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Gallery: Fast-Food Lobster Rolls: Can They Be Any Good?
At $7.99, the bargain-priced sandwich is packed to overflowing with finely chopped lobster mixed with a healthy dose of mayonnaise and a touch of shredded iceberg for good measure. The chain gets the pleasing temperature contrasts of a Maine lobster roll just right, and the sweet lobster was paired perfectly with Amato's signature soft, chewy rolls. It was a surprise bright spot among the bottom-shelf rolls we tried. Call first; the lobster roll at Amato's is a seasonal item and may not be available in all restaurants.
Amato's: amatos.com
Panera Bread: panera.com
Ninety Nine Restaurant
The lobster roll was one of the surprise brighter spots in our tasting. Served chilled with mayo or warm with drawn butter, the $15.99 sandwich-and-fries combo was gigantic, and overflowing with sweet chunks of lobster meat. The huge toasted roll was soft, chewy, and served warm, as it should be. The lobster salad gets just a touch of crunch from a small dice of celery, but otherwise, it's plain and simple, the way a lobster roll should be. Overall, I was impressed and quite pleasantly surprised by the quality of the lobster roll at the Ninety Nine.
Ninety Nine Restaurant: 99restaurants.com
What we're left with under current owner Papa Gino's direction is the sandwich chain's $11.99 version of a lobster roll. It's served either naked and very cold, or hot and smothered in breadcrumbs, or with a six inch steak-and-cheese sub on the side (as a poor man's "Surf and Turf"). The bread gets high marks for its crusty chew, however, a less-than-meager amount of watery lobster meat was completely overwhelmed by a half-ton of shredded iceberg lettuce. One taste of the lobster proved too much; served far too cold, and with a distinctly swampy taste that suggests the meat had been picked from the shell long, long ago.
D'Angelo Grilled Sandwiches: dangelos.com
Shaw's Supermarket
A quick read through the ingredient list made my heart sink. The third ingredient in the lobster roll, after lobster meat and mayonnaise, was "breadcrumbs," which I presume are used as a filler. This kind of attitude toward lobster never bodes well, and my taste buds confirmed my suspicions. The sandwich was too wet, too marshy, and the bun too stale and chewy. The lobster salad itself? The first phrase that came to mind was "low tide." Skip this one.
Shaw's Supermarket: shaws.com
Linda Bean's Perfect Maine
Linda Bean's Perfect Maine® Lobster Roll: lindabeansperfectmaine.com
Au Bon Pain
Au Bon Pain: aubonpain.com
Pat's Pizza
I am pleased to announce, however, that what I found at Pat's Pizza in Yarmouth was jaw-droppingly delicious. Made fresh to order, the bun was soft, fluffy, and perfectly fresh. The outside was toasty and warm, while the inside stayed cool and soft. A dab of lettuce offered a slight crunch, but the star here was the lobster salad; a generous portion of sweet Maine lobster meat, freshly picked, slightly chilled, and tossed with just the right amount of mayonnaise. A finish of salt and pepper intensified the flavor ever-so-slightly, making this lobster roll the surprise standout in our bottom-shelf lobster roll roundup. It's the only sandwich in the entire tasting that I took more than a bite of, greedily polishing it off while standing in the sun in the middle of the asphalt parking lot.
At under $8, you can't beat the price, and the quality of the lobster roll doesn't suffer one bit. It's the budget lobster roll against which all others should be judged.
Pat's Pizza: patspizza.com

subset: commoncrawl


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As you approach menopause, you may have concerns about managing symptoms such as hot flashes, disturbed sleep patterns, and vaginal dryness. But if you're like many women, you may be unaware of your changing nutritional needs at this time. During menopause and beyond, your diet plays an important role in your health and well-being. What should you eat and why?
is a natural part of a woman's life cycle. It is characterized by the cessation of monthly menstrual periods and the end of the ability to bear children. Most women reach menopause in their mid-40s to mid-50s, but some experience menopause earlier as the result of genetics, certain health conditions, surgical removal of the ovaries, or other factors. At menopause, your body produces much lower amounts of the hormone estrogen. This change has a strong impact on your health and nutritional needs.
As you approach menopause, you should be aware of the following health and nutritional concerns.
As people age, they naturally lose some bone mass. However, during menopause, dropping estrogen levels cause women to lose bone faster, sometimes leading to
—a disease that causes brittle bones. In addition to regular weight-bearing exercise, an adequate intake of calcium can help lower your risk of osteoporosis. Experts recommend 1200 mg of calcium per day for women age 50 and older.
To increase your intake of this essential mineral, eat more of these calcium-rich foods:
For more tips on eating a diet rich in calcium,
click here
. You may also wish to talk to your healthcare provider or a registered dietitian about calcium supplementation.
You'll also need vitamin D (400 IU to 800 IU), which helps your body to absorb calcium. Your body makes some vitamin D when you're exposed to sunlight. This vitamin is also in certain foods such as fortified milk, liver, and tuna. For more tips on eating a diet rich in vitamin D,
click here
During and after menopause, some women gain weight, even if they have never had a weight problem before. This may be due to a decrease in metabolic rate (the speed at which your body burns energy), which can occur as hormone levels change. A decreased activity level may also be partly responsible. As you get older, you may be more sedentary and use less energy.
At menopause, you may need to adjust your food choices, reduce your caloric intake, and increase your activity level to avoid weight gain. To help lose weight or maintain a healthful weight, eat a well-balanced diet that is high in fiber, whole grains, fruits, and vegetables, and low in saturated fat. For more tips on weight loss and maintaining a healthful weight,
click here
. Overweight postmenopausal women can successfully reduce body weight with regular exercise, such as walking 30 minutes a day.
As estrogen levels drop, a woman's risk of heart disease increases. A number of lifestyle factors can help reduce your risk of cardiovascular disease. These include getting regular exercise, quitting smoking, maintaining a healthful weight, and managing stress.
In addition, you may help decrease your risk of cardiovascular disease by eating a healthful, well-balanced diet that is high in fiber, whole grains, fruits, and vegetables and low in saturated and trans fat, and cholesterol.
During menopause, many women experience uncomfortable physical and psychological symptoms. It's possible that dietary changes may help to reduce these symptoms. If you are experiencing anxiety and insomnia, try cutting back on caffeine and alcohol. A high intake of phytoestrogens (hormones in plant foods), called
, as well as the herb
black cohosh
, and
vitamin E
may help reduce hot flashes, night seats, mood swings, and vaginal dryness associated with menopause.
Isoflavones are found in the following foods:
However, the studies into isoflavones are conflicting.
While women are menstruating, they need more dietary iron than men as a result of increased blood loss. Sometimes fluctuating hormone levels and other factors may cause heavy bleeding in women as they approach menopause, thus further increasing iron needs. However, once women reach menopause and stop menstruating, the risk for iron deficiency decreases. When this happens, you may no longer need iron supplements, since too much iron can be harmful. Your healthcare provider can make the best recommendations about iron supplementation based on an individual assessment.
Take heart and take control. Menopause is not a disease, and there are many changes you can make in your life to stay healthy and reduce your discomfort. Your kitchen is a good place to start.
American Academy of Family Physicians
North American Menopause Society
American Academy of Family Physicians website. Available at:
American Dietetic Association website. Available at:
North American Menopause Society website. Available at:
Geller SE, Studee L. Botanical and dietary supplements for menopausal symptoms: what works, what does not.
J Womens Health.
The North American Menopause Society. Treatment of menopause-asociated vasomotor symptoms: position statement.
Irwin ML, Yasui Y, Ulrich CM, et al. Effect of exercise on total and intra-abdominal body fat in postmenopausal women: a randomized controlled trial.
The North American Menopause Society. The role of calcium in peri- and postmenopausal women: 2006 position statement.


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See All
Video Recipes
"Pachakam" means cooking in kerala and Pachakam.Com welcomes you to the magnificent world of easy and healthy Indian cooking with a probe into the fascinating Indian cooking recipes. Cooking is not just about making food but is an art of presenting your culinary skills to those who love food with a different flavor and Indian cooking, by no means is an exception.
Corn, boiled rice and other ingredients are ground
Published On: 23 Jun 2011
English: Coconut
tamil: Thengai
malayalam: Nalikeram / Thenga
telugu: Kobbari Kaaya
kannada: Thenginakai
hindi: Nariyal
Bengali: Narcole
Gujarati: Naliyer / Nariyal
Konkani: Naarlu
Marathi: Naral
Oriya: Nadia
Punjabi: Gola / Nariyal
Kashmiri: Narjeel
for more details, click the name of the ingredient
English: Jaggery
tamil: Vellam
malayalam: Sharkkara / Vellam
telugu: Bellam / Bellamu
kannada: Bella
hindi: Gura / Gur
Bengali: Gur
Gujarati: Gol / Gur
Konkani: Godd
Marathi: Gul
Oriya: Guda
Punjabi: Gur
Kashmiri: Gor
English: Cardamom
tamil: Elakkai
malayalam: Elakkaya / Elakka
telugu: Yalakulu / Elaichi / Yaalakkaya / Yealak-Kayulu
kannada: Yalakki / Yelachi
hindi: Choti Elaichi
Bengali: Elach / Garate
Gujarati: Elcho / Elaychi
Konkani: Kalo Elu / Yelo
Marathi: Eachi / Masala Welchi / Veldoda / Velchi
Oriya: Aleicha / Gujuratie / Alaichi
Punjabi: Elaichi
Tulu: Elakkai
Kashmiri: Aa / Lbuduaa
Urudu: Ilaychi / Elaisi
English: Cashewnuts
tamil: Mundhiri Paruppu / Andiparippu
malayalam: Andiparippu / Kashuvandiparippu / Parangi Andi
telugu: Jeedipappu
kannada: Godambi / Geru Beeja
hindi: Kaju
Bengali: Hijli Badam
Gujarati: Kaju
Konkani: Cajjubi / Caaju / Moyi / Kazu
Marathi: Kaju
Oriya: Kaju / Lanka Ambumanji / Kajubadam
Punjabi: Kaju
Tulu: Goanku
Kashmiri: Kaju
For preparing special unda, mix together all the ingredients and grind it well.
Make small balls out of this mixture.
Special unda is ready.
A traditional kerala styled recipe...
A traditional kerala styled chicken soup...
Nizana Shammas is a hosewife who has lots of interest n cooking. She is an expert in providing various traditional recipes.
Renukadevi Kumanan is a well versed person in providing varities of South Indian recipes and also some modern recipes. She used to try varities of recipes from different cuisines.
Sign up to receive email updates for New Recipes/Special Announcements


