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Master of Science in Quantitative Economics
» Please see the Schedule of Classes for the current semester's offerings.
ECO 1011 or 1011H Introductory Macroeconomics3 creditsIntroduction to the role of the price system in various economic systems; rudiments of supply and demand, theory and applications; role of government in the modern capitalist economy; national income, accounting and theory; monetary and fiscal policy; public debt; inflation, unemployment. (Note: Replaced in the Fall 2010 semester by ECO 1041.)
ECO 1021 or 1021H Introductory Microeconomics3 creditsElementary theory of demand and the firm; consumer behavior; market structure, input theory, distribution of income, government regulations, theory and policy; theory of international trade. (Note: Replaced in the Fall 2010 semester by ECO 1031.)
ECO 1031 Introductory Economics I (Micro)3 creditsIntroduction to economic analysis: supply and demand, the behavior of firms and consumers; theory of comparative advantage; how markets work; market failures; policy issues such as taxation regulation, and redistribution of income. (Note: This course will replace ECO 1021 in the Fall 2010 semester.)ECO 1031H Introductory Economics I (Micro)3 creditsHonors version of ECO 1031, with more mathematics (including some calculus) and writing. (Note: This course will replace ECO 1021H in ;the Fall 2010 semester.)Prerequisite or Corequisite: MAT 1412.
ECO 1041 Introductory Economics II (Macro)3 creditsThe second semester of an introduction to economic analysis: General equilibrium, business cycles, inflation, unemployment; national income accounting; monetary and fiscal policy; public debt and social insurance international trade and exchange rates; long-term growth. (Note: This course will replace ECO 1021 in the Fall 2010 semester.)Prerequisite: ECO 1031 or 1031H.
ECO 1041H Introductory Economics II (Macro)
3 credits
Honors version of ECO 1041, with more mathematics (including some calculus) and writing. (Note: This course will replace ECO 1011H in the Spring 2011 semester.)
Prerequisite: ECO 1031 or 1031H, MAT 1412.
ECO 1051 Macroeconomics, Money and Banking
3 creditsFor non-majors. An introduction to macroeconomics with a special emphasis on financial markets, the banking system, the Federal Reserve and monetary policy. No credit toward economics major.
Prerequisite: ECO 1031
ECO 1101 Intermediate Microeconomics3 creditsTheory of elasticity; indifference curves and applications; cost of production; output markets; externalities; input markets; linear programming; optimization theory with use of calculus.Prerequisite: ECO 1021/1031.
ECO 1170 Contemporary Microeconomic Issues3 creditsUse of economic tools to explore issues of public policy and private decision making. Topics vary by term but may include uncertainty and information in economics, crime, government regulation of business, education, charity, immigration, contracts, discrimination, medical care, transportation, congestion, geographic location, income distribution.Prerequisite: ECO 1021/1031.
ECO 1177 Game Theory3 creditsDevelopment of models of rational behavior in interactive situations through the theory of non-cooperative, cooperative, and evolutionary games. Game theory is used for decisions and strategy whenever people interact to strike mutually agreeable deals or to resolve conflicts in such diverse fields as international relations, economics, business, politics, psychology, philosophy, or even evolutionary biology.Prerequisite: ECO 1021/1031.
ECO 1201 Intermediate Macroeconomics3 creditsNational income accounting; national income determination models; consumption functions; investment theory; business cycle theory; stabilization policy; LM-IS-BP analysis; aggregate demand and aggregate supply analysis; economic growth and development theories.Prerequisite: ECO 1011/1041.
ECO 1221 Money and Banking3 creditsNature of money; organization and functioning of the commercial banking system; description of financial markets and financial institutions; hedging mechanisms, yield curves, Federal Reserve System and financial intermediaries; national income determination models; monetarist-fiscalist debate; LM-IS-BP analysis; role of money in international finance. Prerequisite: ECO 1011/1041.
ECO 1301 History of Economic Thought3 creditsAncient and medieval economic thought; mercantilists and physiocrats; classical and neoclassical schools; institutional school; Keynesian economics.Prerequisite: ECO 1021/1031.
ECO 1421 Econometrics3 creditsApplication of regression techniques to the problem of testing and forecasting in economics. The two variable regression model is fully developed; analysis is extended to consider the multivariate model, functional form issues, dummy variables, and distribution lag models. Covers problems associated with autocorrelation, multicollinearity, heteroskedasticity, and system models.Prerequisites: ECO 1011/1041, STA 1021.
ECO 1501 Public Finance3 creditsSocial balance, personal, and corporate income taxes; sales and property taxes; current economic thought on taxation and public debt, expenditure analysis, energy, transportation, housing, education, pollution control, poverty, and quotas; externalities, public goods, public choice.Prerequisites: ECO 1011/1041, ECO 1021/1031.
ECO 1701 International Economics3 creditsThe theory of international trade, international finance, commercial policy, balance of payments, the foreign exchange market, competitiveness in the global economy, international macroeconomics, and foreign direct investment. Emphasis on the determinants and effects of international linkages, including the roles of consumers, firms, and government policies, in the context of the international economic environment.Prerequisites: ECO 1011/1041, ECO 1021/1031.
ECO 2005 Economics of the Law3 creditsThe relationship of legal institutions and laws to economic efficiency and social goals, such as justice. Economics of property rights, environmental control, administrative processes, contracts, and liability; public utility and antitrust regulation; individual rights and discrimination.Prerequisite: ECO 1011/1041.
ECO 2201 Labor Economics3 creditsLabor's place in the American economy; factors affecting supply and demand for labor; wage determination; unionism as a response to labor problems; industrial relations; public policy toward labor.Prerequisite: ECO 1021/1031.
ECO 2330 Economics of Energy
ECO 2401 Industrial Organization3 creditsThe application of microeconomic theory to industrial markets. Considers such areas as structure of the American economy, motivation of the firm, identification and measurement of monopoly power, oligopolistic behavior, patents, concentration, and government regulation.Prerequisites: ECO 1011/1041, ECO 1021/1031.
ECO 2531 Health Economics3 creditsApplication of economic tools and concepts to the analysis of the health care field. Effects of health care on health, hospital behavior, health workforce supply, demand for health care. Role of demographic changes in health care systems. Methodology employed by economists to determine the economic losses suffered in cases involving death and disability. Emphasis on the United States and its current situation. Comparison with other countries.Prerequisites: ECO 1011/1041, ECO 1021/1031.
ECO 2601: Financial Economics3 creditsThis course is an overview of the theory of financial markets from an economic perspective. The objective is to understand how social interaction in financial markets brings about opportunities for individuals but also risks which go beyond physical or technological uncertainty and create systemic effects on economic and financial variables. The major conceptual tool that we will use to study these phenomena is the notion of economic equilibrium. Our analysis of finance uses the modern theory of microeconomics. It aims at constructing (relatively simple) mathematical models to study the welfare properties of financial markets, and the implications for asset prices.Prerequisites: ECO 1011/1041, ECO 1021/1031.
ECO 2701 Managerial Economics3 creditsAnalysis of the firms decisions regarding prices, output and input, advertising, etc., under various market conditions; applications to production, financial, and marketing operations. Attention given to the formulation of economic models to analyze management problems.Prerequisites: ECO 1011/1041, ECO 1021/1031.
Auctions and Market Design (New!)3 creditsThis course aims to introduce classical
findings and recent developments in the theory of market design. The course
basically consists of two parts. The first half covers auctions, first the
classical theory of auctions in a stylized environment, followed by observation
of what kinds of practical and theoretical difficulties arise and how
successfully current attempts deal with these difficulties. The second part of the course covers matching
and related issues. We start from the matching problem (a.k.a. the marriage
problem) and its solution concept, stable matching. We then extend the concept
of stability to many-to-one and many-to-many matching with contracts. After
reviewing the applications of stable matching, we compare it with alternative
approaches, such as top trading cycles. We discuss applications including
medical residency match, school choice, course allocation, and kidney exchange. The last few classes will be an overview of some recent
developments in the theory of market design, mostly in the context of matching. (Pre-requisites: (ECO 1101 and MAT 1412 or 1412H or Dept.
permission or consent of instructor)
ECO 3005 or 3005H Forensic Economics3 creditsQuantitative analysis techniques to estimate the economic damages sustained from unlawful actions under both tort and discrimination law. Detailed examination of economic and legal aspects of various calculation methodologies through the relevant literature and data sources. Exploration of potential areas of ethical conflict and the nature of the adversarial legal process. Also reinforces student writing, computer, research, and oral presentation skills through preparation of economic loss appraisal reports for real-life personal injury and wrongful death cases, employment discrimination, lost business, lost pleasure of life (hedonic damages), etc.
ECO 3006 or 3006H Economics and Ethical Issues3 creditsComparison of the economic efficiency and Jewish law approaches to business ethics; advertising and promotional activities; business pricing policies; labor relations; government regulation of the economy; social welfare; speculation.
ECO 3501 Economics of the Middle East3 creditsEconomic growth of Israel until the Yom Kippur War; stagnancy and inflation since 1974; new economic policies since 1985; Middle East oil, OPEC, and the economies of Saudi Arabia, Egypt, Jordan, and Syria.Prerequisite: ECO 1011/1041.
