text:
|Thread Tools
If my kids really loved this book, can you give me suggestions for more, please? I tried looking on amazon, but didn't get much inspiration.
How old are they? Did they read it independently or as a read-aloud? I'm not sure that matters, really, but some of these suggestions work better for certain age groups....
Was it the dog aspect or the rural living that they enjoyed, or both?
There are lots of dog stories that come to mind, many of them are pretty tragic though:
Lassie Come Home
Lad, A Dog (I actually can't recall any of this book, but I know I read it when I was about 8 y.o.)
Old Yeller
Because of Winn Dixie
The Bravest Dog Ever: The True Story of Balto (DD loved this book about the dog that inspired the Iditarod, but I think it's for first readers)
Love That Dog (prepare to weep)
Sounder (for older kids)
The Incredible Journey
If it's the self-reliance or the rural living aspect, then maybe some of these will appeal:
My Side of the Mountain
The Evolution of Calpurnia Tate
Gone Away Lake
THanks ollie - they are 12 and 8. These are great recs - We have read some of them, but there are still several to try.
We LOVE My side of the mountain - I don't think that book gets enough press.
We just finished this book this morning. Oh, how great it was. Even though I had problems with certain bits as far as environmentalism*, I could clearly see the value in how well the book was written and I feel it was like opening up a time capsule when it comes to early America. Anyway, we have read so many well written books simply by reading Newbury prize winning books. The stories are awarded well as they have opened up my children's world to so much when it comes to just about every subject. The heros in the books are true heros because of things like integrity, honesty and strength of character, not muscles or how well they fight. I am just about to finish my homeschooling journey with my kids and reading to them will be the thing we miss the most.
* had trouble with hunting for furs only and cutting down the grandest tree in the forest just for a coon skin.
For some reason, simple living mama's post about early America and integrity reminded me of Gene Stratton Porter's books: Freckles and The Girl of the Limberlost. There aren't any pets (at least that I recall), but there is an immersion into the natural world. I can see how young readers who liked Where the Red Fern Grows would like these 2 books. I think there are some issues with them (some environmental, some classism and possibly racism - not sure about that because it's been so long since I read them, but given the era they were written, I wouldn't be surprised).
I love Girl of the limberlost! I will check out Freckles. The above idea of just reading newberry award books (and honors) has added several books to our queue. So thank you!
ollyoxenfree thanks for the suggestions. I want to look in to these books as well. Another great (my fav) early american book is called Diary of a Early American Boy. It's not like the diary (America girl) type books I've also read to my kids. Completly different. The illustrations are amazing and this guy (Eric Slone) really loved early america everything so his descriptions are fantastic and really put you there. Bad part is, I think it's out of print but might finds used somewhere.
|Thread Tools
Show Printable Version Show Printable Version
Email this Page Email this Page
|Posting Rules
You may not post new threads
You may not post replies
You may not post attachments
You may not edit your posts
BB code is On
Smilies are On
[IMG] code is On
HTML code is Off
Trackbacks are On
Pingbacks are On
Refbacks are Off
Online Users: 14,470
|19 members and 14,451 guests
|conner0 , debigebi , Deborah , emmy526 , jamesmorrow , japonica , Lucee , Lydia08 , manyhatsmom , Michele123 , profe , RLias Shop , RollerCoasterMama , Shmootzi , Skippy918 , sren , zebra15
|Most users ever online was 449,755, 06-25-2014 at 12:21 PM.


text:
| Discovering Computers | Windows XP | Word 2002 | PowerPoint 2002 | Excel 2002 | Site Map |
| Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 |
| Project Reinforcement | Flash Cards | Practice Test |
Word 2002: Creating a Resume
Using a Wizard
and a Cover Letter with a Table
1. Create a resume using Word's Resume wizard
You can use several wizards and templates to save time creating many common types of documents, such as memos, letters, faxes, reports, theses, newsletters, manuals, brochures, and calendars. The resume wizard guides you through the process of creating a professional-looking resume by prompting you with questions regarding layout, style and headings, among others. On the right side of the screen, the currently selected pane displays as shown in Figure 3-7.
On the left side of each screen, all the panel names display and as you proceed through the wizard, your progress is highlighted. You are able to click the Back button anywhere in the Wizard if you decide to change a selection. Based on the resume style you select, certain headings will be selected as shown in Figure 3-11. Here and throughout the wizard, you are able to change these built-in selections.
In addition to the wizards available when you loaded Word, additional wizards and templates are available by downloading from a website. You can do this by clicking Templates on Microsoft.com in the New from template area in the New Document task pane. Many web sites exist that can give you pointers and tips on writing resumes. Visit the Word 2002 More About Web page (http://www.scsite.com/wd2002/more.htm). Then, click Links to Sites on Writing Resumes and Cover Letters.
Top of the Page
2. Identify the Word Screen in Print Layout View
Word has different views available for entering, editing and displaying a document. The Normal View is effective for most editing tasks. All formatting in the document, including italics, bold, underlining and font sizes are displayed.
In Print Layout View, the document displays exactly as it will print. Headers, footers and other details of the print layout appear on the screen. You can see the exact placement of text, margins, headers, footers, and footnotes. The vertical bar also displays automatically in this view. The appearance of the Print Layout View button, once selected, is shown on Figure 3-17.
To display even more of the document, you can hide the white space that appears at the top and bottom and the gray space between pages. Click on the Hide White Space button that appears when you move the mouse to the top of the page. Look at Figures 3-18 and 3-19 to see the disappearance of white space and the appearance of the Hide button.
Top of the Page
3. Zoom Text Width
The Zoom box resides on the Standard toolbar and gives you the ability to "zoom" in to get a closer view of your document or "zoom" out to see more of your document, reduced in size. In Normal View, clicking the Page Width zoom setting extends a document to the edges of the document screen. If you click on Print Layout View, this setting will result in text reduced to fit.
The option, then, is to select Text Width in the Zoom box so that the text extends to the right edge of the document window and appears enlarged. If you're using the Microsoft IntelliMouse pointing device, you can use it to zoom in or out. Just hold down CTRL as you rotate the wheel forward or back.
The percentages available in the Zoom box differ depending on your computer configuration. Also more options are available in Print Layout View than in Normal View.
Top of the Page
4. Identify Styles in a Document
Styles are created to assign formatting characteristics to either characters, paragraphs, tables or lists. In Project 2, you changed formats assigned to the Footnote Text style. In the Resume wizard, the document has predefined styles to enhance the document appearance. You can view these styles in various ways.
In Figure 3-24 you can see the formatting applied to the selected paragraph. In the Style box, the word Objective displays, indicating a style given that name. The designated font and point size for the Objective style is Arial 10 point. In the Style box, you can click on the arrow and select a different style.
You can also click on the Styles and Formatting button as shown in the same figure to display the Styles and Formatting pane. In this pane, you can view, create and apply styles. You will work with this task pane later in the book. To apply a different style, click the style choice in the Pick formatting to apply list in the Styles and Formatting task pane.
There are 4 basic styles in Word. The paragraph style refers to formatting such as alignment, line spacing and paragraph spacing. The character style refers to formatting characters such as font, font size, color. The list style affects alignment and fonts in a numbered or bulleted list. The table style affects borders, shading, alignment and fonts in a Word table.
You can either select a style first and then enter text or select existing text and then make a style choice. Notice that wherever styles are found the following images are displayed: a paragraph mark for the paragraph style; an underlined letter for the character style; a bulleted list icon for the list style; and a table icon for the table style.
Top of the Page
5. Replace Selected Text With New Text
In the Resume Wizard, placeholder text is displayed to guide you in the editing process. Just click to select the placeholder and then enter the desired text. Look at Figure 3-24 to see the Objective placeholder, once selected. You do not need to delete the text. Just begin typing and the existing text disappears. Figure 3-26 shows the selection and replacement of additional placeholder text.
The wizard contains a bulleted list which contains paragraphs beginning with a bullet character. If you place your insertion point in a paragraph containing a bullet, the bullet button on the Formatting toolbar is selected. For additional bullets, just press ENTER at the end of an item and another bullet appears on blank line. That is consistent with Word's tendency to forward paragraph formatting to a new paragraph once the ENTER key is pressed.
The More About box on page WD 3.21 discusses how to change bullet styles. The Bullets and Numbering option under Format on the Menu bar displays various bullet/numbering styles. You can choose from other styles by clicking the Customize button in the dialog box. There, you can also select animation effects or size among other options.
Top of the Page
6. Insert a Line Break
When you enter text in the areas of concentration section of the resume wizard, you are guided by the Objective style. The paragraph formatting in effect is that, after pressing the ENTER key, the insertion point moves to a location that results in an entire blank line appearing between each paragraph.
To overcome this style characteristic, use the line break feature. If you press the SHIFT+ENTER key combination, a line break is inserted which ignores any paragraph formatting instructions. In Figure 3-27, you can see the line break character appearing in the wizard and the new location of the insertion point as a result.
In Figure 3-28, you can see all four lines are considered a single paragraph. At the end of this section, do not press SHIFT+ENTER. Just click on the next placeholder text in the wizard.
If you do not see the line break character on the screen, perhaps the Show/Hide button has not been selected. The Show/Hide button is located on the Standard toolbar, to the left of the Zoom box. Clicking it allows formatting characters to appear. To view your document without the formatting characters, click the Show/Hide button again.
Top of the Page
7. AutoFormat Text as You Type
The AutoFormat feature makes corrections as you enter text. In Table 3-1, the many autoformat features are identified.
In the first column, the table displays the typed text; in the second column, the autoformat feature is identified; in the third column is an example of the feature. If you type "1st", Word converts it appear as subscript. An asterisk, hyphen or greater than sign and then a space or tab followed by text will result in a bulleted list when you press the ENTER key.
In the resume wizard, you enter an ordinal as shown in Figure 3-29. To make sure the autoformat feature works, check to see if the option you desire is selected. Click Tools on the Menu bar, click AutoCorrect Options, click the AutoFormat As You Type tab. Notice the default settings. At this point, if you decide to de-activate a feature, you can de-select it.