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Who Said
CAVE People Are Extinct?
Practically every city and town in America has them. There are clusters of them from the Great Lakes to the Mississippi River and from sea to shining sea. They are the CAVE people—Citizens Against Virtually Everything.
No matter how lean the budget, it is always overly inflated. No matter the bond issue, it is grossly inadequate; either too big or not big enough. Progress is viewed as an intrusion. And no matter how open the discussion, council decisions are pre-determined in back room, secretive meetings.
Sounds familiar? And while CAVE people may not prevail on many issues, they are extremely vocal, highly resilient and very persistent. And elected leaders commit a grave error by ignoring them or brushing them off as oddballs or idiots. The tragedy oftentimes for elected leaders is that they fail to fully understand the rules of engagement when dealing with CAVE people. By not knowing the rules of engagement, and pushing full steam ahead with their agenda, councils unknowingly hand over the reigns of leadership to CAVE people. And if you're not careful, the CAVE people, rather than the elected leaders, end up driving the coach while the council is taken for a very uncomfortable and embarrassing ride.
How Do They Do That?
Quite simple. While CAVE people obviously do not have a vote on the council, they can hurl enough verbal assaults to easily influence the outcome of elections; raise enough suspicion to sway public opinion on important issues; and bring the unwanted and unwarranted glare of the media. Let's face it, CAVE people can be every council's nightmare and a constant irritation. But, do they have to be? The answer quite simply is no. They can be neutralized and their influence minimized. It is just a matter of learning and consistently applying the rules of engagement:
Pay Attention
If a citizen or group of citizens attends council, board and committee meetings on a regular basis, they may just be interested citizens. On the other hand if they consistently attend, find fault with or make verbal attacks on nearly every action taken, then Houston, you've got a problem. CAVE people may not hit a home run the first few times at bat. But the law of average will eventually prevail. And oftentimes sooner, rather than later, CAVE people will exploit a seemingly obscure item, which will ignite the fire underneath the masses. If so, you're already behind the 8 Ball. So, pay close attention to who attends your meetings.
The Devil You Know Is Better Than the One You Don't
Always make a point to visit with or at least acknowledge members of the group before the official start of the meeting. If there are those you do not know, shake hands and introduce yourself. They will of course already know who you are, but nothing beats a personal introduction. If you do know some of the group members, acknowledge them and thank them for taking the time to attend meetings. Then immediately ask a more personal, general question. If you know their spouse, ask them by name how they are doing, ask about the kids. If there are common interests such as golf, briefly mention your last handicap. If you are fellow church members, mention the sermon last Sunday.
All of this can be quite disarming and can go a long way in making you appear more warm, more friendly, but most important, more human. While it likely will not dissuade them from saying what they came to the meeting to say, it could go a long way in diminishing what would have been more edgy comments. It is always easier to fight with a foe than a friend.
Know Before You Go
Study the dynamics of the group, because they could change from council meeting to council meeting, and so too could the leaders. And never underestimate their strength or resolve. CAVE people play to win, period. They want to win public sympathy; they want to win by publicly tearing down individual council members; or, win majority council support for their position.
The group could be one tightly wound around a single issue, or a loosely knit group consisting of two or more coalitions; the latter of which may have formed to fight a single issue, but for varied reasons. Regardless of the issue or issues, one fundamental principle that CAVE people know well is that there is strength in numbers and numbers can be intimidating—especially to elected officials. And they will take the numbers from wherever they can find them to combat the common enemy—you.
Never assume anything
Never assume you know who the CAVE people's leader is, because there could easily be more than one. He or she may or may not be the most vocal of the group, but certainly is the most influential. Find out whom that person(s) is and if possible, the mayor and city manager should schedule to meet informally with him or her.
Promise nothing more than a listening ear and open mind. And actively listen to their concerns. If action can be taken to address their concerns, place the item on the next available agenda and take formal action to resolve it. If the issue takes further study, inform them and have staff get to work on it. And always provide feedback as to progress being made. If their issue cannot be resolved for legitimate reasons, tell them; never lead them to believe otherwise.
And if it cannot be resolved, still place the item on the agenda for discussion (particularly if it has become a hotbed issue) so that the broader community will know that you have actively listened to the group's concerns. This gives the council an opportunity to publicly state the reasons why there can be no resolution. This will go a long way in neutralizing rumors. The council may still have problems with the CAVE people, and their lingering outbursts on the issue. But the CAVE people will loose their effectiveness over time because by taking action, the council stands an excellent chance of winning back any lost public sentiment.
Citizens respect leaders who initiate positive action. Even if the action taken cannot resolve the issue, the public for the most part respects leaders who go the extra mile by trying. They will quickly turn a deaf ear to the CAVE people who continue to complain without just cause. Citizens can, at times, be fickle and unforgiving; but can also prove to be your greatest ally. They will root for the underdog, but once the issues of the underdog have been addressed, public empathy and sympathy can quickly turn to resentment and the CAVE people in this instance can come off looking like selfish whiners. And in the court of pubic opinion, the council wins.
Be Certain of the Real Issue and Include Them
CAVE people are not at all shy about voicing their disgust, mistrust and anger at the council regarding a particular issue. But, that particular issue may not at all be the real reason for their anger. It could be merely a symptom. Oftentimes, there are longstanding, unaddressed issues seething just beneath the surface, which the current issue at hand causes to erupt. And those issues may or may not be connected. In fact, they often are mutually exclusive. But CAVE people have very long memories. And if their concerns have not been satisfactorily addressed in the past; or if promises were made that were never kept, then any issue which arises that is in any way perceived as threatening will conjure up vivid reminders of past disappointments. And the anger and disappointment over the unaddressed issue(s) are automatically transferred to the issue at hand. And the mistake councils so often make is that they spend energies battling with CAVE people over the issue at hand, when in fact they are unwittingly shadow boxing with ghost issues from the past — ghost issues kept alive in the hearts and minds of the CAVE people. And they are resurrected each time it appears the council is discussing and deciding an issue that would, in their minds, cause them to again receive the short end of the stick. Your council's credibility then becomes irrationally tied to the credibility of past councils. And unless council members understand this, they will continue to focus on issue X, when the real fight is about issue Y.
The question becomes then, how do you fix a perceived problem that you had no hand in causing? And the answer is that you can't. However, you should publicly acknowledge that mistakes could have been made in the past. But never criticize decisions of past councils. If you were a member of the council at the time, explain from a historical perspective why the decision was made. Never single out any past council member nor speculate on why they voted the way they did. Show genuine empathy for their position.
Reaffirm your commitment to always act honestly and with integrity. Explain that now that you know what their real concerns are, you pledge to not make the same mistakes; and, that you are willing to work with them to make the best decisions possible, based upon the best information available. No one could ask for more. Though difficult, always remain calm and take a reasoned, rational approach. Emotions will run high on both sides. But as the elected leader, you must always set the tone by never letting personal feelings or emotions get in the way.
As long as there are city councils, there will always be CAVE people. And rather than ignoring them and hoping they go away, include them in the decision-making process when possible. Ask them to lead or participate on a citizen's task force or appoint them to a board or committee. Most have never been asked, and would love the opportunity. You may be pleasantly surprised. Over time, they could become welcomed allies.
For those CAVE people seeking real solutions, by making them part of the solution, they will likely take ownership rather than take exception and will put forth more effort in ensuring more acceptable outcomes. And those who aren't so inclined, won't. These take real pride in being CAVE people, and have absolutely no interest in the process of evolution.
Reprinted, with permission, from the June 2006 issue of Texas Town & City.
Dorothy Burton is a member of the Duncanville, Texas City Council, a writer and professional speaker. A recognized expert in city and county government, she speaks frequently around the country on customer/voter-centered governing for elected and appointed officials. She can be reached at 972-709-9018 or www.publicrole.com.
Article published in January 2007, New Jersey Municipalities
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Students at San Diego High School are celebrating new opportunities to learn about business, food and television news. The school recently unveiled its new state-of-the-art facilities for culinary arts management, finance and business, and broadcast-multimedia Production.
About 900 students will benefit from the three new facilities, which were built to industry standards.
The staff says this facility helps prepare students to create a future beyond what we can imagine today.
The facility costs about five and a half million dollars to build. The money came from a voter-approved bond measure.
Published at 8:52 AM PST on Dec 14, 2010 | Updated at 9:00 AM PST on Dec 14, 2010


text:
2006-08-24 / Top News
Girls' camp celebrates 80 years of tradition in Bath
You must be an online subscriber to view this story.
Full versions of news stories from the current issue and our extensive archives are available to online subscribers only. You can buy single issues from the link below.


text:
12 January 2007 00:45
Ashik's Blogby ashik
This is Ashik's online diary of regular events from my professional works and personal life that he wants to share with friends, relatives and fellow community members.
1 (1 marks)
Founded in late 2003 and heartquartered in France, we are non-profit and independant.
We believe in the open web, think internet services should be sustainable, build for the long term.
While we are re-launching the service, we only accept new members through invitation.
last mark : 12/01/2007 00:49


text: Why would Kelly be getting block voting? What sort of fan base has she got? As far as I can tell, the majority of people who watch this show were trepidatious that she would be dancing, feeling that she was just some obnoxious, drugged up punk princess who was by no means a star, but have come to appreciate her personality and work ethic over the course of the season. On the other hand, Mya apparently, for reasons I cannot quite comprehend, has some sort of squeeing fan-girl contingent who have been following her dancing/singing career for years. Anyone with the squeeing fans is going to be the lucky recipient of block voting - just the way it is.Originally Posted by tmansback;3753529;


