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According to IRS statistics the average American family receives an annual tax return of around $3,000. While that's not exactly a life-changing sum, it is enough to shore up your financial situation quite a bit if you use the money wisely. While many people treat their tax return as found money and quickly blow it all on a family vacation or big screen television for the … [Read more...]
Small Business Tax Deductions You Don't Want To Forget
These small business tax deductions can help cut your tax bill and increase your profits. A smart business owner like you knows you need to watch every expense, including your tax bill. While you can't avoid taxes altogether (unless you want to risk going to jail) you can do your best to pay as little in taxes as possible by taking every legal deduction you're entitled … [Read more...]
Amazon Prime Members Save Up To $30 On TurboTax!
As if you needed another reason to join Amazon Prime... Tax season is here and if you're smart you are already getting your tax documents in order in anticipation of the IRS deadline of April 15. Don't wait until the last minute! I've always done our taxes myself...in the beginning when I was single and only had my wages to think about I filled out a 1040EZ form and … [Read more...]
Not Another Review of Turbo Tax 2014
This review of Turbo Tax is going to be a little different from all the others out there. I'm not going to bore you to death listing every possible Turbo Tax feature when everyone else is already doing that. If that's what you want you can see all of that right on the Turbo Tax site here. Instead, I'll tell you why I use Turbo Tax myself and why I'll never use anything else to … [Read more...]
Tax Day Freebies and Discounts
If you're owed a refund, nothing beats filing your taxes and waiting for that refund. During the 10 days you're waiting for your deposit, you'll likely think of several things you can do with the extra money. What a nice problem to have, especially if you have a few thousand dollars coming back to you. However, for many other Americans, April 15th is a chaotic, stressful … [Read more...]


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Cytokines and the Symptoms of CFS
An important area of research in chronic fatigue syndrome (CFS) is to look at the ways viruses can lead to fatigue and other symptoms that are found in CFS. For many years, scientists have suspected that viruses may be involved in the cause of CFS. In order to understand how viruses may lead to symptoms of CFS, scientists from CDC have been working with researchers from Emory University to study how cytokines, such as interferon-alpha, cause CFS symptoms like fatigue.
Cytokines are chemical messengers produced by white blood cells in our bodies, and they help the body fight infection. One cytokine, interferon (IFN)-alpha, protects the body against viruses, because it "interferes" with the ability of viruses to spread.
Studies by the Emory research group have shown that IFN-alpha gets into the brain and causes the release of other cytokines 1. One of these cytokines, interleukin (IL)-6, was found to be related to decreases in a breakdown product of serotonin. Serotonin is a chemical in the brain that helps regulate whether you feel happy or sad. Decrease in the breakdown product of serotonin suggests that IL-6 may decrease serotonin in the brain leading to depression 1.
IFN-alpha has also been found to cause problems in sleeping. People given IFN-alpha developed insomnia (difficulty falling or staying asleep), which was related to fatigue 2.
IFN-alpha also has been shown to cause changes in the secretion of the hormone, cortisol, that are similar to the changes in cortisol found in people with CFS and in breast cancer survivors with fatigue 3. Cortisol is an important hormone that regulates body metabolism and the immune system.
Using brain scans, including magnetic resonance imaging (MRI) and positron emission tomography (PET), Emory scientists have found that IFN-alpha affects two parts of the brain, the basal ganglia and the dorsal anterior cingulate cortex (dACC) 4,5. The basal ganglia play an important role in the regulation of motor activity and motivation as well as symptoms of fatigue. Indeed, IFN-alpha effects on the basal ganglia were linked with symptoms of fatigue 4. Ongoing studies at CDC are currently evaluating whether similar changes in the basal ganglia occur in patients with CFS.
The dACC is a brain region associated with arousal and alarm, and changes in this brain region have been found in connection to anxiety 5.
Research on the ways by which viruses and the body's response to viruses can lead to the symptoms of CFS will help us understand how CFS symptoms are caused and may lead to new treatments for CFS.
- Raison, C.L., Borisov, A.S., Majer, M., Drake, D.F., Pagnoni, G., Woolwine, B.J., Vogt, G., Massung, B., Miller, A.H. Activation of CNS inflammatory pathways by interferon-alpha: relationship to monoamines and depression. Biol Psychiatry, 65(4):296-303, 2009.
- Raison, C.L., Rye, D.B., Woolwine, B.J., Vogt, G.J., Bautista, B.M., Spivey, J.R., Miller, A.H. Chronic interferon-alpha administration disrupts sleep continuity and depth in patients with hepatitis C: association with fatigue, motor slowing and increased evening cortisol. Biol Psychiatry. In Press
- Raison, C.L., Borisov, A.S., Woolwine, B.J., Massung, B., Vogt, G., Miller, A.H. Interferon-alpha effects on diurnal hypothalamic-pituitary-adrenal axis activity: relationship with proinflammatory cytokines and behavior. Molecular Psychiatry, 15, 535–547, 2010.
- Capuron, L., Pagnoni, G., Demetrashvili, M., Lawson, D.H., Fornwalt, F., Woolwine, B.J., Berns, G.S., Nemeroff, C.B., Miller, A.H. Basal ganglia hypermetabolism and symptoms of fatigue during interferon-alpha therapy. Neuropsychopharmacology, 32(11): 2384-92, 2007.
- Capuron, L., Pagnoni, G., Demetrashvili, M., Woolwine, B.J., Nemeroff, C.B., Berns, G.S., Miller, A.H. Anterior cingulate activation and error processing during interferon-alpha treatment. Biological Psychiatry, 58:190-6, 2005.
Contact Us:
- Centers for Disease Control and Prevention
1600 Clifton Rd
Atlanta, GA 30333
- Contact CDC-INFO

subset: commoncrawl


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Following the unofficial leaking of product images last month Panasonic has today officially launched the GF5 – the successor to last year's GF3. Why no GF4 in between, you might ask. Simply because in Japan 4 is considered an unlucky number. So there you go, the GF5 it is then. Available from June the GF5 will come with either the 18-42mm Lumix 'X' power zoom (£579) or the regular Lumix 14-42mm kit zoom (£449) bundled in the box. These are estimated street prices and so don't account for any in-store/online discounting that might take place. There's no word as yet on body-only prices or availability.
As part of the announcement Panasonic invited a group of technology and specialist camera press representatives – TrustedReviews included – to Chessington World of Adventures in Surrey for an extended hands-on with the new camera. We should point out that the version we got to play with was a pre-production sample with pre-release firmware, however from our limited time with it, it looks like Panasonic could well be on course to deliver another fine Lumix G-series model.
In terms of positioning the GF5 takes over from the (now discontinued) GF3 as the entry-level Lumix G-series model. The GF5's target audience includes first-time compact system camera (CSC) purchasers and compact owners looking to make the step up from a basic or advanced compact. As such its primary goal is to deliver the same high level of image quality associated with the Lumix G-series range in a small, stylish and easy-to-use package. Does it succeed in achieving this? From what we've seen so far, we'd have to say that it does.
Physically the GF5 is almost identical to its predecessor, save for the new finger grip that's been borrowed from the GX1 and the addition of a metallic lens mount (the GF3's mount was plastic). Elsewhere the new model retains the same chic curved design and compact dimensions of the GF3. With the Lumix 'X' power zoom attached you're looking at something that's small enough to slip inside a coat pocket, although with the regular 14-42mm kit zoom you may want to consider investing in a small carry case.
The addition of the finger grip makes the GF5 noticeably more comfortable to hold than the GF3, which had a smooth front fascia. Like the GX1 that was launched earlier in early 2012, the GF5's finger grip is given a rubberised finish and this, in conjunction with the moulded thumb grip on the back gives makes the GF5 feel pretty secure in the hand. With the 'X' power zoom attached there isn't a great deal of weight to the camera either (362g), so it won't weigh you down if you plan to carry it around all day.
Internally, the GF5 benefits from the pairing of an all-new LiveMOS sensor and Venus Engine VII HD image processor. While the effective resolution of the new sensor remains pegged at 12MP – the same as the GF3's – Panasonic claims that it has been completely re-designed to allow for better low-light performance. Meanwhile, the new Venus Engine VII image processer offers what Panasonic describes as "multi-process noise reduction" for cleaner images at higher sensitivities. Consequently, the GF5 comes with a higher maximum sensitivity setting of ISO 12,800 (compared to ISO 6400 on the GF3).
Shooting modes remain as before with iAuto and iAuto providing fuss-free point-and-shoot exposure options, the latter offering some simplified user input via on-screen slider controls. There's also a good range of Scene modes on offer – each of which now comes with a range of shooting tips and explanations that aim to help new users better understand what the camera is doing and how it helps to get the best out of the subject being photographed. Those looking to take a bit more control can of course choose from the regular DSLR quartet of Program, Aperture-priority, Shutter-priority and Manual exposure modes.
Those looking to add a bit of in-camera creative fun to their images will doubtless be pleased to learn that Panasonic has expanded the range of digital filters found on the GF5 to 14. Alongside established favourites such as Toy Camera and Miniaturisation, you'll also now be able to give your images a cross-processed or selective colour look. Better still, each of the effects can be manually fine-tuned to give it your own signature look.
Movie capabilities remain the same as the GF3, with a top recording setting of 1080p Full HD with stereo sound but not external microphone input. High definition movies can be recorded in a range of AVCHD quality formats, with a further option to record standard definition movies in the MP4 format.
Panasonic LUMIX DMC-GF5 12.1 MP Digital Camera - White (Body Only) NO LENS$134.99 View Item
Panasonic Lumix DMC-GF5 Micro Four Thirds Camera w/14-42mm Lens - Red (Open Box$206.10 View Item
Panasonic LUMIX DMC-GF5X 12.1MP Black (Kit w/ VARIO X ASPH 14-4 0 bids$139.95 View Item
Panasonic Lumix DMC-GF5 Micro Four Thirds Camera w/14-42mm Lens - Black (Open B$279.00 View Item
Panasonic LUMIX DMC-GF5X Digital Camera with Power Zoom Lens - Red$450.00 View Item
"Why no GF4 in between, you might ask. Simply because in Japan 4 is considered an unlucky number. So there you go, the GF5 it is then."
I wonder if they'll come out with a GF11 then? :-/
With the old GF3 currently available for £200 (with £50 cash back applied) with either the 14mm or 14-42mm standard zoom lens is there really a big enough gap in features and performance to justify the £400 plus price of this new model?
If the GF5 with X 14-42 was £400 then I would hold off buying a GF3 but currently it seems too expensive for what it offers.
"Why no GF4 in between, you might ask. Simply because in Japan 4 is considered an unlucky number. So there you go, the GF5 it is then."
So what do all the japanese 8 year olds born on 04/04/2004 feel then?!
I just picked up a GF3 with the Lumix G X Vario PZ 14-42mm lens for £375 so after the Panasonic cash back I will have paid £325! The GF5 with the same lens is listed at nearly £600! I suggest others get theirs while they can!
More information -
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Copyright protection warning for Web 2.0 start ups
By Tim Jones
July 18, 2007
The Electronic Frontier Foundation (EFF) has given Web 2.0 media sharing start-ups some non-technical advice: run your ideas past a lawyer first to stay on the right side of copyright law...
"One of the big mistakes I see in this space is failure to engage legal counsel soon enough. Often these involve business issues - like how do you want users and employees to interact on the site," staff attorney Fred von Lohman said.
Gavin Clarke
Wednesday, June 28, 2017
The Register