You can see in this dialog box where the autoformatting for bullets is set. A check mark should appear before Format beginning of list item like the one before it and Automatic bulleted lists.
Top of the Page
8. Use Print Preview to View and Print a Document
Previewing a document is one of the most frequently repeated procedures in the process of creating a document. Although the print layout view does display the document as it will look on paper, print preview gives you many options. These include seeing the complete page, seeing multiple pages at the same time, editing, printing and other menu options that are available in other views.
You can click the One Page button if the page does not appear centered in the Print Preview window. The magnifier button allows you to zoom in and out of a document. No permanent change is made to the document when you use the magnifier button. Clicking the pointer when it looks like a magnifying glass with a minus sign returns it to the zoom default.
The Shrink to Fit button will fit a document onto one page if it slightly exceeds a page. Besides the Print Preview button, you can select File in the Menu toolbar and select Print Preview.
Top of the Page
9. Open a New Document Window
In this section, a personalized cover letter is begun. To do so, you must open a new document using the New Blank Document button. The new document will display in a separate window. Figure 3-34 shows the location of the New Blank Document button.
Figure 3-35 shows the new blank document window. Notice the default name of the document is Document 3. The status bar on the same figure shows the display of multiple documents on the status bar, each readily available for viewing and editing. The Document 3 button is recessed because it is the document currently being displayed in the document window.
If each program is not displayed on the status bar with its own button, click Tools in the Menu bar, select Options and click on the View tab. A check mark should appear before the Windows in Taskbar option.
Top of the Page
10. Add Color to Characters
Color added to text can highlight important information. In this section, you enter letterhead text that is a dark red. Before typing in the characters, you can preset the font color. Just click on the Font Color arrow as shown in Figure 3-35.
In the same figure, you can see the location of the Font Size arrow to change the default font size to 20 point. To change the color back to the default black, click the Font Color arrow again and select Automatic as shown in Figure 3-36. In Figure 3-37 you can see the settings on the Formatting toolbar.
The most recent font color displays on the Font Color button. The new font size of 20 displays in the Font Size box. Remember that each time you press the ENTER key, Word carries forward the formatting you choose to the next paragraph.
Top of the Page
11. Set and Use Tab Stops
Tab stops are used to move the insertion point across a column at specified locations. They are most used for indenting text or aligning columns. By default, Word sets tabs every half-inch. However, you can set your own tabs. In this project, you want to set the tab at the 6" mark on the ruler. To do so, you use the Tabs dialog box found under Format on the Menu toolbar. Figures 3-39 and 3-40 show the selection and appearance of the Tabs dialog box.
The dialog box shows the tab stop position set for 6" and the alignment set for right alignment. Once the Set button and OK button are clicked, the right tab marker is moved to the 6" position on the horizontal ruler. In Figure 3-41, you can see all the default tabs have been erased.
For custom tabs, you have many options. A left-aligned tab stop has a mirror image of a capital letter L. An upside down T indicates a centered tab stop. An upside down T with a dot next to it indicates a decimal-aligned tab stop. You will use these different settings in different projects. In this project, you can see the right-aligned tab stop in Figure 3-41.
When setting tab stops, it is useful to click the Show/Hide button to show the nonprinting characters. The nonprinting character for a tab is an arrow that points to the right.
As an alternative to the Tab dialog box, you can set custom tabs by clicking the button on the left of the ruler and scroll through the tab options. Stop at the desired tab stop and then click the ruler. To delete tabs, left-click on the tab location on the ruler and drag your mouse downward.
Top of the Page
12. Switch From One Open Word Document to Another
When you have more than one Word document open, you can switch between the documents. In Figure 3-42, the open documents are shown by the presence of their buttons on the status bar.
If you click on a button, that document will appear on the screen and the others will be minimized. The active document's button is shown as being selected on the status bar. Other ways to switch between programs is to click Window on the menu and select the document or press ALT+ TAB on the keyboard. In Voice Command mode, say "Window [document number]".
Top of the Page
13. Collect and Paste Using the Clipboard Task Pane
The Office Clipboard is a wonderful Word feature that allows you to copy and store up to 24 items. In this section, you copy the items in the resume document to the Office Clipboard and then paste the items into a letterhead document. The Office Clipboard task pane appears on the right side of the screen and displays the copied items in an area referred to as the Clipboard Gallery. It is suggested that you click the Clear All button to clear the Clipboard before beginning the process. That way, if you decide to Paste All, no extraneous items will be included. Refer to Figure 3-44 to see the location of the Clear All button.
The Office Clipboard may automatically appear if you copy or cut two objects in succession. If you copy a 25 item, the first item copied is deleted. Figure 3-46 shows the multiple items copied from the resume to the Office Clipboard. The Other Ways box on page 3.34 lists alternative methods for copying items to the Office Clipboard.
Each time an item is copied, a Screen Tip appears above the Office Clipboard icon on the status bar indicating the number of items currently being stored.. The Screen Tip feature also activates when you point to an item in the gallery of the task pane. It shows the first few characters of text in the item display.
Once an item is pasted, the Paste Options button appears as shown in Figure 3-48. You can change the format of the pasted item. For instance, to strip extra paragraph marks, you would select Keep Text Only.
Top of the Page
14. Add a Bottom Border to a Paragraph
In Word, a solid line is called a border. You can add borders to the top, bottom, right or left of paragraphs or any combination of these. Position the insertion point in the paragraph to border, click the Border button arrow to see options and select the desired border.
Figure 3-51 shows the location of the Border button on the Formatting toolbar and the various borders available. Once a border is selected, that style will appear on the border button as shown in Figure 3-52. To deselect the border, place the insertion point in the paragraph to be changed and click the No Border button as shown in Figure 3-51. Notice the bottom border that was selected appears in the paragraph below the insertion point.
Top of the Page
15. Clear Formatting
After adding various formats to a paragraph, you may decide to return formatting to the Normal style: black font with no border setting in subsequent paragraphs. You use the Styles and Formatting task pane to clear formatting. Press ENTER to move down a line and click the Styles and Formatting button as shown in Figure 3-53.
Word displays the Styles and Formatting task pane on the right side of the screen. Click Clear Formatting in the task pane as shown in Figure 3-54. Once the formatting has been cleared, click the Close button located on the task pane to close the Styles and Formatting task pane. Other ways to clear formatting are listed in the Other Ways box on page WD 3.39.
Top of the Page
16. Convert a Hyperlink to Regular Text
Text that is recognized as a hyperlink is formatted as blue text with underlining. In the cover letter created in Project 3, an email address must be converted to regular text. To make the conversion, right-click the e-mail address and point to Remove Hyperlink on the shortcut menu. This is shown in Figure 3-55.
In this section, in the More About box on page WD 3.40, guidelines are given for writing a letterhead. The letterhead file is saved under a new filename so that it is available for use at a later time.
Top of the Page
17. Identify the Components of a Business Letter
The cover letter required for this project is a type of business letter. Certain guidelines apply for an engaging, effective cover letter. It should highlight those aspects of your resume that you believe are most impressive. Make sure the letter is clearly written and makes generous use of bullets for emphasis
A business letter has specific components. The date line consisting of the month, day and year appears below the letterhead. The inside address appears three to eight lines below the date line. The salutation, if used, begins two lines below the last line of the inside address. The message follows two lines below the salutation. The message is single-spaced with double spaces separating the paragraphs. The complimentary close comes two lines below the last line of the message. The signature block is located four lines below the complimentary close so that you have space to write your signature.
In Table 3-2 the letter styles are identified along with their features. In this project, you create a cover letter following the modified block style. This style of business letter has most of the components beginning flush with the left margin. The cover letter is saved under a different name so that the letterhead document remains unchanged. To do so, select File, Save As and rename the file.
Top of the Page
18. Insert the Current Date
In Word, you can insert the current date into a document. Select Insert on the Menu bar and click Date and Time as shown in Figure 3-58. If you want Word to update the date, identify it as a field. To do so, check the Update automatically check box in the Date and Time dialog box.
In this project, however, you want the date to remain unchanged, so deselect the check box as shown in Figure 3-59. Many different date/time formats are listed. Your list will differ from the one in the figure because it is dependent on your computer system clock.
Top of the Page
19. Create an AutoText Entry
Word provides built-in AutoText entries to assist you in various tasks. For instance, for letter writing, salutations and closings are provided. However, you can also create autotext for your own use.
In this project you create an autotext entry that allows quick insertion of the employer name without typing the entire text. Figure 3-61 shows the Insert menu and the selection of AutoText, New to create a shortcut of your own. Notice the selection of text in that same figure. Be careful not to select extraneous characters, as in this case, the paragraph mark.
The Create AutoText dialog box, you type in a shortcut. Use short names or abbreviations for AutoText entries to cut down on your typing. AutoText is not case sensitive.
Top of the Page
20. Insert a Nonbreaking Space
When entering text such as proper names, dates, and abbreviations, Word provides the nonbreaking space and nonbreaking hyphen so that these terms are not divided. They are either left at the end of a line or wrapped to the next line. In this section, a nonbreaking space is entered between the words in a proper name.
To insert a nonbreaking space, press CTRL+SHIFT+SPACEBAR to prevent the splitting of the title. You can also a nonbreaking hyphen which accomplishes the same, except for hyphenated words. A formatting mark appears on the screen when you enter either of these special characters.
After typing the word Herald as shown in Figure 3-63, the nonbreaking space character is inserted with the keyboard combination mentioned above. Notice the appearance of the special formatting mark in the same figure. When the remainder of the title is typed, the entire title is wrapped to the next line as shown in Figure 3-64.
Top of the Page
21. Insert an AutoText Entry
In a previous entry, an AutoText entry was created. In this section, the entry is inserted into a document. To enter autotext, refer to Figure 3-65 as a guide. Type the AutoText entry created previously (the abbreviation phs). Press the F3 key and Word replaces the characters phs with the stored AutoText entry, Peterson High School.
The AutoCorrect and AutoText are similar features. However, the AutoCorrect feature corrects as you type and press the spacebar or a punctuation mark key. AutoText activates only when you press the F3 key or click the AutoText command under Insert in the Menu bar. AutoText entries also include more text, formatting and clip art.
