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Book your room at Sofitel Legend Metropole Hanoi
Premium Room, 2 Single Beds (Opera Wing)Max Occupancy: 3 guests (up to 1 child)
Luxury Room, 2 Single Beds (Metropole Wing)Max Occupancy: 3 guests (up to 1 child)
Luxury Room, 1 Queen Bed (Metropole Wing)Max Occupancy: 3 guests (up to 1 child)
Premium Room, 1 Queen Bed, Patio (Opera Wing)Max Occupancy: 3 guests (up to 1 child)
Grand Luxury Room, 2 Single Beds (Metropole Wing)Max Occupancy: 4 guests (up to 2 children)
Grand Luxury Room, 1 Queen Bed (Metropole Wing)Max Occupancy: 4 guests (up to 2 children)
Grand Premium Room, 2 Single Beds (Opera Wing)Max Occupancy: 4 guests (up to 2 children)
Grand Premium Room, 1 King Bed (Opera Wing)Max Occupancy: 4 guests (up to 2 children)
Prestige Suite, 1 King Bed (Opera Wing)Max Occupancy: 4 guests (up to 2 children)
Premium Room, 1 Queen Bed (Opera Wing)Max Occupancy: 3 guests (up to 1 child)
Premium Twin Room, 2 Single Beds, Patio (Opera Wing)Max Occupancy: 3 guests (up to 1 child)
5-star luxury hotel in Hanoi (Hoan Kiem) near Hoan Kiem Lake
This luxury hotel is located in the heart of Hanoi, walking distance from Trang Tien Plaza and Hoan Kiem Lake. Also nearby are Thang Long Water Puppet Theatre and Temple of Literature.
Hotel Features
At Sofitel Legend Metropole Hanoi, recreational amenities include an outdoor pool and a health club. The hotel also features a full-service spa and a poolside bar.
Room Amenities
LCD televisions come with satellite channels. Guestrooms also feature complimentary wireless Internet access, complimentary high-speed (wired) Internet access, and air conditioning.Information missing or incorrect? Tell us!
Sofitel Legend Metropole Hanoi
At your hotel
In addition to a full-service spa, Sofitel Legend Metropole Hanoi features an outdoor pool and a health club. Guests can unwind with a drink at one of the hotel's bars, which include a swim-up bar and a poolside bar. This 5-star property offers access to a business center, limo/town car service, and meeting rooms.
A computer station is located on site and high-speed wired and wireless Internet access is complimentary. 7 meeting rooms are available. This luxury hotel also offers a spa tub, a rooftop terrace, and spa services. For a surcharge, the property provides a roundtrip airport shuttle at scheduled times and a train station pick-up service.
Sofitel Legend Metropole Hanoi is a smoke-free property.
- Babysitting or childcare (surcharge)
- Supervised childcare/activities (surcharge)
- Business center
- Multilingual staff
- 24-hour front desk
- Safe-deposit box at front desk
- Total number of rooms - 364
- Number of floors - 7
- Gift shops or newsstand
- Shopping on site
- ATM/banking
- Laundry facilities
- Outdoor pool
- Elevator/lift
- Year Built 1901
- Complimentary newspapers in lobby
- Dry cleaning/laundry service
- Airport transportation (surcharge)
- Beach/pool umbrellas
- Rooftop terrace
- Luggage storage
- Health club
- Concierge services
- Limo or Town Car service available
- Meeting rooms
- Terrace
- Poolside bar
- Porter/bellhop
- Room service (24 hours)
- Pool sun loungers
- Train station pickup (surcharge)
- Number of meeting rooms - 7
- Smoke-free property
- Number of buildings/towers - 2
- Breakfast available (surcharge)
- Wedding services
- Full-service spa
- Hair salon
- Computer station
- Free Wi-Fi
- Free wired high-speed Internet
- Tours/ticket assistance
- Spa treatment room(s)
- Garden
- Conference center
- Spa services on site
- Spa tub
- Swim-up bar
Stay connected
Available in all rooms: Free Wi-Fi , Free wired high-speed Internet
Available in some public areas: Free Wi-Fi , Free wired high-speed Internet
In your room
- Premium bedding
- Soundproofed rooms
- Air conditioning
- Complimentary newspaper
- Phone
- Minibar
- Complimentary bottled water
- Daily housekeeping
- Turndown service
- Designer toiletries
- Bathrobes
- Complimentary toiletries
- Hair dryer
- Slippers
- Shower/tub combination
- Hypo-allergenic bedding available
- In-room safe (laptop compatible)
- Free Wi-Fi
- Blackout drapes/curtains
- Climate control
- Private bathroom
- Connecting/adjoining rooms available
- In-room childcare (surcharge)
- Iron/ironing board (on request)
- Desk
- Satellite TV service
- Free wired high-speed Internet
- Down comforter
- Individually furnished
Eat and drink
Full breakfasts are available for a surcharge and are served each morning between 6 AM and 10:30 AM.
Spices Garden Restaurant - This poolside restaurant serves breakfast, lunch, and dinner. A children's menu is available.
Le Beaulieu Restaurant - This fine-dining restaurant serves breakfast, lunch, dinner, and brunch. A children's menu is available.
Angelina Restaurant - This restaurant serves lunch and dinner. Guests can enjoy drinks at the bar. A children's menu is available.
Le Club Bar - This poolside restaurant serves breakfast, lunch, and dinner. Guests can enjoy drinks at the bar. A children's menu is available.
24-hour room service is available.
An outdoor pool and a spa tub are on site. Other recreational amenities include a health club.
The recreational activities listed below are available either on site or nearby; fees may apply.
- Yoga classes/instruction on site
Le Spa du Metropole has 7 treatment rooms including rooms for couples. Services include massages, facials, body wraps, and body scrubs. The spa is equipped with a spa tub. A variety of treatment therapies are provided, including aromatherapy.
- Number of treatment rooms 7
- Couples treatment rooms
- Body wraps
- Body scrubs
- Aromatherapy treatments
- Spa tub in spa
- Massages
- Body treatments
- Facial treatments
To make requests for specific accessibility needs, complete the "Special or Accessibility Requests" section of "Trip Preferences" when you book your hotel.
- Accessible bathroom
- Accessible path of travel
- In-room accessibility
The fine print for Sofitel Legend Metropole Hanoi
When you arrive
Check-in time starts at 2 PM
When you leave
Check-out time is noon
How you can pay
Accepted at this hotel: Carte Blanche, Diners Club, Discover, JCB International, MasterCard, Visa, American Express
You need to know
Extra-person charges may apply and vary depending on hotel policy.
Government-issued photo identification and a credit card or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
- The name on the credit card used at check-in to pay for incidentals must be the primary name on the guestroom reservation.
- Breakfast fee: USD 26 per person (approximately)
- Rollaway bed fee: USD 60 per night
We should mention
Under Vietnamese law, a guest who is not a Vietnamese citizen cannot share a room with a Vietnamese citizen without proof of marriage to each other. Otherwise, a second room must be booked. This property offers transfers from the airport and train station (surcharges may apply). Guests must contact the property with arrival details before travel, using the contact information on the booking confirmation. Up to 2 children 11 years old and younger stay free when occupying the parent or guardian's room, using existing bedding. The property has connecting/adjoining rooms, which are subject to availability and can be requested by contacting the property using the number on the booking confirmation.
Awards & Affiliations
- Sofitel Legend Metropole Hanoi is listed in the 2013 Condé Nast Traveler Gold List of the world's best places to stay and the 2013 Travel + Leisure 500.
Kids Stay Free, Eat Free Breakfast
Book a stay in any room or rate plan and receive the following family-friendly benefits:
- Complimentary breakfast for children ages 11 and younger when dining with paying adults
- No room charges for children ages 11 and younger when sharing a room with their parents (with space for a crib or a rollaway bed) or by using existing bedding
Late Check-Out Included
Book a stay in a Grand Premium or Prestige Suite room categories for travel anytime, and receive the following:
- Late check-out until 4 PM (subject to availability)
- 24-hour butler services
- Access to the Club Lounge with free breakfast, afternoon tea, evening cocktails; and use of the meeting room for 1 hour
USD 25 Spa Credit Offer
Book a 3-night minimum stay in any room or rate plan now - September 30, 2014 for travel during the same period and receive a USD 25 spa credit towards a 90-minute spa treatment per room/stay.
3-night minimum stay required. Full details at check-in. Spa appointment may be required. Spa credit may not be valid for products. Credit not valid towards taxes or gratuity. No refunds for any unused portion of offer. Offer is not valid with groups/conventions and may not be combined with other promotional offers. Other restrictions may apply.
Free Late Check-Out Offer
Book 2-night minimum stay in any room or rate plan now - September 30, 2014 for travel May 1 - September 30, 2014 and receive complimentary late check-out until 4 PM.
Full details at check-in. Offer subject to availability. Other restrictions may apply.


