text: Home- Academics- Departments and Programs- Religion- Academic Program Menu Menu Religion (For 2015–2016 academic year) Professors Frank, Hicks, Kent, Kepnes (Chair), Martin, Sindima, Vecsey Associate Professors Cushing Assistant Professors Musa, Reinbold, Spevack Visiting Assistant Professor Bordeaux Senior Lecturer Stahlberg The Department of Religion at Colgate offers a program of study of major religious traditions and introduces students to the enduring questions of human life. The program challenges students to examine the nature and expression of religiousness, and to think critically about rituals, practices, and theories of religion. Making reflective use of the full variety of liberal arts methods, the study of religion is necessarily interdisciplinary; it engages related issues in philosophy, ethics, society, spirituality, science, gender, sexuality, arts, and politics. The department offers a variety of courses regarding diverse African, Buddhist, Christian, Hindu, Islamic, Jewish, and Native American traditions and scriptures. Recognizing the multiple ways in which religion is embedded within human history and cultures, the department also offers focused courses on issues of historic and contemporary importance, such as religion and the environment, women, genocide, health and healing, and the relations among global peoples of faith. Religion's courses offer training in a unique combination of skills, including close textual analysis, direct observation, critical thinking, and cross-cultural understanding. A major or minor in religion may also serve as a natural complement to other majors. Students in the arts and humanities, for instance, will find that the study of religious texts and worlds affords them greater insight into much literature and visual art. Some students may seek to make stronger interdisciplinary connections. In consultation with an adviser, students may elect to create a track through the religion major or minor that brings their work in religion into dialogue with their work in other departments or programs. Possible tracks include: Religion, Politics, and Law The department offers courses that examine the intersection of religion and politics in today's world and historically, explore the legal frameworks of a variety of religious traditions, and ask students to think about the role of ethics and morality in public life. Students interested in history, international relations, peace and conflict studies, or political science will find that a minor or second major in religion allows them a better understanding of many of the longstanding ideological conflicts that have shaped the contemporary world. Religion and Health Students interested in the natural sciences who intend to enter the fields of medicine and health sciences will find that courses in religion equip them to evaluate the moral complexity of current scientific advances. A host of religion courses probe questions that are central to medicine and health: questions of body and soul, psychic states and mindfulness, sex and sexuality, life and death. These are treated in a variety of religious traditions, offering the pre-med student a comparative approach to health and healing. The success of our graduates indicates that a major in religion provides excellent preparation for a number of careers, including education, government, journalism, finance, law, social work, and professional service in non-profit organizations and religious institutions. Major in Religion A major in religion consists of ten courses, a minimum of eight of which must be departmental courses. Only one of the total number of courses may be an independent study. Of these ten courses, three are normally required as follows: RELG 101, The World's Religions; RELG 352, Theory and Method in the Study of Religion; At least one 400-level seminar Seven electives, at least three of which must be at the 300 or 400 level. In consultation with the student's adviser and the department chair, a student may elect to count up to two Colgate courses from outside the program in religion for religion major credit. These courses may be in the study of a language, provided that the student has planned these courses in advance and in consultation with his or her adviser and the department chair. A student who has received approval from the registrar to transfer credit for a language course not taught at Colgate (e.g., Biblical Hebrew, Hindi, Sanskrit), may petition the chair for the approved transfer credit to count toward the major. Relevance to the student's program of study in religion must be demonstrated. Required Core courses cannot be counted toward religion requirements. For graduation, the religion department requires a minimum GPA of 2.00 in courses chosen to count toward the major/minor. Capstone Experience Building upon the knowledge gained in departmental courses, in consultation with a faculty adviser, majors will create an opportunity to convey publicly something of what they have learned while in the program. Before the end of the senior year, each major — individually or in collaboration with other majors — will make a presentation beyond the classroom: a public lecture, an exhibition, a conference paper, an op-ed essay, and so forth. This ungraded presentation, which is required of all students, will likely come out of a course (e.g., the senior seminar), but may synthesize insights gained from several courses. An honors thesis (and defense) satisfies this requirement. Minor in Religion A minor in religion consists of five courses in religion. Normally, no more than three courses at the 100 or 200 levels are permitted. The structure of the minor can be designed in consultation with the student's adviser. As RELG 101, The World's Religions provides an excellent introduction to the study of religion; students are encouraged to take it in their first two years. The department strongly recommends that students undertaking the minor also take RELG 352, Theory and Method in the Study of Religion. Major in Philosophy and Religion A major in philosophy and religion consists of ten courses, eleven if seeking honors. Five of these must be in philosophy, and five must be in religion. No more than three of these courses may be at the 100 or 200 level. Only one of the ten courses may be an independent study, or two if seeking honors. Of these ten courses, three are normally required as follows: PHIL 101, Introduction to Philosophical Problems; or PHIL 111, Ethics; or PHIL 226, Philosophy of Religion; or RELG 101, The World's Religions, as an entry to the major; RELG 352, Theory and Method in the Study of Religion; At least one 400-level seminar in either philosophy or religion, considered a capstone of the major. At least five courses should be focused upon a particular area of interest, which a student enters into with a plan to follow through in an integrated manner. This approach is intended to give students several options while also giving them direction, so that the joint major brings disciplinary integrity to interdisciplinary study. The department does not offer a minor in philosophy and religion. Honors in Religion or in Philosophy and Religion All candidates for honors in religion and those majors in philosophy and religion who wish to write on a religious theme are required to take an advanced course in religion in the fall of the senior year. At the end of the course, the faculty member may recommend that a student's paper be reworked into an honors thesis. In the spring of the senior year, candidates for honors normally take an independent study (RELG 490) with their honors adviser. The honors thesis — a substantial piece of research, analysis, or critique — is turned in to the adviser several weeks before the end of the term. If the adviser decides that the thesis can stand for honors, the honors candidate meets during exam week with his or her adviser and two other faculty readers and fields questions: the honors defense. Ideally the question and answer session becomes a forum for intellectual exchange between the student writer and the faculty readers. A student is awarded honors on the basis of both the quality of the written thesis and the conduct of the honors defense. No student can be awarded honors, however, who does not have at least a GPA of 3.40 in his or her major. Awards See "Honors and Awards: Religion" in Chapter VI. Advanced Placement Advanced Placement cannot be presumed since examinations in this area are not given. Transfer Credit Transfer credit for graduation requirements may be awarded by the registrar. Transfer of credit toward major or minor requirements requires prior written permission from both the registrar and the department. Normally no more than two transfer credits may count toward major or minor requirements. Seminar credit is not transferable. Study Groups During the spring semester the Department of Religion, in conjunction with the Department of Philosophy, offers a study group at the University of St. Andrews, Scotland's first university, founded in 1413. Other than the director's course, which is taught by a Colgate faculty member, students take courses of their choice from among those offered by the University of St. Andrews, at which they are enrolled for the semester. The department has also organized extended study in Israel, Japan, and Sri Lanka. See "Off-Campus Study" and "Extended Study" in Chapter VI. Course Offerings RELG courses count toward the Human Thought and Expression area of inquiry requirement, unless otherwise noted. 101 The World's Religions Staff This course is an academic introduction to the variety of the world's religions, such as Buddhism, Christianity, Hinduism, Islam, Judaism, and the indigenous faiths of Africa and America. The class explores and compares religious beliefs, values, practices, rituals, texts, images, and stories, in their historical, cultural, and political contexts. It examines diversity and concordance within each tradition, encouraging students to reflect thoughtfully on the nature of religion and the ways it shapes communities and individuals throughout the world. Enrollment is limited to first-year and sophomore students. (Formerly RELG 202, Introduction to the Study of Religion.) 102 Religion and the Contemporary World Staff This course explores the mutual impact between religions and contemporary global issues. How do diverse religious individuals and communities address the prominent moral concerns of our times? What do religions offer the contemporary world, especially in an era in which secular, atheistic, and spiritual critics alike have singled out religion as a noxious influence in human society? Potential topics of focus include terrorism, genocide, religion and politics, war, gender and sexuality, health and medicine, poverty and class disparity, environmental justice, science and technology, and secularization. In examining such questions the class serves to sharpen our present-day understanding of religion and to provide students with a framework for making sense of some of today's most controversial political, social, and philosophical issues. Enrollment is limited to first-year and sophomore students. (Formerly RELG 201, Contemporary Issues and Values: Moral Conflicts in the 21st Century.) 203 Comparative Religious Ethics B. Stahlberg This course examines the ethical dimensions of a variety of religious traditions and considers them in light of one another. As a comparative course in the study of religion it aims to give students a better sense of what role religious traditions play in cultivating forms of moral thought and behavior, and how specific traditions might begin to think about ethical issues. That is, this course investigates how these traditions envision morality as such but also how they think concretely about violence, gender, poverty, and the value of human life. This comparative approach to the study of religion ultimately hopes to prompt students toward a consideration of what is, as well as what is not, ethical about these traditions. 204 Hindu Mythology E. Kent This course is an exploration of the Hindu gods and goddesses of India through their myths. For centuries Indians have been telling stories about the gods through sacred scripture, folklore, and pilgrimage traditions, and more recently in comic books, television series, and films. Through close readings of India's mythic and epic texts communicated through diverse media, students gain an introduction to Hinduism as a dynamic, living religious tradition. Anyone attempting to understand the complexities of Indian culture, politics, and society soon encounters the gods and goddesses of the Hindu tradition. Besides introducing student to these fascinating figures and their stories, the course seeks to explore broader questions in the study of religion including the politics of gendered visions of the divine and the effects of the medium on the transmission of religious messages. 208 The Hebrew Bible in America L. Cushing The Bible is not only the best-selling book in America, but is arguably the book that has most profoundly shaped the United States. This course is an introduction to the Hebrew Bible/Old Testament in its American contexts, particularly American public life. In reading the Hebrew Bible, students ask themselves how these scriptures have shaped American politics, culture, history, and literature. Who has used the Bible and how? To whom does the Bible now speak, and what does it say? In what sense is the Bible understood to be an American text? This course has no prerequisites and presumes no knowledge of the Christian or Jewish Bibles. This course is crosslisted as JWST 208. 