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text:
Kinnarps GmbHMainzer Straße 18367547 Worms
Tel: +49 6241 4003 - 0 Fax: +49 6241 4003 - 1366
E-mail: firstname.lastname@example.com
Web: www.kinnarps.de
We believe in making life better at work. At kinnarps, we do more than just sell furniture. With products and services to match your needs, we deliver inspiring and effective workspace solutions to help your organisation prosper.
Read more about our philosophy
If you get the chance, please visit us at one of our showrooms.
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subset: commoncrawl


text:
18. 4. 2005 - Czech Airlines, one of the last airlines to increase fuel surcharge
Prague, 18 April 2005
Considering the continuous growth in oil and jet fuel prices over the first three months of this year, Czech Airlines, as well as its alliance partners and other airlines, will slightly increase its fuel surcharge, effective from 20 April 2005. CSA thus joins other alliance and rival carriers, such as Air France and KLM, or Lufthansa and British Airways who have already announced an increase to their fuel surcharge.
The CSA surcharge on European flights will be increased by 2 EUR and passengers will pay a total of 7 EUR per flight. On long-haul flights (over 7 hours), which are especially affected by the growth in oil prices, the surcharge will be increased by 8 EUR – the total surcharge will be 18 EUR per flight (except for sales in the USA and Canada, where the surcharge will be increased by 10 EUR). The surcharge does not apply to domestic flights.
The fuel surcharge compensates Czech Airlines only a very small amount of the actual jet fuel costs, and CSA strives to keeps it below even the lowest amounts collected by leading airlines on the market.
This is a temporary increase to the fuel surcharge and will be cancelled when the oil price listed on the Rotterdam stock market falls below 45 USD per barrel and remains at that level for 30 consecutive days at a minimum.
Jitka Novotná
CSA Spokesperson


text: To get from Portocivitanova to Modica by train you can catch one of the 4 trains that everyday travel between these two cities. The first train to Modica leaves from Portocivitanova at 14:27 and the last train departs at 20:40. If you choose a local train the trip lasts on average 00:30 hours. For your trip from Portocivitanova to Modica by train you can choose to leave from one of Portocivitanova main stations: Civitanova Marche-Montegranaro On Wanderio you can compare all schedules, fares and railway companies to Modica and book the best itinerary starting from Portocivitanova.


text:
Source: Google I/O
At Google I/O yesterday, Google introduced us to Google TV, a system that integrates live TV with an app experience and.... no wait, that's not right. Google TV is the old system. What Google introduced yesterday was ANDROID TV. It's completely different. It's a system that integrates live TV with an app experience.
OK so as a Google TV owner maybe I'm just a tad bitter that Google decided to reboot its attack on the living room, but I guess we all saw it coming. So what is Android TV really?
What Google was showing yesterday was a small streaming box. Think about a Roku, Apple TV or Fire TV with the addition of an HDMI-In port so you can watch live TV (cable or OTA) as well as access content from a variety of streaming apps. Like the Fire TV, Android TV also supports gaming (Roku technically does as well but gaming never seemed to take off on that platform) and Google had a solid looking gamepad at I/O. Hmm, now it sounds like an Xbox One!
Android TV will be based on Android L, the next major revision of the OS coming this fall. You'll be able to control it via your phone, a game controller or even one of the new Android-based smart watches. Voice controls are supported as well (probably not with the game controller). The system is supposed to be able to offer recommendations based on your past viewing history. In addition to various apps it also supports Google Casting. In other words it acts as a Chromecast as well.
Android TV will be built into TVs from Sony, Sharp and Philips next year (we may see more manufacturers added to that list over time). If you're not in the market for a new TV, Asus and Razer will be building stand-alone boxes. The Razer version seems to be a bit beefed up to add more of an emphasis on gaming. Engadget has more on Razer's device.
We don't have any specifics about price or availability yet. It's a safe bet that the stand-alone Android TV will be around $100 based on its competition.
So who is excited? I think the only way for Google to get Android TV established is by their partnership with TV manufacturers. If you haven't been intrigued by a Roku, Apple TV or Fire TV, I'm not sure what Google can do to excite you about an Android TV. I guess the one hook would be the HDMI pass-through and live TV. During the I/O keynote demo it looked like Android TV can replace your cable provider's on-screen guide, though that wasn't mentioned as part of the demo so maybe it was just a kind of video mock-up. I also don't want to make light of the value of available HDMI ports on our entertainment systems. Maybe that'll be enough. Maybe Google hopes happy Chromecast users will trade-up to Android TV.
If you're looking forward to Android TV, please share your reasons in the comment section below.
Read more of Peter Smith's TechnoFile blog and follow the latest IT news at ITworld. Follow Peter on Twitter at @pasmith. For the latest IT news, analysis and how-tos, follow ITworld on Twitter and Facebook.


text:
Women's Purple 'Mod' Moto Bootie
Add a rock-chick touch to your shoe collection with these Mod moto ankle boots from Bella Vita. Detailed with studded straps, a round toe and buckle details, this burgundy leather pair is the perfect way to bring a tough-luxe edge to your year-round wardrobe. Wear yours with everything from dresses to skinny jeans and structured blazers.


text:
18th Avenue South, Seattle
Builder: Dwell Development, Seattle
Architect: Dwell Design, Seattle
Size: 1,684 square feet
Cost: $260 per square foot
Certifications: Energy Star, Built Green 5 Star
Dwell Development's sustainable homes with a modern design twist have been a hit in the Seattle area, where traditional and Craftsman styles abound, says principal Anthony Maschmedt.
"What sells our projects initially is the cool modern design, it's kind of our trademark," he says. "But it's not a dated or trendy type of modern look, it's a timeless Northwest-oriented style with lots of wood, concrete, and glass."
This Dwell project, four townhomes in an infill development in Seattle's historic Columbia City neighborhood, had to balance many differing goals: a striking contemporary design, energy efficiency, thoughtful material choices, healthy living, and neighborhood integration.
Through careful design, planning, and execution the development of this 0.38-acre site included accomplishments such as a 90% waste diversion rate and energy performance improvements of 32% beyond code. The house comes with a rough-in system for solar PV that includes a dedicated meter box and conduit to the roof.
Other sustainable features include:
--Energy performance improvements of 34% beyond code
--Located near a light rail line with a Walk Score in the low 80s
--Heating equipment located within the conditioned space
--Energy Star lighting fixtures


text:
Jeff Coleman promoted to evp, production, at MGM
Jeff Coleman has beenpromoted to executive vice president - worldwide feature physicalproduction - for Metro-Goldwyn-Mayer's film units MGM Pictures andUnited Artists. He will report jointly to Michael Nathson, president and COO ofMGM Pictures, and Bingham Ray, president of United Artists.
Restricted Content
Registration is required to read the entire article and to gain access to other restricted areas of the website


text:
BHG approves debenture issue
Objective is to extend the Company's debt profile and reduce financial costs
Dec 10, 2012, 06:09 ET from BHG S.A. - Brazil Hospitality Group
SAO PAULO, Dec. 10, 2012 /PRNewswire/ -- On December 7, 2012, the Board of Directors of BHG S.A. - Brazil Hospitality Group (BM&FBovespa: BHGR3; OTC: BZHGY), approved the Company's issue of simple, non-convertible debentures, thereby raising up to seventy million reais (R$70,000,000.00), which will be used to extend its debt profile and strengthen its cash position. The Lead Manager of the operation is Banco Itau BBA S.A.
"This operation is in line with the Company's strategy of extending its debt profile, and reducing the financial cost associated with our debt," declared Pieter J. F. van Voorst Vader, CEO of BHG S.A. - Brazil Hospitality Group.
The offering will take place on December 17, 2012, when the Company will issue up to seven thousand (7,000) debentures with a nominal unit value of ten thousand reais (R$10,000.00). In terms of remuneration, the debentures will pay interest of one hundred percent (100%) of the one-day DI interbank rate, based on a year of 252 working days, calculated and disclosed on a daily basis by CETIP S.A. in the daily bulletin published on its website (http://www.cetip.com.br), plus 1.8% per year of 252 business days.
The final maturity of the debentures is December 17, 2015, three years after the issue date.
Who we are:
BHG S.A. - Brazil Hospitality Group, the country's third largest hotel chain, is the first Brazilian company to operate in the real estate segment specializing in business tourism hotels, with owned and managed hotels in the 3-, 4- and 5-star categories. The Company currently has 48 hotels, with 8,539 rooms in operation, and 22 projects under development.
The exclusive contract with the Golden Tulip Hospitality Group in South America allows it to use the Royal Tulip (5-star), Golden Tulip (4-star) and Tulip Inn (3-star) brands. BHG also has the Soft Inn brand, used for limited-service 2-star hotels, which offer an attractive cost-benefit ratio for business tourism.
BHG is a publicly-held company with shares traded on the Novo Mercado segment of the BM&FBovespa under the ticker BHGR3, and a Level I ADR program for trading its shares on the over-the-counter (OTC) market in New York, United States, under the ticker BZHGY. In September 2012, BHG announced the beginning of a FIP- Private Equity Fund, with the purpose of investing in the development of greenfield real estate projects in the domestic hotel sector, in the midscale category. The development of greenfield hotels will be one of the key growth drivers for BHG in the coming years.
Media Relations
BHG S.A. - Brazil Hospitality Group
Fernanda Pannunzio
11.3577.2302 / 11.99668.7249
SOURCE BHG S.A. - Brazil Hospitality Group


