text:
Justin Work WKL9990 Gypsy 11" Waterproof EH Western Boots
Justin Work WKL9990 Gypsy 11" Waterproof EH Western Boots Description
Justin Original Work - Women's WKL9990 Tan Jaguar Leather Gypsy® Waterproof EH 11" Pull-On Western Work Boot
COLOR: Tan Jaguar
STYLE: 11 inch Waterproof EH Pull On Work Boot
11" Tan Jaguar Leather Upper
J-Flex Flexible Comfort System® insole
Black Rubber Outsole
Meets ASTM F2413-11, I75, C75 Standards For Electrical Hazard Footwear
Waterproof Full Bootie Construction
The Tan Jaguar Waterproof work boot steps on the wild side with chocolate chip brown leather and a turquoise and cream stitching on the shaft. The interior is not only made for comfort with the J-Flex Flexible Comfort System® insole, its subtle topaz lining adds elegance. The Gypsy® round toe is both feminine and functional and built around an injected shank for added durability. These boots were made for walking, and definitely made for working.


text:
[jen-tl-muh n]
noun, plural gen·tle·men.
a man of good family, breeding, or social position.
(used as a polite term) a man: Do you know that gentleman over there?
gentlemen, (used as a form of address): Gentlemen, please come this way.
a civilized, educated, sensitive, or well-mannered man: He behaved like a true gentleman.
a male personal servant, especially of a man of social position; valet.
a male attendant upon a king, queen, or other royal person, who is himself of high birth or rank.
a man of good social standing, as a noble or an armigerous commoner.
a man with an independent income who does not work for a living.
a male member of the U.S. Senate or House of Representatives: The chair recognizes the gentleman from Massachusetts.
History/Historical. a man who is above the rank of yeoman.
Origin of gentleman
Synonyms for gentleman
4. See man1.
Usage note
See lady.
Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2019
Related Words for gentlemanlikepolite, civilized, genteel, well-mannered, honorable, courteous, civil, gallant, mannerly, noble, obliging, polished, refined, reputable, suave, urbane, well-bred, benevolent, big, bold
Examples from the Web for gentlemanlike
Historical Examples of gentlemanlike
"You haven't told me why you like this gentlemanlike boor," he persisted.Peak and Prairie
Anna Fuller
Snooks does not any more think it gentlemanlike to blackball attorneys.The Book of Snobs
William Makepeace Thackeray
Is he not a devilish good-looking, gentlemanlike sort of fellow?Rookwood
William Harrison Ainsworth
He was not only a very good-looking, but a gentlemanlike boy in his manners.The Poacher
Frederick Marryat
There he is at Broadstone, as gentlemanlike a youth as I would wish to see.The Heir of Redclyffe
Charlotte M. Yonge
noun plural -men
a man regarded as having qualities of refinement associated with a good family
a man who is cultured, courteous, and well-educated
a polite name for a man
the personal servant of a gentleman (esp in the phrase gentleman's gentleman)
British history a man of gentle birth, who was entitled to bear arms, ranking above a yeoman in social position
(formerly) a smuggler
Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012
"well-born man," early 13c., from gentle + man.
The Gentleman is always truthful and sincere; will not agree for the sake of complaisance or out of weakness ; will not pass over that of which he disapproves. He has a clear soul, and a fearless, straightforward tongue. On the other hand he is not blunt and rude. His truth is courteous; his courtesy, truthful; never a humbug, yet, where he truthfully can, he prefers to say pleasant things. [J.R. Vernon, "Contemporary Review," 1869]
Related: Gentlemen. Gentleman's agreement is first attested 1929. Gentleman farmer recorded from 1749.
Online Etymology Dictionary, © 2010 Douglas Harper

subset: commoncrawl


text:
A new video explaining what private fostering is and what people need know about it - has been launched by Wakefield Council.
The video is for parents who are considering entering into a private fostering agreement and explains what they are obliged to do, such as notifying the Council of the arrangement.
By monitoring and supervising private foster placements, the Council can help to safeguard children.
Cllr Olivia Rowley, Cabinet Member for Children and Young People, said: "If you're considering entering into a private fostering arrangement please watch the video – which gives clear information on what you need to do.
"There is a legal requirement for parents to let us know their plans, so that we can help to keep children in our district safe and support their families."
To watch the video visit www.wakefield.gov.uk/privatefostering
Private fostering is when a child under the age 16, or aged 18 if disabled, is being cared for by someone other than a parent or a close relative for 28 days or more. A close family relative is a grandparent, brother or sister, uncle or aunt, step-parents related by marriage, or a full or half-relation, such as a half-brother.
A private fostering arrangement is made between the parent and carer. The birth parent retains parental and financial responsibility and should be involved in all decisions concerning their child.
Examples of private fostering include children who are sent from abroad to stay with another family, children on a holiday exchange or living with host families while studying, teenagers staying with friends after severing family ties and children being cared for by others due to parental illness.
Parents and carers who are planning to privately foster their child need to contact the Council at least six weeks before the arrangement begins. Or, if it's an emergency, they need to get in touch within 48 hours of the arrangement being made.
To register a Private Foster arrangement, call 0345 8 503 503. Or email firstname.lastname@example.com or visit www.wakefield.gov.uk/privatefostering
Room 11Town HallWakefieldWF1 2HQ
Was this page useful?
Print page
Wakefield Council


text:
Thank you to Isobel.17 August 2017
One of our youngest fundraisers Isobel has raised over £2,500 for the Charity as a result of two sponsored cycling challenges. In 2015 Isobel's father was airlifted following a cardiac arrest during a 40 mile cycle ride. In 2015, Isobel took on the challenge her save in aid of EHAAT and won an AAA award for Outstanding Young Person. She completed the challenge again this year! Thank you for your continued support Isobel, we can't fly without you.


text:
To claim impounded dogs or cat, you have to pay these fees.
You may have to pay composition fees for the following cases:
Impounded animals are housed at the Animal Management Centre located at 57 Sungei Tengeh Road Singapore 699013.
To collect an impounded animal, please call our hotline at 1800 476 1600 to set up an appointment during the following hours:
Please bring along a suitable carrier to transport the animal.
All payments to be made by NETS only.
Our Feedback Form is best displayed on Internet Explorer (IE) 11 and above, Chrome, Firefox and Safari. If you are using any of these browsers, click "OK" and you will be directed to the Feedback Form.
For users on IE 10 and below, you will encounter an error message. You are required to change your Internet Settings before you can access the Feedback Form. Please refer to the step-by-step guide on changing your Internet Settings.


text:
Cooking Through Chemo
POSTED BY Pink Ribbon Cooking / November 19, 2013
Recently the University of Vermont's Across the Fence program re-aired our October segment where we featured many simple and healthy foods suited for those battling cancer and the affects of cancer treatment. Please share this as a resource for those you love battling cancer.Read Full Article »
A Pink Ribbon Diet
POSTED BY Pink Ribbon Cooking / October 29, 2013
The best kind of diet is not a diet. That's right, diets are not permanent solutions. At least not fads and diets-of-the-day eating trends.Read Full Article »
Growing a Cancer Support Community: My Journey with Cancers
POSTED BY Pink Ribbon Cooking / September 19, 2013
The cancer diagnosis came the day before Thanksgiving. I was 42 years old. I had lymphoma. I told my doctor that I had the pies in my car and I was heading to New Hampshire to be with my family. Life has a way of turning us upside down.
I was in the prime of my life, building my own business, working 80 hours a week, raising two teen age children with a husband who traveled for work. Life was grand! I went to the hospital because I had a nose bleed that wouldn't quit. When they told me they would have to cauterize the inside of my nose I said "no thank you" and left with the promise that I would follow up with my primary care. As many of you know, that is when the ball started rolling. One doctor's appointment lead to a billion tests and more doctor appointments.Read Full Article »
Gastronomic Reflections on Obesity from 1825 Paris, France
POSTED BY Pink Ribbon Cooking / June 20, 2013
Tuesday's adoption of obesity as a disease prompted me to open a post I had been working on about the reflections of Jean Anthelme Brillat-Savarin, A court of Appeals Judge in France and a well respected gastronomic voice in early 1800's Paris and France.
In this post I reflect on a book Brillat-Savarin wrote called Physiology of Taste. The Physiology of Taste is a reflective piece, where Brillat-Savarin shares his thoughts, referred to as meditations, on the pleasures or connoisseurship of food. These mediations explore our physiological and psychological desires for food, liquids and how these drive our appetite. Along the way he shares several conversations with friends and dialogs with himself.
Physilogy of Taste is often thought of as the most important book written about food. Given our ever expanding dialog about food and the quality of research, education and contributors in recent years I can't agree with that but, without exception, this is one of the most defining and relevant explorations about our relationship with food and how it affects our behaviors and life.Read Full Article »
Just Be.Cos
POSTED BY Pink Ribbon Cooking / March 28, 2013
Romaine, a member of the Cos lettuce family, is a powerful ingredient, both for its culinary personality and its nutritional value.
Cos lettuce is a tight head lettuce with leaves that grow vertically around a center head. The leaves are elongated, with dark green to a slightly yellowish coloring and a central ridge or spine along the middle of the leaf.Read Full Article »
Bánh Mì with Maple Sriracha Sauce
POSTED BY Pink Ribbon Cooking / March 21, 2013
Bánh Mì is a classic Vietnamese sandwich that merges the cultures of France and Vietnam, and now America. We are representing a healthy version of the sandwich by replacing the pate with avocado, allowing us the rich and creamy texture, while taking in good sources of fat and phytonutrients.Read Full Article »
Allicin, My Aim is True
POSTED BY Pink Ribbon Cooking / March 20, 2013
While driving home the other day I was singing along to the original 1977 version of Alison by Elvis Costello, a favorite song of mine from days long since past. The sun was out, there was little traffic and the ferries were on time. So what does Alison, Elvis Costello or my drive home have to do with cancer prevention, survivorship or food for that matter?
Read Full Article »
Cattle Barron's Ball Donation
POSTED BY Pink Ribbon Cooking / March 16, 2013
Pink Ribbon Cookingâ"¢ Hosts Private Chef's Dinner
We were honored to participate in the 2012 Cattle Baron's Ball for the Hope Lodge in Burlington, Vermont and a private Pink Ribbon Cookingâ"¢ Chef's Dinner was donated and raffled off.
Read Full Article »


