text:
Just thought folks might like to see my newest tradecard.
It is a Singer card from the early 1880's, I love the back with all of the info!
Welcome to the Quilting Board!
Just thought folks might like to see my newest tradecard.
It is a Singer card from the early 1880's, I love the back with all of the info!
I was thinking that there were 538,608 Singers sold in 1880. I guess one slipped by me when I wasn't looking.....
CD in Oklahoma
"I sew, I sew, so it's off to work I go!!!"
ThayerRags Fabric Center
Hello Everyone, I just joined and thought I'd post a couple pics of some of my herd.These are my two newest machines,a Brother 160 Cambridge and a Brother 210 Selectomatic IV.
Cari, We also have threads for old Japanese machines here are some links - feel free to shoot some pics and post!
just for clones:
Will the REAL 15 clone please stand up
zig zag and other badged Japanese machines:
Vintage Japanese 'Badged' Zig Zag and Straight Sew Sewing Machines
Badged Japanese machines with fancy stitches:
Vintage Japanese 'Badged' sewing machine with fancy stitches
NEVER let a sewing machine know you are in a hurry.
good mothers let you lick the beaters - great mothers turn it off first
Thanks Miriam, I'm sure I'll be posting in all of them soon!
That pink one is awesome!
"Neglect to oil the machine will shorten its life and cause you
trouble and annoyance" Quote from Singer Model 99 Manual
Domestic model 999M freearm zigzag. Bought it yesterday for the low, low price of $5.00 cash.
Evidently sold under several nameplates such as Nelco, Singer, Domestic, and White model 999 or 999someletter.
Made in Taiwan instead of Japan, but seems like a good 1980-ish machine, similar to my Kenmore 6 but has more stitches. Takes Singer low shank style attachments. Some of the factory attachments came with this but some are missing. I haven't popped the cover to see how much plastic, but a YouTube of the White version said only a couple plastic pieces.
Download the manual free from Singer support site. :-)
I was a kid in the '70s and my mother "antiqued" some old furniture that was already ugly and painted. Those kits came in that colonial type colors. These are what I remember, because I was with her at the store when she picked her colors: that green, a slate-ish blue, a brick red, a harvest gold, and something like a light-oak tan. You painted, then rubbed the antiquing glaze over it as the second step after the paint had dried.
Last edited by MadCow333; 08-28-2014 at 12:23 PM.
fyi on the Domestic 999M cams --- "We are plastic, if you please. We are plastic, if you don't please. " haha
But the machine hasn't been used much at all, and I am sure I will get my $5 of use out of her. Has that white grease on the gears, too, doesn't it?


text: I'm going on a trip to a city with outdoor rinks, and so I went to my parents' house to get my old skates. I was elated to find that my parents still had them, but disappointed when I found them buried in a box of clothes with rust spots all over them. Pictures here Would a sharpener be able to grind out those rust spots or should I just leave the skates at home? Also, I know this is crazy, but I'm wondering if my old skates would actually be better to skate in versus horribly dull and sometimes misaligned rental skates?

