text:
18 years of experience
18 years of experience
Old Seminole Heights
7110 N Nebraska Ave
Ste A
Tampa, FL 33604 Phone number & directions
7110 N Nebraska Ave
Ste A
Tampa, FL 33604 Phone number & directions
License & Identifications
A medical license is required for a doctor to practice medicine in a particular state. Requirements vary by state but most require, at a minimum, post-graduate training in the doctor's specific specialty. An NPI number is a national identifier unique to an individual health care provider and is managed by the Center for Medicare & Medicaid Services (CMS).
Learn more about Dr. Patrick Ijewere:
View the full profile to get information on:
- Qualifications
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Patient Reviews
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Education & Awards
Dr. Ijewere graduated from Howard University , Washington.
Dr. Ijewere has 1 hospital affiliations:
- Winter Haven Hospital
Home > Find an Internist > FL > Tampa Internists > Dr. Patrick Ijewere, BPHARM, MBA, MD
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- Additional Information
- Dr. Patrick Abhulime Ijewere BPHARM, MBA, and MD is a male Internist, has 18 years of experience and practices in Internal Medicine.
- Where does Dr. Patrick A. Ijewere practice?
- Dr. Patrick Ijewere has 1 office location.
Dr. Patrick Ijewere practices Internal Medicine near Tampa, FL.
See Tampa Internists.


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Bloomberg News
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Jan. 9 (Bloomberg) -- Wedge Partners Principal Brian Blair discusses Apple's rumored less expensive iPhone. He speaks on Bloomberg Television's "Market Makers." (Source: Bloomberg)
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How to Make a Reverse Mosaic Chair
This colorful chair uses a reverse mosaic technique so the surface is smooth for sitting.
Materials and Tools:
black, white and various colors of glass
craft paper
black marker
flat marbles
vitreous tiles
spectrum glass
colored mirror
grout sealer
safety glasses
dust mask
rubber gloves
glass nippers
containers and paint sticks (mixing grout)
Thinset mortar
two-part epoxy
silicone glue
scrap wood
wooden mallet
PVA adhesive
paper towels
gift-wrapping paper
1. Seal the chair with diluted glue. Mix four parts water to one part concentrated PVA adhesive.
2. Draw out a pattern for the seat on brown craft paper. The pattern chosen for this chair is a zebra stripe.
3. Cut black and white glass pieces to fit the pattern and glue them onto the pattern with diluted glue (two parts water to one part glue). When arranging the pieces, remember that the side of the glass next to the paper pattern will actually be the top of the seat, so position any glass pieces with pattern or finish that you want showing face down on the paper. Let sit for 24 hours to dry.
4. Mix grout according to package instructions. Wearing rubber gloves, spread the grout in a thin layer over the glass mosaic. Wipe the grouted surface with a wet sponge. Buff the surface with paper towels.
5. Mix Thinset mortar according to package directions. Apply the mortar to the seat of the chair using a trowel. Flip the zebra glass mosaic over and press it glass side down onto the seat of the chair.
6. Place a scrap board onto the seat and tap it with a wooden mallet. Let dry for 24 hours.
7. Dampen the craft paper with a sponge. Let it sit for a few minutes and slowly peel it back on a diagonal, revealing the mosaic seat.
8. Cut side tiles for the edge of the seat and glue on with silicone glue. Grout the seat and edge. After 24 hours, seal with a penetrating grout sealer.
9. Cut circles from gift-wrapping paper and glue them to the bottom of flat marbles using silicone glue. Glue these decorated flat marbles to the back of the chair.
10. Fill in the area around the marbles with glass mosaic pieces.
11. String beads onto wire and hang them from the holes drilled in the back of the chair.
12. Mosaic the rest of the chair (in no specific order). Glue pieces to the legs, back and every available space with silicone glue in any desired pattern, leaving enough space to apply grout.
13. Once the chair is covered with selected materials, mix any color grout in a separate bowl and start spreading the grout over the entire chair using gloves. Let dry 24 hours.
14. When dry, clean off excess grout with paper towels.
Suzan Germond, Austin, Texas
Website: www.majormosaics.com
Next Up
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Handmade Mosaic Tile Backsplash
Design a colorful mosaic tile backsplash to add a bit of flair to your kitchen.
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Form glass tiles into a seahorse shape to create this colorful birdbath.
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Tap into your inner Sassy Girl with this mosaic wall hanging made from tiles, grout, paint and wood.
How to Make a Mosaic Garden Gazing Ball
Add a colorful gazing ball to your garden, covered in a mosaic inspired from passion flower vines.
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Product Overview
Thermo-Trap Gel is a heat sink that has an extremely high capacity for absorbing heat. Applied to the metal working surface between the area to be heated and the material to be protected, Thermo-Trap Gel absorbs the heat, preventing heat transfer. This keeps heat from spreading beyond the work area, protecting components, installed fittings and other sensitive parts safe from damage.
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The best (and worst) times to be on the road in Ramadan
Put on your seatbelts, here we goJune 23, 2015 9:00
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Abu Dhabi's Dana Gas hits 9-wk high after wins Kurdistan case
Saudi Telecom Co to pay Q2 dividend of 1 riyals/share
UAE non-oil business growth slows to 22-month low in June
MIDEAST STOCKS-Gulf likely to be subdued by oil price drop, Greece
Abu Dhabi's TAQA drops 5.4 pct after saying no merger talks
Qatar's Doha Bank raises 2 bln riyal Tier 1 capital-boosting bond
Dubai's Drake & Scull increases GCC ownership limit to 100 pct
Abu Dhabi's TAQA says not holding merger talks
Gold languishes below $1,170 ahead of U.S. jobs data
Kuwait parliament approves budget with $27 billion deficit
Kipp speaks with Mohammed Abdulmagied Seddiqi, vice president of Sales and Retail at Ahmed Seddiqi & Sons about the watch industry, and how it's been affected by the crisis.
August 22, 2009 6:55 by Dana El Baltaji
Kipp: Has the luxury watch market been affected by the global financial crisis?
Seddiqi: Everyone's been affected, including everyone in the watch industry. The boom we saw last year will never come back. It was an exceptional year, and everyone made a lot of money,
but it's over, and now everyone needs to take a step back and concentrate on other things, like services.
Kipp: Are customers being more careful about their purchases?
Seddiqi: Yes, previously a client would walk into a store, see a watch he likes and buy it in all the colors available. It was a bit over-exaggerated. People were making and spending a lot of money.
Today people are still buying watches, but they're being more careful. They're looking at watches as investments, as something that they'll keep for a long time, rather than just seasonal products. They've been opting for more classical choices, which stay in fashion longer.
We've also noticed that collectors have remained active; they haven't slowed down their purchases because of the financial crisis. If a collector wants a watch, he will get it. But what has changed is that collectors no longer look to the secondary market and pay premiums to get these pieces because the watches are more easily available in the primary market today than they were in 2008.
Kipp: Your list of brands is a mile long. Has any one of your brands seen an increase in sales since the crisis hit the region?
Seddiqi: We have three categories of brands: fashion; mid-range and high-end complications. We noted an increase in sales in the fashion category, where the price of a watch is relatively low.
My explanation for it is that a middle income individual buying a Guess watch is still getting the same salary he was been getting in 2008; and a student is still a student, he relies on his parents for pocket money, and can therefore still afford a Guess watch.
However, a wealthy businessman's salary, which depends mostly on the performance of his company, has dropped considerably recently. Today, he'd think twice before spending AED100,000 on a watch.
This is what I derived from the crisis.
