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HON201 Honors
HON 201-001 Automata and the Limits of Computation
Coordinated by Dr. Belcher (Philosophy) & Dr. Patterson (Computer Science)
Spring 2015
Ever wondered if there is anything a computer can't do? This honors seminar explores three types of simple theoretical machines, examining the limitations of each and the larger implications for computation in the modern world. Topics: Finite State Machines (FSAs), Context-free Grammars (CFGs), Turing machines, the Church-Turing Thesis, the Halting Problem, polynomial versus non-polynomial time computation, P=NP, and a bit about Godel's Incompleteness Theorem.
HON 201-002 NanoScience and Society
Coordinated by Dr. Collins (Art) & Dr. Kabir (Chemistry)
Spring 2015
The objective of this seminar is to make information about the rapidly evolving areas of nanoscience and nanotechnology available to a broad range of students at undergraduate level. Nanoscience and nanotechnologies are widely seen as having huge potential to bring benefits in areas as diverse as medicine and health, environment, electronics, and the production of sophisticated materials. Knowledge in this field is growing worldwide, leading to fundamental scientific advances. This seminar will focus on discussions: What are nanoscience and nanotechnologies? Various applications such as nanomaterials, metrology, bio-nanotechnology, nanomedicine, and industrial? Explores design and fabrication, society and ethics in nanoscience and technology. Economic and environmental impacts.
HON 201-003 Modern Literature and Science
Coordinated by Dr. Rulison (Physics) & Dr. Terry (English)
Spring 2015
In Isaac Asimov's robot novels, he uses the term "damned Frankenstein complex" to refer to the fear that humans will lose control over their technological creations. In this course, we will consider the complex relationship between science and literature by examining the ways in which modern literature has represented science and scientists. We will pay close attention to the themes (ideas) of these works, and how those themes might reflect attitudes about scientific advances, as well as related social concerns and anxieties.
HON 101-001 The Anthropology of Technology
Coordinated by Dr. Collins (Art) & Dr. Rulison (Physics)
Fall 2014
Why do humans use tools? How did we invent and shape tools, complex inventions, and machines that in turn shaped us? In what ways did small inventions lead to larger ones? Do technologies shape or shatter cultures and propel humans onto unexpected and unprecedented paths?
These are the kinds of questions this honors course will explore. Developed as an interdisciplinary course, the Anthropology of Technology will chronologically chronicle and examine ancient and modern technologies in context. This course will employ insights from anthropology, economics, religion, and the arts to probe the theories about, and the specific use of, technologies from the wheel to Martian rovers.
HON 101-002 The Science and Politics of Energy
Coordinated by Dr. Cramer (Physics) & Dr. Knippenberg
Fall 2014
Everyone needs energy and power but there are many ways of developing and delivering both. Making sense of energy and power delivery is therefore necessarily an involved topic. Greatly complicating matters is the controversial nature of all these processes so that, even if we can get the science straight, policy decisions would still be matters of lively debate. In this seminar, we propose to look at both sides of this topic. While we may not be able to come to unanimous agreement, we can hope to clarify issues and choices in the area.
Coordinate by Dr. Rulison & Dr. Tuininga
Fall 2014
Galileo's confrontation of the Church is front and center in most cursory treatments of the relationship between the emerging modern science and religion in the time before and during the Copernican Revolution. A closer and more objective consideration of this topic reveals a much more nuanced truth, with Galileo's run in being an isolated "tragic mutual incomprehension" with both sides at fault. It is a conflict that never should have occurred, since faith and science properly understood can never be at odds. As Walker Percy notes in Lost in the Cosmos
"Whitehead pointed out, it is no coincidence that science sprang, not from Ionian metaphysics, not from the Brahmin-Buddhist-Taoist East, not from the Egyptian-Mayan astrological South, but from the heart of the Christian West, that although Galileo fell out with the Church, he would hardly have taken so much trouble studying Jupiter and dropping objects from towers if the reality and value and order of things had not first been conferred by belief in the Incarnation."
Cursory treatments of the Copernican Revolution, and the Scientific Revolution in general, typically cite the antagonistic positions of Christian theology (and the positions of the Catholic and Protestant churches) on the one hand, and the rediscovery and rise in stature of science on the other. A more careful consideration almost certainly reveals that while there were clearly areas in which the two were in conflict, there were also areas of agreement, or mutual support, or at least peaceful coexistence.
We will investigate the mutual influences of the rise and maturation of Christianity with the rise and development of science to secure a better understanding of this fascinating relationship.
HON 201-001 Wagner's Ring
Coordinated by Dr. Orme & Professor Runnels
Fall 2014
Richard Wagner's Der Ring des Nibelungen is unlike any other work in the humanities. It has posed a unique challenge to listeners every since its initial performances in the 19th century. Part music, part theater, part myth, part literature, part philosophy, part politics and part psychology, the interpretation of this work demands an integrated and interdisciplinary approach. What makes the Ring great? How did Wagner conceive it? How can it be understood? What does it mean? These are some of the questions to be explored in this seminar.
HON 201-01 Science, Technology, and the Future of Humankind
Coordinated by Dr. Collins (Art) & Dr. Rulison (Physics)
Spring 2014
This course will explore the future of humankind, based in futurist studies, not science fiction. Based in readings and discussion from a generalist's text dealing with AI, space exploration, robotics, virtual reality, nanotechnology, and genetics, this course examines the coming revolutions that may ultimately transform humankind.
