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Give us this day our daily...
My friends:
This is how great Irish jokes, as well as great children, are born:
Roman Catholic couples should pray together before they have sex, says a new book published by a prominent Church group. It invites those setting out on married life to recite the specially-composed "Prayer Before Making Love."
The prayer, which appears in the "Prayer Book for Spouses," implores God "to place within us love that truly gives, tenderness that truly unites, self-offering that tells the truth and does not deceive, forgiveness that truly receives, loving physical union that welcomes."
It adds: "Open our hearts to You, to each other and to the Goodness of your Will. Cover our poverty in the richness of Your Mercy and Forgiveness. Clothe us in true dignity and take to Yourself our shared aspirations, for Your Glory, for ever and ever."
The 64-page book was published by the London-based Catholic Truth Society, which has close ties to the Catholic Bishops' Conference of England and Wales.
The book has already bestowed one of God's greatest Gifts — the Gift of humor and laughter — to many commentators, pub patrons, and those blessed with the wit of the Irish.
No one can doubt, after all, that God — the Author and Creator of Humanity — has a Sense of Humor. And this, like all that is His Perfection, is shared with His Children. Of course, this particular example may not be quite the way His Humor was intended, but I doubt He is readying any lightning bolts for the jesters whose hilarious parodies include: "Pray before sex? I just pray for it, period!" and "I always say, 'Oh, God!' during sex."
While the prayer may be new, the idea is not. I recall a dear friend from Fordham University who became engaged to his school sweetheart, and decided theirs would be a Church wedding. Although this requirement varies from parish to parish nowadays, they were required to attend a "Pre-Cana" class, in which an enthusiastic priest told them to place a Crucifix above their bed, "so Jesus can watch you making love."
Still happily married and with two beautiful grown children, it still makes a good story, and frankly, it's hard not to chuckle at their predicament in that parish.
I'm not sure, though, that they ever put up that Crucifix.
But really, I think that the prayer is quite lovely — for the most part — and I hope its message resonates with all Catholics and all Christians. What better time to think of the Maker of Love than before making love?
The prayer, unfortunately, includes that tried-and-untrue notion that we are guilty of something and need to be forgiven whether we are guilty of anything or not. That we are somehow automatically unworthy of God's Love. This is not the Message of Jesus Christ, but a man-made and religion-propagated guilt machine that has caused great harm to the Children for Whom His Love is changeless and unchangeable.
It is not humility, but the height of arrogance, to tell God that you, Whom He Created perfect and through His Perfect Love, are unworthy of His Love. Do you know something that God doesn't know — and disagree with the Words that His Holy Son and Our Savior said over and over?


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Steven Horwitz, the Charles A. Dana Professor of Economics at St. Lawrence University, has five questions for a Keynesian:
1. Why did Keynes think savings was bad if when people save through financial intermediaries they give control over resources to the banking system, which in turn will lend that out to firms to create capital and new jobs?
2. How does government spending create jobs and wealth if the resources that government spends must ultimately come from the private sector, through taxes or reduced borrowing due to government borrowing more (or inflation), and the private sector would have spent it either on consumption directly or on investment through savings anyway?
3. If one of the problems of the housing boom is that we put too many resources into housing and finance, how will a Keynesian government spending package know where that spending should have gone instead?
4. Keynes frequently wrote about the importance of the uncertainty of the future and the way that made things difficult for private investors and for the connection between savings and investment. Why doesn't that same uncertainty prevent governments from knowing exactly how much and where they should be spending in a recession, especially because markets have prices and profits as signals to help entrepreneurs navigate that uncertainty while government bureaucrats do not have similar signals?
5. Given the enormous role that government interventions played in causing the current recession, from the expansionary policies of the Fed to GSEs like Fannie and Freddie, to misguided regulations in housing and banking, why should anyone believe that the same government actors will know how to solve it?
For the answers to these and other questions, be sure to read Professor Horwitz's interview with Free Market Mojo.

subset: commoncrawl


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A Man is Busted for Faking a Knife Attack to Impress His Date:
On Saturday night, 26-year-old Jeffery Tyler Siegel of Jonesboro, Arkansas was on a date, taking a romantic walk through the Crowley's Ridge Nature Center. When suddenly, a KNIFE-WIELDING MANIAC attacked.
Jeffrey jumped in front of his date, told her to run, then stayed back to fight the guy off. He took two small slashes to the chest, but managed to make the guy run away.
The police and K9 units combed the area for hours, but couldn't find the knife-wielding maniac. Then they noticed Jeffrey saying things that didn't add up . . . and his date told them Jeffrey was texting right before the attack. So they figured it out . . .
Jeffrey had STAGED the entire thing to impress his date. The guy with the knife was really just his friend.
The police told Jeffrey if he admitted it they wouldn't file charges. He admitted it, they kept their word, and the case is closed.
Jeffrey's date was NOT impressed, by the way. She told a reporter that what he did was, quote, "not very heroic."
A Man Named Bart Simpson Is on Trial . . . and the Judge's Name Is Mr. Burns:
If you're a "Simpsons" fan, you're going to want to keep a VERY close eye on a totally minor trial in Warwickshire, England.
A 56-year-old man is in court this week on charges of carrying a .38-caliber Smith & Wesson revolver in an airport last year.
That man's name? Barton "Bart" Simpson.
And the name of the judge presiding over the case? Mr. Burns.
Bart has filed a plea of not guilty.
An Ex-WWE Wrestler Saves His Mom From a Burning House By Ripping a Tree Out of the Ground, and Using It to Break Through a Window:
30-year-old Chris Mordetzky is a former WWE wrestler. He was called CHRIS "THE MASTERPIECE" MASTERS in WWE until they released him in 2011. Now he lives in Los Angeles and wrestles at independent shows. He's also INSANELY RIPPED.
On Wednesday night, he got a call from his uncle. Chris's mom was at her house in L.A. when her INSANE NEIGHBOR stormed in, BARRICADED them both in the house . . . and threatened to set the house on FIRE.
Chris rushed over . . . and when he got there, the neighbor DID set the house on fire.
So Chris RIPPED A TREE OUT OF THE GROUND, THREW IT through a WINDOW, reached into the house, and pulled his mother out. That's right around when the LAPD got there. They stormed in and arrested the neighbor for arson.
It's not clear why the neighbor went crazy. Thankfully, Chris's mom wasn't badly injured in the chaos.


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Gifts of Securities in Your Will or Trust: Getting Started
If you've thought about making a gift to OHSU Foundation but aren't
ready to give up your assets today, consider leaving a gift of securities to us
after your lifetime through your will or revocable living trust.
This methodcalled a bequestallows you the flexibility to change
your mind at any time since your gift isn't actually complete until after
your lifetime. Plus, if your estate will be subject to estate taxes, this gift
entitles your estate to a federal estate tax charitable deduction for the full
value of the property, reducing any estate taxes owed upon death.
How It Works
As mentioned, you can give the property to us through your will or revocable
living trust.
Thank you for considering a gift to OHSU through your will or revocable living trust.
It is important that the bequest designation read "OHSU Foundation." The foundation has been established to receive, manage, and disperse funds in the best way possible for the benefit of OHSU.
Basic Sample Bequest Language
"I hereby give, devise and bequeath ________ (a specific dollar amount or percentage of the residue of my estate) to the Oregon Health & Science University Foundation, a non-profit corporation of the State of Oregon, to be used to further the purposes of the Oregon Health & Science University in the area of greatest need."
If you wish to direct your gift to a specific area, we would be happy to help you with appropriate language. Please contact the Gift Planning Department at 503-228-1730 or 800-462-6608 or email@example.com.
Oregon Health & Science University (OHSU) Foundation (Tax ID # 23-7083114)
1121 SW Salmon Street, Suite 100
Portland, OR 97205-2020
Beginning July 1, 2011, a 2.5% administrative fee may be applied to gifts.
How You Benefit
Making a bequest of securities offers these benefits:
- Simplicity. Just a few sentences in your will or trust are all that is needed to complete your gift.
- Control. You remain in control of your securities during your lifetime.
- Flexibility. Because you are not actually making a gift until after your lifetime, you can change your mind at any time.
- Tax relief. The gift entitles your estate to a charitable estate tax deduction, reducing the amount of federal estate taxes your estate may owe the IRS.
Getting Started | Is This Gift Right for You? | Case Study | How to Complete Your Gift | Action Items


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Serviceable. Not what you'd expect from a Days Inn-hasn't been updated yet, some of the appliances look a little worn and the "non smoking room" is febreezed quite well provided you're not hanging out in it. But the location is great and the women who work the front desk are really nice and work hard to make your stay enjoyable.
- Also Known As:
- Days Inn South Circle Hotel Colorado Springs
- Days Inn South Circle Hotel
- Days Inn Colorado Springs
- Colorado Springs Days Inn
- Reservation Options:
- TripAdvisor is proud to partner with Orbitz, Expedia, Cheap Tickets, Hotels.com and Tingo so you can book your Days Inn South Circle reservations with confidence. We help millions of travellers each month to find the perfect hotel for both holiday and business trips, always with the best discounts and special offers.