Pages: 1 2
1 Comment
Mr. Seddiqi echoes a lot of truth about today's market realities.
In most brand product pyramids the upper sections have seen drastic or significant slow down since the recession bit, causing average unit sale prices to plummet and impact company values and margins. The ramifications are immense and quite obvious. Whether Japanese or Swiss, watch brands are having to deal with the reality that the recession has set them back and their plans by a good 1-2 years.
Investments in new product lines, Ad campaign budgets and HR outlays are a complicated decision today.


text:
My phone stopped receiving voicemails a couple weeks ago, but I started to receive SMS messages from 9016 that say "//ANDROID: ###-#### has sent you a Sprint Voice Message. Call 408-970-000 to listen." and then just a bunch of random numbers and letters. When I call the number, it says I have no messages even though the texts say that I do.
Can anybody help me??
Same problem here with Evo 4G
Okay, I figured out that my problem may have been caused by Handcent, I backed it up and uninstalled it.
Then I went to Settings, Applications, Manage Applications, All, Voice Mail, and then select Clear Data.
That cured the problem.
I then reinstalled Handcent, though this time without having it disable the built in messaging, and everything works again. ( I am unsure if the Clear Data alone would have worked, so try that first.)
This is a common issue with a few of the third party text message handling apps. People have created a thread with some resolutions for the different apps.
If you haven't installed a third party app for Text Messaging, please let me know so we can get it checked out for you.
Check out a fun infographic that teaches you how to increase storage, enhance security, improve battery life and clean your device.
� Sprint.com All rights reserved.


text:
This question already has an answer here:
- Random number in Haskell 4 answers
I am in the process of learning Haskell and to learn I want to generate a random Int type. I am confused because the following code works. Basically, I want an Int not an IO Int.
In ghci this works:
Prelude> import System.Random
Prelude System.Random> foo <- getStdRandom (randomR (1,1000000))
Prelude System.Random> fromIntegral foo :: Int
Prelude System.Random> let bar = fromIntegral foo :: Int
Prelude System.Random> bar
Prelude System.Random> :t bar
bar :: Int
So when I try to wrap this up with do it fails and I don't understand why.
randomInt = do
tmp <- getStdRandom (randomR (1,1000000))
fromIntegral tmp :: Int
The compiler produces the following:
Couldn't match expected type `IO b0' with actual type `Int'
In a stmt of a 'do' block: fromIntegral tmp :: Int
In the expression:
do { tmp <- getStdRandom (randomR (1, 1000000));
fromIntegral tmp :: Int }
In an equation for `randomInt':
= do { tmp <- getStdRandom (randomR (1, 1000000));
fromIntegral tmp :: Int }
Failed, modules loaded: none.
I am new to Haskell, so if there is a better way to generate a random Int without do that would be preferred.
So my question is, why does my function not work and is there a better way to get a random Int.


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Defense Infrastructure:
The Navy Needs Better Documentation to Support Its Proposed Military Treatment Facilities on Guam
GAO-11-206: Published: Apr 5, 2011. Publicly Released: Apr 5, 2011.
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The Navy determined that its current hospital on Guam does not meet modern facility standards. Moreover, the military population on Guam is expected to grow from 15,000 to over 39,000 due to DOD plans to move Marine Corps units from Okinawa, Japan to Guam and expand other on- island capabilities. The Navy plans to construct a new hospital and two outpatient clinics as part of its facility solution to replace the current hospital and accommodate additional health care requirements. This report (1) describes the Navy's plans for developing its military treatment facility solution to meet the expected increases in the military population on Guam, and (2) examines the extent to which the Navy is assured that its proposed military treatment facility solution on Guam will sufficiently meet the requirements for the expected increase in military population. To address these objectives, GAO reviewed documentation including the Navy's plans for its military treatment facility solution and interviewed key officials within the Military Health System
To accommodate the additional inpatient and outpatient requirements resulting from the expected increase in military population to Guam, the Navy plans to expand inpatient and outpatient care in the replacement hospital and move primary outpatient and dental care to two new branch health clinics. Primary outpatient care generally includes caring for acute and chronic illnesses, disease prevention, screening, patient education and follow-up care from hospitalization. The replacement hospital will be located on the site of the current hospital, while one of the new branch health clinics will replace medical and dental clinics currently in operation on Naval Base Guam, and the other clinic will be located in North Finegayan on the site of a proposed Marine Corps base. According to Navy officials, the development of the requirements for the clinics allowed the Navy to retain the size and footprint of an initially planned version of the replacement hospital, which was already programmed and approved prior to the announcement of the proposed military buildup on Guam. The two outpatient primary care clinics are to be funded by the government of Japan as part of the agreement to realign Marine Corps units from Okinawa, Japan to Guam, and DOD will fund the new hospital. The Navy's proposed military treatment facility solution on Guam expands on the health care services currently offered on Guam, but in instances when patients require care not offered on Guam, the Navy determined that it will continue to medically evacuate them to other military treatment facilities, such as Naval Hospital Okinawa, Tripler Army Medical Center in Hawaii, or Naval Medical Center San Diego. GAO found that the Navy's documentation used to support its recommended military treatment facility solution for Guam does not clearly demonstrate how the Navy determined the size and configuration of the proposed branch health clinics, nor could Navy officials adequately explain their analyses or assumptions. Navy officials indicated that the Navy's health care requirements analysis report was the basis for decisions regarding the size and configuration of the proposed military treatment facilities. The Navy's health care requirements analysis report estimates the overall health care workload for the services the Navy intends to offer on Guam following the realignment, but does not show how this workload translates into the size and configuration of the Navy's proposed facilities. Therefore, it is difficult for stakeholders to be fully assured that the facility solution will be the most cost- effective solution to meet beneficiary health care needs following the realignment. Without clear documentation of key analyses and identification of risks, the Navy cannot fully demonstrate that it is making the most cost-effective decisions with its proposed military treatment facility solution on Guam. GAO recommends that Navy clearly document the basis for health care workload and staffing on Guam. In commenting, DOD generally concurred and said that more information on the branch health clinics' planning has been developed by the Navy and is under review.
Recommendation for Executive Action
Status: Closed - Implemented
Comments: The Assistant Secretary of Defense (Health Affairs) agreed with our recommendation to provide additional analyses and noted that since the draft report was issued, the Navy had already provided additional information to the Office of the Assistant Secretary of Defense (Health Affairs) related to the planning for the two branch health clinics. We found that documents which helped verify that a logical and appropriate process was followed to determine the size and configuration of the proposed branch health clinics included a "Healthcare Requirements Analysis for Guam Navy Medical and Dental Facilities" final report and a brief on "Review of Branch Health Care Clinics Apra Harbor and Finegayan Guam". The implementation of this recommendation helped to ensure that the branch health clinics on Guam have been appropriately sized and located to meet beneficiary health care needs.
Recommendation: In order to ensure that the Navy's proposed branch health clinics on Guam are properly reviewed and are consistent with Military Health System goals of having appropriately sized and configured facilities to meet the health care needs of military beneficiaries in a cost-effective manner, the Secretary of Defense should direct the Secretary of the Navy to provide clearly documented analyses to TRICARE Management Activity as part of DOD's process for issuing design authorizations for military treatment facilities. These analyses should, at a minimum, provide details of the basis for its health care workload and staffing requirements on Guam. These documented analyses should also include the specific health care requirements to be met at each of the branch health clinics, and the methods and criteria for how staffing decisions for each facility were made.
