text:
Professional Development & Research
What happened was a loss of world view in the academy. There was a failure to see that every discipline and every specialization could be and should be approached from the vantage point of faith, the foundational building block for a Christian worldview. The separation of faith from learning and teaching was the first step toward creating the confused and disconnected approach to higher education, even in church-related institutions.[1]
A brief overview of Christian higher education will help us see the shifts and changes in purpose and focus across the years. Early Christian education emphasized catechetical purposes as foundational. Medieval universities (those developed between the 11th and 15th centuries) were largely for the purposes of professional education with some general education for the elite. Of the 79 universities in Europe during this time it was Salerno that was best known for medicine, Bologna was best known for law, and Paris was best known for theology.
The Renaissance period emphasized the revival of Greek and Roman literature with the addition of newer subjects developed during the medieval period like arithmetic, geometry, and music. The Reformation and Post-Reformation period placed all aspects of education within the context of a Christian worldview. Higher education reached its zenith, building on what had gone before, in America. Early American colleges governed by trustees from related religious groups provided education within the context of faith and grounded in the pursuit of truth (veritas). Some of these schools included:
Pennsylvania and Virginia were essentially the first secular institutions. The German model espousing research and academic freedom began to widely influence American Higher Education in the 19th Century. Johns Hopkins, founded in Maryland in 1867, was the first pure research institution in this country.
During the 19th Century state supported higher education began to flourish, following the University of Virginia model, which had separated the theological influence from the curriculum by abolishing the chair of divinity in its reorganization of 1779. The University of Michigan adopted a credit point system; Harvard introduced an elective curriculum, and majors and specializations followed as we moved into the 20th Century.[2]
The rise of enlightenment thought was a watershed in the history of western civilization, it was a time when the Christian consensus was broken by a radical secular spirit. The enlightenment philosophy stressed the primacy of nature, a high view of reason and a low view of sin, and an antisupernatural bias; and it encouraged revolt against a faith-affirming perspective of education.[3] Friedrich Schleiermachers On Religion: Speeches to Its Cultural Despisers severed faith from philosophy and morality. Faith was understood only in pietistic terms having no connection with matters of truth. Though Schleiermacher tried to save the Christian faith, in reality he separated it from the exploration of trutheven the Jesus of history and the study of the Bible was separated from the Christ of faith.[4]
Early twentieth century American education was impacted by this mindset in the Modernist-Fundamentalist controversies. Both groups in various ways tried to save faith through various pietistic approaches, on the one hand, you could find the separatistic pietism of American fundamentalism, and on the other there was the pragmatic pietism of William James, the common faith civil religion of John Dewey, and the ahistorical experiential religion of Harry Emerson Fosdick. The result, however, was the divorce of faith from teaching and scholarship in universities across the country in the arts, the humanities, the sciences, the social sciences, and all other spheres, including the scholarly study of religion. There was during this time still a belief in objective truth in all fields, but the dominant perspective, with rare exceptions, maintained that faith had to be bracketed from this search for truth. The situation has changed even more drastically at the end of the twentieth century with the rise of postmodernism, which includes the loss of a belief in normative truth, and the influence of relativism in almost all spheres of knowledge.[5]
Following World War II a rapid expansion of higher education has taken place all across America. As we enter the 21st Century there are approximately 3,600 institutions of higher learning: 2,000 public and 1,600 private. Many of the public institutions are community colleges. Others are large research universities. Of the 1,600 private institutions almost 800 maintain some church relationship (about 400 mainline; a little less than 300 Roman Catholic; and few more than 100 Evangelical). Among these 800 schools we can identify four different types:
1) The Private College
independent in its operation
few Christian commitments
Faculty and students (with some or many board members) probably unrelated to the Christian heritage of the college
approach to education generally as diverse and pluralistic as most public institutions
2) The Bible College
Preparation for Church Related VocationGenerally study only Christian materialUndergraduate seminary
Preparation for Church Related Vocation
Generally study only Christian material
Undergraduate seminary
3) The Church-Related College
Acknowledgement of Christian heritageSees itself as an academic partner with its sponsoring denomination with many faculty, students, and board members coming from that traditionApproach to educationtwo generally unrelated spheres:Campus ministry and chapel programsAcademic curriculum and programCaring context for education
Acknowledgement of Christian heritage
Sees itself as an academic partner with its sponsoring denomination with many faculty, students, and board members coming from that tradition
Approach to educationtwo generally unrelated spheres:
Campus ministry and chapel programs
Academic curriculum and program
Caring context for education
4) The Christian Liberal Arts College
Strong cultural ties with sponsoring denomination/constituencyFaculty and students conscious of denominational/constituency tiesBoard has strong tie to denomination/constituencyProvides opportunity for examination of subject matter from a faith perspectiveGrace-filled context for educationApproach to education grounded in Christian world and life viewEducation as a learning communityone sphere characterized by the integration of faith and learning and faith and living.
Strong cultural ties with sponsoring denomination/constituency
Faculty and students conscious of denominational/constituency ties
Board has strong tie to denomination/constituency
Provides opportunity for examination of subject matter from a faith perspective
Grace-filled context for education
Approach to education grounded in Christian world and life view
Education as a learning communityone sphere characterized by the integration of faith and learning and faith and living.
Now we find ourselves at the beginning of the 21st Century. What approach to education can we/should we expect from colleges that continue to relate to the Southern Baptist Convention. Baptist education now boasts over 40 colleges or universities of higher learning. In the pluralistic world in which we find ourselves can we expect/should we expect an explicit Christian mission to be maintained? Can the one-sphere approach to the integration of faith and learning be articulated and practiced or is the two-sphere church-related model a better strategy?[6] I am contending in this paper that the integration of faith and learning is at the essence of authentic Christian (Baptist) higher education and should be wholeheartedly implemented across the campus and across the curriculum.
In thinking about Christian higher education we cannot rapidly leap over the foundational issues. We need carefully and intentionally to think about the importance of integrating faith and learning as the essential issue for defining Christian higher education.[7]
I. The Foundation of Christian Higher Education
We begin building our thinking on this vital subject by affirming the love for God and the love for study, the importance of devotion and the importance of instruction, the place of spirituality and the place of scholarship, the priority of affirming and passing on the tradition and the significance of honest intellectual inquiry. These matters are in tension, but not in contradiction and if rightly understood they can be seen as connectives, bound together, not matters of exclusivity. We begin with a faith commitment that informs all learning, which also shapes expectations for living.
Some of our friends in academia regard such a notion as a medieval remnant at best or in the words of Kris Kristofferson, a walking contradiction, partly truth and partly fiction. Yet in this decade, among an increasingly large number of intellectuals there has arisen a deep suspicion of todays thoroughly secularized academy, so that there is indeed a renewed appreciation for and openness to what George Marsden calls the outrageous idea of Christian scholarship.[8] As Mark Schwenn of Valparaiso University has suggested, it is time to acknowledge that the thorough secularization of the academy is at the least unfruitful. There is even a renewed interest in many places in the relationship of the church to higher education, or as our Catholic friends put it, ex corde ecclesiae.[9] John J. Piderit, president of Loyola University in Chicago, has called for the university to be at the heart of the church," which for us means a purposeful commitment to being both Baptist and evangelical, evangelical and Baptist.[10] Thus, the time seems right and ripe to join this conversation to think afresh, about these ideas.
As James Burtchaell in The Dying of the Light has so accurately and insightfully recognized, being a faithful Christian college or university will involve much more than mere piety. As a brief survey indicated earlier, history shows that a commitment to piety alone will not sustain the high ideal of a Christian higher education.[11] The Christian intellectual tradition calls for rigorous Christian thinking, in all areas as historically exemplified in Origen, Chrysostom, Augustine, Aquinas, Bernard of Clairveaux, Erasmus, Luther, Calvin, Edwards, Sayers, and Lewis, as well as many other contemporary thinkers. We need to understand the central place a school or department of Christian studies must play in a Christian college in carrying on this tradition by offering courses required of all students in both biblical studies and the various areas of Christian thought. Such courses are not merely exercises in spiritual devotion or professional preparation, as important as these may be, but they provide the framework for serious intellectual wrestling with literary, philosophical, scientific, technological, and worldview issues.
This provides the beginning framework for the uni[ty] in a Christian university. This framework refers to the constitutive belief that the world proceeded from a Creator by intelligent design and in that sense is a unified framework. While this framework doesnt pretend to answer every question, it nevertheless begins where Scripture begins. In the beginning God (Gen. 1:1), and with the confession of the Apostles Creed: I believe in God the Father Almighty, Maker of Heaven and Earth. This constitutive belief informs the entire curriculum about the beginning point of a Christian worldview over against rival metaphysical and epistemological views. The affirmation of God as creator is as significant for a Christian world and life view as is the tenet of God as redeemer. As Abraham Kuyper maintained, the dominating principle of Christian truth is not soteriological but rather cosmological (i.e., the sovereignty of the triune God over the whole cosmos, in all spheres and kingdoms, visible and invisible).[12] Such an initial reference point avoids the error of a spiritualized gnosticism on one hand and a pure materialistic metaphysic on the other. This premise forms the foundation for our affirmation that all truth is Gods truth, which refers to truth that is both revealed and discovered. Thus we respond on the one hand with grateful wonder at what has been made known to us and on the other with exerted effort to discover what has not been clearly manifested. In such exploration we dare not misconstrue our previously stated premise so as to wrongly deduce that all scholarship or all research even if carried out by Christians is necessarily Gods truth. No! What we gladly affirm is the Christian intellectual tradition which recognizes that all scholarship, all invention, all discovery, all exploration--which is truth--is Gods truth.[13]
Certainly this important premise, similar to the exclusive claim that salvation is found only in Christ, is controversial, even counter cultural in todays world. Thus part of the mission of Christian institutions must be a quest for unity, a unified understanding of knowledge. Such exploration involves finding ways of seeing and knowing what sometimes, in a mysterious and yet undiscovered sense, is already there. As Johannes Kepler, the man famous for discovering that the orbits of the planets are not circles but ellipses, said, the chief aim of all investigations of the external world should be to discover the harmony imposed on it by God.[14]
Christian scholars in the 21st Century, like Johannes Kepler in the 16th century, have the privilege of being sustained by this conviction and the responsibility to pass on the Christian intellectual tradition as it informs and impacts all the various disciplines. We believe such a responsibility to teach, inform, and communicate these traditions is possible because all human beings, everywhere and at all times, are made in the image of God. We believe this universality of humankind makes possible both teaching and learning. Contrary to trends in todays higher education world, a Christian worldview contends that a species-centered discourse should not be replaced by an ethnos-centered discourse, which is characteristic of most postmodernism and lies at the root of what is often called multiculturalism.[15]
Because we can think, relate, and communicate in understandable ways, since we are created in the image of God, we can creatively teach, learn, explore, and carry on research. Teaching must be prioritized at Christian colleges and universities. Yet, we want to maintain that there is a complementary place for teaching and scholarship. Scholarship, in the Christian intellectual tradition, rightly understood, is not contrary to genuine Christian piety. As Charles Colson says, True Christianity goes beyond John 3:16beyond private faith and personal salvation.[16] Nor should scholarship necessarily be seen as a threat to faithful teaching for the Christian intellectual tradition provides a foundation for new discovery and creative teaching, as well as the framework for passing on the unified truth essential to the advancement of Christianity.
