text:
Not any Mac running Mountain Lion can mirror via AirPlay. Only newer models. I'm not exactly sure where it starts but my 2009 MacBook Pro cannot Airplay Mirror, but my girlfriends 2011 can.
How to use AirPlay to mirror your Mac screen to your Apple TV
While iTunes can send media directly from your Mac to your Apple TV, you can also mirror your entire display. It's especially useful for things like family FaceTime and company presentations. What's more, it's easy to do!
How to mirror your Mac display to your TV using AirPlay
- Turn on your TV and your Apple TV.
- Make sure your Apple TV and your Mac are both connected to the same wifi network.
- In the task tray in the upper right corner of your Mac, look for the AirPlay icon.
- Click on the AirPlay icon and you should see your Apple TV available for mirroring. Simply click on it.
The content on your Mac screen will now automatically be shown on your TV screen.
How to get more help with your Apple TV
If you need any additional help or have specific questions check out our Apple TV Forum!
- How to automatically set up your Apple TV using an iPhone or iPad
- How to manually set up your Apple TV using the hardware remote
- How to use VoiceOver on your Apple TV
- How to pair an Apple remote with your Apple TV
- How to use shortcuts on your Apple TV remote
- How to access the chapter menu on the Apple TV
- How to control your Apple TV with the Remote app for iPhone or iPad
- How to pair a Bluetooth keyboard with your Apple TV
- How to hide channels on your Apple TV main menu
- How to AirPlay video from your iPhone or iPad to your Apple TV
- How to use Control Center to AirPlay videos to your Apple TV
- How to use AirPlay to mirror your iPhone or iPad screen to your Apple TV
- How to use AirPlay to mirror your Mac screen to your Apple TV
- How to watch iTunes Extras on your Apple TV
- How to use Home Sharing to access your iTunes library on your Apple TV
- How to manually check for software updates on an Apple TV
- How to fix a glitchy Apple TV by restoring it to factory settings
- How to fix a bricked Apple TV by restoring it with iTunes
Have something to say about this story? Leave a comment! Need help with something else? Ask in our forums!
Reader comments
How to use AirPlay to mirror your Mac screen to your Apple TV
My mid 2009 Macbook Pro can't do this, so yes only newer ones can :-(
Apps like AirParrot can give you a software emulated version of this functionality on older hardware that doesn't have the hardware to perform this. It's not as fast as the official method but it gets the job done in a pinch and works decent on my 2008 MBP. Couldn't post a link because of the spam filter :(
I don't mean this disrespectfully, but what is the point of posts like is? First, the information isn't totally correct, and second there is an Apple how to on this stuff
Are you guys making sure you have a second repository of manuals for when apple shuts its site down?
Newer devices are equipped with a hardware chip that encodes what is happening on the mac's screen into a video stream that the Apple TV decodes and streams. This allows the latency to appear seamless and quick. It's a bit of trickery and I'm sure there is more to it than that but I'm no expert. You're able to stream movies from iTunes on older hardware because you're only streaming the video files themselves and not mirroring the actions of the desktop. That process only relies on regular old video streaming. Hope that helps.
I am really looking forward to the new Airplay features with OS X Mavericks. Does anybody know if the multi display support as described here http://hdmiguru.hubpages.com/hub/How-to-use-Airplay-on-a-Mac will also work for multiple Airplay displays?


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DTCC And Swift Launch CFTC Interim Compliant Identifier (CICI) Utility
The Depository Trust & Clearing Corporation (DTCC) and SWIFT announced today that they have launched a Web portal at http://www.ciciutility.org/ to begin assigning CFTC Interim Compliant Identifiers (CICIs) after being designated by the U.S. Commodity Futures Trading Commission (CFTC) to do so.
The CFTC announced plans earlier this year to designate a CICI utility that would be able to issue identifiers to firms involved in OTC derivatives trading, and would ultimately comply with the global framework for a Legal Entity Identifier (LEI) from the Financial Stability Board (FSB) and the G20. The CICI was awarded through a competitive proposal process and is designed to be fully compliant with the ISO 17442 LEI standard endorsed and recommended by the FSB.
Identification of legal entities is recognized as a critical element to aid regulators and financial market participants alike in measuring and managing systemic risk. The requirement to provide an LEI is prominent in regulatory rulemaking around the globe as a key data element needed in G20-mandated OTC derivatives reporting. The use of LEIs is also emerging in other regulatory data collection rulemaking proposals. The new utility established by DTCC and SWIFT will also be assisted by the Association of National Numbering Agencies (ANNA) in registering and validating entities going forward extending a federated approach to the CICI and ultimately to the LEI under the FSB's framework.
"We are delighted to have been selected by the CFTC with SWIFT to provide CICIs in accordance with the ISO 17442 standard. A standard way of identifying counterparties will help regulators and market participants better aggregate risk and exposures on a global scale" said William Hodash, DTCC managing director, Business Development. According to the CFTC, the new identifier must be used by registered swap dealers and major swap market participants beginning on the effective date for the CFTC final swap reporting and recordkeeping rule, which is October 12, 2012 for OTC derivatives transactions in credit default swaps and interest rate swaps.
"SWIFT is very pleased to have been chosen to work on this interim program with DTCC to provide the CICI for firms subject to CFTC jurisdiction. We look forward to moving ahead with this first step to the global LEI solution," said Paul Janssens, SWIFT LEI program director. "We are continuing to work with regulators and the industry globally to provide a fully formed and practical solution to solve the LEI challenge. This includes further work to evolve the solution to a federated data contribution and validation model over time."
A new at-cost utility was established to govern, fund and manage operations for the LEI program and for the CICI. DTCC and SWIFT are service providers to the utility. DTCC, SWIFT, GFMA and others from the financial services industry will work closely with the FSB implementation group to move towards a consensus on the global LEI solution and are hopeful that the solution and expertise behind the utility can be leveraged in the evolution of the global system. It is anticipated that the CICIs assigned by DTCC and SWIFT will become LEIs after the global LEI system designed through the FSB process is launched.
The website developed by DTCC and SWIFT builds on the test files of the provisional LEIs provided to the industry in February 2012. It now contains the full database of such identifiers assigned to date, some 24,000 legal entities from over 80 countries, heavily weighted towards those involved in OTC derivatives trading and the identifiers are now called CICIs.
Included on the site are instructions on searching the database, downloading the daily change files or full database that will be available immediately, registering entities for CICIs, certifying the reference data for legal entities already assigned a CICI, public challenges of reference data and other helpful information, including answers to frequently asked questions and, for information not available on the site, a customer service e-mail box to send questions. With the launch of the portal, the site will allow legal entities to self-register, and financial firms to register their counterparties.
While the financial services industry expects as many as 1.5 million legal entities that are counterparties on financial transactions across all asset classes globally to receive LEIs, the implementation of the CICI is targeted at a much smaller subset of legal entities that are active in OTC derivatives markets. The number of such entities is estimated to be less than 50,000.

subset: commoncrawl


text:
by Lost At E Minor in New Art on Tuesday 18 September 2012
The human eye is amazing, and without pupils we couldn't see at all. But these eyes without pupils look gorgeous, and just a little inter-stellar.
Share your favourite cultural finds with the Lost At E Minor community and become famous in the process. Well, kinda.
by Inigo del Castillo
by Rachel Oakley
by Kenny Ong
© 2015 Lost at E Minor | Image Attribution | Privacy Policy