ECO 3511 The Economy of Israel
ECO 3601 or 3601H Economic Perspectives3 creditsTopics are based mainly on symposium themes of the Journal of Economic Perspectives and reflect the most recent work, but may include the following: fiscal policy, revision of LM-IS analysis, advanced consumption theory, regulation of the stock market and hedge funds, organizations and economics, economics and electronic commerce, the economics of higher education, health care reform, state versus private ownership.Prerequisites: ECO 1011/1041, ECO 1021/1031; and ECO 1201 or 1221.
ECO 4901 Independent Study
ECO 4911 Guided Project
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UPDATED: Cbus CoC and Partnership on board
The Columbus Dispatch - April 10, 2012 4:04 PM
The Columbus Chamber of Commerce and the Columbus Partnership are both supporting Gov. John Kasich's plan to cut income taxes by boosting taxes on shale drilling.
"We frequently hear from Columbus Chamber members about the need to improve Ohio's economic competitiveness relative to the current tax structure. A strategy to reduce income taxes would encourage additional job creation and capital investment," Michael Dalby, president and chief executive officer for the Columbus chamber, said in a news release. "Gov. Kasich's plan puts a legitimate option on the table that deserves discussion and consideration."
Kasich's had a tough time selling members of his own party on his plan, particularly in the Ohio House, where Republicans stripped it out of his mid-biennium review legislation.
To that end, Columbus Partnership president and CEO Alex Fischer sent letters to both Ohio House Speaker William G. Batchelder and Senate President Tom Niehaus urging passage of Kasich's plan through the legislature.
"While the Partnership does not come together to support every issue in front of us, we are committed to thoughtful and rational policies that drive our economic growth," Fischer wrote to both Batchelder and Niehaus. "Just as Ohio is moderinizing its regulatory policies to prepare for the arrival of this exciting new industry, the Governor's income tax cut proposal ensures an up-to-date approach for our state's tax structure as well. This promotes prudent, appropriate and good conservative tax policy which will help fuel our continued economic growth."

subset: commoncrawl


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Anthrax has shaped the heavy metal movement in America. The band recently released its 10th studio album, Worship Music, which brings back the band's early sound with the re-emergence of lead vocalist Joey Belladonna. I love heavy metal guitars, so it was a privilege to speak to one of the all time metal guitar greats, Scott Ian, to preview their performance at Mayhem Fest Tuesday at Riverbend Music Center.
CityBeat caught up with Ian to discuss the highlights of Mayhem so far and how being a father has changed his perspective on life and music.
CityBeat: What has been the highlight of Mayhem Fest so far for you?
Scott Ian: For me personally it is just the overall vibe. This is the first time we have done a U.S. festival traveling tour in the summer. We kind of knew what to expect since we are friends with Slayer, Slipknot and Motorhead, but it has been so much fun to hang with our friends. The crew and everyone who works with Mayhem have been great and it really is a big family vibe out here. It is a really great place to show up for work.
CB: What has it been like having Joey back the past few tours with the band?
SI: It's been like two and a half years already. Hopefully that answers the question. It is obviously been going great. We couldn't be happier with the record we made. We couldn't be happier with the way shows have been going. I think this is by far the best version of Anthrax that we have ever had.
CB: You became a father last year for the first time. Has this changed your perspective on writing music or life in general?
SI: I haven't really written yet since he was born because we have been in touring mode. One way that my perspective overall has changed is now having this person in my life that I love beyond anything I can comprehend. It makes me hate the human race even more because of all the pressure that comes with raising a child and wanting to protect him. People ask what do you have to be angry about and there is plenty to be pissed off about now. Look at what happened in Colorado last night with the guy shooting people in a movie theater. It sickens me to the pit of my stomach for a million reasons. What if that was my child in the movie theater?
CB: It is terrible and it is beyond my comprehension how that can happen.
SI: Up until he was born, I had my wife and close family but they are adults and are responsible for themselves. Now we have this person that is 100 percent helpless and relies on us to take care of him, so there is this protective instinct that showed up as soon as he was born. I think that will have a big impact on my writing in the future when the time comes.
CB: Do they come visit you on the road?
SI: Yes they are here right now and have been with me for 10 days.
CB: What is the longest you have gone without playing guitar?
SI: Probably way back in 1977 when I broke my wrist at a skateboard park and I couldn't play guitar for two months because I had a cast on. I was so bummed that I couldn't play guitar that I pretty much gave up any type of fancy skateboarding on ramps or pools. The guitar was definitely more of a priority.
CB: What is the biggest difference for you touring versus in the 1980s?
SI: Sometimes we sit around and talk about how did we ever get anything done before we had cell phones and laptops? In the '80s no one even knew what a cell phone was. I remember the first time a tour manager had that big briefcase thing with a phone in it and it was something like $18 a minute to use it. The idea that we were able to do stuff back then and everything got done is amazing. I try to think about how it got done and I have no idea how we made it through one day let alone a whole tour without the technology.
CB: What habit would you like to break?
SI: I don't know. I don't smoke. I don't drink excessively. My wife is saying talking with my mouth full so I guess I will go with that as a born and bred New Yorker.
CB: What adjectives do you hope describe you at 75?
SI: I hope when I am 75 no one has anything to say about me. I hope the only thing they say is "What ever happened to that guy?" because I am so far off the grid by that point.
CB: I doubt that will happen.
SI: No, we will probably still be playing music and people will say "I can't believe he is still banging his head."
CB: What has been your craziest fan story over the past few years?
SI: The craziest audiences in the world are in South America in Chile with the craziest fans overall. We do a signing every day at the Rockstar Energy Drink tent and we get to meet a lot of fans every day on this tour. Anyone who would get anything Anthrax related tattooed on their body is amazing to me. I can't really call it too crazy because I have Gene Simmons and Angus from AC/DC tattooed on me. I understand that point of view of being such a fan that you would be willing to make that commitment but being the guy in Anthrax and seeing an Anthrax-related tattoo makes you feel great because I know the commitment and I know how much Anthrax must mean to them.
CB: What is the best guitar solo of all time?
SI: Eddie Van Halen "Eruption."
Anthrax performs July 24 at Mayhem Fest at Riverbend Music Center. More information: rockstarmayhemfest.com.
Stevie Nicks has truly enhanced and defined the role of women in Rock & Roll. She is the gold standard by which female lead singers in Rock bands will forever be measured against. The defining voice behind Fleetwood Mac since the mid '70s, she has also been able to separate and create a wonderful solo career, recently releasing her seventh album, In Your Dreams, which launched with great success, debuting in the Top 10 of the Billboard album chart. Nicks is currently on the road to promote her latest record and she comes through Cincinnati on Saturday night for a show at Riverbend's PNC Pavilion. We caught up with Stevie via email this week to discuss her upcoming tour stop in Cincinnati, the inspirations for her new album and what a typical day looks like for an iconic Rock star.
Five Finger Death Punch is one of the most popular Metal bands in the world. The band has a catchy, melodic sound that resonates with its crowds and the band's songs have become arena anthems across the country. Five Finger continues to tour on its third studio album American Capitalist. Currently, the group is out headlining the Trespass America Festival with the bands Trivium, Pop Evil and Killswitch Engage.
CityBeat was able to spend some time with the band's lead guitarist Jason Hook to discuss, among other things, the band's feverish tour schedule and the effect it has on the band members' relationships, as well as what makes the music so addictive. The Trespass America Festival comes to the PNC Pavilion at Riverbend tomorrow (Wednesday) night.
CityBeat: What has been the highlight of Trespass Festival so far?
Jason Hook: Well, the first show was awesome. We opened the show on Friday the 13th just outside of Denver. The place was almost sold out, packed. We had all of our friends, family, record label, managers and agents with us. It was a massive party (and) it was day one. It was awesome, really awesome.
CB: Who leaves the biggest mess backstage at Trespass?
JH: The biggest mess? As far as what, a hot mess or just messy?
CB: It could be either.
JH: I'll give both to Ivan (Moody, Five Finger's frontman).
CB: OK, I wouldn't picture that.
JH: Well you don't know him as well as I do.
CB: Is it true that he still throws up before he performs?
JH: I haven't seen that lately but it might be because I tend to steer clear of him a little bit more than usual because of that. But he does do that. That is not an urban legend.
CB: You consistently are having these hits with huge sports and military following. What is really the formula for creating a modern day Rock anthem?
JH: I think that you have to keep things simple. People like a really consistent beat, something that has a good thump to it. Obviously, an easy to follow storyline or a relatable storyline and as many hooks as you can get into each section of the song for example the intro, the verse, the pre-chorus, the chorus, the bridge, the solo — all those are sections — and if they get too long or drawn out or too complicated or the resolution set too high for the listener, they just miss out and it will go over their head. A big part of having an anthem is having something that is simple enough that many people can grab it easily like "Rock & Roll all night and party every day."
CB: Does the band ever write songs for a specific audience?
JH: Not really. Most of us in the band have a background where we grew up listening to heavy bands but bands that were also on the radio. That reflects in the music we make. None of it is really contrived. We just do what we like. Fortunate for us, it catches with a lot more people. Once you try to do something that is not honest, it is really hard to repeat it. You are always chasing or guessing what to do. It is better to know what you like to do and just do it.