209 New Testament: Its Ancient and Modern Interpreters G. Frank, C. Martin The New Testament has profoundly influenced literature, law, medicine, and politics in Western culture, from antiquity to the present. The course examines the formation of the New Testament within its historical and cultural matrices of Formative Judaism and Roman society and culture within the first and second centuries. Particular attention is given to the robust and tenacious legacy of New Testament themes and motifs interpreted through the centuries as counter-cultural, politically subversive, and reformist, in such writers as Justin Martyr, William Blake, Elizabeth Cady Stanton, Dietrich Bonhoeffer, Jacques Ellul, Steven Biko, Oscar Romero, Dorothee Soelle, and Daniel Berrigan. 213 The Bible as/and Literature L. Cushing What role does literary art play in the shaping of biblical narrative? How does the construction of the sacred text reflect its theological meaning? The religious vision of the Bible is given depth and subtlety precisely by being conveyed literarily; thus, the primary concern in this course is with the literature and literary influence of the received text of the Bible rather than with the history of the text's creation. As students read through the canon, they establish the boundaries of the texts studied, distinguish the type(s) of literature found in them, examine their prose and poetic qualities, and identify their surface structures. Students also consider the literary legacy of the Bible and the many ways that subsequent writers have revisited its stories. This course is crosslisted as JWST 213. 214 Introduction to the Qur'an A. Musa This course is designed to introduce students to the various ways in which the Qur'an has been received in history and continues to be received today. Students examine the theological, legal, literary, historical, mystical, and modern approaches to the Qur'an in an attempt to understand holistically various methods of exegesis and their ramifications. Throughout, the class engages in the debates that have historically surrounded the Qur'an and explore methods of interpretation both classical and modern, especially those of fundamentalists, reformists, and feminists. No prerequisites. This course is crosslisted as MIST 214. 216 Life of Muhammad A. Musa This course is a historical study of the life of Muhammad, from his birth in 570 CE to his death in 632 CE. The course includes (1) an in-depth introduction to the genres of hadith and sira literature, as well as the major works in those genres, the history of their compilation, and an evaluation of various authors and their works, from the perspectives of both Islamic and Western scholarship; (2) a biographical study of the life of Muhammad and his position in Muslim thought as the ideal exemplar: and (3) an examination of the lives of the women around Muhammad. This course is crosslisted as MIST 216. 226 Reason, Religion, and God S. Kepnes, B. Stahlberg This course examines the similarities and differences between rational and religious understandings of God. By pursuing close readings of classic texts in the field of philosophy of religion, this course considers how both philosophical and religious ideas are often developed together. The course explores various arguments about the rationality of God as responses to wider intellectual, cultural, and historical contexts in which they are made and to the specific shape and needs of a particular religious tradition (e.g., Catholicism, Protestantism, or Judaism). The course also explores the "rationality" of religious forms such as scripture, symbol, ritual, and prayer. In different semesters, select themes such as revelation, theodicy (the justification of God in the face of human suffering), providence and free will, or the theism/atheism debate are investigated. 228 Jerusalem: City of Gods L. Cushing, S. Kepnes This course is an introduction to the religious traditions of Judaism, Christianity, and Islam. In learning about the three Abrahamic religions and their sacred spaces, students are exposed to key themes in the study of religion (scripture and interpretation, feasting and fasting, pilgrimage, sanctuary and sacred space, ritual and worship) and to the particular theme of each religion's conceptions of Jerusalem. The course foregrounds the ways that each tradition understands the city as a symbol — as a holy city, a city of God, a centre of the cosmos. As importantly, it explores how religion is lived within the city's sacred geography, investigating the religious practices and sacred sites of Judaism, Christianity, and Islam in Jerusalem. This course is crosslisted as JWST 228. 230 Feasting and Fasting: Religion and Food L. Cushing This course examines a range of religious and cultural attitudes about food. What foods are celebrated? What foods forbidden? Who can eat what and when? Through a comparative approach to food restrictions and injunctions, feasts and fasts, and food-based rituals and liturgies in Jewish, Christian, Muslim, and Hindu traditions, this course investigates the role food plays in defining religious boundaries and identities. 232 Health and Healing in Asian Religions E. Kent This course explores several Asian medical systems and practices, including yoga, Ayurveda, Indian shamanism, Japanese new religions, and Chinese medicine, all of which are grounded in the belief that the body is a microcosm of universal, macrocosmic processes. Students begin their investigations of these "exotic" healing traditions by reflecting on how illness functions as a metaphor in 20th-century North American culture. How does one's own conceptualization of disease affect one's experience of it? Does the way one imagines disease reflect larger social processes, such as those based on gender or class? These questions inform students' investigations of health and healing in Asian religions. The course is organized around a systematic examination of the models of the body that people in China, Japan, and India have used for centuries to heal from illness, maintain good health, and, in some instances, aspire to a state of super-health that transcends the limitations of bodily existence altogether. 234 Women and Religious Traditions L. Cushing, E. Kent, A. Musa This course examines autobiographical, biographical, descriptive, and historical materials that present and analyze the lives of women in the context of various religious traditions. In a given term, the course focuses upon specific geographical areas, historical periods, and/or religious traditions. 235 Religion, War, Peace, and Reconciliation H. Sindima This is a course on the role and function of religion toward peace and reconciliation. Students examine the scriptural, theological, and ethical teachings of various religions on justice, conflict resolution, peace, and reconciliation. Students also examine the theological writings on justice, war, and peace by Augustine, Aquinas, Luther, and Schleiermacher. Using concrete case studies of conflict and reconciliation, students explore the teachings of African religion, Buddhism, Christianity, Hinduism, Judaism, and Islam on nonviolence, peacemaking, relationship of peace and justice, as well as evaluate the negative and positive contributions of these religions toward conflict. Students examine religious and interreligious conflicts (Northern Ireland, India/Pakistan), religious language and symbols (Rwanda), current attempts at peace reconciliations (Bosnia, Liberia), and the role of religions and the causes of situations of conflict (the Middle East). Of particular interest is an examination of situations in which the political process was shaped and defined to a greater degree by religious leaders and their communities (South Africa). 236 Religion, Science, and the Environment H. Sindima In the 17th century, religion lost its claim to the cosmos; the religious knowledge of the order of nature ceased to possess any legitimacy in the new paradigm of science that came to dominate the West. Until the 1960s, Christian thinkers considered it the great glory of Christianity that it alone among the world's religions had permitted purely secular science to develop in a civilization in which it was dominant. After several centuries of an ever-increasing eclipse of the religious significance of nature in the West and neglect of the order of nature, humans are now experiencing environmental crisis: global warming; the destruction of the ozone layer; climatic and weather pattern changes; soil erosion; death of animals, birds, and marine life; and the disappearance of some plant species. Today the very fabric of life is threatened and the future of our world hangs in the balance as nature is threatened by destruction caused by an environmental crisis that has gone unchecked for several centuries. What can be learned from religions of the world that will save humanity and nature? What is the relationship between religion, nature, science, and technology? Discussions include views from various religious traditions concerning nature, the concept of the human, notions of progress and destiny, faith and science, ecological theology, ecofeminism, justice and sustainability, and spirituality. 243 History of Religion in America E. Kent, J. Reinbold, C. Vecsey This course studies selected significant religious questions, themes, and texts from American religious history. While the specific issues and topics vary, the course is typically organized around an investigation into the challenges and opportunities presented by America's extraordinary religious pluralism. Issues examined may include: inter-religious encounter from Columbus to the 1965 Immigration and Nationality Act, religion on the American "frontier," the counter-cultural appropriation of Asian religions, the experience of migration, church-state relations, religion and media, and religion and social justice movements in America. 245 Religion in Contemporary America C. Martin, J. Reinbold, C. Vecsey Religion continues to exert major influences upon the shape of American life at the beginning of the 21st century. This course studies themes and controversies in American culture for the past few decades, focusing upon the study of religious diversity and the changing religious landscape of America; issues of church and state; religion and politics; and religious ideas and values as they have shaped, and been expressed in, popular culture (art, the new media, music, television, and sports). (Formerly RELG 330.) 247 Death and Afterlife G. Frank, A. Musa This course examines the many ways humans have attempted to anticipate, accept, deny, defeat, or transcend death. Does one have a soul and does it survive? Is immortality possible? What techniques have people used in efforts to achieve it? Is there a "good" way to die? The focus is on scriptures and rituals of Buddhists, Hindus, ancient Greeks, Jews, Muslims, and Christians, and their legacies for contemporary America. Topics include body and soul, heaven and hell, spiritism, ghosts, reincarnation, resurrection, near-death experiences, relics, funerals, cremation, and cemeteries. 248 Christianity, Islam, and Political Change in Africa H. Sindima The course explores how Christianity and Islam have caused or influenced conflict and division or greater political and social freedoms in Africa. Select countries are examined as case studies: Nigeria and Sudan for conflict and division; South Africa and Malawi for democratization of society. The course covers the spread of Christianity and Islam, colonial (British, French, and German) policy and Christian missionaries' attitude toward Islam, separation of religion and state (the debate over Islamic Law, Shar'ia), and religion and politics. Movements within Islam (Islamic brotherhoods, Madhist movement) and Christianity (liberation, black, womanist/feminist theologies) are also studied. 251 Faith after the Holocaust S. Kepnes, B. Stahlberg The death of six million Jews at the hands of the Nazis in the Second World War represents a radical challenge to faith in Judaism, in Christianity, and in humanism. The course begins with a historical overview of the Holocaust and uses accounts of Holocaust survivors to articulate the challenge of the Holocaust to faith. It then reviews philosophical and theological responses to this challenge by Jewish and Christian authors. The weak as well as the heroic human figures in the Holocaust are studied. Those Jews who survived with their humanity intact and those non-Jews who helped them are the most important witnesses to the resiliency of the human spirit which we now have. This course is crosslisted as JWST 251. 