text:
by Beverly Weeks, 3rd year M.Div. Moses and David – two people that I'd like to chat with some day. I'd like to know what it was like for Moses to be so impacted by being in God's presence that his … [Read more...]
Morning Matins at CTS
Table Hockey
by Jeff Sajdak, Dean of Students Hockey is here! Slapshots and crisp passes have come to the Student Center. Students, staff, and faculty are playing table hockey. It doesn't matter if you grew up … [Read more...]
Editorial: Volume 47.6
As we come to the end of the semester, and everybody's schedules get busy with papers and exams and sermons and projects, we as the Kerux editors just wanted to take a moment here to thank you all for … [Read more...]
A Message From the President of the Seminary
As we enter into the last few weeks of the semester, I am glad for the opportunity to provide an update. I grew up on a farm outside the small community (3,600 people) of Fulton, Illinois. I still … [Read more...]
A Message From The Student Senate President
Greetings CTS students, We've made it through Canadian and American Thanksgiving! I suppose that thanksgiving celebrations aren't too tough to live through – it's the assignments, tests, papers, and … [Read more...]


text:
Jim Kessler with Third Way, a centrist Democratic group, describes it as "getting out of the way…more service than hindrance."
In the long run, was the Warren Commission a help, a hindrance, or some of both?
The ad's myriad critics are an asset—helping to spread the word—rather than a hindrance, this argument goes.
Newt has become a hindrance to a conservative alternative.
At some point, it became clear to me that Twitter was becoming more of a hindrance than a help.
The person who reads a monologue aloud will find that its abrupt transitions are a great help, and not a hindrance.
Therefore it is a help and a hindrance, but it is not liberty.
He may call all day if he will, without let or hindrance, or the least attempt at interruption.
"Youth is no hindrance to courage," muttered Sukhtelen in a failing voice.
But I don't know that I should be much except a hindrance to her.


text:
TEL AVIV (Jan. 25)
Israeli forces in the southern Lebanon security zone on Monday defused three roadside bombs, similar to the one that killed two soldiers in the same area last weekend.
Israeli soldiers and their allies, the South Lebanon Army, safely defused the bombs on the same day that Israel buried the second of two soldiers killed Saturday while patrolling the northeast sector of the security zone.
The soldier buried Monday was Sgt. Chai Kalomiti of Tel Aviv. Sgt. Amir Sheikh, a Druse soldier from the western Galilee, was buried in his home village Sunday.
Military sources said there has been a marked increase in the number of roadside bombs planted by Arab guerrillas in the security zone since Israel last month deported 415 Moslem fundamentalists to Lebanon.
The deportees are now stranded in a tent camp just north of the security zone, caught between the Israeli-SLA lines and the Lebanese army lines.


text:
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|23rd August 2005, 10:02 AM
Richard Murdey
diyAudio Member
The only difference is the additional resistance to ground, which does I admit have a the benefit of making the attenuation less dependent on the headphone impedance. Still, in my view -26dB isn't necessary. -6 to -10dB should be enough, taken either at the output, the input, or the feedback loop.
Adding a crossfeed filter somewhere should nicely bring the attenuation down, and be a welcome feature besides.
Ultimately it must be said that I dont much like listening to headphones, even though objectively the HD600s sound very nice. I suspect I suffer more than most people from the disorientation caused by the blobs-in-the-ear effect. So while what I heard through the gainclone was perfectly acceptible, it didnt really have me jumping for joy... and I doubt it was significantly better than a well built ChuMoy.
The only headphone amp I could dig was (my modded version of) the Szekeres SE MOSFET design, both archived at headwize. It had enough treble roll off and added 2nd harmonics to compensate for the in the ear thinness of headphone sound. A decent amount of crosstalk probably helped, too.
I guess what Im trying to say is if heaphone amps float your boat the LM3875 is a hi-fi option, especially for low impedance cans. Hi-fi by itself, however, doesn't do it for me when it comes to headphone listening. Sadly, "Faking it" is probably more important.
|27th February 2010, 12:36 AM
diyAudio Member
Join Date: Feb 2010
hi, if i want to make headphone amp..what else do i have to buy beside the LM3875 dual mono kit?
i saw in the kit instruction user manual, each pcb consisting the opamp is connected to L&R RCA. how should i connect if i want to have a 6.3mm headphone out?
and i also want 1 set of L&R RCA input channel. sorry for the noob questions..
|20th February 2011, 12:36 PM
diyAudio Member
Sorry to dredge up an old thread but I thought this more correct than starting a new one...
I spent all of yesterday adding a headphone section to my DIY preamp (which is based on Pedja Rogic buffer circuit). I used a pair of LM3886 on tiny heatsinks running off a nice transformer of 17 - 0 - 17 @1A (26VDC+-). I used non-inverting configuration using 1K to ground with 33uF cap and 10K feedback resistor. I used a 1K input resistor and 20K to ground (for extra protection against the deadly floating input).
At first I noticed 40mVDC on the outputs so I added a DC blocking cap on the input. There's now basically zero DC offset but I *am* a bit concerned that if I get a fault condition my HD600 'phones will be fried instantly. Should I add DC blocking to the output or will it wreck the sound?
The sound? Well I don't own a headphone amp so have nothing valid to compare this to but it sounds great to me running off a test cd player (lightly modified Marantz CD52). After more testing I'll get it in the system running off my FULLY modified Arcam Alpha (TDA1541) player. The sound is I suppose quite dark with great bass and dynamics and is fairly open and harshness-free. You can, of course, just keep going higher with the volume. I did a rough calculation showing max output into these 'phones is probably about 1W if accidentally turned up full. I'm sure it could break them but it's unlikely to happen by mistake.
I don't really like the idea of using output resistors as I expect it would harm the sonics, but is there something real to be gained there?
My test headphones (Creative ear buds) show huge hum and noise which is inaudible through the Sennheisers so I'm not sure what to make of that. The discrepancy is enormous though.
Just wanted to share this little project, which took me about 14hrs non-stop yesterday!
Fave. threads: Marantz CD63 | Philips CD650 | my 3-way dipoles | T-bass for dipoles | EnABL treatment | Arcam Alpha (CD)
|20th February 2011, 12:44 PM
diyAudio Member
I wired up the muting circuit using 10K resistors which are joined together and then feed the switch that connects them to -Ve. Tagged off this is a blue LED (via 4 x 1.2K resistors in series [to stay cool]) to indicate the 'phones are unmuted. You toggle the switch to mute and the light goes out, I'm well pleased with that lol.
So far I've not used any bypass caps, which I realise is not really ideal, though the psu leads are short. The PSU is a big packaged bridge, cheap 1800uF Nichicons, bypassed with a 10uF film cap per rail.
The tiny steel heatsinks get very hot (you can just about keep a finger on) but are no hotter after 30mins than 2mins so I think it's perfectly safe. I didn't realise the LM3886 could get so warm at idle - just maybe I have an issue like oscillation - any opinions? Is the gain too low?
Thanks for looking and I'd appreciate any opinions from chip amp aficionados or headphone users, particularly if I've done something stupid.
Fave. threads: Marantz CD63 | Philips CD650 | my 3-way dipoles | T-bass for dipoles | EnABL treatment | Arcam Alpha (CD)
|20th February 2011, 02:07 PM
diyAudio Member
Here's the circuit, it's only slightly different from the application note.
Fave. threads: Marantz CD63 | Philips CD650 | my 3-way dipoles | T-bass for dipoles | EnABL treatment | Arcam Alpha (CD)
|20th February 2011, 02:28 PM
diyAudio Member
Join Date: Jul 2004
Location: Scottish Borders
the gain is almost at the minimum that National recommend.
I think you would see quite a bit of overshoot on faster signals when so much of the signal is fed back.
The reduced feedback when using gains set to between 25 to 30times gives more accurate reproduction of the input signal.
This is why many builders say they prefer a gain of 28times to other gains they have compared.
It is just possible that you may have some oscillation. Have you scoped the output?
How loud is the noise when feeding headphones? I would expect 95dB/mW headphones to show up noise much more than 95dB/W speakers
The 33uF input cap is completely mismatched to the 33uF NFB cap.
3.3uF input and 100uF NFB should sound quite different. You would need to experiment to find which is nicer.
regards Andrew T.
Sent from my desktop computer using a keyboard
|20th February 2011, 05:20 PM
diyAudio Member
Thanks for your useful input. National say a gain of 20 is normal but I can't see a minimum. I think it's well-known the chip is not supposed to run at unity gain and I sort of guessed ~10 would be a fair compromise between stability and being too loud and noisy (gaining only to attenuate). As this works quite well I could try a slightly higher gain and still have some use of my volume control. To mitigate the volume range issue I could attenuate the input a little more..
I've not scoped the output as I don't have a scope handy, nor do I know how to use one.
The background noise is very low on my Sennheiser HD600s and very loud and clear on cheap nasty headphones. On my Senns I hear just a touch of hum with no music playing and the noise of the source (CDP with Class A FET output stage - quite noisy itself).
If I use an input cap can I disregard/remove the NFB cap? I have some CHEAP 10uF film caps I could use on the input. I may just try this as it may sound better than the Black Gate Nonpolars I'm using.
I've put this amp into my system now and listened to a couple of CDs from my proper CD player. It does indeed sound excellent. I'm quite sure it would disgrace various standalone headphone amps, at least when running these Sennheisers. That's not to say the sound is perfect, it isn't. But then, is headphone listening ever very good??
Fave. threads: Marantz CD63 | Philips CD650 | my 3-way dipoles | T-bass for dipoles | EnABL treatment | Arcam Alpha (CD)
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View News Item
Tin Can Bay – bushfire
The Queensland Fire and Rescue Service (QFRS) is attending to a bushfire burning in an inaccessible area at Tin Can Bay. This fire has been burning since Saturday 12 January. Crews will continue backburning operations today in an effort to contain the blaze. A large amount of smoke is visible in the Tin Can Bay, Rainbow Beach and Gympie areas and motorists are urged to exercise caution and drive to conditions. People with respiratory conditions are advised to stay indoors, keep windows closed and also keep their medication close by. There is currently no threat to property, however, if residents feel their home is under threat they should ring Triple Zero (000) immediately.
Contact for media enquiries: DCS media unit on (07) 3635 3310.