You always have the crazy crowd surfing at the shows, the biggest Rock on the Range crowd surfing in history. Do you ever worry about fan safety?
JH: All the time. All the time. It freaks us out. I see people getting beat up pretty good out there, especially the people in the very front row because people crowd surf up from behind them, they can't see that these 220 pound guys are being launched forward and the people in the front row are the last people that these heavy people land on their heads on the way into the pit. You get a lot of people getting smashed, and they have no idea it is happening until it happens.
I keep saying, "Is there something we should do to discourage this? Should we say that we want people to be careful and keep your eyes open?" I do see a lot of people getting hammered, and it freaks me out. We are always thinking about it.
CB: How do you stay friends living in such close quarters and being on the road almost all year?
JH: How do we stay friends? We stay away from each other. The only way to control how we all get along is to make sure there is a good amount of separation. You need a little bit of on and a little off.
For example, we get hotel rooms. The band gets hotel rooms. We get them every other day. The hotel rooms are essential and it doesn't matter what it costs to have everybody be able go and have their own private space to go make phone calls, answer e-mails, relax, watch the TV program they want to watch, whatever. The off is just as important as the on because if you get too much together time all the time, then you are likely to have the engine run a little hot, you know what I am saying?
CB: Who in the band is more likely to get into a fight backstage and who is more likely to get laid?
JH: I don't really want to focus on the fighting, but as far as the sex part of it, I would say, all the girls like Ivan. The rest of us are just sort of swinging the bat. They all seem to want to get to Ivan. So I would say answer "A"—my final answer — Ivan.
The thing is, to chase girls around, which is also to chase the party or stay up, all these people show up and they want to hang out with the band. This is their big night out. The problem is, if we participated in everybody's big night out, then we end up having 42 or 55 nights in a row, and it is physically too hard. Imagine having 45 New Years Eves in a row. What kind of shape would you be in after that?
CB: Yeah, bands now are a lot more, I don't want to say mellow, but you can't sustain (that type of partying) for long periods of time if this is what you are going to do.
JH: God knows we have tried it. We don't want to hurt the band. We don't want to hurt the tour. We have a responsibility to not only talk to people during the day but to play in front of these large audiences, and I don't want to go up there hung over and feel like crap and be fuzzy and making mistakes. It's very hard. It's OK when you are a club band — nobody cares; "Get me another beer." Everyone is drunk anyway, but now we are talking about playing in front of 15,000 people at 9 o'clock at night and it is a business now. It is for real.
Though Rock/Pop chartbusters Journey don't have the same frontman they did when ruling the airwaves in the '70s/'80s, the band continues to draw big crowds whenever they tour. The band created some of the most well-known songs in modern music — "Don't Stop Believin" is the No. 1 iTunes download of all time, for example. Journey's summer tour for its 15th album, Eclipse, teams the band with fellow Arena Rock soldiers Night Ranger and Foreigner and comes to Riverbend this Wednesday. CityBeat had a chance to speak with the band's drummer, Deen Castronovo, about touring, the new album, his love of KISS and some fond Coney Island experiences in Cincinnati.
Grace Potter and the Nocturnals' Blues- and Folk-tinged sound is a wake-up call to the shift in the music quality that is overtaking American Rock music right now. The band continues to promote its 2010 self-titled album, which has given them their biggest spike in popularity, in part due to hit single, "Paris (Ooh La La)." Her current Country collaboration with Kenny Chesney, "You and Tequila," is also getting heavy radio play right now. CityBeat spoke with Potter to preview her appearance in Cincinnati Friday at PNC Pavilion.
The members of Kentucky's Black Stone Cherry take pride in their closeness. They are still just four guys rocking out and living their dream. BSC's just-released third studio album, Between the Devil and the Deep Blue Sea, reached the Top 30 in the Billboard 200 and the group is currently on the Carnival of Madness tour with Alter Bridge, Theory of a Deadman, and Emphatic. The tour hits Dayton's X-Fest, at the Montgomery County Fairgrounds, this Sunday (click here for concert details). CityBeat recently spoke with Black Stone Cherry lead singer Chris Robertson in depth about the band and the personal issues he has dealt with over the past few years.
Bret Michaels is a one of a kind crossover superstar who has transformed himself from hard rocker to big partier to reality television star. Best known for his nearly 30 years with rockers Poison (giving us such Rock & Roll staples as "Every Rose Has It's Thorn", "Talk Dirty to Me" and other arena mega hits), in 2010, Michaels' life took a dramatic turn when he was faced with multiple emergency surgeries. The first was to remove his appendix and then a sudden life threatening brain aneurysm led to brain surgery. He bounced back by winning Donald Trump's Celebrity Apprentice, continuing solo music tours across the country, completing a summer tour with Poison and Motley Crue and plotting more television projects.
CityBeat spoke with Michaels this week in advance of his pre-Super Bowl party concert tomorrow in Indianapolis. He performs Friday at 9:30 p.m. in Indianapolis, helping open the Super Bowl Village and get fans in the right spirit for the big game next Sunday. (Friday's concert is free; click here for more info.)
Ted Nugent has been putting audiences in a stranglehold since he started touring nationally in 1967 with his crazy, energetic Rock & Roll. He's probably best known musically for giving us unbelievable, unstoppable guitar riffs, like the one featured in his smash hit "Cat Scratch Fever." But he's probably more recently known best for his off-stage actions and antics. The outspoken Nugent is a confident free-spirit who prefers hunting wild game with big guns and lobbying for patriotism and his Second Amendment rights than blending into society's status quo.
Where do you begin with a band like Lynyrd Skynyrd? Everyone has been out at a bar or a concert and heard some crazy and/or drunk lunatic shouting to the band on stage, "FREE BIRD!!!" They are the epitome of and gold standard for Southern Rock music. Even now, through the tragedy of the plane crash in 1977 to the re-formed band, Skynyrd still provides electric performances every night. They still happily rock the hits of the early days. like "Simple Man" and "Sweet Home Alabama," while mixing in the music they are still releasing, most recently Last of a Dying Breed, which came out late last year.
CityBeat had time to catch up with lead vocalist Johnny Van Zant, the younger brother of the band's original front man Ronnie Van Zant. The two discussed how Skynyrd fits into Rock music today, as well as the wonderful feelings the band still gets performing every night on stage.
Skynyrd performs at Riverbend Music Center tonight with Bad Company, providing the same energy as the cast from the '70s and showing audiences what real Southern Rock sounds like.
CityBeat: Do you have any crazy Cincinnati memories from the past?
JVZ: We have had so many good shows there. Years back, when a flood hit, there was water in the first four or five rows. People were kind of standing in the water. I was like, "Wow these are really diehards." I don't even know how many times we have played at that particular amphitheater (Riverbend), but it has always been a good, hot, sweaty, summer Rock & Roll show, which is how it is supposed to be.
CB: The band has had multiple lineup changes over the years since you joined the band. How do you integrate someone new into the band?
JVZ: For us, they have to be a friend, someone we have known, someone we admire as a musician, someone we think would fit into our family. When we are out on the road, running up and down the road playing shows, you have to be not only a member of a band but, especially with Lynyrd Skynyrd, you have to be a part of the Skynyrd nation. You have to be a part of the family. Our newest member is Johnny Colt, who was bass player with The Black Crowes. Colt fits right in with us. He's loony as heck and so are we. We have a great time and love doing what we do. I hope Johnny is with us for a long, long time. He is quite the guy. It has been awesome.
CB: I know you guys have worked many times with one of my favorite guitarists, John 5. What was that experience like for you and have you done any collaborations recently?
JVZ: Well, yeah, he was on our last record, Last of a Dying Breed.
John is a good friend of us. We knew we were going to be good friends
with John because we were in Nashville writing and our manager mentioned
John and said, "You know, he is a little different than you guys." And
we said, " That's OK, that's no problem."
John walked in, he was just coming from a photo shoot. He had on the fingernails with his hair all up. When he walked in and I went, "Damn, you are different. Damn, are you a freak or something?" And he said, "I was thinking the same crap about you guys." We just hit it off. He is a wonderful guitar player. Not only can he play Heavy Metal and Rock & Roll, but he can play the hell out of some Country music, which we love. I just admire his work and he is one of the most phenomenal guitar players I have had the pleasure to work with.
CB: A lot of people are saying Rock is dead and Country music is the new Rock. Do you believe that Rock is dead?
JVZ: No. I think Country music is Lynyrd Skynyrd. I
think a lot of the Country music is what we do, but I don't think Rock &
Roll is dead at all. People have been saying that shit for years and
years and years: "Rock & Roll is dead." Then it comes back. It's like
anything else.
For us we just played Houston, Texas, in front of 10,000
people. We played Bristol, Va., I think there were 14,000 people on
a Sunday night. The night before last we were in Camden, N.J.,
14,000 people on a Wednesday night. I'm sure Cincinnati is doing quite
well. We are in Pittsburgh tonight. It is going to be phenomenal here.
If Rock & Roll is dead and gone, man, I am missing out on it.
CB: Tell me a little bit about Last of a Dying Breed and which songs we are going to hear from that album when you come to Cincinnati?