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The passing of Jack Twyman was indeed a loss for the University of Cincinnati and he will long be remembered for contributing to the success of its basketball and athletic programs. But by now you know he is being remembered, revered and celebrated for the humanitarian that he was and rightfully so.
I was fortunate to meet him in the 70's when I coached a basketball team in a city league and we played against a team on which his son played. He was there not as an NBA player but a dad rooting on his son and their team. I nervously but with some confidence walked up to him and said hello after the game and he was very gracious. It was the classic brush with a star but left the right and lasting impression on me.
It wasn't until later in life I knew and truly understood what he did by becoming the legal guardian for fellow teammate Maurice Stokes that elevated my respect for him. Not just that he did it but, at the age he made this life changing decision; 23 years old and in the prime of your life as a young man. I can't think of many, if any, who would give up that prime time in their life to the degree that Jack did. Those kind of friends are rare and as Jesse Jackson said should be the basis for an award that epitomizes those qualities in an athlete who understands there is more to life than the game; Jack wasn't just a ball player, he was a humanitarian. He was a giver; unselfish, caring, compassionate and kind. Not perfect mind you, as none of us are, but a step above most absolutely.
Years later we conversed again and this time for quite a while. He was a guest on my radio show thanks to his son in law, Josh, who I worked with at that time. We not only talked about the NBA and Maurice Stokes but also his comparison to a similar physically and talented player named LeBron James. We talked a little about life and it was just as enjoyable as I thought it would be. It was filled with candor, laughter and a joy that makes you glad you had the chance to interview such a special person.
With his passing I found myself, as I'm sure many of you have, asking that hard question: Could I have done the same thing, at the same age with the same set of circumstances including giving up the prime of my life to take full custody of a friend who needed around the clock care? I want to say yes and I want to say I'd do it now if I had to.
We don't have to ask WWJD. We don't have to ask what would Jack do either.
That's the way I see it, sitting in The Box Seat.


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Kristen Stewart Screens "Welcome to the Rileys" in NYC
Stepping out for an evening on the red carpet, Kristen Stewart looked simply stunning as she attended The Cinema Society and Everlon Diamond Knot Collection's screening of "Welcome To The Rileys" in New York City on Monday night (October 18).
Taking place at the posh Tribeca Grand Hotel, the lovely actress was joined by co-star James Gandolfini as they boost interest in their new movie - due out in theaters on October 29th.
Meanwhile, Kristen will soon be flying out to Louisiana to join up with her "Twilight" co-stars to begin shooting "Breaking Dawn".
Telling Access Hollywood how excited she is to start up work on the much-0anticipated vampire flick, K-Stew said, "I'm so happy that we're doing two movies, because we would have had to cut out so much - it would have been almost near impossible. I'm excited about a lot of little bits, but mostly excited about Bella's [dramatic change]."
She added of the movie, "It all comes to fruition. You finally get what you've been begging for. It feels good!"


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Learn how MacUpdate Desktop can install apps on MacUpdate with the simple click of the icon. Plus, keep all your apps updated.
Jack is different from other audio server efforts in that it has been designed from the ground up to be suitable for professional audio work. This means that it focuses on two key areas: synchronous execution of


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Malaysia's new hit - Mahathir, the musical
By Neha Singh
KUALA LUMPUR (Reuters Life!) - A musical on the life of Malaysia's former Prime Minister Mahathir Mohamad is rocking the stage in the Southeast Asian nation, although the country remains divided over the legacy of its longest serving leader.
The two-hour long performance in the capital city, which features lively song and dance routines, narrates the struggles of a medical doctor who went on to become one of Asia's longest serving prime ministers.
"This is a contribution from the entertainment industry to deliver his vision to the audience. We want to tell the new generation who is Tun Mahathir," said actor Esma Daniel, who played the role of Mahathir in his adulthood.
Credited as Malaysia's "Master Planner," Mahathir transformed a commodities-based backwater into a modern trading nation, and inspired the building of architectural marvels like the 88-storey Petronas Twin Towers in 1998, then the world's tallest building.
For many, however, Mahathir was a controversial leader.
Critics blame him for curbing free speech, stifling political opponents and allowing corruption, cronyism and nepotism to flourish under his rule, none of which feature in the musical.
"Well it's a matter of popularity and unpopularity, he's a very strong character, a very polarizing person," said Barry Wain, the author of Malaysian Maverick, a book about Mahathir.
The musical presents the now 85-year old Mahathir as a visionary, exploring his childhood days selling balloons to make extra pocket money, right through to his ascent to the country's top job in 1981. He retired in 2003. Continued...