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Results 6 to 10 of 30
Thread: Gwendolen
August 5th, 2010 09:24 AM #6Senior Member
- Join Date
- Jul 2010
- Posts
- 274
August 5th, 2010 10:14 AM #8
Re: Gwendolen/Gwendolyn and ____Originally Posted by crunchymama
Gwendolen and Beatrix
Gwendolen and Camilla - Love with Scarlett and Penelope!
Gwendolen and Fiona
Gwendolen and Nicola
Gwendolen and Rosamond
Beatrix is another favorite of mine, and I think it is great here, but I also love Camilla and Fiona with Scarlett and Penelope. Fiona has iffy nicknames, though...
Gwendolen and Arabella - So, so gorgeous!
Gwendolen and Aurora
Gwendolen and Christabel
Gwendolen and Francesca
Gwendolen and Larissa - Larissa does feel dated to me...
Gwendolen and Lucinda - Both have strong D sounds!
Gwendolen and Mirabelle - I absolutely love this!
Okay, I love - love, love, love! - Gwendolen and Mirabelle, even though Mirabelle already left your list. I just can totally see those two with Carly and Penny's names. Gwendolen is a little more straightforward, though still elegant, like Penelope, and Mirabelle is a little more frilly and romantic, like Scarlett. I also think Arabella is such a stunning name, but something slightly more subdued like Gwendolen and Francesca would fit seamlessly with Scarlett and Penelope, too.
Sorry I didn't respond earlier - my internet has been acting up because of some storms. I hope you go with Gwendolen in the end - I just think it was made for your sibling set!
Lemon :-)"Names, once they are in common use, quickly become mere sounds, their etymology being buried, like so many of the earth's marvels, beneath the dust of habit." - Salman Rushdie
Boy Combinations: Archer Solomon James, Ronan Charles Bennett, Everett Hawthorn Thomas
Girl Combinations: Phoebe Marietta Pearl, Clara Daphne Eloise
Other Favorites: Eliza (Eliza Wren), Juliet, Rosanna, Thea, Johanna, Jude
August 5th, 2010 03:43 PM #10Senior Member
- Join Date
- Jul 2009
- Posts
- 613
Re: Gwendolen/Gwendolyn and ____
I thought you had decided on Eleanor and Vivienne! :)
I love the name Gwendolen- in fact it is on my list in case we ever have another one (along with Penelope which is also gorgeous)! I think it would fit v well with your other girl's names.
I have added a few comments to your list.
Originally Posted by crunchymama
Gwendolen and:
*Adelaide/ Adeline
Eugenie/ Eulalie
*Matilda/ Mathilde
* favourites with your sibset.
August 5th, 2010 07:14 PM #12Senior Member
- Join Date
- Jul 2010
- Posts
- 1,186
Re: Gwendolen/Gwendolyn and ____
lol @ mummyto3 -- I am not completely set on Vivienne & Eleanor. It's still on the list though and the more I look at the names together, the more l like it and it feels right.
Gwendolen just appealed to me in a way that my other girls names did right away. I felt like I needed to explore it a bit and I like it w/ Scarlett & Penelope alot. I keep finding these single names I like but can never find a 2nd one!
My favorites w/ Gwendolen (gotta run these by DH)
Lucinda *this just sorta jumped out at me when Lemon suggested it
Mirabelle - yes, it's back on the list! This was actually (Mirabel spelling though, but I actually like this version now) something I looked at in the past. I remember telling a friend the name and she said, "WHAT? Mirabel? yeah you would pick that wouldn't you" (umm... yikes!) I dropped it from my list at that point and that's sorta what kept me from pushing for it this time.
Aurora - I like this, but for some reason, I have trouble saying Rory (nn) quickly -- it doesn't flow off my tongue.
My question about Gwendolen now is nicknames... Gwen, Wendy, Winnie? I prefer nn's ending in vowels, I feel like they are more "cutesy" (yes, I know that's not always a good thing) Wendy and Winnie might be too close to Penny though. I've tried saying them out loud and it's not too bad.Wife to one great guy
Mama to six pretty ladies: Scarlett (13), Penelope (10) Alice (4), Fiona (4), Lucille (2) & Coraline (2)
& 4 angels gone before us: Christian (7 wks), Amos (6 wks), Naomi (16.5 wks), & Hosanna (6 wks)
~We fix our eyes not on what is seen, but on what is unseen. For what is seen is temporary, but what is unseen is eternal.~
August 5th, 2010 07:25 PM #14Member
- Join Date
- Jul 2010
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- 63


text:
Prevail™ METROFLOR Scratch Remover, 22oz Spray
Fix floor scratches and minor scuffs with easy spray and wipe scratch remover to improve the appearance of flooring shine. Intended for use in small areas, Prevail™ Scratch Remover, 22oz Spray conceals and reduces the appearance of fine particle abrasion, minor surface scuffs and scratches on factory finished luxury vinyl tile and plank by Metro floor.
For Use On: All Metroflor® luxury vinyl tile and plank floors. Residential & Commercial. Note: For use on original factory finish ONLY.
Directions For Use:
Read Product label & Flooring Maintenance Instructions prior to use and test product in an inconspicuous area.
Preparation: Sweep or vacuum to remove loose dirt and debris and clean with 1-Step Neutral Cleaner in area to be treated with Scratch Remover.
Application: Shake well. Lightly mist the affected area, working in sections no larger than 1 square foot at a time. Do not over-apply or allow product to pool. Do not walk on the floor while it is wet with Prevail™ Scratch Remover. Allow sprayed Scratch Remover to stand for 1 minute, then wipe with a clean, lint-free cloth, rubbing in the direction of the grain until scratches are completely concealed.
For use on original factory finish ONLY.
SDS: Prevail™ Scratch Remover Safety Data Sheet


text:
Ken Burns & Tom Hanks Team Up For Boxer Jack Johnson Miniseries
Little known these days, but much maligned in his time, Jack Johnson was one of the greatest fighters of his day. Becoming the first African-American world heavyweight boxing champion over a hundred years ago, made for an array of turbulent events, which director Ken Burns hopes to highlight in an upcoming 4- to 6-part HBO miniseries. Having already touched on the champ in 2004's "Unforgivable Blackness: The Rise and Fall of Jack Johnson," Burns is exploring his story further with help from Tom Hanks, handling Executive Producer duties.
In many ways Johnson was the Muhammad Ali, Mike Tyson, or Floyd Mayweather Jr. of his era in boxing. Dominant within the ring, showy outside it, with a raft of celebrity endorsement deals to his name. Ultimately, his refusal to be subservient during the oppressive Jim Crow time period, and the inability of white fighters to beat him, lead to Johnson being heavily persecuted, even fleeing from the law. Joining Burns and Hanks to recount the boxer's life is "Ides of March" screenwriter and playwright Beau Willimon. At present, there's no set date for the HBO series.
via: Deadline.com
Johnson at work:


text:
Memorial Day
Bike Month Finale
Published by Susan Herman on 31 May, 2013
Thank goodness for my 3-year-old bike enthusiast or I'd so easily pop open the door to my van when it's time to take him to preschool. So. Easily. My excuse today would have been that it is trash day and smelly bins are lining the streets. But honestly, I just have the impulse to drive. […]
Posted in Bike Month, Everyday Memories, Sacramento and NorCal, Travel | Tagged American River, bike commuting, bike month, bike trail, biking, day trips, friends, Memorial Day, outdoors, Robin, Sacramento