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|Red Roof Inns Vernon properties are provided below. Search for cheap and discount Red Roof Inns hotel rates in Vernon, CT for your business gathering or personal travels. We list the best Red Roof Inns Vernon hotels/motels so you can review the Vernon Red Roof Inns hotel list below to find the perfect place.
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subset: commoncrawl


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Was £69.00
Now £39.00
43% Off
Save a total of £30.00
Metallic Trim Jumper
Item No.54488_03036311
Classic Windsmoor knitwear with a luxe finish, the Metallic Trim Jumper adds a touch of glamour to your look. Dress up or down for smart daywear and relaxed occasions.
- Fabric: 70% viscose 22% nylon 4% polyester 4% metallic
- Length: 62cm (24.8 inches)
- Hand wash
Debenhams is happy to exchange or refund your purchase within 28 days providing the goods are in a fully resaleable condition (including tags) and not within the exclusion policy*. This policy does not affect your statutory rights. You can return unwanted items either by visiting your local store (the fastest way to get a refund), by arranging a courier collection or returning by post. Exclusions apply to selected products. For instructions on how to return products and information on Debenhams refund policy visit the returns and refunds section of the website.


text:
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Browse: Home / terrorism
Media Circus: Gaza edition
By tigtog on November 19, 2012
What has piqued your sociopolitical media interests lately? Please share your bouquets and brickbats.
Posted in culture wars, media, parties and factions, violence | Tagged media circus, Middle East, terrorism, war | 29 Responses
International Day of the Girl
By tigtog on October 12, 2012
I missed posting this yesterday, but I want to raise my bloggy hand to join the call for protecting the right of girls around the world to education. I want to honour Malala Yousufzai and her two schoolmates who were also shot while trying to shield her from assassins.
Posted in education, ethics & philosophy, gender & feminism, religion, social justice, violence | Tagged authoritarianism, intimidation, terrorism | 9 Responses
The Massacre in Norway
By tigtog on July 24, 2011
The shock and horror I'm feeling must be a pale shadow of what those in Norway are feeling. My thoughts are with them all.
Posted in crisis, culture wars, parties and factions, violence | Tagged shootings, terrorism, toxic politics | 7 Responses


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I say that an unhealthy amount of times on a daily basis, so… yeah, bitch!
Frary Meme: Day 3
→ Favorite Kiss
I think I'm in a constant state of denial about people looking up to me at all. I think that it's probably—but I've definatley met a lot of people who've said they see me as some sort of role model and I'm deeply flattered by that on the one hand, and on the other hand, I kind of feel unworthy of that, and feel like a deeply flawed person who is underserving of much admiration from other people. -Misha Collins
"He screams, and there's nothing. No one rescues him. He gets held very tightly by someone he loves, and I think that's what Ishiguro is trying to say: We have very short time here, and love as much as you can, and love as many people as you can. Hold on to the people who mean something. I think that's a microcosm of what he's talking about. It's very simplistic. People say it's much deeper or richer than that, but if you wanted to sum it up, you could probably sum it up in that way." - Andrew Garfield
This performance, in [The Wolf of Wall Street], I really wanna say it's your best performance I've ever seen and you've done some great movies. But in this movie, your performance is outstanding and you're nominated for Golden Globe. Well deserved.
Don't place expectations on someone. Enjoy the time you have together, and let it go where it goes. (x)


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You know what? Fuck it. I don't fucking care any more.
As someone who has friends who are trans and even more who are trying to discover things about themselves, this is one of the most ridiculous fucking things I have ever seen.
Just look at this fucking train wreck.
Look at this. Look at this and tell me with a straight face that this is OK or acceptable by any means. This isn't the only post, either….It's only getting even bigger.
The good news is, I'm not alone in my thoughts.. Every single trans and non-binary person that I have shown this to has said that this is one of the most vomit inducing things they have ever seen in their lives.
What exactly is wrong here?
These people, who are affectionately called "Transtrenders" by the more sane members of the LGBTQ movement, have co-opted gender politics and dysphoria, and have turned it into a fucking game. It's gotten so bad that they are claiming that ANYONE can be trans. Yes, even your dog. No dysphoria required. Just slap a label on yourself and claim oppression while at the same time blogging comfortably behind your computer screen while living in white bread suburbia.
Specifically speaking, this list here. A list of "pronouns". "Pronouns" which have been fabricated by taking mundane objects and putting the ending -self at the end.
"But no one is getting hurt! We just want to make cute-sounding pronouns that everyone in the movement can feel comfortable with!!!111"
Ah yes, what a great way to contribute to the LGBTQ movement….create pronouns out of things like plants and fucking aliens to further reinforce the idea that anyone under the spectrum is a freak and less than human. Way to go. Not so fucking ~kawaii desu~ now, is it?
Let me cut it down to brass tacks. You look like imbeciles, and this is not just me saying it, it's everyone around you, and everyone within the movement that you leached on like fucking parasites that is suffering from severe second hand embarrassment.
Why don't you just come out and say it? You're a bunch of teenage hipster shits trying to be unique and special, because the "normal cis hetero" shit is too vanilla for you. So, what you do? You turn dysphoria into a game. You turn it into a fashion show.
Just listen to the way you talk! "I don't like THESE pronouns, they aren't CUTE enough." "I like these ones because they make me sound like a dragon!" The list goes on.
I actually saw someone try and prove that these can be used in a sentence and not sound like garbled Klingon gibberish. The result…well, you judge for yourself.
"Sprout went to the store to get sproutself something to eat, and to give sprouts friend buns money"
What the fuck am I looking at here? You're going to tell me that "they" and "them" are bullshit and grammatically incorrect when I can't even make heads or tails of just this ONE sentence?
These are the same people that will swear up and down that "gender is a bullshit social construct" and that "no one chooses their gender" and that they claim to want to be equal to everyone. How the hell can you tell me that with a straight face, but then pull pronouns out of thin air just to stand out like a bunch of special snowflakes.
The entire point of equal rights for everyone under the spectrum is to NOT stand out. You want to be treated the same as everyone else, not as an exception. This is blatant attention whoring. Nothing more, nothing less.
This is without a doubt the worse thing I have ever seen on tumblr.
I can look back and laugh at the "die cis scum" and "misandry" shit….but this? THIS? This is going to damage and separate people even further. This could HURT people.
Why you might ask?
Tumblr might just be one website, but it has more than enough influence for people outside of it to look inside and go "wow fuck these people" and not just to you, but EVERYONE.
Because of people like you, when outsiders hear the words "Social Justice" they don't think of individuals like MLK, Rosa Parks, or Harvey Milk, they think of you. They think of you, and they laugh. They laugh until they have to be hospitalized. Then they get released, and remember about the time you said you were suffering oppression because someone said your dragonkin pronouns were shit, then they have to be hospitalized again. Honestly, if you think someone saying your pronouns are stupid is oppression, then you have it pretty fucking easy compared to most people.
Because of shit like this, it will only prove to further the gross misconception of trans* people not only being freaks of nature, but also fad-seeking attention starved hipsters…like yourself.
They don't deserve to be laughed at. They don't deserve people looking at them like freaks when all they have ever wanted was to be treated as an equal. They don't deserve to have idiots ruin any chance of them being taken seriously as people.
They don't need this shit.
Not now.
Not ever.
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Design of a lightweight chassis for a small formula style race car
A.P. de Boer
Delft, March 2002
Formula Student is an international competition in which students are challenged to design, fabricate and compete with small formula style race cars. In July 2001 Delft University of Technology participated in this competition as a first Dutch entry.
This report describes the design and building process of the chassis of the first Formula Student race car from Delft University of Technology. One of the production techniques for products, made form fibre reinforced plastics, is Vacuum Assisted Resin Transfer moulding (VARTM). In general this technique can be used to fabricate high quality, lightweight products at relative low cost. The main goal of this thesis is to evaluate the VARTM method as a production technique to fabricate the chassis for a small formula style car. This is done by designing and building the car from scratch. First the requirements and boundary conditions are analysed. Next the concept of the car is designed where general design, materials and production techniques are considered at the same time. Then the design is further worked out in the preliminary and detailed design phase. Finally the chassis is fabricated.
The chassis must meet the requirements, which are given by the Formula Student Organisation. The car must also have good performance. Therefore the chassis must have sufficient torsional rigidity (4000Nm/deg) and I must have low weight and low centre of gravity.
The chassis consists of two parts. The front of the chassis is a carbon fibre reinforced epoxy monocoque. The rear of the chassis consists of a space truss combined with an aluminum box. These two parts have a strong interaction. According to the 'three boxes concept', the chassis is an effective rigid structure when the shear panels of the open section of the monocoque are inhibited from warping. Therefore a closed box structure (or equivalent) must be present in front and aft of the open section of the monocoque. The closed part of the monocoque and rear section has sufficient rigidity to inhibit the shear panels of the monocoque from warping. The chassis as a whole is an efficient torsional rigid structure.
The monocoque is made from carbon fibre reinforced epoxy, and fabricated with the VARTM techniques. The monocoque is a stiffened shell structure with additional frames for attachment of the suspension and for safety regulations. The lay-up of the monocoque is initially based on an approximation of the rigidity. It is verified by finite element analysis in a later stage. Also strength considerations, which is influenced by the use of a sandwich structure, are taken into account. The closed section of the monocoque is a single skin structure while the shear panels of the open part of the monocoque are sandwich structures with integrated beams. The bottom of the monocoque is also a sandwich structure.
The space truss is mounted to the monocoque and holds the semi-stressed engine. The truss is built up from tetraeders in order to let it be a true, rigid truss (not a frame). The aluminium box holds the differential and the suspension are mounted to it.
The chassis has a total weight of 32 kg (monocoque 12 kg; frames inside monocoque 3kg; aluminium box 4 kg). The chassis has a torsional rigidity of 4800Nm/deg.
The monocoque is fabricated with VARTM. No significant problems have occurred during the fabrication of the monocoque itself. Though, inserting other components did lead to some problems.
It is concluded that the VARTM method is suitable to fabricate a high quality, lightweight monocoque. More conclusions are given concerning the required torsional rigidity and the design aspects for the chassis to get an efficient rigid chassis.
Finally some recommendations for future formula student projects are given. Recommendations are given concerning an evaluation of the design of the current chassis. Recommendations are given to take close attention to certain aspects of the design, in case the concept of this chassis is used. Finally some recommendations are given concerning the fabrication of future formula student race cars with use of the VARTM method.