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Access through kitchen cabinet to pipes
I am not sure which forum this belongs to, but I thought I would start here. The plumbing under my kitchen sink between the garbage disposal and the wall fell apart earlier this week while I was washing dishes. I called a plumber, who came and said that the garbage disposal and plumbing had been improperly installed and the drain and disposal were at the wrong levels. He was able to give me a temporary fix so I can use my kitchen, but said that the kitchen plumbing has to be completely redone.
I bought my house earlier this year and have an American Home Shield warranty that (thankfully) covers this fix. What it doesn't cover is cutting into the back of the under-sink kitchen cabinet to get to the pipes. I am not sure if this is something I can do myself or if I should hire someone. I have no clue how thick the cabinet is, nor do I know how close the pipes are to the wall behind the cabinet. I asked the plumber who would do the work if I could pay extra to have them cut into the cabinet to access the pipes. I was told absolutely not. I've got no woodworking experience, and the area under the cabinet is really tiny.
I also have very little confidence that things will be as they should back there. The person we bought the house from had contractors do some work on it before we moved in, and the contractors were definitely amateurs -- especially in the plumbing department. We've already gotten several incorrect plumbing installations repaired, thankfully most of them before we closed on the house.
Should I call someone, and if so, what kind of professional? If I took one of my saws to the back of the cabinet, would I be likely to cut a pipe? I do very much want to use my warranty for this repair -- I imagine this would be an all-day job for some plumbers, and I'd prefer to pay my warranty copay of $60.
Post a picture, need to see why they need to be moved.
a pic would help but in general if making a cut you do not want to cut deeper than the thickness of the back of the cabinet material. The face of the drywall behind the cabinet is the stopping point for the cut depth. after the cabinet back is off an access hole in the drywall will be needed, to be re patched later....
What kind of countertop is in place? I would be tempted to remove the sink, counter, and pop the sink cabinet right out, depending if the counter could be fairly easily removed and put back.
If it could work out like that would make the plumbing repair way easier, and is a bit more proper than hacking out the back of a cabinet. I would imagine they would need a fairly big hole to reposition the drain, in fact I wouldn't be surprised if they needed to open up more of the wall to reslope the drain, if i'm understanding correctly what the issue is.
A multi tool will make opening the cabinet back an easy job. Have a repair panel ready ---after the new T is installed---use a hole cutter and add that panel---then the plumber can make up the piping under the sink.
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Cadillac Catera and Cimarron Forum Discussion, P0171 and P0172 ??? in Past Cadillac Vehicle Discussion; Hi all. I'm new to this forum. I do not own a Caddy, but the folks do, and I'm tryin' ...
- 05-17-06 07:40 PM #1Cadillac Owners Member
- Join Date
- May 2006
- Posts
- 26
P0171 and P0172 ???
Hi all.
I'm new to this forum. I do not own a Caddy, but the folks do, and I'm tryin' to work some things out for 'em.
I'm working on their 2001 Catera Sport with about 56,000 miles. They've only had the car a couple years, and just started having problems recently.
First...the engine light came on and it was idleing erratically. I disconected the battery to reset the light, and then it would barely run until the engine light came on again(assume entering limp-home mode). Ran it down to the parts store to get a fault read, and it came up with P0300,P0301,P0302,P0303,P0305(genereal and cylinder specific misfires). Rummaged around under the hood for awhile looking for anything obvious and found a vacuum leak. One of the smaller bungs had broke off the directional air valve thats in line between the manifold power brake booster. Replaced the valve and reset the light(batt. discon) and the car was running beautifully......for 3 days.
Today...got a call, the light came on again. Went to check it out and it idles fine runs great except for a little pinging(detonation) under heavier load(hard throttle or up hill). Ran it back for a code read and getting the seemingly obligitory misfire codes(P0300,P0301,P0303,P0305), except this time only on one bank, if I'm not mistaken. Also getting codes P0171 AND P0172
The guy at parts store said the codes were System Too Lean, banks 1 and 2 respectively, but when I looked for info on the codes myself, I came up with
P0171-Fuel Trim System Lean Bank 1
P0172-Fuel Trim System Rich Bank 1
I have browsed the archives a bit but haven't found anything displaying both codes and wonder if this could indicate a specific problem.
The only other background info is the folks had the fuel filter changed about 3 months ago and the guys at the quick-lube place broke the canister cap for the filter and had to replace it.
Any thoughts on the matter would be much appreciated.
- 05-17-06 08:26 PM #2Cadillac Owners Fanatic
- Join Date
- Nov 2004
- Location
- New York
- Posts
- 447
Re: P0171 and P0172 ???
Just a few threads below this one, you will see one. Search well dude.
Re: P0171 and P0172 ???Originally Posted by AllenPacla
They're pretty straight foward....LEAN condition.
My dilemma "P0171 and P0172" indicates BOTH rich and lean condition in same bank.
The search is ongoing, but thanks for your input, anyhow.
And to edit broken cap condition in original post...spoke to parents to clarify, and turns out it was the oil filter cap that got broke as opposed to fuel.
Re: P0171 and P0172 ???
just throwing this out there mass airflow sensor?
Re: P0171 and P0172 ???Originally Posted by meyema03
Went ahead and changed the fuel filter, this evening, and was alarmed that I didn't get sprayed with gas.
I couldn't find the pressure relief valve(right away) so I pulled the pump relay and tried to start it to bleed off the fuel pressure in the lines. I figured it would run till the pressure dropped in the line. The engine turned over a couple times but didn't even act like it wanted to start, so I assumed some safety feature kept it from starting while the relay was removed. Since I only turned it over for a couple short bursts, I was sure the lines were still pressurized, but when I removed the filter....no gasoline shower.
After installing new filter, I reset the engine-light, started the car, and it took a long time for the line to repressurize(almost a full minute of the fuel starved sputter-spit). Drove her around a bit and shes running good...light hasn't come back on YET, and I didn't hear any detonation on hard accel(much cooler out this evening, though.)
Anyway...I fully expect to see the engine-light coming back on, and I'm thinkin maybe my fuel pump isn't running very effeciently...could a bad fuel pump cause the pressure to bleed off while the car sits???
I put a little gas in it earlier this week...then filled her up after workin on it tonight. Neither time did i hear the "hisss" when removing the cap...isn't there a check valve or something to prevent preessure from bleeding back into the tank(even if the pump is bad)???
And...is the fuel pump inside the tank on these cars?
Re: P0171 and P0172 ???
Document ID# 626887
2000 Cadillac Catera
DTC P0171 Fuel Trim System Lean Bank 1
Circuit Description
While in Closed Loop, the engine control module (ECM) monitors the heated oxygen sensor (HO2S) signal voltage and adjusts the fuel delivery based on the signal voltage. A change made to fuel delivery will be indicated by the Long and Short Term Fuel Trim values. The Short Term Fuel Trim values change rapidly in response to the HO2S signal voltages. These changes fine tune the engine fueling. The Long Term Fuel Trim values change in response to trends in the Short Term Fuel Trim. The Long Term Fuel Trim makes coarse adjustments to the fueling in order to re-center and restore control to the Short Term Fuel Trim. The Short and the Long Term Fuel Trim can be monitored with a scan tool. Ideal fuel trim values are around 0 percent. A positive fuel trim value indicates that the ECM is adding fuel in order to compensate for a lean condition. A negative fuel trim value indicates that the ECM is reducing the amount of fuel in order to compensate for a rich condition. If an excessively rich or lean condition is detected, the ECM will set a diagnostic trouble code (DTC). The Long Term Fuel Trim diagnostic parameter is an average of several of the long term speed load learn cells which the ECM selects based on the engine speed and the engine load.
Conditions for Running the DTC
Closed Loop operation
Fuel trim enabled
Conditions for Setting the DTC
The ECM detects fuel trim values more than 23 percent for long term fuel trim or more than 25 percent for short term fuel trim.
Action Taken When the DTC Sets
The ECM will illuminate the malfunction indicator lamp (MIL) on the second consecutive drive trip that the diagnostic runs and fails, if the diagnostic fails under the same conditions, the load, the RPM, the temperature, as the previous ignition cycle that the test ran and failed.
On the first drive trip that this diagnostic fails, Fail Pending, the information will be stored in the Freeze Frame. Any data that was previously stored in the Freeze Frame will be overwritten by the Freeze Frame data for this DTC. The only exception to this is if a Misfire DTC was already recorded in the Freeze Frame. In this case, the misfire data stays in the Freeze Frame and the fuel trim data is not stored.
Conditions for Clearing the MIL/DTC
If the last fault was during a non-typical driving condition, the MIL may remain ON more than three drive trips. Review the Freeze Frame for the last failure conditions.
The ECM turns OFF the MIL after three consecutive drive trips that the diagnostic runs and passes within the same conditions that the DTC last set.
A History DTC clears after forty consecutive warm-up cycles if no failures report by this diagnostic or any other emission related diagnostic.
The scan tool clears the MIL/DTC.
Diagnostic Aids
Use the J 35616-A connector test adapter kit for any test that requires probing the ECM harness connector or a component harness connector. Using this kit prevents damage to the harness or component terminals. Refer to Using Connector Test Adapters in Wiring Systems.
If a DTC P0171 cannot be duplicated, the DTC may have been caused by the customer running the vehicle out of fuel.
If DTC P0174 is also set, this indicates that both banks of the engine are operating lean. Inspect all areas of the engine for a vacuum leak. Also inspect the crankcase ventilation (PCV) system for leaks. Make sure that the engine oil fill cap is tight. Check that the engine oil dip stick is fully seated. A skewed mass air flow (MAF) sensor may be the cause of these DTCs.
Fuel delivery--A fuel delivery malfunction can cause this DTC to set. Thoroughly inspect all items that cause a lean condition.
Fuel contamination--Water, even in small amounts, near the in-tank fuel pump inlet, can be delivered to the injectors. The water causes a lean condition and can set a DTC P0171.
Secondary AIR System--Inspect the AIR system for proper operation and verify that all the components are connected.
Intermittents--For an intermittent, refer to Symptoms .
If a repair is necessary refer to Wiring Repairs or Connector Repairs in Wiring Systems.
Test Description
The numbers below refer to the step numbers on the diagnostic table.
This step determines if the fault is present.
This process may help in order to recreate the malfunction.
This step determines if both banks are running lean.
This step addresses areas of concern that could cause both banks of the engine to run lean.
DTC P0171 - Fuel Trim System Lean Bank 1 Step
Did you perform the Powertrain On-Board Diagnostic (OBD) System check?
Yes? Go to Step 2
No? Go to Powertrain On Board Diagnostic (OBD) System Check
Is DTC P1460 set?
Yes? Go to DTC P1460 Misfire Detected With Low Fuel Level
No? Go to Step 3
If any DTCs are set except P0171 and P0174, refer to those DTCs before proceeding with this diagnostic.
Connect a scan tool.
Allow the engine to run at a normal operating temperature.
Verify that the fuel system is in Closed Loop.
Monitor the Long Term Fuel Trim for Bank 1 with the scan tool.
Is the LT FT less than the specified value?
Yes? Go to Step 4
No? Go to Step 5
Turn ON the ignition with the engine OFF.
Review the Freeze Frame data for this DTC and note the parameters.
Clear the DTCs.
Turn OFF the ignition for 30 seconds.
Start the engine.
Operate the vehicle within the conditions required for this diagnostic to run, and as close to the conditions that are recorded in the Freeze Frame as possible. Refer to Conditions for Running the DTC.
Check for any DTCs.
Is this DTC set?
Yes? Go to Step 5
No? Go to Diagnostic Aids
Is DTC P0174 also set?
Yes? Go to Step 6
No? Go to Step 7
Visually/physically inspect the following items:
Vacuum hoses for splits, kinks, and proper connections. Refer to Emission Hose Routing Diagram for underhood vacuum hose routing diagrams.
Air induction system after the MAF sensor for leaks.
Throttle body and intake manifold for leaks.
Crankcase ventilation system for leaks. Refer to Crankcase Ventilation System Diagnosis .
Test for contaminated fuel. Refer to Alcohol/Contaminants-in-Fuel Diagnosis .
ECM and the sensor grounds are clean, tight, and in the proper locations. Refer to Ground Distribution Schematics in Wiring Systems.
Engine mechanical failure. Refer to Engine Noise Diagnosis in Engine Mechanical.
Did you find and correct the condition?
Yes? Go to Step 9
No? Go to Fuel System Diagnosis
Visually/physically inspect the following items:
Bank 1 for exhaust leaks and missing or loose exhaust hardware.
Bank 1 HO2S 1 is installed securely and the electrical connector is not contacting the exhaust system.
Engine mechanical failure. Refer to Engine Noise Diagnosis in Engine Mechanical.
Vacuum leaks that only affect Bank 1 (intake manifold, upper plenum O-rings, injector O-rings, etc.).
Did you find and correct the condition?
Yes? Go to Step 9
No? Go to Step 8
Test for a malfunctioning oxygen sensor or circuit. Go to DTC P0132 HO2S Circuit High Voltage Bank 1 Sensor 1 .
Did you find and correct the condition?
Yes? Go to Step 9
No? Go to Fuel System Diagnosis
Using a scan tool, clear the DTCs.
Start the engine.
Allow the engine to idle until the engine reaches the normal operating temperature.
Select DTC and the Specific DTC function.
Enter the DTC number that was set.
Operate the vehicle within the Conditions for Running this DTC until the scan tool indicates that the diagnostic Ran.
Does the scan tool indicate that the diagnostic Passed?
Yes? Go to Step 10
No? Go to Step 2
Does the scan tool display any additional undiagnosed DTCs?
Yes? Go to the applicable DTC table
No? System OK
Document ID# 626887
2000 Cadillac Catera
- 05-31-06 09:51 PM #7Cadillac Owners Fanatic
- Join Date
- Jun 2005
- Posts
- 484
Re: P0171 and P0172 ???Originally Posted by bomkok
BTW there is no actual code specifically for a MAF or any other part.
At rockauto.com they cost only $114
Re: P0171 and P0172 ???
1986cimmeron...thank you very much...excellent information posted there. I just ordered(just received and learnin' how to use) an AutoTap scan tool for the laptop and this info should help greatly.
Warez...I'm close to breakin' down and buyin a MAF, but I'd like to get a fuel pressure reading first, if i could only figure out where to attatch the guage(damn...wish Haynes or Chilton would put out a manual for this car).
Anyhow...on preliminary scans, the MAF seems to be charting in parallel with RPM and Throttle Position with a couple anomolies, and after clearing the DTC a couple times, I haven't been able to recreate the P0172 so at least I'm only dealing with the lean condition now, as opposed to conflicting rich/lean DTC's.
Thanks again...and i will posts final results...sooner or later.
Re: P0171 and P0172 ???
Well...MAF sensor cleaned her up and got her through smog-inspection.
but...now the idle seems pretty low...down around 500rpm...otherwise running good, again.
- 06-13-06 09:03 PM #10Cadillac Owners Fanatic
- Join Date
- Nov 2004
- Location
- New York
- Posts
- 447
Re: P0171 and P0172 ???
500rpm i believe is normal for a Catera at idle
- 01-24-10 11:42 PM #11Cadillac Owners Member
- Automobile(s): 2000 catera
- Join Date
- Jan 2010
- Age
- 32
- Posts
- 17
Re: P0171 and P0172 ???
Bomkok, are you still having the same problem? I also replaced the fuel filter to no avail. So i took it to my mechanic and he cleaned it up and resealed it (the MAF), said it looked like someone had messed with it before. The code came back on 100 miles later. I just wanted to see if you had any more luck with it before i throw down money on a new sensor.
Re: P0171 and P0172 ???
I've had the same issue. Replace the MAF and call it a day. Cleaning won't do anything. These are hot wire MAF sensors. The elements may look clean but the circuitry burns up and thats why they fail.
- 02-01-10 10:37 AM #13Cadillac Owners Member
- Automobile(s): 2000 catera
- Join Date
- Jan 2010
- Age
- 32
- Posts
- 17
Re: P0171 and P0172 ???
ok, im a college student so i was hoping to avoid dropping that much money...so im guessing its not a fuel pressure issue? auto zone has a test kit i was going to try before getting a new maf.
Re: P0171 and P0172 ???
When you decide its time for a new MAF autozone has them for 72$... good luck.
- 08-11-12 02:15 PM #15Cadillac Owners Member
- Automobile(s): 1999 catera (opel plant L81)
- Join Date
- Aug 2012
- Location
- nevada
- Age
- 47
- Posts
- 3
Re: P0171 and P0172 ???
I solved my testing issues with my 99 catera(bult in germany opel plant L81 motor. Fir around $30 bucks on ebay buy a bluetooth ELM27 obdII for android and the TORQUE app is 5 bucks. you can custimize the readouts in realtime display to read current operating values for fuel/intake pressure/vaccuum values and much much more. what it won't do is tell me the voltage draw on a idle air actuator, if anyone knows the operating ohms for gm#90466214 that would be great!