subset: commoncrawl


text:
Budget Proposal Advances NCLB, Introduces Competitiveness Initiative
'Outside the Book'
Spellings Addresses Girl Scouts Leaders
Around the Country
Q & A Glossary
News Shows: At-Risk Youths, Great Leaders
New Resources at the FREE Web Site
Budget Proposal Advances NCLB, Introduces Competitiveness Initiative
President Calls for Streamlining in Education Spending in 2007
In February, President George W. Bush unveiled a budget request for 2007 that reaffirms his commitment to close the achievement gap among the nation's students and provide a quality education for every child. The request increases funding for the No Child Left Behind Act (NCLB) to $24.4 billion, up 4.6 percent from 2006, and up 40 percent since the law was enacted in 2001. Support for economically disadvantaged schools through Title I grants remains strong at $12.7 billion, an increase of 45 percent since 2001.
In an effort to support what works and cut the federal budget deficit, the education budget also eliminates underperforming and lower-priority programs while increasing resources for initiatives that promise improvement in student outcomes. President Bush requests $54.4 billion in discretionary funding for the U.S. Department of Education, a decrease of $3.1 billion, or 5.5 percent, from 2006. Much of that decrease is calculated against funding inflated by one-time costs for Hurricane Katrina relief. Even with the proposed reduction, discretionary funding for education would be up more than $12 billion, or 29 percent, since 2001.
"This budget request soundly targets resources where they are needed most and working best," said U.S. Secretary of Education Margaret Spellings.
The increase in NCLB spending includes $380 million under the American Competitiveness Initiative to promote stronger instruction in math, science and critical foreign languages in high schools to give America's students the skills needed to compete in the global workforce.
Furthermore, to bring high standards and accountability to our nation's high schools, the president proposes $1.475 billion for the High School Reform Initiative designed to focus more attention on at-risk students struggling to reach grade level in reading and math. The effort calls for reading and math assessments in two additional high school grades to give educators better data to keep all students on track towards graduation.
Such comprehensive data have led to the early identification of schools and districts in need of improvement. To help turn around such schools, as well as those identified in need of corrective action or restructuring, the president proposes $200 million for the Title I School Improvement Grant Program.
For additional highlights from the president's education budget request, visit www.ed.gov.
'Outside the Book'
Rigorous Curriculum Puts South Texas Students on Track for High-Tech Careers
The Science Academy of South Texas puts a slightly different spin on the popular adage "Think outside the box," but the school's adaptation conveys the same principle: Ideas are not developed within a vacuum.
Its motto "Think outside the book" is the creation of the school's district leaders. The South Texas Independent School District is an all-magnet school districtthe only one in the statewhose mission is to demonstrate the life application of classroom knowledge. As Edward Argueta, principal of the Science Academy, explained, "A book doesn't have the key to instruction. Learning takes place in many arenas."
The Science Academy is one of four magnet schools in a district that stretches across three counties in the Rio Grande Valley and that offers junior and senior high school students a rigorous education to prepare them for a career in the 21st century. Located in Mercedes, a small town just 10 miles from the Texas-Mexico border, the Science Academy focuses specifically on professions in architecture, engineering and computer science.
Enrollment is open to any student residing in the tri-county area, with the only requirement being that new registrants start at the ninth or 10th grade. The students, a number of whom live as far as 45 miles away, understand that learning at the Science Academy will be demanding. "That's impressive to me, when you're in the eighth grade [and you] make a decision to come to a school like this," said teacher Mark Schroll, who helped to launch the school 17 years ago. "You don't want to let kids like that down."
The school, of course, benefits from attracting highly motivated students as well as from having a small learning environment with a low student-to-teacher ratio of 13 students for every teacher. At the same time, as a high-poverty, multicultural school serving students from nearly 30 districts who have varying skill levels, the Science Academy faces the same challenges as many of the nation's richly diverse high schools.
Created to prepare minority youths for higher education, the Science Academy started as a school-within-a-school at its sister campus for health professions across the street. Schroll was one of the original teachers who developed the curriculum, attracting the support of partners Rice University and Baylor College of Medicine in Houston, the area's largest urban neighbor.
From its humble beginnings of six teachers and 89 students, the school has grown into a monumental figure for advanced learning. For the past 11 years, it has held the title of "Texas Exemplary Campus" based on student passing rates exceeding 90 percent on state tests. In addition to being ranked eighth by Newsweek in 2003 among the 100 top public high schools in the country, the school last year was named a No Child Left Behind-Blue Ribbon School by the U.S. Department of Education.
Science Academy students surpass state averages on many academic measures. For instance, approximately 93 percent of the class of 2004 graduated, compared to 85 percent statewide. Furthermore, because the curriculum puts students on track for careers that require additional schooling, 96 percent of the graduates enrolled in postsecondary institutions.
The college preparatory program at the Science Academy requires four years of math and science each, a year more than the state's requirement. The scale for rigor ranges from introductory classes, mostly for freshmen, to Advanced Placement (AP) classes and other course work earning college credit. There are various levels of math (algebra, geometry and calculus) and science (biology, chemistry and physics), but the expectation is for all students to complete courses for which they will receive college credit.
In addition to the AP courses, the school's dual-credit program allows many students to graduate with over 20 hours of college credit. Taught by Science Academy teachers, most of whom have master's degrees, dual-enrollment courses offer both high school and college credit, which is transferable to any state university in Texas.
Some graduates have earned as many as 47 credit hours. One year, the mother of one of these students wrote the school a thank-you letter exclaiming, "You've literally saved us thousands of dollars!" Argueta points out another benefit of earning college credit in high school: With most freshmen courses completed by enrollment, students have a jumpstart to begin focusing on their college major.
Staff believe that these advanced courses have a practical application. "In learning physics," said Scott Wiley, who made the foray into teaching six years ago after working as a computer consultant, "the students become problem solvers."
Schroll, who teaches a digital electronics course, added, "Tearing apart a problem, looking at its individual pieces, and then trying to be innovative about how you approach those things works in any job."
Schroll's course is one of six "required" electives comprising a program that has catapulted the school's already rigorous curriculum to higher levels of scholarship. Project Lead the Way, which the school implemented in 2000, is a national technology program whose engineering courses have provided a platform for integrating other math and science classes at the Science Academy and has given students an enormous pathway for hands-on learning. Piloted in upstate New York, the nonprofit program was created by an engineer in search of a curriculum that prepares students for the rigors of a college engineering education.
Project Lead the Way requires students to take one course each year from a roster of offerings, most of which offer college credit through its partner, Rochester Institute of Technology. The four-year sequence of courses culminates with Engineering and Design Development, for which seniors are required to look for a real-life problem and develop a technological solution.
One student's senior project led to a U.S. patent for his invention of an improved ambulance stretcher. Several interviews with emergency care personnel revealed the need for a stretcher that would allow technicians, while in transit, to tilt patients who were secured to a backboard in order to clear their air passages during bouts of nausea. Another student received a seal of approval from the U.S. Coast Guard for her design of a reversible windbreaker with a built-in life jacket.
From this project-based learning, senior Alex Hilmy feels he is getting the most out of his education. With 27 college credits already under his belt, Hilmy, who plans to pursue a career in either medicine or mechanical engineering, said, "I never felt like I was doing busy work at the Science Academy. I never felt like the teacher said, 'Here's a textbook, take a quiz on it.' I actually benefited from what I was learning ... because the staff here know what they're talking aboutthey're not just regurgitating something they've read."
By Nicole Ashby
Spellings Addresses Girl Scouts Leaders
Last month, Secretary Spellings addressed leaders of the Girl Scouts of the USA at its annual work session for board chairs and CEOs in Orlando, Fla. An excerpt of her speech follows.
... The Girl Scouts also taught me a lot about serving others, and I'm proud and honored to continue that tradition by working for a president who believes, as we do, that every child can learn and every child deserves a chance to succeed. Our primary federal education policy, known as No Child Left Behind, is all about making sure that we're providing every studentregardless of race, background, or ZIP Codewith a high-quality education. And across our country, schools are showing it can be done.
In the last two years, the number of fourth-graders in our country who learned their fundamental math skills increased by 235,000 kids, enough to fill 500 elementary schools. According to the national education report card released last summer, over the last five years, more reading progress was made among nine-year-olds than in the previous three decades combined. ...
We started with the basics: ensuring every child is reading and doing math at grade level by 2014. The next step is to make sure they're also learning the problem-solving skills that are essential for 21st-century jobs.
You know as well as I do that our children are not living in the same world we grew up inlet alone the world our parents grew up in. When your organization was founded in 1912, Girl Scouts were working on badges like Matron Housekeeper, which focused on vacuuming and polishing a floor. And when I was a Girl Scout in the late 1960s, the most popular badge was called Social Dancer.
Now, I certainly have nothing against a well-kept home, and who doesn't like to dance? But all of us know that today girls need more advanced skills to succeed. ...
Across our country, girls currently make up only one-third of Advanced Placement physics classes, and only 15 percent of AP computer science classes. And at the college level, less than 20 percent of engineering majors are women. ...
... Math teaches problem solving. Science teaches how to investigate our world. These are essential skills in every field, and we must make sure our children are learning themespecially our girls. That's certainly what I want for my two daughters! ...
... As your public service announcement shows, we must help girls go from Charlotte's Web to Charlotte's Web site. And every day, you're showing us how to get there. ...
That's why I'm pleased to announce that, later this year, the Department of Education will host the first-ever national summit on math and science for girls. We will bring together our best and brightest women leaders to develop a national strategy to help more girls and their parents get excited about math and science.
... When educators get together with women astronauts, scientists, engineers, business leaders and, of course, the Girl Scouts, it all adds up to higher achievement for girls and for our nation. ...
For the full speech, visit www.ed.gov/news/speeches/2006/02/02282006.html
Around the Country
Oklahoma In an effort to boost economic development and improve per capita income, the Oklahoma Senate recently authorized legislation to strengthen the state's education system. If approved by House members, Oklahoma teachers will receive the largest pay increase in seven years with a $3,000 raise. In addition, teachers earning National Board Certification will see an annual salary increase from $5,000 to $10,000. The state Senate also approved legislation for the Oklahoma Higher Learning Access Program to raise the income cap for eligibility, which would expand the scholarship program to 75 percent of high school students in the state.
Virginia This April, Prince William County Public Schools will host its 10th annual Closing the Gap Summit as a professional development opportunity for teachers and administrators in the school district as well as in the surrounding area. The summit will include presentations by education researchers who have explored the issue of learning among diverse populations and will feature over 15 workshops on instructional strategies, particularly in math, that were developed to reach all students. The district serves approximately 68,000 students, of whom African-American and Hispanic students comprise 22 percent each. Its scores rank among the highest in Virginia, with more than 80 percent testing proficient in reading and math.
- April 2-8
National Library Week, an observance sponsored by the American Library Association since 1958. This year's theme, "Change Your World @ Your Library," is part of a public awareness campaign to promote the value of libraries and their staffs in the 21st century. For programming ideas, visit www.ala.org or call toll-free (800) 545-2433.
- April 12
White House Faith-Based and Community Initiatives Conference, Jacksonville, Fla., sponsored by a consortium of federal agencies, including the U.S. Department of Education. Part of a series of regional conferences being held around the country, this meeting for grassroots leaders will provide information about federal grant opportunities. For more information, visit www.fbci.gov or call (202) 456-6718.
- On the Horizon
This summer, the U.S. Department of Education will host a series of free professional development workshops for teachers across the country. As part of its Teacher-to-Teacher Initiative, the Department will partner with TechNet, a group of technology companies, to develop training opportunities that focus on math, science and technology. In addition, future workshops will focus on foreign languages, including Mandarin Chinese. To receive announcements on dates and locations, register for "Teacher Updates" at www.ed.gov/teachers/how/tools/initiative/updates/index.html
Q & A Glossary
Are my college expenses tax-deductible?
As the 2005 tax-filing season draws to a close on April 17, a record number of students attending college, including those receiving financial aid, are looking into the tax breaks available to make higher education more affordable. Following is a summary of some of these benefits.
Tax credits. The Hope Credit and the Lifetime Learning Credit reduce federal income taxes based on qualifying education expenses, which include tuition and fees less any grants and scholarships received. The Hope Credit is available for only the first two years up to $1,500 per student, while the Lifetime Learning Credit is unlimited in years for up to $2,000 per tax return.
Tuition and fees deduction. This deduction, capped at $4,000, is based on qualified education expenses, including student activity fees and costs for supplies and equipment, that must be paid to a postsecondary institution as a condition of attendance or enrollment. A student who does not qualify for either the Hope or Lifetime Learning credits because of his or her income level may take this deduction.
Student loan interest deductions. The interest paid on student loansFederal Stafford, PLUS and Perkins loans; federal and direct consolidation loans; federal loans for health care professionals; and private education loans issued by schools, banks and nonprofit associationsmay be tax-deductible up to $2,500.
For more information about these tax benefits, visit www.irs.gov or call (800) 829-1040 for a copy of the Internal Revenue Service's Publication 970: Tax Benefits for Education.
News Shows: At-Risk Youths, Great Leaders
The March edition of Education News Parents Can Use, the U.S. Department of Education's monthly television program, focused on Helping America's Youth, a national initiative led by First Lady Laura Bush that encourages youths to take action in three key areas: family, school and community. The show featured best practices in positive youth development and tips for parents on keeping children safe and on the right track.
In April, the broadcast will showcase exceptional teachers and principals and examine the ways in which innovative routes to teaching, school leadership and compensation systems impact student achievement. The show will also explore recent Department efforts to expand the number of highly qualified teachersespecially in critical foreign languages, math and sciencealong with tips to assist parents in identifying effective teachers and principals.
Each month, Education News Parents Can Use showcases: schools from across the country; conversations with school officials, parents and education experts; and advice and free resources for parents.
To learn about viewing options, including live and archived webcasts, visit www.ed.gov/news/av/video/edtv/index.html or call toll-free (800) USA-LEARN.
New Resources at the FREE Web Site
The human cell, the stock exchange and the environment are among the topics of new resources just added to the federally supported Web site www.ed.gov/free. A one-stop shop for hundreds of teaching and learning resources from more than 35 federal organizations, the FREE (Federal Resources for Educational Excellence) site includes the following additions, which focus on math and science literacy:
Inside the Cell, an 84-page booklet from the National Institutes of Health, provides an illustrative tour of the roles that cells play in the human body, such as covering the skeletal frame, purging the body of toxins, enabling learning and producing hormones.
U.S. Securities and Exchange Commission: Teachers and Students is a Web site that includes a guide for educators and parents to help young people learn about saving and investing, as well as an interactive quiz that tests one's "money smarts."
Exploring the Environment, funded by the National Aeronautics and Space Administration, is an online program featuring modules and activities that put students in problem-based learning scenarios to investigate such topics as population growth, water pollution and global warming.
Five Lessons: A Taste of the Future, Today is a Web site that offers interactive software for students to explore key math and science concepts, such as a lesson on designing molecules and watching them self-assemble, created by the Concord Consortium, with support from the U.S. Department of Education and the National Science Foundation.
U.S. Department of Education
400 Maryland Ave., S.W.
Washington, DC 20202
The Achiever is a monthly publication for parents and community leaders from the Office of Communications and Outreach, U.S. Department of Education (ED). Margaret Spellings, Secretary.
Comments? Contact Nicole Ashby, Editor, (202) 205-0676 (fax), or firstname.lastname@example.com.
Address changes and subscriptions? Contact (877) 4ED-PUBS, or firstname.lastname@example.com.
Information on ED programs, resources and events? Contact (800) USA-LEARN, or firstname.lastname@example.com.
The Achiever contains news and information about and from public and private organizations for the reader's information. Inclusion does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed.
Thank you for your interest in The Achiever, the U.S. Department of Education's monthly bulletin on No Child Left Behind, the historic, bipartisan education reform law signed by President Bush in January 2002. We are delighted to hear that the newsletter is providing you with the resources needed to help you in your efforts to improve education.
Because The Achiever is a publication of the Education Department and, therefore, in the public domain, you are free to reprint or photocopy the articles. We simply ask that you give full credit to the Department with the suggested citation:
Source: U.S. Department of Education, The Achiever, [Date of issue].Again, thank you for using our newsletter to communicate to a larger audience the information and resources that are available through No Child Left Behind.
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ARSC T3E Users' Newsletter 189, February 17, 2000
Follow-up: Interactive Yukon Jobs and qstat -mIn issue #187 (and in "news interactive_jobs") we announced a new policy regarding interactive work on yukon.
To guarantee PEs for interactive work, we occasionally reduce the number available for batch jobs. To determine how many PEs are in the batch pool, use "qstat -m":
YUKON$ qstat -m ---------------------------------- NQS 18.104.22.168 BATCH QUEUE MPP LIMITS ---------------------------------- QUEUE NAME RUN QUEUE-PE'S R-PE'S R-TIME P-TIME LIM/CNT LIM/CNT LIMIT LIMIT LIMIT ------------------ --- --- ------ ------ ------ ------ ------ [ ...snip... ] ------------------ --- --- ------ ------ ------ ------ ------ yukon 100/6 260/254 ------------------ --- --- ------ ------ ------ ------ ------The last line shows that, while 260 PEs are available to batch jobs, 254 are currently being used by batch jobs. The 260 batch PE limit is normal.
When we switch to interactive mode, the batch PE limit will go as low as 252. For instance:
------------------ --- --- ------ ------ ------ ------ ------ yukon 100/6 252/248 ------------------ --- --- ------ ------ ------ ------ ------In this second example, "qstat -m" shows that, of 252 PEs permitted for batch work, 248 are being used by batch work.
However, this display doesn't tell us if the remaining 4 "batch" PEs have been claimed by interactive work. Use "grmap" or "grmview" to determine how many PEs are actually unused. If there are at least 4, then a 4 PE batch job could acquire them.
Comparison of Languages for Multi-Grid Methods
[ This is the second in a two-part series contributed by Brad Chamberlain of the University of Washington. ]
REVIEWLast week we presented an article summarizing results from an experiment to compare NAS MG as written in a number of parallel programming languages: F90+MPI, CAF, HPF, and ZPL. This week we follow up on that article with excerpts from the implementations in each language to give a sense of some of the differences in syntax and expressiveness.
INTRODUCTION TO NAS MG & DENSE MULTIGRIDS IN GENERALThe core of the NAS MG benchmark can be summarized as a series of four 27-point stencils that are applied in a dense multigrid setting: two that work at a single level (resid and psinv) and two that span adjacent levels (rprj3 and interp). A 27-point stencil is merely a weighted sum of a point and its immediate neighbors in 3D space. Typically, values that are the same distance from the point are given the same weight. This is shown in ASCII-view here:
