text: Home- Academics- Departments and Programs- Peace and Conflict Studies- Academic Program Menu Menu Peace and Conflict Studies (For 2016–2017 academic year) Professors Harpp, Monk, Ries, Rotter Assistant Professors Ballvé, Mundy, Thomson Advisory Committee Balakian, Harpp, Hyslop (Director), Karn, Monk, Mundy, Ries, Rotter, Thomson Since its creation in 1970, Colgate's Peace and Conflict Studies Program has been at the forefront of research and instruction in this interdisciplinary field. Founded with a generous gift of the Cooley family, the program presents a challenging course of study that integrates trans-disciplinary academic approaches to war and peace with research into specific regional conflicts and their aftermaths. The curriculum offers students a range of opportunities to explore the complex impacts of violence, the challenges of human security, and human rights issues in global perspective. With its regular film and media series, symposia, lectures, and unique electives, the program is actively involved in promoting the study of peace, conflict, and security at Colgate and beyond. After taking advantage of the distinctive combination of faculty and program resources at Colgate, peace and conflict studies majors have pursued successful careers in various international arenas, including law, government, development, journalism, academe, and the private sector. Major Program The major consists of 11 courses and encompasses four clusters. Cluster 1 – Core Approaches serves as a foundation for the program, introducing students to critical perspectives on the study of peace and conflict. In order to declare a peace and conflict studies major, students must have already completed either PCON 111, PCON 218, or PCON 225 with a grade of C or better. In Cluster 2, students develop substantive knowledge of issues and methodologies in this interdisciplinary field. To fulfill Cluster 3, students choose a geographic region to study in depth, in order to broaden their knowledge of specific regional conflicts. In Cluster 4, each student develops a thesis that integrates the knowledge gained in Cluster 1–3. To qualify for graduation, a minimum grade of C is required in all courses taken toward the major or minor. Major credit will be awarded for no more than two courses taken at another institution, and no more than one independent study course in the program. A student pursuing a double major or a major and minor may use one course to count for both. Cluster 1 – Core Approaches Three required courses: PCON 111, Introduction to Peace and Conflict Studies PCON/ANTH 218, Practices of Peace and Conflict — War in Lived Experience PCON 225, Theories of Peace and Conflict — War, State, and Society Students are strongly encouraged to take all three core approaches courses during their first and sophomore years. They may be taken concurrently or in any order. PCON 111 and at least one of the other two courses should be taken before students take courses from Cluster 2. Cluster 2 – Topical Areas of Specialization To intensify their knowledge of issues and current debates in peace and conflict studies, students take four Cluster 2 electives. Such courses develop substantive knowledge of issues in this interdisciplinary field, while at the same time exposing students to a range of methodologies for studying them, frameworks developed to understand them, and critical approaches to theorizing them. Courses in this section deal with war, armed conflict, and genocide, transnational and human security issues, the lived experience of collective violence, and human rights and structural violence in broadly interdisciplinary ways. A student pursuing a double major with another department or program may use one Cluster 2 elective to count for both majors. At least two of these courses must be at or above the 300 level. PCON 240, Waging Nonviolence: Theory and Practice PCON 250, Critical Peace Studies PCON 260, Gender in Peace and Conflict PCON 301, International Human Rights and Advocacy PCON/GEOG 310, Geopolitics PCON 314, Media War: Peace and Conflict in the Digital Age PCON 322, Weapons and War PCON/GEOG 329, Environmental Security PCON/RELG 333, Religious Faith and Social Ethics PCON 340, Terror and Counter-Terror: Histories and Logics of Asymmetric Warfare PCON 345, Transitional and Historical Justice PCON/MIST 351, Israel/Palestine Conflict PCON/ALST 355, Rwanda since the 1994 Genocide PCON/POSC 358, Transnational Politics PCON/ENGL 368, After Genocide: Memory and Representation CORE 138S, The Advent of the Atomic Bomb CORE 169C, Rwanda ECON 234, Gender in the Economy EDUC 210, Education for Peace and Nonviolence EDUC 303, Gender, Education, and International Development ENST 321, Global Environmental Justice GEOG/MIST 305, Geopolitics of the Middle East GEOG/SOCI 318, International Migration, U.S. Immigration, and Immigrants GEOG 320, Globalization, Development, and Environment GEOG 321, Gender, Justice, and Environmental Change GEOG 328, Sustainability and Natural Resources GEOG 329, Environmental Security HIST 206, The Civil War Era HIST 209, The Atlantic World HIST 216, U.S. Foreign Policy, 1917–Present HIST 231, Resistance and Revolt in Latin America HIST 251, The Politics of History HIST 271, The First World War HIST 272, War and Holocaust in Europe HIST 309, Culture and Society in Cold War America HIST 316, The United States in Vietnam, 1945–1975 HIST 350, Post-war EuropeHIST 358, Conquest and Colony: Cultural Encounters in the New World HIST 479, Seminar on Problems in the History of U.S. Foreign Policy HIST 489, Seminar on Problems in Military History PHIL 312, Contemporary Political Philosophy PHIL 313, International Ethics POSC 213, Comparative Politics: The Third World POSC 313, Political Corruption POSC 317, Identity Politics POSC 344, Politics of Poverty POSC 348, The Rise and Fall of Communism POSC 349, International Political Economy POSC 353, National Security POSC 357, International Institutions POSC 361, Humanitarian Interventions POSC 365, Just War in Comparative Perspective POSC 374, International Law POSC 454, Seminar: The Cold War and After POSC 456, Seminar: War — Theories and Practices PSYC 368, Prejudice and Racism RELG 235, Religion, War, Peace, and Reconciliation SOCI 216, Sociology of War SOCI 326, Nations and Nationalism SOCI/ANTH 337, Globalization, Culture, and Everyday Life SOCI 350, The Social World of the Oceans: Ships, Sailors, Ports, Trade, and Environmental Crisis Cluster 3 – Geographic Areas of Specialization Knowledge of specific regional conflicts, and efforts to resolve them, is essential to the study of peace and conflict. To develop this knowledge base, students are required to take three approved courses on the politics, culture, history, geography, or economics of a geographic region chosen from the following: A. Central America, the Caribbean, and South America B. North America C. West, East, Central, and Southern and Sub-Saharan Africa D. Europe E. The Middle East and North Africa F. Russia, the Caucasus, and Central Asia G. Asia and the Pacific Rim H. Transregional Communities Students may take Cluster 3 electives concurrently with Cluster 1 and 2. A student pursuing a double major in peace and conflict studies and an area studies department or program should discuss with the program director which courses may be used to satisfy the requirements for both majors. Other courses, including Liberal Arts Core Curriculum courses, off-campus studies courses, and 300- or 400-level language courses, may count toward the geographic areas requirement, if approved by the program director. Many courses can count for Cluster 3 for each of the regions listed. Students should consult their PCON adviser about specific courses across the curriculum and off campus which may satisfy this requirement. Approved study abroad programs will normally provide two course credits towards this part of the major. The "Transregional Communities" designation applies to a course of study on issues such as displacement, forced migration, or refugee and diaspora communities. Cluster 4 – Thesis To complete the thesis requirement, students must enroll in PCON 479 in the fall semester of the senior year. In order to advance to thesis, students must have completed all of the Cluster 1 requirements, taken three of the four courses required for Cluster 2, and two of the three courses required for Cluster 3. Theses developed during the research seminar may be on any topic, but students must demonstrably integrate expertise in their topical and regional areas of specialization in their final submissions. Minor Program The minor requires six courses. Students must take PCON 111 and either PCON 218 or 225, and any four of the electives listed in Cluster 2. Minors are strongly encouraged to take two Cluster 3 geographic areas courses, unless their major is in a department or program in which they are studying a geographic area. Minors may take PCON 479 as one of their electives, with instructor permission. Candidates for high honors must have grades of B- or better in all Cluster 1 courses. Honors and High Honors Majors may qualify for departmental honors by achieving at graduation a GPA of 3.50 in major courses and an overall GPA of 3.30. For high honors, Majors must achieve a GPA of 3.70 in major courses and an overall GPA of 3.30 by graduation. Students who expect to qualify and who seek honors or high honors enroll in PCON 499 upon completing PCON 479. Students enrolled in PCON 479 who fail to receive a grade of A– or higher in the seminar paper may not enroll in PCON 499 in order to pursue honors or high honors in peace and conflict studies, without the written permission of the program director. Working with a principal adviser and a second reader, the student writes and submits a substantial paper for this course and defends it before the program faculty. The designation "honors," "high honors," or neither, is determined at the conclusion of the defense. This paper must be a substantially different, revised, and expanded version of the student's senior seminar paper. Honors and high honors projects should demonstrate the ability to work creatively and independently and to synthesize theoretical, methodological, and substantive materials in peace and conflict studies. Such a project should be planned and begun in the fall term of the senior year (or earlier), with the research and final writing completed in the spring term when the student is enrolled in PCON 499. Majors seeking to qualify for high honors in peace and conflict studies are required to demonstrate competency in a foreign language equivalent to two semesters at the 200 level. A student pursuing a double major and enrolling in the honors seminar may petition to have two courses count for both majors. Awards See "Honors and Awards: Peace and Conflict Studies" in Chapter VI. Off-Campus Study The Peace and Conflict Studies Program strongly encourages majors to participate in Colgate study groups or extended study or approved programs, especially in world regions relevant to their Cluster 3 geographic area. Students should consult with their PCON advisers and the director, as well as the Office of Off-Campus Study/International Programs, regarding approved off-campus study options, credit approval, and application guidelines. See Chapter VI, "Off-Campus Study" for additional information. Related Activities The academic program in peace and conflict studies is supplemented by activities coordinated by the director and the program faculty. In addition to lectures, films, and conversations with visiting scholars, the program hosts and sponsors seminars, field trips, conferences, workshops, and collaborative research with U.S. and international partners. Refer to the program website for current details. Course Offerings 111 Introduction to Peace and Conflict Studies J. Mundy, Staff This course provides an introduction to the interdisciplinary study of peace and conflict, as well as to the peace and conflict studies major. It focuses on attempts to study and explain the evolution of warfare and the dynamics of peace from the early Modern period to today's most imminent and controversial security issues. This course explores the relationships between global and historical patterns of mass violence, the theoretical paradigms that attempt to account for these patterns, and the various disciplinary and methodological approaches used to explore war and peace at all levels of analysis. Open to first-year and sophomore students. 218 Practices of Peace and Conflict — War in Lived Experience T. Ballvé, N. Ries, S. Thomson This course introduces students to a range of approaches and problems in the descriptive analysis of peace and conflict. It juxtaposes core theoretical texts on war and violence from the social and human sciences with detailed ethnographic case studies. Practices of contemporary conflict are paired with the interpretive paradigms whose aim is to understand and resolve them. For example, case studies in terror are paired with the field of trauma studies; specific regional conflicts with theories of global networks; and contemporary mass violence with analysis of genocide perpetration. In the process, this course introduces students to important methodological paradigms from the social sciences, chiefly from anthropology, sociology, and geography, as well as humanities-based approaches from comparative religion, literature, and language studies. This course is crosslisted as ANTH 218. 