text:
Curriculum for the Environment and Ecology
JAYE E. CABLE, Chair
Amy E. Cooke, Director of Undergraduate Studies
Affiliated Professors
Richard Andrews (Public Policy), Carol Arnosti (Marine Sciences), Larry Band (Geography), Larry Benninger (Geological Sciences), Philip Berke (City and Regional Planning), Jaye Cable (Marine Sciences), Joe Carter (Geological Sciences), Barbara Entwisle (Sociology), Pat Gensel (Biology), William Gray (Environmental Sciences and Engineering), Donald Hornstein (School of Law), Rich Kamens (Environmental Sciences and Engineering), Andrew Keeler (East Carolina University), Joel Kingsolver (Biology), Jonathan Lees (Geological Sciences), Paul Leslie (Anthropology), Richard Luettich (Institute for Marine Sciences), Doug MacLean (Philosophy), Christopher Martens (Marine Sciences), Brent McKee (Marine Sciences), Timothy McKeown (Political Science), Hans Paerl (Institute for Marine Sciences), Robert Peet (Biology), Charles Peterson (Institute for Marine Sciences), David Pfennig (Biology), Jose Rial (Geological Sciences), Al Segars (KenanFlagler Business School), Andreas Teske (Marine Sciences), Stephen Walsh (Geography), Peter White (Biology), Dale Whittington (City and Regional Planning), Haven Wiley (Biology).
Affiliated Associate Professors
Marc Alperin (Marine Sciences), John Bruno (Biology), Chip Konrad (Geography), Charles Mitchell (Biology), Aaron Moody (Geography), Rachel Noble (Institute for Marine Sciences), Karin Pfennig (Biology), Michael Piehler (Institute for Marine Sciences), Daniel Rodriquez (City and Regional Planning), Keith Sockman (Biology), Conghe Song (Geography), Donna Surge (Geological Sciences), Stephen Whalen (Environmental Sciences and Engineering).
Affiliated Assistant Professors
Todd Bendor (City and Regional Planning), Karl Castillo (Marine Sciences), Xiaodong Chen (Geography), Jim Costa (Western Carolina University), Clark Gray (Geography), Allen Hurlbert (Biology), Pamela Jagger (Public Policy), Nikhil Kaza (City and Regional Planning), Adrian Marchetti (Marine Sciences), Benjamin Mirus (Geological Sciences), Laura J. Moore (Geological Sciences), Tamlin Pavelsky (Geological Sciences), Lauren Persha (Geography), Maria Servedio (Biology), Jason Surratt (Environmental Sciences and Engineering), Gary Wein (Western Carolina University), Colin West (Anthropology), Erika Wise (Geography), Andrew Yates (Economics).
Research Faculty
Dick Bilsborrow (Biostatistics), Elizabeth Dickinson (KenanFlagler Business School), Lindsay Dubbs (Institute for the Environment), David McNelis (Institute for the Environment), Johnny Randall (NC Botanical Gardens), Elizabeth Shay (Institute for the Environment), James Umbanhower (Biology), Alan Weakley (NC Botanical Gardens).
Senior Lecturer
Greg Gangi.
Geoffrey Bell, Amy Cooke, Karen Kandl (Western Carolina University), Thomas Martin (Western Carolina University).
The Curriculum for the Environment and Ecology offers diverse and multidisciplinary undergraduate degree programs in environmental science (B.S.) and environmental studies (B.A.). Faculty throughout the University, including the College of Arts and Sciences and the schools of business, government, law, and public health, mentor our students through courses, internships, and research opportunities. This unique approach provides students an opportunity to explore the knowledge base needed to understand the environment and its relationship to society, as well as the applications of that knowledge in areas such as environmental modeling; aquatic systems; environmental behavior and decisions; environmental change and human health; ecology, conservation, and biodiversity; and population and the environment. The degrees combine traditional classroom teaching with extensive use of interdisciplinary, team-based projects, internships, study abroad opportunities, and research.
The environmental studies major leads to a bachelor of arts degree and is appropriate for students seeking rigorous preparation in the social sciences and humanities needed to understand how society affects the environment, how it organizes itself to respond to environmental problems, and how understanding of the environment is transmitted through culture. All students gain a sufficient base of scientific and mathematical expertise to allow them to work effectively with environmental scientists and engineers. The major also provides strong preparation for graduate and professional training, especially in environmental policy, journalism, education, and law.
The environmental science major leads to a bachelor of science degree and is appropriate for students interested in solving complex environmental and energy resource related problems. The major includes preparation in the basic sciences related to environmental study and the application of those principles to the analysis of environmental processes and problems. It focuses on such topics as how material and energy are moved and transformed in complex environmental systems, the role of society in perturbing those processes, and scientific techniques which might be used to improve environmental quality. The degree provides strong preparation for graduate or professional training as well as for jobs in government, consulting, and industry.
Programs of Study
The degrees offered are the bachelor of arts with a major in environmental studies and the bachelor of science with a major in environmental science. Minors are offered in environmental science and studies, and in sustainability studies.
Majoring in Environmental Studies:
Bachelor of Arts
Core Requirements
ENEC 201 and 202
ENEC 307 and 698
One of the following courses: BIOL 201; ENEC 222, 489; ENEC/GEOL 213; ENEC/MASC 448; GEOG 412; GEOL 110
One of the following courses: GEOG 370, 477, or 491
Five courses chosen from one of the following concentrations:
Ecology and Society
ANTH 226, 238, 318, 320, 439; ANTH/ENEC 460; BIOL 201, 272, 277, 402, 427, 461, 463, 464, 465, 469, 561, 565, 567; BIOL/ENEC 256, 461, 562; ENEC 222, 304, 352, three hours of 395 or 694H, 462, 489; ENEC/GEOG 264; ENEC/GEOL/MASC 450; ENEC/MASC 441, 444, 448, 471; ENEC/PLCY 372, 520; ENEC/POLI 254; GEOG 228, 232, 261, 423, 434, 444, 470, 597
Energy and Sustainability
Environmental Behavior and Decision Making
Population, Environment, and Development
All General Education requirements must be satisfied, some with specific courses:
BIOL 101/101L (Approaches physical and life sciences with laboratory requirement)
CHEM 101/101L or PHYS 104 or 114 (Approaches physical and life sciences requirement)
CHEM 102/102L or PHYS 105 or 115
ECON 101 (Approaches social and behavioral sciences requirement)
ECON 400 or STOR 155 (Connections quantitative intensive requirement)
ENEC/PHIL 368 recommended (Approaches philosophical and moral reasoning requirement)
MATH 231 (Foundations quantitative reasoning requirement)
Majoring in Environmental Science:
Bachelor of Science
Core Requirements
ENEC 201 and 203
Three of the following earth systems courses: BIOL 201; ENEC 202; ENEC 222 or ENEC 489 or ENEC/MASC 448; ENEC/GEOL 213 or GEOL 110
Four courses chosen from one of the following concentrations:
Water and Climate
Ecology and Natural Resources
Energy and Sustainability
Environment and Health
Additional Requirements
BIOS 600 or STOR 155
CHEM 102 and 102L
PHYS 116 and 117, or PHYS 118 and 119, or PHYS 104 and 105 with approval from the major advisor
Two courses from one of the following options:
BIOL 202 and CHEM 261
ENEC 415 and MATH 383
Students are required to earn a minor in an allied science, such as biology, chemistry, computer science, geography, geology, marine science, mathematics, mathematical decision sciences, or physics.
All General Education requirements must be satisfied, some with specific courses:
BIOL 101 and 101L (Approaches physical and life sciences with laboratory requirement)
CHEM 101 and 101L (Approaches physical and life sciences requirement)
ECON 101 recommended (Approaches social and behavioral sciences requirement)
ENEC/PHIL 368 recommended (Approaches philosophical and moral reasoning)
MATH 231 (Foundations quantitative reasoning requirement)
MATH 232 (Connections quantitative intensive requirement)
Minoring in Environmental Science and Studies
The minor is designed for students wishing to remain in another discipline but having an interest in the environment as an area of application. Students in the minor in environmental science and studies must take two core courses designed as preliminary courses in the scientific and societal dimensions of environmental issues and problems and in the tools for their solution. In addition, the minor requires three ENEC courses, with at least one at the 400 level or higher.
Required courses: ENEC 201 and either ENEC 202 or 203
Three additional ENEC courses (at least one at the 400 level)
Students must see an ENEC advisor to discuss potential courses. Depending on the courses selected, the minor would require between 17 and 20 hours.
Minoring in Sustainability Studies
The program provides an understanding of sustainability, a unifying approach to human and environmental problems. Sustainable businesses, communities, and other organizations seek to design systems in ways that optimize material and energy use to decrease environmental and health problems and to bolster economic vitality and social equity. A growing number of scholars are framing problems and solutions in the language of sustainability, which balances growth and development with justice and environmental stewardship, in order to meet today's needs without undermining the ability of future generations to do the same.
ENEC 204, 210, or 593
ENEC 330 or 431 (If both are taken, the second course may satisfy the elective requirement.)
ENEC 393 or 493 (for at least three credits) or 698
Three elective courses chosen from BUSI 507; COMM/ENEC 375, 675; ENEC 202, 220, 225, 305, 307, 350, 351, 370, 405, 462, 474, 479, 490, 510, 567; ENEC/ENVR 470, 522; ENEC/ENVR/PLAN/PLCY 686; ENEC/GEOG 264; ENEC/GEOL 213; ENEC/JOMC 565; ENEC/MASC 448, 471; ENEC/PLAN 420; ENEC/PLCY 372, 480, 520; ENVR 600; GEOG 237, 370, 420, 434; GEOL/MASC 223; PHYS 131/131L; PLAN 246, 247, 636; PLCY 360
The minor requires a minimum of 16 credit hours. Students who major in the curriculum's B.A. or B.S. degree programs are not allowed to minor in sustainability studies.
Honors in Environmental Science or Studies
Students in either the B.S. or B.A. degree program may participate in honors research leading to graduation with honors or highest honors. This distinction is earned by participation in honors research in an associated honors research seminar, culminating in ENEC 694H. Students should follow the guidelines outlined with the Honors Program and meet with an advisor to ensure that appropriate requirements are fulfilled (honorscarolina.unc.edu/current-students/honors-thesis-and-undergraduate-research/honors-thesis). Honors students can use three credit hours of ENEC 694H or 395 (but not both courses) to fulfill a concentration requirement.
The Curriculum in the Environment and Ecology maintains an advising system for students with an environmental interest. Students are encouraged to contact the director of undergraduate studies as early as they wish in their academic plan to discuss options and be assigned to a faculty advisor. Students may use the advising system from the time they enter UNCChapel Hill, obtaining advice from specialists in the various environmental fields. This advising system includes opportunities to meet with professionals from government, industry, and consulting to learn about the skills needed to work effectively in those fields if students are interested. In addition we routinely schedule seminars and host visitors who showcase career opportunities by their example in their respective fields.
Special Opportunities in Environmental Science and Studies
Departmental Involvement
The Carolina Environmental Student Alliance (CESA) is an interdisciplinary organization dedicated to uniting the environmental interests of students across campus. Participation is open to all students and community members with an interest in the environment. The Epsilon Eta Environmental Honors Fraternity is an organization dedicated to excellence in environmental education. Interested students are nominated for membership.
Field Sites
A series of field sites is available in North Carolina and around the world where students may take coursework and conduct research for a semester. Fall semester field sites are offered at Highlands Biological Station (mountain/ecology), the Institute for Marine Sciences (marine ecology/geology), and the Outer Banks/Manteo (coastal policy and economics). Spring semester field sites are offered on the UNC campus (Sustainable Triangle field site), in Thailand (energy and pollution), and Ecuador (ecology). The Ecuador and Thailand field site experiences incorporate part of the following summer as well. Summer programs are offered at Cambridge, England (energy policy), and in the Galapagos (ecology). In addition, faculty often arrange Burch Program summer educational trips to such locations as Siberia, Russia (ecology and anthropology), the Sierra Nevadas (ecology and physical geography), and northern Europe (energy and sustainability).
Experiential Education
Possibilities for experiential education include field-site programs described above, APPLES service-learning courses (ENEC 593), Coral Reef Ecology and Management (ENEC 259), Sierra Nevada Program (ENEC 208), Internships (ENEC 393), and Research and Honors Research (ENEC 395, 698, 694H).
Students are encouraged to apply for internships in local, state, national, and international environmental organizations. The Institute for the Environment (www.ie.unc.edu) maintains information on internship opportunities and matches students to their best options. These internships provide valuable practical experience, and some may be conducted for academic credit.
Study Abroad
A series of exchange and other study abroad programs is available through the Institute for the Environment Field Site program and through the UNC Study Abroad Office in which environmental students may take courses at other universities.
Undergraduate Awards
Undergraduates may be considered for the Watts and Betsy Carr Awards, Mary and Watts Hill Jr. Awards, and Robert Alonzo Winston Scholarships.
Undergraduate Research
All students are encouraged (but not required) to complete an independent or team research project. Such projects introduce students to the tools needed for graduate study. They also provide an important opportunity for working directly with the world-class environmental faculty and graduate students at UNCChapel Hill, as well as in the many environmental organizations in the Research Triangle. The Triangle area contains one of the largest collections of environmental organizations and expertise in the world, providing unique opportunities for students to conduct research on an immense range of topics from fundamental scientific research to policy applications.
Curriculum faculty and staff occupy offices and laboratories in Venable Hall (third floor), Whitehead Hall (third floor), and the facilities at field sites in Manteo, Morehead City, and Highlands, NC.
Graduate School and Career Opportunities
A major in environmental science or studies prepares students for a variety of career options, including marine scientist, ecologist, environmental modeler, environmental policy maker, conservation advocate, land-use planner, and environmental educator. Combining either major with other studies at the undergraduate or graduate level can lead to possibilities as an environmental lawyer, epidemiologist, or environmental geneticist, to cite a few examples.
Contact Information
Student Services Representative, Curriculum for the Environment and Ecology, CB# 3275, 3301 Venable Hall. Web site: www.cee.unc.edu.
ENST and ECOL courses were renumbered under a new subject code, ENEC. The listing of ENEC courses below includes the former ENST numbers in brackets.
51 [ENST 51] First-Year Seminar: Balancing the Environment: Science, Human Values, and Policy in North Carolina (3). This course examines the ways in which scientific information, human values, and the policy process interact to produce environmental change, economic growth, and social justice in North Carolina.
89 [ENST 89] First-Year Seminar: Special Topics (3). Special topics course. Content will vary each semester.
108 [ENST 108] Our Energy and Climate Crises: Challenges and Opportunities (PWAD 108) (4). Students quantify global depletion of energy resources and accompanying environmental degradation, hence discovering the profound changes in attitudes and behavior required to adjust to diminished fossil fuels and modified climate.
191 [ENST 191] Peoples of Siberia (ANTH 191) (3). See ANTH 191 for description.
201 [ENST 201] Introduction to Environment and Society (4). Human-environment interactions are examined through analytical methods from the social sciences, humanities, and sciences. The focus is on the role of social, political, and economic factors in controlling interactions between society and the environment in historical and cultural contexts. Three lecture hours and one recitation hour a week.
202 [ENST 202] Introduction to the Environmental Sciences (4). Examines fundamental processes governing the movement and transformation of material and energy in environmental systems. Focuses on the role of these processes in environmental phenomena and how society perturbs these processes. Integrates methods from a range of scientific disciplines. Three lecture hours and three computer laboratory hours a week.
203 [ENST 203] Introduction to Environmental Science Problem Solving (3). Prerequisite, MATH 231; corequisite, MATH 232. A quantitative introduction to selected topics in environmental sciences with an emphasis on developing and solidifying problem-solving skills.
204 [ENST 204] Environmental Seminar (13). This course will provide an intellectual focus on the interface between environment and society by examining the relationship among science, policy, and actual management practices on a chosen topic.
208 [ENST 208] New Frontiers: Environment and Society in the United States (34). By employing a multidisciplinary approach, this class will give students a sense of the role that the environment has played in shaping United States society and the role that our society plays in producing environmental change at the national and global level.
210 [ENST 210] Energy in a Sustainable Environment Seminar (1). This seminar series will provide a general introduction to energy sources, resources, technologies, and societal use from a sustainability perspective.
211 [ENST 211] Environmental Geology (GEOL 211) (3). See GEOL 211 for description.
213 [ENST 213] Earth's Dynamic Systems (GEOL 213) (3). See GEOL 213 for description.
220 [ENST 220] North Carolina Estuaries: Environmental Processes and Problems (3). Natural processes and human impacts on estuarine systems using the Neuse River estuary as a case study. Course includes one week of intensive field work based at the Institute of Marine Sciences. A student may not receive credit for this course after receiving credit for ENEC 222.
222 [ENST 222] Estuarine and Coastal Marine Science (4). Prerequisites, MATH 231 and either CHEM 101 or PHYS 114. Introduction to the estuarine and coastal environment: geomorphology, physical circulation, nutrient loading, primary and secondary production, carbon and nitrogen cycling, benthic processes, and sedimentation. Consideration given to human impact on coastal systems with emphasis on North Carolina estuaries and sounds. Includes a mandatory weekend field trip and laboratory.
225 [ENST 225] Water Resource Management and Human Rights (34). Water Resource Management and Human Rights explores logistical, political, social, and economic challenges in supplying every human with adequate access to clean water, the most basic human right.
241 [ENST 241] Energy and Culture Seminar for the Thailand Field Site (1). This one credit hour course meets the semester before UNC students go to study abroad at the Institute for the Environment Thailand Field Site. The course will prepare students for the research portion of the program. Student should be applying to the field site when taking this course.
242 [ENST 242] Ecology and Culture Seminar for Ecuador Field Site (1). This one credit hour seminar is only open to students who are planning to participate in the spring research semester in Ecuador. The main purpose of this seminar is to prepare students for this six-month experience in Ecuador by discussing both research methods and Ecuadorian society.
253 [ENST 253] Introduction to Atmospheric Processes (GEOG 253) (4). See GEOG 253 for description.
254 [ENST 254] International Environmental Politics (POLI 254) (3). See POLI 254 for description.
256 [ENST 404] Mountain Biodiversity (BIOL 256) (4). Introduction to the new field of biodiversity studies, which integrates approaches from systematics, ecology, evolution, and conservation.
259 [ENST 259] Coral Reef Ecology and Management (1). The course familiarizes students with the natural history, ecology, and physical and chemical characteristics of the coral reef environment. Policy and management issues are also examined.
263 [ENST 263] Environmental Field Studies in Siberia (GEOG 263) (4). This course explores the biogeography of Siberia and gives students practical training on how to do field work in field ecology and physical geography.
264 [ENST 261] Conservation of Biodiversity in Theory and Practice (GEOG 264) (3). Prerequisite, ENEC 201. Permission of the instructor for students lacking the prerequisite. This course will give students a multidisciplinary introduction to growing field of biodiversity preservation.
266 [ENST 266] Contemporary Africa: Issues in Health Population, and the Environment (3). A seminar that introduces students to non-Western perspectives and comparative study of ecological, social, and economic factors that influence the welfare of contemporary African communities. Examination of famine, population growth, and health issues within the context of African cultural and social systems.
304 Restoration Ecology (4). Prerequisite, BIOL 201 or ENEC 202. Explores ecological theory and its application to the restoration of terrestrial, aquatic, and marine ecosystems. Requires 30 hours of service to a local restoration project in which students will collect ecological data for a final case study project.
305 [ENST 305] Data Analysis and Visualization of Social and Environmental Interactions (4). Prerequisite, ECON 400, ENEC 201, MATH 231, or STOR 155. Principles of spatial and temporal data analysis are applied to issues of the role of society in producing environmental change. Methods include statistical analysis, model development, and computer visualization. Three lecture hours and one laboratory hour a week.
306 [ENST 306] Business and the Environment (3). Introduction to the methods for selecting management practices in business and industry in ways that optimize environmental quality and economic prosperity. Three lecture hours a week.
307 [ENST 307] Energy and Material Flows in the Environment and Society (3). Prerequisites, MATH 231, ENEC 201 and 202. Permission of the instructor for students lacking the prerequisites. Examines the regional to global flow of materials and energy through materials extraction, processing, manufacturing, product use, recycling, and ultimate disposition, including its relevance in policy development. Reviews natural cycles in the environment, basic physics, and the technology of energy production.
308 [ENST 308] Environmental History (3). Historical development of the system of beliefs, values, institutions, etc. underlying societal response to the environment in different cultures is analyzed. The approach is interdisciplinary, drawing on methods from history, philosophy, psychology, etc. Three lecture hours a week.
309 [ENST 309] Environmental Values and Valuation (3). Introduction to the methods for assigning value to aspects of the environment and to interhuman and human-environment interactions. The approach is interdisciplinary, drawing on methods from philosophy, ecology, psychology, aesthetics, economics, religion, etc. Three lecture hours a week.
312 [ENST 312] Risk-Based International Environmental Decisions (ENVR 312) (3). A Web-based course on the methods and roles of risk assessment in the international setting, with a primary focus on United States-European Union applications in environmental policy decisions.
330 [ENST 330] Principles of Sustainability (PLAN 330) (3). An overview of science, social science, and humanities perspectives on community sustainability.
350 [ENST 350] Environmental Law and Policy (3). This course gives students an overview of environmental law and some practical experience in environmental policy making.
351 [ENST 351] Coastal Law and Policy (3). The utilization of common coastal resources, the management of fisheries, and coastal zone management guide an examination of coastal laws, policies, and regulations at the federal, state, and local levels.
352 [ENST 352] Ecology and Management of Marine Fisheries (3). Prerequisite, MASC 101 or 401. Survey of the ecological processes that influence populations of economically important fish and shellfish, the various fisheries management tools/techniques used to achieve sustainable fish stocks, and the impacts of fishing practices on marine ecosystems.
368 [ENST 368] Environmental Ethics (PHIL 368) (3). See PHIL 368 for description.
370 [ENST 370] Agriculture and the Environment (3). Introduction to the ecology of agricultural practices and the impact of food production on the environment. Particular attention will be paid to the constraints on agriculture which must be overcome to feed the planet's growing population.
372 [ENST 270] Global Environment: Policy Analysis and Solutions (PLCY 372) (3). See PLCY 372 for description.
375 [ENST 375] Environmental Advocacy (COMM 375) (3). See COMM 375 for description.
380 [ENST 380] Environmental Economics (3). Prerequisite, ECON 101 This course develops a set of core principles that are essential to understand and evaluate environmental policy and renewable resource use. These principles are primarily economic, but our discussion will also include insights from politics and ethics.
393 [ENST 393] Internship in Sustainability (3). Permission of the instructor. This course provides an internship with a local organization on the topic of community sustainability, and explores the intellectual basis of public engagement.
395 [ENST 395] Research in Environmental Sciences and Studies for Undergraduates (121). Permission of the instructor. Research in an area of environmental science or environmental studies.
396 [ENST 396] Directed Readings (14). Permission of the instructor. A specialized selection of readings from the literature of a particular environmental field supervised by a member of the Carolina Environmental Faculty group. Written reports on the readings or a literature review paper will be required. Cannot be used as a course toward the major.
403 [ENST 403] Environmental Chemistry Processes (ENVR 403) (3). See ENVR 403 for description.
405 [ENST 405] Mountain Preservation (4). Introduces students to approaches used to preserve the natural and cultural heritage of the Southern Appalachians.
406 [ENST 406] Atmospheric Processes II (GEOG 406) (4). Principles of analysis of the atmosphere are applied to the analysis of environmental phenomena. The link between the atmosphere and other environmental compartments is explored through environmental case studies.
410 [ENST 410] Earth Processes in Environmental Systems (GEOL 410, MASC 410) (4). Prerequisites, CHEM 102, GEOL 213, MATH 231, PHYS 115 or 119. Permission of the instructor for students lacking the prerequisites. Principles of geological and related Earth systems sciences are applied to analyses of environmental phenomena. The link between the lithosphere and other environmental compartments is explored through case studies of environmental issues. Three lecture hours and one laboratory hour a week.
411 [ENST 411] Oceanic Processes in Environmental Systems (GEOL 411, MASC 411) (4). Prerequisites, BIOL 101, CHEM 102, ENEC 222, MATH 231, PHYS 115 or 119. Permission of the instructor for students lacking the prerequisites. Principles of analysis of the ocean, coast, and estuarine environments and the processes that control these environments are applied to the analysis of environmental phenomena. Case studies of environmental issues. Three lecture hours and one laboratory hour a week.
415 [ENST 415] Environmental Systems Modeling (GEOL 415, MASC 415) (3). Prerequisite, MATH 383; pre- or corequisite, PHYS 115 or 119. Methods for developing explanatory and predictive models of environmental processes are explored. Includes discussion of the relevant scientific modes of analysis, mathematical methods, computational issues, and visualization techniques. Two lecture hours and one computer laboratory hour a week.
416 [ENST 416] Environmental Meteorology (3). This course explores atmospheric processes most important to environmental problems such as the transport and transformation of air pollutants and weather systems involved in intercontinental transport of gases and particles.
417 [ENST 417] Geomorphology (GEOL 417) (3). See GEOL 417 for description.
420 [ENST 420] Community Design and Green Architecture (PLAN 420) (3). The impact of building on the environment and health will be examined by looking at the major areas of: land use planning, water resource use, energy, materials, and indoor environment.
431 [ENST 431] Systems Analysis for Sustainability (3). Provides an overview of principles from science and engineering to analyze sustainability of material and energy systems.
441 Marine Physiological Ecology (MASC 441) (3). See MASC 441 for description.
444 Marine Phytoplankton (MASC 444) (3). See MASC 444 for description.
448 [ENST 472] Coastal and Estuarine Ecology (MASC 448) (4). See MASC 448 for description.
450 [ENST 450] Biogeochemical Processes (GEOL 450, MASC 450) (4). Prerequisites, CHEM 251 or 261, MATH 231, PHYS 115 or 119. Permission of the instructor for students lacking the prerequisites. Principles of chemistry, biology, and geology are applied to analysis of the fate and transport of materials in environmental systems, with an emphasis on those materials that form the most significant cycles. Three lecture hours and one laboratory hour a week.
460 [ENST 460] Historical Ecology (ANTH 460) (3). See ANTH 460 for description.
461 [ENST 461] Fundamentals of Ecology (BIOL 461) (4). See BIOL 461 for description.
462 [ENST 462] Ecosystem Management (3). Prerequisite, BIOL 101. Explores the ecological concepts underlying ecosystem management (e.g., genetic and species diversity, stability, resilience, landscape ecology, etc.), the tools used in the approach, and case studies of how communities are implementing ecosystem management.
468 [ENST 468] Advanced Functions of Temporal GIS (ENVR 468) (3). See ENVR 468 for description.
470 [ENST 470] Environmental Risk Assessment (ENVR 470) (3). See ENVR 470 for description.
471 [ENST 471] Human Impacts on Estuarine Ecosystems (MASC 471) (4). Prerequisites, CHEM 102 and MATH 231. A cohesive examination of the human impacts on biological processes in estuarine ecosystems. Laboratory/recitation/field work is included and contributes two credit hours to the course.
474 [ENST 474] Sustainable Coastal Management (3). This course explores the environmental history of the Albemarle estuary and its larger watershed and explores ways in which humans can utilize this region in a more sustainable manner.
479 [ENST 479] Landscape Analysis (3). This course utilizes GIS, GPS, and remote sensing technologies to gather data on geology, watersheds, soils, integrated moisture indices. The class also develops habitat maps and derives species diversity indices.
480 [ENST 480] Environmental Decision Making (PLCY 480) (3). See PLCY 480 for description.
482 [ENST 482] Energy and the Environment: A Coastal Perspective (34). Through a combination of lecture, field trips, research, and discussion, students will explore innovations in energy generation as well as fossil fuel based energy sources on the coast and offshore.
485 Coastal Resource Economics and Policy (34). Prerequiste, ECON 101. This course develops and applies core principles essential to understanding and evaluating coastal environmental policy and renewable resource use. The principles include the economics of pollution, public choice, information and cost-benefit analysis, property rights, incentive-based regulation, and the economics of renewable resources. Includes insights from politics and ethics.
489 [ENST 489] Ecological Processes in Environmental Systems (4). Prerequisites, BIOL 101 or 201, CHEM 102, MATH 231, PHYS 115 or 119. Permission of the instructor for students lacking the prerequisites. Principles of analysis of the structure and function of ecosystems are applied to environmental phenomena. The link between the biosphere and other environmental compartments is explored through case studies of environmental issues. Three lecture hours and one laboratory hour a week.
490 [ENST 490] Special Topics in Environmental Science and Studies (112). Advanced topics from diverse areas of environmental science and/or environmental studies are explored.
492 Social Science Research Methods (34). Discusses social science research methods and their application to public policies and the management of natural resources. Students learn quantitative and qualitative methods for measuring social, economic, and demographic variables; how to evaluate, interpret, and use the data; and how values, beliefs, and attitudes affect decisions about ecosystem management.
493 [ENST 493] Environmental Internship (14). Permission of the instructor and the internship coordinator in the Institute for the Environment. To receive credit, a student must submit at the end of the internship a brief summary of the work conducted, to be judged by the faculty sponsor.
510 [ENST 510] Policy Analysis of Global Climate Change (3). Provides a real-world and relevant case study in which to apply material from multiple disciplines including public policy, economics, environmental science, and international studies. Teaches techniques for building policy models not covered elsewhere.
511 [ENST 511] Stable Isotopes in the Environment (GEOL 511) (3). See GEOL 511 for description.
520 [ENST 520] Environment and Development (PLCY 520) (3). See PLCY 520 for description.
522 [ENST 522] Environmental Change and Human Health (ENVR 522) (3). Prerequisite, ENEC 201 or 202. The course will provide students with a multidisciplinary perspective of environmental changes to encompass both human health and ecological health.
530 [ENST 530] Principles of Climate Modeling (3). Prerequisites, MATH 231, 232, and 233; PHYS 118 and 119. Recommended preparation, MATH 383. Develops explanatory and predictive models of the earth's climate. The level is introductory and the emphasis is on modeling past climate with the hope of understanding its future.
562 [ENST 562] Statistics for Environmental Scientists (BIOL 562) (4). Prerequisite, STOR 155. Introduction to the application of quantitative and statistical methods in environmental science, including environmental monitoring, assessment, threshold exceedance, risk assessment, and environmental decision making.
563 [ENST 563] Statistical Analysis in Ecology and Evolution (BIOL 563) (4). See BIOL 563 for description.
565 Environmental Storytelling (JOMC 565) (3). See JOMC 565 for description.
567 [ENST 567] Ecological Analyses and Application (3). This course provides an overview of natural and social science approaches to addressing biodiversity conservation and resource management. Concepts and methods from population biology, evolutionary ecology, community ecology, and conservation biology will be complemented with approaches from common property theory, indigenous resource management, and human evolutionary ecology.
569 [ENST 569] Current Issues in Ecology (3). Required preparation, previous course work in ecology. Permission of the instructor. Topics vary but focus on interdisciplinary problems facing humans and/or the environment. May be repeated for credit.
580 Environmental Markets: Science and Economics (3). Examines the interplay of science and economics in the design of environmental markets. The first part introduces the principles of environmental economics. The second part considers several case studies that illustrate the critical role that scientific models of natural systems play in the design of environmental markets.
581 [ENST 581] Water Resource Planning and Policy Analysis (3). Water resources demand-supply relationships, United States water resource and related water quality policy, legal structure for water allocation, planning, project and program evaluation, and pricing. Strategies for coping with floods, droughts, and climate change will be explored. Extensive use of case studies.
585 [ENST 585] American Environmental Policy (ENVR 585, PLAN 585, PLCY 585) (3). See ENVR 585 for description.
586 [ENST 586] Water Quality Policies and Planning (3). Prerequisites, BIOL 101 and MATH 231. Introduction to the management of water quality at the local and basinwide scales. Topics include theory and management frameworks; state and federal statutes and programs; water contaminants, their fate and transport; alternatives for improving and protecting water quality; and the technologies and management practices of selected basinwide comprehensive strategies.
593 [ENST 593] Environmental Practicum (13). Focuses on the interface between environment and society by examining the relationship between science and management practices. Students receive classroom lecture and then go into the field to see what role the ideas actually have in management practices. Students also learn from an active professional working in the topic area.
602 [ECOL 602] Professional Development Skills for Ecologists and Biologists (BIOL 602) (3). The goal of this course is to help students who intend to become professional ecologists or biologists acquire critical skills and strategies needed for achieving their career goals.
608 [ENST 608] Continuum Mechanics in the Earth Sciences (GEOL 608) (3). See GEOL 608 for description.
669 [ECOL 669] Seminar in Ecology (BIOL 669) (13). See BIOL 669 for description.
675 [ENST 675] Environmental Communication and the Public Sphere (COMM 675) (3). See COMM 675 for description.
685 [ENST 685] Environmental and Resource Economics (3). Prerequisite, ECON 310. Theory and methods of environmental economics. Topics covered include cost-benefit analysis and environmental policy analysis, economic concept of sustainability, optimal use of natural resources, nonmarket valuation, and economic instruments.
686 [ENST 686] Policy Instruments for Environmental Management (ENVR 686, PLAN 686, PLCY 686) (3). See PLCY 686 for description.
694H [ENST 694H] Honors Project in Environmental Sciences and Studies (3). Permission of the director of undergraduate studies. Independent project leading to the honors designation. Includes weekly research seminar.
698 [ENST 698] Capstone: Analysis and Solution of Environmental Problems (3). Interdisciplinary, team-based analyses of environmental phenomena are performed and applied to problems of the selection of effective environmental strategies. Students may select from a wide range of examples and venues.