Agency Affected: Department of Defense
Explore the full database of GAO's Open Recommendations »
Jun 25, 2015
Chemical and Biological Defense:Designated Entity Needed to Identify, Align, and Manage DOD's InfrastructureGAO-15-257: Published: Jun 25, 2015. Publicly Released: Jun 25, 2015.
Force Structure:Preliminary Observations on Air Force A-10 DivestmentGAO-15-698R: Published: Jun 25, 2015. Publicly Released: Jun 25, 2015.
Jun 22, 2015
Defense Logistics:Marine Corps and Army Reset Liability EstimatesGAO-15-569R: Published: Jun 22, 2015. Publicly Released: Jun 22, 2015.
Jun 19, 2015
Arctic Planning:DOD Expects to Play a Supporting Role to Other Federal Agencies and Has Efforts Under Way to Address Capability Needs and Update PlansGAO-15-566: Published: Jun 19, 2015. Publicly Released: Jun 19, 2015.
Jun 18, 2015
Underutilized Facilities:DOD and GSA Information Sharing May Enhance Opportunities to Use Space at Military InstallationsGAO-15-346: Published: Jun 18, 2015. Publicly Released: Jun 18, 2015.
Jun 17, 2015
Military Training:DOD's Annual Sustainable Ranges Report Addressed Statutory Reporting RequirementsGAO-15-537: Published: Jun 17, 2015. Publicly Released: Jun 17, 2015.
Jun 16, 2015
Army Combat Vehicles:Industrial Base Study's Approach Met Research StandardsGAO-15-548: Published: Jun 16, 2015. Publicly Released: Jun 16, 2015.
Prepositioned Stocks:Additional Information and a Consistent Definition Would Make DOD's Annual Report More UsefulGAO-15-570: Published: Jun 16, 2015. Publicly Released: Jun 16, 2015.
Jun 15, 2015
Military Personnel:Army Needs a Requirement for Capturing Data and Clear Guidance on Use of Military for Civilian or Contractor PositionsGAO-15-349: Published: Jun 15, 2015. Publicly Released: Jun 15, 2015.
Nuclear Command, Control, and Communications:Update on DOD's ModernizationGAO-15-584R: Published: Jun 15, 2015. Publicly Released: Jun 15, 2015.
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V.22 No.23 |
The Daily Word in local drug-treatment for teens, murder and low-impact sources of protein.
By Geoffrey Plant [ Tue Jun 11 2013 10:45 AM ]
It is pretty hot.
Spend the rest of the day watching Levi Chavez stand trial for murder.
There is an aggressive hawk in Altura Park.
Someone found 100 pounds of weed in their recycling bin.
Tricky does Patti Smith.
A "low-impact source of protein."
A Texas-based Swede was stabbed to death with a stiletto heel.
Football player gets 30 days for slapping his attorny's ass in court.
On this day in 1983 DEVO's Theme From Doctor Detroit peaked at #59 on the Billboard charts.
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VIEWS: 4 PAGES: 10 CATEGORY: College POSTED ON: 5/27/2011 Public Domain
THE "WISCONSIN EXPERIENCE" FOR UW-MADISON BACHELOR'S DEGREE RECIPIENTS: ANNUAL UPDATE1 Clare Huhn, Academic Planning and Analysis, Office of the Provost, October, 2009 ___________________________________________________________________________ The expression "Wisconsin Experience"2 is used to describe the educational experience of UW-Madison undergraduates (degree recipients in this analysis) as they apply in and out of classroom learning to significantly and positively impact the world. The term "Wisconsin Experience" is grounded in the Wisconsin Idea and the university's progressive history, directed at producing UW-Madison graduates who are creative problem solvers; passionate, engaged and adaptable world citizens; critical thinkers able to create and evaluate new knowledge; and future leaders of their global communities. The Wisconsin Experience captures four inquiry-based high-impact practices and includes: • Substantial research experiences that generate knowledge and analytical skills • Global and cultural competencies and engagement • Leadership and activism opportunities • Application of knowledge in the "real world" In this analysis, we evaluate the proportion of our undergraduate degree recipients (by school/college) who have engaged in certain Wisconsin Experience activities before graduation from UW-Madison. Ideally, every graduate will have at least one of these inquiry-based, high-impact experiences. Results measuring the experiences that are identifiable through official records show that almost 9 in 10 (89%) bachelor's degree recipients in 2008-09 participated in at least one Wisconsin Experience activity, up from 69% in 2002-03 when we first started these analyses. Sixty-seven percent (67%) had two or more different experiences. DEFINING AND QUANTIFYING THE WISCONSIN EXPERIENCE Linking experiences inside and outside the classroom, increasing student exposure to diversity, applying classroom knowledge to real-life experiences, conducting research with faculty members, working with faculty members in small groups, exploring individual areas of interest, and living in a residential learning community are components of the Wisconsin Experience and have been shown to affect many outcome measures of interest in higher education such as persistence, degree attainment, interest in post-baccalaureate study, marketability after graduation, preparation for work, and educational satisfaction3. This study's purpose is to measure the Wisconsin Experience activities that are objectively quantifiable through student academic records, course descriptions/titles, or other official records (see end of report for definitions and methodology). The number of graduates participating in Wisconsin Experience activities is likely higher than those countable in this study because not all such experiences are part of a student's official UW-Madison record. For the purposes of this study, the Wisconsin Experience is quantified as: • Studying abroad • Living in a residential learning community • Participating in a FIG (first-year interest group) • Taking a service-learning course • Having an undergraduate research experience – measured by participation in the Research Fellows, Research Scholars, McNair or Med Scholars programs, or by taking a research or thesis course • Participating in an "internship" type experience for academic credit • Working closely with a faculty member in a seminar course, honors course, or independent study (including Hilldale Fellowship and Holstrom Scholarship recipients). • Having a capstone experience within the major program. 1 See www.apa.wisc.edu (Degrees and Outcomes tab) for reports from previous years. 2 See http://www.learning.wisc.edu/ 3 Astin, A. What Matters in College, San Francisco: Jossey-Bass, 1993. Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 1 The technical note section at the end of this analysis is very important for understanding how each of these experiences is defined and quantified. In many cases, these experiences overlap in ways that make the experiences hard to separate. For example, there are honors seminar courses, internships abroad, and independent study experiences that involve a research component. For this analysis, we do not prioritize these experiences in any way and count each activity in each of its relevant categories. For example, for honors seminars, we count the experience as an honors course and as a seminar. PERCENT OF GRADUATES HAVING A WISCONSIN EXPERIENCE In the 2008-09 academic year, 6,565 students completed undergraduate degrees (Table 1). Of these graduates, 89% participated in at least one Wisconsin Experience activity as defined for this analysis. Sixty-seven percent (67%) participated in two or more such activities. Table 1 Number of Wisconsin Experience Activities for Bachelor's Degree Recipients in 2008-09 Percent of Graduates by School/College ALS BUS EDU EGR HEC L&S MPH NUR PHM Total Zero 0 26 8 9 3 13 0 0 0 11 One 17 34 12 23 17 24 3 0 0 22 Two 28 21 17 26 21 25 19 27 60 24 Three 26 13 9 22 25 19 38 33 40 20 Four 15 5 20 13 16 10 28 20 0 12 Five or more 15 2 35 7 18 8 13 20 0 11 Total one or more 100 74 92 91 97 87 100 100 100 89 Total Degrees 568 622 439 584 357 3,761 64 166 5 6,565 The percentage of graduates participating in at least one Wisconsin Experience activity has increased from 69% (2002-03) to 89% for 2008-09 graduates. This increase is likely due to several factors. One, we have ramped up the Wisconsin Experience campaign and have coordinated publications that highlight these high-impact practices. Students may be participating at higher rates because they are better informed about these opportunities. Two, the desire to quantify more of these experiences has resulted in improved data collection and recording of them. Three, a few new experiences have been added to the report that were not in the earlier versions. The percentage of graduates not participating in any recorded Wisconsin