253 Sex, Love, and God: Religion and Queer Studies E. Kent This course takes a cross-cultural and multi-disciplinary approach to the questions of how the social and cultural significance of sexuality has been shaped by religious discourse, myth, doctrine, and ritual. How have various forms of sexual expression come to be seen as normal, while others are seen as deviant? How has passionate love served as metaphor for the expression of religious experiences, such as the union of the soul with God? How have people thought to "channel" sexual energy to pursue spiritual projects, as in tantra and religious celibacy? Topics of study may include marriage, different- and same-sex love, virginity, celibacy, sacred prostitution, ecstasy and mysticism, and the role of transvestites, transsexuals, androgynes, and third-gender people in religious myth and ritual in contexts such as Christianity, Hinduism, Native American religion, and Islam. No prerequisites. Juniors and seniors need permission of instructor. 255 Church, State, and Law in America J. Reinbold What do we mean when we talk about "the separation of church and state"? Where does this principle originate? Are there exceptions? This course explores the relationship between religion and law in the United States. Students consider the question of what Americans mean when they speak of the separation of church and state, and explore the ways in which the U.S. Supreme Court has attempted to implement this principle within American law. Students examine a variety of influential theories of church-state separation, and they read some of the most important First Amendment cases of the 20th and early 21st centuries. Since the question of religion and law also touches upon issues outside of the scope of the First Amendment — issues such as abortion and same-sex marriage — students also read a series of important Fourteenth Amendment cases. Ultimately, this course familiarizes students with some of the most influential voices within today's church-state debate, and provides them with the tools for an ongoing understanding of religion and law in the United States. This course does not assume any prior knowledge of American religion or American law. 264 Religion and Disability C. Martin Religious texts, ideologies, and practices have for centuries been profoundly implicated in the stigmatization, pathologization, and normalization of disability as deviance. Ancient Near Eastern and biblical ideological constructions legitimating the exclusion of cultic leaders with disabilities in liturgical practice, religious traditions certifying disability as divine punishment by the gods (God), disability as moral failing, and medieval theoretical concepts of the impaired body as reflecting an "impaired soul" receive close analysis. Enjoining Disability Studies as a burgeoning and interdisciplinary academic field of critical inquiry, the course also incorporates insights from disability historiography to examine the broad continuum of attitudes about disability as a socially constructed category of embodiment and experience, including the genocidal results of eugenic idealism and the repressive effects of America's late 19th- and 20th-century "Ugly Laws" — notorious legal precepts restricting people with disabilities from inhabiting public spaces. The course concludes with an analysis of pressing philosophical, religious, and policy debates about bioethics and disability (e.g., the moral permissibility of killing people with disabilities, and the ethics of prenatal screening, selective abortion, and genetic engineering). 265 Global Bioethics and Religion C. Martin The revolution in biotechnology has given humanity powers unimaginable a few decades ago. Bioethics within the Western cultural tradition examines moral and ethical dilemmas arising from the interface of human experience and advances in biology, medicine, and technology (human embryonic stem cell applications, cloning, genetic engineering , euthanasia, etc.). Global bioethical inquiry places moral and ethical bioethics deliberations on the international stage, with a focused exploration of diverse and competing transnational theoretical debates. The course undertakes a critical study of comparative religious ethics and global bioethics issues within Judaism, Buddhism, Islam, Hinduism, and Christianity. 276 Psychology of Religion B. Stahlberg, Staff This course examines the ways in which religion has been understood from a variety of psychological perspectives, and inquires into the merit of these various approaches. By surveying a wide range of psychological literature on the subject, students strive to get a better sense of the ways psychology has understood religion, humanity, and the ways in which people find meaning in the world. Ultimately students consider why human beings are religious and what psychology has to offer in answering this question. No prerequisites. 281 Experiencing Hinduism E. Kent As one of the world's most ancient, complex, and fascinating religious traditions, the study of Hinduism provides an ideal arena for examining central questions in the study of religion. Through close readings of primary texts in translation, this course focuses on the history of Hindu traditions from their origins to the development of devotional movements in medieval and early modern India. Following a chronological order, these texts include the hymns of the ancient Vedas, the investigations into salvific reality in the Upanishads, the religious epics, devotional poems in praise of gods, religious philosophy (Yoga and Advaita Vedanta), and classical mythology. While exploring the variety of forms Hinduism has taken, the class engages broader questions in the study of religions such as the construction of religious authority, the definition of the good life, conceptions of the soul, differences between elite and non-elite styles of religiosity, and the significance of gender in conceptualizations of the divine. 282 Experiencing Islam A. Musa, A. Spevack This course conceives of Islam as a cumulative tradition beginning with the event of the Qur'an and the paradigmatic example of Prophet Muhammad. The unfolding of this religious tradition is traced through the formation of Shi'i and Sunni schools of Islamic thought, the schools of law, the subtleties of Islamic mysticism, nuances of philosophical thought, and creative artistic expression in the form of calligraphy, music, and poetry. The course concludes with two sections: an overview of the multi-faceted responses of Muslims to the challenges of modernity and post-colonialism, and the contemporary debates about the status of Muslim women and their self-understandings. (Formerly RELG 328.) 283 Experiencing Judaism This course is crosslisted as JWST 283. For course description, see "Jewish Studies: Course Offerings." 284 Christian Traditions H. Sindima This historical study of the development of the central Christian beliefs examines the development of the early creeds, the emerging of ecumenical consensus, and philosophical elaborations. The course highlights African contributions and involvement in the ecumenical councils (the first 500 years) that made major decisions concerning the central elements of the Christian tradition. 285 Living Buddhism Staff This course is an introduction to Buddhist life and practice that emphasizes unity within Buddhist traditions as it explores diversity and complexity both in theory and practice. It considers examples from Theravada Buddhism in Sri Lanka to Mahayana Buddhism in China, Japan, and Korea. Significant time is devoted to an introduction to different Buddhist meditation practices. The course also considers contemporary issues that arise in social ethics, politics, war, and governance. 286 Catholic Traditions C. Vecsey Central to this study is the understanding of Roman Catholicism as a living, dynamic religious tradition. The time frame is mainly from the Second Vatican Council to the present. Topics include the Church's self-understanding, the historical context of American Catholicism, cultural pluralism within the United States and globally, and contemporary issues such as social and economic justice, sexuality and reproduction, grassroots liberation efforts, environmental concerns, ordination of women, and inclusive language and images. 287 Protestant Traditions H. Sindima This course considers the Protestant tradition in Europe and the United States. The great theological doctrines of the Reformation of 16th-century Europe are examined: salvation by grace, the authority of scripture as opposed to ecclesiastical edicts, freedom of conscience, the priesthood of all believers, and separation of church and state. The great themes articulated by Luther, Calvin, and others constituted a challenge to established authority that involved the Church, the monarchies, and the dissenters. The Protestant tradition that emerged gave rise to new conceptions of political order that profoundly impacted the ideological, social, and political foundations of the United States. Protestant vision contributed heavily to biblical metaphors shaping American self-understanding. Protestant vision and Protestant thinkers gave rise to various forms of Christian communities, such as the Society of Shakers, and provided the impetus for reform movements such as abolition of slavery, the Social Gospel, Prohibition, and the Civil Rights movement. 288 American Indian Religions C. Vecsey The course introduces students to the variety of American Indian traditional religions and historical religious movements. After an evaluation of the methods used in understanding Indian religions and a survey of culture areas, students look at American Indian concepts of the supernatural, mythology, ceremonialism, dreams and visions, medicine, witchcraft, shamanism, nature-relations, and conceptions of the soul. Navajo, Lakota, Skagit, Inuit, Hopi, and Ojibwa religions are described in some detail, in order to show how the individual characteristics are integrated; then the class examines the effects of Christian missions and the most important religious movements among American Indians since white contact: Handsome Lake's Religion, Ghost Dance, Peyote Religion, and others. First-year students are admitted by permission of instructor. (Formerly RELG 318.) 289 African Religious Traditions H. Sindima This course is an exploration of the nature and varieties of indigenous African religions. Issues examined include cosmology; concepts of divinity; ancestors; person; meaning of sacrifice; symbols and ritual practice; the relationships among art and religion, politics, and religious institutions; and the challenge of social change, Christianity, and Islam to indigenous religions. In addition, students examine the different methods used in studying African religions. 293 Kabbalah: An Introduction to Jewish Mysticism S. Kepnes An introduction to the mystical elements in Judaism beginning with the Bible and Rabbinic texts and through Hasidism to contemporary Kabbalah in America. Significant time is devoted to the central book of Jewish mysticism, "The Zohar," along with a study of Lurianic Kabbalah and Hasidic stories. The course engages students in Jewish meditation practices as well as a study of Hasidic music and popular expressions of Kabbalah in American culture. This course is crosslisted as JWST 293. 306 Dying for God: Martyrdom and Noble Death in Judaism and Christianity C. Martin This course examines the intrinsically linked discourses and practices of violence, martyrdom, and noble death from the 8th century BCE to the 13th century CE. Theorizing the social constructions of martyrdom and noble death within their discrete classical and medieval context (what makes one a martyr, what makes a narrative a "martyr text"), the course foregrounds the sobering and heroic experiences of Jews and Christians who experienced the spectacle of suffering and public self-sacrifice in the face of political and religious persecution with resolute determination and impassioned certitude. Selected readings combining primary documents (in translation) and modern scholarly reconstructions are used to undertake critical analyses of the wide-ranging continuum of motives inspiring men, women, and children to die invicti (unconquered by the fear of death), paying the penultimate price to advance the interests of divine justice, to enlarge the ranks of those engaged in radical counter-imperial resistance, and to sanctify the name of God. Close analyses of the developing mythic frameworks, rhetoric, artistic, and iconographical representations, and other textual records that coalesced to render suffering redemptive and meaningful receive particular scrutiny. The course concludes with assessments of the institutional and communal models of commemoration that emerged and have persisted in the collective memory of the admirers of early martyrs and heroes through the centuries. No first-year students admitted. 308 The End of the World C. Martin An examination of the origins and development of apocalyptic literature, much of which deals with the end of the world, during the Second Temple and early Christian periods. This course focuses on primary source texts in translation as well as the theoretical and methodological problems surrounding the analysis of ancient texts for the development of the worldview known as apolcalpyticism. Modern case studies are analyzed as comparative examples throughout the course. This course is crosslisted as JWST 308. 310 Islamic Jurisprudence This course is crosslisted as MIST 310. For course description, see "Middle Eastern and Islamic Studies: Course Offerings." 