A Christian university, in common with any other institution of higher learning, must surely subordinate all other endeavors to the improvement of the mind in pursuit of truth.[17] Yet a focus on the mind, the mastery of content, though primary, is not enough. We believe that character and competency development are equally important. Furthermore, we think the pursuit of truth is best undertaken within a community of learning that also attends to the moral, spiritual, and social development of its students following the pattern of Jesus who himself increased in wisdom and stature, and in favor with God and men (Luke 2:52).
The moral and spiritual virtues have vital cognitive significance and hence strengthen both teaching and learning. Thus we believe that humility strengthens and arrogance hampers the learning process. Not only humility, but faith, love, gratitude and other virtues are essential for a full orbed approach to Christian higher education. Bernard of Clairveaux best combines the intellectual with the moral and spiritual with his famous statement:
Some seek knowledge for
The sake of knowledge:
That is curiosity;
Others seek knowledge so that
They themselves may be known:
That is vanity;
But there are still others
who seek knowledge in
Order to serve and edify others:
And that is charity.
Certainly this makes a difference in how we relate to colleagues, students, and other scholars and even how we interact with and evaluate their ideas. The unity of knowledge, shaped by love, is informing and foundational for all scholarship, teaching and learning. From this foundation comes our commitment to faith and learning, to both knowledge and virtue, throughout the educational process.
II. The Purpose of Christian Higher Education
Christian higher education has an opportunity at this unique time in history to step forward as a leader in the larger field of higher education to prepare students to enter the changing world of the 21st century. In order to answer this call we must prioritize our commitment to the words of Jesus called the Great Commandment (Matthew 22:36-40). Here we are told to love God with our hearts, our minds, our souls--and to love others completely. Jesus= words refer to a wholehearted devotion to God with every aspect of our being, from whatever angle we choose to consider it--emotionally, volitionally, or cognitively. This kind of love for God will then result in obedience to all He has commanded.[18] These words of Jesus serve as the foundational framework for us to carry out our mission to our changing postmodern world.
The purpose of Christian institutions is to educate students so they will be prepared for the vocation to which God has called them, enabled and equipped with the competencies necessary to think Christianly and to perform skillfully in the world, equipped to be servant leaders who impact the world as change agents based on a full orbed Christian world and life view. Thus we are called to be Great Commandment schools.
The first and greatest commandment makes it plain that we are to love God with our minds. As T. S. Eliot so appropriately expressed:
The purpose of a Christian education would not be merely to make men and women pious Christians: a system which aimed too rigidly at this end alone would become only obscurantist. A Christian education must primarily teach people to be able to think in Christian categories.[19]
Thus we want to love God with heart, soul and our minds as well. Learning to think Christianly impacts our homes, our businesses, our health care agencies, our schools, our social structures, our recreation, and, yes, our churches too. For to love God with our minds means that we think differently about the way we live and love, the way we worship and serve, the way we work to earn our livelihood, the way we learn and teach.
As we prepare to enter the 21st Century we need more than just new and novel ideas and enhanced programs; we need distinctively Christian thinking, the kind of tough minded thinking that results in distinctly different action. To achieve this end we need to hear afresh the significance of Jesus= words for us. For as T. S. Eliot said so appropriately: to love God with our minds suggests, Ato be able to think in Christian categories.@[20] This means being able to define and hold to a world and life view grounded in the truth of God=s revelation to us. It means seeing life and learning from a Christian vantage point; it means thinking with the mind of Christ. This involves the whole of our human personality. Our mind is to be renewed, our emotions purified, our conscience kept clear, and our will surrendered to God=s will. Applying the Great Commandment entails all that we know of ourselves being committed to all that we know of God.[21] For our goal is not just the teaching of certain subject matter. No. It is both broader and more basic than that.
In recent days David Damrosch, Professor of English and Comparative Literature at Columbia University in New York City, has penned a sane and sound analysis of the specific challenges facing higher education at the conclusion of the 20th Century. His work entitled, We Scholars: Changing the Culture of the University, proposes several reforms meant to alter the culture of American academic life.[22] He recognizes the changes that have been brought about in higher education with the rise and expansion of disciplines. Yet he proposes that the problem we face is not necessarily increasing academic specialization, it is the lack of interrelatedness between the disciplines. This unwillingness to relate disciplines to one another has resulted in a fragmentation of knowledge. The fragmentation of knowledge should alarm all committed to Christian higher education, for it strikes at the foundation of our purpose.
Damrosch calls for an interdisciplinary community approach to teaching and research, simultaneously generalizing and specializing. He discourages the isolationism of the academy and urges that the university reshape itself by working in concert even across established field boundaries. He rightly recognizes that disciplinary fragmentation dates only from decisions made a century ago when the modern American university assumed its current form. Damrosch=s suggestions are noble and helpful, but shortsighted. They fail to address the most important aspect of the problem, which is not specialization, but a specialization brought on by a fragmentation of knowledge. This has resulted in a false dichotomy between the life of the mind and the life of faith. It is here that Christian institutions seeking to put into practice the implications of the Great Commandment can enter this important conversation.
I would suggest that loving God with our minds--thinking Christianly--points us to a unity of knowledge, a seamless whole because all true knowledge flows from the One Creator to His one creation. Thus specific bodies of knowledge relate to each other not just because scholars work together in community, not just because interdisciplinary work broadens our knowledge, but because all truth is God=s truth, composing a single universe of knowledge.
For Christian colleges and universities to become truly Great Commandment institutions does not mean that we will blur disciplinary boundaries--not at all! It means that we will take our varying, and at times seemingly conflicting, approaches and traditions, and seek to interpret and explain our subject matter under the Lordship of the Creator God, the revealer of all Truth. If we can learn to integrate faith thoroughly with our various disciplines, drawing on the long Christian tradition to do so, we can restore coherence to learning.
Then will education not only mean the passing on of content to our students, but it will also mean the shaping of character, and it will move toward the development and construction of a convictional world and life view by which we can see, learn, and interpret the world from the vantage point of God=s revelation to us. We must therefore seek to build Christian institutions where men and women can be introduced to an understanding and appreciation of God, His creation and grace, and humanity=s place of privilege and responsibility in God=s world.
It might be helpful to realize that the goal of Christian education, rightly understood for the past two thousand years, has been this integration of faith and knowledge. The starting point for this integration has rested on the foundation of the words of Jesus= Great Commandment and the wisdom literature of the Hebrew Scriptures, which reminds us that the fear of the Lord is the beginning of knowledge, wisdom, and understanding (Proverbs 1:7; Psalm 111:10; Job 28:28). Thus, the beginning point for thinking, learning, and teaching is our reverence before God the Father almighty, maker of heaven and earth.
The search for knowledge, the quest for truth--phrases so familiar as to be cliches in education--must not be uttered carelessly. For when we speak of such from the Christian perspective we speak of God who is omniscience, God who is Truth. From this foundation has followed a legacy of those committed to a passion for learning based on the supposition that all truth is God=s truth. Thus, as Christians related together in a learning community, we all as faculty, students, staff, and administrators are to seek to take every thought captive to Christ and love God with all our minds.[23]
III. The Goal of Christian Higher Education
What then is the goal of Christian higher education? we might ask. Arent others providing similar educational preparation? The answer is yes and no. Yes they are providing similar programs, but the uniqueness of a thoroughgoing Christian approach to higher education is its commitment not only to content, but to value-added education, to character development, competencies, and a Christian world view that challenges the predominant secular way of seeing life and work. So what must we do?
First, following Chuck Colsons exhortation, we must train the mind by inculcating truth and developing graduates who will go out and infiltrate the world with what some call a Abackyard apologetic.@[24]
We need professors, staff, and students who are competent in their profession, caring in their relationships, but who also confess and, if necessary, contend for the truth of God that is foundational for life and living.
Those involved in Christian higher education must be intentional about integrating faith and learning in every discipline C not as a cliche, or public relations watchword, but as a foundational reality. We must be intentional about a commitment to truth, for by Him and for Him are all things held together.