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Real World Labs And RaidSonic Joint Contest Storage Page 1 |
Reviewer: Article Publish Date: 1/18/2012 |
The moment I have dreaded for nearly six years has finally arrived....My bad, that's one of my favorite lines from Star Trek.....Anyways the time to conclude our last giveaway of 2011 is finally upon us and so without wasting more of your time our 3 lucky winners are:
1) Flynn Greenberg will be receiving the IB-NAS6210 NAS/Mediaserver.
2) Daniel Overton is getting the IB-RD3219STu3 USB 3.0 RAID HDD Enclosure
3) Finally Shtiliyan Djinovski is walking away with the IB-318STu3-B External USB 3.0 HDD enclosure.
Only two things left to do people, first send your shipping details along with a valid cellphone or steady phone number at email@example.com and remember to post a picture once you receive the products as usual for validation purposes. So not much to say other than congratulations to all of you for your new RaidSonic products and do remember to spread the word.
Since we will be leaving 2011 behind us in exactly 15 days i thought it would be nice if we left it with a bang (call me Santa) and so aside our 2nd SteelSeries joint contest which will go live in a couple of days or so we also managed to secure 3 great prizes from our good old friends over at RaidSonic. So today we are giving you all the chance to walk away with the following prizes:
1) The latest ICY BOX IB-NAS6210 NAS/Mediaserver
2) The ICY BOX IB-RD3219StU3-B External USB 3.0 RAID HDD Enclosure
3) And the ICY BOX IB-318StU3-B External USB 3.0 HDD Enclosure
Gathering these three unique prizes was not very easy but you all know that i don't like having just 1 prize winner and so i always do my best to ensure that we have at least 3 prizes in all our contests/giveaways. Now as usual you will need to do three things in order to be eligible to win one of the prizes.
1) Join/Like Our Official Facebook Page (since we don't plan on having forums up anytime soon this is the easiest workaround).
2) Reply under our Real World Labs and RaidSonic Joint Contest post (Just the one in our page, not the one at the RaidSonic page).
3) Join/Like the Official RaidSonic Facebook Page.
This giveaway will run up until the 17th of January and is only open for residents of the European Union. You all know how much i try to make our contests open to everyone worldwide but unfortunately this is not always possible for many different reasons. Finally the winners are always required to post a picture of the product (preferably right next to them) once they receive it for validation purposes.
So once again good luck to you all and May the luckiest persons win :)


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Ok. As for the problem, I doubt its the temp. I think the chip needs more voltage for higher clocks. Because mine doesn't even touch 80 degree C. Also I have seen another weird thing, when I push my clock past 975, the frame rate decreases(LOL event). It is only till 970 that I have the best performance.
Woow, That's incredible, so, there's nothing that we can do about it , huh ? Just a physic mod, but this is pretty dangereous. Thanks for replying.
@itsakjt Have you ever tested the New Tomb Raider with your overlock settings ? I've tested and the results weren't good, I got often black screen and then it comes back, sometimes it even reboots, and say that the driver has been disabled, something like that, So, Is there anyone stumbling with this problem as well ? Thanks.
Oh yes I am playing it and its running good enough. I have turned off tessalation, high precision and post processing and only the shadow detail is set to normal. Everything else at the highest possible. And I get around 35 FPS average. What driver are you using?
I'm using 13.2 Beta 7, I'm waiting for AMD's new release, will they release another version to optimize Tomb Raider ? Btw, Which version are you using ?
I am not onto the Beta because I've heard many users have problems. I am using the 13.1 WHQL and it plays Tomb Raider without issues. You may want to try it as well. AMD should release a new driver for the latest titles of Crysis 3 and Tomb Raider. BTW, my GPU clock is 970 MHz and mem clock is 1295 MHz. As for the CPU, I am running the Phenom II X4 at 3.8 GHz now because if I go up, it will overheat. And no way the CPU is bottle necking because I have checked benchmarks and with a particular GPU, Core i7 2600 is giving 107 FPS and Phenom II X4 at stock is giving 101 FPS. Most probably, my sister will be getting a job next year and then I may be able to get a new 200$ GPU. After a few more years, I will be getting the third GPU and probably a whole new rig on my own earning.
You're right, your CPU won't bottle neck a 6770. The 6770 is essentially the same as the 5770. I know my 5770 needed a voltage mod to get to 1 ghz. It's only a decent chip when it comes to power consumption. BTW, why did you update drivers? the 6770 uses the same vliw5 instead of vliw4 or gcn.
Hmm I know. And I didn't find any difference from 12.10 to 13.1 or even the previous. But it does not hurt to have the latest driver for perhaps anything for the computer.. I mean peace of mind you know. And yes, you are right about 6770 but the thing is that I don't earn on my own now so I had that option only and it was perfect even a few months ago for the rest of the system I mean the monitor especially. It is also perfect now I mean I can play even the latest titles like Crysis 3 and Tomb Raider with reducing little bit of advanced settings and manage to get around 40 FPS average and it does not look bad at all. For example, I had to turn off tessellation, high precision and post processing in Tomb Raider to get 40 FPS average.
That is a valid reason for supported hardware but I strongly advise against updating to a newer driver that is unsupported to your older hardware. Read the notes first before you update. It will tell you all the changes. 1. It's a unified driver- pretty much a multi-driver package in one so people don't have to get lost searching for specific drivers. The problem is when the older drivers does not get attached, corrupted or just plain old whatever mistake happened when it is packaged together and compressed. 2. You could have some data loss or corruption when transferring, downloading or unpacking. 3. The new driver install went wrong somehow. 4. The new driver install acts funny after it overwrites the old driver(if you don't do clean install) 5. The new drivers have conflict with your hardware as it is probably not tested with older hardware. ......i think you get the point by now. You are taking a small % of risk each update for a known 0% gain of anything. For old unsupported hardware, I highly suggest the "if it ain't broke, don't fix it" philosophy.
I used Cat 13.2beta6 without any problems on my two HD5770's and it ran fine so latest drivers shouldn't be a problem for ya heck I even think skyrim runs a little better now
Bollocks to both of those wheres your proof for number 5 and as for 4 I always install over the top and have never had a problem
You should do some googling or just search these forums and you'll find your answer. If it didn't happen to you, it doesn't mean it didn't happen to other people. If you ever start a thread saying "installed new drivers and game crashes, need help", the first thing most people will recommend is do a "clean install". In fact, this has solved many drivers problems I had. This is not like the cellphones starts gas station fires myth. This is a real problem.
Yeah this is correct. I once updated the driver overwriting the old driver. Some days later, I opened up GPU-Z and saw that Open CL was disabled. Then I uninstalled all AMD drivers and did a clean install of the new driver and everything was fine again. From that time, I never installed a driver over writing another.


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Tonight's meal comes with thanks to Top Chef. If you have been following the season this year you will know that last week Dale and Richard had to make "green perplexed tofu." I was excited since Dale had won a quickfire challenge a few weeks ago with an explicitly vegan dish (see the sidebar). But then Richard got the idea to marinate the tofu in rendered beef fat, causing me to yell at the screen, "Richard! For the love of all that is holy, what the deuce are you doing?!" (or something to that effect). Anyway, the original recipe is on the Bravo website, so I thought I would make a beef fat free version. I made a few other changes as well. The original recipe says to char the green beans with garlic--I thought I would probably just burn them and ruin the whole dish. I also ended up scrapping the crispy eggplant because I was just making a huge greasy mess. And, while I thought the almond-cashew crusted tofu might be good, I did not have time to marinate the tofu, so I thought it would end up being very bland. And, since my boys love rice, I worked that in as well. The end result kind of looks like a Mayan temple. but it was very tasty. INGREDIENTS - 1/3 cup loosely packed brown sugar - 1 tbsp water - 1/2 jar Thai kitchen green curry paste, or to taste - 1/2 tsp yellow curry paste - 2 small onion, chopped - 1 stalk lemongrass, finely chopped - 6 green cardamom pods, crushed open - 2 tsp coriander - 1/2 cup chopped cilantro - 1 cup coarsely chopped spinach - 2 cans coconut milk - 1 tsp soy sauce - salt ( if needed) - freshly ground white pepper - juice of 1 lime - 1 pkg firm tofu, pressed, and cut into large cubes - large handful of green beans - heaping tbsp hoisin sauce - chopped cilantro for garnish METHOD: Get 2 cups of rice cooking in a rice cooker. 1. Heat a large saucepan over medium heat. Add sugar and water and bring to bubbling. Add curry pastes and cook for 2 mins, stirring constantly. Add in onion, lemongrass, cardamom, coriander, cilantro, and spinach. Cook for about 5 mins, until onion softens and spinach has cooked down. 2. Add coconut milk and simmer, uncovered, for at least 30 mins. 3. Strain sauce and return to pan. Add soy sauce and lime juice, and season to taste. 4. While sauce is simmering, coat tofu cubes in cornstarch and deep fry in 350 degree oil for 3-4 mins. 5. And, while all that is going on, trim the green beans and steam for 4-5 mins, until tender but not flaccid. When done, toss in hoisin sauce. 6. If you like the pic above, press the cooked rice into a small bowl and place in the center of a shallow bowl. Ring the rice with green beans. Top rice with a piece of tofu. Spoon some curry sauce over top of it all and garnish with cilantro. |
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T-Shirt 18
BLK DNM is a creative project by esteemed designer Johan Lindeberg. Prior to launching BLK DNM, Lindeberg has worked as a creative force behind Diesel, founded J. Lindeberg, and supported Justin Timberlake on the development of William Rast. With denim at their core, BLK DNM also complements their denim designs with tailored tops and outerwear.
- 100% silk
- Dry clean only
- Sheer fabric
- Styled with J Brand Lola Leather Short in Black.
- Styled with gorjana Delaney Square Ring in Gold.
- Styled with gorjana Infinity II Ring in Gold.
- Styled with gorjana Star Ring Small in Gold.
- Styled with Marc by Marc Jacobs Bolt Tiny Bangle in Rose Gold.
- Styled with Low Luv x Erin Wasson Temple of Poseidon Ring in Gold.
- Modeled in size S. See fit guide for model's dimensions.
- Revolve Style No. BLKD-WS6
- Manufacturer Style No. WSS1104