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Master of Arts in Liberal Studies
The Master of Arts in Liberal Studies (MALS) is an interdisciplinary graduate program in the liberal arts and sciences. An alternative to the highly specialized course of study characteristic of more traditional programs, MALS is intended for those students who wish to pursue interdisciplinary graduate work in a flexible, individually designed program. While the MALS degree does not provide a specific vocational or professional orientation, it may provide opportunities for a range of career options and further study. The program therefore attracts a diverse group of bright and intellectually curious students of varied interests, ages, and backgrounds who are motivated to learn and who wish to pursue learning with similarly motivated students and faculty members. In short, the program advocates a lifelong commitment to learning. Detailed information on the program may be found at http://www.reed.edu/MALS.
The MALS curriculum incorporates a broad spectrum of courses in liberal studies: humanities, history and the social sciences, the arts, mathematics, and the sciences. Graduate courses are offered in the evenings and summers. These courses frequently are interdisciplinary in nature and are taught by faculty members from a variety of departments. Normally there are three half-unit evening courses each fall and spring semester, and one full-unit course, along with an additional half-unit evening course, in the summer term. With the exception of the accelerated summer term, graduate courses meet one and one-half hours once a week for the duration of the semester. MALS students also may select from 300- and 400-level undergraduate courses, with consent of the instructor, for their degree program, or from 100- and 200-level courses for undergraduate background credit and prerequisites, and thus are eligible to take courses in any of the 24 academic departments at Reed.
On an exceptional basis, a student may undertake an independent study class. The course must be approved in advance by the Committee on Graduate Studies, which will take into consideration the individual student's personal and educational circumstances. A proposal for the course, signed by the instructor, must be submitted to the committee no later than the last day of classes of the preceding term.
MALS courses are conducted as discussion groups and generally enroll between 7 and 12 students, with a maximum enrollment of 15 and a minimum of 5. At least one MALS course each term is designated as liberal studies core. These courses are explicitly interdisciplinary and writing-intensive. We strongly encourage new students to take at least one liberal studies core course within the first year of the MALS program, preferably before applying for formal candidacy (see "MALS Student Admission"). Liberal studies core courses scheduled for the 2012–13 academic year are "The Theory and Practice of Globalization" in fall, "Sex, Gender, and Political Theory" in spring, and "The Fifties in the United States" in summer.
Course Load and Progression
The program does not specify a minimum number of courses required in a field of principal interest. The student's total program, however, should lead to a clearly defined objective and provide the theoretical basis for the final degree paper project. After completing two provisional Reed courses, all students must make application for formal candidacy to the program (see "Admission" below). Upon candidacy approval, a faculty adviser and the director of the MALS program will assist students in designing a course of study that meets their particular intellectual interests while providing a broad academic base.
Most MALS students attend part-time; full-time status requires concurrent enrollment in both undergraduate courses and graduate courses. Full-time enrollment in a regular semester is three units; half-time enrollment is one and one-half units. In the accelerated summer term, one unit is considered half-time enrollment; one and one-half units is full-time. While most students take three to six years to graduate, it is possible to complete the program in two years. The yearly course load for graduate students generally ranges from one to five academic units. There is no specified minimum or maximum course load, however, and students are not required to enroll each consecutive term. Complementing this flexibility in progression, however, is the expectation that all MALS students meet the following completion time frames:
- If a student does not complete a course within three consecutive semesters, the student must submit a petition to continue in the program to the Committee on Graduate Studies by the last day of classes of the third term of nonenrollment. The petition for continuation must include enrollment in at least one of the next two semesters, a statement of continued interest, and a proposed time frame for completing the program. A student who does not meet these criteria and who wishes to continue study at a later date must reapply for admission to the program.
- Students are expected to complete the MALS degree within six years of candidacy acceptance. Petitions to extend the time for degree completion must be approved in advance by the Committee on Graduate Studies.
Reed welcomes applications from individuals who wish to pursue interdisciplinary graduate work in a program that is both flexible and rigorous. Those applicants are accepted who, in the view of the Committee on Graduate Studies, are most likely to become successful members of and contribute positively to the MALS community. Admission decisions are based on many integrated factors. We recognize that qualities of character—in particular, motivation, intellectual curiosity, and openness to constructive criticism—are important considerations in the selection process, beyond a demonstrated commitment to academic excellence.
Students may apply to enter in the fall, spring, or summer term. Online application forms are available at http://www.reed.edu/MALS/graduate_admission/application_forms. Initial, provisional admission to the MALS program requires submission of the following items:
- Completed application form with personal statements
- Official transcripts from all undergraduate and postbaccalaureate schools, with evidence of completion of a bachelor's degree
- Two letters of recommendation: either a faculty member who recently taught the applicant in an academic subject, or an individual who is familiar with the applicant's intellectual and personal abilities, motivation, and accomplishments
- $75 nonrefundable application fee
- Interview with the MALS director and a faculty member of the Committee on Graduate Studies upon completion of the above material
In addition, students are invited to submit a writing sample from a recent academic, personal, or business-related endeavor. Please note that GRE scores are not required.
Applicants must submit all required materials by the following deadlines: no later than July 1 for fall entrance; no later than December 1 for spring entrance; no later than April 1 for summer entrance. Because of space limitations, we encourage applicants to begin the process earlier by requesting transcripts and recommendations several months in advance. Applications are reviewed on a rolling basis throughout the year, and applicants are notified of the admission decision accordingly.
Students accepted for admission may request a deferral of entrance for up to two terms, and should attach a letter of intention to the enrollment form, explaining their reasons for the deferral. If students wish to enroll in courses elsewhere during the deferral term, they must notify the MALS office of their intention and submit an official transcript of the completed work to the MALS office for additional review.
All students are admitted to the program on a provisional basis. In order to be admitted formally as a candidate to the MALS program, the applicant must successfully complete two successive or concurrent Reed courses, at least one of which must be at the graduate level. If the student is accepted, credit for these courses will be applied to the MALS degree. Within one term of completing the second course, the student must submit to the Committee on Graduate Studies a candidacy application that includes a self-evaluation, an outline of course progression and completion, and a class paper. The program director will solicit evaluations from the student's instructors, including an assessment of the applicant's potential to write a final degree paper. Once accepted as a candidate, the student should consult with the faculty adviser and program director to plan a program of study consistent with the goals of the program, leading to the completion of all requirements for the MALS degree.
Special Students
Those individuals with an undergraduate degree who wish to sample a graduate course one time only may initiate a special student application to take one MALS course. Credit for the course may be applied to the MALS degree requirements if the student enters the degree-seeking program within five years of taking the course.
Graduate courses are open only to students who have been admitted to the MALS program. They are not open to general auditors or to undergraduate Reed students. Students currently enrolled in the MALS program are eligible to audit undergraduate courses and should follow the guidelines outlined in the section on auditors in the admission section of this catalog (under "Special Admission Groups").
The Committee on Graduate Studies will consider applications from Reed MALS graduates who wish to audit a specific graduate course. Graduates must submit an audit application to the committee no later than 30 days before the start of the desired term. The committee will consider the auditor's statement of interest, instructor approval, and space availability in granting admission to the course. MALS graduates may audit no more than one course per year.
Transfer Credit
A maximum of two of the nine units required for the degree may be satisfied by transfer credit. Transfer credit may not be used to meet the minimum requirement of four units of Reed courses at the graduate level. The registrar and the Committee on Graduate Studies must approve all work submitted for transfer, preferably before enrollment in the transfer course. The coursework must be from a regionally accredited college or university, may not be applied to another degree, and should represent B or better work. Courses completed as a postbaccalaureate student should be comparable to upper-level undergraduate or graduate coursework offered at Reed. Normally, all courses approved for transfer must have been completed within the past five years.
Costs and Financial Assistance
Tuition is calculated on a per-unit basis at a rate reduced from that of the undergraduate program. For the 2012–13 academic year, the semester MALS tuition rates are as follows:
1/2 unit
2 units
1 unit
2 1/2 units
1 1/2 units
3 or more
Students enrolled at least half time (1.5 units in the fall or spring terms; 1 unit in the summer term) are eligible to participate in the Direct Loan program. Students wishing to borrow under the Direct Loan program must complete the Free Application for Federal Student Aid (FAFSA). In addition, for each semester that a graduate student is interested in borrowing a federal loan, the student should provide the financial aid office with the following information: a letter stating the semester of attendance (fall, spring, or summer), the course titles and the number of units per course, and a loan request form. New borrowers at Reed must also complete a loan entrance session.
The FAFSA is available online at www.fafsa.gov. The Reed College code for the FAFSA is 003217. The maximum subsidized Direct Loan available to a graduate student is $8,500 per academic year. The maximum unsubsidized Direct Loan available to a graduate student is $12,000 per academic year. The exact amount of subsidized and unsubsidized loan eligibility is based upon the student's determined need, calculated from the FAFSA and the number of units enrolled at Reed each semester. Graduate students may, in some circumstances, borrow under the Graduate PLUS loan program to cover educational expenses. Eligibility for the Graduate PLUS program is credit-based and students wishing to borrow under this federal program must file a FAFSA. Generally, a student may borrow sufficient amounts to cover educational expenses under the Direct Loan program; therefore, it is unlikely that a MALS student will qualify for additional funding through the Graduate PLUS loan. Loan terms for the Direct Loan are more favorable than terms for the Graduate PLUS loan, and students should always borrow under the Direct Loan before considering the Graduate PLUS loan.
For financial aid purposes, the academic year at Reed College begins in summer, continuing through fall and spring.
A Reed College monthly payment option, administered by Tuition Management Systems, offers a flexible alternative to semester payments to the college. Participants make 10 equal monthly payments, beginning July 15, for the academic year. (A five-month payment option also is available for one-semester participation.) Please call TMS at 800/722-4867 or visit www.afford.com/reed for information about this program. Families can also use TMS to make payments using a credit card (Visa not accepted). A 2.99% convenience fee is charged for using this option.
The MALS program also sponsors a small scholarship each year to help defray tuition costs for two or three students. Recipients are chosen by the Committee on Graduate Studies based on an application process that takes into account primarily financial need (as calculated from the FAFSA form), but also academic and personal merit. Generally, the committee will call for scholarship applications in the spring and make a final decision on awards no later than fall of the new academic year.
Degree Requirements
The MALS degree requires the completion of nine units of coursework. Each student designs an individual program, incorporating the following degree requirements:
1. Eight units of courses.
a. A minimum of four of the eight units must be in Reed courses at the graduate level (numbered 500 or higher).
b. No more than four units from 300- and 400-level undergraduate courses may be applied to the eight required units.
2. A one-unit degree paper.
3. No more than five units (including the degree paper) in any one department or division, or in liberal studies core courses, may be applied to the total nine units required for graduation.
Exceptions to the above requirements must be approved in advance by the Committee on Graduate Studies. Petitions should be addressed to the committee no later than the first day of classes of the term before the degree paper.
Degree Paper
A required final project, the degree paper is a one-unit, one-semester study of a specific topic that should emerge out of the student's courses and critical studies. The experience of writing the degree paper allows the student to investigate a particular topic in depth and to present a conclusion in the scholarly manner appropriate to the field. A description of the degree paper topic with an outline and a bibliography must be approved in advance by the Committee on Graduate Studies. Candidates should submit the degree paper proposal to the MALS office according to the following schedule: proposals for fall papers are due the last day of classes of the preceding spring term; proposals for spring papers are due the last day of class of the preceding fall term; proposals for summer papers are due the first Monday in April of the preceding spring term.
The committee is cautious about approving creative degree paper proposals and considers carefully the nature of the project, the educational benefit of the project for the student, and the availability of an appropriate adviser. It is imperative that the project arise out of prior coursework at Reed. Since creative projects also include a critical component, they generally require substantial work on the part of the student. Students may contact the MALS office for additional information on the creative degree paper requirements and guidelines.
On an exceptional basis, students may petition to write a two-unit, two-term degree paper, leading to a 10-unit degree program. This opportunity is for the student who wishes to research and write a longer, more ambitious paper. The student must explain in the degree paper proposal the reasons for extending the project to two terms, and obtain explicit permission from the paper adviser.