320 Native Peoples and Modern Law J. Reinbold This course explores the role of native peoples in the construction of modern law. This process of construction begins with the use of native peoples as a representation of human savagery within early modern European political thought — a representation that allowed political theorists to depict Western law as a solution to such savagery. More recently, and more positively, this process of construction has involved indigenous groups' important role in the propagation of international human rights law. This course explores the complex history of native peoples' evolving political agency from three angles: early modern political theories utilizing the trope of the "the state of nature," contemporary developments in international human rights law, and a series of important case studies involving Native American religious practices in the United States. This course is crosslisted as NAST 320. 321 Religion in Modern India E. Kent Through close readings of 19th- and 20th-century tracts and debates, mythological and ritual texts, oral traditions, novels and scholarly studies, this course examines the wide-ranging social effects of colonial rule on Indian religious traditions, especially Hinduism, and the creative responses of Indians to the challenges and opportunities of modernity. Emphasizing the political and social dimensions of religion, the course engages topics such as religious change and social mobility, the changing role of women in religion, the religious roots of the movement for Indian independence, religious violence and Gandhian non-violence, the rise of religious nationalism in India, and the development of Hinduism in diaspora. No prerequisites, although familiarity with the religions of India through courses such as CORE 166C, RELG 281, or ARTS 244 is advised. 324 The Teachings of the Buddha: Theravada — The Way of the Elders Staff This course is a study of the teachings of the Buddha as cherished in the Theravada Buddhist tradition in India, Sri Lanka, and parts of Southeast Asia. This "tradition of the elders" is one of the oldest religious traditions known to humankind, a tradition that has formulated responses to fundamental human issues, quite different from those proposed within theistic movements. Emphasis is placed on key expressions of the human predicament, the make-up of the individual, the life context as morally significant (karma), conceptions of salvific truth, the practice of meditation, and the notion of liberation, among others, that have arisen as a result of responses in faith made by men and women in India, Sri Lanka, and parts of Southeast Asia. 325 The Path of the Buddha: Mahayana — The Great Vehicle Staff The path of the Buddha, the "Great Vehicle" (Mahayana), one of the most profound manifestations of religiousness in the experience of humankind, developing in and emanating from India, has spread to and continued to develop among persons living in China and Japan. This course investigates the formative structure of this path in India, considering such notions as "emptiness," bodhisattva, buddhaness. It traces the development of that structure in China, leading to a consideration of forms, from Zen to the Pure Land school, among others, that the path has taken as a result of responses in faith made by men and women in Japan. 329 Global Islam in the Modern World A. Spevack This course examines the key issues with which Muslim thinkers in the modern period (defined here as the colonial and post-colonial periods) have been concerned. Muslim responses to modernity in the US, East and Southeast Asia, the Middle East and North Africa, and Turkey represent the core focus of the course. A significant portion of the class is spent examining intellectual responses that have taken the engagement with modernity seriously. As such, students critically examine some Muslim responses to post-colonialism, feminist and womanist constructions, democratization of politics, pluralism, religious violence, extremism, and authoritarianism. The class consists of close reading and discussion of texts, as well as exposure to multimedia resources that have played a key role in recent events, such as the Arab Spring. 331 The Problem of Evil C. Martin Why do bad things happen to good people? Why does a benevolent, all-powerful God permit evil? How do thinkers who reject religious understandings of human perversity theorize about the genesis and manifestations of moral error and evil? Human suffering and evil disrupt and disorient people's lives and interpretations of the world. Experiences of genocide, terrorism, epidemics, natural disasters, and personal and systematic experiences of violence, oppression, and injustice have compelled people to address the problem of evil in every age. This course explores historical, philosophical, and religious perspectives on the etiology, manifestations, and functions of human suffering and evil within global human communities. Particular attention is given to 1) explanatory theories about the problem of evil by post-Enlightenment philosophers, 2) explanatory theories arising from the theological problem of evil (why does God permit evil?), and 3) constructions of the etiology of evil and responses to evil by feminists, womanists, and men and women within different societies and religions. Thinkers include Gottfried Wilhelm Leibniz, Immanuel Kant, the Marquis de Sade, Friedrich Nietzsche, Fyodor Dostoevsky, Augustine, and Hannah Arendt, Nel Noddings, John Mbiti, Toni Morrison, Eli Wiesel. 332 Contemporary Religious Thought H. Sindima, B. Stahlberg The course begins with selected historical perspectives on the connections among religion, violence, and power as a context for contemporary studies of the role of religion in society. Most of the course focuses on liberation theologies, with their emphasis on hope, empowerment, and right relationships. Voices of liberation theologians may be drawn from Latin America, Asia, and Africa, as well as marginalized people in the United States. The latter include womanist, mujerista, Latino/a, Asian-American, African-American, Jewish, homosexual, and feminist groups; most integrate personal experience with theological reflection. 333 Religious Faith and Social Ethics D. Hicks, S. Kepnes, B. Stahlberg Social ethics pursues questions about how human societies ought to organize themselves and their relations to other communities in order to realize human values. For many people around the world, religious faith provides the ultimate framework for value decisions. Texts include works by earlier religious leaders of movements for social-political-economic justice (e.g., Mohandas Gandhi and Martin Luther King Jr.) as well as very recent works addressing current issues such as ethnic/international/religious conflict, environmental devastation, globalization, and religious terrorism. In addition, one or two texts develop basic models for religious social ethics. This course is crosslisted as PCON 333. 337 Islamic Mysticism A. Spevack This course seeks to engage the mystical interpretations of Islam (Sufism) as simultaneously one of the most important historical manifestations of the Islamic experience and one of the most pertinent ones for understanding Islam in the contemporary situation. Themes explored in this class include the tradition of love mysticism embodied by Rumi, the metaphysical formulations of Ibn al-Arabi, the formation of Sufi orders, the various meditative techniques, and Sufi poetry. The class also explores the controversies surrounding Sufism in the contemporary scene, ranging from attacks on Sufism from Muslim fundamentalists to the role of Sufism in the spread of Islam in Europe and North America. This course is crosslisted as MIST 337. 339 Modern Jewish Philosophy S. Kepnes, B. Stahlberg This is a course on European and American Jewish thought, covering a spectrum of liberal and traditional figures. The course studies the ways in which Jewish thinkers have responded to the challenges of modern philosophy, religious pluralism, and feminism. Modern reformulations of traditional Jewish ideas and religious practices are discussed as well as contemporary theological exchanges between Jews and Christians. Readings are taken from such figures as Mendelssohn, Buber, Rosenzweig, Heschel, Fackenheim, and Plaskow. Previous courses in the Jewish tradition and/or philosophy are recommended. This course is crosslisted as JWST 339. 340 The Land of Israel This course is crosslisted as JWST 340. For course description, see "Jewish Studies: Course Offerings." 342 Our Secular Age J. Reinbold Do we live in a secular age? Most of us would assert that we do, but what do we mean when we make this claim? Are we referring to the political separation of church and state, to a decline in religious beliefs and practices, or to something else? These questions have recently come to occupy a central place within the study of religion. This course explores the topic of secularism from a variety of angles, including differing notions of what is meant by the term "secular"; an examination of the historical development of secular ideas and institutions; a comparison of different secular political projects; and a series of important critiques of secularism. This course encourages students to think critically and creatively about the relationship between "the religious" and "the secular," and it thus enhances students' understanding of religion, secularism, and modernity more broadly. 343 Gender and Judaism L. Cushing The focus of this course is the creation and conception of gender within Judaism. Students explore the ways in which gender is built into the scriptures, structures, institutions, and ideologies of Judaism, into Jewish religious, cultural and social life. According to Genesis, from the beginning there were male and female. To what degree are these two categories essential? To what degree artificial? How do religion and tradition enforce the gender divide, and in what ways can they be used to blur the distinctions between male and female? This course is crosslisted as JWST 343. 352 Theory and Method in the Study of Religion Staff This course takes a critical look at the history of religious studies in the modern West and proceeds to chart some contemporary developments. Some of the issues that may come under investigation include, but are not restricted to, the quest for a science of religion, the impact of gender and race theory on religious studies, theories of religion and violence, the secularization of academic approaches to religion, and the nature of religion itself. The broad aim of this course is to deepen reflection on the ways in which religion can become an object of study. 405 Sacred Texts Staff This course offers an intensive study of a corpus of sacred texts from a religious tradition, considering the nature of sacred texts and their functions in a religious tradition. The course may be repeated for credit on different texts, e.g., a book of the Bible, the Qur'an, the Dhammapada, the Bhagavad Gita, the Navajo Creation Myth. Recommended: prior coursework in religion, or permission of instructor. 415, 416 Advanced Topics in Religion Staff 426 Faith in a Religiously Plural World Staff This seminar investigates a dimension of human self-consciousness that has been addressed by means of the English word faith. Specifically, this seminar considers what leading authors have meant by the term faith and whether the notion communicated by this term might represent a generic category for understanding human religious history and our religiously plural world today. The seminar recognizes that faith is a word having been informed by the Western (European) intellectual heritage. It inquires whether faith might be global in its applicability: how, and to what extent. Consequently, the starting point for consideration is Christian, and an attempt is made to see whether a sense of faith might be extrapolated to indicate a core dimension of religiousness found in the major religious traditions of the world. Students are expected to have completed some study of at least two religious traditions, normally determined by successfully completing at least two courses offered in the department, each dealing with a different religious tradition or heritage, prior to enrolling in the seminar. 490 Honors 291, 391, 491, 591 Independent Study RELG 490 and 491 are normally open only to majors, and RELG 591 to graduate students. Academics Majors and Minors Departments and Programs Africana and Latin American Studies Art and Art History Asian Studies Biology Chemistry The Classics Computer Science East Asian Languages and Literatures Economics Educational Studies English Environmental Studies Film and Media Studies Geography Geology German History International Relations Jewish Studies LGBTQ Studies Linguistics Mathematics Medieval & Renaissance Studies Middle Eastern and Islamic Studies Music Native American Studies Neuroscience Peace and Conflict Studies Philosophy Physics & Astronomy Political Science Psychology Religion Academic Program Course Offerings Faculty and Staff Off-Campus Study Events Romance Languages and Literatures Russian and Eurasian Studies Sociology and Anthropology Theater Women's Studies Writing and Rhetoric Off-Campus Study Core Curriculum Student Research Fellowships & Scholarships Scholars Programs Pre-Professional Planning Academic Calendar University Catalogue Course Offerings Libraries RELATED LINKS