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Browse Bestsellers
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The Last Giant Of Beringia: The Mystery of The Bering Land Bridge
"A tale of science, adventure, and personality that evolves into a complete review of the history and knowledge of Beringia.... I recommend it to everyone." -The Times (London) The intriguing theory ... > read more -
In Search of Deep Time: Beyond the Fossil Record to a New History of Life
For centuries, biological scientists have been using the Linnean system of classification, organizing hierarchies of life forms by their perceived similarities and differences. In the late 20th ... > read more -
Garden Insects of North America: The Ultimate Guide to Backyard Bugs (Princeton Field Guides)
Garden Insects of North America is the most comprehensive and user-friendly guide to the common insects and mites affecting yard and garden plants in North America. In a manner no previous book has ... > read more -
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KEY MESSAGE: Principles of Animal Physiology, Second Edition continues to set a new standard for animal physiology books with its focus on animal diversity, its clear foundation in molecular and cell ... > read more
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Both Zach Miller and Max Unger out vs. Colts
Both Zach Miller and Max Unger are out for the Seahawks. Tough blow, with OTs already down.
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Click for Important TPMS Info.
Easy "One Click" Shopping. We have combined our most popular wheels and tires together into an easy "one click" to buy combo kit. This combo kit features four wheels and tires that are the exact specifications for your year Mustang for a guaranteed perfect fit with no rubbing or clearance issues.
Standard Wheel and Tire Setup. Our Standard wheel and tire combo kit uses the same size wheels and tires on the front and the rear which allows you to routinely rotate your tires to equalize tread wear and maximize the life of the tires.
Gunmetal TSW Nurburgring Wheel. Named after the famed Nurburgring circuit known as "the Ring", these rims feature a sleek European race inspired 14 spoke mesh design, making them the perfect addition to your modern muscle car. The sleek polished mirror face of this wheel creates a striking contrast against the dark gunmetal gray inlays for an incredibly sharp presentation that will be sure to get you noticed on and off the track.
245/45-19 Pirelli P-Zero Nero All Season Tire. Pirelli's P Zero Nero is a ultra high performance all season tire that is perfect for the harsh weather conditions North American has to throw at it. The All Season P Zero Nero provides a winning combination of quiet ride, precise cornering and superior grip in wet and dry driving conditions.
Free Mounting and Balancing. Free professional mounting & balancing is standard on our wheel and tire combo kits - so you can just swap your wheels in your driveway when they arrive. We even offer Free Nitrogen tire fill (see drop down option above).
Application. This 19x8.5 Gunmetal TSW Nurburgring Wheel and Pirelli Tire Kit fits all 2005 to 2014 Mustangs.
Note: The stock lug nuts (13/16) prove to be too large when used in conjunction with these wheels. Please take a look at the Lug Nut Ordering Options above for some compatible options.
Mustang Fitment: 2005, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014 Details >>