The degree paper is due on the date specified in the academic calendar for senior thesis submission. The schedule and deadlines for summer degree papers are determined by the registrar and the MALS program director. The degree paper requirement is completed with a two-hour oral defense of the project. The committee of examiners typically includes the student's paper adviser, one member of the Committee on Graduate Studies, and at least one but often two additional faculty members. The committee should represent at least two different academic divisions of the college. The Reed library houses copies of all degree papers and undergraduate senior theses, easily accessible for both reference and borrowing.
When necessary, MALS students may take a three-day extension for submitting the paper, provided a $50 late fee is paid and the bound copies are submitted to the library by the regular deadline.
If a student does not earn a passing grade in the degree paper, the student must submit a new proposal on a different topic to the committee, following the normal deadlines, and register again for the paper. A student who fails the degree paper a second time is ineligible for graduation.
MALS students are expected to perform at the graduate level and to earn grades of B– or better in all their courses. The grade of C is allowed for students who complete a course with credit, but whose work was unsatisfactory. The grade of F designates failure. Students are eligible for an incomplete grade with the same constraints applicable to undergraduate students, with the exception of the degree paper. For the degree paper, B– is the lowest passing grade. The Committee on Graduate Studies conducts a grade review at the end of each semester.
Satisfactory Academic Progress
Satisfactory academic progress refers to a minimum grade point average (GPA) expectation, the number of units completed during the academic year, and the time it normally would take to complete the MALS degree. For federal financial aid purposes, a student is expected to maintain at least a 2.0 GPA. Full-time status at Reed is 3 units in a regular semester (fall or spring) and 1.5 units in summer. Based on the degree requirement of 9 units, a student attending full time would take a year and a half to complete the program. Students are eligible for federal financial aid for up to 150 percent of the regular time frame to complete a degree; therefore, MALS students may be eligible for federal aid for up to two years of full-time study. A student who enrolls part-time during any semester may be eligible for additional semesters of federal aid.
Reed's institutional definition of satisfactory academic progress for the number of completed units is the same as noted above in the federal definition. It differs, however, from the federal definition in minimum GPA and time frame. MALS students generally are expected to maintain a GPA of at least 3.0. They must apply for formal candidacy in the program after completing their first two courses, take at least one course every three semesters, and complete the degree within six years of acceptance as a degree candidate.
Dropping Courses, Refunds, and Withdrawal from the Program
MALS students who drop courses during a semester must complete an add/drop form, available from the registrar's office. The signatures of the instructor, adviser, and student are required for acceptance of the form. Deadlines for registration changes are published in the academic calendar. The date that the completed form is submitted to the registrar's office is the effective date for determining any refund.
The refund of tuition is based on the percentage of the payment period completed by the student. The effective drop date determines the period of completion. The method of determining the refund percentage pertains to nonfederal Title IV financial aid (e.g., alternative loans or the Menashe scholarship). The business office has detailed information on the refund policy.
No deviations from the refund schedule will be made except in cases of extreme hardship, of which the college shall be the sole judge. The Administration Committee may, with the recommendation of the MALS program director, approve petitions for such exceptions. Reed College's refund policy is based in part on the fact that it is an institution with a semester-based program and instructors are not required to take attendance. The refund policy applies to all graduate students who drop or withdraw from courses during a semester, whether or not they have federal Title IV financial aid, except as noted in the section below.
Any student who wishes to withdraw formally from the MALS program must provide written notification to the MALS office. If the student is enrolled at the time of withdrawal, the student must complete the add/drop form.
Credit balances under $10 will not be refunded.
Tuition Refund for Federal Title IV Financial Aid Recipients
Federal Title IV financial aid includes the subsidized and unsubsidized Federal Direct Stafford Loan. For students who are recipients of federal Title IV financial aid, additional calculations must be made for tuition refunds.
First, the college calculates the amount of Title IV aid earned by the student for the percentage of payment period completed. If the percentage of payment period completed is greater than 60 percent, the student is considered to have earned 100 percent of his or her Title IV aid; otherwise, the student has earned the actual percentage calculated.
Second, the college compares the amount earned with the amount disbursed to determine the amount that must be returned to the Title IV programs. The amount disbursed is that aid awarded and disbursed to the student's account, plus the Title IV aid awarded that could have been disbursed to the student's account (such as memo balances).
Third, the college determines the amount of Title IV aid that must be returned to the Title IV programs by the college and by the student. Aid is returned to the Title IV programs in the following order: unsubsidized Direct (Stafford) Loans, subsidized Direct (Stafford) Loans, Direct Graduate PLUS Loans.
Health Insurance
All degree-seeking MALS students taking a half unit or more of Reed classes continuously each term, including summers, are eligible to enroll in the Reed College health plan. Students are allowed one term of nonenrollment in their progression to the MALS degree; a second term of nonenrollment would result in termination of coverage. A student who is unable to return to classes because of extenuating circumstances may qualify to purchase coverage for an additional period of time.
The rates for graduate students are somewhat higher than for undergraduates. However, MALS students may choose their own primary care providers off campus. In addition, MALS students who join the Reed health plan may seek medical attention from the Reed health center, preferably by appointment but also by dropping in. The health center requires students seeking their services to complete a confidential health history form. The plan offers access to the Aetna national network of preferred providers. Detailed information on the plan benefits and costs is available at www.aetnastudenthealth.com or by calling Aetna Student Health at 866/574-8289.
Course Offerings - The following courses are scheduled for the 2012-13 academic year:
Art 530 - Art and Life in Renaissance Florence
One-half course for one semester. Giorgio Vasari describes in Lives of the Artists how "the arts were born anew" in Renaissance Florence. The city's streets and piazzas, palaces and churches, paintings and sculptures give visual form to the cultural and social changes that impacted Florentine life. This course, in its study of artists such as Botticelli, Leonardo, Michelangelo, and Cellini, concentrates on the fifteenth and sixteenth centuries as a period of innovation, in terms of both artistic theory and practice. Through an examination of Florence's public and private spaces, we will consider how visual and material culture served as markers of civic identity and social distinction. Conference. Offered fall 2012.
Liberal Studies 510 - The Fifties in the United States
Full course for one semester. The course will use a range of secondary texts and primary documents to focus on key events and different disciplinary approaches to the study of this era. While the course will rely heavily on historical analyses, we will also use material from film studies, literary analysis, and sociology to understand this decade. The fifties were shaped by the Great Depression and World War II and the authors we will read look back at those cataclysmic events. Policies and ideas shaped in the fifties continue to influence the twenty-first century, and we will pay attention to those historical legacies. Topics include the baby boom and the ideology of the "traditional" American family; the Cold War and its effects on domestic politics; civil rights battles in the legal and political arenas; medical and public health responses to polio; and the political and economic ramifications of postwar consumer culture. Conference. Offered summer 2013.
Liberal Studies 525 - Chaucer and the Medieval World
One-half course for one semester. This course studies the writings of the fourteenth-century poet Geoffrey Chaucer as a gateway into a broader understanding of the literary, philosophical, religious, political, and social issues of England (and Europe at large) during the late Middle Ages. An initial focus on Chaucer's encyclopedic Canterbury Tales will develop students' facility with Middle English and a general familiarity with medieval culture through a close study of the General Prologue. Through the study of subsequent tales, we will pay careful attention to Chaucer's representation of gender and class through his use of irony, manipulation of genre, and development of a poetics of an almost postmodern epistemological indeterminacy. Historical background readings will expose students to medieval anticlericalism, estates satire, class conflict, and the Lollard heresy, all with an eye toward understanding Chaucer's precarious social position as a nonclerical writer at the royal court in postplague and post–Peasant Revolt England. Offered summer 2013.
Liberal Studies 527 - Sex, Gender and Political Theory
One-half course for one semester. What do we see when we look at politics through the lenses of sex and gender? In the last 40 years, scholars have produced a rich body of literature engaging this question. This research challenges and reconceptualizes not only traditional views of sex, gender, and "gender relations," but also fundamental notions of power and politics, public and private, human identity, agency, and subjectivity. In this course we examine some of these developments, their influence on political theory and use in analyzing politics. Due to its breadth and influence, twentieth-century Western feminist scholarship is a dominant though not the sole theoretical lens of the course. Over the course of the semester we focus on four contemporary approaches to understanding the nature, causes, and implications of sex, gender, and related differences and inequalities, and a sampling of their primary philosophical and political concerns.. Conference. Offered spring 2013.
Liberal Studies 570 - The Theory and Practice of Globalization
One-half course for one semester. This course is an introduction to recent theories and debates about the nature of globalization. What is globalization? Why has this term become so prevalent in social theory and popular discourse in the past 10 years? What competing worldviews and political economic visions does it encompass? Beginning with the influential world systems theory models in the 1970s, we move quickly to consider the criticisms and alternatives offered by a variety of social theorists since the late 1980s especially. Drawing on the spate of recent literature and anthologies on globalization and capitalism at both local and translocal levels, discussions and written assignments will address some of the most pressing and conflictual issues facing humankind today. Conference, Offered fall 2012.
Literature 541 - Two Contemporary Dramatists
One-half course for one semester. This course will develop a kind of literary conversation between two contemporary dramatists (David Mamet and Suzan-Lori Parks) who are both working on the problem of language and how people do or don't communicate with each other about a variety of issues. In addition to the issue of language, the focus of the course will be on gender and race. Texts for Mamet include American Buffalo, Glengarry Glen Ross, and Oleanna. Texts for Parks include The Death of the Last Black Man in the Whole Entire World, TopDog/Underdog, and Fucking A. Prerequisite: Two English or literature or consent of the instructor. Conference. Offered spring 2013.
Mathematics 537 - The Trials of Galileo
One-half course for one semester. This course provides an introduction to classical astronomy, with particular attention to the Copernican Revolution. Students will study the problem of Plato, who required explanation of the anomalous motions of the planets in terms of circular motion at constant speed. Students will also study excerpts from Copernicus with an objective to explain his criticisms of and proposed revisions to the current form of Ptolemaic astronomy, and then to show that Copernican astronomy improved upon the Ptolemaic only in an aesthetic sense imperceptible to all but a few. The question of why the new astronomy did in time prevail will be the focus of the third part of the course. Excerpts from the relevant works of Kepler, of Galileo, and of the Jesuits will be introduced to show the gradual accumulation of observational evidence in favor of the new astronomy. The celebrated trials of Galileo (1633), in context of Counter-Reformation politics, will set the focus for the final discussion. Conference. Offered fall 2012.
Music 565 - Music and Cold War America
One-half course for one semester. Post–World War II negotiations of anticommunism, national identity, and global membership reverberated throughout American musical culture in the 1950s. These sociopolitical developments impacted the careers of musicians as disparate as Paul Robeson, Aaron Copland, and Dizzy Gillespie; shaped the reception of repertories ranging from experimental music to the Broadway musical to rock and roll; and transformed the meanings of ethnic assimilation, the civil rights movement, and ideologies of modernism and populism. Through study of selected music examples, primary source materials, and relevant historical literature, this course will examine the performance, composition, and consumption of music in the United States during the early Cold War period, from roughly 1947 to 1961. Conference. Offered spring 2013.
MALS 670 - Degree Paper
Full course for one semester or one year.
Recent Courses - The following graduate courses have been offered in the past five years:
520 Pacific Northwest Forests
Biology 534 Fitness and Food
Creative Writing 545 Craft Studio: American Culture
Economics 567 Financial Crises, Market Crashes and Economic Depressions
English 521 The Art of the African American Short Story
English 538 Cinema and the Senses
History 508 The First World War
History 535 American Abolitionism
History 545 The Vietnam War
History 553 The French Revolution, 1770–1800
History 565 Animals: An Intellectual and Cultural History
History 570 The Incas
Liberal Studies 507 Jewish Atlantic World
Liberal Studies 516 Layered Memories of Japanese Colonialism
Liberal Studies 518 Shakespeare and Film
Liberal Studies 519 Britain in the 1920s: Wartime, Literature, and Culture
Liberal Studies 522 Ancient Epics: The Epic of Gilgamesh, the Iliad, the Odyssey, and the Aeneid
Liberal Studies 547 Ancient and Modern Praise Poetry: Ted Hughes and Pindar
Liberal Studies 548 Sports and Social Life
Liberal Studies 553 Literary and Visual Culture in Eighteenth-Century Britain
Liberal Studies 557 Literature at the Margins of the Roman Empire
Liberal Studies 559 Ancient Slavery and Modern Ideology
Liberal Studies 563 The Bloomsbury Group
Liberal Studies 571 The American Civil War in History and Memory
Liberal Studies 582 Truth and Representation in Early Modern Europe
Liberal Studies 587 Plagues and Their Meanings: Epidemic Disease in Medieval and Renaissance Europe
Liberal Studies 591 Contemporary and Classical Literary Theory
Literature 523 Church and State in Early Modern Spanish Culture
Literature 532 Leo Tolstoy
Literature 533 Constructions of Jewishness in Cinema
Literature 535 The Metropolitan Experience
Mathematics 537 The Copernican Revolution
Philosophy 562 Religion and Modernity
Physics 579 Great Ideas in Twentieth-Century Physics
Psychology 522 Stereotyping and Prejudice
Psychology 531 Emotions
Psychology 550 Psychological Perspectives on Art
Religion 552 History of Islam in America
Religion 574 Religion and Media
Theatre 547 New Directions in Twentieth-Century Theatre