column column column j-1 j j+1 j-1 j j+1 j-1 j j+1 i-1: w3 w2 w3 w2 w1 w2 w3 w2 w3 row i : res = w2 w1 w2 + w1 w0 w1 + w2 w1 w2 i+1: w3 w2 w3 w2 w1 w2 w3 w2 w3 plane: k k-1 k k+1The result (res) is assigned the sum of w0 times the element aligned with it, w1 times those that differ by 1 in one dimension, w2 times those that differ by 1 in two dimensions, etc. In a C-like language, this would be written in the following manner:
x[i,j,k] = w0 * y[i, j, k] + w1 * (y[i-1, j, k] + y[i, j-1, k] + y[i, j, k-1] + y[i+1, j, k] + y[i, j+1, k] + y[i, j, k+1]) + w2 * (y[i-1, j-1, k] + y[i-1, j, k-1] + y[i, j-1, k-1] + y[i-1, j+1, k] + y[i-1, j, k+1] + y[i, j-1, k+1] + y[i+1, j-1, k] + y[i+1, j, k-1] + y[i, j+1, k-1] + y[i+1, j+1, k] + y[i+1, j, k+1] + y[i, j-1, k+1]) + w3 * (y[i-1, j-1, k-1] + y[i+1, j-1, k-1] + y[i-1, j-1, k+1] + y[i+1, j-1, k+1] + y[i-1, j+1, k-1] + y[i+1, j+1, k-1] + y[i-1, j+1, k+1] + y[i+1, j-1, k+1]);Multigrid computations are those that solve a coarse approximation of a problem in order to arrive at a solution for the original problem more quickly. Typically this involves a hierarchical array divided into "levels", each of which has half the elements per dimension as the previous level. Thus if the original problem had a scale of 8x8x8, the coarser levels might be 4x4x4, 2x2x2, and 1x1x1. In a dense multigrid problem, every point at each level is utilized. Sparse multigrid problems are those that refine only certain interesting regions of the problem space, and will not be discussed here.
For NAS MG, 27-point stencils within a level might look like the above, whereas those that move between levels might have to scale the indexing expressions in order to refer to elements that are in the corresponding locations in the finer or coarser grid.
Challenges to efficiently parallelizing multigrid computations can be grouped into two broad categories: load balancing and managing the gory details. In order for the problem to be load balanced, it is important that every level of the hierarchy be divided as evenly as possible between the processors. While this is conceptually simple, it leads to some interesting questions about how to index the arrays at each level. For example, do you declare your arrays to have an upper bound that's half as big for each level, or so that each level is strided by twice as much?
[1:8, 1:8, 1:8], [1:4, 1:4, 1:4], [1:2, 1:2, 1:2], etc. OR [1:8, 1:8, 1:8], [1:8:2, 1:8:2, 1:8:2], [1:8:4, 1:8:4, 1:8:4], etc.This choice probably depends on the characteristics of the language you're using and to a lesser degree on personal preference. For example, ZPL's performance model specifies that the latter will result in better performance, though the former is still an option. In contrast, F90+MPI favors the former due to the fact that it is based on a local view.
"Managing the details" includes exchanging boundary values with neighboring processors so that the stencil computations can run completely in parallel. Keep in mind that as the problem gets coarser and coarser, a desired value may be located on a processor other than those that are adjacent to you in the virtual processor grid. In addition, the details of controlling loop bounds for each processor at each level of the hierarchy (especially if the processors don't evenly divide the problem size) can become an issue.
With local-view approaches like F90+MPI and CAF, you must manage these details explicitly. In global-view languages like HPF and ZPL, the compiler will manage them for you, but you will probably want to pay attention to what it's doing to ensure that it's not incurring unnecessary overheads on your behalf. A language like ZPL eases this task by providing a syntax-level performance model for the user, whereas HPF tends to require post-execution profiling tools.
NAS MG EXCERPT OVERVIEWThe following sections will give a sense of the NAS MG code in each of the four languages. Since there's nothing more boring than poring over code that you aren't personally invested in, we'll do our best to keep it pretty minimal and restricted to some characteristic excerpts. The roadmap will be as follows:
- resid in each of the four languages as an example of a simple single-level 27-point stencil
- some helper code required by resid in each language
- characterization of how an inter-level stencil like rprj3 differs from a single-level stencil
RESIDThe resid subroutine uses a 27-point stencil to calculate the residual r = v - Au, where r, v, and u are arrays at a single level of the computation and A is the 4-element weight vector for the stencil. One of the weights (w1 in our examples above) is 0 and is hand-optimized out in all versions.
We'll start with ZPL since it is the most succinct:
ZPL: procedure resid(var R,V,U: [,,] double); begin R := V - a[0] * U - a[2]*(U@dir110{} + U@dir1N0{} + U@dirN10{} + U@dirNN0{} + U@dir101{} + U@dir10N{} + U@dirN01{} + U@dirN0N{} + U@dir011{} + U@dir01N{} + U@dir0N1{} + U@dir0NN{}) - a[3]*(U@dir111{} + U@dir11N{} + U@dir1N1{} + U@dir1NN{} + U@dirN11{} + U@dirN1N{} + U@dirNN1{} + U@dirNNN{}); wrap_boundary(R); end;This procedure takes in the 3 argument arrays R, V, and U, specified as being 3D, but with unspecified size. The first thing to note is that there is no loop or explicit indexing associated with this statement. In ZPL, the indices over which an array statement should execute is specified in a scoped manner using a "region specifier". In this case, no region specifier is specified within resid, so it is dynamically inherited from the callsite. This encourages code reuse and makes resid independent of the multigrid level.
The array statement expresses the stencil using the "@" operator which modifies an array reference by an offset vector called a "direction". These directions are declared globally by the user. For example:
direction dirN00{0..num_levels} = [-1, 0, 0] scaledby 2^{};This declaration specifies a group of num_levels+1 directions, each of which is scaled by twice the amount of the previous:
[-1, 0, 0], [-2, 0, 0], [-4, 0, 0], etc.The result is an offset per level in the hierarchy that can be used to refer to an element in the previous row but the same column and plane. In an array reference like:
U@dirN00{}the "{}" inherits the direction's scale from U (it can also be specified explicitly or relative to U's scale), and thus refers to the element whose row index is just less than that referred to by R, V, and U.
The ZPL compiler automatically generates vectorized communication for each @ reference, combining communications for vectors that overlap, such as dir100, dir110 and dir1N0, all of which require a plane of data from the "south". In addition, these @ operators provide a visual cue for ZPL users that point-to-point communication will most likely be required to implement the statement as specified by its performance model.
The procedure ends with a call to "wrap_boundary()" which uses ZPL's wrap statement to update the global boundary conditions. wrap_boundary is given in the next section.
F90+MPI / CAF: subroutine resid( u,v,r,n1,n2,n3,a,k ) c -- some declarations omitted for brevity integer n1,n2,n3,k double precision u(n1,n2,n3),v(n1,n2,n3),r(n1,n2,n3),a(0:3) double precision u1(m), u2(m) do i3=2,n3-1 do i2=2,n2-1 do i1=1,n1 u1(i1) = u(i1,i2-1,i3) + u(i1,i2+1,i3) > + u(i1,i2,i3-1) + u(i1,i2,i3+1) u2(i1) = u(i1,i2-1,i3-1) + u(i1,i2+1,i3-1) > + u(i1,i2-1,i3+1) + u(i1,i2+1,i3+1) enddo do i1=2,n1-1 r(i1,i2,i3) = v(i1,i2,i3) > - a(0) * u(i1,i2,i3) > - a(2) * ( u2(i1) + u1(i1-1) + u1(i1+1) ) > - a(3) * ( u2(i1-1) + u2(i1+1) ) enddo enddo enddo call comm3(r,n1,n2,n3,k) return endThe F90 and CAF versions of the benchmark are identical (save for one CAF line omitted here) due to the fact that all of the interprocessor communication is abstracted into a subroutine called comm3 (included below). This subroutine performs the 27-point stencil using an optimization in which partial sums are calculated and stored in vectors u1 and u2 to avoid redundant FLOPs. As mentioned in last week's article, this is an important optimization and results in great benefit for these implementations at the cost of obfuscating the code's intent. Ideally, Fortran compilers would recognize this optimization opportunity automatically, allowing the code to be written in a more intuitive form (that would be very similar to the stencil code given in the introduction).
Other than this optimization, there are no real surprises here. n1, n2, and n3 are the bounds of each processor's local block of data. The catch to this code is that comm3() is hiding all of the gory details, including the global and local boundary value updates (in this implementation the local communication is done after each computation as opposed to the demand-driven communcation used by ZPL and HPF).
HPF: extrinsic (HPF) subroutine resid( u,v,r,n1,n2,n3,a,k ) c -- some declarations omitted for brevity !hpf$ distribute(*,block) :: grid double precision, intent (in) :: u(:,:,:),v(:,:,:),a(0:3) double precision, intent (out) :: r(:,:,:) !hpf$ align(*,:,:) with grid :: u,v,r double precision u1(size(u,1)), u2(size(u,1)) !hpf$ independent, new(u1,u2), onhome(u(i1,i2,i3)) do i3=2,n3-1 do i2=2,n2-1 do i1=1,n1 u1(i1) = u(i1,i2-1,i3) + u(i1,i2+1,i3) > + u(i1,i2,i3-1) + u(i1,i2,i3+1) u2(i1) = u(i1,i2-1,i3-1) + u(i1,i2+1,i3-1) > + u(i1,i2-1,i3+1) + u(i1,i2+1,i3+1) enddo do i1=2,n1-1 r(i1,i2,i3) = v(i1,i2,i3) > - a(0) * u(i1,i2,i3) > - a(2) * ( u2(i1) + u1(i1-1) + u1(i1+1) ) > - a(3) * ( u2(i1-1) + u2(i1+1) ) enddo enddo enddo r(n1,:,:) = r(2,:,:) r(1,:,:) = r(n1-1,:,:) r(:,n2,:) = r(:,2,:) r(:,1,:) = r(:,n2-1,:) r(:,:,n3) = r(:,:,2) r(:,:,1) = r(:,:,n3-1) return endOn the surface, the HPF code is very similar to that of the F90+MPI code. The biggest conceptual difference is that n1, n2, and n3 no longer refer to a processor's local bounds, but rather to the global bounds of the current level. HPF directives are specified to ensure that the arrays are distributed and aligned as necessary to minimize communication, though HPF makes no guarantees about how these directives will be implemented or even that they will be followed at all. The advantage over F90+MPI and CAF is that no communication code is required. The disadvantage compared to ZPL is that HPF has no performance model, and thus, no communication style or quanitity is guaranteed, forcing the programmer to tune according to their compiler.
The last six F90 statements update the global boundary conditions as in ZPL's call to wrap_boundary().
ZPL procedure wrap_boundary(var X:[,,] double); begin [dir100{} of "] wrap X; [dirN00{} of "] wrap X; -- similar statements here for the other 23 directions, omitted for -- brevity [dirNNN{} of "] wrap X; end;The ZPL implementation of resid() uses a call to wrap_boundary (as do all of the other stencil operations) in order to update the global boundary conditions. This routine opens a region specifier for each statement using ZPL's "of" region operator. This operator uses a direction vector to create a new region adjacent to the base region in the direction specified and is useful for specifying a problem's boundary conditions. In this case, the base region is `"', indicating it should be dynamically inherited from the callsite. The wrap statement assigns values to the array X within the region such that they are periodic with respect to the base region.
One of ZPL's primary goals is to reduce tedious, error-prone programming. While the @ operator and wrap statement have had this benefit in 2D problems, the use of 27 directions in NAS MG has demonstrated that there is still some room for making the programmer's job even easier, even though ZPL is still more concise than sequential Fortran or C (and significantly moreso than HPF, CAF, or F90+MPI).
F90+MPIThe update of each processor's local boundary values in the F90+MPI resid is implemented using 4 main routines: comm3, ready, give3, and take3. comm3 is the top-level routine which calls the others, ready posts non-blocking MPI receives, give3 marshalls outgoing data and posts MPI sends, and take3 waits for the receives to complete and unmarshalls the data. These routines involve 250+ lines of code, so will be liberally condensed here.
c -- COMM3 subroutine comm3(u,n1,n2,n3,kk) c -- declarations omitted if( .not. dead(kk) )then do axis = 1, 3 if( nprocs .ne. 1) then call ready( axis, -1 ) call ready( axis, +1 ) call give3( axis, +1, u, n1, n2, n3, kk ) call give3( axis, -1, u, n1, n2, n3, kk ) call take3( axis, -1, u, n1, n2, n3 ) call take3( axis, +1, u, n1, n2, n3 ) else call comm1p( axis, u, n1, n2, n3, kk ) endif enddo else call zero3(u,n1,n2,n3) endif return end c -- READY subroutine ready( axis, dir ) c -- declarations omitted buff_id = 3 + dir buff_len = nm2 do i=1,nm2 buff(i,buff_id) = 0.0D0 enddo msg_id(axis,dir,1) = msg_type(axis,dir) +1000*me call mpi_irecv( buff(1,buff_id), buff_len, > dp_type, mpi_any_source, msg_type(axis,dir), > mpi_comm_world,msg_id(axis,dir,1),ierr) return end c -- GIVE3 subroutine give3( axis, dir, u, n1, n2, n3, k ) c -- declarations omitted buff_id = 2 + dir buff_len = 0 c -- THE FOLLOWING MOTIF REPEATS 3 TIMES FOR THE 3 DIMENSIONS if( axis .eq. 1 )then if( dir .eq. -1 )then do i3=2,n3-1 do i2=2,n2-1 buff_len = buff_len + 1 buff(buff_len,buff_id ) = u( 2, i2,i3) enddo enddo call mpi_send( > buff(1, buff_id ), buff_len,dp_type, > nbr( axis, dir, k ), msg_type(axis,dir), > mpi_comm_world, ierr) else if( dir .eq. +1 ) then do i3=2,n3-1 do i2=2,n2-1 buff_len = buff_len + 1 buff(buff_len, buff_id ) = u( n1-1, i2,i3) enddo enddo call mpi_send( > buff(1, buff_id ), buff_len,dp_type, > nbr( axis, dir, k ), msg_type(axis,dir), > mpi_comm_world, ierr) endif endif return end c -- TAKE3 subroutine take3( axis, dir, u, n1, n2, n3 ) c -- declarations omitted call mpi_wait( msg_id( axis, dir, 1 ),status,ierr) buff_id = 3 + dir indx = 0 c -- THE FOLLOWING MOTIF REPEATS 3 TIMES FOR THE 3 DIMENSIONS if( axis .eq. 1 )then if( dir .eq. -1 )then do i3=2,n3-1 do i2=2,n2-1 indx = indx + 1 u(n1,i2,i3) = buff(indx, buff_id ) enddo enddo else if( dir .eq. +1 ) then do i3=2,n3-1 do i2=2,n2-1 indx = indx + 1 u(1,i2,i3) = buff(indx, buff_id ) enddo enddo endif endif return end CAFThe CAF implementation of communication is very similar to that of F90+MPI with two major exceptions: (1) there is no ready() subroutine since all CAF communication is one-sided, and (2) CAF's syncronization primitives are used to ensure that communication has completed before proceeding
subroutine comm3(u,n1,n2,n3,kk) c -- declarations omitted if( .not. dead(kk) )then do axis = 1, 3 if( nprocs .ne. 1) then call sync_all() call give3( axis, +1, u, n1, n2, n3, kk ) call give3( axis, -1, u, n1, n2, n3, kk ) call sync_all() call take3( axis, -1, u, n1, n2, n3 ) call take3( axis, +1, u, n1, n2, n3 ) else call comm1p( axis, u, n1, n2, n3, kk ) endif enddo else do axis = 1, 3 call sync_all() call sync_all() enddo call zero3(u,n1,n2,n3) endif return end subroutine give3( axis, dir, u, n1, n2, n3, k ) c -- declarations omitted buff_id = 2 + dir buff_len = 0 c -- THE FOLLOWING MOTIF REPEATS 3 TIMES FOR THE 3 DIMENSIONS if( axis .eq. 1 )then if( dir .eq. -1 )then do i3=2,n3-1 do i2=2,n2-1 buff_len = buff_len + 1 buff(buff_len,buff_id ) = u( 2, i2,i3) enddo enddo buff(1:buff_len,buff_id+1)[nbr(axis,dir,k)] = > buff(1:buff_len,buff_id) else if( dir .eq. +1 ) then do i3=2,n3-1 do i2=2,n2-1 buff_len = buff_len + 1 buff(buff_len, buff_id ) = u( n1-1, i2,i3) enddo enddo buff(1:buff_len,buff_id+1)[nbr(axis,dir,k)] = > buff(1:buff_len,buff_id) endif endif return end <strong> take3 in CAF:</strong> subroutine take3( axis, dir, u, n1, n2, n3 ) c -- declarations omitted buff_id = 3 + dir indx = 0 c -- THE FOLLOWING MOTIF REPEATS 3 TIMES FOR THE 3 DIMENSIONS if( axis .eq. 1 )then if( dir .eq. -1 )then do i3=2,n3-1 do i2=2,n2-1 indx = indx + 1 u(n1,i2,i3) = buff(indx, buff_id ) enddo enddo else if( dir .eq. +1 ) then do i3=2,n3-1 do i2=2,n2-1 indx = indx + 1 u(1,i2,i3) = buff(indx, buff_id ) enddo enddo endif endif return end
RPRJ3All of the above code is simply for a single-level stencil like psinv. A reasonable question would be to ask how an inter-level stencil like rprj3 compares? rprj3 projects 27 data points in a fine grid to a single point at the next coarser level. In ZPL, the code is virtually identical, except that all 4 weights are now non-zero:
ZPL: procedure rprj3(var S,R: [,,] double); begin S := 0.5000 * R + 0.2500 * (R@dir100{} + R@dir010{} + R@dir001{} + R@dirN00{} + R@dir0N0{} + R@dir00N{}) + 0.1250 * (R@dir110{} + R@dir1N0{} + R@dirN10{} + R@dirNN0{} + R@dir101{} + R@dir10N{} + R@dirN01{} + R@dirN0N{} + R@dir011{} + R@dir01N{} + R@dir0N1{} + R@dir0NN{})+ 0.0625 * (R@dir111{} + R@dir11N{} + R@dir1N1{} + R@dir1NN{} + R@dirN11{} + R@dirN1N{} + R@dirNN1{} + R@dirNNN{}); wrap_boundary(S); end;In F90+MPI/CAF, the code is almost identical as well, except that the indexing expressions on r are now multiplied by 2 in order to achieve the difference in scale.
In HPF, however, the code becomes significantly more complex due to the effort required to properly align the different levels such that the load remains balanced and communication is minimized, requiring ~100 additional lines of code.
CONCLUSIONSTo conclude, let us represent the line count summary information from last week's article:
language lines decls comp comm -------- ----- --------- --------- ------ F90+MPI 992 168 (16%) 237 (23%) 587 (59%) CAF 1150 243 (21%) 238 (20%) 669 (58%) HPF 433 129 (29%) 304 (70%) 0 ( 0%) ZPL 192 90 (46%) 102 (53%) 0 ( 0%)Having spent some time looking at the code, the difference between expressiveness in the local view and global view has made itself apparent. In particular, we have seen that the communication code required by F90+MPI and CAF (only part of which was shown here, and even that condensed by 1/3) is not only long, but intricate. Anyone with experience debugging parallel programs knows that getting a set of processors working together correctly in a single-level code, let alone a hierarchical multigrid code, can be frustrating and time-consuming. This motivates the design of higher-level languages which take care of those details for you like HPF and ZPL. The question is whether the language provides the desired expressiveness and if the compiler generates adequate parallel performance. In HPF, you may need to spend time profiling and getting compiler feedback, and even then may not have a code that runs efficiently with a different platform or compiler. In ZPL, the goal is to provide portable performance by supplying a syntax-based performance model with which the user can understand the parallel implementation of their code.
For more information on this work, contact: email@example.com
For more on the languages, see:
MPI : http://www-unix.mcs.anl.gov/mpi/index.html CAF : http://www.co-array.org/ HPF : http://www.crpc.rice.edu/HPFF/home.html ZPL : http://www.cs.washington.edu/research/zpl/The HPF code excerpted within was developed at NASA Ames and is described in their IPPS`99 paper:
"Implementation of NAS Parallel Benchmarks in High Performance Fortran" Michael Frumkin, Haoqiang Jin, and Jerry Yan IPPS `99Thanks go to NASA Ames for allowing the code to be excerpted in this article.
An Analysis of Fortran UtilisationIn issue #175 we announced a research project into Fortran and programmer survey.
The project was supported by the ACM's Fortran Forum, and conducted by Niki Reid of The Queen's University of Belfast. The survey is now closed--results and analysis have been published by the Fortran Forum and are available on-line, at:
Here are exceprts:
An analysis of Fortran utilisation
N. Reid and J.P. Wray School of Computer Science The Queen's University of Belfast Belfast BT7 1NN email: email@example.com or firstname.lastname@example.com
[ ... ]
2. Languages in Use
A majority of respondents (61%) are still actively coding in Fortran 77, although only a minority (15%) are using it as their primary programming language. The vast majority of users (92%) have upgraded to the more recent dialects of Fortran 90 and Fortran 95 (80% and 51% respectively, where 42% of those respondents who have upgraded using both dialects). More interesting was the fact that a considerable number of respondents (61%) who are coding in Fortran 77 appear to be using the compilers for these later dialects for the compilation of their Fortran 77 code. This is certainly what the designers of the language were intending, by the retention of Fortran 77 as a strict subset.
[ ... ]
Given the general perception of Fortran users refusing to use any language other than Fortran, it came as a surprise to discover that over three-quarters of respondents were, in fact, using Fortran in conjunction with other languages. Principal among these were C(47%), C++(26%) and Visual Basic(19%) along with a conglomerate of other languages. Comments provided indicate that Fortran is being used to provide the 'number crunching' facilities behind programs written in these other languages.
[ ... ]
The Fortran Standard's committee has indicated its intention to remove features (listed in the Fortran Standard [ISO/IEC 1997] as 'Obsolescent Features') for which alternate methods of implementation have been provided. The survey has, however, shown that the users' requirement of conformance with Fortran 77, and their desire to use the compilers of post-Fortran 77 dialects for compilation of Fortran 77 code, will present an obstacle to such a 'cleaning' exercise.
[ ... ]
3.1 Parallelism
Just under a quarter of the respondents were using parallel architecture machines (23%). The breakdown of parallel machine users by the user's machine memory model is as follows:
Shared Distributed Both Shared & Distributed 59% 41% 24%Of the supercomputing machines in use Cray had attracted a most significant slice of the market (94%). Of significant interest, among these groups, was that while the vast majority of distributed users were using MPI (92%), only 17% of parallel users were using HPF. Since the vast majority of HPF users were utilising both parallel architectural models no further characterisation of HPF can be carried out here.
[ ... ]
Quick-Tip Q & A
A: {{ I tried to authenticate using Kerberos/SecurID and got this message: {{ {{ kerberos skew too great {{ {{ What does this mean? Thanks go to Kevin Kennedy for the answer: The local clock time differs by more than N number of seconds from the kerberos server. If you reset the clock/time on your local machine this problem will go away. Q: I love the T3E, but sometimes I relax with me olde Cray PVP. How can I estimate my job's memory utilization so I can make an accurate NQS request (and get my job to start sooner)?
[ Answers, questions, and tips graciously accepted. ]
Current Editors:
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Ed Kornkven ARSC HPC Specialist ph: 907-450-8669 Kate Hedstrom ARSC Oceanographic Specialist ph: 907-450-8678 Arctic Region Supercomputing Center University of Alaska Fairbanks PO Box 756020 Fairbanks AK 99775-6020
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text:
Heptacodium miconioides
= Full Sun
(PPAF) = Propagation of this plant prohibited without a license.
2017 Catalog
Order the 2017 Catalog printed on genuine paper for $2.
Digging Dog Nursery
a retail and mail order plant nursery specializing in unusual and hard to find perennials, ornamental grasses, shrubs, trees, and vines.
31101 Middle Ridge Rd.
Visit Us!
Winter Hours:
Tues 10 am – 4 pm
Customer Comment:
"In a busy business, you may get lulled into thinking it's all about orders, supplies, shipping, etc. But it's not just about that. It's also about the happiness your flowers brought to a little girl who has endured a great deal in her young life, and the happiness that plants bring to us all, young and old."
~Tim in New Hampshire
view Digging Dog's comments with Dave's Garden (The Garden Watchdog)