text:
Since it is reading day
Something interesting to read Gradeless and to think about!
Office of Educational Technology Blog for College of Allied Health, East Carolina University
Something interesting to read Gradeless and to think about!
And our students are not doing this
but many are doing this join us for CAHS Research Day 2017 in the Health Sciences Building Room 1305!
I recently shared an article Why Gamification in Healthcare is the Next Big Thing and now to follow up here is a Q&A: How Gamification Increases Learning Outcomes with this partnership I am hoping to see the availability for us to add quizzes, feedback etc to our Mediasite Recordings. I will be attending the Mediasite User Conference the first week of May and if you have any thoughts or feedback you would like me to share at the conference please comment below. They do listen to their customers and there is always an "I wish" board to post on!
Speaking of lecture what about feedback, here is an article about a new way to deliver feedback, which can be done with Voice Thread a new product we have been piloting here at ECU!
Yes there are less than 10 class days left of Spring Semester 2017 classes. So I have some housekeeping items to share
Blackboard Downtime during break – Monday May 8 – Thursday May 11 click here for a list of upgrades.
Tuesday, April 25 is a Friday meeting day according to the academic calendar.
Wednesday, April 26 is Reading Day, time to catch up!
Summer Session starts May 15.
Grade Center – need assistance in weighting grades contact OET! Remember that anytime you download grades (work offline) you must save that file to a piratedrive location not your desktop, laptop, Read more
I am reposting as we enter the last week's of the semester your inbox may be put on the back burner but you might want to implete the "Four D's for Decision Making" model (4 D's) is a valuable tool for processing e-mail, helping you to quickly decide what action to take with each item and how to remove it from the Inbox.
Decide what to do with each and every message
How many times have you opened, reviewed, and closed the same e-mail message over and over? Some of those messages are getting lots of attention but very little action. It is better to handle each e-mail message only once before taking action—which means you have to make a decision as to what to do with it and where to put it. Under the 4 D's model, you have four choices:


text:
Group Celebration – Olympic Torch
Over 100 members of the Group and their families turned out to see Andrew carry the Olympic Torch in Sheffield, cheering and waving flags. Thank you so much – it was simply and amazing experience. We have Photo's in the gallery and see the video below of our Scout Group.
http://www.scouts.org.uk/newsandviews/bymonth/6 Click here for the national website – more news and pics !
LATEST VIDEO Fri 29/6 – http://www.telegraph.co.uk/sport/olympics/torch-relay/video/9363078/Lighting-The-Road-to-London-2012-Sir-Chris-Hoy-carries-the-torch-as-flame-visits-Sheffield-hospital.html


text:
The pros and cons of WordPress page builders
Though WordPress is marketed as a simple, easy-to-use platform on which to build your website, the reality is often less than straightforward.
If it were truly that simple, that is, if just anyone could pick WordPress up and build an incredible website with no training, then marketers and developers like us would be out of a job.
The fact is, WordPress may be straightforward in some ways, but in many others, it's quite complex. You can create a beautiful design for your site, but turning it into reality on WordPress is another task entirely.
That is, unless you use a page builder.
What is a page builder?
A page builder, in WordPress, anyway, is just a plugin — it adds drag-and-drop capabilities to the backend of your website.
That means you don't have to know HTML or CSS to build a website that looks like your design. You also don't have to rely on picking a theme that looks exactly the way you want it to look or is easy to manipulate.
From a new designer's standpoint, this has the possibility to be a godsend. Creating a website, even with the power of WordPress, an excellent parent theme, a stellar child theme, and high-quality plugins, still requires a set of web development skills that many creatives just don't have.
A page builder gets around this issue. It lets you bring your design and your words to life without having to hire a developer or pull your own away from client work. Sounds too good to be true, right?
Well, it sort of is and sort of isn't.
Page builders help you create your website, but is it a good idea to use one?
This is the real question — do these things actually work?
The short answer? It depends.
It depends on the page builder you choose.
Some page builders have serious problems. Some leave behind a mess of code everywhere they tread, some don't save all your content or design if you deactivate the plugin, some are clunky and almost impossible to use…
And some are really awesome. For some creatives, they can be a perfect solution in a variety of situations.
How to create a WordPress child theme
Usually, it is next to impossible to find the perfect theme; there are always some modifications that need to be done. So, why not just take a nice WordPress default theme, like Twenty Fifteen, and ma...
For example, if you have an awesome developer build you a website, but you can't pay for ongoing development work, a page builder may be just the thing for creating beautiful landing pages, or adding the rest of your products/services pages that you just can't afford to pay for at the moment.
To put it simply, page builders put the power in your hands. They let you turn your designs into reality without having to let someone else mangle your design (and charge you to do so).
That being said, they do have limitations, and many of them have drawbacks. It's critical to choose the right page builder; otherwise, you may end up with a mess of a site down the road or a mess of frustration as you fuss with a page builder that just isn't great.
What page builder should you use?
For us, this is a pretty straightforward question, but I'll let you take a look at some reviews and make up your own mind.
Chris Lema of WordPress and Crowd Favorite fame wrote a fantastic review of many different page builders, and you can read the whole thing here, but I'll save you some reading and just give you his recommendation:
He likes Beaver Builder, and, at least for the moment, so do we at Blue Steele Solutions.
Beaver Builder doesn't destroy your content if you deactivate it, it's simple to use while still being pretty powerful, and it has a pretty painless learning curve.
I would even go so far as to say you could build an entire website with a page builder this powerful, though it would take a while and I personally wouldn't want to do it.
Our top 10 favorite WordPress plugins
Sifting through the WordPress Plugin Directory is a bit like standing in a candy store – they all look so exciting to try! And these days, there's a plugin for just about everything: security...
Think of a page builder more as a stop-gap solution: It lets you add new pages to your website and make simple design changes without having to pay a developer. It keeps your website looking awesome between now and the day you can hire a developer in-house or pay a developer or agency to handle this for you on an ongoing basis.
However, if you're starting your website from scratch, a page builder is only a piece of the puzzle.
Choosing an awesome theme, picking your plugins carefully, and backing up even further to think about audience, branding, and your goals for the site is critical.
Do the planning beforehand so you don't spend a ton of time (and money) trying to fix your website down the line.
If you're building your own website in-house, a little bit of planning goes a long way
A page builder is only a tool — if the tool isn't used as part of a well-developed plan, it's not going to save your website.
For all our clients, we push design to the end of the project. Start with audience, branding, and content, and let these critical components drive the design.
And we have an ebook that walks you through this entire process. You can download it here.
If you use page builders the way they were meant to be used — as a tool for the average person to design a few pages here and there, they can be immensely valuable.
Just don't come to rely on them.
Blue Steele Solutions is a full-service marketing firm located in Denton, Texas. They build websites in WordPress constantly, and they even wrote an ebook on the process, 8 Steps to Building a High-ROI Website. Download it here.
13 Comments
Elementor is another solid option, which does not use shortcode and has a clean UI and decent UX.
Thanks for replying Luke! Elementor is definitely another great option. If only out-of-the-box WordPress had these kinds of capabilities, we wouldn't need page builders!
I also use and recommend Elementor. We are a web agency and we use it for make fast landing pages.
Thanks for reading Luis. Elementor is certainly another great option.
Elementor is about to release a Pro version that will blow the doors off, and it has one of the best UIs out there. I agree that a page builder can be useful only if you think through its use as part of a larger design and site maintenance plan.
Yes, we've certainly seen a lot of excitement about Elementor here in the comments! They've definitely got a potent offering — I think we're starting to see page builders come into their own.
And you're right — page builders need to be used carefully and thoughtfully. They shouldn't be relied on heavily if it can be avoided.
+1 for Beaver Builder. We've developed an addon for Beaver Builder that allows you to extend the basic functionality and get more custom modules and templates.
Thanks for sharing Sujay! We love Beaver Builder, and we've been using something similar to your offering to for a while.
Hey Adam,
Great article but I suggest looking into Page Builder Sandwich too. Aside from having an easier learning curve (since it has the usual Word processor UI) and does not destroy your website, it has a shortcode mapper which includes 100+ popular plugins.
I agree with your point in knowing what you want in your website and having a plan of execution. WordPress devs constant update seems too overwhelming sometimes! :)
Thanks for reading Patricia! I'll take a look at Page Builder Sandwich — I love the name!
The constant updates are a pain, but I guess what really grinds my gears is how useless they often seem for most of us. The things that we really need (like a more robust native word processor, for example) never seem to materialize, yet we get things like "distraction-free" writing, which, frankly, is even more distracting!
We use Layerswp for our clients!
It is clean and fast!
I'll have to take a look at that plugin Dieter; thanks for letting me know! One of the primary benefits of page builders, as you've mentioned, is their ability to accelerate development. When you're charging by the hour, this makes a huge difference in your profit margin.
Thanks for your comment.
I'm using WooComposer on the theme Enfold and I get quite locked. Anyone has the same experience?