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David Duke Carr (twitter: @DCarr8)
Position: QB
Height: 6-3 Weight: 215 lbs.
Throws: Right
Born: July 21, 1979 in Bakersfield, CA
High School: Stockdale
College: Fresno St. (school history) (Carr college stats)
Drafted by the Houston Texans in the 1st round (1st overall) of the 2002 NFL Draft.
Weighted Career AV (100-95-...): 44 (1926th overall since 1950)
Relatives: Brother of Derek Carr
Other SR Links: College Football at Sports-Reference.com
Our primary support comes from users like you. Sponsor this page for $30. Your message will replace this ad.
|0 Accepted Penalty

subset: commoncrawl


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Shower Tile
Tile is a popular choice, especially in the shower stall. Ceramic tile is water-resistant and non-porous. Stone tile is luxurious, imbuing your space with richness and warmth. Either way, the choices in tile range far and wide.
For instance, ceramics come in mosaic styles, hand-painted designs, custom colors, and glazed or unglazed varieties. There are numerous choices in stone tile; but be sure to check with your contractor to find a variety that suits your shower floor. In the meanwhile, look through our shower tile gallery to find shapes and designs that work well with your bathroom theme.
How much will Bathroom Remodeling cost you?
Limited Time Offers from Our Partners
Why Calfinder?
- Get multiple estimates to compare
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Our network of established contractors stretches across the US and are ready to help you remodel your home.
Remodeling tweets and photos posted daily. Join Us on Twitter


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As the year finally, inevitably takes it turn into wintry weather, it's a good time to duck indoors this week for some sterling options - of which there are several - including some that are ongoing and of course we'll examine the best way to get your actual trick-or-treat on, with multiple choices awaiting hip-hop fans.
Multi-platinum rapper The Game celebrates his Halloween at The Complex tonight for what should be a fairly intense gig. Tickets start at $22 and are at smithstix.com. Also, Method Man will headline a gig at The Depot that starts at 9 p.m. Tickets for this are also at smithstix.com and start at $20. Check out Method Man's "Bring The Pain," right here:
For a more mellow vibe, head to The State Room as Stonefed and Marinade will usher in Halloween starting at 8 p.m. Tickets are just $10 for what will likely be more than three hours of tunes.
If hair metal is your thing, The Depot is the place for you Tuesday night when Tesla hits town. It's an acoustic tour, so you KNOW you'll see their famous cover of "Signs" via Canada's Five Man Electrical Band. That song, along with the band's original "Love Song," were massive radio/video hits about 20 years ago. I'm sure they still have some fans, just don't expect to see yours truly.
A fine indie-rock singer-songwriter rolls into The Urban Lounge on Tuesday night as A.A. Bondy returns to SLC. This guy has written more good songs than you're probably aware of - and I hope he draws a good crowd on what will likely be a wet, cold night. Check out Bondy's music right here:
Also Tuesday, you can sign up for a dose of Louisiana blues courtesy of guitarist Tab Benoit at The State Room. Check out Tab's "One Foot In The Bayou."
And don't forget that it's the last week for two fine local theatrical productions here in Salt Lake City. At the Rose Wagner, "Lady Macbeth" from Plan-B Theatre Company ends on Sunday. And at the Pioneer Theater, "The Tempest" wraps up Saturday. Plenty of showings of both are slated for this week.
And finally, former Soul Coughing frontman Mike Doughty And His Fantastic Band will be at The State Room for a solid Wednesday night gig. Tickets remain available.


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Virtualizing Microsoft SQL on VMware vSphere
Exceed the Performance of Physical Servers
Consolidate multiple resource-heavy SQL Server virtual machines on a single host without compromising performance or scalability.
vSphere 5.0 delivers the best performance out-of-the-box thanks to key enhancements such as:
- Virtual machine scalability increased to 32 vCPU and 1TB of memory
- VMware vSphere Disk IO scalability increased to more than 1,000,000 IOPS, enabling VMware ESX to support IO-intensive applications including large SQL databases
- VMware vSphere network IO increased to 36 Gbps
- Improved resource management for greater scalability of multi-CPU virtual machines
Scale Up SQL Server Performance
VMware vSphere 5.0 can match or exceed native performance for more than 99 percent of SQL instances. A recent TPC-E workload study demonstrated that in typical situations, virtual machines provide 90 percent to 98 percent of the native physical performance, even for larger 8 vCPU configurations.
SQL Server Performance in Consolidation Scenarios
Mutiple SQL Server virtual machines can be consolidated onto a shared ESXi host with minimal impact to individual virtual machines. vSphere ensures fair distribution of resources even with the most intensive workloads to achieve impressive aggregate throughput.
Related Resources
- DBA Guide to Databases on VMware - White Paper PDF
- Availability and Recovery Options for Microsoft SQL® on vSphere PDF
- Best Practices Guide for Virtualizing SQL Server PDF
- SQL Server on vSphere FAQ PDF
- Support and Licensing Guide – SQL Server on vSphere PDF
- SQL Server on vSphere - Use Cases PDF
- SQL Server Performance on vSphere 6.0 PDF
- Reference Architecture: EMC Business Continuity for SQL Server 2008 PDF
- Reference Architecture: EMC Solutions for Tiered Storage for SQL Server 2008 PDF
- Reference Architecture: SQL Server on Dell PowerEdge R810 Servers and EqualLogic Storage PDF
- VMware VROOM! Blog


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Contact Us
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Meridian foods Ltd.
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: Hotel Sea Crown started it′ business from late 2004. Sea Crown is a three Star Deluxe Ho
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Grunge emerged from the Pacific Northwest as a loud, distorted marriage of punk rock and heavy metal. It reflected the socio-economic realities of life in that corner of the country - joblessness, broken homes, gray weather - offering noisy catharsis for a generation of post-baby-boomers who felt trapped in their lives. Grunge dominated rock during much of the Nineties, thanks to the overwhelming success of such Seattle-bred bands as Nirvana, Pearl Jam, Alice in Chains and Soundgarden.
The origins of the Seattle scene date back to the appearance of Subterranean Pop and the Seattle Rocket - music papers that covered the underground scene in Seattle and beyond. Seattle cultivated a vibrant local music scene in the mid-1980s that was nurtured in the block-party atmosphere of Pioneer Square. Such clubs as the Central Tavern, the Vogue and the Rainbow served to develop a new breed of band that borrowed from hardcore, heavy metal, glam-rock and, most importantly, art-noise bands such as Big Black, Scratch Acid and Sonic Youth. Early bands on the scene included Malfunkshen, Young Fresh Fellows and Green River. Sub Pop, a Seattle-based independent label, began recording the city's best bands using a decidedly anti-corporate strategy. The label initially marketed its artists through singles and EPs, using blurry black-and-white photographs to suggest grunge's subterranean demimonde.
The term grunge evolved through word of mouth. As Nils Bernstein, of Sub Pop, recalls, "People here used the word tongue in cheek: 'It's kind of like dirty, scuzzy, grungy music.' 'What do you call it?' 'Oh, I don't know...grunge!'" Soundgarden and Mother Love Bone were the first of Seattle's alternative bands to sign with major record companies. In September 1991, the cornerstone albums of the Seattle scene - Pearl Jam's Ten and Nirvana's Nevermind - were released. Seattle thereupon became a full-blown rock and roll capital. Nirvana leader Kurt Cobain's shocking suicide in 1994 sent a sobering note to the rest of the world, and by the end of the decade Seattle's prominence in the music world had begun to dim.