225 Theories of Peace and Conflict —War, State, and Society Staff This course examines problems of institutional systems and the articulation of power. Students are introduced to critical evaluation of the major theoretical approaches to the study of power and politics. The course considers rationalist, functionalist, and interpretive approaches in the social sciences, as they relate to questions of peace and conflict. Students examine the specific operative theories that have emerged out of these intellectual traditions — theories of state formation, security, international norms, and transnational networks — as they have been incorporated into and further developed in the study of peace and conflict. Students test major theories on case studies linked to major world events. For example, deterrence theory is examined in light of the end of the Cold War. 240 Waging Nonviolence: Theory, Practice, and Critique J. Mundy, Staff When people think about the social movements behind struggles for revolutionary change or territorial independence, they often imagine armed insurrections, guerrilla armies, and terrorist organizations. Yet nonviolent movements are far more likely to achieve revolution or independence than violent movements. Nonviolent movements are also more likely to install durable and democratic governments after the conflict is over. These nonviolent victories often take place when movements abandon violence and adopt civil resistance as their leading strategy. To understand these global trends, this course investigates the dynamics of violent and nonviolent conflicts using theories of social movements. This theoretical understanding is tested using comparative case study analysis, student research projects, computer game play, and real-world simulations. 250 Critical Peace Studies J. Mundy, Staff This course examines human conflict and attempts to understand the worldwide decline in warfare since the end of the Cold War. This examination is framed in terms of the original debate within peace studies: the minimalist or negative peace school versus the maximalist or positive peace approach. Whereas the negative peace school focused on techniques to interrupt or preempt specific instances of mass violence (e.g., through mediation, conflict resolution, intervention, and peace-building/peace-enforcement), the positive peace school advanced a more ambitious scientific and political agenda to prevent wars from ever happening again by understanding and addressing violence in all its forms (physical, mental, structural, symbolic, etc.). Students interrogate both approaches vis-à-vis the historical and empirical record of armed conflict. This course is open to first-year, sophomore, and junior students. 260 Gender in Peace and Conflict S. Thomson, Staff This course aims to make a feminist sense of contemporary wars and conflicts. The class traces the gendered processes of defining citizenship, national identity and security, and examines the role of the military in the construction of femininity and masculinity. One of the most prominent social constructions of gender is that of the male provider/warrior and the female caregiver/peacemaker. The making of war depends in large part on the maintenance of this simplistic conceptualization. In addition, the inequalities and power imbalances that lead to situations of conflict, at both macro- and micro-levels, reflect and reinforce the structural and discursive inequality between men and women. The class is interdisciplinary and gives equal weight to theory and practice while drawing on writings by local and global theorist and activists. 301 International Human Rights and Advocacy S. Thomson The gap between the promise of international human rights law and its actual practice is vast. For many advocates and activists, the gap is a source of frustration as international human rights laws and norms rarely translate into basic protections at the level of the individual. This course is designed to make students aware of the contentious nature of human rights, both in theory and in practice. It is premised on the idea that human rights are constantly claimed and developed, if not made anew, by multiple actors--whether as rights-holders, advocates, or otherwise, and that this takes place in the context of intense struggle between state and non-state actors. Students examine both the international human rights regime and the struggle for human rights, and how they interact in practice. The course takes a purposeful right-based and victim-centered approach, with the goal of introducing student to the profession of human rights advocacy. Prerequisites: PCON 111, 218, or 225, or permission of instructor. 304 Criminal Underworlds: Drugs, Guns, Bodies This course is crosslisted as GEOG 304. For course description, see "Geography: Course Offerings." 310 Geopolitics This course is crosslisted as GEOG 310. For course description, see "Geography: Course Offerings." 314 Media War: Peace and Conflict in the Digital Age D. Monk, Staff The first purpose of the course is to demonstrate to the student the central importance of media in defining the reality of war, peace, and violence in modern culture. The second goal is to introduce, in a selective manner, film, art, and written works that shaped these definitions. The primary framework is chronological, beginning with a survey of images of war and peace in art and covering in detail World War I and World War II, and ending with current images of war and of preparations for nuclear war. The secondary framework distinguishes types or degrees of war: World War I and World War II, civil wars (Spain) and genocide (the Armenians, the Jews in Europe); struggles of national liberation (Vietnam and Algeria); and prospects of global holocaust, this last creating new imagery — both positive and negative — in art, poetry, fiction, and film. Methods of evaluation: examination and journals. 322 Weapons and War: Interdisciplinary Perspectives K. Harpp, N. Ries, Staff Mustard gas, airpower, submarines, A-bombs, Agent Orange, landmines, terror wars, "Star Wars": weapons technology profoundly shaped the science, politics, and culture of the last century. This course explores the myriad effects of the production, deployment, and use of weapons. Specifically, the course considers how the horizons of science and technology have been shaped by the quest for ever-more-powerful or -sophisticated weaponry; how the creation of new weapons changes the nature of war and peace; how new weapons may impact lives and the planet; terror as a weapon, and scientific and social responses to it; the role of media images in the public consciousness of weaponry and war; and impacts of the global arms trade. While critically theorizing the social, environmental, and philosophical impacts of war over the past century, the course also examines the place of global ethics in discussions about weapons and war. 327 Australia's Stolen Generations: The Legacies of Carrolup This half–credit (0.50) course is crosslisted as GEOG 327. For course description, see "Geography: Course Offerings." 329 Environmental Security This course is crosslisted as GEOG 329. For course description, see "Geography: Course Offerings." 333 Religious Faith and Social Ethics This course is crosslisted as RELG 333. For course description, see "Religion: Course Offerings." 340 Terror and Counter-Terror: Histories and Logics of Asymmetric Warfare J. Mundy, Staff For as long as empires and states have been going to war, peoples have been fighting them with the tactics and technologies now known as terrorism and guerrilla warfare. Asymmetric warfare, however, is no mere historical artifact. It dominates headlines as much as it confounds leaders around the world. Central to this course are several in depth case studies of counter-insurgency and terrorism, including France in Algeria and Indochina; the British in Malaya, East Africa, and Northern Ireland; state terrorism in Latin America during the Cold War; and the United States in the Philippines, Vietnam, and, after September 11, 2001, Afghanistan, Pakistan, and Iraq. The evolution of non-state terrorism — from the violent acts of anarchists in the late 19th century to the potentially apocalyptic terrorism of radical religious groups the early 21st century — also comes under scrutiny. From Clausewitz to General Petraeus, from Mao Zedong to Ayman Al-Zawahiri, this class explores how asymmetric war is lived and understood by various observers and participants. Prerequisites: at least one of the following courses: PCON 111, 218, or 225, or permission of instructor. 345 Transitional and Historical Justice A. Karn In what ways and under what conditions do states pursue justice for past wrongs? Is democracy credible without confronting the abuses of previous regimes? This course examines the theories and practices of transitional and historical justice since 1945. It presents a global line-up of case studies, which students evaluate in a comparative framework. Specific topics include post-World War II Germany, Latin America, South Africa, Rwanda, Eastern Europe after 1989, Cambodia, Australia, and the United States. 351 Israel/Palestine Conflict D. Monk, Staff This course focuses on the longstanding struggle between Israelis and Palestinians, as well as on the history of the way the conflict has been defined (e.g., an Arab-Israeli conflict, a religious war between Jews and Muslims, etc.). The course profiles episodes in the history of the conflict — and of the efforts to resolve it — in light of contemporary developments across the globe. The war of 1948 is analyzed in light of decolonization struggles following World War II, just as the "Six-Day War" of 1967 is studied in light of Cold War politics. In addition to focusing on flashpoints in the history of the conflict, the course also examines international agendas for ending it. Repeated U.S. efforts to broker a peace are analyzed in light of geopolitical developments elsewhere. Students become well-versed in the historical and social developments of the conflict and study the various treaties, armistice agreements, and memoranda that have guided efforts to bring it to a conclusion. They also study outstanding issues in the contest between Israel and the Palestinian Authority, as well as current peace and armistice proposals. This course is crosslisted as MIST 351. This course counts toward the Social Relations, Institutions, and Agents area of inquiry requirement. 355 Rwanda since the 1994 Genocide S. Thomson This course assess the Rwandan experience of postconflict reconstruction and reconciliation in context and from the perspective of Rwandans themselves to ask, how sustainable is the country's postgenocide recovery? This course is concerned with understanding how to do field research in postgenocide Rwanda. Using the 'do no harm' framework of doing research with individuals who have lived through mass violence, this course equips students to undertake research in foreign field settings. in particular, students learn to design a 'human subjects' research proposal, rooted in The Belmont Report of ethical research and guidelines for research involving human subjects. The Report identified three core principles: respect for persons, beneficence and justice. Using Rwanda since the 1994 genocide as a case study, these principles will be studied to highlight their shortcomings in the context of research In postconflict societies. Prerequisites: PCON 111, 218, or 225, or ALST 201 or CORE 189C. This course is crosslisted as ALST 355. This course counts toward the Social Relations, Institutions, and Agents area of inquiry requirement. 358 Transnational Politics This course is crosslisted as POSC 358. For course description, see "Political Science: Course Offerings." 368 After Genocide: Memory and Representation This course is crosslisted as ENGL 368. For course description, see "English: Course Offerings." 291, 391, 491 Independent Study 479 Research Seminar in Peace and Conflict Studies: Peace and Conflict, Themes and Analysis Staff This is a theme-based seminar that examines the literature of peace and conflict studies and other relevant theoretical and analytical work relating to violence and conflict resolution at all levels of society. The seminar also focuses on the range of responses to war and violence, by both the state and the peace movement. Significant independent and group research is required. This course is required of all peace and conflict studies majors and minors in the senior year, but is open to others who meet the prerequisites. Prerequisites: the three courses in Cluster 1, plus a minimum of three courses completed from Cluster 2, and two courses completed from Cluster 3. 499 Honors Seminar in Peace and Conflict Studies Staff Students qualified to pursue honors or high honors take this seminar in the spring of the senior year to complete or extend the thesis they have already begun in PCON 479. Enrollment is limited to seniors with a cumulative GPA of 3.30 or higher and a major GPA of 3.50 or higher, who have had their honors/high honors research proposal approved by the peace and conflict studies faculty. To qualify for honors students must have achieved an A– or higher in PCON 479, or receive permission from the program director. Students who are not pursuing honors may also take this seminar to conduct independent research, by permission of the program director. Offered in the spring only. Prerequisite: permission of the program director. Academics Majors and Minors Departments and Programs Africana and Latin American Studies Art and Art History Asian Studies Biology Chemistry The Classics Computer Science East Asian Languages and Literatures Economics Educational Studies English Environmental Studies Film and Media Studies Geography Geology German History International Relations Jewish Studies LGBTQ Studies Linguistics Mathematics Medieval & Renaissance Studies Middle Eastern and Islamic Studies Music Native American Studies Neuroscience Peace and Conflict Studies Academic Program Course Offerings Faculty and Staff Fellowships and Awards Events Off-Campus Study Podcast Series News and Updates Philosophy Physics & Astronomy Political Science Psychology Religion Romance Languages and Literatures Russian and Eurasian Studies Sociology and Anthropology Theater Women's Studies Writing and Rhetoric Off-Campus Study Core Curriculum Research Fellowships & Scholarships Scholars Programs Pre-Professional Planning Academic Calendar University Catalogue Course Offerings Libraries RELATED LINKS