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GLSL Hacker 0.6.0 Released
Nov 05, 2013
GLSL Hacker is a cross platform demotool for Windows, Linux and Mac OS X and is based on popular programming languages such as GLSL, Lua and Python. The new version of GLSL Hacker brings the support of Mac OS X 10.9 (OpenGL 4), NVIDIA PhysX 3 as well as a preliminary support of Raspberry Pi.
Category: Developers •
Posted on 11/05 at 12:57 PM
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Next entry: AMD Developer Summit 2013 featuring 20 Khronos talks
Previous entry: October updates to Magnum C++11 and OpenGL graphics engine


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District 153 will conduct screenings to determine eligibility for its preschool program on Tuesday, September 23rd at Willow School. Children must be 3-years-old on or before Sept.23, 2014. Proof of residency is required at the time of screening.
APPOINTMENTS ARE NECESSARY. Appointments can be scheduled by calling Bridget Bosch at (708) 647-2118.
18205 Aberdeen Street
Homewood,IL 60430
Telephone: 708-799-8721
Fax: 708-799-1377
Office hours are 8:00am 3:30pm.
Registrations are accepted 8:00am -12:00pm and 1:00pm 3:00pm.
The office is closed 12:30pm 1:00pm.


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Can you overdose (OD) on Valium?
Yes. You can OD on Valium.
But a Valium overdose requires high amounts of Valium. Overdose is also a risk of mixing Valium and alcohol or other drugs. And given that many drug overdoses are unintentional, it is possible to avoid a Valium overdose. More here on how to avoid accidental Valium overdose or risk factors for Valium overdose. At the end, we invite your questions about Valium and overdose.
Can you overdose on Valium?
Yes, you can overdose on Valium. But it typically takes a very high amount of Valium to cause an OD, unless Valium is being taken with other medications or alcohol. How much Valium to overdose? The amount of Valium to overdose will vary from person to person, based on your size, tolerance to Valium, and other factors but is about 1,000 times the therapeutic dose of diazepam. Plus, Valium abuse like when you inject or snort Valium increases your risk of addiction, and potentially, overdose. This medication should only be taken swallowed as a whole pill, and only in the doses recommended by your doctor. You're much more likely to overdose on Valium if you take it with alcohol or other drugs.
What happens when you overdose on Valium?
You're at a greater-than-normal risk of accidents when you take too much Valium. But taking large amounts of Valium can make you dizzy and impair your judgment, which can put you in danger. And when taken at high doses or mixed with other drugs, Valium can cause a slowed heartbeat or breathing problems.
Slow or shallow breathing is the most dangerous complication of Valium overdose. In some cases, Valium overdose might stop your breathing completely. Other medications combined with the Valium may also cause overdose, or make these effects more pronounced.
How many Valium is too much?
It's hard to overdose on Valium, but it is possible, especially when combined with other drugs. The recommended daily dose is 4 to 40 mg of Valium throughout the day. Only up to 10 mg of Valium should be taken at one time – less in someone without a tolerance to Valium. People have been reported taking doses of up to 2000 mg Valium without serious effects. That's about 50 times the maximum recommended daily dose. So Valium is incredibly safe and very difficult to overdose on if taken by itself.
Valium overdose help
While on its own, high doses of Valium are unlikely to cause permanent harm, even low doses of Valium could be fatal if combined with alcohol, narcotics, or other CNS depressants. If you've taken Valium in high doses along with alcohol or other drugs and you suspect you may be experiencing an overdose, your prognosis may not be as good. Medical attention is necessary if you start experiencing troubling breathing or experience an irregular heartbeat.
Overdose on Valium questions
Do you still have questions about safe amounts of Valium in your system? Please leave them here. We can try to help you answer your questions about Valium or refer you to someone who can. Furthermore, we try to respond with a personal and prompt reply for all legitimate queries.
Reference Sources: Toxnet: Diazepam
Medline Plus: Diazepam
PubMed Health: Diazepam
Photo credit: Thunderchild7
Leave a Reply
I have been taking diazepam(Valium) since 1974 which at i'ts peak was 50/90 mgs a day. I am on 2 mgs now,14 tablets to last me 30days…,been tapering off for 2 years now…,it does work..honest! the withdrawal symptoms at first were psychological and physiological..but after a while it was just psychological. That is now diminishing.p.s. like my red wine though.can't believe I passed my driving test on 60mgs of Valium,(I am not proud of that!) on a more serious note the NHS made me an addict but in the seventies they were handed out like sweets.heroin addicts get methadone support..smokers get their nicotine patches benzo addicts get sweet F A.(ps. Stopped smoking 31 years ago.,40 a day.)that was a walk in the park compared to benzo addiction!!hope this might offer some help to those who are struggling at this moment with any benzo issues! Truly the devil's drug!
Hi iv a 6 month old child an 2 months ago i discovered the father of my child was taken valium 6 7 maybe more a day didn let him see our child til i new he was clean it stopped for 2 weeks an hes bck on them now he got them off a guy he knows how can u tell if ther d fake ones that's goin round my friend took 3 fake ones an never woke up from his sleep an don't want this to happen to him please help!!!!
Hi Hayley. The only way to know what's in any drug is to have it tested by a 3rd party laboratory. Otherwise, it's a guessing game and a little like Russian Roulette.
Pleeeez…Valium blues are put on top of AK brownies to make you dance with the stars.


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Aznom's work on the Abarth 500 isn't so much about the added output the little Italian hatch gets – 230 ponies for good measure – but more so on how they did it. You don't get to wake up everyday and see an engine placed inside a clear, transparent box, do you? Yeah, we didn't think so.
Traditionally a front-engine car, the folks over at Aznom decided to turn the Abarth hatch into a mid-engine, rear-drive vehicle, one that harkens back to the days of the original 500. Even better than rearranging the car's overall set-up was the fact that the tuning company also tuned the car's 1.4-liter turbo four engine all the way up to 230 horsepower and 243 lb/ft of torque. Figures may not mean much in a world littered with 300+ horsepower sports cars, but for a tiny hatch that weighs less than a ton, that's a mighty impressive number.
Throw in other goodies like a new suspension with Bilstein dampers, upgraded brakes, and a set of Kumho tires, and you'll have a car that's going to make heads turn for all the right reasons. Let's just all hope that the people over at Aznom won't charge as hefty a price tag for the privilege of owning one in the future.


