text:
Company: Open Bionics
Job Title: Biomedical/Mechanical Design Engineer
Salary: £24k-£34k
Location: Bristol, UK
Start Date: Immediate
Job Type: Full-Time, Permanent
Candidate must be eligible to work in the UK
Candidate must have 2:1 engineering degree or equivalent
Candidate must have or be working towards chartership with the IMechE or equivalent body
Ideal candidate will have at least 2 years practical experience (Graduates should apply)
Please send applications to email@example.com.
The Company
Open Bionics is an award winning start-up that is globally known for its cutting edge advancements in myoelectric prosthetic hands. Open Bionics has worked with Disney and Eidos Montreal to design superhero bionic hands for children, which the successful candidate will help develop.
The Role
We're a small team of six that can offer an extremely rewarding job, both in terms of content and environment by working to create advanced and affordable bionic limbs for people with limb differences.
The successful applicant will take on the responsibility of completing end-to-end mechanical development for our product lines of robotic and bionic limbs, and will have the potential for rapid promotion as the company grows. This level of responsibility and role diversity can only be found in a small company like ours.
It's important that the candidate is full of energy and enthusiasm for the work they do, and for the work we do. We are looking to hire someone who works well independently and within a small team. Ideally, the candidate will be attracted to the idea of working with an ambitious startup to create a globally successful company. If you live and breathe engineering, we want you!
Practical Experience Required
- Advanced Blender 3D modelling skills - in the event that you have no prior experience with Blender we can provide e-Learning resources so you can learn before your start date. In this case, experience with a parametric CAD package such as Solidworks is required.
- Desktop 3D printing knowledge (Ultimaker / BQ Hep2)
- Design for Manufacture
- Prototype development
- Repeated design-make-test cycles
- Requirements capture
- Concept generation
- Concept selection
- Creation of specification
- Prototype Validation and Verification
- Experience working with a QMS (Quality Management System)
- Solution-driven problem solving skills
Practical Experience Desired
- 3D printing knowledge with flexible filament
- CE Marking for Medical Devices
- Materials knowledge
- 3D scanning knowledge
- Prosthetic & Orthotic knowledge
- Supply chains
- Working with Medical Devices
- Product Design
Please e-mail applications to email@example.com and include:
- A short covering letter explaining why you're right for the role and what you'd like to work on at Open Bionics. (.PDF)
- An example 3D model that you've created using Blender. (.blend)
- Blender can be downloaded
- The model should be something that would function if manufactured.
- If you have no experience with Blender, please include the same from an equivalent CAD package in STP format.
- n example of a product that you've designed and prototyped. (.PDF / video)
Candidates that do not include all of the above documents, formatted as indicated, will not be considered for the role.


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For years, I have been a regular Windows us — who am I kidding? Let's rephrase this as 'I am a Windows user since birth.'
The first OS I ever used was Windows XP (which, on a side note, is precisely 11 months older than me,) followed by Windows 7, Windows 8 and Windows 10. Needless to say, I have zero experience when it comes to macOS or Linux.
And to be honest, I never had even heard of Linux until 2014, when I was so fed up of Windows 8 that I Googled "free operating system". The first line in the results was, you guessed it: Linux. I quickly Googled "Linux" and came to the website of TLF (The Linux Foundation). I was so naive back then that I thought that installing Linux was as simple as downloading a .exe and ticking a box that said wipe Windows 8. I never knew about distributions, or drive partitions, file systems, none of that. I never even knew what an ISO file is or how to open it.
So anyhow, with all of that in mind, I came to TLF's website. And naturally, I was looking for a download button. When I found none, I looked around the website and there was a section which had a list of distributions. None of that made any sense to me obviously, so I closed TLF's website, disappointed. "Oh shoot, I will have to stick with Windows 8" I thought to myself.
Fast forward to 2016. I was happy with Windows 10, finally glad to have gotten rid of Windows 8. I was learning computer programming, and naturally the word "Linux" was thrown around quite a lot. At that time I wasn't interested; I wasn't doing too advanced stuff in programming anyway.
It wasn't until August of 2016 that I learned about how Linux works: as in that Linux is merely a kernel and there are distributions which combine different desktop interfaces and features with the kernel. Also, I finally learned that installing Linux is not as simple as downloading a .exe file, and I learned about Virtualbox (and virtualization in general).
At that time the only distribution that I was aware of was Ubuntu, so I downloaded the Ubuntu ISO file and made a Virtualbox VM just to play around and get the hang of things. Since I wasn't really serious about Linux at that time, I installed it just to get a feel of it but didn't find anything particularly interesting. In fact, I found Unity really confusing and cluttered, and I thought that all Linux distributions were the same. I also found the file structure rather confusing: why is there no C: drive? Again, as I wasn't serious about Linux, I never bothered learning about it.
Then, I was quite a loyal user of Windows 10. At that point, I was really a fan (though not a complete fanboy) of Microsoft, and I really hated everyone who said that Linux is an alternative to Mac and Windows.
In short: I hated Linux. The programs that I used on a daily bases weren't available, I found Unity confusing and cluttered, and I hated the cult-like Linux fans scattered over social media.
Fast forward to 2017. I was advancing in computer programming, and with every step I advanced, things got more and more difficult in Windows. This angered me to no end: I couldn't understand why developers favored Unix and didn't bother doing anything for Windows. I had daily discussions with my mother who was more advanced in programming than me. What she tried to explain was that "while things are possible in Windows, because you are a beginner you will be counter productive becuase you will be spending most of your time fixing things". Despite her efforts, I was still defiant.
So now you have some background about me: a staunch Windows fan and Linux hater.
It wasn't until 2 weeks ago that I looked in the direction of Linux land for the first time in ages. What actually happened was that I was watching a coding tutorial on Youtube, and that guy happened to be using Arch Linux. I really liked the fluidity of the system and how fast and snappy everything was. For the first time, I was curious about a Linux distribution.
I still don't know how it clicked to me, but on that same day I Googled "Arch Linux". I opened the images tab and was certain that the OS in that video was indeed Arch Linux. I then went to Arch Linux's official website and there was this tagline "A simple, lightweight distribution". I was sold. I just really wanted to check out Arch Linux.
I downloaded the ISO and created a Virtual Machine. I was ready to do this. I had read all sorts of horror stories about how beginner users shouldn't download Arch but should instead begin with Ubuntu and once they are familiar with Linux they should attempt Arch. But I refused. I hated Ubuntu. Besides, I love getting my hands muddy and learning things the hard way.
The first attempt at installing Arch Linux was miserable. Thank goodness I was on a virtual machine. I screwed up so bad that I had to throw the virtual machine away and make a new one.
The second attempt was the moment of truth. I not only installed Arch Linux successfully, but I also installed GNOME successfully!
I didn't stop there though. I made a third machine (because I didn't know sudo pacman -Rcns was a thing) in which I installed KDE Plasma 5 instead of GNOME, removed KDE, installed XFCE, removed XFCE, installed GNOME again. Needless to say, I experimented the heck out of pacman.
I then created a final VM and allocated it 100GB storage and installed GNOME on it. In fact, I use the virtual machine alongside Windows with a dual-monitor setup daily, and I am using the Linux machine to type this out right now.
On this journey of installing Arch Linux, I learned a lot, and I repeat: A LOT, about Linux. Everything from partitions, to the ext4 filesystem, to sudo, you name it.
I learned mainly by trial and error, such as not installing base-devel and wondering why visudo wasn't working. Also, the one time where before removing XFCE, I didn't do a systemctl disable lxdm and then panicked when only the login manager was opening without a desktop environment. I finally learnt how to edit the GRUB config file and log into single user recovery mode to remove lxdm.
But the result after all of that was incredibly rewarding, and most importantly, fun.
There you have it: from a stauch Windows fan to a Winux (term combining Windows and Linux) user daily.
That does not make me an advanced user by any means. After installing Arch Linux 4 times, I have finally gotten to the stage where I can read and understand the Archwiki. And the more I use Linux daily, the more I like it, and the more I learn something new.
In fact, there is something I have to confess: I love some aspects of Linux more than Windows. What was that again about being a Windows fan? Hating Linux? Whatever.
The UI is just more consistent throughout the OS. I think this has more to do with GNOME than Linux or Arch Linux, but still. In Windows there are still some huge inconsistencies that affect daily use, such as having a separate settings app and control panel.
I really can't complain about stability for either of the OS. Windows isn't Vista anymore, and I haven't had a single BSOD ever. It must be noted however, that I am running Linux on a virtual machine. As such, I cannot speak for stability installed as a standalone OS.
Linux still cannot replace Windows entirely for me. My work depends on Microsoft office and Adobe Creative Cloud. And FOSS enthusiasts, I know that open-source alternatives do exist.
So that is my journey towards Linux. It certainly has been an exciting one, and it has taught me a lot about Linux and how easy things are when programming. However, I am not finished. In fact, this is just the beginning.
I might write a sequel to this story sometime soon as I advance in the world of Linux. If I do, there will be a link right here.