In addition, we will focus on the role nascent technologies will play in global, cultural, and ecological transformations Specifically, we will seek real-world, workable solutions for climate problems, overpopulation, poverty, food production, energy needs, new forms of transportation, and the re-visioning of cities.
Imagining the Future: Science & History in Speculative Fiction
Coordinated by Dr. Maher (History) & Dr. Rulison (Physics)
Spring 2014
In this seminar we will examine how changing understandings of the relationship between Theoretical and Applied Science and theories of the Development of Human Societies are explored in speculative fiction. Science fiction as a genre provides a window to the way we understand our social history and its relationship to available technology by imagining the implications of specific changes in some detail of human circumstance. Science fiction poses the question ―what would the world be like if our science and technology were different from what we have today? Related genres of speculative fiction pose similar questions that explore the implications of social scientific knowledge in narratives based on counter-factual imaginings of a world with slightly different resources or biological requirements or histories. From this vantage, speculative fiction explores the assumptions of our understanding of contemporary reality as well as suggesting how the future may well differ from the present as we learn more about the ourselves and the universe we inhabit.
HON 101-01 Western Spiritual Classics
Coordinated by Dr. Collins (Art History) & MS. Salter (Library
Fall 2013
HON 101-02 Dune: A case of future histories
Coordinated by Dr. Belcher
(Philosophy) & Dr. Rulison (Physics)
Fall 2013
Frank Herbert's 1965 Science Fiction epic Dune was an instant
classic, largely due to its attention to sociological, environmental,
psychological and historical details. In this class we'll read through the novel
and some supplementary readings, investigating these issues, asking such
questions as: How much does Dune borrow from Arabic and Islamic culture? How
realistic is its future history? How plausible is its science?
HON 101-03 Social, Cultural and Economic Change in
Brazil, Russia, India, and China (BRICs)
Coordinated by Dr. Kower (Economics) & Dr. Shrikhande
Fall 2013
Extremely rapid economic growth and increasing market integration over the
last twenty years, has brought about enormous and often difficult transitions in
each of BRIC countries. Through various global media sources, scholarly
readings, and web- and seminars, students and faculty will begin to develop
theories necessary to compare and contrast the varied and on-going social and
cultural evolution in each of these countries resulting from globalization.
HON 201-01 Representations of Eva Perón and Ernesto "Che" Guevara in
Literature and Film
Coordinated by Dr.
Nardo (Mathematics) & Dr. Plotnik (Spanish)
Fall 2013
This seminar explores the impact and legacy of two legendary figures from
Argentina: Eva Perón and Ernesto "Che" Guevara. We will study some of the
various Evitas and Ches created at different times and places (from the 1950s to
the present) by examining both literature and film. By the end of the seminar,
students should be able to answer the following questions:
At the same time, students will become aware of historical, social,
and cultural processes that will widen their knowledge of Latin America.
A World of Ideas
Coordinated by Dr. Rulison (Physics) & Dr. Tiu (Mathematics)
Spring 2013
In the late 1980's, journalist Bill Moyers sat down with philosophers, fiction writers, scientists, educators, historians and more, and engaged each of them in a lengthy (and often lively) conversation about their perceptions of the world and the times we live in. These conversations, which aired on PBS under the ambitious title "A World of Ideas," were later compiled in book form. Moyers employs the deft touch of a veteraninterviewer to draw out thought-provoking insights and predictions from his subjects. We will examine some of these insights and predictions from a quarter-century retrospective.
Global Warming, the Science and the Hype
Coordinated by Dr. Cramer (Physics) & Dr. Runge (Politics)
Spring 2013
Seminar participants will form a simulated think tank, "The Oglethorpe Brain Trust", to study and then present a finished report on the topic of Global Warming, The Science and the Hype. This will be a "no-holds-barred" examination of the topic subject only to the restraints of rigorous testing and critical, skeptical evaluation. Seminar leaders have expertise in the physical (Dr. Cramer) and social (Dr.Runge) sciences.
World Mythologies
Coordinated by Dr. Collins (Art
History) & Ms. Salter (Library Sciences)
Fall 2012
World Cinema: Showcasing film from
the developing world
Coordinated by Dr. Chandler (Spanish) & Dr. Shrikhande
(Communications and Rhetoric Studies)
Fall 2012
This honors course will explore international film as
artistic, social and political expression. In this course, students will engage
film as a medium which powerfully expresses the human condition as it is viewed
and defined in diverse cultural contexts. Through exposure to national cinemas
from the Developing World, with particular emphasis on Africa, India and Latin
America, students will be exposed to rich cultural landscapes quite different
from their own.
Campaigns and Elections in the
21st Century
Coordinated by Dr. Knippenberg (Politics)
Fall 2012
Teams of students will study various aspects of the Democratic and Republican
presidential campaigns and their associated SuperPACs. Examining the approaches
to fund-raising and campaigning in speeches and rallies, phonebanks,
direct-mail, face-to-face contact, television and radio advertising, email,
websites, and social media, the teams will compile and present critical reports
about the campaigns. The teams' reports will be presented at the 2013 Liberal
Arts and Sciences Symposium.