text:
I am taking my teenage daughter and her friends, around 12 to 14 people, to the Awesome 80's Prom Show on a Saturday night in the summer.
We are traveling from the northern suburbs, so I have to feed everyone too.
Being that the show is the main entertainment for the evening, I am looking for some quick eats in the area, but nothing too cheap or boring like McDonalds. Something that would be easy in and out, like a Shake Shack or a good pizza place, possibly Mexican. Alcohol isn't a factor because it's all teenagers.
But I don't want a sit down place that would take too long, as the night will be long enough with the travel both ways, and the Prom show.
Thanks for any suggestions.


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One of the biggest surprises at the Los Angeles NIKE Camp was Travis Averill, an offensive guard from Anaheim (Calif.) Servite, and now his recruitment is starting to pick up in a big way.
UCLA is the latest offer for Averill, a 6-foot-4, 270-pound prospect who also has offers from Boise State and Colorado. The offer from the Bruins is definitely intriguing.
"They're cool," Averill said. "When I talk to them they seem real nice. Right now I don't really have a favorite.
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"Everything has developed pretty fast. They're a great school and it's a great offer because they're close to home and it's a nice campus. Their coaches are really good and I like their philosophy."
This weekend Averill is headed to Boise State for a visit. The Broncos were the first to offer Averill, who said he's excited to take the visit this weekend because he thinks highly of the program and the coaching staff.
"Boise State almost seems like too good to be true," Averill said. "They're so good and I'm hoping to have a good experience up there when I go up there this week.
"I'm leaving Friday. I want to get a better feel for the place and see if I like it or not. It sounds great. The coaches are really nice and it's a great program."
Colorado has also entered the picture and Averill especially likes how intense the new Buffaloes' coaching staff has been on the recruiting trail.
The Servite standout said Colorado has already offered lots of offensive linemen so there could be hefty competition in the recruiting class but he's looking to learn more about the program.
"They're on a really good track," Averill said. "They're starting fast and they're after a lot of guys. They said they're only going to sign six linemen and they offered more than 20 already. They seem great. It's a great atmosphere up there."
Not many other schools are pursuing Averill yet but after his Los Angeles NIKE Camp performance more colleges should start showing interest. It could be a busy spring and summer ahead for the Southern California recruit.


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British pre-retirees are in even worse shape than their American counterparts when it comes to saving enough for retirement. According to new research from J.P. Morgan Asset Management, British retirees are counting on state benefits and part-time work to fund their retirement, and almost half of pre-retirees admit they currently save nothing for retirement, despite two-thirds expecting to rely on a pension for income.
When asked what their expected sources of income will be, 64 percent said they expect to use a pension for income in retirement, while almost half (47 percent) will use state benefits (up from 29 percent in 2006), and a quarter say they will work part-time. Only one in five (21 percent) expect to use other investments as a source of income in retirement (down from 41 percent in 2006), while others will rely on inheritance or downsizing their home (14 percent apiece) and one in 20 (5 percent) will depend on equity release.
The research found 71 percent of men expect to use a pension as their income compared with 58 percent of women, with a higher percentage of females relying on their spouse/partner to support them (22 percent compared with 15 percent of males).
When asked how much of their income they are currently saving toward a pension, the nation's average is just 3 percent. At the extreme ends of the spectrum, half of pre-retirees surveyed say they are saving nothing at all for their retirement (52 percent of women and 39 percent of men), while 6 percent of those polled save more than one-tenth of their income.
Furthermore, when asked what level of pension income they expect to receive in retirement, more than half (53 percent) say less than 40 percent of their final pre-retirement salary. The average pension income people are expecting to receive is 37 percent (on the national average salary of £26,500 this would be £9,805 a year in today's money). Overall, the expectation is higher among males than females – men believe they will receive 40 percent of their final salary as a retirement income compared with one-third of final salary (34 percent) for women.
"If ever the nation needed a wake-up call to start planning and saving for their long-term financial future and retirement then this is it. Worryingly, every second person is saving absolutely nothing for their retirement, yet on average people are expecting to retire on 37 percent of their final pre-retirement salary. Sadly, the numbers just don't add up," said Keith Evins, head of UK Funds Marketing at J.P. Morgan Asset Management.
Respondents were also asked what size pension fund they would need to generate a pension income of £25,000 a year, and awareness is low. Sixty-three percent of UK adults admit they don't know. That percentage is even higher among those over the age of 55. On average people believe that to generate an income of £25,000 per annum they need £380,061. This sum is higher among those who are 55 or older, with a mean answer of £476,550, compared with £289,216 for those who are aged 18-34. At current annuity rates, as of March 11, 2013, a 65-year-old with no health problems would need a fund of around half a million pounds to secure an annuity of £25,000.
"The situation is a worrying one, but people should not necessarily panic. My advice is to take a step back from the situation and start saving for the long term," said Evins. "There are many points in favor of using pensions as a primary retirement savings vehicle. No other type of investment is likely to offer the prospect of generous contributions from one's employer, for a start. But the biggest point in pensions' favor is undoubtedly the tax relief that is currently available, which means for a basic-rate taxpayer a £100 contribution only costs the saver £80, or £60 for a higher-rate taxpayer. However, although pensions will usually be the beginning of retirement planning, they should not necessarily be the end of it – which is where [individual savings accounts] come in."