subset: commoncrawl


text:
It's your business
Diversified Crop Insurance Services President Ron Miiller said an agreement has been reached to form a strategic partnership with CropTrak, a software company whose focus is streamlining the data collection process, protecting the client's data and helping farmers simplify preparation of reports.
"Working together, we can combine the data collected through CropTrak with the expertise of our crop insurance specialists to help farmers find solutions that best fit the needs of their operations," Miiller said.
CGB-Diversified Services is headquartered in Jacksonville. The company is part of the Federal Crop Insurance system and services policies in 48 states.
Ridgway farmer Jim Raben has been elected as chairman of the Illinois Corn Marketing Board term.
Raben, a Gallatin County farmer, has served on the board for six years. Also elected to officer positions were Paul Jeschke of Mazon as vice chairman, Roger Sy of Newman as secretary and Don Duvall of Carmi as treasurer.
Five districts held elections earlier this summer. In District 9, which represents Brown, Pike, Schuyler and several other counties, Dan Cole was re-elected to the board.
Cargill has selected Chuck Gitkin, a consumer packaged goods and meat industry marketer, to lead its North America protein business marketing efforts in a newly created role as chief marketing officer. He will also be a member of the Cargill Protein Group's leadership team.
Gitkin was formerly senior vice president of brands and marketing for Smithfield Foods, a major international pork products company. His experience also includes positions with McCain Foods, Unilever, Bristol-Meyers Squibb, Saks Fifth Avenue and Philip Morris.
Memorial Medical Center will host a healthcare education open house 2-6 p.m. Sept. 20 at the Memorial Center for Learning and Innovation at 228 W. Miller St. in Springfield.
The free event is open to those interested in pursuing healthcare-related education or advancing their current healthcare career. No registration is required.
Among the academic partners in attendance will be Benedictine University, Capital Area School of Practical Nursing, Illinois State University, Lincoln Land Community College, MacMurray College, Southern Illinois University-Edwardsville, University of Illinois at Chicago-Springfield and University of Illinois-Springfield.
— Compiled by David C.L. Bauer


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Child Maintenance Appeals
We provide support and guidance for HM Courts and Tribunal proceedings.
Disputing a child maintenance decision may need an application to HM Courts and Tribunal Service (HMCTs) which form part of the Ministry of Justice. To lodge a child support appeal, a particular process has to be followed, but once proceedings commence the Tribunal will investigate circumstances to a far greater depth than CSA or CMS. The process is long, and challenging - but we can help!
Tribunal proceedings are similar to other court processes and require appropriate participation and preparation. It is vital that you seek help and advice about child support law during the Tribunal process. There are strict time frames in which to comply with requests, and a degree of information may have to be submitted prior to any hearing.
The matter is heard by a Tribunal Judge and in some circumstances a Financially Qualified Panel Member will also be present.. The objective is to establish if the decision made by CSA or CMS is correct in law. Any evidence submitted, as part of the proceedings, including personal financial information, must be issued to all parties. (exception can be given to certain medical evidence).
There are no appeal rights against child support debt!
Only certain decisions have the right of appeal. Letters regarding child support arrears, and the enforcement of such debt is not a decision. There is no right of appeal against those notifications.
You cannot appeal on the basis that you cannot afford to pay the maintenance assessed.
A 'Decision' made by CSA/CMS may be either;
- A Maintenance Assessment/Calculation
- A Refusal to revise or Supersede an existing Assessment/Calculation.
- A Variation or Departure Decision
- A Refusal to complete a Variation or Departure Decision.
- There are appeal rights against Paternity, but these are dealt with by a Magistrate Court and not HMCTs.
- There are limited appeal rights against a Deduction from Earnings Order, but these are also dealt with by a Magistrate Court.
If you receive a 'Decision' and you believe the information used is incorrect you must contact the Child Support Agency or Child Maintenance Service, in writing within one month to request a Mandatory Reconsideration. The details of the dispute is considered and an official Mandatory Reconsideration Notice will be issued.
It is the Mandatory Reconsideration Notice that provides the right of appeal to HMCTs.
For more information why not take advantage of our One Month telephone support service by joining here.


text: Shop Our Wines The Best Red & White Wines Featured Wines, Great Imports and Okanagan Gems. Free Shipping on all Local Purchases Over $100. Ercavio Tempranillo 433748 Ercavio Region Spain Region La Mancha Type Red Varietal Tempranillo Complex aromas of dark fruits, like black cherry and blackberry, mixed with hints of cedar, vanilla and coffee on the nose. On the palate, the wine is velvety, full bodied and intense. The savoury flavours of dark fruit, licorice and spices are well blended with an elegant toasting. Long finish with soft tannins. Be the first to review this item » Add To Cart $15.29 SKU: 433748 Add To Cart


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|Colourful "Cartoon Cathouse" by illustrator Tim Reedy
But there is a serious message too. These wonderful, fun Little Free Libraries encourage everyone to pick up a book. No questions asked, no money paid, no reasons needed. They walk by and if they see a book they fancy, they take it. They're reading. And that's wonderful.
I teach literacy to adults in my borough of Waltham Forest. I know for a fact that literacy is a problem in my backyard, just as it is in yours. According to the National Literacy Trust, one in six people suffers with reading and writing. This means their literacy is below the level expected of an 11-year-old.
There is a lot of focus on children's literacy and of course that is important. However, when someone leaves compulsory education, they can flounder; hiding their problems from others by asking their partners to fill out forms and such like. Often those people can spend years, decades, if not all their lives, not being able to read and write effectively.
Some of my students sacrifice their evenings to study with me because they find their reading skills are being superseded by their children's. Others are there because they are being passed over for jobs and they want to improve their career prospects. Many are embarrassed about their literacy skills. They lack confidence and can be morbidly quiet. Literacy is not just reading and writing, but speaking and listening too. I see that just as their reading and writing improves, so do their verbal skills.
These people are busy. Most have jobs or children or both. When we start the course and I ask if they read books, they tell me they don't have time. Some lack the confidence of tackling a book aimed at adults with their long words and thick pages. That's why they prefer to read to their children, and when their kids can read better than them, they're at a loss.
We do work with the public libraries and in no way do these Little Free Libraries supplant the wonderful work they do. Yet it's a fact of life that many of my students don't visit the libraries or if they do, it's with their kids, to find books for them.
So if one person picks a book out of a Little Free Library that they happen to walk past, then that is a brilliant, positive thing. In my class, once we have visited the main library together, we have regular discussions about what we're reading. Not everyone is. But some are and they talk with passion about the plot or how dreadful the storyline is and it's brilliant to hear.
So, yes, these Little Free Libraries are a fun addition to the neighbourhood. They are a colourful talking point and have encouraged people to pass their cherished books on. But there's an important community benefit here too.
Kate Bohdanowicz, Little Free Library host and adult literacy teacher
London E17
For more details on London's Little Free Library Project visit www.littlefreelibraryproject.org.uk


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|Tue 20 Jun 2017, 7:00pm–9:00pm
|Wed 21 Jun 2017, 7:00pm–9:00pm
|Thu 22 Jun 2017, 8:00pm–10:00pm
|Fri 23 Jun 2017, 8:00pm–10:00pm
|Sat 24 Jun 2017, 8:00pm–10:00pm
|Tue 27 Jun 2017, 7:00pm–9:00pm
|Wed 28 Jun 2017, 7:00pm–9:00pm
|Thu 29 Jun 2017, 8:00pm–10:00pm
|Fri 30 Jun 2017, 8:00pm–10:00pm
|Sat 1 Jul 2017, 2:00pm–4:00pm
|Sat 1 Jul 2017, 8:00pm–10:00pm
|Sun 2 Jul 2017, 4:00pm–6:00pm
|Tue 4 Jul 2017, 7:00pm–9:00pm
|Wed 5 Jul 2017, 7:00pm–9:00pm
|Thu 6 Jul 2017, 8:00pm–10:00pm
A small, rural settlement in the middle of nowhere is in turmoil.
Somebody knows what happened to two Danish backpackers who disappeared a year ago on a local walking track. Is it Isaac, who runs the local tearooms? Or is it his only customer, the anorexic Francie? Perhaps it's Declan, recently released from prison for a crime he didn't commit? Or maybe the local cop Travis is not saying all she knows?
Secrets, mysteries and mythology pull all of the characters into an ever-tightening web, until Mutuwhenua, the Night of the Dead Moon, comes round again and, in an explosive and destructive untangling, the identity of the murderer is revealed.
Arts Laureate Briar Grace-Smith is one of our most respected playwrights and her works have been staged at festivals throughout the world. In When Sun and Moon Collide, she explores how identity, isolation and abandonment shape our life experience and fuel our darkest fears. Recently returned from the Globe to Globe tour of Hamlet to every country on Earth, distinguished director Rawiri Paratene assumes the helm for this Matariki offering.
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text:
For all my guy friends out there, let me ask you a question. Have you ever been confused by what your girlfriends say to you? Have you ever had the experience when you think you did ABSOLUTELY nothing wrong, but your girls suddenly got angry at you and gave you a silent treatment?
Girls, we know your pain. Sometimes you say something and expect the boys would grasp your intended/hidden/implied message. And they NEVER do. Do you sometimes even feel that boys are ignoring your feelings intentionally?
Don't worry. We are here to your rescue. If you are a guy who has had these confusions before, please read on. If you are a girl who is trying to make your man understand you better, keep reading, too. You'll thank us later.
If you are a GUY……
What does she mean when she says "I am fine"?
She is absolutely NOT fine. Wake up!
Usually, when you ask her if anything is ok, you do it because you already noticed that your girl is not as cheerful as usual, right? Now she says she is ok, then what? If you think to yourself that, "oh yeah she is totally fine, nothing to worry about", then you will probably piss her off and get a silent treatment.
In a girl's logic, her boyfriend, who is supposed to love her so much, would naturally understand her feelings without her ever having to say anything.
You think simply asking her if she is ok would show that you care about her? Wrong.
You need to take a step further – keep talking to her to find out more. Ask questions to figure out what is troubling her. For example, "is your roommate waking you up at night again?" "How's your boss? Still a jerk to you?" If you ask the right questions, she will probably start talking about what's making her upset. And that means you are SAFE. Perhaps she will even love you more – because in her mind, what you just did is a sign of love and care.
When shopping with your girl……
Please be patient!!!
You know, girls don't go out shopping because they actually need anything. Every girl has a closet full of clothes but nothing to wear. Girls simply enjoy trying on all cute outfits. Don't be scared by the price tags – girls probably end up buying nothing after spending 8 hours in a mall – and they are happy with it.
Your girl will definitely put on something, let's say a dress, and ask your opinion about it (Trust me, they ALWAYS do. Why do you think she asks you out on a shopping trip anyway?)
What you should do is – making something up. Instead of saying "it's pretty", say "I think the color really brings out your eyes". Don't say "it looks alright", say "I think you look gorgeous in both two dresses, but personally I love the previous one".
Girls don't actually expect you to give professional advice on fashion (even if you do, they would probably sneer at your terrible taste anyway). So relax. They just want you to be there with them and say nice things about her from time to time. Do not just sit on the couch in front of the fitting room staring at your phone. If you throw just two words at her after she cheerfully comes out of the fitting room, YOU WILL BE IN TROUBLE.
If you are a GIRL……
Talk to him in a not-so-typical-girl way…
One rule: don't expect him to understand what you mean like your girlfriends do! So be direct! I always believe in one principle that girls and guys speak different languages. When you are upset, your BFF will immediately notice it but your boyfriend may not. So don't make it even harder for these poor guys to struggle with deciphering what you say.
Making it hard for him means you are making your communication harder for both of you. This will eventually jeopardize your relationship. If you are upset or troubled by something, tell him directly, don't make him guess. Work out a solution together instead of wasting his time guessing and wasting yours on being mad at him.
Try not to drag him to go shopping with you
Seriously, not many of my guy friends really enjoy shopping. Neither does my boyfriend. When a guy goes shopping, it's usually because he REALLY needs to buy something, or he will go out naked the next day. That's how urgent it is. They would go to the one mall they like, usually the closest one to his house, try something on, pay for it then go back home. Done.
Besides, they really cannot tell the difference between turquoise and green. So don't torture them by forcing them to comment on the dresses you just put on. If you really need to go shopping, go with your girlfriends. They have better taste in girls' fashion than your boyfriend. If you have to go shopping with your man, make sure to go to the men's section and pick something nice for him to try on too. Don't make the shopping trip JUST ABOUT YOU. So don't leave him out completely.