Intellectual Imposters and the
Science Wars (sophomore seminar)
Coordinated by Dr. Belcher (Philosophy) & Dr. Rulison
Fall 2012
In 1996, physicist Alan Sokal submitted an article in the journal, "Social
Text", a journal of postmodern literary criticism. The article was a deliberate
hoax - it was designed to expose what Sokal felt was the intellectual bankruptcy
of postmodernism. The resulting "Social Text Affair" ignited a firestorm of
controversy, raising several issues that we will discuss in this class. The
Social Text affair provides one glimpse into the very broad field of postmodern
social studies of the practice of science. In this seminar we will investigate
(1) the context within which such a hoax could have been perpetrated, (2) what
the Social Text affair does, and does not, tell us about postmodern views of
science and its practice and practitioners, (3) what are the dangers and the
benefits of socio-political influences on, and by, science, and (4) what is the
possibility of knowledge via testimony.
Text: Fashionable Nonsense by
Sokal and Bricmont
A Future Shaped by the Past?: Disappearing Borders in the European Union
Coordinated by Dr. Copeland (Economics) & Dr. Shrikhande (Communications and Rhetoric Studies)
Fall 2011
Western Europe in the 21st century is facing both economic and social challenges. Economically, the European Union finds itself with members like Greece which is experiencing a severe debt crisis that required Germany and France to rescue it. Socially, the population of immigrants, especially those from Islamic countries, has reached a critical mass and is bringing to the forefront a conflict between religious freedom and a western world-view. In this seminar we explore the policies that have brought Europe to this point and discuss the implications for the future.
Nothing Endures but Change
Coordinated by Dr. Rulison (Physics) & Prof. Smith (Politics)
Fall 2011
Heraclitus said that one could never step in the same river twice. The modern study of physics seems to bear out his claim that being is change. Aristotle claimed, counter to Heraclitus, that nature rests and has purpose. Modern natural science seems to have defeated Aristotle, but is Aristotle all he seems to be at first glance? Can the Aristotelian study of continuity, place and weight shed any light on the dizzying account of being encountered among the leptons, flavors and charges of modern physics?
From the Civil War to Civil Rights: The Role of Jews in the Rise of the New South
Coordinated by Dr. Bobroff (History) & Dr. Kower (Economics)
Spring 2011
Far from marginalized, Jews have played an important role in the development of the New South, from service during the Civil War, to the growth of the textile industry, to the Civil Rights movement. We'll study their contributions to this development as well as their struggles over identity along the way.
Shakespearean Interpretation
Coordinated by Dr. Hornback (English & Comparative Literatures) & Dr. McCarthy (Core, Director of the Writing Center)
Spring 2011
This seminar will explore cruxes, issues, and assumptions raised by critical essays on Shakespeare's The Taming of the Shrew. Students will be asked to apply such approaches to filmed adaptations and in scene workshops. As students synthesize their findings, they will be guided through the problem-solving needed to undertake research.
Concerns of various kinds related to nuclear proliferation are currently much in the news. In this seminar students will investigate the topic of nuclear proliferation from a variety of viewpoints including technical aspects of the issue as well as political considerations, both domestic and international. For example: How does the bomb work? Could terrorists make a bomb? What are the consequences of proliferation? Is missile defense feasible as a solution? Students will conduct research and present to the seminar.
Representations of Eva Perón and Ernesto "Che" Guevara in Literature and Film
Coordinated by Dr. John Nardo (Mathematics) and Dr. Viviana Plotnik (Spanish)
Fall 2010
This seminar explores the impact and legacy of two legendary figures from Argentina: Eva Perón and Ernesto "Che" Guevara. We will study some of the various Evitas and Ches created at different times and places (from the 1950s to the present) by examining both literature and film. By the end of the seminar, students should be able to answer the following questions:
Why are Guevara and Perón such powerful icons? How and why have representations of these historical figures changed?
At the same time, students will become aware of historical, social, and cultural processes that will widen their knowledge of Latin America.
Ecotourism: Balancing economic gain and resource conservation
Coordinated by Dr. Cassandra Copeland (Economics) and Dr. Roarke Donnelly (Biology)
Fall 2010
Economic growth is often strongly implicated in biodiversity loss around the globe. However, environmentally sensitive tourism has been touted as a means for protecting rare species via private market incentives without running afoul of conservation regulations. Is this too good to be true? Students taking this seminar will discuss the different meanings of "ecotourism", whether eco-tour operators truly balance economics and conservation, and conditions in which eco-tours are most likely to succeed. Associated with this seminar we will offer an optional study abroad component to investigate the practice and success of ecotourism on Costa Rica's coral reefs and rainforests.
F.A. Hayek's Relevance in the Age of Obama
Coordinated by Dr. Bruce Hetherington (Economics) and Dr. Brad Stone (Sociology)
Spring 2010
Friedrich Hayek (1899-1992) was a Nobel-prize winning economist whose work spans evolutionary biology, political philosophy, moral theory, historiography, psychology, and sociology. He has been called "the greatest philosopher of liberty in the twentieth century." In the Road to Serfdom and other works, Hayek argued that economic systems prosper when they encourage diverse and divided knowledge through spontaneous and unplanned action, while economies that centralize decision making falter and encourage totalitarian political regimes. The issue at the center of Hayek's work--the contexts encouraging enlightened decision making--is a perennial one but we will consider this issue in light of the pressing political concerns of the age of Obama.
