text:
Department Office
Rachel Carson Hall 18
(707) 664-2306
Department Chair
Steven C. Orlick
Administrative Coordinator
Marcella Salisbury
M. Thomas Jacobson / Planning, Environmental Law
Stephen A. Norwick / Water Quality, Hazardous Materials, GE Advising
Steven C. Orlick / Planning
Rocky Rohwedder / Environmental Education
David Stokes / Conservation and Restoration
Alexandra von Meier / Energy Management and Design
Bachelor of Arts in Environmental Studies / Bachelor of Science in Environmental Studies/Environmental Studies Minor, Elementary Teaching Credential Preparation, or Double Major with Economics/ Individual Course Descriptions
Programs offered
Bachelor of Arts in Environmental Studies
- General Major (several study plans)
- Planning concentration (city and regional planning study plan)
Bachelor of Science in Environmental Studies
- Environmental Technology study plan
Minor in Environmental Studies and Planning
Elementary Teacher Credential Subject Matter Preparation in Environmental Studies
Green Building Professional Certificate
Double Major with Economics
Dedicated to producing environmental problem solvers, the Department of Environmental Studies and Planning (ENSP) offers a distinctive program of interdisciplinary study. Students and faculty work together to develop an understanding of environmental "sustainability" in all its dimensions. The program addresses current environmental concerns that have far-reaching implication for human society, natural systems, and the fate of diverse species of plants and animals. This involves an integration of knowledge from a variety of disciplines to understand the functioning of ecological systems and the nature of human impact upon these systems at local, regional, and global scales. The program's two goals are: to prepare students for careers in the environmental professions, for graduate studies, and for positive action in their own lives; and to promote ecological literacy in order to help maintain and enhance the quality of the human and natural environments.
All students receive fundamental instruction related to ecology and the environment based on knowledge from the biological, physical, and social sciences and the humanities. This broad understanding is applied in a particular area of environmental concern through a student's concentration in one of the ENSP study plans. Career-oriented study plans are offered in environmental conservation and restoration; energy management and design; hazardous materials and water quality; environmental education and outdoor leadership; and city and regional planning. These study plans are described more fully below. Many students pursue double majors, or a major and minor, in conjunction with traditional disciplines to prepare for specific environmental-related careers.
All students complete a senior project or internship.
Admission Requirements
When applying to Sonoma State University, a student may declare a major in environmental studies and planning. A student considering this major should make an appointment to see a faculty member for academic advising. (Students seeking financial aid to assist them in their studies should contact the financial aid office. Several scholarships are provided specifically for ENSP students through the university scholarship program; please refer to the Scholarships section of this catalog.)
Advisory Plans for the Freshman and Sophomore Years
In fulfilling their general education requirements, students who intend to major in environmental studies and planning should select courses that will also meet the prerequisites for their intended study plans. Required and recommended prerequisites for study plans may be obtained by contacting the department office.
A broadly based program of lower-division work in the liberal arts and sciences is generally sufficient to meet the requirements for the B.A. degree. This program should include at least one course in biology; one in geology, chemistry or physics; one in philosophy; and two or more in the social sciences, including a course in introductory economics (either microeconomics or macroeconomics is recommended). Additional course work is required for certain study plans.
Bachelor of Arts in Environmental Studies
|Degree Requirements
|General education
|Major requirements
|General electives
|Total units needed for graduation
Course Requirements for the B.A. Degree Courses required for the major must be taken for a traditional letter grade, except for courses that are offered Cr/NC only.
Courses required for most B.A. study plans:
|ENSP 200* Global Environmental Issues
|ENSP 201 Environmental Forum
|ENSP 301 The Human Environment
|ENSP 302 The Biological Environment
|ENSP 303 The Physical Environment
|ENSP 499 Internship
And one of the three following courses selected according to advisory plan:
|ENSP 310 Introduction to Planning
|ENSP 330 Energy, Technology, and Society
|ENSP 440 Education and the Environment
|Total units basic courses
|and 16-33 additional units as determined by the study plan.
At least 24 units of ENSP coursework is required for the B.A. degree.
Bachelor of Science in Environmental Studies
Available for environmental technology study plan only.
|Degree Requirements
|General education
|Natural science support courses
|Major requirements
|General electives
|Total units needed for graduation
Course Requirements for the B.S. degree
Courses required for the major must be taken for a traditional letter grade, except for courses that are offered on a Cr/NC only basis.
|CS 101 Introduction to Computers and Computing
|CHEM 115A* General Chemistry
|CHEM 115B* General Chemistry
|ENSP 200* Global Environmental Issues
|ENSP 201 Environmental Forum
|ENSP 403 Computer Modeling
|MATH 161* Calculus I
|MATH 211S Calculus II
|MATH 165 Elementary Statistics
|PHYS 210A* General Physics (Algebra/Trig or Calculus-based)
|PHYS 210B General Physics
|Total units basic courses
|and 16-33 additional units as determined by the study plan.
At least 24 units of coursework in ENSP is required for the B.S. degree.
* Courses that meet general education requirements.
Study Plans
In consultation with an advisor, students must complete an additional 16-33 units in one of the four study plans outlined below. Details of each plan, including specific courses and options, are available from the office of the Department of Environmental Studies and Planning. Plans I and II lead to a B.A. Degree in environmental studies. Plan III leads to a B.A. or BS degree in environmental studies. Plan IV leads to a B.A. Degree in environmental studies with a concentration in planning.
|Total additional units in study plans
|Total units in the major
Plan I. Conservation and Restoration
An interdisciplinary science-based study plan for students who intend to pursue a career or graduate study in a variety of fields related to conservation, restoration, and management of habitats, ecosystems, and biological resources. Under the plan, students combine a broad-based Environmental Studies education with in-depth work in a particular area of interest, giving them a specific area of expertise within the broader field of environmental conservation. Electives in the plan are organized to facilitate a double major or minor in biology or geography, which is strongly encouraged.
Plan II. Environmental Education
This track in environmental education is designed as a Subject Matter Preparation Program, approved by the California Commission on Teacher Credentialing, to prepare students in subject matter competency as defined by the K-8 Academic Standards of California. This track is excellent preparation for passing of the California Subject Examination for Teachers (CSET) as well as careers in outdoor leadership and education.
Plan III. Environmental Technology (B.A. and BS degree options)There are two tracks in this study plan: 1) energy management and design, 2) hazardous materials management and water quality.
Energy Management and Design
Designed to prepare students for careers or for graduate studies in the fields of residential and commercial energy management, energy-efficient architecture and design, energy planning in industry and government, renewable energy applications, and other energy-related businesses.
Hazardous Materials and Water Quality
This program prepares students for employment in environmental enforcement agencies, large private corporations, engineering firms which serve the public and private sectors, and in public action agencies which provide water or treat wastewater. Some of these agencies and firms are very small and rural, others are large and urban. The coursework provides a comprehensive foundation in the science of environmental quality. Our program welcomes students who are new to this field and also provides upper-division coursework for students who have had previous training in community college hazardous materials and water technology programs, and gives additional training to workers already employed in water-related occupations.
Plan IV. Planning Concentration (City and Regional Planning)
Students in the CSU-approved planning concentration follow a general preprofessional curriculum in planning, and may choose to develop a specialization to suit their interests through a program of recommended electives or a minor. Focus is on sustainable community planning, including land use, growth management, environmental impact assessment, transportation, and natural resource planning. Graduates may work for a wide variety of governmental agencies or private firms, or may pursue graduate studies in planning or related fields. Note: Students interested in future careers in environmental law usually follow the planning concentration.
Minor in Environmental Studies and Planning
The purpose of the minor in environmental studies and planning is to help students from traditional disciplines apply their expertise to environmental and planning problems and issues. A minimum of 20 units is required. Recommended course work is normally the same 20-24 units required in most study plans, as outlined above.
Elementary Teaching Credential Preparation
The Department of Environmental Studies and Planning offers an environmental education plan that fulfills subject matter requirements for entrance into an elementary teaching credential program. A detailed description of this plan is available by writing to the department office. This program is offered in conjunction with the SSU Education Department. Please refer to the Education section in this catalog.
Double Major with Economics
The double major in economics and environmental studies and planning is intended for those students whose particular academic and career interests lie in natural resource economics, economic planning, energy management and/or community development and redevelopment. The double major is also designed especially for students who intend to pursue graduate studies in natural resource management, urban planning, law, or related career fields.
Environmental Studies and Planning Courses (ENSP)
Classes are usually offered in the semesters indicated. Please see the Schedule of Classes for most current information and faculty assignments.
200 Global Environmental Issues (3) Fall, Spring
Lecture/discussion, 3 hours. An introduction to environmental studies and planning, including: humans in relation to the global ecosystem; an overview of problems of energy use, pollution, resource depletion, population growth, food supply, urbanization, climate change and biodiversity and the search for solutions and future prospects. Satisfies GE, category D5 (Contemporary International Perspectives). Prerequisite or Corequisite: enrollment in ENGL 101 or PHIL 101.
201 Environmental Forum (1) Fall
Regular weekly departmental lecture series. Outside professional speakers and student reports on environmental topics and opportunities for environmental action. Cr/NC only.
202 Quantitative Methods in Environmental Studies (3) Spring
Lectures and workshop designed to enhance students' confidence in analytical problem solving. Essential techniques emphasizing environmental applications: translating knowledge into abstract and mathematical models, numerical estimates, basic geometry and trigonometry, dimensional analysis, unit conversions, interpreting statistical data, graphic display of information. Conceptual introduction to calculus, differential equations, and complex numbers. Prerequisite: concurrent enrollment in GE math course. Cr/NC only.
301 The Human Environment (3-4) Fall, Spring
Human cultural adaptations in evolutionary/historical perspective. Effects of human technology and social institutions upon the natural environment. Beliefs, values, attitudes in relation to human and non-human environment. Emphasis on critical thinking and ethical implications of human ideas and behavior. Prerequisites: ENSP 200 or equivalent and junior standing.
302 The Biological Environment (3-4) Fall or Spring
This course explores major concepts of ecology and examines current environmental issues in light of these concepts. Topics include: relationship between organisms and the physical environment, community-level ecological processes, the structure and function of ecosystems and their distribution on the planet, evolutionary processes, and population ecology. Environmental issues include pest control, deforestation, loss of biodiversity, global climate change, and others. Development of speaking and writing skills is a significant element of the course. Field trip required. Prerequisite: completion of lower-division GE, categories B1 and B2 and ENSP 200, or permission of instructor.
303 The Physical Environment (4) Fall
A review of the field physical sciences for environmentalists. Develops an understanding of the problems and challenges in environmental control of air, water, soil, natural hazards, and nonrenewable resources by applying scientific principles to practical environmental problems. Prerequisite: a basic course in physical science.
305L Computer-Aided Communications in Environmental Studies (2) Spring
Designed to introduce ENSP students to theory and techniques of computer-aided environmental communication. The fundamentals of environmental communication will be addressed, demonstrated, and applied through a variety of instructional technologies. Presentation graphics, the Web, and desktop publishing are the three areas primarily addressed.
306 Environmental Ethics (3) Fall
An examination of philosophical issues; concepts of extending rights to nonhuman entities of nature, and the question of humans' place in nature; logical and conceptual foundations for an environmental ethic. Prerequisite: completion of GE, area A.
308 Environmental Literature (3) Spring
A survey of great American environmental books, including H. D. Thoreau's Walden, John Muir's Mountains of California, and more recent works by Mary Austin, Edward Abbey, Annie Dillard, and other environmental authors. The natural, political, artistic, and historical environment of the writers, and cultural results of the environmental movement in various major periods. Prerequisite: completion of GE, category C2 (World Literature).
309 Soil Science (3-4) Spring
An introduction to soil science emphasizing applications to agronomy, archaeology, botany, ecology, engineering, geography, geology, natural resource planning, hazardous materials management, and water quality. Technical exercises emphasize low-cost scientific analytical equipment. Prerequisite: completion of GE, area B (Natural Science and Mathematics).
310 Introduction to Planning (3) Fall, Spring
An overview of land use planning and associated concerns, such as transportation, open space preservation, housing, economic development, environmental protection, urban design, and public finance. Consideration of the evolving forms and functions of cities, towns, and rural areas and society's attitudes toward development, environmental concerns, and the appropriate role of government in regulating land use. Course addresses general plans, zoning, growth management, environmental impact assessment, and the local political process relating to planning. Current trends in planning and sustainable community development.
311 Planning Theory and Methodology (4) Spring
Exploration of evolving planning thought and processes as a basis for understanding planning practice. Comprehensive planning, incremental, and communicative action models. Planning and local politics. The values and ethics of the professional planner. Mediating environmental and land use disputes. Basic analytical, methodological, and communication skills utilized in urban, environmental, and business planning.
315 Environmental Impact Reporting (3) Fall and/or Spring
The practice and theory of environmental impact assessment and analysis. The process of preparing environmental impact reports (EIRs) and statements (EISs) as mandated by state and federal statutes and regulations. Reviewing and commenting on environmental documents. Relationship between EIRs and comprehensive planning activities. Litigation of EIRs and environmental mediation. Prerequisite: ENSP 310 recommended.
322 Conservation Biology (4) Spring
Interdisciplinary investigation into biological, management, economic, and ethical issues associated with the current extinction of species. Course will cover principles and applications of ecology, population biology and genetics, biogeography, and social sciences for protection and management of biodiversity in the face of current widespread alteration of the environment. At least one field trip required. Prerequisite: ENSP 321, BIOL 122, or permission of instructor.