text:
Level5 arranged for talented Rangers youth stars Robby and Ross McCrorie to take part in a Twitter Q&A for the Rangers Youth Development Company.
Check out the highlights of their session here…
Robby and Ross take part in an RYDC Twitter Q&A
The twins speak to Rangers TV
Robby and Ross promote the £25,000 Rangers Lotto prize
Win £25,000 with Rangers Lotto
Robby and Ross were pictured promoting RYDC's Rangers Lotto game and supporters could scoop a stunning £25,000 prize at the start of April.
Tickets are on sale now – simply log on to www.rydc.co.uk for your chance to win.
Since 2002 RYDC profits have been directed to the Rangers Club's youth programme – with more than £7 million provided in the last 15 years.
They recently presented the Rangers Academy with a cheque for £175,000 and fans can continue to support the Rangers Youth Development Company in a variety of ways.
Full details on Rangers Lotto, Rising Stars, Scratchcards, Stadium Bricks and the new Youth Members Club can be found at www.rydc.co.uk.
5 thoughts on "Level5PR – RYDC Promotion/McCrories Twitter Takeover"
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text:
Read this tip to make your life smarter, better, faster and wiser. LifeTips is the place to go when you need to know about Baby Care and other Parent topics.
Surprise! This is a great way to calm your infant down. You can buy feeder goldfish for$.12-$.25 and keep a little goldfish bowl. Infants love to watch them swim and will usually sit there for a while. My son and niece are about 11 months old and can sit there all day long. They are low maintence and inexpensive if you stick to goldfish.
|Guru Spotlight
|Patricia Walters-Fischer


text:
|Homes For Sale
|Commercial Listings
|Property Search
|For Buyers
|For Sellers
|Meet Peter
|Contact Peter
This walk on beachfront property is located just a few minutes walk from the coffee shops and boutiques of Cordova Bay Village. It boasts magnificent ocean views from your living room, dining room and deck. Witness Mt. Baker in all its majesty from your Master Bedroom. Vaulted ceilings in the living room along with the open kitchen/family room concept make this home equally suited for entertaining or relaxing by the fire with a good book. Included is a private, spacious lower level, perfect for a B&B.