Imagining the Future: Science & History in Speculative Fiction
Coordinated by Dr. Nick Maher (History) and Dr. Michael Rulison (Physics)
Spring 2010
In this seminar we will examine how changing understandings of the relationship between Theoretical and Applied Science and theories of the Development of Human Societies are explored in speculative fiction. Science fiction as a genre provides a window to the way we understand our social history and its relationship to available technology by imagining the implications of specific changes in some detail of human circumstance. Science fiction poses the question "what would the world be like if our science and technology were different from what we have today"? Related genres of speculative fiction pose similar questions that explore the implications of social scientific knowledge in narratives based on counter-factual imaginings of a world with slightly different resources or biological requirements or histories. From this vantage, speculative fiction explores the assumptions of our understanding of contemporary reality as well as suggesting how the future may well differ from the present as we learn more about the ourselves and the universe we inhabit. We will employ a variety of sources including print, audio, video, and electronic. The seminar emphasis will be on student participation.
Exploring Identity in Contemporary Japanese and Indian Fiction
Coordinated by Dr. Seema Shrikhande (Communications) and Dr. Robert Steen (Japanese)
Spring 2010
Identity is defined in multiple ways, and is always in flux. It can be defined in terms of gender, ethnicity, and various notions of one's 'home.' In this seminar we will explore the way notions of identity are evolving in two rapidly changing Asian societies, Japan and India. We will consider the role of such factors as economic change and globalization in shaping identity in the works of contemporary writers including Haruki Murakami and Jhumpa Lahiri.
Tom Wolfe's Narrative of a Self
Coordinated by Dr. Joseph Knippenberg (Politics) and Mr. Timothy Doyle (Dean of Student Affairs)
Spring 2010
In I Am Charlotte Simmons, Tom Wolfe turns his formidable analytic and literary gifts on contemporary college life. Charlotte Simmons is a bright first-year student at an academically prestigious university with an extraordinarily good basketball team. She encounters all sorts of personal and intellectual challenges as she navigates her way through her first year. Wolfe uses the story to explore not only the obvious pitfalls of identity maintenance and formation in the contemporary university, but also the challenges to the very notion of a "self" posed by contemporary thought.
Spanish Roots and North African Routes: Culture and Economic Development Across the Strait of Gibraltar
Coordinated by Dr. Mario Chandler (Spanish) and Dr. Cassandra Copeland (Economics)
Fall 2009
This Honors seminar will analyze through selected readings, engaging discussions, lectures and films, the history, culture, and economic development of Iberia and Northern Africa in an effort to explore the contrasts as well as the rich interconnections that unite the two regions. Specific topics of the course will include the implications of language, geography, war, occupation, religious, ethnic and political ideologies, and market orientation in order to understand the evolution and nature of homegrown development in Spain and Morocco through careful study of the fascinating roots and routes manifested across and through the Strait.
Whence Great Music?
Coordinated by Dr. John Orme (Politics) and Dr. W. Bradford Smith (History)
Fall 2009
How and why is great music made? What does it mean? Genius may not be fully explicable. Nonetheless, we seek to understand how personal experience, historical circumstances and the human condition might inspire or influence those of exceptional talent. These questions will be addressed through a study of the lives and selected works of J. S. Bach, Beethoven, Schumann, Brahms, Wagner, Bartok, and others.
Globalization: Its Promises and Its Discontents
Coordinated by Dr. Lynn Guhde (Management) and Dr. Seema Shrikhande (Communications)
Spring 2009
Globalization has been one of the driving forces of the late 20th and early 21st century and is changing our understanding of the world. In this seminar we look at globalization from a variety of perspectives—economic, political, cultural—and analyze the ways in which it privileges certain groups and activities at the expense of the others. The course will consist of class discussions, group presentations and guest lectures.
Life Amid the Madding Crowd: Traffic in Atlanta and Beyond
Coordinated by
Dr. Keith Aufderheide (Chemistry), Dr. John Cramer (Physics), Dr. Lynn Gieger (Math Education), Dr. John Nardo (Mathematics), and Dr. Michael Rulison (Physics)
Spring 2009
People frequently labor under the misconception that the practice of science and mathematics is confined to the classroom or lab. In an effort to dispel the notion a team of math and science faculty members has developed a two-hour interdisciplinary course to study traffic in Atlanta, the problem is wide-ranging in its details, and traffic is studied by many different academic specialties. Mathematics gives a language and framework from which to model traffic flow patterns and to make predictions. Engineering considerations necessitate certain design choices that affect basic roadwork infrastructure and pollution. Chemistry, Physics and Biology examine the physical and psychological consequences of traffic, all the way from heat islands and local weather to hypertension and asthma, the social science investigate an extensive manifold of social and psychological components and ramifications. The "traffic problem" is capacious and interdisciplinary, as are the stakeholders. In addition to regular classroom meetings and discussions, students will participate in several self-designed experiments involving data collection and analysis, as well as hypothesis testing. There will also be regular outside guest speakers and fieldtrips. There is no requirement that a student be majoring in mathematics or science in order to enroll in the course, nor are there any prerequisite.
The Atlanta metropolitan region supplies nearly four million people with water from the Chattahoochee River. Protection of the quantity and quality of the river's water is a priority due to the recent drought and the expectation that the population will grow by 3 million people by 2030. Students in this seminar will investigate such disparate topics as the economic motivations and water supply ramifications of Atlanta's location, the economic and ecological costs of poor storm water management, imminent changes to the metro water districts management plans, and recent state legislation affecting stream water quality. This exploration will be directed by an urban ecologist and an economist. Course activities and assignments include readings, short lectures by the faculty, student presentations, class discussion and debate, and field excursions.