text:
Absorbing Modernity: Domesticity at the Venice Biennale
At the 2014 Venice Architecture Biennale, Rem Koolhaas set the theme "Absorbing Modernity: 1914-2014" for the national pavilions, and many countries took it up through the lens of domesticity. The Taiwanese American designer Jimenez Lai examined the spaces and rituals of Taiwanese life with his exhibition Township of Domestic Parts. Lai created "superfurniture," overscaled, Memphis-inflected installations that interpreted ideas such as museum-like living rooms—part shrine, part show place, reserved only for guests. The result is a fantasy hangout space, which conjures up memories of childhood. Inside the neoclassical German Pavilion, the organizers built a modern house. The two structures intersect and "absorb" one another—a sofa is split by a wall, an outdoor fireplace undercuts the monumentality of the pavilion's central atrium. The pavilion turns amusing and strange—the kitchen is entirely formed by a glass wall and resembles a scientific lab—the installation is one of the best-crafted of the Biennale, though its meaning is largely opaque. The French Pavilion skewered Modernism as it met the realities of modernity. The central portion included a model of the house at the center of Jacques Tati's film Mon Oncle. The gallery behind includes a beautiful collection of prefabricated panels designed by Jean Prové, but also includes videos that detail the failure commercial failure of prefabricated architecture. The exhibition takes a decidedly sinister tone in the side gallery, which looks at an unsuccessful modernist housing development outside Paris, which was later used as an internment camp for French jews during the Holocaust. By asking the national participants to consider "Modernity" as a condition rather than "Modernism" as a style, Koolhaas has provided a useful framework for examining 20th century architecture in the culture of the 20th century. But few seemed prepared to engage with the state of architecture and culture today.


text:
"Be careful not to practice your righteousness in front of others to be seen by them. If you do, you will have no reward from your Father in heaven." Matthew 6:1 NIV
As platform people, I think this verse is a good one for us to be meditating on.
A question we can ask ourselves, "Is my private devotion and secret life in the Lord deeper and richer than what I might be displaying on the platform each Sunday or in front of others?". If the answer is no, then may I encourage you to make your time with the Lord on platform and in front of people the tip of the iceberg. Take time to cultivate a relationship with Him that far exceeds and has much greater meaning and intimacy underneath the surface... In the secret place. Just you and Him.
In the secret place, let Him remind you of who you are and to whom you belong. As He pours out His loving kindness, may you be washed clean from the lies the enemy would have you believe about yourself, about others and about situations. May the vessel that is your soul be filled to overflow, and may that love and kindness spill over into everyone you encounter.
I'm convinced that this is the kind of relationship our Heavenly Father desires. A relationship where we drink from Him and His love, and He drinks from us and our devotion. And as we continually drink, we become a well for others.
I have witnessed leaders being used by God despite their lack of intimacy. Heck, I have been used by God despite my lack of intimacy in certain seasons... I find His ability to use me in spite of me, incredibly freeing. It gives me great peace and comfort to know that in days and weeks of feeling insufficient, He is still on the throne. Nothing is too hard for Him.
But, there is another way. A better way. A way that yields more in one sitting. A way to lead where fresh and new wine, deep wells of revelation and living water can flow. This way can only be found and served from a place of private devotion, secret intimacy and time spent in the shadow of His wings.
This post is a challenge and an invitation to go deeper with Him. No one knows your private devotion except for you and God. If you find yourself leading from a place of lack and feeling empty, I challenge you to evaluate how you're spending your time. Are you meeting Him on a daily basis? Reading His word? Creating a net for Him to speak? Is the only time you're encountering Him in worship happening when you're leading others in worship? If the answer is yes, then I challenge you to have a worship session... just you and Him.
He is inviting us to the secret place. The place where He whispers words, revelation to great mysteries, unique perspectives to problems and relationships. Christ in you is His answer to the salvation and love revolution on planet Earth. There is no plan B. We are it. Let's not sell ourselves short by living in lack, but instead find ourselves filled and refreshed practicing righteousness in the secret and private places.
"Be careful not to practice your righteousness in front of others to be seen by them. If you do, you will have no reward from your Father in heaven." Matthew 6:1 NIV


text:
Rampant Design - Gun Effects MOV
Rampant Design - Gun Effects MOV | 24.67 GB
"Gun Effects" is a collection of 100% real unrestrained weapon effects .... primarily designed to add real muzzle flashes and smoke to your video content.
Tags : Rampant
CGAxis - Kitchen Utensils 3D Models Vol. 92
CGAxis - Kitchen Utensils 3D Models Vol. 92 | 2.3 GB
Kitchen Utensils 3D Models Collection Volume 92 by CGAxis is a set of kitchen accesories necessary for creating realistic and natural looking visualization or interior project. It contains 26 high-polygon 3D models of dishes, cooking pots and other cooking utilities.
Tags : CGAxis
Evermotion Archinteriors Vol. 41
Evermotion Archinteriors Vol. 41 | 4.01 GB
Archinteriors vol. 41 includes 10 fully textured scenes of modern showrooms. Every scene is ready to render with professional shaders and lighting. Scenes are prepared only for V-ray with 3dsmax. All presented renders are with postproduction. You can check raw renders in PDF Catalogue. PSD files are included.
DigitalXModels - Vol. 23 - Small Appliance
DigitalXModels - Vol. 23 - Small Appliances | 69.16 MB
Just looking at these models makes me want to hang out in my kitchen. Well maybe not my kitchen. But, these models do make me daydream about kitchens sort of. Yeah that's a lie. I really don't. Alright, I think what we can all agree on is that these kitchen appliances are pretty darn slick even if they are 3D models.
VideoHive - Fast Infusion 10277815
VideoHive - Fast Infusion 10277815 | 793 MB
"Fast Infusion" - An interesting dynamic project for creating a trailer, preview or intro to your material .... The project is assembled in the form of an opening old book, which gives a great field for imagination of the application.
Tags : VideoHive
Evermotion Archinteriors Vol. 47
Evermotion Archinteriors Vol. 47 | 2.3 GB
Archinteriors vol. 47 includes 10 fully textured industrial conference rooms scenes. Every scene is ready to render with professional shaders and lighting.
Evermotion Archmodels Vol. 198
Evermotion Archmodels Vol. 198 | 11.5 GB
Archmodels vol. 198 includes 36 professional, highly detailed model sets for architectural visualizations. This collection comes with high quality shop exposition 3d models with all the textures and materials. All objects are ready to use in your visualizations.
DigitalXModels - 3D Model Collection - Vol. 25 - Arcade Games
DigitalXModels - 3D Model Collection - Vol. 25 - Arcade Games | 402 MB
Sadly, there was a major oversight when we produced this 3D model collection. We completely omitted my personal favorite, Millipede! I mean, I'm sure it's part of the classics machines, but still. it should have had its own presence here.
DigitalXModels - 3D Model Collection - Vol. 24 - Kitchen And Appliances
DigitalXModels - 3D Model Collection - Vol. 24 - Kitchen And Appliances | 123 MB
Stoves, ovens, microwaves, dishwashers, sinks, and cabinets. 3D model collection. I don't even need to try on this one! Who knew kitchens were so funny all on their own? That's it folks! Thank you very much! I'm here all week!


text:
Name: Nicholas Gerstbauer
E-mail: firstname.lastname@example.com
Language: Japanese
Location of Study: Hakodate, Japan
Program of Study: Hokkaido International Foundation Japanese Language and Culture Program
Sponsors: Center for the Study of Languages and Cultures and the Liu Endowment
Blog URL: http://sites.nd.edu/sla2016/author/ngerstba/
A brief personal bio:
I am rising junior at the University of Notre Dame. I am double majoring in Political Science and Japanese. Following my time at Notre Dame, I plan to attend law school and become a lawyer. I love politics, learning foreign languages, theology, philosophy, music, video games, and video editing.
Why this summer language abroad opportunity is important to me:
Without the SLA grant, I certainly would not have been able to study abroad this summer. Afforded this opportunity, I plan to fully immerse myself in the Japanese language as a part of one of the best Japanese language programs in Japan. With this wonderful and generous grant, I will greatly improve my language studies in a way that is not possible without full immersion. I feel quite blessed to be able to participate in such a unique and amazing experience.
Without the SLA grant, my goals for the future would be much more difficult to achieve. The opportunity to study abroad in Japan will greatly increase my knowledge of the language and country to better help me get a job there in the future.
What I hope to achieve as a result of this summer study abroad experience:
Ultimately, I plan to greatly further advance my language skills to help me achieve my goal of fluency. Through my first year of Japanese at the University of Notre Dame and my second year of Japanese in the rigorous Hokkaido International Foundation Program, I will create for myself a strong foundation upon which I can master Japanese. I doubt that I could achieve my goal without this opportunity.
From this grant, I seize a chance that many miss. I get to master Japanese in Japan! There is no language experience purer or more effective than this. I am very confident in my future because of this opportunity.
My specific learning goals for language and intercultural learning this summer:
- At the end of the summer, I will be able to communicate effectively with my host family.
- At the end of the summer, I will be fully prepared to spend a full semester at a Japanese university with little to no difficulty.
- At the end of the summer, I will be able to travel alone in Japan without Google Maps.
- At the end of the summer, I will be proficient in Japanese political and Japanese Catholic terminology.
My plan for maximizing my international language learning experience:
I plan to communicate as much as possible with my host family. As one of the most important aspects of the program, I plan to make the most of it. It would be wonderful if I could help out around the house and learn about the Japanese home lifestyle. Perhaps my host mother could teach me how to cook Japanese food. Perhaps one night, I could even cook my host family an American dinner! The possibilities for immersion are innumerable.
Further, I plan to explore the city as much as time allows. I would love to communicate with as many locals as possible to improve my language skills and to improve myself as a person. I am very excited to reach out once I arrive in Japan.