324A Agroecology (1-2) Fall
An applied field course focuses on the study and practice of sustainable agriculture. Fall topics include soil testing, composting, seed beds for winter crops, planting green manure crops, and pest control. Environmental concerns concentrate on genetic diversity, seed saving, and decreased dependence on chemical pesticides and herbicides. Class time is divided between classroom lectures/discussions and field research/experimentation.
324B Agroecology (1-2) Spring
An applied field course focuses on the study and practice of sustainable agriculture. Spring topics include composting green manure, preparation of greenhouse seed beds, pest and weed control, and spring planting in open beds. Environmental concerns concentrate on large-scale irrigation, greenhouse management, fruit, nut, and forest production, and health effects of pesticides and herbicides. Class time is divided between classroom lectures/discussions and field research/experimentation.
326A Native Plant Propagation (2) Fall
Fall field course in applied aspects of propagation of plants native to the local area for purposes of restoration. Topics include: local native plants and plant communities; techniques for collecting, propagating, and storing native plants; and ecologically sound guidelines for collection of native plants. Experimental approaches to improve collection and propagation success are emphasized. Course provides native stock for local restoration projects. Class takes several field trips to local sites for seed collection.
326B Native Plant Propagation (1) Spring
Spring field course in applied aspects of propagation of plants native to the local area for purposes of restoration. Topics include: local native plants and plant communities; techniques for propagating, maintaining, and planting native plants; collecting and propagating cuttings; and ecologically sound guidelines for collection and reintroduction of native plants. Experimental approaches are emphasized. Course provides native stock for local restoration projects.
330 Energy, Technology and Society (4) Fall
Designed to assist students in understanding energy as a fundamental measure of organization, structure, and transformation in society. Principal topics include: energy history; thermodynamics; energy resources and technologies; global issues and trends; energy economics; institutions; and politics. Analysis of current energy trends and future possibilities. Lectures/discussion, student presentations, and field trips.
337 Thermal Energy Management (3) Fall, every other year
An introduction to energy management in residential and commercial buildings, focusing on space heating and cooling, and hot water. Fundamentals of heat transfer, thermal properties of building materials, building load calculations, and energy economics. Strong algebra background and PHYS 210A recommended.
338 Electrical Energy Management (3) Spring, every other year
An overview of energy management approaches in residential and commercial settings that involve electrical devices, including lighting, motors, and HVAC. Fundamentals of electricity, electric power delivery, and the workings of common appliances; energy economics. Strong algebra background and PHYS 210 recommended.
345 Portfolio Development and Review (3) Fall
Course designed to introduce students to critical issues in elementary education as well as conduct an initial assessment of students entering ENSP multiple subject preparation program. Assessment of student's past coursework and experience in relation to academic standards required in credential programs. Students develop portfolios of individual training and achievement. Majors only or consent of instructor. Cr/NC only. Recommended for juniors.
350 Hazardous Materials Management (3) Spring, every other year
Through lecture, discussion, and guest experts, the scope of the newly emerging field of hazardous materials management is discussed. Includes such topics as the public's right to know; environmental auditing; emergency response planning; transfer, storage, and treatment facilities; update of local and regional public agencies' activities; and career development for students.
360 Assistance Projects (1-4) Fall, Spring
Involvement in on-campus environmental and planning activities. Requires preapproval of activities by faculty supervisor.
395 Community Involvement Program (1-4) Fall, Spring
Involvement in human, social, biological, or physical problems of the off-campus community. A total of 6 units may be applied toward the degree.
399 Student-Instructed Course (1-4) Topic will differ each semester.
400 Selected Topics in Environmental Studies and Planning (1-4)
Intensive study of selected topics related to environmental studies and planning. Topics vary from semester to semester. May be repeated for credit with consent of instructor.
403 Computer Modeling (3) Spring
A practical course in simulating complex systems using digital computers and dynamic programming. The simulation language STELLA is taught. The principles examined in the course can be applied to any simulation language. Applications in land use planning, hazardous materials management, energy, water quality, environmental impact reporting, and public policy are emphasized. Prerequisites: junior standing and GE mathematics.
404 Environmental Law (3) Fall
Review of environmental law and regulation in the United States generally and California in particular. Overview of federal and California legal systems with emphasis on their role in environmental protection. Substantive laws governing air and water quality, waste management, toxic control, and environmental justice. Constitutional protection of property rights.
411A Planning Workshop (4) Fall
The first semester of an intensive, year-long project that provides practical experience in preparation of a general (comprehensive) plan for an actual community or geographic area. The fall semester focuses on background studies and field surveys of land use, public opinion, transportation, economic base, and environmental conditions. Class fee required at time of registration. Prerequisites: ENSP 310 and 316, senior standing, and consent of instructor.
411B Planning Workshop (4) Spring
Continuation of ENSP 411A. Spring semester focuses on preparation of the plan, including implementation programs and following state guidelines. Public presentations of class project. Class fee is required at time of registration. Prerequisites: ENSP 411A and consent of instructor.
415 Land Use Law (3) Spring
Overview of the law governing land use in California. Fundamentals of the legal system and legal analysis. Substantive law regarding planning and zoning, subdivision, development conditions, growth management, land use initiatives, vested rights, and design review. Constitutional protection of property rights.
416 Environmental and Natural Resources Planning (3) Fall or Spring
Review of land use planning and regulation as it relates to the protection of various natural resources and environmental systems. Course subject matter varies and may include wetlands, open space, biodiversity, endangered species, coastal resources, agricultural land, forests, land subject to flooding, multi-species habitat planning, and air quality. Regulatory tools used to ensure resource and environmental protection.
417 Urban Design (3) Fall, every other year
An exploration of the creative process of deliberate design of the physical and visual form of urban communities. The appearance and aesthetic qualities of public open spaces, streets, buildings, neighborhoods, city gateways, signs, and other elements of the urban scene. Creating a sense of place. The effects of public policy and regulations on urban form. The scale, pattern, and image of urban form elements. Planning for new communities, historic preservation, urban plazas, and public art. Prerequisite: ENSP 310 is recommended.
418 Planning for Sustainable Communities (3) Fall or Spring
Sustainability as a concept in environmental and land use planning. Definitions and models of sustainability. Evaluation of sustainable development on global, national, regional, and local levels. Practical experience with city and county planning for sustainability.
419 Transportation Planning (3) Fall, every other year
Theory, methods, and tools related to the systematic analysis of city, regional, and rural transportation problems. The focus is on fundamental land use and transportation interrelationships. Transportation as an integrated system composed of automobiles, public transit, bicycles, and pedestrian travel modes. Level of service and traffic impact assessment. Congestion management, energy conservation, sustainability, and environmental impact considerations.
421 Seminar on Resource Issues of the American West (1-2) Spring
Interdisciplinary seminar addressing ecological, historical, cultural, social, and policy aspects of a different regional resource issue. Examples of topics are forestry, livestock grazing, and mining on public lands. Students will read and discuss material from diverse sources and achieve broad understanding of an issue, allowing them to constructively participate in the ongoing policy debate. This course is the prerequisite for the summer field course, ENSP 422. Applies to ENSP Environmental Conservation and Restoration upper division course requirements. Course may be repeated for credit.
422 Interdisciplinary Field Study of Resource Issues of the American West (2-3) Summer
Field class addressing subject of most recent ENSP 421 class (see above). Course is held at a field location in California or elsewhere in the Western U.S. Students will observe resource use on-site, conduct field studies to assess ecological effects, and develop broad firsthand understanding of the issue. Depending on topic, class may require camping and/or backpacking. Grade only. Prerequisite: ENSP 421 or permission of instructor. A course fee to cover food and transportation is required. Applies to ENSP Environmental Conservation and Restoration upper-division course requirements. Course may be repeated for credit.
423 Environmental Restoration (4) Fall
Field course introducing major concepts and practical aspects of environmental restoration. Topics include: the conservation context of restoration; restoration goals; measuring success; experimental approaches; dynamic systems and change over time; disturbance; restoring animal populations and the role of animals in ecosystem restoration; and educational elements of restoration. Practical techniques covered include: seed collection, ex-situ seed and plant management, invasive species removal, planting native species, and others. Topics are addressed in a variety of diverse local ecosystems. Prerequisite: ENSP 321 or 322, or permission of instructor.
427 Conservation Design (3) Spring
This course applies principles of conservation biology and landscape ecology to a case study in biodiversity planning. Focusing on a local area with both high conservation value and high development pressure, students work in design teams to develop strategies for development and biodiversity conservation, and evaluate those strategies as alternative scenarios in a geographic information system (GIS) environment. Prerequisite: ENSP 322, and BIOL 300 or GEOG 387; or permission of instructor. Prior familiarity with GIs not necessary.
428 Conservation Research (1-2) Fall or Spring
Research seminar addressing a current topic of applied and theoretical interest in the field of conservation biology. We will investigate the topic through a field research project, along with readings and discussion. Students will contribute to all phases of the research, from collection of data in the field and generation of hypotheses, to interpretation of results and writing of a scientific paper based on the results. Prerequisite: permission of instructor.
430 Energy Forum (1-2) Spring
Speakers, including community professionals and university faculty, cover a wide variety of energy issues with formal presentations followed by discussion period. Several field trips included. May be repeated for credit.
437 Passive Solar Design (3) Fall, every other year
Fundamentals and advanced applications of passive solar design, including: site analysis and design; passive applications (sunspace, trombe wall, convective loop, direct, and indirect gain systems); passive performance predictions; and economic payback analysis. Computer applications and student design projects.
438 Small-Scale Energy Sources (3) Spring
Course will focus on functional design of small-scale wind, photovoltaic, biomass, and hydroelectric energy sources. Siting, evaluating potentially available power, design of fully operable installation, and by-products and waste streams will be discussed. Energy storage mechanisms, interconnections to existing energy networks, and energy cost comparisons will be examined.
439L Computer Applications in Energy Management Lab (1-2) Spring, every other year
Applications laboratory addressing state-of-the-art computer programs in this field. Focus on simulation-and-design programs utilized in residential and commercial building compliance. Student projects and presentations. Prerequisite: ENSP 337 or 437 or consent of instructor.
440 Education and the Environment (3) Fall
This course is designed to provide an introduction to the history and current scope of environmental education; contemporary frameworks for learning and teaching; self, site, and audience assessment; and program options for schools and education centers. One overnight field trip; class fee required at time of registration.
442 Methods and Models in Education and the Environment (3) Spring
An advanced course in environment-based education to build upon the fundamental theory and techniques presented in ENSP 440. The focus is on exemplary programs, place-based delivery techniques, curriculum and technologies. Several field trips to local schools and environmental education centers. Cr/NC only. Prerequisite: ENSP 440 or consent of instructor.
ENSP 444 Outdoor Leadership (3) Fall
This course is designed to provide both an overview of this growing field as well as the development of specific outdoor leadership, education, and communication skills. Specific outdoor skills addressed includes ropes courses, wilderness first aid, whitewater and sea kayaking; and rock climbing. This course works in cooperation with the university's Outdoor Pursuits Program as well as with practicing professionals. Overnight field trips; class fee required at time of registration.
448 Classroom Garden (1-2) Spring
Development of curriculum materials and teaching techniques to utilize school and community gardens as outdoor classrooms. Curriculum materials will relate to such topics as plant identification, growth cycles, photosynthesis, soils and nutrients, nutrition, insects, predator/prey relationships, pesticides, and soil and water pollution. Lesson plans suitable for elementary school level will be developed.
450 Water Technology (3) Fall
The science and engineering of purifying polluted water including industrial and domestic waste water, but emphasizing drinking water techniques. Applications of mathematics, microbial ecology, and chemistry to the practical problems of working toward California certification in water supply and water treatment. Course has extensive homework and field trips. Prerequisites: GE math and one semester of chemistry.
460 Teaching Assistantship (1-4)
Open only to advanced students. Intended to give students experience in assisting the instructor in an environmental studies course by doing research and tutoring students in the class. Prerequisite: consent of instructor.
470 Planning Independent Study (1-4) Fall, Spring
Contracts for group and individual interdisciplinary study for those qualified to work independently. Internships may be a part of the study. Prerequisite: consent of instructor required prior to registration.
490 Senior Project (1-4) Fall, Spring
Group and some individual studies. This major senior activity may be coordinated with independent studies and/or special problems to total 12 units. May be repeated for credit.
495 Special Studies (1-4) Fall, Spring
Independent study designed in consultation with an instructor. Prerequisite: successful completion of at least two ENSP courses and submission of a completed SSU special studies form.
498 Senior Seminar: Issues in Professional Practice (1-2) Spring
Discussion of situations and challenges new planners are likely to encounter early in their professional careers. Seminars include discussions with professional planners on such topics as working with the public, elected officials, and other professionals; maintaining relations with the press; ethical dilemmas; and other matters of current concern. Discussion of students' internship experiences. Required for senior students in the planning concentration. Must be taken within one semester of graduation. Cr/NC only.
499 Internships (1-8) Fall, Spring, Summer
For senior students (in most cases) working off-campus in experiential learning positions with written contract and faculty guidance. Cr/NC or a grade, depending on study plan. Prerequisites: senior standing and/or consent of instructor.