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ACED Links
Advisory Committee - Our VSU advisory committee home page.
American Society for Performance Improvement (ISPI) - Professional society
American Society for Quality (ASQ) - Professional society
American Society for Administrative Professionals - Professional Society
American Society for Training & Development (ASTD) - World's largest association dedicated to workplace learning and performance professionals.
Association for Career and Technical Education - Largest national education association dedicated to the advancement of education that prepares youth and adults for careers.
Association of Record Managers and Administrators - Non profit association and the leader in education and training for records and information management professions.
Board of Regents of the University System of Georgia- Provides all policies for university of Georgia schools.
Center for Occupational Research and Development - Provides educational tools and innovative programs to empower faculty and prepare students for greater success in careers and higher education.
Council for Adult and Experiential Learning - CAEL is a nonprofit that works with all levels within the higher education, public and private sectors to make it easier for people to get the education and training that they need.
Georgia Association for Career and Technical Education - provide educational leadership in developing a competitive workforce by providing opportunities for Professional Development, Program Improvement, Policy Development, Public Relations, Student Leadership, and Unification.
Georgia Association of Educators - Professional organization for public education professionals in Georgia.
Georgia Business Education Association - Serves individuals and groups involved in instruction, administration, research and dissemination of information for / about business at all instructional levels as they successfully accomplish the purposes of business education.
Georgia Professional Standards Commission - Approve teacher education programs in Georgia.
Georgia State Department of Education- Governmental policy making body for Georgia public schools.
International Association of Administrative Professionals - Enhance the success of career-minded administrative professionals by providing opportunities for growth through education, community building and leadership development.
International Vocational Education and Training Association - Organization and network of vocational educators, vocational skills training organizations, business and industrial firms, and other individuals and groups interested or involved in vocational education and training worldwide.
The Academy for Career & Technical Teacher Education -
The Association for Teacher Education - Advance and promote excellence in science, technology, engineering, and mathematics teacher education emphasizing the technology and engineering areas of teacher education.
National Association of State Directors of Career Technical Education Consortium -
National Business Education Association - Business Education Professionals can review and receive current information from their national organization as they prepare students for the ever-changing world of work.
National Education Association - Advocate for education professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world.
National Research Center for Career and Technical Education - Research center to help improve technical education across the U.S.
Society for Applied Learning Technology (SALT) - Membership information included on site.
Southern Business Education Association - Business education in the Southern region of the U.S.
TeachGeorgia - Find employment opportunities in Georgia public schools.
Technical College System of Georgia - Where to find Georgia technical schools as well as Adult Education classes.
University Council for Workforce and Human Resource Education - Provides leadership for teaching, research, and service initiatives amongst career and technical education and human resource development.
U.S. Department of Education Office of Vocational and Adult Education - Help with student loans and grants for Adult Education.
U.S. Department of Labor - Home page for the Department of Labor.
Vocational Information Center - History of vocational education, current legislation news, statistics, associations, organizations, and vocational teacher preparation classes.


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Fans of Shipyard Pumpkinhead Ale need to be at Crooked Bayou in downtown Orlando on Saturday night:
"It's that time of year again . . . come out and celebrate the return of the Pumpkinhead. Release party begins at 10 p.m. on Saturday, August 28. Mumpsy, Architects of Fear, and DJ Smilin Dan are taking care of the music. A $5 cover includes your first Pumpkinhead and for every Pumpkinhead or PumpkinBomb you purchase, you get an entry into the prize raffle!"


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My red and white umbrella casts a meager shadow over the path; puffs of hot dust lift from each footstep as I lengthen my stride across the flat ground. Around the next corner, I finally see the summit of Kunyang Chish East (24,278 feet), another unclimbed peak in the Karakoram Range of Pakistan.
It's been a year since Vince Anderson and I climbed Nanga Parbat (26,600 feet) in the same region, so it seemed like the right time to go off the beaten track and attempt another great, steep wall on an unknown summit. We were drawn to this mountain's warm south face, which has the added benefit of clearing quickly after storms.
Fast-forward two weeks. I lead across a snow-covered rock slab and up to a small stance below a ridge. Above me, skyscraper towers of black rock march up along the toothed ridgeline and snow sags limply from every surface; a misty, damp fog masks the afternoon sun. Vince climbs up looking past me as he stops at the belay and says, "That doesn't look easy." We had hoped this route would provide an easy way to acclimate.
"Yeah," I reply, "it looks hard and dangerous."
We continue for a while but then retreat, aware that we've set back our acclimatization plans.
I wake to a canopy of stars. I feel lazy, limp, like I want to go back to sleep. I shake myself awake and reach for my boots. Our first day on the ascent starts easy with moderate ice slopes we can steadily climb without ropes. We each go our own pace; I go fast to see if I can find a spark. When I glance back, Vince is uncomfortably far away and I wait for him.
Back together, Vince leads off, keeping an ice screw clipped to the rope between us. We don't say another word the rest of the day until I climb over the lip of the ice cave and see Vince grinning. "Amazing!" I say, swinging my pack onto a perfectly flat bivy.
Three days in, Vince leads several pitches of steep and runout mixed climbing far above the deck. I'm gasping to follow with the heavy pack, fearful of slipping, hoping the belay is good. I'm impressed because we are higher than the summit of Denali and he is onsighting insecure M6 pitches with just two good pieces of pro. I arrive at the belay, lungs spent and breath heaving.
Two hours later we crest the face and climb together up deepening snow to a fine, flat ridge. We pitch our tent on a perfect bed of snow. Unclimbed Himalayan peaks – one after another – swell out across the horizon.
In the morning it is frostbite cold, and we haven't slept well. The lassitude we've been accumulating for six weeks seems to collapse onto our shoulders all at once. Stubbornly, I sit up and start the stove, nearly freezing the tips of my fingers in the process.
It's past noon now. Vince pushes an energy gel into his mouth, takes a swig of water and passes the water bag to me. He looks beaten down and tired. I feel worse than he looks. I open the one-liter bottle of meal-replacement shake, tip the bottle and drink half: 2,000 calories down the hole. Man, that stuff tastes awful. "OK, man, let's see how badass this mountain is!"
Vince's head jolts up, he smiles and I reach over to put him on belay. He leads out slowly. The snow is knee-deep and a cornice looms to our right; after 50 feet, the ridge steepens. He's shoveling the snow with his hands, trying to make some progress.
I feel it, know what's about to happen, and kneel in the snow. The energy drink comes up. I vomit at my feet and try to kick some snow over the stain.
Vince turns around, "You OK?"
"Just a cramp. I'm OK. How's it look up there?" But he doesn't reply. He turns back and continues his attempt to climb the steep snow, but can't. We have to turn around. Disheartened and now shivering with a sudden chill, we start down and reach our tent by dusk. It's over.
Back home I search for answers. I feel an odd mix of shame and pride that we didn't summit Kunyang Chish East. Shame that we didn't have it in us. Pride that we were able to turn back so close when the warning signs were telling us to retreat. We were unfocused, tired and undermotivated. We never properly completed the crucial task of acclimating. Above all, we were not recovered, physically or mentally, from the huge effort on Nanga Parbat twelve months earlier. Unfortunately, my ego wouldn't let us take a break.


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The Little Creek Volunteer Fire Company Auxiliary will host a chicken salad and soup sale through Jan. 12.
Price list include: Chicken salad, $6 pint; $10 quart; Ham and bean soup, $6 pint; $7 quart; Vegetable beef soup, $6 pint; $8 quart; Manhattan clam chowder, $6 pint; $8 quart. Pick-up will be from 11 a.m. to 1 p.m., Jan. 19 at the Little Creek Fire Co. Social Hall, Route 9, Little Creek.
All proceeds will benefit the Little Creek Volunteer Fire Company Auxiliary. Orders must be placed with any member of the auxiliary or by calling (302) 734-5071 or (302) 734-9001.
Location, ST | website.com


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TCG cards
Category page
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This category is a listing of all Yu-Gi-Oh! Trading Card Game cards.
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Live blog - Opening day for Major League Baseball
Published: Monday, March 31, 2014 at 5:00 p.m.
Last Modified: Monday, March 31, 2014 at 5:00 p.m.
We're following Major League Baseball Opening Day live across the country. Follow for updates, insights and highlights from the best day of the year for an MLB fan.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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Excuse me for the newbish question in advance but how should I make sure I don't make a mistake converting from RPN to infix notation when I don't know if some of the numbers aren't two-digit ones or when I do that some are but I don't know which ones? For example, how do I know if I should evaluate $112+$ to $11+2$ or $1+12$? Or such thing is impossible to evaluate when I don't know where the enters were put in?
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You have to know where the breaks are (where the user pressed enter). In RPN, you put one number on the stack, put a second number in the next spot on the stack, and then do an operation on those two numbers. If you don't know the contents of each position in the stack (i.e., you don't know if 112 is 11 in one position and 2 in the other or 1 in one position and 12 in the other) then you can't evaluate it.
HP RPN calculators had (have?) an ENTER key for that reason. See this image.