text:
Well, I've been lurking on the forums for a few weeks and have recently started talking to folks, asking questions, buying stuff up, so I suppose I should say hello. ;-)
My name is Mark, although I go by Nyx on the net in almost everything I do. ;-) I'm a 25 year old electrical engineer who works on medical devices for infant diagnostics. I'm also trying to get into medical school. (Oye. Yes, I am suicidal.)
I've been a die hard star wars fan for the last 15 years (yeah I know, many of you have quite a bit of seniority on me. ) and although I've always had some irritation with the "Retcon" approach to Boba's story, I always have enjoyed the Fett's as cool, unique characters.
I found this site a few weeks before halloween when a friend said I should make a costume and I was considering doing a Boba or Jango :jango Fett. After finding this site, I was overwhelmed and said "Okay. Sure. I'll make a costume. For NEXT year." I then settled on a Jango and have been putting pieces together since.
I have to say, this is a very impressive site and resource for new costumers like me. I've never done anything even remotely like this before and in truth have very little "craft" ability at all. So we'll see how this goes. Nonetheless, I'm looking forward to continuing my little project.
Amusingly enough, my girlfriend became so fascinated in my little project that I am now designing a custom mando for her as well.. So this has turned into a pretty cool little BIG project. =)
Anyway, just wanted to say hi.