text:
Chris Sherrington Speaks at ISWA Beacon Conference
Chris Sherrington, Senior Consultant at Eunomia, is speaking today at the ISWA Beacon Conference on Waste Prevention & Recycling in Copenhagen. Chris is presenting in the session entitled 'Waste Prevention and Zero Waste', chaired by Andreas Bartl, from the ISWA Working Group on waste prevention and recycling, and talking about two key challenges in respect of waste prevention, namely:
- Understanding costs impacts; and
- Getting people engaged with waste prevention.
Others participants in the same session will include Enzo Favoino, Chair of the Scientific Committee of Zero Waste Europe, and Roberto Cavallo from ACR+.
Chris has managed much of Eunomia's recent work on waste prevention, including:
- two studies for Brussels Environment on the potential role of economic instruments, and the feasibility of implementing obligations for reusable items at events,
- the launch of Eunomia's free Waste Prevention Toolkit for local authorities, and
- the evaluation of finalists' impacts in Nesta's Waste Reduction Challenge Prize.
In anticipation of the launch of Defra's Waste Prevention Programme for England last December, Chris authored Eunomia's own waste prevention 'wish-list', containing five key measures that would spread "a little more joy and a lot less waste." In addition to reducing waste, the five measures proposed in the wish-list would bring about:
- improvements to local environmental quality from reduced littering;
- reduced levels of plastic litter entering the marine environment;
- increased resilience to future heatwaves;
- reduced food poverty impacts; and
- improved wellbeing for some of the most vulnerable people in society.
Chris said,
"In order to be successful, waste prevention needs to be 'visible', with measures that capture the public's imagination and clearly demonstrate tangible benefits. Preventing waste offers the opportunity not only to advance resource efficiency, but to deliver important social and economic gains."
For more information regarding the conference please click here.


text:
Brown leaves game with neck injury
Salt Lake City, UT (Sports Network) – Utah rookie guard Dee Brown was wheeled
off the court on a stretcher to have X-rays taken following a neck injury at
the 5:09 mark of the first quarter during Game 2 of the Western
Conference semifinals against Golden State.
Neurological tests on Brown came back normal, but he was taken to an area
hospital for further evaluation. The club announced he would not return to
Game 2, leaving it shorthanded in the backcourt.
Derek Fisher, who was on the active roster for Game 2, was en route to
EnergySolutions Arena after missing the series opener Monday night because of
family reasons. Starting point guard Deron Williams then proceeded to pick up
two fouls in the game's first 59 seconds.
Brown slid into the middle of the lane just over midway through the first
stanza, attempting to draw a charge against Warriors forward Matt Barnes. His
teammate, 260-pound Mehmet Okur, landed on top of him, pushing Brown's chin
into his chest.
The guard remained on the floor for several minutes in obvious pain before
being helped to the locker room.


