas flaring and oil exploration.
In a statement signed by the group's Chairman Tony Uranta and General Secretary, Akpos Mezeh, respectively, the group lamented that more communities in the Niger Delta were bearing the brunt of oil and gas exploration while the international oil conglomerates responsible were being treated with kid gloves.
"Despite the federal government's numerous wrist-slaps on international oil companies, there is an urgent need to act against continued gas flaring and unchallenged oil spills in the Nıger Delta region. It is painful that no comprehensive or sustainable environment remediation action has taken place, not even in Ogoni-land, despite the UNEP Report recommending that urgent action should commence," the statement read.
And as part of measure to curtail the ravaging environment degradation, the group is demanding that the 13 percent derivation fund from the nation's purse be directly made available to the communities and not the state governors who were accused of squandering such funds. It however expressed sadness over the increasing rate of spills.
"The derivation funds currently paid to state government coffers should now be paid directly to communities suffering from the impact of oil spill. The oil and gas producing communities bear the brunt of exploration activities and are not properly taken care of with the funds by their states," a part of the statement read.
The group also expressed sadness over the quality of life of the people which it noted was declining at a faster rate. Other challenges the group claimed have worsened their lives include, lack of basic infrastructures such as roads, education, health care services, pipe borne water and electricity.


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Main navigation | Main content
A Teaching Philosophy often appears as part of a Teaching Portfolio, which has two main uses—summative and formative— both of which involve evaluation:
In general, the Teaching Portfolio is most often used for summative evaluation; that is, for hiring and promotion. As such, it can be described as "a factual description of a professor's [instructor's or TA's] teaching strengths and accomplishments. It includes documents and materials that collectively suggest the scope and quality of a faculty member's teaching performance. It is to teaching what lists of publications, grants, and honors are to research and scholarship."
"The portfolio is not an exhaustive compilation of all the documents and materials that bear on teaching performance. Instead, it presents selected information on teaching activities and solid evidence of their effectiveness. Just as statements in a curriculum vitae should be supported by convincing evidence (such as published articles or invitations to present a paper at an academic conference), so claims in the teaching portfolio should be supported by firm empirical evidence."
When compiling a teaching portfolio, remember the following: use multiple sources of evidence, present detailed data, tailor your presentation to the specific requirements at hand, and present a personal portrait that chronicles your development and projects forward into the future.
For specific guidance regarding the inclusion of teaching materials in a faculty dossier for promotion and tenure, please contact your college dean's office.
The following materials written by you may be included in a Teaching Portfolio:
The following materials written by others may be included in a Teaching Portfolio:
A teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. In addition to general statements, your teaching philosophy should also include examples of how you put your beliefs into practice by including concrete examples of what you do or anticipate doing in the classroom.
There can be many purposes for writing a teaching philosophy. You can think of it as a way of introducing yourself as an instructor to your colleagues. You can think of it as an exercise in concisely gathering together your beliefs about teaching and learning so that you can easily articulate them to your students, your peers, and search committees. The Statement is also an introduction to your teaching portfolio, thus setting the stage for the reader of that portfolio. Additionally, the teaching philosophy can be a means to professional growth since it requires you to give examples of how you enact your philosophy, thus requiring you to consider the degree to which your teaching is congruent with your beliefs. As you attempt to fully enact your beliefs about teaching and learning, you may realized that there is a lot of room for growth.
A Philosophy of Teaching Statement is approximately one to four pages in length. Aiming for two double-spaced pages is a good drafting aim. While a philosophy should cover a lot of ground, the writing also needs to be succinct. Although it is usually more difficult to write a well-written short essay than a long one, a brief but cogent essay will be well received by faculty, search committees, and others.
Yes, absolutely. Each academic discipline has its own culture and subcultures. What might be appropriate tone and emphasis for one discipline, might be less so for another. You will want one or more colleagues from your discipline to review your teaching philosophy and teaching portfolio, particularly before you consider sending them out as part of a job application.