text: Communication with your child is a major part of disciplining him. He will be encouraged to talk and at the same time to listen. The way you talk to your child teaches him/her on how to talk to others especially to their parents. Courtesy from Sandra Rief, a noted educational specialist, reported research shows that children only retain about 25% of what they hear as compared to 50% of what they see.


text:
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http://www.teppojutsu.com/458.htm tromix did two AKs in 458 SOCOM I am seriously buildig one
any info on that 458x2?? what was the parent cartridge? 2" is close in length to a 308 win.
http://www.teppojutsu.com/458.htm tromix did two AKs in 458 SOCOM I am seriously buildig one
a little bigger than the 45 win mag to say the least. I may have a reamer source but need to keep quiet on it for now as the 458 socom is a propierty round and I dont want to rock the boat. I plan on rechambering a barrel for it. see the posts under 458 Socom reamer quests hit a snag. One of the ammo/ brass manufactures stated that this is technicaly a pistol round and that the pressures were low. as you said bullet selection is the big + for this over the beowulf. this will be a AK hunting pistol from hell 450-500 grain bullets.
I remeber the guy refering to it as a 458 alaskin, he had a little remington mountain rifle in the same caliber I have a couple of rounds and its just 458 winmag with a case length of exactly 2". The cases still have the magnum belt and large rim diameter ,not the best choice for an ak bolt, but the gun did run very well. Wouldnt be that hard to turn the belt away and rebate the rim like the beowolf, with a little patience it might be possible to grind a lathe tool to do the whole mod in one plunge. Like all this stuff the $200 reamer and custom dies are the drawback, but I sure like the idea of lobbing those big 500 gr fmj or barnes solidsOriginally Posted by 1biggun
How about if you get some sulfur, or use that Brownells stuff, and make a casting of the .458 SOCOM chamber. THEN, adjust a few measurements (neck location perhaps?) so as not to infringe on their patent, and presto you have a .458 BIGGUN chamber - email the measurements to Clymer, and have a reamer set made.
Gunco Member #10
The "original" Boltcutter Rivet Squeezers:
Project Pink - the Pink and Blue AK-74:
I am looking at several rounds as possable candiates. several companys said they can work with me to do a SOCOM like round. I liked the 458 SOCOM because the bolt dia would not need to be changed. the 223 WSSM Brass may be reworkable http://www.rifleshootermag.com/ammun...per_short_mag/
the 243 leviathan appears to be based off of this round http://accuracysystemsinc.com/ar15_conversion.html
I am ordering a book on wildcating to learn what can and can't be done as far as forming brass. I am going to try to cut some flutes in a straight rod just to see how hard it is, may look into doing the whole reamer building my self. Hell if they could do this stuff back in the 1890's with what they had for equipment I should be able to do it with all the lathes and mills in my shop. are there any good web sites on wildcating ammo??
Gunco Member #10
The "original" Boltcutter Rivet Squeezers:
Project Pink - the Pink and Blue AK-74:
not sure if its still listed in the brownells catalog or not but the book Barrels and Actions by Harold Hoffman, 1991, has quite a bit of info on reamer making, barrel drilling, rifling etc, takes all the mystery out of chamber reamers


text:
Diaper Dilemma
I have had several clever little patients lately who are enjoying driving their parents crazy by taking off their diapers and then doing all sorts of things with pee-pee and even poop around the house! A pregnant mother with a 2 1/2 year old walked in to my office just this week, without an appointment, but with lots of tears. She told the receptionist she just had to see me and when asked if it was an emergency she answered truthfully, it was an emergency to her.
Seems as if her toddler had taken off his diaper during a nap, and painted the walls with poop! That is enough to bring anyone to tears, yet alone a tired, stressed, hormonal pregnant woman.
So, we worked her into my schedule which means I was behind, seeing patients but sometimes that just happens. At any rate, after a few more tears and tissues, I told her I might not have all of the answers for her defiant toddler, but I thought I could help with this issue. Just put that diaper on backwards! It usually is enough of a deterrent to most children who are unable to reach around and unfasten the diaper. We used duct tape to keep that diaper on, but this is an easier solution and works about 95% of the time. One mother told me you are a genius, wish it was so.
Many other toddler issues to drive a parent crazy, but this issue was resolved. Now we have to talk about potty training him, but that seems a few more months down the road.