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2001-2003 Catalog |
Faculty Towers, 304F
(661) 664-3079
(661) 665-6906 (fax)
email: firstname.lastname@example.com
Chair: | Cliona Murphy |
Faculty: | R. H. Dolkart, J. H. George, J. Harie, J. Maynard, J. Meriwether, C. Murphy, C. I. Orliski, O. A. Rink, A. Rodriquez, M. R. vivian |
Program Description
History has been called the memory of human group experience, the collective repository of all that has happened in the past, and the emotions, ideals, and values that have given human experience its sense of continuity, causation, and meaning. As an academic discipline it is perhaps the broadest of the liberal arts, certainly the least restricted by subject and scope. It requires the development of analytical skills, the use of deductive and inductive reasoning, the mastery of knowledge from different cultures and epochs, and the ability to express ideas in clear, readable prose. The study of history has practical rewards as well. It provides students with a broad cultural background and inculcates skills of analysis and composition that are considered essential to the study of education, literature, law, government, communications, journalism, public service, and business.
The undergraduate curriculum in History consists of three interlocking but distinct parts. Lower division courses (HIST 102-299) are developmental courses designed for potential history majors, for students who wish to satisfy specific goals in CSUB's General Education Program, for students seeking courses to fulfill American History and Institutions requirements, and for those who simply want to explore an historical period, topic, or theme. History courses numbered 300-399 are courses designed for students with at least junior standing but are open to sophomores also. Courses numbered 400-499 are courses for juniors and seniors which may, with departmental approval, also be taken by graduate students for graduate credit. HIST 499 (Independent Study) may be taken only with the consent of the department chair. HIST 490 (Senior Seminar) may be taken only by senior majors.
American History and Institutions Requirements
Satisfaction of the American Institutions requirements (see page 78) shall be met by no less than one course in United States History and one other course in United States Government, or respective examinations administered by the History and Political Science Departments. For information about the United States competency examination, see below. For courses that satisfy the United States history portion of the American Institutions requirement, see page 78.
Examination Procedure Statement
While the Department of History strongly advises all students to meet the history portion of the American Institutions Requirement through classroom experience, an alternative method is offered to those who need to fulfill the requirement by challenge examination. A student who intends to challenge the requirement by examination must apply to the Department of History during the first three weeks of the quarter. A student who waits until the senior year to challenge the history requirement may jeopardize graduating on schedule.
Requirements for the Major in History
The minimum requirements for a Bachelor of Arts degree in History are:
A. Lower Division
1. Western civilization – at least two courses from HIST 202, 204, 206, or equivalent courses taken elsewhere
2. United States History survey – two courses, HIST 231, 232
3. Non-western civilization – at least one course from HIST 222, 250
B. Upper Division
1. HIST 300 – Historical Writing
2. Three courses in United States History, one of which must deal with the history of minorities or women
3. Two courses in Ancient or European history
4. One course in Latin American history
5. One course in Asian history
6. Senior Seminar, or a department-approved alternative
C. The satisfactory completion of one of the three options listed below:
1. A special minor consisting of at least 20 quarter units, 15 of which must be upper division, approved by the student's advisor, taken outside the major discipline.
2. A minor consisting of at least 20 quarter units within a major program designed by another discipline.
3. An interdisciplinary concentration or minor in one of the specially developed areas (see "Interdisciplinary Concentration and Minors").
Requirements for the Minor in History
The minimum requirements for a History minor are four courses totaling 20 quarter units; three of these courses must be upper division. A student minoring in History shall choose one of the following options:
A. General History Minor
The student shall choose one upper division History course from each of the following categories:
a. United States
b. Ancient World or Europe
c. Asia or Latin America
In addition, the student shall complete sufficient coursework in History to total 20 quarter units.
B. History Minor which Complements the Student's Major
In consultation with his/her major department, a student may select a minimum of four courses totaling 20 quarter units which complement the major. At least three of these courses must be upper division. The minor must be approved by the chair or designated representative of each department no later than the beginning of the student's senior year.
Teaching Credential – Single Subject, Social
The California Commission on Teacher Credentialing (CCTC) has authorized CSUB to offer an approved single subject teacher preparation program in Social Science. The generic Social Science Teacher Preparation Program is listed under Teacher Preparation/Subject Matter Programs. History majors should complete the following program:
Requirements for the Social Studies Preparation Program
A. Basic Core Requirements
(13 courses, 65 quarter units)
1. Early US History (1 course)
2. Modern US History (1 course)
3. Foundations of Western Civilization
(1 course)
4. Making of the Modern World (1 course)
5. World Civilization: Asia, Africa (1 course)
6. Cultural Geography (1 course)
7. American Government/US Constitution
(1 course)
8. International Relations/Comparative Government (1 course)
9. Microeconomics (1 course)
10. Macroeconomics (1 course)
11. Cultural/Ethnic Perspectives (1 course)
*12. Gender Perspectives (1 course)
13. California Perspectives (1 course)
* Must select one course in #12 from
Anthropology, Psychology, or Sociology.
B. Breadth and Perspective
(5 courses, 22 units)
14. US History (1 course)
15. World Civilization: Europe, Latin America
(1 course)
16. International Comparative Economics
(1 course)
17. Ethical/Religious Perspectives (1 course)
18. Integrative Course (1 course)
Students should consult the sections above for additional requirements for a BA in History. Taken alone, the Social Science Preparation Program is neither a degree program nor a major.
Course Descriptions
Lower Division
HIST 102 The Making of the Modern Western World, 1750 to the Present (5)
An introduction to the major historical events in Western culture which contributed to the shaping of the modern world. Emphasis on the process of modernization in the transformation of Europe, the United States, and the Third World. Prerequisite: English 100 or its equivalent.
HIST 110 Honors Seminar: The Western Tradition, the Renaissance to the French Revolution (5)
The Western tradition from the Renaissance to the French Revolution. Emphasis will be on key themes in the development of Western civilization and on significant figures whose lives exemplify those themes. Using readings from the period under investigation, e.g., More's Utopia, and modern literary works, e.g., Bolt's A Man for All Seasons, the relevance of Early Modern history to contemporary concerns will be highlighted.
HIST 202 Western Civilization I (5)
The cultural, political, social, economic, and intellectual development of Western civilization from its origins in the ancient Mediterranean world to the end of the European Middle Ages. Readings in the literature and audiovisual explorations of the arts of Western civilization supplement the lectures. (HIST 202 + 204 + 206 = CAN HIST SEQ A)
HIST 204 Western Civilization II (5)
The cultural, political, social, economic, and intellectual development of Western civilization from the Renaissance to the end of the Napoleonic era. Readings in the literature and audiovisual explorations of the arts of Western civilization supplement the lectures. (HIST 202 + 204 + 206 = CAN HIST SEQ A)
HIST 206 Western Civilization III (5)
The cultural, political, social, economic, and intellectual development of Western civilization from 1815 to the present. Readings in the literature and audiovisual explorations of the arts of Western civilization supplement the lectures. (HIST 202 + 204 + 206 = CAN HIST SEQ A)
HIST 222 Modern Pacific Asia (5)
An introduction to the histories of the Asian countries on the Pacific rim. The course provides a chronological survey of the modern political and economic history of each country but emphasizes the history of international relations and trade, especially with the United States.
HIST 231 Survey of US History to 1865 (5)
The colonial foundations; political, economic, social and cultural developments in the emerging United States; the early agrarian republic; the Civil War. (CAN HIST 8)
HIST 232 Survey of US History Since 1865 (5)
Reconstruction; problems of an increasingly urban and industrialized society; the United States in World Affairs. (CAN HIST 10)
HIST 240 Survey of Latin American History (5)
The evolution of Ibero-American societies from ancient Ameridian cultures through Spanish and Portuguese colonization to nineteenth and twentieth century nation states.
HIST 250 History of Africa (5)
A survey of African history from the Paleolithic era through classical and neoclassical Egypt; the Bantu dispersion and the Iron Age; the Islamic hegemony and the Sudanic empires of Ghana, Mali, and Songhay; European exploitation and the slave trade; colonization and partition; and the modern liberation and independence movements.
HIST 277 Special Topics in History (1-5)
Group investigation of a specific era or topic with individual research work, papers, and/or examinations as the instructor may require. May be repeated for different course content.
HIST 289 Experiential Prior Learning (variable units)
Evaluation and assessment of learning, which has occurred as a result of prior off-campus, experience relevant to the curriculum of the department. Requires complementary academic study and/or documentation. Available by petition only, on a credit, no-credit basis. Not open to postgraduate students. Interested students should contact the department office.
Upper Division
HIST 300 Historical Writing (5)
Advanced expository writing focusing on historical subjects; techniques of narrative writing; practical exercises in style, form, and argumentation; improvement of critical skills and powers of synthesis and analysis; historiography and historical research methods. Prerequisite: Grade of "C" or better in English 110 or its equivalent and upper division standing.
HIST 301 Greece (5)
A survey of the Greeks from the Bronze Age up through the conquests of Alexander the Great. Emphasis is placed on the reading of primary documents as a means of understanding the Greeks and their history. The Golden Age of Greece, the developments of democracy, Greek philosophy, religion, literature and drama are explored, as are visual and archaeological evidence.
HIST 302 The Hellenistic Age and the Coming of Rome (5)
From the conquests of Alexander the Great through the last days of the Roman Republic. A survey of Hellenistic philosophy, religion, literature, the arts, and politics is followed by an examination of Rome's conquest of the Mediterranean and the gradual disintegration of its cherished Republic, culminating in the death of Julius Caesar. Slides and primary works involve the student more closely in the study of Greco-Roman civilization.
HIST 303 The Roman Empire (5)
From the last days of Rome's Republic and the establishment of the Empire under Augustus to the "Fall" of Rome in the West in the 5th c. A.D. The nature of Augustus' settlement, problems of political stability, the crisis of the 3rd c., recovery and collapse are explored, along with such topics as art, literature and religion, where special attention is given to the role of Christianity in the empire. Readings by contemporary writers, documents illustrating social history, and slides enhance the course.
HIST 304 Early Medieval Europe: AD 500-1100 (5)
A survey of Europe from the "Fall" of Rome up to the twelfth century. The course begins by focusing on the transformation of the ancient world and the question of the beginnings of medieval Europe, and concludes with a survey of the political and social climate at the dawn of the High Middle Ages. Primary documents cover such topics as feudalism, the spread of Christianity, struggles between church and government, and the Carolingian renaissance. Contemporary documents and visual evidence are incorporated throughout the course.
HIST 305 Medieval Europe, 1100 to the
Renaissance (5)
European social, intellectual, economic, and political development from the dawn of the High Middle Ages ca 1100 to the beginnings of the Italian renaissance. Use of primary readings and audiovisual materials to explore such themes as economic recovery, the church and popular religiosity, the medieval synthesis, the arts, and the role of women.
HIST 306 Europe 1350-1648 (5)
Political, social, economic, and cultural development of Europe from the Renaissance to the Peace of Westphalia. Primary readings and audiovisual materials are used to explore the Renaissance, the Reformation, the religious wars, commercial development, the scientific revolution, and the arts.
HIST 307 Europe 1648-1815 (5)
Political, social, economic, and cultural development of Europe from the Peace of Westphalia to the Congress of Vienna. Primary readings and audiovisual materials are used to explore the Enlightenment, state-building, the French revolution, the beginnings of industrialization, and the arts.
HIST 308 Europe 1815-1914 (5)
Political, social, economic, and cultural development of Continental Europe from the Congress of Vienna to the outbreak of World War I.
HIST 309 Europe Since 1914 (5)
The European nations in two World Wars, use and character of totalitarian movements, social and economic development, new intellectual currents, and the revolt of Asia and Africa against European dominance.
HIST 310 Modern France (5)
Political, social, and cultural development of France from the Revolutionary era to the present.
HIST 311 Modern Germany (5)
An examination of the social, cultural, and political background of Germany from the failure of democracy to the rise of Fascism in the nineteenth and twentieth century.
HIST 312 Modern Spain (5)
Spanish history from the Spanish American War through the Civil War and Franco dictatorship to the contemporary period of constitutional monarchy.
INST 312 Plagues and People: A Biohistorical
Examination of Humans and Disease (5)
(For course description, see listing under "Interdisciplinary Courses".)
HIST 313 Ireland Since 1800 (5)
Irish political, economic, social, and cultural history since the Act of Union with Great Britain. Ireland's transition from colonial status to independent republic will be the underlying theme of the course.
HIST 315 England, 1485-1783 (5)
Political, economic, social, and constitutional development of the British Isles from the Tudor era to the end of the American Revolution.
HIST 316 England, 1783 to the Present (5)
Political, economic, social and constitutional development of modern Britain; the role of Britain in modern European history.
HIST 325 The History of European Colonialism 1500-1970 (5)
The development of European colonialism in modern history in terms of four major empires: the Dutch, English, French, and Spanish. One of the imperial powers will be used as a focus to be compared with the others. The course will examine voyages of discovery, conquest and settlement, imperial institutions, colonial reform, economic and cultural dependency, and de-colonization.
HIST 330 Historical Geography (5)
An introduction to cultural geography, the adaptation of human societies to their environments, across time. Using the framework of world history, major periods from early civilizations to contemporary societies are examined in relation to the significant regions of the world, emphasizing global connections.
HIST 340 Latin America (5)
Latin American history from ancient origins through European colonial settlement to independent national societies. Emphasis on twentieth-century political, economic, social and cultural conflicts.
HIST 351 Colonial North America, 1600-1750 (5)
The age of discovery, the beginnings of English colonization, Puritanism, and the southern slave system. Political, social, and economic development of the Colonies to the eve of the French and Indian War.
HIST 352 Revolutionary America, 1750-1789 (5)
Background and theory of the American Revolution. Politics under the Confederation and origins of the Federal Constitution.
HIST 355 United States Early National Period,
1789-1828 (5)
Origins of political parties and a national political life. Economic, social, and foreign policy problems in the first four decades of the new Republic.
HIST 356 The Civil War Era, 1828-1877 (5)
A political, social, and economic history of the United States from the Age of Jackson to the end of Reconstruction. Emphasis is placed on the development of the North and South since 1828, the causes of the Civil War, the impact of the war itself on the nation, and the major consequences of Reconstruction.
HIST 357 Emergence of Industrial America, 1877-1920 (5)
A social, economic, and political history of the United States from the end of Reconstruction to the end of World War I. Examines the responses of the American people and their institutions to rapid industrialization and social change in the late-nineteenth and early twentieth centuries.
HIST 358 Modern America, 1920 to Present (5)
American society during depression, prosperity, and world responsibility.
HIST 370 Early California (5)
An analytical investigation of major problems in California history: the Digger Indian and the Noble Savage; "civilization" and the mission system; secularization; the Bear Flag revolt; race, politics, and the Civil War; the anti-Chinese movement; railroad rule in government; Populism and the politics of discontent.
HIST 371 Modern California (5)
An analytical investigation of major problems in California history: Progressives, reformers, and reactionaries; the status of agricultural labor; the depression and migration; the rise of Richard Nixon; the hippie movement; contemporary student rebellion; the organization of agricultural labor.
HIST 373 Kern County History (5)
Study of Kern County history for its own sake and as a microcosm of Western United States history. Historical analysis and field work activities required.
HIST 401 The Renaissance (5)
Seminar examining the major figures and developments of the Renaissance. Use of primary sources and audiovisual materials to explore such themes as humanism, changes in the arts, political ideas and developments, the family and society. Emphasis on the Italian renaissance. Prerequisite: HIST 300 or satisfaction of upper division writing requirement.
HIST 402 The Reformation (5)
Seminar examining the origins, course, and consequences of the religious reformation of the sixteenth century. Use of primary sources to explore the ideas and actions of the major figures of the age within the broader context of European societies. Prerequisite: HIST 300 or satisfaction of upper division writing requirement.
HIST 404 Pagans and Christians in the Roman
World (5)
A seminar-style course for both undergraduate and graduate students, the course examines imperial Rome as a religious state, from its classical roots to the rise and success of Christianity. The emphasis of the course is on understanding religious life in Roman society, the principles and expressions of paganism, the early character and struggle of Christianity, its challenge to the Roman social order, and particularly its experience and development within the context of Roman society. The effect of Christianity on Rome, as well as classical Rome's role in shaping Christianity, will be explored. Primary documents and visual evidence are used extensively to explore these topics.
HIST 415 The Vietnam War (5)
Explores the Vietnamese context of the war as well as the reasons for U.S. involvement; the relationship of the war to the domestic and foreign policy of the Kennedy, Johnson, and Nixon administrations; the anti-war movement; the causes of defeat; the plight of the war's veterans.
HIST 421 Gender in East Asia (5)
The evolution of sex and gender as they have been influenced by traditional thought systems and by social and economic developments over time. Topics include ideas about masculinity and femininity, division of labor, economic and legal status of women, marriage and dowry, sexuality and the female body.
HIST 422 Medieval and Early Modern Japan (5)
The history of Japan from the earliest times to the beginning of the nineteenth century, focusing on the subjects of religion, politics, economic development, social trends and elements of the history of ideas. The course also examines Japan's mythic tradition, culture and social structure and its interaction with mainland civilizations.
HIST 423 Modern Japan (5)
All major aspects of Japanese history since 1800, including politics, economic trends, sociocultural and intellectual changes, and foreign relations. Important themes include the conflict between local and foreign ideologies, the socioeconomic roots of World War II from the Japanese perspective, the development of Japanese science and technology, and Japan's contemporary economic and political prominence.
HIST 424 China from Qin to Qing, 256 BCE to 1839 CE (5)
Investigation of the social and cultural factors leading to the creation of the world's longest enduring state by the Qin and Han dynasties; the economic revolution which made the Tang and Song empires the richest in the world; the reasons for the decline of China during the Ming and Qing periods.
HIST 425 China from the Opium War to the
Founding of the People's Republic (5)
Focuses on social, cultural, and intellectual change in China following the intrusion of Western imperialism; contrasts will be drawn between the conservative response of the traditional leadership of the nineteenth century and the radical response of the nationalist and revolutionary leadership of the twentieth century.
HIST 426 China, 1949 – Present (5)
The political, social, and economic history of China from the establishment of the People's Republic to the present including the Great Leap Forward, the Sino-Soviet Split, the Cultural Revolution, the Rise and Fall of the "Gang of Four," and the Four Modernizations under Deng Xiaoping.
HIST 427 The Era of the French Revolution and Napoleon (5)
An analysis of the nature and significance of the Revolutionary and Napoleonic periods and of their impact on the history of France and modern Europe.
HIST 433 Hitler's Germany (5)
An analysis of German society and politics between the two world wars. Topics considered are the failure of democracy, the Nazi rise to power, Nazi social and cultural values, preparation for war, and the character of leadership.
HIST 435 The Latin-American Mind (5)
Intellectual and cultural evolution of the Americas. Special emphasis given to the analysis of the novel as a social document.
HIST 436 Inter-American Relations (5)
The evolution of the concept of an American Hemisphere and the role of the United States in Latin America.
HIST 437 The Afro-Creole Caribbean (5)
The development of Black culture in the West Indies and its relation to European colonization from 1500 to the present.
HIST 440 Twentieth-Century U.S. Diplomatic
History (5)
An examination of the American world role from the 1890s to the 1970s.
HIST 441 Ancient Mexico (5)
The development of Pre-Hispanic civilizations in Mexico from the Olmec to the Aztec.
HIST 442 Colonial Mexico (5)
The historical evolution of Mexico from Pre-Columbian times through the coming of the Spaniards and the Colonial Period to the War of Independence.
HIST 443 Modern Mexico (5)
The political, economic, social, and cultural development of the peoples of Mexico in the nineteenth and twentieth centuries.
HIST 445 The American West (5)
This course focuses on the myth and reality of the American West from the Mayflower to the gunfight at the O.K. Corral. It covers expansion and development, politics, economics, geography, ethnic and social groups, and the effect of western expansion on foreign policy; and includes special topics, such as Native Americans, the image of the cowboy, and prostitution on the frontier.
HIST 450 The Economic History of the United
States (5)
The history of the American economy from the colonial period to the present. An exploration of the changes that occurred in the evolution from an agrarian economy to an industrial superpower.
HIST 457 Radicals and Radicalisms of Twentieth Century America (5)
An examination of American radicalism of both the Left and Right. Topics covered range from the "Wobblies" of the World War I period to the Birchers and Weathermen of the 1960s.
HIST 462 Women in History (5)
A comparative approach to the history of women in the U.S. and Europe. The course investigates changes in the status, social roles, and behavior of women of different classes, races, and cultural backgrounds. Includes an examination of feminist movements and the impact upon society of Western attitudes toward women.
HIST 465 History of African-Americans to 1865 (5)
The history of Black America during the slavery era: African origins, the slave trade, slavery during the colonial and national periods, the Civil War, and emancipation.
HIST 466 History of African-Americans Since
1865 (5)
The struggle for equality since the Civil War: reconstruction, the rise of Jim Crow, Black organizations, the Harlem Renaissance, Negroes in depression and war, the civil rights and black power era.
HIST 468 Mexican-American History (5)
A history of Mexican Americans from Spanish colonization to the recent past. Examines Indian and Spanish roots, the Mexican-American War and its consequences, the struggle for civil rights, and contributions to the development of the United States.
HIST 477 Special Topics (1-5)
Group investigation of a specific era or topic, with individual research work, papers, and/or examinations as the instructor may require. May be repeated for different course content.
HIST 489 Experiential Prior Learning (variable units)
Evaluation and assessment of learning, which has occurred as a result of prior off-campus, experience relevant to the curriculum of the department. Requires complementary academic study and/or documentation. Available by petition only, on a credit, no-credit basis. Not open to postgraduate students. Interested students should contact the department office.
HIST 490 Senior Seminar (6)
The culminating course for the history degree, Senior Seminar explores the nature of the discipline considering such topics as objectivity, approaches to writing history, and historiography. Prerequisite: a "C" or better in History 300 or its equivalent and senior standing.
HIST 497 Cooperative Education (5)
The Cooperative Education program offers a sponsored learning experience in a work setting, integrated with a field analysis seminar. The field experience is contracted by the Cooperative Education office on an individual basis, subject to approval by the department. The field experience, including the seminar and reading assignments, is supervised by the cooperative education coordinator and the faculty liaison (or course instructor), working with the field supervisor. Students are expected to enroll in the course for at least two quarters. The determination of course credits, evaluation, and grading are the responsibility of the departmental faculty. Offered on a credit, no-credit basis only. Department will determine application of credit.
HIST 499 Individual Study (1-5)
Admission with consent of department chair.
Graduate Courses
Graduate courses are listed in the "Graduate Studies" section of the catalog.