text:
2012 South Carolina Baseball
#8 South Carolina at Auburn
Apr 20, 2012 at Auburn, Ala. (Plainsman Park)
Score by Innings R H E
South Carolina...... 400 340 010 - 12 13 0
Auburn.............. 000 020 201 - 5 11 1
Umpires - HP: Darren Spagnardi 1B: Scott Erby 3B: A.J. Lostaglsio
Start: 6:00 pm Time: 2:53 Attendance: 2949
Varnadore, D faced 4 batters in the 4th.
2012 South Carolina Baseball
#8 South Carolina at Auburn
Apr 20, 2012 at Auburn, Ala. (Plainsman Park)
South Carolina starters: 9/ss Pankake; 31/cf Marzilli; 13/1b Walker; 20/3b
Dantzler; 21/c Greiner; 26/rf Matthews; 4/dh Bright; 3/lf English; 16/2b
Vergason; 29/p Roth;
Auburn starters: 29/ss Glevenyak, D; 4/cf Tella, R.; 28/1b Cooper, G.; 17/lf
Wacker, C.; 3/dh Bryant, J.; 12/3b Alvord, Z.; 5/2b Simpson, C.; 7/rf Gonzalez,
J.; 34/c Austin, B.; 13/p Varnadore, D;
South Carolina 1st - Pankake flied out to cf (2-1).
Marzilli walked (3-2). Walker singled to left field (0-1); Marzilli advanced to
second. Dantzler singled to center field (1-2); Walker advanced to second;
Marzilli advanced to third. Greiner singled to center field, RBI (2-2);
Dantzler advanced to second; Walker advanced to third; Marzilli scored.
Matthews grounded out to 2b, RBI (1-0); Greiner advanced to second; Dantzler
advanced to third; Walker scored. Bright singled to left field, 2 RBI (0-0);
Greiner scored; Dantzler scored. English struck out looking (0-2). 4
runs, 4 hits, 0 errors, 1 LOB.
Auburn 1st - Glevenyak, D singled to center field
(3-2). Tella, R. struck out swinging (2-2). Cooper, G. singled to right field
(1-1); Glevenyak, D advanced to second. Wacker, C. walked (3-2); Cooper, G.
advanced to second; Glevenyak, D advanced to third. Bryant, J. lined into
double play ss unassisted (2-1); Cooper, G. out on the play. 0 runs, 2
hits, 0 errors, 2 LOB.
South Carolina 2nd - Vergason flied out to lf (0-0).
Pankake hit by pitch (1-1). Pankake out at second c to ss, caught stealing.
Marzilli struck out swinging (3-2). 0 runs, 0 hits, 0 errors, 0
Auburn 2nd - Alvord, Z. struck out swinging (2-2).
Simpson, C. struck out swinging (1-2). Gonzalez, J. doubled to left field
(1-1). Austin, B. flied out to lf to left center (3-2). 0 runs, 1 hit, 0
errors, 1 LOB.
South Carolina 3rd - Walker flied out to rf (1-1).
Dantzler fouled out to 1b (1-0). Greiner walked (3-1). Matthews struck out
looking (3-2). 0 runs, 0 hits, 0 errors, 1 LOB.
Auburn 3rd - Glevenyak, D struck out looking (1-2).
Tella, R. grounded out to 2b (3-1). Cooper, G. hit by pitch (2-0). Wacker, C.
struck out swinging (3-2). 0 runs, 0 hits, 0 errors, 1 LOB.
South Carolina 4th - Bright singled to center field
(3-1). English hit by pitch (1-1); Bright advanced to second. Vergason walked
(3-1); English advanced to second; Bright advanced to third. Pankake singled to
left field, 2 RBI (1-2); Vergason advanced to second; English scored; Bright
scored. Wade, J. to p for Varnadore, D. Marzilli hit by pitch (1-0); Pankake
advanced to second; Vergason advanced to third. Walker grounded into double
play ss to 2b to 1b (2-2); Marzilli out on the play; Pankake advanced to third;
Vergason scored. Dantzler grounded out to 2b (0-1). 3 runs, 2 hits, 0
errors, 1 LOB.
Auburn 4th - Bryant, J. lined out to cf (2-2).
Alvord, Z. flied out to rf (2-1). Simpson, C. walked (3-2). Gonzalez, J. struck
out looking (2-2). 0 runs, 0 hits, 0 errors, 1 LOB.
South Carolina 5th - Greiner singled to right center
(0-1). Matthews grounded out to ss (2-0); Greiner advanced to second. Bright
singled to center field, advanced to second on the throw, RBI (1-0); Greiner
scored. English singled to right field, RBI (0-0); Bright scored. Vergason
doubled to right field (1-1); English advanced to third. Pankake reached on a
fielder's choice (3-2); Vergason advanced to third; English scored on a
throwing error by 2b, unearned. Marzilli flied out to lf, SAC, RBI (1-1);
Vergason scored, unearned. Walker grounded out to ss (1-0). 4 runs, 4
hits, 1 error, 1 LOB.
Auburn 5th - Austin, B. flied out to rf (2-1).
Glevenyak, D singled to left field (0-0). Tella, R. flied out to rf (1-2).
Cooper, G. singled to shortstop (0-1); Glevenyak, D advanced to second. Wacker,
C. tripled to right field, 2 RBI (2-2); Cooper, G. scored; Glevenyak, D scored.
Bryant, J. flied out to rf (3-2). 2 runs, 3 hits, 0 errors, 1
South Carolina 6th - Dantzler lined out to rf (1-2).
Greiner singled to right field (1-2). Matthews lined out to cf (2-1). Bright
grounded out to ss (1-2). 0 runs, 1 hit, 0 errors, 1 LOB.
Auburn 6th - Alvord, Z. struck out swinging (1-2).
Simpson, C. struck out swinging (1-2). Gonzalez, J. grounded out to 3b (1-1).
0 runs, 0 hits, 0 errors, 0 LOB.
South Carolina 7th - English lined out to lf (0-1).
Vergason walked (3-2). Pankake lined into double play rf to 1b (3-2); Vergason
out on the play. 0 runs, 0 hits, 0 errors, 0 LOB.
Auburn 7th - Ortman, K. pinch hit for Austin, B..
Ortman, K. flied out to rf to right center (3-1). Glevenyak, D popped up to ss
(2-1). Tella, R. doubled to left field (1-2). Cooper, G. homered to right
field, 2 RBI (1-1); Tella, R. scored. Sullivan, P. to p for Roth. Wacker, C.
walked (3-2). Bryant, J. struck out looking (2-2). 2 runs, 2 hits, 0
errors, 1 LOB.
South Carolina 8th - Self, M. to 3b for Alvord, Z..
Ortman, K. to c. Wallen, E. to p for Wade, J.. Marzilli singled, bunt (1-1).
Walker walked (3-0); Marzilli advanced to second. Dantzler grounded out to p,
SAC, bunt (0-1); Walker advanced to second; Marzilli advanced to third. Greiner
lined out to lf, SAC, RBI (0-1); Marzilli scored. Walker advanced to third on a
wild pitch. Matthews walked (3-0). Bright walked (3-1); Matthews advanced to
second. English flied out to lf (1-0). 1 run, 1 hit, 0 errors, 3
Auburn 8th - Self, M. lined out to 3b (0-0).
Simpson, C. singled to center field (1-1). Andrews, B. pinch hit for Gonzalez,
J.. Andrews, B. flied out to cf (2-2). Ortman, K. lined out to cf (0-1).
0 runs, 1 hit, 0 errors, 1 LOB.
South Carolina 9th - McCord, R. to p for Wallen, E..
Andrews, B. to rf. Cimo, T. to 3b for Glevenyak, D. Self, M. to ss. Vergason
grounded out to ss (2-2). Pankake grounded out to 3b (1-0). Marzilli singled to
center field (0-0). Walker flied out to cf (0-0). 0 runs, 1 hit, 0
errors, 1 LOB.
Auburn 9th - Cimo, T. singled to left field (2-1).
Tella, R. struck out swinging (3-2); Cimo, T. advanced to second. Savage, P.
pinch hit for Cooper, G.. Savage, P. singled to right center, RBI (0-1); Cimo,
T. scored. Wacker, C. grounded into double play 2b to ss to 1b (2-2); Savage,
P. out on the play. 1 run, 2 hits, 0 errors, 0 LOB.
Football Season Tickets
Visit Itsgreattobeagamecock.com to learn more about securing seats for all home games at Williams-Brice Stadium. Season tickets are on sale now!
Ticket Office Home page
University of South Carolina outfielder Carlos ...
Before he was introduced as the head baseball...
Gamecock-great Justin Smoak was named the...
Mark Kingston has been named the head baseball ...
The University of South Carolina had 93...
South Carolina posted 118 students on the...
Former South Carolina left-handed pitcher Tyler...
Freshman outfielder Carlos Cortes has been...