Fun & Serious Math – It's All One and The Same
Coordinated by Dr. Michael Rulison (Physics) and Dr. Philip Tiu (Mathematics)
Fall 2008
The goal of this Honors Seminar is to enhance mathematical literacy in its broadest sense. On the one hand, J. A. Paulos' "A Mathematician Reads the Newspaper" tries to get the reader to see the mathematical aspects of newspaper stories that, at first glance, have little or nothing to do with math. On the other hand, J. G. Koomey's "Turning Numbers into Knowledge" is more concerned with gathering, sifting, presenting, and analyzing numerical data, all with a view to developing the reader's critical thinking faculties.
Engaging Narratives
Coordinated by Dr. Stephen Herschler (Politics) and guest lecturers
Spring 2008
Oglethorpe University's motto "make a life, make a living, make a difference" might be construed as denoting three features of an Oglethorpe education. "Make a life" connotes the aims of the Core Curriculum, namely to foster a well-rounded flexible intellect able to undertake critical analysis of oneself and the world. "Make a living" suggests building expertise through one's major, thereby preparing one to undertake more specialized modes of inquiry and professional endeavors. "Make a difference" suggests civic engagement, going beyond the confines of the university to engage with and hopefully constructively impact individuals and communities in Atlanta and beyond. This course seeks to combine these three elements of an Oglethorpe education. Students will examine a narrative from just beyond Oglethorpe's gates from a variety of disciplinary perspectives.
Microfinance and the Poor
Coordinated by Dr. Peter Kower (Economics) and guest lecturers
Spring 2008
Students will study the underlying cultural, political, and technological conditions commonly associated with poverty in Lesser Developed Countries (LDCs). The course will focus on a relatively new innovation aimed at alleviating poverty - microfinance. Microfinance, the practice of making small loans to the poor, especially women, was developed in part by the work of Dr. Mohammad Yunus and Grameen Bank, the co-recipients of the 2006 Nobel Prize for Peace.
This honors course is being taught in conjunction with the seminar series entitled Microfinance and Social Investing. The series is the result of a unique collaboration between Atlanta-based Gray Matters Capital and Oglethorpe University. The seminar series was designed and will be facilitated by leading members of the Gray Ghost Funds and its associated network of microfinance practitioners and the faculty at Oglethorpe as well as other leading academics in the field.


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By: SuperNinja
Inspired by Spider-man 2 Free Radicals Incredible Hulk Ultimate Destruction (Ps2,Xbox,GC(GC version recorded)) is hands down one of the best video game adaption of a comic book from the last gen
Views: 3,270 | Posted: 11/14/2011
By: genxsis83
New trailer of the Hulk with Edward Norton
Views: 1,049 | Posted: 05/25/2011
By: behrad
I filmed myself playing The Incredible Hulk: Ultimate Destruction and the music I used is made by Rob Zombie - Superbeast.
Views: 3,303 | Posted: 05/25/2011
By: SuperNinja
Incredible Hulk (2008) Trailer in HD 480p
Views: 1,320 | Posted: 05/25/2011
By: vsbeen
Views: 860 | Posted: 05/25/2011
By: vsbeen
Destruction Derby Arenas
Views: 762 | Posted: 10/30/2010
By: KenRmaster
A Clip from F4 Rise of Silver Surfer Sue Storm switching powers with her brother as she catches fire and Goes crazy .... Funny as hell ...
Views: 3,334 | Posted: 08/02/2010
By: vorpalblade
This is a short piece I did of Hulk Ultimate Destruction set to the theme from the original Hulk TV show. That was a fun show.
Views: 1,477 | Posted: 01/22/2010
By: Hellion
The new trailer for the animated Planet Hulk debuted during Friday's Marvel Animation panel and its Based on Greg Pak's Incredible Hulk issues #92 and #105, the film hits Blu-ray and DVD in February of 2010.
Views: 1,163 | Posted: 07/28/2009
Week of
Oct. 04
Week of
Oct. 11
Release Date: 10/06/2015
A non-linear episodic game with 6 acts.
PS4, Xbox One, PC
Release Date: 10/07/2015
The 2015 edition is revealed.
Release Date: 10/09/2015
The Uncharted series is back and remastered for PlayStation 4.
PS4, Xbox One, PC, Xbox 360, PS3, 3DS
Release Date: 10/13/2015
The monsters of R.L. Stine's popular book series are back to haunt in game form.
PS4, Xbox One, PC
Release Date: 10/13/2015
PC, Xbox One, PS4
Release Date: 10/13/2015

subset: commoncrawl


text:
The University of Virginia Health System is committed to establishing and maintaining high quality Graduate Medical Education training programs. The Medical Center and School of Medicine provide the diverse patient population, dedicated faculty, excellent clinical and basic science departments, and nationally recognized research programs required to create an environment optimal for learning and for the development of future leaders in the art and science of medicine.
We offer training in 73 ACGME-accredited specialties and subspecialties, and numerous other specialized training programs are available.
If you are one of the more than 765 residents or fellows currently in training at the University of Virginia Medical Center, the GME Administration welcomes you, and encourages comments or suggestions at any time. Office Staff are available to assist you - feel free to contact us via email, in person, or at (434) 243-6297.
The Graduate Medical Education (GME) Administrative Office has a broad range of responsibilities primarily focused on support of Housestaff. The Associate Dean for Graduate Medical Education, the Administrative Director, and the GME Office Staff are available to assist in any way we can.