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Melissa McCarthy Gossip
Melissa McCarthy gossip, latest news, photos, and video.
Bridesmaids & Angels
March 18, 2011 13:04:00 Posted at March 18, 2011 13:04:00
There was some serious strutting happening the other day on the set of Charlie's Angels in Miami as Minka Kelly, Annie Ilonzeh, and Rachael Taylor, all dressed in white, stomped around in heels for a scene that obviously involves a lot of smiling, hair blowing, and gorgessity. A classic Angels moment. Full Story
WTF of 2010
December 21, 2010 12:30:00 Posted at December 21, 2010 12:30:00
Written by Duana So there I am in the nail salon, in the middle of a rather intense conversation with Lainey, when I had to stop, even though I was being a terrible friend and all, to point out that a certain gossip rag indicated that Melissa McCarthy and Jenny McCarthy are first cousins. Full Story


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Quick View
Cato Corner Farm
Cato Corner HooliganOur Cavemaster has reported numerous instances of Cato Corner Hooligan roughhousing Raclette and getting fresh with Fontina, but it's a risk we're willing to accept from this pungent, beefy tomme... Read More
Quick View
Quadrello di BufalaSomething old-7th century Italian cheese. Something new-Quadrello, not mozzarella. Something borrowed-Taleggio recipe. Somethingbuffalo? Creamy-sweet paste with washed rind funk. Read More


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With a proven track record of providing world-class care to patients in more than 30 pediatric specialties, we are a model for other pediatric hospitals. Infants, teens and young adults belong in a children's hospital where they can get specialized treatment from caregivers who know the important differences between children and adults.
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Children are our most precious gifts, so we at Children's Healthcare of Atlanta thank you for trusting us with your child's care. We understand how serious this responsibility is, and work every day to give the best care to our patients and their families.
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Turtle Praline Tart RecipeRead Reviews Be the first to add a review
- 1 sheet refrigerated pie pastry
- 36 caramels
- 1 cup heavy whipping cream, divided
- 3-1/2 cups pecan halves
- 1/2 cup semisweet chocolate chips, melted
- Preheat oven to 450°. Unroll pastry on a lightly floured surface. Transfer to an 11-in. fluted tart pan with removable bottom; trim edges.
- Line unpricked pastry shell with a double thickness of heavy-duty foil. Bake 8 minutes. Remove foil; bake 5-6 minutes longer or until light golden brown. Cool on a wire rack.
- In a large saucepan, combine caramels and 1/2 cup cream. Cook and stir over medium-low heat until caramels are melted. Stir in pecans. Spread filling evenly into crust. Drizzle with melted chocolate.
- Refrigerate 30 minutes or until set. Whip remaining cream; serve with tart. Yield: 16 servings.
Reviews for Turtle Praline Tart
"To Roseannf: the other 1/2 cup cream is used for whipping and placing a dollop on top of the finished pie. It states this in the last paragraph of the recipe."
"This sounds soooooo yummy, my only problem is, where is the other 1/2 cup of cream used? It says 1 cup of cream divided, but only 1/2 cup is used to melt the caramels"
"A nice recipe. I have made this before and also used mini cupcake pans Baked pastry, added a bit caramel mixture, chopped nuts and chocolate drizzle. it is a hit all the way around! it is a recipe I would make again and keep in my favorite box."
"Kathy here! Just a heads up that I DID NOT put the foil in my recipe. I guess the editors thought it was required, but I did not! So sorry about that !!!"
"Thank goodness for the foil warning! I hope you don't use a microwave, any electronic devices, a cell phone, flourescent lights, or breathe the air.Tart was wonderful."


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Here's a personal narrative I wrote a year back:
Note to self: Never put my money where my mouth is
Time and time again, my childhood has consisted of one embarrassment after another. It was clear, at a young age, that I was very prone to setting myself up for disaster. It's almost like a curse; one that's never seemed to let up in my life. Just when I think nothing can go wrong, my fat mouth has to open up a new can of worms, and I helplessly wait for my punishment to follow. One such scarring moment was when I made a silly bet that would ultimately revoke my man card. I was foolish enough to let my ego get the best of me, and the price I paid would have been devastating for any pubescent 6th grade boy in the process of becoming a man.
It was my firm belief that if I put my mind to it, I could finish any meal, no matter what the size. Boy was I wrong. As my family and I sat down at our booth seats in Native New Yorker, I thought to myself, " Man I am so hungry, I could eat a horse!". I might have taken that expression a little too far. Feeling like quite the daring young man that I was, I snatched the menu and immediately skipped over the kid's meal portion to the entrees. I had my eyes on the prize. Skimming over the myriad of dishes that would have stuffed a full grown adult, I found what I've been looking for; the meatball sandwich supreme. Little did I know, this sub was big enough to feed a family of four. Unfortunately, I let my stomach do all the thinking for me, and carelessly I ordered my sub without so much as a second thought.
My Mom immediately bursted out laughing, and suggested I find something that I could actually fit in my stomach. I felt very deeply offended by the notion that I couldn't eat an entire meatball sub, so I pounded my fists down upon the table and made one of the biggest mistakes of my life by saying, " How much do you wanna bet I could eat that sub?!". I sealed my own fate with those words. Oh, how badly I long to go back, and eat those words rather than the sub , thus sparing myself a world of humility. My mother, intuitive as ever, smirked and created the terms to our bet and the conditions were the following: should I eat the sub, my mom will pay me five dollars cash, however, should I fail to do so, I must run around the park in our apartment complex twice, hollering " I'm a little ballerina" while wearing around my waist a tutu. You'd think that five dollars could never be worth that much of a risk, but you underestimate how extremely hell bent I was on eating that sub. My self confidence prevented me from evaluating the possibility that I could very well end up in a tutu. Shoot, the very idea of wearing one of those alone should have scared me away. Perhaps that was my Mom's intention by threatening me with the tutu, but of course my stubbornness wouldn't allow me to reason.
I stuck to my bet, absolutely positive that the sub will be no obstacle for me. When the waiter brought us our food, and set down the monstrosity that was my sub in front of me, I took a deep breath. Whatever certainty I had about tackling this gargantuan of a meal had vanished. Instead I began feeling sick. Bite after bite, I struggled to eat what seemed to be growing even larger and larger. The sub was so colossal, I had to resort to using a knife and fork. My family watched, plates all licked clean, as I shoved what more I could into my rupturing gut. With little more than half the sub to go, I surrendered, nearly passing out right then and there. My mom knew best, and now it was my duty to be a man of my word, so she could bask in the glory of watching me learn my lesson.
Upon arriving to our home, I secretly hoped my mom would forget the bet we made. There was no such luck. She brought out the tutu right away, as if she had been planning this all day, and told me to change into it. My stomach sank, realizing that this was really happening. To make matters worse, she even took the liberty of bringing her digital camera, so that she could immortalize the moment forever. Luckily her battery was low, so she could only snap off a few photos rather than recording it all on video. Before I knew it, I was in the tutu, and praying that nobody would be around to see me make a fool out of myself. I slipped on a pair of rollerblades, in hopes of making two trips around the park faster than I could on foot. That hardly made a difference, for the few minutes that I spent skating around the park in the tutu, shouting "I'm a little ballerina", and degrading myself to the likes of an utter buffoon, really felt like several hours of excruciating torment.
Although this may be engraved into my mind permanently, I now have something to remind myself to never forget to evaluate the situation before jumping to any conclusions or making rash decisions. If I'm ever feeling sure of myself, to the point that I feel the need to bet on it, the last thing I'll do is risk losing my man card again. You can count on that.


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Years ago, when my daughter was in first grade, she wrote and illustrated a story, "Two Dogs for A Family," typed and bound by the volunteer "publishing moms" at her school.
There are many different colored dogs. There are striped dogs, black-and-white dogs, and brown dogs.
I'm getting a dog. I already know his name. His name is going to be Sport. I have to brush it, feed it, walk it, and play with it. But when we move to Pennsylvania, I'm getting my dog. My little sister will get a dog too. We will have a lot of fun.
On the reader response page, where classmates and family could leave their comments, I told her how much I loved her book and how proud I was of her schoolwork. I also wrote that when the day comes, we'd only be getting one dog. I wanted it noted on paper.
It was late on a Sunday afternoon in August, and my parents and I had just seen a play in New York. I called my husband, who had been hanging out with the girls at his parents' place, to find out where to meet for dinner.
"Just come here, and we'll bring in Chinese food," he said.
"I thought we were going out."
"Everyone's tired. It'll be easier to eat in. See you soon," he said, rushing off the phone.
When we arrived at my in-laws', I was the first to enter the apartment. On the living room floor, surrounded by the adults, sat my daughters and a puppy. "Look Mommy! Isn't he cute?" my older daughter said, holding the white fur ball tightly around the middle.
"Oh no! What did you do?" I asked my husband.
"Isn't he adorable?" he said, pushing out his bottom lip and making puppy eyes himself.
My body stiffened. "I don't understand," I said. "Where'd he come from?"
"We took a walk to the pet shop, just to look," he said. "They had a few Bichons, and they gave us this one to hold. He was so friendly and sweet, we couldn't just leave him."
"I can't believe you did this without asking me!" I shouted. "We just moved!"
At that moment, I heard my mother mutter to my father, "What a jerk! How inconsiderate."
"Can we take this into my parents' room?" my husband asked, motioning to the girls on the floor.
In the bedroom, I let him have it. I said that it wasn't that I didn't want a dog, but that the timing was bad. I needed time to settle us in and was looking forward to a few hours to myself once the kids were in school. He apologized for acting on impulse and not considering my feelings. He also said his parents would take the dog if I needed more time. I knew better. I knew we weren't leaving without that dog.
Those first weeks, I was introduced to the trials of puppyhood. "Don't you hear that dog whimpering in his crate?" I'd say to the sleeping body next to me. "Get up!" I'd shout. My husband would dutifully get out of bed and go to the dog. Having blindsided me with a pup, he wouldn't dare dream of shirking doggie responsibilities. However, during workdays, and on nights when he came home late, I did the dog walking. "Sport! Find a spot, get busy!" I'd command, as he leisurely circled and sniffed the grass. I cleaned up accidents and pulled socks and underwear from his mouth. Still, I found taking care of a dog easier than raising a child. "At least I can go out and leave him in the crate," I'd say to friends.
There was play and bonding too, just as my daughter had so simply stated in her story. Sport was happy to fetch a ball or sit for a minute while the girls brushed him, part of a game they called "groomer." They shot entire rolls of film with our pup as their model. Sport in sunglasses, Sport wearing a princess crown, and Sport sleeping.
I was proud watching them take ownership. At the bus stop, kids would come up and ask if they could pet or walk the dog. "Sure," they'd say without hesitation and then demonstrate how Sport liked to be stroked and instruct not to tug his leash. I found myself thinking about the summer when I was 10 and lied to my camp bunkmates about having a dog. It didn't seem like a fabrication, since my grandparents left their toy poodle with us whenever they went on vacation. Not only did these girls brag about their private schools and country homes, they went on endlessly about their dogs. I just wanted to be part of their club.
Now, I could say I was an official member. Nothing says you're a dog owner like getting your pup to give up a squirrel that he's hunted by offering a hot dog, using baby talk to coax him out from under a chair at the vet's, or throwing him a party. For Sport's first birthday, the girls each invited a friend, and I invited the Newfoundland dogs and their child companion from across the street. Thankfully, only one of the two 150-pound canines showed up, since there was only so much homemade, doggie meatloaf cake to go around.
My husband and daughters may have fallen in love with Sport at first sight, but for me, it took a little longer. It wasn't until his rambunctious puppy period had passed that I really noticed his sweet, affectionate disposition. It wasn't until we were settled into our new home and daily routines that I fully appreciated having a pet, one that would follow me from room to room and sit at my feet while I worked at the computer.
Today, Sport is 14. My older daughter races to him when she comes home from college; the younger one has framed photos of him for her freshman dorm room. He's thinner than he used to be and has mild arthritis and cataracts. When I walk him after dark, along with Candy, our second Bichon (two dogs for a family, after all), I wear a headlamp to guide him. At night, he moves from the foot of my bed, to the spot at the curve in my body, and then to the edge of my pillow. I take comfort in listening to his gentle snoring. Come September, when the girls are gone, I will take comfort in having him near.