subset: commoncrawl


text:
Tuck by Laura Aylor
Welcome! You are browsing as a guestWould you like to see 65 projects made from this pattern and much more? create a free account What am I missing?
© Laura Aylor
© Laura Aylor
© Laura Aylor
© Laura Aylor
This pattern is available for $5.00 USD buy it now
Spend $25 or more in my Ravelry shop in one transaction and you will automatically receive 25% off your entire purchase!
A cowl that won't muss your hair! Tapered ends are made to be tucked under or tied over once the cowl is folded and wrapped around your neck. Two colors join on the diagonal for a bit of visual interest.
Yardage details - 150 yards in two colors of dk or sport weight yarn that knits to gauge. (Gauge should be between 20 and 22 stitches per 4 inches.)
A row by row chart with stitch counts for increase/decrease sections is included.
Increasing (knit into the front and the back of the stitch)
Decreasing (knit two together)
Backwards loop cast on
Short rows


text:
PHOENIX — A call Thursday by President Obama for the Republican-controlled House to approve immigration reform this year is getting a decidedly cool reception from Gov. Jan Brewer.
In remarks at the White House, the president said dealing with the issue is good for both the economy and national security.
"It's good for our people and we should do it this year," he said.
Obama has thrown support behind the plan approved earlier this year by the U.S. Senate. It contains a variety of provisions ranging from bringing in more temporary workers and requirements for employers to verify the status of those they hire to a path to legal status for those already in the country illegally.
There are requirements for more border security.
But Brewer said Thursday that's hardly enough. And she said the rest of it does not matter because Obama — and she blames him specifically — has not yet secured the border.
"The American people, the public, the citizens, the people that are certainly affected on a daily basis by it, understand that we have an issue that we need to find a solution to," she said.
"But it's not going to be found until he realizes that our borders have got to be secured," the governor said. "He needs to do it. It's his job.''
Brewer was undeterred by the fact Arizona's two Republican senators not only voted for the measure but were co-sponsors.
"I was glad that there was some movement and something that came to the forefront with the hopes that border security would be on the front end of that," the governor said of the legislation backed by John McCain and Jeff Flake. But she said in the end, "border security was not on the front end of that."
Brewer questioned whether those who supported the measure understand what their constituents want.
"We can shout it from the rooftops, we can shout it from the valleys," she said.
"But somebody better listen," Brewer continued. "Because I don't believe that anything's going to be accomplished until our borders are secured."
The governor has repeatedly said her security-first stance is based on watching what happened in 1986 when Congress and the Reagan administration approved what was billed at the time as a comprehensive solution to the issue of illegal immigration. That legislation entitled about 3 million to gain U.S. citizenship at the time.
Brewer said the border never was secured, with the result that millions have crossed illegally since or have overstayed their visas.


text:
What to Expect From Prenatal Yoga Class
Class Act: Prenatal Yoga
The first thing I have to say about prenatal yoga is holy adorableness. I have never seen so many pregnant women in one room! It was amazing to see all those glowing faces and beautiful bellies. If you're pregnant, it doesn't matter if you've never taken yoga before in your life — you must take a prenatal yoga class. Not only will it offer you benefits such as stronger muscles, flexibility, a healthier heart and lungs, and relaxation techniques, but keeping up with it regularly can also prevent common woes such as lower back pain or leg cramps.
Another plus? You get to connect with other women going through exactly what you're going through. So you're sure to learn tips like how to deal with heartburn, where to buy fitness tops to fit your ever-expanding breasts, and which prenatal vitamins don't cause nausea.
In order to find a prenatal yoga class near you, call local yoga studios or gyms, ask your OB, or talk to other pregnant women you know. Once you find a class, find out what you'll need to know before you go when you
When you take your first class:
- Bring your own yoga mat if you have one. If you don't, the studio most likely will have one for you to borrow, as well as other props including bolsters, blocks, straps, chairs, yoga balls, and blankets.
- Bring water. It's important to stay hydrated and cool when exercising.
- Wear comfortable clothes that support and cover your body. You'll be moving in interesting positions, and don't want to be self-conscious about showing your undies if you're wearing loose shorts.
- Use the bathroom when you need to. You'll find that someone gets up and leaves to use the ladies' room every few minutes, so you definitely won't be the only one.
- Listen to your body and don't do anything that causes pain, tightness, dizziness, or shortness of breath. Stop what you're doing immediately and ask the instructor for a modification, or just sit on your mat, sip water, and wait for the next pose.
- Avoid going deeply into poses as the relaxin in your body is causing your joints to loosen up. Going too far can cause you to pull a muscle or tweak a joint.
- Don't be afraid to ask the instructor questions. Is it OK to lay on my back after 20 weeks? How can I use a block to modify Triangle pose? What poses will open my hips? Ask as many questions as you want in order to feel comfortable and confident. The other pregos in the room will appreciate the info as well.
- The class will most likely be gentle and slow-paced, so you can concentrate on breathing, connecting with your baby, and learning how to relax — all good things to know when you're in labor.
- You'll probably spend some time doing Kegel exercises to strengthen your pelvic floor muscles. Strengthening these will make it easier to release them while in labor, and will also tighten them up after birth to prevent incontinence.
- The poses in a prenatal class will focus on opening your hips, stretching your lower back, chest, abs, and shoulders, and strengthening your thighs. If you were practicing yoga regularly before you conceived, it's safe to continue doing backbends and inversions, as long as they feel good to you.