Experience activities decreased from 31% in 2002-03 to 11% for 2008-09 graduates (Table 1a). An increasing percentage of graduates are participating in more than one of these activities. Over the last six years, the percentage of graduates participating in more than one Wisconsin Experience activity has risen from 34% to 67%. Table 1a Trend in Number of Academic Enhancement Experiences for Bachelor's Degree Recipients Percent of Graduates by Academic Year 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 Zero 31 27 20 16 18 13 11 One 35 28 28 27 24 21 22 Two 22 22 24 26 26 24 24 Three 8 15 16 18 17 21 20 Four 3 6 8 9 10 12 12 Five or more 1 3 4 4 6 9 11 Total one or more 69 73 80 84 82 87 89 Total two or more 34 46 52 57 58 66 67 Total Degrees 6,102 6,144 6,289 6,256 6,017 6,175 6,565 Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 2 TYPES OF WISCONSIN EXPERIENCE ACTIVITIES The most frequent of these Wisconsin Experience activities (shown in bold) is taking a seminar course (Table 2). Forty-two percent (42%) of graduates took at least one seminar course and 37% took at least one independent/directed study course. Twenty-seven percent (27%) took at least one honors course and 25% studied abroad – 19% through a UW-Madison program and 6% through a program at another institution. Twenty percent (20%) participated in some type of field work experience such as cooperative education, internship, student teaching or practicum. Thirteen percent (13%) of graduates lived in a residential learning community at some point as an undergraduate, and 19% had at least one type of undergraduate research experience. This is the third cohort of graduates who had first-year interest groups (FIGs) available to them when they were freshmen. Six percent (6%) of these graduates participated in a FIG. Sixteen percent (16%) took a course that had a designated service-learning component. There are differences by school/college in participation rates for the various academic enhancement experiences. For example, graduates receiving degrees from the School of Business had the highest study abroad participation rates (30%) and the lowest participation rates in seminar courses (13%). Graduates receiving degrees from the School of Education had high rates of participation in field work (72%) and lower participation in undergraduate research (8%). Table 2 Types of Wisconsin Experience Activities for Bachelor's Degree Recipients in 2008-09 (most frequent experience in each school/college in BOLD) Percent of Graduates by School/College ALS BUS EDU EGR HEC L&S MPH NUR PHM Total Study Abroad (Unduplicated) 12 30 17 12 29 29 2 4 0 25 UW-Madison Program 10 26 14 12 15 22 2 3 0 19 Other Program 2 5 2 0 13 8 0 1 0 6 Residential Learning Comm. 13 9 15 15 10 14 11 9 20 13 First-Year Interest Group (FIG) 2 2 6 2 4 8 2 2 0 6 Service Learning Course 19 6 44 2 31 15 3 13 20 16 Independent Study 51 15 41 39 38 39 38 30 100 37 Research Exp. (Unduplicated) 9 43 8 12 30 18 3 20 0 19 Research "Programs"* 2 0 1 1 1 2 2 2 0 2 Research Course 2 42 7 10 27 11 0 11 0 14 Thesis Course 6 0 1 2 3 6 2 10 0 5 Field Work (Unduplicated) 6 6 72 47 68 4 97 100 0 20 Co-op 0 0 0 47 1 0 0 0 0 4 Student Teaching 0 0 48 0 2 0 0 0 0 3 Practicum 5 0 65 0 2 1 97 100 0 9 Internship 1 6 20 0 65 4 58 1 0 8 Honors Course 28 10 11 24 6 35 19 20 0 27 Seminar Course 49 13 41 30 50 47 52 45 100 42 Capstone Experience 100 5 51 44 33 6 58 100 0 25 Total Degrees 568 622 439 584 357 3,761 64 166 5 6,565 *Research programs include Research Fellows, Research Scholars, McNair and Medical Scholars. Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 3 Over the past seven years, participation in each of these Wisconsin Experience activities has generally increased or remained steady (Table 2a). The overall increase in the proportion of graduates participating in at least one Wisconsin Experience activity is not being driven by increases in one particular activity. The percentage of students who participated in independent study has shown relatively large annual fluctuations in the past. Also, the capacity of some of these activities (FIGs and residential learning communities, for example) has increased to meet student demand and as a consequence of institutional emphasis on the importance of engaging in these high-impact practices. Table 2a Trend in Types of Wisconsin Experience Activities for Bachelor's Degree Recipients Percent of Graduates by School/College 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 Study Abroad (Unduplicated) 14 14 18 21 22 22 25 UW-Madison Program 14 14 14 16 17 17 19 Other Program * * 4 5 5 5 6 Residential Learning Community 11 11 12 13 13 13 13 First-Year Interest Group (FIG) * * * 3 5 6 6 Service Learning Course 4 6 8 12 12 12 16 Independent Study 41 35 46 43 37 40 37 Research Experience (Unduplicated) 8 10 11 13 13 14 19 Research "Programs" 2 2 2 2 2 2 2 Research Course 3 5 7 7 6 8 14 Thesis Course 5 5 5 5 5 4 5 Field Work (Unduplicated) 20 19 20 22 21 23 20 Co-op 5 4 4 4 5 4 4 Student Teaching 3 4 2 4 4 4 3 Practicum 7 9 8 10 9 9 9 Internship 8 7 8 8 7 10 8 Honors Course 18 19 22 25 26 27 27 Seminar Course 32 34 35 38 40 43 42 Capstone Experience * * * * * 27 25 Total one or more experiences 69 73 80 84 82 87 89 Total Degrees 6,102 6,144 6,289 6,256 6,017 6,175 6,565 * Notation of study abroad experiences at other institutions was recently added to students' official academic records and first documented for graduates in 2004-05. The extent to which students participated in study abroad at other institutions prior to 2004-05 is not known. Participation in a FIG was first measured for the 2005-06 graduates. This is the third group of graduates who had FIGs available to them when the majority of them were freshmen. This year's report is the second year that capstone experiences (culminating course or experience) have been tabulated. Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 4 GRADUATES WITH ONE WISCONSIN EXPERIENCE ACTIVITY The graduates with one and only one type of Wisconsin Experience activity are most likely to have taken a seminar course (20%) (Table 3). The next most common activity for graduates with one experience is taking an independent study course (16%). The most common sole experiences by school/college are highlighted in bold and show differences by school/college. Even though taking a seminar course is the most common sole experience overall, Letters and Science and Medicine and Public Health are the only places where it is the most common sole experience. The School of Business is the only school where research (coursework) is the most common sole experience. CALS in the only school/college where capstone experiences are the most common activity. The School of Education is the only school/college where independent study is the most common sole experience. Field work is the most common sole experience in both the School of Human Ecology and College of Engineering. Table 3 Bachelor's Degree Recipients in 2008-09 with Only One Wisconsin Experience Activity Percent of Graduates by School/College ALS BUS EDU EGR HEC L&S MPH NUR PHM Total Study Abroad 0 20 12 1 3 12 0 --- --- 11 Resid. Learning Community 0 3 4 4 0 4 0 --- --- 4 First-Year Interest Group (FIG) 0 0 0 0 2 1 0 --- --- 1 Service Learning Course 0 4 8 0 3 10 0 --- --- 7 Independent Study 0 7 44 11 10 20 0 --- --- 16 Research Experience 0 48 0 8 7 5 0 --- --- 11 Field Work 0 7 21 32 41 2 0 --- --- 8 Honors Course 0 6 4 8 0 17 0 --- --- 12 Seminar Course 0 5 4 4 33 27 100 --- --- 20 Capstone Experience 100 0 4 31 2 3 0 --- --- 11 Total with One Experience 95 213 52 134 61 914 2 0 0 1,471 WISCONSIN EXPERIENCE ACTIVITIES FOR TARGETED MINORITY AND TRANSFER STUDENTS This is the fourth year we have looked specifically at the Wisconsin Experience activity participation rates for targeted minority graduates and graduates who started at UW-Madison as transfer students. Ideally, targeted minority graduates would participate in these activities in at least the same proportion as non-targeted graduates. A recent report based on the 2006 National Survey of Student Engagement (NSSE) results shows that participation in these types of activities is particularly beneficial in terms of retention and degree attainment4. Graduates who started as transfer students have generally been at UW-Madison for less time than graduates who started as freshmen. Because some of Wisconsin Activity experiences are offered primarily to freshmen, we do not necessarily expect graduates who started as transfer students to participate at the same rate. Several recent initiatives have focused on improving and streamlining the transfer experience. Measuring participation rates for transfer students will give one benchmark against which to measure the effects of these initiatives. 