Course syllabi are different and vary according to the context of the course. What would you choose to present? Depending on the kind of review for which you are preparing a portfolio, you may need to include several samples. Unless you are instructed to do otherwise, it is best to include a representative set from your most current course syllabi. If you are a graduate student preparing a portfolio for a search committee, you may not have syllabi that you have actually used. You might include one that you construct for this purpose, noting that this is how you would put together the course given the chance. Whether you are including actual or planned syllabi, write a rationale statement that describes why you've organized the course in this particular way.
Course materials are powerful indicators of an instructor's approach to teaching and learning. They are important in supporting in- and out-of-class experiences. In preparing to present your course materials, you will want to include materials that have been used well in your courses and are in line with your philosophy of teaching. Some of these course materials could include course handouts, course packets, course bibliographies, class participation guidelines, mid-course feedback instruments, tests, software, and the like.
Which of these would you choose to include? Think back on your goals. If you stated in your teaching philosophy that active learning is important to you, then you will want to include course materials that best illustrate this. These could be handouts, guidelines for class participation, or ground rules that you developed for discussion. Given the specialized nature of many course materials, you will want to include a rationale statement to provide the reviewer with some context of the course so that an appropriate judgment can be made about the materials, such as their appropriateness, basic format, tone, etc.
Do you have examples of numeric student evaluations of teaching to include in your portfolio? If so, are they summarized? (If you use an institution's campus-wide evaluation instruments, that information will generally be provided along with your results.)
There are many schools of thought on whether one should include areas of strengths and weaknesses when summarizing open-ended comments from student evaluations. Some argue that portfolio documentation should focus only on the best of one's teaching. However, others state that one's best work is the most reflective, including improvements made over time. In order to engage the reviewer in how this was done, summaries of student evaluations should take into account the inquiry, diagnosis, and experimentation of teaching practice rather than concealing them. No matter what area you choose to document, you will want to include a rationale explaining the context of the evaluation. Consider the following tips offered below.
These are representative themes and student comments :
In preparing to document your teaching responsibilities for personal improvement purposes, it is important to think again of the overall picture or goals of your teaching and what these responsibilities are. Teaching responsibilities can include advising, supervising, guiding, and mentoring of students; developing curricula; developing courses; developing computer exercises; and classroom teaching. Have you been documenting your teaching responsibilities? You will want to include a reflective statement focusing on areas of strength as well as areas that you have worked for improvement.
Be inclusive: were you responsible for classroom teaching, leading recitation or lab, one-on-one tutorials, or independent studies? Include a concise but explicit course description which sets out the context of each course, including the number of students, dates, and other pertinent data. Include an overall narrative that explains what percentage of your time is devoted to teaching, your responsibilities, and what role you played in various activities. Consider summarizing and displaying information graphically when possible.
BIOL 220 Introduction to Human Physiology (taught three times) This is a senior level course for pre-med, pre-dentistry, and pre-nursing majors, designed to provide an introduction and overview of the major systems of the human body and their functions. Enrollment ranged from 21-26 for these three offerings. Topic areas include, the endocrine system, the nervous system, the respiratory system, the cardiovascular system, musculoskeletal system, and the reproductive system. The primary goal of this course is for students to synthesize and apply knowledge of the functions of these systems to making informed choices in health care. In addition to homework assignments and writing lab reports of experiments conducted in the laboratory sessions, students were tested three times, one of which was a practical examination. I had primary responsibility for teaching this course, and supervised two teaching assistants who assisted with lab sessions and course administration.


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3869 Wheeler Ave.
Houston, TX 77204-6191
Map by Google
(713) 743-3333
or 911
from a campus phone
non-emergency email
Division Contacts
Important Contact Information and Resources
Contact the University Of Houston Department Of Public Safety if you're involved an accident while on campus parking lots, entrances or nearby city streets.
Our contact number: 713-743-3333, 24 Hour dispatch line.
Crash Report Information, Texas Department of Transportation, 512-463-8585.
TxDOT: Drivers Crash Report CR-2 (Blue Form)
Keep copies of blank crash reports inside your vehicle.


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