Science and health care programs must be seen from a Christian vantage point. Science is measuring what is; it is observed truth. But observed truth need not conflict with revealed truth. They are complementary. We could really have no science without recognizing that God has created an orderly universe. If it=s not orderly, nothing applies. For as Abraham Kuyper, the great Dutch thinker and statesmen, said in his Stone Lectures given at Princeton in 1898:
God created the world and cares for His entire creation, and by His saving grace He brings regeneration and justification to His own, but by His common grace He sustains the creation He has made and He calls us to be participants in that common grace, to be agents of it C as He cares about its expression in every single aspect of life.[25]
Such a world view is also at the root of mathematics, which is foundational to business, accounting, and economics. This does not mean there is a Christian mathematics or that there are Christian multiplication tables. No, what is affirmed is that there is Christian truth and order at the root that makes it possible to make mathematical calculations.
A Christian world view shapes our view of education, pedagogy, and the social sciences, for all must answer the question: what is it that motivates humans? This is at the root when we talk about the nature of men and women. There are several implications of these truths.
First, faculty and students at Christian colleges and universities should be better teachers and learners because our motivation for learning is different. We want to learn more about God and His world, His purpose and His activities as they impact our areas of focus. The purpose of learning is different. It is shaped by values different than just wanting to get a good job, as important as that is.
Second, education that integrates faith and learning, that establishes and shapes a Christian worldview, can help restore the loss of morality and loss of accountability. It can help us be better people, better citizens, better employees. It gives us standards and ideals to which we can aim in order to be better people, because it is an education concerned not only with content, but character. Then we can know what is right and do what is right. So a Christian world view not only impacts and shapes the mind, but the will as well.
Education shaped by a Christian world view can better prepare someone for his or her vocation. This is not vocational education, but it helps each of us see that our own unique vocation is a calling from God, a holy thing from God.
The goal is to enable men and women to be prepared for their chosen vocation in such a way that they can be salt and light in the marketplace. The goal of these programs is to help students become servant leaders and change agents in our world. The goal is to help us be prepared for work and to see it from God=s perspective in a way that will bring glory to Him--preparation for vocation--not just job training or careers, but work, calling, vocatio.
A Concluding Word
Learning shaped and formed by faith results in living that is shaped and formed by faith. The integration of faith and learning forms the foundation of Christian higher education and shapes its purpose and goal. Some would see faith and learning as contradictions that cannot exist together. Others would suggest they are two separate spheres that do not connect. Still others, in some postmodern way, might try to commingle what they still perceive to be contradictions. On the other hand, we maintain boldly that faith and learning must be held together. Without the marriage of these essentials there is no authentic Christian (Baptist) higher education. The church must again reconnect with the university so a new generation can learn to think Christianly in order to impact the world for good with the truth of the gospel.[26]
[1] This disconnection has been ably documented by George Marsden, The Soul of the American University (Oxford: Oxford University Press, 1994); and James T. Burtchaell, The Dying of the Light: The Disengagement of Colleges and Universities from their Christian Churches (Grand Rapids: Eerdmans, 1998). Burtchaell sadly acknowledged that the story of the disengagement of the schools from their denominations and constituencies is in fact more melancholy than the author expected. (p. xi); also Mark R. Schwenn, Exiles from Eden: Religion and the American Vocation in America (Notre Dame: University of Notre Dame Press, 1981).
[2] See Robert Rue Parsonage, Church Related Higher Education (Valley Forge: Judson, 1978); Bernard Ramm, The Christian College in the Twentieth Century (Grand Rapids: Eerdmans, 1963); Arthur Holmes, The Idea of a Christian College (Grand Rapids: Eerdmans, 1975); Douglas Sloan, Faith and Knowledge: Mainline Protestantism and American Higher Education (Louisville: Westminster John Knox, 1994); Charles D. Johnson, Higher Education of Southern Baptists (Waco: Baylor University Press, 1955).
[3] See Colin Gunton, Enlightenment and Alienation (Grand Rapids: Eerdmans, 1985), pp. 111-52; also Thomas C. Oden, After ModernityWhat? Agenda for Theology (Grand Rapids: Zondervan, 1990).
[4] See Schleiermachers posthumously published Leben Jesu (1864).
[5] See the insightful discussions in Charles Colson and Nancy Pearcey, How Now Shall We Live? (Wheaton: Tyndale, 1999).
[6] See Larry Lyon and Michael Beaty, Integration, Secularization, and the Two-spheres View at Religious Colleges: Comparing Baylor University with the University of Notre Dame and Georgetown College Christian Scholars Review 29 (Fall 1999) 73-112.
[7] This discussion continues the conversation about the character and future of Christian higher education taking place in many sectors. Much of this essay is built on themes found in The Future of Christian Higher Education, edited by David S. Dockery and David P. Gushee (Nashville: Broadman & Holman, 1999). See also Richard T. Hughes and William B. Adrian, Models for Christian Education (Grand Rapids: Eerdmans, 1997). The contemporary discussion can be traced to John Henry Newman, The Idea of a University (Notre Dame: University of Notre Dame Press, 1982 [1873]); See James W. Sires exposition of Newmans key ideas in Habits of the Mind: Intellectual Life as a Christian Calling (Downers Grove: InterVarsity, 2000).
[8] See George Marsden, The Outrageous Idea of Christian Scholarship (Oxford: Oxford University Press, 1997); also see the conversation between George Marsden and Charles Taylor on this matter in A Catholic Modernity?, edited by James L. Heft (Oxford: Oxford University Press, 1999).
[9] See Mark Schwenn, A Christian University: Defining the Difference, First Things 93 (May,1999):25-31. This essay borrows from, builds on, and challenges some of the key ideas in Schwenns article.
[10] See John J. Piderit, The University at the Heart of the Church, First Things 94 (June/July, 1999):22-25.
[11] See Burtchaell, The Dying of the Light.
[12] See Abraham Kuyper, The Stone Lectures, Princeton University, 1898; also see William A. Dembski, The Design Inference (Cambridge: Cambridge University Press, 1998).
[13] See Arthur Holmes, All Truth is Gods Truth (Grand Rapids: Eerdmans, 1977).
[14] Cited in Colson and Pearcey, How Now Shall We Live? 51, 425.
[15] See David S. Dockery, editor, The Challenge of Postmodernism: An Evangelical Engagement (Grand Rapids: Baker, 1996).
[16] See Colson, How Now Shall We Live?
[17] See Mark A. Noll, The Scandal of the Evangelical Mind (Grand Rapids: Eerdmans, 1995); and Harry Blamires, The Post Christian Mind: Exposing its Destructive Agenda (Ann Arbor: Servant, 1999).
[18]. See Craig Blomberg, Matthew, New American Commentary (Nashville: Broadman, 1992), 335.
[19]. T. S. Eliott, Christianity and Culture (New York: Harcourt Brace, 1940), 22.
[20]. Ibid; see W. David Beck, ed. Opening the American Mind: The Integration of Biblical Truth in the Curriculum of the University (Grand Rapids: Baker, 1991).
[21]. John R. W. Stott, The Contemporary Christian (Downers Grove: InterVarsity, 1992), 114-26.
[22]. David Damrosch, We Scholars: Changing the Culture of the University (Cambridge: Harvard University Press, 1995); also see Mortimer J. Adler, Reforming Education: The Opening of the American Mind (New York: McMillan, 1997).
[23] See D. Bruce Lockerbie, A Passion for Learning (Chicago: Moody, 1994); also J. P. Moreland, Love Your God with All Your Mind (Colorado Springs: NavPress 1997); and Os Guiness, Fit Bodies, Fat Minds: Why Evangelicals Dont Think and What to do About It (Grand Rapids: Baker, 1994).
[24] Charles Colson, Backyard Apologetics, Touchstone (November/December, 1999), 41-45.
[25] Kuyper, Stone Lectures. See Peter S. Heslam, Creating A Christian Worldview (Grand Rapids: Eerdmans, 1998).
[26] Baptist education in particular must be concerned with connecting the institutions to the churches, not as two different spheres; but as a partnership to create a one sphere learning community to advance the purpose and high calling of integrating faith and learning in higher education. See various explications of Baptist higher education beginning with Francis Wayland in the 19th Century, Thoughts on the Present Collegiate system in the United States; J. P. Greene, Why Education by Baptist Schools in J. M. Frost, Baptists Why and Why Not, edited by Timothy and Denise George (Nashville: Broadman & Holman, 1996); A. T. Robertson, Baptist Colleges Are Essential in The Best of A. T. Robertson, compiled by David S. Dockery (Nashville: Broadman & Holman, 1996); Carl F. H. Henry, Baptists and Higher Education in Baptists Why and Why Not Revisited, edited by Timothy George and Richard Land (Nashville: Broadman & Holman, 1997); James T. Draper, A Vision for a Christian Baptist University, in The Future of Christian Higher Education, edited by David S. Dockery and David P. Gushee (Nashville: Broadman & Holman, 1999) 17-24.


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subset: commoncrawl


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Date of Stay: November, 2009
This is the second time we stayed here. The owner is very helpful and friendly . If you like to fish for bass this is the place: catch and release only. They don't have public bathrooms or showers yet, but they are in the plans for the future.
Date of Stay: March, 2009
This was a brand new park when we visited . We came for a week and for $225 we stayed for the month. They have a great fishing pond stocked with bass, perch, and catfish; catch and release only. They have stores nearby and laundry a quarter mile down the road. Owners are very friendly and great helping the kids fish.
Date of Stay: February, 2009
The owners were very friendly. With that said: the bar on the property can be very noisy, with intoxicated people roaming about. I fished quite a lot and never had a bite. Would be an alright overnight stop if you could get near the water and away from the bar.


text:
I heard word about artist Artie Saaf's passing last week in the form of a message that his son, Steve, posted on a mailing list that I frequent. Sadly I have to admit to being somewhat ignorant of Artie, something that I aim to remedy in the near future. In the meantime Mark Evanier has written an obituary about Artie that says far more than most people could. You can see a list of what Artie did do on Jerry Bail's Who's Who site.
it's always sad when one of the pioneers of comic book art passes away, and in this case it's no exception. My thoughts go out to Artie's family and hopefully we can post something with a bit more detail in the coming weeks.