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Alcatel-Lucent (Paris, France) plans to sell its Genesys call center software business to private equity group Permira for $1.5 billion in cash but will keep a larger, less profitable chunk of its Enterprise unit that had also been on the block, it said on Wednesday.
The price, which is at the higher end of what bankers and analysts had expected, will provide Alcatel-Lucent with a welcome cash injection as Chief Executive Ben Verwaayen struggles to wrap up a three-year turnaround plan on a positive note.
"It is dispelling fears regarding liquidity, but obviously now investors will be entirely focused on the results," says CA Cheuvreux analyst Odon de Laporte.
Alcatel-Lucent shares have plunged 52% from their highs in early May compared with a 17% sectoral drop on growing worries about a potential slowdown in demand for telecom gear, especially in the all-important U.S. market.
Investors are also concerned that Alcatel-Lucent's burgeoning turnaround will be derailed, noting an unexpectedly high cash burn rate in recent quarters. The group will report third-quarter results on November 4.
The Franco-American telecom equipment maker said it expects the deal to close by the end of the year or in early 2012. The announcement of Permira's binding offer caps almost six months of talks between prospective bidders and Alcatel-Lucent.
Siemens Enterprise Communications, which is 51% owned by Los Angeles-based private equity firm Gores Group, had been one of the leading candidates, while Cisco, Hewlett-Packard and Avaya AVXX.UL also looked at the asset.
Prospective bidders, especially the private equity funds, had long been more interested in Genesys than the rest of the division because of its higher profits. Genesys had 2010 sales of about $500 million and sells software for call centers and video conferencing.
Sources had told Reuters that some bidders had concerns about the size and cost of the largely French staff of the traditional corporate voice business and would have wanted to carry out massive lay-offs to make the acquisition attractive.
Permira did look at acquiring the whole Enterprise business, but preferred to buy only Genesys, which it sees as a resilient business with attractive growth prospects, said a person familiar with the situation. By selling only Genesys, Alcatel-Lucent chose a deal that carried less risk of touching off a conflict with staff and unions in a presidential election year in France.
The Enterprise business employs around 5,000 staff worldwide, including 1,410 in the voice telephony business in France, according to the CFDT labor union, which has warned that it sees these jobs as threatened. Alcatel-Lucent has some 78,000 employees worldwide.
"Permira's intended acquisition of Genesys would enable this profitable business to flourish further," SAYS Alcatel-Lucent CEO Ben Verwaayen in a statement. "With Enterprise, we have reached the conclusion that retaining it and strengthening it further serves Alcatel-Lucent and our customers best."
Genesys and Enterprise will continue to have a "strong commercial relationship" through a joint development agreement and access to each other's product portfolios, Alcatel added.
Pierre Ferragu, analyst at Bernstein, expressed reservations about Alcatel-Lucent's decision to hold on to the traditional Enterprise telephony business, which he sees as unlikely to get easily back to profitability.
"In the long run, selling 'cash-cow' businesses and keeping structurally challenged businesses in-house is unlikely to make a good equity story," he wrote in a note, adding that the disposal would cut at least $138 million of operating profits this year.
(Reporting by James Regan, Leila Abboud, and Simon Meads; Editing by Christian Plumb and Mike Nesbit)
Related Articles
Alcatel-Lucent, Telefonica announce 4G mobile broadband program in Spain [2]
Telecom Egypt, Alcatel-Lucent start 40G Mediterranean system [3]


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Majorica - Tahitian Pearl Necklace
Aaaaah... Tahitian pearls are my favorite and this Majorica Tahitian pearl necklace is no exception. So classy and so elegant, it goes with just about anything.
I like how these came back into style. I hope they never go out of style and even if they do I'm still going to rock them!Tags: fashion, gifts, sunglasses, accessories, travel, retro, style, vintage, luxeAdded 9 Years Ago from Sunglassesonline


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Answers Home
» Breeds
» Breeds S-Z
» Saint Bernard
Hi. My 1 year old Saint has been limping and I'm concerned. Any advice?
Hi. My 1 year old Saint has been limping and I'm concerned. My previous Saint died of bone cancer at 9 years old so of course I'm paranoid about that but my new Saint seems too young (hopefully anyway). Any thoughts/advice? I will take her to a vet but until I can get in was hoping for some advice to ease my mind in the meantime. Thanks.
Asked by
Member 1072414
on Nov 22nd 2011
in Saint Bernard
- Cast your vote for which answer you think is best!
Nothing much you can do for a limp except take her to the vet ASAP. After a vet assessment/xray you can decide on treatment. Keep a close eye on her, monitor her for pain, swelling or any visible injuries to the leg she is limping on. Report your findings to your vet. This will help to figure out what is going on with her. Good Luck:)
Sailor answered on 11/23/11. Helpful? / 0
I recommend doing a couple of things.
1). I would feed a high quality diet. I recommend feeding Orijen, Acana, The Honest Kitchen, Sojos, Primal Pet Foods or Red Dog Blue Kat. I also recommend you to check into feeding a raw diet, a raw diet is the best diet a dog could ever eat since dogs are carnivores. If you're interested in feeding a raw food diet, check out the Dogster Raw Food Diet forum - www.dogster.com
2). I recommend supplementing your dog with a high quality sovereign silver, curcumin, yucca and DMG.
3). Check out this article about cancer in dogs - www.vrp.com
4). I also recommend to exercise your dog daily.
Member 930032 answered on 2/24/12. Helpful? / 0
Our Saint is just over a year, and he was limping a bit. Our vet said that he had probably just strained his ACL, and just to keep an eye on it. We made him take it easy for awhile, and then gradually started exercising him more, and taking him to the dog park more frequently, now he's limp free. We still watch it to make sure though, and the vet recommended we start him on a joint therapy to help. She told us that sometimes they just have growing pains because they are so large.
Gatsby answered on 12/13/12. Helpful? / 0