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Roadforks, New Mexico Vacations - Travel guide to Roadforks, New Mexico accommodations and vacation packages. Visit Roadforks, New Mexico for getaways and adventure travel. Plan your Roadforks, New Mexico vacation today.
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Milan - Local Information, Resources & Photos
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Milan is an incorporated place (Class Code P1) located in Cibola County at latitude 35.1698 and longitude -107.8909. (Milan Panoramio Photos). The elevation is 6,519 feet. Milan appears on the Milan U.S. Geological Survey Map. Cibola County is in the Mountain time zone (GMT -7). Observes DST? Yes. Current Time. | Grants, NM ZIP Code Maps | Milan local area photos
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Milan had a population of 2,451; a land area of 4.34 sq. miles; a water area of 0.01 sq. miles; and a population density of 564.62 people per sq. mile according to the US Census Bureaue estimate of July 1, 2009. Latest Census Estimates for all incorporated places in New Mexico.
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|The Report: Learning To Serve
AALS Home >> Pro Bono Home >> The Report >> Learning To Serve
Learning To Serve
In short, at the nation's law schools, lots is happening and little is happening.
We know that this is so because, in 1997, the Association of American Law Schools created a Commission on Pro Bono and Public Service Opportunities, and the Association, on behalf of the Commission, conducted a national survey of schools about their pro bono programs. One hundred twenty-three law school deans and 110 law school administrators answered questions about school programs and policies and gave us their opinions on a variety of issues. In addition, the deans were requested to ask an appropriate staff person to complete a form for each separate pro bono project in operation at the school. Four hundred twenty six program forms were returned. These forms have given us a treasury of information about an enormously diverse range of projects. To add depth and perspective, the Commission also held three day-long focus groups-in Washington, San Francisco and Chicago-attended by staff administrators of pro bono programs as well as law school deans, law students and clinical professors. The Commission held an additional meeting in Washington with representatives of eight national organizations involved in working with law school or practicing lawyers' pro bono projects. We have learned a great deal. The survey and all of the focus groups and meetings of the Commission were made possible by a generous grant from the Open Society Institute.
The Commission's Findings
and Proposed Actions
In this Report, we will dispense some specific advice, but the Commission's most important achievement will, we hope, be actions rather than words. We want to offer tangible assistance to schools. The assistance will principally take two forms. First, the Commission members have taken the necessary steps to create a new section on public service programs within the AALS as a forum for exchanging information and ideas. Our focus group meetings demonstrated some of the important potential uses of this new forum. Many of the project staff persons who were there learned new ideas from each other even as they were bringing ideas to the Commission.
Second, and of equal or greater significance, the Commission, with the encouragement of the AALS, has applied for and received a second large grant from the Open Society Institute, which permitted the addition of two new persons to the AALS staff for one year (and possibly for two years). The first task of the new staff members has been to launch the new section. The new staff is available to work with individual law schools that are creating or expanding pro bono programs. They plan and expect to develop printed materials and a matching website of information about model programs and policies. They are working with other groups, such as Public Service Law Network Worldwide (formerly Pro Bono Students America), the National Association for Public Interest Law and the ABA Standing Committee on Pro Bono and Public Service, that are also involved in promoting pro bono programs.
The Commission's overall goal is that, within a few years, with the help of the new section and the new staff, law schools will find ways to increase dramatically the numbers of law students and law faculty involved in pro bono work.
Law School Pro Bono Programs:
The Ethical Context
Our survey of pro bono programs reveals that the deans of American law schools share this belief about the social commitment of the good lawyer. They also believe that law schools have an important role in shaping the professional values of their students and in fostering a sense of responsibility for public service. On the survey, 95 percent of deans agreed with the proposition that "it is an important goal of law schools to instill in students a sense of obligation to perform pro bono work during their later careers." Nearly 60 percent agreed with this proposition "strongly." Deans rarely agree so nearly unanimously about any aspect of legal education. Our Commission agrees with the deans. We also agree with the American Bar Association, which, in 1996, amended its accreditation standards to provide that law schools should "encourage students to participate in pro bono activities and provide opportunities for them to do so."
The issue addressed by this Report is thus not whether law schools should seek to promote a sense of social obligation-but how schools should seek to do so and how the AALS can be of assistance.
We recognize, of course, that providing students opportunities to engage in pro bono work while they are in law school is not, by any means, the only way that schools might instill such a sense of public obligation. Students can also be moved to perform pro bono work later in their careers by faculty members who perform volunteer service and serve as models; by the urgings of a charismatic dean; by courses that reveal the unmet legal needs of lower income people; and by clinical programs that provide students with hands-on opportunities to serve. All of these are important. Indeed, a program of pro bono volunteer opportunities for students is unlikely to shape students' later behavior unless it is a part of a larger culture of service and commitment within the law school that includes all or most of these other components. (Later in this report, we make recommendations regarding pro bono work by faculty members and discuss the relationship between clinical and pro bono programs.) On the other hand, we believe that these other means of promoting a message of obligation are likely to be much more effective when coupled with providing students the opportunity to experience the satisfaction of service.
The Benefits of Pro Bono Programs
for Law Students
Projects in which students do law-related work can help students develop a sense that a responsible lawyer's professional responsibilities include giving back to the community. Pro bono work can also open students' eyes to the substantive needs of poor people, to the bureaucracies with which they have to deal, and to the courts that hear the matters in which they are involved. They can, if well planned, help the students learn the importance of high standards of performance. They can also affect the way that students perceive the substantive issues that they discuss in their courses. In addition, by establishing individual relationships with poor people and using the law to help them to resolve their problems, law students can begin to learn through experience the reach and the limits of law and the lawyer's role. Many students come to law school to help people. They often find that the pro bono experiences confirm their motivations and reconnect them to their idealism. Some will be inspired to consider a career in public service or public interest work.
A quite different additional educational goal is provided by pro bono projects that are run by the students themselves. The student directors of these programs learn through experience some important lawyer competencies related to developing a law practice and managing a law office.
Besides these evident educational benefits, there is another "plus," somewhat more subtle, but also more directly related to professional responsibility. For lawyers and law students, perhaps more than almost any other group, time is the coin of the realm, and it always seems that there is not enough. Once a student graduates from law school and is employed in the practice of the law, no matter where, the demands on her time are enormous. Without the actual experience of integrating volunteer pro bono work with the rest of her life, an experience which can be learned and reinforced during law school, the pressures to do nothing but her job may be overwhelming. Pro bono and public service opportunities in law school provide law students with a base from which they can learn the ability to juggle and make time for public service contributions as well as to do the work-whether studying law or practicing it-which is their primary occupation.
Students also derive more immediate and instrumental values from pro bono programs. They use them to meet local lawyers who can be helpful to them in finding later employment. They use them to add to a resume by demonstrating some experience in working as a lawyer. These goals may seem slightly distasteful to those who hope that pro bono work will deliver a message to students about putting the needs of others before their own, but motives for service are complex for all of us and we should support and embrace the students in their efforts to begin to build their own careers.
The Benefits of Pro Bono Programs
for the Law Schools Themselves
Sixty-nine percent of deans also believed that "the public service projects at [their] school have provided the school with valuable good will among our alumni." Alumni and alumnae are often members of the local community. They feel better about a school when it serves the community that they also serve. Some schools reinforce their connection with alumnae by pairing them with students in programs run through the law school. Such programs provide tangible benefits to the alumna in the assistance which she receives from student volunteers, a sense of professional satisfaction in the ability to mentor those who will follow her as graduates of her alma mater and as practitioners, and appreciation that the law school has made this happen through its commitment to such a program. The positive effects on students include additional mentoring, networking, and potential job assistance.
At the focus groups we held, many of the administrators who were present ran large pro bono programs, both mandatory and voluntary. They reported that, at their schools, the dean and admissions staff used the pro bono programs as a central part of selling the school to applicants. They believed that many applicants to law school have high ideals and that an extensive pro bono program is a credible way for a school to demonstrate its commitment to public service and to the needs of lower income people.
Our central recommendation is that law schools make available to all law students at least once during their law school careers a well-supervised law-related pro bono opportunity and either require the students' participation or find ways to attract the great majority of students to volunteer. What "Pro Bono" Projects Should Schools Foster?
All work that students do for the benefit of others has important values. At many schools responding to our survey, most student volunteer projects involved no work as a lawyer-students help build a house for Habitat for Humanity or organize a run to raise money for Breast Cancer research. These projects are valuable for both students and the people served. They are the communitarian activities of all good citizens. We believe that law schools should support student groups that develop such projects. But we also believe that whatever law schools do to foster such general good works, they should also seek to involve each student in a project that makes use of the special skills and knowledge that only lawyers hold. It is this distinctive lesson about professional service that students need to carry with them into practice.
At the same time, schools need not adopt a narrow view of what counts as a project that draws on lawyers' special skills and knowledge. Most students probably find most satisfying the opportunity to provide one-on-one legal services to a lower-income person. The sorts of matters that students are competent to handle in a pro bono project of limited duration almost never involve complex legal issues and are generally routinized in their processing. Still, these matters provide students with the satisfaction of helping a person in distress with a legal problem that they cannot deal with adequately on their own. At the same time, some of the most satisfying law-related projects currently in place do not involve individual legal representation at all. At many schools, students teach courses on law to high school students or work with high school students to put on a mock trial. At a few schools, students work on a pro bono basis on legislative proposals. Such projects draw on the students' developing knowledge and skills as an attorney and merit consideration.
Developing a School Plan
We believe that, after making such a review, many deans would be pleased by their school's best projects, but chagrined by the total numbers of students who become involved. Almost two-thirds of the deans who responded to our survey said that they were satisfied with "the amount of public service and pro bono work done by their students today." That was true, sad to say, even at many schools where administrators reported to us fewer than 50 students participating in pro bono projects each year. At some of those schools it may be that most other students take at least one clinical course, but at most schools we do not believe that this is the case. Many pro bono projects, we heard, attract a large number of students one year, and then, after a change in student directors, attract few the next. At schools where pro bono work is entirely voluntary, we believe that most deans would discover that fewer than 20 percent of their students perform any law-related pro bono work during their law school years.
After surveying their current pro bono activities, schools need to decide on the goals they wish to serve for their students and themselves and review the possibilities for projects available in the nearby area. As we learned from our focus groups, the kinds of programs that will seem appropriate will differ greatly among schools, depending particularly on the size of the city in which the school is located, the socio-economic conditions in the area, the financial resources available for programs, and the interests of students and faculty. We urge schools to consult with other schools that seem to be in like situations to learn about their pro bono programs. In an Appendix at the end of this report, we give examples of many quite different sorts of projects schools might want to consider, together with the names of schools where such programs are in operation and persons there to contact. In the following pages, we address some of the general issues that schools will want to consider in establishing pro bono programs:
1. Should Participation be Required or Voluntary?
On the other hand, not everyone favors a pro bono requirement. On our survey of schools, forty percent of deans agreed with the proposition that "it is inappropriate for schools to impose a mandatory requirement on students to participate in public service projects." We understand the deans' discomfort. "Compulsory volunteering" is an oxymoron. Will students learn the values of choosing to contribute their time when they are forced to contribute their time?
Despite these concerns, the Commission believes that schools would be wise to consider seriously adopting a required public service program. Law schools can justify adopting a required program of service for their students on a ground that is unavailable for justifying required pro bono service by members of the bar: law schools are, after all, responsible for the education of their students. At most schools, the entire first year of law school consists of required courses. Many schools continue requirements in the second and third year. Most schools require a course in professional responsibility. In an earlier section, we have discussed the educational values for students of participating in a well-run, law-related pro bono project. (See "The Benefits of Pro Bono Programs for Law Students," supra.) We believe that those values amply justify a requirement to do so.
Beyond the sound educational justification for establishing a required program, two additional pragmatic reasons exist for doing so. The first is that even among schools with well-staffed voluntary programs, only a few manage to attract more than half their students to participate in a law-related pro bono undertaking during law school. Our survey cannot tell us who the students are who never volunteer, but we suspect that the non-participants include a high proportion of those with the most to gain by taking part. Only a required program seems likely to reach these students.
A second strategic reason for seriously considering a required program is that, somewhat paradoxically, the school's adoption and maintenance of such a program is the strongest possible way for the school to convey the seriousness with which the school takes the message about the importance of volunteer service. A required program becomes a part of the fabric of the school. If supported by the dean and the faculty, it is a way of incorporating volunteer work into the students' core conception of the school and, we suspect, their conception of the profession.
2. The Location and Structure of Projects.
Outside Projects
Under any of these approaches, students then work outside the law school-with local public defenders or legal services programs or test-case groups or with individual members of the bar in private practice who are doing pro bono work. When opportunities are provided in this way, the school leaves the supervision of the students' work almost entirely to the outside attorneys with whom the students work. From the law school's point of view, the attraction of these outside programs is that they give students the opportunity to get out of the law school and into the community to observe agencies and private attorneys in their day-to-day settings, they offer students a wide range of settings to choose from, they often help students establish a network of lawyers, and they typically entail few dollar costs to the law school beyond the staff person who helps match the students with opportunities.
Inside Projects
The attraction of this approach is that it typically offers students an opportunity to participate in the management of the project, it often includes tailored training programs for the students, and the work is typically physically convenient for the students. For these reasons, on our survey, these programs were typically described as highly popular with students. A challenge of such programs is that, unless faculty member or local lawyers volunteer their time, they may involve an expenditure of law school funds (or require a continuing search for outside funds) to pay for student supervision. Moreover, each single specialized program typically attracts (or can accommodate) in any given year only a fairly limited number of students. Few of the 178 programs of this sort reported to us had more than 40 student participants in a school year. Nearly 60 percent had fewer than 20. Of course, by comparison to the "outside" programs, where students typically work individually at a lawyer's office or legal service office, the ten or twenty students in an "inside" program often form close collegial relationships and have a healthy sense of ownership in their project.
The two approaches are not mutually exclusive. Many schools employ both. One big-city private school, for example, requires all students to perform 40 hours of pro bono work in their second or third year. To assure sufficient opportunities, the school runs several in-house projects (including, for example, one in which students represent parents and children in hearings on special education placements and another in which students work on domestic violence cases), but also draws upon the database of Pro Bono Students America and its own contacts to maintain links with a wide range of placements available for students outside the law school (in prosecutors' and defenders' offices, in legal services offices, and in law reform public interest groups).
A middle approach: midternships
A more simple, and equally effective, blending can occur when a project operated by students within a law school forms a partnership with an outside legal services project, which provides supervision for students. Some highly effective domestic violence projects work in this manner, with the students interviewing at-risk women and children, preparing protective order petitions and helping the legal services attorneys represent the clients in court.
3. Relationships between Clinical Courses and Pro Bono Projects.
Both clinics and pro bono programs serve important educational values. They each provide students an opportunity to learn about the legal needs of people who are poor. They each provide an opportunity to learn about the satisfactions of serving a client. But the principal goal of most clinics is to teach students lawyering skills and sensitivity to ethical issues through structured practice experiences and opportunities to think about and analyze those experiences. By contrast, the most important single function of pro bono projects is to open students' eyes to the ethical responsibility of lawyers to contribute their services. Most clinical programs are intense and extended. Most pro bono experiences are intense but brief. A pro bono project typically involves a student in a routine legal matter that provides a first taste of handling a legal problem for another person. A clinical case is often quite complex.
The survey information provided to the Commission nonetheless includes a number of examples of exciting collaborative ventures that recognize and build on the strengths and differences between the two sets of programs. We strongly encourage clinical faculty and pro bono project administrators to work closely together. We believe cooperation will make each set of programs more effective.
For example, clinical teachers and pro bono project administrators can construct informal sequences. The introductory experiences of a student in a pro bono project may increase the student's interest in taking a clinical course. Conversely, a student who has taken a clinical course in which she has represented several individual clients, might be motivated and better qualified to participate or direct a major student-run pro bono project.
When the goals and methods of clinics and pro bono projects merge, clinical teachers and pro bono project staff can create functional partnerships that allow some students to work for credit and others to do pro bono work of a less demanding sort. In a few clinics, for example, students not enrolled for credit volunteer to do investigative work on the credit student's cases.
There are reciprocal benefits of collaboration for clinics, in addition to increased student interest in the clinical courses. Student-directed pro bono projects may reveal new unmet legal needs and thus potential practice areas for clinics. In addition, students involved in pro bono projects may be able to provide types and forms of legal services that clinics are unwilling to provide either because the services are not within their established practice areas or because the repetitive nature of the services is not adequate to support the diversified educational goals of a multi-credit clinical course.
We do have a warning, however, about collaboration of clinics and pro bono programs. Collaboration should not be permitted to lead to the overburdening of clinical faculty members. Because of their skills and their contacts with local agencies and courts, clinicians are an inviting group to ask to oversee pro bono projects. Some schools have done so without providing the clinical faculty member an offsetting reduction of her clinical teaching responsibilities. This seems to us a serious mistake. Clinical teachers typically work long hours as it is. Imposing supervision of a pro bono project as an additional responsibility is likely to impair a teacher's effectiveness in her clinical teaching.
4. The importance of adequate staffing
Among the important tasks for a staff person are the following: continuously identifying pro bono opportunities in the community; promoting pro bono opportunities within the law school; matching interested students with appropriate placements; working to entice faculty members to become involved in pro bono projects; and weeding out placements that haven't worked well. Many schools, particularly smaller ones, find that these tasks can be performed by a staff person on a half-time basis (often someone within student services or the placement office). Some of this work can be done by an energetic student paid with Work Study moneys, but a staff person is needed to provide continuity and supervision. To succeed fully, we urge schools to consider hiring a full-time person for this purpose.
5. Assuring Adequacy of Supervision: the importance of evaluation.
First, to the extent that schools place students with attorneys outside the law school, the school should seek an understanding with each attorney or agency with whom the student is placed about the supervision that is expected from them. Since agencies and outside attorneys are typically providing the supervision without compensation, the law school may find it awkward to ask for a high level of interaction, but both the supervisor and the student are likely to be grateful for having reasonably clear expectations.
Second, at the end of their time on a project, each student should be asked to complete a form describing the work done and reporting their degree of satisfaction with the project and the supervision they received. These forms should be used to provide guidance in matching future students with the same placement and can alert the school to placements that are so unsatisfactory that they should be discontinued. Pro Bono Students America has a model evaluation form they are glad to supply.
6. The importance of the enthusiasm of deans and faculty and of rewards for the efforts of student leaders.
By much the same token, we also frequently heard in our focus groups that student enthusiasm for pro bono work is greatly enhanced by appropriate forms of recognition. Even selflessness needs applause. Some schools give a certificate to any student who performs more than a stated number of pro bono hours. One school, for example, that requires 40 hours of pro bono work during the second or third year, gives a certificate to any student who performs more than 75 hours. Others make a notation on the students' transcripts that a certain number of hours of pro bono work have been completed. Some schools give a special award or awards to students who have provided noteworthy leadership. Some schools hold a special recognition reception or dinner with a guest speaker-often a graduate of the school with a distinguished record of pro bono work or public service. Whatever they do, schools should find some way to recognize pro bono work by students in a manner that matches in seriousness the awards the school gives for academic achievement or the honor that comes with law review status.
7. Finding the necessary funds.
Where can these funds be found? We have no simple answer. We believe schools need to make a decision that the learning experience for students through pro bono work is an important part of the overall academic experience of the student and deserves to be treated as a part of the school's core academic budget. At the same time, we also believe that, unlike most other parts of a law school's academic program, outside funds may well be available to meet at least part of the costs. Slightly over half of the administrators responding to our survey reported that their school "had obtained or attempted to obtain outside funding for public service activities for students while they are in law school." In their comments accompanying this question, it was clear that most of these attempts to obtain funding were successful and that a wide variety of sources for funds had been exploited. Local and state bar associations and state Interest on Lawyer Account programs have contributed support to many schools. Local and state governments have provided support for some programs, private foundations for others. Some schools have found that pro bono projects can attract direct contributions from alumni. A few have created a special fund for this purpose. We urge schools to look into all of these possibilities. One of the responsibilities of the new person who will join the AALS staff will be to work with schools to identify possible sources of funding.
Pro Bono Work By Faculty Members
The Commission did not attempt to survey deans regarding the amount of pro bono work performed by their faculties, but we did ask some questions that provide indirect indications. About sixty percent of the deans who responded to the survey said that they were satisfied with the amount of pro bono work done by their faculties today, but about a third of deans admitted that they were dissatisfied. That a third of deans are willing to register disappointment with their faculty along any dimension is noteworthy. Similarly, while half the administrators we surveyed said that "many of the faculty at my school provide good role models to the students by engaging in uncompensated public service work themselves," the remaining half of administrators disagreed or were unsure.
The Commission believes that active faculty participation in pro bono work is highly important for the sake of their students. Law teachers teach as much about professional responsibility by what they do as by what they say. If our conduct and actions are inconsistent with the principles and rules that we teach, we undermine both our credibility as teachers and the legitimacy of the ethical principles and rules themselves. If we appear to be insincere about our pro bono responsibilities, we also will encourage law students to be skeptical, indeed cynical, about the many other moral principles that distinguish our profession from a trade.
We emphasize that it is not just professional responsibility teachers, but all law teachers, who teach (or fail to teach) the responsibility for public service through their actions (or inactions). In this respect, legal ethics education truly is "pervasive," whether or not the law school has formally adopted and implemented this proposed pedagogy.
For this reason, we recommend that all law schools adopt a formal policy to encourage and support faculty members to perform pro bono work. Most schools do not have such policies today. More than half the deans who responded to our survey said that their school had no policy "with regard to requiring or encouraging faculty members to participate in public service or pro bono activities." At most of the schools that did have policies, the policy simply took the form of a highly general statement that "service" is considered along with scholarship and teaching in decisions about promotion or salaries.
We urge schools to do more. In particular, we suggest that schools adopt a policy regarding faculty participation in pro bono work with these six components:
* An annual expectation. The faculty of the school should agree to impose on itself an expectation that all members of the faculty will do some pro bono service each year.
* Universality. The policy should apply to all full-time or substantially full-time law teachers. Status, title and the source of the teacher's salary should be irrelevant. Deans and associate deans should be included. Although whether a teacher is licensed to practice law certainly will influence the nature of the pro bono work that he or she can do, the absence of a license should not exempt a faculty member from the policy.
* Beyond teaching and institutional service. What "counts" as pro bono work should be in addition to the teaching, research and writing, and institutional service that the teacher is expected to provide.
* Institutional support. The school should support the teacher's pro bono work, for example, by providing reasonable secretarial and other tangible support services, allowing the teachers to use legal research assistants to help them in their pro bono work, making reasonable uses of leaves and summer (and other) faculty research grants, and encouraging new partnerships between clinical and non-clinical teachers, external lawyers and supervisors, and others.
* Faculty autonomy. Faculty members should be entirely free to choose the sort of pro bono work they perform, consistent with their political beliefs and their capacities. At some schools, there are restrictions on school support for faculty work of a political nature, but faculty should be permitted to choose whatever sorts of work they wish, so long as they carry out the work in a manner consistent with school policies.
* Annual reporting. Each faculty member should be expected to report annually to the dean the pro bono work she has performed and the report of this work should be made available, with pride, to the faculty, staff and students.
Steps For The AALS
First, the Commission members have taken the steps necessary to create a new section of the AALS on pro bono and public service opportunities. The intention is to create a forum for the faculty and administrators who are involved in pro bono work. The section will, we hope, develop its own newsletter and sponsor panel sessions and conduct business meetings at the time of the AALS Annual Meeting.
Second, with a grant from the Open Society Institute, the Association has added two new persons to its staff for a year, beginning this summer-Cynthia Adcock, Pro Bono Project Director, and Alison Keegan, Assistant to the Pro Bono Project Director. Ms. Adcock comes to AALS from Duke University School of Law where she was the Director of Pro Bono. She and Ms. Keegan are working with the new Section to help insure that it is successfully launched; developing materials on successful pro bono projects and on approaches to funding; providing direct advice to law schools that are trying to set up new or expand existing programs; and working with other organizations that are involved in promoting pro bono activities. The Association intends to seek a second year of funding under this grant.
In addition, in order to encourage schools to appraise their pro bono programs, the Commission has recommended to the AALS Executive Committee that its membership review process be altered to include inquiries about pro bono programs. Similarly, the Commission joined the American Bar Associations Standing Committee on Pro Bono and Public Service Opportunities to encourage the Consultant on Legal Education to add to their accreditation review materials questions that bear on the new ABA standards concerning pro bono opportunities for law students. The results of these efforts remain uncertain at present.
Organizations other than the AALS
Public Service Law Network Worldwide
The National Association for Law Placement
National Association for Public Interest Law
ABA Standing Committee on Pro Bono and Public Service