Controversial! Fun And Also Games! First Comic Book related blog to be featured in the Australian National Library's Pandora archive. 2016 Rondo Award nominee. Pop culture, music, film and comic book expert. Would be willing to write for biscuits.
Logo and banner designed by the amazing Michael Netzer.
Monday, April 30, 2007
Artie Saaf: 1921 - 2007
Posted by Daniel Best at 8:00:00 am
1 comment:
My thanks for this posting about my dad, Art Saaf, is way overdue, I know. Please accept my apology.
Steve Saaf
BTW, Ron Goulart is writing an article about Artie.
- Thursday, November 20, 2008 3:28:00 am
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The trend for native American inspired pieces continues and American based label Quoddy takes their name from the old Passamaquoddy tribe. With an expertise in handsewn craftsmanship, the company has been making shoes since 1909. They believe in the old practice of one workman to one pair of shoes, doing the whole process, so these are of a fantastic quality. I particularly love the 'Grizzly' boots, partly because they remind me of the Shofolk 'Andre' shoes but with a slightly nicer toe. They are going to be available at End Clothing on 9th of April.
By ThomasHewetson | April 8th, 2010


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This Hotel is very comfort and Cheap Hotels, safety of guests, the Hotels in Garden city ks offer non-smoking rooms. The hotel offers meeting rooms, Family rooms in garden city ks, and a business center. Internet access is available for guests wishing to keep connected. We provide best quality and fresh Breakfast garden city ks Patrons who'd like to keep an eye on their health and well-being while travelling. A dry cleaning service is available round the clock. If you're travelling with a family in town, the New Sun Flower Motel in Garden city ks Inn and Suits offer's sizeable rooms geared towards the requirements of big families with kids. If access is a concern, prospective guests will be pleased to hear the hotel provides mobility and wheelchair access as an exclusive experience and very Cheap Hotel garden city ks. The New Sunflower Hotel Inn provides Online Hotel Reservation and Online Book Hotels garden city ks.


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Famous QuotesDistinguished, influential and some great people share their wisdom in these famous quotes. Inspirational quotes on life, success and change from these famous individuals.
Maya Angelou Quotes - A great African American author, poet, and playwright.
Mary Kay - Mary Kay Ash was the founder of Mary Kay cosmetics.
Richard Bach - An American Author who has written many excellent inspirational books.
Francis Bacon - Francis Bacon was born in England. He was an English Philosopher
Bruce Barton Quotes - A successful businessman, a Congressman, and an author
Lucille Ball - I grew up watching Lucille Ball, an actress, on TV. Her comedy is legendary.
Josh Billings - His quotes reflect his philosophies and everyday life in a humurous way.
Les Brown - He believes that what you do today will determine what your tomorrows will bring.
Buddha - The teachings of Buddha have been passed down from century to century.
Albert Camus Quotes - This French Novelist and Playwright has inspired many
Andrew Carnegie - A successful business man who shared his wealth with others.
Dale Carnegie - Dale Carnegie was a pioneer in public speaking and personality development.
Jimmy Carter - The 39th President of the United States, and a strong human rights advocate.
Winston Churchill - November 30, 1874- January 24, 1965. Find wisdom in his quotes.
Tony Clark - Be inspired by these words of wisdom by this prominent author, Tony Clark.
David DeNotaris - A nationally known speaker, a best selling author, world champion Athlete.
Charles Dickens Quotes - Dickens, an author, whose work lives on today.
Walt Disney - A great American cartoonist, the creator of Mickey Mouse.
Wayne Dyer - Dr. Wayne W. Dyer is a motivational speaker and author.
Thomas Edison Quotes - His thoughts, and quotes are ones that are encouraging.
Albert Einstein - Born in Ulm, W�rttemberg, Germany. He was a theoretical physicist.
Dwight Eisenhower - The thirty-fourth President of the United States.
George Eliot - An English novelist.
Ralph Waldo Emerson - He was one of the most influential literary figures of the 19th century.
Henry Ford - An American industrialist, pioneer of the assembly-line production method.
Anne Frank Quotes - She suffered challenges that most of us could never imagine. Be inspired.
Benjamin Franklin - Benjamin Franklin had a diversified career.
Kahlil Gibran - (1883 - 1931) a Lebanese artist, poet, and writer.
Edgar A. Guest - Edgar A. Guest was a poet whose work lives on today.
Robert M. Hensel - Born with a birth defect but it has not stopped him from achieving success.
Napoleon Hill Quotes - An American writer and philsopher.
Elbert Hubbard - Elbert Hubbard was an American author and publisher.
Thomas Jefferson - The third President of the United States
Helen Keller Quotes - She became deaf and blind when she was just a baby of 19 months
Martin Luther King - A man with a strong personality and determination. He changed history.
Charles Kettering - A determined man with a simple philosophy on life.
Ray Kroc - The founder of McDonalds. He has many quotes that are encouraging.
John Lennon Quotes - (1940-1980) A musician most notably known as one of the Beatles.
Abraham Lincoln - The Sixteenth President of the United States
Vince Lombardi - One of football's most accomplished and respected coaches.
Nelson Mandela - Mandela a South African Statesman was the winner of the Nobel Prize in 1993
Og Mandino - An inspirational Author. His quotes are ones that are truly uplifting.
W. Somerset Maugham - A British novelist, playwright, and short-story writer.
John McLeod - Disabled since childhood, began writing to help him cope with his situation.
Jacquie McTaggart - Jacquie McTaggart retired after 42 years of teaching.
Mother Teresa - Truly an inspiration for us all!
Earl Nightingale Quotes - Earl Nightingale was a motivational writer and author.
Norman Vincent Peale - Norman Vincent Peale an US clergyman and author.
Wilferd Peterson - An author whose words still have wisdom today.
Anthony Robbins - Tony Robbins is a motivational speaker and a self help author.
Jim Rohn - For more than thirty years he has helped improve the lives of people.
Franklin Roosevelt - Franklin D. Roosevelt was the 32nd President of the United States.
John Ruskin - Born in England, educated at the University of Oxford
Seneca Quotes - Be inspired by the words of wisdom in these Seneca quotes.
George Bernard Shaw - An Irish dramatist, a playwright, a socialist spokesman.
M. K. Soni - His objective in life is: "to help others, cultivate interests in good literature."
W. Clement Stone - An American business man, founded the Combined Insurance Co.
Brian Tracy - One of the leading authorities on development and personal effectiveness.
Mark Twain - His true name was Samual Langhorne Clemens. Born in Florida, Mo, US.
Michelle C. Ustaszeski - A writer and photographer of inspirational and motivational art.
Henry VanDyke - An American poet, author, educator, and clergyman.
Denis Waitley - A well known American motivational speaker and author. He has helped inspired millions!
William Arthur Ward - An American author, editor, pastor and teacher.
Oprah Winfrey - A celebrity who is a truly amazing and motivational woman!
Yanni Quotes - A musician who has sold over 20 million albums worldwide.
Zig Ziglar - Zig Ziglar is a successful American author and motivational speaker.
Famous Quotes To Consider:
"One of the most famous quotes of forgiveness is found in the Bible (KJV) in Luke 23:34, which reads, 'Then said Jesus, Father, forgive them; for they know not what they do.'" Eric Watterson, I Forgive You: Why You Should Always
"Arguably the most famous quotation from the legendary Pogo comic strip is: 'We have met the enemy and he is us.'" Gene King, Plan B: Separate Yourself from the Herd
"The famous psychiatrist and author of Man and His Symbols, Carl Jung, once said, 'The dream is the small hidden door in the deepest and most intimate sanctum of the soul�'" Sean Lysaght, Personal Success
"It is certainly not a new thing, many of William Shakespeare's plays were based around the theme of romantic jealousy, one of the most famous being Othello." Lesley Harriot, How To Have Successful Relationships
"As the world famous financial advisor, Dave Ramsey, says 'live to like no one else, so later you CAN live like no one else!'" Ricky Gomez, Frugal Living
Everyone in the world, it seems, is just a little bit famous. Facebook, Twitter, LinkedIn, Google +, and even the email we write expose parts of ourselves that a generation ago would have been private. Devin D. Thorpe, 925 Ideas to Help You Save Money, Get Out of Debt and Retire A Millionaire So You Can Leave Your Mark on the World
"The 80/ 20 rule is famously known as the Pareto principle. This is also known as the Rule of the Vital Few." Brian Adams, Time Management
"Steve Jobs is famous for being impatient and tough with those that he worked with." Mark Patterson, Steve Jobs: 7 Top Life and Business Lessons of Steve Jobs for Unlimited Success
"Successful people are famous for their brilliant time management skills." Felix Oberman, The Ultimate Guide to Declutter Your Life and Organize your Mind
"Some introverts are famous and have lived extremely public lives. Some don't even know they are introverted." Michele Gilbert,The Introvert
"The famous psychoanalyst Karl Gustav Jung asserted that all people share a collective subconscious and, therefore, are able to communicate with each other quite well." Michael Nir, Influence: Body Language Silent Influencing
"There is a lesson that has been taught by many famous philosophers from antiquity, up to modern times. The lesson is: Everything in moderation." David Bolton, Six Ridiculously Simple, yet Amazingly Powerful Techniques that will help You to Lose Weight
"It is certainly possible to become successful, rich, and famous without having God as your starting point. However, success, money, and fame do not equal fulfillment." Mark J. Musser, Finding the True You: Discover Who You Were Created to Be
"The IBM people have put out a famous card found in many offices, which says 'THINK!' - and sometimes they deliberately spell it 'THIMK!'" Herbert Armstrong, The Seven Laws of Success
"If the company is at all innovative, then the errors will be far more frequent. Thomas Edison famously failed more than a thousand times, but saw each error as a learning experience." Fons Trompenaars; Piet Hein Coebergh, 10 Management Models
"But even celebrities, if truth be told, must have their small quiet moments of clarity. Moments where they are not rich and famous, they just . . . are." Roz Swartz Williams, The Mourning Chronicles
"There are also countless writers, movie directors, and inventors whose ideas that have made them famous got their creative ideas from dreams." Michelle Hunt, Creativity: Innovation: Simple Proven Tips & Tricks to Improve Your Creative Writing
"Tim Ferris spoke to 25 publishers in order to get his famous book to the shelves. None of them would take it. By learning that failure and rejection is integral part of publishing, Tim Ferris muddled through and eventually sold millions of copies of 'The 4-hour Work Week'." Amar Hasic, Entrepreneur Royale: The Everyday Principles Of Today's Most Successful Entrepreneurs
"Joanne Rowling, better known as J.K.Rowling and author of the famous Harry Potter series, got turned down by twelve publishing houses in the beginning because they thought that it was silly and look what happened." T Whitmore, Thinking Positive Daily: A Guide to Personal Growth and Self Esteem Mastery
"The famous Ralph Waldo Emerson was remembered quoting that there are five enemies to peace: ambition, avarice, anger, pride and envy." Bree Miller, Gratitude & Happiness: A Guide to Feeling Grateful, Happy And Free
"Board and management need to 'get the right people on the bus, in the right seats,' in the famous words of management expert Jim Collins." Mario Morino, Leap of Reason: Managing to Outcomes In an Era of Scarcity
"As I read books and listened to famous speakers, I noticed two trends:
1. Successful people are systematic about their relationships.
2. Successful people always have mentors (or at least get feedback from people)." Tsang Lindsay, Live Free: Re-Write Your Story
"If you can get a famous name behind your product, you're all-but-guaranteed to get good results." Tom Meitner, Living with Intent: How to Choose Joy and Success, and Change Your Life in 7 Days
"You can be rich and famous and still end up being unhappy." Ryanne Knight, Success
"If the sole reason you want to follow your passion is to become rich and famous, then it is not about your passion but about the later two." K. Elizabeth, Follow Your Passion
"Watch some of history's famous speakers in action and try to learn from what they've done." Frank Fields, Public Speaking Without Fear
"There is famous saying that when you speak, you tell others all the things that you already know, but when you listen, you get to know what you don't know." Naomi Hill, How to Have a Good Day
"Just remember this famous mantra when debating whether to approach a person: practice makes perfect." Joe Casanova, Socially Accepted
"Other top achievers who are famous for setting goals that defined their careers include, Isaac Newton, Barack Obama and Lupita Nyong'o." Gerry Marrs, How to Achieve Anything You Want
". . . you may want to help your daughter understand that even famous people must overcome challenges more often than we realize." Michael T Wilkinson, A Father's Guide to Raising Daughters
More Famous Quotes Page 2
Words of Wisdom | Inspirational Quotes | Short Stories | Proverbs | Quote of The Day |
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Buying Flowers For Your Girl
Page 1 of 2Buying Valentine's Day flowers for your girl is easy — you walk into a flower shop, point, pay, and leave. But what if you were to put some thought into it and were able to hook up with a florist who could match each flower to your lady's personality?
Chances are your girl will notice. And when your girl is happy, she'll probably make sure that you're just as happy as she is. Well, guess what? You don't need to wait long to visit that happy place. This Valentine's Day is the perfect opportunity to surprise her with a personalized bouquet.
According to Lynn Jawitz, owner and floral designer for New York-based Florisan, Valentine's Day is the one day that flowers have a significant romantic meaning. So, the flowers you choose should convey your intent and emotions. Don't worry if that sounds overly complicated; it's actually much easier than you think to put together a perfect bouquet.
Start by examining your woman's personality, wardrobe and jewelry, and see if you can get a sense of her personal style. Then, simply follow expert florist Lynn Jawitz's advice on creating the perfect Valentine's Day flower bouquet for your gal's individual style.
personalized petals
1- The outdoorsy gal
Her personality: The outdoorsy gal goes hiking and mountain-climbing; biking is second nature to her. This girl would opt for a fresh-air activity over a movie any day.
Her perfect bouquet: Try mixing wildflowers, blue cornflowers, mixed color cosmos, green wheat, golden oats and wild grasses.
2- The wild one
Her personality: Her actions can sometimes be outrageous. She's probably tried bungee jumping or parachuting, or maybe she drives too fast. This girl is usually the first one to dance at a party — her inhibitions are low and her behavior always keeps you wondering what she'll do next.
Her perfect bouquet: Ask your florist to mix red/orange pincushion protea, lotus seed pods, ting ting, and orange parrot tulips. You're going for something that looks like it is out of the next century — it's all about "the future" when it comes to her bouquet.
3- The contemporary lady
Her personality: Think "Carrie" from Sex and the City. The contemporary lady is modern, sophisticated and independent; she probably has a keen fashion sense and an inordinate amount of shoes in her closet.
Her perfect bouquet: Cut (huge and open) sleek white calla lilies, and mix them with bear grass edge and tropical green leaves (ti leaves and/or monstera leaves).
What to pick for your hippy chick...
Show comments


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A Rogue's Life HTML version
family, and his Christian readiness to look pityingly on my transgressions. He had
engaged the leader of the circuit to defend me; and he would have come to see
me, but for Mrs. Batterbury; who had implored him not to expose himself to
agitation. Of Lady Malkinshaw the letter said nothing; but I afterward discovered
that she was then at Cheltenham, drinking the waters and playing whist in the
rudest health and spirits.
It is a bold thing to say, but nothing will ever persuade me that Society has not a
sneaking kindness for a Rogue.
For example, my father never had half the attention shown to him in his own
house, which was shown to me in my prison. I have seen High Sheriffs in the
great world, whom my father went to see, give him two fingers--the High Sheriff
of Barkinghamshire came to see me, and shook hands cordially. Nobody ever
wanted my father's autograph--dozens of people asked for mine. Nobody ever
put my father's portrait in the frontispiece of a magazine, or described his
personal appearance and manners with anxious elaboration, in the large type of
a great newspaper--I enjoyed both those honors. Three official individuals politely
begged me to be sure and make complaints if my position was not perfectly
comfortable. No official individual ever troubled his head whether my father was
comfortable or not. When the day of my trial came, the court was thronged by my
lovely countrywomen, who stood up panting in the crowd and crushing their
beautiful dresses, rather than miss the pleasure of seeing the dear Rogue in the
dock. When my father once stood on the lecturer's rostrum, and delivered his
excellent discourse, called "Medical Hints to Maids and Mothers on Tight Lacing
and Teething," the benches were left empty by the ungrateful women of England,
who were not in the slightest degree anxious to feast their eyes on the sight of a
learned adviser and respectable man. If these facts led to one inevitable
conclusion, it is not my fault. We Rogues are the spoiled children of Society. We
may not be openly acknowledged as Pets, but we all know, by pleasant
experience, that we are treated like them.
The trial was deeply affecting. My defense --or rather my barrister's--was the
simple truth. It was impossible to overthrow the facts against us; so we honestly
owned that I got into the scrape through love for Alicia. My counsel turned this to
the best possible sentimental account. He cried; the ladies cried; the jury cried;
the judge cried; and Mr. Batterbury, who had desperately come to see the trial,
and know the worst, sobbed with such prominent vehemence, that I believe him,
to this day, to have greatly influenced the verdict. I was strongly recommended to
mercy and got off with fourteen years' transportation. The unfortunate Mill, who
was tried after me, with a mere dry-eyed barrister to defend him, was hanged.


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When the most famous baseballer of them all left life's ballpark in March 1999, The New York Times asked Paul Simon to contribute an elegant obituary. This was an inspired choice, as it was Simon who penned the memorable lines "Where have you gone Joe DiMaggio? / A nation turns its lonely eyes to you".
The Associated Press, meanwhile, took a different tack: its tribute was composed by scientist Stephen Jay Gould.
Gould's elegant piece - which concluded "He was the glory of a time that we will not see again" - was distributed under the title "Harvard Prof. Pays Homage To Joe D", which now seems disrespectful both to DiMaggio and Gould himself. Gould was indeed a Harvard professor, a scientist whose specialty was paleontology. In addition, he was a prolific writer whose interests ranged widely and included geology, biology and the history of science. He was also a baseball nut.
Before he died in May 2002, this was the last volume of essays to which Gould turned his analytical and inquiring mind. He wrote about baseball in particular, and sport in general, with a scientist's rigour and a fan's passion.
For an Australian parallel we must try to imagine Sir Gustav Nossal waxing eloquent on Nathan Buckley, or Paul Davies analysing Ricky Ponting's pull shot.
In a foreword, David Halberstam describes Gould as "the least narrow of intellectuals ... he could connect dots where few of his colleagues could even see the dots, let alone connect them".
But Gould didn't require many dots to explain his love of baseball. Born in 1941, he grew up in New York when it was home to the three greatest teams in baseball - the Yankees, Giants and Dodgers. Gould followed his father as a Yankees fan; his first seasons as a spectator coincided with DiMaggio's last years in Yankees pinstripes.
When his academic career took him to Boston, he became a Yankees fan with a Red Sox season ticket. This enabled him to see the game from a new perspective. For while the Yankees are synonymous with success, the Red Sox are fated to fail.
Time and again, as Gould puts it, the Red Sox inflict on their supporters "the deepest possible anguish of running a long and hard course, again and again, to the very end and then self-destructing one inch from the finish line".
As a scientist, Gould should have no truck with superstitions. But a long string of defeats in Boston gave Gould some respect for the so-called "Curse of the Bambino", which links his two teams. The curse dates back to 1920, when the owner of the Red Sox sold his team's best player - Babe Ruth. Since then the Red Sox have played in four World Series and lost the lot, usually in heartbreaking fashion. Mere science cannot explain this, although Gould does point out that "I have spent a paleontological career studying the fickleness of fate and the myriad might-have-beens of evolution".