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You are currently browsing: Posts Tagged 'Pakistan'
Time to Act Against Drones
by Bobby Kirl
Remember drones? The President, in his lengthy State of the Union Address last month, gave a mere three sentences to one of the most pressing issues of our age. He mentioned the word drone only once. For many of us this is not only a snub that fell far short of calling for the necessary action to put an end to the immoral use of these terrible machines, it is outright indifference to the suffering of those who his drone policies have affected so terribly.
An international call for Spring Days of Action — 2014 is ringing out across the social airwaves. This coordinated grassroots campaign, supported by a litany of activist groups and individuals of conscience, is being held this April and May. The campaign is simple in its concept, but bold in its purpose. It aims to encourage activists around the world to join in consolidated effort for a common set of goals; winning passage of local laws that prohibit drones and drone surveillance; keeping drones from being used in our communities; and seeking national laws to bar the use of weaponized drones and drone surveillance. This campaign has the potential to be a massive coalition for human rights. Read more »
Col. Ann Wright: Patriot for Peace
by Michelle Little, intern
I have often felt that many of the wars we are waging in foreign countries were wrong. I remember watching the initial bombing in our second war with Iraq played live on my television screen in a campaign we called "Shock and Awe." I remember feeling scared, confused and borderline disgusted. I always feel a little disheartened when I watch crowds of Americans cheering about the death of "terrorists." I never exactly understood why I was having those feelings or what it all meant, but after listening to Col. Ann Wright speak at the Unitarian Universalist Church on October 11, I no longer question whether those feelings are justifiable.
Col. Ann Wright told those who gathered at the church about her journey in the military. Read more »


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Issues with new 2012 Ford Focus
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Focus Rookie
Join Date: Sep 2011
Fan#: 90185
Location: Cameron Park, CA
What I Drive: 2012 Tuxedo Black Focus SEL
Posts: 5
FF Reputation:
Buy-Sell-Trade Rating: (
Ford bought our Focus back
Just giving an update on our Focus. We bought our car in July, build date is in May 2011. We probably had the car a few weeks total, the remaining time was at the dealer trying to get the tranny problem resolved. They made many attempts to repair it but it always had the same issue. Finally Ford agreed to Lemon Law our car and everything has been finalized.
We were very sad to lose the car. Ours was getting great gas mileage and was very confortable. We are not sure if we should keep an eye on this site and wait to replace it with another Focus. Hopefully they can get this resolved.
Please keep posting your build dates if you are having any issues. The inside door panel will give you the date. It's helpful not only to other owners but to Ford as well. Based on our experience, somehitng is wrong internally with the tranny. They did every update and kept replacing our clutches because they would burn up, and the car never stopped shuddering at low speeds.
Good luck to you others who are still having issues. I hope they get everything fixed soon. I'll be driving our little Fiesta everywhere for awhile...no problems with that but it is a manual!
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Odd door sizes
Does anyone know of any places/websites that allow you do select doors via a rough opening given.Most are selected via door size. I have an older cape style house and nothing is of today's "standard" size.
I have a basement entry that has a door on the bottom and a door on the top of a short run of stairs. The doors in place are just hacked up and thrown on hinges and there is a ton of air infiltration.
All I want in a simple steel entry door on the inside that I can lock and will seal tightly. Only problem is that the rough opening between the concrete block and the ceiling joists above is exactly 36"x80". That's the standard door size and I'm having a hell of a time find a prehung door with a total size including the frame that equals that.
Any suggestions?
Most custom door manufacturers have several RO sizes to choose from.
Check with ThermaTru and Provia to start with.
You can usually custom order - almost, any size door from most major, door
The problem you have is the height - the width, you can probably make a 34 inch, pre-hung door work.
The height is a little "low".
Get ready to spend some money! :(
At the very worst I'll just make a frame and cut down a solid core wood door myself to make it fit. I will need something solid there so I guess I'll have to wait and see.
Yeah - you can cut down a solid-core, wood door -
Done it a few times - no problem!
I've even cut down steel doors -
I don't really, recommend that, though! :)
Find a local door and window distributor and order a door and steel frame that fits the opening.
No big deal.
Not a terribly unique problem. As stated above, a 34" width and custom height are in order. The cut-down charge from a high-end manufacturer like Provia, Homeguard , or Thermatru is fairly minimal, well under $100.
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Adeptus Mechanicus – Sagittarii Painted
Chugging along with the painting – I wanted to get a few things done 'for me' before I dive into the more mercenary 'paint to sell' work that I have planned on the horizon. There's a mess of half-done projects and leftovers from prior armies that I just need to paint up and free up the space – Orks, Eldar and Chaos all will make their appearance over the next few months. However today it's the forces of Mars once again! The Sagittarii are the heavy weapons teams of the Skitarii legions. usually incorporating some form of mobile weapons platform that bears the bizarre and arcane weaponry of the Adeptus Mechanicus. I went with a arachnid themed carrier to tie them in with the rest of the insectile models that seem to be proliferating throughout the army. Whether this will progress into full-blown tech-heresy remains to be seen, but as I have a model representing Urtzi Malevolus, Despoiler of Mars it's probably a fair bet that there may be some dabbling in the Soul Forges in the future somewhere… With these out of the way, I'm getting stuck in on a unit of Eldar Pirates I'd kitbashed almost six years ago and that have been sitting on the painting shelf for all that time. Time to break out the weird colors for a bit! Purple and Teal and Orange and Green! It's gonna be glorious! …Or is that hideous? Guess we'll find out!


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Figured I would give you guys first dibs before I threw it up on gunbroker.
Have a Beretta PX4 9mm up for sale, Type F. Just received it back from Robar yesterday, damn it looks nice. Got the Norton special (all possible parts coated in their Silver NP3, finish is SLICK!!) Haven't fired it, not sure if I should before I sell it. Had Trijicon sights installed by Robar while it was there. Will come with THREE 17rnd mags. I will try and post some pics tomorrow morning....
$675 shipped to your FFL.
$650 FTF if in the San Antonio area.
Or make me an offer I just can't refuse.
Stole this picture from another site, but it is identical.


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By Nina Gass
Known for its animal parks, Lego bricks, museums, and water sports, San Diego is also becoming a top spot for enjoying regional flavors, sights and sounds through its jam-packed schedule of festivals throughout the year. The fall season is a great time to head to San Diego. During the season, the city has a great festival line-up, including California wine festivals and craft fairs, not to mention its mild weather and extensive offering of cheap California hotels.
If you're visiting San Diego this fall, be sure to check out these three October events bound to tempt your taste buds and delight your senses:
- The 8th Annual Celebrate the Craft, Oct. 31: For the chef in your family or those who simply can appreciate a range of culinary delights, meet food and wine artisans at The Lodge at Torrey Pines in La Jolla on October 31. Included in the day's events will be cooking demonstrations from some of San Diego's most esteemed chefs, wine tastings, and a delicious picnic of confectionary and bakery items, not to mention tasty dishes made with fresh ingredients.
- San Diego Beer Week, Nov. 5-14: If you are looking for more to add to the 99 bottles of beer you have on the wall or behind your bar at home, check out this 10-day celebration. From November 5-14, the city is all about beer and what tastes good with it. San Diego's thriving local brew culture will be on display with more than 300 events scheduled around the city, including beer dinners and brewery meet and drinks.
- San Diego Bay Wine & Food Festival, Nov. 17-21: Your palate is sure to get a workout at this five-dayevent scheduled from November 17-21 along San Diego Bay in downtown. My mouth waters just thinking about the 170 wine and spirit purveyors, 800 wines, 70 chefs from San Diego and ongoing food and drink tastings. When not eating or drinking thanks to all the exhibitors, wine dinners, and special events, you can also learn some top tips from celebrity chef seminars and cooking classes.
Be sure to look for cheap San Diego hotels early on because the rooms book up quickly around each festival date.
Related resources
Nina Gass is a freelance travel and business writer who lives in Los Angeles, California with her husband and two boys. An avid traveler and dreamer, Nina makes the most of her international family connections throughout the U.S., Australia, England, and Mexico.
Tagged: California, Events, Food & drink


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AU Optronics Corp. ("AUO" or the "Company") (TAIEX: 2409; NYSE: AUO) today held its investor conference and announced its unaudited consolidated financial results for the fourth quarter and fiscal year of 2013(1).
Consolidated revenues in the fourth quarter of 2013 were NT$102,703 million (US$3,443 million)(2), down 4.1% from the previous quarter. Gross profit was NT$7,656 million (US$257 million), with the gross margin of 7.5%. Operating profit was NT$1,075 million (US$36 million), with the operating margin of 1.0%. AUO's net profit for the fourth quarter of 2013 was NT$1,081 million (US$36 million). Net profit attributable to owners of Company was NT$940 million (US$32 million), with a basic EPS of NT$0.10(3) (US$ 0.03 per ADR).
For the fiscal year of 2013, unaudited consolidated revenues increased by 10.0% year-over-year to NT$416,363 million (US$13,958 million), with net profit of NT$4,253 million (US$143 million) or a basic EPS of NT$0.45(3) (US$0.15 per ADR).
4Q 2013 Result Highlights
AUO reported the following unaudited consolidated results for the fourth quarter of 2013:
- Revenues of NT$102,703 million, down 4.1% quarter-over-quarter
- Net profit of NT$1,081 million
- Basic EPS of NT$0.10(3)
- Gross margin was 7.5%
- Operating margin was 1.0%
- EBITDA(4) margin was 16.0%
Fiscal Year 2013 Result Highlights
AUO reported the following unaudited consolidated results for the fiscal year of 2013:
- Revenues of NT$416,363 million, up 10.0% year-over-year
- Net profit of NT$4,253 million
- Basic EPS of NT$0.45(3)
- Gross margin was 8.2%
- Operating margin was 2.0%
- EBITDA(4) margin was 17.3%
In the fourth quarter of 2013, large-sized panel(5) shipments totaled around 30.2 million units, up by 2.8% quarter-over-quarter. Shipments of small-and-medium-sized panels in the same quarter were around 41.2 million units, down by 6.6% quarter-over-quarter. For the full year of 2013, large-sized panel shipments reached 117.0 million units, down by 5.1% from 2012. Small and medium-sized panel shipments totaled around 152.5 million units, down by 1.3% compared to the previous year.
Looking back to the fourth quarter, market prices for TV panels were still on the decrease. Nevertheless, through the cost control and operating efficiency improvement, AUO continued to generate profits with operating margin and EBITDA margin achieving 1.0% and 16.0%, respectively. In addition, the Company's area shipment for the quarter also reached record high. On the other hand, thanks to the prudent inventory management, the Company's amount of inventory continued to decline, while its days of inventory further improved to 38 days and hit a four-year low.
Looking forward to 2014, displays will continue to follow the trends of better resolution and bigger screens. AUO has successfully launched the word's first UHD 4K Curved LCD TV display and pioneered in mass production of the 6-inch WQHD (resolution 2560×1440) ultra high resolution LCD panel for Smartphones at the end of last year(6). The Company will continuously focus on the technological upgrade and product differentiation. It will also proactively develop the sectors with high growth potential as well as high entry barriers, such as car displays, hoping to discover growth momentum and secure technological lead within the highly competitive TFT-LCD industry, with an aim to further enhance its operating performance.
(1) All financial information was unaudited and was prepared by the Company in accordance with Taiwan IFRS.
(2) Amounts converted by an exchange rate of NTD29.83:USD1 based on Federal Reserve Bank of New York, USA as of December 31, 2013.
(3) AUO issued new ADSs in May 2013. Basic EPS in both the fourth quarter and the fiscal year of 2013 were calculated based on the weighted average outstanding shares of the fiscal year of 2013 (9,349 million shares).
(4) EBITDA = Operating Income + D&A, that is, operating income before depreciation and amortization.
(5) Large size refers to panels that are 10 inches and above in diagonal measurement while small and medium size refers to those below 10 inches.
(6) Based on the available market research information as of January 27, 2014.