text:
The Arizona Diamondbacks lost Cody Ross for the season with dislocated hip when tripped and landed awkwardly on first base Monday, but that could have been remedied if he was running hard on the play.
Ross hit a hard grounder to third and wasn't exactly hustling down the line when tripped over an invisible gopher, resulting in a loud pop and Ross' hip moving in a direction it shouldn't have gone (see a more prolonged video here).
It may sound crazy, but it seems the very reason Ross tripped was because he was dogging it down the first base line. If he had been running hard instead, it may have been completely avoided.
Hopefully, the same won't happen the next time Atlanta Braves outfielder Justin Upton or B.J. Upton are practically walking down the line.
Kids, let this be a lesson to you.
- Be sure to "like" Braves 101 on Facebook and follow Braves 101 on Twitter.
Gearing up for the fantasy season? Try weekly fantasy football games this year at DraftDay.com. DraftDay has awarded over $15 million to fantasy fans like you, so don't miss out on the newest way to play fantasy football! Create your free account and use promo code GIFT for an instant cash bonus.Tags: Arizona Diamondbacks, Atlanta, Atlanta Braves, B.J. Upton, Baseball, Cody Ross, Justin Upton, MLB


text:
Cloyd Dominates Yanks in Opening Day Win
April 5, 2012 6:54 PM ET
The 24-year-old, who was scheduled to start for the Reading Phillies before receiving his first Triple-A promotion, struck out eight in six perfect innings as the IronPigs blanked the Scranton/Wilkes-Barre Yankees, 3-0, on Opening Day in front of 9,722 fans at Coca-Cola Park.
Cloyd, an 8th round selection by the Phillies in 2008, needed only 73 pitches (46 strikes) as he briskly worked through six innings. The Yankees lifted just three balls out of the infield against the Nebraska native as Cloyd induced several bad swings from the Scranton bats.
Cloyd got the help he needed in the second as the IronPigs took advantage of sloppy Yankee defense to push across three runs. Rich Thompson worked a bases-loaded walk before Joe Thurston's grounder was thrown away by shortstop Ramiro Pena allowing two more runs to cross as the 'Pigs went ahead 3-0.
Phillippe Aumont relieved Cloyd and allowed a one-out double off the lunging glove of Thompson in centerfield to break up the perfect game after 6 1/3 innings. Jake Diekman worked a perfect eighth and Michael Schwimer worked around a leadoff walk in the ninth inning to earn the save and preserve the win.
It was the first time in IronPigs history that the team combined to allow just one hit. The IronPigs have yielded just two hits on four occasions - the last coming on September 3rd of last season against Buffalo.
For the IronPigs it was their second consecutive Opening Day win, after knocking off the Yankees, 7-2, last year at Coca-Cola Park to start the season.
Bush, who was slated to get the Opening Day nod for the IronPigs, was levied a 5-game suspension from Major League Baseball for his role in a bench-clearing incident on 3/28 against the Triple-A Pirates in spring training.
RHP Austin Hyatt is scheduled to get the start on Friday for the IronPigs as they look for the sweep of the two-game set. Hyatt was an Eastern League All-Star a season ago with Reading going 12-6, 3.85 ERA in 28 starts for the R-Phils.
Scranton will counter with RHP Dellin Betances, one of the top pitching prospects in the Yankees organization. Betances had a combined 3.70 ERA between Trenton (AA) and Scranton/WB in 2011 before earning his first Major League promotion in September.
Bacon Bits: OF Scott Podsednik was put on the Temporarily Inactive List before the game due to personal reasons... Former IronPig Dewayne Wise is on Scranton's Temporarily Inactive List. Wise hit .270-4-13 in 37 games with the 'Pigs in 2010... Another former IronPig, Jack Cust, went 0-for-3 in the cleanup hole for the Yankees...
This story was not subject to the approval of the National Association of Professional Baseball Leagues or its clubs.View More


text:
One Global Economy provides access to technology, training, and support to people in underserved communities. The organization delivers vital, multi-lingual online content on health, job opportunities, education, and more to people in more than a dozen countries from Mexico to Cameroon.
Beehive web portals provide information about financial services, education, jobs, health care, and other topics in more than 12 countries worldwide.
Cisco has been a major supporter of One Global Economy since 2005, contributing employee expertise, Cisco products, and cash grants to help the organization develop a variety of innovative, scalable solutions and programs, including:
Community Knowledge Centers in sub-Saharan Africa give people in rural communities access to valuable information via One Economy's Beehive web portals.
After Hurricane Katrina struck the U.S. Gulf Coast in 2005, families in eight hard-hit school districts were able to purchase affordable home computers thanks to assistance from One Economy.


text:
Home →
Dr. Susan Bartell, a nationally recognized child psychologist, offers parents advice on how to instill optimism in their children.
In the last few months, I have been conducting corporate workshops for employees and managers in different companies on how to become more optimistic in every aspect of life. I am amazed by how happy attendees are to finally learn specific skills to improve the quality of their lives so they can approach life in a more optimistic manner.You may not know it, but being an optimist has been associated with many positive attributes, including better health, greater perseverance and flexibility, and feeling happier and less depressed. This has me thinking...why do we have to wait until we reach adulthood to learn the skills of optimism? As a parent, you can begin inoculating your child against pessimism right now so he can develop all these great qualities. I will give you the most important tools you need to do so. To begin, keep in mind that optimism is not about being in a good mood all the time. Instead, it is about having a positive rather than negative approach to life, even during difficult times. This doesn't mean you are always happy, but you are more likely to become proactive rather than helpless in your approach to life.
Optimism Tool #1
Teach your child that when good things happen, they are generally the result of planning, hard work, and the choices you make - not luck. If your child believes positive events happen mainly by chance, she will be less likely to have an optimistic outlook that she can control her life.
Examples: You do well on a test because you study hard; you're less nervous at a recital because you practice beforehand; mom won't be angry with you if you choose to be nice to your brother!
Optimism Tool #2
Teach your child that he will certainly have negative experiences, but no matter how bad one may be, he will soon start to feel better and sometimes can even take action to help himself feel better more quickly. In addition, help him see that a negative experience usually doesn't have to cast a shadow over every part of his life.
Examples: When a pet dies, you feel very sad, but over time you will feel less sad, and you can draw pictures or write poems or stories to remember your pet; you don't make the basketball team, so at first you feel hurt and rejected - but maybe it leaves you time to focus on something else you love (and perhaps you didn't practice enough - see Tool #1); you have an argument with your friend, but once you resolve it your friendship could be stronger than ever.
Optimism Tool #3
Review your child's achievements regularly - big and small - and encourage her to do so too. The quicker she learns how to focus upon the positive parts of her life, rather than the things she hasn't accomplished, hopes to accomplish, or has failed to accomplish, the sooner she will begin to think optimistically about her life.
Examples: "Let's put up a display shelf for your trophies (even if they're just for participation)"; "Count the number of toys you put away in the next five minutes"; "Read your latest poem to me - I don't care about spelling mistakes"; "I noticed that you made fewer spelling mistakes on your test this time - good job!"
Dr. Susan Bartell is a nationally recognized child psychologist, speaker, and award-winning author. Her latest book is "The Top 50 Questions Kids Ask."
Also see: How to Raise a Generous and Appreciative Child
How to Teach Your Child Not to Give Up
Susan Bartell, Psy.D., is a Long Island-based, nationally recognized child psychologist, speaker, and award-winning author. Dr. Bartell is a media expert, frequently seen on CBS, ABC, FOX, and CNN. She is the author of seven books, including the highly-acclaimed The Top 50 Questions Kids Ask, and also founded two websites, Girlsonlyweightloss.com and Havinganotherbaby.com. You can learn more about her at drsusanbartell.com. See More
What To Do With All You Kids' Art
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Disliking to write is a widespread phenomenon, affecting as many as 50 percent of gifted kids--here's how to change their minds just a little.
Let's face it: Some of us are clueless about math, let alone the "new" math children are learning in school. And the homework can be even more confusing. Raymond J. Huntington, Ph.D., co-founder of Huntington Learning Center, shares what types of homework you should expect your elementary school-aged child to be assigned.
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Lubbock Brownout Sandstorm [VIDEO]
A "brownout" is actually a term used to describe low power and off and on electrical conditions.
Here in Lubbock, a "brownout" could be used just as easily to describe a severe sandstorm. Over at my place in North Lubbock (about Loop 289 and I 27 out by the airport), we had both. Fortunately we were able to get some dinner together on a propane grill.
Now, backing up a bit, before I started taking the proper pills I used to get FURIOUS whenever I would hear the sound of people eating. It started one day at the movies and from that day forward if I could hear people crunching or chewing it drove me into a rage (not unlike the Hulk, seriously). I can at this point say that I'm mostly over it, because you do not know HOW LOUD PEOPLE CHEW until you're in a house with no electricity (because there is no sound). Keep in mind too, that I had dinner with three ladies, it's not like these were kids that were munching along. Anyways, I thought I'd share some of my personal weirdness with you and mention that we lost power up here for about 45 minutes. I hope you and yours are okay and that you learn to chew quietly.
Here's a tribute to the short lived quiet.
Subscribe to KFMX FM on