JVZ: Well, it is debatable. What we do, each night we try to think about what new song we want to put in. Right now we are really concentrating on 40 years. It's been 40 years since (Pronounced 'lĕh-'nérd 'skin-'nérd) came out. It's been our major focus to play as many songs off that record and celebrate that era.
CB: Where do you see yourself in 15 more years?
JVZ: Hopefully alive. Hopefully playing some shows
and still doing this. Doing a lot of fishing and drinking a good
Budweiser and something like that, I don't know. If you want to make God
laugh, tell him your plans. I never really plan too much. I just like to
go along with the flow and the good Lord throws me in the direction he
wants me to go.
CB: Do you ever get tired of playing "Free Bird"?
JVZ: Not at all. I am quick to say, "Not at all." How
many bands would love to have songs like that? Most bands say we would
give anything to have one of those. "Free Bird" and ("Sweet Home Alabama"), that's
the cool thing about Skynyrd. We have three generations of fans who love
those songs. It is amazing to me.
We are out with Bad Company right now and we are real big Bad Company fans. We are at the top of the game with these guys. From my era and a lot of other people's era, Bad Company was the rule of the roost when it came to Rock & Roll. Paul Rogers is one of the best singers. Simon Kirke and Mick Ralphs have been around for years. It is just great to be out on the road and playing shows with good friends too. We are having a blast. We hope to do it again sometime after this tour and look forward to coming your way.
CB: Are you flattered when someone like Kid Rock uses "Sweet Home Alabama" in his songs? Excited? Upset? How do you feel when someone integrates that song?
JVZ: We were actually doing a tour with Bobby when
he had "All Summer Long" (the song that incorporates "Sweet Home") out. For us, hell, it keeps us in the spotlight.
He did a good job on it. It was a hit song for him and everybody got
paid. So surely, we are like, "Can someone else use it again and again?"
It is kind of funny when you think of stuff like that. Who would have thought when that song was written a long, long time ago, people would still be loving it and a band from Jacksonville, Fla., and what success my brother and Alan and Gary, my hat is off to them. I love keeping the music alive. It is a great thing. It's a great thing because the song has been used in Forrest Gump and various movies. Any time anything like that pops up as long, as it is not in bad taste, is great. It has been a good ride.


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SOURCE DesignSpinners
The new year offers a lot of reasons for small businesses to be optimistic, as well as some challenges that will need to be overcome
LOS ANGELES, Jan. 22, 2014 /PRNewswire/ -- A poll conducted by Gallup and Wells Fargo at the end of 2013 shows that about one in four small business owners is more optimistic about the future of their business than they were at the same time a year ago. There are several factors that may account for this optimism: the stock market is rising, government is supporting small business, consumer confidence is increasing, and small business lending is starting to pick up again, making it easier for business owners to secure the capital they need to start or grow their business. There is good reason to believe that 2014 will be the year of the small business.
However, 28 percent of the small business owners who responded to the poll said they had grown less optimistic about their business' future over the past year, and there are legitimate factors contributing to these feelings as well. Many small business owners are concerned about factors that are beyond their control, such as the overall health of the economy, the controversy over health care reform with the introduction of the new healthcare reform bill, the political infighting going on in the federal government, and the growing economies of other countries.
On the other hand, many small business owners were concerned about factors that they may have some level of control over: one in eight respondents said that attracting new customers and business opportunities was their greatest concern going into 2014. Maintaining the current customers is also a challenge as there is a lot of competition and the internet has provided the customers with more choices as a lot of information is available before hand.
If you're one of those small business owners who's concerned about finding new customers in the new year, web design services from DesignSpinners can help. Our twelve years of experience shows that we've been helping small businesses build brand identity and attract customers both in good times and in times of financial crisis.
DesignSpinners is committed to helping small businesses build their brands, and it shows in the way our clients keep returning to work with us again. Contact us today at 855-DZ9-SPIN (399-7746).
Vani Gundara - Founder / Creative Director of DesignSpinners
©2012 PR Newswire. All Rights Reserved.


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i have a similar problem too
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i have a similar problem too
I'm having the same problem. Here's my setup: http://www.woot.com/Blog/ViewEntry.aspx?Id=4069
except I've put in an ATI Radeon x600 (no Nvidia card unless it's onboard) and I've put in more ram. The Mobo is ht2000 and it is not a dual boot, it's installed on its own drive. I used Kalyway 10.5.2 and have tried many different kernels/configurations. Here is a picture of the verbose boot: http://i37.tinypic.com/2santoh.jpg
Immediately after it reaches this point the hard drive stops spinning and pretty much shuts down.
I have not tried any other versions because I have been unable to download them. Is there any way to install this into a virtual machine? Virtualbox says this:
The guest is trying to switch to the PAE mode which is currently not supported by VirtualBox. If possible choose another flavour if the guest kernel, install a desktop kernel not of a server kernel.
Any help would be greatly appreciated.
I just tried Leo4all and iATKOS. Leo4all installs but doesn't boot the kernel and the iATKOS won't boot at all (edit: I made sure and selected the amd and time machine fix but I don't know if I have the right chipset. How do I know what chipset I have? What chipset is it even talking about?). So far Kalyway is getting the farthest but it just stops here:
I found the sticky to run it in a virtual machine and I'll try it later, but that's just not the same thing.
I have the same problem. I am using an ATA disk with a newly installed version of XP Pro on one partition and the other partition created from the cmd prompt using diskpart. I install Kalaway(default settings) and it installs just fine to the selected partition on an ATA disk(Win XP Pro on the other partition). When it reboots I boot from the Gparted disk and select Manage on my NTFS(Win XP) partition and tick boot. I then boot into windows and edit the boot.ini file with the addittion C:\chain0="Mac OS" and copy the file chain0 to the root of the windows partition. Upon boot I get the dual boot selection but when I select Mac OS I just get the Apple screen with the spinning circle and nothing happens thereafter. When I tried booting with -V the last few entries before it hung were:
LocalHost Configd[52]Network Interface could not update platform UUID
LocalHost Configd[52]Timedout waiting for IOKit to quiesce
LocalHost Configd[52]Could not establish Network Config:Success
and there it hangs.
My system is:
Evga Nforce 780i Mobo
Intel C2Quad Q9450-MMX, CMov, RDTSC, SSE, SSE2, SSE3, PAE, NX, SSSE3, SSE4.1
Seagate ATA HD using generic XP drivers(Installed when installing XP)
2GB Crucial DDR2 PC6400 800MHz
Evga NVIDIA GeForce 8800 GTS 640MB
Creative X-Fi Music Extreme
MS USB Intellimouse
Old Dell keyboard(which does not work when using disk utilities in Kalaway when installing Kalaway on the partition, I use cut and paste with my mouse to name the partition).
Any ideas as to what is going on here.
A few ideas that will help the situation:
When installing (again), be sure to erase the partition/drive before installing (again).
I've made Kalyway 10.5.2 work by selecting the sleep kernel and the ACPI fix option in customizing.....and NOTHING else.
It gets by that "2621 error" which, by the way, must be related the ACPI. I can't guarantee that's what causes it but...well, no one else seems to be offering any other real alternative ideas and the "stuck" happens right before the ACPI message...not to mention the ACPI fix i mentioned and making it work.
No, this is no guarantee.
I don't believe a machine is incompatible just because you hit that small of a snag...well, i've proven it with my install (and i reinstalled kalyway 10.5.2, at least, 14 times with different options). People said my VGN-a290 sony was incompatible and i just couldn't believe that.
I'm still working with options because, once installed, i've gotten a few bumps. "About this mac" causes finder to reset and, even though you're selecting the sleep kernel...it doesn't sleep well.
All i can say is customize, customize, customize. Get on ebay, pony out $100 and get yourself a 3ghz machine and play with it until you're ready to throw up.
For future reference, telling someone to try another version of OSX86 isn't really a helpful answer. It's like telling someone who's shooting a gun, and missing a target, to try another gun. I found it by reading other people's boot logs then tried the ACPI fix and it worked.


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Detailed course offerings (Time Schedule) are available for
To see the detailed Instructor Class Description, click on the underlined instructor name following the course description.
SOC W 500 Intellectual and Historical Foundations of Professional Social Work Practice (3)
Intellectual, historical, and ethical foundations of the social work profession. Engagement with crucial aspects of the profession's history; contemporary issues, problematics, and directions; and key concepts and theoretical frameworks. Students develop personal, professional, and intellectual foundations for practicing social work built on the central values of plurality and social justice.
SOC W 501 Poverty and Inequality (3)
Analysis of poverty and inequality in United States. Analytic and descriptive focus on measurement, processes of production and perpetuation, and public policy responses. Examines causes of poverty, the role of policy, and socioeconomic dimensions of stratification, including race, ethnicity, class, gender, immigration status, disability, age, sexual orientation, and family structure.
Instructor Course Description: Tina Aiko Schaefer
SOC W 504 Social Work for Social Justice: Developing a Personal-Professional Stance (3)
Focuses on personal and professional development toward social work practice for social justice. Employs critically self-reflective, experiential, and dialogic learning processes to engage students to explore personal meaning systems and narratives in the context of professional values of social justice, multiculturalism, empowerment, and globalization.