Statistics seldom do justice to sport. Too many, in fact, can kill it - and baseball is especially conducive to reams of figures. Gould himself sometimes overdoes them. In his lifetime he saw Babe Ruth's supposedly untouchable home-run record of 60 in a season eclipsed several times, but remained convinced that DiMaggio's streak of 56 successive games with base hits was the true measure of his greatness and will never be beaten.
Many people familiar with DiMaggio or Ruth may be unsure about base hits (a batted ball that allows the batter to reach first base safely). And few Australians would know that the title of this collection comes from a 19th-century baseball poem that concludes: "But there is no joy in Mudville - mighty Casey has struck out."
Hence this book may have limited appeal, which is a pity, as Gould's insights are acute and his prose mostly admirable. "Six more feet up," he writes of a Mickey Mantle blast, "and that ball would have become a moon of Uranus."
But Gould was not only a stargazer: he composed lovely tributes to a stadium announcer, a deaf-mute player, even an umpire who got it right.
And, significantly, Gould pondered a question that nags at anyone who spends too much time watching sport: Why should we care? Baseball, he suggests, "is like a river, both in the steady pace of its own action ... and in the continuity it establishes with our past through the isolation of individual performance".
But in the end this eloquent man of science had to concede that the appeal of sport is a mystery. "I don't know why grown men care so deeply about something that neither kills, nor starves, nor maims, nor even scratches in our world of woe. I don't know why we care so much, but I'm mighty glad that we do."
Novelist Alan Attwood became a Yankees fan while working as New York correspondent for The Age between 1995 and 1998.
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Cornell's Singapore Students Association invites you to join our annual cultural food festival! Open to the whole Cornell community, Makanmania will showcase Singapore's amazing cuisine. You can also play games and win lots of prizes! Come for a night of fun! Tickets are $5 and will be sold at RPCC and Ho Plaza.
Christina Ho


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The iPad StudioDock from Alesis is a protective case that lets musicians hook up pretty much everything they might need to the stage-friendly tablet: microphones, PA speakers, MIDI controllers and monitors or projectors. In short, it pretty much replaces a computer for performers.
These days, even a busker in the street is likely to have a computer as part of their setup, but a laptop isn't great for the task: the battery-life sucks, the interface requires a fiddly trackpad or a keyboard, and it is both delicate (don't spill your beer!) and bulky. An iPad, on the other hand, has a stoned-guitarist-friendly touch-interface and now, thanks to the Studio Dock, can do almost as much as the ubiquitous MacBook.
As well as working with most MIDI apps in the App Store, the dock will work with most peripherals. You get two quarter-inch XLR sockets, phantom power, a guitar input, a pair of quarter-inch jack outputs, headphone jack, RCA composite (for video), plus MIDI in and out, USB MIDI and finally, a jack for a foot-switch.
The only things not known are the price, or when you can buy it. I imagine this is going to have a lot of musicians very excited. This could make the iPad the Atari ST of the 'tens.
StudioDock [Alesis via Mac Stories]
See Also:
- Bluetooth Sheet Music Turner Could Help Readers With Disabilities …
- Gallery: Best New Gear for Musicians, Fans
- iDJ Live Could Unleash Your Inner Mixmaster
- Let There Be Rock: Digital Guitar Better Than The Real Thing …
- M-Audio Refreshes MIDI Controller Line


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Main Page
From WikiSTEP
www.WikiSTEP.org is a place with public and free content about the international standard ISO 10303 known as STEP or the Standard for the Exchange of Product model data. General information about STEP that is of encyclopedic interest is available on Wikipedia. You will find there
- a broad overview on ISO 10303. This is also the root page for all STEP related information on Wikipedia.
- the list of available STEP parts
- EXPRESS, the data modeling language used throughout STEP
- STEP-File and STEP-XML for data exchange
- the standardized Application Programming Interface (API) SDAI for the implementation of STEP applications such as converters, data integration tools in a database or CAx like applications.
The focus of this website is on providing tutorials and detailed information about STEP and recommended practices on how best to implement STEP. For administrative information see WikiSTEP:Community_Portal.
Common Guidelines and Recommended Practices
Major parts of STEP that are common for at least several Application Protocols (AP):
- STEP Tutorial - all
- PDM Usage Guide
- Product Manufacturing Information (PMI)
Older RECPRAC requiring updates.
- Associative Text in 3D recommended practices
- Model viewing, basic drawing structure and dimensions recommended practices
- Recommended Practices for Colours and Layers
- Recommended Practices for Assembly Instance Styling
Issue Tracking
Issue Integration with STEPmod
Issue Integration with Document Workflow
AP203 specifics
AP209 specifics
AP210 specifics
- AP210ed2 concept of operations
- AP210ed2 conformance classes and conformance options
- AP210 Tutorial
- AP210 E2 Query Documentation
- NIST GCR 11-949 Representation of functional networks in STEP AP210 with application to SPICE circuit simulation
- Integration of developer's API (JavaDoc) documentation and HTML standards documentation for AP210 query library
- AP210 Recommended practises
- AP210 Scope
- AP210 Examples
- AP210 Test Cases
- AP210 Validation Software
- AP210 Use Cases
- PCB Technology Tutorial
- AP210 EXPRESS schemas
AP214 specifics
AP236 specifics
AP242 specifics
- Glossary and Acronym
- External STEP links
- External Recommended Practises and other implementation guides and tests
- Module recommended practises
- STEP modules
- S-TEN/STEP Ontologies
- AP210 Reference Information
- Collaborative Design of Electro-Mechanical Products
- File:10303-41 and -49 action resource process.pdf
- Schema Version Identifier
- PDTec instance explorer link
- dll for PDTec instance explorer
- AP210 Related Research
- Y. Wu MS Thesis (http://scholar.lib.vt.edu/theses/available/etd-05132004-232738/unrestricted/Thesis.pdf)
- Manas Bajaj AP210 Warpage Application Report


text:
Gorgonzola & Artichoke Spread RecipeRead Reviews Be the first to add a review
5 1 1
Friends and family favor this cool and creamy spin on hot artichoke dip. Spoon it onto celery sticks or sturdy crackers for a satisfying snack.—Susi Mitchell, Leakey, Texas
Recommended: 21 Appetizer Recipes for Your Holiday Party
- 1 cup (4 ounces) crumbled Gorgonzola cheese
- 1/2 cup mayonnaise
- 1 can (14 ounces) water-packed artichoke hearts, rinsed, drained and quartered
- 1 medium sweet red pepper, chopped
- 6 green onions, thinly sliced
- 1/2 cup chopped walnuts
- 2 garlic cloves, minced
- Celery ribs and assorted crackers
- In a small bowl, combine cheese and mayonnaise. Stir in the artichokes, pepper, onions, walnuts and garlic. Serve with celery and crackers. Yield: 3 cups.
Originally published as Gorgonzola & Artichoke Spread in Taste of Home's Holiday & Celebrations Cookbook Annual 2010, p36
Reviews for Gorgonzola & Artichoke Spread
Please Log In or Join to add a rating and review.
Click stars to rate
Any changes to your rating or review will appear where you originally posted your review
Reviewed Jul. 23, 2014
"Very Nice recipe"


text:
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text:
This plugin voor CKEditor will provide 'Facebook-like' mentioning of people in any CKEditor field. Including a suggestion box while you type. This is triggered by typing an '@' character and at least 2 other characters. Names are queried using a view and matched on the realname of the user. When a name is clicked, it will be inserted as a link to the user's profile page (user/#uid).
You can override the included view to your needs. For now there is a hard dependency on the realname filter, but we could make this pluggable. This way, suggestions on username would also be possible.
This plugin works with below browsers
- iPad 1+
- Webkit browsers (Safari, Chrome)
- Firefox
- Internet Exporer 9+
Enable the module and check the plugin in your ckeditor profile at admin/config/content/ckeditor. Make sure you have users who have 'realnames' using the realname module. Also, don't forget to clear the cache after installing the module or the view won't show up.
Please use the issue queue for any requests or bug reports. The Drupal 6.x version won't get any future releases, except for possible security issues until Drupal 8 is released.
Related projects
The mentions module provides an text format input filter that translates @username or @uid strings to URL's. But it does not offer suggestions based on typed characters.
This module is written and maintained by Albert Skibinski (Merge) and sponsored by SIOB for the biebtobieb.nl project.
Project Information
- Maintenance status: Actively maintained
- Development status: Under active development
- Module categories: Content, Filters/Editors
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Have you ever ended a road trip and you wonder how your car became a sticker book? I have. So this time I was prepared. In preparation for a long car ride to the beach, I prepared a sticker scene for the backseat window--in hopes that this activity would prevent a collage of stickers to materialize all over the backseat.
I made a beach scene on contact paper to get my kids excited about our family getaway. After the trip, the contact paper peeled right off. This sticker project was a big hit!
You will need to cut the contact paper to fit in your backseat window. Once you have the correct size, you can tape the paper down to a table top with masking tape. Next, get to work on your masterpiece. (The kids can of course help out with this.) I did it on my own because I wanted it to be a surprise and also something new and exciting once we started our journey.


text:
ED Magedson – Founder
Ripoff Report
grand rapids scooter3140 division ave. s grand rapids, Michigan USA
grand rapids scooter poor quality,not honoring warranties grand rapids Michigan
Does your business have a bad reputation?
Fix it the right way.
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i purchased a scooter from grand rapids scooter to use to get to and from work for the summer this thing cost me close to 2000 dollars well spent i figured with a big bore kit and a bullet proof warranty how could i go wrong well let me tell ya this thing was one problem after another two starter motors three bendix, headlight,and the motor blew up at 1500 miles 4 months after buying this 2000 dollar scooter they did nothing each and every time something happened the only thing they did do was try to charge me for repairs these guys are some real sleaze bags and i would have to say your foolish to do buisness with them i was so fed up with these guys i went to scooters to go and the showed me what the bone heads did to my scooter and why it blew up. they rebuilt the whole thing got it back on the road in one day awsome. oh and they did the work for way less than the the money hungry sleezoids at grand rapids scooter they realy know there stuff at scooters to go
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Page Tools
Karen Ellis with her husband Stephen at the County Court after being handed a 22 month suspended sentence after having had sex with a 15 year old student.