Services We Provide
Contact Info
Office: 2461 Barringer Hall


text:
H.B. Fuller has been granted a patent for a hot melt adhesive composition comprised of at least 55 percent by weight of a first polymer consisting of a non functionalized amorphous poly alpha olefin polymer comprising greater than approximately 50 percent by weight polypropylene; a second polymer selected from the group consisting of polypropylene homopolymers, propylene copolymers, and combinations thereof; functionalized polypropylene wax; and polyethylene wax; the adhesive composition has a viscosity of no greater than 2000 centipoise at 176.7° C.
H.B. Fuller Patents Hot Melt Adhesive
Published July 7, 2014
Related Patents
Related Breaking News
Related Paint & Coatings Manufacturer News


text:
Get in the saddle for 30 Days of Biking in April
Ride your bike every day and tell the world about it!
Do you ride your bike every day, or need a bit of extra incentive to do so? Well, now there's an extra reason to do so with the launch of the 30 Days of Biking – slogan, 'We ride our bikes. every. friggin'. day. '– from 1 April. As the name suggests, the idea is to get you riding your bike every single day of the month, while using a variety of social media to keep in touch with like-minded people doing the same.
As the organisers put it, "The only rule for 30 Days of Biking is that you bike every day for 30 days—around the block, 20 miles to work, whatever suits you—then share your adventures online. We believe biking enriches life, builds community, and preserves the Earth. This is the second year, and third round, of 30 Days of Biking!"
The initiative was launched in Minnesota last year, but thanks to the power of websites such as Twitter word has quickly spread – it even got a mention in the Watford Observer last month, with West Hertfordshire cycling campaign group Spokes encouraging local cyclists to take part.
To take part, all you have to do is register on the 30 Days of Biking website, which the organisers say "will shoot your name onto our master participants list, setting your name in virtual stone. Interaction from here is up to you! Bike every day, then tweet (using the hashtag #30daysofbiking) or blog, or Facebook, or Flickr, or Tumblr, or Daily Mile, or write a snail mail letter about it. Make videos and songs. Be pleased as punch you're biking and fulfilling an awesome goal."
With the clocks going forward and the weather improving, what better excuse do you need to get out and about on your bike?
Happy riding.
Pah, what a load of ridiculous Freds. Somehow I have managed to ride every day in most months for most of my life, with the need to boast about it on web sites with missing 'e's in their names.
Riding 30 straight days in April is easy. Riding 30 days in February, now that's hard.
posted by handlebarcam [545 posts]
18th March 2011 - 15:46
Pah, what a load of ridiculous Freds. Somehow I have managed to ride every day in most months for most of my life, with the need to boast about it on web sites with missing 'e's in their names.
Riding 30 straight days in April is easy. Riding 30 days in February, now that's hard.
Couldn't agree more
posted by crunch61 [31 posts]
18th March 2011 - 16:11
You're missing the point here I think... good to share your achievements (however small), and hopefully inspire others to get out there too!
posted by Morgan [60 posts]
18th March 2011 - 16:32
Rode to the train station and locked up my bike, unlocked it and rode back again. Rode to the train station, rode back again. Rode to the train station and had to avoid a big dog, rode back again.
Nope, don't think anyone wants to read that.
Nice endo by the way Morgan.
posted by OldRidgeback [2589 posts]
18th March 2011 - 16:43
Personal point of view. Yes, this would be easy if I were still commuting, did so by bike for a few years in Oxford/London, 12 months of the year.
Now though, with one thing and another (work from home, dog to look after/take for walks, live a couple of minutes' walk from high st shops), I don't get out on the bike nearly as much as I should.
So, if this little goal of doing a ride each day of April helps me get out every day, even if it's just riding to the next village and back, I'm up for it.
And after 30 days of it, I think the habit would stick through the Summer and hopefully into the autumn/winter.
posted by Simon_MacMichael [9528 posts]
18th March 2011 - 16:58
I somehow think the idea may not be aimed at compulsive bike-botherers. Count bum spots, change your tyres every trip, snort energy drinks, pull a lorry driver. It will be fine.
posted by MrsK [40 posts]
18th March 2011 - 19:40
What you have said is actually quite amusing, if not a little cynical. Yes, I would like to read that sort of thing...it means you are involved and participating. By extension you can show other people how easy it is to get on your bike - do you see?
30 Days of Biking is about showing others how viable the bike is as a method of transport and how much fun it can be on two wheels under your own steam.
The benefits of riding a bike are clear to you but perhaps not to others. This is a good thing.
Mark Tearle
posted by Mark Tearle [2 posts]
18th March 2011 - 19:46
Yeah that's the way I see it too, surely the point is to show people that don't ride a bike that often that riding a bike every day for 30 days is pretty easy, and better still really enjoyable too. Then maybe at the end of 30 days they'll feel inclined to keep on riding
Obviously a lot of us regular bike riders know that anyway, but that doesn't mean to say we all do it, so this is a way for even experienced cyclists to challenge themselves to to a bit more cycling. On both levels it seems like a good idea to me.
posted by Tony Farrelly [4202 posts]
18th March 2011 - 20:32
Man, this is what I hate about "cyclists" Not want anyone else to join your little tribe, do we? I ride most days too, but if tweeting about it gets someone else to consider giving it a go, then that's great.
Have it in February and everyone else (on the 99% of journeys not made by bike) will continue to think that riding's for freaks and masochists. Let's sell the joys of spring air and fluffy lambs, not keep cycling for the few hard men.
PS Where's the missing E? Or do you think it's 30 days of Bikeing?