The AutoComplete tip is yet another Word feature for assistance in entering text. As you type, if Word matches your entry with an entry in the AutoText list, the complete name appears as a tip. You can ignore the tip by just continuing to type. AutoComplete also includes current date, a day of the week, a month and others. If your screen does not display these tips, click Tools on the Menu bar and select AutoCorrect Options to begin the process of opening the feature.
Top of the Page
22. Insert a Word Table
Word's table feature allows you to enter data, text and images into cells. Tables are composed of columns and rows and the intersection of a column and a row is a cell. The table feature allows for formatting, adding and deleting columns and rows, sorting and summing of cell contents.
To insert a table, click the Insert Table button as shown in Figure 3-67. To insert a 1 X 2 column, click the cell in the first row and second column of the grid. Notice the shading that appears. The table is inserted right above your insertion point. That location is pointed out in the same figure.
The resulting table is displayed in Figure 3-68 with the insertion point placed in row 1 and column 1. Notice the end-of-row mark, which you can use to add columns to the right of a table. The end-of-cell mark appears at the left edge of each cell because the format is left-alignment.
If you have a more complex table that cannot be created with the Insert Table, Word provides you with the Draw Table feature in which you create a table by using a pencil pointer. To activate this feature, click the Tables and Borders button on the Standard toolbar.
Some people may use the TAB to create a table. If you want to take full advantage of Word's table features, you can convert your columns to a table. Choose Table, Convert, Text to Table. You can also copy a table from a Web page. Simply select the table and press CTRL + C. When you paste the table into Word, the table elements are retained.
Top of the Page
23. Enter Data Into a Word Table
The easiest way to begin the process of entering data is to click in the cell and type. However, to move around the table, it is more efficient to use the following keyboard techniques. Press the TAB key to advance from one cell to another. Use the TAB key when you are at the rightmost cell to move to the first cell in the next row. Do not press the ENTER key because that will begin a new paragraph in the cell.
For empty cells, to go to a previous cell, press SHIFT+ TAB or the right arrow key. To go to the next row, click the down arrow key. To go to the previous row, click the up key.
For cells containing data, pressing TAB and SHIFT+TAB moves the insertion point to the next and previous cells, but it also selects the text. Pressing the right arrow moves to the next cell only when the insertion point is positioned after the last character in the current cell. Pressing the down arrow moves to the next row only if the insertion point is positioned in the last line of the text in the current cell.
To add new rows to a table, the insertion point should be in the bottom right corner cell and then press the TAB key. Enter data as shown in Figure 3-69 pressing TAB to move to the next cell. Notice the importance of the TAB key in moving from cell to cell and in creating new rows. Figure 3-70 shows the data entered into the table.
To delete data, select the cell contents by pointing to the left edge of the cell, clicking when the mouse pointer changes direction and press DELETE. You can edit contents of a cell by clicking in the cell and making the correction.
Top of the Page
24. Format a Word Table
Once a table is created, you may decide to resize columns, fit columns to to table contents, and realign the table. To change column width so that it is only as wide as the longest entry, click Table on the Menu bar and select AutoFit., AutoFit to Contents. This is shown in Figure 3-71. Word then adjusts the columns so that, in Figure 3-72, both columns have been resized.
An option to AutoFit is dragging to resize columns, rows and the table. To resize a column, drag the column boundary to the desired width. To resize a row, drag the row boundary until the row is at the desired height. There is a table resize handle located at the bottom right corner of the table. Dragging that handle will enable you to resize the entire table.
You can change column width and row height to an exact measurement. Hold down the ALT key while dragging the markers on the horizontal ruler. As a menu alternative, you can select Table and click Table Properties and enter the specific measurements. The More About box on page WD 3.54 addresses this in more detail.
To change table alignment, select the table by moving the cursor to the position as shown in Figure 3-73. The table move handle appears and click to select the table. Then click the Center Align button on the Formatting toolbar. AutoFormat is a feature of Word that allows you to dress up a table with options such as shading, borders, and colors. Click Table on the Menu toolbar and select Table AutoFormat to select a desired format. Figure 3-71 shows the menu with the Table AutoFormat option.
Selecting items in a table was first discussed in the previous section; Table 3-3 summarizes the various actions to take when selecting cells, columns, rows, next cell, previous cell and table.
Top of the Page
25. Create a Bulleted List as You Type
Lists are helpful in organizing and highlighting important points or topics. A bulleted list visually sets the information apart from other paragraphs. A numbered list puts items in a sequence and is automatically updated when items are added or deleted. An outline extends the numbered list to various levels. Again, it is updated when items are added or deleted.
These lists can be created through Format on the Menu bar, and selecting Bullets and Numbering. They can also be selected by clicking on the Bullets button and the Numbering button, both of which are located on the Formatting toolbar.
Bullets can appear as you type. Press the asterisk key and the spacebar and follow with text. At the end of the first typed item, press ENTER. The asterisk is converted to a bullet, as shown in Figure 3-75. Thereafter, as each item is typed and the ENTER key is pressed, bullets continue to appear. When you press the ENTER key twice, the Bullets button no longer appears selected. This is clearly shown in Figure 3-76.
You can also click the Bullets button again to deselect the bullets option. Word automatically displays the AutoCorrect Options button when the bulleted list is chosen. If you do not want the list to be bulleted, click the AutoCorrect Options button and click Undo Automatic Bullets on the shortcut menu.
Numbers work similarly. You can add numbers as you type by typing the number one followed by a period and a space. After typing your text, if you press ENTER, the number two appears at the beginning of the next line. To release yourself from this format, press the ENTER key twice at the end of a list. Just as with Bullets, you can click the Numbering button (see Figure 3-76 page WD 3.55) again on the Formatting toolbar to stop numbering.
Top of the Page
26. Address and Print an Envelope
Word provides an easy process to create an envelope for a letter. Figure 3-78 shows Tools on the Menu bar having been chosen and the selection of Letters and Mailings. Picking Envelopes and Labels gives you the option of creating either an envelope or mailing labels. Click the Envelope tab to display the Envelopes screen. You can either copy the delivery address from the cover letter, as was done in Figure 3-79, or type an address.
After entering the return address, click the Print button to create a professional looking. The dialog box gives you additional options. You can add the envelope permanently to a document. You can preview your finished envelope before printing. Word will even append a bar code to the envelope if you select that option.
Top of the Page
27. Use the Smart Tags Action Button
In previous sections, the AutoCorrect Options and Paste Options smart tags were discussed. In this section the Smart Tag Actions button is introduced. This smart tag is indicated when a purple dotted underline appears in a document. It may appear below addresses and dates, as well as names, places, times and financial symbols.
When you point to the tag indicator, the Smart Tag Actions button appears. Clicking the button will activate the menu. The menu displayed depends on the action. If you are typing in a date, the commands relate to scheduling meetings in Outlook or displaying the Outlook calendar.
If you are typing in an address, the menu options in the Smart Tag Actions menu may display a map or driving directions. See Figures 3-80 and 3-81 to see the Smart Tag indicators, the Smart Tag Actions button and the Smart Tag Actions menu.
Top of the Page
| Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 |
| Discovering Computers | Windows XP | Word 2002 | PowerPoint 2002 | Excel 2002 | Site Map |

subset: commoncrawl


text:
Throughout his political career, Barack Obama has fought for open and honest government. As an Illinois State Senator, he helped pass the state's first major ethics reform bill in 25 years. And as a U.S. Senator, he has spearheaded the effort to clean up Washington in the wake of numerous scandals.
In the first two weeks of the 110th Congress, Senator Obama helped lead the Senate to pass the Legislative Transparency and Accountability Act, a comprehensive ethics and lobbying reform bill, by a 96-2 vote. This landmark bill was signed into law by the President in September 2007.
The final bill that the Congress passed closely mirrored and drew key provisions in a bill (S. 230) that Senators Obama and Feingold introduced in January 2007 to establish a "gold standard" for reform. Among the provisions in the Obama-Feingold bill that were adopted by the Senate and the House were: strict bans on receiving gifts and meals from lobbyists; new rules to slow the revolving door between public and private sector service; and an end to the subsidized use of corporate jets.
Most importantly, the final reform bill contained a provision pushed by Senator Obama to require the disclosure of contributions that registered lobbyists "bundle" - that is, collect or arrange - for candidates, leadership PACs, and party committees. The New York Times called this provision "the most sweeping" in the bill, and the Washington Post said: "No single change would add more to public understanding of how money really operates in Washington."
In January 2006, Senator Obama laid the groundwork for the reform package that the Senate eventually adopted a year later. He started building a coalition for reform by helping to author the Honest Leadership and Open Government Act introduced with 41 Democratic sponsors. The bill proposed lengthening the cooling off period to two years for lawmakers who seek to become lobbyists and requiring immediate disclosure as soon as public servants initiate any job negotiations to become lobbyists. The bill would have opened conference committee meetings to the public and required that all bills be posted on the Internet for 24 hours before they can be voted on by the Senate. Finally, the bill would have ended all lobbyist-funded gifts, meals, and travel and strengthened the Senate office that monitors lobbyist disclosure forms. All of these provisions were incorporated in either identical or similar form into the final bill passed in 2007.
In addition, Senator Obama sponsored three other ethics-related bills in the 109th Congress that went even further on ethics, earmarks, and legislative transparency. By the time of the 110th Congress, his ideas for reform had gained support, and many of his proposals were passed by the Senate.
* The Congressional Ethics Enforcement Commission Act
The bill would create an outside ethics commission to receive complaints from the public on alleged ethics violations by members of Congress, staff, and lobbyists. The commission would have the authority to investigate complaints and present public findings of fact about possible violations to the House and Senate Ethics Committee and Justice Department. By taking the initial fact finding out of the hands of members of Congress, who are often reluctant to investigate their colleagues, the bill ensures prompt and fair disposition of public complaints.
To avoid manipulation of the commission for political purposes, any person filing a complaint that they knew to be false would be subject to a fine and/or imprisonment. No complaints could be filed against a member of Congress for 30 days before a primary election and 60 days before a general election.