text:
Classes Open to All Students 2017/18
The Irwin S. Chanin School of Architecture
IMPORTANT NOTE: Enrollment in these courses is overseen by the School of Architecture Office, Room 301 Foundation Building. If interested in registering for any of these courses please check with the School of Architecture Office first.
Tuesday/Thursday 2-4:50PM
Friday 1-2:50 (FA 100RB)
Room 330F/Room 430F
5 credits
Introduction to the study of architecture; investigation of the interrelationships of space, structure and visual composition. Exploration of the syntax of architecture. Models and orthographic drawing.
Guido Zuliani
Monday 10AM-12:50PM
Rm 315F
3 credits
The completion of the choir of the Basilica of Saint Denis in 1144 in France, marked the beginning of the characterization and diffusion in France first, in Germany, England and in the rest of Europe later, of what has been conventionally defined as Gothic architecture. The evolution and transformations of construction methods and techniques, such as the adoption of the pointed arch in a ribbed volts system with the consequent concentration of structural supports and the reduction of wall structures, the responses to new theological and liturgical contents and to the increase of urban population, all converged to form a new coherent and original architectural system, a new coherent style, that had at its center the construction of the great Cathedrals. In their realization all the arts converged under the domination of architecture and the Cathedral, with its deep roots in the social and political transformations taking place in Europe at the time, became the highest, and almost the exclusive, symbolic embodiment of the complex cultural world that characterized the High Middle Ages. By the end of the 14th century, as consequence of the crises caused by wars and epidemics that traversed Europe, the parabola of Gothic architecture can be consider concluded, and rise of new cultural position critical of the Medieval Scholasticism and the progressive independence gained by the different visual arts led toward new developments for architecture to emerge in the following century. From the end of the 14th century to the beginning of the 16th what came to be known as the "Humanist Revolution" radically reformulated the concepts of Nature, of the Subject and of History and reframed their reciprocal relations. The Philosophia Naturalis led the way to the 17th century birth of modern science; the Renaissance man, freely in charge of his destiny, became the ancestor of the modern subject and the knowledge of an idealized antiquity proposed History as guide for human actions. Within this new context the very idea of the project and the discipline of architecture were constructed around the definition of instrumentations, procedures and cultural and social values that were integral components of those transformations and that still constitute the locus of architecture's own theoretical speculations and conceptual advancements. In a series of three-hour classes the course will illustrate and analyze the history of architecture from the beginning of the 12th century to the end of the 17th century through a close reading of the relations between the definition of design concepts, methods, tools and realized architectures. At different moments of the semester visiting lecturers will introduce us to the contemporary developments of architecture in non-European regions.
REQUIREMENTS: All students are required to submit 2 (two) weekly written responses concerning the weekly reading assignments. All students are required to submit 4 (four) drawings of chosen buildings at regular intervals to be decided according to the development of the subjects of the classes. Attendance is mandatory.
Lauren Kogod
Friday 10AM-1:50PM
Rm 315F
3 credits
A continuation of Arch 125 A: an introduction to the study of the concepts, designs and built examples of architecture throughout the world, 1950-2000. Case studies and comparisons of specific architectural projects will offer focus to a variety of themes as the ostensible unity of the Modern Movement, aka, the "International Style," was increasingly eroded by the multiplicity of voices within its ranks and, more significantly, by growing interest in regionalism and vernaculars, Pop art and mass culture, post-colonial identities, typology and the historic city, semiotic and structuralist theories, new technologies and materials, ecological concerns, varying formalisms, the rise of (post-structuralist) theory and the "critical" project, and the first generation of digital and "paperless" design and fabrication. These architectures will be analyzed in terms of planning and design, structure, function, social context and architects' intentions, but ultimately as works whose meaning is less than stable or fixed. The class will meet once a week for a lecture and discussion break into two, 60-minute, seminars of approximately 15 students each. Students will present architectural projects to the class and complete different kinds of writing projects, including description, analysis and research.
Pablo Lorenzo-Eiroa
Friday 5-7:50PM
Rm 806CS
2 credits
Architects usually incorporate geometry, mathematics and physics, among other interdisciplinary knowledge to explore novel ideas of space. At the same time, it seems quite problematic that architecture did not provide yet any novel material to other disciplines investigating multidimensional space. This course will research cognitive problems specific to architecture spatial representation. This advanced content-oriented workshop will critically relate formal autonomy to problems of representation, studying the constitution of space through multiple incremental dimensions, from 1D to 2D, to 3D to 4D to nD or multidimensionality. Concepts of information, information transferring, information actualization, information visualization, mapping, interfaces, surface scripting, parametric design, algorithms structures, processing, Big Data and multidimensionality will rely on digital strategies between different media and certain software interfaces but also critical relationships between analog and digital representation and fabrication techniques. Students will explore through the semester relationships between drawing and construction, expanding dimensions between the virtual and the real and avoiding simple oppositions among these terms usually understood in terms of translation. Students will expand on assumed relationships between spatial definitions, increasingly critiquing spatial reference such as a point, a line, a surface, a volume, a topology and eventually engaging with multidimensionality. But instead of working through conventional virtual interfaces and actualizing their projects through conventional means of fabrication, students will critique, displace and eventually create their interfaces of production of design possibilities including the machinic tools that materialize a project. When possible, students will aim to develop recursive machinic means to draw and build, creating their own parameters to the possibilities of their projects. These machinic processes are aimed to expand the design from the conveying tool to the indexing of the interface that structures the design, to the physical actualization of the project. The project aims to index the constitution of the design through different low-technology resources, understanding critically and displacing the deterministic relationship between an interface and tis design possibilities. The seminar will explore the several possible means to problematize the architectural increase in dimensions from the definition of a point in space, to a line, to a surface, to a more complex spatial topology and eventually explore spatial multidimensionality critiquing a Nine Square Grid Organization. The means through which students will represent the increase in dimensions will be based on the relationship between mathematical recursive scripting and recursive machinic drawing. One of the objectives of the course is to understand the relationship between the recursive logic of algorithms, studied through mathematical scripts and the possibility of constructing an analog machine that would produce comparable conditions. Instead of applying conventional means to represent the multiple dimensions that are explored in each of the projects, such as a bi-dimensional plotter, an extruded bi-dimensional laser cutter, or a 3d printer, students will be asked to also analyze, displace and explore alternative means to represent and construct dimensions, expanding the critique of an initial structure to the set of conditions that initiate a project. The seminar will expand on issues of representation critiquing the ultimate architecture reference: three dimensional Cartesian Reference. Students will be asked to explore the relationship between the means to inform aggregates, used for fabrication (for instance powder 3d printing) and the definition of a dimension in a project, for instance a point in space. Therefore the course will explore the relationship between the definition of a dimension in drawing, to explore the definition of that dimension with a recursive analog machinic process, as well as to explore the definition of a dimension through computer numeric control fabrication process. The course will consist on bi-weekly representation and fabrication exercises aiming to building up to a class wide 1:1 fabricated space.
David Gersten
Tuesday 10-11:50AM
Rm 315F
2 credits
There were eighty years between the construction of the Eiffel Tower (1889) and the construction of the World Trade Center Towers (1969), it's astonishing that these two moments were so close, in time. During these 80 years the population of the planet more than doubled from about 1.48 billion people in 1889 to about 3.6 billion people in 1969. In the 48 years since 1969 it has more than doubled again growing from about 3.6 billion in 1969 to about 7.5 billion today. This is a rate of population increase of more than 200k people per/day. It should be little wonder, that we constantly have the sensation that the world is changing, it is and has been for a long time. Today, in these early days of the 21st century, the most common observation is transformation itself: cultural, technological, social, political, ecological and economical. We are in the midst of re-alignments and re-articulations of every aspect of our lives and there are people and institutions across all disciplines and across the globe that are increasingly confronted by the need for new models of asking the extraordinarily complex questions of our time. The Seminar, Hinges, Mirrors and Eclipses is grounded in the idea that the spatial, poetic and material imaginations afford us unique means of registering and creating transformation, of engaging the world and making a contribution. Working from the principle that our capacity to act in the world is grounded in our capacity to recognize and comprehend transformation, the course covers a large arc of content, asking questions of our world, our disciplines and our humanity. With examples from the over 5,000 year histories of art, architecture, poetry, film, theater, science, technology, finance, politics, industry, biology, religion and literature, we will move through a close examination of the nature of transformation. Much of this discussion focuses on turning points or hinges in these histories, including: The invention of the elevator, train and telegraph, the invention of modern incorporations, modern banking and electricity, the Copernican turn, Darwin and the transformations of Yoruba polytheism, the birth of the Greek theatre and the emergence of photography and film, the birth of 'the Nuclear' and the rise of GRIN technologies: Genetics, Robotics, Information technology and Nanotechnology. From the Cave Drawings to block-chain and the dawn of Crypto-currencies, the conversations will explore many forms of knowledge, agency, action and transformation. The transformations of our time contain great promises and great challenges. In the broadest sense, education holds the capacity of developing new questions, new pathways of understanding and forms of knowledge that address the challenges of our increasingly complex world. Education offers the capacities to understand, to withstand and ultimately to create transformations that embody our best hopes and aspirations.
Tamar Zinguer
Friday 3-4:50PM
Rm 712F
2 credits
In the last two hundred years architectural toys have provided evidence of the social and economic lives of their periods, have reflected stylistic inclinations and incorporated technological changes in their "systems of construction." Designed by adults for children, blocks and construction sets have presented an intersection between generations and a meeting point among play, pedagogy, means of production and architecture. Friedrich Froebel's Gifts (1836), Meccano (1901), Erector Set (1911) and Charles and Ray Eames' House of Cards (1952) are construction sets that will be investigated, all made of different materials and allowing for a large array of assemblies and connections. Over the years these toys exemplified changes in the built environment—in form, structure and permanence—towards an architectural language where lightness, modularity, and greater versatility prevailed. Children (and adults) repeatedly built, then destroyed small worlds in a constant act of reinvention. This seminar will focus on aspects of play in architecture through the study of architectural toys, and will probe the philosophical, educational and sociological ramifications of the concept of play. Theories of play and education will be interwoven with chapters of design history and history of technology. This year specifically, following readings and discussions,and following the design and fabrication of construction toys - the students will interact will children outside of school to implement and test their playful constructs. Details will be given during the first class.
Anna Bokov
Monday 3-4:50PM
Rm 712F
2 credits
The seminar explores theories, models, and realizations of the future city throughout history. Starting with an ideal Renaissance city of Filarete and Utopia of Thomas More to the dystopian visions of Archizoom and Bladerunner, this course focuses on the key social concepts and spatial models of futurist city making. While for the most part remaining on paper, these projections of paradise on earth or technologically driven constructs played an important role in shaping our man-made environment. By closely examining seminal ideas behind the Garden City of Ebenezer Howard, Cité Industrielle of Tony Garnier, Ville Radieuse of Le Corbusier, or the Linear Sotsgorod of Nikolay Milyutin, the seminar questions the relevance of these ideas for today. Among other topics, we will speculate on near-future urban conditions, from the planned megacities in China and growing informal settlements in South America, the city-shaping events, such as World Expos, the virtual communities of Silicon Valley, to a range of logistical geographies – from commercial and transportation networks to military camps. The following questions will be addressed: How has the professional understanding of an ideal future city changed over time? What is the relationship between theory and realization, between ideologies and built forms? How do socio-economic concepts relate to urban spatial practices? What lessons can we learn from urbanism's radical shifts in the 20th century moving into the 21st? The seminar is based on the close reading of a selection of texts by prominent urban theorists and practitioners as well as on the analysis of a wide range of visual materials and representations.
Michael Young
Monday 1-3:50PM
Rm 712F
2 credits
Thomas Kuhn recognized that he had used the concept of "paradigm" in two different senses. The first meaning of "paradigm", designates the common possessions of the members of a certain scientific community, namely, the set of techniques, models, and values to which the group members more or less consciously adhere. The second meaning refers to a single element within the set that serves as a common example and thus replaces explicit rules and permits the formulation of a specific and coherent tradition of inquiry. from Giorgio Agamben What is a Paradigm?
This course proceeds from the argument that cultural disciplines develop through ruptures and breaks driven by paradigms. One manifestation of these paradigms within the discipline of architecture is the way in which architecture is mediated through various forms of representations, be they drawings, models, photographs, collages, texts, diagrams. A representation becomes a paradigmatic example when it disrupts an assumed mode or convention of producing and interpreting an image, redistributing sensible information and opening alternate possibilities. These paradigms do not proceed along a linear path of development, nor do they replace and negate ones that came before, but instead they shift our understanding of what we do, how we do it, and what potential spatial, social, conceptual, and material effects are created through our representations. This course will look closely at 12 architectural representations. One per week. These will not be the most famous, nor the most popular, nor the most common examples. Instead, these objects of study have all been selected for the sole reason that they are paradigmatic examples within architecture that altered the concepts and aesthetics available through architectural mediation. Each week will consist of lectures, discussions, and analysis of these examples, paired with readings appropriate to the representation under discussion.
School of Art
Any School of Art class is open, however registration is dependent on space availability and fulfillment of required pre-requisites.
Interested students should come to the School of Art Office of Academic Advisement, Room 212 Foundation Building, to find out more about
these classes.
Albert Nerken School of Engineering
ME 313 Introduction to Industrial Design
Michael Bambino
3 credits. Prerequisite: ME 211 or permission of instructor
Contact Professor Bambino and your academic advisor
The collaborative relationship between art, engineering, and industrial design, academically and professionally, is a pivotal relationship in the development of new ideas.
This course serves as an introduction to the world of industrial design for the students of The Cooper Union's art, architecture, and engineering schools. The students will learn about the history of design, design concepts, and design methodology through lectures, discussions, and small projects, and will explore, develop, and execute their own design as part of a major project by the culmination of the course. The main goals of this course are to develop a better understanding of the perspective of a designer and to gain experience in conceptual development.
Ch 110 General Chemistry
3 credits. Prerequisites: none
Contact Prof. Andrea Newmark (Chair of Chemistry) and your academic advisor