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Dalton Township sure seems to always have alot of turmoil going on for such a small community.
Not that they will, but someone should talk to that officer about officer safety. How did you not search this individual good enough to find a gun in his pant leg before you placed him in a cruiser? It would be a whole different headline if this delinquent would have decided to use that gun on the officer!
Where could he have possibly borrowed enough money to get his license back? Oh, Right, he knows other lawyers!
How much is it for that off-roading T-shirt over there?
That devoss guy is a regular SUPER genius isn't he?
If you want to fly a OSU flag move back to Ohio!!!!!!!!!!!!
Bottom line, I believe in the concept of rescueing dogs that are going to be put down, I don't believe private parties have the right to act like god because they take possession of these animals. I talked to several people today that have adopted from this organization that said they would never do it again. The other thing is, show me the financial records before you tell me how much good this organization is doing, show me where they are losing money on this deal. I would bet if they were losing money there would be no more pound buddies. And the foster families get reimbursed for food and vet care ect., so you aren't that bunch of do gooders either. I can run a non-profit and pay myself a $300,000 a year salary if I want, the non-profit part just applies to the organization. Show me some numbers to change my mind before you mouth off anymore!
Pati, you are an idiot, you know nothing about our breeder, and if you know so much about pound buddies costs, why don't you share them with us? As far as libel, I am sharing my opinion until someone can show me otherwise, and I am entitled to that, just like you are entitled to your ignorant opinions. These dogs should not be supplied to pound buddies by our county in the first place just to have them turn around and sell them. Our tax dollars are being used to supply pound buddies with dogs, and if anything, they should be free to a good home! Get a life!!!!!!!!!!
To all of you people who defend this worthless organization, number one, you are not god, the dogs are not yours, and there are alot of folks out there who wouldn't even consider getting a dog from you.
Briarwood Shepherds is a reputable breeder, and no my dog won't end up in the pound you idiot, he is part of our family and goes everywhere with us, to include staying in our hotel with us, not at a kennel. And as far as a breeder only wanting money, that sounds more like pound buddies to me!
Also, are you kidding me trying to tell me what a vet costs, don't you think someone with a dog would realize how much it costs. We spend almost $300 a year just on his groomer, but that has nothing to do with an organization trying to line their pockets with the free dogs they get.
So, get a life, if you want to get your animals from pound buddies, go ahead, if I did get one from the pound, like I have before, it would be from one that didn't try to make a buck.
Like i said, let's not blame the kids for their parents, lets pay it forward and take care of them. And, maybe check how many billions of dollars go to foreign aid before we complain about feeding our kids.
cacseven says that the naacp steps in when an injustice has been done to minorities, wow, that's something, the last thing I heard from them they said they were for all people. I guess if they are just standing up for minorities they are really a racial organization, whadayathink?
djfx, that would be the McBezzler sandwhich, and you get a free hamburgler costume with every purchase!
Seems to me the kids never put in a full five days of school a week anyway, so it shouldn't be any problem to make up those hours, just take away a few of the stupid days they have off.
I don't mind my tax dollars going to feed the kids, I say give them all a free breakfast and lunch if we need to. I guess grandfromage would rather see his tax dollars go to bail out the rich banks and investors, or the auto companies, or the migrant workers who get alot of tax dollars.
I say make sure these kids are taken care of no matter how disfunctional their parents are!
Settle down people, jokestra has it all figured out, just bring the detainees to Michigan and put a turtle fence around them, they will never escape from that. Oh wait, we already used up all of the turtle fence, never mind then!
I say we get Barney phiffe from the Ottawa County Sheriff to investigate, that way if she steals his cruiser after he arrests her, she will at least know how to work the siren!
LOL ithinkso
The county will not actively seek out violations, so it is just another ordinance they will only use when they are out to get someone. It has about as much bite as the county leash law they don't enforce.
You can tell by the smug look on the idiotic dog owners face that he didn't learn anything from it.
Hey, maybe now that they wasted all that money they can put some goofy piece of artwork there!