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I just posted this on another LCP question. Can't help on a local gun shop though.
"In Texas and Oklahoma they were hard to find , but it seems to be getting better now.
My family (living in Texas & Oklahoma) own 5 LCP's and really like them for carry guns, we all paid exactly the same price - $319 - all within the past 9 months.
Seemed like a fair price to each of us. Finding them was the problem then.
By the way it's a fun gun to shoot - not a target gun - but is good for what it's made for.
I carry mine in a Desantis Nemesis holster in my front pocket."
Hope this helps you.


text:
Hey guys. Great to read your page on the Barrier Reef. We are currently in Port Douglas and going out on the trip tomorrow. Gave us a great insight as to what we can expect!
Claire & Steve
The Beginning of Our Aus Adventure in Port Douglas
Trip Start Dec 28, 2010
28Trip End Mar 31, 2011
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Port Douglas is a very sleepy little backwater town (or at least is is when we get there) about an hour up the coast from Cairns. It consists of a marina and a few main roads for the hotels, restaurants, bars and shops while the rest of it is housing for the residents. Our stop for three nights are the By The Sea Apartments
We were told that Port Douglas was one of the best ports from which to access the Great Barrier Reef and planned to do this on our second to last day, so day two consisted of more sunbathing, another microwave meal, another film (this time The Hangover) and a small rain shower courtesy of the dark grey clouds outside
Up early and I'm very excited about our day in the reef. There were so many different tours to choose from and different areas of the reef to visit. I'm sure everyone who was been to the reef has a different opinion about the best spots and a completely different experience from the next person. We opted, after a little research, to go to the outer reefs where the fish and coral were supposedly better, bigger and brighter. Obviously you pay more for this so a day tour, visiting three sites in the Agincourt Outer Reefs, cost us $160. It took about an hour to get to the first site to dive or snorkel, depending on what you were doing. Everyone had said about diving and I was expecting there to be heaps of divers but actually there were only a handful and snorkellers far outweighed them. We stopped and had instructions from the crew about where to snorkel along with safety advice and how to signal for help. It was a very well prepared tour and there were a lot of crew keeping watch, in the water with us and supporting us throughout our snorkel. Minutes after we arrived we heard the crew say the sharks were here. I wasn't sure I'd heard correctly until I looked at the launch platform on the back of our boat. Splashing around eating bits of food thrown in by the crew were two or three grey sharks. Ok so they weren't the size of Jaws himself but they were a decent length and size...probably about half an adult leg length
On our way to the third and last site we were joined by a very playful school of dolphins who swam and jumped alongside the boat. They were even riding the waves from the boat at one stage and I managed to get a few photos before we stopped. Once again we were joined by a turtle surfacing just behind the boat except this time he was closer and I thought I was in with a good chance of seeing him in action. Not to be though and so we went in for our last snorkelling session. By now my flipper feet were red raw and I'd applied a generous helping of Vaseline to stop the blisters rubbing. This is all great until you dive down to take a photo and realise your flipper-less!!
As you can imagine a rest day was much needed and what better way to recuperate than...on the beach!! Some gorgeous weather for our last day and a last chance to take some pictures of 4 mile beach, the beach right next to our accommodation. We've been lucky in that the weather has been incredible but because it's almost too hot and humid it's not their busiest season so we've had only a handful of people on the beach with us. It's a lovely place to come although I'd imagine if you were here for too long there might not be enough to keep you entertained. 4 days was just the right amount of time and the reef experience was phenomenal. Off to Cairns now for couple of nights as a stopover on the way through to the Whitsundays. We need to get back to Cairns to pick up the train so we thought we'd stay over for a night and see what it has to offer.


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Every time my town has an event that draws a lot of people, from a Saturday's farmer's market to a festival or parade, a local pastor and members of his church are there, handing out gospel tracts.
During the St. Patrick's Day parade, Brother Troy was on the corner, handing out tracts.
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View Comment
Posted at 11:58 PM on July 6, 2012
Posted at 11:01 AM on June 24, 2012
to pau
Posted at 11:21 PM on June 22, 2012
Posted at 11:02 PM on June 22, 2012
Posted at 9:56 PM on June 22, 2012
Today i will talk about effects on twilight for example they use SH** lodes of glitter bottles when edward steps out into the FU***** sun. And they have to use artificial blush to make bella LOOK human. Now here's one thing they don't have to do use FU***** spray on tans to MAKE JACOB LOOK HOT!!!!!!!!!!!! JACOBS HOT!!!!!!
team jacob fan
Posted at 9:43 PM on June 22, 2012
i am a team jacob fan but i have nothing aganist edward (rob) or bella (kristen) being together on set or in real life. i just happen to like jacob more because hes HOT!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! i JUST WANT ROB AND KRISTEN TO GET F$#@^* MARRIED SOMETIME WHEN WE'RE STILL ALIVE!!!!!!!! thanks for listening
And PS: JACOBS HHHHHHHOOOOOOOOTTTTTTTT!!!!!!
linda young
Posted at 3:58 PM on June 22, 2012
ashley sanchez
Posted at 11:02 AM on June 22, 2012
Posted at 6:49 PM on June 22, 2012
Posted at 3:20 PM on June 23, 2012
Sonia Davalos
Posted at 7:25 PM on November 21, 2013


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Glenn H. MullinGlenn H. Mullin is an internationally renowned Tibetologist, author, and expert on Buddhist meditation. He lived in Dharamsala, India, the home of the Dalai Lama, for many years, where he studied Tibetan language, literature, yoga, and meditation under twenty-five of the greatest masters of Tibet. He is the author of over fifteen books on Buddhist topics and has led many pilgrimages to Nepal and Tibet. He now divides his time between writing, lecturing, giving, workshops, and leading pilgrimages to the power places of Central Asia.
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The Practice of Kalachakra
The Kalachakra spiritual legacy is a vital and central part of Tibetan Buddhism. Presented here is a detailed and practical overview of this unique spiritual path. In Part One, the author discusses the tantric path to enlightenment by drawing… Read More
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About the Author
Glenn H. Mullin is a Tibetologist, Buddhist writer, translator of classical Tibetan literature, and teacher of Tantric Buddhist meditation. He divides his time between writing, teaching, meditating, and leading tour groups to the power places of Nepal and Tibet. Glenn lived in the Indian Himalayas between 1972 and 1984, where he studied philosophy, literature, meditation, yoga, and the enlightenment culture under 35 of the greatest living masters of the four schools of Tibetan Buddhism. His two principal tantric gurus were the late great masters Kyabje Ling Dorjechang and Kyabje Trijang Dorjechang, who were best known as Yongdzin Che Chung, the two main gurus of the present Dalai Lama. The list of Glenn's other teachers and initiation masters includes the Dalai Lama, Sakya Trizin Rinpoche, Kalu Rinpoche, Ngakpa Yeshe Dorje Rinpoche, Tai Situ Rinpoche, Khenchen Konchok Gyaltsen, Geshe Ngawang Dargyey, Geshey Rabten, and Gongsar Tulku.


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Play our fun game and find out if the one you like likes you back. Confide in us if you think you'd hit it off by clicking: Yes, No, or Maybe. We'll anonymously find out and let you know if the feeling is mutual. You have nothing to lose!
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come back in and we both can sit down like 2 mature adults and work it out,Im a good listener
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I would show u and tell u what love is all about because i would tell u each and every day,nite,minute
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i really mean it, I AM FOR REAL IM NOT FAKE IM DEFINITLY A WOMAN U WOULD WANT TO GET TO KNW
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being looking for love I DID DATE A BLIND PERSON B4.
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Sometimes it is difficult to choose from the four options given, but there is usually one that fits better than the rest, or at least one that you could see yourself as more so than the others. If you're still unsure, try asking someone who knows you well, such as a parent or sibling. They can give clarity on areas of your personality that you may not notice.


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The perfect animal cross breed with a dolphin's head, a unicorn's magical horn and a kangaroo convenient pouch and speedy legs. The dolcornroo also produces blue cotton candy from it's unicorn horn and perfectly round, sandless watermelons. Traveling at the speed of light, this creature often provides rides to space for a low price of $10 million.
by theultimatecreator September 25, 2012


text: I purchased two nucs about second week of May. I transferred both nucs into 10 frame deeps with drawn comb and have been feeding 1:1 continuously. The bees only seem to be laying brood in the three center frames that had brood in the nuc. There is also very little capped stores in the outer frames. Just wondering if I should go ahead and add the second deep so the queen can move up as it doesn't seem she wants to expand out and to also let bees start drawing wax since I have just a few more frames already drawn. Have always had packages before and I thought nucs would give a head start over a package but now not so sure. Any advice on what to do is greatly appreciated.