The bill was widely endorsed by reform groups. According to Common Cause: "[T]his legislation would do more to reform ethics and lobbying than any other piece of legislation introduced thus far because it goes to the heart of the problem: enforcement." Public Citizen praised Senator Obama "for having the courage to challenge the business-as-usual environment on Capitol Hill and introduce far-reaching legislation." Citizens for Responsibility and Ethics in Washington stated: "This is the first bill that deals seriously with the lack of oversight and enforcement in the existing congressional ethics process. . . . This bill will help restore Americans' confidence in the integrity of Congress.
* The Transparency and Integrity in Earmarks Act
This bill would shed light on the almost 16,000 earmarks that were included in spending bills in 2005. Under the bill, all earmarks, including the name of the requestor and a justification for the earmark, would have to be disclosed 72 hours before they could be considered by the full Senate. Senators would be prohibited from advocating for an earmark if they have a financial interest in the project or earmark recipient. And, earmark recipients would have to disclose to an Office of Public Integrity the amount that they have spent on registered lobbyists and the names of those lobbyists.
* The Curtailing Lobbyist Effectiveness through Advance Notification, Updates, and Posting Act (The CLEAN UP Act)
This bill aims to improve public access to information about all legislation, including conference reports and appropriations legislation, in particular after hurried, end-of-session negotiations. Conference committee meetings and deliberations would have to be open to the public or televised, and conference reports would have to identify changes made to the bill from the House and Senate versions. Finally, no bill could be considered by the full Senate unless the measure has been made available to all Senators and the general public on the Internet for at least 72 hours.
Source: http://obama.senate.gov/issues/ethics_and_lobbying_reform/


text:
ICD-10 Diagnosis Code Q33.2
Sequestration of lung
Diagnosis Code Q33.2
Short Description: Sequestration of lung
Long Description: Sequestration of lung
This is the 2017 version of the ICD-10-CM diagnosis code Q33.2
Valid for Submission
The code Q33.2 is valid for submission for HIPAA-covered transactions.
Code Classification
Congenital malformations, deformations and chromosomal abnormalities (Q00-Q99)
Congenital malformations of the respiratory system (Q30-Q34)
- Congenital malformations of lung (Q33)
- Congenital malformations of the respiratory system (Q30-Q34)
Information for Medical Professionals
The diagnosis code Q33.2 is grouped in the following Diagnostic Related Group(s) (MS-DRG V34.0)
Convert to ICD-9 General Equivalence Map
The ICD-10 and ICD-9 GEMs are used to facilitate linking between the diagnosis codes in ICD-9-CM and the new ICD-10-CM code set. The GEMs are the raw material from which providers, health information vendors and payers can derive specific applied mappings to meet their needs.
- 748.5 - Agenesis of lung (approximate) Approximate Flag
The approximate flag is on, indicating that the relationship between the code in the source system and the code in the target system is an approximate equivalent.
Present on Admission (POA) Present on Admission
The Present on Admission (POA) indicator is used for diagnosis codes included in claims involving inpatient admissions to general acute care hospitals. POA indicators must be reported to CMS on each claim to facilitate the grouping of diagnoses codes into the proper Diagnostic Related Groups (DRG). CMS publishes a listing of specific diagnosis codes that are exempt from the POA reporting requirement.
The code Q33.2 is exempt from POA reporting.
- Congenital sequestration of lung
- Extralobar bronchopulmonary sequestration
- Extrapulmonary subpleural pulmonary sequestration
- Intralobar bronchopulmonary sequestration
Information for Patients
Birth Defects
A birth defect is a problem that happens while a baby is developing in the mother's body. Most birth defects happen during the first 3 months of pregnancy. One out of every 33 babies in the United States is born with a birth defect.
A birth defect may affect how the body looks, works or both. Some birth defects like cleft lip or neural tube defects are structural problems that can be easy to see. To find others, like heart defects, doctors use special tests. Birth defects can vary from mild to severe. Some result from exposures to medicines or chemicals. For example, alcohol abuse can cause fetal alcohol syndrome. Infections during pregnancy can also result in birth defects. For most birth defects, the cause is unknown.
Some birth defects can be prevented. Taking folic acid can help prevent some birth defects. Talk to your doctor about any medicines you take. Some medicines can cause serious birth defects.
Babies with birth defects may need surgery or other medical treatments. Today, doctors can diagnose many birth defects in the womb. This enables them to treat or even correct some problems before the baby is born.
Centers for Disease Control and Prevention
- Intersex
[Read More]
Lung Diseases
When you breathe, your lungs take in oxygen from the air and deliver it to the bloodstream. The cells in your body need oxygen to work and grow. During a normal day, you breathe nearly 25,000 times. People with lung disease have difficulty breathing. Millions of people in the U.S. have lung disease. If all types of lung disease are lumped together, it is the number three killer in the United States.
The term lung disease refers to many disorders affecting the lungs, such as asthma, COPD, infections like influenza, pneumonia and tuberculosis, lung cancer, and many other breathing problems. Some lung diseases can lead to respiratory failure.
Dept. of Health and Human Services Office on Women's Health
- Alveolar abnormalities
- Blood gases
- Breath sounds
- Chemical pneumonitis
- Chest tube insertion
- Coughing up blood
- Lung disease
- Lung PET scan
- Pulmonary edema
- Pulmonary function tests
- Solitary pulmonary nodule
[Read More]


text:
Welcome and I am happy you are here!
I'm Scott Fraser, founder of Empowered Products, and now, I'll be guiding you up the Empowered Path. I will lead on our initial steps together—then, your pure potentiality will begin to contribute fuel for our collective progress.
For me, it was the universal gift of Deepak Chopra and his book 7 Spiritual Laws of Yoga that opened my gate for contributing to and magnifying the Beneficial Light of the universe.
Now, this is my gift of gratitude to you—initially as my customer and now as my companion in discovering our source of True Happiness.
As we enter and walk together along the Path, my promise to you is this — although I cannot predict when it will happen, you will discover that everything you need for this journey to experience personal enlightenment already exists deep inside you. In time you will also learn that the benefits of the Path have infinite value as you increase your commitment to you – your "Me-to-Me" Relationship.
So, where and when do we start? Here — Now. The Path is profound yet simple. It starts solely with you—tapping into the infinite wisdom of your true Self—then resonating outward in a perpetual exchange of enrichment with everything and everyone around you.
Have you met YOU yet? Well, you're about to meet your best friend!
Be aware that the Empowered Path is not a religion and all spirits are welcome. It costs nothing monetarily—yet it holds the key to enriching every facet of your life and cannot be bought nor faked. There is no need to preach nor persuade. The Beneficial Light that will resonate from within you will become the ubiquitous and palpable attraction for your fellow spirits.
In its simplest form, the Path is a journey into you. The true you that occupied your current form at the moment you were brought into this world.
The Empowered Path is a discipline and is requisite of a flexible mind and an honest willingness to delve deep inside and to interact with your soul and inner voice (the Self). It requires courage not only to accept fault in your external role but also to embrace the potential for personal growth in ways that the chaos of your ego and intellect have long obscured.
The Path challenges you to disregard the fear-based rantings of your ego—which work against you in discovering Your True Self. You will systematically shed the conditioned layers of self-doubt and the constant need for approval (object-referral) while simultaneously replacing them with a fruitful new foundation of self-confidence, enlightenment, love, and serenity (self-referral).
You are now turning your own key to open your own gate, and you inspire me to walk beside you along the Empowered Path—Rejoice!


text:
December is National Drunk and Drugged Driving Prevention Month
Impaired Driving: Get the Facts
Every day, almost 30 people in the United States die in motor vehicle crashes that involve an alcohol-impaired driver. This amounts to one death every 48 minutes.1 The annual cost of alcohol-related crashes totals more than $51 billion.2
Thankfully, there are effective measures that can help prevent injuries and deaths from alcohol-impaired driving.
How big is the problem?
- In 2010, 10,228 people were killed in alcohol-impaired driving crashes, accounting for nearly one-third (31%) of all traffic-related deaths in the United States.1
- Of the 1,210 traffic deaths among children ages 0 to 14 years in 2010, 211 (17%) involved an alcohol-impaired driver.1
- Of the 211 child passengers ages 14 and younger who died in alcohol-impaired driving crashes in 2010, over half (131) were riding in the vehicle with the alcohol-impaired driver.1
- In 2010, over 1.4 million drivers were arrested for driving under the influence of alcohol or narcotics.3 That's one percent of the 112 million self-reported episodes of alcohol-impaired driving among U.S. adults each year.4
- Drugs other than alcohol (e.g., marijuana and cocaine) are involved in about 18% of motor vehicle driver deaths. These other drugs are often used in combination with alcohol.5
Who is most at risk?
- Young people:
- At all levels of blood alcohol concentration (BAC), the risk of being involved in a crash is greater for young people than for older people.6
- Among drivers with BAC levels of 0.08 % or higher involved in fatal crashes in 2010, more than one out of every 3 were between 21 and 24 years of age (34%). The next two largest groups were ages 25 to 34 (30%) and 35 to 44 (25%).1
- Motorcyclists:
- Among motorcyclists killed in fatal crashes in 2010, 28% had BACs of 0.08% or greater. 1
- Nearly half of the alcohol-impaired motorcyclists killed each year are age 40 or older, and motorcyclists ages 40-44 have the highest percentage of deaths with BACs of 0.08% or greater (44%).7
- Drivers with prior driving while impaired (DWI) convictions:
- Drivers with a BAC of 0.08% or higher involved in fatal crashes were four times more likely to have a prior conviction for DWI than were drivers with no alcohol in their system? (8% and 2%, respectively).1
What safety steps can individuals take?
Whenever your social plans involve alcohol, make plans so that you don't have to drive after drinking. For example:
- Prior to any drinking, designate a non-drinking driver when with a group.
- Don't let your friends drive impaired. Take their keys away.
- If you have been drinking, get a ride home or call a taxi.
- If you're hosting a party where alcohol will be served, remind your guests to plan ahead and designate their sober driver; offer alcohol-free beverages; and make sure all guests leave with a sober driver.