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Crocodile-Stitch Cowl by Carrissa Knox
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Crocodile-Stitch Cowl
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Communication Courses
The Knight School of Communication offers a variety of undergraduate courses in the areas of communication studies, journalism and digital media.
COM 101 Introduction to Communication Studies
Introduction to Communication Studies: This course surveys the processes of communication, and explores the way they work in such contexts as relationships, groups and organizations. The course includes such topics as perception and listening; the development, dissolution and maintenance of relationships; group decision-making; public persuasion; and mediated communication. 4 hrs.
COM 111 Introduction to Media Studies
Introduction to Media Studies: This course introduces students of media and culture to the themes and debates central to the study of contemporary mediated forms of communication. The course offers a comparative approach to media studies, surveying a broad range of media forms-including print, radio, television, film, web-based and mobile media, and video games. The course considers the institutional structures that shape media production and reception, the impact of convergent technologies, and the social function of traditional and emergent media. 4 hrs.
COM 200 Public Speaking
Public Speaking: This course develops student ability to prepare and deliver an effective speech for a variety of purposes. Topics include overcoming speech anxiety; composing appropriate beginnings and endings; choosing organizational patterns; and improving diction, and body language. 4 hrs.
COM 202 Writing for Communication
Writing for Communication: Students in this course will learn to craft written messages, through argumentation, for the communication field including introductions to researching and writing the APA research paper, communication scholarship, corporate documents, and documents for media settings. This course fulfills the writing-intensive requirement for Communication majors. 4 hrs.
COM 204 News Writing and Reporting
News Writing and Reporting: This course examines newspaper methods and the techniques of news writing, emphasizing basic editing. Prerequisites: ENGL 110 and 120. This course fulfills the writing-intensive requirement for Journalism and Digital Media majors. 4 hrs.
COM 210 Digital Media Production
Digital Media Production: This course provides an introduction to the study of digital media production. Students will learn how to analyze and produce digital text, hypertext, WebPages, digital photos, digital audio, podcasts, multimedia presentations and digital video. Throughout the course, students will be involved in hands-on projects that will help them begin to acquire the skills as producers of digital media. 4 hrs.
COM 213 Practicum: Queens Chronicle
Practicum: Queens Chronicle: Practical work in producing the student newspaper, The Queens Chronicle. The course features regular workshops with instructor and editors. Repeatable for a total of 4 hrs. 2 hrs.
COM 217 Business and Technical Communication
Business and Technical Communication: Students in this course will learn practical skills to design and deliver effective written messages for corporate and external audiences. Students will learn research and writing skills for drafting grant proposals, strategic communication documents, and internal business documents. The course stresses appropriate writing approaches, style, tone, document design, use of illustrations, and strategies for using these documents for effective communication practice. Students will also design, present, and evaluate individual and collaborative presentations. 4 hrs.
COM 218 Mass Communication Theory
Mass Communication Theory: An overview of the theories and processes of mass communication, with attention to media structures and their social impact. 4 hrs.
COM 219 Principles and History of Journalism
Principles and History of Journalism: A survey of the evolution of the news media, students examine press freedom, censorship, changing definitions of news, and changes in the business model underlying journalism. The course provides a historical overview of the media landscape, and examines the enduring values and principles of journalism. 4 hrs.
COM 228 Digital Health Literacy
Digital Health Literacy: This course surveys digital and media-based health information, messages, and online social support groups. Students will learn about communication concepts particular to enhancing mediated health literacies in the 21st century, including the analysis of health-specific information and online social support platforms used by health experts, patients, advocates, and caregivers. 4 hrs.
COM 229 Sports Media
Sports Media: The relationship between media and sports is long and complex. From documenting the physical artistry of a range of human endeavors to the tension and release of competitive games and events, sport activities provide the kind of stories and spectacle that drives audiences to consume and produce media. Sports Media may also examine or focus on one or more of the following: the legal and ethical dimensions of issues such as the decline of "Sportsmanship;" the comparison of "amateurism" to "professionalism;" the history and consequences of Title IX and other gender and diversity issues; relationships between reporters and athletes; the parallels between the culture of sport and the culture of business; the influence of the media environment, and/or issues of aging. 4 hrs.
COMM 231 Film Studies
Film Studies: Introduction and historical analysis of the development of cinema from the silent era to the contemporary avant garde. The course surveys technological developments, the evolution of popular genres and the achievements of significant directors and their landmark films. 4 hrs.
COM 233 Television Studies
Television Studies: This course surveys television history, including broadcast milestones, the entertainment and educational potential and the imprint on American society. Students will examine American mass culture through the window of television programming, explore the economic dimensions of the medium and investigate new technologies. 4 hrs.
COM 250 Communication Theory
Communication Theory: The study of various communication theories as they frame research questions and influence conclusions. Theories range from basic concepts of the communication process through interpersonal, public, and mass communication. Prerequisite: COM 101. Prerequisite/Co-requisite: COM 202. 4 hrs.
COM 305 Organizational Communication
Organizational Communication: This course explores theories of organizational communication that help analyze the ways communication builds, maintains, and transforms organizations. Topics include communication in management; interpersonal relationships in the workplace; communication in small groups and teams; networking. Prerequisite: COM 101. 4 hrs.
COM 306 Integrated Strategic Communication
Integrated Strategic Communication: Strategic communication refers to the totality of an organization's efforts to lead, motivate, persuade, and inform its various publics, which include consumers, investors, employees, and the media. This course provides students with information and insights about strategic communication: how messages are created and framed, why we respond to messages the way we do, and how to employ communications strategies to advance organizational goals. Prerequisite: COM 101. 4 hrs.
COM 307 Health Communication Campaigns
Health Communication Campaigns: This integrated strategic communication course focuses on local and global health communication issues, causes, and campaigns. This course examines governmental and organizational (profit and non-profit) attempts to inform, motivate, and persuade publics. Strategies particular to communication for health care audiences will be explored, including message creation, audience analysis, and analyses of health strategies across a variety of media, including social media campaigns. 4 hrs.
COM 312 Nonverbal Communication
Nonverbal Communication: This course examines the various theories and applications of nonverbal communication in both personal and professional contexts. Topics include: body movement and gestures; clothing and personal artifacts; facial expression and eye behavior; use of space and territory; touching behavior; paralanguage and voice characteristics; and deception detection. The elements of nonverbal communication will be examined in the contexts of interpersonal relationships, the workplace, and cultural differences. Prerequisite: COM 101. 4 hrs.
COM 313 Community Media Ecosystems
Community Media Ecosystems: This course provides an applied perspective on the local information ecosystem, and the intersections between media systems, communities, and civic and industrial agencies. 1 hr.
COM 314 Multimedia Writing and Reporting
Multimedia Writing and Reporting: Teaches the skills and understanding necessary to produce news stories across media platforms-print, broadcast and online. As the technical boundaries among media become less distinct, students must be prepared to enter the rapidly changing media environment. Prerequisite: COM 204. 4 hrs.
COM 315 Layout and Design
Layout and Design: This course introduces the forms and functions of typography and layout techniques. Students apply their knowledge to manipulate print and image in effective and creative webpage and print design. Prerequisite: COM 204. 4 hrs.
COM 316 Community Journalism and Public Affairs
Community Journalism and Public Affairs: Instruction and experience covering government, school, the courts and other major institutions. Critical analysis of examples of public affairs reporting. Projects in investigative reporting. Prerequisite: COM 204. 4 hrs.
COM 317 Gender and Communication
Gender and Communication: This course applies theories of gender studies to various communication contexts. Topics include gender roles and stereotypes; gender differences in verbal and nonverbal communication; gendered processes of socialization; images of gender in the media; and mixed vs. same sex group interactions. 4 hrs.
COM 318 Photojournalism
Photojournalism: A practical and critical overview of photojournalism through exploratory photo essays, with an emphasis on multimedia applications. Training in still camera and digital media, with a consideration of the basic principles and ethics of visual journalism and its role in social and political change. 4 hrs.
COM 319 Multimedia Storytelling
Multimedia Storytelling: This course examines the processes and tools for producing multimedia stories, the fundamental components of storytelling structure, and the impact of digital technologies on narrative form. The course explores the principles of interactivity and multimedia production by introducing students to a range of digital storytelling tools. Prerequisite: COM 210. 4 hrs.
COM 320 Communication Research
Communication Research: Students will study quantitative and qualitative approaches to communication research. Students will apply an appropriate approach to investigate a topic in depth for their term research paper. Prerequisites: COM 101, COM 202, and COM 250. 4 hrs.
COM 321 Audio Production
Audio Production: Comprehensive overview of the basics of using digital audio equipment in a studio environment to record and edit audio. Students are introduced to audio systems, audio/video post-production, audio editing and surround sound mixing using software packages. Sound design theory is covered. 4 hrs.
COM 322 Interpersonal Communication
Interpersonal Communication: The study of communication as it affects the individual's interaction with other people in relationships. The course includes consideration of such concepts as self-concept analysis, perception, self-disclosure, gender roles in communication, nonverbal communication, listening behavior, dyadic interaction and interpersonal. 4 hrs.
COM 323 Serious Games and Mobile Media
Serious Games and Mobile Media: An introduction to the fundamentals of serious game design and development, and applied training in the mechanics of mobile platforms, with significant attention to the design and analysis of serious games, the theory and method of user-centered design, the principles of gameplay, and the role of games in social change. Prerequisite: COM 210. 4 hrs.
COM 324 Studies in New Media
Studies in New Media: This course examines the key theoretical works and arguments in the field of new media and considers moments of collision and convergence between media forms. Subjects to be considered include: computer culture, digital imaging technologies, interactivity and simulation, digital cinema, digital space, digital media, virtuality, cyberspace, online identity, social networks, collective intelligence, and new media communities. 4 hrs.
COM 325 Global and International Media
Global and International Media: This course will introduce students to various issues in the field of international communication, such as media ownership and concentration, global digital divide, conditions of production of news and information, and global information and communication flows. All these issues will be explored from a critical perspective. All communication, information, and media themes will be examined in the context of globalization, understood as a set of cultural, political, social, and economic processes. Prerequisite: COM 101, 111, or 218. 4 hrs.
COM 326 Health Communication
Health Communication: This course examines the role of health communication in our everyday lives, with a focus on health communication theories and strategies that inform and influence individuals, families, health care organizations, and communities. The course explores the dynamics and impact of health communication between individuals and the health care system such as doctor-patient communication, cultural conceptions of health and medicine, and mediated constructions of health. 4 hrs.
COM 327 Intercultural Communication
Intercultural Communication: This course examines the relationship between communication and culture. Defining culture is the first challenge. Other topics include acculturation, prejudice, stereotyping, and cultural competence. 4 hrs.
COM 328 Video Game Studies
Video Game Studies: An overview of the interdisciplinary academic study of video games, analyzing games as interactive media, rule-based systems, cultural and social texts, designed learning spaces, arenas of play and products of industrial discourse and design. 4 hrs.
COM 329 Sports Reporting
Sports Reporting: Sports reporting takes specific kinds of news collection and analysis skills, whether stories are delivered through still or motion digital production, audio production, or print-driven media. This course will identify the kinds of stories sports generate, whether amateur or professional, from heartening to criminal. The course examines how to cover the sports beat, tell sports stories, and support multimedia sports stories with digital media, photos, and video. 4 hrs.
COM 332 Conflict Management
Conflict Management: This course examines the nature of conflict and the impact that conflict has on our professional lives. The focus of the course is on self-assessment and the effect that different styles of conflict management have on the parties involved. Specific strategies for managing conflict, including verbal and nonverbal communication, active listening, and negotiation are explored. 4 hrs.
COM 333 Health and Illness Narratives
Health and Illness Narratives: This course examines the narrative construction of health, healing, and illness across a variety of contexts. Students will investigate narrative theory and the interpretation of recurring health experiences from historical, social, political, and ethical perspectives. Additionally, students will create and analyze health narratives as a way of making sense of various health experiences, including the patient-family experience, illness, stigma, recovery, caregiving, and death and dying. 4 hrs.
COM 334 Family Communication
Family Communication: This course reflects communication theory and processes affecting family communication, interaction, and decision making. Topics covered will include autonomy and intimacy, roles, disclosure, power management, dialogue, conflict resolution, and communication patterns and rituals. This course will also address familial specific stressors (e.g., divorce, loss) and coping strategies, work-family challenges, and the role of family communication in the management of mental, physical, and relational health. 4 hrs.
COM 335 Persuasion
Persuasion: Grounded in rhetorical theory, the art of persuasion has reemerged as a critical skill in both personal and mediated communication contexts. This course examines the strategies individuals and organizations use to persuade people to take a particular side in decisions that rely on opinion. Topics include the importance of credibility, logic, and emotion with regard both to evaluating and creating persuasive messages. 4 hrs.
COM 343 Mass Communication
Mass Communication: In this course students will analyze the forms, messages, social impact and economic structures of the mass media. Topics include the changing landscape of national and global media industries; the structure and design of media content; the role of media in public perceptions of ideas, events, institutions and people. Prerequisite: COM 101, 111, or 218. 4 hrs.
COM 344 Group Dynamics and Team Building
Group Dynamics and Team Building: This course analyzes the processes of small group communication, particularly in the context of task-oriented and decision-making bodies. Topics include the stages of group development; the dynamics of group interaction, productivity and satisfaction; team-building leadership and other group roles; decision-making; and managing conflict. 4 hrs.
COM 345 Communication Across Generations
Communication Across Generations: This course will explore and evaluate intergenerational communication (i.e., expectations, values, styles, media choices) in families, educational institutions, workplaces, and informal, intergenerational caregiving situations. This course will examine intergenerational perspectives (i.e., Traditionals, Baby Boomers, Gen X, Millenials), interactions, and communication practices. In addition, students will learn how people make sense of influential life-span experiences across diverse cultures and communities. 4 hrs.
COM 346 Middle East Media
Middle East Media: This course builds on developments in media and social change and contemporary analyses of the Middle East toward a consideration of how communication technologies are being used in strategic transition in the region. The course considers strategic transition in democratic, liberalization, and commercial reforms, in domestic, transnational, and new media systems in the Middle East. The course also explores the role of Middle Eastern media in political action, as a potential tool for negotiation or resistance. It takes a critical look at how media technologies are assumed to facilitate or impede political, economic, social and cultural transitions in the Middle East. Prerequisite: COM 101, 111, or 218. 4 hrs.
COM 348 Communication and American Popular Culture
Communication and American Popular Culture: Popular culture is the culture known and shared by most people in a society. In this course, students will investigate the mass media and contemporary forms of popular culture in the United States and what these say about American society, will look at the elements of American popular culture that have made their way into other societies across the globe, and will come to understand what popular culture says about values, beliefs, and norms of American culture and others. 4 hrs.
COM 350 Independent Study
Independent Study: Students may investigate a communication topic in depth with a faculty mentor. Open to communication majors with junior or senior standing and a 3.0 grade point average. 1-4 hrs.
COM 356 Sports Communication
Sports Communication: Sports communicate societal values and norms. This course will analyze the history of sports and its relationship to culture. Specific topics may include the functions of sports for the identities of individuals, groups, teams, and society, as well as the relationship between sports, media, and culture. Prerequisite: COM 101. 4 hrs.
COM 357 Sports Promotion and Publicity
Sports Promotion and Publicity: This course surveys the strategy, techniques and communication media employed by public relations, marketing and promotion professionals to the unique application of the sports industry. Students will learn how to analyze sports audiences, develop promotion strategies, plan sports publicity events and understand the role of sponsorship. Students will also examine sports-related corporate social responsibility and community relations initiatives in local, national and international settings. 4 hrs.
COM 358 Interpersonal Relations in Sports
Interpersonal Relations in Sports: This course explores interpersonal relationships in various sport contexts. Students will examine the relationship of the coach with players and parents, youth/peer relationships in sports, team cohesion, motivational climate, personal perception and sport performance, the role of agents and agency and cultural influences on sport relationships. Students will investigate the dynamics and conflict in these relationships as well as practice skills to improve them. Students are advised to elect either COM 322 (Interpersonal Communication) or this course, but not both. 4 hrs.
COM 359 Online Media Management
Online Media Management: Students will learn about social and participatory media and techniques for utilizing these media forms for effective strategic communication. This is a practical course in content creation and will employ text, visual, audio, and video for multimodal communication. Topics covered will include characteristics of participatory media, the nature of online information sharing, strategies for effective communication using online media, and an introduction to social media analytics. Prerequisite: COM 210, or demonstrated production proficiency and instruction permission. 4 hrs.
COM 360 Topics in Communication
Topics in Communication: Intensive consideration of a single topic in communication. The topics for the course will vary from offering to offering and may range from considering the work of a single individual to a study of a general movement. May be taken twice with different titles. May be taken twice with different titles. 1-4 hrs.
COM 364 Media Law and Ethics
Media Law and Ethics: This course analyzes media policies and practices with respect to their political or practical generation, ethical enactment and social impact, including such topics as government regulation of the media, the influence of pressure groups, media influence, and libel and privacy laws. Prerequisite: COM 101, 111, 218 or 219. 4 hrs.
COM 370 Advanced Digital Media Production
Advanced Digital Media Production: This course provides advanced communication students with the opportunity to study and produce digital media. Students will produce and maintain a blog that will include digital still images, digital audio files and digital video. Students will participate in group activities that will enhance the knowledge and skills necessary to produce web-based multimedia. This is a hands-on, labor-intensive course. The course requires that students have experience planning and producing digital media. Prerequisite: COM 210. 4 hrs.
COM 398 Topics: International Preparation
Topics: International Preparation: This course examines international aspects of a selected subject matter in preparation for international experience around the same topic. Open only to students enrolled in the corresponding international experience course. Students must earn a grade of C- or better (an average of 70) in order to participate in COM 399. The total number of hours for COM 398 and COM 399 cannot exceed four total hours. Prerequisite: Junior standing and a 2.0 or better cumulative GPA. 1-4 hrs.
COM 399 International Experience
International Experience: The international experience component of COM 398. Students will have the opportunity to experience firsthand many of the topics studies in the prerequisite course. The total number of hours for COM 398 and COM 399 cannot exceed four total hours. Prerequisite: completion of COM 398 with a grade of C- or better (an average of 70). 1-4 hrs.
COM 401 Communication Seminar
Communication Seminar: The seminar course is a smaller, seminar setting in which students will investigate a specific communication topic or trend related to a current market trend, communication event, or other intensive discussion topic. Admission to each seminar course has a unique set of prerequisites based on the course material. May be repeated twice with different titles. 4 hrs.
COM 405 Journalism and Media Innovation
Journalism and Media Innovation: Practical instruction in the technologies and techniques that are informing contemporary journalism, with a review of community news and information-gathering experiments, and case work with new delivery platforms. Prerequisite: Senior standing. 4 hrs.
COM 410 Media Industry Workshop
Media Industry Workshop: Field work in digital media production. Students are assigned a media industry partner, and engaged as part of a research and development team in the local entrepreneurial technology sector. Prerequisite: Senior standing. 4 hrs.
COM 465 International Experience
International Experience: During this course, students participate in a hands-on exploration of the communication environment of a country or countries in Europe, Asia, Africa, Latin America or North America, with particular attention to the effect of the communication culture on organizations. Course requirements include attendance at pre-trip seminars and completion of all course assignments after the conclusion of the travel experience. Prerequisite: COM 101 or 218. 4 hrs.
COM 495 Communication Capstone
Communication Capstone: Taken in the semester in which students expect to graduate, students will engage in a culminating experience by preparing a project in their chosen programs of study under the supervision of a faculty member. The capstone is intended to showcase student work in the program up to this final semester. Prerequisite: Senior standing and COM 202, COM 250, and COM 320; or Senior standing and COM 204, COM 218, and COM 313. 4 hrs.