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Education researcher honored by national organization
Dr. Collin Webster, assistant professor of physical education at the University of South Carolina, will be inducted as a Research Consortium Fellow of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD).
The induction will take place March 31 in San Diego at the alliance's convention and exposition.
Fellows are selected based on scholarship, including presentations and publications, and have an established and focused research agenda with a strong track record of published work in the area of human health and physical activity.
Webster's research focuses on physical activity promotion in school and community contexts and on instructional communication.
Webster earned undergraduate and master's degrees from Western Carolina University and his Ph.D. from the University of Georgia.
The AAHPERD is the largest organization of professionals supporting and assisting those involved in physical education, leisure, fitness, dance, health promotion and education in all specialties related to achieving a healthy lifestyle.

subset: commoncrawl


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Was $99.95 NOW $9.95
These are the scuff slippers made from supple Bison leather with warm, moisture-wicking sheepskin shearling interior. The American bison leather�valued for its durability since the days of the great Plains tribes�cradles feet in comfort while providing support and maintaining its supple, pebble-grained texture after years of daily wear. The shearling fibers cushion feet and because the fibers are dense and hollow, they wick moisture away from feet during warm, humid times of year and help retain some moisture during dry months, ensuring year-round comfort. The anatomically contoured, air-cushioned footbed has a built-in arch support and a thick, honeycomb heel strike, providing proper foot support while absorbing shock for optimal comfort. A non-skid, thermal plastic rubber outsole adds flexibility and durability. The backless scuff slippers allow feet to slide in and out with ease. (2 1/2 lbs.)
Lifetime Guarantee
The Gentlemen's Bison Leather Slippers comes with The Hammacher Schlemmer Lifetime Guarantee. If this product ever disappoints you, for any reason, you may return your Hammacher Schlemmer purchase for exchange, credit, or refund.
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Sale item quantities are limited — please order soon.
May we recommend:
(based on 31 reviews)
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(2 of 2 customers found this review helpful)
These slippers are to die for!
By frederick007
from Kingston, ON
These are terrific slippers! I liked the first pair I got so much that I ordered two more pairs. They are sturdy, well-made with great soles. They are not for outdoor use, obviously, but I have worn them outside the odd time. They hold up very well. They are extremely comfortable and very soft. I can't think of a better way in which to treat my feet.
Bottom Line Yes, I would recommend this to a friend
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Excellent Value
By Just me
from New Jersey
I bought the largest size, I wear an 11 1/2 - 12, hoping the slippers would stretch a bit and they did and now fit very comfortably. Wouldn't mind if they had the next larger size available though.
(1 of 1 customers found this review helpful)
Soft, supple, very attractive slippers
By PSYoung
from Florida
I was very pleased with this purchase. This was a gift for my friend and he liked them very much. I would purchase this product again.
Tha't's why 2nd pair ordered!
By gmaluinfl7
from Destin, FL
Unfortunately these were not available in larger sizes (for this great price!)
No discernible arch support
By K
from Tacoma
no arch support otherwise, good buy
High Quality Slippers
By Patrick
from Canada
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By Zak the Economist
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Great slipper.
These are your best friends!
By relaxed retirree
from ohio
I bought these for my husband. He loves how comfortable they are and the "lip" at the heel edge keeps his foot inside! I ordered a half size larger because he wears heavy socks and the fit has been perfect!
Not happy with slippers and will return!
By Joe
from Ft. Lauderdale, FL
The top of slipper rubbed my feet and felt like cardboard.
Bottom Line No, I would not recommend this to a friend
Hammacher Schlemmer Response: While this product has received positive feedback from other customers, it clearly did not measure up to your expectations, and for this we sincerely apologize. Please contact our customer service team at 1-800-321-1484 and they will be happy to assist you.
My boyfriend loved them....
By Carol & Allan
We keep them at the front door so that as soon as my boyfriend walks in the door, he takes off his shoes/boots and put the slippers right on; he loves them.
COPYRIGHT © 2016 HAMMACHER SCHLEMMER & COMPANY, INC. ALL RIGHTS RESERVED. W108147 E. 57th ST • NEW YORK, NY • 10022 • 1-800-_321-1484