Photo: Paul Harris
Web links
The teenager at the heart of a teacher sex scandal has blamed
the media's coverage of events for his continuing estrangement from
his mother.
Melbourne newspapers and radio talkback hosts reacted strongly to the suspended sentence given to Karen Ellis for having sex with one of her students.
The student, 16, insisted he had not been scarred by the relationship with his 36-year-old physical education teacher.
Ellis pleaded guilty to having sex with a minor, and yesterday was sentenced to 22 months jail. The sentence was suspended and Ellis walked free from the courthouse.
Speaking to the student on air, Radio 3AW's Neil Mitchell said he had spoken to the teen's mother personally and she was "hurting like hell".
"Well, it doesn't help when people like you get on the radio and start bagging her and just making it worse," the student answered.
The student said he had made attempts to contact his mother, but she had refused to speak to him.
Talk radio has been alight with callers debating whether the suspended sentence was too light.
Melbourne newspapers compared Ellis' sentence to that given to former tennis coach Gavin Hopper in August.
Hopper received a three-and-a-half year sentence for a two-year relationship he began with a student when she was 14. The student later claimed the relationship was abusive and Hopper pleaded his innocence, denying the relationship ever took place.
The situation was different for Ellis and her student. They were together for six weeks, both parties insist the relationship was consensual, and Ellis pleaded guilty on all counts.
But radio hosts Mitchell and ABC Radio's Jon Faine slammed the judge's sentence.
Faine asked Ellis' lawyer, Chester Metcalfe, if he believed the sentence would have been the same if all the particulars of the case had been the same, but the offender was male.
Mr Metcalfe said he would not comment on such a hypothetical, but both Faine and Mitchell made it clear they believed the community felt that the sex of the offender was an issue in sentencing.


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South Dakota Upsets Defending FCS Champ and Top-Ranked Eastern Washington, while Southern Utah Gets Win Over No. 12 Sacramento State
Sept. 10, 2011
The Great West Conference picked up two wins over ranked teams on Saturday with South Dakota's 30-17 win over defending FCS champion and top-ranked Eastern Washington and Southern Utah's 35-14 victory over No. 12 Sacramento State.
The other three GWC teams suffered road losses on Saturday as Cal Poly fell at No. 13 Montana, 37-23, No. 6 Montana State defeated UC Davis, 38-14, and North Dakota lost at FBS team Idaho, 44-14.
South Dakota 30, No. 1 Eastern Washington 17
VERMILLION, S.D. -- South Dakota recorded one of the biggest wins in program history with a 30-17 win over No.1-ranked and defending FCS national champion Eastern Washington Saturday at the DakotaDome. It was the Coyotes' first-ever win over a No. 1-ranked team since moving to Division I FCS status.
The Coyotes (1-1) used all phases of the game to upend the higher-powered Eagles.
Their offense was efficient - rushing for 198 yards and finishing with 324 total yards. The defense held Eastern Washington (0-2) to only 11 rushing yards and forced two key turnovers, while the special teams converted three key field goals to help the Coyotes pull the upset.
"This is a big win for us. This is the level we're supposed to be at," South Dakota head coach Ed Meierkort said. "We are an FCS team now to be reckoned with. We can play with anybody and we provided it today."
Senior running back Chris Ganious had 85 yards rushing on 15 carries. Senior quarterback Dante Warren was 8-of-15 passing for 126 yards and a touchdown; he also rushed for 59 yards. Junior receiver Will Powell (Sioux Falls, S.D.) had five catches for 49 yards.
Ganious moved into third all-time on the school's career rushing list as he has 2,564 career yards surpassing Jared Schwenn (1994-97) with 2,513 yards.
Senior linebacker Adam Broders had a game-high, and career-tying, 15 tackles for the Coyotes, while senior linebacker Shea Williams had 10 stops. Reigning Great West Conference Defensive Player of the Week and CFPA National Defensive Lineman of the Week, sophomore Tyler Starr (Little Rock, Iowa) had two sacks to go along with five tackles.
The Coyote defense controlled the first quarter, holding Eastern Washington to just 52 yards on 18 plays - and just three first downs.
"We came out with a lot of energy," South Dakota safety Jim Thompson said. "We just came together today."
The Coyotes' first touchdown came as a result of a three-play, 45-yard drive - which included a 14-yard run by senior Jeremy Blount, and a big 26-yard run by Ganious. Warren capped off the drive with a 2-yard touchdown on a quarterback draw for a 7-0 lead.
South Dakota added to the lead in the second quarter thanks to another big play. Warren found a streaking Blount down the middle for a 48-yard touchdown, giving the Coyotes a 14-0 lead with 10:55 left in the half.
"My job was to get between both the linebacker and the safety and split them and use my speed," Blount said. "It worked out good."
Then, the Coyote defense came up with the first key interception.
Eastern Washington faced a fourth-and-three at the Coyote 37-yard line; quarterback Bo Levi Mitchell's pass was intercepted by senior safety Jim Thompson and returned 67 yards for a electrifying touchdown, pushing the Coyote lead to 21-0 with 7:49 left in the half.
"We were in man-to-man coverage, and he ran a quick little out and turned my head quickly and it worked out perfect," Thompson said.
"Jimmy Thompson's interception for a touchdown was a huge play," Meierkort said.
The Coyotes kept the high-powered Eagles off of the scoreboard until the final seconds of the first half when Eastern Washington scored to cut the lead to 21-7 as Mitchell engineered the longest drive of the day - a 14 play, 72-yard drive lasting 3:57. Mitchell fired a 2-yard strike to Nicholas Edwards. Edwards led all receivers with 138 yards on 13 catches.
Although Eastern Washington held a slight 178-171 edge in total yards at halftime, the Coyotes had a huge 84-8 edge in rushing yards. Ganious had 49 yards on just seven carries. Warren was 5-of-9 passing for 87 yards and a score, while Blount had two catches for 60 yards.
In the second half, Eastern Washington kicked a field goal to cut the Coyote lead to 21-10, but the Coyotes responded with a 33-yard field goal by sophomore Kevin Robb with 1:24 left in the third quarter to push the lead back to 24-10.
Eastern Washington came back with a quick touchdown on four plays using just 1:16 off the clock to cut the lead to 24-17 as the third quarter closed. Wide receiver Greg Herd caught a 27-yard pass from Mitchell for the score.
Each time the Eagles crept closer, the Coyotes answered.
The Coyotes went on an eight-play, 44-yard drive - keyed by a 23-yard pass from Warren to Powell plus a 12-yard run by Powell - that was capped off by a 33-yard field goal by Robb with 11:40 left to give the Coyotes a 27-17 lead.
The Eagles began driving on the ensuing possession, but the Coyote defense again answered the call. Senior Marquis Butler intercepted Mitchell deep in Coyote territory, and his big 63-yard return gave South Dakota the ball in EWU territory with 9:54 left in the contest.
South Dakota turned Butler's interception return into a 30-yard field goal by Robb with 4:23 left to make the score 30-17. The Coyotes forced a turnover on downs on Eastern Washington's final offensive possession to ice the win.
"It was a tremendous effort on both sides of the ball," Meierkort said. "Our defense took a lot of snaps, and continued to play hard. Eastern Washington is a fantastic football team. Today was our day."
The Coyotes return to action Saturday, Sept. 17 at home against Northwestern Oklahoma State. The game, which is Hall of Fame Day at South Dakota, begins at 4 p.m. at the DakotaDome.
Southern Utah 35, No. 12 Sacramento State 14
CEDAR CITY, Utah -- Brad Sorensen completed 30-of-37 passes for 271 yards and Deckar Alexander ran for 78 yards and two touchdowns as Southern Utah overcame an early deficit then rolled to a 35-14 win over No. 12 Sacramento State in its home-opener Saturday afternoon.
After a blocked punt gave the Hornets the ball at the SUU 44 yard line midway through the first quarter, CSUS capitalized on the short field to take the lead on a 2-yard Bryan Hilliard.
The Thunderbirds pulled within 7-3 when Colton Cook kicked a 27-yard field goal at the 14:11 mark of the second period, then took the lead on a 12-yard Alexander run with 10:07 to go in the quarter.
The Hornets re-claimed the lead on a 1-yard Hilliard run with 3:39 to play in the half, but the advantage was short-lived as Austin Minefee took the ensuing kickoff 92 yards to put the Thunderbirds up 17-14. Southern Utah added a 36-yard Cook field goal at the end of the half to hold a 20-14 advantage at the break.
The second half was all Southern Utah, as the Thunderbird defense held the Hornets to just 125 yards while piling up 221 of its own. SUU scored twice in the second, on a 1-yard Minefee run with 11:49 to go in the third and sealing the outcome with a 3-yard Alexander run with 1:40 to go in the game.
SUU's defense gave up 3-of-3 fourth-down conversions in the first half but in the second half the Hornets were 0-2 on fourth down, both times in the fourth quarter, including once at the SUU 2-yard line following an 11-play, 67-yard drive.
Blake Fenn led Southern Utah's defense with 12 tackles, eight solo, while Chad Hansen had 10 tackles, including a tackle-for-loss. Tyler Osborne had five tackles, but three of them went for losses, including 1.5 sacks, and he also had two quarterback hurries and recovered a fumble.
Southern Utah evened its record at 1-1 while CSUS, which upset Oregon State last week, dipped to 1-1.
No. 13 Montana 37, Cal Poly 23
SAN DIEGO, Calif.-- Sophomore quarterback Jordan Johnson passed for 240 yards, two touchdowns and a two-point conversion as No. 13 Montana rallied from a 20-14 third-quarter deficit to beat Cal Poly 37-23 Saturday afternoon before 25,855 at Washington-Grizzly Stadium.