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New York City Neighborhoods With The Most STD Infected Residents
Not surprisingly, the trendiest Manhattan neighborhoods are where most of the STD's are found, along with the South Bronx and Harlem.
Now I could go on and on with stories about my dating experiences with men who just wanted to get right down to business while I was living in Manhattan. One man I met on a Jewish dating site said right to my face that I needed a few nights of sex with a nerdy guy to "loosen me up."
Anyway, with statistics like this, I'd rather be "uptight."
Nightlife areas such as SoHo, Murray Hill and the Upper West Side are home to 10 times more syphilis-infected residents than the city's average, according to the city Department of Health.
Roughly 125 people — taken from a sample of 100,000 — tested positive for the disease in those three neighborhoods.
But it's not just the posh ZIP codes that make playing the field sound like playing with fire.
The Tremont section of The Bronx — where 43 percent of residents are below the federal poverty line — is home to the city's highest STD rate, the study found.
In the report, which uses data from 2010, researchers also pinpoint areas with the highest rates of hepatitis B and C, chlamydia, gonorrhea and HIV.
The findings reveal:
* The Bronx is the borough where you'd least like to have a one-night stand. Roughly 68 percent of neighborhoods in the borough were found to have "high" rates of more than one STD.
* Staten Island is the healthiest place to hook up. Not a single neighborhood in the borough made the agency's top-20 list for STDs.
* Thirteen out of 20 of the neighborhoods with the highest HIV and syphilis rates are in Manhattan.
* HIV and hepatitis C ran most rampant in gentrifying Bedford-Stuyvesant, Crown Heights, Williamsburg and Harlem.
* Neighborhoods with the highest rates of chlamydia and gonorrhea include the South Bronx, central Brooklyn and northern Manhattan.
* Health officials note TB and hepatitis B are most prevalent in the city's immigrant communities. More than half of Queens' worst-ranked neighborhoods are home to predominantly foreign-born residents.
Areas with the highest hepatitis rates — including Chelsea and Morningside Heights — rank 10 times the city's average.


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"When challenged about an untruthful statement, Romney's tactic is to deny he said it – lie trumping lie."
Michael Cohen summarizes the lies which Romney has been repeatedly called out for, yet he continues to use:
President Obama:
- "My personal favorite in Romney's cavalcade of untruths is his repeated assertion that President Obama has apologized for America. [...] President Obama never went around the world and apologized for America – and yet, even after multiple news organizations have pointed out this is a "pants on fire" lie, Romney keeps making it. Indeed, the "Obama apology tour", along with the president bowing down to the King of Saudi Arabia, are practically the lodestars of the GOP's criticism of Obama's foreign policy performance (the Saudi thing isn't true either)."
The stimulus / private-sector / public-sector jobs:
- "According to Romney, "that stimulus didn't put more private-sector people to work." While one can quibble over whether the stimulus went far enough, the idea that it didn't create private-sector jobs has no relationship to reality. According to the Congressional Budget Office, the stimulus bill created more than 3m jobs – a view shared by 80% of economists polled by the Chicago Booth School of Business (only 4% disagree)."
- "Romney also likes to argue that the stimulus didn't help private-sector job growth, but rather helped preserve government jobs. In fact, the Obama years have been witness to massive cuts in government employment. While the private sector is not necessarily "doing fine", as Obama said in a recent White House press conference, it's doing a heck of a lot better than the public sector."
- "Romney has accused Obama of raising taxes – in reality, they've gone down under his presidency, and largely because of that stimulus bill that Romney loves to criticize. He's accused the president of doubling the deficit. In fact, it's actually gone down on Obama's watch."
Auto bailout:
- "Romney took credit for the success of the auto bailout – even though he wrote an op-ed for the Washington Post titled "Let Detroit Go Bankrupt". He's said repeatedly that businesses in America see Obama as the "enemy", and that under his presidency "free enterprise" and economic freedom" are at risk of disappearing. In reality, since taking office, corporate profits, industrial production and the stock market are up, while corporate bankruptcies have actually decreased."
Obamacare / Affordable Care Act:
- "Then, there is the recent Romney nugget that the Obama administration passed Obamacare with the full knowledge that it "would slow down the economic recovery in this country" and that the White House "knew that before they passed it". It's an argument so clearly spun from whole cloth that according to Jonathan Chait, the acerbic political columnist for New York Magazine, Romney is "Just Making Stuff Up Now"."
- "Also of Obamacare, Romney has said that it will lead to the government taking over 50% of the economy (not true) – its true cost can't be computed (that's why we have a Congressional Budget Office in the United States); that it will create to "a massive European-style entitlement" (many liberals wish this were true, but alas, it is not); and that it will lead to a government-run healthcare system (a lie so pervasive that it's practically become shorthand for Republicans – yet it too, like the infamous made-up death panels of the health care debate, is simply not accurate)."
Why does Romney lie? Cohen explains: "The lying from the Romney campaign is so out-of-control that Steve Benen, a blogger and producer for the Rachel Maddow show compiles a weekly list of "Mitt's Mendacity" that is chockfull of new untruths. [...] Romney has figured out a loophole – one can lie over and over, and those lies quickly become part of the political narrative, practically immune to "fact-checking". Ironically, the more Romney lies, the harder it then becomes to correct the record. Even if an enterprising reporter can knock down two or three falsehoods, there are still so many more that slip past. [...] As… Steve Benen told me: 'Romney gets away with it because he and his team realize contemporary political journalism isn't equipped to deal with a candidate who lies this much, about so many topics, so often.'"
"Quite simply, the United States has never been witness to a presidential candidate, in modern American history, who lies as frequently, as flagrantly and as brazenly as Mitt Romney."