An introduction to the general scientific principles associated with chemistry. This course will deal with fundamental ideas such as the concept of the atom, the molecule, the mole and their applications to chemical problems. The classical topics include: dimensional analysis and significant figures; atomic weights; periodic properties; chemical reactions and stoichiometry; redox reactions; ideal gas law and real gas equations of state; the liquid state and intermolecular forces; solution concentrations; chemical equilibrium and equilibrium constants; acids and bases; solubility equilibria; nomenclature of inorganic and organic compounds. The topics for atomic and molecular properties include: atomic structure and the quantum theory; electronic structure of atoms; the covalent bond and bond properties; molecular geometries and hybridization; molecular orbital theory.
ME/EID 314 Cloud-Based Design and Manufacture
Stan Wei
3 credits. Prerequisites: CS 102 and Ma 113
(prerequisites are equivalent to ARCH 118 & ARCH 103/104)
Contact Professor Wei and your academic advisor
Introduction to today's cloud-based design and manufacture (CBDM) technology. Topics include: fundamentals of geometric modeling; cloud-based computer-aided design (CAD); overview of commercially available, cloud-based CAD platforms; impact of deploying cloud-based design methodology on engineering practices; collaborative team design project management; extension of cloud-based CAD to manufacture and performance simulation applications. Students will gain hands-on experiences in managing collaborative team design projects.
ECE160 Programming Languages (C programming)
Stu Kirtman
3 credits. Prerequisites: None
Contact Professor Kirtman and your academic advisor
Programming in C in a Linux environment, with an emphasis on software development methodology. Data types, expressions, control flow, pointers, subroutines, numerical and text processing, data structures and algorithms. Introduction to computer architecture and operating systems. Introduction to object oriented programming in C++, and classification of programming languages.
EID 101 Engineering Design and Problem Solving
3 credits. Prerequisites: none
Contact Professor Toby Cumberbatch and your academic
Students work on cutting-edge, exploratory design projects in interdisciplinary groups of 20 to 25. Each project has an industrial sponsor/partner who is available for student/faculty consultation and support. Oral and visual presentations as well as formal written reports are required for all projects. Professional competencies, teamwork, human values and social concerns are stressed in the engineering design.
Ph 348 Flow Visualization
Phil Yecko
3 credits. Prerequisites: ESC 340 and permission of instructor
Contact Professor Yecko and your academic advisor
Study of a broad range of fluid flow phenomena emphasizing the features and patterns characteristic of each. Introduction to visualization techniques used to reveal and capture details of these flows, leading to the application of these techniques to actual flows in the lab or in the field. Essential photographic methodology for still images and movies, including lighting, exposure, depth of field and digital image post-processing. Use of tracers, including dyes, vapor, bubbles and particles as well as optical tools, such as schlieren and/or shadowgraph. Natural and engineering flows will be examined, beginning with mathematical and physical analysis of visualizable properties, including buoyancy, interfaces, vorticity, streamlines and pathlines, and concluding with an actual image or movie. Motivated by the immense scientic and engineering importance of flow visualization in vehicle design, dispersal of environmental pollutants, biomedical flows and many others, flow images are an important form of technical communication and will be critiqued and improved, culminating in a final project exhibition.
EID 374 Business Economics
Tom Synnott
3 credits. Prerequisite: either S 334, S 347, EID 270 or permission of instructor
Contact Professor Synnott and your academic advisor
In this course, the class will carry out a real-time forecast of the U.S. economy and explore its implications for the bond and stock markets. The course will build upon principles of both macro- and micro-economics. It will provide an introduction to the work done by business economists and the techniques they use. Students will become familiar with the database looking for relationships between key economic variables, and studying movements in interest rates over the period 1960-present. The class will be divided into teams of two students with each team choosing a particular aspect of the economy to forecast. The class will also work with various leading indicators of economic activity and will prepare forecasts of the key components of gross domestic product and other important variables. A formal presentation of the economic with invited guests from the Wall Street investment world will take place. To put forecasting exercise in context, there will be class discussions of business cycles, credit cycles, long waves in inflation and interest rates and the impact of the Internet on the economy and the stock market.
EID 357 – Sustainable Engineering and Development
Professor - Toby Cumberbatch
3 credits
Open to all Students – first year with permission of instructor. Contact Professor Cumberbatch and your academic advisor for permission to do this course
There is general acknowledgement that humankind is facing a complex set of inter-related problems associated with the future availability of, and access to, potable water, food, material resources and environmentally benign sources of energy – humankind is effectively looking at the requirements for its own survival.
The challenges are formidable—yet it is likely that simple processes that emulate nature will provide truly sustainable pathways to ensure our future.
Open to students from all three schools, this course addresses the elements of holistic sustainable design through a series of lectures, guest seminars and workshops loosely grouped into: the Commons, water, energy, materials, shelter, food, infrastructure, manufacturing, the city and sustainable design.
All students participate in one of two ongoing projects that address the issues covered:
1) RiFSK: A Refugee in Flight Shelter Kit for people in flight in sub-Saharan Africa
2) Live In Living Laboratory: A self-contained, standalone habitat that provides everything required to sustain human life with minimum impact on the planet.
EID 376 Economics of Alternative Energy
Professor – Tom Synnott
3 credits.
Prerequisite: EID 270, EID 374, or permission of the instructor Contact Professor Synnott and your academic advisor for permission to do this course
The goal of this course is to explore the economics of alternative energy technologies. As always, engineering considerations determine the feasibility of any technology while economics determine the practicality of the technology in the likely environment of the next five years. The students participating in this course will explore a wide range of alternative energy technologies. It is expected that their analyses will combine both economic and engineering principles in an interesting and creative way. Each student will choose a particular technology to analyze in depth: wind, solarphotovoltaic, passive solar, geothermal, bio-fuels, etc. There will be periodic presentations of their work to the class as a whole. One goal of these class discussions will be to highlight the advantages and disadvantages of the various technologies. At the end of the semester, there will be a formal presentation of the students' conclusions to an audience of Cooper faculty, industry experts and Wall Street analysts.
ECE 471/ FAXXX Machine Learning and Art
Professors Sam Keene (EE) and Ingrid Burrington (Art)
Open to students in all 3 schools, by permission of instructor(s). 15 students maximum, with an effort made to have a balance between schools. To receive graduate level EE credit, the students must demonstrate significant programming expertise to enroll, and must complete a technical paper related to the capstone project.
3 credits
Contact Professor Keene and your academic advisor for permission to do this course
An exploration into the intersection of machine learning algorithms and creative works, including, but not limited to, the creation of images, audio and text. Students will collaborate across disciplines to explore and translate complex concepts in machine learning into creative projects. Topics may include creative expression of data-mined information, machine-learning driven tools, and fully generative machine learning models that spontaneously create works from random seeds. A particular focus will be on the exposure of algorithms in a way such that tools can be created to enable new methods of expressive creation. Applications include images, audio, video, objects and language/text. Guest lecturers with expertise in merging the fields of art, programming and machine learning will be invited. Readings will cover the history of art-engineering collaborations, critical interrogations of emerging technology, and computation as tool for creative expression. Machine learning is a rapidly changing field being pursued by industry in real-time; students will be expected to engage in substantive discussion of current events in the field in addition to engaging with its technical implementations. Coursework will consist of a small number of exploratory exercises related to the application of machine learning to creative works, and a public capstone project. Students will identify, design and implement their own project, and work in small interdisciplinary teams consisting of architects, artists and engineers. Coding experience or knowledge is not a prerequisite for non-EE students; the entire goal of this course is to make machine learning a legible resource to students who might not have otherwise explored the medium.
ECE 491/EID 364 Data Science Projects for Social Good
Professors Sam Keene (EE) and Will Shapiro (Arch)
3 credits
Contact Professor Keene and your academic advisor for permission to do this course
Applications of machine learning, data science and software engineering to projects in the areas of education, equality, justice, health, public safety, economic development or other areas. Projects will be done in collaboration with external partners, and will be focused on solving problems with an emphasis on the greater New York City Area. Students will work with the external partners to specify problems and investigate possible solutions. Students will work between disciplines to develop new machine learning based solutions. Additionally, students will work collaboratively to visually convey the insights and results generated. There will be additional requirements for graduate level engineering credit, specifically, the implementation of a machine learning system.
EID 260 Acoustics, Noise and Vibration Control
3 credits
Prerequisite: permission of instructor
Interdisciplinary overview of acoustics and its applications in industrial and environmental noise control, acoustics of buildings, vibration systems and control. Topics include: sound levels, decibels and directivity, hearing, hearing loss and psychological effect of noise, noise control criteria and regulations, instrumentation, source of noise, room acoustics, acoustics of walls, enclosures and barriers, acoustics materials and structures, vibration control systems; design projects.
EID 376 Economics of Alternative Energy
3 credits
Prerequisite: EID 270, EID 374, or permission of the instructor
The goal of this course is to explore the economics of alternative energy technologies. As always, engineering considerations determine the feasibility of any technology while economics determine the practicality of the technology in the likely environment of the next five years. The students participating in this course will explore a wide range of alternative energy technologies. It is expected that their analyses will combine both economic and engineering principles in an interesting and creative way. Each student will choose a particular technology to analyze in depth: wind, solarphotovoltaic, passive solar, geothermal, bio-fuels, etc. There will be periodic presentations of their work to the class as a whole. One goal of these class discussions will be to highlight the advantages and disadvantages of the various technologies. At the end of the semester, there will be a formal presentation of the students' conclusions to an audience of Cooper faculty, industry experts and Wall Street analysts.
ME 353 / EID353 Mechatronics
3 credits
Prerequisite: ME 351 or ECE 320 or ChE 361 (Open to all majors with permission of instructor. Some electronics experience recommended.)
Topics include computer architecture, PIC processor overview, dynamic modeling, sensors, data acquisition, digital PID control theory, and utilization of assembly language to code the controller. Students will design, build and test a controller board and present a final prototype of a control system. Engineering economics will be introduces and integrated into the final project.
EID 103 Principles of Design
3 credits
Prerequisite: EID 101 (Open to all majors with permission of instructor)
This course is designed to introduce students from all disciplines to the concepts of rational design. It is open to first-year students and sophomores. In the first part of the course students will learn by hands-on experience the importance of giving attention at the design stage to consideration of accessibility, repair, replacement, choice of materials, recycling, safety, etc. Students will develop the ability to make observations and record them in suitable form for further analysis of the design process. From this, concepts of 'good' design will be developed, and students will be introduced to the formal design axioms and principles.This will lead to the second part of the course which will consist of a comprehensive, realistic design problem. Creativity, intuition and cultivation of engineering 'common sense' will be fostered within the framework of design principles and axioms. The course will constitute a direct introduction to the disciplines in their interdisciplinary context.
ME 211 Design and Prototyping
2 credits
Prerequisites: EID 101 and EID 103 (Open to all majors with permission of instructor)
A mechanical engineering hands-on workshop geared towards the understanding and practice of basic engineering design and fabrication tools. Topics include hand tools, simple machining, mold making, casting, materials, fasteners, adhesives, and finishes. 3-D digitizing, solid modeling, rapid prototyping and computer interfacing will also be presented. Team projects will familiarize the students with typical tools and processes employed in realizing a design concept, from sketch to functional prototype. Each student will participate in and contribute to the team-learning and creation process.
ECE150 Digital Logic Design
Professor – Yash Risbud
3 credits
Prerequisites: none. Contact Professor Risbud and your academic advisor for permission to do this course
Theoretical and practical issues concerning design with combinational and sequential logic circuits, and programmable logic devices. Number systems, Boolean algebra, representation and simplification o fBoolean functions, universal logic families. Finite-state machines, state tables and state diagrams, flip-flops, counters, registers. Adders, decoders, comparators, multiplexers, memories and applications. Programmable devices: PLA, PLD, etc. Principles of analog circuits are presented in the context of real world problems, such as 'glitches,' power and ground bounce, contact bounce, tri-state logic and bus interfacing, timing circuits, asynchronous versus synchronous circuit components. Characterization of electronic and logical properties of digital circuits. Course work involves individual and team projects in which: digital circuits are designed and prototypes are constructed and tested on breadboards; designs involving programmable logic devices are developed using CAD tools. The projects, approximately 50 percent of the course grade, are used to assess technical writing, oral presentation, teamwork and project management skills.
BIO 202 Biology for Engineers II
3 credits
Prerequisite: Sophomore standing preferred, but freshman with AP Biology welcome
This course will provide human biology fundamentals to springboard into research projects at the intersection of biology and engineering. Topics will include anatomy and physiology of musculoskeletal and other major organ systems not covered in Bio 101, imaging modalities, concepts behind diagnostic and therapeutic surgical procedures, and their limitations, human body repair, artificial organs, tissue engineering, immunology and cancer. Students will develop an extensive biological vocabulary and have requisite knowledge for further study in biomechanics, rehabilitation medicine, biomaterials, bioremediation, etc.
ME 453 Energy Efficient Building Systems
3 credits, Prerequisites: ESC 330, ESC 340, and ME 352 or permission from instructor (Course open to all majors with permission of instructor)
Equipment fundamentals, energy management and control systems used in buildings to manage heating, ventilating, and air conditioning systems and components. Proper commissioning, operation and maintenance and their impact on efficiency, equipment life, energy consumption and carbon footprint. Students will perform energy savings calculations, learn processes to identify and correct building operational problems that lead to waste, identify energy conservation measures and analyze trend data and historical operation. Technical projects and site visits provide exposure to open-ended problems related to actual HVAC and building management systems.
EID 116 Musical Instrument Design
3 credits. Theory and use of musical scales, including just intonation and equal temperament systems. Musical harmony and basic ear training. Human hearing and the subjective measures of sound: pitch, loudness and timbre. Acoustic analysis of design and operating principles of traditional instruments, including members of the percussion, string and wind families. Prototyping and testing of original musical instrument concepts.
EID 210 Engineering Design Graphics
In this class, Building Information Modeling (BIM) is used to create both Architectural and Structural models. Along the way, students learn about the Revit Program's user interface & modeling tools essential for working with 3D models. Other topics include creating Sheets, Custom Building Elements, Topography, Landscaping, Perspectives, Rendering & Animation. As students gain expertise in using Revit, they are assigned various Structural & Architectural projects to develop and present to the class. At the end of the semester, a Final Independent Design Project is presented by each student using the Revit Modeling Program.