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- Current News
- News Archives
- NWF State College recognizes Law Enforcement graduates
- NWF State College students advance to SkillsUSA National Competition
- NWF State College students advance to SkillsUSA National Competition
- NWF State College recognizes graduates of Law Enforcement Evening Academy
- NWF Graduates of Early Childhood Education honored
- Dental Assisting at NWF experiences 100% pass rate
- NWF State College honors students earning teacher education bachelor's degrees
- NWF State College recognizes Radiography graduates
- NWF Welding program provides exposure for students
- Northwest Florida State College honors spring 2017 nursing graduates
- Dental Assisting at NWF to host information session
- Collegiate High School at Northwest Florida State College honors graduates
- NWF inaugural program, GLITTER, introduces high school girls to industrial trades
- Radiography at NWF experiences 100% pass rate
- NWF Radiography to host information session
- NWF State College African American Student Association will host upcoming Art Walk
- Florida State University Panama City & Northwest Florida State College partner to offer enhanced access to bachelor degree programs
- Northwest Florida State College Recognizes Spring 2017 Graduates
- NWF State College students medal in SkillsUSA National Competition
2008 Florida Legislature Enhances Access To Higher Education With The New ''Florida College System''
Legislation that provides students in Florida more opportunities to earn college degrees was approved during the 2008 state legislative session and signed by Gov. Charlie Crist at a signing ceremony held June 12 in the Mattie Kelly Fine & Performing Arts Center at the Northwest Florida State College main campus Niceville.
As a result of the new law, nine community colleges, including Okaloosa-Walton, are eligible to expand more easily the number of bachelor's degree programs they offer, allowing more students in Florida to access higher education degrees, especially in academic areas where the demand for educated workers is exceeding the supply. These programs are to be more affordable and cost-effective than those offered at the state university level - a benefit to both the taxpayers and the students.
OWC has offered bachelor's degree programs since 2004 and currently more than 600 students are enrolled the college's baccalaureate degree programs in Project Management and Nursing. As OWC offers more four year degrees in fulfilling its new role as a state college, students will benefit from the opportunity to have accessible, low cost baccalaureate degrees that meet their aspirations as students and meet the needs of higher education in Florida. Two new Bachelor of Science degrees in Teacher Education - Elementary Education and Middle Grades Math and Science Education - begin at OWC in August, 2008. OWC was approved by the Florida Department of Education to develop bachelors degrees in 2003 and was accredited as a level II baccalaureate degree granting institution by the Commission on Colleges of the Southern Association of Colleges and Schools the same year.
A number of states, including Florida, recently have begun providing options for their community colleges to award baccalaureate degrees for more of their citizens to be able to obtain postsecondary education beyond the associate degree level. Florida's community colleges have been in the forefront of developing baccalaureate degree programs to meet critical regional workforce needs, particularly in teaching, nursing, and applied sciences. However, Florida is still falling short in its production of graduates with bachelor's degrees to fill the state's critical workforce needs.
In 1998, several education reports were published identifying access to baccalaureate degrees in Florida as a significant problem and recognizing Florida's community colleges as a viable solution. In 1999, the Legislature authorized community colleges to seek approval to grant baccalaureate degrees in areas of high demand. In 2001, the Legislature authorized St. Petersburg College to grant baccalaureate degrees in nursing, education, and information technology; and codified a process for community colleges to seek approval by the State Board of Education (SBE) to grant baccalaureate degrees in limited areas. In 2002, the SBE granted such approval to Chipola and Miami-Dade; and in 2003, to Okaloosa-Walton. In 2004, St. Petersburg College awarded the first community college baccalaureate degrees in the state. From 2004 through 2006, this ad hoc process continued, resulting, by Spring 2006, in seven community colleges approved to offer a total of 30 baccalaureate degrees. In 2007, the Pappas Consulting Group published its analysis of the State University System, with recommendations for improvements. The Pappas report noted that Florida has the largest number of community colleges offering baccalaureate degree programs in the country; that the state should place more emphasis on increasing these degrees; and that there are advantages to the community college baccalaureate degree as a way for more students to access higher education in Florida.
Building on the recent history foundation laid out over the past decade, this bill enacts the vision of the 2008 Legislature to provide a new middle-tier system of higher education in Florida that will maximize student access to baccalaureate degrees, respond to community needs for postsecondary education, and provide the degrees that best meet Florida's employment needs.
Florida College System Task Force: The bill creates the Florida College System Task Force, comprised of community college presidents and others with expertise in higher education in Florida, to develop recommendations regarding the criteria for establishing and funding state colleges, including a program approval process for new baccalaureate degree programs, a funding model that ensures cost-effective delivery with substantial savings to the student and the state over the cost of providing degrees at state universities, and identification of geographic and academic areas of need for degree programs.
State College Pilot Project: The bill also creates a State College Pilot Project comprised of nine colleges that represent diverse geographic locations and student populations:
Chipola College, Marianna
Daytona Beach College, Daytona
Edison College, Fort Myers
Indian River College, Fort Pierce
Miami-Dade College, Miami-Dade
Okaloosa-Walton College, Niceville
Polk College, Winter Haven
Santa Fe College, Gainesville
St. Petersburg College, St. Petersburg
These nine colleges, operating as the Pilot Project, will collaborate with the Florida College System Task Force and will make recommendations for a baccalaureate degree program approval process, criteria for transition of an institution from a community college to a state college, and the development of the funding model for the new state colleges.
Florida College System: The collaborative work of the Task Force and the Pilot Project will result in recommendations for implementing the new Florida College System as a permanent part of the state's system of higher education. The Florida College System will enhance access to higher education for Florida's high school graduates, provide the degrees needed by Florida employers, alleviate the pressure on our state university system, and represent cost savings for our students and our taxpayers.
*condense-repost 12/09