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20 miles for my 4340's about 20 years ago, cheated with the 250ti's had craters and freighter pack them and bring them to me. Atlanta to Keen NH and back was going to kill me. Best $650.00 ever spent, speakers arrived mint and they even helped me unpack them.
Ps. The price for the speakers was not so kind sill I love them.


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I don't own any of the Gifs/Pictures I reblog or post unless I say so. My inbox is right here if anyone needs me. I will always be here to listen to you. Come to me my children ⊂◉‿◉つ
I am currently fixing my blog and retagging my stuff, so if I don't go on or post anything
NOTICE. I AM ON A PERMANENT HAITUS. This blog be abandoned due to school.
His hot hot hot hot hot hot !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1


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Posts Tagged 'The Multiple Uses Of a Showcase'
However, we have discovered that furniture is a versatile, stylish and very useful, can be included in every corner of our house.
The uses that we can give a window are varied, and also have a wide variety of models of different styles. In DecoraIlumina provide you with some ideas that will make you opt for buy one of these furniture, or perhaps regain some old disused piece and restore it.
As portable bar occasionally. When you have guests at home, you can free up some shelves, cover them and place them individual cups, bottles, cooler, etc, all for a self catering holiday. The showcase of the next image is a piece of furniture of the room that is usually used as a bookseller.
A cabinet with glass doors to the acid, will imply but do not show what you keep inside, so it is a good option if you lack space to store these items "unclassifiable" we always have at home.
If you want to give the traditional use (dining room), a small model with drawers at the bottom, it will allow the dishes look and keep linens, cutlery sets, etc.. To gain space or mere decoration, you can put decorations on the ceiling of the cabinet.
From a single door and drawers, a cabinet for the bathroom is a decorative feature that lets you keep your cleaning supplies and towels in order, you can also display perfume bottles, soaps, candles, aromatherapy sets, and so on.


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Stock Quotes
Lake Worth, FL 7/26/2012 09:35 PM GMT (TransWorldNews)
How Long Will I Spend In An Inpatient Opiate Drug Treatment Program?
Prescription Medication Addiction Starts At Home
Drug Rehabs Use Massage Therapy to Heal Drug Detox Center Patients
Recovering addicts can reduce their risk of relapse by incorporating a regular exercise routine into their lives, according to experts from drug treatment centers and the National Institute on Drug Abuse.
Exercise releases endorphins. These endorphins can elevate a person's mood, which becomes critical to maintaining abstinence from drugs, as mood disturbances often are the cause of relapse. In addition to mood elevation, addicts will benefit from decreased depression, alleviated stress and an improvement in overall appearance, which builds self confidence. As a result, drug treatment centers across the country are incorporating regular exercise routines into their programs after an addict undergoes drug detox.
Once an addict has undergone drug detox, they can begin an exercise routine. It's best to start slow. Many drug treatment centers offer classes for those exiting drug detox. Exercise gives recovering addicts an outlet other than using drugs to occupy their time. Often, recovery from addiction includes negative emotions, and these types of emotions will lessen through exercise. Drug treatment center experts say taking only a few minutes a day to physically exercise can have tremendous benefits for the recovering addict.
There are many different types of exercise that help recovering persons. Each individual must choose a routine that best suits their current physical condition and goals. A combination of cardio, strength training and stretching is highly recommended. By adhering to an exercise regiment, a recovering addict can fill gaps in his or her day that could be spent idly thinking about escaping from negative feelings. This factor is crucial for the early stages of recovery.
Mark A. Smith, neuroscientist at Davidson University points out that exercise mimics the effects of drugs on the brain. Certain neurochemicals are stimulated that provide pleasure.
Most doctors believe finding alternatives to past destructive habits, such as exercise, will speed up the recovery process after drug detox, and help addicts find peace of mind. Also, exercise alleviates boredom and can be very beneficial for fellowship, if done in a group setting. Finding new ways to live life with healthier habits and social settings provide the key to lasting recovery..
firstname.lastname@example.com www.thetreatmentcenter.com/
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Willamette Students
People of Passion and Purpose
- Willamette
- Our Stories
- 2011
- November
- Following Her Own Path
Laura Curtis '13 sings of heartbreak, pride in new album, "Loving a Ghost"
When something happens in her life, Laura Curtis '13 reaches for her guitar.
She sings about heartbreak, pride and the need to prove herself, about experiences real and imagined, personal and profound.
For this Willamette student, song writing is both a creative outlet and an emotional release.
"I write about things everyone goes through, but not everyone writes about," she says. "When people hear my songs, they make them into their own stories. Music is about communication between people."
Curtis recorded 12 songs on her new album, "Loving a Ghost," produced by Brad Tisdel, Sisters singer/songwriter and executive director of the Sisters Folk Festival. Released earlier this year, Curtis' album is as personal as a diary and as limitless as her imagination, with lyrics that give insight into a folk musician who's made a new life for herself at Willamette University.
"I thought I'd come here for one year, then I'd transfer," Curtis says. "But once I got here, I ended up loving it. My classes were engaging and eye opening. They were a great challenge, and I enjoyed rising to the occasion."
Musical Roots
A native of Sisters, Curtis began writing songs as a sophomore in high school. Her first lyrics weren't eloquent, Curtis says, but they affirmed she was on the right path.
"It's definitely a big part of my identity," she says about her music. "It's not just a hobby. It's not just something I do for fun. It's really shaped me."
Curtis has been influenced by many sources, from the Sisters Folk Festival to musician Patty Griffin. Even at Willamette, Curtis says her writing has improved because of the courses she's taken.
"I've noticed a new maturity in the way I write my lyrics," she says.
Bill Duvall, E. Jerry Whipple professor of history, has listened to Curtis' music and says he's impressed by her talent.
"It's mature beyond her age, dealing with issues of love and hurt that are very intense and passionate," he says, adding he's confident she'll reach whatever goals she sets for herself. "She will be successful as a human being, just by the very nature of the person she is. Whatever she touches will come out just right."
David Gutterman, associate professor of the Politics Department, agrees, saying Curtis quietly pursues her lofty ambitions with remarkable determination.
"There are songs on this album that are harrowing," he says, adding that her voice and guitar complement one another beautifully. "I am eagerly looking forward to hearing her next album."
Tisdel, too, shares this sentiment. He's known Curtis for about eight years, and during that time, he says she has evolved into a thoughtful and kind person with an amazing gift.
"Her poetry and delivery is beautiful," he says. "It has an intensity that asks the listener to pay attention."
Balancing Act
While music is a big part of her life, it has taken a back seat to her studies. A politics major, Curtis devotes her time to giving campus tours, working as director of the Collegiate Readership Program through the Associated Students of Willamette University and serving as a leader during Opening Days – a summer orientation program offered to new students.
"When I was a freshman, I was so scared. I needed Opening Days to become acclimated here," Curtis says. "It's a really valuable program."
Curtis is maintaining a 3.8 grade point average and is a Merit Scholar. She recently received the Mary Stewart Rogers Scholarship, which is awarded to juniors who demonstrate dedication, compassion and self-discipline. She has also participated in the Liberal Arts Research Collaborative, a competitive research project guided by faculty advisors each summer.
Still, what Curtis has accomplished pales in comparison to what she has planned. She is studying in Ireland next semester. She wants to record another album, and she's committed to continuing her music career in Austin, Texas after she graduates. Law school, she says, may also be on the horizon.
"No matter where I end up, I know that both my musical experiences and the academic foundation I have built at Willamette will be what gives me the ability to succeed," she says. "Whether I end up going into politics, pursuing a career in music or doing something completely different, music will always be a part of my life."


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Designated members Danny Wiley, SRA; Rick R. Lifferth, MAI, SRA; and Daniel (Dan) Fries, SRA, discussed in The Wall Street Journal Jan. 25 the challenges of appraising luxury homes, particularly those priced higher than others in its neighborhood, which can make it harder to find comparable sales.
"The higher you go up the ladder in value generally the less data you have," Wiley, chief appraiser for LSI in Irvine, Calif., told the Journal.
One common trap that sellers often fall into is upgrading beyond neighborhood norms — particularly highly customized upgrades such as a recording studio or a water feature that could actually lower a home's value, the Journal reported.
Buyers typically offer 20 percent below the asking price on highly customized homes, Lifferth, president of Lifferth Appraisal Company in Layton, Utah, told the Journal. Those lower purchase prices work their way into comparable sales data, which then results in lower appraisal values.
Fries, president of Daniel Fries & Associates in Cumming, Ga., told the Journal that it's not always the homeowners at fault. Rather, the county's assessment of home values and resulting property taxes can dissuade potential buyers.
Read the complete Wall Street Journal article (subscription required).