4 Indiana University, Center for Postsecondary Research. 2006. Engaged Learning: Fostering Success for All Students. School of Education. Indiana University Bloomington. Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 5 Table 4 shows the participation rate in Wisconsin Experience activities for targeted minority graduates compared to non-targeted graduates. Eighty-nine percent (89%) of non-targeted bachelor's degree recipients participated in at least one of the academic enhancement experiences measured in this report. The same proportion of targeted minority degree recipients (89%) participated in at least one of these experiences. Table 4 Bachelor's Degree Recipients in 2008-09 by Targeted Minority Status Percent of Graduates with at Least Number of Graduates One Wisconsin Experience Activity Non-Targeted Targeted* Non-Targeted Targeted* ALS 538 30 100 100 BUS 596 26 74 65 EDU 408 31 92 90 EGR 550 34 90 94 HEC 333 24 97 100 L&S 3,494 267 87 88 MPH 58 6 100 100 NUR 152 14 100 100 PHM 4 1 100 100 Total 6,132 433 89 89 *Note: Targeted minorities include African American, Hispanic/Latino, American Indian, and Southeast Asian domestic students (citizens, permanent residents, and refugees). Non-targeted students include all other groups – White, International, and non-targeted Asian students as well as those who chose not to report a race/ethnicity at the time of application. Table 5 shows participation rates in Wisconsin Experience activities for graduates who started as new freshmen at UW-Madison compared to those who started as transfer students. Overall, 90% of freshman-starts participated in at least one academic enhancement experience. Overall, graduates who started at UW-Madison as transfer students participated at lower rates – 82%. Some of these transfer-start graduates may have participated in similar experiences at their previous institutions, and these would not be captured in their UW-Madison records. Table 5 Bachelor's Degree Recipients in 2008-09 by Type of Entrance to UW-Madison (Freshman or Transfer) Percent of Graduates with at Least Number of Graduates One Wisconsin Experience Activity Freshman- Transfer- Freshman- Transfer- Start Start Start Start ALS 452 116 100 100 BUS 397 64 78 57 EDU 320 85 94 88 EGR 442 87 91 89 HEC 274 74 97 99 L&S 2,676 594 89 77 MPH 33 31 100 100 NUR 98 68 100 100 PHM 3 2 100 100 Total 4,686 1,121 90 82 Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 6 DEFINITION OF TERMS AND TECHNICAL NOTES Graduates with multiple occurrences of the same experience are counted once in all of these tables. For example, a graduate who did two internships would be in the "one experience" category. A graduate who did two internships and also studied abroad would be in the "2 experiences" category. For many of the Wisconsin Experience activities, we are comparing the experiences in our student record system to student responses about similar activities during the most recent administration of the National Survey of Student Engagement (NSSE) in spring 2008. Differences between what is recorded in the student record system and what students themselves report can exist for several reasons, including: 1. The NSSE survey is a sample of students whereas this Wisconsin Experience report is a census of graduating seniors. It's possible that the NSSE sample is not representative of all graduating seniors and/or that there are differences in NSSE response rates by school/college. 2. The NSSE questions are sometimes not specific enough to ensure comparability. For example, if a NSSE question asks if students "ever" participated in an activity a NSSE respondent might answer about an experience in high school or during the summer between years of college. This Wisconsin Experience report only captures activities that took place during college. 3. This Wisconsin Experience report captures activities that are recorded in the student record system – for-credit experiences and participation in university-sponsored activities. Students responding to the NSSE survey may be reporting on non-credit activities (work, volunteering, leadership in organizations) that are not part of the student record system. Study Abroad Definition: Bachelor's degree recipients who had a record indicating at least one semester abroad. Until the 2004-05 academic year, only students who studied abroad through UW-Madison-sponsored programs were included. Starting in 2004-05, we were able to identify students who studied abroad through programs at other institutions. In the 2008 NSSE, students were asked if they had ever studied abroad. Twenty-six percent (26%) of seniors replied "yes." This percentage has always been slightly higher than the percentage of graduates who can be identified as studying abroad through our own records. One reason for this difference might be because the seniors who were surveyed have not yet graduated or because some of them may have participated in a summer term study abroad experience without receiving any academic credit. Source: UW.RETENTION_SEMESTER_HISTORY data view (UW-Madison programs). ISIS table U_SR_TSCRPT_TXT (non UW-Madison programs). Residential Learning Community Definition: Bachelor's degree recipients who had a University Housing record indicating they had ever lived in one of the following residential learning communities -- Bradley Learning Community, Chadbourne Residential College, Entrepreneurship Learning Community, International Learning Community, Multicultural Learning Community, Women in Science and Engineering (WISE). Source: Division of University Housing records. Undergraduate Research Course (non-thesis) Definition: Bachelor's degree recipients who ever took a course with the term "research" in the title/description where research/lab opportunities with faculty members are highlighted. We intentionally exclude research methods courses where students may be learning about research methods but not having a "substantial research experience that generates new knowledge." Source: UW.RETENTION_COURSE_HISTORY data view Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 7 Undergraduate Research Experience (non course-based) Definition: Bachelor's degree recipients who have a student group record showing participation in one of the many undergraduate opportunities for research with faculty members outside of class. The groups included in this analysis were participants in the following programs: Undergraduate Research Fellows, Undergraduate Research Scholars, McNair, or Medical Scholars. Source: http://www.provost.wisc.edu/undergradresearch/, UW.RETENTION_STDNT_GROUP_HIST data view Comments: In this analysis, 2% of bachelor's degree recipients can be identified as having such an experience. This is much lower than the 33% of seniors that reported on the 2008 NSSE that they had worked on a research project with a faculty member outside of class. Many of the experiences that students may have identified on the survey are the types of experiences that are not part of their official student records, such as student hourly employment in research labs. Service Learning Course Definition: Bachelor's degree recipients who ever took a course (or course section) that was indicated to have some kind of service learning, volunteer, community service, or other such experience. Source: ISIS CLASS_NOTES Table, UW.RETENTION_COURSE_HISTORY data view. Comments: This only encompasses courses identified as having a service learning component – there are numerous non-course-based opportunities for students to engage in service learning and/or community service. In this analysis, 16% of Bachelor's degree recipients can be identified as having taken such a class. There is no searchable field in the official course listing for service learning courses. Students are notified of a service-learning component in the class footnote section of the course listing, and it is this field that was used to develop the list of service learning courses for this analysis. There are several examples of courses that are believed to have a service learning component that are not identified as such in this manner. For this reason, we supplemented the list of courses identified in the official course listing with additional courses identified by the Morgridge Center for Public Service. The Provost's Office and Morgridge Center for Public Service are working with the Registrar's Office to determine the feasibility of implementing a better means of identifying service learning courses for