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Golf4Fun is a social golf network for business people, professionals, and individuals interested in networking, socializing and travel. The platform is suitable for anyone wanting to learn golf, improve their game or just socialize and network, even if they have never played golf before or have no equipment yet. Launched in December 2013, Golf4Fun is one of the fastest growing platforms in South Africa enabling people from different business backgrounds to socialize and network whilst learning and playing golf.
Social Events
Golf4Fun Socials is a monthly networking event that includes a golf lesson, a short round of golf, a networking experience and live entertainment. Created especially for non-golfers and beginners, guests need not even have equipment to participate.
Match Days
Golf4Fun Match Days are a platform for intermediate and experienced golfers to test their skills against each other, while enjoying a relaxed networking experience. Comprising a 9 or 18 hole game, held on a full course, golf is followed by a social and prize giving event.
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Corporate Events
Golf4Fun Corporate Events are fully inclusive golf days, that work for both non-golfers and golfers. Each event is custom built to cater for the needs of the team, group, fundraiser or company, including experiences for non-golfers.
What Others Have Said
Extremely fun and educational. I know nothing about fun and really loved how friendly and open everyone was. I am seriously going to take up golf all thanks to Golf4Fun! Mwaaaah!Adelle Mathapo Mokaba
Not only is golf a hobby . But it has become my lifestyle. Being part of Golf4Fun is such an amazing experienceMbali Madikwa
Nice place. Good people. Very educational. Will definitely go oftenMonna Mashilo
A very safe environment for everyone to learn the sport…and of cos, the networking sessions are a major PLUS!!!Hashtag Pds Jr.


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Password cracking
So I know that during system hacking, password files are often transferred from the remote machine to the hacker's computer. Starting with windows, how is this done? Obviously the hacker gets remote access and a command prompt, probably of a limited user. Can the SAM be accessed with a LU account, or does it require elevated privileges?
So I just learned about the SYSKEY function. This seems to be a mute point because I know I have cracked passwords offline using LC5 and Ophcrack. So I need to ask, if syskey something I need to be aware of when conducting password attacks?
Most importantly, how do I dump the SAM remotely? I'm on youtube now, but i'm guessing most videos will be showing local dumps.
Of course the same question needs to be asked of linux, how do I retrieve the shadow file and dump them to a remote pc (my attacking pc)?


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For those who suffer with ants, I have received some great advice from a couple of San Diego beekeepers!!!
One person uses cinder blocks to raise their hives, and covers the blocks with Vasaline/petroleum jelly. He says it works great and is inexpensive. He has not had any problems since he has been using the Vasaline. He even uses it around his dog/cat dishes!
Another is Tanglefoot which is suppose to be safe in use around organic gardens, etc. The directions they gave were quite interesting, and a bit hard to follow, but I will post them here for you to see if you can figure it out....
"I use to use the motor oil in container barriers but was still troubled with the ridiculous amounts of bees drowning in it even though the containers were mostly hidden underneath the hive stand. So far I'm really pleased with this new method that others have mentioned in this group. I made a simple hive stand and used really long thick bolts to join the corners so the bolts became the legs of the stand. Then drilled a hole in a plastic end cap(used for pipes) and screwed that up against the underside of the stand of all 4 corners and there still is about an inch of screw sticking out. Inside the cap all around I put a lot of Tanglefoot until it was running down the screw leg and so far I haven't had to refill or had any problems since doing this at the beginning of the year."
Hopefully this helps some of you out there dealing with ants!!!


text: CityPlace - Block 24'As part of the CityPlace development on a section of former railway land in downtown Toronto, Block 24 consists of two towers, Montage, located at 25 Telegram Mews and Neo, located at 4K Spadina Avenue.With 750,000 square feet of residential and 30,000 square feet of retail, Block 24 won Best Building Design in the 2006 Home Builders Awards for the architectural expression being light and contemporary, says Neil Hylton, project manager with Concord Adex Inc….The project is characterized by two distinct building types: a linear loft building on Spadina, which references the traditional red brick warehouses that have historically lined the street, and a point tower, says Shirley Blumberg, partner, KPMB Architects."Within the same stringent economic and technical constraints of a typical residential development, we designed a complex that is more urbane with an animated grade level," says Blumberg. "KPMB designed the interiors of the units and the building's public spaces. We also designed the model suites for the marketing pavilion. This extensive involvement in a large complex residential project was a great challenge for us. Great flexibility was required to meet the changing requirements of the client. The building underwent extended redesign and material substitutions. The process was very fluid and many revisions were made during design and construction in order to meet budget constraints. The materials used were window wall for the glazing, brick was substituted with terracotta-coloured precast panels and stone at the base of the buildings was substituted with Fibre C, a composite panel system."'The complete article is available in the August 2009 issue of Award Magazine.


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Rainbow Stalin is a false interpretation of the lyrics in the song "Rainbow Stylin'" by Swedish electronic group "The Similou". This interpretation became a hit on YTMND featuring Soviet dictator Stalin or some form of meat loaf and rainbow lights.
"And all this love (loaf) saved up for nothing, I never felt so blue, and all this love (loaf), Rainbow stylin' (Stalin)"
rainbow stylin' = rainbow stalin
rainbow stylin' = rainbow stalin
by pedobarr June 07, 2009


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Are You Happy?
14 comments
Simple, yet brilliantReplyDelete
Simple and so true!! I might have to copy this and put it up somewhere.ReplyDelete
i love this!ReplyDelete
That's brilliant! I know exactly what I'd change - if I didn't have bills to pay ;-) xoReplyDelete
Yes, yes I am. See today's post for further explanation:ReplyDelete
so very very true.ReplyDelete
this is fantastic. i think it is a situation by situation basis...if i asked myself if i was happy in love, i would answer yes...if i asked myself if i was happy in the work area of my life, i would follow the chart to make a change :) xoxoxo brynnReplyDelete
pssst! so happy with your approaching changes!
This definitely applies to me right now when it comes to my career... or what I'm doing with my work. A change is needed, but that first step has always been the hardest for me. Here's to changing something. (:ReplyDelete
I this chart is right on. Some people need to be reminded that there is no circle for "wait for someone else to change something".ReplyDelete
yea. this chart just told me to quit my job.ReplyDelete
this is a very serious question we should ask ourselves everyday!ReplyDelete
I've seen this chart before...it's so true! It's a great motivation to get thinking on whether or not you're actually happy.ReplyDelete
Thank you so much! I really wish people would grasp this concept and do what they need to do to be happy, life is too damn short to wait around!ReplyDelete


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As a lurker and relatively new skating fan, I was extremely disappointed (which is quite an understatement) with the men's free skate. Honestly speaking, I thought that Evan was completely lackluster and one of the more boring skaters. He did little to inspire me and my friends as we were watching the free skate final. We thought that Plushenko had more shownmanship and was far more entertaining with or without the quad. We thought that Takahashi and Weir had the best choreography overall and they skated beautifully. I believe that these skaters were completely robbed.
This is why I (along with many others) don't like figure skating. All the politics involved to prop up other skaters and keep better ones down bothers me and turns me off. This is why figure skating is losing so many fans. While many believe that figure skating is a marquee event of the Winter Olympics, I guarantee you that as long as politics keeps interfering with fair judgment, fans will find a new marquee event (speed skating is on the rise).
The accusations against figure skating were not uncalled for and I hope that the ISU learns for their mistakes and makes the necessary changes for the future if they want to ensure that figure skating remains a legitimate sport, let alone at the highlight of the Olympics.
I totally agree with you chronos 13, but I don't think the ISU cares . They are remote and arrogant and they really don't care what anyone outside of their little oligarchy thinks. There may be questionable placements in other judged sports, ie diving, gymnastics, but it seems that only figure skating has decisions that are so obviously political. The corruption is at the top and will continue to filter down as long as the power group is in control...and they have no intention of gong anywhere.
It is going to be really interesting to wach the dance and ladies events. Count on more robbery.
Last edited by tricia90; 02-22-2010 at 06:05 PM. Reason: spelling ooops!
Haven't read most of the posts here but cannot believe anyone who would think boring Elvis would know anything but jumps.
Grgranny, DEFINITELY!
Senoirita - Can you take a little more embarrassment? Though I don't always agree with you , I've noticed that you are always fair-minded and reasonable in your arguements , so it's always fun to read your posts , and interesting to explore your POV.
May your popcorn never be burned.
I guess I would like to say this to all those who think the sport is going backwards: give it some more time.
This scoring system has only been around for 8 years (not to mention being constantly tweaked and modified during that time) - that's not very long in the history of figure skating. And just like it took 70+ years to get all the triples out there with school figures in play, it will take time (not that much) to get the skaters accustomed to this new set of rules. Once coaches have consistently been teaching to this set of rules from beginners on up, I believe we will see more quads pop up in the future.
But like with everything there is a lag time. I think people are a little thrown by the great push forward in the 90's with the quad jumps. This was unusual and in my opinion only happened because those pesky school figures had been eliminated and there was not much else to practice but the jumps! Same scoring system, no figures..... what would YOU practice?
Now the rules have changed and more is being scored than jumps - at least on a quantative level. Many skaters in the middle of their careers have had to relearn some things, tighten some skills up and pretty much change their entire way of skating. This takes energy and time away from things like quad jumps.
I believe that this will be corrected as the young skaters who have grown up with this system will be able to incorportate its features into their learning from beginner on up the ladder.
I mean, what would we expect if all of a sudden they put figures back into the sport when all these skaters have pretty much never done them in their lives?? Most of their time would be devoted to those again and the jumps would noticeably fade until the "new" requirements would be fully incorporated.
If after 10 years we don't see any improvements then I would definitely be on board for significantly changing the scoring system. However, it is in place now, and all in all I think that the overall skating quality is indeed on the whole better than it was in the past 12 years. I'm willing to give it a chance, even if it means having to wait for those quads a few more years. I enjoyed skating before the quad and will enjoy it after.