Mustang sophomore placekicker James Langford kicked three field goals, including a 50-yarder that gave Cal Poly a 23-21 lead with 4:21 left in the third quarter. It was Cal Poly's second-longest field goal since moving to Division I in 1994. Alan Beilke kicked a 54-yarder against Western Illinois in 1996.
Montana, however, scored a pair of touchdowns on a four-yard pass from Johnson to Kavario Middleton and a one-yard dive by Dan Moore that capped a game-clinching 90-yard drive.
Montana, which has won 14 of 16 meetings against Cal Poly, improves to 1-1 on the year while the Mustangs fell to 0-2.
Cal Poly led 17-14 at halftime on a four-yard run by senior fullback Jake Romanelli, a 38-yard field goal by Langford and a one-yard dive by junior quarterback Andre Broadous.
A 35-yard field goal by Langford less than five minutes into the third period gave Cal Poly a 20-14 lead, but Montana outscored the Mustangs 23-3 the rest of the way.
Romanelli finished two yards shy of his second career 100-yard game rushing, netting 98 yards on 20 carries. Broadous added 90 yards on 22 trips, Mark Rodgers gained 52 yards on 10 carries and Donte Williams added 46 yards on seven trips.
Broadous completed nine of 13 passes for 67 yards and his favorite targets were Rodgers with three catches and true freshman Willie Tucker with two receptions.
Johnson completed 25 of 39 passes and he connected with Sambrano on five catches and Greg Hardy with four. Sambrano also returned the game-opening kickoff 96 yards for a touchdown. Johnson was the Grizzlies' top rusher with 54 yards on 10 carries.
For the second straight game, linebacker Johnny Millard was Cal Poly's top tackler, recording 10 stops. Kennith Jackson and Angel Morales each added nine tackles.
The Mustang defense did not record a sack, interception or fumble recovery for the second week in a row.
Cal Poly amassed 211 yards in total offense and 17 points in the first half but was held to 121 yards and a pair of field goals after the break. Montana, on the other hand, was held to 83 total yards in the first half but broke through for 273 second-half yards.
Johnson completed just six of 12 passes for 35 yards in the first half, but exploded for 205 yards, connecting on 19 of 27 throw, after intermission.
Cal Poly plays its first home game of the 2011 season next Saturday, hosting South Dakota State (1-1) at 4:05 p.m. in Alex G. Spanos Stadium. The Jackrabbits fell 56-3 at Illinois on Saturday.
No. 6 Montana State 38, UC Davis 14
BOZEMAN, Mont. -- Denarius McGhee threw for two passing touchdowns and added a rushing score, while Cody Kirk posted 155 rushing yards and two touchdowns to help No. 6 Montana State break away in the first half and hold on for a 38-14 win over UC Davis on Saturday afternoon at Bobcat Stadium.
UC Davis scored on the first possession of the game, using a 9-play, 77-yard drive that resulted in a 24-yard touchdown reception by Tom Hemmingsen. Following the Aggie score, Montana State rattled off 28 unanswered points to go up 28-7 at halftime.
UC Davis cut the deficit to 14 in the second half and held the Bobcats scoreless for over 24 minutes before Montana State went up by three scores and stayed on top for the win.
"We didn't get any rhythm going in our offense," said head coach Bob Biggs. "We started to get the run going but we dropped a couple balls and we weren't very accurate today. Our defense struggled against the run in the first half. A couple long passes they got were on broken plays but really they were able to run the ball. We tightened things up in the second half but unfortunately we couldn't get anything together offensively."
Following the opening drive UC Davis' next score was a 22-yard reception by Corey Galindo that made the score 28-14 at the 2:19 mark in the third quarter. A Jordan Glass fumble recovery set up the drive, as the Aggies went 32 yards on four plays to cut into the deficit.
UC Davis finished with 296 total yards of offense for the game, including 215 yards through the air. Randy Wright completed 15-of-33 passes for 179 yards and two touchdowns. Galindo had 76 yards on four catches and Hemmingsen totaled 45 yards for the game. Colton Silveria was UC Davis' leading rusher with 27 yards on seven carries.
Defensively, the Aggies played solid in the second half, forcing two turnovers and preventing a Bobcat score in the third quarter to keep UC Davis in the game. Glass was the leading tackler for the game with nine tackles and seven solo stops to go along with the fumble recovery. Jonathan Perkins also had an interception and Reece Ludwig tallied eight tackles for the game.
After the early UC Davis lead, Montana State responded by going the length of the field later in the first quarter. Kirk used a five-yard touchdown run to cap off an 11-pay, 90-yard drive that evened the score at seven apiece.
The Bobcats took their first lead of the game midway throughout the second quarter, using an 8-play 75-yard drive to take a 14-7 advantage. Elvis Akpla hauled in a 21-yard pass from McGhee to put the points on the board.
Two more quick scores for Montana State, including a Kruiz Siewing touchdown reception and a McGhee rush touchdown, made the score 28-7 at the intermission.
The Aggies looked to gain some momentum in the second half after Perkins picked off a McGhee pass in the end zone resulting in a touchback.
After the offense was forced to punt, another defensive play saw Brock Galvin forced a McGhee fumble, while Glass recovered the ball at the Bobcat 32 yard line. A 38-minute scoring drought for UC Davis was snapped when Galindo hauled in a 22-yard pass from Wright at the 2:19 mark in the third quarter, making the score 28-14.
Montana State gained field position before adding another touchdown for a 35-14 lead with 5:32 on the clock. A 7-play, 52-yard drive was capped off by a one-yard rush for another Kirk score. Jason Cunningham also added a 47-yard field goal before the clock winded down en route to the final 38-14 score.
"We weren't doing a good job inside stopping the run," continued coach Biggs. "They were finding seams and then they would run the ball back outside. We just weren't making plays. We made some adjustments and got some turnovers in the second half but it was too little too late."
McGhee completed 15-of-26 passes and finished with 257 passing yards and had 39 yards on the ground. Akpla was Montana State's leading receiver after seven catches for 90 yards and a touchdown.
Sophomore Colton Schmidt played well for the second consecutive game, registering five punts for a 45.8-yard average and a long of 54 yards.
UC Davis will play its home opener next week, facing San Diego on Saturday, Sept. 17, with a 6 p.m. kickoff at Aggie Stadium.
Idaho 44, North Dakota 14
MOSCOW, Idaho -- For the first time in program history, UND held a lead on a FBS opponent at halftime, but Idaho quarterback Brian Reader made sure the Fighting Sioux lead would not last through the fourth quarter as the Vandals rallied for a 44-14 victory.
The senior signal caller overcame a shaky start to lead the Vandals (1-1) to 34 unanswered points in the come-from-behind win on Saturday at the Kibbie Dome. Reader threw three of his four touchdown passes after the break to propel the home team to its first win of the season.
The Fighting Sioux (1-1) scored touchdowns on a pair of explosive plays in the first half as safety Erik Mersereau took a punt back 79 yards and wideout Greg Hardin hauled in a 54-yard pass from Joey Bradley. Those two scores staked the Fighting Sioux to an eventual 14-10 lead at halftime.
"We made a big play offensively and one on special teams in the first half and in the second half, we didn't make any plays," UND head coach Chris Mussman said. "We gave up a big plays on defense and could not generate anything offensively after halftime."
Unfortunately for UND, the Vandals pitched a shutout after halftime. Reader's regrouping actually started before the break, as he completed all 11 of his passes on the Vandals' final drive of the opening half, which resulted in their first touchdown - an eight-yard strike to Armauni Johnson.
Reader and Idaho would score touchdowns on their opening three possessions of the second half to regain the lead from the upset-minded Sioux and take the momentum back from the Vandals. Reader finished with a 299-yard passing day after a 3-for-10 start. He completed 15 straight at one point, finishing 27-for-39 through the air.
The Vandals' defense held the Sioux to just 29 rushing yards and 197 yards of total offense for the game. UND only gained 82 yards after halftime and mustered just five first downs after netting six in the first half.
Junior tight end Seth Nichols led the Sioux with four catches. The converted quarterback was making his first appearance of his career at that position. Senior Mitch Goertz led the Sioux with 10 tackles, including half a sack. Senior linebacker Johnnie Daniels had seven tackles and a sack in his first career start.
For the second straight game, the Sioux special teams came up with a field goal block in the first quarter. Junior Devin Benjamin got enough of a push up the middle to get one of his paws on a 47-yard attempt by Trey Farquhar.
The Vandals' placekicker would convert the first points of the season on the UND defense on Idaho's next possession early in the second quarter, drilling a 50-yarder to put the home team ahead 3-0.
With the Sioux offense sputtering through the first quarter, Mersereau scored the first touchdown of the game to put the Sioux ahead 7-3 and give the visitors a nice jolt.
After the UND defense forced Idaho into its fourth three-and-out of the opening half, the Sioux offense came through on the next possession. Bradley went to play action, faking a toss sweep, then throwing a perfect strike to a wide open Hardin for the sophomore's 11th career score. It was the first touchdown pass of Bradley's career and put the Sioux ahead 14-3.
"We have to learn to replicate what we do in the first half and bring that back onto the field in the second half," Mussman added. "It just gets to a point where our kids have to be mature enough to handle coming in on those momentum swings, and I don't know if we handled those as well as we should have, or could have."
Idaho did not convert a third down until its first touchdown drive late in the first half as Reader did not throw an incompletion on the 15-play, 80-yard drive. The Vandals had been 0-for-6 until converting four on the scoring drive, including Reader's touchdown toss to Armauni Johnson from eight yards out.
Idaho finished 7-for-17 on third down conversions, while the Sioux were just 3-for-13. The Vandals also converted a pair of fourth-and-shorts in the second half to keep eventual touchdown drives alive.