students. Since service learning courses often have a significant time commitment outside of class, it is important that students understand this commitment when registering. Furthermore, students who are seeking a service learning course currently must look through the course listing for notes about classes – there is no searchable field. Once a better system of identifying these courses is implemented, the analytical opportunities for examining service-learning course participation will also be enhanced. For the 2008-09 graduates, we identify 16% of graduates who have taken a class with a service learning component. This is much lower than the 38% of seniors who responded to the 2008 NSSE that they had taken such a course. Some of the differences in responses might be due to differing understandings of what constitutes a service learning course (i.e. a direct tie to the curricular content of the course) but another likely reason is that the course the NSSE respondent responded about was not identified as a service-learning course in the official course listing. Independent Study Course Definition: Bachelor's degree recipients who ever took a course identified by the section type as independent study (except those with "thesis" in the name and those that are actually field work). These are generally courses that end in 89, 98 and 99 including 100 and 200-level courses. Some internships and co-op sections are coded as independent study rather than field work. Regardless of how coded, all internships and other field work have been included in those categories and not in independent study. Source: UW.RETENTION_COURSE_HISTORY data view. Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 8 Capstone Experience Definition: Bachelor's degree recipients who graduated from a degree program requiring a capstone experience – either a single culminating course or a combination of course(s) and activities. Many of these capstone experiences are also experiences that are already counted in other areas of this report. For example, in the School of Education, student teaching IS the capstone experience. Therefore, in this analysis, degree recipients will be counted in two places – once in the field work category and once in the capstone category. In other cases, particularly in CALS, the capstone experiences do not duplicate other experiences counted in this analysis. Source: UW-Madison 2007-2009 Undergraduate Catalog. Identification of academic programs requiring a capstone experience was determined based on program descriptions in the Undergraduate Catalog. Undergraduate Thesis Course Definition: Bachelor's degree recipients who ever took a course identified by a course type of "independent" with "thesis" in the course name. These are generally, but not always, courses numbered 681, 682, 691 and 692. Source: UW.RETENTION_COURSE_HISTORY data view Field Work Definition: Bachelor's degree recipients who ever took a course with the term internship, co-op, practicum etc. in the title/description and courses of this nature identified by a course type of "field work" in the official course listing. Source: UW.RETENTION_COURSE_HISTORY data view. Comments: In this analysis, 20% of bachelor's degree recipients can be identified as having taken such a class. This is much lower than the 62% of seniors who reported on the 2008 NSSE that they had had "done a practicum, internship, field experience, co-op experience, or clinical assignment." The Office of the Registrar has recently identified a means of recording non-credit field work experiences that are not currently recorded in the student record system. Future Wisconsin Experience reports could measure participation in these non-credit field work experiences if school/colleges and departments make use of this new ability to record these experiences. Seminar Course Definition: Bachelor's degree recipients who ever took a course identified by the section type as a seminar, a type of academic instruction that brings instructors and students together in small groups and focuses in depth on specific issues related to a particular field of study. Source: UW.RETENTION_COURSE_HISTORY data view. Honors Course Definition: Bachelor's degree recipients who ever took a course section for honors credit. These sections are identified by either the presence of an 8 as the middle digit of the course or section number or other Honors designations. Source: UW.RETENTION_COURSE_HISTORY data view Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 9 First-year Interest Group Definition: Bachelor's degree recipients who have a student-group record indicating participation in a FIG. The student groups that indicate FIG participation for these graduates include "FIG 2002 Students," "FIG 2003 Students," "FIG 2004 students," "FIG 2005 students," and "FIG 2006 students." Source: UW.RETENTION_STDNT_GROUP_HIST data view Comments: In this analysis, 6% of bachelor's degree recipients can be identified as having had such an experience. This is much lower than the 26% of UW-Madison seniors who reported on the 2008 NSSE that they had "participated in a learning community or some other formal program where groups of students take two or more classes together." There are several possible reasons for these differences. One may be that the FIG participation is very specific and students may be thinking of other programs where courses are linked. Another possible reason for the difference is in the use of the term "learning community" in the NSSE question. On the NSSE, learning community is defined as linked academic courses. However, at UW-Madison we often use the term learning community to refer to other experiences that do not involve linked courses, such as residence hall-based learning communities. Some students may have found this distinction confusing or may not have read the rest of the question, answering only based on their own conceptualization of a learning community (which may not have been the same as the one used by NSSE). Academic Planning and Analysis, Office of the Provost, CLH, 10/2009 10
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About the Alaska State Archives
Contacting the Alaska State Archives
PO Box 110525
141 Willoughby Avenue
Juneau, AK 99811-0525
Fax: 907.465.2151
Our Hours
Please see our special notice about operation on our home page.
Our History and Collection
The Alaska State Archives was established in 1970 and opened its doors to the public in 1972. The State Archives is the repository that preserves the government records of Alaska's history and makes these records accessible to its patrons in a safe, professional, and responsible manner.
Government records with permanent historical value include legislative bills and histories, audio recordings, meeting minutes, annual reports, birth and death records, naturalization records, incorporation records, court and probate, correspondence, publications and other agency-related material. We do not collect personal manuscript records. The Alaska State Archives holds records dated from 1874 - present, with the majority of records created in the 20th century. Areas of strength include territorial and state governor records, territorial court records, community-based state government records, and state era legislative records.
Our Service
We serve both the general public and agencies who create and maintain records in state government. Our Records & Information Management Service consults with state agencies to create streamlined records retention and disposition schedules for both permanent and non-permanent records.
If you are a state agency and records and information management assistance, please visit our Records & Information Management Service section.
If you require genealogical research assistance, please visit our Alaska Genealogy Guide.
If you require assistance with school records, please visit How to Find Alaska School Record.
Archives and the Community
The Alaska State Archives offers insights into the history of Alaska through the myriad records located on its shelves. If you would like to learn about a long lost relative, research a business owned and operated in Alaska, discover the history behind a bill, or expand your understanding of a moment in Alaska's history, then the Alaska State Archives is a great place to start.
Page last updated 04/09/2015


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You can now invite anyone to meet at your favorite Starbucks.
Limited-time feature
41 year old man | Somerset, NJ, USA | Seeking women 30-40 within 25 miles of East Millstone, NJ
Active within 24 hours
Here goes the part that few like to do and...