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God, will you pair with me
mex would kill for Polygamy to be legalized. that way we'd have one big PD wedding.
oooooooh. i didnt know. also, you can call me sasuke.
i dont do things that way, sasuke72uchiha
but you always call me walrus
is there a double standard I see here?
crappy people- full name
good people- nicknames
where is that guy in your signature from? is it FFXII?
speaking of which, I was playing that game today and the attack system is so goddamn confusing. and I must say I was rather distraught that the prince died.
jesus I found some weird pokemon song on singingfish
Yea the guy on his sig is Balthier. The attack system is poor. And the Attack Gauge is a pain in the ass.
You suck for saying that
1. Yes, he is from FFXII, he is the skypirate that joins the team called Balthier
2. I say the attack system is a welcome relief from the same system FF had for years
3. I was pissed when Rasler died. He didn't even utter one word, he was too cool to die from an arrow to the heart.
4. The king died too 0_o
You cunt whelp! Those are SPOILERS! Alert me next time! I don't even want to play that game now.
yeah and i was starting to play the game and was going to get back to it after beating metal gear solid
The attack system is decent. Not at all a welcome relief as they could have added a little something to the classic style(like they did in FFX) but it's not bad.


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MTA News
Current News
Friday, May 18, 2012 - 07:00
This week, New York City Transit's Eagle Team members were presented with a 2011 Unit Citation for the excellent work they performed throughout the year.
Wednesday, May 16, 2012 - 07:00
The sound of harmonious voices and musical instruments from across the globe echoed into the granite halls of Grand Central today as the MTA held its 25th annual auditions for its Music Under New York program.
Wednesday, May 16, 2012 - 07:00
During the bustle of the evening commute at Penn Station, LIRR President Helena Williams recognized two 37-year, charter members of Mail&Ride -; the LIRR's widely-popular monthly ticket home-delivery service.
Monday, May 14, 2012 - 07:00
Taking a page from the past, 150 toll booths at all nine MTA crossings will once again be a uniform color, MTA blue.
Monday, May 14, 2012 - 07:00
MTA New York City Transit is bringing FASTRACK back to the Sixth Avenue Line. Beginning Monday, May 14, the  Lines will be shut down from 10 p.m. until 5 a.m.
Monday, May 14, 2012 - 07:00

This weekend, we rehabilitated tracks and signals on the  Line near Borough Hall and continued rehabilitating the Dyckman St station on the  Line.

Friday, May 11, 2012 - 07:00
The Cross Bay Veterans Memorial Bridge is turning 42 this Memorial Day or is it really 73? Maybe, it's 122? It's all a matter of perspective.
Friday, May 11, 2012 - 07:00
Far Rockaway residents now have access to a fully rehabilitated and ADA compliant station.
Friday, May 11, 2012 - 07:00
Six Verrazano-Narrows employees were honored for their heroic acts in saving the lives of two people in separate suicide attempts at the bridge.
Thursday, May 10, 2012 - 07:00
GCT joins the Erie Canal and Hoover Dam on the American Society of Civil engineers' list of civil engineering landmarks.
Thursday, May 10, 2012 - 07:00
Free events from 11:00 a.m. -; 4:00 p.m. includes live entertainment, exhibits, kids' activities, model train displays and tours of Amtrak equipment, freight, private and Metro-North trains.
Thursday, May 10, 2012 - 07:00
The  Extension Project, now 65 percent complete, has just received its first set of rails.
Thursday, May 10, 2012 - 07:00
One of the MTA's top priorities is keeping its workers safe.
Thursday, May 10, 2012 - 07:00
New MTA Long Island Rail Road timetables will take effect on Monday, May 14. The new schedules include the restoration of half-hourly, midday service on the Port Washington Branch on weekdays, as well as adjustments to schedules or midday busing in place of trains on various branches to support the summer track construction work.
Wednesday, May 9, 2012 - 07:00
MTA Long Island Rail Road will provide extra train service between Ronkonkoma and Greenport on Saturday, May 26 and Sunday, May 27 when the beautiful seaside village of Greenport plays proud host to a breathtaking array of sailing ships participating in the annual Tall Ships Challenge.
Tuesday, May 8, 2012 - 07:00
A team of MTA Bridge and Tunnel Officers is credited with arresting a parole violator with several outstanding felony warrants after corralling him inside the Brooklyn-Battery Tunnel.
Monday, May 7, 2012 - 07:00
This weekend, track workers poured concrete around newly laid track just north of the Atlantic Av-Pacific St station on the   lines.
Friday, May 4, 2012 - 07:00
This Sunday, May 6, New York City will host the TD Bank Five Boro Bike Tour. The best way to get to the tour is by train. Here are some tips.
Wednesday, May 2, 2012 - 07:00
In an effort to keep traffic moving, the 37th Street entrance to the Queens Midtown Tunnel is being reopened to cars only weekdays between 11 a.m. and 11 p.m.
Wednesday, May 2, 2012 - 07:00
Work equipment plays a vital role in maintaining safe, reliable service across the entire subway system.


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A 24-year-old man arrested in a Milton drug raid last month was charged with heroin possession again on Friday following a drug bust in Dover.
Colby T. Hopkins had just purchased 130 bags of heroin from a police arrested him and his dealer as they sat in a minivan in the parking lot of a Wendy's at 1710 N. Dupont Highway about 6 p.m., according to Delaware State Police spokesman Cpl. John Day.
The dealer, 31-year-old Wilmington resident Jamar K. Tate, was found with another 650 bags of heroin in his pants, as well as $500 in suspected drug proceeds, Day said.
Tate is charged with possession of a controlled, possession with intent to deliver a controlled substance, delivery of a controlled substance conspiracy and possession of drug paraphernalia.
He is being held in the James T. Vaughn Correctional Center in Smyrna on a $39,000 cash bail.
Hopkins is charged with possession of a controlled substance, possession with intent to deliver a controlled substance, conspiracy and possession of drug paraphernalia.
He is being held at the Vaughn Correctional Center on a $32,500 cash bail.
Hopkins previously had been arrested in a Jan. 18 drug raid at a home in 600 block of Bennett Street in Milton.
At that time, he had been found in possession of a small amount of heroin, 3 gram of marijuana and prescription medication used to treat opiate addition, according to police.
Hopkins was charged with possession with intent to deliver heroin, possession of marijuana and possession of a Schedule III controlled substance, although the status of that case was not immediately available Saturday.
Following his Jan. 18 arrest, Hopkins was being held at the Sussex Correctional Institution in Georgetown on a $2,250 secured bond
Friday's arrests were the result of a multi-agency investigation into heroin sales that included officers from the Delaware State Police Drug Unit, the Delaware Division of Probation and Parole, the Milford Police Department and the Dover Police Department, Day said.
Location, ST | website.com


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Dec. 8
300 block of Vine
SPD Ptl. Jeffery Bokker was dispatched for a man climbing a fence of a business. When he arrived he found a man matching the description walking down the street. The officer asked the man what he was doing climbing the fence and the man replied, "I don't know, I'm drunk." The officer also asked the Casscoe native how he ended up in this part of town and the man replied, "I don't remember anything, I'm drunk." The man blew a .136 on the portable Breathalyzer and was placed under arrest for public intoxication.
Dec. 9
Unknown Location
SPD Ptl. Jessica McSwain took a report from a man who said someone stole his EOR Rebel T41 digital camera from his vehicle.
Location, ST | website.com