- Dept of Transportation (US), National Highway Traffic Safety Administration (NHTSA). Traffic Safety Facts 2010: Alcohol-Impaired Driving. Washington (DC): NHTSA; 2012 [cited 2012 Sep 28]. Available at URL: http://www-nrd.nhtsa.dot.
- Blincoe L, Seay A, Zaloshnja E, Miller T, Romano E, Luchter S, et al. The Economic Impact of Motor Vehicle Crashes, 2000. Washington (DC): Dept of Transportation (US), National Highway Traffic Safety Administration (NHTSA); 2002.
- Department of Justice (US), Federal Bureau of Investigation (FBI). Crime in the United States 2010: Uniform Crime Reports. Washington (DC): FBI; 2011 [cited Sept 29 2012]. Available at URL: http://www.fbi.gov/about-us/
cjis/ucr/crime-in-the-u.s/ 2010/crime-in-the-u.s.-2010/ summary
- Bergen G. Shults RA. Rudd RA. (October 4, 2011). Vital Signs: Alcohol-Impaired Driving Among Adults –United States, 2010. Morbidity and Mortality Weekly Report. 60:39:1351.
- Jones RK, Shinar D, Walsh JM. State of knowledge of drug-impaired driving. Dept of Transportation (US), National Highway Traffic Safety Administration (NHTSA); 2003. Report DOT HS 809 642.
- Zador PL, Krawchuk SA, Voas RB. Alcohol-related relative risk of driver fatalities and driver involvement in fatal crashes in relation to driver age and gender: an update using 1996 data. Journal of Studies on Alcohol 2000;61:387-95.
- Paulozzi LJ, Patel R. Changes in motorcycle crash mortality rates by blood alcohol concentration and
Websites for more information on Impaired Driving:
Video: Emily's Story


text:
Scanning Flowers
Camera: (Scanner) Epson 4870
Computer: Apple
Software: Epson Scan, Adobe Photoshop CS
In a past career I was involved with horticulture so I have an appreciation for the beauty of the natural world with all it's elegant shapes and textures.
My current life's path has me looking at botanicals in a new way to photograph and then reproduce the images as fine art prints. In my efforts to experiment with different arrangements and compositions, I started use the Epson 4870 flatbed scanner. Initially using it helped me to develop a sense of the how to arrange the forms within a standard frame of reference and develop a process to enhance the texture and color.
Using the scanner as a Polaroid-like preview was quick and easy, it allows me to work with cut flowers, trimmings from bushes, tree branches, and leaves in a variety of combinations and arrangements.
This process has lead me to look to the scanner as a creative capture devise for these natural 3D objects much like having a camera with only one very soft, directional, but at the same time, a full illuminating source. The objects placed on the flatbed scanner glass do not have much in the way of depth of field that a camera aperture might produce. But this shallow depth with it's soft illuminating quality stands on it's own as a special way to capture and exhibit texture and form that allows me to look closer at this natural intrinsic world.
To emphasis and isolate the objects placed on the flatbed scanner, I realized quite by accident that if I left the scanner lid open and turned off the overhead lights that the result of the light falling off rapidly created a perfectly black background naturally accentuating the object.
To take make best use of the image capture I scanned the object at a high bit depth (16 bit). The high bit scan allowed for more image information
The image file is then imported into Adobe Photoshop for some digital darkroom work. My approach to the digital darkroom is not to be heavy handed with the adjustments but to eliminate any deflects and enhance the tone and color.
From my experience, key things to remember with this image capture process include:
- Keep the glass on the flatbed surface as clean as possible by wiping down the top with a lint free cloth and a glass cleaning solution.
- Leave the lid open and turn the room lights off so that the light falls off to pure black in the background.
- Experiment and make multiple preview scans to fine tune the arrangement of the natural objects on the scan bed
- Set-up the scanner for high bit depth (16 bit) capture mode.
- Scan the objects at a high resolution(1600ppi ) to slow the movement of the capture. It's my experience that this will enable the illuminating / capture source to move slowly across the object to fully flood and surround the object with light.
- Turn off the sharpening within the scanner capture interface.
Image production process:
- Once the image is acquired, the digital darkroom workflow in Adobe Photoshop CS requires a bit of retouching to hide any defects (stray pollen, broken or cracked leaves and stems etc.); a global tone and color correction; and image sharping in preparation for printing.
- The extent of sharpening is dependent on which surface the image will be printed on. Glossy and semi gloss surfaces require less edge and detail enhancement then a watercolor fine art surface.


text:
Chester Adams Letters
Letter from J. P. Usher
to Chester Adams
April 12, 1862
Page 1 of 2
PDF Image
Washington D. C.
Mr Chester Adams
Page 2 of 2
send the money. let me
Truly yours
|*Note to researcher: This letter has been
transcribed by Archives staff verbatim
as the words appear on the original written page. The spacing, punctuation, and
capitalization are identical. Words that are unclear have been enclosed in brackets.


text: Is there a maximum number of jobs numbers that I can pass to qdel? Thanks! jack Jack Wilkinson, Programmer Services | VPay(r) P: 972.367-6622 jwilkinson at stoneeagle.com<mailto:jwilkinson at stoneeagle.com> www.stoneeagle.com<http://www.stoneeagle.com/> www.vpayusa.com<http://www.vpayusa.com/> 111 W. Spring Valley Rd., #100 Richardson, TX 75081 CONFIDENTIALITY NOTICE: This email, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure, or distribution is prohibited. If you received this email and are not the intended recipient, please inform the sender by email reply and destroy all copies of the original message. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.supercluster.org/pipermail/torqueusers/attachments/20131008/f169dcca/attachment.html


text:
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/).
This research compared the effectiveness of Hantavirus Pulmonary Syndrome (HPS) outreach programs in New Mexico, Panama, and Chile. Understanding the role of human demographics, disease ecology, and human behavior in the disease process is critical to the examination of community responses in terms of behavior changes. Attitudes, knowledge, and behavior across three populations were measured through the implementation of a self-administered questionnaire (N = 601). Surveys implemented in Chile and Panama in 2004, followed by northwestern New Mexico in 2008, attempted to assess knowledge and behavior change with respect to hantavirus in high- and lower-risk prevalence areas during endemic periods. While levels of concern over contracting hantavirus were lowest in New Mexico, they were highest in Panama. Respondents in Chile showed mid-level concern and exhibited a tendency to practice proper cleaning methods more than in New Mexico and Panama. This indicates that public health messages appear to be more effective in Chile. However, since negative behavior changes, such as sweeping and vacuuming, occur at some level in all three populations, improved messages should help decrease risk of exposure to HPS.
In May 1993, an outbreak of a seemingly new, deadly disease hit the Four Corners region of Northwestern New Mexico. Just 19 days after the first case of Hantavirus Pulmonary Syndrome (HPS) was observed in New Mexico, Centers for Disease Control (CDC) and an interdisciplinary team of University of New Mexico scientists identified the cause of the disease outbreak as a previously unknown hantavirus which eventually became known as Sin Nombre Virus (SNV) [
Because hantavirus transmission is believed to be rodent-borne, public health messages are designed to lower exposure risk by reducing potential contact with rodents [
This work expands the understanding of how social context influences hantavirus transmission by evaluating the role of human behaviors in the Sin Nombre Virus/HPS, Choclo Virus/HPS and Andes Virus/HPS, and processes in the United States, Panama, and Chile, respectively. This study follows the traditions of social epidemiology, a major concentration and substantial growth area of public health studies of many behavior-related diseases. To date, no other formal evaluations on the effectiveness of hantavirus outreach had been conducted across populations, although the need for such investigation is called for by public health officials in the United States [
Specific aims of this project were: (1) to assess whether the exposure to public health information makes a difference in terms of knowledge gained and responses to the information; (2) to assess concern about hantavirus or self and family within three different human populations of New Mexico, Panama, and Chile; and (3) to assess whether concern translated to risk reduction behavior in terms of appropriate preventive practices such as mopping and disinfecting, rather than inappropriate practices such as sweeping or wearing a dusk mask while performing routine household cleaning activities [
Outreach programs vary in New Mexico, Panama, and Chile. Programs in New Mexico tend to be more
During the initial Four Corners hantavirus outbreak in 1993–1994, the New Mexico State Department of Health and the Centers for Disease Control's (CDC) first step for disseminating information was to set up a "hantavirus hotline". During peak crisis time, the hotline fielded more than 1,000 calls per hour [
Although the first case of hantavirus in Chile appeared in 1995 in Cochamo, sporadic cases occurred until the outbreak of 1997–1998 occurring in Aysen Region XI [
Because the concept of consistent messages is critical to the Chilean two-step campaign, and to keep the public aware of the dangers of hantavirus exposure, non-outbreak periods also carry messages to the public. During these periods, the Chilean Ministry of Health informs the public of new cases via an internet webpage and cautioning the public to maintain proper domestic hygiene habits. To further the public education of hantavirus awareness, prevention activity days are staged in regions such as Bio-Bio and Aysen that have higher endemic incidence. Co-sponsored by the Ministry of Health, the Forestry Department and industry, prevention activity days are created as family-friendly events which feature people costumed as predatory animals that are good for the environment such as owls that also look like forest rangers. During these promotional activities, calendars that feature proper cleaning methods are distributed, along with posters that also describe the benefits of wild animals such as owls and snakes that prey on rodents.