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of interest and pertaining to hip hop/art/funk/soul/painting/graffiti/human interest/ashwan/street/urban/true skool/copyleft/copyright/copywrong and just about anything else that catches the eye.
Saturday, November 28, 2009
The Daily Swarm - RIP Technics... Production Stopped on 1200s and 1210s?
The Daily Swarm - RIP Technics... Production Stopped on 1200s and 1210s?
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on a personal level, I am gutted that they are going to stop making the 1200 and 1210's. they are the industry standard and old skool classic. that said, i think it's inevitable that this was gonna happen BUT that actually the story is misleading. Technics now has a whizz bang 1210mk5 and the 1210m5g. any idea of decks disappearing is totally premature. only 5 years ago we were all talking about how turntables now outsell guitars...this may or may not be true now, but the point is that the 1200 is evolving.
I love the classic design and I have always bought the silver, simply because it is the original colour...pure old skool hip hop.
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Late tomorrow night, two AWARE volunteers are flying to Cambodia to teach women how to crochet. Volunteers Louella and Stacey have been testing out patterns and perfecting their skills.
I cannot wait to see the teddy's, cardigans, hats, and broaches that they make through Wool for Women. This program focuses on bringing new skills to women through crocheting to help build up their arsenal of skills to ensure they can earn a decent livelihood. AWARE is partnering with Dorsu to help give women in Kampot, Cambodia the tools to work towards their ideal future.
Thanks to you, we received hundreds of dollars in donations and in kind gifts to bring wool and crochet hooks to Cambodia. Wool was arriving by the box!
Last weekend, Stacey and I took a trip to the Bendigo Woollen Mills to purchase even more wool! After a long drive from Melbourne, we arrived at the mills to be greeted by every crafters favourite sight: skeins upon skeins of wool!
I'll be bringing you live updates from their work in Cambodia!