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One of the biggest problems faced by habitual marijuana users is that they find it extremely difficult to give up the habit completely though it could have been the best way to beat marijuana drug tests. Therefore, they need to find effective and alternative ways to beat drug tests.
If you have been called for a marijuana drug test and want to save money for coming out clean, the best way is to get urine or hair sample from a friend who is not into marijuana. You can even access effective methods of passing hair and urine marijuana test by seeking the advice of an expert or use a natural cleaner or detox product, which may be easily and affordably purchased on the internet.
You may even purchase marijuana detoxification products from the nearest drug store or try out a home remedy such as intake of water and other liquids and consuming vegetables like cabbage, capsicum, broccoli, tomatoes, etc. or fruits like blue berries, cranberries, goose berries, strawberries, and acai berries that are rich in antioxidants.


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Bergdahl was a deserter, fellow soldiers say
The soldier men died trying to rescue and for whom five Taliban detainees were released from Guantanamo was a deserter, his fellow soldiers assert.
Recently released POW Sgt Bowe Bergdahl fled his outpost in southeast Afghanistan in June 2009, according to Army officer Nathan Bradley Bethea, who served in Bergdahl's battalion.
"On June 25, we suffered our battalion's first fatality, a platoon leader named First Lieutenant Brian Bradshaw. Five days later, Bergdahl walked away." Bethea isn't alone. Matt Vierkant and Jose Baggett, who both reportedly served in Bergdahl's company, have also come forward.


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Freeway closures in the High Desert that were scheduled for tonight have been postponed due to an incoming storm.
The northbound 15 Freeway at Bear Valley Road in Victorville was initially scheduled to be closed from 10 p.m. tonight until 6 a.m. Wednesday, according to Caltrans.
The closure has been rescheduled for the same times, but on Wednesday through Thursday.
Construction crews plan to remove a support structure for the LaMesa/Nisqualli Bridge during the closure.
Caltrans suggests that motorists exit at Bear Valley, turn right at Cottonwood Road and turn left. Drivers can then take Cottonwood to Mariposa Road and head toward Palmdale Road to reenter the 15.
Reach Melissa via email or call her at 909-386-3878.
Get the latest crime and public safety news on Twitter @IECrime.


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Berkeley Co. proposes new plan for elementary school
WCBD-TV: News, Weather, and Sports for Charleston, SC
From our News Partners at WCBD-TV:
In front of a crowded room with close to 50 concerned residents, the Berkeley County Superintendent presented a new site for a new elementary school in Hanahan.
The new site proposal comes after the school board received many complaints from residents several months ago. The original plan called for the school to be built behind a neighborhood in a wetland area, less than 50 feet away from homes.
"We were concerned about property values; we were concerned about children walking through our yard; we were concerned about losing the wildlife and all sorts of various issues," resident David Pelletier said.
Tuesday, a new plan was released to the public. This new site is centered around an area with less development but still close to the Foster Creek-Tanner neighborhood. That plan seemed to be well-liked by many who attended the meeting.
"I think a lot of people thought it was going to be ram-rodded down our throats, but I feel like the main driving force at looking at another site was the community," Ben Lewis said.
Dr. Rodney Thompson, the Superintendent for the county, said the community response and involvement is key to making sure this new elementary school is built to the residents' satisfaction.
That elementary school is expected to fit as many as 900 students. The plan is to have the school completed and ready to open by August 2015. For a community that only has one elementary school, Lewis said it is crucial to make sure the building is started as soon as possible.
"Just purely from the numbers we heard, there's over a thousand kids in Hanahan Elementary School, and they don't have fifth graders, it's just K through 4," he said. "It's a huge concern. That's too many kids. You're getting safety concerns all sorts of things with that many."
Thompson said the school board has agreed to begin the bidding process of the new school site. The board has 30 days to have the plans finalized.
Image courtesy of WCBD-TV.


text:
Abdominal wall fat pad biopsyAbdominal wall biopsy; Biopsy - abdominal wall fat pad
An abdominal wall fat pad biopsy is the removal of a small part of the abdominal wall fat pad. The procedure is done most often to test for amyloidosis.
How the Test is Performed
Needle aspiration is the most common method of taking an abdominal wall fat pad biopsy.
The health care provider cleans the skin on your belly area.Numbing medicine may be applied on the area. A needle is placed through the skin and into the fat pad under the skin. A small piece of the fat pad is removed with the needle. It is sent to a laboratory for analysis.
How to Prepare for the Test
No special preparation is usually necessary.
How the Test Will Feel
You may have some mild discomfort or feelpressure when the needle is inserted. Afterward, the area may feel tender or be bruised for several days.
Why the Test is Performed
This test may be performed when amyloidosis is suspected.
Normal Results
The fat pad tissues are normal.
What Abnormal Results Mean
In the case of amyloidosis, abnormal results mean there is amyloid, a protein that deposits in tissues and impairs organ and tissue function.
The risks are minimal. There is a slight risk of infection. There is also a minor risk of bruising or slight bleeding.
Gertz MA. Amyloidosis. In: Goldman L, Schafer AI, eds. Cecil Medicine. 24th ed. Philadelphia, Pa: Saunders Elsevier; 2011:chap 194.
Review Date: 2/2/2013
Reviewed By: David C. Dugdale, III, MD, Professor of Medicine, Division of General Medicine, Department of Medicine, University of Washington School of Medicine. Also reviewed by A.D.A.M. Health Solutions, Ebix, Inc., Editorial Team: David Zieve, MD, MHA, David R. Eltz, Stephanie Slon, and Nissi Wang.