text:
8000 Batten Arts and Letters Building
Austin Jersild, Chair
Master of Arts - History
Maura Hametz, Graduate Program Director
The Department of History offers courses of study leading to the Master of Arts with a major in history.
Applicants must meet all University requirements and regulations for admission. Applications must include a short essay of 500 words or less addressing academic interests and goals and two letters of recommendation attesting to academic achievement and potential. The Graduate Record Examination (GRE) General Test is required for all applicants.
An undergraduate major or minor in history is desirable but is not required for admission. Generally, 24 semester credit hours in history and closely related cognates are required for regular admission. Applicants with 18 semester credit hours may be considered for admission on a provisional basis. These credit hours should include survey and upper-level courses. The graduate program director may prescribe certain undergraduate courses to be completed before recommending admission to the program. Under certain circumstances, students can be admitted to graduate courses while simultaneously completing an undergraduate prerequisite.
The requirement for admission to full standing (regular status) is 24 semester credit hours with a grade point average (GPA) of at least 3.00 in history and a general GPA of 3.00. Provisional admission requires a minimum of 18 credits (as described above) with a GPA of 3.00 in history and a GPA of 2.70. Students with averages below these minimums can attempt to improve their standing in undergraduate courses approved by the graduate program director. However, they cannot be admitted to graduate courses until they have achieved acceptable averages in history. Applicants who are denied admission to the M.A. program in history are not permitted to enroll in history graduate courses as non-degree students.
Prospective applicants with questions about their admission credentials and preparedness should contact the graduate program director in the Department of History. Those certain of their qualifications should apply through the Office of Admissions.
Admissions forms should reach Old Dominion University well in advance of the intended term of entry, but no later than November 1 for spring admission and April 1 for summer or fall. All required forms and documents must be sent directly to the Admissions Office, which creates a central file for each applicant. Those seeking a graduate assistantship should file the Application for Institutional Graduate Financial Assistance (available from the Office of Graduate Admissions) and send a letter of application for fellowship consideration to the graduate program director.
Graduate Financial Aid
Old Dominion University offers financial assistance to qualified graduate students. Types of aid include research and teaching assistantships, fellowships, grants, scholarships, and part-time employment. Nearly all forms of aid require that the student be engaged in full-time graduate study or nine semester credit hours.
Fellowships, assistantships, tuition grants, and small research grants may be available. Departmental funds may affect fellowship and assistantship amounts. The establishment of student need and academic promise also affect some grant amounts. The application deadline is February 15. International students must pass the SPEAK test (or an equivalent) of spoken English to become eligible for teaching assistantships.
Degree Requirements
Two courses of study are available. One is a 30-credit program capped by written comprehensive examinations in two general fields and an oral examination. The other is a 30-credit program, comprising 24 hours of course work, a thesis for which students earn six credits (HIST 698-HIST 699) on a pass/fail basis, and an oral examination. Either alternative leads to an M.A. in history.
All candidates for the M.A. in history must meet the general graduate degree requirements established for the University. In addition, all students must complete HIST 600 during their first year in the program. No more than nine of the required 30 hours may be earned in 500-level courses. Students are permitted a maximum of six credits in other departments offering graduate courses if the work is germane to their historical studies; prior approval of the graduate program director is required. Students who have received two grades of C+ or below will be indefinitely suspended from the program. Those students whose grade point average falls below 3.00 will be subject to the University's probation/suspension policy.
Examination Option
Students pursuing the examination option must take course work as follows:
|Historical Theory and Practice
|Electives *
|American History
|Non-American History
|Other Electives
|M.A. Exam Preparation and Research
|Total Hours
Elective courses can be at the 500, 600, or 700 level.
Students choose two fields of concentration for the Examination Option, which will conform to the expertise of two of the three committee members who constitute the student's exam committee. The fields can be tailored to the following geographic areas: North America, Europe, Russia, Latin America, Asia, or Africa.
Students pursuing the examination option must complete HIST 675 during their last year in the program. Written comprehensive field examinations may be taken in conjunction with HIST 675. The two field exams are taken during a department designated time each Fall and Spring semester. Within a two-week period following the successful completion of written exams, the student will take a two-hour oral examination. Exams are individualized by the student's examining committee but competence in the entire field is essential. Examinations are completed no later than 30 days before the end of a semester, and thus are normally scheduled in March and November. A field exam is judged in its entirety and is rated Pass or Fail by the examining committee; the same is true of the oral examination. Students who fail an exam can be re-examined in the next scheduled round of exams. Only one re-examination is permitted.
Thesis Option
Students pursuing the thesis option must take course work as follows:
|Historical Theory and Practice
|Electives *
|American History
|Non-American History
|Other Electives
|Total Hours
Elective courses can be at the 500, 600, or 700 level.
The thesis option will be recommended for those students who have maintained a high GPA and have the support of a faculty director. A review of the thesis prospectus is required before the completion of 18 hours of course work. The master's thesis is written under the direction of a thesis advisor selected by the candidate in consultation with the graduate program director. The thesis is reviewed and the candidate examined by a faculty committee chaired by the thesis advisor. The thesis defense—normally a two-hour oral examination—focuses on the thesis, the historical context, and related aspects of the student's concentration. Final approval of the thesis is the responsibility of the thesis advisor, the graduate program director, and ultimately of the dean of the College of Arts and Letters, who certify the candidate for graduation.
Graduate Certificate in Maritime History
The Department of History offers a Graduate Certificate in Maritime History. The certificate program is open to current MA candidates or students already possessing an MA in History. Current MA candidates should apply to the graduate program director for permission to pursue the course of study for the certificate. Students already possessing an MA in History should contact the graduate program director in the Department of History to be advised on admissions and applications procedures.
The Graduate Certificate in Maritime History offers perspectives of the history of maritime developments throughout the centuries. Topics covered include oceanic and naval history, history of the use of marine resources, maritime environmental history, and other topics like the history of maritime trade and technology and the trans-atlantic slave trade. The Graduate Certificate in Maritime History is designed for those who want to supplement their studies with a maritime focus. It offers students an introduction to maritime history and its global dynamic.
|Studies in Maritime History *
|Tutorial in Maritime History **
|Electives ***
|Total Hours
Ideally taken in the first semester of enrollment.
Ideally taken as the final course to complete the certificate.
Electives must be at the 600-level with a focus on maritime history as approved by the graduate program director.
For current MA candidates, the certificate will be awarded at the time of graduation on certification of the completion of requirements by the graduate program director in accordance with the policies of the University Registrar. For those already holding the MA in History, who are completing the certificate beyond the degree, the certificate will be awarded on completion of the 12 hours of required coursework as certified by the graduate program director in accordance with the policies and procedures of the University Registrar.
Students pursuing the Graduate Certificate are subject to all GPA and other requirements and policies of the department, college and university applicable to students pursuing a degree in the MA in History program.
HISTORY Courses
HIST 508. War and American Society in the Twentieth Century. 3 Credits.
This course is an exploration of the content and meaning of wartime experiences within American society between 1898 and 1975. Emphasis is on comparing the levels of national, institutional and personal experiences of war as they affected people at home and in battle, and on considering the relationships between warmaking and social development at particular times.
HIST 509. History of US-Mexico Borderlands. 3 Credits.
The course examines the history of the region straddling the U.S.-Mexico Border from the Spanish Conquest to the present day, focusing on issues of immigration, economic and political integration and the complicated nature of state-building in a transnational environment.
HIST 520. Fascism in Europe. 3 Credits.
This course explores the genesis and development of fascism in Europe between World Wars I and II. Particular emphasis on Fascism in Italy and National Socialism in Germany. Appeal of fascist movements to populations across the socioeconomic spectrum, fluidities of ideology and practice, fascism's impact on political, economic, social, and cultural life in the interwar period are explored.
HIST 539. Politics and Society in East Asia Since 1945. 3 Credits.
This course explores the political and social developments in Japan, China, and Korea since the end of World War II.
HIST 555. African-American Historiography. 3 Credits.
This course is an examination of the ways historians have addressed specific issues in African-American history.
HIST 556. Research in Local History. 3 Credits.
The course explores the history of Hampton Roads through student use of research materials.
HIST 570. Struggle for Democracy and Development in Latin America. 3 Credits.
This course analyzes, from a historical perspective, two core problems in Latin America's modern (since c. 1880) history: political authoritarianism and economic underdevelopment. The temporal and spatial dimensions of change are highlighted in discussions of patron-client political systems, military autonomy and impunity, social movements and revolution, export-oriented economic growth, industrialization, and the roles of national, ethnic and gender identities.
HIST 575. History of Modern Africa. 3 Credits.
The course is designed to enrich students' understanding of the intersections of political, economic, social and cultural forces that shaped Africa in the last 150 years and continue to affect the lives of peoples throughout the continent. It will focus on a series of major historical transitions that have shaped the development of modern Africa, including the end of the Atlantic slave trade, European imperial conquest and colonial rule, African resistance to European rule, social and cultural transformations, the end of colonial rule and post-colonial challenges.
HIST 595. Topics in History. 1-3 Credits.
The course is an advanced study of selected topics designed for small groups of qualified students to work on subjects of mutual interest which may not be offered regularly. These courses appear in the course schedule, and will be more fully described in information distributed to academic advisors.
HIST 598. Tutorial Work in Special Topics in History. 3 Credits.
Independent reading and study on a topic to be selected under the direction of an instructor. Conferences and papers as appropriate.
HIST 600. Historical Theory and Practice. 3 Credits.
Analysis of the development of historical theories, principles and methods and their application to historical research and writing. Required of all graduate students in history.
HIST 602. Readings in Early American History. 3 Credits.
This course offers an introduction to the principal writings and interpretations of American history from the period of European colonization of America to the beginning of the American Revolution. Readings and discussions focus on the development of American cultures and identities and on the formation of American social, political, and economic life.
HIST 603. The American Revolution and Historical Memory. 3 Credits.
This course introduces the principal interpretations of the American Revolution era from the mid-18th century to the 1787 ratification of the federal constitution. Readings and discussions focus on themes including Britain's relations with the colonies, the independence movement, women, African Americans, Native Americans as well as historical memory of the Revolution.
HIST 607. A People's Contest: Civil War and Reconstruction. 3 Credits.
An advanced course designed to familiarize students with the principal historiographical problems besetting the field of studies of the American Civil War and Reconstruction.
HIST 609. Melting Pot? Readings in Immigration History. 3 Credits.
This course examines the history of immigration to the U.S., focusing particularly on the late 19th and early 20th centuries. It critiques the "melting pot" metaphor through key themes, including transnationalism; the influences of class, race, gender, and nationality; working class and race relations; formal and informal economies; and popular and consumer culture.
HIST 610. Edible History: Food and Drink in the U.S. and Global History. 3 Credits.
This course explores the history of food and drink in the U.S. and the world as a way to examine the cultural, social, and political meanings about and consequences of producing and consuming food. This course will explore an array of topics including food as an essential element of identities and power relations, commodity chains, eating trends, and global security.
HIST 611. The Military in America. 3 Credits.
This course is designed to familiarize students with the principal historiographical problems besetting the field of U.S. military history from the pre-Revolutionary period to the present day.
HIST 617. The Long Civil Rights Movement. 3 Credits.
This course examines the historiography of the Long Civil Rights Movement, the struggle for civil rights stretching from the nineteenth century to the present day and encompassing multiple movements that sought to achieve the basic rights of citizenship for a number of different groups.
HIST 619. United States Labor and Working Class History. 3 Credits.
This course provides a historiographical survey of U.S. labor and working class history, focusing on the period after the Civil War. Work as a reflection of everyday life, class formation and class consciousness and the development of unions and other labor organizations are examined through a variety of different methodologies and in the contexts of citizenship and civil rights.
HIST 621. The Atlantic World and Early America. 3 Credits.
This course explores the Atlantic World as a place, a process, and a new field of historical inquiry. It examines the global processes of imperial, economic, and demographic expansion that drew British North America into transnational networks that spanned the Atlantic Ocean and brought European, African, and American inhabitants together.
HIST 622. The Atlantic Slave Trade. 3 Credits.
The course explores the trans-Atlantic slave trade from its beginnings in the 15th century to its suppression in the 19th century. It examines the historical literature on Africa, the Atlantic slave trade and the New World to provide students with a general orientation to the broad context of the Atlantic slave trade.
HIST 627. Cuba and Its Revolution. 3 Credits.
This course examines diverse interpretations of the origins of the 1959 Cuban Revolution led by Fidel Castro, its national and international repercussions, and relevant global contexts. Cuba's colonial status as a sugar plantation society based on African slave labor, the Cuban independence movement, the U.S. war with Spain, U.S.-Cuban relations, and the Cuban Revolution and its Cold War context are considered.
HIST 628. History of the U.S. Mexico Borderlands. 3 Credits.
This course examines the historiography of the U.S.-Mexico borderlands. Key themes include the slow, uneven and often unsuccessful integration of the region into centralizing states in Mexico and the United States; the changing nature of migration and commerce across the international boundary; and the importance of violence and social conflict in shaping the region.
HIST 630. Democracy and Development in Modern Latin America. 3 Credits.
From a world-historical perspective and moving from a broad focus on continental change to national contexts, this seminar analyzes two core problems in Latin America's history: political tensions (conceptualized as authoritarianism versus democracy) and economic change (underdevelopment versus development).
HIST 631. The Rise of the Hispanic World: Spain and Its Empire. 3 Credits.
The interaction of Spain and its overseas territories is the overarching theme of this seminar, which traces the rise of today's Hispanic world from its emergence in the Iberian peninsula in the 15th century, through the 19th century, when the Spanish Monarchy lost its American and Asian realms. Comparisons with other contemporary world empires will be considered.
HIST 632. Political Order and Social Change in Mexico Since 1910. 3 Credits.
This course traces the roots of current disorder in Mexico by analyzing the 1910 revolution, subsequent authoritarian rule, and the democratization process in the context of social forces that enabled the revolution and then brought it to a close in 2000. Themes include state formation, rule of law, democratization, economic development, U.S.-Mexico relations, and violence.
HIST 635. Modern British History. 3 Credits.
This course focuses on the social and cultural history of 19th- and 20th-century Britain. It explores broad themes of social conflict, class divisions, and racial construct, and gender roles presented in recent historiography at the intersections of social and cultural history. Topics include politics, culture, leisure, entertainment, arts, and sciences.
HIST 636. The British Empire. 3 Credits.
This course explores British imperialism and colonialism in the early modern and modern periods, from the Caribbean to Australia with emphasis on the "second British empire" of the nineteenth and twentieth centuries. Key themes will include: webs of power and communication, labor, gender, race, and colony/metropole relations.
HIST 638. European Transnational & International Histories of the 20th Century. 3 Credits.
This course explores conceptions of the nation, transnationalism and international movements through the lens of Western perspectives on international diplomacy and social movements from the late 19th century to the present. It emphasizes the role of transnational phenomena, including non-government organizations and human rights organizations and feminist, anti-racial, and anti-colonial movements.
HIST 640. Studies in East Asian History. 3 Credits.
HIST 641. Individual & Society in Ancient Greece. 3 Credits.
This seminar delves into literary and archaeological sources to examine the development of ancient Greece in the archaic, classical and Hellenistic periods. It traces the development of Greece's vibrant culture, the struggles between Athens and Sparta, and the subsequent alliances forced by Phillip II and Alexander the Great.
HIST 642. Ancient Rome: Text and Artifact. 3 Credits.
Using historical texts and archaeological remains as sources, this course considers Ancient Rome from the city's mythological foundation stories to its decline in late Antiquity. It will study Roman history and historiography exploring topics including the economy, the military, women's roles, religion, art and architecture in the Republic and the Principate.
HIST 643. Religion, Culture, and Empire in Greco-Roman Palestine. 3 Credits.
This seminar focuses on the development of Greco-Roman Palestine, from its encounter with Hellenism to its conquest by Rome, and ultimately to its transformation into the Christian Holy Land under the patronage of Constantine and Helen.
HIST 646. Studies in Russian History. 3 Credits.
Research in Soviet archives in the past decade has enriched and enlarged the study of Stalin's era (1924-1953). This reading seminar samples new literature on traditional topics, such as Stalin's rise to power, methods of rule, and foreign policies, as well as scholarship in newly emerging fields. These areas include social history, gender and the family, cinema and popular culture, nationalities, patron-client relations, and the history of science.
HIST 647. Studies in Maritime History. 3 Credits.
The seminar explores recent maritime historiography and demonstrates how maritime history presents unique understandings of human history and also works within or redefines broader historical constructs. Students will analyze sources related to specific topics of maritime history.
HIST 648. France and the Sea. 3 Credits.
This course examines the complex ways in which the French viewed the Atlantic Ocean and other bodies of water and the opportunities water travel provided them from the sixteenth to the twentieth centuries. Emphasis is placed on the Atlantic as a zone of interaction and on the French global trading networks and the development of overseas empires.
HIST 653. Life on the Margins in Medieval Europe. 3 Credits.
This course will examine the process by which Western Europe shared and understood its identity post-1000, focusing in particular on its understanding of itself as first and foremost Christian. It will seek to understand how the intellectual violence employed by Church leaders transformed into political violence and how the discourse of "Order and Exclusion" developed.
HIST 655. Early Modern Europe: Religion, Reform, and Violence. 3 Credits.
This course examines the religious, political and civil strife as well as the ramifications of social change in sixteenth and seventeenth century Europe. Emphasis will be on religiosity and how early modern peoples understood and experienced religious life and how the "reformations" altered gender relations, sexual dynamics, everyday life, and intellectual thought in Western Europe.
HIST 657. Old Regime and French Revolution. 3 Credits.
This course introduces students to the interpretive methodologies of questions of "Enlightenment" and the French Revolution that drive much of the historiography in European intellectual history today.
HIST 658. Studies in European History from 1815-1914. 3 Credits.
HIST 662. North Atlantic Resources. 3 Credits.
This class examines how coastal societies around the North Atlantic have developed their use of fish stocks and other marine resources since the late medieval period and analyzes how and why over-fishing of nearly all major species took place and how international agreements sought to address the issue of sustainable, biological oceanic resources.
HIST 668. Internships in History. 3 Credits.
Students work to gain field experience with professionals in such areas as museum management, archives administration, historical editing, historical preservation, electronic records management, archaeology, or oral history. Students are supervised by graduate faculty members who assign academic reading and written work to contextualize and enhance the field experience. Individually arranged. Minimum of 120 hours.
HIST 670. Fin-De-Siecle Europe. 3 Credits.
This course examines the intersections of politics and economy with culture and society in Europe from 1880 to 1914 with an emphasis on continental trends. It explores political ideologies relating to nationhood, race, ethnicity, class, and gender and their articulation in the arts, cultural production, technological innovation, and intellectual development at the turn of the century.
HIST 671. World War I in Europe. 3 Credits.
This seminar examines the "Great War" from its origins in the late nineteenth century to the postwar settlements of the Paris Peace Conference. It explores the war in the trenches and on the homefronts, from Britain and France to Turkey and Russia. It also considers the historiography of the war and memory and commemoration of the conflict 100 years on.
HIST 672. Fascism and Nazism. 3 Credits.
This seminar examines the rise and development of the Fascist and Nazi regimes in Europe from the end of World War I to the outbreak of World War II. Topics include fascist takeovers and leadership; the impact of violence and terror; the position of women; ethnic and racial minorities; and the role of internal and external political opponents and resistance to the regimes.
HIST 674. Holocaust History and Memory. 3 Credits.
This course examines the complex history of the Holocaust, beginning with the rise of anti-Semitism in the 1930s. It will explore issues of resistance and collaboration as well as ambivalence. It will also examine aspects of postwar Holocaust denial and the memory of the Holocaust as well as its representation in the historiography to the present.
HIST 675. M.A. Exam Preparation and Research. 3 Credits.
This advanced seminar integrates the skills needed to pass the M.A. exam in history. Exercises include designing examination reading lists, learning the historiography of the exam fields, preparing for orals, and writing and evaluating a practice exam. This course is not open to students pursuing the thesis option. Prerequisite: permission of the graduate program director.
HIST 676. Examination Preparation Transition. 1 Credit.
This course prepares students transitioning from the thesis option to the examination option for the comprehensive examinations. Prerequisites: HIST 698 and HIST 699.
HIST 683. History of the Global 1960s. 3 Credits.
Through the work of historians around the world, this course examines the nature of events in the 1960s. It explores global commonalities and local particularities, focusing on the simultaneous and interrelated phenomena of anti-colonial struggle, youth activism, and culture of dissent. It also looks at the countervailing pressures and groups that emerged in opposition.
HIST 695. Topics in History. 1-3 Credits.
The course is an advanced study of selected topics designed for small groups of qualified students to work on subjects of mutual interest which may not be offered regularly.
HIST 696. Tutorial in Maritime History. 3 Credits.
Individually arranged with appropriate professor and with permission of the graduate program director. Prerequisite: HIST 647.
HIST 697. Tutorials in History. 1-3 Credits.
Individually arranged with appropriate professor and with the permission of the graduate program director.
HIST 698. Thesis. 3 Credits.
3 credits.
HIST 699. Thesis. 3-9 Credits.
3-9 credits.
HIST 718. Mao's China. 3 Credits.
This reading seminar will focus on the changes of the Chinese society since the beginning of the 20th century. It will examine the pivotal historical events that led to the Chinese revolution, which put Mao's Communist regime in power and has changed Chinese society ever since. While studying the history chronologically, students will identify issues and factors that affect the Chinese political system and society, and examine the legacies of Mao's revolution from social and individual perspectives. The course will also focus on political formation and transformation of the government, social structure and upheavals, economic reforms, and foreign policies. (cross listed with IS 718 and IS 818).
HIST 755. Conflict and Violence in Modern Africa. 3 Credits.
This course will confront the theme of conflict and violence in Africa since the mid-20th century. It will explore the reasons behind the level of violent conflicts in the continent today, seek to understand their larger significance, and explore ideas for conflict resolution and prevention. (cross listed with IS 755 and IS 855).
HIST 795. Selected Topics in International Studies. 1-3 Credits.
The advanced historical study of selected topics in international studies.
HIST 998. Master's Graduate Credit. 1 Credit.
This course is a pass/fail course for master's students in their final semester. It may be taken to fulfill the registration requirement necessary for graduation. All master's students are required to be registered for at least one graduate credit hour in the semester of their graduation.
HIST 999. Doctoral Graduate Credit. 1 Credit.
This course is a pass/fail course doctoral students may take to maintain active status after successfully passing the candidacy examination. All doctoral students are required to be registered for at least one graduate credit hour every semester until their graduation.