Here goes the part that few like to do and even fewer actually read... So what do you say about your self because if you read the write-ups people put about themselves then everyone on here is easy going, down to earth and laid back. I can't say that I have come across the profile where the person tells everyone I am totally crazy, irrational and a bit paranoid. Come on now there has to be at least a few of them on here? So I can tell you all the things I that I think are great and positive about me but when it really comes down to it you really only know or believe what you see. I have a new saying in life. Show me don't tell me then I will really know it. I can say that at this point in my life I believe that I have come to know what I want out of life and the person that I think is right for me. I am definitely looking for a special person and someone that has a bit of a edge to them. I think on here we all have a bunch of statistics that we use to sort through the masses but when it comes down the person that is right for you may or may not be any combination of these criteria. I am definitely someone that puts a emphasis on balance in life and taking care of yourself. That is a regular part of my life and something I look for in in the person I am with. I keep in shape and need someone that is the same way. I am looking for someone that is ready for a little adventure and can think outside the box a bit. I would like someone that has compassion for others and treats strangers as well as friends. Someone that is not afraid of a little hard work to get the things out of life that they are looking for. Well this is just the start. I can keep going on but I am guess most of you have already dropped off and gone back to the pictures. Either way if this sounds like you I would like to hear more about you. Ps I feel like I need to add this. If you are the kind of person that believes text/email are the same as talking and we are probably going to be different people.
Alumni connections , Camping , Business networking , Cooking , Dining out , Fishing/Hunting , Movies/Videos , Museums and art , Music and concerts , Nightclubs/Dancing , Playing cards , Playing sports , Travel/Sightseeing , Watching sports , Wine tasting
Basketball, Billiards / Pool, Bowling, Cycling, Football, Golf, Running, Skiing, Swimming, Tennis / Racquet sports, VolleyBall, Walking / Hiking, Weights / Machines
I exercise 5 or more times per week.
I have Fish
I like Birds, Dogs, Exotic Pets, Horses
Middle of the Road
I live near New Brunswick so that is a easy close place which has a few good spots but New York, Philly, and the shore are never out of the question.
Anything to keep me busy and get the heart rate up. I like to do most things given the right company and warm weather is always nice. I am pretty athletic so I like to play as many sports as I can. I also enjoy an nice motorcycle ride on a warm day
I am in the middle of the Game of Thrones series. I still have one more to go.
Z{{Cta}} {{#if HasMoreInfo}} ?{{CtaSecondary}} {{/if}}
|What he is looking for
|5'11" (180cms)
|4'11" (149cms) to 5'9" (175cms)
|Body type:
|Athletic and toned
|Slender, Athletic and toned
|No preference
|Light brown
|No preference
|No Way
|No Way, Yes, but trying to quit
|Social Drinker
|Social Drinker
|Executive / Management
|No preference
I am an engineer by degree but now I manage projects all over northern NJ. I deal with mostly large scale construction sites. And yes some time I have to wear a hard hat while on them!
|No preference
|Never Married
|No preference
|Have kids:
|No preference
|Wants kids:
|No preference
|White / Caucasian
|No preference
I am a American mutt for the most part but identify the most with my Irish back ground due to my last name and fathers family.
|Christian / Catholic
|No preference
Not a very good catholic, more spirtiual then anything
|Graduate degree
|Some college, Associates degree, Bachelors degree, Graduate degree, PhD / Post Doctoral


text:
Le Tour takes over the capitalLondoners witnessed a momentous occasion yesterday as up to a million cycling fans descended on the city's streets to witness the start of the Tour de France, 2007.
News p2
And a tiny village flies the flag for fraternitéToday, the tranquil, tiny village of Sissinghurst, in Kent, will quadruple in size as an expected 4,000 people gather to watch the Tour de France sweeping through on its 120-mile journey from London to Canterbury.
News p3
Children 'at risk' from jail restraint
Leaked study following boy's death says staff provoke young inmates so they can use force.
News in briefHospital staff tip the scales as half are overweight | Man killed in neighbour row | Sonic boom for Dr Who fans | Baggage backlog blights BA | On a joke and a prayer
News p6
Memorial flowers for the 7 July victimsThe anniversary of the 7 July London bombings, which killed 52 people, was marked yesterday with a low-key ceremony at a memorial garden to the victims.
Secondary pupils to be taught British valuesChildren are to have new citizenship classes covering British history, community cohesion and Europe.
UN observer calls for fresh Lockerbie probeAn international observer appointed by the UN to monitor the Lockerbie trial has written to the government and the Scottish executive to demand a new full, independent investigation.
News p10
First UK face transplant is in jeopardy
Doctors appeal to relatives not to sell their stories.
News p11
It's official: these are the seven wonders of the modern worldMillions of online votes were cast, but intense lobbying may have skewed the ballot towards the East.
News p15
Holidaymakers oust the Arran islanders
Rich incomers could spell the end of an ancient community within 20 years.
Prices soar for homes with sea view
Beachfront properties top the inflation charts as buyers rush to pay record prices for chalets.
News p16
Rockin' all over the world (but just watch your carbon footprint)
Live Earth beams 150 acts to an audience of 2bn ... and burns more carbon than 3,000 Britons do in a year. Critics and fans are split, but everybody wants to save the world.
Kasabian's earthquakes prove a force to be reckoned with
Climate change is now a populist concern, so much so that Live Earth: London was headlined by pop diva Madonna, a woman who might conceivably own a tumbler dryer for every leotard.
News p17
Budget airlines 'cost more'
Flights with low-cost airlines can be up to 35 per cent more expensive than those offered by full-price carriers, new research has revealed.
Specialist centres to replace hospitals
Traditional 'one size fits all' hospitals are to be replaced by tightly focused specialist centres which will transform the experience of NHS patients.
News p19
Imaginary pals a tonic for children
Invisible playmates increase confidence and can help the young to tackle bullies, says study.
News p20
A good week for a bad week for ...This week's winners and losers ...
Notes and ephemeraReading matter: What was the best story you wrote at school? | Creative curses | Food for thought
7 days p36
Quotes of the week ...Luciano Pavarotti | P Diddy | Daniel Radcliffe | JK Rowling
7 days p38
Who are you calling names, you balloon-faced blubber-stick?Armando Iannucci: Who the hell does David Cameron think he is? Answer: a bum-faced southern ponce with a tiny washer for a mouth. Excuse the ad hominem and regionalist diatribe, but I'm only operating in the spirit in which Cameron himself conducts debate.


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Press Releases
Interfaith Alliance Welcomes Step Forward on Marriage Equality, Urges Quick and Decisive Action
- Details
Oct 06 2014
WASHINGTON – Following today's decision by the Supreme Court to decline to review the same-sex marriage cases from the 10th, 4th and 7th Circuit Courts, Rev. Dr. C. Welton Gaddy, president of Interfaith Alliance, released the following statement:
"My heart is filled with joy for the couples that will see their relationships legally affirmed following today's decision. The Supreme Court thankfully brings the wait for equality to an end for couples in Wisconsin, Utah, Oklahoma, Indiana and Virginia. However, it leaves far too many others in limbo, denied equality before the law. That lack of resolution is unacceptable in our democracy that claims equal justice for everybody."
"While the political and legal logic of today's decision are evident, the moral logic remains confounding. How can we abide a decision that denies people living in some states the same fundamental human right to marry that is given to people in other states? If the Constitution's promise of religious freedom mandates that no one religion's definition of marriage can be given precedence by the state, how can that freedom be limited to only those Americans who happen to live in the right jurisdiction? Our nation's leaders – whether through the courts or the legislature – must act swiftly to secure equality and freedom for all Americans. There is no moral justification for delay."