SOC W 505 Foundations of Social Welfare Research (3) Almgren, Balassone, Erera, Roffman
Overview of research process/methods in social work, with focus on consuming and performing practice-related research and evaluating one's own practice. Emphasis on critical understanding of empirical literature, development of useful and appropriate questions about social work practice, and strategies and techniques for doing research and applying findings to practice. Offered: Sp.
SOC W 506 Social Welfare Research and Evaluation (3)
Second of a two-quarter research sequence. Introduces a range of methods for informing evidenced-based social work practice. Emphasizes critical appraisal of the literature, development of research questions, and strategies and techniques for conducting practice-relevant research, including data collection and analysis. Prerequisite: minimum 2.5 grade in SOC W 505.
SOC W 507 Advanced Standing Social Welfare Research and Evaluation (5)
Introduces a range of methods for informing evidence-based social work practice. Emphasizes critical appraisal of the literature, development of research questions, and strategies and technique for conducing practice-relevant research, including data collection and analysis. Prerequisite: advanced standing students.
SOC W 510 Practice I: Introduction to Social Work Practice (3)
Foundation knowledge and skills for direct practice with individuals, families, and groups. Assists students toward mastery of interviewing and relationship building skills and knowledge of cross-cultural communication and practice issues and of social work values and ethics. Provides opportunity to develop beginning level skills in assessment. Offered: ASp.
SOC W 511 Practice II: Intermediate Direct Service Practice (3)
Foundation knowledge and skills for direct practice with individuals, families, and groups. Course assists students toward mastery in assessment, development of treatment plans based on theory and assessment information, goalsetting skills, and selection of appropriate interventions. Offered: AW.
SOC W 512 Practice III: Organizational Practice (3)
Focuses on ways in which management activities contribute to service effectiveness for clients and quality of conditions for staff. Various managerial roles, functions, and skills examined. Impact of agency structure, culture, and mission on staff, clients, and organizational outcomes discussed with emphasis on ways social work managers influence change. Offered: W.
Instructor Course Description: Tina Aiko Schaefer
SOC W 513 Practice IV: Community Change Practice (3)
Provides frame of reference and skills for community-based social work practice. Theories of social change are examined with examples drawn from community organizing and policy advocacy. Offered: Sp.
Instructor Course Description: Tina Aiko Schaefer
SOC W 517 Promoting Individual, Family, School, and Community Risk Prevention (3)
Covers existing evidence-based practices in prevention science that have demonstrated effects on reducing risks and promoting positive development in youth. Emphasizes practice skills, topic include promotion of healthy development in childhood/adolescence; prevention of child abuse and neglect, early pregnancy, violence and delinquency, substance abuse, school misbehavior, and mental health disorders.
SOC W 518 Macro Practice in Health and Prevention (3)
Students engage in the translation of research, advocacy, and the sustainability and dissemination of prevention initiates and programs. Includes skill development in policy analysis, community organizing, and media/legislative advocacy. Covers current issues in prevention, the policy context surrounding them, and skills to propel prevention forward as a priority in or society.
SOC W 519 Policy/Services: Health/Mental Health (3)
Investigates how social and economic inequality in America is established, manifested, and maintained. Also examines interventions that purportedly address inequality. Provides analytic tools to help with critical thinking about competing views of inequality and the interventions that address it.
SOC W 520 Policy/Services: Multigenerational (3)
Investigates how social and economic inequality in America is established, manifested, and maintained. Also examines interventions that purportedly address inequality. Provides analytic tools to help with critical thinking about competing views of inequality and the interventions that address it.
SOC W 521 Child and Family Inequalities: Policy/Services Platform (3)
Advanced study of policy and services relevant to practice with children, adolescents, and families. Applies social justice framework to understanding policy context and organization of services responses to child and family inequalities, especially for historically oppressed and marginalized populations. Examines social construction of policies in historical, political, and comparative context.
SOC W 522 Introduction to Practicum: Advanced Standing (2)
Orients advanced standing students towards their practicum. Covers critical issues related to the advanced standing practicum and prepares students for successful practice in their chosen agencies. Incorporates and builds upon content and skills acquired through a generalist (micro, mezzo, and macro levels of practice) undergraduate social work education. Credit/no-credit only.
SOC W 523 Introduction to Practicum (*)
Workshops for preparation for agency-based placement Interviewing and orientations occur at agencies. Credit/no-credit only.
Instructor Course Description: Lynn Carrigan
SOC W 524 Foundation Practicum (1-8, max. 12)
Agency-based practicum with emphasis on development of knowledge, perspectives, and skills needed for practice with individuals, families, groups, organizations, and communities. Prerequisite: social work major. Credit/no-credit only. Offered: AWSpS.
SOC W 525 Advanced Practicum (1-10, max. 24)
Agency-based advanced practicum. Prerequisite: completion of foundation courses and practicum. Credit/no-credit only. Offered: AWSpS.
SOC W 526 Multigenerational Policy-Services Platform: A Feminist, Multicultural Lens (3)
Builds social workers' competencies to analyze, critique, and advocate for policies and processes that support growing numbers of multigenerational families. Presents a feminist, multicultural, and multigenerational perspective to analyze how historical and current service structures, policies, and regulations support or undermine families across the lifespan.
SOC W 527 Global and Local Inequalities: Critical Analyses of the Processes and Policies of Globalization (3)
Discussion of the health of the planet, economic and cultural globalization, the enduring legacies of imperialism and colonialism in this global era, and their local impacts. Foci include international agreements, UN conventions, immigration, and refugee policies.
SOC W 528 Healthcare Inequalities: Policy/Services Platform (3)
Examines the organization, policies, and services of U.S. healthcare system from a social justice framework. Topics include the U.S. healthcare system's historical development, differential access to health and healthcare, healthcare system reform, and the analysis of healthcare policy from contrasting ideological perspectives.
SOC W 529 Mental Health Inequalities: Policy/Services Platform (3)
Mental health policy trends and organization of services at national, state, and local levels reflected in legislative, regulatory, and institutional policies. Provides historical perspective on the development of U.S. mental health policies and services. Discusses specific areas of intersystem linkages in terms of equitable access and empowerment.
SOC W 530 Advanced Practice with Diverse Children and Families (3)
Builds on foundation frameworks and competencies to develop specialized knowledge and skills for working with vulnerable children and families. An ecological framework informs family- and community-centered assessment and intervention that is empowering, culturally responsive, and clinically relevant. Foci include resilience, violence, attachment, loss, substance abuse, and disability.
SOC W 531 Advanced Practice with Diverse Children and Families: Focus on Child Mental Health (3)
Develops specialized knowledge and skills for practice with children with mental health concerns and their families. Emphasis on child and family mental health assessment and interventions that are culturally relevant, collaborative, and strength-promoting. Topics include culture and mental health, system of care, psychotropic medication, ADHD, and depression.
Instructor Course Description: Maureen Marcenko
SOC W 532 Advanced Practice with Diverse Children and Families: Focus on Child Welfare (3)
Develops advanced knowledge and skills for culturally relevant child welfare practice across a range of settings including child protection, foster care, and adoption. Topics include family dynamics around child maltreatment; trauma and its impact on children; separation, loss, and identity development; and self-care in child welfare practice.
SOC W 533 Multigenerational Advanced Practice with Older Adults (3)
Emphasizes a multigenerational, culturally competent empowerment approach and in-depth knowledge on "best practices" related to assessment, diagnosis, and clinical interventions with older adults and their families. Builds on other multigenerational classes.
SOC W 534 Praxis of Intergroup Dialogue (3)
Students design, plan, implement, and evaluate intergroup dialogue sessions as peer facilitators. Students facilitate intergroup dialogue in conjunction with SOC W 504. Focuses on intensive in-vivo instruction, consultation, and supervision of facilitators.
SOC W 536 Social Movements and Organizing: People, Power, and Praxis (3)
Focuses on social, economic, and political problems from an organizer's perspective, and strategies, tactics, and skills necessary to engage in organizing activities. Emphasizes principles common to community, electoral, union, and issue organizing. Addresses why people organize, how organizing works, and what it takes to be a good organizer.
Instructor Course Description: James Alan Diers
SOC W 537 Empowerment Practice with Refugees (3)
Empowerment practice with refugees and immigrants across a transnational continuum of forced migration, including flight, internal displacement, asylum seeking, repatriation, and resettlement. Instruction includes classroom activities, workshops with local service providers, and agency-based projects. Addresses implications for strengths-based social services, policy, and practice skills.
SOC W 538 Critical Empowerment Practice with Multi-ethnic Communities (3)
Principles of empowering practice, critical analyses of models of multiculturalism and paradigms of knowledge and practice proven problematic in our increasingly diverse society. Assists students in developing empowering practice values, knowledge, and skills for work in multi-ethnic communities.
SOC W 539 Ethnographic Interviewing (3)
Facilitates empowering and culturally sensitive practice, while providing an understanding of the other from his/her own perspective. Addresses power in worker-client relationships, clients as experts, communication across cultures, the uses and presentation of data to effect social change, ethical issues, and specific ethnographic interviewing techniques.
SOC W 540 Advanced Social Work Practice in Health Settings I (3)
Teaches theory and strengths-based practice within interprofessional health care settings from bio-pyschosocial, family systems, multi-cultural, contextual, and lifespan perspectives. Advances skills in conducting assessments and interventions to support individuals and families experiencing pain and loss associated with trauma and acute or chronic illness.