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By reading this, you are stating that you are 18 years of age. If you are under the age of 18, it is necessary to exit this site.SECRETS VOLUME 22DARK WHISPERSCopyright © Elisa Adams, Rachel Carrington, Calista Fox, Ellie Marvel, 2007 All Rights Reserved, RED SAGE PUBLISHING, INC.
Read Excerpts
BREATHLESS by Rachel Carrington
He drummed his fingers on the table top. "What could be so important you wouldn't listen to your father's advice?""Will you stop bringing him into this, please? You act as if you know him."He gave a short bark of laughter which made her eyes narrow. "I can see we really didn't do our homework, did we? Lark, Lark, Lark. Never," he leaned closer, violating her personal space, "and I mean never, confront an enemy you don't know.""Are you my enemy then?" She issued the challenge with a spark in the ebony pools of her eyes.His wine glass skidded across the table, and he rested his palms flat against the scarred wood. "What else would I be?""I didn't come here to fight you, Zac."The way she said his name ignited a fire in the pit of his stomach.. His cock responded with another powerful surge, a violent demand for release. Shifting on the wooden bench, he cleared his throat. "No, you came on a fool's mission—Diaz's mission."If his words surprised her, she didn't show any emotion. Her restraint continued to amaze him. "I've heard you have potent gifts."He certainly didn't need her to remind him, but if she thought he was in the do-gooder business, then his assumptions about her lack of knowledge were accurate. "Yes, but they're mine. They belong to me, and I use them only when I choose—not because of someone's need for a hero."She chuckled low, surprising him even more. The intimate sound of her laughter was as compelling as a naughty whisper. "You talk as if you know my father. If so, I'm sure you knew his views on helping your fellow man."Zac's teeth clamped together so hard his jaws ached. "I did, and he would never expect me to help with a cause I don't believe in."For a long moment, she only stared at him. Then, she shoved his glass back toward him. "Finish your wine. It's expensive."His eyes narrowed. "I'll pay the tab.""Diaz won't stop until he's taken over the world…or we stop him."Shit. He didn't want to sit here with a gorgeous brunette discussing the nasty bastard who intended to make all of their lives miserable. He'd crossed paths with the monster over fifty years ago, and he'd give up anything to be able to rewind that day."Diaz makes sure everyone knows about him, and he's always had grandiose dreams. He hasn't succeeded yet. So what makes you so hell-bent on stopping him?"A loud, harsh sigh rent the air. "He killed my sister."Not surprising. Zac managed to look appropriately sympathetic. "My condolences.""You could give the bastard a run for his money when it comes to coldness," she returned."You don't get many places in this world by having a heart of gold. Sorry.""So, I'm wasting my time then?"He ignored the still, small voice whispering in his ear—the tiny conscience he'd shut out years before when he'd learned the world wasn't his friend and even his closest friends couldn't be trusted anyway. "You already know the answer."Lark slid out of the booth and walked around the table. She moved with the lethal grace of a jaguar, her curvaceous body packing a powerful punch in black leather. She placed one hand on his shoulder, and he tipped his head back to see her face.What she did next surprised him, and he was rarely surprised.She cupped his face, and Zac had just enough time to catch his breath before she gently traced his mouth with the tip of her tongue. He forgot how to breathe, and when the vixen pressed her lips to his, he didn't really require the knowledge. Every nerve in his body went on high alert. He rose up to deepen the kiss, but she pulled away.Her long black hair sifted over her shoulders, and she gave him a sultry wink. "If you change your mind," a gold-embossed card landed on the table, "you know where to find me."As she walked away, Zach's raging erection told him he'd go looking for her.
HEAT by Ellie Marvel
This close, I was reminded Tarkin was slightly taller than I, lean,but strong, with solid shoulders and trim waist. His species grew nofacial hair other than eyelashes and eyebrows. Our bodies didn't mash together, but there was something about the splay of his fingers on mylower back that unnerved me. Something almost possessive."Uh, Tarkin?"His eyes opened completely, the pupils dilated almost as wide as theirises."Yes?" His breath feathered across my lips. Did I imagine it waschocolate tinged breath, or was that just the brownie in the air?And either way.why was Tark worried about pleasing me? He was alwaysgracious, but not to the extent of procuring chocolate. It wasn't mybirthday, and I'd hardly been promoted with the kitium temporingissues I'd been having.I dragged myself away and used the vestiges of my willpower not tokiss him senseless. First I went bunko over brownies, and now this. MyGod, he'd never speak to me again! "You said you wanted to talk to meabout something.""One moment." He disappeared into his kitchenette again and emergedwith something dark brown and crumbly in his hand. "For you."It was a brownie. An honest to goodness brownie that looked a wholelot like the ones my granmater made for special occasions. Mostthoughts of kissing fled my brain to be replaced by thoughts ofchocolate. Chewy, moist, mouthwatering chocolate.His breath had definitely smelled of chocolate.I held out my hand, and he shook his head. "Open your mouth.""You're kidding." But I complied, and he popped a bite of the dessertbetween my lips. His thumb brushed my cheek in what would have been acaress if it hadn't been Tarkin doing it.I savored the brownie. The rich taste spread across my tongue, throughmy body, like the warmth of a yellow sun.Tarkin watched me as the brownie dissolved on my tongue, then fed methe rest. "I believe it is customary on Terra for a male to give afemale valued gifts when he wishes to court her."Court her? What was going on? I swallowed and cleared my throat. "Didyou get that from the Library, too?"He smiled. His teeth flashed white against his mocha skin."Gift-giving is not unique to your species."He stepped closer to me, and I hopped away. "What are you doing?"His voice lowered into some husky baritone I didn't recognize. Hisshoulders seemed broader, his legs longer, clad in the soft, expensivematerials he favored. His eyes glittered. Even his black hair, neatlyin its tuck, glittered. "We are friends, are we not? You said much thesame earlier tonight.""I like to think so," I hedged. Frantically I searched my memories ofconversations with Heen, articles in the Library, offhand comments byanyone, to explain Tarkin's out of character behavior.Gitters didn't, ah, mingle with other species. This, I knew, one ofthe more solid hearsays about their race. They didn't hug, they didn'ttouch, and they didn't ooze sex appeal. They didn't court Terranfemales who favored grubby brown coveralls and considered the vidmallhigh culture."My gift has pleased you?""Y..yes.""I have paid you marked attention this past tenday. We have shared ourtime. You would like to know why."I nodded. Our nightly dinners were starting to make sense.That was a lie. They still made no sense. My head whirled.He took my hand. His thumb stroked my palm, my sweaty palm, in a slow,circular gesture that felt a lot like the taste of chocolate. "Do youwish to please me?"He had no idea. Oh, slag, please say he had no idea. Was this someweird Gitternian mockery of my crush on him?"Does it involve sharing my brownies?" My voice came out in a squeak Ididn't recognize. Something rubbery happened in the vicinity of myknees.Tarkin leaned toward me and whispered, "It would please me, Sarai, ifyou would mate with me."
MIDNIGHT RENDOZVOUS by Calista FoxSample Chapter One
"He ditched me, didn't he?" Cat Hewitt asked with a sigh of resignation as she plopped into the plush red-velvet upholstered chair in front of McCarthy Portman's desk. The attractive blonde-haired dating guru of Rendezvous stopped typing on her laptop and lifted her green eyes from the screen. She smiled ruefully. "You really do have bad timing, Cat."Cat groaned. "The printer screwed up the invitations for the Healthy Hearts Gala. He thought it was a social mixer, not a fundraiser for heart disease research. You should have seen the hot pink stationery he intended to use for this black-tie event. Oh-so-gaudy. Anyway, I had to go to New Jersey to get it straightened out. I'm only, like, what? Five minutes late?" She consulted the Cartier watch she wore but rarely ever checked. Cat cringed. "Ouch. Okay. So I'm thirty-five minutes late." She craned her neck to glance at the lounge behind her, hoping to find Jeremy Lorenzo somewhere in the crowd. The club, stylish and intimate as it was, was devoid of one seriously good-looking ad exec. "Damn it," Cat muttered.She'd been a member of the dating service, which was housed in this upscale Manhattan wine bar, for six months now. She'd yet to find her perfect match, and the search was becoming a bit disheartening. McCarthy gave her a sympathetic look. "Jeremy left twenty minutes ago with Mia Casey."Cat bristled. Mia was a corporate lawyer. Blonde, smart and ambitious. This was the third date McCarthy had set Cat up on who'd ditched her for Mia. "What's the deal? Does she lay in wait, knowing I'll be late?"McCarthy shrugged. "You're an A-lister, Cat. If you can hook them, the other girls want them."Cat tried to find some solace in that, but came up empty-handed. She'd missed out on several potentially great dates because she'd been tied up with her "work." She used the term loosely because what she did couldn't technically be classified as a job. Cat didn't get paid to organize fundraising galas and luncheons for the various non-profit organizations she was associated with. Her family money allowed her the opportunity to follow in her mother's footsteps and serve the community in which they lived. She had a passion and talent for event planning and pulled off the most elaborate events with style and panache. In doing so, Cat was able to help raise money for great causes and, indirectly, help people in need. Something that mattered to her above all else.
BIRTHDAY WISH by Elisa AdamsSample Chapter One
"If you could have anything for your birthday, Anna, what would it be?"Anna Kelly's gaze snapped to Dean, her hazel eyes sparkling with curiosity in the pale moonlight. The beginnings of a smile etched her full lips. "Anything?""Absolutely anything." Dean Harrison raised his eyebrows in silent challenge. "No boundaries. What would it be? A quiet night alone, away from this party you don't want?"He'd take her away from the chaos. All she had to do was ask. "How do you know I don't want the party?" She tucked a strand of glossy brown hair behind her ear. He followed the movement with his gaze, absorbed by the innate grace in her small hands. Hands he'd love to feel on him. Everywhere. He swallowed hard. A chorus of laughter drew his attention to the French doors behind them. Light filtered through the sheer drapes, casting squares of bright yellow on the balcony floor. Inside the house, forms in silhouette moved and danced, mingling with each other as muted strains of jazz music floated out through the closed doors. "Because if you wanted to celebrate your birthday, you'd be inside dancing and laughing with everyone else rather than standing out here in this heat with me."He brushed the back of his hand across his forehead. It came away coated with sweat. Another relentless summer night in New England. Hot and humid, air so thick it made something as simple as breathing seem like a chore. He should have turned down Molly's invitation to her sister's birthday party. But he hadn't, for one reason. She was standing right next to him."Okay, so maybe I'm not in a party mood right now." Her husky laugh sent a rush of warmth through him. "It's just an excuse for Molly to set me up with one of her single male friends. I don't know when she's going to learn that I'm not interested."
"Heat" by Ellie Marvel. The Gitternian alien Tarkin enjoys spending time with Terran Sarai until he goes into heat without a Gitter female near so he decides his earthly companion will more than do."Breathless" by Rachel Carrington. Lark knows she cannot defeat the monster Diaz who enjoys tormenting his victims. She needs the help of roguish avariciouse wizard Zac to destroy the beast who killed her younger sister Shanae."Midnight Rendezvous" by Calista Fox. Three years ago at the Plaza Cat and David shared what should have been the greatest romantic night of their respective lives as the attraction was incredible that her father sensed it; the evening instead proved unromantic as she ended up with a catering disaster instead of him. Now she has a second chance with the man she still lusts over."Birthday Wish" by Elisa Adams. Dean asks Anna what she wants for her birthday as she will get her anything she wishes for. She hesitates but he teases her to tell him her fantasy wish. She tells him a weekend with him.The heat is on when Secrets releases its latest erotic romantic anthology. The four enjoyable novellas run the gamut of sub-genres, but share in common strong characters leaving the audience breathless.~~Harriet KlausnerRating: 4.5 Enchantments In HEAT, When Tarkin comes into his cycle far from home, he looks to his close friend Sarai to help him out. So he sets about wooing her in the old custom of her people for ten days. When the right time comes he is hoping that she won't deny either of them. For if he can't mate with Sarai, he won't get a chance to ever try with anyone else. In BREATHLESS, Lark Hogan was sent on a mission by her father to find the one known as the Wolfe. Only he could help her defeat Diaz, the sorcerer that killed her sister. But Wolfe is more than she ever imagined and his price for help may be too high. Her body for his help may lead them both down a path that neither is ready for. But can two fierce fighters ever find happily ever after in love with each other? In MIDNIGHT RENDEZVOUS, Cat Hewitt has a second chance encounter with David Essex at a dating club in New York called Rendezvous. Is there such a thing as love at first site? From that moment on she agrees to meet him in several different places, Paris and San Francisco for example, and they spend several wonderful months living the ultimate fantasy life. But what happens when reality collides? And what happens when someone else wants Cat enough to kidnap her? In BIRTHDAY WISH, Anna Kelly takes a chance when her former childhood friend, Dean Harrison, asks her what she would wish for on her birthday if she could have anything that she wanted. Easy decision for her. One incredible weekend with Dean. And Dean is more than willing to give it to her. But can one weekend open up doors and possibilities that neither of them planned? SECRETS VOLUME 22: DARK WHISPERS is a great continuation of this series of anthologies. Although I struggled to get through the first story the final three were more than worth the effort. This is a group of stories that portray the strong independent woman beautifully. BREATHLESS by Ms. Carrington was one of the best paranormals that I have read in a long time and I sincerely hope that there are more from her to find. I have enjoyed several of Ms. Fox's stories and MIDNIGHT RENDEZVOUS was no exception. But BIRTHDAY WISH by Ms. Adams was by far the best story in the anthology for me. The sexual chemistry between characters was erotic and captivating. The lust pulled you in, but it was the development of deeper emotions that kept you there, eagerly turning the pages to see what was next. Red Sage Publishing definitely has a winner with the SECRETS anthologies. Each new volume offers something for everyone and this reader is rarely disappointed. So believe me when I say that you can't fail with any of these exciting volumes!~~Debbie H., review found at ENCAHNTING REVIEWSThis SECRETS anthology once again combines excellent stories from varied genres. They are all well-written and passionate. Each story is filled with nicely drawn characters and settings. All four tales are winners, so highlights will be particular to each reader's taste. For a sampling of erotic fiction, these are first rate.Fulfill your fantasies and steam up your evenings with SECRETS, Volume 22.~~Jennell