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Occupational MedicineInjury & Illness Treatment Pre-Employment Screening & Physicals Drug & Alcohol Screens Return to Work & Wellness Program Work Conditioning Program On-Site Safety Training & Ergonomic Assessments Wound Management Functional Capacity Exams (FCEs) Diagnostic Testing Client Online Access Downloadable Forms (pdf)
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Occupational Medicine, Industrial Medicine, Workers Compensation
HEALTHPOINTE is staffed by experienced occupational medicine practitioners who are skilled in caring for the employer as well as the employee. Our professionals are dedicated to detailed case management, open employer and physician communication, and cost containment.
Meeting Employer's Needs
Each of our facilities is comprehensively equipped to accommodate the spectrum of the employer's needs, including D.M.V. physicals, D.O.T. drug screens, breath / alcohol testing, and 24-hour medical availability. In addition, each facility offers convenient in-house services such as on-site dispensing of medication, acupuncture, and transportation services. Our service network provides continuity of care, prompt diagnosis, and the efficiency of an inclusive treatment system.
We welcome all occupational medicine referrals. Each of our clients benefits from our comprehensive approach to medicine, led by our extensive physician network. We pride ourselves on providing high quality care, and we actively cultivate long-term working relationships with our clients.
Some of Our Services
- Complimentary transportation on initial injuries
- Expert medical care administered by providers specializing in occupational medicine
- On-site orthopedic surgeons/orthopedic evaluations at reduced rates
- On-site registered physical therapists; all services monitored to avoid over-utilization
- Certified radiology technicians
- Bilingual medical staff
- Immediate status calls on all first injuries and change of status
- Aggressive return-to-work and modified work programs
- CPR & first aid certification course referrals
- On-site dispensing of medication
- 24-hour medical availability
- Complimentary on-site safety tours, prevention programs, and in-services
- Complimentary on-site health fairs
- On-site breath/alcohol testing
- On-site drug screening
- Random drug screening (upon reasonable suspicion/probable cause)
- Post-offer and annual physicals (including D.O.T. with M.R.O. review)
- Executive health physicals
- Personalized assistance on all aspects of occupational medicine
Contact Healthpointe Today!
Healthpointe offers comprehensive evaluations and treatments for all your occupational medicine and related needs. To talk to one of our doctors, please schedule an appointment today!