text:
Finding my way to Al-Anon is a blessing for which I am ever grateful. Working the Steps with a Sponsor was the beginning of a healthier living pattern for me and the people I love. A significant area of growth has been in "feeling" my feelings, expressing them, and learning to let my anger go.
This began to happen in the Fourth and Fifth Steps, as I inventoried my life with my Sponsor as honestly as I could. At one point in this process, I was relating an incident that brought up so much anger. I was pounding on the table between us as I expressed my anger, yelling about the injustice I perceived.
Immediately, I was overcome by shame for my behavior, and felt like a child waiting for a reprimand. I said to my Sponsor, "Now that you have seen how I really am, you probably don't want to have anything to do with me. I'll understand if you walk away." Her words surprised me, "I am sorry to disappoint you, my dear, but I am not going anywhere."
I burst out crying. I cried to depths I had never felt before, with my Sponsor patting my hand. It was then that I was able to let go of an old resentment against parents who couldn't offer any more than they had, and forgive them. I accepted myself, unconditionally, just as my Sponsor had accepted me. For me, she modeled the love of a Higher Power.
All through my life, there were people who had offered me unconditional love, but I was not able to accept it while I held that resentment. My Sponsor's unconditional love and positive regard for me opened the door to a lifetime of letting go of old resentments, old ideas, and old fears.
Today, I am able, by the grace of God, to offer unconditional love to others, just as my dear Sponsor did with me. Thank you, God, and thank you, Al-Anon.
By Anonymous
The Forum, May 2015


text:
What makes Elexan different is it is fully natural contains only herbs with NO chemicals at all.
This product is well investigated and well approved by the most famous worldwide urologeists and Andrologists ..... Read doctors approval here
Elexan patch is founded in the begaining of April 2000 and till now million of people have used it and got their penis as they ever dreamed with ..... Read customers' reviews from here
Herbal Science Breakthrough In Men's Erection Quality And Sexual Health
It's The Doctor-Approved, 100% Natural Male Enhancement Patch, Formulated To Give You BIGGER, Harder Erections and Orgasms With Increased Sex Drive To Match!!!


text:
A mom's view of the first day of school Is there any logic to navigating the big screen ratings? By Pamela Cytrynbaum
I am up all night before my 3-year-old starts her new preschool, anxious and despairing in this odd, vague way.
My husband, daughter, bear-dog and I have just moved from our home in Oregon for a one-year sabbatical in my beloved hometown of Evanston. My daughter will attend preschool in the synagogue where I grew up, and where my mother currently works. It is as close as I will get to the shtetl life I've always wanted.
Leah and I are counting the minutes until school starts. "I'm crazy for school," she tells me. I need the time to work. It's a win-win. Why couldn't I sleep?
The night before I made her little lunch-Warning: seriously Oregon hippie lunch alert (a smoked salmon and tofu-cream cheese sandwich triangle, cold scrambled eggs, cheese, apples, sippy cup of mango smoothie, a box rice milk). I packed her Dr. Seuss backpack with all the goodies the school required: disposable camera, change of clothes, two pictures of the kid, one family picture, box of tissues (for mom?).
Her first day. Leah is amazing, no surprise. I am a mess, no surprise.
She wakes up at 6 a.m. We read her favorite book, When Sophie Gets Angry-Really, Really Angry, three times. She dawdles. Then, wants to hurry and see her new teacher at school. We get dressed (green cargo shorts and purple/pink flowered T-shirt) and she gathers a small army of comfort objects: her set of small bears Phil and Peaches, two plastic avocados, six straws, plus her Dr. Seuss bag and the yellow plastic alligator.
"We're ready to roll!" Leah sing-songs, galloping to the front door of our tiny apartment.
I am bereft.
By the time we actually leave the "apart-ah-ment," she has only Phil. Her backpack is strapped on and her pink socks and big-girl sandals and my achy heart collapse under the weight of the unspeakably cruel central job of motherhood: letting go. I flash back to our first ultrasound and the midwife's words … "start letting go now."
Leah stands there in the elevator, leaning into the wall from the weight of her backpack, and the power of her moment, feeling so big and strong. In the car, she says: "Roxy is my old teacher. Bonnie is my new teacher."
In the car.
Me: muffled sobs.
Leah: unmuffled imaginary conversation between old teacher and new teacher.
At first she wants me to hold her a bit. My body cleaves to hers and I hold her too tight. Not for long. Never long enough. Bonnie comes out and Leah leaps off me like a flying squirrel off a tree branch. Kids arrive. Leah follows Bonnie around, helping set up the chairs. We head to the playground. I do not exist. I see it happen, like in time-lapse photography it comes over her; I watch my baby get her total school groove on and transform into a big kid. I am lost. And giddy. This is supposed to happen. This is good. All the clichés of parenting are true. It's too fast and too slow. It's more love than your heart knows what to do with. It's harder and more wonderful and humbling and all of it, all of it, all of it. I can't think straight for the rush of it all.
There are easels for painting and chalk for the sidewalk, a pool full of balls. Leah flies away.
I hear sobs. YES! I knew it! Step Away From The Child. Only I Can Fix This. I AM THE MOTHER. I whip around to the anguished sound. It's somebody else's kid. Leah is patting her on the back. "It's OK. Don't be sad. School is good," Leah coos.
Another boy collapses into his mother's tie-dyed T-shirt. My heart pushes at my ribs like it's trying to escape.
Leah races onto the bike-merry-go-round, the slide; I watch for a while and then start, suddenly, to feel like I might cry a really lot, so I yell to her I'm going to get coffee and I'll be back. My mother's office is conveniently located next to the playground, so I run in just in time for a mega-mama-crying jag. My mother holds me. This, too, is too much. Motherhood is too much.
Then we both peek outside and see Leah, who has gathered a huge handful of grass, sticks, flowers, acorns and dirt and is sitting inside the toddler-sized plastic house "selling" her wares to a huge, snaking line of kids-apparently her customers.
"It's time to go," my mother tells me.
I sniffle. "She'll be devastated if I don't say an official goodbye, Mom."
I go outside to say my official goodbye, barely able to keep it together. Leah digs into a pile and hands me a tiny bouquet of white flowers. "Mommy, go home now," she says. How did a child like this come out of somebody like me?
My daze and whimpers are interrupted. Big Madge, the onsite social worker, barks: "I wanna see you in the library by the Danish. Now."
I wave to Leah, who, mercifully, waves back.
I slink to the room where the mothers have gathered for coffee, Danish, each other and the salty wisdom of Big Madge. I burst into tears. She says: "Your daughter is doing great. You're not. You should have left half an hour ago."
I know. I know. I start to panic. I say I want to go check one more time. Big Madge says sit down. All the moms agree. It's an intervention. I don't even know anybody's name.
All the moms talk about various weanings and separations. No one touches the Danish. Big Madge coaxes me to sit back down every so often. After an hour or so, I decide it's probably time to leave. But first I run back to say goodbye to my mom.
So here I am. I'm not crying at all now. I think we're all going to be OK.
Let us plan your weekend with the best family events and activities in Chicagoland.
Start the week right with deals, prizes, parent life hacks and more delivered straight to your inbox.
Need last-minute ideas for a weekend of family fun? No worries. We've got you.
Get the inside scoop on the people, places and things we are loving right now.
Resources, tips, inspiration and more for parents of children with special needs.
Score exclusive offers from our fabulous advertisers.


text:
All Android applications categories
Stay connected with the latest concerts, news, songs, videos and social updates from Mc Pocahontas. You can enjoy this free android app where you can find lyrics for songs like Agora eu to Assim, Nois tira Onda, É Recalcada, Mulher do Poder, fresh photos in Instagram section and the latest posts from social media pages like Facebook and Twitter, see many videos from his YouTube channel. Viviane Queiroz better known by his stage name MC Pocahontas is a singer of Brazilian Funk ostentation. Also you can connect with other fans like you via Twitter in Live on Twitter section and much more.
This is a MUST HAVE for all of you!
from 32 reviews
Download Mc Pocahontas Fan
Free - V1.02 - 5M
Sorry ...
This app is no longer available.
Share this app


text:
LRP National Exchange Survey
Lake Research Partners
National Survey on Health Insurance Exchanges
To: Interested Parties
From: Lake Research Partners
Re: Findings From A Survey of 805 Likely Voters Nationwide
We outline below the key findings from our recent nationwide polling on voters' attitudes toward health insurance exchanges.1
The Context
Most voters have health insurance coverage and are generally satisfied with it. At the same time, many are worried about losing that coverage and not having affordable options: half (51%) are concerned a great deal about getting or keeping affordable health insurance. Thus, security and communicating that the exchange will be there when you need it is highly salient.
Voters are divided and unsure about the Affordable Care Act. There is a sharp partisan divide on the ACA. Given the choice, a majority (56%) of voters would have their state wait until the Supreme Court has reviewed the Affordable Care Act before implementing its provisions.
On the other hand, when given a choice between state and federal action, a majority (55%) want their state to move ahead now with the exchange instead of waiting for the federal government's plan.
Health Insurance Exchanges
At the start, a plurality of voters (43%) supports the exchanges/marketplaces after hearing a description.2 Another 42% of voters are unsure. This very high level of uncertainty makes defining exchanges all the more important.
1. Lake Research Partners designed and administered this survey that was conducted by telephone using professional interviewers between February 2-6, 2012. The survey reached a total of 805 likely 2012 general election voters nationwide. Telephone numbers for the sample were drawn from a voter file. The margin of error for this survey is +/- 3.5%. MOE for sub-samples is greater.
2. In 2014, there will be a new way for people to buy health insurance called health insurance [exchanges/marketplaces]. An exchange is a program for small businesses and people who don't already have health insurance through their employer. It will provide information to compare benefits between competing plans through a website, phone or in-person help. Do you generally favor or oppose health insurance exchanges, or aren't you sure?
As voters learn about the exchanges, they move toward favoring them. After hearing features, opposition messages, and positive messages, a majority of voters (57%) favor the exchanges. Most of this shift comes from those who were initially undecided.
The exchanges pick up support across a broad range of voters, particularly Latinos, independent men, older non-college men, and older Democrats.
Voters end the survey with increased interest in using the exchanges themselves if they were to need insurance. The original group of 14% who were extremely interested grows to a quarter (24%) of respondents.
In the end, the strongest interest in using an exchange is among liberal, Democratic, and non-college women. We also pick up interest among people of color and the 50-64 age group.
The Challenges
The biggest challenge is that voters do not know what exchanges are at all. The exchanges have to be set up and sold.
Exchanges are vulnerable to the same attacks as those used against ACA: big bureaucracy, loss of coverage, and linking the exchange to "Obamacare." A big new bureaucracy coming between them and their provider is scary to voters: this attack raises doubts about the exchanges among 67% of voters (45% serious doubts).
Hearing a battery of features, many of which voters find very appealing, did not fully inoculate against attacks. Therefore, we shouldn't just sell exchanges on their components, we must use values-based messages.
Voters are divided on the argument of choice versus regulation. However, they strongly desire protection for consumers from misleading information and hidden costs. An independent board is slightly more popular than a "public agency" as the watchdog. The task is to connect the dots between the features that voters like and a regulated exchange.
Messaging Strategies
Voters respond more strongly to what the exchange would do for them compared to how it is structured.
Guarantees of coverage, including keeping your current doctor, are the strongest testing features of an exchange. Fifty-three percent of voters rate that "the exchange will offer health insurance plans that allow you to keep your current doctor" as a 10 (on a zero to 10 scale) and "by law, all insurance plans must have basic benefits that will cover things like doctor visits, hospitalizations, preventive care, and prescriptions" is rated a 10 by 50% of voters.
Addressing pre-existing conditions resonates here and in messages. Fifty-two percent give a rating of 10 to knowing that "insurance plans will not be able to deny coverage to people because of pre-existing or chronic conditions like cancer or diabetes."
A second tier of popular elements focus on preventing discrimination against women, having somewhere to turn if you lose your employer-provided coverage, oversights and consumer protections, and getting purchasing power. Reassuring voters of the voluntary nature of the exchanges is very important.
While voters care more about what the exchange does than how it is operated, they do have concerns about the insurance industry serving on the oversight board: half (54%) would prohibit it. These concerns are building blocks for communicating the need for rules and oversight.
The strongest themes for messages are security and fairness. Voters see coverage for preexisting conditions in terms of core values, not just policy provisions. The top message emphasizes quality of affordable choices and highlights that coverage won't be denied for pre-existing conditions. A message focused on security and peace of mind also tests strongly.
It is reassuring and persuasive to voters to be told that members of Congress will be using these same exchanges.