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Del2C! I have questions about honey!
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The Mop
The Mop
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Join Date: Apr 2009
Posts: 86
Wednesday, April 29, 2009 at 02:18PM
I tried the sectioning this morning! It worked! The underside of my hair is as curly as the top. I've never seen it like this!
My only problem now is I am too crunchy. I believe it's because I only wet my hair this morning and added more gel.
I'm going to co-poo tomorrow and try it again (still with the glob of honey!) and see what happens. I might be one of those every day co-poo curlies.


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Hits of 1982 now online
Are you ready to rewind to the year 1982 and hear the greatest (and not-so-greatest) hits? Our latest podcast is online and ready to take you back in time. Click here to listen or click here to subscribe for free via iTunes.
This year had so many big tunes that we actually broke it into three shows: This week's show, next week's interview with Wall of Voodoo's Stan Ridgway, and the following week's show on more hits from 1982. Don't get too angry if your favorite song didn't make this week's show!
Other highlights from this week's podcast:
-- Sean Daly calls in with the details of his night spent with groupies at the Poison/Cinderella show.
-- Cathy Wos relives the nightmare of her last-place finish in a dance contest.
-- Steve nearly wretches in horror after hearing one song and is forced from the recording studio.
What more can you ask for?


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Surgical documentation systems from Leica Microsystems feature innovative, high-quality color modules, digital cameras and beamsplitters designed to integrate with many popular Leica surgical microscopes. Available for a variety of surgical disciplines, these digital imaging solutions support your surgical workflow with easy-to-use operation and superior image quality.
Contact a local imaging specialist for expert advice on the right documentation systems for your surgical microscope.
|TrueVision 3D Visualization System Ophthalmology 3D display for teaching and heads-up surgery
|TrueVision Integrated 3D HD Visualization & Recording
|Leica DI C800 Digital Imaging Color Module for Ophthalmology
|Leica HD C100 High Definition Medical Camera
|Leica DI C500 Dual Imaging Color Module
|Leica ULT500 Leica Ultra Observer for flexible co-observation


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This email was created by [MemberName] <[MemberEmail]> who thought you would be interested in the following Article:
"Introduction to NIEM and IEPDs" Developed by the Department of Justice and the Department of Homeland Security, the National Information Exchange Model "Bridges Information Systems".
CodeProject also contains hundreds of articles, free source code samples and applications to help in your day to day programming. Why not give it a try!


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Because suicide is funny, right Drudge?
Blog ››› ››› ERIC BOEHLERT
The Drudge Report is mocking the Obama administration with this banner headline:
The Drudge item details how, reportedly, the White House will roll out an online initiative to help people spot the early signs that "warn of depression, suicidal thinking and other serious mental illnesses. It will raise warning flags for: Persistent sadness/crying; Excessive anxiety; Lack of sleep/constant fatigue; Excessive irritability/anger."
According to Drudge this is supposed to be a hoot and we're sure conservatives will join in the hilarity and make fun of government for trying to help hard working Americans deal with the difficult strains that have accompanied our drastic economic downturn.
Because, y'know, suicide today is such a funny topic. And the idea that today's economy might be leading people to do deranged and violent things, well that's just a liberal, big government myth, right?
UPDATE: No More Mister Nice Blog wonders where Drudge was during the Bush years when the federal government offered up similar type of "Nanny State" initiatives.
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Sgt. William H. Carney risked his life in 1863 to safeguard the U.S. flag, the symbol of American pride, inspiration and patriotism for over 200 years. Thus he became the first Arfican-American to be awarded the Medal of Honor.
Carney was born in Norfolk, Va. on February 29, 1840. He was the son of slaves. When the slave owner died the Carneys were granted their freedom. They moved around and finally settled in New Bedford, Mass.
William Carney spent the remainder of his adolescence in New Bedford, working odd jobs and pursuing his interests in the church. He almost went into the ministry but decided he could better serve God by helping to free the oppressed by joining the military.
On March 4, 1863, Carney, along with 40 other African-Americans from New Bedford, joined Company C, 54th Massachusetts Colored Infantry Regiment, to fight in the Civil War.
After only three months of training in Readville, Mass., they were shipped to the main area of fighting in South Carolina, where they saw action at Hilton Head, St. Simon's Island, Darien, James Island and Fort Wagner.
It was at Fort Wagner that Carney's heroic actions earned him the nation's highest military honor.
On July 18, 1863, 54th Massachusetts Colored Infantry Regiment soldiers led the charge on Fort Wagner. During the battle, the color guard, John Wall, was struck by a fatal bullet. He staggered and was about to drop the flag when Carney saw him.
Carney seized the flag, and held it high despite fierce fighting, inspiring the other soldiers. He was wounded twice — in his leg and right arm — and bled heavily. Although the Army sergeant could hardly crawl, he clutched the flag until he finally reached the walls of Fort Wagner. He planted "Old Glory" in the sand and held it tightly until he was rescued, nearly lifeless from blood loss.
For his bravery, on May 23, 1900, Carney was awarded the Medal of Honor, becoming the first African-American to receive the medal.
His citation reads: "When the color sergeant was shot down, this soldier grasped the flag, led the way to the parapet, and planted the colors thereon. When the troops fell back, he brought off the flag, under a fierce fire in which he was twice severely wounded."


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A Gift from "Game On:" Highlights from our Christmas Carol Spectacular!
If you missed yesterday's First Annual "Game On" Christmas Carol Spectacular, you missed some seriously creative, clever, and funny stuff. The phone lines were packed with listeners, who provided some very memoriable perfomances. Check out some of the highlights from the show below, and thank you to everyone who participated!
1st place: Jeff and Mariah from Duanesburg
Runner Up: Stevie from Ballston Spa
Last Place Christmas Hero: John from Clifton Park