Instructor Course Description: Taryn Lindhorst
SOC W 541 Advanced Social Work Practice in Health Settings II (3)
Teaches health care theory and practice skills relevant to working with adults and children in a variety of health care settings, using biopsychosocial, contextual, multicultural, interdisciplinary, and lifespan perspectives. Advances skills in adherence assessment, ethical decision-making, discharge planning, cross-cultural and cross-professional practice, and counseling regarding life-threatening illness.
SOC W 542 Recovery-Oriented Social Work Practice in Community Mental Health (3)
Emphasizes recovery-oriented practice with adults with severe and persistent mental illness and persons with co-occurring mental illness and substance disorders. Trains for generalist social work practice in most community mental health settings: community mental health centers, psychiatric hospitals, residential programs, jails, homeless shelters, on-the-streets, client's homes, etc.
SOC W 543 Social Work Practice in Community Mental Health II (3)
Focuses on social work practice with persons with severe mental illness. Emphasizes recovery, supported housing, supported employment, integrated treatment of co-occurring disorders. Covers practice with diverse populations: multicultural, developmentally disabled, geriatric, and gay/lesbian. Examines partnering with family members and working with Social Security. Complements SOC W 542, but may be taken free-standing.
SOC W 544 Clinical Social Work with Individuals I: Theory and Practice (3)
First quarter of a two-quarter sequence on the theory and practice of clinical social work. Focuses on key concepts underlying direct practice. Topics include the therapeutic relationship, therapeutic listening, the ground rules, transference, counter transference, psychological defenses, resistance, phases of treatment, transference, countertransference, and vicarious trauma.
SOC W 545 Clinical Social Work With Individuals II: Theory and Practice (3)
Second of a two-quarter sequence on the theory and practice of clinical social work. Focuses on the use of interpretation, obstacles to treatment, intervention techniques, case formulations that link assessment and intervention, monitoring client progress, and on selected theories of therapy.
SOC W 546 Addressing Trauma and Recovery in Multi-Generational Advanced Practice (3)
Multigenerational perspective on clinical interventions for various traumas: childhood sexual abuse, battering at any age, chemically dependent parents, elders with abusive adult children, and a range of losses throughout the lifespan. Recovery process explicated in terms of family strengths across the generations and through state-of-the art techniques for healing trauma.
SOC W 548 Advanced Practice I: Multigenerational (3)
First quarter of a two-quarter sequence. Emphasizes preparation of practitioners with capacity to move flexibly among a variety of professional roles, including the provision of direct services, program planning, supervision, and community practice. Emphasizes contextual assessment from micro to macro levels.
SOC W 549 Advanced Practice II: Multigenerational (3)
Second quarter of a two-quarter sequence. Highlights program planning, supervision, and intervention across all levels of practice.
SOC W 550 Strategic Program Management and Change Leadership in Human Services (3)
Examines tools and techniques required for leadership, program planning, implementation, and program change. Topics include strategic planning, logic modeling, agency-bound relations, work-group facilitation, and diversity-promoting management. Lecture, discussion, and exercises. Required for SSW administration concentrators; open to others with permission of instructor.
SOC W 551 Human Resource Management in the Human Services (3)
Theories and techniques for 1) designing human services workplaces that support employees' performance and well-being, and 2) managing diverse, satisfied, and high-performing human service staffs. Topics include job quality analyses; job descriptions; employee interviewing, supervision and performance evaluation; models of negotiation and conflict resolution; and strategies for working with volunteers.
Instructor Course Description: Lan Pham
SOC W 552 Financial Management of Human Services Programs (3)
Covers key financial management components of human service programs, including development and use of business plans, budgets, and financial statements. Helps students to demonstrate an understanding of financial management through budget preparation, financial statement analysis, new project cost projections, audits, and presentations using computer-based spreadsheets and presentation software.
Instructor Course Description: Karl Leggett
SOC W 554 People, Place, Equity (3)
Introduces empirical, theoretical, and applied knowledge on place as a key dimension of social work practice. Examines how people-place relationships differentially affect social opportunities such as health and wellness, employment, and housing. Provides intellectual and practical foundations for incorporating spatial analyses and collaborative place-making interventions in practice.
SOC W 555 Global Perspectives in Social Work Practice (3)
Focuses on contemporary social issues of global importance: poverty; HIV/AIDS; population growth; gender inequality; and war, conflict, and displacement, with specific focus on these issues in the global south. Examines sociocultural, economic, and political processes that shape these issues, and entwined perspective of human rights and development.
SOC W 556 Family Healing: A Cross-Generational Approach (3) Lustbader
Explores how to respond to multi-generational dynamics within the entire extended family and examines how bow difficulties and strengths are passed from one generation to another. Emphasizes cultural differences as well as issues pertaining to the impact of chemical dependency, mental illness, and disability across generations.
SOC W 557 Caring for Persons with Life-Limiting Illness: A Lifespan Approach (3)
Focuses on multi-systemic social work practice with seriously ill people with a life-limiting condition. Examines how families care for a critically ill love one, and the differences that occur when the seriously ill person is a child, adolescent, a mid-aged adult, or an elder at the end of life.
SOC W 558 Gender, Gender Identity, and Sexuality (3)
Anti-oppression focus on social work practice with lesbian, gay, bisexual, transgender, two-spirit, intersexed, and queer communities. Emphasizes cultural, social, and political context within which such practice occurs as well as an examination of the diversity and heterogeneity within these communities. Enhances students' micro and macro practice skills.
SOC W 559 Child Development (3)
Provides students with a basic understanding of child development theory and research as well as specific knowledge about the development of children from infancy through adolescence. Emphasizes developmental approach to assessment and intervention with children and families. Particular emphasis paced on developmentally-based child welfare practice.
SOC W 560 Policy Processes, Institutions, and Influences (3)
Focuses on the process and institutions through which social policies are developed, adopted, and implemented, with special attention to the implications of these processes for social justice. Develops practice skills in analyzing and influencing the policy process, including social problem definition, policy design, policy adaptation, and policy implementation.
SOC W 561 Concepts and Methods of Policy Analysis (3)
Engages students in the concepts and applied practice of policy analysis and evaluation. Prepares students to address two generic policy questions: Given an identified problem, what policy or program should be selected? Given a particular policy or program, how do we evaluate effectiveness? Particular attention paid to social justice implications.
SOC W 562 Advanced Practice I: Health/Mental Health (3)
First quarter of a two-quarter sequence. Emphasizes preparation of practitioners with capacity to move flexibly among a variety of professional roles, including the provision of direct services, program planning, supervision, and community practice. Emphasizes contextual assessment from micro to macro levels.
SOC W 563 Advanced Practice II: Health/Mental Health (3)
Second quarter of a two-quarter sequence. Highlights program planning, supervision, and intervention across all levels of practice.
Instructor Course Description: Jon Conte J'May B Rivara James Whittaker Perry Wien Taryn Lindhorst
SOC W 565 Special Topics in Policy Practice (2-3)
Examination of current substantive topics in policy practice. Content varies according to recent developments in the field and the interests of the instructor.
SOC W 570 Anti-racist Organizing for Social and Economic Change (3)
Applies an institutional analysis of racism and white privilege to the strategies of community organizing by communities of color and indigenous peoples. Examines anti-racist organizational transformation, intersectionality of oppressions and privileges, white allies in anti-racist struggles, and the role of social workers in maintaining and combating institutional racism.
SOC W 571 Assessment of Mental Disorders (3)
Provides basic knowledge and skills to assess mental disorders and improve critical thinking concerning assessment and diagnosis. Emphasizes the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) for its system of symptom description and classification. Examines challenges of methodological implications of mental health assessment across race, gender, and ethnicity.
SOC W 572 Understanding Addiction, Pharmacology of Drugs, and Treatment Methods (3)
Provides students with the knowledge and basic skills to recognize and understand the dynamics of chemical dependency in the lives of individuals, how to assess the presence of this disorder, and what the issues are in referring individuals to treatment for this disorder.
Instructor Course Description: Thomas R. Jackson
SOC W 573 Child Welfare and Permanency Planning (3)
Focuses on social work interventions within the public child welfare system for children who have been abused and neglected. Includes practice models to ensure safety and permanency for children, federal and state mandates for permanency, cultural determinants, juvenile court dependency system, and research findings pertaining to permanency planning outcomes.
SOC W 574 Collaborative Community-Based Program Evaluation (3)
Focuses on carrying out a formative and process evaluation of a community program in conjunction with program staff and clients. In addition to learning about program theory, measurement construction, study design, and data analysis, students develop consultative and presentation skills needed in utilization-focused evaluation.
Instructor Course Description: Mary E. Shaw
SOC W 575 Domestic Violence Policy and Intervention (3, max. 6)
Examines policy, theory, research, and intervention in field of intimate partner violence with emphasis on historical, cultural, and political contexts. Advanced study of structural contributors, policy parameters, and service delivery and cross-systems necessary to effective practice and leadership in the field locally, nationally, and globally.
SOC W 576 Empowerment Practice with Persons with Disabilities (3)
Provides background in theories and models of disability that contribute to empowerment-oriented intervention techniques. Emphasizes direct practice skills for working with people with disabilities and their families. Emphasizes understanding how disability studies and the disability movement influence social work practice.