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YRG Branch Mar '14 Newsletter large print
13 March 2014
- What Do You Want from Equity?
- Goodbye Yvonne …
- … Can You Help Make Our Branch Better?
- Council Supports Orgreave Truth and Justice Campaign
- Trades Union Activist Skills Training
- Look What You Missed!
- Can You Help us to Raise Some Money?
- A purchaser's guide to house buying
- Dates for Future Branch Meetings
- Branch Contacts and Resources
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I think this has the possibility of being an interesting theme. If nothing else it should show who is a true artist & who is a karaoke visionary. I think Alex & Jessica should fare the best.
For CJ.
Way Over Yonder.
Carole King - Way Over Yonder - YouTube
For Dexter
Hillbilly Bone!!!!!!!! I think he would do a great job with this one.
Blake Shelton - Hillbilly Bone [feat. Trace Adkins] (Official Video) - YouTube
Also, If Tomorrow Never Comes by Garth Brooks. (Ballad)
Last edited by Debb70; 04-11-2014 at 04:47 PM.
For Jessica:
Like The Way I Do. ( This would give her a real solid song to dig her teeth into.)
Melissa Etheridge - Like The Way I Do - YouTube
No One Compares To You.
Sinéad O'Connor - Nothing Compares 2U - YouTube
For ALEX ( I would LOVE to hear him do this one. He go really let go with it.)
Walking In Memphis. Does he play piano?
Marc Cohn - Walking in memphis (with lyrics) - YouTube
Last edited by Debb70; 04-11-2014 at 04:57 PM.
I'd love to hear Caleb do Still Loving You by The Scorpions or Keep On Loving You by REO Speedwagon.
Jessica Black Velvet by Alannah Myles Black Velvet
Jena What's Up - 4 Non Blondes. What's Up
^^^Linda Perry looks so different in this video, it's almost like she tries to throw every different kind of clothing style into one look. I wonder which look Sara Gilbert (The Talk) prefers? They look so broody and all monochromatic together. lol
Sheldon Cooper: Woman, you're playing with forces beyond your ken
Penny: Yeah, well your Ken can kiss my Barbie.
LOVE Into The Mystic.
If you have men who will exclude any of God's creatures from the shelter of compassion and pity you will have men who will deal likewise with their fellow men. - St. Francis of Assisi
Songs I Think Would Be Cool for Two of the Remaining Contestants to Sing
C.J. - Texas Flood - Stevie Ray Vaughn
Sam - Never Meant - American Football
If you have men who will exclude any of God's creatures from the shelter of compassion and pity you will have men who will deal likewise with their fellow men. - St. Francis of Assisi


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Written on: 03/05/2007 by s20023 (2 reviews written)
Good Points
The Price
Decent quality
The Price
Free flip up covers
The Price
General Comments
Right first of all you get what you pay for right? A friend of mine has beautiful German glass that is crystal bright, the Richter isn't in this class, it doesn't pretend to be.
What it does give you is perfectly clear, totally usable vision across all of the mags on the 3-9x zoom. The lenses make great use of the light that comes in so much so that even with camouflage veil across the 40mm lense it is usable well into the twilight ( mine is the non illuminated reticule version). The leaflet that comes with the scope suggests that it is primarily designed for rifle rather than air rifle use (it describes how to zero it at 100 metres) So I'm guessing it may not stand up to recoiling air gun use, I run a pcp so I don't know. Mine is Zeroed to 30 metres and is good enough to decapitate matches at this (indoor) range.
The stunning thing about this scope is always going to be the price £29.95...................
You could get better, but I reckon you'd have to add a 1 to the price first, for me that;s a no- brainer, at my level of shooting, at the ranges I shoot over I don't need more than this scope.
As rated by our community of reviewers
" AO version very good " Read More
Written by philmatuk
" Traditional classic homely " Read More
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Anaheim/4th district resident supports FFFF's actions on LOC from Claudio's broadside.
4th Supes Residents: Carpetbagger Thinks You need to Know What's Important to Her
by Steve Perez •
Anaheim Resident points out obvious high-minded statements from Anti-Gay Carpetbagger.
The Anti-Tax man Cometh! Richard"Tax-Cheat" Chavez Responds with Scathing words for Daly
by Steve Perez •
Anaheim resident draws out corrupt former Anaheim Council-member "Tax Cheat Chavez"
Will the Tax-Cheat Endorse the Carpetbagger?
by Steve Perez •
Blogger asks a curious question of unethical parties.
Sarah "Going Rogue" Palin suggests Obama needs to produce his birth certificate, thus going birther
by Steve Perez •
Blogger reposts Sarah Palin birther video for OC readership!
Fmr. State Senator Kuehl Endorses Newsom
by Steve Perez •
Blogger writes about California's first openly gay state elected official's endorsement of Mayor Gavin Newsom.
He's not a Muslim, Kenyan, or Indonesian, get real… He's a JEDI!
by Steve Perez •
Blogger writes a gleeful response to the POTUS wielding a lightsaber!


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|Collected Correspondence
Records and correspondence
|Named Person:
|Sigmund Freud; H. D.; Bryher; Sigmund Freud; H. D; Bryher; Bryher; Bryher; Sigmund Freud; H. D.; Bryher; Hilda Doolittle; Sigmund Freud; Sigmund Freud; H. D.; Bryher; Sigmund Freud; Bryher.; Hilda Doolittle
|Material Type:
|Internet resource
|Document Type:
|Book, Internet Resource
|All Authors / Contributors:
Sigmund Freud; H. D.; Bryher; Susan Stanford Friedman
|0811214990 9780811214995 0811216039 9780811216036
|OCLC Number:
|lii, 615 pages ; 24 cm
|Cast of Characters: Pet Names and Frequent Abbreviations --
Prologue: Selected Letters, 1932-1933 --
Analysis with Freud, March 1-June 15, 1933 --
Between the Acts: Selected Letters, June 1933-October 1934 --
Return to Vienna: October 29-December 2, 1934 --
Epilogue: Selected Letters, December 1934-February 1937 --
A Coda --
Selected Letters of H.D. to George Plank, 1935.
|edited by Susan Stanford Friedman.
"The poet H.D. (1886-1961) underwent psychoanalysis with Sigmund Freud in Vienna during the spring of 1933 and again in the fall of 1934. She visited his famed study at 19 Berggasse daily, while outside Nazi thugs bullied their way through the streets - an early foretaste of the catastrophe of coming war. Freud was old, fragile, and often ill. H.D. was forty-six and despairing of her writing life, which, for all her success, seemed to her to have reached a dead end. Her sessions with Freud proved to be the point of transition, the funnel into which she poured her memories of the past and associations in the present, and from which she emerged reborn." "H. D. came to Freud at the urging of her companion, the novelist Bryher (1894-1983), the daughter of a wealthy British shipping magnate and long a supporter of the internationl psychoanalytical movement." "Although H.D.'s letters to Bryher are at the core of Analyzing Freud, the volume includes a generous selection of Bryher's side of the exchange, as well as sixteen letters by Freud to H.D. and a dozen more to Bryher, most of them published for the first time. In addition, reflecting a larger literary and personal web of associations, the book includes H.D.'s and Bryher's letters to and from Havelock Ellis, Kenneth MacPherson, Robert McAlmon, Ezra Pound, and Anna Freud, among others. Taken together, the 306 letters in Analyzing Freud, introduced and fully annotated by Susan Stanford Friedman, comprise a compelling portrait of a psychoanalysis that amplifies and expands upon H.D.'s formal Tribute to Freud (1974)."--Jacket.
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Related Subjects:(24)
- Freud, Sigmund, -- 1856-1939 -- Correspondence.
- H. D. -- (Hilda Doolittle), -- 1886-1961 -- Correspondence.
- Bryher, -- 1894- -- Correspondence.
- Freud, Sigmund, -- 1856-1939.
- H. D -- (Hilda Doolittle), -- 1886-1961.
- Bryher, -- 1894-1983.
- Bryher -- Correspondence.
- Bryher, -- 1894-1983
- Freud, Sigmund, -- 1856-1939
- H. D. -- (Hilda Doolittle), -- 1886-1961
- Doolittle, Hilda, -- 1886-1961.
- Freud, Sigmund, -- (1856-1939) -- Correspondance.
- H. D. -- (1886-1961) -- Correspondance.
- Bryher, -- (1894-1983) -- Correspondance.
- Freud, Sigmund.
- Bryher.
- Doolittle, Hilda.
- Psychoanalysts -- Austria -- Correspondence.
- Freudian Theory.
- Psychoanalysis.
- Psychoanalysts.
- Austria.
- Briefsammlung.
- Psychanalystes -- Autriche -- Correspondance.
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Is Performance Pay its own Worse Enemy?
07/24/2007Editorial by Kate Walsh
The most serious obstacle standing in the way of genuine reform of teacher compensation is probably not opposition from teacher unions. As illogical as this is going to sound, what may defeat pay reform is actually our unbridled enthusiasm for performance pay.
Performance pay has proven to be inordinately compelling to people not used to paying much attention to education issues, including politicians. While there are plenty of steps the nation could take to improve the quality of the nation's teachers, (see our State Teacher Policy Yearbook ) the prospect of pay reform is what people want to talk about. Performance pay is to teacher quality as Angelina Jolie is to the global poverty movement.
Don't misunderstand me. Politicians aren't wrong to be so interested in performance pay. I for one am well versed in Jolie's latest adoption. In fact many politicians have shown a lot of courage calling for performance pay. It offers tremendous promise for attracting and keeping the talent the profession needs.
The problem with performance pay is that currently it is easier to do it poorly than to do it well--as the city of Houston, among others, can attest. And each time that states or districts do it poorly, we hand opponents a victory, giving them all the evidence they need to defend the status quo.
While the press could write any number of stories about how unfair the current system of teacher pay is, it doesn't--because the uniform salary schedule isn't news. There are superstars leaving the profession every day, frustrated with their inability to earn the pay that recognizes their successes, but their leaving isn't news either.
In contrast, every time a performance pay experiment fails, it's a news story. Just look at the damage done by the Houston Chronicle when it insisted on publishing the name of every teacher in the district who received a pay bonus--allowing the public to serve as the judge and jury on a first-time effort, however flawed.
The National Council on Teacher Quality has joined forces with a number of other groups that are also worried about premature and ill-advised efforts, laying out some important first principles for adopting compensation reform. The white paper produced by this group describes quite nicely how to navigate some of the perils of trying performance pay, with many lessons learned the hard way.
While this paper provides important guidance, it also reveals how little we still know and how few proven models there are to emulate. There's Denver. There's TAP. There are many variations on a theme in Florida and Minnesota. They are all helping us learn more, some what to do, some what not to do.
There is a reform model that the National Association of Independent Schools is promoting and which a number of public school districts are also experimenting with in some fashion. In this model, the school board allocates an overall percentage increase towards salaries each year, but the school principal or administrative team is given a fair amount of discretion to distribute the majority of the funds. Out of a six percent increase, for example, two percent might be allocated to automatic cost of living increases, but the school principal (or administrative team) would also decide how to distribute an additional two percent for individual "pay for performance" bonuses and yet another two percent for strong school-wide performance.
I like this idea for its simplicity. It rewards individuals and the group and gives school leadership more authority over who gets raises, rather than relying on complicated state or district formulas to do so. It's fair: built on a foundation of goals that teachers help to set and which have been widely communicated. It's also relatively predictable because it would be a fixed part of the annual budget--though even so, it's easy to imagine it being slashed by a district making cuts to balance its budget, but that's an unsolvable problem.
While this model provides a great solution for most teachers, it still comes up somewhat short in one critical area: It does not accommodate the needs of the superstar teachers. Annual bonuses, often too small and subject to legislative and school board whims, are not what it will take to retain exceptional teachers.
For the superstars, we might look to the university structure for another effective model: endowed chairs. Applied to public PK -12 settings, these would be highly compensated chairs for which a teacher could be nominated by a school principal, colleagues, or even parents, but with the condition that student learning must be the preponderant criterion for the honor.
These chairs would not be awarded through "self-nomination," a process that inevitably leads to months of hard labor to prove one's worth (as we learned from the National Board process) and which exceptional teachers in high poverty schools do not have time to do. Funding for these chairs would not be subject to the whims of annual bonus systems that are too easily cut when times get tough, but would be permanent positions (with an 'out' for the district should the teacher fail to provide solid performance). The number of chairs would have no relation to the number of schools; a single school might have one or more chairs, or none. The number of chairs would be a factor of what the district could afford--by means of public or private funds.
The impact of endowing chairs across school districts holds some of the same appeal as the National Board, but maximizes the positives that it brings to the table. It also accomplishes what no existing performance plan has solved: accommodating exceptional talent, not just good teaching. It would not, however, do away with the need for still having in place a good performance pay plan, available to all teachers, on an individual or school-wide basis. The two approaches--rewarding the very best as well as the good--need to go hand in hand.