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The Honours Bachelor of Child Development program is a degree-level program in Child Development, designed to provide students with the comprehensive theoretical and practical education employers are now seeking.
This bachelor's degree program will provide a firm grounding in teaching and curriculum courses, in early childhood development, as well as familiarity in multidisciplinary and family practice. Students will be equipped to succeed within the industry's new direction towards integration of services and programs focusing on the child, the family and the community.
The degree focuses on three streams: Early Learning and teaching, child development/special needs and interdisciplinary/family studies. Graduates will be well equipped to be leaders in Early Education settings, working with families of young children and community support for the healthy development of young children.
Professional skills, values and attitudes essential to an integrated, team approach are learned in class and practiced in supervised field placements. The graduate will possess specialized knowledge and training in Education, Development and Child & Family Service models. They will be able to play a leadership role in advocating and delivering programs/services for young children and their families.
Four field placements, spanning all ages and a variety of settings, are built into the curriculum to give students the needed practical experience to apply theory to practice and integrate their learning. The co-op work placement between semesters 6 and 7 provides a focused opportunity to gain work experience at an intermediate and more specialized level. Students will follow up on this opportunity with the required research component in their last year of study which includes courses on Research Methods/Statistical Analysis and conducting research/ writing a research paper.
This degree is intended to provide a solid platform for graduates to move into education, early intervention and interdisciplinary practice.
New students are invited to attend an information session.
As a graduate of the Child Development degree program, students will be able to work with many health, education and social service professionals in an inter-disciplinary approach to education. You will be ideally suited to work as an educator in parent/child resource centres such as Ontario Early Years Centers (OEYC), and eligible to work in children's treatment centres. Our graduates become leaders within a rapidly expanding field. Your career opportunities will be both fulfilling and limitless.
Graduates may choose to apply to faculties of education to pursue careers in teaching or apply directly to masters programs and advance their educational knowledge through further specialization.
The Faculty of Continuing Education & Training is offering Semesters 4-8 and the Co-operative Education Work Term in the Child Development Degree Program for students who possess an ECE diploma or ECE equivalency. Students with an ECE diploma 3.0 GPA or over or ECE equivalency will be directly admitted into module four. Students in the full-time Child Development Degree program may also register; however, prior approval by the FCET Program Coordinator must be obtained before registering .
Program Eligibility:
New students may begin the program in any of the three semesters (Fall, Winter, Spring/Summer).
Deadlines to apply are:
For students who graduated at Seneca College with their ECE Diploma, please send your student number to the Program Coordinator to review for entry into the program.
For students who graduated at another college, please send an official sealed transcript to the attention of the Program Coordinator (insert the name of the current coordinator found under contacts) at Newnham Campus, Faculty of Continuing Education and Training, 1750 Finch Ave E. Toronto, ON M2J 2X5.
This course is the second in a sequence of Integrative Seminar/Field Placement courses for students in the Child Development BAA Degree Program. The emphasis is on theories, models and techniques related to working in a variety of child and family settings. This course will elaborate on strengths of planning, implementing and evaluating appropriate programming for groups of children, within an inclusive environment. The integrative seminar component is designed to allow students to have broadened discussions generating from their experiences in field placement.
This course introduces visual arts in early childhood focusing on artistic development and methods of facilitating the emergence of children's communication through visual language. Using play, aesthetic learning and cognition as central themes students will participate in studio experiences to develop practical skills with core materials and art making processes. Students will identify teaching strategies that foster aesthetic development, creative expression and cognition development.
This course explores the principles, methods and materials for teaching children music, movement and dramatic play through process-oriented experiences. Students will participate in experiences to develop practical skills with found and pre-made materials. Students will focus on assessing and creating environments that foster music, movement and dramatic play experiences through active facilitation in their role as an early childhood educator.
This course is designed to assist students in recognizing the roles, responsibilities, and importance of the family. The examination of past and present forms of family from around the world using a sociological perspective will be explored. Students will explore how families are defined and how this has changed over time, as well as how family life is continually shaped by broader social forces and institutions including culture, social class, gender, religion, work, government and economy. This course is designed to teach students how to think sociologically about family life, apply major sociological theories to understand family dynamics, research, evaluate and present sociological findings about family life.
This course explores some of the most recent critiques of and discourses in early childhood education. Conventional concepts such as quality, values, and child development outcomes will be re-examined through the lens of a postmodern view of education. The developing teacher will be challenged to reconsider accepted approaches such as the compartmentalization of ages and stages, universal definitions of care and quality, and images and constructions of the child. Through critical analysis, the students will develop an understanding of 'meaning making', documentation, critical thinking, reflection, and local/regional knowledge and action and in doing so, develop an understanding of postmodernism's desire to transgress the values and assumptions of modernity. Working examples of pedagogical practice will include Reggio Emilia, The Stockholm Project, and The First Nations Partnerships Program at the University of Victoria's School of Child and Youth Care. Such examples will be analyzed as alternatives to conceptualize and practice early childhood education and care.
Attachment theorists have produced empirical research, which informs practitioners about the qualitative nature of social and emotional relationships and how they develop. Using the rich literature, the students will explore how attachment affects behaviour, what effect caregiving (both parental and out of home) has on the quality of attachment and how early attachments affect relationships in later life. Through observations in naturalistic settings such as home, child-care and school settings, students will understand and be able to describe fully behaviours associated with the different patterns of attachment, the significance of these behaviours and the strategies that can optimize nurturing and attachment between caregiver and child.
EAD400 Integrative Seminar/Field Placement II
This is the third in a sequence of Integrative Seminar/Field Placement courses for students in the BAA - Child Development degree program. This course offers the Child Development student an opportunity to participate as part of a team and interact with children and families in a community organization. Classroom activities model and encourage reflective practice and group problem-solving. The field placement will be supervised, and will assist the student in applying theory to practice, working with children and their families. Students will be responsible for planning, implementing, and evaluating programs and are expected to take on a facilitation role. The field placement offers the student the opportunity to work in diverse settings that vary from work experiences and from previous field placement experiences to extend understanding and promote new skills. The course includes an integrative seminar, to allow students to have broadened discussions generated from their experiences in field placement.
This course emphasizes the importance of early, comprehensive assessment in order to identify the possible contributors to developmental issues. Of equal importance to the ECE in the field is a clear understanding of the necessary prevention and treatment through early intervention programs working with families and the utilization of community resources. Different classification systems of disorders of early childhood which result in the exhibition of challenging behaviors are to be explored. The application of best practices for intervention is examined and explored in depth. This is critical to practitioners who must be able to work with psychometrics, psychologists and psychotherapists to provide the best programming within their scope of practice.
Students will develop an understanding of the concept of social constructivism as it relates to middle childhood and how this informs ECE practice. The context of middle childhood is of a community with its own social organization which includes roles, rules, behaviors and discourses. Within an ecological framework that extends from the individual child to the social organization and to the wider community, students learn how to coordinate collaborative projects that go beyond the classroom to include families and communities.
EAD406 Dynamics of the Family
This interdisciplinary course provides a forum to explore and understand the exciting possibilities of interdisciplinary education and service provision. Many different community organizations, places of worship, service providers, residents, and large institutions must work together to enhance child and family services. Therefore, professionals must collaborate effectively in order to support existing community strengths and identify resources and gaps in service. This course provides students with multiple lenses through which to view child and family services. Because students will be exposed to a number of disciplines such as social work, medicine, nursing, public health, community psychiatry and education, and infant development/early intervention, they will experience the benefits of collaborative relationships in a practical way.
Students will develop an understanding of the importance of math and science as curriculum areas, working towards an implementation of related teaching experiences within a constructivist environment. After an introduction to constructivist theory (Piaget) and social constructivist theory (Vygotsky) students will analyze and research constructivism with an emphasis on the implications in the curriculum areas of math and science. Students will focus on the structure of the environment and the role of the teacher.
EAD410 Attachment in Infancy and Early Childhood
Emotional well being in infancy and early childhood is reflected in key developmental capacities and the kind of primary relationships present in the lives of children from birth through 5. At the core is the ability to: experience a range of feelings about self and others; experience both positive and negative emotions; control and regulate emotions in culturally appropriate ways; and to develop self-confidence and self-worth. The pathway to these capacities is subject to complex transactions of genetic, biological and psychosocial processes that either hinder or support adaptation at particular points in a child's development. Students will examine the issue of risk and protective factors and resiliency in child development. This is critical to practitioners who must be able to recognize symptoms of emotional issues, determine all possible causes, and design protective strategies within their scope of practice, referring to other professionals as appropriate.
Co-op education is meant to provide learners with the opportunity to integrate academic learning with relevant work experience. It also provides students with the opportunity to learn more about themselves and their chosen field of study. The purpose of this work term is to enable the learner to make a smooth transition from the academic setting to a work environment. In this course, learners will develop strategies to assist them in the job search process.
The purpose of this course is for early childhood educators to examine the practical implications of research on brain and cognitive development. Students will explore research in terms of raising and teaching children, examining the kinds of opportunities provided to children, and the optimum time to provide them. As well, students will examine the potential role that research has on shaping children's personalities and behaviours. Based on this critical thinking process, students will be in a good position to think about the kinds of additional research on brain and cognitive development that would benefit the services provided to children and their families.
EAD506 Interdisciplinary Practice: A Team Based Approach
This course is designed to familiarize the early childhood educator with the purpose, function and rationale for case management to support service delivery of child and family agencies, involving interdisciplinary practice. Cost effective and efficient delivery models will be explored. Various definitions and applications of case management will be examined, including case management internal to organizations, across levels of services and levels of ability. Student will be exposed to selected principles and concepts of leadership as they are applied to: systems, organizational designs and governance, roles and relationships, quality improvement, cost efficiency, and as ethical and legal responsibilities.
Students will develop an understanding of the importance of language and literacy as curriculum areas, working towards an implementation of related teaching experiences within a constructivist framework. Students will, based on constructivist theory of Piaget and Vygotsky, analyze and research constructivism principles, methods and materials for teaching young children language and literacy through a play-based, integrated curriculum. Students will focus on assessing and creating constructivist environments in their role as an early childhood educator.
This course will help students understand how we are profoundly affected by the built and natural environments around us. Students will examine environmental design concepts as they apply to the early childhood education field of practice. Students will be exposed to design principles and have the opportunity to assess various child and family services. Based on needs, students will have an opportunity to build an environmental design, selecting manufactured or natural objects, and state the conditions (physical, cultural, social, political, economic, technical, and aesthetic factors) that constitute the constructed and natural surroundings. The course combines work in class, research, visits to various child and family agency sites, and lectures by guest speakers.
ENG106 or equivalent.
Sociology is the scientific study of society. This course is a general introduction to the concepts, theories, and major perspectives of sociology. An examination of research studies drawn from Canadian society and beyond our borders will highlight the significance of utilizing a sociological perspective or sociological imagination.