Instructor Course Description: Gerald Kessinger
SOC W 577 Maintaining Quality Social Work Practice: Ethics, Self-care, and Risk Management (2-3)
Develops models for managing ethical and legal obligations to clients and others; managing risk; and maintaining ethical, responsible, and self-sustaining practice over a professional career. Examines competing ethical frameworks and material on essential values underlying ethical principles and the basis for ethical and legal regulation of practice.
SOC W 578 Evidence-Based Practice in Child Mental Health (3)
Critically examines the program components and empirical research base of selected child mental health treatment program models designed to serve children and youth who present with severe emotional or behavioral disorders. Focuses on treatment models that reflect a "systems care philosophy" and which offer alternatives to traditional services.
SOC W 579 Faith Matters and Mental Health Practice: Conflict vs Integration (3)
Examines the complex interrelation between faith matters and the practice of mental health professions, including approaches to definitions and assessments.
SOC W 580 Grant Writing and Fund Development (3)
Prepares students to participate and provide leadership in grant writing and fundraising for community-based human services. Opportunity to practice skills required for developing a successful grant proposal and planning a successful fundraising program. Identify, cultivate, and develop sources of funding. Students assist in writing a complete grant proposal as final project.
Instructor Course Description: Karl Leggett
SOC W 581 Historical Trauma and Healing (3)
Provides specialized knowledge and skills for practice with communities experiencing historical trauma. Covers emerging theories of historical trauma, impact of historical trauma on families and communities, and culturally relevant interventions to promote healing. Builds upon the concepts of empowerment practice and indigenous models of social work.
SOC W 582 Interpersonal Violence and Trauma (3)
Examines trauma theory, nature of interpersonal violence, psychodynamic concepts, cognitive behavioral theory, treatment of victims and offenders. Topics include psychological trauma, abuse-specific psychotherapy, multidisciplinary and cognitive behavioral interventions with victims and offenders, effects of interpersonal violence, and counter-transference reactions. Format includes lecture, discussion, case presentations, and presentations by community experts.
SOC W 583 Multicultural and Multigenerational Approaches to Healing Grief and Loss (3)
Uses critical analysis to expand Western symptom-oriented grief and loss theory to include multicultural approaches, exploring new constructionist models of meaning-making, narrative biography, and cultural tradition through case studies. Assessment and intervention exercises include journaling, art, and ritual, allowing students to explore how their own grief affects practice.
SOC W 584 Multicultural Mental Health Practice (3)
Advanced-practice course that builds upon foundation content in HUB, micro- and macro-practice/HBSE sequences, policy, diversity, and research. Grapples with complex mental health service design and delivery issues often informed by ethnocentric paradigms of knowledge and practice that have proven problematic in their general application in our increasingly diverse society.
SOC W 585 Advanced Group Work (3)
Overview of group work and major theorist in the field. Examines differential applicability of methods across diverse populations. Emphasis on developing powers of observation of group process (as opposed to content) and on ability to intervene at the group level (as opposed to individual level). Prerequisite: Group work experience.
SOC W 586 Policy Advocacy (1-3, max. 3)
Focuses on involvement in the policy-making process. Students design projects to influence public policy in local, state, and federal levels. Readings based on policy materials (proposed and final laws, regulations, budgets, advocacy documents). Credit/no-credit only.
SOC W 587 Spirituality in Healthcare (2) Carrigan, Farber, McCormick
Examination of the beliefs, values, meaning, and spirituality of health professionals for the well-being of their patients as well as for themselves. Offered: jointly with B H 518/FAMED 547.
SOC W 588 Social Work in Schools (3)
Required for School Social Worker certification. Explores theoretical frameworks, current issues in education, individual, group and family practice; organizational context; and systems change. Also covers legal issues, racism and educational outcomes, special education, culturally sensitive practice, advocacy, family involvement, child abuse mandated reporting, collaboration, and ethics.
Instructor Course Description: Ann L. Pulkkinen
SOC W 589 Social Work Practice with Families (3)
Philosophical, theoretical, and practice issues relevant to family-centered social work. Presents family systems theory and a generalized model of engagement, assessment, and treatment. Clinical applications with particular client populations and their presenting problems, such as couples, family crisis, child behavioral problems, and affective disorders.
SOC W 590 Social Work Supervision and Consultation (3)
Provides knowledge and skills involved in the role of social worker as supervisor and team leader; supervision as a leadership function, power and authority, professional boundaries, staff recruitment, selection, performance evaluation, and addressing staff-related performance problems.
SOC W 591 Social Work Practice in Long-Term Care Across the Lifespan (3)
Applies a multigenerational framework to introduce values, skills, and knowledge necessary for social work practice in long-term care settings across all age groups. Meets at a nearby continuing care community and provides regular opportunities to interact with persons requiring long-term care, their families, and formal caregivers.
SOC W 592 Social Work Practice with African-American Families (3)
Introduces the study of African-American families from a historical, socio-cultural, and political perspective. Presents various theories for understanding African-American families and addresses an Afrocentric framework for intervention.
SOC W 593 Social Work Practice with Chemically Dependent Adults: Understanding Assessment, Evaluation, and Counseling (3)
Teaches skills in four contexts: (1) incorporating questions concerning alcohol/drug use in an assessment of new clients, (2) conducting a comprehensive alcohol/drug assessment when a problem has been identified, (3) offering a brief motivational enhancement intervention to ambivalent clients, and (4) delivering cognitive-behavioral counseling focusing on overcoming dependence.
Instructor Course Description: Thomas R. Jackson
SOC W 594 Gender and Inequalities in the Global Context (3)
Examines issues of gender, globalization, and inequality through a gender lens. Topics include global movements of capital (the global factory) and labor (migration, trafficking, etc.), disruption/creation of family forms and gender roles (domestic violence), social welfare, private/public polices, international frames (human rights), resistance, and response.
SOC W 595 Co-Occurring Addiction and Mental Health Disorders (3)
Provides students with the knowledge and skills to understand the dynamics of co-occurring addiction and mental health disorders (COD) in the lives of individuals. Students learn how to assess the presence of COD and what the issues are in referring individuals to treatment or providing them treatment for COD.
SOC W 596 Statistics in Social Work (1-3, max. 3)
Introductory foundation in descriptive statistics, probability theory, statistical inference, and bivariate statistics commonly used in evaluations of social program and clinical practice. Conceptual emphasis on understanding the logic of measurement and statistical inference. Understanding reinforced by hand calculations involving high school algebra. Fulfills SOC W 505 prerequisite.
SOC W 597 Graduate Study Abroad in Social Work (1-15, max. 15)
For graduate students in a UW study abroad program. Specific content varies and must be individually evaluated.
SOC W 598 Integrative Seminar (1-5, max. 12)
Integrates specialized knowledge in social work settings. Offered: AWSp.
Instructor Course Description: Jennifer M. Self
SOC W 599 Independent Study in Social Work (1-10, max. 10)
Prerequisite: approval of a well-specified plan by an instructor and program director, including learning objectives and activities. Credit/no-credit only.
SOC W 600 Independent Study or Research (1-10, max. 10)
An independent research project. Prerequisite: approval of a well-specified plan by an instructor and program director, including learning objectives and activities included on the SOC W 600 form.
SOC W 700 Master's Thesis (*-)


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โรงแรมที่ดีที่สุดในโลก รับรายชื่อ
Big Apple has Lodgings for All Tastes, Budgets
"The best review site I have found is Tripadvisor.com. It publishes evaluations from such reputable travel books as Fodor's and Frommer's. Even more crucial, it gives you access to candid user reviews from numerous sources: Fodor, Travelocity, Digital City. And it provides links to hotel discounters and travel packagers.
Read the hotel reviews carefully. Note which are the most current, and whether a low rating is due to an expectation you don't have (a great concierge, computer amenities) or a rave is from someone who stayed in the penthouse suite."


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The 2013 edition of the Kevin Sumlin Radio Show debuts this Tuesday from 7-8 p.m. at the University Drive Wings 'n More.
Click here for the original story.
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How can you refinance an underwater mortgage?November 9, 2012: 6:30 AM ET
I am trying to find a program that will help me refinance my home loan. I owe more than the house is worth. I have never been late on a payment and my credit score is really good. My current rate is 8% and no one will seem to refinance it for me. Is there any hope? — Jeff D.
Step one is to figure out what type of loan you have, says Marsha O'Hare, a financial service specialist and HUD-certified housing counselor at Apprisen, a Columbus, Ohio-based credit counseling organization. If the loan is owned or guaranteed by Freddie Mac or Fannie Mae, you may be eligible for the government's Home Affordable Refinancing Program (HARP). "It allows someone who is not delinquent in their payments to refinance, even if the house is worth less than the loan," says O'Hare. You can find more information about HARP at http://www.makinghomeaffordable.gov.
Another option, she says, is a Federal Housing Administration (FHA) Short Refinance. This program is extended to homeowners who are not behind on payments, owe more than their home is worth, and whose loans are not covered by Fannie Mae, Freddie Mac or FHA. A key part of the program is that lenders must agree to reduce the principal of the loan, so contact your mortgage provider to see if you are eligible. Read more about the FHA Short Refinance program at http://www.makinghomeaffordable.gov/programs/lower-rates/Pages/short-refinance.aspx.