Thanks. I feel much better now. I'll try not to make my second post here a rant.
posted by Littlehuan [46 posts]
18th March 2011 - 22:23
Pants. That was my second post. The first was a schwag entry...
posted by Littlehuan [46 posts]
18th March 2011 - 22:25
"Riding 30 days in February, now that's hard"
Get a life.
Maybe we should ban people from talking about climbing Snowdon until they have managed the Eiger. Do you have gears on your bike ? If so, I suggest you get a fixie and follow the 1910 TDF route, then come back and talk about hard. The internet is a wonderful way of sharing experiences small and great, and for a lot of people 30 days of cycling will feel epic. Dont mock or disparage them, your own achievements are surely nothing in comparison to someone else's - it doesn't matter, they still have value. Belittling initiatives like this is small minded and only highlights your own inadequacies.
Wishing I had started 20 years earlier...
posted by wifwaf [20 posts]
18th March 2011 - 22:41
If 30 consecutive days of riding in the spring is too easy, there's always the Cent Cols or the Race Across America. Everyone should have a goal...
posted by Dave Atkinson [7863 posts]
18th March 2011 - 23:34
Somehow I have managed to ride every day in most months for most of my life, with[out] the need to boast about it on web sites
You just did.
posted by kaybee [23 posts]
19th March 2011 - 1:29
Thanks for the mention!
I cocreated 30 Days of Biking, with my friend Zachariah Schaap, and want to get as many people biking as possible! The event's about helping people really and truly integrate bicycling into their lives. Every 30 Days of Biking participant means one more car off the road, if only for one trip. That alone makes a difference.
Here's what one lady who had never considered biking a viable form of transportation said: "My life changed when I did 30 days of biking last year. I started riding on April 1st and rode every friggin day until July 9th! 99 days. I became a biker. My husband and I started doing bike rides for dates, I biked for errands, I biked to work, we biked to dinner, we biked to the beach. It transformed me. It has been a long winter, I did some of my first winter biking, although not much, and can't wait to get back out there on a more regular basis. @patiomensch and @zachamon rule!"
P.S. As far as hard men go, I'd like to see if handlebarcam could survive a Minnesota February, which is what I just biked through.
posted by patiomensch [4 posts]
19th March 2011 - 1:38
As a copy editor, I also have to address this:
"Riding 30 straight days in April is easy. Riding 30 days in February, now that's hard."
It's not hard; it's impossible. February has only 28 days.
posted by patiomensch [4 posts]
19th March 2011 - 1:53
As a copy editor, I also have to address this:
"Riding 30 straight days in April is easy. Riding 30 days in February, now that's hard."
It's not hard; it's impossible. February has only 28 days.
Really? Hold on while I go and check my calendar...
...where is that thing...
...oh yes, down the back of the sofa...
...OK, no, you are wrong. My calendar clearly states that there were 30 days in February. True, I did get it from my local pound shop's reduced-to-10p bin, along with copies of Catch-24 by Joseph Holler and 1986 by Jimmy Orwell. But it must be right, because I've got February 30th marked as my monthly day to stand on a street corner and shout abuse at people riding hybrid bikes, and I never miss that.
posted by handlebarcam [545 posts]
19th March 2011 - 9:13
Haha, I can't deny you your February 30 fun! I love me some Holler and J. Orwell.
posted by patiomensch [4 posts]
20th March 2011 - 1:44
What a sad lot we are when something comes along to encourage those none regular cycle users to try cycling on a regular basis, we get these trumpet blowing weezes who like to blow loud and clear abut how they are so great and regular on a bike in all weathers but can't seem to understand a simple concept of trying to promote the bike to more people. have these people not realised that the more cyclists there are the better is for all of us. Cycling should not be this elitist like these trumpet blowing weezes wish it was.
posted by Ciaran Patrick [119 posts]
21st March 2011 - 15:17
One last note. Check out our ongoing Twitter stream here: http://bit.ly/30Stream
posted by patiomensch [4 posts]
21st March 2011 - 16:18
Like Simon MacMichael, I love cycling but don't ride every day because work's too far away, life/family takes up time etc. Anything to motivate me to get out more is a good thing
More power to the 30DaysofBiking guys, and a happiness transplant for the haters
Conscientious Objector in the War on Vulnerable Road Users
posted by t1mmyb [87 posts]
21st March 2011 - 16:49
I was quite tickled with the idea of having a crack at Rapha's 'Festive 500' - I didn't manage to complete it. Had great fun trying though! I'm equally taken with the thought of riding the 30 days of April. Sitting here now, of course I've convinced myself I'm going to do it all. Whether I do or I don't I know I'll have fun, as will all the others who use it as a focus to try to get out even more regularly. I doubt that I'll write about it, but I'll enjoy reading the stories of other people that do. I think it's a splendid initiative.
posted by simonmb [360 posts]
21st March 2011 - 18:27
Yeah I looked for the missing Es too. they're there alright - "Flickr" and "Tumblr".
posted by Joe Hunt [10 posts]
21st March 2011 - 21:43
Come over to Facebook and do the 'like' thing http://www.facebook.com/#!/pages/30daysofbikingUK/191968464178238 Use it to find out what others are up to, and put a call out to organise your own events/group rides - regular updates here and on the twitter hashtag #30daysofbiking
Enjoy it, April is going to be a lot of fun!