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Your favorite team's team favorite.
Considering ThirtyTwo has one of the most stacked teams in the industry, saying that the Men's TM-Two Snowboard Boot is a team favorite is kind of a big deal. It features reliable traditional lacing and a medium-stiff flex that's supportive enough for sending big park jumps and heading into the backcountry, yet still flexible enough for throwing down on rails and jibs.
The Level 2 Intuition liner is also heat-moldable to provide a custom fit, and it has a neoprene toe box that prevents toe bash, as well as Intuition J-bars that lock your heel down for reduced fatigue. The heat-moldable Intuition foam insole ensures all-day comfort, and Evolution foam in the heel absorbs shock from heavy landings. Traditional lacing is easy and reliable, and the laces pull together the Power Wrap Cage shell for uniform tightness and a superior fit.
System G2 gel cushioning protects your heels from harsh impacts and smooths out the ride. An articulating cuff eliminates shell distortion to prevent the shell from breaking down over the course of the season, and the performance backstay enhances heel-to-toe energy transfer for improved response. The high-density Evolution Foam outsole also improves cushioning, and it's much lighter than rubber to reduce weight without sacrificing grip so you can still boot up icy stairways and rocky ridges.
- Traditional lacing
- Level 3 heat-moldable liner with Intuition foam
- Performance backstay
- Articulated cuff
- Level 3 footbed with Intuition foam
- System G2 gel heel
- Evolution foam outsole
- Internal lacing system
- Item #TTW005T
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Best boot on the market!
- Familiarity: I've put it through the wringer
For the past 3 seasons, the only boot I continue to purchase is the ThirtyTwo TM-Two model. You can't go wrong with these boots if youre looking for a medium-stiff all-mountain boot. I wouldn't recommend them for a beginner since they are on the stiffer side, you'll lose some control. For all of my snowboarding boots, I tend to size down a half size because they will eventually pack out causing more room in the boot for your foot to move around more. I prefer to have the laces tight but not so much the toe box. So if you're the same way, I found that if you don't tighten the lower toe-box portion of the boot but tighten up the upper part (shaft)of the boot, they are much more comfortable. This probably only applies to me since my feel tend to cramp if the toe-box area is too tight. Another thing I enjoy about these boots are the j-bars! They will come with 3 pairs of j-bars which are used to prevent heel lift once the boot starts to pack out. I highly recommend these boots to anyone with intermediate to advanced experience. They will definitely last if properly cared for!
TM-Two All The Way Through
- Familiarity: I've put it through the wringer
You want these. The TM-Two's from ThirtyTwo are a team favorite as well as my personal favorite, and are given to park crews at some major resorts such as Brighton Resort and Loon Mountain. Your snowboard boots are the first connection to your board, and these are a medium-stiff flex which transfer the majority of your energy to the board, making it much more responsive. There is a ton of padding in the footbed, making you stomp big landings and help your knees and ankles take less impact. The anti-lift kit is an awesome feature, just stack the amount of disks that you need in the boot liner to prevent your heel from lifting out of the boot. The heat moldable Intuition liners are an awesome touch, and makes break in comfort much easier so you aren't hurting on opening day. I have about 100 days of hard charging on these and there's still a little bit of fight in them.
These fit true to size, my toes were a tad bit crunched with my street shoe size but the toebox will pack out one you heat mold them and start riding in them.
Big Jay over at Milo Sport reviews the 2016 32 TM-TWO
Takes awhile to break in.
- Familiarity: I've used it once or twice and have initial impressions
I've spent about 12 hours in these boots, and they still haven't formed to my foot entirely, despite claiming they wear in with regular usage. Other than that, great boots.
Usually it takes a several days of riding in them to fully break them in. Take them into your local snowboard shop and get them heat-molded to speed up the process so your feet aren't getting killed!
Great Boots
After having a quick lace boot for the past 2 seasons I am enjoying the old style lace boots again. They are much better at staying laced the same tightness all day. I found that these boots might start out just a little small but after a couple days in them they packed out and I feel like they are pretty true to size. These boots are one of the warmest and lightest boots I have ever owned. They are a good mid-range stiffness that can be adjusted by loosening up the inner lace a little bit, which is what I do for touring days. Really a great boot for the mid to upper price range.
Still the best
- Familiarity: I've used it several times
On my third pair of these boots.
run small
i have had 5 pairs of the lashed boot in size 10.5 - they always fit the same. I tried this years lashed and the TM 2 in 10.5 before making my decision - the lashed fit like it always does - and in the TM 2 boot i needed half size larger as my toes were jammed in the 10.5.
Best boots I've ever owned!
- Familiarity: I've put it through the wringer
Fit: true to size
I typically wear a size 8.5 for shoes and I got these boots in a size 8.5 and they fit perfectly. They were a little tight and stiff when I first got them but after a few days of riding they loosened up to the perfect medium-stiff flex for riding anything from park laps to all mountain riding. These boots are also super comfortable and lightweight! Best boots I've ever owned! Highly recommend!
TM-2 for life!
- Familiarity: I've put it through the wringer
Hands down my favorite boot I've ever put my foot in. With all the bells and whistles needed for that avid rider.
Best Boot EVER!!
- Familiarity: I've put it through the wringer
I have been riding the 32 Team Two on and off for a decade. This is a great mid-stiff lace boot that utilized a evolution foam outsole. Overall I would give it a 6/7 stiffness rating that does break in over the season. The liner is a Intuition level 3 liner which can be heat molded to your foot multiple times in a season. It also features an articulated cuff to allow for ease of moment with your ankle and a a performance backstay that allows the boot to hold up and not break down in stiffness as you ride it more. This is a semi-aggressive all mountain boot that can be ridden in the backcountry splitboarding, on the resort and in the park. Don't be afraid to ride this boot under any condition the season will throw at you.
Interesting that thirtytwo doesn't seem to have any "Medium-stiff" boots...at least they don't specify it even though the category is there on the thirtytwo website. One of backcountry's competitors lists these boots as "stiff", in line with what thirtytwo calls it. Does backcountry specify flex rating after tester input?
I've listed some of the more popular boots from ThirtyTwo with their corresponding flex ratings to help ya out.
JP Walker- Soft
Lashed- Medium/Soft
TM-Two- Medium/Stiff
Ultralight 2- Stiff
Focus - Stiff


text:
Where have all the birds gone?
I have lived on Pelican Lake since the 1960s and always had robins and cedar waxwings come in and strip the juneberry trees and bushes. This year I have not seen a single one of these species.
No swallows, either. Only the flycatcher came back to nest. I also found a dead gull on my beach, and I have not seen the eagle, either.
Perhaps someone who reads the Echo has an idea of what is happening here. Is it the late start of spring, global warming or something else?
I tried contacting the DNR when I found the dead gull, but the office did not answer. Maybe someone can shed some light on this. I am located on the east side near the public beach.
Liane Rosel,


text:
Jeffery Howe
fine arts department
Ph.D., Northwestern University, 1979
Devlin Hall 430
E-mail: email@example.com
Fields of Interest
Late nineteenth and early twentieth century art in Europe; American architecture.
Academic Profile
Professor Howe teaches a wide range of courses in the history of art and architecture. In addition to surveys on 19th-century art and American architecture, he teaches upper-level courses on Realism and Symbolism, and Frank Lloyd Wright. Prof. Howe is a former Chair of the Fine Arts department. He was the Chair of the University Arts Council, which organizes the annual arts festival on campus, from 1998- 2010. He was also the associate editor of the journal of Religion and the Arts from 1996-2008.
Representative URLs
John La Farge Stained Glass in New England: A Digital Guide
Representative Publications
- John La Farge and the Recovery of the Sacred, Boston College: McMullen Museum, 2015. Editor.
- "Introduction," John La Farge and the Recovery of the Sacred, Boston College: McMullen Museum, 2015, 9-26.
- "The Light of Memory: John La Farge and Stained Glass," John La Farge and the Recovery of the Sacred, Boston College: McMullen Museum, 2015, 51-84.
- Courbet: Mapping Realism, Boston College: McMullen Museum, 2013. Editor.
- "Courbet: Mapping Realism," in Courbet: Mapping Realism, Boston College: McMullen Museum, 2013, 9-19.
- "Inside Out: Courbet and the Challenge of Realist Landscape," in Courbet: Mapping Realism, Boston College: McMullen Museum, 2013, 77-84.
- "Gustave Courbet et l'Amérique. The Belgian Connection," in Courbet et la Belgique, catalog of exhibition, Brussels: Royal Museums of Fine Arts of Belgium, 2013, 131-143.
- "Paul Klee and the Unseen World: Ghosts, Somnambulists, and Witches," in Paul Klee: Philosophical Vision; From Nature to Art, ed. John Sallis, Boston College: The McMullen Museum of Art, 2012, 83-92.
- "Gustave Courbet: The American Connection," in Courbet et Belgique, Dominique Marechal, ed., catalog of exhibition at the Royal Museums of Fine Arts of Belgium, scheduled for June 2013.
- "Fernand Khnopff: Two Studies for A Sphinx 1889 / Two Studies for Victoria 1892," brochure published by the Patrick Derom Gallery, Brussels/New York, 2011, 3-15.
- "The Gothic Image," in Transforming Light: The Stained-Glass Windows of Boston College, ed. Virginia Raguin, Boston College. 2009.
- "The Refuge of Art: Gustave Moreau and the Legacy of Symbolism," in Mystic Masque, Semblance and Reality in Georges Rouault 1871-1958, ed. Stephen Schloesser, Boston College: McMullen Museum of Art, 2008, 45-62.
- A New Key: Modern Belgian Art from the Simon Collection, catalog of exhibition, McMullen Museum, Boston College, 2007. (ed.).
- Houses of Worship: An Identification Guide to the History and Style of American Religious Architecture, London: PRC Publishing, 2003.
- The Houses We Live In: An Identification Guide to the History and Style of American Domestic Architecture, London: PRC Publishing, 2002. (ed.).
- "A 'Monster Edifice': Ambivalence, Appropriation and the Forging of Cultural Identity at the Centennial Exhibition," The Pennsylvania Magazine of History and Biography, vol. CXXVI, no. 4, October, 2002, pp. 635-650.
- Edvard Munch: Psyche, Symbol, and Expression, catalog of exhibition, the McMullen Museum of Art, Boston College, 2001. (ed.).
- "Nocturnes: Munch and Melancholia, and the Mysteries of Life and Death," in Edvard Munch: Psyche, Symbol, Expression, catalog of exhibition, the McMullen Museum of Art, Boston College, 2001, pp. 48.
- The Plume and the Palette: Essays in Honor of Josephine von Henneberg, New York: Peter Lang, 2001. (ed.).