If these options don't work, O'Hare suggests meeting with a certified housing counselor to work through the specifics of the loan and figure out what might work best for your financial situation. The U.S. Department of Housing provides a list of counselors listed by state at http://www.hud.gov/offices/hsg/sfh/hcc/hcs.cfm.
— Austin Kilham
Got a question for the Help Desk? Send it to email@example.com.


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Combined 2D animation and stills.
This pre-school series consisted of 234 cartoons which could be combined into 78 half-hour episodes.
Based on children's books by illustrator Ben Wicks and his daughter Susan.
Katie is an exuberant five-year-old girl, teetering on the brink of starting school. She spends her time learning, exploring, and explaining things to her new-found friend, the small, pink and inquisitive Orbie. Together, they learn about life, more often than not with Katie laughingly having to stop and explain to Orbie the proper way of doing things on earth.
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ANNISTON — Anniston High coach Eddie Bullock is fully aware of the challenges the Bulldogs are facing. Despite having confidence seeing his squad develop into a good one, Bullock said the Bulldogs' youth has him believing this will be "one of the toughest seasons I'll have to coach."
Anniston's development will be a week-by-week thing, Bullock added. With only three starters returning on offense and five on defense, Bullock is calling onplenty of underclassmen to pick up where last year's seniors left off.
"I'm basically hoping by Game 3 or 4 we'll be in stride," Bullock said. "By then we should have our jitters out of the way and we'll be into the season and know what to expect. We just have to make sure we execute and don't make mistakes."
But while Anniston's youth trumps its experience, the team's attitude is better than teams Bullock has coached in the past. Add that to the upperclassmen having been in his system the last three years, and Bullock has solid expectations for the season.
"We're still extremely young and will have a lot of ninth and tenth graders playing, but they're more disciplined than we've been in the past," he said. "They aren't as athletic as players we've had in the past, but that'll come in a few years."
The wide receiving corps is up to par in athleticism right now, though. Bullock noted they have a "little bit of swag." While senior Quin Jackson is the leader of the force, senior Qua Frazier, who hasn't played football since eighth grade, is also making a name for himself.
"We know we can catch, and no one can guard us. That's just our mentality when we step on the field,"Jackson said. "We're physical and no one can touch us."
While Frazier said he thinks Anniston will throw more this season, junior Quint Dobbins is taking over fulltime at quarterback after splitting time last season.
"What we're trying to do with Dobbins is let him have a little more authoritative voice and let him know that the guys look to him for leadership as a leader on and off the field," Bullock said. "All the skills are there he just has to realize that the offense is his. Whether they're successful is on him."
When Dobbins isn't creating the Bulldogs' passing attack, his handoffs this season could go to any number of running backs. Bullock listed underclassmen Edward Montgomery, Devon Campbell, L.J. Heard, Da'Monta Miller, DeMarcus Thomas and senior Donovan Lucas as options.
"To be honest, I like them all. I've got the luxury with running backs this year," Bullock said."We're young and they have to learn the system, but talent-wise it's there. You just have to develop the talent and get an opportunity to learn the plays and things we do. I'm really excited because all of them bring something different to the table."
On defense Bullock said the veins run through the defensive backs, including seniors Keviuntae Henry, Elvin Riddle and sophomore Chris Beard.
"The secondary is looking good and of course the defensive line has been solid," Bullock said."We just have a little work to do at linebacker. We've got Tevin Davis, who will be a leader, moving back to linebacker so he and Keviante Reyes will be the leaders on defense. We're just surrounding them with young guys. We're have a mixture of young and old and I like that."
No matter how talented the Bulldogs are, however, they'll need to be ready against Greenville on Aug. 30 and especially the following week when Class 4A, Region 5 play begins with Cleburne County coming to town. Although Anniston has made the playoffs every year since 2008, the Bulldogs know what a struggle making the playoffs is in Region 5.
"I think our region will be the same that it normally is," Bullock said. "I think four wins in the region that you'll make the playoffs, five definitely. Our region is so tough that you have to steal them any way you can."
Sports Writer Brandon Miller: 256-235-3575. On Twitter @bmiller_star.
Anniston at a glance Head coach: Eddie Bullock (24-14 in four years at Anniston)
2012 record: 5-6, 4-3 in Class 4A, Region 5. Finished tied for fourth in Region 5. Lost to Oneonta 47-0 in first round of Class 4A playoffs.
Outlook: The Bulldogs will set the standard of being young with only three returning offensive starters and five returning on defensive. Anniston will need to grow up quickly if it hopes to make the postseason for the fourth straight year under Bullock. Consistency will be the key after the Bulldogs won by an average of 12.25 in region victories in 2012 and lost by an average of 13.0 against region foes.
Anniston's 2013 schedule
Aug. 30 vs. Greenville
Sept. 6 vs. Cleburne County
Sept. 13 at Lincoln
Sept. 20 vs. Alexandria
Sept. 27 at Handley
Oct. 4 at Jacksonville
Oct. 11 at Cherokee County
Oct. 18 vs. Hokes Bluff
Oct. 25 at Munford
Nov. 1 vs. Carver (Montgomery)


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|Jepson Flora Project: Jepson Interchange
previous taxon |
next taxon
Jepson Interchange (more information)
©Copyright 1993 by the Regents of the University of California
For up-to-date information about California vascular plants, visit the Jepson eFlora.
Annual, perennial herb, shrubs, trees, generally stellate-hairy; juice sticky; inner bark tough, fibrous
Leaves alternate, simple, petioled; blade generally palmately veined or lobed, stipules present
Inflorescence often leafy; whorl or involucre of bractlets often subtending calyx
Flower generally bisexual, radial; calyx lobes 5, margins abutting in bud; petals 5, free (fused at base to filament tube, so falling together); stamens many, filaments fused into a tube surrounding style, tube fused in turn to petal bases; pistil 1, ovary superior, chambers generally 5 or more, style branches, stigmas generally 1 or 2 X as many as chambers
Fruit of 5many disk- or wedge-shaped segments, loculicidal capsule, or berry
Genera in family: 100 genera, 2000 species: worldwide, especially warm regions; some cultivated (e.g., Abelmoschus , okra; Alcea ; Gossypium , cotton; Hibiscus , Malvaviscus )
Recent taxonomic note: Recently treated to include Sterculiaceae [Angiosperm phylogeny Group 1998 Ann Missouri Bot Gard 85:531553; Alverson et al. 1999 Amer J Bot 86:14741486; Bayer et al. 1999 Bot J Linn Soc 129:267303]
Mature fruit important for identification.
Biennial, perennial herb
Stem generally 14 m, erect, leafy, unbranched
Leaf: blade ± palmately lobed
Inflorescence: raceme, spike-like; bractlets subtending calyx 69, fused at base, < or = sepals
Flower showy; anthers borne both at and below top of stamen tube; stigmas thread-like
Fruit: segments 1840, falling from fruit axis, indehiscent, beakless, each with an upper, empty chamber and a lower, 1-seeded chamber
Species in genus: 60 species: e Medit to c Asia
Etymology: (Greek: mallow)
Reference: [Zohary 1963 Israel J Bot 12:126]
Stem becoming ± glabrous
Leaf: blade generally 12 dm, weakly 57-lobed, crenate-rounded, cordate
Flower 612 cm wide, generally white to red
Ecology: Uncommon. Disturbed, generally urban places
Elevation: especially < 100 m.
Bioregional distribution: San Francisco Bay Area, Central Coast
Distribution outside California: perhaps native to Asia Minor
widely cultivated as ornamental
Synonyms: Althaea r. (L.) Cav
|YOU CAN HELP US make sure that our distributional information is correct and current. If you know that a plant occurs in a wild, reproducing state in a Jepson bioregion NOT highlighted on the map, please contact us with that information. Please realize that we cannot incorporate range extensions without access to a voucher specimen, which should (ultimately) be deposited in an herbarium. You can send the pressed, dried collection (with complete locality information indicated) to us (e-mail us for details) or refer us to an accessioned herbarium specimen. Non-occurrence of a plant in an indicated area is difficult to document, but we will especially value your input on those types of possible errors (see automatic conversion of distribution data to maps).


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I find it very annoying and sometimes even destructive that each and every entry is created as autologon!
Once my feature request in this matter is published (approved by moderator) I'll link to it here and I was glad if you supported that request.
edit: here is the link: viewtopic.php?f=14&t=74755
All support was able to suggest me was to manually edit each and every single of my 300++ passwords to disable auto logon.
As that is simply ridiculous I found a better way. Hope this helps others!!
- make a backup copy of your *.pws password database
- EXPORT the whole database (unencrypted!) to MyDatabase.xml
- open MyDatabase.xml with any text editor (notepad, wordpad, ...)
- hit CTRL-H (search and replace) and replace AutoSubmitAfterLoading="true" (please note: there is a single space after "true" which is to be replaced too) by "" (nothing, empty string, simply leave lower box completely empty)
- save MyDatabase.xml
- import MyDatabase.xml into SP, overwriting all old entries.
Best regards,


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