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C40 Lot of 20 Furniture Keyhole Plates Hardware
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War is an ugly thing, but not the ugliest of things. The decayed and degraded state of moral and patriotic feeling which thinks that nothing is worth war is much worse. The person who has nothing for which he is willing to fight, nothing which is more important than his own personal safety, is a miserable creature and has no chance of being free unless made and kept so by the exertions of better men than himself. John Stuart Mill - English economist & philosopher (1806 - 1873)
Bought a couple boxes of Furniture pulls, handles, knobs and other related stuff from the estate of a gentleman that restored/repaired Period Furniture. Not sure if everything is period but looks like it to me. If you buy any lot and determine it to be new reproduction stuff just let me know and return it, I will refund the total payment sent me. Most of it needs some cleaning up, everything is sold in "AS IS" condition.
All the same style
Have magnetic attraction
Addresses with a USPS Zip Code (USA, APO, FPO, etc), Shipping is 1 lb USPS Media Mail from Zip 03261, I do not ship UPS/FedEx etc only USPS, multiple items will be combined and packed weight will determine shipping cost.
INTERNATIONAL BIDDERS: I cannot give you a shipping cost before the Auction ends and your item(s) are... read more


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$8950 Fixed Selling Commission. 5.99% Rental Management. No Upfront Payment! Free Advertising on Realestate.com.au! Proven Negotiators! We pride ourselves on getting you the highest possible price, in the shortest possible time. Our fees represent excellent value for our clients. You pay absolutely nothing until your home is sold. This guarantees you cannot lose money if your home does not sell or if you change your mind and decide not to sell. We will professionally negotiate to secure the best price and terms for you. Check out our happy sellers video testimonials on our website www.kingsmanproperty.com.au
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The peeps over at Lifehacker are holding an "improve your life" contest where readers can submit their ideas to win a book (really? a book? that's a lot of free press and ideas for a lame book). Having recently started really using a thumb drive in my everyday, I liked this one. It's a good way to make your thumb drive show your name and cell number if someone plugs it into a computer, thus
Beranda » Tanpa Label » Make Your Irreplaceable Thumb Drive Easier To Return


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Dreamy Pastel Eyeshadows From Fashion Week You Need to Learn
Make-up is something dynamic which keeps on changing and we are always on the hunt for different makeup styles to beautify the most appealing part of our face. Pastel Eyeshadow has become a new trendy on runways for these seasons and now it's time to wearing this go out for your daily life. Today, we collected 10 awesome pastel eye makeup ideas for you to be inspired by.


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Frequency analysis - Decrypting text
To start deciphering the encryption it is useful to get a frequency count of all the letters. The most frequent letter may represent the most common letter in English .
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Interesting Facts About English
The most common letter in English is "e". The most common vowel in English is " e", followed by "a". The most common consonant in English is "r", followed by "t".
What is the Most Commonly Used Letter in English?
Actually, e is far down the list of English language word beginners, and comes in at the 15th place. The five most common letters beginning words are t, o, a .
English letter frequencies
Relative Frequencies of Letters in General English Plain text . Tom's Letter Frequencies (in order). By analyzing . The most common digrams (in order): th, he .
Which are the five most frequently used letters in the English ...
Which are the five most frequently used letters in the English alphabet - trivia question /questions answer / answers.
What is the frequency of the letters of the alphabet in English ...
Apart from 'angry' and 'hungry', what other common English word ends in '-gry'? . so that he could give the simplest codes to the most frequently used letters.
Cryptogram Stats - Scott Bryce
Frequencies of the letters in the English language. E, 12.51%. T, 9.25 . The most common first letter in a word in order of frequency. T, O, A, W, B, C, D, S, F, M, .
Cryptograms.org - Letter Frequencies
The frequency of letters in text messages has often been studied for use in . however, an approximate ordering of English letters by frequency of use is ETAOIN . of word letters; 3 Top 10 end of word letters; 4 Most common bigrams ( in order) .
E is the letter that appears most frequently in the English language ...
E is the letter that appears most frequently in the English language What are the three . What is the second most frequently used letter in the English language?
Count On :: Codebreaking :: Substitution Ciphers
Here are the percentages that the letters of the alphabet appear in English: . If we put them in order of most frequent letter, it is easy to see that 'e' is the most .
Most Commonly Used Letters in the Alphabet - Yahoo! Voices ...
Apr 21, 2011 . http://www.listafterlist.com/tabid/57/listid/4880/Fun++Games/Most+Common+ Letters+in+the+Alphabet+Used+in+the+English+Language.aspx .
English alphabet - Wikipedia, the free encyclopedia
Main article: Letter frequency. The letter most frequently used in English is E. The least frequently used letter is Q. The list .
Most Common Letters, Digrams, and Trigrams in the English ...
Most Common Letters, Digrams, and Trigrams in the English Language. Letter Frequency. E .127. T .091. A .082. O .075. I .070. N .067. S .063. H .061. R .060. D .
Letter Frequency Analysis Calculator - Wiley
Usually "E" is the most common letter in English text, with "A", "O" and "T" running next. So the chances are that "E" has been replaced by whichever letter is the .
The most common letter of the alphabet | LearnEnglish Kids | British ...
The most common letter of the alphabet. Image of letters of the alphabet. The most common letter in the English alphabet is 'e'. The next most common letter is ' t'.
Cryptograms.org - How to Solve a Cryptogram
ETAOIN is simply a mnemonic device combining the six letters which appear most frequently in the english language. The letter 'E' appears much more .
Letter Pairs Help Tool
The most common letter pairs (digraphs) in the ciphertext may represent the most common digraphs in English, which are TH, ER, ON, AN, RE, HE, IN, ED, ND, .
Journal of Statistics Education, v16n1: Robert W. Jernigan
From our consideration of Scrabble, recall that the letter "E" is most frequently occurring letter in English, but keep in mind that dictionary tabs consider only the .
Hanging With Friends Cheats, Codes, Unlockables - iPhone - IGN
Jun 9, 2011 . Most Common Letters in English. Something to keep in mind, both when guessing your buddy's words and when creating new words for your .
Solving Cryptograms
In the English language, E is the most common letter, followed by T, A, O, N (with I and S close behind). The words A and I are the most common one letter words .


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Locating the optimal Online Trading Company or Buying Your personal
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No Recent Price Change
1511 Mitchell Wharf Street
Charleston, SC 29492
- Residential
- Single Family Detached
- Sold
Agent Remarks
Top 5 Reasons to BUY 1511 Mitchell Wharf 1. Floor Plan: Easy flow through this bungalow, open layout & bright natural light. Spacious master suite & bedrooms are private from living space, full laundry room & ample storage. No wasted space 2. Location: Close to parks, pool, K-8 school, Smythe lake & park, walking trails. Conveniently in the heart of Daniel Island 3. Upgrades: Details include hardwood floors, fireplace, custom built in shelves, tall ceilings, crown molding, designer paint colors. This charming home is move-in ready 4. Backyard: Enjoy the screened porch, large fenced yard with grass & gardening areas. Easy access by alley behind 5. Kitchen: Upgraded with large wood block island, back splash, stainless steel appliances, & separate dining area. Lots of counter space & storage Buyer pays a one time neighborhood enhancement fee of .5% x sales price to Daniel Island Community Fund at closing.
Sale Info
Listing Date: 11-13-2017
Sold Date: 01-19-2018
Aprox Days on Market:
2 month, 5 days ago
Listing Sold:
10 month, 24 days ago
Baths Info
Fullbaths: 2
Building Info
Year Built: 2008
Floors: Ceramic Tile, Wood
Foundation: Crawl Space
Exterior Features
Misc Ext: Fence - Wooden Enclosed, Porch - Full Front, Patio, Porch - Screened
Interior Features
Msc Intr: Ceilings - 9+, Kitchen Island, Ceiling - Smooth, Ceiling - Tray, Walk-in Closets
Lot Info
Acres: 0
Lot Desc: Inside, Level
Parking Info
Gar Pkg: Detached, 2 Car Garage
Property Features
Subsection: Smythe Park
Amenity: Boat Ramp, Dock Facilities, Exercise Area, Neighborhood Pool, Play Park, Tennis Court, Trash Pickup, Walk/jog Trails
Desclocation: Gas Logs, Great Room, One
Roof: Asphalt Shingle
Style: Ranch
Stories: 1 Story
Special: Flood Insurance
Rooms Info
Beds: 3
Ground Level: Yes
Rooms: Eat-in-kitchen, Foyer, Great, Laundry, Pantry
SqFt Info
Sqft: 1,401
Utilities / HVAC
Cooling: Central
Heat: Gas
Water Sewer: Public Sewer, Public Water
Elem: Daniel Island
Middle: Daniel Island
High: Philip Simmons
Courtesy of listing office Century 21 Properties Plus