Finally in Panama, during the initial 1999–2000 outbreak, Panamanian Ministry of Health officials established suspected hantavirus case surveillance and a telephone hotline was established to inform the public of proper prevention measures. Educational materials were distributed to general public, and medical providers were educated to recognize potential cases and to also educate the public. Further outreach included posters in health clinics, and continued medical personnel training. As in the United States passive,
The above descriptions elucidate the varied programs each country implemented during initial outbreak periods and later efforts to keep the public informed. In all three countries, the common denominator was the rapid responses to the critical periods: that of hotlines to answer questions, public health officials working with the media to disseminate information, and medical personnel training to triage potential cases and identify patients that require immediate attention. Beyond the critical periods, however, the United States and Panama engage in passive
To underscore the importance of the problem in at-risk populations, the incidence of reported cases is shown in
Incidence of identified cases in the United States, Panama, and Chile.
|United States of America
|585 (1993–2012) [
|176 (2000–2012) [
|768 (2001–2012) [
|Case Rate per 100,000
|Mortality Rate per 100,000
|Death/Case Rate per 100
|Age (years)
|6–83 (mean 37)
|1–84 (mean 43)
|<1–80 (mean 33)
This study measured knowledge and behavior responses by comparing attitudes and behavior toward HPS in three countries, with nine survey sites (three in each country) during an endemic period. After consulting with public health officials in New Mexico, Panama, and Chile, each in-country site was chosen based upon HPS reported incidence and geographic locations relative to high- and lower-risk sites. Each country comprised three sub-sites that best represented two high-risk areas of contracting HPS and one lower relative risk area that acted as a control site (
Country site selection matrix according to high-risk and lower-risk incidence.
|Country site
|New Mexico (n = 200)
|Gallup, Farmington (n = 133)
|Grants (n = 67)
|Panama (n = 200)
|Tonosi, Pocri (n = 133)
|Jaguito/El Roble (n = 67)
|Chile (n = 201)
|Melipeuco, Curacautin (n = 134)
|Temuco (n = 67)
In total, 601 surveys were collected from northwestern New Mexico (2008), Los Santos Panama (2004), and Region IX Chile (2004). Knowledge and behavior, both positive and negative, were measured through the implementation of a self-administered 28 question survey in local health clinics and community neighborhoods. The intent was to: (1) determine general hantavirus knowledge in high- and low-prevalence areas; and (2) to determine what changes in preventive practices have occurred in those areas. In terms of knowledge, it was assumed there was no difference in terms of hantavirus knowledge between high and low prevalence areas. There was also the assumption that with respect to positive behavior changes to reduce risk of exposure to hantavirus, there was no difference between the more urban control sites and the rural poor, who represent the high-risk groups. Although the hypotheses were designed as null, it was reasonable to expect some differences between knowledge and positive/negative behavior changes. Additionally, overall outcomes were expected to be better in Chile in terms of knowledge and positive behavior changes because more extensive outreach as described above is conducted in Chile than in Panama or New Mexico [
Institutional Review Board (IRB) approvals were obtained in each country prior to the surveys being implemented. In the United States, the University of New Mexico IRB approved the project continuously from the implementation of the pilot project in 2000 through the conclusion of the dissertation project in 2009. In Panama, IRB approval was obtained through the Gorgas Institute in conjunction with the Panamanian Minister of Health. In Chile, the Ministry of Health, through the Center for Infectious Diseases, approved the implementation of the surveys. To assure each respondent the necessary human subject protections, each survey began with the voluntary disclaimer, "Your participation is voluntary and anonymous. You can choose not to participate or not complete the survey and the decision will not affect your medical attention." Incentives were not offered to the respondents in any country or site for their participation in the study. The pilot study conducted during Summer 2000 in northwestern New Mexico determined that time to complete the self-administered survey was approximately 5–10 min, thus utilizing an efficient way to capture information.
As described above, antecedent survey sites in each country survey were selected after consulting with public health officials in New Mexico, Panama, and Chile, and based upon HPS reported incidence and geographic locations relative to higher- and lower-risk areas. The initial portion of the survey instrument measured if, when, and how the respondent first heard about hantavirus, whether through the media, family, television, or some other method. Responses to public service announcements, if heard, were measured through what would be an appropriate response such as "check for mice" or a misinformed response such as "get a flu shot" or "took vitamins" or no response at all. If the respondent had not heard of hantavirus, he/she was instructed to skip questions to the socio-economic variables at the end of the survey.
Mediating environmental variables included: What is the respondent's length of time in the area, what type of home does he/she live in, age of the home, own/rent home and what type of biome do they live? In particular, the biome was requested, because ecological studies have revealed that sero-prevalence of the agent in the reservoir is higher in certain biomes than others where the risk is lower [
Antecedent, independent, mediating, and dependent variables [
|Independent Variables
|Mediating Variables
|Dependent Variables
|Survey Sites
|Socio Economic Variables
|Environmental and predicating
|Knowledge responses
|Behavior responses
|Q. 21 Residence
|Q. 11 Length of time in area
|Q. 1 If heard of hantavirus
|Q. 17 Levels of change
|Temuco (control)
|Q. 22 Sex
|Q. 12 Type of home
|Q. 2 When heard of hantavirus
|Q. 18 Mop more
|Q. 18 Sweep/vacuum more
|Q. 23 Age Group
|Q. 13 Age of home
|Q. 3 How heard of hantavirus
|Q. 18 Disinfect more
|Q. 18 Set traps
|Jaguito (control)
|Q. 24 # of minor children
|Q. 14 Own/rent home
|Q. 18 Wear rubber gloves
|Q. 6 Know someone who has contracted hantavirus?
|Q. 18 Wear dust mask
|Q. 25 Ethnicity
|Q 15 Biome
|Q. 18 Wear ventilator mask
|NW New Mexico
|Q. 26 Household income
|Q. 16 Observed rodents in home
|Q. 8 How do people catch hps?
|Q. 19 Traps
|Grants (control)
|Q. 19 Poison
|Q. 27 Occupation
|Q. 9 Animals that carry hps
|Q. 19 Bleach
|Q. 19 Dust masks
|Q. 28 Years of Education
|Q. 10 Symptoms of hps
|Q. 19 Disinfectants
|Q. 19 Ventilator masks
|Q. 20 Mouse proof home
|Q. 20 Remove trash
|Q. 20 Clean up wood piles
|Q. 20 Cut grass/weeds
|Q. 4 Response upon hearing about hps
|Q.5 Response to PSA
|Q.7 Concern about catching hps
Dependent variables were divided into two categories of knowledge and behavior responses. Knowledge responses included correct and incorrect choices in the following categories: If, when, and how the respondent learned of HPS, how is HPS contracted, do they know someone who has contracted HPS, what carries hantavirus (including incorrect answers such as insects), and symptoms of HPS. It should be noted that local vocabularies for the rodent reservoir were suggested by in-country review boards. Local vocabularies were thus able to capture the intent of the question to ensure reliability of measurement across the three sites. For example, in Chile and Panama, use of the word "ratones" more accurately described the hantavirus reservoirs for AND and CHOC, whereas in New Mexico, use of the word "mice" was more accurate for SNV. Because the reservoir is rodent-borne, with different rodent species acting as carriers of the specific hantaviruses, using language specific to communities surveyed was deemed appropriate.
Behavior changes, both positive and negative were then measured. Following the mediating question regarding any direct observations of rodents in the home or surrounding buildings, was a question if behavior had changed and, if so, how much. If so, did the described and measured knowledge of proper cleaning and prevention methods actually show the necessary positive behavior changes. As in other questions, appropriate and inappropriate answers were imbedded into the sections to measure the respondents' behavior based upon knowledge or mediating circumstance. For example, respondents were asked if they mop (appropriate), sweep/vacuum (inappropriate), and if they wear a ventilator mask (appropriate) or a dust mask (inappropriate). Respondents were also asked if they purchased cleaning supplies, and if so what kind such as bleach or household disinfectant. Final questions regarded the peridomestic area, and if respondents are cleaning the yard in an appropriate manner: (1) mouse-proof; (2) removing trash; (3) cleaning up woodpiles; (4) cutting grass and weeds. If habits had not changed at all, regardless of direct observation of rodents, or media messages, or knowledge level, the respondent was then asked to proceed directly to the socio-economic independent variables. In this way analysis could determine if there were any significant differences between those whose habits have changed or not, by gender, age, ethnicity, income, occupation, and years of education.
The concept of a single independent variable to identify socio-economic status is so status can be objectively defined, yet each variable also measures a portion of social complexity in terms of which populations may be more susceptible to disease exposure. That stated, the following independent socio-economic variables included: community of residence, gender, age range, number of children under 18 living at home, ethnicity, income range, occupation/activity, and years of formal education achieved. Community of residence identifies the proximity of the respondent's home to high/low-risk biomes. Age, however, should bear out as the most important variable because average age may be linked to the development of disease [
Number of children under age 18 provides an indicator of not only household size and relative resources, but index cases are frequently familial. This becomes more important in South America because children are more likely to contract HPS than in North America. Ethnicity may be linked to particular locations that are inhabited by groups of people, engaged in similar activities. How well messages may be received can also be influenced by ethnicity, as different cultural parameters may guide community pressure to perform and behave in prescribed manners. Income also influences living conditions, areas of residence, and resources available for proper household cleanup. While the methods are inexpensive and easy to implement, those with lower income may be more interested in placing food on the table than mopping the floor, for example. Therefore environmental influences may also drive levels of behavior change.
Occupational hazards associated with rural activities such as forestry and agriculture can help identify specific risk groups. Community occupations also identify general community conditions and how particular groups work and live within specific geographic associations with high-risk. Also, those employed in agricultural occupations tend to earn lower wages, experience overall lower nutritional values, or live in substandard, transient housing. All of these factors can lead to a higher susceptibility to HPS exposure, either through actual working activity, or subsequent conditions. Because HPS in the Americas is considered a rural disease and associated with rural activities, each site survey listed occupations appropriate for the area. For example, New Mexico occupation categories included professional, farmer, rancher, and so on, while Chilean surveys deleted rancher and added fisherman or forestry, since those occupations are common.
Finally, income and years of education ranges were site-specific on the instrument. Because monetary value was confined to each country, income ranges were analyzed in the context of each country. United States Dollars should not be compared to Panamanian Balboas or Chilean Pesos, but does give an indication of poverty/wealth within each survey site. Levels of education are also site-specific because education is different in each country. For example, in the Chilean and Panamanian surveys, it was recommended by the in-country IRB approval committees to add technical schools because post-high school equivalent does not necessarily mean university education.