text:
Warmup- Coach's choice: 8 minutes of continuous motion, to include metabolic conditioning and gymnastic movements (ie. jogging, rowing, pushups, pullups, double-unders, dips, lunges, etc) to the point of breaking a light sweat. Finish together with 3 minutes of squat stretches.
Strength: Front squat (5-3-3-2-2-2-1-1-1), this should be heavy for you, going up in weight over each round.
Cashout: 100 pushups for time.
Post your max load Front Squat and cashout time to comments.


text:
An exciting new project at Winchester Cathedral plans to examine the remains of several of England's Anglo-Saxon and Danish kings.
The contents of six mortuary chests, kept at the cathedral for centuries, contain the remains of 11 or 12 people are to be analysed. These include the purported remains of Cynegils, the first Christian king of Wessex (reigned 611-643), Cynewulf, King of Wessex (643-672), King Egbert (802-839), the first King of all England, and his son Ethelwulf (839-856), the father of Alfred the Great, King Edred (946-955) the grandson of King Alfred, Edred's nephew King Edwy (955-959), Canute, King of England (1016-1035), Norway and Denmark (d.1035) and his wife Emma of Normandy (also queen consort to the Saxon king Ethelred 'the Redeless'), and the Norman king, William Rufus (1087-1100), who was killed by a stray arrow during a hunting expedition in the New Forest in 1100. Canute and Emma's son Hardicanute (1040-1042) is now buried in the wall of the choir screen, rather than in a mortuary chest.
Also believed to be contained in the chests are the remains of the Anglo-Saxon Bishops Wini (died 670) and Alfwyn (d.1047) and Archbishop Stigand (d.1072). The identity of King Edmund, also buried in the chests is unknown. His date of birth has been omitted, he is thought not to be Edmund the Elder, who was buried at Glastonbury Abbey in Somerset. He is claimed by Thomas Rudborne in his 'Historia Major', to be the eldest son of Alfred the Great who was crowned in his father's lifetime but died in infancy. However neither the Anglo-Saxon Chronicle or Asser's Life of Alfred mention this supposed son. An inscription on a stone, dating to the twelfth century and now set in the stone bench beneath the south presbytery screen of the cathedtral reads 'Hic iacet Edmundus Rex Eþeldredi regis filius' (Here lies King Edmund, son of King Ethelred). Edmund Ironside, the son of Ethelred the Redeless is recorded to have been buried near his grandfather Edgar at Glastonbury Abbey but it is not impossible for his bones to have been translated to Winchester by his successor, Canute, who married his step mother.
Alfred the Great, (reigned 875-899) and his son Edward the Elder (899-924) were also buried at the Old Minster but were later removed to Hyde Abbey, a section of pelvis, exhumed from an unmarked grave in the grounds of St Bartholomew, the medieval church where it is believed Alfred was reburied in the nineteenth century and stored in a cardboard box in Winchester museum, has been dated by radiocarbon tests to between 895 and 1017 and may have belonged to King Alfred or Edward the Elder.
Many of the Anglo-Saxon and Danish Kings were originally buried in the 'Old Minster' at Winchester which was founded in 642 and was situated just to the north of the present Norman cathedral which replaced it. When the Saxon Minster was demolished, the Royal remains were exhumed and placed in mortuary chests around St. Swithun's Shrine around the high altar of the cathedral of the new building in the twelfth-century by Henry of Blois, Bishop of Winchester, the brother of King Stephen. A document dating to the thirteenth century states-
'In the year of Our Lord 1158 Henry, Bishop of Winchester, caused the bodies of the kings and bishops to be brought from the Old Minster into the new church, which were removed from an unseemly place and placed together in a more respectful manner around the altar of the blessed Apostles Peter and Paul.'
They survived the destruction of the Dissolution of the Monasteries and were placed in position along the decorative screen surrounding the presbytery of Winchester Cathedral in Tudor times. Mainly the work of Bishop Richard Fox, the chests are made from wood, which has been carved, painted and surmounted by crowns and shields. Earlier versions of the chests are displayed in the Triforium Gallery Museum in the cathedral.
There were originally eight chests, however, In 1642, during the Civil War, Cromwell's Roundhead soldiers, who entered the Cathedral after the battle of Cheriton, used the bones as missiles to shatter stained glass windows in the cathedral in the process of which two of the chests were smashed. The church officials, who had no way of determining which bones belonged to whom, later placed them back in the six remaining chests. When the chests were again opened for examination in Victorian times, earlier boxes were discovered to lie inside them.
The mortuary chests and their contents have recently been moved to the Cathedral's Lady Chapel and initial analysis has taken place on the chests themselves, with a view to their conservation as part of King's and Scribes: The Birth of a Nation, a three stage exhibition to be held in the Cathedral's South Transept. A Heritage Lottery Fund grant has been applied for to finance the project.
Speaking of the coming project, the Dean of Winchester, The Very Revd James Atwell stated "This is an exciting moment for the Cathedral when we seem poised to discover that history has indeed safeguarded the mortal remains of some of the early Saxon Kings who became the first monarchs of a united England. Winchester holds the secrets of the birth of the English nation and it does seem that some of those secrets are about to be revealed as future research continues. The presence of the bones in the Cathedral, where they would have been placed near the High Altar and the relics of St Swithun, remind us just how significant the inspiration of the Christian faith was for the foundation of our national life."
Preliminary findings from the Radiocarbon Accelerator Unit at the University of Oxford have been announced. These revealed that these bones originate from the late Anglo-Saxon and early Norman eras. Further research on the remains is to be carried out by the University of Bristol.
This project will involve historians, archaeologists, DNA experts, other scientists and art historians. Recent developments in forensic archaeology mean that it is now possible to examine the contents of the mortuary chests with a minimum level of disturbance to the remains. It is hoped that the research will record the contents of each chest, determine how many people have remains buried within them, the dates in which they lived, and their physical characteristics, including sex, statute and age at death. Bristol University archaeologists will use DNA techniques, team leader Professor Mark Horton has stated: 'The preliminary findings are very exciting'.