text:
Symmetry is an attribute of classic beauty, though this fails to explain the majesty of a mountain or the allure of a dog with a prosthetic leg. Make everybody stare with this Groupon.
$99 for a Brazilian Blowout ($300 Value)
In a private room, Michelle, a certified Brazilian Blowout specialist who has done nearly 1,000 of the treatments, helps clients attain smoother, straighter, and more manageable hair by fortifying it with restorative and repairing Brazilian Blowout hair products.


text:
Yoga on the Edge With Sara Ivanhoe
Sometimes practice itself is beautiful and inspirational and other times we need some outside juice to get us to feel a spark that excites and jump starts our time on and off the mat. While we can get that experience from class and community, there are times when we may be on the road, away from our favorite studio or teacher or just in need of something new. Los Angeles-based Yoga teacher Sara Ivanhoe offers this in her newest practice DVD, Yoga on the Edge.
Ivanhoe is no stranger to appearing in front of the camera (where she is also featured includes Yoga for Dummies, Crunch Yoga, Russell Simmons' Yoga Live and on VH1's Celebrity Rehab with Dr. Drew). In her first self-produced offering, Yoga on the Edge, there is a spontaneous, fresh and organic quality to the practice. We see her practicing oceanside, in the sand and on the beach in the Bahamas where the rhythmic sea provides a devotional, living backdrop. Her lyrical movements in the practices almost mirror the ocean's waves, reminding us that we are water and as we practice, we move and flow and this awakens us body, mind and spirit.
There are three practices found on Yoga on the Edge, of varying lengths and intensities, appropriate for different moods and times of day and filmed with the sky naturally painting the themes providing atmosphere. "Sunrise" offers the longest of the three sequences with a challenging practice to awaken and enliven. "High Noon" provides a lovely midday break to refocus and re-center and could even be a lunchtime practice, clocking in at thirty-eight minutes. In "Sunset," Ivanhoe soulfully leads the viewer/practitioner through an end of the day wind-down in just under half an hour. To add to the soundtrack of voice and breath, Baird Hershey and Prana with Krishna Das provide the bhav, the devotional mood that comes forth in every movement and every moment. yoganation.com, saraivanhoe.com.
Reviewed by Felicia M. Tomasko RN


text:
ONTARIO -- It will be the battle of the bands Monday night with the combined concert of the Ontario/Chaffey Community Show Band and the Pomona Concert Band.
It's actually called a "Merry-Go-Round of Bands" featuring the region's two community bands.
The free concert begins at 7:30 p.m. at Gardiner Spring Auditorium on the campus of Chaffey High School, 1245 N. Euclid Ave.
The Pomona Concert Band will open the program with a selection of works that include the "King Karl King March," "The Irish Blessing" with vocal soloist Isaac Gonzalez, "Soaring With John Williams" and "America the Beautiful" featuring vocal soloist Jenna Hindi.
The Ontario/Chaffey Community Show Band will open its portion of the concert with "Fanfare and Furiosity," and include in its presentation highlights from "West Side Story," featuring vocal soloists Chris McAleer and Jim Bonner, and "Sevilla," both arranged and composed by Dr. Gabe Petrocelli.
The evening will conclude with both bands combining to perform six works that feature two marches by John Phillip Sousa, the "Washington Post March" conducted by tuba player Dave Schaasfma, and the "Stars and Stripes Forever March" conducted by Dr. Linda Taylor.
The concert will conclude with an original piece entitled "The Bandmaster" composed by Dr. Petrocelli for Jack Mercer in 2004 at the dedication ceremony of the Mercer Music Hall at Chaffey High.
The Pomona Concert Band is under the direction of Conductor Linda Taylor and Assistant Conductor Dr. Jorge Garcia. The Pomona Concert Band was organized in November of 1947 by G. Stanton Selby.
The Ontario/Chaffey Community Show Band is under the direction of Maestro Jack Mercer and associate conductor Dr. Petrocelli. The Show Band was organized in 1985 when former Chaffey High School students urged band director Jack Mercer to come out of retirement and organize an Alumni band.
Free Starbucks coffee is offered before the concert and CDs of the Ontariop/Chaffey Show Band are available for sale.
Information: http://www.showband.net or 909-467-0436


text:
London (CNSNews.com) - British regulations in line with a new European law banning span took effect Thursday, but campaigners said it won't do much to curb the number of junk messages reaching the inboxes of Internet users in the U.K.
"I don't think it's going to have much effect at all," said Graham Cluley, senior technology consultant at anti-spam and anti-virus company Sophos PLC. "Most spam is being sent from outside the European Union and therefore is outside the scope of the law."
The E.U. directive, which has been approved by all 15 member countries, is an "opt-in" law, meaning that unsolicited emails will be sent only to individuals who have given prior permission.
However, the penalties under the law are determined by individual nations, and Cluley said that some countries have yet to crack down on spammers.
"There are some countries in the E.U., such as France and Germany, that haven't done anything yet," he said.
In the U.K., convicted spammers now face a maximum fine of around $8,500. The law also requires website operators to declare whether they use "cookies" or other electronic tracking devices and give users an opportunity to reject them.
There's also concern that business-to-business emails are exempt under the legislation.
George Mills, chairman of the European branch of the Coalition Against Unsolicited Commercial Emails (CAUCE), said the exemption is a huge loophole.
"If, for example, someone is offering Viagra, they can still write to everyone in a particular business, every individual in a particular firm," he said.
The experts said the U.S. Controlling the Assault of Non-Solicited Pornography and Marketing Act' or CAN SPAM, passed by the House earlier this week, is weaker than the European directive and also won't do much to curb spam. The bill, already approved by the Senate, could be signed into law by President Bush before the end of the year.
The U.S. bill is an "opt-out" one, and email users will have to notify each spammer that they don't want to receive junk email.
Mills said CAUCE research shows that just 100,000 firms sending unsolicited messages would create essentially freeze email accounts by requiring an unfeasible amount of time to opt-out of each batch of messages.
"No single person is going to be in a position to send all of these opt-outs," he said. "It will only take a small percentage of (U.S. or European) businesses to destroy the medium."
Cluley noted that on Thursday, the day the anti-spam law went into effect, he noticed no downturn in the amount of junk email landing in his inbox.
He said that global laws or treaties would be the only way to prevent spammers from hopping from jurisdiction to jurisdiction, avoiding anti-spam laws along the way.
"Spam is a global issue and needs a global solution. Many users will be experiencing more junk email than ever this Christmas, and a spam-filled 2004," Cluley said.
Mills, on the other hand, said that customer action could be the first line of defense against junk email.
"Never buy anything that's offered by spam," he said.
Send a Letter to the Editor about this article.


text:
A City Bowl eaterie that opens on to a safe public park (Rocklands Park), the Deer Park Café is great for breakfasts and lunches. The menu is good (it caters for children and grown-ups), but the tastiest part of it all is that big patch of toddler-friendly grass.
Area Cape Town
Telephone 21 462 6311
Open 8am-8pm daily.
Main courses R44-R89.
We enjoyed eating here throughout our 3 week vacation, breakfast and lunch. We will send our friends.
Such a friendly welcoming place to sit relax and have great food. Kids love the park :) Highly recommended!
Great relaxing time, enjoyed the food too.


text:
Manhattan's Weekly Series of FREE Early Music Concerts
The sixteenth annual series of FREE 40-minute concerts in midtown Manhattan continues. This season's performers were chosen competitively by jury and are among the finest early music artists and ensembles from the New York area and beyond. The concerts are open to all—no tickets or reservations are necessary.
Time: Thursdays at 1:15 pm
Admission: Free, with suggested donation of $10
June Concerts (2):
Skid Rococo
From Pastoral Idylls to Hangovers
Date: Thursday, June 5, 2014
From Pastoral Idylls to Hangovers explores late Rococo music from France and Sweden. The Greek and Nordic goddesses of Love and the god of wine were at the center of Carl Bellman's sublime and subversive poetry and his cult of Bacchus.
Brett Umlauf, soprano
Daniel Swenberg, Baroque guitar & Baroque lute
Leah Nelson, Baroque violin
Anneke Schaul-Yoder, Baroque cello
Musica Nuova
Men, Maids and Mischief
Date: Thursday, June 12, 2014
Hailed by The New York Times for its "flair for the dramatic and a taste for unusual performance spaces," Musica Nuova brings new perspectives to Baroque music by heightening the dramatic qualities intrinsic to the repertoire. Through staging and storytelling, Musica Nuova weaves storylines based on the meaning of the songs. Men, Maids, and Mischief is an original pastiche of surprisingly dirty songs and catches from English Renaissance and Restoration composers. The NY Times called this staged sketch-comedy show "fast-paced" and "delightful."
Amanda Keil, mezzo-soprano
Brooke Bryant, soprano
Aryeh Nussbaum Cohen, counter-tenor
Grant Herreid, lute/tenor
About the Series:
Gotham Early Music Scene presents the sixteenth season of Midtown Concerts. This series sponsors lunchtime performances of music of the 18th Century and earlier for anyone seeking a respite from the midtown hustle and bustle. Free concerts are given each Thursday at 1:15 p.m. by professional early music ensembles and distinguished soloists in the Chapel of St. Bartholomew's Church, 325 Park Avenue, Manhattan. The full schedule is available at www.midtownconcerts.org
Midtown Concerts is made possible with public funds from the New York State Council on the Arts, celebrating 50 years of building strong, creative communities in New York State's 62 counties, public funds from the New York City Department of Cultural Affairs, and our many generous private donors.