Actual survey implementation, with one exception, occurred in local health clinics as a central point of data collection. In this way, public health officials and medical personnel had direct supervision of data collection efforts through central health ministry approvals as well as a vested interest in the outcomes. However, the nature of hantaviruses in the Americas is that HPS is a rural disease, and therefore, potentially susceptible communities are also rural. Therefore, where data collection at the local clinic was not feasible because the community was very small and traffic through the clinic was sparse, surveys were completed in a nearby neighborhood. In this circumstance, every other household was approached. If no one was home or they were unwilling to participate, the next available house was selected. While this introduces a small bias because of an inconsistency in data collection method (clinic
The Chilean data (n = 201) collection occurred during January 2004 in Region IX communities of Temuco, Melipeuco, and Curacautin. The researcher, along with Chilean health officials and medical personnel, proceeded into the clinics after local approvals and distributed the instrument to waiting room people. Each surveyor wore appropriate identification cards and uniforms to establish trust. During the Chilean collection efforts, Melipeuco was the only community where the local clinic was not feasible for data collection due to the small community size and low clinic volume. Only one household respondent refused to take the survey, so the next available house was selected. Other data collection in Temuco and Curacautin proceeded smoothly in local clinics and with community support.
Panamanian collection (n = 200) occurred during May and June 2004 in Jaguito-El Roble, Tonosi, and Pocri. Unlike the Chilean collection efforts which occurred during short periods of time and relatively quickly, Panama had available resources, infrastructure, and time to invest in implementing the survey. Each site received the appropriate number of surveys with each copy of the survey stamped with the local Ministry of Health approval. The survey was then administered by local nurses and waiting room staff to every third adult who was willing to participate. The researcher then returned to the individual clinics after completion to pick up the surveys. The nurses were asked if there were any adverse events during the implementation. None were reported.
Unlike Chile and Panama, where survey implementation was met with enthusiasm and willingness to participate, northwestern New Mexico proved to be more problematic and occurred later and over a longer period of time. This could be because of overworked staff, who are required to do more with less, or a general suspicion of yet one more hantavirus researcher in the neighborhood. Eventually, however, with the assistance of a state epidemiologist, three suitable sites in Grants, Farmington, and Gallup were located in 2008 and the surveys were implemented. Once each site completed the requisite number of surveys (n = 200), the information was transmitted to the investigator. No adverse events were reported.
Finally, for the analyses, there was a reasonable expectation of reliability and power because the minimum number of collected surveys (n = 601) was appropriate for the number of mediating and dependent variables in the model (20 mediating/dependent variables times 10 surveys for each variable times 3 countries). Data entry was performed in EpiData®, then imported into SPSS for Windows® for final data analysis. Analyses began with chi-square tests for independence for each variable with cross-country sites, all-risks combined. This method was deemed most appropriate for exploring basic descriptive measurements within and among sites, and in preparation for the next level of analyses. Simple t-tests were then used where appropriate to confirm significance of chi-square tests within country sites, and f-tests were utilized for the same variables across countries to compare the means on continuous variables for the high/low risk groups. To address the hypotheses, logistic stepwise regression models were then constructed upon examination of the descriptive results. While the results were already confirmed if the sample populations was representative of the general population in each site, specific dependent behavioral variables were chosen to address the specific aims of the study. Finally, there will be discussion on the correlations of the age, gender, and occupation with respect to knowledge and significant behavior responses in the combined sites.
Potential biases and study limitations need to be addressed. While this study was exploratory in nature, survey implementation and subsequent data collected was not a true random population samples in each country. A few potential biases also need to be considered in this respondent population. First, Chilean and Panamanian clinics tend to have some sort of hantavirus information already posted on clinic walls. However, it should be noted that data collection in Chile and Panama occurred in 2004, seven years after the first Chilean outbreak, and four years after the Panamanian outbreak, so the likelihood that respondents would have already heard about hantavirus was high. Therefore, the survey was able to adjust by asking when the respondent heard about hantavirus, including learning about hantavirus from medical practitioners as an open-ended question.
Secondly, the socio-economic status of those in the clinics assumes patients have access to medical care and are already aware of specific diseases and indeed, targeted populations at each site were in health clinics seeking medical attention for some other ailment. Therefore, data collected from clinics has the potential to skew the socio-economic status toward those who have access to medical care. This is especially relevant in northwestern New Mexico, because access to medical care implies higher income (and thus availability of health insurance), higher education and better occupation.
Third, data were collected over an extended period of time, rather than within a few months of each other. While Chile and Panama officials were eager to assist, clinician and general populations in New Mexico were more reluctant. Perhaps, as mentioned above, for the New Mexicans, the collective memory of the 1993 outbreak lingered, with the misinformation, stereotype, and unfounded ethnic innuendo that permeated the first few weeks of the outbreak. Perhaps clinical staff was overwhelmed with more to do with fewer resources and not inclined to engage in the survey process. However, once initial barriers were overcome, it is believed the self-administered nature of the instrument combined with anonymity helped alleviate any fears clinicians may have had. Fourth, migration in and out of high and low risk areas is also a consideration. While the questionnaire asked when they heard about hantavirus, it did not address the "where." This is something that needs to be addressed in future data collection efforts.
Fifth, respondents were asked to identify the biome in which they lived, which is not consistent across survey sites and tends to be very subjective. Traditional spaces could be considered rural, rural agriculture, city or suburb, depending upon the respondents' personal connection to the space in which they live. For example, respondents in Jaguito/El Roble, Panama, considered themselves as residing in the city, yet their homes are butted up to actively used agricultural properties. In Melipeuco, Chile, which was the most rural community surveyed, there are paved streets and homes organized in a central location with agricultural activities occurring on the outskirts, yet to get to the community, one must travel 9.67 km on unpaved roads.
The following tables and discussion describes levels of concern across sites about contracting hantavirus (
Compared to each other,
Levels of concern about contracting Hantavirus.
|Level of Concern
|NWNM (n = 200)
|Panama (n = 200)
|Chile (n = 201)
|Chi-sq (df)
|Concern about catching HPS, No. (%)
|Overall chi-sq (df):
|129.065 (8)
|Very concerned
|36 (18.0)
|81 (40.2)
|32.954 (2)
|32 (16.0)
|62 (31.0)
|18.679 (2)
|Little bit of concern
|28 (14.0)
|19 (9.5)
|3.956 (2)
|Not much concern
|1 (9.5)
|7 (3.5)
|88.847 (2)
|Not concerned at all
|16 (8.0)
|22 (10.9)
|4.924 (2)
Knowledge and prevention all-risk sites.
|NWNM (n = 200)
|Panama (n = 200)
|Chile (n = 201)
|X2 (df)
|Contaminated air
|176 (88.0)
|173 (86.5)
|6.793 (2)
|176 (88.0)
|187 (93.5)
|9.731 (2)
|Mosquitoes Ticks Fleas
|8 (4.0)
|1 (0.5)
|25.117 (2)
|0 (0.0)
|0 (0.0)
|28.739 (2)
|1 (0.5)
|0 (0.0)
|37.698 (2)
|Mop Disinfect
|54 (27.0)
|53 (26.4)
|10.276 (2)
|87 (43.5)
|89 (44.5)
|8.704 (2)
|Sweep Dust masks
|57 (27.0)
|38 (18.9)
|46.351 (2)
|24 (12.0)
|22 (10.9)
|17.104 (2)
How the messages are received and translated into behavior responses also varies among the populations as shown in
Behavior change likelihood by age and occupation across sites.
|Age Groups
|Mop more
|r = −0.014
|r = 0.083 *
|r = −0.044
|r = −0.067
|r = 0.005
|r = 0.097 *
|Disinfect more
|r = 0.024
|r = 0.122 **
|r =−0.042
|r = −0.060
|r = 0.023
|r = −0.022
|Use rubber gloves
|r = −0.018
|r = 0.007
|r = −0.087 *
|r = 0.048 *
|r = 0.048
|r = 0.011
|Buy dust masks
|r = −0.085 *
|r = 0.017
|r = −0.021
|r = 0.023
|r = 0.101 *
|r = −0.017
|Buy disinfectants
|r = −0.041
|r = 0.084 *
|r = 0.020
|r = −0.037
|r = 0.036
|r = −0.057
|Skilled labor
|Agricultural Farmer
|Secretary Clerical
|Ama de Casa
|Mop more
|r = −0.086 *
|r = −0.029
|r = 0.085 *
|r = 0.029
|r = −0.009
|r = 0.103 *
|Disinfect more
|r = 0.030
|r = −0.012
|r = −0.016
|r = −0.004
|r = −0.029
|r = 0.091 *
|Use rubber gloves
|r = 0.007
|r = 0.091 *
|r = 0.016
|r = 0.099 *
|r = −0.055
|r = −0.090 *
|Use dust mask
|r = 0.171 **
|r = 0.002
|r = −0.010
|r = 0.060
|r = 0.034
|r = −0.146 **
|Skilled labor
|Agricultural Farmer
|Secretary Clerical
|Ama de Casa
|Buy poison
|r = −0.019 **
|r = −0.051
|r = 0.123 **
|r = −0.051
|r = 0.007
|r = 0.136 **
|Buy dust masks
|r = 0.083 *
|r = −0.034
|r = 0.058
|r = 0.094 *
|r = −0.015
|r = −0.135 **
|Buy disinfectants
|r = 0.137 **
|r = −0.070
|r = −0.039
|r = 0.129 **
|r = −0.026
|r = −0.028
|Buy ventilator masks
|r = 0.094 *
|r = 0.018
|r = −0.021
|r = 0.045
|r = −0.007
|r = −0.047
Basic descriptors shown above demonstrate that sweeping still occurs among all populations, yet certain age groups and occupations across populations do exhibit likelihoods of mostly positive behavior changes. Dust masks, which are ineffective protection while cleaning, are more likely to be purchased by younger and older age groups of 18–25 and 55–64. The age group 26–34 exhibits the highest likelihood of engaging in the most activities to reduce potential exposure to hantavirus: they purchase disinfectants, and they mop and disinfect while using rubber gloves. However, with the exception of dust mask purchases, most age groups are likely to engage in some positive activity to proactively protect and promote good health practices indicating outreach activities do have an effect. Because basic descriptors show Chileans are disinfecting more than Panamanians and New Mexicans, the messages appear to be more effective in Chile for most age groups.