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The BCOs gave their perspective in the Shippers' Corner panel
Leading analysts interpreted the latest statistics for future container trade
Key industry players discussed how they plan to return to profitability
The impact of the expansion was explored by Mercator International, APM Terminals and Peel Ports
View the 2013 Global Liner Shipping Conference Agenda
Thanks to all of the speakers, sponsors and delegates for helping to make the 2013 event a great success.
Global Liner Shipping 2013 allowed delegates to:
Join our Global Liner, Ports and Freight LinkedIn group and network with the most senior members of the industry.
The chance to...
"The quality of the speakers was excellent and the presentations were very informative and professionally delivered"


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Silver Lake State Park Information Silver Lake State Park
Off-roading can be fun and exciting for the whole family. Make it a safe experience for yourself and other park visitors. Please follow the rules that have been made for everyone's safety and security. Sand dunes are subject to rapid topographic changes resulting from wind and erosion. Be alert for steep inclines, changing slopes, natural hazards and/or sudden drop-offs. Always operate your vehicle at a safe speed and in a safe manner. GENERAL RULESThere are a number of general rules that apply to all operators using the Silver Lake Off-Road Vehicle (ORV) Area. Specific vehicle regulations and requirements follow the general rules section.
VEHICLE REGULATIONS AND REQUIREMENTSSpecific vehicle equipment regulations and requirements are covered by the current Department of Natural Resources Land Use Order of the Director (LUOD) for Silver Lake State Park. Additionally, no person shall operate a vehicle in violation of any provision of Part 811, Off-Road Recreational Vehicles, of the Natural Resources and Environmental Protection Act, Act 451 of the Public Acts of 1994, being Section 324.81101 to 324.81150 of the Michigan Compiled Laws. If you have any questions about the requirements or rules, please contact Silver Lake State Park officials. The current LUOD reads in part: By authority conferred on the Director of the Department of Natural Resources by Section 504 of the Natural Resources Environmental Protection Act, 1994 PA 451, as amended, MCL 324.504, and in accordance with R 299.921 to R 299.933, the Director of the Department of Natural Resources orders the following: (5) Operate any motor vehicle with four or more wheels that does not contain a seat and individual seat belt for each occupant of that vehicle. Those vehicles with automotive-type seating and fewer than four wheels shall be equipped with a seat belt for each occupant. Vehicle operators shall comply with the provisions of the Michigan child passenger safety law, MCL 257.710d, and all of the following provisions: (a) Seat belts shall be in use by all occupants while the vehicle is in operation. (b) An approved automotive manufactured restraining device, such as a lap belt or three- or four-point harness, is an acceptable seat belt. (c) Seat belts and restraining devices, other than factory installed, shall be secured by bolting to the vehicle floor, frame, or roll bar. (d) Any vehicle on which the operator straddles the seat, such as a motorcycle or an all-terrain vehicle (ATV), will be limited to the operator only as the sole occupant and no seat belt will be required. (6) Operate a vehicle requiring seat belts where an occupant in the rear seat is not protected by a roll bar located immediately behind the occupant's seat as described in subsection (8) unless the rear seat occupants are wearing a safety approved for automotive use (A.N.S.I. or equal) helmet. The operator or occupant of a vehicle not required to meet seat belt specifications shall wear a safety helmet approved for automotive use (A.N.S.I. or equal) and protective eyewear. (7) Operate a vehicle requiring seat belts without a warning flag mounted and extending over the front-most portion of the vehicle. Vehicles not requiring seat belts shall mount the warning flag on the rear of the vehicle. Vehicle operators shall comply with all of the following requirements: (a) The warning flag shall be mounted on a staff that is securely bolted, welded, or secured to the vehicle. The warning flag shall maintain a minimum 10-foot height at standstill and a minimum 8-foot height under motion. (b) The warning flag shall be mounted on the top-most end of the staff. The flag shall be rectangular, international orange in color, solid material, with a minimum length on the supporting side of five inches and a minimum length on the base side of 10 inches. (8) Operate a vehicle requiring seat belts that is not equipped with an integral steel roof, or roll bar located immediately behind the operator, or roll cage, capable of supporting the weight of the vehicle. The operator and occupants of a vehicle without a full front windshield shall wear protective eyewear. The operator of a vehicle equipped with a roll bar shall comply with all the following requirements: (a) The roll bar shall be welded or bolted to the floor or frame of the vehicle. (b) The roll bar shall be braced in such a manner as to prevent collapse. (c) The roll bar shall have clearance above, behind, and outside each seated occupant in the vehicle. (9) Fail to submit to any of the following tests, or operate any vehicle that does not comply with all of the following: (a) Vehicles shall be equipped with a muffler and spark arrester containing baffles, shall meet the muffler and spark arrester requirements specified in subsection (g) of section 81133 of Part 811, Off-Road Recreational Vehicles, Natural Resources and Environmental Protection Act, 1994PA 451, MCL324.81133(g), and shall successfully pass a muffler and spark arrester baffle test. (b) A maximum noise level of 94 dB(A), or the current EPA emissions limit, shall be met. The testing provisions of current SAE J 1287, June 93 standard for ATV and motorcycle vehicles and SAE J 1169, March 93 for all other vehicles shall be followed and all vehicles shall pass a stationary sound level test. The stationary sound level test shall be administered from a 0.5 meter (19.69 inches) distance at one-half the engine's maximum rated RPM and as further described by current testing provisions for the particular vehicle. (10) Operate any vehicle at any time without possessing a valid unrestricted operator's or chauffeur's license, except as follows: (a) A person at least 12 years of age with an ORV safety certificate issued by this state or another state or a province of Canada may operate either an ATV or motorcycle with direct visual supervision by an adult. The direct supervision shall not be impaired by distance and must allow the adult the ability to direct the youth's actions by verbal communications. Electronic amplification of verbal communications shall not be used. (b) An adult shall not allow an unlicensed youth to operate an ORV. (c) An ORV operator licensed under a level two graduated driver's license shall only operate under the provisions of that license. (11) Operate any type of vehicle and fail to present an operator's or chauffeur's license or ORV safety training certificate upon the demand of any law enforcement officer or state park personnel. (12) Enter or use the ORV area without complying with all posted regulatory, zoning, or directional signs, or operate a vehicle except in the directional pattern established and marked within the ORV area. (13) Enter or use the ORV Area without obtaining and displaying a valid ORV area parking lot voucher or dune ready voucher at any time when such requirement is posted. (14) Operate any vehicle while towing a contrivance other than a disabled vehicle or trailer, or tow a vehicle or trailer on other than the designated parking lot or paved entrance road without first obtaining proper written permission from the department. Passengers shall not occupy any trailer or disabled vehicle while it is being towed. (15) Drive or operate any motor driven vehicle at speeds exceeding posted speed limits or perform exhibition-type driving within the parking area or entrance road/ramp to the ORV area, or the defined speed zone along the Lake Michigan shoreline. Exhibition-type driving means performing wheelies, spinning tires, cutting circles, jump starts, or other erratic or irresponsible or careless driving. (16) Possess or consume an alcoholic beverage at any time in the ORV area, ORV Voucher Center area, or any area extending one-quarter of a mile from the boundary of the ORV area. (17) To leave a vehicle, trailer, or other equipment or contrivance unattended in the ORV voucher center area at any time without first obtaining written permission from the Department. (18) Operate an ORV that is not titled. (19) Operate a remote-controlled device within the ORV area. VEHICLE TOWING OUTSIDE THE STATE PARKThe Michigan Motor Vehicle Code and Michigan Compiled Laws state that: vehicles may only be towed using a ridged towing bar that includes safety chains - MCL 257.721 (3); a vehicle operator may tow only one vehicle or trailer at any time - MCL 257.721(5); vehicle operators must have the proper operator's or chauffeur's license - MCL 257.301(1); and in some cases reflectors or stop light are required on the towed trailer or vehicle - MCL 257.688(1)(f). These rules apply to all Oceana County and State of Michigan roadways and are in effect inside the State Park until one passes the main entrance/fee collection booth. For additional details please contact the Michigan State Police - Hart Post or the Oceana County Sheriff's Office - Hart , Michigan. WATCH FOR SIGNS POSTING DIRECTIONAL TRAFFIC ZONE