text:
White recuses himself from Black Nubble debate
A commissioner on the state's Land Use Regulation Commission has removed himself from discussions on a proposed wind farm near Sugarloaf Mountain.
Stephen White of Bethel said Wednesday morning that he was stepping aside to ensure that the debate over the Black Nubble project centers on the project itself and not on questions of whether he should be taking part.
White's decision came as the commission began a scheduled three-day debate on the 18-turbine Black Nubble Wind Farm project proposed by Maine Mountain Power.
Opponents of the project had claimed that White, the only member to vote for the original, larger Black Nubble-Redington Range proposal, was contacted by project supporters in the days after the January LURC vote against it and later contacted other board members to talk about the vote and the proposal.
White on Wednesday said the complaint was "a fictional account" by attorney William Plouffe, who represents opponents Maine Audubon, Appalachian Mountain Club, the Maine Appalachian Trail Club and the Appalachian Trail Conservancy.
He said Wednesday the lawyer "misinterpreted" his conversations with state officials and the developers.
Betty Jespersen, staff writer
By Morning Sentinel Staff Report
19 September 2007
This article is the work of the source indicated. Any opinions expressed in it are not necessarily those of National Wind Watch.
|Wind Watch relies entirely
on User Funding


text:
Event Archive - Analog
Fri. July 21st 2017 @ ANAVETS Club 302 Sidney BC (No Minors)
We are back for another night of your favourite vintage rock & blues music for your listening and dancing pleasure!
ReviewsNo articles have been linked to this profile
Analog (Rock & Blues band)
Welcome to the home of Analog - the rock 'n blues band that knows how to get your party started and keep it going - all night long! Our set lists are filled with some of the greatest music of our time - with a unique mix of classic rock, blues, R&B and soul music from legends such as The Allman Brothers, Elvin Bishop, Boz Scaggs, Van Morrison... more info


text:
Biography: Dr. M. Ehsan Karim is an Assistant Professor at the UBC School of Population and Public Health, a Scientist & a Biostatistician at the Centre for Health Evaluation and Outcome Sciences (CHÉOS), and a Michael Smith Foundation for Health Research (MSFHR) Scholar. He obtained his PhD in Statistics from the University of British Columbia. He completed his postgraduate training in the Department of Epidemiology, Biostatistics, and Occupational Health at McGill University, and was also a trainee at the Canadian Network for Observational Drug Effect Studies (CNODES).
Research: My current research focuses on causal inference and real-world observational data analyses, in both cross-sectional and longitudinal settings; patient-oriented research; survival analysis & survey sampling methodologies; applications of machine learning approaches, big-data analytics and Bayesian methodologies in epidemiologic studies.
Publications: Click here for a list of my publications. I am a big fan of scientific collaboration. Feel free to contact me if you are interested in discussing potential research projects or if you have questions regarding my research.
Available to Supervise: (please read the following first, and follow the instructions to apply)
I am currently looking for multiple graduate students for the following projects (with methodologic focuses within epidemiologic contexts):
- Improving Causal Inference Methods in Statistics for Analyzing High-dimensional / Big Data
- Developing and Evaluating Causal Inference Methods for Pragmatic Trials to address nonadherence
- Applying Machine Learning Methods in Mediation Analysis for Extracting Causal Explanations from Large Healthcare Databases.
Graduate students in statistics, biostatistics, epidemiology, economics or computer science with some methodological expertise in statistics and statistical software are encouraged to contact me directly; particularly those with some of the following skills:
- making data requests,
- extracting analytic data from administrative / survey databases,
- running statistical analyses,
- coding statistical estimators,
- conducting simulation studies,
- excellent scientific writing,
- ability to work on a multidisciplinary team.
Interested candidates should email me (at my UBC email address listed above) their (i) cover letter, (ii) a complete CV (including publication & award list), (iii) a copy of the unofficial transcripts (post-secondary), and (iv) a list of research / work experiences in healthcare related settings (if any). Please check out my G+PS profile for my research interests, as well as my previous publications. Only candidates shortlisted will be contacted.


text:
Twinks ass video: In the end it took me bodily and set me right on his penis. It scared me because I knew what he wanted to do next.
He stuck his finger in his mouth before probing my ass. He ran his hand across his ass. He pulled my pants legs together with my underwear.
twinks ass video
He pulled out his penis and played with him. While I sucked it reached under me and unzipped his pants. I'm sure I left a lot of saliva all over his cock. , free gay pissing videos .
gay encounter story He told me to get it good and wet. The man pushed his seat back as far as it will go and fuck my mouth for a while.
I am a humble by nature, but I feared the pain of man sticking his dick in my ass. There was no way I could keep that up for a long time before people will insist on the fact that he wanted to fuck my ass. what is the gay hotline number .
It was carved by those who are bent on the one hand and on the foreskin monsters like a fire hose. big black dicks uncut .
Inches and skinny man with a rooster that looked like sticks. There were people with roosters that were no longer than three , black gay striper .


text:
A modern twist to our favourite old Bollywood songs. Music label Tseries is responsible for this project through their new web series entitled Mixtape.
The web series will have seventeen (17) episodes and features both duet and solo performances with an acoustic musical arrangement. The Tseries Mixtape will include twenty-six (26) popular Bollywood playback singers like Shreya Ghoshal, Shaan, Salim Merchant, Tulsi Kumar, Jubin Nautiyal, Armaan Malik, Aditi Singh, Neeti Mohan, Kanika Kapoor, Nakash Aziz, Harshdeep Kaur, Jonita Gandhi, Aditya Narayan and Palak Muchhal among many others.
T-Series Managing Director and Chairman, Bhushan Kumar told Times of India, "Having such a massive catalogue of songs, we always wanted to do something on these lines. We are delighted that Mixtape is finally coming to life with such great talent from the industry." The series premiered on June 15 with Neha Kakkar and Mohammed Irfan being highlighted. The second episode is expected to showcase the talent of Tulsi Kumar and Armaan Malik.


text:
President Obasanjo Resigns As PDP Chairman Board of Trustees
Former President of Nigeria, Gen. Olusegun Obansanjo has resigned as chairman Board of Trustees; Peoples Democratic Party PDP.
Click to "Read more"
Share with friends on Facebook and Twitter. For updates, click the Facebook like button
He has however sent in a letter of resignation which thus stated; "I have formally sent in my letter of resignation as the Chairman Board of Trustees PDP to the National Chairman of the party as prescribed in the party's constitution. He has formally requested the President to allow his bowing out and to issue a short statement to that effect.
He however added "By relieving myself of the responsibility for chairmanship BOT of PDP, I will avail myself more time to devote to the international demands on me and to give some attention to mentoring across the board nationally and internationally in those areas that I have acquired some experience, expertise and in which I have something to share".
Obasanjo made it clear that his exit would afford him more time to develop his Presidential Library and to mobilizing and encouraging investment in Nigeria and Africa.