Specific occupational activities also show a likelihood to purchase proper cleaning materials and to use them to reduce potential exposure to hantaviruses. Professionals and ama de casa (housewives) generally will buy disinfectants, masks, use rubber gloves, and buy poison. Professionals were most likely to purchase ventilator masks, but a closer examination would be warranted, because the 2000 New Mexico pilot project also showed farmers purchase ventilator masks with a reasonable expectation that the masks are used during dusty agricultural activities that are not related to hantavirus prevention measures. It should be noted that the purchase and use of dust masks continue to be problematic, indicating that messages should not only demonstrate proper methods, but what is not appropriate.
During the mid-20th century, the reduction of infectious diseases occurred through improved sanitation [
While the two-step seasonal messages promoted in Chile appear to be more effective and should continue to consistently emphasize proper prevention measures, improper cleaning behavior still occurs in all three populations. Therefore, Hantavirus Pulmonary Syndrome (HPS) prevention messages should continue to not only emphasize mopping, disinfecting, trapping, and peridomestic cleanup, including airing out of rural feed and work sheds prior to entry, but also to target specific communities and populations that are of higher risk of exposure and also at risk of not implementing proper cleaning methods. Levels of concern over contracting hantavirus were highest in Panama which indicates the public wants proper information on how to protect themselves and their families from exposure, but the poor behavior response indicates the messages are not as effective as they should or could be. Respondents in the high risk, rural poor sites in northwestern New Mexico and Panama continue to sweep and vacuum more than in Chile while respondents in Chile have a tendency to engage more in proper cleaning methods of disinfecting and mopping than those in northwestern New Mexico and Panama. As mentioned above, because the likelihood of purchasing dust masks is apparent across populations, a critical component that should be added to HPS messages is what not to do. Messages should also include information that sweeping and vacuuming actually increases exposure risk by stirring up contaminated dust particles. Messages in Northwestern New Mexico and Panama may have an increased effectiveness as evidenced in Chile, if messages can target rural, poor populations.
While overall the ecology of hantaviruses is better understood, the need for investigating how human populations respond to hantaviruses and how or why people may engage in proper methods to reduce exposure to disease had yet to be researched [
The goal of this project was to assess the effectiveness of hantavirus prevention measures. It is believed that risk reduction of exposure to hantaviruses may be improved through proper cleaning methods and improved household cleanliness via inexpensive, simple methods. Therefore, this study highlights the knowledge and behavior responses to hantavirus in three populations of northwestern New Mexico, Panama, and Chile. While prevention is generally effective across sites, improvements can be made across sites with clear messages targeted to specific groups. Because disease is not random and tends to affect the rural poor with limited resources, messages in New Mexico should emphasize rodent-proofing homes in addition to mopping instead of sweeping. Because respondents in Panama are more likely to sweep prior to mopping, and their housing tends to be in close proximity to agriculture, messages should stress discontinuing sweeping and to mop instead. Chile has devoted a tremendous amount of resources toward positive prevention measures and to a large extent these messages have been very effective. An improvement would be to provide additional information to discontinue wearing dust masks and to increase mopping as well as to continue disinfecting.
Disease is complex, not random, and will continue to emerge, and in particular hantavirus. Further investigations, such as the one just described, should re-sample the New Mexico, Panama, and Chile populations for time-series analysis. Understanding the roles of human demography, disease ecology, and human responses to disease, calls for a new approach to emerging disease research. To that end, a larger, inter-disciplinary investigation would be the most beneficial approach. The OneHealth concept recognizes the input of various disciplines in positive health outcomes. Biologists and mammalogists contribute through rodent reservoir sampling and analysis, weather and climate change analysis may help predict where sero-positive reservoirs are expanding and/or contracting, thus enabling public health officials target specific at-risk populations with messages tailored to local nuances.
This was the first study of its kind to address hantavirus outreach programs in the Americas and therefore constrained to the subject. That said, the implications are not limited to hantavirus and indeed similar methods may be applied to other emerging and re-emerging diseases. This type of study is based upon the collective knowledge of scientists from an interdisciplinary perspective, with an end interest in engaging the public in its own health. An example beyond hantaviruses could be investigating issues such as multi-drug resistant tuberculosis or measles. Tuberculosis is often thought of as a problem "elsewhere" but is on the rise. Measles and polio, once thought to be nearly eradicated through vaccines, has shown a dramatic increase with the decrease of vaccinations and ease of long-distance travel. One hospital administrator in Gallup viewed the application of this type of investigation as a way to assess emergency preparedness which will be the key in informing the public with the efficacy of simple, inexpensive prevention measures for emerging zoonotic diseases. Finally, the application of this study may apply to assessing the effectiveness of influenza outreach, such as the emerging H7N9 in China, or other "surprise" diseases, such as MERS in Saudi Arabia.
I thank my committee members: Philip A. May, Susan B. Tiano, Richard Coughlin, Gary L. Simpson. I also thank my New Mexican, Panamanian, and Chilean colleagues: Mary Poele, Gayle Cheverie, Jane Pitts, Blas Armien, Juan Pascale, Roberto Belmar, and Constanza Castillo.
This dissertation project was funded in part by the University of New Mexico Graduate Research Allocation Committee and the Office of Graduate Studies. Other funding was attained through student loans.
The author declares no conflict of interest.


text:
Off Season NYC Rille Kaftan Grid
Off Season NYC Rille Kaftan Grid
Luxuriously proportioned kaftan Japanese woven fabric: 55% Cotton 45% Linen Features a split neckline, closed arm openings and kick pleat detail at back Very limited run Designed, assembled, and manufactured in small batches exclusively in New York City
Shipping and returns (when eligible) are FREE for purchases from US and Canadian boutiques when shipped to customers located in the US or Canada. We offer a flat shipping fee of $45 for all international transactions.
Shipping Details
Returns are accepted on full-priced items except when item is marked as Final Sale. All sale items, including Make an Offer items, are FINAL SALE.
Returns Policy
OFF SEASON was established in the summer of 2015 as the first-ever lifestyle boutique in Rockaway Beach, NYC. The shop serves as the flagship store for its in-house ready-to-wear collection of the same name, which is designed, assembled and manufactured in New York by creative partners Abra Boero and Judi Rosen. Channeling their surroundings, the duo use the urban beachscape of the Rockaways as a constant guide and inspiration informing the style and functionality of their designs. The line of casual cool separates is as refined as it is relaxed, as elegant as it is undone.
Do you have questions about this product? We're here to help!


text:
$368.64 available Savings
Speed Stick Coupons and Printables
Sorry, no Speed Stick offers currently available.
You might like these coupons
Save $2.00
Certain Dri®
On any one Certain Dri Product
See more offers in Personal Care.
Save $1.00
Dove Men+Care
on ONE (1) Dove Men+Care Invisible or Invisible Fresh Antiperspirant Stick (2.7oz) or Dry Spray (3.8oz)
See more offers in Personal Care.
Related Online Stores
Popular Categories
Loading Page 2


text:
?Million Dollar Quartet? an amazing glimpse into music history
"Million Dollar Quartet" definitely is the perfect fly-on-the-wall experience for those who would have loved to have occupied the same space and time as Elvis Presley, Carl Perkins, Johnny Cash or Jerry Lee Lewis for one amazing evening in December 1956.
Without benefit of a working time machine nor a slingshot effect around the sun a la Star Trek, the musical playing at the Benedum Center through Sunday is the best bet for imaging what it would have been like to breathe the same air as those talented gentlemen.
I've been to tribute band concerts, several "Rat Pack" concerts and shows, but nothing compares to this experience. If you close your eyes, you'll feel like you're right there in the room with these legendary performers and Sun Records owner Sam Phillips, who discovered each of them and launched their careers.
What's even more amazing, the jam session depicted actually occurred, with a famous photograph and some audio from that historic night.
Careful casting was essential to make the show work, because the actors not only have to sing through 23 musical numbers, they all have to excel in playing their own instruments " three guitars and a piano " backed up by Chuck Zayas as bass player Jay Perkins and Billy Shaffer as Fluke on drums.
Musical numbers include "Blue Suede Shoes," Folsom Prison Blues," "Long Tall Sally" and "Great Balls of Fire."
Just so everyone was on the same page, it was made quite clear to the audience at the beginning of Tuesday's opening night show that the playing was in real time.
Derek Keeling as Johnny Cash might be the only performer some may recognize for his role on the 2007 reality TV show "Grease: You're the One That I Want" as he competed for the role of Danny Zuko in a Broadway revival of "Grease" produced and directed by Pittsburgh native Kathleen Marshall.
That exposure to Keeling could not begin to prepare someone to hear him as the Man in Black. He talked the talk, walked the walk, and an incredible booming bass-baritone was the result. Close your eyes and you'll swear you hear Johnny Cash.
Cody Slaughter oozes Elvis, with his looks, gyrations and vocalizations appropriate to the King in 1956 " and a delight to the eye and ear. According to his bio, Slaughter hails from Harrison, Ark., and was named Elvis Presley Enterprises' Ultimate Elvis Tribute artist of 2011. Lucky for the audience, he is making his theater debut in the role.
Lee Ferris also is making his national touring debut in the role of Carl Perkins, the first of the quartet to make an appearance onstage. He does a great job all around and is essential to make sure the four main characters gel throughout the non-intermission show.
Martin Kaye is a sight to behold as Jerry Lee Lewis. He's got Lewis' mannerisms down pat, including the incredible energy Lewis is famous for as he appears to bang away at the keyboard, constantly bouncing up and down on the piano bench " or standing up, or reaching behind his back. He also provides lots of comic relief and blends perfectly with the rest of the gang.
Christopher Ryan Grant is the glue that keeps the whole show connected in a mostly narrator role as Phillips. He also plays a mean harmonica!
Lending a decidedly feminine touch is Kelly Lamont as Dyanne, who shows up at the studio with Elvis. Although identified as his girlfriend, Elvis makes it clear she's a great singer on her own.
Fans of musicals and any of the singers/musicians depicted should add "Million Dollar Quartet" to their must-see list.