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Pees masterfully remakes once-struggling defense
Harbaugh: Ravens embracing these final weeks as a team
The low point for the Ravens came Oct. 14, when they were shredded by the Dallas Cowboys –- one of the NFL's worst rushing teams –- for a franchise-record 227 rushing yards allowed.
To make matters worse, they lost their best cover cornerback in Lardarius Webb for the season with a knee ligament tear, Ray Lewis tore his triceps which would end his regular season and linemen Haloti Ngata (knee/shoulder) and Pernell McPhee (knee) were struggling to stay on the field.
Ever since then, defensive coordinator Dean Pees, who is in his first season in that role with the Ravens, has had to mix and match his lineups. He admits they've had to use "gimmicks" to manufacture pressure on quarterbacks to compensate for the losses, but he won't need to resort to that for the Feb. 3 Super Bowl vs. the San Francisco 49ers.
Cornerback Cary Williams and safety Ed Reed were the only defensive players to be on the field and start every game for the Ravens. Reed has played with torn cartilage in his shoulder since Week 3.
The other nine missed time, and Pees still improved his defense from 27th overall at mid-season to 17th heading into the postseason.
And the Ravens are even better than that ranking, shutting out Tom Brady in the New England Patriots –- the league's third-highest scoring offense of all-time -- in the second half of last week's AFC title game:
LB Paul Kruger: A lingering back injury from training camp took him out in Week 2 as he was filling the spot vacated by Terrell Suggs as he recovered from Achilles surgery. Rookie Courtney Upshaw started until Suggs' surprising quick return in Week 7. Kruger eased his way back, getting a couple starts at the "rush" and "sam" LB spots to lead the Ravens with 9.5 sacks. In the last two playoff games, he has started at DE as the Ravens came out in a nickel package.
LB Jameel McClain: Started at "will' and took over at "mike" when Lewis was lost for 10 games in Week 6. A spine contusion ended his season in Week 14 as he was replaced by little-used Josh Bynes until Lewis returned for the wild-card playoff game.
LB Dannell Ellerbe: He has made 10 starts, filling in at "will" when McClain had to be shifted to fill in for Lewis. Went down for three games between Weeks 13-15 and was replaced by Brendon Ayanbadejo. Ellerbe is back at "will."
LB Albert McClellan: Made 12 starts at "sam" but a shoulder injury slowed him and kept him out of two games. He was replaced by Kruger and more recently Upshaw in the starting role.
DE Pernell McPhee: A knee injury has slowed him all season, so he was replaced by Arthur Jones by Week 7. Jones found the greatest success of his three-year career, getting 4.5 sacks, when he was actually moved to his more natural position inside. Hasn't started the last two weeks as the Ravens opted for an extra defensive back.
S Bernard Pollard: Played through a rib injury since Week 2, finally sitting for the last three games of the regular season. James Ihedigbo replaced him and played well in his absence. Pollard has returned.
CB Jimmy Smith: The replacement for Webb, he only was on the field for two games before he left to have hernia surgery. Corey Graham, who was signed as just a special-teams player, replaced him the secondary, and he played well enough to keep it even though Smith has since returned. Graham has started 11 games.