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The epic battle between Russian and U.S. combat dolphins is about to take place in the Black Sea.
These highly trained dolphins can attack enemy divers, locate mines and plant bombs. Some dolphins will even have knives and pistols attached to their heads -- creating a whole new image of "marine" mammals.
But this is not the plot of an upcoming action-adventure movie. Last week, news outlets across the globe reported this bizarre story as largely fact.
The rumor originated with the Russian paper Izvestia, and was subsequently picked up by the Huffington Post, Business Insider, the Turkish Weekly, Romania Insider, and the U.K.'s The Telegraph and the Daily Mirror, to name a few.
The story became so rampant that Tom Malinowski of the U.S. State Department addressed it in an April 25 speech at the United Nations in New York, saying Russian propaganda has told the Russian people that the U.S. has deployed combat dolphins in the Black Sea to undermine Russian interests in Ukraine.
"Now all of this seems preposterous to us," Malinowski said. "But when media loyal to the Russian state relentlessly broadcasts such propaganda and Russian authorities shut down alternative sources of information, more and more people are lulled into thinking that black is white, up is down, and two plus two may equal five."
And, yes, the idea of combat dolphins does seem preposterous, except for the fact that both Russia and the U.S. have trained combat dolphins, and at times, even sea lions and beluga whales.
The U.S. Navy Marine Mammal Program began in 1960, but wasn't declassified until 1992. By the 1980s, the Navy had 100-plus combat dolphins and an $8 million operating budget. The program downsized at the Cold War's end but remains in operation.
The Russian combat dolphin program began in the mid-1960s in Crimea, but abandoned it after the USSR's dissolving in 1991. Initially, Ukraine retrained the animals to work therapeutically with disabled children, but its navy revived the combat program in 2011. The Ukrainians planned to discontinue it this month, but ironically, the Russians retook control of the program when they annexed Crimea in March.
Due to their high intelligence, dolphins can learn more than jumping through hoops at SeaWorld. Their echolocation allows them to locate sea mines, lost weapons or soldiers. They can even deliver tools and messages to military scuba divers or attach explosives or spying devices onto enemy ships. Cameras, as well, can be attached to dolphins' heads or flippers, making it at least conceivable that weapons could be attached in a similar way.
Combat dolphins have actually served in recent wars: during the Vietnam War, providing underwater surveillance and ship protection, and in the Second Gulf War, detecting mines and safely navigating ships carrying humanitarian aid.
Currently, dolphins and sea lions act as "security guards" at naval bases in Washington state and Georgia that house nuclear-powered submarines carrying Trident Ballistic Missiles. According to the Kitsap Sun, dolphins work with handlers to detect intruders in the water, while sea lions can attach special cuffs to suspicious swimmers, who are then reeled in by their trainers.
All of this information begs the question: Is it humane to use dolphins and other sea creatures for combat purposes?
We've used horses in the military and police dogs to sniff out bombs. Even God loosed a plague of locusts on Egypt. But in the 21st century, we need to focus on developing technology that would replace the use of animals, against their will, for dangerous, strenuous and stressful work. That in worst-case scenarios becomes abusive.
Alternatives exist. Boston Dynamics, a leader in military robots, has already created machines that can detect bombs, carry heavy objects over uneven terrain and even "swim," amongst other incredible feats. The funds given to the Naval Marine Mammal Program could divert to robotic research and development.
In the 2010 "Declaration of Rights for Cetaceans: Whales and Dolphins" the Helsinki Group stated, "No cetacean should be held in captivity or servitude; be subject to cruel treatment; or be removed from their natural environment." Last May, India's Ministry of Environment and Forests advised state governments to reject proposals that use dolphins for public entertainment, calling it "morally unacceptable," since their high intelligence means they should be viewed as "non-human persons."
Dolphins are creatures with a rich language that even have unique names. They are the second-most intelligent animals on earth (after humans), and brain scans of dolphins show that they are capable of self-awareness and complex emotions.
Does this mean that dolphins are also capable of imagining a Creator? Does their language contain a word for God?
I can't help but think of lines 8 and 9 from Psalm 42: "Watery deep calls out to watery deep to the roar of Your water channels; all Your breakers and Your waves have swept over me. In the day Hashem will command His loving-kindness, even by night His resting place is with me …"
God symbolized as the ocean is a realm of loving-kindness, a restful place, even though the ocean may roar and its waves crash. God protects all his swimming creatures in his watery deep.
But if God is symbolized as "the watery deep," then who is the other "watery deep" to which he calls? Who is God calling out to, searching for, deep in the ocean?
Most scholars would say God is calling out to the depths of our soul. But if non-human persons like dolphins have souls, then God-the-watery-deep also calls out to them, clicking and squeaking each of their names.
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Brides in Movies, Kerastase Treatment Reviews, Looking Good Naked, and Other Top Stories
Best of Bella
- Ten of film's loveliest brides.
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Impacts on Plants and Animals
Problems connected with the quantity, quality, timing and distribution of water throughout the Everglades ecosystem have a huge impact on the region's plants and animals. Numbers of wading birds, including wood storks that nest in the Everglades, have declined since the 1930s. Florida's shellfish industry in Florida Bay also has been impacted due to these problems.
Wet and Dry Seasons
Many animals are specifically adapted to the alternating wet and dry seasons. When humans control the water supply and do not time it correctly with natural patterns, the species suffer. Alligators build their nests at the high-water level. If more water is released into the park, their nests are flooded and their eggs destroyed. Endangered snail kites feed on the aquatic apple snail. Low water conditions reduce apple snail and snail kite populations. Snails lay eggs above water in the wet season. If managers release more water, the snails fail to reproduce. The main goal of Comprehensive Everglades Restoration Plan (CERP) is to improve and sustain quantity, quality, timing and distribution of water throughout the ecosystem. In doing so, a more natural hydropattern will return and native plants and animals will be able to thrive in their habitats.
Indicator Species
An Indicator Species is an organism, species or community which indicates the presence of certain environmental conditions. The presence, or lack thereof, communicates essential information about the ecological condition of a water body and can help determine which restoration efforts are working well and which ones are not. If efforts are going well, the species will return. Native indicator species include dominant terrestrial and aquatic plants, forage and sport fish, wading birds, waterfowl and alligators. Indicator species within a habitat are monitored for population abundance, diversity and condition.
Exotic Species
Native trees, such as mangroves and cypress, are being replaced by exotic or introduced species from other countries. As the Everglades yield to human-introduced plants and fish, native species diminish. A very important element of CERP is the removal of exotic species. This project is well underway, removing introduced melaleuca, Brazilian pepper and other species at an accelerated rate.
Quick Links:
Last updated: January 27, 2009