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D'LLOYD-HIDUP DI BUI.mp3
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Posts Tagged 'glass doors'
Contemporary East Windsor Home Design by Alterstudio
The East Windsor Residence designed by Alterstudio, with a design using natural materials that aims to return to nature, which combines natural stone, glass windows, and partly from forest timber. Homeowners go through the revolving glass doors, where the rock show dressed road companion, and was immediately greeted by a staircase made of solid oak tread staircase floats above ebonized two steel channels, and hanging in a vertical space of three floors Beyond. an etched glass wall to catch the shadow projection of a stand of giant bamboo, and a bunch of clear glass to focus the eye to the private garden. Here is an open plan laminated glass accented by low-angle e, and Akari are two lantern slide panel .. Beautifully veneered cabinet and suitable areas along Lacewood marble bath ensemble and add flavor and delicacy of entry strategy. Read the rest of this entry »
Pictures Decorative Interior Glass Doors – Spin by Rimadesio
Nowadays inside doors are made of different materials, but the glass is the most elegant solution for any modern apartment. It may be a perfect according to any glossy lacquered furniture and can adjust them a very stylish and aesthetic appearance. Italian company Rimadesio great offer interior glass doors, which are characterized not only by refining the design but also by the intelligent and high quality gear. One of the most interesting collections is the spin. Collection includes various internal glass door with lovely locks. Their exclusive hold blocks are equipped with an attractive closure, which allows to make the opening and closing very comfortable. More usual in models of door glass doors are available with swing and sliding version, which not only look very interesting but can also help you to save space. More information you can find the Rimadesio site. Read the rest of this entry »