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See what other travelers think about our hotel. By incorporating Tripadvisor onto our page, it is now easier for guests to both review and research their trip, worldwide. On this page you will find reviews on Radisson Blu Centrum Hotel, Warsaw and how our guests have rated us. We hope you will find the reviews helpful when planning your next trip with us. Whether you are traveling for business or pleasure, we look forward to welcoming you!
Radisson Blu Centrum Hotel, Warsaw –
Grzybowska, 24 – 00-132 – Warsaw – Poland –
Phone +48 22 321 88 88
52.236388 20.998167


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Lindsay Brindley
(Master of Arts) Curriculum and Instruction
Adjunct Professor, LSSU
Grant Leader, LSSU Department of Education
Curriculum Consultant, EUPISD
Laura Bofinger
Academic Assistant
Disclaimer: Any links to external web sites and/or non-Lake Superior State University information provided on university pages or returned from university web search engines are provided as a courtesy. They should not be construed as an endorsement by Lake Superior State University of the content or views of the linked materials.
For directory updates, complete and return this form to Human Resources.
A Great Place...
Gabby Castillo
Mt. Pleasant, MI
My favorite thing about LSSU is the diversity of people you can find, despite the fact that it's a small campus! [ more ]


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In the original sound bite from "Tiger: The Authorized DVD Collection," distributed by Buena Vista Home Entertainment, Earl Woods, however, does not use Tiger's name. In the original context, Earl was not talking to Woods, but about the golfer's mother Kultida.
In the documentary, Woods compares the personalities of his two parents. His father, he says, is "steely cold, icy, never gets emotional" and his mother is "more fiery, more of an extrovert."
The documentary then cuts to Earl Woods, then 72 and already showing the ravages of prostate cancer, talking about Kultida "Tida" Woods, his Thailand-born wife and Tiger's mother.
Earl's full quote in the film is: "Authoritarian. Yea, Tida is very authoritative. She is very definitive. 'Yes' and 'No.' I am more prone to be inquisitive, to promote discussion. I want to find out what you're thinking was, I want to find out what your feelings are and did you learn anything?"
Earl then adds, "So, we were two different types but we co-existed pretty well."
The commercial is the first new piece of advertising to feature Woods since the golfer went underground last November, taking a leave of absence from golf in the wake of a spiraling sex scandal that cost him many of his biggest sponsors.
Larry D. Woodard, president and CEO of Graham Stanley Advertising and an ABC News.com columnist, worked with Woods when the golfer endorsed Buick at the time the documentary was produced.
Woodard said it was highly unlikely that Woods or his management team would have pitched the idea to Nike, and likely was originated by the ad agency.
"I'm basically a 100 percent sure it was the ad agency going to Tiger with the idea. An endorser doesn't go to the company," Woodard said.
"These things don't happen overnight," Woodard said from Augusta National, where the Masters kicked off today. "They are carefully orchestrated and planned way in advance."
Woodard said the 2004 documentary was part of a large scale effort by the golfer's agency IMG to create a story about Woods.
"I remember when that stuff was being recorded. IMG was building 'the Tiger Story.' They were creating a larger than life character," he said.
Click here to return to the "Good Morning America" Web site.


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Daum Search API
Daum is a web portal in South Korea that offers many Internet services to web users, including a popular free web-based e-mail, messaging service, forums, shopping and news. The Daum Search API provides search services across the entire Daum portal including forums, videos, blogs, web, images, knowledge, print and cafe. The API uses RESTful calls and responses are formatted in XML, JSON and RSS. The site and documentation are in Korean.
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Making A Payment
Paying Your Tuition
Tuition Payments
Hilbert offers a monthly payment program which divides the semester's tuition into four monthly payments. The finance charge ranges from $25-$100, depending upon the amount financed on the plan. You and possibly your parent, if necessary, will be required to complete a tuition plan promissory note. Payments received after the ten-day grace period following the due date are assessed a $10 late fee.
Employer Tuition Reimbursement
If you are eligible for tuition reimbursement from your employer, you are allowed to sign an employer payment promissory note to defer payment until two weeks after the grade report is mailed. The finance charge for this note ranges from $25-$100, depending upon the number of credit hours. You are responsible for payment of full charges, including the finance fee.
Payment Policies
Tuition and fees are billed in advance for advance-registered students. Payment is due 30 days prior to the start of the semester. Those who register through the drop/add period are billed immediately and payment is due upon receipt of the invoice.
All tuition balances are payable by the published due date on the invoice. Payments by cash, check, MasterCard, VISA, and Discover are acceptable. Payment arrangements for any outstanding balance must be made by the published due date on the invoice. Failure to respond by the payment due date will result in a late fee. Hilbert will not issue grade reports, transcripts or other information until the account is paid in full. Outside collection and legal action will be taken to secure payment due to the college. The cost of these collection services will be the student's responsibility. If your account is not fully paid or deferred upon by the payment due date you must contact the Office of Student Finance, located on the first floor of Franciscan Hall, for further instructions.
Financial Aid Deferments
Upon completion of properly validated financial aid award documents and loan applications, the Office of Student Finance will defer the amount of the estimated grants and loans against the institutional charges for the semester. It's the student's responsibility to respond to any requirements in a timely manner. Failure to do so will result in the loss of the deferment, late charges may be assessed and payment will be expected immediately. If loss of financial aid results in non-payment of the account, the account may be placed with a collection agency. The collection fee (up to 50% of debt) and, if necessary, litigation costs, will be the student's responsibility.
Upcoming Events
- First Year Student Orientation
- Aug 14, 2015
- Summer Session A2 Ends
- Aug 21, 2015
- First Year Student Orientation
- Aug 28, 2015


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Snead State Community College and Athens State University have partnered to develop a reverse transfer agreement that benefits students who attend both institutions.
Dr. Robert Glenn, president of ASU and Dr. Robert Exley, president of Snead State, finalized the preparations for the agreement on Tuesday. It became effective upon its signing and will remain in effect unless terminated by either institution.
"This agreement makes for closer ties between our two institutions," Glenn said in a statement. "It also helps us meet the overall goal of President Obama's College Completion Goral which encourages all higher education institutions to increase the number of college graduates."
The agreement will give students who attended Snead State but transferred to ASU prior to completing their associate's degree an opportunity to earn that community college degree. While attending ASU, university credits can be transferred back to Snead State allowing these students to complete their degree requirements without losing any university credit.
Students are eligible for the program when they have earned at least 15 semester credits at Snead, have earned at least 3 semester credits at ASU and are in good standing at both institutions.


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Terrell Owens has been released by indoor Allen Wranglers and loses ownership stake.
Yes, the sixth-leading receiver in NFL history Terrell Owens, has been released by the Allen Wranglers of the Indoor Football League for what team owner Jon Frankel described as "lack of effort both on and off the field."
Frankel also cited Owens' refusal to play in two upcoming road games that were critical to the Wranglers' playoff hopes and Owens' no-show for a scheduled appearance at a local children's hospital as the breaking points in the team's relationship with the receiver. "It's disappointing and unfortunate," Frankel said of releasing Owens, "but (he) could no longer be tolerated by the Wrangler organization."
Oct, 26,2011 – Terrell Owens gets Contract offer from Arena Football League
The 38-year-old Owens didn't get any NFL offers to play last season after surgery on his left knee. He had 35 catches for 420 yards and 10 touchdowns while playing eight of Allen's 11 games.


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Terminal Velocity: Brandon Morse
September 10 - Oct. 17
New-media artist Brandon Morse writes software to simulate and emulate systems in flux. Scenes of tumult, chaos and entropy are portrayed through these digital simulations presenting to the viewer video and video-installation works that draw parallels between chaotic natural phenomena and the human condition. The pieces in the exhibition will run as software in the gallery and as such will continually evolve and self-generate on the fly during the course of the exhibition; never repeating or looking the same twice.