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Discover a selection of top forums tank synodontis on the internet. Come to share your passion on forums tank synodontis and meet other fans of tank synodontis. Then, why don't you create your own forum of tank synodontis ?
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Your username and password for these discussion forums are unique to the forums. Your forum login information is separate from your My Adventure Cycling login information, and your login info for the Cyclosource online store. You will need to create a separate login for each of these. However, to make things a bit easier, you can use the same email and password for all three accounts. Also, please note that your login information for the forums is not connected to your Adventure Cycling membership number. We apologize for any inconvenience caused.
We have blocked registrations from several countries because of the large quantities of spam that originate there. If the forum denies your legitimate registration, please ask our administrator for an exception. email@example.com will need your IP address, which you can find at many web sites, including http://whatismyipaddress.com.
This section allows you to view all posts made by this member. Note that you can only see posts made in areas you currently have access to.
|Re: Surly Long Haul Trucker 56 cm Frappacino $750 plus shipping
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|SOLD--Selle An-Atomica Titanico X -Honey colored $90 delivered--SOLD--SOLD
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Items where Division is "Faculty of Arts, Humanities and Social Science > Institute of Education > Teaching and Learning"
Group by: Date | Creators/Editors | Item Type | No Grouping
Number of items at this level: 32.
Billingsley, B., Taber, K., Riga, F. and Newdick, H. (2012) Secondary school students' epistemic insight into the relationships between science and religion – a preliminary enquiry. Research in Science Education. ISSN 0157-244X doi: 10.1007/s11165-012-9317-y
Kempe, A. (2012) Drama, disability and education. Routledge, pp208. ISBN 9780415675031
Kempe, A. (2012) 'Superteachers', saints and solitaires: an investigation into advanced skills teachers of drama. Drama Research, 3 (1). ISSN 2040-2228
Kempe, A. and Tissot, C. (2012) The use of drama to teach social skills in a special school setting for students with autism. Support for Learning, 27 (3). pp. 97-102. ISSN 0268-2141 doi: 10.1111/j.1467-9604.2012.01526.x
Treffers-Daller, J. (2012) Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer. International Journal of Bilingualism, 16 (1). pp. 53-82. ISSN 1367-0069 doi: 10.1177/1367006911403213
Allen, J., Potter, J., Sharp, J. and Turvey, K. (2011) Primary ICT: knowledge, understanding and practice. 4th edition. Achieving QTS. Learning Matters, pp256. ISBN 9780857253231
Billingsley, B., Taber, K. S., Riga, F. and Newdick, H. (2011) Teaching and learning about the relationships between science and religion. Science Teacher Education (62). pp. 16-29. ISSN 175 -915X
Kempe, A. (2011) Drama and the education of young people with special needs. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 165-169. ISBN 9789460913310
Kempe, A. (2011) Laughter in the Dark: ethical aspects of drama education. In: Drama to Inspire: a London Drama Guide to excellent practice in drama for young people. Trentham Books, Stoke on Trent, pp. 10-20. ISBN 9781858564760
Kempe, A. (2011) What dramatic literature teaches about disability. In: Schonmann, S. (ed.) Key concepts in theatre / drama education. Sense Publishers, Rotterdam, The Netherlands, pp. 171-175. ISBN 9789460913310
Kempe, A. (2011) Daisy's diary: issues surrounding teaching history through drama. Drama Research, 2 (1). Article 2. ISSN 2040-2228
Kempe, A. (2011) Watching the words: drama and poems. In: Bringing Poetry Alive. Sage, London, pp. 113-128. ISBN 9780857020741
Kempe, A. (2011) Where do drama teacher's come from? Initial investigations into the formation of professional identity. New Zealand Journal of Research in performing Arts and Education : Nga Mahi a Rehia, 3. ISSN 1178-7708
Taber, K., Billingsley, B., Riga, F. and Newdick, H. (2011) To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. Science Education International, 22 (2). pp. 99-118. ISSN 2077-2327
Taber, K., Billingsley, B., Riga, F. and Newdick, H. (2011) Secondary students' responses to perceptions of the relationship between science and religion: stances identified from an interview study. Science Education, 95 (6). pp. 1000-1025. ISSN 0036-8326 doi: 10.1002/sce.20459
Taggart, G. (2011) Don't we care?: the ethics and emotional labour of early years professionalism. Early Years, 31 (1). pp. 85-95. ISSN 0957-5146 doi: 10.1080/09575146.2010.53694
Davies, T. (2010) The place of the school as a community of practice for creative action. In: Mazurkiewicz, G. (ed.) Evaluation in pedagogical supervision. Jagiellonian University Publishing House, Kraków, Poland, pp. 127-138. ISBN 9788323330172
Francis-Brophy, E. and McCrum, E. (2010) Evaluation of online mentoring project supporting young people who are NEET or at risk of becoming NEET in Reading and Wokingham. Project Report. ESD toolkit
Fuller, C. , Goodwyn, A. C., Francis-Brophy, E. and Harding, R. C. (2010) Advanced skills teachers: summary report. Project Report. University of Reading, Institute of Education, Reading. pp14. (Unpublished)
Fuller, K. D. and Malvern, D. D. (2010) Challenge and change: a history of the Nuffield A-level Physics Project. Institute of Education, University of Reading, Reading, pp278. (Unpublished)
MacFadyen, T. (2010) Planning for learning. In: Bailey, R. P. (ed.) Physical education for learning. A guide for secondary schools. Continuum, London, pp288. ISBN 9781847065025
Sandström Kjellin, M., Stier, J., Einarson, T., Davies, T. and Asunta, T. (2010) Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England. European Journal of Teacher Education, 33 (2). pp. 201-218. ISSN 0261-9768 doi: 10.1080/02619761003631823
Schonmann, S. and Kempe, A. J. (2010) An anthology of voices: an analysis of trainee drama teacher's monologues. British Journal of Educational Studies, 58 (3). pp. 1-19. ISSN 1467-8527 doi: 10.1080/00071001003636349
Taggart, G. (2010) Religious and spiritual identity and citizenship education in the UK. In: Soininen, M. and Merisuo-Storm, T. (eds.) Looking at Diversity in Different Ways. University of Turku, Turku, Finland, pp. 95-119.
Tennant, G. D. (2010) Euler's theorem under the microscope. Mathematics Teaching (218). pp. 17-18. ISSN 0025-5785
Tennant, G. D. (2010) Mathematical notation: help or hindrance? Scottish Mathematical Council Journal, 40. pp. 22-25.
Warner, L. (2010) Overseas trained teachers: part of a problem or part of a solution? Teacher Education Advancement Network Journal, 1 (2).
Goodwyn, A. C., Fuller, C. L. and Protopsaltis, A. (2009) Harnessing Technology Strategy: Celebrating Outstanding Teachers. Project Report. unpublished pp97. (Unpublished)
Kempe, A. J. (2009) Training drama teachers: a perspective from England. In: Teaching Theatre Today 2nd Ed. Palgrave, New York, 221 -240. ISBN 0230619002
Sturman, L. and Taggart, G. (2008) The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions. British Educational Research Journal, 34 (1). 117-134. ISSN 0141-1926 doi: 10.1080/01411920701492159
Dyson, M., Lonsdale, M. and Papaefthimiou, M. (2006) Student perspectives on a virtual learning environment: lessons for einstructors. Blended learning: promoting dialogue in innovation and practice. pp. 137-144.
Taggart, G. (2004) Whitehead and Marcuse: teaching the "art of life". Process Papers, 8. pp. 53-67.


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As we have seen in previous trailers and images, there will be a New Viaduct in Harry Potter and the Deathly Hallows: Part 2, connecting the Entrance Hall to the Hogwarts grounds. The Old Viaduct connected the Entrance Hall to The Long Gallery. But my question is, will the old one appear in the film, or has the new one replaced it?
One the one hand, the promotional images show that the old viaduct is still there.
On the other hand, in the trailer there's nothing in front of the door of the Viaduct Entrance, and the path from the Entrance Courtyard to the Quad seems to have been enlarged to the Viaduct Entrance.
What do you think about this?
- --The Evening Prophet (Owl Post) 21:14, April 29, 2011 (UTC)
I think the inconsistence among different promotional images is normal, because most people won't even notice any change of the castle. We need to wait for the release of the last film to make a conclusion. Maybe Warner Bros will try to make the viaducts in the film consistent during post-production. LeeThree 11:15, May 19, 2011 (UTC)
After watching the trailer again, I think the old viaduct is actually removed. Here's a screenshot:
LeeThree 12:21, May 19, 2011 (UTC)
Yeah, it's definitly been removed. Which leads me to wonder, what are Harry and Voldemort jumping off exactly? Everybody keeps saying the Astronomy Tower, but that's clearly not the Tower, and it looks to be in the rough position of the Stone Bridge, but it's too narrow to be that. I guess I won't find out until July 15.Drummerwiz92 14:33, May 19, 2011 (UTC)
They're jumping from this building, the new entrance of The Quad --DanielA 16:56, May 19, 2011 (UTC)


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Its most likely in /usr/etc/
Hi I just got my BT4 final VMware image and in trying to use kismet.
In old kismet I had to change settings lie this For Kismet, edit your Kismet.conf to "source=rt8180,wlan0,ALFA"
How should I do it now. Iv been trying to find that file and Iv been reading README file to solve this, but I havent made it yet.
so please help me to get my ALFA networks AWUS036H 1000mw to work in kismet newcore.
Its most likely in /usr/etc/
Same problem here, I know where the config file is and can edit it, I just can't get it to work, could someone who has it working in BT4 show us what you have for nsources??
Thank you in advance!!!
If you open the config file and read where it says something like the wolrd `source' (use the search function provided in your editor if you can't see it yourself). There is a very very good example of how to add a new line in.
1)Go to this path
2)Edit kismet.conf whit kate
3)Find the line
4)delete the simbol # and put somthing like
ncsource=wlan0:name=Atheros, type=ath5k
Obs.- In my case i have a driver ath5k chipset atheros
5)Save changues
Obs.- Actually the command kismet -c driver,interface, name does not work with the startup of kismet.
Hope it works for you


text:
HTC has announced the HTC Smart series, a Qualcomm Brew Mobile Platform (Brew MP)-based smartphone, which will be available spring 2010 across Europe and Asia.
"HTC Smart is the response to customer demand around the world for an easier-to-use, affordable smartphone," said company CEO Peter Chou.
The new HTC smartphone features a 2.8-inch touchscreen and 3-megapixel built-in camera, and supports WCDMA networks.
- Wireless broadband developments in Southeast Asia markets
As of 2013, the 10 ASEAN nations had a total of over 700 million mobile subscriptions, with the CAGR from 2003-2013 reaching 24%. This Digitimes Research Special Report analyzes the various mobile broadband markets in ASEAN and looks at the respective trends in 4G LTE development for those markets.
- 2015 global tablet demand forecast
This Digitimes Research Special Report provides a 2015 forecast for the global tablet market and analyzes the strategies of key market players such as Google, Apple, Intel, and Microsoft.
- 2015 China smartphone panel trend forecast
This Digitimes Research Special Report analyzes the strategies of key China-based major panel makers BOE, Tianma and IVO for attacking the different market segments through technology and pricing, and their relationship to local vendors Huawei, Lenovo, ZTE, Xiaomi and Coolpad.