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Amid growing community pressure and media attention, the Los Angeles Unified board Thursday launched negotiations with local unions to overhaul teacher evaluations and include the use of student test data.
The board wants the evaluations to include multiple measures of how effective principals and teachers are at their jobs, including using student test data analyzed under the controversial "value-added" method. That method compares student performance from one year to the next to evaluate their teachers' abilities, and has been sharply criticized by some union leaders and experts as flawed and unfair.
"Every child in this district deserves to have an effective teacher, in every classroom, every single day... this board will accept nothing less," said board member Yolie Flores.
District officials said they will begin formal negotiations later this month with United Teachers Los Angeles and Associated Administrators Los Angeles, which board members requested be "expedited" conversations.
Voting 6-0 to launch negotiations, board members said they "stood united" in their request to the district and unions that the new educator evaluations consist of multiple measures and guide all of the district's hiring and firing decisions. Board member Marguerite LaMotte was absent.
Union leaders, who were also missing during the school board's meeting, said they will need time to truly work out the best possible system.
Unlike other states or school districts, in California employee unions must support any changes to their evaluation process.
"If we want to have meaningful, long term improvements we need to work together," said Judy Perez, president of the local administrators union.
"For this to work those who have to do the work every day must have a voice."
UTLA president A.J. Duffy also cautioned school board members about demanding that the unions negotiate specific elements.
"We don't want to sit down with a proposal, we want to work together to create one. That is the only way we can craft an evaluation system that is good for kids and supports teachers," Duffy said.
Duffy estimated that process would take around six months, a timeline LAUSD Superintendent Ramon Cortines said sounded about right.
"We need something that is thorough and research based," Cortines said.
"We have too many examples of other places where this has failed and that is where systems were put in place without true collaboration."
The board's action comes less than a week after the Los Angeles Times published a database that used the value-added method of analyzing test scores to rate the effectiveness of some 6,000 local elementary teachers.
The newspaper launched a series of stories two weeks before releasing the database that drew the attention of education experts and officials across the country and resulted in the local teachers union asking for a boycott of the publication.
Some criticized the analysis and its methodology as flawed and others, like U.S. Secretary of Education Arne Duncan, praised the release of the information and urged school districts across the country to release similar statistics to their teachers and parents.
LAUSD officials stressed, however, that they've been working on revamping evaluations since April 2009, launching a teacher effectiveness task force to study the issue and earn the support of labor groups.
The district has also been working to produce its own "value-added" formula to measure the effectiveness of its teachers and schools.
That database is being prepared by Education Strategy Consultants. The project cost the district $1 million, which was covered by a grant from the Walton Family Foundation.
For many parents, like Ruth Bautista, a mother of two LAUSD high school students attending Monroe and Northridge Academy high schools, news of stronger accountability is well received.
"My children have been receiving report cards for years," Bautista said.
"Now it's time for teachers to get one too, I think that is a great idea that will help improve education."


text: What is everyone's opinion on them in here? Regardless of what everyone in 4.6 Talk says, I think it's a kick ass little car. My dad and I are going to actually test drive one tomorrow just to see what they are all about. It really looks like a fun little car, and of course, it's a turbo 4.