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Guide to the diagnosis, treatment and prevention of conditions from A to Z.
The sinuses are cavities, or air-filled pockets, that are near the nasal passage. The sinuses make mucus, which is a fluid that cleans the bacteria and other particles out of the air we breathe. There are four different types of sinuses:
Ethmoid sinus. Located inside the face, around the area of the bridge of the nose, it is is present at birth and continues to grow.
Maxillary sinus. Located inside the face, around the area of the cheeks, it is also present at birth and continues to grow.
Frontal sinus. Located inside the face, in the area of the forehead, it does not develop until around seven years of age.
Sphenoid sinus. Located deep in the face, behind the nose, it does not develop until adolescence.
A basic knowledge of the anatomy and physiology of the nose and sinuses is necessary to understand nasal and sinus disorders.
The nose and sinuses are a part of the upper respiratory tract. The three-dimensional anatomy of this area is complex. The function of the nose in addition to smell is to warm, humidify and filter air that passes through it. The external nose consists of a bony and cartilaginous framework. The nostrils, or anterior nares, form the external opening to the nose. The nasal septum is a midline internal structure that separates the left and right nasal cavities. It is composed of cartilage and bone. A deviated nasal septum can cause nasal obstruction.
There are four sets of paired sinuses. The maxillary sinuses are located beneath the cheeks and under the eyes. The frontal sinuses are above the eyes behind the forehead. The ethmoid sinuses are honeycomb-shaped sinuses located between the eyes, and the sphenoid sinuses are located behind the nose and below the brain. Each of these sinuses is an enclosed space that drains through an ostium, or opening, into the nose. The sinuses are lined by mucosa that is similar to the lining of the nose. These ostia can become blocked by inflammation or swelling of the mucosa as well as by tumors or bony structures.
The lateral nasal wall internally contains the three turbinate bones. These scroll-like structures are covered in a mucous membrane that contains vascular channels that can swell under certain conditions, such as allergy or inflammation. The tear duct or nasolacrimal duct drains tears from the eyes into the nose where it enters beneath the inferior turbinate. Blockage of this duct from injury or disease causes excess tearing of the eye, or epiphora. The middle meatus is a space under the middle turbinate. Within the middle meatus is the osteomeatal complex, which is the common pathway for the drainage of the maxillary (cheek) sinus, frontal (forehead) sinus and anterior ethmoid sinus. Inflammation or swelling of these key areas may cause blockage of the sinuses.
The superior turbinate is a small structure located high in the nose. Behind the superior turbinate is the opening of the sphenoid sinus, located near the back portion of the septum. The pituitary gland is located directly above and behind the sphenoid sinus. Pituitary surgery is performed through the sphenoid sinus.
Sinusitis is an infection of the sinuses near the nose. These infections usually occur after a cold or after an allergic inflammation. There are four types of sinusitis:
Acute. Symptoms of this type of infection last less than four weeks and get better with the appropriate treatment.
Subacute. This type of infection does not get better with treatment initially, and symptoms last four to eight weeks.
Chronic. This type of infection happens with repeated acute infections or with previous infections that were inadequately treated. These symptoms last eight weeks or longer.
Recurrent. Three or more episodes of acute sinusitis occur a year.
Sometimes, a sinus infection happens after an upper respiratory infection (URI) or common cold. The URI causes inflammation of the nasal passages that can lead to obstruction of the opening of the paranasal sinuses, which can lead to infection in the sinuses. Allergic disease can also lead to sinusitis because of the swelling of the nasal tissue and increased production of mucus. There are other possible conditions that can block the normal flow of secretions out of the sinuses and can lead to sinusitis. These may include:
Abnormalities in the structure of the nose
Enlarged adenoids
Diving and swimming
Infections from a tooth
Trauma to the nose
Foreign objects that are stuck in the nose
Growths in the nasal passages or sinuses
Secondhand smoke
After the blockage of the flow of secretions from the sinuses, bacteria will sometimes begin to grow. This leads to a sinus infection, or sinusitis. The most common bacteria that cause sinusitis are:
Streptococcus pneumonia
Haemophilus influenzae
Moraxella catarrhalis
The symptoms of sinusitis vary for each person, and depend greatly on the age of the individual. The following are the most common symptoms of sinusitis. However, each individual may experience symptoms differently. Symptoms may include:
Younger children:
Runny nose that lasts longer than seven to 10 days. The discharge is usually thick green or yellow, but can also be clear.
Nighttime cough
Occasional daytime cough
Swelling around the eyes
Older children and adults:
Runny nose or cold symptoms that last longer than seven to 10 days
Complaints of drip in the throat from the nose
Facial discomfort
Bad breath
Sore throat
Swelling around the eye, worse in the morning
The symptoms of sinusitis may resemble other conditions or medical problems. Always consult a doctor for a diagnosis.
Usually, your doctor can diagnosis sinusitis based on your symptoms and physical examination. In some situations, additional tests may be performed to confirm the diagnosis. These may include:
Cultures from the nose
Sinus X-rays
Sinus computed tomography (CT or CAT scan). A diagnostic imaging procedure that uses a combination of X-rays and computer technology to produce horizontal, or axial, images (often called slices) of the body. A CT scan shows detailed images of any part of the body, including the bones, muscles, fat, and organs. CT scans are more detailed than general X-rays.
Blood tests
Specific treatment for sinusitis will be determined by your doctor based on:
Your age, health, and medical history
Extent of the disease
Your tolerance for specific medications, procedures, or therapies
Expectations for the course of the disease
Your opinion or preference
Treatment of sinusitis may include the following:
Acetaminophen for pain or discomfort
Nasal drops
Decongestants and antihistamines do not seem to help the symptoms of sinusitis.
Antibiotics may be withheld for 10 to 14 days, unless severe symptoms develop, such as fever, facial pain or tenderness, or swelling around the eye. Surgery should be considered only if other treatments have failed.
Referral to an allergist or immunologist is often needed, particularly for people with chronic or recurrent sinusitis and for patients who have had sinus surgery, but who still experience sinusitis.
Reviewed by Dr. Andrew Lane from the Department of Otolaryngology-Head and Neck Surgery
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Kennewick School Board Meeting December 15, 2010
All board members were present
- Coaches and athletes from fall sports were recognized for excellent performance. See details below.
- Board election. Dawn Adams re-elected as president, Heather Kintzley re-elected as vice-president and Wendy London elected as Legislative Representative. See details below.
- Superintendent Dave Bond reported that state budget cuts will require cuts in district services and teachers salaries. See details below.
- A board workshop, open to the public, will be held January 11, 2011 at 5 PM in the new administration building.
- Board members Kathy White and Wendy London have applied for participation in Leadership WSSDA, a year-long commitment for training as leaders in public education governance sponsored by the Washington State School Directors' Association. See details below.
- Greg Fancher and Mary Shaw reported progress on the Teacher/Principal Evaluation Project as one of only 8 Washington school districts to receive a grant to pilot this new state requirement. See details below.
- The district administration offices will be closed for Christmas vacation on December 23 and will reopen January 3, 2011 in the new KSD Administration Center at 1000 W. 4th Avenue.
- Bond detailed definitions of dropout and graduation rates then applied that information to understanding impacts on KSD secondary schools. See details below.
- Chuck Lybeck described progress on the K-5 Science adoption and the 6-12 Social Studies adoption. Adoption committees will report curriculum recommendations to the board in March or April.
- The board unanimously approved the first and second readings of 13 policy revisions related to personnel and instruction.
Fall Sports
Kamiakin cross country coaches Matt Rexus and Shaun Suss were honored as Big 9 coaches of the year with their teams participating in state competition. In football, coach Scott Biglin was honored as Big 9 and District 5 coach of the year.
Kennewick High School swimming coach Eric Holmes and volleyball coach Scott Carswell presented their winning teams which went to state competitions.
Southridge swimming coach Ken Murray introduced students who competed in state contests. Dave Rockstrom, cross country coach described the season in which the team was league and district champions. Riley Dotson, soccer coach, characterized the team's season.
School Board Election
The process revealed much about the function of this board. London nominated White for president and Fielding nominated Adams. Without discussion of the merits of each candidate a vote was taken. Even though White has attended WSSDA training with Bond and has committed this next year to Leadership WSSDA, there was no consideration of her candidacy.
For vice president, White nominated London and Fielding nominated Kintzley. Since Kintzley is the least senior member of the board, I would have expected some consideration for London. This did not happen.
London nominated herself for Legislative Representative and Kintzley nominated Fielding. It is known that Fielding has never attended a meeting during his tenure as Legislative Representative yet both Adams and Kintzley voted for him to continue in that position. London was elected because Fielding voted for her. Perhaps his conscience guided that choice.
I wonder what agenda drives this unprincipled decision making by these school board members? It seems maintaining control of the board at any cost supercedes the interests of our community or students.
State Budget Cuts
KSD will lose $620,000. of state funds for K-3 beginning in January 2011. Teacher pay will be frozen for 2011-13 and class sizes will increase. Also lost is funding for teachers with National Board Certification in amounts from $5,000. to $10,000. a year. Federal funds of $208 million to education in Washington state will be kept by the state. Kennewick will cover some costs with its fund balance.
Program cuts include dropout prevention, highly capable students and Reading Corps. There will be a two year suspension of K-4 class size enhancements and all-day kindergarten is frozen at the current rate.
More information will be found at this link:
Leadership WSSDA
Board members White and London have become leaders developing leadership on the Kennewick School Board. WSSDA literature characterizes the program as challenging school directors to reach their full potential as leaders. Participants will strengthen their skills in boardmanship excellence, gaining public trust and credibility, legislative and community advocacy, ethical leadership, communication and presentation, closing the achievement gap, education policy, creativity and innovation and changing leadership.
The program includes 5 two-day sessions in January, April, August, September and November. KSD Citizens will report on each of those sessions. I commend White and London for their professionalism and diligence bringing improved leadership skills to the Kennewick School Board.
Teacher/Principal Evaluation Project
Spring 2010 the state legislature passed law #6696 mandating changes to teacher and principal evaluations in response to Race to The Top. Kennewick was awarded a grant to write and pilot the new evaluation systems. KSD, Kennewick Administrators Association (KAA) and Kennewick Education Association (KEA) are collaborating to develop an evaluation pertinent to the way Kennewick school district does business. The new evaluation models will function as tools to improve teaching and learning using a 4 tier rubric and multiple measures where applicable.
A steering committee, teacher committee and principal committee, each composed of administrators, teachers and principals are engaged in defining the rubrics and establishing new evaluative criteria.
The timeline schedules the rubrics, training model, pilot sites and contract language discussions to be completed by Spring 2011. Principal and teacher evaluations will be piloted during the 2011-12 school year with refinements and expansion in the 2012-13 school year.
State superintendent Randy Dorn will recommend one or more evaluation systems to the legislature for statewide adoption and implementation in 2013-14.
Dropout and Graduation Rates
The state formula for graduation rates is structured so that districts like Kennewick are punished with lower rates for having mobile student populations. Features of the formula are subject to manipulation by school districts using liberal interpretations of the variables. District records on individual students must be monitored and kept current for accuracy which becomes problematic for students transferring into the district or leaving the district. This record keeping, called coding, is a focus of district administrators.
Bond believes Kennewick High School has been mislabeled by the state as a consistently low performing school in the area of graduation rate as a consequence of coding errors. Principals of the three district high schools described remedies they have initiated in their buildings to improve coding procedures and graduation rates. Success Coordinators have been employed to identify and assist students at risk or needing motivation to be successful in school. Reducing the number of "F" grades through several interventions will help to keep students in school. Coding will be improved by data collectors being diligent in record keeping.
For more on this issue see the Tri-City Herald article by Jacques Von Lunen in Section B of the Thursday, December 16, 2010 paper.
follow this link
Note to Lynn Fielding: You often lean back and motion with your hands in front of your face while speaking which reduces your voice to inaudible mumbling. I recommend you lean forward so the microphone captures and delivers your comments to the audience.