text:
Partly Cloudy, 90 °F | Forecast
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Events for August 6, 2013
2013 Pedagogy of Privilege Conference, DU
August 5 - August 6, 2013
Description: The 2013 Pedagogy of Privilege Conference is the 3rd biennial conference held at the University of Denver that brings scholars, students, faculty, staff, community members, social justice workers, and activists together to engage in dialogues about the various apsects of privilege and the ways in which privilege impacts education, social justice work, helping professions, and research. Iliff is a sponsor.
Keynote speakers include Dean Spade, JD, Seattle University; Alexis Pauline Gumbs, PhD, Brilliance Remastered; and Eddie Moore, Jr. PhD, Brooklyn Friends School, and Founder of the White Privilege Conference.
The conference is for you if you are:
a) an activist or organizer in your community or on your campus
b) a current or future scholar or researcher interested in issues of multiculturalism, power, oppression, and privilege
c) an educator concerned about social justice issues in your classroom and school community
d) a helping professional who works with people who are culturally different than yourself on the basis of race/ethnicity, gender, gender identity/expression, sexual orientation, religion/worldview, social class, disabilities, citizenship, or other axes of difference
e) a community member concerned about issues of social justice
For more information:
Schedule at a Glance (Tentative)
Monday, August 5
8:30 – 8:45 a.m. Welcoming remarks
8:45 – 10:00 a.m. Opening keynote: Dr. Alexis Pauline Gumbs
10:00 – 10:15 a.m Morning break
10:15 – 12:15 p.m. Break out session I
12:15 – 1:45 p.m. Lunch (provided)
1:45 – 3:45 p.m. Break out session II
3:45 – 4:00 p.m. Afternoon break
4:00 – 4:15 pm Introduction
4:15 – 6:00 p.m. Evening keynote: Dr. Eddie Moore, Jr.
6:00 p.m. Dinner (on your own)
Tuesday, August 6
8:30 – 8:45 a.m. Introduction
8:45 – 10:00 a.m. Final keynote: Dean Spade
10:00 – 10:15 a.m Morning break
10:15- 12:15 p.m. Break out session III
12:15 – 2:00 p.m. Lunch (on your own)
2:00 – 4:00 p.m. Break out session IV
Date: Monday, August 5 – Tuesday, August 6
Location: University of Denver, Denver, CO 80210
Registration: http://alumni.du.edu/s/1150/index_2col.aspx?sid=1150&pgid=5060&gid=1&cid=8215&ecid=8215&post_id=0


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UN adopts pact to regulate multibillion-dollar global arms trade
The U.N. General Assembly has overwhelmingly approved the first U.N. treaty Tuesday regulating the multibillion-dollar international arms trade.
The resolution adopting the landmark treaty was approved by a vote of 154 to 3 with 23 abstentions.
The 193-member world body voted after Iran, North Korea and Syria blocked its adoption by consensus at a negotiating conference last Thursday. The three countries voted "no" on the resolution.


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August 13, 2012 at 18:02:07 Aug 13, 2012 @ 18:02
BTW GUYS. New Zespy drop most likely to be tomorrow (Tuesday in NZ) at 8pm omgomgomgomgomg I'm so excited haha. If not sorry to get your hopes up
I hope you're right, can't wait!
2 of the new hats are sold out already, they're selling fast.
yeah i was waiting on the zespys to cop the cowboy hat but i guess not now..


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The challenge was simple: find the entrance. Compared with some of the other tasks we'd been set, it should have been laughably easy. We'd been sent into Croatian supermarkets in search of sour cream. We'd arrived at Czech tourist attractions and been told to find out the opening hours on public holidays. At the Dali Museum, however, all we had to do was find the front door. Simple, right?
This was maybe six or seven years ago, when I was on a "fact-finding" trip before beginning work with a European tour company. Rather than just be given the information that was already in our trainers' possession, the idea was that we would develop the skills necessary to find these things out for ourselves, in case of emergency.
So there we were in Figueres, Spain, 35 guileless tour-leading trainees, not trying to find out how much museum entry cost, or its opening hours, or how many artworks were stored inside. All we needed was a way to get in.
It must have been like watching monkeys trying to get the cap off a bottle. We started so confidently, striding around the gaudily decorated exterior, before becoming confused and then annoyed. Eventually, someone pointed uncertainly at a couple of arched doorways below absolutely no sign at all: "Um, is that it?"
That was it. We never did go inside - fact-finding doesn't include sightseeing - so all I remember of the Dali Museum was the difficulty we had in finding a way in. Jump to the present, and little has changed.
Once again, I can't find the entrance. Maybe it's a trick, a way to put you in a surrealistic mood akin to the artist the place is there to honour. Here's a world-famous museum dedicated to one of Spain's finest painters and there's no discernible way to get in. You feel as though the clocks have started dripping off the walls as you wander the building's circumference trapped in a time warp and doomed for eternity to search for something that doesn't exist.
It is there, of course, and there is actually a sign, a gold-plated "Teatro Museo Dali" set high at sky level. Like Dali's works, meaning is there if you look hard enough.
Inside, the experience is just as discombobulating. What am I looking at, you wonder. What am I even doing here?
This is not necessarily a bad thing. Some of my most memorable museum visits have been to the spectacularly bad, rather than the spectacularly good. I enjoy a half-arsed museum, if only for comedy.
The Addis Ababa Museum in the Ethiopian capital fits the bill, with its collection of, well, old stuff. I had a guided tour and was treated to such gems as, "This telephone ... This is an old telephone."
It sure was. And what about the Zia Memorial Museum in Chittagong, Bangladesh, where the main attraction is the section of wall covered in Plexiglas to protect the spatterings of blood behind it? Yep, that would be General Zia's blood. That's where he was assassinated.
No such gore at the Dali Museum, which has to be one of the few public monuments designed by the person to which it's dedicated. How nice to have the confidence to design one's own tribute.
Maybe Salvador Dali is laughing somewhere about the confusion his largest creation must cause.
The museum, housed in an old theatre all but destroyed during the Spanish Civil War, has no discernible pattern or chronology. It twists and winds through semicircular floors and open spaces, through paintings and sketches and sculptures.
Over there is a work from 1928, hung next to a painting from 1976. And there is a group of amazing prints that turn out to be the work of another artist entirely, which would have been much easier to work out were there a sign.
The works' poor labels are hilarious. Some have the title written in Spanish, French, English and Italian, some are just in Spanish, some just in French, and some don't have a title at all.
There's a room dedicated to an abstract sculpture of Mae West's face, which can be viewed from atop a camel. Of course, the only way you can know it's Mae West's face is if you already knew.
Towards the end of the museum, I overhear a tour guide providing a detailed explanation of a particular painting to her group. Fantastic. Why not put it on a sign that everyone can read? (There is an audio guide available.)
Regardless of these eccentricities - or maybe because of them - the Dali Museum is fascinating, an artwork in itself.
You'll appreciate it, too. If you can find your way in.


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PHOTO: Justin Bieber gets tattoo of mother's eye
Listen to Justin Bieber on iHeartRadio
Justin Bieber's mother may be turning a blind eye to some of his recent antics, but she's not going anywhere now that she's been immortalized on his skin.
On Wednesday, the pop star took to Instagram to show off his latest tattoo, an image of his mother Pattie Mallette's eye. The 19-year-old captioned the photo, "Mom's always watching." Bieber commissioned tattoo-artist-to-the-stars Bang Bang for his new piece, adding to his rapidly growing sleeve of art that already includes a knight in body armor and a tiger.
During her press tour last week to promote her new book, Pattie chimed in on the criticism surrounding her son. She told the ladies of "The View" that she'd agreed to give Justin more space after he turned 18, and that she does her best to "encourage him to stay true to who he is."
Photo Credit Getty Images


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Study examines Americans' experience of pain
Researchers at Princeton University in New Jersey and Stony Brook University in New York used a novel method to assess the percentage of people experiencing pain and its severity at randomly selected times in a representative sample of U.S. residents. According to results published in the May 3, 2008, Lancet, more than a quarter of American men and women report feeling pain at any point in time, and those with lower incomes and less education spent more time in pain and had higher than average pain.
Collecting diary information through a community-based telephone survey, Drs. Alan Krueger and Arthur Stone found that 29 percent of men and 27 percent of women said they felt some pain at sampled times. People with lower incomes or less education spent a higher proportion of time in pain and reported feeling more severe pain than those with higher incomes or more education. The average pain rating increased with age, although it reached a temporary plateau between the ages of 45 and 75 before rising again above age 75. Information was not collected on the cause, location, treatment, or duration of the pain. Medical conditions that might have caused the pain were not identified.
An important aspect of this NIA-funded study was the measurement of pain during specific random periods of time rather than the global assessment typically used in population studies. This approach allowed researchers to study how pain affected activities of daily living in particular segments of the sample population.
Krueger, A.B., and Stone, A.A. Assessment of pain: a community-based diary survey in the USA. Lancet. 2008 May 3. 371:1519–25.