text:
Nice to see the entries already coming through, keep 'em coming and good luck everyone!
mad_dog said
Just added my first facebook template, it has been approved for sale, hope to win a prize
it's nice and good luck
I will definatly try this
sounds really good. need to try.
I am in
Sounds really good. Might be a good starting point on TF ... fingers crossed!
Just approved My First Facebook Template.
Hi, I have submitted two template, but both of them got rejected without a line of explanation except " not meet the minimum quality".
please help me find out my template problems. Consider both templates works as standalone, 810px and 520px.
1. http://demo.neksan.ir/allowance
2. http://demo.neksan.ir/clean
I really need your help. thanks in advance
ShyDesign said
I really need your help. thanks in advance
links broken! I can't see your work …
If i had two items accepted for this contest, do i have to fill the form twice, or just once?
- Y Shanti


text:
2 works Add another?
Most Editions | First Published | Most Recent
A guide to the appreciation of Indian sculpture in the Archaeological Museum of Khajuraho1 edition - first published in 2000
Il tempio induista: struttura e simboli1 edition - first published in 2007
Links (outside Open Library)
No links yet. Add one?
History Created April 1, 2008 · 2 revisions
|September 9, 2008
|Edited by RenameBot
|fix author name
|April 1, 2008
|Created by an anonymous user
|initial import


text: Salmon Baked in Foil -------------------- 4 (5 ounces each) salmon fillets 2 teaspoons olive oil plus 2 tablespoons Salt and freshly ground black pepper 3 tomatoes, chopped, or 1 (14-ounce) can chopped tomatoes, drained 2 chopped shallots 2 tablespoons fresh lemon juice 1 teaspoon dried oregano 1 teaspoon dried thyme Preheat the oven to 400 degrees F. Sprinkle salmon with 2 teaspoons olive oil, salt, and pepper. Stir the tomatoes, shallots, 2 tablespoons of oil, lemon juice, oregano, thyme, salt and pepper in a medium bowl to blend. Place a salmon fillet, oiled side down, atop a sheet of foil. Wrap the ends of the foil to form a spiral shape. Spoon the tomato mixture over the salmon. Fold the sides of the foil over the fish and tomato mixture, covering completely; seal the packets closed. Place the foil packet on a heavy large baking sheet. Repeat until all of the salmon have been individually wrapped in foil and placed on the baking sheet. Bake until the salmon is just cooked through, about 25 minutes. Using a large metal spatula, transfer the foil packets to plates and serve. Comments: - Try adding capers. They might add what some of you are missing. - The only thing I changed was replacing the oregano with fresh basil. - I added garlic, capers and a little bit of red chili flakes for a bit of heat. - Used yellow onion and added a little diced zucchini and garlic. Recipe courtesy Giada De Laurentiis Show: Everyday Italian. Episode: Birthday Party Found at: Food Network


text:
DUDLEY residents have dug deep to help raise £22.424.09 for the town's annual poppy appeal.
The Dudley branch of the Royal British Legion organised poppy sales and collections in town centre shops, businesses and schools – tripling the amount raised three years ago.
Branch chairman Malcolm Davis, who also organises the annual appeal, said: "Without doubt people were even more generous than usual.
"Special thanks must also go to the few collectors that helped so much towards this outstanding achievement in our endeavour to help support the needs of the injured and families of the dead from our fighting services."
Mr Davis also urged younger members to consider joining the branch in order to continue its successes.
For more information contact Mr Davis on 01384 866634.


text:
Hi to all! I would like to see how do u freelancers find your projects? Where is the best place that a freelancer should look for some work?
I use GetAFreelancer, and EUfreelancer. First one is ok, but second one still needs that boom…
My projects find me haha. And I'm very thankful for that. Thanks Mr. Project.
Once You build Your reputation as a good designer/developer, whatever, people come to You, You don't even have to search. This process takes about a year or two, in my case, but that depends on how good You are.
I'm pretty much in the same situation as segen, where most of my clients come to me.
I would personally avoid sites where you have to bid for work as your be lucky to scratch a living from them! If you do want to look for work try a job board such as the freelanceswitch board as you should find that the pay and work is of a higher/better quality than bidding sites.
Also, I would focus on getting the very best of your work out there for everyone to see. An online portfolio (if you haven't already?) with maybe a blog to help promote yourself is a good place to start and then with abit of patience… one day you will be turning work away.
Don't give up!
Well I can't say that you guys are wrong. Thanks u've been helpful. Do you all have full time jobs or freelancing is your primary occupation?
I myself work part time but hoping to be a full time freelancer soon. Any suggestions on that, how to start and so…?
I spend last years searching freelance works without results… But since i have started my own blog www.yensdesign.com and upload some items to themeforest I have received lot of porpositions… but now i don't have time for that lol…
I'll second the FreelanceSwitch board. I've gotten some good prospects there. Actually, FS had an article on job sources.
You'll find a variety there, but it's a place to start. Word of mouth is always the best source.
I'm in the same boat as Segan, and Fuski once you build a solid reputation clients will be contacting you. All of the work I've done has been from word of mouth. What's nice too is I have a F/T job so the freelance work is just supplemental and allows me to be more picky with the jobs I take on.
I was a F/T freelancer for about two years and just got tired of chasing down money from clients, worrying if I was going to make the bills. Although it was nice being my own boss, making my own hours, etc…holding a F/T position guarantees you a paycheck, health benefits, 401k, pension, etc…
I don't think I'll ever go back F/T as a freelancer, it's nice having the balance and security.
Although it was nice being my own boss, making my own hours, etc..This is actually the best thing.. it's the target i pursue: to survive without any boss or hours.. is it possible to do it for all the life, in your opinion?
I would like to see how do u freelancers find your projects?
I think it is mainly a matter of getting yourself out there, via a blog, via ThemeForest, via whatever channel. Show off your work, you need a portfolio. People want to see your creations, then they'll come to you way more easily.


text:
Director George Lucas reveals that he wants to make 3-D versions of his 'Star Wars' films after he watched James Cameron's epic movie 'Avatar,' saying he's been struggling to make it happen.
George Lucas has been inspired by the success of James Cameron's epic movie "Avatar" - he wants to use the same technology to make 3-D versions of his "Star Wars" films. The director is keen to see the space franchise evolve, but he has so far struggled to find the right technique to create the effects he wants.
After watching Cameron's latest movie, which has so far grossed more than $1.5 billion at the worldwide box office, Lucas is hopeful he will now be able to make the films in 3-D. He tells Access Hollywood, "I liked it (Avatar). I make movies like that, (so), I can appreciate what (James Cameron) went through to do it. (I'm) happy it's so successful, and worked very well in 3-D. (I) haven't been a big fan of 3-D, but that movie definitely improves in 3-D."
"We've been looking for years and years and years of trying to take Star Wars and put it in 3-D," he adds. "But, (the) technology hasn't been there. We've been struggling with it, but I think this will be a new impetus to make that happen."


text: Decorative wall elements can add dramatic flair to a room but are susceptible to damage over time due to use, exposure, and even vandalism. Made from high-pressure compact laminate in tile format, Yellow Goat Design's Modula Wall is graffiti-proof and waterproof, and has high resistance to scratches, staining, and chemical corrosion. It comes in 40 standard designs, and custom designs are available upon request.