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Pena Nieto Leads by 20 Percentage Points in Mexico Opinion Poll
May 14 (Bloomberg) -- Mexico's presidential front-runner, Enrique Pena Nieto of the Institutional Revolutionary Party, led the latest public-opinion poll taken by Buendia y Laredo with more than a 20 percentage point margin over the next candidate.
Pena Nieto had 41.9 percent support, up from 39.2 percent one week ago, before the first of two televised debates on May 6, according to the survey published today in the Mexican newspaper El Universal. Andres Manuel Lopez Obrador of the Party of the Democratic Revolution had the backing of 20.9 percent of respondents, compared with 20.2 percent a week ago.
Josefina Vazquez Mota of the ruling National Action Party had 19.4 percent, down from 22.1 in the previous survey taken by the Mexico City-based polling company.
The poll of 1,000 people taken May 7-10 had a margin of error of 3.5 percentage points.
To contact the reporter on this story: Nacha Cattan in Mexico City at email@example.com
To contact the editor responsible for this story: Joshua Goodman at firstname.lastname@example.com


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July 30, 2015
TORONTO (AP) - Maple Leafs defenseman Paul Ranger was released from a Toronto hospital after being examined Wednesday night.
The team said in a statement Thursday that Ranger was sent home. Ranger's head struck the glass on a hit from the Tampa Bay Lightning's Alex Killorn, and he remained on the ice for seven minutes before he was taken off on a stretcher.
The Leafs said during the 5-3 loss that Ranger was "stable, conscious and alert" after going to the hospital for precautionary reasons.
Aside from two brief statements, the team has not released any other information about Ranger's condition. Players are off Thursday and return to practice Friday.
Copyright 2015 Associated Press. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
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Conflicts in Syria and Iraq have converged into one widening regional insurgency and Iraq risks a full-scale civil war after an al-Qaeda-linked militant group called ISIS quickly seized a large section of the country's northern region. The group has already taken Mosul, the country's second largest city, and is within striking distance of Baghdad.
Insurgents stripped the main army base in the northern city of Mosul of weapons, released hundreds of prisoners from the city's jails, and may have seized up to $480 million in banknotes from the city's banks.
Government forces have stalled the militants' advance near Samarra, a city just 68 miles north of Baghdad.
How did ISIS take control of Mosul?
The short answer: the Iraqi army ran away. Iraqi officials told the Guardian that two divisions of Iraqi soldiers – roughly 30,000 men – simply turned and ran in the face of the assault by an insurgent force of just 800 fighters. Senior government officials in Baghdad were equally shocked, accusing the army of betrayal and claiming the sacking of the city was a strategic disaster that would imperil Iraq's borders.
Who is ISIS?


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La Quinta Inn & Suites Las Vegas Summerlin Tech
Las Vegas, NV US 89128-0455 Map It
The La Quinta Inn and Suites-Summerlin Tech Center has been awarded the 2014 TripAdvisor Certificate of Excellence award . NEW . Samsung Flat-panel TVs with 30 channels of HD programming . Easy-access Plug-and-Play feature makes it simple to connect electronics . 100% Non-Smoking Hotel The La Quinta Inn & Suites Summerlin Tech Center is in the beautiful Summerlin Community (TPC Golf, businesses, medical centers, including Mountain View Hospital and Sierra Health Services), and the Betty Wilson Soccer Complex . Located on the northwest edge of the city with convenient Highway 95 access, it's a straight shot to the famous Las Vegas Strip, the Convention Center, and McCarran International Airport . From here it is easy to get to Lake Mead, Hoover Dam, Las Vegas Motor Speedway, UNLV's Thomas and Mack Center for concerts and other venues, and Lee Canyon Ski Resort and Mt . Charleston (30 degrees cooler in the summer than the city) . Here for the shopping? Visit Fashion Show Mall and Las Vegas Outlet . The La Quinta Inn & Suites Summerlin Tech Center provides spacious, clean rooms with lots of amenities; including free high-speed Internet access in all rooms, as well as deluxe king rooms with microwaves and refrigerators . We have meeting facilities and a refreshing outdoor swimming pool . Start your morning with our Free Bright Side BreakfastTM and free newspaper .
La Quinta Inn & Suites Las Vegas Summerlin Tech Features
- Continental Breakfast
- Television
- Telephone
- 24 Hour Front Desk
- Air Conditioned
- Wake-up calls
- Television with Remote
- AM/FM Alarm Clock
- Spa
- Express Check Out
- Maid service
- Radio
- Desk with lamp
- Cribs (infant beds) available
- Jacuzzi
- Laundry Service
- Fitness Center
- sofa bed
- Meeting/Banquet Facilities
- Valet Parking
- Safe Deposit Box
- Security
- Elevators
- Movies in room
- Conference Facilities
- Express Check In
- Television with Cable
- Newspaper
- Microwave
- Parking
- Hairdresser
- Coffee Maker in Room
- Swimming pool
- Laundry Facilities/Coin operated laundry
- Ironing board
- Play Ground
- Free parking
- Pets accepted
- Iron & ironing board
- Free calls
La Quinta Inn & Suites Las Vegas Summerlin Tech Reservation Policies:
- Check-In: 1500
- Check-Out: 1200


text:
Custom Bass Drum Head Artwork
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Junior Member
Join Date: Jan 2014
Posts: 9
Re: Custom Bass Drum Head Artwork
Normal print to me implies a tranfer of somekind, vinyls or something along these lines, these can look great however if this guys art work is really great and you you feel that you like his work the end result will be much more organic and bespoke than simply printing out designs and sticking them on the kit. Depending on what hes charging it might be worth going for the latter option.
Can I ask what part of the kit your getting painted and whether it has a high gloss lacquer or a vinyl wrap on the surface (if its the whole kit your getting painted).
If it has the vinyle wraps he will have to use certain types of paint and if it is wood with lacquer he might need to sand it down before he can get to work then give it a finnish which will probably cost you.
Hope that helps.x
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It's interesting to watch the chefs, led by Salim Ahmed, at work in this open-plan restaurant. Asian Fusion is a welcoming place, which is perhaps why it's...489-491 Barlow Moor Road
The Spinningfields branch of the authentic Italian lover's chain of choice, caters largely to lunch-breakers from the nearby complex of corporate offices....3 Hardman Square
Mancunians don't often get a chance to barbecue, so the Grill is a welcome arrival with its food cooked over open flame to seal in moisture. You can choose...5 Ridgefield


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Stephen Sutcliffe's Runaway, Success is a repository of cultural history including film, television, literature, philosophy, Kenneth Williams, Alan Bennett, Saul Steinberg and Black Lace's euphoric Gang Bang Song. Within his work, selections from an extensive archive of video and audio recordings are fused together to create disjointed, complex vignettes about the nature of cultural representation, and the figures who embody it.
The first gallery is filled with four video monitors which each show two of Sutcliffe's 'video-collages.' The end of one film triggers the beginning of the next, creating a dense and carefully orchestrated viewing experience. The short videos pull together clips from the past fifty years: a young Ian McKellen lectures to a thespian audience at an RSC workshop; Christopher Logue reads from his poem O Come All Ye Faithful. It's difficult to understand which video is which and what will come next, but this dizzying panorama is perfect for Sutcliffe's pastiche of broadcast material. So much so that a video-collage dedicated to philosopher Gilles Deleuze is part of a cycle which ultimately degenerates into 'We're having a gang bang, we're having a ball.'
Sutcliffe continually employs the grammar of media representation, manipulating it to focus on the fissures of self-doubt that undermine the confidence of iconic individuals. Writer-in-Residence takes the form of a TV-style interview, in which the tense relationship between interviewer and interviewee becomes a metaphor for the dichotomy of media power and the relationship between established and emergent voices.
Sutcliffe's stockpile of cultural references is diverse and often obscure, but his characteristic method of video-collaging creates a delightfully awkward experience, with a refreshing wit that avoids any overwrought cynicism.


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Hold down Control (PC) or Command (Mac) key + mouseclick to select more than one option
|Avg. Dinner Entrée
|Greater than $25
|$18.01 - $25
|$12.01 - $18
|$7.01 - $12
|Less than $7
Posted by Sylvia Hammond on 03/08/2013
We have been going to Max's for many many years and have yet to be disappointed with the service, menu or atmosphere. The convienence of walking or driving up the street before or after a performance is great. We enjoy many 4-5 star resturants in the bay area and other places. However, I find myself loving this resturant more than any of those. We have since brought our adult children and friends who in turn think it is a warm and wonderful place. The portions of food are great and we thoroughly enjoy the pianist and singing waiters/waitresses. Thank you for the many years of comfort and good service.
Posted by david on 10/19/2010
service is best by the long time favorite bartender Michael... treats his regulars royally. The food is surprising, some amazing - most better than average and a few stinkers. A bit on the spendy side for the badly designed interior, but being serenaded by Larry at the piano is well worth going just for a great Martini. I have made Max's my neighborhood haunt so look for me.


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From per adult/week
In the southern Alps, the beauty of the mountains to be discovered with your family.
This is a heavenly location for families who love sports and for high mountain nature enthusiasts, who will delight in relaxing by the magnificent swimming pool after a hike, a rafting descent*, or even a fitness session.
This resort has two restaurants and is a haven of peace where the art of living goes hand in hand with happiness.
*At an extra cost
Real estate prize 2002 : Architecture in harmony with nature
In accordance to the French legislation, all the resort (not the rooms) is non smoking.
The village melts into a landscape of conifers.
CITIZENSHIP Portuguese
LANGUAGES SPOKEN: French-English-Italian-Spanish-Portuguese-Arabic
ASSIGNMENT From 06/20/2015 to 08/29/2015
Price is per adult, based on double occupancy (room category based on availability).
Membership fees of $60/adult are not included in the price calendar.
Prices and availability updated 12 hours ago
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The Discovery of Jeanne Baret A Story of Science, the High Seas, and the First Woman to Circumnavigate the Globe (Hardcover)
|Author: Glynis Ridley
Learn more about The Discovery of Jeanne Baret:
Format: Hardcover
Publisher: Random House Inc
Sku: 215290718
Publish Date: 12/28/2010
Dimensions: (in Inches) 9.5H x 6.5L x 1.25T
Pages: 288
Age Range: NA
See more in Historical
|In a deeply researched and engagingly written narrative of science, adventure, love, and an unprecedented voyage of discovery, Ridley reveals the true story of Jeanne Baret, the first woman to circumnavigate the globe.
From the Publisher:
Documents the pioneering round-the-world journey of the woman adventurer, tracing how she disguised herself as a boy to accompany her lover, botanist Philibert Commerson, on his 18th-century voyage before her true gender was exposed. By the award-winning author of