text:
Happy 5th wedding anniversary, Mariah Carey and Nick Cannon!
Listen to Mariah Carey on iHeartRadio
(Yahoo!) - Age is nothing but a number to Mariah Carey, 43, and Nick Cannon, 32, who haven't let their 10-year age difference get in the way of their relationship. The celeb couple celebrate their fifth wedding anniversary Tuesday.
Cannon's dream meeting with the "Hero" singer occurred in 2005 when they shared a moment as presenters during the Teen Choice Awards.
But it wasn't until March of 2008 that they secretly began dating. In a 2009 interview on "The View," Carey said she and Cannon immediately connected.
"One of the first things, I said, 'I'm going to call you Mr. C,' and he said, 'I'm going to call you Mrs. C.' From there we had a whole bunch of little things. We started naming our children. We started all of this stuff on the first day, so we really clicked," Carey told Barbara Walters.
"He's a really fun guy and I love that quality in a person," she said.
Within two months of their first date, Carey and Cannon were wed at the pop star's private estate in the Bahamas on April 30, 2008, the couple told People. They managed to keep their plans secret by staging the nuptials around the filming of Carey's music video for "Bye Bye" in which she cast Cannon as her romantic lead.
One of the ways they keep their marriage exciting is by renewing their wedding vows every year. For their first anniversary they invited 50 friends to help them celebrate at the Palms in Las Vegas. For their second, Cannon gave his wife a pink, diamond-encrusted ring shaped like a candy ring pop at an event with friends in Los Angeles. Their twins, Monroe and Moroccan, were born on their third anniversary, and last year, Cannon got down on bended knee in Paris.
Photo Credit Getty Images


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Henry Joel Melendez Prestol, 32, of Morriston, faces three counts of burglary, three counts of grand theft, six counts of dealing in stolen property, forgery and uttering a forged instrument according to a Levy County Sheriff's Office press release.
He was arrested after two horse farms in the Morriston area reported numerous thefts from January through March.
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Jennifer Hudson ends partnership with Weight Watchers
Listen to Jennifer Hudson on iHeartRadio
Jennifer Hudson is parting ways with Weight Watchers.
A rep for the weight loss company tells Us Weekly that they are ending their "successful and rewarding partnership" with Hudson in a mutual decision.
Weight Watchers says Jennifer will remain a Lifetime Member with them, but will no longer serve as a celebrity spokesperson - a role she took on back in 2010. The diet company adds that Jennifer's healthy lifestyle will continue to be an inspiration and they wish her the best.
In the four years since Jennifer started at Weight Watchers, she's lost a reported 80 pounds. The star is now in the process of recording her third studio album, due out later this year.


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Pear Head
Past MnGCA President
Joined: 04 Apr 2004
Posts: 5833
Posted: Tue May 27, 2008 11:58 pm
Post subject: Geocache Navigator
Anyone run Geocache Navigator?
What are the advantages over a mobile web browsing environment?
I see they charge about $6/month for the service, but I don't see the advantages.
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Past MnGCA Board
Joined: 29 Oct 2007
Posts: 1991
Posted: Wed May 28, 2008 10:17 am
Post subject:
I don't use it myself, but the only advantages that I know if based on what I've read or heard from others is that you always have the cache info and you never have to load anything to a gps. You just fire up the app and it queries GC and shows the nearest caches. I've heard the GPS though isn't very accurate. I've heard as bad as +-150ft, which is fine if you are just using it for road navigation, but terrible for geocaching.
For my money, I spent the $8 (one time and not monthly) and I use cachemate for my smart phone. If I had a gps enable smart phone it will do a lot of what navigator will do. The main difference is I have to load the caches into my phone, which is easy to do with GSAK. I have the logs/hints/full descriptions with me at all times. If the cache is in my gps, then it's in my phone.
Beer is proof that God loves us and wants us to be happy.
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Joined: 23 Nov 2007
Posts: 209
Posted: Thu Aug 20, 2009 3:14 pm
Post subject:
I use Geocache Navigator on my N95. It was something I was able to get, and use, for free up now. It really has been a kind of "killer app". I still use a dedicated GPS most of the time, but not one of the new-fangled ones that can store all the logs and everything - just the coordinates.
If I'm struggling while searching for a cache, I can call up that cache on my phone and get the description, hints and logs. They come through much faster and easier than if I tried to do the same thing through the phone's browser.
Sometimes I'll find myself without the dedicated GPS, or outside an area that I've loaded onto my GPS. In that case, I'll use GN directly to do the search. While the phone has GPS capabilities, it isn't very good and takes a long time to lock. Instead, I use a small bluetooth GPS that works very well.
Just recently, I fired up GN and it says it will be cancelling the free version, and that I need to buy an upgrade. For me it's worth it. They added the ability to stored downloaded caches with this version, so that's a nice feature.
Looks like I'm the only one using it around here:).
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Past MnGCA Board
Joined: 30 Nov 2005
Posts: 672
Posted: Thu Aug 20, 2009 9:47 pm
Post subject:
seamusbleu wrote:
Just recently, I fired up GN and it says it will be cancelling the free version, and that I need to buy an upgrade. For me it's worth it. They added the ability to stored downloaded caches with this version, so that's a nice feature.
I had not seen that yet, thanks for the heads up. I've been using it on my Nokia E71. I love having the ability to double-check if there's been any updates to a cache since the downloaded pocket query. I've also used it to find caches in the spur of the moment or if you are outside the range of loaded caches in the GPS.
Julia have the Geocaching App for the iphone which is also nice, but the Geocaching Navigator seem a little bit faster to use.
Last edited by Jonas on Thu Aug 20, 2009 9:54 pm; edited 1 time in total
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Past MnGCA Board
Joined: 30 Nov 2005
Posts: 672
Posted: Thu Aug 20, 2009 9:52 pm
Post subject: Re: Geocache Navigator
Pear Head wrote:
What are the advantages over a mobile web browsing environment?
GC.com is really cumbersome to access from my cell-phone browser and the wap portal does not have all the information you might want so the benefits with the geocaching explorer is having access to all the data you need, the interface, ease of use and speed.
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Joined: 23 Nov 2007
Posts: 209
Posted: Fri Aug 21, 2009 7:14 am
Post subject:
Yep, that's exactly it for me too.
BTW, the "upgrade" price is 15 euro (~$20). Pretty spendy, but given that I know and like it, to me it was worth it.
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Throughout the world, people who face stigma and discrimination are often left with substandard or no health care.
- In Eastern Europe, ambulances routinely refuse to answer calls for help from Roma communities.
- In countries of the former Soviet bloc, people with mental disabilities are forced to live in remote and dilapidated institutions, without access to education or health care.
- In Asia, people who are addicted to drugs are locked away in "rehabilitation" centers where they are flogged, chained to their beds, and forced to perform unpaid labor—with no genuine treatment in sight.
- In Sub-Saharan Africa, women who are living with HIV are sterilized without their consent.
- In many countries worldwide, people with AIDS or cancer are left to suffer in excruciating pain, without access to affordable, essential medicines such as oral morphine.
The Open Society Public Health Program supports marginalized populations to fight discrimination and protect their fundamental rights. The program aims to build societies committed to inclusion, human rights, and justice, in which health-related policies and practices reflect these values and are based on evidence.
The Public Health Program consists of 10 core projects and initiatives and is primarily active in Central and Eastern Europe, Central Asia, Southern and Eastern Africa, Southeast Asia, and China. It has limited engagement in Latin America and other regions as part of its global advocacy efforts.
The Public Health Program includes the following projects and initiatives:
Access to Essential Medicines Initiative
The Access to Essential Medicines Initiative engages in grantmaking, capacity building, and advocacy on three areas: promoting national and international laws, policies, and practices that safeguard access to medicines; fostering new thinking and action on needs-driven pharmaceutical innovation; and using existing legal and policy frameworks to improve access to medicines at the country level.
Accountability and Monitoring in Health Initiative
The Accountability and Monitoring in Health Initiative seeks to strengthen meaningful and sustained engagement by affected communities in the development, implementation, and monitoring of health budgets, policies, programs and practices; promote government accountability to citizens; and foster an informed and open dialogue about the governance of public health systems, provision of health services, and advancement of health and rights.
Global Health Financing Initiative
The Global Health Financing Initiative works to ensure that global funding for health is raised, allocated, and used in ways that meet the health needs of marginalized persons, strengthen civil society engagement in decision-making, promote and respect human rights, and lead to greater accountability and transparency.
Health Media Initiative
The Health Media Initiative seeks to build the capacity of civil society organizations to effectively use media to advocate on key health issues that impact marginalized populations. Through ongoing technical assistance and training workshops, the initiative provides organizations with the tools they need to strengthen their capacity to use media, including the press, social media, and new communications technologies.
International Harm Reduction Development Program
The International Harm Reduction Development Program works to advance the health and human rights of people who use drugs. Through grantmaking, capacity building, and advocacy, the program aims to reduce HIV, fatal overdose, and other drug-related harms; to decrease abuse by police and in places of detention; and to improve the quality of health services. The program supports community monitoring and advocacy, legal empowerment, and strategic litigation.
International Palliative Care Initiative
The International Palliative Care Initiative works to improve end-of-life care for patients and their families, with a special focus on vulnerable populations including the elderly, children, and patients with cancer or AIDS. The initiative aims to integrate palliative care into national health care plans, policies, and systems of care. It also supports palliative care education for health care professionals and advocates for increasing access to essential medicines for pain and symptom management.
Law and Health Initiative
The Law and Health Initiative supports legal strategies to advance the health and human rights of marginalized and vulnerable groups worldwide. The initiative works to develop individual and organizational leadership in the field of health and human rights, pilot innovative access to justice tools as health interventions, advocate for rights-based legal protections that improve health, and leverage sustainable funding for other health and human rights efforts.
Mental Health Initiative
The Mental Health Initiative aims to ensure that people with intellectual disabilities and mental health problems are able to live as equal citizens in the community and to participate in society with full respect for their human rights. The Mental Health Initiative focuses on ending the unjustified and inappropriate institutionalization of people with disabilities by advocating for the closure of institutions and the development of community-based alternatives.
Roma Health Project
The Roma Health Project works to advance the health and human rights of the Roma in Central and Eastern Europe. The project focuses mainly on grantmaking and advocacy efforts, including strengthening the capacity of Roma organizations and activists. The project does not fund health services or health education activities.
The Sexual Health and Rights Project promotes human rights-based approaches to advancing the health of sex workers and transgender individuals. The project often aims to develop, pilot, and disseminate information on innovative approaches to improving the health of sex workers and transgender individuals in order to integrate these approaches into wide-scale health programs and plans.