Mark Tearle
posted by Mark Tearle [2 posts]
29th March 2011 - 17:03


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text:
|Trad, 1 pitch
|YDS: 5.12a French: 7a+ Ewbanks: 25 UIAA: VIII+ ZA: 25 British: E5 6a [details]
|Alec Sharp, Richard Carey
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|Pinklebear on Sep 1, 2001
|Seasonal Raptor Closure - Lifted MORE INFO >>>
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|Show which comments —
By Steve Annecone
From: boulder
May 3, 2004
|This route is awesome and high quality. Being a real crack and very sustained, it's uncharacteristic of the Boulder area. I think the "s" refers to the start, where you need to do some 5.10 climbing with bad ground fall potential before getting to the first pro (a bolt) about 20 feet up or so. But the pro from there, although pumpy to place, seems pretty good.
By Fremont Shields
Aug 30, 2004
rating: 5.11d 7a 24 VIII 25 E5 6a
This is such a good route. As long as you're careful getting to that first clip, the rest of the route protects beautifully. A 1-1/2 Friend with a looong sling on the left protects the move out to the roof, then a 2 Friend just over the lip is bomber for the next few moves. I tried a .75 Camalot and a 1 Camalot both just above the roof and neither one fit as nicely as the 2 Friend -- where I placed it also left room for the one, good, handjam. Milk the pod-rest above the roof, then get psyched and punch it!
I think the route is .11d because of two reasons, 1.) that's what it was rated in an earlier guide, pre-sport grade inflation, and 2.) I've never climbed a .12 before, or since )-: and I was able to do this route with some strategy - definitely not the first try.
By Joseph Crotty
From: Broomfield, CO
Sep 7, 2006
rating: 5.12a 7a+ 25 VIII+ 25 E5 6a R
|Great line with a slight emphasis on power. I'll forgo the blow by blow gear beta, but suffice to say, if you don't properly sew up the low crux gear can rip and you will crater. On a fall from the lower roof crux two weeks ago I pulled two cams and decked from 35'. Be careful and make sure your gear is totally dialed.
By Rob Kepley
From: Westminster,CO
Sep 9, 2006
rating: 5.12a 7a+ 25 VIII+ 25 E5 6a R
The climbing gods must have been smiling on me today. What an amazing line. Yes, Try to place good gear before committing to the crux. It's a bit heady up there.
One of the best BC has to offer.
By David A. Turner
Sep 27, 2007
rating: 5.12a 7a+ 25 VIII+ 25 E5 6a PG13
|Low in its grade.
By slim
Aug 24, 2009
rating: 5.12a 7a+ 25 VIII+ 25 E5 6a PG13
|definitely one of the best gear routes in the canyon. with minor shenanigans and careful gear placement this is a reasonable lead. great crux movement down low, and fun climbing in the 10 range above add up to a great route. i could see 11d or 12a either way, without too much argument. i actually thought this one was quite a bit easier than 'thunderdome' and substantially easier than 'the spoils'.
By topher donahue
Nov 9, 2011
This thread would be a great study of climber psychology. One guy says the gear seems pretty good. Another says he pulled it all and decked. Another says the one who decked must have had a bad belayer because he pulled all the gear and didn't deck. Another credits the climbing gods. Another says it's easy for the grade. Classic!
P.S. - If you're tall enough, and don't fill your jams with cams, you can place a really good nut up high before doing the crux and have a bombproof TR through the sketchy bit.
By Andrew Cossette
From: Denver, Co
May 11, 2013
|Had to bail because of rain today. The nut about 1/2 way up is not fixed. I'll be back to finish the route and get it down on Friday 17th. Thanks.
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The Carbon High School swim team participated in an invitational swim meet on Dec. 16 and 17 with 12 other schools from 5A, 4A and 3A. Carbon only traveled with eight boys and 12 girls, making them the smallest school at the meet, according to head coach Kamra Davis.
Despite having a small team, the Carbon boys placed eighth and Carbon girls placed ninth.
"That's pretty impressive for being small in numbers," Davis said.
The Carbon boy's first event is the 200 medley relay as the team finished in eighth. The girl's 200 medley relay had 24 teams and Carbon finished 13th. Boys 200 free Brent Keller swims his best time and broke the 2 min. make he has been aiming for all season with a time of 1:58.92 and finished fifth out of 43 only two other 3A swimmers finished in front of him. Girls 200 free had Brittney Willson finishing 16th out of 42. Girls 200 I.M. Aysha Black took 10th out of 22 with her best time of 2:49.30. In the 50 free there were 103 swimmers. For the boy's, Carbon's Joel Garff finished 13th with his best time of 25.55. Girls 50 free had 91 swimmers Carbon had a few girls place well, Paula Gibson placed 13th with her best time of 28.50. In the next event, 200 free relay, Carbon nearly missed beating the school record set in 1993 by six tenths of a second, but they improved their time.
On the way to the meet, Davis told the team that she would swim a length of the pool for every second they took off their times.
"They must have really wanted to see me work hard," Davis said as she swam a total of 56 lengths of the pool - 1,400 yards - on Monday.


text:
Posted: Nov 12, 2013 4:47 PM by Lucas Geisler, KOMU 8 Digital Producer
Updated: Nov 12, 2013 11:56 PM
COLUMBIA - The timeline below traces the Ryan Ferguson case from just before the start of his trial to the date his conviction was overturned last week.
Readers can navigate through the timeline by clicking on the gray buttons that appear when the mouse hovers over the frame; by using their left and right arrow keys, or by using the slider at the bottom of the timeline.
Images link to the stories published by KOMU 8 News on the selected dates.
Coverage of the attorney general's decision not to pursue the case further can be found in the KOMU 8 News liveblog.