text:
In that piece I covered every A's draft during the 1990s. Though we're just over halfway through the first decade of the new century, I thought I'd take a shot at applying the "what if" question to the organization's 2000-2005 drafts. How did the A's do? How could they have done better?
Following most of my self-imposed rules from the earlier article, here are the guidelines for this round of draft revisions:
1. I will only "revise" first or supplemental round picks. Last time I kept it to one pick per draft, but then I was dealing with more Oakland draft classes at the time. My goal is to revise a similar total number of picks.
2. If a first-round pick turned out to be a star, that draft will not be revised. I don't think there are many A's fans out there who would argue with the selections Nick Swisher (2002) or Huston Street (2004), so I'll assume the A's would keep those guys and concentrate on the remaining first- and sandwich-round picks.
3. A player who wound up with the A's later in his career is ineligible for consideration.
4. If a player was chosen in a draft but did not sign with the team that drafted him then he too is ineligible for consideration.
It's probably necessary to note that hindsight isn't quite the same when dealing with drafts of only two or three years ago, but since this entire exercise is meant for fun and fantasy I'm going to give it my best shot.
So, without further adieu…
Thanks to a goof on the part of the A's front office, the team lost its first round pick to the Anaheim Angels for signing lefty reliever Mike Magnante. By 2002, Magnante was out of baseball, though the player the Angels took in the A's spot – righty Chris Bootcheck – never amounted to anything more than a passable sport-starter. Instead the A's wound up making their first pick in the second round (60th selection overall). There they tabbed infielder Freddie Bynum, an athletic speedster out of Pitt County Community College in North Carolina . Bynum bounced around the A's farm system for six seasons before really challenging for a big league roster spot in 2006. Despite being close, the A's wound up trading him to the Cubs in a late-March deal (he has since been dealt to Baltimore).
Had the A's not given up their first rounder for a mediocre relief pitcher, they would have had a shot at several intriguing names, including RHP Boof Bonser (Giants – 21), RHP Adam Wainwright (Braves – 29), RHP Aaron Heilman (unsigned, Twins – 32) and 3B/OF Xavier Nady (Padres – 49).
At 60th slot the pickings were slim, but Arkansas southpaw Cliff Lee, eventually taken by the Expos in the fifth round with the 105th overall pick, was still on the board. At the time Lee's 90-94 MPH fastball was probably the best among all lefty starters in the college ranks. He did have some discipline problems and a spotty performance record, but I'll make him the first revised pick of the decade, adding his arm to a group of A's prospects that included Mark Mulder and Barry Zito.
Lee would eventually earn a spot on Cleveland's roster in 2002 after being involved in the Bartolo Colon deal (the Indians also received SS Brandon Phillips and OF Grady Sizemore in one of the more lopsided deals in recent memory) that June. He became a regular member of the Indians' rotation in 2004, then finished fourth in Cy Young Award voting in 2005 after going 18-5 with a 3.79 ERA and 143/52 K/BB in 202 IP.
Also considered: Grady Sizemore, Dontrelle Willis (both better picks, but as high schoolers they were unlikely A's selections in 2000)
With three of the draft's first 37 picks (25, 26, 37), the A's had many chances to get this draft right. In retrospect they did pretty well, grabbing SS Bobby Crosby with their first selection, followed by RHP Jeremy Bonderman and LHP John Rheinecker.
A's fans know all about Crosby, winner of the 2004 Rookie of the Year award and owner of a dubious health record ever since. Still, it's interesting to note that the 6'3'' Crosby was regarded as one of the best defensive players at any position available in 2001 and he certainly hasn't disappointed on defense at the major league level.
Bonderman is widely recognized as the first high school junior to be picked in the first round thanks to a draft loophole that granted him eligibility after completing his GED as a 17 year-old. He was also the centerpiece of Michael Lewis's draft room anecdote from Moneyball in which Billy Beane physically abused a chair. That story has since been refuted by Beane, who said the chair incident came several selections earlier.
My guess is that Beane's anger began building with the Astros pick of Tennessee 2B Chris Burke at #19, grew with Toronto's pick of Auburn OF Gabe Gross at #15 and the Mets' selection of Notre Dame righty Aaron Heilman at #19, then boiled over when the Yankees grabbed Florida State OF John-Ford Griffin two picks before the A's took Crosby. Regardless, Bonderman turned into a very good selection. Unfortunately for the A's, all his value has been enjoyed by the Detroit Tigers, with whom Bonderman went to the World Series in 2006 and recently signed a four year, $38 million contract extension.
Rheinecker never amounted to much with the A's and was eventually dealt to Texas.
I'm going to leave both Crosby and Bonderman alone since each has proven a very capable major leaguer. The Rheinecker pick could've been better though, so let's take a look at who the A's might have had in his place.
The easiest choice is the guy who was taken by the Mets immediately following the Rheinecker pick: prep 3B David Wright. Wright has obviously turned into a fantastic player who, with youth and big league success on his side, will very likely wind up garnering a fair share of MVP votes in the next five-to-10 years. Then again, the A's had already taken one high school player and were unlikely to have taken another, even in my little fictional time warp.
Instead, I'm going to reach all the way to the fifth round and pick #140 for Southwest Missouri State's first baseman – a lefty swinger with great power but a questionable body named Ryan Howard. Howard scared a lot of scouts off with his high strikeout rate, a poor junior year and because, well, basically he didn't look good in jeans. Imagine if Billy Beane's Jeremy Brown experiment took place a year earlier, but with Ryan Howard as the Moneyball poster boy? Beane would probably look even better than he does now, and would be hated even more by old school scouts and beat writers whose interest in new ideas extends only to cordless telephones and new menu items at Arby's.
With the A's, Howard would have cracked the big league lineup earlier than he did in Philadelphia, likely taking over at first base in 2004 and giving the team the "scary monster" it lacked in the middle of the lineup. Would it have been enough to overtake the Angels for the division crown in 2004 and 2005?
Also considered: David Wright, Dallas McPherson
Oakland's selections of Ohio State 1B/OF Nick Swisher at #16 and Kentucky righthander Joe Blanton at #24 were both astute picks that gave them team solid big league contributors in both the rotation and lineup. They stay.
The organization's #26 (SS John McCurdy) and #30 (RHP Ben Fritz) have both struggled in the pro ranks thus far, so these picks are ripe for change.
Since the Billy Beane Era began, the A's have struggled to fill centerfield with a star presence on the level of the Dave Hendersons and Dwayne Murphys who manned that position during Sandy Alderson's time with the team (Johnny Damon was a huge disappointment in his only season with the team), I'm going to revise the McCurdy and Fritz picks with two college CFs who wound up turning themselves into highly-regarded, and thus highly-valued, prospects: Long Beach State's Jeremy Reed (taken by the White Sox in the second round, 59th overall) and University of Illinois-Chicago's Curtis Granderson (Tigers, third round, 80th overall). Even with their budget concerns, the A's could've saved money by taking Reed ($650,000 bonus) over McCurdy ($1.375 million) and Granderson ($469,000) over Fritz ($1.2 million), or at the very least given them the same deals.
Reed was eventually used by the White Sox as the centerpiece of a deal that got them starter Freddy Garcia from Seattle . Nice value even if he hasn't done much but play great defense for the Mariners. And with Granderson in the system, the A's very likely would also have dealt Reed away, which would still give them even more value.
Granderson plays great D, and in 2006 he showed good power (31 doubles, 19 homers). He strikes out a lot (225 times in 783 career ABs), but he also walks a fair amount (66 in his only full season) and looks like he could be a valuable offensive force for the next several years.
Also considered: David Bush, Jesse Crain
All in all, a disappointing draft for the A's. With two picks in the first round – 25th and 26th – the A's took Houston RHP Brad Sullivan and Stetson 3B Brian Snyder, respectively. Neither has made even the slightest impact for the A's despite costing them a total of $2.7 million in bonus money, as both players have been hampered by injuries. The Snyder pick looks especially bad considering that just a year later Oakland wound up giving Eric Chavez the biggest contract in franchise history to play third base through 2011, which essentially blocked Snyder at the major league level.
Heading into the draft, the A's were looking at getting only a year or two more out of their vaunted Big Three of Tim Hudson, Mark Mulder and Barry Zito before they'd need to dip into their farm system for replacements. Aside from Rich Harden and Joe Blanton, the cupboard was pretty bare. The team was in need of a new layer of pitching prospects, and would have gone a long way toward building it by taking Oklahoma State righty Scott Baker and Cal Lutheran righthander Jason Hirsh instead of Sullivan and Snyder.
Baker, taken by the Twins in the second round (58th overall), fit the Oakland draft profile perfectly. He was polished and close to the majors, but did not have the upside offered by other early selections. He earned a promotion to AAA just a year after signing. The Twins may have rushed him a bit, but it's safe to say that the A's would have been more patient and likely would have been careful to give him a shot in the big league rotation at a time when he'd have the best chance to succeed.
Hirsh, taken by Houston one pick after the Twins took Baker, ended up being quite a surprise for the Astros. The 6'8'', 250-pounder was much more polished as a professional than he showed as an amateur. He also wowed many with his makeup throughout his minor league career. I admit to a particular fondness for Hirsh, who impressed me so much in a 2005 Futures Game interview that I began following him closely and reading everything I could find on him. He made it to Houston for good in 2006 and became the centerpiece for starter Jason Jennings in what I feel will be turn out to be an ill-advised deal with Colorado.
Also considered: Carlos Quentin, Jon Papelbon
The consensus among prospect pundits was that the A's achieved in 2004 what they set out to do in 2002. That is, they believed that Oakland had a great draft, taking advantage of their huge stash of draft picks. Picking twice in the first round yet again, the A's took South Carolina catcher Landon Powell with the 24th pick and Fresno outfielder Richie Robnett with the 26th pick. Neither has made it as far as AAA, but the A's still have reason to hope that one or both will wind up making an impact in the big leagues.
If they had it to do over, however, they might consider taking Florida prep lefty Gio Gonzalez and University of Texas-Arlington OF Hunter Pence. The A's were primed to take a chance on a prep player, and who better than Gonzalez, who was polished for a high school pitcher and whose performance suggested that he would be a much higher selection. He lasted until the supplemental round (38th overall) because scouts feared he was undersized at 6'0'', 170 lbs. and because he had a run-in with his high school coach over his brother's role on the team. His fastball sat between 90 and 92 and touched 95 MPH somewhat regularly in his professional debut, though since it has been closer to the 88-91 range.
Pence has mashed from Day One after being taken by the Astros in the second round with the 64th overall pick. He enters 2007 as the best hitting prospect in the Houston system. He takes walks, hits homers and could turn into a consistent .280-.300 hitter in the big leagues. His defense is sub-par, but that would hardly be a problem in the American League.
Also considered: Adam Lind, Dustin Pedroia
Easily the most difficult draft to revise, due to its close proximity to the present, 2005 has already turned out several draft disappointments, the most noticeable of which are a terrible 2006 season from SS Cliff Pennington and a shoulder injury to second rounder Craig Italiano.
Had Pennington turned a solid year of development in 2006, I would have to refrain from revising this pick. Instead, his poor showing gives me room to make one last change to Oakland's draft history.
In this case the choice is pretty easy: With the 21st pick, the A's would select Oregon State leadoff man Jacoby Ellsbury. To date Ellsbury has done nothing but impress in the Red Sox system, and enters 2007 as the team's top prospect. Boston has every reason to believe that he will be leading off and playing centerfield at Fenway Park on Opening Day of 2008, with a likely stint in the majors coming as early as July of 2007.
Also considered: Matt Garza, Kevin Slowey
So what would the A's big league roster look like with all these revisions in place? With Ellsbury likely the last of my choices to become a regular in the big leagues, I'm going to concentrate on how Oakland 's 2008 roster would shape up. Take a look:
C: Kurt Suzuki
1B: Ryan Howard
2B: Mark Ellis
3B: Eric Chavez
SS: Bobby Crosby
LF: Curtis Granderson
CF: Jacoby Ellsbury
RF: Nick Swisher
DH: Hunter Pence
#1 SP: Dan Haren
#2 SP: Rich Harden
#3 SP: Joe Blanton
#4 SP: Cliff Lee
#5 SP: Jason Hirsh/Scott Baker/Gio Gonzalez
CL: Huston Street
In keeping with the two biggest A's personnel trends, this lineup boasts both solid defense and OPS ability. It also offers nice balance (four righties, four lefties and a switch-hitter) and versatility, with four outfielders, two first basemen and two shortstops among the starting lineup.
The rotation is righty-heavy, especially if Gonzalez fails to hit the bigs with the 90-95 MPH fastball he showed early in his pro career. Still, it features two aces in Haren and Harden, two reliable innings-eaters in Lee and Blanton, and three guys who profile as something between a number two and a number four starter. With Street closing games, this is a team that would contend in any division.
See you again in 2011.