text:
Responding to a comment of theirs. Respond to an old one if you want your post to be more private.
Email us at the mod email: email@example.com
Tweet us at https://twitter.com/AvocadoMods
It's important to note that one of the flagging reason options, "I disagree with this user", is basically a trash can for Disqus: the mod team doesn't see it, the flag goes nowhere. Do not use this reason option if you want the mods to actually see the flag! Otherwise, the Avocado mod team does not see the reason you use, so go with your heart and choose whatever reason speaks to you.
Flagging a post with any other reason will make that specific post show up in our mod queue as "pending", and will sometimes allow us to see the immediate context surrounding that post. However, it doesn't always show context. If you think a flagged post may look relatively innocent out of context, it's best to flag and also email us at firstname.lastname@example.com to explain the context. Links and screenshots are ALWAYS appreciated, as well.
RULES: Rules are non-negotiable and may lead to official warnings or bannings.
We are obliged to follow DISQUS's Basic Rules and a list of those can be found here: https://help.disqus.com/customer/portal/articles/1753105-basic-rules-for-disqus-powered-profiles-and-discussions
Also, this shouldn't need to be stated, but we don't accept hate speech here. This includes racism, sexism, homophobia, transphobia, ableism, slut shaming, or any of the many bigotries you can think of. Don't do that stuff here. It WILL result in a warning.
1. Flirting and Downtalk: Be mindful and respectful of other people's boundaries. Some users are open to various levels of flirtation or down-talking, while others may not be. Everyone should feel free to politely state whether they're being pushed out of their comfort zone, and everyone else must be able to respect that, as long as it's reasonable. Please don't go in assuming people will be okay with your flirting or down-talk. If you have an issue with content that some others may not, please discuss it with the moderators to see if we can accommodate everyone as best as possible.
2. Doxxing and Other Personal Information: Posting other people's personal information is strictly prohibited, including that of non-users – this includes posting photos of other people without their consent (unless it's a published photo of a member of the public) or sharing other identifiable information such as full names, addresses, etc.
3. Disputes: Moderators have the final say in any dispute, unless it contradicts the rules posted here. If you have an issue that cannot be addressed by flagging, like with another user, a mod, or the board in general, please let either me know (best way by replying to a comment of ours. Choose a super old one if you want to remain private) or all mods via the moderator email account (email@example.com).
4. Moderators: Moderators may be appointed at the discretion of the existing mods. Mods are chosen based on their competence, attitude, availability, and respect within the AVCAD community, plus whether they're crazy enough to actually accept the role. However, IT IS NOT A POPULARITY CONTEST. No one is appointed just because they want it, or because they're prominent. I can only ask you all to PLEASE view mods as custodians of our little society, rather than superiors, and for the mods to act accordingly. Also, we won't remove a moderator unless there's an extremely good reason to, but mods can request themselves to be removed (temporarily or permanently) and we will do so.
5. Targeted Harassment/Bullying – We all end up in clashes with other members sometimes, and that's okay, as long as you're not breaking any of the other rules of the community. That being said, spamming a member as to provoke or incite a negative reaction or to constantly reinforce past grievances constitutes targeted harassment. For example, if you know another member doesn't like one type of joke, consistently replying to them with that joke can be harassment. Similarly, if you've had an argument with a particular member months ago, continually responding to all their comments with "hey, remember that time you said Batman vs. Superman is great?" in an effort to upset them can be harassment, too. I know we all goof around with each other sometimes are there are instances of this exact same behavior that would be a welcome in-joke, of course. But please remember to use empathy and your best discretion to know the difference between "loving ribbing" and "outright bullying".
6. Ban Evasion – If you are banned from The Avocado for any reason, you are not permitted to create a new account under a different name to try and avoid that banning: the new account will be banned as well. Any attempts at ban evasion will negate any attempt you make to appeal your banning. If you do wish to appeal your banning, the proper venue is to email firstname.lastname@example.com. Please note however that we rarely ban without a reason.
7. Sticky Threads – Only Avocado mods and admins may sticky threads, by which we mean pinning them to the front page. Do NOT select this option when you make a new thread as we will remove the pin.
8. Invasion Protocol – Once in a blue moon, our channel will get invaded by groups of trolls from other sites. It happened more frequently when we were just a simple Disqus channel, and some were quite inane and just annoying. However, some of these invasions included graphic, violent images that no one needed to see. When our site is being targeted by an invading channel, flag the posts. Do not engage, and do not go over to the invading site and attempt to counter-troll. Doing so will result in a warning. Also, when these invasions occur, we will close down the threads that they are occuring in temporarily in order to clean everything up. These invasions most frequently occur in the open threads. Do not take the thread being closed down as an opportunity to just go into other themed threads and treat them like the open thread. Not only is it not productive, but it draws attention to those threads from the invading sites, causing us to have to close those threads down as well. So when an invasion occurs and we close threads, just take a breather, go pet an alligator or walk your pet chupacabra or something of that nature. Going without the open thread for a half hour is not the end of the world.
9. Slurs and the automod list – The Avocado has a list of banned words, all of which are slurs. The existence and content of that list is not up for discussion. However, we understand that there are some limited contexts where a slur might be used: in a quote, as part of a title of something, or as used as a "reclaimed" slur by a member of that group. We ask that if you always obscure a slur in some way, and err on the side of caution if you aren't sure whether or not something is a slur. We also ask that you NEVER use a slur against another person, whether they are a member here or not.
Automodded words put the post directly into our queue and mods will use consideration and discretion to determine if a slur is being used in one of the abovementioned ways and approve the post if so. We also expect people to remember who can reclaim words: if you are not a member of the group included in the slur, don't use it.
GUIDELINES THAT ARE CONTINUOUSLY EVALUATED AND UPDATED TO REFLECT OUR COMMUNITY– Violating a guideline may result in a warning or deletion of post/thread:
1. Creating New Discussions: New discussions should be open focused to foster discussion. For regularly themed threads(i.e Frinkiac, Mental Health, etc), users should be deferential to folks who have created or taken up the mantle of daily or weekly discussions of a certain theme, and have either not officially surrendered those discussions or have not gone dormant.
2. Daily/Nightly Open Discussions: An "open" discussion will be posted twice a day, scheduled for 11:00 Eastern (08:00 Pacific) and 23:00 (11pm) Eastern (20:00/8pm Pacific). These open discussions are pretty much a free-for-all with no specific focus, just be mindful of the rules and guidelines. Anyone can make an Open Thread but it's best to check on the current one to see if the next has been claimed to prevent duplication. If you sign up to post an open thread, be sure to schedule it ahead of time so it goes up at the correct time. Also be sure to check the sign up sheet to make sure that slot is free. If any person continually posts open threads at the wrong time or posts duplicates, the mod team will discuss changing your publishing privileges.
3. Adult Content in General-Purpose Discussions: content should be kept to a level similar to what basic cable television channels. Remember that swear words are automatically sent to the mod-holding pin. Nudity or lascivious imagery should not be posted unless it's so cartoony that no one would mistake it as true "adult content", and the use of spoiler tags to block the image so those who are browsing at work don't have issues is encouraged.
4. Adult Content in Specialized Discussions: Discussions created specifically to discuss things of a more adult nature (such as the weekly fanfic thread) can progress further, though nothing beyond "hard R" in terms of images can be posted, and links to pornographic content must be marked as such. Also, THESE DISCUSSIONS MUST BE MARKED AS 'NSFW' IN THE DISCUSSION TITLE.
5. Handling Arguments and Vagueposting: Disagreements are going to happen in a community of this size. If you find yourself in one that you are not comfortable with, walk away. If you need a mod to step in because someone is not letting you do that, flag the post, or notify a mod. Do not go over to other threads or further up the thread and create a new post with the intent of continuing the disagreement elsewhere, rallying support from those who don't see the whole picture, or just rehash what happened, or other forms of vagueposting. Before creating a new post, ask yourself "does what I'm about to post help resolve this conflict, or is it likely to just create more drama and conflict?". Also, do not make posts with the intention of inciting drama, such as bragging about blocking people or bringing up fights you were not involved in. This is an online forum, not a middle school.
6. Taking a Breather: Connected to the above guideline is a suggestion: when you find yourself getting extremely upset or worked up about what is a simple disagreement (as opposed to things that outright break the rules or issues like hate speech and harassment), consider stepping away from the forum and doing something else until you feel calmer. It is sometimes easy to get very worked up or upset about internet discussions: it's hard to read tone! But often sticking around to try and get the last word or to respond to every single post makes things worse for all involved, when taking a short break to go do something else might diffuse things.
7. Rabbit and Other External Hangouts: While we have no way to police what goes on in Rabbit hangouts, you should be behaving there the same way you would here on The Avocado. If someone is harassing you or otherwise breaking our community rules in Rabbit, let the mods know and provide screencaps. This applies to other outside interactions like email, chats, games, etc. If someone is giving you trouble, let the mods know and provide screenshots.
8. Considerate Insults: We ask that you please be considerate of who else is catching flak when you cast a wide net of insults about the looks of various politicians and pundits, or when you insult them based entirely on their gender. For example, when you want to post about Trump, we suggest you think about how people who are larger might feel if you comment in an extremely derogatory manner about his weight. Similarly, it is not okay to call Kellyanne Conway misogynistic slurs just because she's an awful person. Please keep in mind that the religious beliefs, or lack thereof, of others are included in this guideline. We ask that you read this article for more thoughts about these kinds of posts.
9. Politics in the OT: While we appreciate that there are many members here who have an interest in discussing the current political climate, we ask that you recognize that political talk can be inherently stressful for some members. Therefore, please show consideration to them and keep outright political talk in the separately designated daily politics threads. If the politics thread is slow, feel free to announce in the OT that you have made a post there to direct discussion there. Otherwise, please try and keep controversial political talk out of the Open Threads.
10. Spoilers: We ask that you be considerate of people's desires to avoid spoilers of newly released or recently released media here on The Avocado. That means if you are discussing plot points or other spoilers for something newly released or recently released (whether it be a movie, TV show, book, etc), you should either keep your discussion to spoiler spaces/threads specific to that media or be using spoiler tags or both. If you post said spoilers outside specific spoiler spaces, such as in the Open Threads, use spoiler tags. If people ask you to add those tags, be polite and add them. You can add spoiler tags using < spoiler > text here < / spoiler >, minus the spaces.
11. Flag Abuse: We want you to feel free to flag posts that break the rules or guidelines here! But that is exactly what flagging is for: alerting us to posts that break the rules/guidelines. Flagging is not for posts you simply disagree with, users you don't like, or as a replacement for downvotes. If we notice a user repeatedly flagging posts that don't break any rules (keeping in mind that if a post IS breaking rules but may seem innocuous out of context you should alert us at the mod email so we have that context), we will consider issuing a warning to that user for flag abuse.
If you see a /serious tag, respect it and do not respond to that person with jokes or snark. If you disregard a /serious tag, your post may be deleted. This applies site-wide, not just to the OT.
Please note that sarcastically using the /serious tag is NOT encouraged. Also please avoid using just /s to denote seriousness, as that is also the "sarcasm" tag.
14. This is more of a notice than a guideline. Beginning now, the mods will no longer feature Go Fund Me or other fundraising efforts by members. This is for several reasons: to avoid appearances of favoritism, to avoid liability issues should a fundraising effort go badly in some way, and to keep members from feeling pressured. Avocado members are still welcome to link to their fundraising efforts and to repost links so that their fundraisers are seen, but moderators will not feature those links. Please understand that we are not trying to discourage members from these fundraisers or discourage anyone from contributing: we're glad this is a place where people feel they can ask for help and be supported.


text:
POWERFACT: When you've been authentic with sellers, and clear, and your true goal is to help them move to the next level, getting the signature is just a formality.
I believe that listing "presentations" should be really called "conversations". First of all, I hope we've given you the tools and mindset to do the first three parts of this REAL process well — R – build rapport. E – engage. A – advise. Now finally, L for "lead them to a decision." If you've done that — getting the listing is just a natural progression of the process.
In fact, "closing for the signature" can be really easy and even fun! Watch the video below to see what I mean!
In case you missed them, here are the other three posts in this series:
- Part One (R)
- Part Two: (E)
- Part Three: (A)thepowerprogram.com/the-face-to-face-presentation-part-two