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Peaceful Bend Vineyard
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As I mentioned in a previous post, I have been away from the office for several days because of a family gathering. A fair amount of gathering time included the TV being on for Boston updates, but beyond that I let the emails pile up and regular TV go unwatched. So here's some of what has accumulated in my absence.
You may have seen my interview with John Lithgow before he came back to Akron recently. While here, he revisited the area with Mary Beth Breckenridge. Her fine story about tha tour is here, and video from his stop at Stan Hywet Hall is here:
The information-gathering resources for many TV critics, including myself, have shrunk dramatically. TV Tattle has ended. The aggregation site was especially good at compiling multiple columns or reviews on the same topic in one place, but it was also useful because its editor was a great collector of info and oddities that I more than once ended up tweeting, posting on Facebook or linking here. A big loss.
Three Cleveland Browns will be competing on GSN's "American Bible Challenge." The official word:
A team of three Cleveland area residents will compete on Season Two of the highest-rated show in GSN's history, THE AMERICAN BIBLE CHALLENGE, hosted by comedian Jeff Foxworthy, currently airing each Thursday at 9:00 pm ET/PT. First & Faith will be competing for a total purse of $140,000, and are playing to benefit One More, which was created to spread the love and hope of Christ to One More soul through charitable initiatives and partnerships.
First & Faith includes three members of the Cleveland Browns, including Benjamin Watson, tight end; Reggie Hodges, punter; and Robert Brookes, team chaplain. All of them love football and love the Lord! Watson founded this charity to help the community and share his faith. "Since its inception our desire has been for One More to be a vehicle to carry the hope and love of Christ to those in our community who need it most, while understanding that the best and most efficient way to reach people's hearts is by first meeting their physical needs. Our mission is to simply be a blessing to those around us wherever we are, whether that's supporting existing charities or initiating programs of our own."
The adoption documentary "Stuck" will get a showing at the Cedar Lee at 7 p.m. on May 2 as part of a promotional bus tour. More about the film, from the makers:
STUCK is a new, award-winning documentary film that reveals the personal, real-life stories of children and parents navigating a rollercoaster of bureaucracy on their journeys through the international adoption system, each filled with hope, elation - and sometimes heartbreak.
Craig Juntunen, Executive Producer of STUCK and President and Founder of Both Ends Burning, the non profit organization dedicated to furthering international adoption and reducing the current roadblocks and red tape in the system, will launch a 60 city bus tour in 80 days on February 28, 2013 in Washington, D.C. with a kick-off event featuring remarks by Senator Mary Landrieu. Additional speakers will include Juntunen, Executive Director of the Congressional Coalition on Adoption Institute Kathleen Strottman and Members of Congress. The tour bus then rolls into Richmond, VA for the first of 60 nationwide screenings. The film will screen in each city for a special, one night engagement followed by a Q&A with Craig Juntunen and members of the adoption community.
Executive Producer Craig Juntunen said: "The purpose of the tour and film is to help the average person understand the steep decline in and issues surrounding International Adoption and create a movement that will ultimately put pressure on U.S. and foreign officials to focus on the children and reach agreement on a more supportive and compassionate attitude toward International Adoptions. The average adoption takes nearly 896 days and costs more than $28,000 and we want to help change that."
To view the trailer, learn more about the bus tour, cities and dates and/or to purchase tickets to a screening, please visit: www.stuckdocumentary.com<http://www.stuckdocumentary.com>
STUCK follows Tihun from Ethiopia, Nate from Vietnam, and Erickson and Therline from Haiti on their individual voyages from orphanages in their native countries to their homes with families in the United States. Filmmaker Thaddaeus Scheel tracks the chapters in the lives of these four children, and the families seeking to parent them, revealing along the way the intense hope and disappointment they experience on the odyssey to unite as families. Some stories are heartwarming, showing incredible examples of kids who blossom after joining their families, while others offer insight into the emotional and physical impact institutional life can have on these kids.
With the swift demise of "Ready for Love," NBC is moving "Grimm" to Tuesdays. That official word:
NBC is moving its drama "Grimm" to Tuesdays (10-11 p.m. ET) beginning April 30, behind a previously scheduled two-hour episode of "The Voice." "Grimm" will remain in that 10 p.m. Tuesday timeslot through May 21.
"Dateline" will replace "Grimm" at 9 p.m. Fridays, beginning April 26.
It has not yet been determined when or where remaining episodes of "Ready for Love" will be aired.
I have noted my dismay at what "Glee" has become. Fox has a different view, ordering fifth and sixth seasons of the show. As said here:
FOX has ordered two more seasons of the genre-defying musical sensation GLEE, it was announced today by Kevin Reilly, Chairman of Entertainment, Fox Broadcasting Company.
"GLEE debuted as the first and only successful musical comedy series on television, and more than four years later, it continues to defy genres, break new ground and have a significant impact on popular culture," said Reilly. "Week in and week out, Ryan Murphy, Brad Falchuk, Ian Brennan, Dante DiLoreto and the entire GLEE team deliver a series that not only delights and surprises fans, but also inspires them to talk about, share, debate and engage with the show – and I'm absolutely thrilled to have them on board for another two seasons."
"GLEE has been a signature series for the studio since its launch four years ago and we couldn't be happier that FOX has ordered two more seasons," commented Twentieth Century Fox Television Chairmen Dana Walden and Gary Newman. "Ryan, Brad, Ian and Dante have created something that is far larger than a television show; it's a global entertainment brand which continues to touch millions around the world. From its chart-topping musical numbers to its inventive storytelling and rich, complex characters, GLEE rewrote the rules of what network television could be, and we are enormously proud to be the studio behind it."
"I am very grateful to Kevin, Dana and Gary for their incredible support of this series from the beginning," added Murphy. "But I also want to thank our loyal audience, whose passion and enthusiasm continue to amaze and inspire us."


text:
Lionel Siau (email@example.com)
Thu, 31 Dec 1998 17:06:15 +0000
Hi everyone,
I'm doing a new deployment of a search engine for a small intranet. I've
got some questions :
(i) It is 'suggested' that my database would contain files made up of
text records ie each line would be 1 record with several fields.
HOwever, most search engines claim they can search text and index it.
BUT can they return that SPECIFIC record/line instead of the entire
text/file. Can Dig do this or can any search engine do this?
I wanted to put it into a small DB like mSQL or my SQL etc but the
'CUSTOMER' didn't want that..:( I suspose most search engines are
intelligent enough to return the record for a DBM file right??
(ii) Has anyone compiled this under linux RHL 5.1 and above?? It should
work right?
I'm quite new to this so any help will be greatly appreciated.
To unsubscribe from the htdig mailing list, send a message to
email@example.com containing the single word "unsubscribe" in
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This archive was generated by hypermail 2.0b3 on Sat Jan 02 1999 - 16:29:55 PST


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Colorado Springs, CO – Catholic Digital Services has been selected by Regina Doman, author of several fiction novels for Catholic teens, to produce an e-book format for her newest novel, Alex O'Donnell and the 40 Cyber Thieves. Andrew Schmiedicke, representative for Chesterton Press said that they chose Catholic Digital Services because of the "reasonable prices coupled with helpful advice and …Read More »
Home » Tag Archives: kindle
Tag Archives: kindle
Announcing Aquinas and More Catholic Classic E-books
At Aquinas and More we love books. We love Catholic books that strengthen the Faith and we are having fun with our new Nook and our Catholic digital media store. Today we are launching a new line of digital books – Aquinas and More Catholic Classics. These titles include Story of a Soul by St. Therese of Lesieux, Lord of …Read More »
A Nook Review From an E-book Newbie
Until we were launching our Catholic digital media category I had never thought about buying an ebook reader like a Nook or a Kindle. But since we were going to be selling ebooks I figured it would be good to actually try one of these devices out. I ended up purchasing a Nook from Barnes and Noble because I really …Read More »


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A SERVICE of celebration for the life of Robert Prowse will be held later this month.
The family of the missing Purbeck Isle crewman will be holding a special service of celebration for his life on October 24, at noon at Holy Trinity Church on Weymouth harbourside.
Mr Prowse would have celebrated his 21st birthday on that date.
Afterwards there will be a gathering at the Admiral Hardy on Chickerell Road.
Mr Prowse's family have requested no flowers but a collection will be held that will be split equally between the Purbeck Isle Memorial Fund and the Weymouth lifeboat.
Peter Prowse, Robert's father said he and the family would be wearing hoodies as Robert always wore them and that everyone should come and celebrate Robert's life with them.


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Lately I am loving:
♥ Feathers in my hair (on a headband— no fuss & super transitional!)
♥ My new red Filofax (in Adelphi red with my favorite new Vera Bradley pen)
♥ iPhone 4S (how did I go so long without one of these? I feel so CONNECTED)
♥ OPI Silver Shatter nail polish (over OPI Black Tie Optional)