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Rejected: Gun store denies firearm purchase of Gabby Giffords' husband
An Arizona gun store cancelled a purchase made by former Congresswoman Gabby Giffords' husband Mark Kelly. On March 5th, Kelly visited Diamondback Police Supply in Tucson, selected an AR-15 style rifle, a .45 caliber handgun, and some high capacity magazines, completed a background check and paid for his purchases.
Within days, the story broke nationally and Kelly claimed that his purchases were made to highlight how easy it is to get a gun. He also added that he intended to turn the AR-15 into the Tucson Police. The story sparked almost 4,000 comments to Mark Kelly's public Facebook page, many of them not very supportive of his intentions.
The former astronaut told CNN that he intended to keep the handgun.
The store, Diamondback Police Supply in Tucson has now rejected Kelly's March 5th purchase, and has sent him a full refund. The decision was announced on the company's Facebook page, in a post from the Diamondback's owner/president Douglas MacKinley:
"While I support and respect Mark Kelly's 2nd Amendment rights to purchase, possess, and use firearms in a safe and responsible manner, his recent statements to the media made it clear that his intent in purchasing the Sig Sauer M400 5.56mm rifle from us was for reasons other then for his personal use. In light of this fact, I determined that it was in my company's best interest to terminate this transaction prior to his returning to my store to complete the Federal From 4473 and NICS background check required of Mr. Kelly before he could take possession this firearm. A full refund was sent to Mr. Kelly, via express mail, on Thursday of last week."


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11th Annual Mother's Day Awards Banquet
Addison Media Group
Sunday, May 12, 2013 from 6:00 PM to 9:00 PM (EDT)
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Event Details
Spotlight ON Gospel & Addison Media Group
You are Cordially Invited
11th Annual Mother's Day Awards Banquet
Sunday, May 12, 2013@ 6:00 pm
Galloping Hill Inn
325 Chestnut Street, Union, NJ 07083
Featuring Caribbean & American Gospel Artists
201 618-3112- 800 648-1129
Have questions about 11th Annual Mother's Day Awards Banquet? Contact Addison Media Group
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Galloping Hill Caterers
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Sunday, May 12, 2013 from 6:00 PM to 9:00 PM (EDT)
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11th Annual Mother's Day Awards Banquet
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Top Three: AJR
AJR is ready to take over the radio. Their single "I'm Ready" has made it to thousands of fans each week as their fan base continues to grow. The band, comprised of 3 brothers (Adam, Jack, and Ryan), is definitely one to watch out for in 2014.
Like any siblings, the guys have their fair share of arguments. While they were in New York City, the brothers stopped by iHeartRadio HQ to perform and told us the top three things they fight over.
Check out Top Three with AJR below.
Photo Credit Katherine Tyler for iHeartRadio


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|Scott County Property - Assessor
Search the State of Tennessee Comptroller of the Treasury database for property records in Scott County by county name, owner name, address, parcel id, subdivision name, classification, and/or sale date.
|Scott County Property Tax
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Please use the Report Broken Link form if any of the above resources do not connect


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Teheran torched for six home runs
Braves prospect hit hard in Spring Training debut Sunday
By John Parker / Special to MLB.com | March 4, 2012 2:25 PM ET
Teheran, a 21-year-old native of Colombia, entered camp as MLB.com's No. 4 Prospect and topped the list of right-handed prospects. He went 15-3 with a 2.55 ERA for Triple-A Gwinnett last season en route to earning a host of honors, including International League Pitcher of the Year and MLB.com Triple-A Starter of the Year. Teheran surrendered just five longballs over 144 2/3 Minor League frames in 2011, but yielded four in 19 2/3 innings for the big league Braves.
The Tigers pounced on the Braves early Sunday afternoon, touching up starter Randall Delgado for four earned runs on two hits -- one of them a two-run shot by Alex Avila -- and a pair of walks in the first inning.
"I didn't have my control today," Delgado, who ranks as 42nd on MLB.com's prospects list, told MLB.com. "I fell behind in the count. Every time you fall behind, you're going to be hit if you don't make your pitches. That's what happened today."
Teheran got off to a strong start in the second, fanning Detroit designated hitter Andy Dirks on three straight pitches. After falling behind to Ryan Rayburn, 3-0, Teheran battled back to a full count before the Tigers second baseman sent his sixth pitch over the right-field fence.
After Austin Jackson lined out to left, Brennan Boesch blasted an 0-1 pitch to right to give the Tigers a 6-0 lead. Third baseman Miguel Cabrera grounded out to third to end the frame.
Things got no easier for Teheran in the third as Prince Fielder crushed a towering shot to right for his first homer in a Tigers uniform, followed by a Delmon Young blast to left on the very next pitch.
Teheran walked Avila on four straight pitches before yielding his fifth homer of the game to Jhonny Peralta. Jackson added a two-out solo shot to close out the scoring.
"I think that's a [good] experience to have, and I'm going to be ready the next time," Teheran told MLB.com.
Just one of the five Minor League homers Teheran allowed last season was hit by a right-handed hitter. Four of the six blasts he surrendered Sunday were to righties. Two of them -- Rayburn's and Young's -- went to right field, as did those by lefties Boesch and Fielder.
"It was just a tough day to pitch," Braves manager Fredi Gonzalez told MLB.com. "They still scored 18 runs, but I think there were about four or five balls that, on a normal day, don't go out."
No Major League pitcher has ever allowed six homers in two frames in a regular-season contest.
Teheran was charged with seven earned runs on six hits and one walk while striking out one.
The Tigers added two more homers later in the game, making nine in total, with Rayburn adding a second blast and Danny Worth contributing a solo shot. The Braves managed just eight hits in the contest, with just one (an Ernesto Mejia triple) for extra bases.
Tigers starter Max Scherzer earned his first victory of the Spring after giving up three hits over two scoreless frames. He struck out two.
Delgado took the loss for the Braves, who fell to 0-2 in Grapefruit League play.
Delgado and Teheran are expected to start one end of the split-squad games scheduled against the Yankees and Mets on Friday.
"You want to see how they react the next time out," Gonzalez told MLB.com. "But there is no doubt in my mind that they'll be fine."
John Parker is a contributor to MLB.com. This story was not subject to the approval of the National Association of Professional Baseball Leagues or its clubs.View More


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oops. have a feeling the "their" part in your message will not get you much help here..hi, just used bt3, got keys, connected to network good signal strength, but cannot get a web page,
using intel 3945 works fine on dial up or at a local coffee shop with no problems, so i'm thinking that the problem is with their router??
i have read that i might be using the same ip adderss as their computer??
let me know
thank you


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