Interfaith Alliance President Welcomes Louisiana Marriage Recognition Ruling
- Details
Sep 23 2014
Washington, D.C. – Following today's decision by a judge in Louisiana requiring the state to recognize a same-sex marriage, Rev. Dr. C. Welton Gaddy, president of Interfaith Alliance and Pastor for Preaching and Worship at Northminster Church in Monroe, LA, released the following statement:
"My first reaction to hearing today's ruling was to shout 'Hallelujah.' This judgment of the court is a sign of hope amid the maelstrom of despair and confusion that Louisiana's LGBT community has lived through recently. It is also a promise that at least some in the state's political and legal structure are motivated less by prejudice and politics than by the Constitution's promise of equality and religious freedom. I sincerely hope that the rest of our state's leadership learns from the courage of Angela Marie Costanza and Chasity Shanelle Brewer and Judge Rubin's prudent ruling."
"My most heartfelt congratulations go out to this family who has had their love and legal status affirmed by the court today. It is time for our Governor and Attorney General to stop spending taxpayer dollars trying to undermine families like this one. The two conflicting decisions from Louisiana judges in the last month serve as yet more proof that the Supreme Court must act swiftly to ensure the freedom to marry for all Louisianans and, indeed, for all Americans."
Interfaith Alliance Applauds Change in Air Force Oath Policy
- Details
Sep 17 2014
Washington – Following today's announcement that the U.S. Air Force has revised its policy to allow service-members to omit the phrase "So help me God" from its required oath after an air man was denied re-enlistment several weeks ago, Rev. Dr. C. Welton Gaddy, president of Interfaith Alliance, released the following statement:
"I applaud the Air Force's decision to revise its policy requiring service-members to say the words 'so help me God' in the oath they are obligating to take in order to serve. Not to do so would have been to continue a discriminatory practice in direct contradiction to the religious freedom of the men and women in the armed services. We regularly ask service members to make great sacrifices on behalf of our country; we dare not also ask them to sacrifice their own right to affirm their personal beliefs.
It should be of no consequence that the airman at the center of this policy change was secular. Compliant with the First Amendment to our Constitution, the free-exercise rights of secular service-members must be safeguarded just as surely as the rights of Christians and Jews, Muslims and Sikhs. Time and time again the secular community has proven to be among our staunchest allies in the struggle for religious freedom in America. People who enjoy freedom in their practice of faith must readily rise together to defend the rights of the growing number of Americans who claim no faith.
While I celebrate the Air Force's decision today, I am disheartened that this policy existed in the first place and that it took so long to change. Clearly, all responsible citizens must remain steadfast working to ensure that all service-members are protected by the Constitution they have volunteered to defend."
Interfaith Alliance, Interfaith Alliance Iowa Condemn Rep. Steve King's Remarks About American Muslims
- Details
Sep 12 2014
WASHINGTON – Rev. Dr. C. Welton Gaddy, president of Interfaith Alliance, was joined by Connie Ryan Terrell, executive director of Interfaith Alliance of Iowa, in condemning offensive remarks by U.S. Rep. Steve King of Iowa. Yesterday Rep. King claimed on the Deace Show that American mosques are communication centers for ISIS and terrorist organizations and argued "we ought to have people in those mosques watching to see what's going on." Interfaith Alliance has been a leading voice against anti-Muslim bigotry and misguided approaches to surveillance of the Muslim community.
"Working to counter terrorism at home and abroad is a necessary goal and critical for American national security, but targeting and denigrating American Muslims will not help accomplish it," said Rev. Dr. C. Welton Gaddy, president of Interfaith Alliance. "Without a specific and credible threat, the type of surveillance that Congressman King advocates would represent a serious breach of the First Amendment rights every American is entitled to – including Muslims. Worse yet, using precious resources to surveil mosques will only serve as a distraction from real opportunities to root out extremists. The accusations that Rep. King makes only serve to alienate the majority of American Muslims who are a bulwark against extremism."
Added Connie Ryan Terrell, executive director of Interfaith Alliance of Iowa, "The First Amendment protects the rights of all Americans, regardless of faith. The same religious freedom that prevents a minister from being prosecuted for what he or she says from the pulpit prevents the infiltration of mosques by law enforcement without cause. Congressman King owes an apology to the Muslim communities in Iowa – and Iowans of all faiths. He should not take our country's religious freedom so lightly."
Interfaith Alliance has long worked for an end to discrimination motivated by religion and to safeguard the Constitution's promise of religious freedom. Interfaith Alliance co-authored the resource "What is the Truth About American Muslims: Questions and Answers," with the Religious Freedom Education Project in order to counter misinformation about and misunderstandings of Islam and of the American Muslim community. More recently, Interfaith Alliance drafted an amicus brief in the case Hassan v. City of New York condemning the NYPD's surveillance of mosques and Muslim community centers as a violation of the First Amendment.
More Articles...
- Interfaith Alliance President, Louisianan Minister Calls Marriage Equality Decision Deeply Disappointing
- Interfaith Alliance Calls Obama Administration's New Rules on Contraception the 'Least Bad' Outcome in Light of Hobby Lobby Decision
- Interfaith Alliance Raises Concerns About Potential First Amendment Violation in Reported Ferguson Church Raid
- Interfaith Alliance Releases Election Year Guides as Religion Continues to Play a Disproportionate Role in Political Campaigns


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Increase Endurance
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Pure Ultrafine Ground Oats
Great For Shakes
Much finer than than the ground oatmeal that I have been buying from the supermarket, mixes easily and ideal for adding to protein shakes Will be buying in bulk next time
Rich Piana 5% Nutrition ALL DAY YOU MAY (30 Servings)
Mixes well and blue raspberry tastes great. Just a bit on the expensive side of things
Performance Excel BCAA Intra-Workout
Great Stuff
Fruit punch tastes real nice. But I mix mine with a lot more water so it lasts a bit longer through my workout. Recovery seems to have improved, feel after a month I've gotten stronger and leaner (kept muscle mass while cutting). Just bought 90 servings straght after I ran out of 30
Performance Excel BCAA Intra-Workout
This Is A Must For Anyone Who Trains....
This is a great product, fantastic value for money, and the fruit punch tastes pretty damn good (havent tried the citris burst). I always train with this and use it intra-workout as recommended. I couldn't comment on if it increased my recovery, fuels my workout or any of that….how can you measure that? Far too subjective, and if your nutrients are well balanced, it will take care of that part. What this product delivers is comfort knowing that my body is provided with the essential amino acids at an optimal ratio (2:1:1) when I need them to assist recovery and muscle protein synthesis i.e. during the workout parameter when cortisol levels are typically higher due to the additional stress and load on the body which can casue muscle breakdown.
Rich Piana 5% Nutrition ALL DAY YOU MAY (30 Servings)
Great All Day Supplement
Mixes easy, tastes good, I found it east to drink all day. Good pump felling in the gym. I mix to scoops for the day time and two for the gym. Ive just orderd my 3rd tube. Good good stuff.


text: Diagnosing and treating skin diseases: What are our most common mistakes? (2:15) Jan 10, 2007 By Wayne Rosenkrantz, DVM, DACVD VETERINARY MEDICINE Related linksWatch more clinical videosCutaneous cytology: A quick review of an indispensable testWhat's new in dermatologic therapy? Hot topics on dvm36022 stress-hacks that will change your lifeVetConfessionals: Veterinary secrets, shared at CVC 2015 Top 5 signs it's time to quit your job in veterinary medicine Vetcetera: DVMs' dirty little secrets, hidden pain and path to happiness Veterinary medicine's top 10 regrets


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Suppose you lose your company laptop at an airport
by ace student / Published in General
Suppose you lose your company laptop at an airport. What should you do?
Does it matter what data is stored on your disk drive? If the computer contained
sensitive or proprietary data, are you necessarily in trouble? What methods
should you have used to address information security needs in this situation?
Initial DQ responses must be at least 150 words.
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