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superhero backlit canvas art, too!
May 7, 2012
Backlit Canvas Art
superhero backlit canvas art, too!
69 comments :
Michele!!! Seriously - that is one of the coolest things I've ever seen! The way you cut out the flowers is just gorgeous and I LOVE that you can change it out!! GENIUS!ReplyDelete
WOW!!!!!! i am so loving this!ReplyDelete
It's beautiful, Michele, you did an amazing job!ReplyDelete
This is so pretty! Very PINspiring!ReplyDelete
wow, this is incredible MicheleReplyDelete
Michele you have done it again - this is beautiful and so creative! I love it!ReplyDelete
WOW!!!! Very innovative and so creative!!!ReplyDelete
Ok, that's seriously COOL! I love it!ReplyDelete
I've never seen anything like this. It is absolutely beautiful. Great work. Jodi @ www.meaningfulmama.comReplyDelete
I think my comment disappeared....ReplyDelete
This is just gorgeous...really, really pretty. I wonder if I have the patience to try this...becasue I really want to. You did an amazing job!
OK Wow. Just WOW! This is so many kinds of amazing Michele.ReplyDelete
That is insanely beautiful!!! You did an awesome job on it and I love that you can change it out if you want to!!!ReplyDelete
Now I am going to be the one with this project sitting on my pin board :)ReplyDelete
But seriously I am going to try this one!
Found you via Sugar bee Crafts and am your newest linky follower!
WOW! I love this!!!ReplyDelete
Very neat! Found this on Sugar Bee Crafts!ReplyDelete
Oh wow this is incredible! What an amazing project, the result is STUNNING!ReplyDelete
You did a GREAT job on this. I'e seen the inspiration piece around but never thought I'd be able to pull it off- but YOU sure did! Also, the idea of doing holiday ones is brilliant! I'd love for you to link to to Sweet sharing Monday! http://saynotsweetanne.com/2012/sweet-sharing-monday-4/ReplyDelete
Whoa, gorgeous!!! I'd love for you to add it on my link party at: http://printabelle.com/?p=3188 Thanks!ReplyDelete
Wow, that is awesome! It looks great in the light and even better in the dark! I would love for you to share this (and any other creations) at Pin It and Win It Wednesday at www.cheapcraftymama.com-- where you can win free ad-space on my blog!ReplyDelete
beautiful! :) visiting via a link on someday craftsReplyDelete
Oh wow! I might have to try this for my mom as a gift. I was trying to figure out what to get or make for her. Thanks!ReplyDelete
This is soo cool! I love it, and I'm so trying it myself. Consider it pinned!ReplyDelete
Hello my Dear and THANK YOU very much for sharing your this fabulous creative work...It really something so great and fun to make...I must give it a try for my newly build home ...it will be a great decor idea for a wall... Thank you so much and I am your newer follower with linky follower too ...ReplyDelete
There is interesting tutorial I posted of a double sided pillow…If you are interested please check it @
With love
This is a fantastic idea. My mind is spinning with ideas for Halloween!ReplyDelete
This is so cool! Thanks for sharing, I love your spin on this pinterest idea. Very pretty! (found you through the linky party on Shabby Creek Cottage)ReplyDelete
This is awesome Michele! I love it!ReplyDelete
This is beautiful!!! I love how it's beautiful both when it's lit and when it's not. Such a wonderful idea! Thanks for sharing!ReplyDelete
This is so cool! Very pretty!ReplyDelete
Thanks for linking up to this week's Catch a Glimpse Party! I'll be featuring this tomorrow. :)
What a cool project. I like yours better than the inspiration one.ReplyDelete
I love both looks, the simply cut flower look for day is beautiful, then, turn the lights out and SUPRISE! Beautiful.ReplyDelete
I would so love to have you link this up at my linky on Tuesday this week at tiarasandbowties.blogspot.com if you'd like!
I had seen that floating around Pinterest, as well, but had written it off as not-doable. You *totally* did it right! LOVELY!ReplyDelete
I LOVE this!!! Thanks for the tute!ReplyDelete
Fondly, Tami
This is gorgeous!!ReplyDelete
Really gorgeous! Thanks for the tuto!ReplyDelete
This is awesome! I love how your's turned out! It looks great with the lights on!ReplyDelete
Absolutely gorgeous! I'm visiting from Under the Table and Dreaming. I hope you'll come share this at the Knick of Time Vintage Party! It starts on Tuesday morning.ReplyDelete
Angie @ Knick of Time
Very cleaver and truly gorgeous! I must try this too!ReplyDelete
This is very very unbelievable amazing... Thanx for inspiration...just stopped over from The Sunday Showcase Party at Underthetableanddreaming... Greetings from Germany from Jutty&Poppy from popeyetalk, The Blog with the Dog!ReplyDelete
This is really beautiful!I've been wanting to do something similar for a Christmas decoration, but still haven't done it! This looks great.ReplyDelete
Michele, wow! you did such a fabulous job with your artwork. :) I love it both ways, lit and unlit.ReplyDelete
How fabulous, Michele! This is beautiful and great inspiration! Love it.ReplyDelete
I've been looking to try this out and I was a bit worried about techniques and such because the last tutorial I saw had you using stickers and then spray painting over before peeling the stickers off to let the light shine through. I like your option better because it allows me to give the piece more flare during the day so it pops. Thanks for posting this. It's incredible. Seriously, you've done an amazing job.ReplyDelete
I have you on "My Yahoo" and I like most everything you do..but somehow I missed this. And I just saw it, WOW, beautiful, amazing! I love yours so much more than the inspirational piece. I am such a perfectionist and fail miserable for the sheer fact that I never try. But I want so much to try. Even if I never do thanks so much for sharing, you did a wonderful job, it really is an amazing work of art. Melinda email@example.com
This is awesome :)ReplyDelete
Thnk you so much for this.. I saw one in a store but was made with metal, and I didn't know that I could use it like this.. it was like 800 dollars, and now I can make it myself for SOOOOOOOO much cheap.. you just saved me so much money.. lolReplyDelete
thanks again..
Ooooh, I love this so much I had to put it in a Link Love post! Gorgeous job!ReplyDelete
Hi, I clicked through from Curbly. Beautiful project; such a clever idea. Can't wait to try this.ReplyDelete
Wow this is amazing...so going to try this!!!! truly gorgeous work....ReplyDelete
What an awesome idea. I think I will give it a try.ReplyDelete
Thank you so much for sharing!
So cool! I was wondering though--is it possible to paint the cardstock and then stamp & cut out? I think it would make it look more complete. But would the ink stay? Thanks. :DReplyDelete
Awesome Michele....ReplyDelete
i hv been dreaming of doing this for ages....
tried flattened tin from soda cans...tried canvas itself....n finally card paper....
yet i hv been wondering what else to give it such a cool look n here i see ur version....simply awesome.....
i'm new at blogging....so i'm learning the ropes as i go....so
my email ID is
i read ur profile too....n felt so good....hats off to u to manage all this....
i try but hvn't been able to reach the fine balance of kids,home n work.....
You are great inspiration....
soon enough i hope to achieve the elusive balance that u have,till then i'll follow ur PINs,and get inspired....
Thanks a lot for sharing...
This is gorgeous! I love the things I find on pinterest ;)ReplyDelete
Hi MICHELE!!!ReplyDelete
Your "Backlit Canvas Art" was really INSPIRING....
I have seen the original quite some time back and pinned it to do some day,then i stumbled across yours,and gotta much needed push to do it now....
and you know what ...i had finally done it....thanks to you....
have a look at mine....http://designbyshilpi.blogspot.in/
I LOVE the idea that you can change your art on canvas AWESOME!
One question though....i would LOVE to enter in your challenges...
and somehow i have not been able to do it...
plz guide..
Totally AWESOME, Love this.ReplyDelete
OMG! Michelle, I have a niche in my kitchen where I removed a built in ironing board and this idea will be perfect! Thanks so much!ReplyDelete
Great idea, love how it looks! You make it look so easy, like even I could do it. Makes me want to try.ReplyDelete
I checked out a few links, also the pinterestchallenge.com link, but it seems the site is gone?
If I remember I'll check back later this month to see if it's available again, as it seems like a very inspirational site!
Found you through stumble btw, I love discovering gems like this :)Replies
Wow i love those two craft amazing.ReplyDelete
Wow, what a great idea! Really effective.ReplyDelete
Thank you so much for posting how to do this project!! I loved the "original" I saw on Pintrest and after following many URL's, I want not able to find how it was made. When I stumbled upon your page, I felt a tickle in my brain and now, my living room needs to start making space for the many creations I have been able to make, thanks to you!!ReplyDelete
Great job! Love it!
Wow that is very neat, you did a great job!!ReplyDelete
Very interesting...how heavy was your cardstock?ReplyDelete
It was just regular old cardstock. Nothing super heavy. I think any weight should work fine.ReplyDelete
I apologize if you have already answered this question; is that an xacto swivel knife? I have attempted this project with a regular xacto and I'm finding it hard to do curved lines without lifting the knife and making torn up edges!! I love this idea and love that there are so many different things you could do with it! thanks for sharing!ReplyDeleteReplies
Yes, Kara, it IS a swivel knife! Probably my favorite tool on my entire craft desk. :)Delete
FANTASTIC CREATIONS, AND THANKS FOR GIVING THE DIRECTIONS FOR CREATING IT.ReplyDelete
Such beautiful work. Thanks for sharing.ReplyDelete
Beautiful Create!ReplyDelete
Thank you for commenting! I read each and every comment I receive and try to respond back if I can. Thanks for stopping by!