The Co-op work term is 4 months in length and is a paid or unpaid work experience whereby a student is employed in a job directly related to the program outcomes of the degree. The work term is based on an approval from the faculty supervisor in charge of placements and co-ops. It provides the student with the opportunity to practice in his/her chosen field. A faculty supervisor helps the student prepare for, select, and contract an approved co-op opportunity. The faculty supervisor provides support for the learning experience throughout the student?s time in placement.
CPP600 Co-op Professional Practice
The integration of classroom activities with work term experience is vital for the complete and successful learning and understanding of co-op work placement experiences. Structured integration and reflective learning with peers provides the opportunity to evaluate work experience into a broader context. Guest speakers from the industry will give students further employment exposure and an opportunity to network.
EAD602 Brain Research and Cognitive Development
This course is designed to help students identify and effectively support children affected by stress, trauma and/or violence. Students will learn the signs and symptoms of stress and trauma, including exploring key definitions and statistics associated with child abuse and neglect. Students will explore how stress, violence and trauma affect children's learning, cognitive brain development and social-emotional development. The short and long term consequences of being exposed to stress, trauma or violence, as well as the social and family causes, will be reviewed. Students will be able to identify specific factors that exist in families and communities where stress and violence are common. A major emphasis in this course is to help students understand the special learning needs of the children who experience stress, trauma or violence in his/her life and how to meet his/her needs in a supportive environment. Working with parents and community agencies are also emphasized.
This course is intended to help students become familiar with the research process. Students will come to understand the many decisions they will have to make to develop a research project based on a question of their design. To this end this course will provide students with a practical understanding of the research methodologies relevant to the field. Topics covered will include: types of quantitative and qualitative research (and the perils and benefits of a synthesis of the two), preparing the research proposal (including developing a research question/hypothesis/purpose that is appropriate to the field and in need of study), how to carry out a literature search and write a review of the literature, developing a theoretical framework, research design and questions of methodology (including data collections techniques, and analyzing and interpreting data), reliability, validity, and statistics (including descriptive and inferential statistical techniques), articulating the findings, understanding assumptions, biases, limitations of the study, and identifying the implications for the field and future research. By the end of this course, students will be expected to prepare a research proposal and will therefore learn to develop a research question/hypothesis/purpose that is appropriate to the field and in need of study. Topics secondary to the research process such as time management, personal motivation, organization, identifying the audience, writing conventions and formatting will also be explored. Since it is presumed that human subjects may be involved in such projects students will learn about research ethics and how to complete an ethical review process.
EAD602 Brain Research and Cognitive Development
It is critical that developmental unfolding be monitored in the early years so that those children at risk for developmental delays, mental disorders, health problems or disabling conditions can be identified and receive intervention services in a timely fashion. Students will learn that screening and assessment are part of the continuum of intervention and not only a means of identification. Students will gain insights into the range of screening and assessment instruments frequently used with families and children zero to six years of age, with an emphasis placed on those measures that use play and functional observations in familiar and naturalistic settings. Applied practice will be exercised through planning strength-based family-focused intervention strategies.
As future practitioners, it is imperative that students gain a thorough understanding of childhood from a global perspective. This course will focus on normal developmental processes which occur in children of different cultures with special emphasis on how childhood is viewed globally. Not only will students learn about the research on children and families in traditional western cultures, but will also, through selected readings and lectures, be exposed to research from around the world. Students will be exposed to the political, economic, social and cultural events impacting childhood.
This course is intended to introduce students to principles, theories, and considerations for educational endeavors in community settings where adults are the target audience of learners. As a generalist, students will design and implement adult learning activities, within a community based forum. This course explores the various ways an early childhood educator includes learning theory, human development, learning styles, cultural needs, values and relationships, as well as advocacy, and awareness of sensitivities necessary for success in designing educational programs for adults. As a seventh semester course, the course assignments are tailored within an area of focus as selected by the student, thus supporting the specific career interest of each student.
EAD706 Research Methods and Statistical Analysis
In this course, students will document growth and transformation over time through reflective thought and critical analysis of practice. Students will reflect upon and document contextual factors that affect teaching in the early years and look at their own growth developmentally. Students will employ various tools for reflective practice and establish goals for future learning including participation in an on-line discussion forum.
This course will focus on the development and successful completion (meets the program degree criteria) of an applied research project carried out under the direct supervision of an appropriate member of the faculty. Research papers will be based on the research proposals developed in the Research, Methods and Statistical Analysis course and be based on a field-relevant question and an appropriate methodology. Projects will attempt to contribute to their field by further developing research documented in the literature or propose a new direction for further research. Such papers will include a review of the literature (including the foundational work and theoretical component upon which the study is based), definitions of key terms and concepts, field and social relevance of the study, statement of methodology, a discussion of the ethical safeguards taken with human subjects, biases and assumptions, presentation of field and/or lab data. Analysis and interpretation of the data, statement of the applied/practical implications, summary and implications for future research, an abstract and works cited and consulted. Students will also be required to present their findings to the field (e.g. college community or conference presentation, publication, community seminar).
Family-focused practice takes different forms across Canada. Students will gain an understanding of the nature of both universal and targeted programs that address common parenting needs as well as those issues faced by multi-risk families. Empirical research is examined in order to understand how principles of family support have evolved and been transformed into community and home-based programs on all three levels (federal, provincial and municipal). The challenges of building and maintaining relationships with families, both informally and formally, are explored. Students will analyze and design strategies and interventions that are parent-focused and parent-child focused in order to reach goals set by families. As future practitioners, students will identify potential opportunities for joint collaboration among community service agencies on behalf of young children and their families.
This course focuses on the development of an understanding of theories about leadership and the acquisition of the necessary skills and insight to become an effective leader. Current ideas and practices are interwoven with established scholarly research in order to present an encompassing study of leadership.
Every day, millions of people share their opinions with a global audience via Tweets, #s, blogs, wikis, videos, likes, tags, text messages and online comments. Digital spaces and mobile technologies allow us to be connected to our personal and professional networks and communities 24/7. In what ways does this hyper-connectivity impact the ways in which people regard their place in the world and define themselves?
In this course we will analyse the social, ethical, political and cultural ramifications of societies that are increasingly mobile and digital. The impact of new genres and forms of expression on our identities will be explored as we actively participate in online networks and create materials for social media.
This course covers theoretical and applied aspects of crisis intervention from an integrated biopsychosocial perspective. We explore the human stress response to crisis, recognizing a crisis, the elements of a crisis, major theories of the impact of crisis on emotional and psychological wellbeing, crisis intervention techniques, crisis aftermath and self care for first responders/people who have experienced a crisis and promoting healing and resilience. Emphasis will be placed on understanding the human response to crisis and intervention techniques.
This course concerns the principals of community organizing in relation to community development work at the grassroots level. Students examine the history, theory and practice of community development and evaluate social change using a cost and benefit analysis of local and national community mobilization efforts. Students will formulate their values and beliefs to create their own philosophical approach toward community organizing.
Note: Students must take two upper-level Liberal Studies Options. Please speak with the Program Manager if you are unclear which LSOs are upper-level courses.
Students in the bachelor's degree program must successfully complete one co-operative education work term in order to graduate. The co-op work experience provides the learner with the opportunity to apply knowledge and skills learned in the classroom to real world applications.
Graduates of the Bachelor of Applied Arts (Child Development) program will demonstrate the ability to:
This program is eligible for OSAP funding.
Course load is used by OSAP to determine funding options for programs.
If you are taking 1 - 2 courses at the same time, you may be considered for part-time student grants and loans.
If you are taking 3 or more courses at the same time, you may be considered for full-time student grants and loans.
To find out if you qualify and to learn how to apply, please visit the OSAP website.
For information on other awards and financial assistance, please see Financial Aid.
Earn college credits for what you already know!
Prior Learning Assessment is a method of assessing and recognizing learning that is equal to college level learning, but has been gained outside a traditional classroom (through work experience, volunteering, outside study, etc.). If you can prove that the knowledge you have gained meets the outcomes of a Seneca course, then credit will be awarded.
How does the PLA process work?
Prior Learning is demonstrated through a "challenge" process. The process measures learning through a variety of methods which may include tests, portfolio assessment, interviews, demonstrations, essays, and work samples. The method used will be determined in consultation with a Program Coordinator.
For more information and to determine if you are eligible for PLA, please call the Program Coordinator.
The process may take from 6 to 8 weeks.
Note: Not all courses can be challenged. For more information go to PLA website or contact your Program Coordinator.
Many students who enter Seneca College will have earned academic credits in post-secondary educational institutions which they may be able to apply toward completion of a Seneca College program.
Requests for Transfer Credit must be for a specific course and must be accompanied by an official transcript and course outline. A minimum grade of "C" (60 percent) is generally required for a course to be considered for Transfer Credit.
Download a Transfer Credit Request form. An official copy of your transcript and applicable detailed course outlines should be attached and submitted. Please note it may take 4 to 6 weeks for a Transfer Credit decision.
Please visit the Degree and Credit Transfer Office.
If you meet all program requirements and become eligible for a Certificate, Diploma or Degree you must inform the Registrar by completing a Graduation Application form and paying the fee. Forms are available at the Registration office and online.
Certificates and diplomas are issued twice a year: Fall (October) and Spring (June). Graduation Application forms must be received no later than July 31 (for Fall Convocation), November 30 or March 31 (for Spring Convocation).
As per section 12.1 of Seneca's Academic Policy:
For degree programs, the minimum requirement for promotion is an average of C (2.5) in subjects in the main field of study (professional subjects), and an average of C (2.0) in all other subjects.
City Wide Training Early Childhood Professional, visit regularly for postings of professional development opportunities available across the city including Seneca College.
The most rewarding aspect of my work is the inspiration, motivation, and engagement that my students are able to walk away with. For me, teaching is only 40 percent content. The other 60 percent is focused on inspiration, motivation and genuine student engagement. I lead by example. My students first see the value of the course to me as a professor. They see that I am inspired, motivated, engaged, energized, enthused and excited when I enter the classroom. That passion is infectious. They see that and they covet that level of passion and they desire to take that back to their own professional spaces and personal life. I am most happy when I see that they leave my classroom with the same passion and are equipped with the necessary tools to do the same to their own students/clients.
I am a graduate of the University of Toronto with a PhD in Educational Leadership. My research focus is on teacher performance evaluation, leadership, faculty professional development, early childhood education and diversity studies. For the last twenty years I have worked in various areas of education and at all levels in Jamaica, The Bahamas, and Canada.
Dr. Campbell teaches or has taught in the following courses:
Contact us via this form or using the phone number(s) below it.
Dedra Profitt
Program Assistant
416-491-5050 ext.22635
Karen Skeaff
Academic Program Manager
416-491-5050 ext.26626
New students are invited to attend an information session.


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Bind These Words
Jewish Family & Life (JFL Media), December 2007
Topic: Halakha, Gender, Jewish Law, Homosexuality, Feminism, Engagement, LGBT Issues, GLBT Issues, Sexuality
Name of Publication: Sh'ma: A Journal of Jewish Ideas
Editor: Berrin, Susan
Volume/Issue: 38/646
Page Number(s): 1-2
Genre: Article
Coverage: United States
Language: English
Copyright Holder: Publisher
Copyright Information: Download for personal use, freely distribute link
Bibliographic Information:
Fornari, Ari-Lev. Bind These Words. Sh'ma: A Journal of Jewish Ideas. Jewish Family & Life (JFL Media). December 2007: 1-2. http://www.bjpa.org/Publications/details.cfm?PublicationID=6151
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