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BlogHer proudly partnered with The Creative Connection to bring you BlogHer Handmade. Taking place over three days, September 15-17,2011, BlogHer Handmade at The Creative Connection was a handmade, social media, entrepreneur, and food extravaganza.
Conference Info
BlogHer Handmade
September 15, 2011
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Elder Scrolls OnlineElder Scrolls Online, like South Park, has a confirmed release date. That's generally a good sign. A delay's more likely when a company's cagey about the exact date.
That being said, I wouldn't be shocked if ESO was pushed later into 2014. ZeniMax has a lot riding on this game. Even if the rumored $200 million development budget is bull, developing an MMORPG over seven years isn't cheap. Plus, the company's putting the reputation of their most precious franchise (Elder Scrolls) on the line with this release. They have every reason to take a slow, cautious approach.
The stringent non-disclosure agreement for ESO's beta testing gives me reason to doubt the release date, too. Testers aren't even allowed to say that they're in the beta, much less provide any details on the game. I can understand a company wanting to control the flow of news about their game but when you're this secretive, it seems like insecurity.
Even if the PC and Mac versions arrive in April as planned, there's a possibility that the console versions could slip. The Xbox One and PS4 launch is currently set for "June 2014." I suspect the exact timing hinges on how well the PC and Mac release goes. If ESO has a rocky launch on PC and Mac, it's likely ZeniMax would hold off on the console release so they can stabilize the other versions first.
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Ford Motor Co. (F - Free Report) announced that it is increasing the number of recalled 2014 Ford F-150 trucks to 5,675 vehicles from the initial recall of 372 vehicles. The automaker is recalling the vehicles due to a problem in the electronic power assist steering gears.
Ford has recalled the vehicles as the motor position sensor magnet of the electronic power assist steering gears may be improperly installed by the supplier. This may damage the steering, leading to loss of steering control, thus increasing the risk of a crash. The Suppliers of Ford informed the automaker about the defect in an additional number of vehicles on Jun 17.
Of the total vehicles recalled, only 260 had been supplied to customers globally as of Jun 24. The remaining are either at Ford dealerships or in transport to the dealers. However, there is no report of any causality related to this defect.
Ford has requested the owners of the recalled vehicles not to use their vehicles and to report to the dealers as soon as possible for repair. Ford also ordered the dealers not to sell any of the affected vehicles and not even offer test drives in these vehicles. The dealers will be replacing the steering gear of the affected units to fix the problem.
Ford focuses on delivering its customers with the best quality vehicles. F-150 is Ford's top-selling light vehicle in the U.S. The automaker is taking adequate steps and responding well to matters concerning the safety of its customers.
Last month, Ford announced 4 separate recalls for a total of 1.4 million SUVs and sedans in North America, of which 1.186 million vehicles are in the U.S.
Ford currently carries a Zacks Rank #3 (Hold). Fox Factory Holding Corp (FOXF - Free Report) , Gentherm Incorporated (THRM - Free Report) and Tower International, Inc. (TOWR - Free Report) are some better-ranked automobile stocks. All these stocks carry a Zacks Rank #1 (Strong Buy).
In-Depth Zacks Research for the Tickers Above
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text: tsm [ Break Out With Your Resumes, There's A Job Fair Tomorrow By Monika June 4, 2013 If you are looking for a job this may be for you. Read More Category: Local / Texas, Public Service / Charity Tags: business, employee, employer, hire, interview, job fair, jobs, resume, southwest university, work Send to a friend! Share on Facebook Share on Twitter Pin it! Reddit This! Share on Tumblr!


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KAUPULEHU-KONA, Hawaii, Jan. 22 (UPI) -- Dan Forsman collected his third Champions Tour victory Sunday, cruising to a two-shot triumph at the Mitsubishi Electric Championship in Hawaii.
Forsman fired a 3-under 69, finishing at 15-under-par 201 after leading by as many as three strokes along the way in the season-opening event.
Jay Don Blake finished in second place with a bogey-free round of 5-under 67, sinking a birdie on the 18th to claim sole possession of the No. 2 spot.
Knotted for third place at minus-12 were defending champion John Cook (68) and Michael Allen (69).
Jeff Sluman (71) and Gary Hallberg (66) finished tied for fifth at 11-under 205.


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wikiHow to Be a Hunger Games Fan
The Hunger Games is an extremely popular fiction saga that was released in the Fall of 2008. Since then, a movie deal has been made, more books have been released, and our fandom has been given an official name. Follow the steps below to find out how to show your Hunger Games pride and become a true fan.
1Read the whole saga at least twice. That way, you'll know pretty much all the details.
2Own at least one of the books. Now you can have one with you at ALL times.
3Memorize "The Hanging Tree" and "Rue's Lullaby". Be ready to recite them in under a minute.
4Get a mockingjay pin. Wear it every day.
5Make a countdown calendar for how many days are left till the movie drops. Tape it to your wall and cross out every day until March 23 2012. When that day arrives, start another one for the Catching Fire sequel. It will be released on November 22, 2013.
6Decide who your favorite character is and support them. For example, if it's Peeta, get a "Team Peeta" t-shirt.
7Cut out or print any Hunger Game related article you see in a newspaper or online and tape it next your countdown calendar.
8Get a movie poster. Put it on your ceiling above your bed.
9Get to know the characters as if they are your real friends.
10Know the people who portray the characters in the movie, especially important characters (e.g. Rue (Amanda Steinberg), Katniss (Jennifer Lawrence), Peeta (Josh Hutcherson), etc)
11Be able to explain the books to anyone at any given moment.
12If possible, learn to play either "Rue's Farewell" or "Rue's Whistle Song" on the violin (Rue's Farewell) or piano (Rue's Whistle Song).
13When saying good luck, say--with a serious face-- "May the odds be ever in your favour."
14Find a way to apply The Hunger Games into everyday life (e.g. you see a girl with a bow and arrow, say "Hey, Katniss!". Or if a bunch of kids are fighting, break it up by saying--with a serious face-- "Hey! We do not want a 77th Hunger Games! Now, stop, or I'll put some tribute mutts on all of you!) Just don't do this too much, or others might find it extremely irritating, and be turned off to THG.
Community Q&A
Where can I get a Mocking Jay pin?wikiHow ContributorYou can buy them online, such as: Ebay, Amazon, or Etsy. You can also make your own from polymer clay and a pin backing. Lastly, you don't have to get the exact pin. Consider just wearing something golden to show you are part of the Hunger Games fandom.
How can I be more like Katniss?wikiHow ContributorOne of her strongest characteristics is that she is very brave, and she stands up for what she believes is right. Katniss is also very caring and she is a great leader. You can try to learn how to hunt, and how to use bow and arrow.
Does this work for Lord of the Rings?Of course! These steps can be used for any fandoms, not just the Hunger Games.
Ask a Question
200 characters leftSubmit
- Wear boots, a black t-shirt, a black jacket with red or orange tape on the edges to give yourself that arena look.
- If you are a Katniss fan wear your hair in a side braid for a month.
- There are so many other ways to become a die-hard Hunger Games fan, so try to figure them out and do them!
- Don't open the door to Peacekeepers. They may see your support of the Mockingjay and arrest you and bring you to the Capitol for questioning.
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Thanks to all authors for creating a page that has been read 11,491 times.
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Black Bean and Jicama Salad
Nutritional Info
- Servings Per Recipe: 1
- Amount Per Serving
- Calories: 1,127.0
- Total Fat: 7.0 g
- Cholesterol: 0.0 mg
- Sodium: 1,256.0 mg
- Total Carbs: 231.1 g
- Dietary Fiber: 80.6 g
- Protein: 53.7 g
View full nutritional breakdown of Black Bean and Jicama Salad calories by ingredient
Submitted by: SHERVM01
Number of Servings: 1
2.5 cups black beans, 1 cup corn, half a large jicama, juice of one lime, dash of chili powder and pepper, 1/2 tsp salt, 1 tbps red wine vinegar, 3/4 tbps cumin, 2 tomatoes, 2 med red bell peppers, and 1/4 of a med red oninon.
Cut up all ingredients and mix together and allow to stand for at least 2 hrs before eating.
Number of Servings: 1
Recipe submitted by SparkPeople user SHERVM01.
Number of Servings: 1
Recipe submitted by SparkPeople user SHERVM01.


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Canned, cooked or otherwise processed tomatoes; Olive oil; Peeled tomatoes; Tomato puree
Business in NORTH FRANKLIN, CT
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