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Typography – the choice of font, point size and spacing puts emotion in to the printed words. The art of arranging type in this way will give your invitation its essence – evoking romance, vintage style, contemporary chic or elegant tradition, setting the tone for the wedding. As such, the font you choose is an important decision in the stationery design process.
Our signature style is an elegant all-capitals font throughout the main body of text, which suits both classic and contemporary designs and is clear and easy to read. This is interspersed with more stylised fonts for details that need to stand out such as your names and headings. We have several choices of flourished font but if you have a particular font in mind do let us know and we will do our utmost to incorporate it.
This is our Constance font. A classic calligraphic typeface, perfected to create the look of true handwriting.
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text: Main Content House Bill 5177 (2011) rss friendly link printer friendly (Original Content Same As Senate Bill 0878) Sponsor Joe Haveman Categories Corrections, other; Corrections, prisoners; State agencies (existing), corrections Corrections; other; use of a certain youth correctional facility to house adult inmates; provide for. Amends secs. 29, 63, 63a, 69a & 70 of 1953 PA 232 (MCL 791.229 et seq.). TIE BAR WITH: HB 5174'11 Bill Document Formatting Information [x] The following bill formatting applies to the 2011-2012 session:- New language in an amendatory bill will be shown in BOLD AND UPPERCASE.- Language to be removed will be stricken.- Amendments made by the House will be blue with square brackets, such as: [House amended text].- Amendments made by the Senate will be red with double greater/lesser than symbols, such as: <<Senate amended text>>. (gray icons indicate that the action did not occur or that the document is not available) Documents House Introduced Bill Introduced bills appear as they were introduced and reflect no subsequent amendments or changes. As Passed by the House As Passed by the House is the bill, as introduced, that includes any adopted House amendments. As Passed by the Senate As Passed by the Senate is the bill, as received from the House, that includes any adopted Senate amendments. House Enrolled Bill Enrolled bill is the version passed in identical form by both houses of the Legislature. House Fiscal Agency Analysis Analysis as Reported From Committee (12-14-11)This document analyzes: HB5174, HB5177 History(House actions in lowercase, Senate actions in UPPERCASE) Date JournalAction 11/29/2011HJ 94 Pg. 2660introduced by Representative Joe Haveman 11/29/2011HJ 94 Pg. 2660read a first time 11/29/2011HJ 94 Pg. 2660referred to Committee on Appropriations 11/30/2011HJ 95 Pg. 2691printed bill filed 11/30/2011 12/14/2011HJ 101 Pg. 2860reported with recommendation without amendment 12/14/2011HJ 101 Pg. 2860referred to second reading 2/16/2012HJ 16 Pg. 208read a second time 2/16/2012HJ 16 Pg. 208placed on third reading


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Welcome to the Tuesday edition of "5 Things to Know for Your New Day." Every weekday morning around 6, we'll hit the top five stories of the day, clue you in on a few other buzzy items, and let you know about some of the must-watch stories coming up on CNN's new morning show, "New Day."
More heartbreak in Arizona: The more we learn about the 19 elite firefighters killed in the Yarnell fire, the more heartbroken we get. Fourteen of them were in their 20s - in the prime of their lives. "As dark a day as I can remember," is how Gov. Jan Brewer put it.
Floods in the East, heat in the West: A heat wave embraces much of the West Coast in a sweaty hug. It's a different story in the East. Lots of flooding in New York, New Jersey and Connecticut. Folks are without power, flights are getting canceled. We doubt either coast would want to trade places with the other.
Tick tock, tick talk: One deadline came today for Egyptian President Morsy; another hangs over his head. Protesters gave him until today to step down. He ignored them. But he has until tomorrow to figure out a way to appease them, or else the army says it'll step in. What's a democratically elected but maligned leader to do?
Where to next?: Edward Snowden's asylum requests are piling up. He's sent them to 19 countries. Which one will take him in? WikiLeaks is asking them to man up. Wonder if such tough love works in diplomacy. Then there's that other mystery: Where exactly is he?
In his own words: The lead investigator in the Zimmerman trial gets back on the stand this morning to continue answering questions from the defense. Jurors heard Zimmerman's story in his own words for the first time yesterday as his interviews with police were played in court. The prosecution pointed out inconsistencies in his account. But the defense did pretty well in its cross.
Those are your five biggies for the day. Here are a few others that are brewing and have the Internet buzzing.
-- Gruesome discovery: A child's body found in a Texas suburb has officials scratching their heads. Who's the victim? Children playing on a street found the decomposing body, but CNN affiliate KTVT says no kids in the area have been reported missing.
-- Here's the number. So call Ma, maybe? Attention ungrateful offspring! If you abandon your aging parents and relatives, they'll sue you. Well, if you live in China. Relatives should visit relatives older than 60 "frequently" and send them greetings on a regular basis, or else, a revised law says. But it doesn't say how often is too often.
-- Royal bundle of joy: First it was love, then marriage, and now the baby carriage. The fascination with Prince William and Kate Middleton - that's the Duke and Duchess of Cambridge to you -- grows with their eagerly anticipated baby.
-- Yo quiero $3,600? : All they wanted were tacos and burritos. But they ended up with wads of cash -- and no food. The three returned the money to the Michigan eatery. And boy, were they happy to get their food.
The greatest selfie in sports: First, the girls asked folks to chip in $1,500 so they could get bail money. Then they bum-rushed last week's College World Series finale and, in a moment of epic awesomeness, snapped a self-pic.


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Inhalers and nebulizers are two different devices used to deliver rescue or controller asthma medications directly into your child's lungs. Your child's doctor will decide what type of device is best for your child.
Inhalers are portable, hand-held devices that are available in two types:
Metered dose inhalers (MDI) are the most commonly prescribed. Like mini-aerosol cans, these devices push out a pre-measured spray of medicine. When the child squeezes the inhaler, a measured "puff" of medicine is released.
Dry powder inhalers deliver medicine in powder form, but it doesn't spray out. The child must do more of the work, by inhaling the powdered medicine quickly and quite forcefully (which is often difficult for very young children).
If your child uses a metered dose inhaler, he or she may also use a spacer , which attaches to the inhaler and makes it easier to use. A spacer is a kind of holding chamber for the medicine, which eliminates the need to closely coordinate squeezing the inhaler and inhaling the medicine. With an inhaler and spacer, the medicine can be inhaled slowly when the child is ready. So, it's possible for very small children and even babies to receive their medications using an metered dose inhaler with a spacer.
Spacers also make inhalers more effective. When using an inhaler without a spacer, the medicine may go into the back of the throat but may not actually move down into the lower airways. A spacer helps to deliver the medicine into the lower airways, which is where it needs to go to work properly.
Babies and small children use a facemask (a plastic cup that covers the child's mouth and nose) to inhale the medication held in the spacer, whereas older children can use a mouthpiece. It usually only takes a couple of minutes or less to give medication by metered dose inhaler with a spacer.
During an office visit, your child's doctor may ask your child to demonstrate using the inhaler. Then, the doctor can offer advice, if needed.
Nebulizers are electric- or battery-powered machines that turn liquid asthma medicine into a fine mist that's inhaled into the lungs. The child breathes in the mist through a mouthpiece or facemask. Nebulizers vary in size and shape, but they can be somewhat bulky and noisy and may need to be plugged in.
A child doesn't have to "do" anything to receive the medicine, except stay in one place and accept the mouthpiece or facemask. It usually takes about 5 or 10 minutes to give a child medication by nebulizer, and sometimes even longer. Nebulizers may be less effective if a child is crying while they're being used, since less medicine is inhaled when a child is crying.
Whichever device your child's doctor recommends, learn how to use it so that you can teach your child to use it correctly. Improper usage may result in less medicine getting into your child's lungs. Your doctor can help educate you about how to use these devices. Practice at home helps, too.
If you have any questions about the type of device your child's doctor has recommended, or if you're concerned that your child isn't getting the proper dose of his or her medication, talk to your child's doctor.
Reviewed by: Elana Pearl Ben-Joseph, MD Date reviewed: May 2007
Note: All information is for educational purposes only. For specific medical advice, diagnoses, and treatment, consult your doctor.
© 1995-2009 The Nemours Foundation/KidsHealth. All rights reserved.
Find out by selecting your child's symptom or health condition in the list below:
Download Fall 2013 (PDF)
Mark Fadool, clinical director of mental health services at Odessa Brown Children's Clinic, provides early warning signs of mental health issues in kids and teens and urges us all to notice the signs and act early.
In this 30-second video, learn why children should ride in the back seat in a rear-facing car seat until they are age 2, or until they reach the upper weight or height limit for their seat.
En este video de 30 segundos aprenda por qué los niños deben ir en el asiento trasero mirando hacia atrás hasta los 2 años o hasta que lleguen al límite de estatura o de peso para su asiento.


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Core to the daily skiing and riding existence, our Slopestyle Hoody is the essential go-anywhere piece – from shredding midmorning corn to cruising around town with your crew. It has a soft, stretchy 100% polyester face with a Deluge® DWR (durable water repellent) finish for weather- and wind-resistance. Inside, a plush microfleece lining takes care of moisture and glides smoothly over bare skin. A supple hood adds warmth when you're returning from last call. Cuffs have thumb-loops, and two handwarmers heat up cold digits (each pocket has a hidden zip pocket inside). A drawcord hem keeps your heat where it belongs. And, on your day off, you can wash your Slopestyle in the sink — or not.
- Soft and stretchy polyester fabric sheds moisture and light snow
- Plush, brushed fleece interior; high collar design for warmth and neck protection
- Fleece-lined hood is nice and cozy; not helmet-compatible
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- Hem can cinch on extra chilly days to out keep cold; drawcord exits into handwarmer pockets for easy adjustment
- Pockets: Two handwarmers and two hidden security
- Improved feminine shaping
- 7.5-oz 100% polyester knit bonded to polyester microfleece with a Deluge® DWR (durable water repellent) finish
- 513 g (18.1 oz)
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Deluge® DWR
Patagonia's proprietary durable water repellent fabric finish, Deluge DWR, lasts substantially longer than standard DWRs. Garments with the Deluge DWR finish have like-new repellency after years of extensive use.


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A woman who diluted morphine and kept some for herself while treating patients at a Gulf Breeze nursing home was convicted Wednesday by a Santa Rosa County jury. According to a release from State Attorney Bill Eddins, Lisa Macan was convicted of neglect of an elderly person, possession of a controlled substance and petit theft.
Circuit Judge Marci Goodman remanded Macan, 47, of Gulf Breeze, to custody in the county jail and set her sentencing for July 31. Macan faces a maximum of 10 years state prison.
While Macan was working as a licensed practical nurse at a Gulf Breeze nursing home, one of her elderly 92 year-old hospice patients received several doses of diluted morphine that failed to abate the patient's pain. Another nurse noticed the prescription was not working and thought the prescription appeared to be watered down.
The nursing home administration notified the Santa Rosa County Sheriff's Office. A pharmacist tested the morphine and found it had been diluted. Macan admitted to taking the patient's morphine, a controlled substance, for her own use and adding water to the bottle, so that her theft would go undetected.