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I'm not going to be using this blog anymore(please actually read)—-
This will probably be the last post I do on this blog. I'm not deleting it because just in case things fuck up with my new one I want something to go back to.
Go follow——- ourworldsspin.tumblr.com
It's the same exact type of blog as this, the only reason I'm making a new one is because this one is an add-on from my original blog so I can't follow people under this blog and I cannot ask questions from this blog.
I made the new blog on 3/11/2012 and I have been posting since then so I'll be into the swing of things by the time my queue posts this.
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Mummy Holmes has lured them to 221B while she's sent her sons on a wild goose chase so that she can meet their partners.
"I presume you're the gentlemen currently having sexual intercourse with my children without so much as meeting me first? Do come in, sit down."
"YOU'RE their mother?"
"Of course I am, whom did you expect?"
"To be honest I figured they'd both been created in some freak lab experiment and they just called the scientist Mummy."
"Ah, you must be Gregory. My eldest has told me about your rather unique sense of humor. I've prepared tea for us all. Now sit and tell me when you intend to make honest men of them both…"
I'm thinking… Meryl Streep or Helen Mirren for mother Holmes.
Mother Holmes does not appreciate it when you fuck with her boys.
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Reader Comments (Page 1 of 1)
So I saw this question on the Q&A and thought about how this would affect arcane mages...
"Whicker asked:
How do you plan on balancing healer mana management in MoP? I for one enjoyed the beginning of Cata when healing was a little more challenging but now Disc and Druids barely have any worries while shamans and Holy priests have a little harder time.
Watcher answered:
We agree. It's a nearly-unavoidable consequence of gear scaling under our current system. Fresh level 85s in mostly quest gear need to have enough mana and regen to be able to set foot in dungeons and sustain a healing rotation for a couple of minutes in the face of reasonable incoming damage. But then a healer in Heroic Firelands gear now has nearly double the stats of a healer fresh out of Uldum questing, and the mana cost of that healer's spells is unchanged, often resulting in a large mana surplus.
Our current plan for Mists is for Intellect to no longer directly increase the size of player mana pools. We intend for our mana-based DPS and Tank classes to be entirely self-reliant regardless of mana pool, so the gameplay impact for those players will be nil. For healers, Spirit will remain as the pure regen stat, and healers after multiple tiers of raid progression will clearly have far more mana at their disposal, but there will be more of an inherent tradeoff between regen and throughput stats. A healer with amazing regen will have amazing regen because of a choice to focus their stats in that direction."
So I know this was about healers, but casters benefit from increased mana pools...and I think that this would affect arcane mages the most since their mastery deals so much with mana percentage...
If we (arcane mages) won't be "increasing" our mana pool as we get more intellect, how do you see this affecting our mastery/rotation??
Again I know Blizzard probably has some way to work this, but I wanted your opinion on it.
TLDR: How will Intellect not increasing mana pool in MoP affect arcane mages' rotation/mastery?


text:
Chapter Nine:
1"Interpretation" is the National Park Service's educational program. The terms "interpretation" and "education" are used interchangeably in this chapter.
2Archeologist John Andresen, Casa Grande Ruins National Monument, personal communication with author, November 28, 1988; and Barry Mackintosh, Interpretation in the National Park Service: A Historical Perspective (Washington, D.C.: National Park Service, 1986), 23.
3Mackinstosh, Interpretation in the National Park Service, 5-6, 9, and passim.
4Monthly Narrative Report, December 1949-March 1950.
6Monthly Narrative Reports, May-July 1950; and Activities Report, June 21-27, 1950. For a fuller discussion of interpretive facilities, please refer to Chapter 6.
7Monthly Narrative Reports, April-May 1951.
8Monthly Narrative Reports, April 1952.
9Memorandum, Superintendent William J. Kennedy to Regional Director [Howard Baker], December 3, 1952.
10Memorandum, Chief of Museum Branch Ned J. Burns to Baker, October 22, and November 5, 1952; and Kennedy to Baker, December 3, 1952.
11Memorandum, Acting Superintendent Logan to Baker, February 12, 1952.
12See Memorandum, Burns to Baker, March 27 and September 11, 1953.
13See memorandums, Superintendent Walter T. Berrett to Director [Conrad Wirth], June 17 and October 5, 1954; and Berrett to Burns, October 20, 1955.
14Fact file, Effigy Mounds National Monument.
15Letter, Eldon Haas, Claims Agent, H & W Motor Express, to Parker Steel Products Co., Inc., November 11, 1953; and letter, Leonard E. Parker, Parker Steel products, to Haas, November 17, 1953.
16Letter, Archeologist Robert T. Bray to Archeologist Wilfred Logan, August 1, 1957.
17 Memorandums, Berrett to Baker, January 18, 1955, and October 12, 1956.
18See memorandum, Museum Curator Newell F. Joyner to Regional Chief of Interpretation [H. Raymond Gregg], February 28, 1958; and Archeologist Paul Beaubien to Logan, March 17, 1958.
19Memorandum, Gregg to Berrett, June 5, 1957.
20Memorandum, Baker to Wirth, February 13, 1959.
21See letter, Superintendent Daniel J. Tobin, Jr., to Director, Milwaukee Public Museum, January 27, 1960; letter, John Earl Ingmanson to Dr. Warren L. Littry, State Historical Society of Wisconsin, February 2, 1960; and memorandum, Tobin to Baker, February 3, 1960.
22See memorandum, Acting Chief of Interpretation John E. Doerr [Washington Office] to Baker, April 1, 1958; and Baker to Wirth, March 13, 1959.
23See memorandum, Frank E. Buffmire, Assistant Chief, Branch of Museums, to Tobin, August 30, 1960.
24Rodney Rovang, Resources Management Specialist, Effigy Mounds National Monument, communication with author, November 29, 1988.
25See Ralph Lewis, Chief, Branch of Museums, to Tobin, June 3, 1960.
26Rovang, communication with author, November 29, 1988; and memorandum, Acting Superintendent Glen Bean, Yellowstone National Park, to Lewis, April 15, 1960. The beaver pelt is still in the collection at Effigy Mounds National Monument.
27Letter, Robert Petersen to author, April 7, 1989.
28It is interesting to note that Effigy Mounds National Monument Archeologist Garland Gordon assisted the Medical Museum in Prairie du Chien, Wisconsin, with removal of skeletal remains from their exhibits in 1965. See Monthly Narrative Report, August 1965.
29Memorandum, Russell J. Hendrickson to Frank Kowski, March 16, 1971.
30Memorandum, Kowski to Superintendents, Southwest Region, March 22, 1971.
31Memorandum, Kowski to Superintendents, Southwest Region, August 12, 1971.
32Memorandum, Western Service Center Director Glenn 0. Hendrix to Baker, June 11, 1971.
33Memorandum, Acting Regional Director Phillip Iversen to Ralph Lewis, June 25, 1971.
34James David, communication with author, February 16, 1989; Thomas A. Munson, communication with author, April 24, 1989; and letter, Petersen to author, April 7, 1989.
35Rovang, communication with author, November 29, 1988.
36National Park Service, Statement for Interpretation; and Superintendent Thomas A. Munson to author, July 10, 1989.
37National Park Service, Statement of Interpretation, 1987.
38Joyce Nading, communication with author, December 1, 1988; Rovang, communication with author, November 29, 1988; Fact File, Effigy Mounds National Monument; and David, communication with author, February 16, 1989.
39See memorandum, Superintendent Stuart H. Maule to Kenneth Wells, Executive Secretary, Iowa State Education Association, March 22, 1987.
40Munson, communication with author, December 1, 1988.
41These tours complement the exhibits installed in the visitor center museum in 1987.
42The round trip hike from the visitor center to Fire Point is approximately two miles long, and generally takes one and onehalf hours to complete.
43National Park Service, Statement for Interpretation.
45Mackintosh, Interpretation in the National Park Service, 68.
46"National Park Service Education Programs," The Environmental Journal (July 1970).
47Press release, Secretary of the Interior Walter J. Hickel, September 14, 1970; and Mackintosh, Interpretation in the National Park Service, 68.
48Munson to Environmental Education Specialist [Andy Kardos], Midwest Region, September 22, 1972.
49Munson, communication with author, December 1, 1988.
50David, communication with author, February 16, 1989.
51National Park Service, Statement for Interpretation.
Last Updated: 08-Oct-2003


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